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Notes:

• For grades 3-7.
• Introduction — Readers theatre in language learning and instruction — Beware of the wolf! — Little urban riding girl / adapted from a story by Reece Bennett for 6 readers — Out-foxing the big bad wolf: a retelling of Little Red Riding Hood for 5 readers — Cleverness, cunning, and a wolf sent running: a retelling of Lon Po Po, a Chinese tale for 7 readers — A huff and a puff — real scary stuff: a retelling of The Three Little Pigs for 6 readers — Seven kids and a wolf on the skids: a retelling of a Wolf and Seven Kids for 5 readers and chorus — In search of Prince Charming — A prince, a lass, and a slipper of glass: a retelling of Cinderella for 5 readers — A sage, a fish, and Yeh-Shen’s wish: a retelling of Yeh-Shen, a Chinese tale for 7 readers — A buckskin fella and Cinderella: a retelling of the First Nation tale for 7 readers — A bit of magic — The snowmaiden: a retelling of a Russian tale for 5 readers — The magic scythe: a retelling of the Icelandic tale for 5 readers — A cookie mix and ginger fix: a retelling of the Gingerbread Boy for 8 readers — Bumbling silliness — How fear came to the jungle: a retelling of the Burmese tale for 8 readers — Turtle stew — what’s a coyote to do?: a retelling of the First Nation tale for 6 readers — Wild superstitions and street musicians: a retelling of the Bremen Town Musicians for 7 readers — Tales of trespass — Beanstalk chronicles: a retelling of Jack and the Beanstalk for 7 readers — Trouble about — a witch snuffed out: a retelling of Hansel and Gretel for 8 readers — Little Miss fickle caught in a pickle: a retelling of The Three Bears for 7 readers — Troll bluff and billy goat stuff: a retelling of The Three Billy Goats Gruff for 6 readers — That rocky road to happiness — Hofus, the stonecutter: a retelling of the Japanese tale for 5 readers — So long boots! Who gives two hoots!: a retelling of Peter Johnson’s Boots for 5 readers — Mandarin magic: a retelling of Mandarin Duck for 6 readers — Why the sea is salt: a retelling of the N

Subjects:

Requested by Olson, V.

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Notes:

• Printed in the United States of America Design and calligraphy by Julie Y. Quan –Title page verso.
• Each letter of the alphabet is accompanied by an illustration and appropriate poem or a phrase from a poem.

Subjects:

• English language — Alphabet — Juvenile literature.
• Childrens poetry.;Alphabet.;Poetry — Collections.;Childrens poetry — 1984.
• Alphabet rhymes — 1984. rbgenr
• Dust jackets (Bindings) — 1984. rbbin

Requested by Olson, V.

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Notes:

• Explores the plural forms of 100 irregular nouns such as mouse/mice in humorous rhymes and tongue twisters.

Subjects:

• English language — Noun — Juvenile literature.
• English language — Number — Juvenile literature.
• English language — Noun.
• English language — Number.

Requested by Olson, V.

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Notes:

• Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of threshold concepts –concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites–first-year writing programs, WAC/WID programs, writing centers, writing majors–and for professional development to present this framework in action. Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field — Provided by publisher.
• Includes bibliographical references and index.
• Metaconcept: Writing Is an Activity and a Subject of Study / Elizabeth Wardle and Linda Adler-Kassner — Pt. I. Writing Is a Social and Rhetorical Activity — Writing Is a Social and Rhetorical Activity / Kevin Roozen — Writing Is a Knowledge-Making Activity / Heidi Estrem — Writing Addresses, Invokes, and/or Creates Audiences / Andrea A. Lunsford — Writing Expresses and Shares Meaning to Be Reconstructed by the Reader / Charles Bazerman — Words Get Their Meanings from Other Words / Dylan B. Dryer — Writing Mediates Activity / David R. Russell — Writing Is Not Natural / Dylan B. Dryer — Assessing Writing Shapes Contexts and lnstruction / Tony Scott and Asao B. Inoue — Writing Involves Making Ethical Choices / John Duffy — Writing Is a Technology through Which Writers Create and Recreate Meaning / Collin Brooke and Jeffrey T. Grabill — Pt. II. Writing Speaks to Situations through Recognizable Forms — Writing Speaks to Situations through Recognizable Forms / Charles Bazerman — Writing Represents the World, Events, Ideas, and Feelings / Charles Bazerman — Genres Are Enacted by Writers and Readers / Bill Hart-Davidson — Writing Is a Way of Enacting Disciplinarity / Neal Lerner — All Writing Is Multimodal / Cheryl E. Ball and Colin Charlton — Writing Is Performative / Andrea A. Lunsford — Texts Get Their Meaning from Other Texts / Kevin Roozen — Pt. III. Writing Enacts and Creates Identities and Ideologies — Writing Enacts and Creates Identities and Ideologies / Tony Scott — Writing Is Linked to Identity / Kevin Roozen — Writers’ Histories, Processes, and Identities Vary / Kathleen Blake Yancey — Writing Is Informed by Prior Experience / Andrea A. Lunsford — Disciplinary and Professional Identities Are Constructed through Writing / Heidi Estrem — Writing Provides a Representation of Ideologies and Identities / Victor Villanueva — Pt. IV. All Writers Have More to Learn — All Writers Have More to Learn / Shirley Rose — Text Is an Object Outside of Oneself That Can Be Improved and Developed /

Subjects:

• English language — Rhetoric — Study and teaching.
• Creative writing — Study and teaching.
• Academic writing — Study and teaching.
• Academic writing — Study and teaching. fast (OCoLC)fst00795104
• Creative writing — Study and teaching. fast (OCoLC)fst00882503
• English language — Rhetoric — Study and teaching. fast (OCoLC)fst00911595

Requested by Swanson, K.

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Notes:

• Includes bibliographical references (pages 151-160) and index.
• Stenberg responds to the neoliberal discourse that pervades academe through the vernacular practice of repurposing. She demonstrates how tactics informed by feminist praxis can repurpose current writing pedagogy, assessment, and public engagement. Stenberg disrupts the entrenched mode of neoliberalism enacted through local practices in the classroom using feminist scholarship’s history of repurposing seemingly neutral practices — Provided by publisher.

Subjects:

• English language — Rhetoric — Study and teaching.
• Feminism and education.

Requested by Swanson, K.

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Notes:

• Includes bibliographical references (pages 137-146) and index.
• The lure of literacy — The Sphinx riddle of freshman English : examining continuities of literacy in the great debate — Recovering the reformists : articulating the educational reforms of compulsory composition — In this spirit : the rhetoric of referencing a current and traditional complaint — What should colleges teach? : a proposal for a compulsory curriculum in first-year literacy studies.

Subjects:

• English language — Composition and exercises — Study and teaching.
• English language — Rhetoric — Study and teaching (Higher)
• Literacy.

Requested by Kurpiers, R.

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Notes:

• Includes bibliographical references (pages 188-202) and index.
• Introduction: the organization as a corporate actor — Styling: from persons to organizations — Enterprise culture as a master ethical regime — Size matters: the semiotics of big versus small businesses — When Peter meets Harry: the emotional labor of organizations — Organizational restyling — Styling the organizational other — Organizations and speakers: structure and agency in language.
• The ways in which commercial organizations and service providers ‘style’ themselves – creating the image they wish to portray to their potential consumers – is a long-established area of research in the fields of sociology and business studies. However language also plays an important role in organizational styling, something which until now has been largely overlooked in the literature. This is the first book-length study of the linguistics of organizational styling, looking at the language and semiotic resources used by holiday resorts, pharmaceutical companies, restaurants and insurance companies in order to project their identities, and style themselves. It discusses in detail a number of case studies and presents an innovative take on the notion of style, as well as bringing together work from linguistics, business studies and sociology. This interdisciplinary book will be of interest to scholars and advanced students in sociolinguistics, and scholars of sociology and business studies — Provided by publisher.

Subjects:

• English language — Business English — Study and teaching (Higher)
• English language — Rhetoric — Study and teaching (Higher)
• English language — Style — Study and teaching (Higher)
• Business writing — Study and teaching.
• Business writing — Technique.

Requested by Kurpiers, R.

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Notes:

• This reader remains the only major new reader of Old English prose and verse in the past forty years. The second edition has been extensively revised, with the new section, Beginning Old English, for newcomers to Old English, along with a new extract from Beowulf. The 57 individual texts include favourites such as The Battle of Maldon and Sermon of the Wolf, and others not readily available, like an extract from Apollonius of Tyre. There are Modern English glosses for every prose-passage and poem and extensive notes. A succinct reference grammar is appended, along with a guide to pronunciation and grammatical terminology. The glossary lists and analyses all Old English words that occur in the book. Headnotes to each of the six text sections, and to every individual text, establish their literary and historical contexts, illustrating the rich cultural variety of Anglo-Saxon England. This second edition is an accessible and scholarly introduction to Old English — Provided by publisher.
• The period of English history which we now call ‘Anglo-Saxon’ lasted from the mid-fifth century until until the end of the eleventh, when the Normans arrived. Most surviving Anglo-Saxon manuscripts date from the latter part of this period and the many of them are in Latin, but England was unique in early medieval Europe in having a thriving vernacular literature also. This was written in what we now call ‘Old English’ (OE), to distinguish it from the ‘Middle English’ stage of the evolving language, which culminated in the works of Chaucer and Malory. The fifty-seven reading texts which make up the major part of this book have been chosen to illustrate the range and variety of OE literature — Provided by publisher.
• Includes reference grammar, glossary, bibliographical references, and index.
• Preface to the second edition Preface to the first edition List of abbreviations Introduction Beginning Old English 1. Getting started 2. Practice sentences 3. Practice texts 4. Keys to test sentences and texts 5. Beginning poetry The Texts: Part I. Teaching and Learning: 1. In the Schoolroom (from ‘lfric’s Colloquy) 2. A Personal Miscellany (from ‘lfwine’s Prayerbook) 3. Medicinal Remedies (from Bald’s Leechbook) 4. Learning Latin (from ‘lfric’s Excerptiones de arte grammatica anglice) 5. A New Beginning (Alfred’s ‘preface’ to his translation of Gregory’s Cura pastoralis) 6. The Wagonwheel of Fate (from Alfred’s translation of Boethius’s De consolatione Philosophiae) Part II. Keeping a Record: 7. Laws of the Anglo-Saxon Kings 8. England under Attack (from the Anglo-Saxon Chronicle: annals for 981-93, 995-8 and 1002-3) 9. Bede’s Ecclesiastical History of the English People 10. The Battle of Brunanburh 11. The Will of ‘lfgifu 12. The Fonthill Letter Part III. Spreading the Word: 13. After the Flood (from the Old English Hexateuch: Gen 8.6-18 and 9.8-13) 14. The Crucifixion (from the Old English Gospels: Mt 27.11-54) 15. King Alfred’s Psalms 16. A Translator’s Problems (‘lfric’s preface to his translation of Genesis) 17. Satan’s Challenge (Genesis B, lines 338-441) 18. The Drowning of Pharaoh’s Army (Exodus, lines 447-564) 19. Judith Part IV. Example and Exhortation: 20. Bede’s Death Song 21. Two Holy Women 22. A Homily for Easter Sunday (from ‘lfric’s Sermones catholicae) 23. The Dream of the Rood 24. On False Gods (Wulfstan’s De falsis deis) 25. The Sermon of the Wolf (Wulfstan’s Sermo Lupi) 26. The Seafarer Part V. Telling Tales: 27. Falling in Love (from Apollonius of Tyre) 28. The Trees of the Sun and the Moon (from The Letter of Alexander) 29. Cynewulf and Cyneheard (from the Anglo-Saxon Chronicle: annal for 755) 30. The Battle of Maldon 31. Beowulf 32. The Fight at Finnsburh Part VI. Reflection and Lament: 33. Truth is Trickiest (Maxims II) 34. The Durham Proverbs
• Text in English and Old English.

Subjects:

• English language — Old English, ca. 450-1100 — Readers.
• Anglo-Saxons — Literary collections.
• Anglo-Saxons — Sources.

Requested by Swanson, K.

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Notes:

• Includes bibliographical references (pages 245-246).
• Why read this book? — pt. 1. Writing as practice — Unlearning what you (probably) know — Eight strategies for getting writing done — Institutional contexts — Dissertations and books — A materialist theory of writing — How do readers work? — pt. 2. Strategy — The uneven U — Structure and subordination — Structural rhythm — Introductions — Don’t say it all early — Paragraphing — Three types of transitions — Showing your iceberg — Metalanguage — Ending well — Titles and subtitles — pt. 3. Tactics — Citational practice — Conference talks — Examples — Figural language — Footnotes and endnotes — Jargon — Parentheticals –Pronouns — Repetition — Rhetorical questions and clauses — Sentence rhythm — Ventilation — Weight — pt. 4. Becoming — Work as process — Becoming a writer — From the workshop to the world (as workshop [as world]).
• Hayot does more than explain the techniques of academic writing. He aims to adjust the writer’s perspective, encouraging scholars to think of themselves as makers and doers of important work. Scholarly writing can be frustrating and exhausting, yet also satisfying and crucial, and Hayot weaves these experiences, including his own trials and tribulations, into an ethos for scholars to draw on as they write. Combining psychological support with practical suggestions for composing introductions and conclusions, developing a schedule for writing, using notes and citations, and structuring paragraphs and essays, this guide to the elements of academic style does its part to rejuvenate scholarship and writing in the humanities. — Publisher’s website.

Subjects:

• English language — Rhetoric — Study and teaching (Higher)
• Academic writing — Study and teaching (Higher)
• Humanities — Study and teaching (Higher)
• Critical thinking — Study and teaching (Higher)

Requested by Kurpiers, R.

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Notes:

• Includes index.
• 1. Roe : the first word (5th century) — 2. Lea : naming places (8th century) — 3. And : an early abbreviation (8th century) — 4. Loaf : an unexpected origin (9th century) — 5. Out : changing grammar (9th century) — 6. Street : a Latin loan (9th century) — 7. Mead : a window into history (9th century) — 8. Merry : a dialect survivor (9th century) — 9. Riddle : playing with language (10th century) : 10. What — an early exclamation (10th century) — 11. Bone-house : a word-painting (10th century) — 12. Brock : a Celtic arrival (10th century) — 13. English : the language named (10th century) — 14. Bridegroom : a popular etymology (11th century) — 15. Arse : an impolite word (11th century) — 16. Swain : a poetic expression (12th century) — 17. Pork : an elegant word (13th century) — 18. Chattels : a legal word (13th century) — 19. Dame : a form of address (13th century) — 20. Skirt : a word doublet (13th century) — 21. Jail : competing words (13th century) — 22. Take away : a phrasal verb (13th century) — 23. Cuckoo : a sound-symbolic word (13th century) — 24. Cunt : a taboo word (13th century) — 25. Wicked : a radical alteration (13th century) — 26. Wee : a Scottish contribution (14th century) — 27. Grammar : a surprising link (14th century) — 28. Valentine : first name into word (14th century) — 29. Egg : a dialect choice (14th century) — 30. Royal : word triplets (14th century) — 31. Money : a productive idiom (14th century) — 32. Music : a spelling in evolution (14th century) — 33. Taffeta : an early trade word (14th century) — 34. Information(s) : (un)countable nouns (14th century) — 35. Gaggle : a collective noun (15th century) — 36. Doable : a mixing of languages (15th century) — 37. Matrix : a word from Tyndale (16th century) — 38. Alphabet : talking about writing (16th century) — 39. Potato : a European import (16th century) — 40. Debt : a spelling reform (16th century) — 41. Ink-horn : a classical flood (16th century) — 42. Dialect : regional variation (16th century)
• The world’s foremost expert on the English language takes us on an entertaining and eye-opening tour of the history of our vernacular through the ages.

Subjects:

• English language — Etymology.
• English language — Foreign elements.
• English language — Foreign words and phrases.
• English language — Etymology. fast (OCoLC)fst00911149
• English language — Foreign elements. fast (OCoLC)fst00911161
• English language — Foreign words and phrases. fast (OCoLC)fst00911178

Requested by Kurpiers, R.