Writing and editing guides Books
Peace Hill Press Who Said What?: A Writer's Guide to Finding,
Book SynopsisIs Yahoo Answers a good source for your History essay? How about InfoWars? How do you include another person’s ideas in your work without stealing them? Should you cite an Instagram post as a source, and if so, how do you do it? Who Said What? provides students from middle school through college (along with bloggers, writers, and others who need to write with accuracy and clarity) with a reliable, friendly guide through the often bewildering process of research, writing, and documentation. Drawing on years of teaching, research, and writing experience, Kayla Meyers teaches you how to evaluate the trustworthiness of a source, how to use it without stealing it, how to properly credit its creator, and why all of this even matters. With contemporary examples and the step-by-step explanations that made Susan Wise Bauer’s Writing With Skill series so popular, Who Said What? will become an essential resource for young writers.
£13.99
American Society for Training & Development 10 Steps to Successful Business Writing, 2nd
Book SynopsisIn Today’s Business World, You Are What You WriteGood writing can launch a career. It has the power to break through clutter and capture readers’ imaginations. And good writing is not just a skill that marketers must master. Most workplace communication takes written form, and with the rising number of communication channels—social media, instant messaging, blogs—we’re writing more and faster than ever. With new chapters on electronic communication, 10 Steps to Successful Business Writing is your guide to capturing readers’ attention and imagination. Writing instructor and coach, Jack Appleman uses examples and exercises to help you write with clarity and confidence. This updated edition covers the essentials of how to organize your text to hold your readers’ attention; edit yourself for grammar, tone, and excess words; and master the documents for any workplace situation.It doesn’t matter if you’re drafting a business plan, an email, or a Facebook post. Forget the shorthand, drop the exclamation points, and ditch the emojis. Learn to create concise, persuasive, and powerful text with 10 Steps to Successful Business Writing. Table of ContentsJack Appleman, prominent writing instructor, coach, and author, is committed to helping individuals achieve better results with their writing. He is driven by the belief that everyone can significantly improve their text by following a series of straightforward steps. His workshops, webinars, and coaching sessions have helped thousands of working professionals become more confident and proficient writers.As principal of the Monroe, New York-based Successful Business Writing, Jack brings more than 25 years' experience as a corporate trainer, professor, and public relations professional. He has been a frequent speaker and has published several articles on the importance of good writing.In 2015, Jack received the Charles T. Morgan Award for lifetime excellence in corporate training from the Association for Talent Development’s Northern New Jersey chapter. A professor since 2001, he teaches technical writing at Southern New Hampshire University. He received the accreditation in public relations (APR) certification from the Public Relations Society of America and the Certified Business Communicator (CBC) designation from the Business Marketing Association.Jack earned his BA in communication from Ohio State University and his MS in journalism from Ohio University. He is also studying for his PhD in organizational communication at the State University of New York at Albany.
£14.24
American Society for Training & Development Instructional Story Design: Develop Stories That
Book SynopsisFrom children to adults, everybody likes a good story. Stories are memorable, actionable, and emotional. We are constantly making sense of the world by forming stories, and that makes them perfect for instructional design.Instructional Story Design is a practical guide to writing and developing stories for training. It takes what you already know about a story’s power to connect with people and offers a clear methodology for the otherwise daunting process of creating a compelling story.Master story designer Rance Greene shares his powerful yet familiar process to discover, design, and deliver instructional stories. He presents the two essential elements that must be present to tell a story for training: relatable characters and strong conflict. These elements create a desire for resolution and grab learners’ attention.This book offers advice for unearthing the root of the performance problem, creating action lists for learners, and convincing stakeholders about the effectiveness of stories. Case studies from household companies such as Pizza Hut, Southwest Airlines, and PepsiCo show story design in action. Job aids and resources include an audience profile questionnaire, character description worksheet, storyboard template, and tips for developing stories using graphics, audio, and video.With this book, you’ll: Sharpen your analysis skills to discover potential training stories. Design relatable stories that concretely connect with learning objectives. Easily develop captivating stories with tools you already own. Plan your next steps to implement your instructional story. Table of Contents Introduction 1: Storytelling at Warp Speed Part I: Discover 2: Set the Stage With Stakeholders 3: Your Audience 4: What You Want the Audience to Do Part II: Design 5: Develop Relatable Characters 6: Action and Conflict 7: Build the Story Part III: Deliver 8: Produce and Present With Available Tools 9: Develop at a Deeper Level 10: Train With Stories Part IV: Overcoming Barriers 11: Stories for Every Audience 12: Overcoming Barriers 13: Your Future as a Story Designer Epilogue: You, the Story Designer Acknowledgments Appendix: Instructional Story Design Plan
£29.57
Be Publishing Co. How to Keep Them Reading: A Guide to Writing an
Book Synopsis
£999.99
11 Talents Publishing Just Do This: A Simpler Way To Succeed In I.T.
Book Synopsis
£17.56
Wooden Books Literary Devices
Book Synopsis
£8.50
Wooden Books Rhetoric: The Art of Persuasion
Book Synopsis
£7.95
Belt Publishing Creative Nonfiction
Book Synopsis
£19.25
Advantage Publishing Group Speak With No Fear: Go from a nervous, nauseated, and sweaty speaker to an excited, energized, and passionate presenter
£11.39
Advantage Publishing Group Speak With No Fear: Go from a nervous, nauseated, and sweaty speaker to an excited, energized, and passionate presenter
£23.38
Silent Storm Publishing Take Back Your Book: An Author's Guide to Rights
Book Synopsis
£999.99
Di Angelo Publications There's Something Strange About My Brain: Writing
Book Synopsis
£17.09
Di Angelo Publications Fidelman: A Body of Work
Book SynopsisFIDELMAN: A BODY OF WORK is a captivating retrospective book that chronicles legendary climber Dean Fidelman''s career as a photographer.From the daring pioneers of the 1970s, to his work on sound stages, and culminating with the groundbreaking "Stone Nudes" series, Fidelman''s images offer a breathtaking exploration of the climbing world throughout the decades. The book goes beyond stunning visuals, for it celebrates the transformative power of climbing and the beauty of capturing life''s fleeting moments through the lens. Dean Fidelman has been climbing and photographing climbers for more than forty years, having shot other trailblazers in the climbing community, such as Dean Potter, John Long, Lynn Hill, John Bachar, and more. When he was sixteen years old and befriended this group, his photographic documentation of Yosemite''s legendary "Stonemasters" began. In 2009, Fidelman teamed up with John Long and co-authored YOSEMITE IN THE 1950S and THE VALLEY CLIMBERS. Fidelman''s "Stone Nudes" project began in 1999, with calendars first, then with the published collection.Together, Dean Fidelman and John Long have yet again created a masterfully put-together book, combining Long''s words and Fidelman''s photography. Having decades of experience in their respective fields, FIDELMAN: A BODY OF WORK is a showcase of their expertise and their passion. Embark on a visual odyssey through the illustrious career of Dean Fidelman, from the daring pioneers of the 1970s to his groundbreaking "Stone Nudes" series. FIDELMAN: A BODY OF WORK is more than a collection of photographs; it''s a profound exploration of the climbing world across decades. From sound stages to the iconic "Stonemasters" of Yosemite, Fidelman''s lens captures the essence of a life dedicated to scaling heights.
£113.59
Lovely Day Books Your Second Draft
Book Synopsis
£10.18
Scribe Us Copywrong to Copywriter: A Practical Guide to
Book Synopsis
£13.60
Hummingbird Books Dear Writer, Are You Intuitive?
Book Synopsis
£18.99
Avid Reader Press / Simon & Schuster The Poets & Writers Complete Guide to Being a
Book Synopsis
£23.99
Atria Books HAVE YOU EATEN GRANDMA
Book Synopsis
£13.09
Avid Reader Press / Simon & Schuster Making Numbers Count: The Art and Science of
Book Synopsis
£20.40
Pottersfield Press Memoir: Conversations and Craft
Book Synopsis
£16.10
Page Two Books, Inc. Write a Must-Read: Craft a Book That Changes
Book SynopsisYou want to write a nonfiction book that matters. A book readers love and rave about. A book they underline, dog-ear, and highlight. A must-read. How do you do that, when you've never written a book like that before? When you aren't sure what content to include in a nonfiction book, or how to organize it? And when you're not sure if your idea is worth pursuing in the first place? At the heart of the answers to all these questions is a craft created by AJ Harper, ghostwriter and editor for some of the foremost thought leaders of our time. The foundation of that craft is a simple, yet powerful philosophy: Reader First. When you learn how to put your reader first at every stage of book development, writing, and editing, you can create the connection and trust required to transform their lives. In these pages, Harper reveals the proven methods and frameworks she has used for nearly two decades to write and edit perennial bestsellers. It's not the easy way, or the fast way; it's the effective way. The payoff for doing this important work: a must-read book, and a massive readership who serve as ambassadors for your message and your brand.
£19.79
Nhan Anh Publisher Black Sea White Night
Book Synopsis
£18.00
Auroch Press The Elements of Style
Book Synopsis
£12.00
Rob Miles Public Speaking: The Self Help Guide to Mastering
Book Synopsis
£999.99
Rob Miles Public Speaking: Learn How to Negotiate and
Book Synopsis
£17.06
Publishdrive Create With Co-Authors: How to use effective
Book Synopsis
£11.39
Assembly Press Story Is A State of Mind
Book SynopsisCultivate a state of mind to help your writing flow with acclaimed writing instructor and Giller Prize finalist Sarah Selecky. Celebrated author Sarah Selecky brings the spirit of her popular online writing school to the page in Story Is a State of Mind. Short, personable essays deliver gentle coaching, practical advice, and heartfelt encouragement, alongside writing exercises and meditations that offer abundant opportunities to build awareness, confidence, and technique. Designed for authors seeking support on individual projects or their practice as a whole, this book is overflowing with tips and tools to develop and support creative curiosity and whole-minded writing. Pair it with Sarah Selecky's Story Is a State of Mind Deck of 50 writing prompts for maximum inspiration!A brilliant, soulful, transformative guide to the craft of writing.Theresa Reed, author of The Cards You're Dealt
£15.16
Freya Rothwell-Bodycomb Blush Feelings Notebook: We Are Greater Series
Book Synopsis
£8.55
Klincksieck Le Livre Et l'Editeur
Book Synopsis
£23.00
Brepols N.V. Probable Truth: Editing Medieval Texts from
Book Synopsis
£177.17
Brepols N.V. Public Declamations: Essays on Medieval Rhetoric,
Book Synopsis
£107.61
Brepols N.V. The Reception of Antiquity in Bohemian Book
Book Synopsis
£101.65
Brepols N.V. Medieval Letters: Between Fiction and Document
Book Synopsis
£144.51
Classiques Garnier Ecrivains Juristes Et Juristes Ecrivains Du Moyen
Book Synopsis
£63.00
Springer Nature Switzerland AG Speechwriting in Theory and Practice
Book SynopsisThis book provides students, researchers, and practitioners of speechwriting with a unique insight in the theory, history, and practice of speechwriting. The combination of theory and practice with case studies from the United States and Europe makes this volume the first of its kind. The book offers an overview of the existing research and theory, analysing how speeches are written in political and public life, and paying attention to three central subjects of contemporary speechwriting: convincing characterization of the speaker, writing for the ear, and appealing with words to the eye. Chapters address the ethics and the functions of speechwriting in contemporary society and also deliver general instructions for the speechwriting process. This book is recommended reading for professional speechwriters wishing to expand their knowledge of the rhetorical and theoretical underpinnings of speechwriting, and enables students and aspiring speechwriters to gain an understanding of speechwriting as a profession.Trade Review“Speechwriters have hoped for a long time to see a book like this appear in print. Speechwriting in Theory and Practice's 13 chapters are grounded in a combination of academic perspectives on the evolution of rhetoric and persuasive speech, alongside a close study of how speechwriters and speakers collaborate, in the real world, to prepare remarks for delivery. … Speechwriting in Theory and Practice fully acknowledges this fascinating continuity in rhetorical practice over the centuries … .” (Neil Hrab, Vital Speeches of the day, vsotd.com, June 26, 2019)Table of ContentsChapter 1 Introduction: The Case for SpeechwritingChapter 2 Speechmaking in the 21st CenturyChapter 3 The Beginning of SpeechwritingChapter 4 Research and Theory on SpeechwritingChapter 5 The Rhetorical Canons of SpeechwritingChapter 6 Genres of SpeechwritingChapter 7 How Speeches are WrittenChapter 8 Characterizing the SpeakerChapter 9 Writing for the EarChapter 10 Writing for the Eye: Pictures, Visions, and PowerPointChapter 11 The Ethics of SpeechwritingChapter 12 The Functions of Speechwriting in Contemporary Society Chapter 13 The General Steps in the Speechwriting Process
£18.74
Springer Nature Switzerland AG The Pathway to Publishing: A Guide to
Book SynopsisWriting manuscripts is central to the advance of scientific knowledge. For an early career aspiring scientist, writing first author manuscripts is an opportunity to develop critical skills and to credential their expertise. Writing manuscripts, however, is difficult, doubly so for scientists who use English as a second language. Many science students intentionally avoid a writing-intensive curriculum. Careful, thorough reviews of draft manuscripts are difficult to secure, and experienced scientific supervisors face more demands on their time than they have time available. Weak draft manuscripts discourage supervising scientists investing the time to coach revisions. It is easier for experienced scientists to ignore the request, or to simply rewrite the article. Early career scientists are motivated to address these barriers but specific advice is difficult to find, and much of this advice is behind a pay wall. This essential, open access text presents writing lessons organized as common errors, providing students and early-career researchers with an efficient way to learn, and mentors with a quick-reference guide to reviewing. Error descriptions include specific examples drawn from real-world experiences of other early-career writers, and suggestions for how to successfully address and avoid these in the future. Versions of this book have been used by Stanford University, UC Davis, Johns Hopkins, and numerous international institutions and organizations for over a decade. Table of Contents1. Introduction1.1 The pathway to publishing1.2 Think before you write approach1.2.1 Develop a framing document1.2.2 Focus on the high level outline (HLO)1.2.3 Use the ‘most common errors’1.2.4 Understand authorship and mentoring responsibilities1.2.5 Structure the writing and feedback process1.3 The scientific writing style1.4 Converting preliminary work into manuscripts1.4.1 Converting reports into manuscripts1.4.2 Converting posters and verbal presentations into manuscripts1.5 The process of peer review2. Most common errorsA. General research and writing practicesA1. Insufficient knowledge of the literatureA2. Not referencing statementsA3. Weak citations A3a. Citing a secondary sourceA3b. Presenting conclusions rather than data from referencesA3c. Arguing from authorityA4. Endnotes not in standard styleA4a. Varying endnote notationA5. Not using standard draft manuscript formA6. Repeating informationA7. Labelling a scientific document as ‘final’A8. Characterizing an observation as ‘the first’A9. Errors in reasoningA9a. Casual assertion of causalityA9b. Assuming association is causalityA9c. Assuming reported behavior reflects actual behaviorA9d. Confusing imperfect recall with recall biasA9e. Confusing absence of recognition with absenceA9f. Asserting seasonality with a single year of dataA9g. Drawing conclusions using confirmation biasA10. Constructing a multivariate model using only statistical criteriaA11. PlagiarismB. Content of quantitative papersB1. Improper focus or format of title and abstractB2. Confusing the role of Introduction, Methods, Results, and DiscussionB3. Not writing the Methods section in chronological orderB4. Not emphasizing steps taken to protect human subjectsB5. Listing interpretations, but not defending one in the DiscussionB6. Not fully explaining limitationsB7. Writing generic recommendationsB8. Presenting new data in the DiscussionB9. Reporting the number of enrolled subjects in the MethodsB10. Specifying the contents of a questionnaireB11. Naïve theories of changeB11a. Recommending a massive increase in fundingB11b. Ignoring incentives and barriersB11c. Assuming weak states can implementB12. An insufficiently focused IntroductionB13. Failure to clarify key sample size assumptionsB14. A high level outline that is not high levelB15. Specifying software used for routine data analysisB16. Presenting rationale in the last sentence of the IntroductionC. Mechanics of writingC1. Using non-standard abbreviationsC2. Using non-standard spacesC3. Improper spellingC4. Capitalization problems C4a. USING ALL CAPITAL LETTERSC4b. Capitalizing non-proper nounsC5. Failure to spell out an isolated numeral < 10C6. Starting a sentence with a numeralC7. Not indenting paragraphsC8. Not aligning text to the leftC9. Problems with parenthesesC10. Not recognizing when an abbreviation has become a nameC11. Misplaced commas in large numbersC12. Varying fonts within the narrativeC13. Using bulleted lists rather than sentencesC14. Uninformative document namesD. Grammatical structures and stylistic strategiesD1. Using present rather than past tenseD2. Failure to use definite and indefinite articlesD3. Excessive use of passive voiceD4. Improper use of “we”D5. Writing from a psychological perspectiveD6. Using excessive sub-headings in the discussion sectionD7. Misplaced modifiersD8. Using nouns with awkward syntax in place of verbsD9. Using different terms for the same object or the same ideaE. Achieving clarity and concisenessE1. Labelling rather than explainingE2. Using weak opening phrases for sentencesE3. Using adjectives and qualifiersE4. Overusing studies or authors as sentence subjectsE5. Using non-descriptive numeric or alphabetical labelsE6. Using respectivelyE7. Using the word etceteraE8. Using foreign wordsE9. Using local words, expressions or monetary figuresE10. Using the term ‘developing country’E11. Using the term ‘socio-economic status’ as a synonym for wealthE12. Using a technical term in its non-technical senseE12a. Using the term ‘random’ in its non-technical senseE12b. Using the term ‘reliable’ in its non-technical senseE12c. Using the term ‘significant’ in its non-technical senseE12d. Using the term ‘valid’ in its non-technical senseE12e. Using the term ‘incidence’ incorrectlyE12f. Using the term ‘correlated’ incorrectly E13. Using the verb ‘documented’E14. Framing an argument in terms of needE15. Using the term ‘illiterate’ as a synonym for ‘no formal education’E16. Using the word ‘challenging’ as a synonym for ‘difficult’E17. Describing a laboratory test result as positiveE18. Using increase or decrease in the absence of a time trendE19. Describing a test as a gold standardF. Recording scientific dataF1. Using statistics in place of the study question to frame resultsF1a. Framing narrative results around p-valuesF2. Not presenting the core dataF3. Using too many decimal placesF4. Using too few decimal placesF5. Using incomplete headings for tables and figuresF6. Imbalance between table and narrative presentation of the resultsF7. Pointing too explicitly to tables and figuresF8. Using inappropriate figuresF9. Using the wrong symbol to designate degreeF10. Using non-standard footnote symbols in tablesF11. Comparing to a varying baselineF12. Generic data tables that lack a clear messageF13. Table layout that impairs comparisons*F14. Maps with irrelevant detailsF15. Numbering figures or tables out of sequenceF16. Listing results in a paragraph that are more clear in a tableF17. Using less informative denominators in a tableF18. p-value in a baseline table of a randomized controlled trialF19. Emailing draft manuscripts with figures that are not compressedG. Approaching publicationG1. Failure to respond to reviewers’ commentsG2. Incomplete response to reviewsG3. Invalid authorship line G4. Missing acknowledgement sectionG5. Choosing an inappropriate journalG6. Not following a specific journal’s details of styleG7. Not using a checklist to review your paper before submissionG8. Exceeding the journal word limitG9. Asking your senior author to recommend reviewersG10. Responding to journal reviewers using the first person singularG11. Retaining comments in subsequent draftsG12. Not finding a description of the error codeG13. Requesting an unprofessionally short turnaround timeG14. Sending blank forms for co-authors to completeG15. Not providing co-authors a copy of the submitted manuscriptG16. Not keeping co-authors informed of journal discussionsG17. Re-using an email thread when circulating a revised manuscriptG18. Not proofreading references prior to submissionG19. Not including text of the manuscript changes in response to reviewersG20. Not including readability statisticsH. Slide and poster presentationsH1. Bullets on the wallH2. Chart junkH3. Copying a manuscript figure instead of developing a custom figureH4. Photos with an unnatural aspect ratioH5. Too many photographs on a single slideH6. Field workers as the dominant subject of photographsH7. Using bullets without hanging indentsH8. Using a pie chartH9. Using vertical bars when horizontal bars would communicate betterH10. Including a final “Thank you” slideH11. Using sentences for bullet pointsH12. Too much space between bulletsH13. Failure to separate ideas in a multi-lined titleH14. Using 3 dimensional chart features as decorationsAppendix 1: Flowchart for reviewing scientific documents Appendix 2: Concept note outlineAppendix 3: Critical questions for protocol developmentAppendix 4: Framing documentAppendix 5: Conference/scientific meeting abstractsAppendix 6: Quantitative manuscript high level outline (HLO)Appendix 7: Example of quantitative manuscript HLOAppendix 8:Authorship Scorecard Appendix 9:JANE (Journal/Author Name Estimator)Appendix 10: STROBE StatementAppendix 11: CONSORT StatementAppendix 12: List of common errors Appendix 13: Concept note exampleReferences
£40.49
Springer Nature Switzerland AG The Pathway to Publishing: A Guide to
Book SynopsisWriting manuscripts is central to the advance of scientific knowledge. For an early career aspiring scientist, writing first author manuscripts is an opportunity to develop critical skills and to credential their expertise. Writing manuscripts, however, is difficult, doubly so for scientists who use English as a second language. Many science students intentionally avoid a writing-intensive curriculum. Careful, thorough reviews of draft manuscripts are difficult to secure, and experienced scientific supervisors face more demands on their time than they have time available. Weak draft manuscripts discourage supervising scientists investing the time to coach revisions. It is easier for experienced scientists to ignore the request, or to simply rewrite the article. Early career scientists are motivated to address these barriers but specific advice is difficult to find, and much of this advice is behind a pay wall. This essential, open access text presents writing lessons organized as common errors, providing students and early-career researchers with an efficient way to learn, and mentors with a quick-reference guide to reviewing. Error descriptions include specific examples drawn from real-world experiences of other early-career writers, and suggestions for how to successfully address and avoid these in the future. Versions of this book have been used by Stanford University, UC Davis, Johns Hopkins, and numerous international institutions and organizations for over a decade. Table of Contents1. Introduction1.1 The pathway to publishing1.2 Think before you write approach1.2.1 Develop a framing document1.2.2 Focus on the high level outline (HLO)1.2.3 Use the ‘most common errors’1.2.4 Understand authorship and mentoring responsibilities1.2.5 Structure the writing and feedback process1.3 The scientific writing style1.4 Converting preliminary work into manuscripts1.4.1 Converting reports into manuscripts1.4.2 Converting posters and verbal presentations into manuscripts1.5 The process of peer review2. Most common errorsA. General research and writing practicesA1. Insufficient knowledge of the literatureA2. Not referencing statementsA3. Weak citations A3a. Citing a secondary sourceA3b. Presenting conclusions rather than data from referencesA3c. Arguing from authorityA4. Endnotes not in standard styleA4a. Varying endnote notationA5. Not using standard draft manuscript formA6. Repeating informationA7. Labelling a scientific document as ‘final’A8. Characterizing an observation as ‘the first’A9. Errors in reasoningA9a. Casual assertion of causalityA9b. Assuming association is causalityA9c. Assuming reported behavior reflects actual behaviorA9d. Confusing imperfect recall with recall biasA9e. Confusing absence of recognition with absenceA9f. Asserting seasonality with a single year of dataA9g. Drawing conclusions using confirmation biasA10. Constructing a multivariate model using only statistical criteriaA11. PlagiarismB. Content of quantitative papersB1. Improper focus or format of title and abstractB2. Confusing the role of Introduction, Methods, Results, and DiscussionB3. Not writing the Methods section in chronological orderB4. Not emphasizing steps taken to protect human subjectsB5. Listing interpretations, but not defending one in the DiscussionB6. Not fully explaining limitationsB7. Writing generic recommendationsB8. Presenting new data in the DiscussionB9. Reporting the number of enrolled subjects in the MethodsB10. Specifying the contents of a questionnaireB11. Naïve theories of changeB11a. Recommending a massive increase in fundingB11b. Ignoring incentives and barriersB11c. Assuming weak states can implementB12. An insufficiently focused IntroductionB13. Failure to clarify key sample size assumptionsB14. A high level outline that is not high levelB15. Specifying software used for routine data analysisB16. Presenting rationale in the last sentence of the IntroductionC. Mechanics of writingC1. Using non-standard abbreviationsC2. Using non-standard spacesC3. Improper spellingC4. Capitalization problems C4a. USING ALL CAPITAL LETTERSC4b. Capitalizing non-proper nounsC5. Failure to spell out an isolated numeral < 10C6. Starting a sentence with a numeralC7. Not indenting paragraphsC8. Not aligning text to the leftC9. Problems with parenthesesC10. Not recognizing when an abbreviation has become a nameC11. Misplaced commas in large numbersC12. Varying fonts within the narrativeC13. Using bulleted lists rather than sentencesC14. Uninformative document namesD. Grammatical structures and stylistic strategiesD1. Using present rather than past tenseD2. Failure to use definite and indefinite articlesD3. Excessive use of passive voiceD4. Improper use of “we”D5. Writing from a psychological perspectiveD6. Using excessive sub-headings in the discussion sectionD7. Misplaced modifiersD8. Using nouns with awkward syntax in place of verbsD9. Using different terms for the same object or the same ideaE. Achieving clarity and concisenessE1. Labelling rather than explainingE2. Using weak opening phrases for sentencesE3. Using adjectives and qualifiersE4. Overusing studies or authors as sentence subjectsE5. Using non-descriptive numeric or alphabetical labelsE6. Using respectivelyE7. Using the word etceteraE8. Using foreign wordsE9. Using local words, expressions or monetary figuresE10. Using the term ‘developing country’E11. Using the term ‘socio-economic status’ as a synonym for wealthE12. Using a technical term in its non-technical senseE12a. Using the term ‘random’ in its non-technical senseE12b. Using the term ‘reliable’ in its non-technical senseE12c. Using the term ‘significant’ in its non-technical senseE12d. Using the term ‘valid’ in its non-technical senseE12e. Using the term ‘incidence’ incorrectlyE12f. Using the term ‘correlated’ incorrectly E13. Using the verb ‘documented’E14. Framing an argument in terms of needE15. Using the term ‘illiterate’ as a synonym for ‘no formal education’E16. Using the word ‘challenging’ as a synonym for ‘difficult’E17. Describing a laboratory test result as positiveE18. Using increase or decrease in the absence of a time trendE19. Describing a test as a gold standardF. Recording scientific dataF1. Using statistics in place of the study question to frame resultsF1a. Framing narrative results around p-valuesF2. Not presenting the core dataF3. Using too many decimal placesF4. Using too few decimal placesF5. Using incomplete headings for tables and figuresF6. Imbalance between table and narrative presentation of the resultsF7. Pointing too explicitly to tables and figuresF8. Using inappropriate figuresF9. Using the wrong symbol to designate degreeF10. Using non-standard footnote symbols in tablesF11. Comparing to a varying baselineF12. Generic data tables that lack a clear messageF13. Table layout that impairs comparisons*F14. Maps with irrelevant detailsF15. Numbering figures or tables out of sequenceF16. Listing results in a paragraph that are more clear in a tableF17. Using less informative denominators in a tableF18. p-value in a baseline table of a randomized controlled trialF19. Emailing draft manuscripts with figures that are not compressedG. Approaching publicationG1. Failure to respond to reviewers’ commentsG2. Incomplete response to reviewsG3. Invalid authorship line G4. Missing acknowledgement sectionG5. Choosing an inappropriate journalG6. Not following a specific journal’s details of styleG7. Not using a checklist to review your paper before submissionG8. Exceeding the journal word limitG9. Asking your senior author to recommend reviewersG10. Responding to journal reviewers using the first person singularG11. Retaining comments in subsequent draftsG12. Not finding a description of the error codeG13. Requesting an unprofessionally short turnaround timeG14. Sending blank forms for co-authors to completeG15. Not providing co-authors a copy of the submitted manuscriptG16. Not keeping co-authors informed of journal discussionsG17. Re-using an email thread when circulating a revised manuscriptG18. Not proofreading references prior to submissionG19. Not including text of the manuscript changes in response to reviewersG20. Not including readability statisticsH. Slide and poster presentationsH1. Bullets on the wallH2. Chart junkH3. Copying a manuscript figure instead of developing a custom figureH4. Photos with an unnatural aspect ratioH5. Too many photographs on a single slideH6. Field workers as the dominant subject of photographsH7. Using bullets without hanging indentsH8. Using a pie chartH9. Using vertical bars when horizontal bars would communicate betterH10. Including a final “Thank you” slideH11. Using sentences for bullet pointsH12. Too much space between bulletsH13. Failure to separate ideas in a multi-lined titleH14. Using 3 dimensional chart features as decorationsAppendix 1: Flowchart for reviewing scientific documents Appendix 2: Concept note outlineAppendix 3: Critical questions for protocol developmentAppendix 4: Framing documentAppendix 5: Conference/scientific meeting abstractsAppendix 6: Quantitative manuscript high level outline (HLO)Appendix 7: Example of quantitative manuscript HLOAppendix 8:Authorship Scorecard Appendix 9:JANE (Journal/Author Name Estimator)Appendix 10: STROBE StatementAppendix 11: CONSORT StatementAppendix 12: List of common errors Appendix 13: Concept note exampleReferences
£34.99
Springer International Publishing AG English for Writing Research Papers
Book SynopsisPublishing your research in an international journal is key to your success in academia. This guide is based on a study of over 1000 manuscripts and reviewers' reports revealing why papers written by non-native researchers are often rejected due to problems with English usage and poor structure and content. With easy-to-follow rules and tips, and examples taken from published and unpublished papers, you will learn how to: prepare and structure a manuscript increase readability and reduce the number of mistakes you make in English by writing concisely, with no redundancy and no ambiguity write a title and an abstract that will attract attention and be read decide what to include in the various parts of the paper (Introduction, Methodology, Discussion etc) highlight your claims and contribution avoid plagiarism discuss the limitations of your research choose the correct tenses and style satisfy the requirements of editors and reviewers This edition has two completely new chapters covering machine translation and using AI tools (e.g. chatbots, paraphrasers, editing tools) to improve and correct the English of a text. Other titles in this series: Grammar, Usage and Style Grammar, Vocabulary, and Writing Exercises (three volumes) 100 Tips to Avoid Mistakes in Academic Writing and Presenting English for Presentations at International Conferences English for Academic Correspondence English for Interacting on Campus English for Academic CVs, Resumes, and Online Profiles English for Academic Research: A Guide for TeachersAdrian Wallwork is the author of more than 40 English Language Teaching (ELT) and English for Academic Purposes (EAP) textbooks. He has trained several thousand PhD students and researchers from 50 countries to write papers. He edits research manuscripts through his own proofreading and editing agency. Table of ContentsChapter 1 Planning and Preparation 1.1 Why should I publish? How do I know whether my research is worth publishing? 1.2 Should I write the initial draft in my own language rather than writing it directly in English? 1.3 Which journal should I choose? 1.4 How do I know what style and structure to use? 1.5 What preparation do I need to do? 1.6 How can I create a template? 1.7 Writing style: how do I keep the referees happy? 1.7 In what order should I write the various sections? 1.8 How can I highlight my key findings? 1.9 How can I improve the chances of my paper not only being published, but also being read, understood and cited? 1.10 I know that the recommendations in this book about writing simply and clearly will improve the readability of my paper, but my professor ... 1.11 Summary Chapter 2 Word order and sentence length 2.1 Basic word order in English: subject + verb + object + indirect object 2.2 Place the subject before the verb 2.3 Keep the subject and verb close to each other 2.4 Avoid inserting parenthetical information between the subject and the verb 2.5 Don’t separate the verb from its direct object 2.6 Put the direct object before the indirect object 2.7 Don’t use a pronoun (it, they) before you introduce the noun that the pronoun refers to 2.8 Locate not before the main verb, but after auxiliary and modal verbs 2.9 Locate negations near the beginning of the sentence 2.10 Deciding where to locate an adverb 2.11 Put adjectives before the noun they describe 2.12 Deciding where to put new and old information within a sentence 2.13 Analyse why and how long sentences are created 2.14 Learn how to break up a long sentence 2.14 Summary Chapter 3 Structuring Paragraphs 3.1 Elegance vs Effectiveness 3.2 Choose the most relevant subject to put it at the beginning of a sentence that opens a new paragraph 3.3 First paragraph of a new section - begin with a mini summary plus an indication of the structure 3.4 Deciding where to put new and old information within a paragraph 3.5 Link each sentence by moving from general concepts to increasingly more specific concepts 3.6 Present and explain ideas in the same (logical) sequence 3.7 Break up long paragraphs 3.8 How to structure a paragraph: an example 3.9 Summary Chapter 4 Being Concise and Removing Redundancy 4.1 Being concise is not just an option 4.2 Write less and you will make fewer mistakes in English, and your key points will be clearer 4.3 Cut any unnecessary generic words 4.4 Consider deleting abstract words and phrases 4.5 Prefer verbs to nouns 4.6 Choose the shortest expressions 4.7 Cut redundant adjectives 4.8 Cut pointless introductory phrases and unnecessary link words 4.9 Be concise when referring to figures and tables 4.10 Consider reducing the length of your paper 4.11 Summary Chapter 5 Avoiding ambiguity, repetition, and vague language 5.1 Use a simple and accessible style 5.3 Beware that pronouns are probably the greatest source of ambiguity 5.4 Avoid replacing key words with synonyms and clarify ambiguity introduced by generic words 5.5 Restrict the use of synonyms to non-key words 5.6 Be as precise as possible 5.7 Choose the least generic word 5.8 Use punctuation to show how words and concepts are related to each other 5.9 Defining vs non defining clauses: that vs which / who 5.10 Clarifying which noun you are referring to when which, that, who and the -ing form 5.11 - ing form vs. subject + verb 5.12 Avoiding ambiguity with the - ing form: use by and thus 5.13 Uncountable nouns 5.14 Definite and indefinite articles 5.15 Referring backwards: the dangers of the former, the latter 5.16 Referring backwards and forwards: the dangers of above, below, previously, earlier, later 5.17 Use of respectively to disambiguate 5.18 Distinguishing between both … and, and either … or 5.19 Talking about similarities: as, like, unlike 5.20 Differentiating between from and by 5.21 Be careful with Latin words 5.22 False friends 5.23 Be careful of typos 5.24 Summary Chapter 6 Clarifying and Highlighting 6.1 Why is it so important highlight and differentiate my findings in relation to the findings of other research groups? 6.2 Check your journal’s style - first person or passive 6.3 How to form the passive and when to use it 6.4 Use the active form when the passive might be ambiguous 6.5 Consider starting a new paragraph to distinguish between your work and the literature 6.6 Ensure you use the right tenses to differentiate your work from others, particularly when your journal prohibits the use of we 6.7 For journals that allow personal forms, use we to distinguish yourself from other authors 6.8 Make good use of references 6.9 Avoid long blocks of text 6.10 When you have something really important to say, make your sentences shorter than normal 6.11 Other means of attracting the reader’s eye and keeping their attention 6.12 Show your paper to a non-expert and get them to underline your key findings 6.13 Summary Chapter 7 Discussing your limitations 7.1 What are my limitations? Should I mention them? 7.2 Recognize the importance of 'bad data' 7.3 How to avoid losing credibility 7.4 Be constructive in how you present your limitations 7.5 Clarify exactly what your limitations are 7.6 Anticipate alternative interpretations of your data 7.7 Refer to other authors who experienced similar problems 7.8 Tell the reader that with the current state-of-the-art this problem is not solvable 7.9 Explain why you did not study certain data 7.10 Don't end your paper by talking about your limitations 7.11 Summary Chapter 8 Readability 8.1 You are responsible for enabling your readers to understand what you have written 8.2 Basic rules of readability 8.3 Place the various elements in your sentence in the most logical order possible: don’t force the reader to have to change their perspective 8.4 Don't force readers to hold a lot of preliminary information in their head before giving them the main information 8.5 Try to be as concrete as possible as soon as possible 8.6 When drawing the reader's attention to something use the least number of words possible 8.7 State your aim before giving the reasons for it 8.8 Be as specific as possible 8.9 Avoid creating strings of nouns that describe other nouns 8.10 Be careful how you use personal pronouns and avoid stereotyping 8.11 Summary Chapter 9 Chatbots 9.1 What are the key things I need to know about chatbots? 9.2 What prompts (instructions) can I use to get a chatbot to fulfill my request? 9.3 How can I see the changes that the bot has made? What can I learn from the list of changes generated? 9.4 What good corrections do chatbots make? 9.5 What can’t GPT do? Is it a good idea to pre-edit my original text that I wrote in English? 9.6 What kinds of grammar mistakes does a bot currently fail to correct? 9.7 What kinds of errors will a bot probably never be able to correct? 9.8 What the most dangerous errors that chatbots make when revising a text in English? 9.9 What are the dangers of modifying the chatbot’s version? Is there a solution? 9.10 What decisions do I need to make before rejecting a change made by GPT? 9.11 Will a chatbot negatively affect my writing style? 9.12 How can I assess whether the bot’s version is actually better than my original version? 9.13 Using AI to generate a rebuttal letter 9.14 When not to use a bot to generate / correct an email 9.15 How easy is it to tell that a text has been generated by artificial intelligence? 9.16 Is using a chatbot an act of plagiarism? 9.17 Summary Chapter 10 Automatic translation 10.1 How does this chapter differ from the chapter on translation (Chapter 16) in the companion volume on Grammar, Usage and Style? 10.2 Should I use machine translation? Which application? 10.3 Pre-editing: how to improve the chances of getting an accurate automatic translation 10.4 Grammar and vocabulary areas where MT may be more accurate than you 10.5 Typical areas where automatic translators may make mistakes in English if your language is not a major language 10.6 Areas where machine translation will not help you even if your language is a major language 10.7 The dangers of using machine translation 10.8 How can I combine my use of machine translation with a chatbot? 10.9 Will I still improve my level of English if I use machine translators and chatbots? 10.10 Do NOT use an automatic translator to check your English 10.11 A note for EAP teachers 10.12 Summary Chapter 11 Titles 11.1 How important is my title? 11.2 How can I generate a title? 11.3 Should I try to include some verbs in my title? 11.4 How will prepositions help to make my title clearer? 11.5 Are articles (a / an, the) necessary? 11.6 Will adjectives such as innovative and novel attract attention? 11.7 What other criteria should I use to decide whether to include certain words or not? 11.8 How should I punctuate my title? What words should I capitalize? 11.9 How can I make my title shorter? 11.10 How can I make my title sound more dynamic? 11.11 Can I use my title to make a claim? 11.12 Are questions in titles a good way to attract attention? 11.13 When is a two-part title a good idea? 11.14 How should I write a title for a conference? 11.15 What is a running title? 11.16 Is using an automatic spell check enough? 11.17 Using a chatbot to generate or improve your title 11.18 Summary: How can I assess the quality of my title? Chapter 12 Abstracts: Standard types 12.1 What is an abstract? When should I write it? 12.2 How important is the Abstract? 12.3 Where is the Abstract located? What are ‘highlights’? 12.4 How should I select my key words? 12.5 What is a structured abstract? 12.6 What style should I use: personal or impersonal? 12.7 How should I begin my Abstract? 12.8 How much background information should I give? 12.9 What tenses should I use? 12.10 Why and how should I be concise? 12.11 What should I not mention in my Abstract? 12.12 How can I ensure that my Abstract has maximum impact? 12.13 How can chatbots help me improve my Abstract? 12.14 Summary: How can I assess the quality of my Abstract? Chapter 13 Abstracts: Particular types 13.1 I have never written an Abstract before. I don’t know where to start. Could I chatbot help me? 13.2 Social and behavioral sciences. How should I structure my abstract? How much background information? 13.3 I am a historian. We don't necessarily get 'results' or follow a specific methodology. What should I do? 13.4 I am writing an abstract for a presentation at a conference. What do I need to be aware of? 13.5 How do I write an abstract for a work in progress that will be presented at a conference? 13.6 What is an Extended Abstract? 13.7 What is a video abstract? How can I make one? 13.8 My aim is to have my paper published in Nature. Is a Nature abstract different from abstracts in other journals? 13.9 I know I need to end my Abstract with a view of the big picture. How can I use a chatbot to suggest to me what the implications of my research are? 13.10 How do journal editors and conference review committees assess the abstracts that they receive? 13.11 Summary Chapter 14 Introduction 14.1 What is an Introduction? 14.2 How should I structure it? How long should it be? 14.3 How does an Introduction differ from an Abstract? 14.4 How should I begin my Introduction? 14.5 How should I structure the rest of the Introduction? 14.6 What tenses should I use? 14.7 How long should the paragraphs be? 14.8 How should I outline the structure of the rest of my paper? 14.9 My research area is not a ‘hard’ science. Are there any other ways of beginning an Introduction? 14.10 Can a chatbot help me to write my Introduction? 14.11 Summary: How can I assess the quality of my Introduction? Chapter 15 Writing a Review of the Literature 15.1 I need to write a Review Paper. How should I structure my Abstract? What are my aims and conclusions? 15.2 How should I structure my review of the literature in my Introduction to my paper? 15.3 How should I begin my literature review? How can I structure it to show the progress through the years? 15.4 What is the clearest way to refer to other authors? Should I focus on the authors or their ideas? 15.5 How can I talk about the limitations of previous work and the novelty of my work in a constructive and diplomatic way? 15.6 How can I reduce the amount I write when reporting the literature? 15.7 In my review I need mention what other authors have written. How should I do this? 15.8 How can I quote directly from other papers? 15.9 How can I use a bot to help me paraphrase? 15.10 How to quote from another paper by paraphrasing 15.11 Paraphrasing: a simple example 15.12 Paraphrasing: how it can help you write correct English 15.13 What are some more quick tips for writing a review paper? 15.14 How should I conclude a Review Paper? 15.15 Summary: How can I assess the quality of my Literature Review? Chapter 16 Methods 16.1 What is a Method’s section? 16.2 Are there any ways that a chatbot could help me with my Methods section? 16.3 How should I structure the Methods? 16.4 What style: should I use the active or passive? What tenses should I use? 16.5 How should I begin the Methods? 16.6 My methods use a standard / previous procedure. Do I need to describe the methods in detail? 16.7 Should I describe everything in chronological order? 16.8 How many actions / steps can I refer to in a single sentence? 16.9 How can I reduce the number of words but avoid my Methods appearing like a series of lists? 16.10 What potential errors of grammar and syntax do I need to be careful of? 16.11 What other points should I include in the Methods? How should I end the Methods? 16.12 Summary: How can I assess the quality of my Methods section? Chapter 17 Results 17.1 What is a Results section? 17.2 How should I structure the Results? 17.3 How should I begin the Results? 17.4 What tenses and style should I use when reporting my Results? 17.5 Should I report any negative results? 17.6 How can I show my readers the value of my data, rather than just telling them? 17.7 How should I comment on my tables and figures? 17.8 What more do I need to know about commenting on tables? 17.9 How can I use a chatbot to help me write the Results section? 17.10 What about legends and captions? 17.11 My research was based on various surveys and interviews. How should I report quotations from the people we interviewed? 17.12 Summary: How can I assess the quality of my Results section? Chapter 18 Discussion 18.1 What is a Discussion? 18.2 How should I structure the Discussion? 18.3 Active or passive? What kind of writing style should I use? 18.4 How should I begin the Discussion? 18.5 Why and how should I compare my work with that of others? 18.6 How can I give my interpretation of my data while taking into account other possible interpretations that I do not agree with? 18.7 How can I use seems and appears to admit that I have not investigated all possible cases? 18.8 What about the literature that does not support my findings - should I mention it? 18.9 How can I show the pitfalls of other works in the literature? 18.10 Should I discuss the limitations of my research? 18.11 How can I be more concise? 18.12 How can I use a chatbot to help me with my Discussion? 18.13 What are the dangers of using a chatbot to help me write my Discussion? 18.14 How long should the paragraphs be? 18.15 How should I end the Discussion if I have a Conclusions section? 18.16 How should I end the Discussion if I do not have a Conclusions section? 18.17 Summary: How can I assess the quality of my Discussion? Chapter 19 Conclusions 19.1 What is the purpose of the Conclusions section? 19.2 What tenses should I use? 19.3 I have no idea how to write a Conclusions section. Is there a quick way that a chatbot could help me? 19.4 How should I structure the Conclusions? 19.5 How can I differentiate my Conclusions from my Abstract? 19.6 How can I differentiate my Conclusions from my Introduction and from the last paragraph of my Discussion? 19.7 How can I increase the impact of the first sentence of my Conclusions? 19.8 I don’t have any clear Conclusions, what can I do? Should I mention my limitations? 19.9 How can I end my Conclusions? 19.10 To be honest, I don’t really know what the implications of my research are or what possible avenues for future research there are. How could a chatbot help me? 19.11 How should I write the Acknowledgements? 19.12 Summary: How can I assess the quality of my Conclusions? Chapter 20 The Final Check 20.1 How good is my paper? 20.2 Use AI to check your paper, then print it out 20.3 Check your paper for readability 20.4 Always have the referee in mind 20.5 What to do if your paper is subject to a 'blind' review 20.6 Be careful with cut and pastes 20.7 Make sure everything is consistent 20.8 Check that your English is suitably formal 20.9 Don’t underestimate the importance of spelling mistakes 20.10 Write a good letter / email to accompany your manuscript 20.11 Keep an open mind and deal with rejections in a positive way 20.12 Take the editor's and reviewers' comments seriously 20.13 A final word from the author: Let's put a bit of fun into scientific writing! 20.14 Summary of this chapter 20.15 Summary of the entire book: 10 key concepts
£26.59
Springer International Publishing AG English for Academic Research: Grammar, Usage and
Book SynopsisThis guide draws on English-related errors from around 6000 papers written by non-native authors, 500 abstracts written by PhD students, and over 2000 hours of teaching researchers how to write and present research papers. This new edition has chapters on exploiting AI tools such as ChatGPT, Google Translate, and Reverso, for generating, paraphrasing, translating and correcting texts written in English. It also deals with contemporary issues such as the use of gender pronouns. Due to its focus on the specific errors that repeatedly appear in papers written by non-native authors, this manual is an ideal study guide for use in universities and research institutes. Such errors are related to the usage of articles, countable vs. uncountable nouns, tenses, modal verbs, active vs. passive form, relative clauses, infinitive vs. -ing form, the genitive, link words, quantifiers, word order, prepositions, acronyms, abbreviations, numbers and measurements, punctuation, and spelling. Other titles in this series: Grammar, Vocabulary, and Writing Exercises (three volumes) 100 Tips to Avoid Mistakes in Academic Writing and Presenting English for Writing Research Papers English for Presentations at International Conferences English for Academic Correspondence English for Interacting on Campus English for Academic CVs, Resumes, and Online Profiles English for Academic Research: A Guide for Teachers Adrian Wallwork is the author of more than 40 English Language Teaching (ELT) and English for Academic Purposes (EAP) textbooks. He has trained several thousand PhD students and researchers from 50 countries to write papers and give presentations. He edits research manuscripts through his own proofreading and editing service.Table of ContentsIntroduction.- 1. Abbreviations, acronyms, and punctuation.- 2. Adverbs and prepositions.- 3 Articles: a / an / the / zero article.- 4. Genitive: the possessive form of nouns.- 5. Infinitive versus gerund (−ing form).- 6. Link Words.- 7. Measurements and numbers, abbreviations, symbols, comparisons, use of articles.- 8. Modal verbs: can, may, could, should, must etc...- 9. Nouns: countable vs uncountable, plurals.- 10. Personal pronouns, names, titles.- 11. Proofreading tools: checking the correctness of your English.- 12. Quantifiers: any, some, much, many, much, each, every etc..- 13. Readability.- 14. Tenses: present and past.- 15. Tenses: future, conditional, passive forms.- 16. Translating using AI.- 17. Word order.- 18. ChatGPT.- Acknowledgements.- Index.
£23.74
Springer International Publishing AG English for Academic Research Vocabulary
Book SynopsisThis book is based on a study of referees' reports and letters from journal editors on reasons why papers written by non-native researchers are rejected due to problems with English (long sentences, redundancy, poor structure etc.). It draws on English-related errors from around 5000 papers written by non-native authors, around 3000 emails, 500 abstracts by PhD students, and over 1500 hours of teaching researchers how to write and present research papers.The exercises are organized into thirteen chapters on: adjectives and adverbs (e.g.actualvscurrent,differentvsseveral,continuallyvscontinuously), link words (e.g.on the contraryvson the other hand,despitevsnevertheless), nouns (e.g.dangervshazard,measurevsmeasurement), prepositions (e.g.amongvsbetween,invsinto,withvswithin), verbs (e.g.checkvscontrol,composevscomprise,arisevsraise,excludevsruleout), false friends and synonyms, spelling, useful phrases, inclusive vocabulary, emails, using Large Language Models for correcting, paraphrasi
£17.09
Springer International Publishing AG Life Sciences Research and Scientific Writing
Book Synopsis
£26.59
Peter Lang AG, Internationaler Verlag der Wissenschaften Worlds of Communication: Interdisciplinary
Book SynopsisThis collection of papers published in the last forty years documents the author’s journey from philosophy of language to text theory and then to an empirical science of literature, ending with a concept of literary studies as a legitimate part of media culture studies. The main emphasis is placed on communication as a social system. The approach used in the book is strictly interdisciplinary in order to cope with the complexity of the different types of human communication, ranging from everyday talk to literary communication or advertising. Radical Constructivism provides the epistemological basis for this approach – a basis that has undergone important modifications in the course of the author’s development.Trade Review«Die vorliegende Aufsatzsammlung umgreift vierzig Jahre [von Schmidts] an Umbrüchen und Veränderungen reichen Karriere als Philosoph, Wissenschaftler und Künstler. Der Autor bearbeitet den radikalen Konstruktivismus als Reflexionstheorie, wenn er mitarbeitet am Wandel von Sprachwissenschaft und Philologie zur Linguistik, unter Beteiligung von analytischer Sprachphilosophie und Sprachpsychologie. Schmidts Texte stehen in einem sozio-kulturellen Diskurs hypothetischer, also vorläufiger Wissenszustände, die zu Ausgangslagen neuer wissenschaftlicher Textforschungen werden, ohne festgelegte Anfänge und ohne absehbares Ende. Bei seiner Suche nach Innovationen wird Schmidt zum Erfinder, Abgrenzer und Förderer der empirischen Literaturwissenschaft. Anhand verschiedener Grundannahmen werden ein technikzentrierter und ein anthropologischer Ansatz in der Medienwissenschaft zu einem komplexen, integrativen Modell zusammengeführt, unter Zuhilfenahme von Luhmanns konstruktivistischer Systemtheorie.» (Manfred Rühl, Publizistik 3, 2012)Table of ContentsContents: The linguistic turn in philosophy since the late 19th century – The transition from text to discourse analysis – The systematic development of an empirical science of literature, including literary history – The self-organisation of human communication in media culture societies.
£53.28
Peter Lang AG, Internationaler Verlag der Wissenschaften Media and Cosmopolitanism
Book SynopsisThis collection of essays examines the relationship between the media and cosmopolitanism in an increasingly fragmented and globalizing world. This relationship is presented from multiple perspectives and the essays cover, amongst other themes, cosmopolitanization in everyday life, the mediation of suffering, trauma studies, and researching cosmopolitanism from a non-Western perspective. Some of the essays explore existing research and theory about cosmopolitanism and apply it to specific case studies; others attempt to extend this theoretical framework and engage in a dialogue with the broader disciplines of media and cultural studies. Overall, this variety of approaches generates valuable insights into the central issue of the book: the role played by the media, in its various forms, in either encouraging or discouraging cosmopolitanist identifications among its audiences.Table of ContentsContents: Ruxandra Trandafoiu: ‘The World on a Plate’: Transformed Cosmopolitan Utopia in Food Blog Culture – Maggie Andrews: Potential Cosmopolitan Sensibilities in Feminized and Mediated Remembrance – Phil Jackson: ‘Welcome Europe!’ The Eurovision Song Contest as a Continuum for Cosmopolitanism – Simone Krüger: The Cosmopolitan City: Music and Mediation During the European Capital of Culture Event – Stijn Joye: The Local Relevance of Global Suffering: Articulations of Identities and Cosmopolitanism in Television News Discourses on Distant Suffering – Ludek Stavinoha: AIDS, Africa and Popular Culture: Mediated Cosmopolitanism in a Neoliberal Era – Martin Scott: Encountering Distant Others? Reconsidering the Appearance of International Coverage for the Study of Mediated Cosmopolitanism – Lizzie D. Falvey: The Simulation of Suffering: Armchair Tragedy Tourism and International Memorials in Second Life – Olga Baysha/Andrew Calabrese: Cosmopolitan Vision, Global Responsibility and Local Reporting in Ukraine – Aybige Yilmaz: ‘Not’ Mediating Cosmopolitanism: Media Ethics, Morality and Media Freedom a la Turca – Aris Mousoutzanis: Trauma, Mediation, Global Crisis – Aris Mousoutzanis: Conclusion: Cosmopolitanism Now.
£53.82
Peter Lang AG, Internationaler Verlag der Wissenschaften Breaking Ground in Corpus-based Interpreting
Book SynopsisThis book focuses on interpretation corpora which is one of the major subjects of research in interpreting studies. It explores key issues such as corpus design and representativeness, as well as aims and challenges of the application of corpus-linguistics principles and methods to interpreting. Interpreting corpora represent a real challenge because of the very nature of the items they are composed of. The oral dimension, the unavoidable stage of transcription and the difficulties in relying on authentic data are only some of the aspects that make the creation of interpreting corpora a complex, challenging and time-consuming activity. The book discusses the theoretical problems and presents the working phases leading to the collection of five different interpreting corpora. The variety of approaches adopted by each research team highlights the fact that aims, interrogation methods and corpus design are intertwined. A survey of the studies carried out so far using these five interpreting corpora identifies data comparability as the core issue of corpus-based interpreting studies.Table of ContentsContents: Francesco Straniero Sergio/Caterina Falbo: Studying interpreting through corpora. An introduction – Mariachiara Russo/Claudio Bendazzoli/Annalisa Sandrelli/Nicoletta Spinolo: The European Parliament Interpreting Corpus (EPIC): implementation and developments – Bendazzoli Claudio: From international conferences to machine-readable corpora and back: an ethnographic approach to simultaneous interpreter-mediated communicative events – Annalisa Sandrelli: Introducing FOOTIE (Football in Europe): simultaneous interpreting in football press conferences – Caterina Falbo: CorIT (Italian Television Interpreting Corpus): classification criteria – Eugenia Dal Fovo: Topical coherence in television interpreting: question/answer rendition – Francesco Straniero Sergio: Using corpus evidence to discover style in interpreters’ performances – Marta Biagini: Data collection in the courtroom: challenges and perspectives for the researcher.
£59.18
Peter Lang AG, Internationaler Verlag der Wissenschaften Researching Online Foreign Language Interaction
Book SynopsisThis book provides an accessible introduction to some of the methods and theoretical approaches for investigating foreign language (FL) interaction and exchange in online environments. Research approaches which can be applied to Computer-Mediated Communication (CMC) are outlined, followed by a discussion of the way in which tools and techniques for data-collection in diverse online contexts can contribute to our understanding of online foreign language interaction. The compilation of chapters presents a comprehensive overview of key issues in virtual, intercultural and multimodal research contexts and gives insight into the particular challenges and situations which this area of language learning implies.Researching Online Foreign Language Interaction and Exchange addresses the needs of researchers and newcomers to the area who are hoping to learn about the current state of the field by providing overviews of varying approaches and extensive literature review as well as extracts of real data to illustrate the theories, methods or issues in question.Table of ContentsContents: Melinda Dooly/Robert O’Dowd: Researching Online Interaction and Exchange in Foreign Language Education: Introduction to the Volume – Jonathon Reinhardt: Accommodating Divergent Frameworks in Analysis of Technology-Mediated L2 Interaction – Françoise Blin: Introducing Cultural Historical Activity Theory for Researching CMC in Foreign Language Education – Paige Ware/Brenna Rivas: Researching Classroom Integration of Online Language Learning Projects: Mixed Methods Approaches – Melinda Dooly/Mirjam Hauck: Researching Multimodal Communicative Competence in Video and Audio Telecollaborative Encounters – Andreas Müller-Hartmann: The Classroom-Based Action Research Paradigm in Telecollaboration – Luisa Panichi/Mats Deutschmann: Language Learning in Virtual Worlds - Research Issues and Methods – Martina Möllering/Mike Levy: Intercultural Competence in Computer-Mediated-Communication: An Analysis of Research Methods – Nina Vyatkina: Applying the Methodology of Learner Corpus Analysis to Telecollaborative Discourse – Breffni O’rourke: Using Eye-Tracking to Investigate Gaze Behaviour in Synchronous Computer-Mediated Communication for Language Learning.
£63.74
Peter Lang AG, Internationaler Verlag der Wissenschaften Discourse Analysis and Human and Social Sciences
Book SynopsisWhat is the relationship between discourse analysis and its more recent companion disciplines such as sociology, political science and information and communication sciences, at their point of convergence between the symbolic and the social? How are relationships evolving between discourse analysis and disciplines like the literary studies, psychoanalysis and philosophy, which have been the constant companions of linguistics as these emerged and developed? What is the place and role of discourse analysis in Europe? These are some of the themes dealt with in this book. A team effort on the part of Centre d’Etude des Discours, Images, Texte, Ecrits, Communication (Céditec EA 3119), it aims not to present another view of the history and concepts of discourse analysis, but to encourage thinking and debate on interdisciplinary practices.Table of ContentsContents: Simone Bonnafous/Malika Temmar: Introduction – Johannes Angermüller: Discourse analysis in Europe – Claire Oger: Discourse analysis and information and communication sciences: beyond corpora and methods – Claire Oger/Caroline Ollivier-Yaniv: Discourse analysis and comprehensive sociology. A critical look back at an interdisciplinary research practice – Alice Krieg-Planque: Multidisciplinary work on discourse. Examples of a «way of doing» discourse analysis – Pierre Fiala: Political discourse analysis: content analysis, lexical statistics, a semantic-enunciative approach – Juliette Rennes: Analysing a debate. The contributions of argumentation study to political science – Dominique Maingueneau: Discourse analysis and the study of literature – Marie-Anne Paveau: Discourse analysis and history. Meeting and forgetting – Dominique Ducard: The role of psychoanalysis – Malika Temmar: Discourse analysis and philosophy: intersecting perspectives.
£38.70
Peter Lang AG Literatura y Ficciaon: La Ruptura De La Laogica
Book SynopsisEn este libro se elabora una teoría unificada de los géneros literarios y de la ficcionalidad. Se propone un modelo del texto literario capaz de integrar todas las manifestaciones literarias existentes o imaginables. Además, se intenta mostrar que hay géneros literarios ficcionales y no ficcionales, y que incluso un mismo género, como la lírica, puede adoptar formas ficcionales o no ficcionales. Por último, se analizan las obras literarias en las que se alteran las leyes de la ficcionalidad y se produce una ruptura de la lógica ficcional, o metalepsis: por ejemplo, cuando el autor se introduce de forma imposible en el universo ficcional de sus personajes, o cuando los personajes ficcionales se dirigen a los lectores reales. Para explicar esas obras, se desarrolla una teoría de los mundos imposibles, complementaria de la teoría de los mundos posibles. El modelo del texto literario propuesto resulta de utilidad para definir los tipos de ruptura de la lógica ficcional en las diversas manifestaciones literarias y artísticas.
£74.39
Peter Lang AG, Internationaler Verlag der Wissenschaften The Essential Enthymeme: Propositions for
Book SynopsisThe enthymeme in education is essential because it reflects what humans do when they think. It informs not only how we make inferences about the world to discover new knowledge, but also how we express those discoveries to influence the minds of others. Thus, the enthymeme provides an effective pedagogical approach to the analysis and synthesis of ideas in the classroom. In this volume, such an approach is applied to composition instruction, second-language learning, advertising, specialized medical texts, and detective fiction to help prepare students for the challenges of modern life. (Michael D. Hood)Trade Review«By means of new approaches to the enthymeme, new modes of representation, and new uses of the enthymeme in education (as demonstrated throughout the present work), we extend our knowledge of a concept that is central to understanding rationality as a human performance capability in the practical world.» (John T. Gage)Table of ContentsContents: John T. Gage: The Enthymeme Within Reason – Jorge Juan Vega y Vega: What Can the Enthymeme Do for Education Today? – Jorge Juan Vega y Vega: Popularizing the Enthymeme: «Fans» for Aristotle – Michael Dennis Hood: The Enthymeme as a Practical Rhetoric Concept for Teaching Composition – Michael Dennis Hood: The Role of the Enthymeme in the Connection Between Reading and Writing – Michael Dennis Hood: The Place of the Enthymeme in Composition Studies – Michael Dennis Hood: Essential Modern Readings on the Enthymeme – Jorge Juan Vega y Vega: Language, Image and Reasoning: Learning with Enthymemes – Jorge Juan Vega y Vega: The Integrated Method: Cognitive and Expressive Skills in the Second-Language Classroom – Daniela Ventura: The Process of Reasoning in Advertising – Sandra Marrero Morales: The Enthymeme in Composition Studies: Discourse Analysis in Specialized Medical Texts – Daniela Ventura/Jorge Juan Vega y Vega: The Enthymeme in Detective Novels – Jorge Juan Vega y Vega: The Enthymeme for Educational Purposes Today.
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