LEADER 04189nam 2200781Ia 450 001 9910464224303321 005 20210626002812.0 010 $a1-283-43013-4 010 $a9786613430137 010 $a3-11-025504-9 024 7 $a10.1515/9783110255041 035 $a(CKB)3360000000338478 035 $a(EBL)799414 035 $a(OCoLC)769190332 035 $a(SSID)ssj0000560067 035 $a(PQKBManifestationID)11367798 035 $a(PQKBTitleCode)TC0000560067 035 $a(PQKBWorkID)10569663 035 $a(PQKB)10896711 035 $a(MiAaPQ)EBC799414 035 $a(DE-B1597)123593 035 $a(OCoLC)979745320 035 $a(OCoLC)984550089 035 $a(OCoLC)987936910 035 $a(OCoLC)992454127 035 $a(OCoLC)999355190 035 $a(DE-B1597)9783110255041 035 $a(Au-PeEL)EBL799414 035 $a(CaPaEBR)ebr10515798 035 $a(CaONFJC)MIL343013 035 $a(EXLCZ)993360000000338478 100 $a20110824d2011 uy 0 101 0 $aeng 135 $aurnn#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aOld Russian possessive constructions$b[electronic resource] $ea construction grammar approach /$fby Hanne Martine Eckhoff 210 $aBerlin ;$aBoston $cDe Gruyter Mouton$d2011 215 $a1 online resource (228 p.) 225 0 $aTrends in linguistics. Studies and monographs ;$v237 300 $aDescription based upon print version of record. 311 0 $a3-11-025503-0 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tAcknowledgements --$tList of abbreviations --$tChapter 1. Introduction --$tChapter 2. A map of the possessive semantic space --$tChapter 3. The constructions in Old Russian --$tChapter 4. ID: Reference points on instance level --$tChapter 5. The ELAB nodes: Intrinsic relationships --$tChapter 6. Types and conventionalised units: TYPE and LABEL --$tChapter 7. Synchrony and diachrony --$tChapter 8. Concluding remarks --$tAppendix: Corpus and method --$tNotes --$tReferences --$tIndex 330 $aThis book is a detailed study of the possessive semantic space within the framework of construction grammar. Using corpus data from Old Church Slavonic and Old Russian, the book uses semantic maps to document the relationship between form and meaning in a set of semantically closely related syntactic constructions that can all express adnominal possession and all partially overlap. The book also traces the development of these constructions from the earliest Slavic attestations towards Modern Russian, thus also using the semantic maps as a diachronic tool. This approach results in a much improved analysis of the data at hand: The competing possessive constructions are treated as partly synonymous constructions in the same semantic space. Changes are then seen to follow paths in this space. The constructionist perspective also allows discerning the relative contributions of the possessor nominal, the possessee nominal and properties of the constructions themselves. The book is a contribution to Slavic historical linguistics, to the general understanding of adnominal possession and to forwarding functionalist approaches to syntactic change. 410 0$aTrends in Linguistics. Studies and Monographs [TiLSM] 606 $aRussian language$yTo 1300$xNoun 606 $aRussian language$y1300-1700$xNoun 606 $aRussian language$xSyntax$xHistory 606 $aRussian language$yTo 1300$xGrammar, Generative 606 $aRussian language$y1300-1700$xGrammar, Generative 608 $aElectronic books. 615 0$aRussian language$xNoun. 615 0$aRussian language$xNoun. 615 0$aRussian language$xSyntax$xHistory. 615 0$aRussian language$xGrammar, Generative. 615 0$aRussian language$xGrammar, Generative. 676 $a491.7/701 686 $aKE 1396$2rvk 700 $aEckhoff$b Hanne Martine$01030152 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910464224303321 996 $aOld Russian possessive constructions$92446944 997 $aUNINA LEADER 04395nam 2200721Ia 450 001 9910963673503321 005 20251116230608.0 010 $a9786610933334 010 $a9781416618386 010 $a1416618384 010 $a9781416603849 010 $a1416603840 010 $a9781280933332 010 $a128093333X 010 $a9781416603863 010 $a1416603867 024 3 $z9781416603856 035 $a(CKB)1000000000520403 035 $a(SSID)ssj0000131917 035 $a(PQKBManifestationID)11159937 035 $a(PQKBTitleCode)TC0000131917 035 $a(PQKBWorkID)10041738 035 $a(PQKB)10282404 035 $a(Au-PeEL)EBL3002156 035 $a(CaPaEBR)ebr10130809 035 $a(OCoLC)70219574 035 $a(Au-PeEL)EBL4948047 035 $a(CaONFJC)MIL93333 035 $a(OCoLC)1024277091 035 $a(MiAaPQ)EBC3002156 035 $a(BIP)13070014 035 $a(EXLCZ)991000000000520403 100 $a20051201d2006 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCreating literacy-rich schools for adolescents /$fGay Ivey, Douglas Fisher 210 $aAlexandria, Va. $cAssociation for Supervision and Curriculum Development$dc2006 215 $axviii, 154 p 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9781416603214 311 08$a1416603212 311 08$a9781416603856 311 08$a1416603859 320 $aIncludes bibliographical references and index. 327 $aIntro -- Foreword by Donna Ogle -- Overture -- Introduction: Adolescent Literacy in Perspective -- Reading and Writing in English Classes -- Transportable and Transparent Strategies for Content Literacy Instruction -- Time Spent "Just Reading": A Nonnegotiable -- Interventions and Support for Struggling Adolescents -- Leadership and Schoolwide Support for Literacy -- Coda: A Student's Perspective on Improving Adolescent Literacy -- Appendix A: A Call to Action -- Appendix B: Adolescent Literacy -- References -- Index -- About the Authors. 330 $aWe know that literacy is the key to learning in school, yet millions of middle and high school students lack the literacy skills they need to succeed. What can educators do? In Creating Literacy-Rich Schools for Adolescents , authors Gay Ivey and Douglas Fisher make a compelling case that all teachers--across the content areas--have a role to play in students' development of literacy, which they define as reading, writing, speaking, listening, and viewing. Rather than focusing solely on reading instruction and the cliche? that says "all teachers are teachers of reading," they urge teachers to incorporate rich literacy-based learning experiences into their classrooms, with the goal of helping students to learn and think across the curriculum. With research-based findings, engaging examples, and extensive lists of resources, Ivey and Fisher encourage readers to * Reexamine the materials, experiences, and expectations of the English/language arts classroom; * Use strategies to improve literacy in all the content areas and seek alternatives to the traditional textbook; * Make independent reading an important part of students' ongoing literacy development; * Design and use interventions that really work for struggling students; and * Consider the schoolwide elements--professional development, peer coaching, leadership, and assessment--that should be in place to support teachers and students. Essential questions provide the focus for each chapter, and Quality Indicators for Secondary Literacy help readers gauge where they are on the continuum of providing a meaningful literacy experience for students. Creating Literacy-Rich Schools for Adolescents will inspire educators to take up this challenge in their own school with new confidence that the work is worthwhile and achievable. 606 $aReading (Secondary) 606 $aEducation$xMethodology 615 0$aReading (Secondary) 615 0$aEducation$xMethodology. 676 $a428.40712 700 $aIvey$b Gay$01868807 701 $aFisher$b Douglas$f1965-$0123893 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910963673503321 996 $aCreating literacy-rich schools for adolescents$94476838 997 $aUNINA