LEADER 04642nam 2200781Ia 450 001 9910960009003321 005 20251117080812.0 010 $a1-136-71764-1 010 $a1-280-66561-0 010 $a9786613642547 010 $a1-136-71765-X 010 $a0-203-81580-7 024 7 $a10.4324/9780203815809 035 $a(CKB)2670000000173912 035 $a(EBL)728248 035 $a(OCoLC)797918735 035 $a(SSID)ssj0000676811 035 $a(PQKBManifestationID)11459319 035 $a(PQKBTitleCode)TC0000676811 035 $a(PQKBWorkID)10685335 035 $a(PQKB)10957886 035 $a(MiAaPQ)EBC728248 035 $a(Au-PeEL)EBL728248 035 $a(CaPaEBR)ebr10551371 035 $a(CaONFJC)MIL364254 035 $a(OCoLC)794379479 035 $a(EXLCZ)992670000000173912 100 $a20101126d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aBeyond cognitive metaphor theory $eperspectives on literary metaphor /$fedited by Monika Fludernik 205 $a1st ed. 210 $aNew York $cRoutledge$d2011 215 $a1 online resource (316 p.) 225 1 $aRoutledge studies in rhetoric and stylistics ;$v3 300 $aDescription based upon print version of record. 311 08$a0-415-85412-1 311 08$a0-415-88828-X 320 $aIncludes bibliographical references and indexes. 327 $aFront Cover; Beyond Cognitive Metaphor Theory; Copyright Page; Contents; List of Figures; List of Tables; Acknowledgments; Introduction: Monika Fludernik; Part I: Indigenous Non-Cognitive Approaches to Metaphor; 1. Systematizing Verbal Imagery: On a Sonnet by Du Bellay: Hans Georg Coenen; 2. Catachresis-A Metaphor or a Figure in Its Own Right?: Elz?bieta Chrzanowska-Kluczewska; 3. Literary Metaphor between Cognition and Narration: The Sandman Revisited: Benjamin Biebuyck and Gunther Martens 327 $a4. Reaching Beyond Silence: Metaphors of Ineffability in EnglishPoetry-Donne, Wordsworth, Keats, Eliot: Ina Habermann5. Literary Criticism Writes Back to Metaphor Theory: Exploring the Relation between Extended Metaphorand Narrative in Literature: Bo Pettersson; 6. Metaphors in Context: The Communicative Structureof Figurative Language: Tamar Yacobi; Part II: Cognitive Metaphor Theory and Literary Analysis; 7. Conceptual Metaphor and Communication: An Austinian andGricean Analysis of Brian Clark's Whose Life Is It Anyway?: John Douthwaite 327 $a8. The Role of Metaphor in Poetic Iconicity: Margaret H. Freeman9. "One should never underestimate the power of books": Writing and Reading as Therapy inPaul Auster's Novels: Beatrix Busse; 10. Metaphor Sets in The Turn the Screw: What Conceptual Metaphors Reveal about Narrative Functions: Michael Kimmel; 11. Hyperliteralist Metaphor: Ralph Mu?ller: The Cognitive Poetics ofRobert Musil in His Novella"Die Portugiesin"; 12. Storyworld Metaphors in Swift's Satire: Michael Sinding; 13. Conventional Metaphor and the Latent Ideology of Racism: Andrew Goatly 327 $a14. The JOURNEY Metaphor and the Source-Path-Goal Schema in Agne?s Varda's Autobiographical GLEANING Documentaries: Charles ForcevilleContributors; Author Index; Subject Index 330 $aIn this innovative collection, an international group of scholars come together to discuss literary metaphors and cognitive metaphor theory. The volume's goals are three-fold. The first aim of the book is to present some recent approaches to metaphor which have no immediate connection with cognitive metaphor theory and have developed independently of it. While the cognitive approach has become the leading paradigm in the English speaking world, elsewhere (in Europe) rhetorical, semantic, and logical models have remained in use and continue to be elaborated. These models have so far had litt 410 0$aRoutledge studies in rhetoric and stylistics ;$v3. 606 $aMetaphor in literature 606 $aMetaphor 606 $aFigures of speech in literature 606 $aCognition in literature 606 $aDiscourse analysis, Literary 615 0$aMetaphor in literature. 615 0$aMetaphor. 615 0$aFigures of speech in literature. 615 0$aCognition in literature. 615 0$aDiscourse analysis, Literary. 676 $a809/.915 686 $aEC 3765$2rvk 701 $aFludernik$b Monika$0468125 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910960009003321 996 $aBeyond cognitive metaphor theory$94486973 997 $aUNINA LEADER 04122nam 2201069 a 450 001 9910955776303321 005 20251107091810.0 010 $a979-82-16-41651-7 010 $a9798765186008 010 $a1-282-60788-X 010 $a9786612607882 010 $a1-60709-767-2 024 7 $a10.5040/9798216416517 035 $a(CKB)2560000000016539 035 $a(EBL)616381 035 $a(OCoLC)700699560 035 $a(SSID)ssj0000443129 035 $a(PQKBManifestationID)12162983 035 $a(PQKBTitleCode)TC0000443129 035 $a(PQKBWorkID)10453781 035 $a(PQKB)10090511 035 $a(SSID)ssj0000429413 035 $a(PQKBManifestationID)12174784 035 $a(PQKBTitleCode)TC0000429413 035 $a(PQKBWorkID)10430101 035 $a(PQKB)10533896 035 $a(Au-PeEL)EBL616381 035 $a(CaPaEBR)ebr10391916 035 $a(CaONFJC)MIL260788 035 $a(MiAaPQ)EBC616381 035 $a(OCoLC)700699560$z(OCoLC)816388605 035 $a(UkLoBP)BP9798216416517BC 035 $a(EXLCZ)992560000000016539 100 $a20100211d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTeaching history with big ideas $ecases of ambitious teachers /$fedited by S.G. Grant and Jill M. Gradwell 210 $aLanham $cRowman & Littlefield Pub. Group$d2010 210 2$aNew York :$cBloomsbury Publishing(US),$d2010. 215 $a1 online resource (231 p.) 300 $aDescription based upon print version of record. 311 08$a1-60709-765-6 311 08$a1-60709-766-4 320 $aIncludes bibliographical references and index. 327 $aContents; Preface; Chapter 01. Teaching History with Big Ideas; Chapter 02. The Evolution of a Big Idea: Why Don't We Know Anything about Africa?; Chapter 03. Defining Success with Big Ideas: A New Teacher's Groeth and Challenges; Chapter 04. From the Holocaust to Darfur: Teaching about Genocide; Chapter 05. How I Learned to Stop Worrying about the Test and Love Teaching Students to Write Well; Chapter 06. Big Expectations: Big Ideas in Honors and Inclusion Classes; Chapter 07. Big Ideas and Technology: A Methodology to Engage Students; Chapter 08. Reconstructing Reconstruction and History 327 $aChapter 09. Big Ideas and Ambitious Teaching: A Cross-Case AnalysisChapter 10. Implications: A Road Map for Ambitious Teaching with Big Ideas; Index; About the Editors and Contributors 330 $aThe case studies in this book describe the decisions and plans and the problems and possibilities middle and high school history teachers encountered as they ratcheted up their instruction through the use of big ideas, which offered both teacher and students opportunities to explore historical actors, ideas, and events in rich and engaging ways. 606 $aCurriculum planning 606 $aHistory$xStudy and teaching (Secondary)$vCase studies 606 $aCurriculum planning$2fast$3(OCoLC)fst00885382 606 $aHistory$xStudy and teaching (Secondary)$2fast$3(OCoLC)fst00958328 608 $aCase studies.$2fast 615 0$aCurriculum planning. 615 0$aHistory$xStudy and teaching (Secondary) 615 7$aCurriculum planning. 615 7$aHistory$xStudy and teaching (Secondary) 676 $a907.1/2 700 $aGRAND/GRADWELL$01885898 712 02$aBloomsbury (Firm), 801 0$bMERUC 801 1$bMERUC 801 2$bEBLCP 801 2$bOCLCQ 801 2$bYDXCP 801 2$bIDEBK 801 2$bOCLCQ 801 2$bDEBSZ 801 2$bOCLCQ 801 2$bK6U 801 2$bMERUC 801 2$bZCU 801 2$bICG 801 2$bOCLCF 801 2$bOCLCO 801 2$bOCLCQ 801 2$bOCLCO 801 2$bOCLCQ 801 2$bDKC 801 2$bOCLCQ 801 2$bOCLCO 801 2$bOCLCQ 801 2$bOCLCO 801 2$bOCLCL 801 2$bUtOrBLW 906 $aBOOK 912 $a9910955776303321 996 $aTeaching history with big ideas$94521279 997 $aUNINA 999 $cEBook