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'I Like - Book 2 VI', Series 1. Series 1 focuses on teaching students the core words 'I Like', along with a few secondary core words from the A.P.P.L.E. literacy program.

'I Like - Book 1 VI' is the first book in series 1.

If coherence is the sine qua non of nearly all written communication, why do we not have a comprehensive treatment of it, especially for those who study or teach formal, academic writing? Beyond Cohesion: Toward a Theory of Coherence builds on the seminal work of Halliday and Hasan and offers a comprehensive treatment of coherence along three lines¿linguistic, cognitive, and culturally salient¿using close linguistic argument and several illustrative figures. While the main audience is that of graduate studies in rhetoric and composition, those working in linguistics, language and cognition, and artificial intelligence will also benefit from this approach.Beyond Cohesion: Toward a Theory of Coherence is a fascinating, thorough, and highly useful investigation into a rhetorical concept that is often referenced, but rarely systematically studied. Synthesizing theories of coherence from rhetoric and composition, linguistics, psychology, and related fields, Frank Davis provides a wide-ranging, interdisciplinary resource for those beginning their study of coherence or looking to expand it.¿Amanda Sladek, Associate Professor of English, University of Nebraska at Kearney

Kjo është një hapësirë thelbësisht kritike ndaj pozicioneve esencialiste të identitetit dhe një konceptualizim i 'kulturës origjinale, ose burimore'. Për mua rëndësia e hibriditetit nuk është të jesh në gjendje të gjurmosh dy momente origjinale nga të cilat del i treti, përkundrazi hibriditeti për mua është ¿Hapësira e Tretë", e cila mundëson të dalin pozicione të tjera.

Der er tradition for, at man i danskfaget underviser i faglig læsning og skrivning af andre fags tekster, ofte naturfaglige. Danskfagets fagtekster er anderledes, men i arbejdet med disse tekster er der også brug for faglig læsning, hvor læreren støtter eleverne i at overvinde sproglige hindringer og få overblik over de forskellige teksttyper. Og faglig skrivning, hvor eleverne selv skriver danskfaglige tekster som en vej til selv at forstå og som formidling til andre.I denne bog bliver du præsenteret for undervisning i faglig læsning og skrivning med fokus på danskfaget og sideblik til andre fag. Bogen indeholder en analyse af, hvad der kan være brug for at støtte eleverne i, når de skal læse og bruge danskfagtekster om metoder, begreber, perioder m.m. og forstå opgaveformuleringer. Eksemplerne er hentet fra grundbøger til 4. klasse og forløb fra portaler til de ældste klasser. Desuden får du en række forslag til, hvordan det kan være en del af et undervisningsforløb, at eleverne skriver danskfaglige tekster.

This monograph offers a novel investigation of the Edwardian picture postcard as an innovative form of multimodal communication, revealing much about the creativity, concerns and lives of those who used postcards as an almost instantaneous form of communication.In the early twentieth century, the picture postcard was a revolutionary way of combining short messages with an image, making use of technologies in a way impossible in the decades since, until the advent of the digital revolution. This book offers original insights into the historical and social context in which the Edwardian picture postcard emerged and became a craze. It also expands the field of Literacy Studies by illustrating the combined use of posthuman, multimodal, historic and linguistic methodologies to conduct an in-depth analysis of the communicative, sociolinguistic and relational functions of the postcard. Particular attention is paid to how study of the picture postcard can reveal details of the lives and literacy practices of often overlooked sectors of the population, such as working-class women. The Edwardian era in the United Kingdom was one of extreme inequalities and rapid social change, and picture postcards embodied the dynamism of the times.Grounded in an analysis of a unique, open access, digitized collection of 3,000 picture postcards, this monograph will be of interest to researchers and postgraduate students in the fields of Literacy Studies, sociolinguistics, history of communications and UK social history.

This book explores a spectrum of literacies relevant to dance, physical education and sports. It examines conceptions of movement literacies, disciplinary literacies and traditional school literacies. It includes theory, research and instructional practice related to the uses of traditional print, multimedia, and embodied physical literacies. These literacies function independently but are also overlapping and mutually reinforcing in comprehensive instructional planning. As movement and activity-related fields continue to explore the potential for multiple literacies, this book introduces numerous possibilities, both conceptual and practical, for consideration. · Pre-service and in-service teachers in dance and physical education programs will learn how to integrate multiple literacies in curriculum design and teaching.· Graduate students will examinetheoretical premises of movement and disciplinary literacies and become familiar with original research on these topics.· Teachers, school administrators, coaches and athletic directors will use the book in order to guide the inclusion of movement and activity-based fields in the disciplinary literacy agenda now common in Pre-K through secondary schooling. Media rich chapters, including photographic, video and other graphic images, allow students to access concepts through multiple modalities

This book asks researchers what uncertainty means for literacy research, and for how literacy plays through uncertain lives. While the book is not focused only on COVID-19, it is significant that it was written in 2020-2021, when our authors' and readers' working and personal lives were thrown into disarray by stay-at-home orders. The book opens up new spaces for examining ways that literacy has come to matter in the world.Drawing on the reflections of international literacy researchers and important new voices, this book presents re-imagined methods and theoretical imperatives. These difficult times have surfaced new communicative practices and opened out spaces for exploration and activism, prompting re-examination of relationships between research, literacy and social justice. The book considers varied and consequential events to explore new ways to think and research literacy and to unsettle what we know and accept as fundamental to literacy research, opening ourselves up for change. It provides direction to the field of literacy studies as pressing global concerns are prompting literacy researchers to re-examine what and how they research in times of precarity.

This book employs a critical discourse ethnographic approach to map the production of social meaning in digital media in education, drawing on insights from Switzerland to unpack the disconnects which arise in thinking postdigitally and ways forward for rethinking sociocultural approaches.

The book pursues the goal of exploring and strengthening a dialogical approach of communication and cognition. It brings together contributions from world-leading researchers related to the dialogical approach in education and psychology. It presents, among others, the place of language and materiality in the development of communication and thinking, as well as the role of the methods in the relationship between researchers and participants. This leads to an innovative definition of the dialogicality and how a dialogical approach can provide heuristic (conceptual and methodological) tools to better understand how people think, communicate and learn in a complex world.The authors hereby develop an epistemological framework inspired by scholars such as Michail Bakhtin, Lev Vygotsky and Herbert Mead under the assumption that dialogue, or dialogicality - and therefore the presence of the other - is fundamentally entangled into the human thinking and development.This book contributes to the understanding of human communication, cognition and mind, and participates in a scientific dialogue which helps to advance future research. It includes theoretical and empirical chapters and presents innovative methods of inquiry, which makes it a useful tool for both teaching and research. 

Literacy educators need flexibility to meet students' diverse needs, whether they work in traditional school settings or in different contexts with varied populations. The book shares creative solutions for teaching with authenticity in a number of contexts, including the adult learning sector and alongside parents of very sick children.

This book reinterprets the relevance, quality and impact of academic literacies provision at university in light of recent higher education developments in a pandemic-transformed world. Drawing on the author's own experience of researching, implementing and assessing academic literacies provision, and on insights from broader scholarship and professional debates, the book helps set a new direction of travel for academic literacies professionals working in a variety of roles to enable and resource students' academic and professional growth.It makes recommendations for policy, strategy and scholarship-informed practice that place value on communicating with confidence, clarity and care at university and beyond.