Ancient Roman word lore.
Varro (M. Terentius), 116–27 BC, of Reate, renowned for his vast learning, was an antiquarian, historian, philologist, student of science, agriculturist, and poet. He was a republican who was reconciled to Julius Caesar and was marked out by him to supervise an intended national library.
Of Varro’s more than seventy works involving hundreds of volumes we have only his treatise On Agriculture (in LCL 283) and part of his monumental achievement De Lingua Latina (On the Latin Language), a work typical of its author’s interest not only in antiquarian matters but also in the collection of scientific facts. Originally it consisted of twenty-five books in three parts: etymology of Latin words (Books 1–7); their inflections and other changes (Books 8–13); and syntax (Books 14–25). Of the whole work survive (somewhat imperfectly) Books 5–10. These are from the section (Books 4–6) that applied etymology to words of time and place and to poetic expressions; the section (Books 7–9) on analogy as it occurs in word formation; and the section (Books 10–12) that applied analogy to word derivation. Varro’s work contains much that is of very great value to the study of the Latin language.
The Loeb Classical Library edition of On the Latin Language is in two volumes.
Ancient Roman word lore.
Varro (M. Terentius), 116–27 BC, of Reate, renowned for his vast learning, was an antiquarian, historian, philologist, student of science, agriculturist, and poet. He was a republican who was reconciled to Julius Caesar and was marked out by him to supervise an intended national library.
Of Varro’s more than seventy works involving hundreds of volumes we have only his treatise On Agriculture (in LCL 283) and part of his monumental achievement De Lingua Latina (On the Latin Language), a work typical of its author’s interest not only in antiquarian matters but also in the collection of scientific facts. Originally it consisted of twenty-five books in three parts: etymology of Latin words (Books 1–7); their inflections and other changes (Books 8–13); and syntax (Books 14–25). Of the whole work survive (somewhat imperfectly) Books 5–10. These are from the section (Books 4–6) that applied etymology to words of time and place and to poetic expressions; the section (Books 7–9) on analogy as it occurs in word formation; and the section (Books 10–12) that applied analogy to word derivation. Varro’s work contains much that is of very great value to the study of the Latin language.
The Loeb Classical Library edition of On the Latin Language is in two volumes.
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On tourne! is a one-semester, advanced French textbook (5th/6th semester of instruction) designed to be used as a stand-alone text for a course on French and francophone films or for a French conversation course. This textbook could also be used as a supplementary text in an advanced conversation course, a composition course, or a contemporary culture course. On tourne! guides students to analyze and discuss thirteen films from France and the francophone world. Each chapter focuses on a single film and includes pre-viewing activities, vocabulary, information on the cultural and linguistic nuances of the film, and post-viewing activities and discussion points. Moreover, each chapter contains a review of an essential grammatical structure as well as idiomatic expressions used in the film to highlight their pragmatic function. The films included explore a wide array of themes, ranging from family, food, and fashion to politics, religion, and racial/ethnic identities.
One-on-one encounters with writers often contribute more to the development of student writing abilities than any classroom activity because they are personalized and responsive to individual needs. For the encounters to be successful, the writing tutor, teacher, or consultant must be prepared, must be knowledgeable of what it means to write and the factors that make writing more and less effective, and must also know the students.
This guide focuses on what those who conference with second language writers need to know to respond best to students, recognize their needs, and steer conversations in productive directions. One on One with Second Language Writers provides tips about activities that can be adapted to individual contexts, student writing samples that can be analyzed for practice, a glossary, a list of useful resources, and a checklist for conferencing sessions.
The book is appropriate for use in university and secondary school writing or learning centers, teacher training programs for both general composition and ESOL instructors, and as an individual reference tool. The book uses non-technical language where possible, but terminology is introduced where it might be useful when conferencing with students.
When The Other Tongue appeared in 1982, it was called "required reading for all those concerned with English teaching in non-native situations, from the classroom teacher to the policy planner", Jowhn Platt, English World-Wide) and "an extremely useful and stimulating collection" (William C. Ritchie, Language). It introduced refreshingly new perspectives for understanding the spread and functions of English around the world.
This dramatically revised volume contains eight new chapters, replacing or updating more than half of the first edition. The Other Tongue is the first attempt to integrate and address provocative issues relevant to a deeper understanding of the forms and functions of English within different sociolinguistic, cross-cultural, and cross-linguistic contexts. The volume discusses linguistic, literary, pedagogical, and attitudinal issues related to world Englishes.
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