01545oam 2200385 450 991070245090332120130613142653.0(CKB)5470000002427660(OCoLC)846855248(OCoLC)995470000002427660(EXLCZ)99547000000242766020130605d2012 ua 0engurmn|||||||||txtrdacontentcrdamediacrrdacarrierA comprehensive guide to fuel management practices for dry mixed conifer forests in the Northwestern United States /Theresa B. Jain [and six others]Fort Collins, CO :United States Department of Agriculture, Forest Service, Rocky Mountain Research Station,2012.1 online resource (331 pages) illustrations (some color)General technical report RMRS ;GTR-292Title from title screen (viewed June 5, 2013)."October 2012."Includes bibliographical references (pages 226-244).Fuel reduction (Wildfire prevention)Northwestern StatesFuel reduction (Wildfire prevention)Jain Theresa B.1400706Rocky Mountain Research Station (Fort Collins, Colo.),GPOGPOGPOBOOK9910702450903321A comprehensive guide to fuel management practices for dry mixed conifer forests in the Northwestern United States3489001UNINA07402nam 2200685Ia 450 991096936060332120200520144314.09786612155932978128215593012821559389789027293633902729363510.1075/scl.22(CKB)1000000000244090(SSID)ssj0000257658(PQKBManifestationID)11236985(PQKBTitleCode)TC0000257658(PQKBWorkID)10228895(PQKB)11531978(MiAaPQ)EBC623210(Au-PeEL)EBL623210(CaPaEBR)ebr10126062(CaONFJC)MIL215593(OCoLC)237788421(DE-B1597)720706(DE-B1597)9789027293633(EXLCZ)99100000000024409020060103d2006 uy 0engurcn|||||||||txtccrTextual patterns key words and corpus analysis in language education /Mike Scott and Christopher Tribble1st ed.Philadelphia J. Benjamins2006x, 203 pStudies in corpus linguistics,1388-0373 ;v. 22Bibliographic Level Mode of Issuance: Monograph9789027222930 9027222932 Textual Patterns -- Editorial page -- Title page -- LCC data -- Table of contents -- Preface -- Part I -- Texts in language study and language education -- Introduction -- Why have corpus-based methods caused an upheaval? -- A text focus, a language focus, a culture focus or a brain focus? -- The notion of context -- Word-lists -- Introduction -- Transformation -- Selection -- Kinds of word-list -- Alphabetically ordered -- Frequency ordered -- Other possible orderings -- One-word vs. n-word clusters -- Adding contextual information to wordlists -- Characteristics of word-lists -- The nature of high-frequency items -- Medium-frequency items -- Hapax legomena -- The distribution curve and the notion of a "power law'' -- The notion of "consistency'' -- What then do word-lists offer? -- Notes -- Concordances -- Introduction -- What is meant by co-occurrence? -- How much overlap is there between textual co-occurrence and the mental lexicon? -- Handling a concordance -- Patterns -- Clusters -- Is ago text-initial? - The dispersion plot -- Notes -- Key words of individual texts -- Introduction -- Keyness -- An example -- Exclamations in Romeo -- Different reference corpora -- Where do the KWs come in the text? -- Local versus global KWs -- Links between KWs -- Wide- and narrow-span linkages -- KWs and part of speech -- Key words and genres -- Introduction -- Keyword linkage between texts -- Formal patterns of Keyword linkage -- Examples of Keyword linkage between texts -- Associates -- Conclusion -- Notes -- Part II -- General English language teaching -- Summary -- Introduction -- Resources -- Approach -- Procedure -- Step 1 - Select texts -- Step 2 - Make wordlists -- Step 3 - Make Keyword lists -- Step 4 - Save lists as text files -- Step 5 - Create an Excel workbook containing all the data -- Findings -- Written academic vs. conversation -- Of.That -- Looking at a middle ground: Keywords in Fiction and Spoken Academic -- Spoken Academic and Fiction Keywords referenced against BNC Sampler Written -- Spoken Academic and Fiction Keywords referenced against BNC Spoken -- Conclusions -- Notes -- Business and professional communication -- Summary -- Introduction -- Resources -- Approach -- Preliminary analysis -- Example A -- Example B -- Example C -- Example D -- Preliminary analysis: Discussion -- KW analysis - hope -- Discourse moves -- Contractions -- Ellipsis -- Vague language -- Lexical density -- KW analysis: Discussion -- Notes -- Appendix -- English for academic purposes -- Summary -- Introduction -- Resources -- Approach -- Analysis 1: Clusters in academic writing in English -- Single word lists -- Two-word clusters -- Three-word clusters -- Four-word clusters -- Cluster lists - conclusion -- Analysis 2: Clusters in apprentice texts -- The Poznan literature MA dissertation corpus -- Comparing expert with apprentice academic writing -- Comparing apprentice academic writing with general academic texts and expert texts in literary studies -- BNC_LIT vs. POZ_LIT - mapping similarity and difference: Three-word clusters -- BNC_LIT vs. POZ_LIT - mapping similarity and difference: Four-word clusters -- Analysis 1 -- Analysis 2 -- Analysis 3 -- Analysis 4 -- Analysis 5 -- Identifying contrast between apprentice and expert performances - An interim conclusion -- Notes -- Appendix - BNC texts -- Poznan literature dissertation titles -- What counts in current journalism -- Summary -- Introduction -- Resources -- Approach -- Analysis 1: Who, what, where? -- Who? -- Second step - Check the immediate collocates -- What and where? -- Analysis 1: Conclusion -- Analysis 2: It's a man's world - gender balance in the Guardian Weekly's news reporting -- Titles -- Pronouns -- Discussion 1: Family words.Discussion 2: Nouns -- Discussion 3: Verbs -- Analysis 2: Conclusion -- Analysis 3: A changing world - UK news 1996-2001 -- UK News top five - GW_UK_NEWS vs. BNC -- UK News top twenty -- Conclusion -- Notes -- Counting things in texts you can't count on -- Summary -- Introduction -- Resources -- The text -- Tools -- Analysis 1 -- Pivot 1 -- Pivot 2 -- Pivot 3 -- Analysis 2 -- Wordlists and keyword lists -- Concordances and keywords -- But can you count on it? -- Conclusion -- References -- Name index -- Subject index -- The series Studies in Corpus Linguistics.Textual Patterns introduces corpus resources, tools and analytic frameworks of central relevance to language teachers and teacher educators. Specifically it shows how key word analysis, combined with the systematic study of vocabulary and genre, can form the basis for a corpus informed approach to language teaching. The first part of the book gives the reader a strong grounding in the way in which language teachers can use corpus analysis tools (wordlists, concordances, key words) to describe language patterns in general and text patterns in particular. The second section presents a series of case studies which show how a key word / corpus informed approach to language education can work in practice. The case studies include: General language education (i.e. students in national education systems and those following international examination programmes), foreign languages for academic purposes, literature in language education, business and professional communication, and cultural studies in language education.Studies in corpus linguistics ;v. 22.Language and languagesComputer-assisted instructionDiscourse analysisData processingStudy and teachingLanguage and languagesComputer-assisted instruction.Discourse analysisData processingStudy and teaching.418.00285Scott Mike1946-738395Tribble Chris689075MiAaPQMiAaPQMiAaPQBOOK9910969360603321Textual Patterns1462466UNINA