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A Gateway to Sindarin
A Grammar of an Elvish Language from JRR Tolkien's Lord of the Rings
David Salo
University of Utah Press, 2004

From the 1910s to the 1970s, author and linguist J. R. R. Tolkien worked at creating plausibly realistic languages to be used by the creatures and characters in his novels. Like his other languages, Sindarin was a new invention, not based on any existing or artificial language. By the time of his death, he had established fairly complete descriptions of two languages, the "elvish" tongues Quenya and Sindarin. He was able to compose poetic and prose texts in both, and he also constructed a lengthy sequence of changes for both from an ancestral "proto-language," comparable to the development of historical languages and capable of analysis with the techniques of historical linguistics.

In A Gateway to Sindarin, David Salo has created a volume that is a serious look at an entertaining topic. Salo covers the grammar, morphology, and history of the language. Supplemental material includes a vocabulary, Sindarin names, a glossary of terms, and an annotated list of works relevant to Sindarin. What emerges is an homage to Tolkien's scholarly philological efforts.

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Genre and Graduate-Level Research Writing
An Cheng
University of Michigan Press, 2018
In the context of the well-known pedagogical materials for graduate-level  writers by Swales & Feak, An Cheng has written a resource that provides support for instructors who have the daunting task of scaffolding graduate writers’ efforts to navigate discipline-specific research genres--genres that may be unfamiliar to instructors themselves.
 
Genre and Graduate-Level Research Writing is grounded in genre-based theory and full of best practices examples. The book opens by presenting the case for the use of genre in graduate-level research writing and by examining rhetorical consciousness-raising and its ties to genre. Unique to the volume is a thorough analysis of the materials designed to teach genre and research writing—focused on the textbooks of Swales & Feak (e.g., Academic Writing for Graduate Students) and similar texts. Other chapters provide examples of discovery-based genre tasks, evaluative methods for assessing discipline-specific writing, and techniques for becoming a more confident instructor of graduate-level research writing. 
 
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Genre and Second Language Writing
Ken Hyland
University of Michigan Press, 2004
Second language students not only need strategies for drafting and revising to write effectively, but also a clear understanding of genre so that they can appropriately structure their writing for various contexts. Over that last decade, increasing attention has been paid to the notion of genre and its central place in language teaching and learning. Genre and Second Language Writing enters into this important debate, providing an accessible introduction to current theory and research in the area of written genres-and applying these understandings to the practical concerns of today's EFL/ESL classroom. Each chapter includes discussion and review questions and small-scale practical research activities. Like the other texts in the popular Michigan Series on Teaching Multilingual Writers, this book will interest ESL teachers in training, teacher educators, current ESL instructors, and researchers and scholars in the area of ESL writing.
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Genre Explained
Frequently Asked Questions and Answers about Genre-Based Instruction
Christine M. Tardy, Nigel A. Caplan & Ann M. Johns
University of Michigan Press, 2023
The idea of teaching writing through genres—rather than, say, through prescriptive forms, templates, and rhetorical modes—is intuitively appealing. Yet many teachers have questions, and they are absolutely right to ask them: What are genres? What is genre-based instruction? What do students write if they don’t write essays? Isn’t it easier to teach and learn five-paragraph essays? What’s the role of language in genre teaching? And many more. These are all excellent questions and ones that new and experienced teachers alike have also struggled with. This book sets out to tackle some of the most common questions that teachers, teacher educators, and administrators may have when moving toward a genre-based teaching approach.
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Genre-Based Writing
What Every ESL Teacher Needs to Know
Christine M. Tardy
University of Michigan Press, 2019
In Genre-Based Writing, author Christine Tardy defines genre and genre-based writing instruction and the five principles of a genre-based pedagogy. She then explains how to design genre-based writing activities. By discussing the genre-related practices and social and rhetorical aspects of genre, she is able to outline strategies for exploring rhetorical moves and playing with genre form in the classroom. In addition, the book provides general tips for bringing a genre approach into the writing classroom as well as several application activities and specific suggestions for classroom tasks.
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The Georgetown Dictionary of Iraqi Arabic
Arabic-English, English-Arabic
Mohamed Maamouri, Editor
Georgetown University Press

The Georgetown Dictionary of Iraqi Arabic is a modernized, up-to-date dialectal Arabic language resource that promotes successful daily communication with native Arabic speakers. Students, teachers, and scholars of Arabic will welcome this dramatically overhauled edition of one of the only Arabic dialect dictionaries of its kind—establishing a new standard in Arabic reference.

This comprehensive reference focuses on conversation, emphasizing the colloquial speech of educated residents of Baghdad. The dictionary assumes familiarity with the Arabic alphabet, the standard organization of Arabic dictionaries along the triconsonantal root system, and the formation of Arabic verb forms.

• Approximately 17,500 Iraqi Arabic entries• Approximately 10,750 English-to-Iraqi entries• An increase of more than 30 percent in terms that reflect current vocabulary and usage• Provides conventional Arabic script for main entries, and organized by root, as standard for Arabic dictionaries• Employs International Phonetic Alphabet (IPA) for all terms to demonstrate correct pronunciation• Offers extensive example sentences to illustrate how the Iraqi words are used• Indicates relevant parts of speech for each Iraqi entry and subentry

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The Georgetown Dictionary of Moroccan Arabic
Arabic-English, English-Arabic
Mohamed Maamouri, Editor
Georgetown University Press

The Georgetown Dictionary of Moroccan Arabic is a modernized language resource for learning and studying Moroccan Arabic that updates the pioneering Arabic dialect dictionary published by Georgetown University Press over fifty years ago. Students, teachers, and scholars of Arabic will welcome this upgraded resource, which includes key Moroccan words, to grow their vocabulary and learn more about Moroccan Arabic language and culture. Created using the latest computational linguistics approaches and tools, this etymological dictionary represents a new generation of Arabic language reference materials designed to help English speakers gain proficiency in colloquial Arabic dialects. Scholars and linguists are certain to find this complex and challenging dialect informative and useful in discussions of Arabic dialectology.

• Features over 13,000 Moroccan Arabic–English entries and 8,000 English–Arabic entries

• Provides entries in Arabic script and organized by root, as is standard in Arabic dictionaries

• Employs International Phonetic Alphabet (IPA) for all terms to demonstrate correct pronunciation and allow comparison across dialects

• Includes borrowed words commonly used in Moroccan Arabic, such as those from French, Spanish, and Amazigh

• Contains extensive example sentences and an appendix showing the roots of words with prefixes, both to help learners

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The Georgetown Guide to Arabic-English Translation
Mustafa Mughazy
Georgetown University Press

"Translation is like a reverse-engineering process—whereby, say, we might take apart a clock made of metal parts in order to build a functioning replica made entirely of plastic. Our final product will not look the same as the original clock, and it would be impossible to simply copy the designs of its inner workings, because plastic and metals have very different properties. For example, we cannot make small plastic springs or very thin gears of plastic. But these changes do not matter; the only thing that matters is that our replica will tell the time correctly.”—From the Introduction

The Georgetown Guide to Arabic-English Translation is an essential step-by-step, practical manual for advanced learners of Arabic interested in how to analyze and accurately translate nonfiction Arabic texts ranging from business correspondence to textbooks.

Mustafa Mughazy, a respected Arabic linguist, presents an innovative, functional approach that de-emphasizes word-for-word translation. Based on the Optimality Theory, it favors remaining faithful to the communicative function of the source material, even if this means adding explanatory text, reconfiguring sentences, paraphrasing expressions, or omitting words.

From how to select a text for translation or maintain tense or idiom, to how to establish translation patterns, The Georgetown Guide to Arabic-English Translation is useful both as a textbook and a reference. An invaluable set of appendices offers shortcuts to translate particularly difficult language like abbreviations, collocations, and common expressions in business correspondence, while authentic annotated texts provide the reader opportunities to practice the strategies presented in the book. A must-read for advanced learners of Arabic, this is a book every scholar and graduate-level student will wish to own.

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German in Head-Driven Phrase Structure Grammar
Edited by John Nerbonne, Carl Pollard, and Klaus Netter
CSLI, 1993
These essays apply the syntactic theory of Carl Pollard and Ivan Sag—Head-driven Phrase Structure Grammar (HPSG)—to a formal study and analysis of German grammar. A wide variety of fundamental and well-known phenomena in German grammar are addressed, including the German passive and impersonal passive, various Mittelfeld and Vorfeld word-order phenomena (including auxiliary stacking and the distribution of adjuncts), and the structure of phrasal constituents. Linguistic issues include the treatment of idioms, word-order variation and phrase structure constituency, subcategorization, complementation, argument structure, case assignment, lexical rules, and syntactic ambiguity.

The theoretical background for these essays can be found in Information-Based Syntax and Semantics and Head-Driven Phrase Structure Grammar, both by Pollard and Sag and both available from the University of Chicago Press.
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Germanic Accentology
Anatoly Liberman
University of Minnesota Press, 1982

Germanic Accentology was first published in 1982. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.

The Scandinavian languages are among the few living Indo-European languages that possess a ramified system of special tones or accents. Such accents are widespread in the languages of Africa and Asia (creating, for example, the singsong character of Chinese and Vietnamese), but in the vast territory occupied by the Indo-European family only the Scandinavian languages, some German dialects, Lithuanian, Latvian, and Serbo- Croatian have similar accetologies. The function and origin of the Scandinavian accents are central problems facing linguists and are the issues that Anatoly Liberman confronts in this book.

Liberman uses the methods of synchronic and diachronic phonology to explore the current status of Scandinavian accentology and to reconstruct its historical development. In the first, synchronic, group of chapters he analyzes the accents and accent-like phenomena in all the modern Scandinavian languages, comparing the literary languages with spoken dialects, and drawing from all of the published descriptions of and theories about Scandinavian prosody. In the final, diachronic, chapter he presents a new hypothesis on the origins of Scandinavian accentology based upon his descriptive material. Throughout, his theoretical approach is that of a functionalist.

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The Germanic Languages
Origins and Early Dialectal Interrelations
Hans Frede Nielsen
University of Alabama Press, 1989
A revised and translated version of De germanske sprog. Baggrund og gruppe'ring (Odense University Press, 1979), which has been out of print for several years

The book is especially concerned with the grouping of the Germanic languages: with the research history of this much-debated question and with a discussion of the methods applied to past attempts and indeed applicable to future research in the field.
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Getting Published in Academic Journals
Navigating the Publication Process
Brian Paltridge and Sue Starfield
University of Michigan Press, 2016
The pressure on graduate students and new PhDs to publish their work continues to grow with writing and publishing considered an important measure of career success within the academy. There is, however, more to the process of getting published than those who are new to the process initially realize. The aim of this guide is to clarify the process and offer advice. Getting Published in Academic Journals is written for graduate students and newly graduated PhDs who want to publish their research in peer-reviewed academic journals.
                                                                                                   
Getting Published in Academic Journals draws on the experiences of the authors as editors of peer-reviewed journals, as teachers of writing-for-publication courses and workshops, as researchers of the scholarly publication process, as reviewers of  hundreds of articles, and as published authors.  
 
The book is written to be used in courses and workshops on publishing, as a supplement to the books in the revised and updated English in Today’s Research World (Swales & Feak) series, and as a stand-alone guide for academic writers working independently.
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The "Getting to Yes" Guide for ESL Students and Professionals
Principled Negotiation for Non-Native Speakers of English
Barrie J. Roberts
University of Michigan Press, 2024
Getting to Yes, developed at the Harvard Negotiation Project, has been an international bestseller on win-win “principled” negotiations since 1981. Its four-step method has helped millions of people negotiate successfully with friends, relatives, business partners, customer service agents, opposing counsel, government officials, and other adversaries. Native speakers of English can easily and enjoyably learn the method by simply reading the book. But for non-native speakers of English, the vocabulary, idioms, phrasing, examples, and references can be difficult to understand. These readers may not be able to use Getting to Yes to negotiate in English on an equal footing with more fluent English speakers. 

The Getting to Yes Guide for ESL Students and Professionals prepares non-native speakers of English to join the global community of people who use Getting to Yes to negotiate win-win agreements in English. It provides page-by-page explanations of over 1,000 words, phrases, concepts, and examples that these readers may misunderstand; short stories that use these new words and concepts to help readers apply them to new contexts; delightful cartoons to highlight main ideas; optional ESL activities; and a glossary of the key negotiation idioms and terms used in Getting to Yes. In this guide, author Barrie J. Roberts applies her experience as a public interest attorney, court Alternative Dispute Resolution administrator, ESL instructor, and court interpreter trainer to help readers improve their professional-level English along with their negotiation skills.

Benefits for teachers: 
  • Each Chapter Guide provides a ready-made lesson plan with activities to do before, while, and after reading each chapter of Getting to Yes
  • The book can be used as a recommended self-study reference
  • This book can be used for selected chapters of Getting to Yes or for a complete standalone course on Getting to Yes for non-native speakers of English or Generation 1.5 students
  • Optional activities throughout the book can be assigned for in or out of the classroom. These include activities for reading comprehension, vocabulary building, paraphrasing, critical thinking, discussing, and writing
  • Short stories written to accompany each chapter require students to apply new vocabulary and negotiation concepts to real-world disputes
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Giving Academic Presentations
Susan M. Reinhart
University of Michigan Press, 2002
Giving Academic Presentations provides guidance on academic-style presentations for ESL students and native speakers. One goal of this text is to make presenters aware that giving an effective presentation requires mastery of a broad range of skills. Students will learn how to choose an appropriate topic, create effective visuals, and design a speech opening.

 This textbook provides:
*helpful analyses of speeches
*examination of major speech types, accompanying organizational strategies, and related language use
*tips for improving nonverbal behavior
*suggestions for speaker-listener interaction
*an analysis of ways to qualify claims and strategies for improving them
*opportunities for evaluating one's work and the work of others.
 
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Giving Academic Presentations, Second Edition
Susan M. Reinhart
University of Michigan Press, 2013

Giving Academic Presentations provides guidance on academic-style presentations for university students. A goal of the text is to make presenters aware that giving an effective academic presentation requires mastery of a broad range of skills.

The presentation genres addressed in the book are: making introductions, describing and comparing objects, explaining a process, defining a concept, and giving a problem-solution speech. Among the many academic skills and concepts addressed in the book are:

  • Examination of major speech types and the accompanying organizational strategies
  • Discussion of speech overviews and suggestions for designing them and creating visuals to accompany them
  • Suggestions for speaker-listener interaction including checking for understanding, soliciting questions from the audience, preparing for and responding to questions, and interrupting the speaker to ask questions or request clarification
  • Discussion of the importance of using evidence in academic speaking and the advantages of using certain types of evidence
  • Suggestions of ways to qualify claims and strategies for making weaker or stronger claims
  • Strategies and practice to improve pausing, stress, and intonation
  • Practical advice about preparing and practicing speeches
  • Opportunities for presenters to evaluate their own and others’ work

 The Second Edition includes many new tasks and additional speeches; more attention to working with and using visuals; information about computer projection and using PowerPoint; and new sections on presenting biographical information, referring to handouts, and giving research presentations.
 

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Goal-Driven Lesson Planning for Teaching English to Speakers of Other Languages
Marnie Reed and Christina Michaud
University of Michigan Press, 2010
This book is more than a collection of activities or ready-made lesson plans to add to a teaching repertoire. Instead, Goal-Driven Lesson Planning is intended to empower teachers and help them create a principled framework for their teaching—a framework that will shape the varied activities of the ESL classroom into a coherent teaching and learning partnership. After reading this book, teachers and prospective teachers will be able to articulate their individual teaching philosophies.
 
Goal-Driven Lesson Planning shows readers how to take any piece from English language materials—an assigned text, a random newspaper article, an ESL activity from a website, etc.—and use it to teach students something about language. Readers are walked through the process of reflecting on their role in diagnosing what that “something” is—what students really need—and planning how to get them there and how to know when they got there in a goal-driven principled manner.
 
This book has chapters on the theory of setting specific language goals for students; how to analyze learner needs (including an initial diagnostic and needs-analysis); templates to use when planning goal-driven English language lessons; explicit instruction on giving corrective feedback;  how to recognize and assess student progress; and the mechanics and logistics that facilitate the goal-driven language classroom.
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A Grammar and Dictionary of the Timucua Language
Julian Granberry
University of Alabama Press, 1993

Taken from the surviving contemporary documentary sources, Julian Granberry's volume describes the grammar and lexicon for the extinct 17th-century Timucua language of Central and North Florida and traces the origins of the 17th-century Timucua speakers and their language. Originally privately published in 1987, with limited circulation, this is the only available publication on the Timucuan language. It provides full grammatical analysis and complete lexical data, and it synthesizes both linguistic and archaeological data in order to provide a coherent picture of the Timucua peoples. Granberry traces the probable historical origins of Timucua speakers to a central Amazonian homeland at approximately 2,500 B.C. and proposes that Timucua speakers were responsible for introducing ceramic wares into North America.

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The Grammar Answer Key
Short Explanations to 100 ESL Questions
Keith S. Folse
University of Michigan Press, 2018
The Grammar Answer Key is a collection of 100 questions submitted by ESL teachers--both novice and experienced and both native and non-native speakers--from many different countries around the world. The questions are real questions that ESL/EFL students have asked teachers about English and are similar to the Hot Seat Questions presented in Keys to Teaching Grammar to English Language Learners, 2nd ed. (Folse, 2016). 

The 100 questions are organized into 12 chapters on topics that teachers and students can relate to well: adjectives, articles, clauses, connectors, gerunds and infinitives, prepositions, pronouns, pronunciation, subject-verb agreement, suffixes, verbs, and vocabulary-grammar connections. The number of questions in each chapter ranges from 3 to 13 and is based on the questions submitted. Each chapter begins with a short overview of the topic that features key terminology and a chart explaining three common ESL errors. 

Each question is presented in a box and is followed by an "answer" that can inform instruction, often in chart format. Examples of questions are:
  • How do you know if a word is an adjective?              
  • Can I say the Monday or the January?
  • Do you say  on July or in July?
  • I received an email from someone that said “Greetings from my wife and I.” Is this right? Why?
  • How do I know which way to pronounce the -ed at the end of a word?
  • Which verb tenses are the most common in English? Which ones should I study?
  • Why do you say turn on the light instead of turn the light?
  • In my language, we have one word for make and do. In English, when should I use make and when should I use do? 

The book is the ideal teacher resource and professional development tool. 
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Grammar Choices for Graduate and Professional Writers, Second Edition
Nigel A. Caplan
University of Michigan Press, 2019
Grammar Choices is a different kind of grammar book: It is written for graduate students, including MBA, master’s, and doctoral candidates, as well as postdoctoral researchers and faculty. Additionally, it describes the language of advanced academic writing with more than 300 real examples from successful graduate students and from published texts, including corpora.
 
Each of the eight units in Grammar Choices contains: an overview of the grammar topic; a preview test that allows students to assess their control of the target grammar and teachers to diagnose areas of difficulty;  an authentic example of graduate-student writing showing the unit grammar in use;  clear descriptions of essential grammar structures using the framework of functional grammar, cutting-edge research in applied linguistics, and corpus studies; vocabulary relevant to the grammar point is introduced—for example, common verbs in the passive voice, summary nouns used with this/these, and irregular plural nouns; authentic examples for every grammar point from corpora and published texts; exercises for every grammar point that help writers develop grammatical awareness and use, including completing sentences, writing, revising, paraphrasing, and editing; and a section inviting writers to investigate discipline-specific language use and apply it to an academic genre.
 
Among the changes in the Second Edition are:
  • new sections on parallel form (Unit 2) and possessives (Unit 5)
  • revised and expanded explanations, but particularly regarding verb complementation, complement noun clauses, passive voice, and stance/engagement
  • a restructured Unit 2 and significantly revised/updated Unit 7
  • new Grammar Awareness tasks in Units 3, 5, and 6
  • new exercises plus revision/updating of many others
  • self-editing checklists in the Grammar in Your Discipline sections at the end of each unit
  • representation of additional academic disciplines (e.g., engineering, management) in example sentences and texts and in exercises.

 
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A Grammar of Boumaa Fijian
R. M. W. Dixon
University of Chicago Press, 1988
The people who live in the Boumaa region of the Fijian island of Taveuni speak a dialect of Fijian that is mutually intelligible with Standard Fijian, the two differing as much perhaps as do the American and British varieties of English. During 1985, R. M. W. Dixon—one of the most insightful of linguists engaged in descriptive studies today—lived in the village of Waitabu and studied the language spoken there. He found in Boumaa Fijian a wealth of striking features unknown in commonly studied languages and on the basis of his fieldwork prepared this grammar.

Fijian is an agglutinating language, one in which words are formed by the profligate combining of morphemes. There are no case inflections, and tense and aspect as shown by independent clitics or words within a predicate complex. Most verbs come in both transitive and intransitive forms, and nouns can be build up regularly from verbal parts and verbs from nouns. The language is also marked by a highly developed pronoun system and by a vocabulary rich in areas of social significance.

In the opening chapters, Dixon describes the Islands' political, social, and linguistic organization, outlines the main points of Fijian phonology, and presents an overview of the grammar. In succeeding chapters, he examines a number of grammatical topics in greater detail, including clause and phrase structure, verbal syntax, deictics, and anaphora. The volume also includes a full vocabulary of all forms treated in discussion and three of the fifteen texts recorded from monolingual village elders on which the grammar is based.
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A Grammar Of Misantla Totonac
Carolyn Mackay
University of Utah Press, 1999

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A Grammar of Ugaritic
John Screnock
SBL Press, 2022
A Grammar of Ugaritic is an accessible yet academically rigorous textbook for first-year students of Ugaritic. Eight digestible lessons include more than 150 exercises to strengthen readers’ understanding through translation and composition of not only vocalized Ugaritic but also transcribed texts and cuneiform script—strategies that develop language skills and provide a sound basis for classroom teaching. Short stories interspersed among the lessons help students consolidate their knowledge and bolster recognition of forms. An introduction to the language and its historical context, glossaries, paradigms, and a bibliography and guide for further learning supplement the lessons. Students who work through the grammar in the classroom or individually will be rewarded with the ability to read real Ugaritic texts in cuneiform.
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The Grammatical Structures of English and Spanish
Robert P. Stockwell, J. Donald Bowen, and John W. Martin
University of Chicago Press, 1965
This series is designed to provide a detailed account of one of the major problems in the teaching of a second language—the interference caused by structural differences between the native language of the learner and the foreign language he is studying. The similarities and differences between English and the language being taught are described in two volumes, one on the sound systems and one on the grammatical systems, for some of the foreign languages most in demand in the United States today.
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Grammatical Theory
Its Limits and Its Possibilities
Frederick J. Newmeyer
University of Chicago Press, 1983
Newmeyer persuasively defends the controversial theory of transformational generative grammar. Grammatical Theory is for every linguist, philosopher, or psychologist who is skeptical of generative grammar and wants to learn more about it.

Newmeyer's formidable scholarship raises the level of debate on transformational generative grammar. He stresses the central importance of an autonomous formal grammar, discusses the limitations of "discourse-based" approaches to syntax, cites support for generativist theory in recent research, and clarifies misunderstood concepts associated with generative grammar.
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Grammaticalization
A Conceptual Framework
Bernd Heine, Ulrike Claudi, and Friederike Hünnemeyer
University of Chicago Press, 1991
Grammaticalization, the process of converting regular lexical items and structures into conventionally interpreted grammatical morphemes, has traditionally been perceived as a syntactic or morphological process. Presenting a wealth of evidence from African languages, the authors argue that the development of grammatical categories is in fact strongly influenced by pragmatic and cognitive forces, factors that are located outside the confines of language structure. They discuss previous models and relate grammaticalization studies to alternative approaches such as localism and natural grammar theory.

This volume challenges theories which describe language as a static system, as well as those which assume that linguistic categorization is based on discrete morpheme types, word classes, or sentence constituents. In contrast, the book's central argument is that both language structure and language use are dynamic phenomena and that linguistic behavior is essentially a creative activity. That creativity manifests itself, for example, in conceptual transfer leading to the encoding of more abstract concepts and of grammatical categories. Another key element of this theory is captured in the term "grammaticalization chain," which refers to a specific kind of linguistic category which cuts across morpheme types and word classes and has both a synchronic and diachronic dimension.
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Gramática para la composición
Segunda edición
M. Stanley Whitley and Luis González
Georgetown University Press, 2007

Integrating grammar and composition, this comprehensive new edition guides the advanced student through progressively more complex types of writing by organizing the grammar lessons on a functionalist basis around the needs of composition. This innovative approach to teaching Spanish grammar and composition promotes systematic language development and enables students to strengthen their expressive and editing skills in the language in order to write more effectively and more confidently. Refined by years of classroom testing and analysis of the problems students encounter, this bestselling textbook has been substantially rewritten and incorporates current research in composition, pedagogy, second-language acquisition, and linguistics. Expanded self-correcting exercises are also available online, making Gramática para la composición one of the most valuable textbooks available for advanced students of Spanish.

FEATURES: • Focuses on work in six level-appropriate types of composition: description, synopsis, personal narrative, creative narrative, exposition, and argumentation;

• Based on ACTFL guidelines for students progressing from intermediate to advanced levels of proficiency;

• Covers syntax, dictionary skills, problematic word distinctions, and rhetorical features of discourse structure;

• Contains exercises on grammar practice, working with sentences and paragraphs, guided essays, and free composition.

NEW TO THE SECOND EDITION:

• Each lesson has been clearly divided into two distinct parts: Presentación (material that students prepare before class) and Aplicación (the activities they do in class or as homework);

Prácticas individuales have been expanded and recreated as self-checking exercises that provide immediate feedback and scoring. These prácticas are available for free online at www.gramaticaparalacomposicion.com;

• Images from William Bull's Visual Grammar of Spanish help with distinctions that seem difficult;

• An Instructor's Manual—available for free online—reviews teaching and grading methodology for writing-intensive courses, offers suggestions for syllabus organization and for teaching each lesson, and provides additional exercises and activities. To download this free PDF, visit www.press.georgetown.edu;

• Free website created by authors contains self-checking exercises at www.gramaticaparalacomposicion.com.

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Gramática para la composición
tercera edición
M. Stanley Whitley y Luis González
Georgetown University Press, 2015

E-Textbooks are now available to purchase or rent through VitalSource.com! Please visit VitalSource for more information on pricing and availability.

As of January 1, 2021, Smart Sparrow Companion Websites are no longer available for any of our textbook programs. New companion websites are coming soon, and will be hosted by Lingco. Instructors may sample the new companion websites now by visiting GUPTextbooks.com/companionwebsites. The full websites will be available for fall 2021 course adoption.

Until the new companion websites become available, eBook Workbooks with exercises from the Smart Sparrow Electronic Workbook are available for purchase on the GUP website and VitalSource.com, as are Workbook Answer Keys. They will both be sold in eBook format only.

About Gramática para la composición, tercera edición

This best-selling textbook guides advanced students through progressively more complex types of writing by organizing the grammar lessons on a functionalist basis around the needs of composition. This innovative approach to teaching Spanish grammar and composition promotes systematic language development and enables students to strengthen their expressive and editing skills in the language in order to write more effectively and confidently.

Refined by years of classroom testing and analysis of the problems students encounter, Gramática para la composición features the following:

• A colorful design helps students navigate the book more easily and engage visual learning strategies• Readings for major composition exercises that stress authentic, connected discourse• A Workbook with all of the homework exercises needed for practice (sold separately)• Streamlined treatment of points of grammar, including an explanation for more than twelve functions of se with a rule of subject reflexivization

For Teachers:

Exam copies of the textbook, Workbook, and Workbook Answer Keys are available free of charge to instructors and must be requested separately. Textbook exam copies can be ordered on this page. To request digital exam copies of the Workbook and Workbook Answer Keys, please visit the pages for each of those products.

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Gramática para la composición with website PB (Lingco)
tercera edición
M. Stanley Whitley
Georgetown University Press, 2021

This best-selling textbook guides advanced students through progressively more complex types of writing by organizing the grammar lessons on a functionalist basis around the needs of composition. This innovative approach to teaching Spanish grammar and composition promotes systematic language development and enables students to strengthen their expressive and editing skills in the language in order to write more effectively and confidently. The accompanying companion website–included with the book–offers fully integrated exercises to use alongside the text.

Features:

• A colorful design that helps students navigate the book more easily and engage visual learning strategies

• Readings for major composition exercises that stress authentic, connected discourse

• Streamlined treatment of points of grammar, including an explanation for more than twelve functions of se with a rule of subject reflexivization

For Instructors: Separate print Teacher's Editions of Gramática para la compocisión are no longer available. Instead, instructors should submit exam and desk copy requests using ISBN 978-1-64712-215-7.

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Great Debates
Language and Culture Skills for ESL Students
Meredith Westfall and John McCarthy
University of Michigan Press, 2004

This book provides vocabulary, conversation tips, language learning tips, and discussion activities to help students debate on a wide variety of fairly non-controversial topics, from dining in or eating out, using the phone or e-mail, type A or type B, fiction or non-fiction, love at first sight or love over time, to diet or exercise.
Along with the discussion activities, the book contains some reading, writing, and vocabulary activities.
Each of the 30 units includes:
pre-debate discussion questions
new vocabulary words
a reading that outlines both sides of the debate
comprehension questions
discussion activities that include expressions used in debate-related speech acts and those pertaining to language learning
writing assignments
idiom and vocabulary review.
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front cover of Greek for Reading
Greek for Reading
Gerda Seligson
University of Michigan Press, 1994
A highly innovative approach to Classical Greek for beginning students
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Greek Grammar
Herbert Weir Smyth
Harvard University Press
Sponsored by the Department of Classics of Harvard University, a revised edition of the late Professor Smyth’s A Greek Grammar for Colleges is now available. All necessary corrections have been made, and the book retains the form which has long made it the most complete and valuable work of its kind. In this descriptive grammar the author offers a treatment of Greek syntax which is exceptionally rich as well subtle and varied.
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front cover of A Greek-English Lexicon of the New Testament and Other Early Christian Literature
A Greek-English Lexicon of the New Testament and Other Early Christian Literature
Walter Bauer
University of Chicago Press, 2000
Described as an "invaluable reference work" (Classical Philology) and "a tool indispensable for the study of early Christian literature" (Religious Studies Review) in its previous edition, this new updated American edition of Walter Bauer's Wörterbuch zu den Schriften des Neuen Testaments builds on its predecessor's staggering deposit of extraordinary erudition relating to Greek literature from all periods. Including entries for many more words, the new edition also lists more than 25,000 additional references to classical, intertestamental, Early Christian, and modern literature.

In this edition, Frederick W. Danker's broad knowledge of Greco-Roman literature, as well as papyri and epigraphs, provides a more panoramic view of the world of Jesus and the New Testament. Danker has also introduced a more consistent mode of reference citation, and has provided a composite list of abbreviations to facilitate easy access to this wealth of information.

Perhaps the single most important lexical innovation of Danker's edition is its inclusion of extended definitions for Greek terms. For instance, a key meaning of "episkopos" was defined in the second American edition as overseer; Danker defines it as "one who has the responsibility of safeguarding or seeing to it that something is done in the correct way, guardian." Such extended definitions give a fuller sense of the word in question, which will help avoid both anachronisms and confusion among users of the lexicon who may not be native speakers of English.

Danker's edition of Bauer's Wörterbuch will be an indispensable guide for Biblical and classical scholars, ministers, seminarians, and translators.
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