As such it has the difficult task of mediating between academic expertise and lived experience, attempting to reconcile opposed interests and perspectives. This clearly written introduction provides a concise but comprehensive overview of the most pressing and controversial issues surrounding contemporary language use today, including intercultural communication, political persuasion, new technologies, the growth of English, language in education, and foreign language teaching and learning.

    Their groundbreaking new reader, Writing About Writing, does exactly that, by encouraging students to draw on what they know in order to contribute to ongoing conversations about writing and literacy. Class-tested by thousands of students, Writing about Writing presents accessible writing studies research by authors such as Donald Murray, Mike Rose, and Deborah Brandt, together with popular texts by authors such as Malcolm X, Sherman Alexie, and Junot Díaz. Throughout the book, friendly explanations and scaffolded questions help students connect to readings and — even more important — develop knowledge about writing they can use at work, in their everyday lives, and in college. The conversation on writing about writing continues on the authors' blog, Write On: Notes on Writing about Writing (a channel on Bedford Bits, Bedford/St.Martin's blog for teachers of writing).

    Murray's A WRITER TEACHES WRITING has had a profound influence on composition theory and practice.

    Readers familiar with the previous edition will find a text that retains all the features that make Rulebook ideally suited for use as a supplementary course book -- including its modest price and compact size. Unlike most textbooks on argumentative writing, Rulebook is organised around specific rules, illustrated and explained soundly and briefly. It is not a textbook, but a rulebook, whose goal is to help students get on with writing a paper or assessing an argument.

     Reading is dying in our schools. Educators are familiar with many of the factors that have contributed to the decline—poverty, second-language issues, and the ever-expanding choices of electronic entertainment. In this provocative book Readicide: How Schools are Killing Reading and What You Can Do About It , author and teacher Kelly Gallagher suggests it is time to recognize a new and significant contributor to the death of reading: our schools. InReadicide, Gallagher argues that American schools are actively (though unwittingly) furthering the decline of reading. Specifically, he contends that the standard instructional practices used in most schools are killing reading by:Valuing standardized testing over the development of lifelong readersMandating breadth over depth in instruction Requiring students to read difficult texts without proper instructional support and insisting students focus on academic textsIgnoring the importance of developing recreational readingLosing sight of authentic instruction in the looming shadow of political pressures  Readicide provides teachers, literacy coaches, and administrators with specific steps to reverse the downward spiral in reading—steps that will help prevent the loss of another generation of readers.

    But according to Diane Ravitch, a leading historian of education, what began with the best of intentions has veered toward bizarre extremes. At a time when we celebrate and encourage diversity, young readers are fed bowdlerized texts, devoid of the references that give these works their meaning and vitality. With forceful arguments and sensible solutions for rescuing American education from the pressure groups that have made classrooms bland and uninspiring, The Language Police offers a powerful corrective to a cultural scandal.From the Trade Paperback edition.

    This highly visual, non- technical survey emphasizes broad, up-to-date coverage of basic topics and principles in geology, oceanography, meteorology, and astronomy. The text's flexible design lends itself to the diversity of Earth science courses in both content and approach. As in previous editions, the main focus is to foster student understanding of basic earth science principles.

    You may find it for free on the web. Purchase of the Kindle edition includes wireless delivery.

    A Glossary of Literary Terms covers the terminology of literature - from literary history to theory to criticism - making it a valuable addition to any literary theory or literature course.

    It's nothing to be afraid of. It isn't the exclusive preserve of politicians: it's everywhere, from your argument with the insurance company to your plea to the waitress for a table near the window. It convicts criminals (and then frees them on appeal). It causes governments to rise and fall, best men to be shunned by brides, and people to march with steady purpose towards machine guns.In this highly entertaining (and persuasive) book, Sam Leith examines how people have taught, practised and thought about rhetoric from its Attic origins to its twenty-first century apotheosis. Along the way, he tells the stories of its heroes and villains, from Cicero and Erasmus, to Hitler, Obama - and Gyles Brandreth.

    In this expanded series, Killgallon presents the same proven methodology but offers all-new writing exercises for middle school, high school, and college students.Unlike traditional grammar books that emphasize sentence analysis, these worktexts asks students to imitate the sentence styles of professional writers, making the sentence composing process enjoyable and challenging. Killgallon teaches subliminally, nontechnically-the ways real writers compose their sentences, the ways students subsequently intuit within their own writing.Designed to produce sentence maturity and variety, the worktexts offer extensive practice in four sentence-manipulating techniques: sentence unscrambling, sentence imitating, sentence combining, and sentence expanding. It's demonstrably true that Sentence Composing can work anywhere--in any school, with any student.

    This seems to have been the case even from the first recognition of the Neanderthals as a species. The first Neanderthal fossil discovery was that of a child’s skull in Belgium in 1829, but it was badly damaged. Another would be discovered in 1856 in a limestone mine of the Neanderthal region of what is present-day Germany, and a skull with differing distinct traits (indicating a different species than the Neanderthals) would be discovered just over a decade later in southwestern France. The latter specimen would come to be recognized as an example of the species Homo Sapiens, and these anatomically modern humans arrived in Europe between 45,000 and 43,000 years ago, around the time the Neanderthals are believed to started going extinct. The Neanderthals are a member of the genus Homo just like Homo sapiens and share roughly 99.7% of their DNA with modern humans (Reynolds and Gallagher 2012). Both species even lived briefly during the same time in Eurasia. However, the Neanderthals evolved separately in Europe, away from modern humans, who evolved in Africa. Physically, the Neanderthal skeleton was much more robust, suggesting that there was more room for muscle attachment. However, while Neanderthals were stronger than modern humans, the average height of the Neanderthal male was shorter, standing at only about 5’5 tall. Other physical characteristics that set the Neanderthals apart from modern humans were certain skull traits. The skull in general was low and elongated, featuring a sloping forehead with an occipital bun (a bone projection at the back of the skull), whereas modern humans have a more vertical forehead with no occipital bun. The cranial capacity of the Neanderthal skull was also greater than the modern human at 1,500–1,740 cc, and it lacked a chin and had more circular eye orbits, in contrast to Homo sapiens, which have a chin and tend to feature more rectangular eye orbits (Wolpoff 1999). Despite these differences, the Neanderthals may have been recognizable enough to interact with Homo sapiens or even blend in with Homo sapiens for the thousands of years they lived together in Europe. The Neanderthals lived in Europe and Asia for nearly 200,000 years and thrived in these regions, but they went extinct between 40,000 and 30,000 years ago, around the same time that modern humans began arriving in Europe. This has prompted much speculation as to the nature of the interactions between Neanderthals and Homo sapiens, especially since some researchers believe they interacted with each other for over 5,000 years before the Neanderthals began going extinct at different times across Europe. One hypothesis is that Homo sapiens displaced the Neanderthals and were better suited for the environment, and it is obviously possible if not likely that these two groups had become competitors for food and other resources, with Homo sapiens being more successful in the end. If such close interactions were taking place, there is also a possibility that the relatively new-to-Europe Homo sapiens brought pathogens from Africa with them that were unknown to the Neanderthal’s immune system. A more recent example of this type of resulting interaction is the European expansion into the Americas, which brought diseases like smallpox that the natives of America had never experienced before, especially diseases resulting from the domestication of animals. It is possible that the domestication of the dog by Homo sapiens may have contributed in spreading foreign diseases among the Neanderthals.

    The book demonstrates what sharply rising standards for literacy have meant to successive generations of Americans and how--as students, workers, parents, and citizens--they have responded to rapid changes in the meaning and methods of literacy learning in their society. Drawing on more than 80 life histories of Americans from all walks of life, the book addresses critical questions facing public education at the start of the twenty-first century.

    Original.

    Whether you're on a training course or have already started teaching, this book will help launch your career and give you the confidence and expertise you need to be a brilliant teacher.Make an educated decision - decide between the various courses, qualifications and job locations available to youStart from scratch - plan well-structured lessons and develop successful and effective teaching techniquesFocus on skills - from reading and writing, to listening and speaking, get your students sounding and feeling fluentGet your head around grammar - teach students to put sentences together, recognise tenses and use adjectives and adverbsAll shapes and sizes - tailor your lessons to younger learners, one-to-ones, exam classes and Business English learners Open the book and find: TEFL, TESOL, EFL - what all the acronyms mean The best course books and materials to supplement your teaching Advice on running your class and handling difficulties Lesson plans that you can use in the classroom Activities and exercises to keep your students on their toes Constructive ways to correct and assess your students' performance Ways to inject some fun into your classes Insider information on the best jobs around the world 'An invaluable manual for anyone thinking of embarking on a TEFL journey. Michelle Maxom's step-by-step guide provides practical tips to get you started and offers key advice to help unleash the creative English language teacher within.' - Claire Woollam, Director of Studies & a Teacher Trainer at Language Link London