LEADER 05156nam 2200541Ia 450 001 9910461119203321 005 20200603003147.0 010 $a1-280-57926-9 010 $a9786613609038 010 $a1-4411-5987-8 035 $a(CKB)2670000000175051 035 $a(EBL)894567 035 $a(OCoLC)787843538 035 $a(MiAaPQ)EBC894567 035 $a(EXLCZ)992670000000175051 100 $a20111017d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 200 00$aPedagogical stylistics$b[electronic resource] $ecurrent trends in language, literature and ELT /$fedited by Michael Burke ...[et al.] 210 $aLondon ;$aNew York $cContinuum International Pub. Group$d2012 215 $a1 online resource (241 p.) 225 1 $aAdvances in Stylistics 300 $aDescription based upon print version of record. 311 $a1-4725-2727-5 311 $a1-4411-4010-7 320 $aIncludes bibliographical references and index. 327 $aTitle Page; Copyright Page; Contents; Acknowledgements; Contributors; Introduction; Teaching Stylistics; References; Part One: Analysis, Reading and Reception in Pedagogical Stylistics; Chapter 1: Paraphrase as a Way to a Contextualized Stylistic Analysis of Poetry: Tony Harrison's 'Marked with D'1; 1.1 Paraphrase: An Ancient Pedagogical Device; 1.2 A Students' Paraphrase of Tony Harrison's 'Marked with D'; 1.3 Text, Context and Discourse; 1.4 Reference and Representation; 1.5 Verbal Patterning and Representational Meaning in Harrison's 'Marked with D' 327 $a1.6 Linguistic Markers of Perspective and Positioning of the Reader1.7 Deixis and Perspective in the Poem; 1.8 Style and Meaning: The Verse Form of 'Marked with D'; Notes; References; Chapter 2: Chicken and Egg Stylistics: From Lexical Semantics to Conceptual Integration Theory; 2.1 Pedagogical Stylistics: Core or Periphery?; 2.2 Conceptually Transgressing 'Neat Boxes': Design and Implementation; 2.3 Interpretation: Pencils, Pedagogy and Conceptual Integration; 2.4 Concluding Remarks: Chicken and Egg Stylistics; Notes; References; Appendix; Chapter 3: The Reader's Paradox; References 327 $aChapter 4: Experiencing or Interpreting Literature: Wording Instructions4.1 Introduction; 4.2 Traditions in Teaching; 4.3 An Earlier Attempt: Literary Awareness; 4.4 Experiencing and Interpreting: Defining the Terms; 4.5 The Experiment; 4.6 Research Design; 4.7 Measurement; 4.8 Treatment of Data; 4.9 Analysis; 4.10 Conclusion; Note; References; Part Two: Emerging Trends and Methods in Pedagogical Stylistics; Chapter 5: Systemic Stylistics: An Integrative, Rhetorical Method of Teaching and Learning in the Stylistics Classroom; 5.1 Introduction; 5.2 Background 327 $a5.3 Systemic Stylistics in Practice5.4 Data; 5.5 General Discussion and Graduate Developments; 5.6 Conclusion; Notes; References; Chapter 6: Creative Writing: A Stylistics Approach; 6.1 Introduction; 6.2 Motivations: Theoretical Background; 6.3 Methodologies: The Approach in Action; 6.4 Results: Assessment and Subjectivity; 6.5 Conclusions: Evaluation and Reflection; Notes; References; Appendix: The Self-assessment Questionnaire; Chapter 7: Corpus Stylistics in the Classroom; 7.1 Introduction; 7.2 Stylistics and Pedagogy; 7.3 Why Teach Corpus Stylistics?; 7.4 Corpus-Assisted Stylistics 327 $a7.5 Corpus-Based Stylistics and Corpus-Driven Stylistics7.6 What is the Best Way to Teach Corpus Stylistics?; References; Chapter 8: Imagined Inference: Teaching Writers to Think Like Readers; 8.1 Introduction; 8.2 Inference and Writing; 8.3 Teaching Inference; 8.4 Conclusion; References; Chapter 9: Literary Pragmatics in the Advanced Foreign Language Literature Classroom: The Case of Young Werther; 9.1 Introduction; 9.2 Literary Pragmatics and the Development of Translingual Literacy in the Post-Secondary Foreign Language and Literature Classroom 327 $a9.3 Reading Werther in Arizona: Literary Pragmatics in Pedagogical Practice 330 $aThis book offers a global exploration of current theory and practice in the teaching of stylistics and the implementation of stylistic techniques in teaching other subjects. Pedagogical stylistics is a field that looks at employing stylistic analysis in teaching, with the aim of enabling students to better understand literature, language and also improving their language acquisition. It is also concerned with the best practice in teaching stylistics. The book discusses a broad range of interrelated topics including hypertext, English as a Foreign Language, English as a Second Language, poetry, 410 0$aAdvances in Stylistics 606 $aLanguage and languages$xStudy and teaching 606 $aLiterary style$xStudy and teaching 608 $aElectronic books. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aLiterary style$xStudy and teaching. 676 $a808 701 $aBurke$b Michael$f1964-$0898574 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910461119203321 996 $aPedagogical stylistics$92007578 997 $aUNINA