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Copyright © 2014 Richard Charles Mcdonald All Rights Reserved. The
Copyright © 2014 Richard Charles McDonald All rights reserved. The Southern Baptist Theological Seminary has permission to reproduce and disseminate this document in any form by any means for purposes chosen by the Seminary, including, without, limitation, preservation or instruction. GRAMMATICAL ANALYSIS OF VARIOUS BIBLICAL HEBREW TEXTS ACCORDING TO A TRADITIONAL SEMITIC GRAMMAR __________________ A Dissertation Presented to the Faculty of The Southern Baptist Theological Seminary __________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy __________________ by Richard Charles McDonald December 2014 APPROVAL SHEET GRAMMATICAL ANALYSIS OF VARIOUS BIBLICAL HEBREW TEXTS ACCORDING TO A TRADITIONAL SEMITIC GRAMMAR Richard Charles McDonald Read and Approved by: __________________________________________ Russell T. Fuller (Chair) __________________________________________ Terry J. Betts __________________________________________ John B. Polhill Date______________________________ I dedicate this dissertation to my wife, Nancy. Without her support, encouragement, and love I could not have completed this arduous task. I also dedicate this dissertation to my parents, Charles and Shelly McDonald, who instilled in me the love of the Lord and the love of His Word. TABLE OF CONTENTS Page LIST OF ABBREVIATIONS.............................................................................................vi LIST OF TABLES.............................................................................................................vii -
Integrating Literature Across the First Grade Curriculum Through Thematic Units
California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 1992 Integrating literature across the first grade curriculum through thematic units Diana Gomez-Schardein Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Education Commons, and the Reading and Language Commons Recommended Citation Gomez-Schardein, Diana, "Integrating literature across the first grade curriculum through thematic units" (1992). Theses Digitization Project. 710. https://scholarworks.lib.csusb.edu/etd-project/710 This Project is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. California State University San Bernardino INTEGRATING LITERATURE ACROSS THE FIRST GRADE CURRICULUM THROUGH THEMATIC UNITS A Project Submitted to The Faculty of the School ofEducation In Partial Fulfillment of the Requirements of the Degree of Master of Arts in Education: Reading Option By Diana Gomez-Schardein,M.A. San Bernardino, California 1992 APPROVED BY: Advisor : Dr. Adrla Klein eco/id#{eader : Mr. Jcfe Gray I I SUMMARY Illiteracy is one of the nation's eminent problems. Ongoing controversy exists among educators as to how to best combat this problem of growing proportion. The past practice has been to teach language and reading in a piecemeal,fragmented manner. Research indicates, however,curriculum presented as a meaningful whole is more apt to facilitate learning. The explosion of marvelous literature for children and adolescents provides teachers with the materials necessary for authentic reading programs. -
Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials
Reading Horizons: A Journal of Literacy and Language Arts Volume 49 Issue 1 October/November 2008 Article 4 10-2008 Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials Arlene Barry Follow this and additional works at: https://scholarworks.wmich.edu/reading_horizons Part of the Education Commons Recommended Citation Barry, A. (2008). Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials. Reading Horizons: A Journal of Literacy and Language Arts, 49 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol49/iss1/4 This Article is brought to you for free and open access by the Special Education and Literacy Studies at ScholarWorks at WMU. It has been accepted for inclusion in Reading Horizons: A Journal of Literacy and Language Arts by an authorized editor of ScholarWorks at WMU. For more information, please contact wmu- [email protected]. Reading the Past • 31 Reading the Past: Historical Antecedents to Contemporary Reading Methods and Materials Arlene L. Barry, Ph.D. University of Kansas, Lawrence, Kansas Abstract This article addresses the International Reading Association’s foun- dational knowledge requirement that educators recognize histori- cal antecedents to contemporary reading methods and materials. The historical overview presented here highlights the ineffective methods and restrictive materials that have been discarded and the progress that has been made in the development of more effective and inclusive reading materials. In addition, tributes are paid to seldom-recognized innovators whose early efforts to improve read- ing instruction for their own students resulted in important change still evident in materials used today. Why should an educator be interested in the history of literacy? It has been frequently suggested that knowing history allows us to learn from the past. -
The Use of Vulgar Language in Fiction for Young Adults Bachelor Thesis
ŠIAULIAI UNIVERSITY FACULTY OF SOCIAL SCIENCES, HUMANITIES AND ART DEPARTMENT OF FOREIGN LANGUAGE STUDIES STUDY PROGRAMME ENGLISH PHILOLOGY THE USE OF VULGAR LANGUAGE IN FICTION FOR YOUNG ADULTS BACHELOR THESIS Research Adviser: Lect. dr. Karolina Butkuvienė Student: Ieva Biliūnaitė Šiauliai, 2017 CONTENTS INTRODUCTION ...................................................................................................................... 3 1 THE UNDERSTANDING OF VULGAR LANGUAGE ....................................................... 5 1.1 Standard and Non-standard Language .............................................................................. 5 1.2 Definition of Vulgar Language......................................................................................... 6 1.3 Vulgar Language and Other Non-standard Varieties ....................................................... 7 1.4 Types of Vulgar Language ............................................................................................. 11 1.5 Functions of Vulgar Language ....................................................................................... 14 2 THE USE OF VULGAR LANGUAGE IN MELVIN BURGESS’S NOVEL “LADY: MY LIFE AS A BITCH” ................................................................................................................. 16 2.1 Methodology of the Research ......................................................................................... 16 2.2 Bodies and their Effluvia ............................................................................................... -
Whole Language Instruction Vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students
Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students Krissy Maddox Jay Feng Presentation at Georgia Educational Research Association Annual Conference, October 18, 2013. Savannah, Georgia 1 Abstract The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher’s general education classroom of a non-Title I school. Stratified sampling was used to randomly divide twenty-two participants into two instructional groups. One group was instructed using whole language principles, where the children only read words in the context of a story, without any phonics instruction. The other group was instructed using explicit phonics instruction, without a story or any contextual influence. After four weeks of treatment, results indicate that there were no statistical differences between the two literacy approaches in the effect on students’ reading fluency or spelling accuracy; however, there were notable changes in the post test results that are worth further investigation. In reading fluency, both groups improved, but the phonics group made greater gains. In spelling accuracy, the phonics group showed slight growth, while the whole language scores decreased. Overall, the phonics group demonstrated greater growth in both reading fluency and spelling accuracy. It is recommended that a literacy approach should combine phonics and whole language into one curriculum, but place greater emphasis on phonics development. 2 Introduction Literacy is the fundamental cornerstone of a student’s academic success. Without the skill of reading, children will almost certainly have limited academic, economic, social, and even emotional success in school and in later life (Pikulski, 2002). -
First Year Latin Texts and Methods in America
PL •? * H * " * • > * life,-. ' " * 4? W>' V » * 111 A1&- ii^-iv # «T <k. - . **J) ' ^* I* 'Mfc #^ • 1 I G IS. «J* | *'• * • iir V .T*: ' :4^sS Is T.JNTV. <JV ILLINOIS LIBRARY * Jf ^ w ^ v'^K * * * it lK ^ UNIVERSITY OF ILLINOIS LIBRARY Class ' Book Volumt M 1 20M 4^ *4 ^ 4 is ^ t * -4- 4, 4* liiiiiiil FIRST YEAR LATIN TEXTS AND METHODS IN AMERICA. THEIR HISTORY AND STATUS BY FRANK WATERS THOMASi A. B. Indiana University, 1905 THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS IN LATIN IN THE GRADUATE SCHOOL OF THE UNIVERSITY OF ILLINOIS 1910 ^10 UNIVERSITY OF ILLINOIS THE GRADUATE SCHOOL HEREBY RECOMMEND THAT THE THESIS PREPARED UNDER MY SUPERVISION BY ENTITLED -FuxrtJr^ of BE ACCEPTED AS FULFILLING THIS PART OF THE REQUIREMENTS FOR THE DEGREE OF ^2Ji^^_JZx^-- qJLv~£c> n Charge of Major Work Head of Department Recommendation concurred in: Committee on Final Examination 168020 Digitized by the Internet Archive in 2013 http://archive.org/details/firstyearlatinteOOthom First Year Latin Texts and Methods in America: Their History and Status. The type of first year Latin book with which every high t school boy is familiar is a comparatively modem product. Men are yet living who learned their elementary Latin before any one had dared publish a beginner's book that dispensed with the use of a grammar in the first year. But in spite of this fact the number of such texts is legion. What educational problems have furnished the cause or at least the excuse for this multiplicity of texts, and what theories underlie the numerous attempts to solv<* these problems, I have tried in this investigation to determine. -
Poetic Diction, Poetic Discourse and the Poetic Register
proceedings of the British Academy, 93.21-93 Poetic Diction, Poetic Discourse and the Poetic Register R. G. G. COLEMAN Summary. A number of distinctive characteristics can be iden- tified in the language used by Latin poets. To start with the lexicon, most of the words commonly cited as instances of poetic diction - ensis; fessus, meare, de, -que. -que etc. - are demonstrably archaic, having been displaced in the prose register. Archaic too are certain grammatical forms found in poetry - e.g. auldi, gen. pl. superum, agier, conticuere - and syntactic constructions like the use of simple cases for pre- I.positional phrases and of infinitives instead of the clausal structures of classical prose. Poets in all languages exploit the linguistic resources of past as well as present, but this facility is especially prominent where, as in Latin, the genre traditions positively encouraged imitatio. Some of the syntactic character- istics are influenced wholly or partly by Greek, as are other ingredients of the poetic register. The classical quantitative metres, derived from Greek, dictated the rhythmic pattern of the Latin words. Greek loan words and especially proper names - Chaoniae, Corydon, Pyrrha, Tempe, Theseus, Zephym etc. -brought exotic tones to the aural texture, often enhanced by Greek case forms. They also brought an allusive richness to their contexts. However, the most impressive charac- teristics after the metre were not dependent on foreign intrusion: the creation of imagery, often as an essential feature of a poetic argument, and the tropes of semantic transfer - metaphor, metonymy, synecdoche - were frequently deployed through common words. In fact no words were too prosaic to appear in even the highest poetic contexts, always assuming their metricality. -
Research and the Reading Wars James S
CHAPTER 4 Research and the Reading Wars James S. Kim Controversy over the role of phonics in reading instruction has persisted for over 100 years, making the reading wars seem like an inevitable fact of American history. In the mid-nineteenth century, Horace Mann, the secre- tary of the Massachusetts Board of Education, railed against the teaching of the alphabetic code—the idea that letters represented sounds—as an imped- iment to reading for meaning. Mann excoriated the letters of the alphabet as “bloodless, ghostly apparitions,” and argued that children should first learn to read whole words) The 1886 publication of James Cattell’s pioneer- ing eye movement study showed that adults perceived words more rapidly 2 than letters, providing an ostensibly scientific basis for Mann’s assertions. In the twentieth century, state education officials like Mann have contin- ued to voice strong opinions about reading policy and practice, aiding the rapid implementation of whole language—inspired curriculum frameworks and texts during the late 1980s. And scientists like Cattell have shed light on theprocesses underlying skillful reading, contributing to a growing scientific 3 consensus that culminated in the 2000 National Reading Panel report. This chapter traces the history of the reading wars in both the political arena and the scientific community. The narrative is organized into three sections. The first offers the history of reading research in the 1950s, when the “conventional wisdom” in reading was established by acclaimed lead- ers in the field like William Gray, who encouraged teachers to instruct chil- dren how to read whole words while avoiding isolated phonics drills. -
UNIVERSITY of CALIFORNIA Los Angeles Studies in Merovingian Latin Epigraphy and Documents a Dissertation Submitted in Partial Sa
UNIVERSITY OF CALIFORNIA Los Angeles Studies in Merovingian Latin Epigraphy and Documents A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Indo-European Studies by Éloïse Lemay 2017 c Copyright by Éloïse Lemay 2017 ABSTRACT OF THE DISSERTATION Studies in Merovingian Latin Epigraphy and Documents by Éloïse Lemay Doctor of Philosophy in Indo-European Studies University of California, Los Angeles, 2017 Professor Brent Harmon Vine, Chair This dissertation is a study of the subliterary Latin of Gaul from the 4th to the 8th centuries. The materials studied consist in epigraphic and documentary sources. The inscriptions of late antique and early medieval Trier and Clermont-Ferrand receive a statistical, philological and comparative analysis, which results in 1) fine-grained decade- by-decade mapping of phonological and morphosyntactic developments, 2) comparative discussion of forms of importance to the chronological and regional development of Vulgar Latin, and, 3) isolation of sociolectal characteristics. Particular attention is paid to the issue of inscription dating based upon linguistic grounds. This dissertation also approaches papyrus and parchment documents as material cul- ture artifacts. It studies the production, the use, and the characteristics of these docu- ments during the Merovingian period. This dissertation examines the reception that the Merovingian documents received in the later Middle Ages. This is tied to document destruction and survival, which I argue are the offshoot of two processes: deaccession and reuse. Reuse is tied to the later medieval practice of systematized forgery. Systematized forgeries, in turn, shed light upon the Merovingian originals, thanks to the very high level of systematic interplay between base (the Merovingian documents) and output documents (the forgeries). -
A Grammar of the Pali Language
PracticalPractical GrammarGrammar ofof thethe PaliPali LanguageLanguage by Charles Duroiselle HAN DD ET U 'S B B O RY eOK LIBRA E-mail: [email protected] Web site: www.buddhanet.net Buddha Dharma Education Association Inc. APracticalGrammar ofthe PŒliLanguage byCharlesDuroiselle ThirdEdition1997 Appendix 1 Here is a collection of dictionary definitions of some of the terms that can be found in this book Ablative: Of, relating to, or being a grammatical case indicating separation, direction away from, sometimes manner or agency, and the object of certain verbs. It is found in Latin and other Indo- European languages. Ablative absolute: In Latin grammar, an adverbial phrase syntactically independent from the rest of the sentence and containing a noun plus a participle, an adjective, or a noun, both in the ablative case. Accusative: Of, relating to, or being the case of a noun, pronoun, adjective, or participle that is the direct object of a verb or the object of certain prepositions. Active: Indicating that the subject of the sentence is performing or causing the action expressed by the verb. Used of a verb form or voice. Adjective: Any of a class of words used to modify a noun or other substantive by limiting, qualifying, or specifying and distinguished in English morphologically by one of several suffixes, such as -able, -ous, -er, and -est, or syntactically by position directly preceding a noun or nominal phrase, such as white in a white house. Aorist: A form of a verb in some languages, such as Classical Greek or Sanskrit, that in the indicative mood expresses past action. -
THE CULEX VIRGILIAN RATHER THAN NON-VIRQ ILIAN by John
The Culex; Virgilian rather than non-Virgilian Item Type text; Thesis-Reproduction (electronic) Authors Weidenschilling, J. M. (John Martin), 1893- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 24/09/2021 15:39:08 Link to Item http://hdl.handle.net/10150/553096 THE CULEX VIRGILIAN RATHER THAN NON-VIRQ ILIAN By John Martin Weidonschilling Submitted in partial fulfillment of the requirements for the degree of Master of Arts in the College of Letters,Arts,and Sciences,of the University of Arizona 19)0 V U l d l 381V- n c v %AHT A3HT .nH I ir oar. b ' .^1+' n ' < , "dj '' o v*r!e: •> ar rti bejj-jpi a *- * dV ut lot eeonei a? bra* i ♦ ^;. e b*j* + UilJ ni "nocit/ 3v jjo oy.; r?:? 1. Introduction* The question of authorship of the Latin poem,the Culex, has elicited considerable attention and comment during the past twenty-five years,and the subject is of special interest in this bimillenial anniversary year(1950) of the birth of Virgil. Up to the middle of the last century the Culex had been generally accepted as Virgilian. But more recently the Virgilian authorship of the poem has been questioned and even rejected by scholars of renown. Others have tried to uphold the claim of tradition. Although the controversy has pro duced numerous monographs and articles in classical peri odicals,the question of authorship still remains unsettled. -
TOWARD an UNDERSTANDING of WHOLE LANGUAGE Diane Stephens University of Illinois at Urbana-Champaign January 1991
ILLINO I S UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana- Champaign Library Large-scale Digitization Project, 2007. 370 .152 STX T2261 No. 524 COPY 2 C: C7 co n "TT Fl ui>r rnm r CD0~ Technical Report No. 524 0 p 6- TOWARD AN UNDERSTANDING COC OF WHOLE LANGUAGE co(0-mt Diane Stephens University of Illinois at Urbana-Champaign January 1991 Center for the Study of Reading TECHNICAL REPORTS College of Education UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN 174 Children's Research Center 51 Gerty Drive Champaign, Illinois 61820 CENTER FOR THE STUDY OF READING Technical Report No. 524 TOWARD AN UNDERSTANDING OF WHOLE LANGUAGE Diane Stephens University of Illinois at Urbana-Champaign January 1991 University of Illinois at Urbana-Champaign 51 Gerty Drive Champaign, Illinois 61820 The work upon which this publication was based was supported in part by the Office of Educational Research and Improvement under Cooperative Agreement No. G0087-C1001-90 with the Reading Research and Education Center. The publication does not necessarily reflect the views of the agency supporting the research. EDITORIAL ADVISORY BOARD 1990-91 James Armstrong Carole Janisch Gerald Arnold Bonnie M. Kerr Diana Beck Paul W. Kerr Yahaya Bello Daniel Matthews Diane Bottomley Kathy Meyer Reimer Clark A. Chinn Montserrat Mir Candace Clark Jane Montes John Consalvi Juan Moran Irene-Anna N. Diakidoy Anne Stallman Colleen P. Gilrane Bryan Thalhammer Barbara J. Hancin Marty Waggoner Richard Henne Ian Wilkinson Michael J. Jacobson Hwajin