LEADER 02883oam 2200613I 450 001 9910454068303321 005 20170814180703.0 010 $a1-135-84513-1 010 $a1-281-89972-0 010 $a9786611899721 010 $a0-203-88855-3 024 7 $a10.4324/9780203888551 035 $a(CKB)1000000000557030 035 $a(EBL)366324 035 $a(OCoLC)457053878 035 $a(SSID)ssj0000145220 035 $a(PQKBManifestationID)11148271 035 $a(PQKBTitleCode)TC0000145220 035 $a(PQKBWorkID)10156613 035 $a(PQKB)10448987 035 $a(MiAaPQ)EBC366324 035 $a(EXLCZ)991000000000557030 100 $a20180706d2009 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aElectronic media criticism $eapplied perspectives /$fby Peter B. Orlik 205 $a3rd ed. 210 1$aNew York :$cRoutledge,$d2009. 215 $a1 online resource (559 p.) 225 0 $aElectronic media criticism : communication series 300 $aDescription based upon print version of record. 311 $a0-415-99537-X 311 $a0-415-99536-1 320 $aIncludes bibliographical references (p. [501]-530) and index. 327 $aBook Cover; Title; Copyright; Dedication; Contents; Illustrations; Critiques; Preface; 1 The Essence of Criticism; 2 Critical Functions; 3 Criticism and the Communication Process; 4 Knowledge Processing; 5 Tonal and Talent Ingredients; 6 Stage-Molding Ingredients; 7 Business Gratifications; 8 Audience Gratifications; 9 Depiction Analysis; 10 Structural Analysis; 11 Probing Ethics and Values; 12 Aesthetics and Art; 13 The Logic of Aesthetic Form; 14 Reality Programming; 15 Composite Criticism; Appendix A: Specimen Scripts; Appendix B: Suggested Exercises; Notes; Index 330 $aElectronic Media Criticism introduces readers to a variety of critical approaches to audio and video discourse on radio, television and the Internet. The book applies key aesthetic, sociological, philosophical, psychological, structural and economic principles to arrive at a comprehensive evaluation of both programming and advertising content. It includes numerous critiques to illustrate the ways in which critical expression can be structured, providing readers with feasible and flexible tools for focused and rational analysis of electronic media product as well as enhanced underst 606 $aMass media criticism 606 $aCriticism 608 $aElectronic books. 615 0$aMass media criticism. 615 0$aCriticism. 676 $a302.23 676 $a302.231 700 $aOrlik$b Peter B.$0885578 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910454068303321 996 $aElectronic media criticism$91977481 997 $aUNINA LEADER 06967nam 2200565 450 001 9910746949103321 005 20230411133249.0 010 $a1-00-308189-4 010 $a1-000-81350-9 010 $a1-003-08189-4 010 $a1-000-81366-5 035 $a(MiAaPQ)EBC7152195 035 $a(Au-PeEL)EBL7152195 035 $a(CKB)25607650600041 035 $a(NjHacI)9925607650600041 035 $a(EXLCZ)9925607650600041 100 $a20230411d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe linguistic challenge of the transition to secondary school $ea corpus study of academic language /$fAlice Deignan, Duygu Candarli and Florence Oxley 210 1$aOxon, UK ;$aNew York, NY :$cRoutledge, Taylor & Francis Group,$d[2022] 210 4$dİ2022 215 $a1 online resource (228 pages) 225 1 $aRoutledge Applied Corpus Linguistics 311 08$aPrint version: Deignan, Alice The Linguistic Challenge of the Transition to Secondary School Milton : Taylor & Francis Group,c2022 9780367534219 327 $aCover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of extracts -- List of figures -- List of tables -- Acknowledgements -- Chapter 1 Schools, the transition, students and teachers -- Introduction -- The transition and the context of this research -- Issues at transition -- Social, psychological and emotional issues -- Academic issues -- Language and the transition -- The voices of students in our project schools -- Aims of this book -- Notes -- References -- Chapter 2 Academic language and the school transition -- Introduction -- Perspectives on the language of school -- Bernstein's language codes and the language of school -- The Systemic-Functional Linguistics approach -- BICS and CALP -- CALS -- Academic language and function -- Academic language and social prestige -- Function: Academic language to facilitate and express academic thought -- Register and genre -- Features of academic language -- Overview -- Disciplinary language -- The vocabulary of school -- Polysemy and homonymy -- Tiers -- Grammar and discourse -- Specific issues at the transition -- Conclusion -- References -- Chapter 3 Corpus data and methods -- Introduction -- Constructing our corpus -- Characteristics of our partner schools -- Corpus design and representativeness -- The written corpus -- Representativeness and data gathering -- Composition of the written corpus -- Sub-registers -- The spoken corpus -- Corpus analytical methods used -- Quantitative data analysis procedures -- Multi-dimensional analysis -- Dimension 1: Involved versus informational discourse -- Dimension 2: Narrative versus non-narrative discourse -- Dimension 3: Situation-dependent versus elaborated reference -- Dimension 4: Overt expression of persuasion -- Dimension 5: Abstract versus non-abstract information -- Mixed and qualitative data analysis. 327 $aConclusion -- References -- Chapter 4 Written school language registers at the transition -- Introduction -- The corpus -- Analytical steps -- Statistical analysis -- Multi-dimensional analysis of school language registers -- Dimension 1: Involved versus informational discourse -- Dimension 2: Narrative versus non-narrative discourse -- Dimension 3: Explicit versus situation-dependent discourse -- Dimension 4: Overt expression of persuasion -- Dimension 5: Impersonal versus non-impersonal style -- Discussion -- Conclusion -- References -- Chapter 5 The language of English at the transition -- Introduction -- The KS2 and KS3 curricula -- Assessment -- Reading in Years 5-8 -- Reading for pleasure -- Making inferences -- Understanding genre, purpose and audience -- criticality -- Writing in Years 5-8 -- Understanding genre, purpose and audience -- Language and metalanguage in Years 5-8 -- Vocabulary -- Grammar teaching -- Corpus studies of the language of English in Years 5-8 -- Method -- The corpora used -- Frequent word analysis -- Keyword analysis -- Results -- Word frequency: Aboutness -- Keywords -- Conclusion -- Note -- References -- Chapter 6 The language of science at the transition -- Introduction -- The KS2 and KS3 curricula -- Language and learning science at school -- Scientific thinking and the language of science -- School science, language and socio-economic status -- Features of the language of school science -- Discourse -- Grammar -- Vocabulary -- Polysemy -- Method -- The corpora -- Focus and tools -- Results -- Keywords -- Frequent words -- Aboutness and general science words -- Polysemy -- Group 1: Contextual differences -- Group 2: Fine-grained differences in use -- Group 3: Meaning differences -- Group 4: Lexico-grammatical differences -- Group 5: Frequency differences -- Metaphorical uses -- Discussion and conclusion. 327 $aReferences -- Chapter 7 The language of mathematics at the transition -- Introduction -- The KS2 and KS3 curricula -- Learning mathematics and language -- Mathematics, anxiety and the transition -- Talking about mathematics -- Features of the language of mathematics -- Discourse -- Grammar -- Vocabulary -- Method -- The corpora -- Key feature analysis -- Keyword analysis -- Concordance and collocational analysis -- Findings -- Key feature analysis -- Results of keyword analysis -- Discourse functions of keywords -- Patterns of meanings of keywords -- Part-of-speech categories -- Concrete and abstract keywords -- Polysemy -- Collocation -- Conclusion -- Note -- References -- Chapter 8 Conclusion -- Introduction -- Key issues and findings -- The move from generalist to specialist teachers -- Register features -- Polysemy -- Other language issues -- Context -- Awareness of the linguistic challenges of transition -- Academic language and home learning environment -- Understanding the purpose of academic language -- Research on school language and transition -- Future research and ways forward -- References -- Index. 330 $a"This book provides a unique analysis and description of the linguistic challenges faced by school students as they move from primary to secondary school, a major transition, which some students struggle with emotionally and academically"-- Provided by publisher. 410 0$aRoutledge applied corpus linguistics series. 606 $aAcademic language 606 $aCorpora (Linguistics) 606 $aStudents, Transfer of 615 0$aAcademic language. 615 0$aCorpora (Linguistics) 615 0$aStudents, Transfer of. 676 $a407.1 700 $aDeignan$b Alice$0615439 702 $aCandarli$b Duygu 702 $aOxley$b Florence 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910746949103321 996 $aThe linguistic challenge of the transition to secondary school$93574382 997 $aUNINA