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1. |
Record Nr. |
UNINA990003247370403321 |
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Autore |
Schrader, Franz <1844-1924> |
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Titolo |
Atlas de géographie historique / par une réunion de professeurs et de savants ; sous la direction géographique de F. Schrader |
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Pubbl/distr/stampa |
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Paris, : Libraire Hachette et C., 1896 |
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Descrizione fisica |
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32 p., [108] c. di tav. : ill. ; 39 cm |
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Disciplina |
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Locazione |
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Collocazione |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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2. |
Record Nr. |
UNINA9910789019503321 |
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Titolo |
Perspectives on linguistic structure and context : studies in honor of Knud Lambrecht / / edited by Stacey Katz Bourns, Harvard University, Lindsy L. Myers, University of Missouri, Kansas City |
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Pubbl/distr/stampa |
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Amsterdam : , : John Benjamins Publishing Company, , [2014] |
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©2014 |
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ISBN |
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Descrizione fisica |
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1 online resource (260 p.) |
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Collana |
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Pragmatics & Beyond New Series (P&BNS), , 0922-842X ; ; volume 244 |
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Altri autori (Persone) |
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BournsStacey Katz <1963-> |
MyersLindsy L (Linguist) |
LambrechtKnud |
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Disciplina |
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Soggetti |
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Grammar, Comparative and general - Sentences |
Grammar, Comparative and general - Syntax |
Functionalism (Linguistics) |
Discourse analysis |
Pragmatics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Perspectives on Linguistic Structure and Context; Editorial page; Title page; LCC data; Table of contents; Introduction; References; Acknowledgements; I. Grammatical constructions; The information structure of ditransitives: Informing scope properties and long-distance dependency constraints; 1. Introduction; 2. What is information structure?; 3. Topicality and quantifier scope; 4. The ditransitive construction; 4.1 Ditransitive construction and scope facts; 4.2 Interaction of the ditransitive with questions, passives; 5. Conclusion; References |
Non-promotional passives and unspecified subject constructions: Navigating the typological Kuiper Belt 1. Introduction; 2. The Irish autonomous construction; 3. Polish vs. Ukrainian; 4. The Icelandic "New Impersonal" construction; 5. The -ya construction in Northern and Central Pomo: Passive or active?; 5.1 Syntactic properties of the unexpressed argument; 5.2 Semantic properties of the unexpressed argument; 5.3 Other subject properties; 5.4 Anomalies; 6. Conclusion; References |
On the relationship between sentence focus category, subject-verb order, and genericity: A preliminary analysis of some Italian unaccusatives 1. Introduction; 2. Genericity, sentence focus category, and subject-verb inversion; 2.1 Genericity; 2.2 Sentence focus category and subject-verb order; 2.2.1 Sentence focus category; 2.2.2 Postverbal subject position; 3. SF and VS order in unaccusatives denoting change of location and change of state; 3.1 Particular (specific) sentences; 3.2 Characterizing (generic) sentences |
4. SF and VS order in Italian unaccusatives denoting lack/absence and necessity 4.1 Mancare and servire in particular sentences; 4.2 Mancare and servire in characterizing sentences; 5. Discussion; 5.1 Characterizing sentences cannot be focal; 5.2 Unaccusatives of change of location/state vis-à-vis mancare and servire; 6. Conclusion; References; Frames and the interpretation of omitted arguments in English; 1. Introduction; 2. A taxonomy of omissions; 2.1 Complications; 2.1.1 Difficulties identifying the interpretation type; 2.1.2 Non-instantiation |
3. Predicting the interpretation type of a null complement 3.1 The framal implicational account; 3.2 Accounting for exceptions; 4. Competing explanations; 4.1 Selectional restrictions; 4.2 The Aktionsart-based account; 5. Motivating the frame-based generalization; 6. Narrow scope generalizations; 7. Conclusion; References; Interactive frames and grammatical constructions; 1. Introduction; 2. Interactive frames; 3. Connecting grammatical constructions to interactive frames; 4. Right dislocations in French assessments; 4.1 The paradoxical functions of RD in French discourse |
4.2 RD and evaluation |
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Sommario/riassunto |
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A number of studies of Left Dislocation (LD) in spoken French within the Interactional Linguistics (IL) framework (de Fornel 1988; Pekarek Doehler 2001; Chevalier 2011b) have been critical of the information-structure analyses of this construction as set forth in Lambrecht (1981, 1994) and Barnes (1985). This discussion attempts to clarify the original information-structure analysis, arguing that the pragmatic definition of LD should be limited to the explicit marking of the sentence-topic and its associated comment. This topic-comment configuration is compatible with a large variety of partic |
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3. |
Record Nr. |
UNINA9910795339903321 |
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Titolo |
Teaching the canon in 21st century classrooms : challenging genres / / edited by Michael Macaluso and Kati Macaluso |
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Pubbl/distr/stampa |
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Leiden, ; Boston : , : Brill | Sense, , 2019 |
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ISBN |
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Descrizione fisica |
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1 online resource (233 pages) |
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Collana |
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Critical Literacy Teaching Series: Challenging Authors and Genres ; ; v. 11 |
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Disciplina |
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Soggetti |
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Canon (Literature) - Study and teaching - 21st century |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Front Matter -- Copyright page / Michael Macaluso and Kati Macaluso -- List of Figures and Tables / Michael Macaluso and Kati Macaluso -- Introduction / Kati Macaluso and Michael Macaluso -- Decentering the Canon / Michael Macaluso and Kati Macaluso -- Curating against the Canon / Kate Lechtenberg -- What do Olympians, Lowriders, and Shailene Woodley have to do with Language Arts? / Ashley K. Dallacqua and Annmarie Sheahan -- Shattering Literary Windows and Mirrors / Jeanne Dyches -- Making Contemporary Connections / Michael Macaluso and Kati Macaluso -- Still Fighting for Migrant Workers’ Rights 75 Years Later / Michelle M. Falter and Nina R. Schoonover -- Examining Islands Across Contexts / Jeremiah C. Sataraka and Ashley S. Boyd -- Teaching the House on Mango Street in the #Metoo ERA / Amy Cummins -- Fostering Critical Social Consciousness through “Text-to-Software” Connections with Brave New World / Mark A. Sulzer -- Applying Critical Lenses / Michael Macaluso and Kati Macaluso -- A Critical Race Approach to Teaching to Kill A Mockingbird / CARLIN BORSHEIM-BLACK -- Using Counterstories to Critique Racism / Ashley Johnson and Mary L. Neville -- Class is in Session / Elizabeth Currin , Stephanie Schroeder and Todd Mccardle -- Interrupting Ideologies within the Canon / Mike P. Cook , Brandon L. Sams and Parker Wade -- Considering Whom we Teach / Michael Macaluso and Kati Macaluso -- A Critical Emotional Approach to Canonical Literature / Amanda Haertling Thein -- Canonical Texts and Cultural Critique with English |
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Learners / Erin Mcneill and Mary Beth Hines -- “This Ain’t got Nuttin to do with my Life” / Fawn Canady and Chyllis E. Scott -- Teaching Critically for Freedom with 1984 / Mary E. Styslinger , Nicole Walker , Angela Byrd and Kayla Hostetler. |
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Sommario/riassunto |
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The canon, as much an ideology as it is a body of texts perceived to be intrinsic to the high school English classroom, has come under scrutiny for maintaining status quo narratives about whiteness, masculinity, heterosexuality, ability, and even those associated with American ideals of self-reliance, the good life, and the self-made man. Teaching practices around these texts may also reinforce harmful practices and ways of thinking, including those connected to notions of culture, literary merit, and methods of reading, teaching, and learning. Teaching the Canon in 21st Century Classrooms offers innovative, critical ways of reading, thinking about, and teaching canonical texts in 21st century classrooms. Responding to the increasingly pluralized, digitized, global 21st century English classroom, chapter authors make explicit the ideologies of a canonical text of focus, while also elaborating a pedagogical approach that de-centers the canon, bridges past and present, applies critical theory, and celebrates the rich identities of 21st century readers. In using this book, teachers will be especially poised to take on the canon in their classroom and, thus, to open up their curricula to ideas, values, concerns, and narratives beyond those embedded in the canonical texts. |
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