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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. 

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.

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.

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.

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.

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.

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.
 

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

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.

 

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.

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.

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.

The fully up-to-date classic reference and guide for anyone studying the New Testament in the original Greek

This work was created by Friedrich Blass, professor of classical philology at the University of Halle-Wittenberg, and was continued after his death by Albert Debrunner, professor of Indo-European and classical philology at the University of Bern until his retirement in 1954. The grammar has passed through ten editions from 1896 to 1960.

Robert W. Funk, in translating this long-established classic, has also revised it and, in doing so, has incorporated the notes which Professor Debrunner had prepared for a new German edition on which he was working at the time of his death in 1958. Dr. Funk has also had the co-operation of leading British, Continental, and American scholars. The translation places in the hands of English-speaking students a book that belongs in their libraries and in the libraries of every theologian, philologist and pastor alongside the Gingrich-Danker Greek-English Lexicon.

This grammar sets the Greek of the New Testament in the context of Hellenistic Greek and compares and contrasts it with the classical norms. It relates to the New Testament language to its Semitic background, to Greek dialects, and to Latin and has been kept fully abreast of latest developments and manuscript discoveries. It is at no point exclusively dependent on modern editions of the Greek New Testament text but considers variant readings wherever they are significant. It is designed to compress the greatest amount of information into the smallest amount of space consistent with clarity. There are subsections discussing difficult or disputed points and copious citations of primary texts in addition to generous bibliographies for those who wish to pursue specific items further.

A highly innovative approach to Classical Greek for beginning students