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• Cyberliteracy : toward a new internet consciousness
• Speed, reach, anonymity, interactivity
• Techno-rage : machines, anger, and censorship
• Gender(s) and virtualities
• Humor, hoaxes, and legends in cyberspace
• Privacy and copyright in digital space
• Shopping at the E-Mall
• Think globally, eat locally
• Appendix : A few words about method.

The Internet has changed our social spaces, our political and social realities, our use of language, and the way we communicate, and all with breathtaking speed. Almost everyone who deals with the Internet and the new world of cyberspace communication at times feels bewildered, dismayed, or even infuriated. In this clear and helpful book, computer communications scholar Laura J. Gurak takes a close look at the critical issues of online communication and discusses how to become literate in the new mass medium of our era. In cyberspace, Gurak shows us, literacy means much more than knowing how to read. Cyberliteracy means being able to sort fact from fiction, to detect extremism from reasonable debate, and to identify gender bias, commercialism, imitation, parody, and other aspects of written language that are problematic in online communication. Active reading skills are essential in cyberspace, where hoaxes abound, advertising masquerades as product information, privacy is often compromised, and web pages and e-mail messages distort the truth. Gurak analyses the new language of the Internet, explaining how to prepare for its discourse and protect oneself from its hazards. This book will appeal to anyone with an interest in the impact of the Internet on the practices of reading and writing and on our culture in general.
(source: Nielsen Book Data)

• Cyberliteracy : toward a new internet consciousness
• Speed, reach, anonymity, interactivity
• Techno-rage : machines, anger, and censorship
• Gender(s) and virtualities
• Humor, hoaxes, and legends in cyberspace
• Privacy and copyright in digital space
• Shopping at the E-Mall
• Think globally, eat locally
• Appendix : A few words about method.

The Internet has changed our social spaces, our political and social realities, our use of language, and the way we communicate, and all with breathtaking speed. Almost everyone who deals with the Internet and the new world of cyberspace communication at times feels bewildered, dismayed, or even infuriated. In this clear and helpful book, computer communications scholar Laura J. Gurak takes a close look at the critical issues of online communication and discusses how to become literate in the new mass medium of our era. In cyberspace, Gurak shows us, literacy means much more than knowing how to read. Cyberliteracy means being able to sort fact from fiction, to detect extremism from reasonable debate, and to identify gender bias, commercialism, imitation, parody, and other aspects of written language that are problematic in online communication. Active reading skills are essential in cyberspace, where hoaxes abound, advertising masquerades as product information, privacy is often compromised, and web pages and e-mail messages distort the truth. Gurak analyses the new language of the Internet, explaining how to prepare for its discourse and protect oneself from its hazards. This book will appeal to anyone with an interest in the impact of the Internet on the practices of reading and writing and on our culture in general.
(source: Nielsen Book Data)

• pt.
• 1. Linguistic aspects of writing
• pt.
• 2. Historical aspects of writing
• pt.
• 3. Psychological aspects of writing.

TRENDS IN LINGUISTICS is a series of books that open new perspectives in our understanding of language. The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks, as well as studies that provide new insights by approaching language from an interdisciplinary perspective. TRENDS IN LINGUISTICS considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language. TRENDS IN LINGUISTICS publishes monographs and outstanding dissertations as well as edited volumes, which provide the opportunity to address controversial topics from different empirical and theoretical viewpoints. High quality standards are ensured through anonymous reviewing.
(source: Nielsen Book Data)

This book contains interviews with psychologist Mary Field Belenky, linguist and philosopher of language Noam Chomsky, French deconstructionist Jacques Derrida, international literacy scholar Paulo Freire, distinguished anthropologist Clifford Geertz, philosopher Richard Rorty, and cultural critic Gayatri Chakravorty Spivak (all of whose work has influenced the discipline of rhetoric and composition) followed by essay responses from notable scholars in rhetoric and composition.
(source: Nielsen Book Data)

• Transcription and Use of Japanese Words;
• 1. Introduction: Dreamers or Realists?;
• 2. Literacy in Japan up to 1945;
• 3. Script Reform from Within;
• 4. SCAP Steps In;
• 5. The Romaji Education Experiment;
• 6. Conclusion: The Most Literate Nation on Earth?; Appendix A: Halpern's Overview of the Romanization Issue; Appendix B: Trainor's Account of the Romaji Education Experiment; Appendix C: Calhoun's Key Memoranda on the Experiment's Results; Appendix D: Remarks on Archival Sources; Glossary of Japanese Terms; Notes; References; Index.

This book challenges the widespread belief that overzealous Americans forced unnecessary script reforms on an unprepared, unenthusiastic, but helpless Japan during the Occupation. Unger presents neglected historical evidence showing that the reforms implemented from 1946 to 1959 were both necessary and moderate. Although the United States Education Mission of 1946 recommended that the Japanese give serious consideration to the introduction of alphabetic writing, key American officials in the Civil Information and Education Section of GHQ/SCAP delayed and effectively killed action on this recom.

• Blithering Agamemnon: the borders of literacy. Literacy and consciousness ; The wild boy and Gracie Allen ; Agamemnon and the physical basis of literacy ; Literacy and language
• Chief Cobb vs. Themistocles: the technologies of rhetoric, reading, and writing. Rhetoric ; Reading and writing ; Athens: writing as a cultural force ; Sparta and fear of writing
• Word against empire: literacy and power. Rome: universal language and world domination ; The revolutionary literacy of the church ; Formal and vernacular literacy in the Middle Ages ; Literacy as battleground: then and now
• When media collide: literacy and the advent of print. Media use is organic ; "Get it in writing!": medieval written culture ; The word, the press, and the Reformation: John Wycliffe ; The text, the press, and orthodoxy: John Donne ; The word and revolution: John Bunyan ; The Miltonic compromise: old made new print and television
• Iran to Ann Landers: fallacies about literacy and development. Skill in reading and writing does not a mighty nation make ; The Iranian example ; The psychological burden of illiteracy ; The prisoner phenomenon
• Hopefully into the future: John Locke and correct usage. Standard usage and the rise of capitalism ; The liberal fallacy: truth, progress, and literacy ; The cult of correct usage ; Some thoughts on teaching English
• Caliban in America: literacy in the age of rock. Mechanical literacy ; Followers and leaders: two literacies ; Training the literate elite ; Illiterate backlash ; Orthodox American literacy ; The new literacy
• Conclusion.

Intellectually and morally acute, vibrantly alive...parents, teachers or legislators who miss this richly clarifying discourse on the contemporary politics of literacy deserve to sit in the corner for a week.

• Vorwort zum zweiten Band; Preface to the Second Volume; Inhalt/Contents; VII. Psychologische Aspekte von Schrift und Schriftlichkeit / Psychological Aspects of Writing and Its Use ;
• 76. Schriftlichkeit und psychologische Strukturen;
• 77. Basale Aspekte der Produktion und Perzeption mündlicher und schriftlicher Äußerungen;
• 78. Historisch-systematischer Aufriß der psychologischen Leseforschung;
• 79. Research Methods in the Psychology of Reading;
• 80. Das Blickverhalten beim Lesen;
• 81. The Perception of Words and Letters;
• 82. Lesen als Textverarbeitung.

• 83. Historisch-systematischer Aufriß der psychologischen Schreibforschung84. Methoden der Textproduktionsforschung;
• 85. Schreiben als mentaler und sprachlicher Prozeß;
• 86. Writing by hand;
• 87. Forensische Handschriftuntersuchung;
• 88. Graphologie;
• 89. Maschinenschreiben und forensische Urheberidentifizierung;
• 90. Schreiben mit dem Computer ;
• 91. Psychological aspects of spelling;
• 92. The influence of an alphabetic writing system on the reading process;
• 93. Cross-linguistic analyses of basic reading processes;
• 94. Störungen der Verarbeitung schriftlicher Sprache.

• VIII. Der Erwerb von Schriftlichkeit / The Acquisition of Literacy
• 95. Aspekte der Aneignung von Schriftlichkeit und deren Reflexion ;
• 96. Bedingungen der Aneignung und Vermittlung von Lesen und Schreiben;
• 97. Frühes Lesen und Schreiben;
• 98. Der Erwerb der basalen Lese- und Schreibfähigkeiten;
• 99. Die Entfaltung der Fähigkeit des Lesens;
• 100. Die Entwicklung der Schreibfähigkeiten;
• 101. Schriftspracherwerb unter Bedingungen der Mehrsprachigkeit;
• 102. Die Schrift als kompensatorisches Mittel zum Verbalspracherwerb;
• 103. Aspekte und Probleme des Leseunterrichts: Erstlesen.

• 104. Aspekte und Probleme des Leseunterrichts: Weiterführendes Lesen105. Aspekte und Probleme des Leseunterrichts: Literaturunterricht;
• 106. Aspekte und Probleme des Schreibunterrichts: Erstschreiben;
• 107. Aspekte und Probleme des Schreibunterrichts: Rechtschreiben;
• 108. Aspekte und Probleme des Schreibunterrichts: Aufsatzunterricht;
• 109. Geschichte der Didaktik und Methodik des Literaturunterrichts und der Lektüre;
• 110. Geschichte der Didaktik und Methodik des Schreib- und Aufsatzunterrichts;
• 111. The teaching of reading and writing in the English-speaking countries.

• 112. Lese- und Schreibunterricht im arabischen Sprachraum113. The teaching of reading and writing in East Asia;
• 114. Der außerschulische Erwerb der Schriftlichkeit;
• 115. Störungen des Erwerbs der Schriftlichkeit bei alphabetischen Schriftsystemen;
• 116. Schriftspracherwerbsstörungen und Lernbehinderung; IX. Sprachliche Aspekte von Schrift und Schriftlichkeit / Linguistic Aspects of Writing and Its Use ;
• 117. Sprachsystem und Schriftsystem;
• 118. Typology of Writing Systems;
• 119. Sprachwandel und Schriftlichkeit;
• 120. Das chinesische Schriftsystem;
• 121. Das japanische Schriftsystem.

This series of HANDBOOKS OF LINGUISTICS AND COMMUNICATION SCIENCE is designed to illuminate a field which not only includes general linguistics and the study of linguistics as applied to specific languages, but also covers those more recent areas which have developed from the increasing body of research into the manifold forms of communicative action and interaction. For ""classic"" linguistics there appears to be a need for a review of the state of the art which will provide a reference base for the rapid advances in research undertaken from a variety of theoretical standpoints, while in the m.

• Chapter INTRODUCTION
• Language and literacy
• chapter Part 1 QUESTIONS AND ISSUES
• The social and cultural aspects of language
• chapter 1 'STICKS AND STONES ... '
• The power of language / Ian Frowe
• chapter 2 TALKING IN CLASS
• Spoken language and effective learning / Helen Nicholson
• chapter 3 NARRATIVE AND THE DEVELOPMENT OF VALUES / Mary Earl
• chapter Part 2 STARTING POINTS
• Raising standards of literacy
• chapter 4 IMPROVING LITERACY
• Establishing a culture of change / Eve Bearne
• chapter 5 LEARNING THROUGH LANGUAGE
• Wirral takes action / Marie Stacey
• chapter 6 READING AND GENDER / Nigel Spratt
• chapter Part 3 LANGUAGE AND LEARNING
• The three Rs--rights, responsibilities and resources
• chapter 7 WILL IT WORK?
• The language of interaction in mathematics / Tim Rowland
• chapter 8 COMMUNICATING KNOWLEDGE AND IDEAS
• The use of language in science / Elaine Wilson
• chapter 9 DRAMA AND HISTORICAL WRITING AT KEY STAGE 3 / Paul Goalen
• chapter Part 4 DEVELOPING A CRITICAL EYE
• chapter 10 REACT, RESEARCH, RESPOND AND REFLECT
• Language and learning in art / Richard Hickman
• chapter 11 THE LANGUAGE OF SELF-ASSESSMENT
• Towards aesthetic understanding in music / Liz Mellor
• chapter 12 USING REFLECTIVE PRACTICE TO MONITOR AND EVALUATE LANGUAGE AND LEARNING / Gill Venn
• chapter Part 5 DIFFICULTIES WITH LITERACY AND LEARNING
• chapter 13 MAKING CONNECTIONS I
• James--a pupil with literacy difficulties / Avril Dawson
• chapter 14 MAKING CONNECTIONS II
• Access to learning for pupils with special educational needs / Peter Fifield
• chapter 15 CONCLUSION
• Language in use--from policy to practice.

Educational policy is becoming more concerned with the need to ensure that people leave school or college fully literate. We need good oral communicators in the workplace, and being able to understand and respond to different kinds of language is vital in today's society. Included here is a detailed and highly readable account of the ways in which language affects every aspect of study - it crosses all subject boundaries, yet it is commonly seen as the sole responsibility of the English teacher to manage this area of the curriculum. The first section of the book looks at the ideology behind language, while the second section considers how schools and local authorities have tackled improving levels of literacy. The third section is concerned with practical advice on how to teach language most successfully, irrespective of subject. Latter sections focus on developing a critical eye, and supporting pupils who have particular needs.
(source: Nielsen Book Data)

• Contents Foreword by Gunther Kress (Institute of Education) and Brian Street (King's College, London) Introduction by Kate Pahl and Jennifer Rowsell
• SECTION I: IDENTITY IN MULTIMODAL COMMUNICATIVE PRACTICES
• 1. Global, local/public, private: Young children's engagement in digital literacy practices in the home Jackie Marsh (University of Sheffield)--
• 2. Ned and Kevin: An Online Discussion that Challenges the "Not-Yet Adult" Cultural Model Donna Alvermann (University of Georgia)--
• 3. Escaping to the Borderlands: An exploration of the Internet as a cultural space for teenaged Wiccan girls Julia Davies (University of Sheffield)--
• 4. Weblog worlds and constructions of effective and powerful writing: Cross with care, and only where signs permit Michele Knobel (Montclair State University) and Colin Lankshear (James Cook University)
• SECTION II: MULTIMODAL LITERACY PRACTICES IN LOCAL AND GLOBAL SPACES
• 5. Critical literacy across continents Hilary Janks (University of Witwatersrand) and Barbara Comber (University of South Australia)--
• 6. An Eye on the Text and an Eye on the Future: Multimodal Literacy in Three Gauteng Families Pippa Stein and Lynne Slominsky (University of Witwatersrand)--
• 7. Crossing the margins: Recontextualisation, literacy and semiotic power? Cathy Kell (University of Auckland)
• SECTION II: CROSSINGS IN LITERACY PRACTICES
• 8. From boardroom to classroom: Tracing a globalised discourse on thinking through internet texts and teaching practice Sue Nichols (University of South Australia)--
• 9. Corporate Crossings: Tracing textual crossings Jennifer Rowsell
• SECTION IV: MULTIMODAL COMMUNICATIVE PRACTICES IN PEDAGOGICAL SETTINGS
• 10. So, What about Multimodal Numeracies? Brian Street (King's College, London) and Dave Baker (Institute of Education)
• 11. Transformative Pedagogy-- Teachers Creating a Literacy of Fusion Elaine Millard (University of Sheffield) Afterword: Deborah Brandt and Katie Clinton (University of Wisconsin-Madison).
• (source: Nielsen Book Data)

This book joins two important fields, that of literacy and multimodality, with a focus on local and global literacies. Chapters include work on media, popular culture and literacy, weblogs, global and local crossings, in and out of educational settings in such locations as the US, the UK, South Africa, Australia and Canada.
(source: Nielsen Book Data)

• Acknowledgements; List of Illustrations; Foreword; Abbreviations; 1 Lollardy and Sedition, 1381-1431; 2 Lollard Women Priests?; 3 William White's Lollard Followers; 4 Devotional Literacy; 5 Lollards and Images; 6 Lollardy and Literacy; 7 Lollardy and the Reformation: Survival or Revival?; 8 John Wycliffe's Reformation Reputation; 9 Richard II and the Wars of the Roses; 10 English Ruins and English History: The Dissolution and the Sense of the Past; Index.

While much has been written on the connections between Lollardy and the Reformation, this collection of essays is the first detailed and satisfactory interpretation of many aspects of the problem. Margaret Aston shows how Protestant Reformers derived encouragement from their predecessors, while interpreting Lollards in the light of their own faith. This highly readable book makes an important contribution to the history of the Reformation, bringing to life the men and women of a movement interesting for its own sake and for the light it sheds on the religious and intellectual history of the period.
(source: Nielsen Book Data)

• 1. Acknowledgements--
• 2. Introduction--
• 3. Modeling and promoting functional literacy (by Verhoeven, Ludo)--
• 4.
• Part 1: The construct of functional literacy--
• 5. Literacy, myths and legacies: lessons from the history of literacy (by Graff, Harvey J.)--
• 6. The construct of oral and written language (by Blanche-Benveniste, Claire)--
• 7. Text processing and its relevance for literacy (by Noordman, Leo)--
• 8. Cross-cultural perspectives on literacy (by Street, Brian)--
• 9. Functional literacy in a changing world (by Levine, Kenneth)--
• 10.
• Part 2: Literacy and development--
• 11. Literacy and the making of the Western mind (by Olson, David R.)--
• 12. The cognitive psychology of literacy: some basic findings (by Bertelson, Paul)--
• 13. Socio-cultural determinants of literacy development (by Leseman, Paul)--
• 14. The social impact of literacy (by Barton, David)--
• 15. Linguistic diversity and literacy development (by Verhoeven, Ludo)--
• 16.
• Part 3: Attaining literacy in developing societies--
• 17. Problems and pseudo-problems in literacy development: focus on Latin America (by Ferreiro, Emilia)--
• 18. Continua of biliteracy: Quechua and empowerment in Peru (by Hornberger, Nancy H.)--
• 19. Literacy education and gender: the case of Honduras (by Westen, Monique van der)--
• 20. Literacy and development in South-East Asia (by Daswani, Chander J.)--
• 21. Literacy and development in Africa: the case of Tanzania (by Yambi, Josephine)--
• 22.
• Part 4: Attaining literacy in industrialized societies--
• 23. Writing systems and literacy: the alphabetic myth revisited (by Coulmas, Florian)--
• 24. Assesment of adult literacy difficulties (by Doets, Cees)--
• 25. Emergent literacy and education (by Pontecorvo, Clotilde)--
• 26. Towards a taxonomy of early literacy difficulties (by Leij, Aryan van der)--
• 27. Dialogue systems and interactive literacy instruction (by Bouwhuis, Don)--
• 28.
• Part 5: Promoting functional standards of literacy--
• 29. A comparative perspective on functional literacy levels (by Loxley, William)--
• 30. Towards a socio-cultural model of literacy education (by Dubbeldam, Leo)--
• 31. The question of functionality in literacy: a systemic approach (by Hammond, Jennifer)--
• 32. Literacy for work programs (by Ooijens, Jan)--
• 33. Literacy in a global perspective: the year 2000 and beyond (by Wagner, Daniel)--
• 34. Subject index--
• 35. List of contributors.
• (source: Nielsen Book Data)

The purpose of the volume is to open up new perspectives in the study of literacy by bringing together current research findings from linguistics, psychology, sociology and anthropology. The book divides into five parts. The first part deals with theoretical questions related to the definition and the modeling of the construct of functional literacy. The second part goes into the notion of literacy development. Both societal and individual aspects of literacy development are taken into account. In the next two parts the actual achievement of literacy in various regions of the world is dealt with. In part 3 the focus is on attaining literacy in developing societies, and in part 4 on attaining literacy in industrialized societies. In the final part the question is raised how functional literacy can be promoted through education. Starting from a cross-cultural perspective the central issue is how standards of functional literacy can be established throughout the world.
(source: Nielsen Book Data)

• 1. Literacy Is Fundamental
• 2. History and Future of literacy
• 3. One Literacy or Many?
• 4. Theories of Literacy Development
• 5. Reflecting on Teaching Methods
• 6. Researching Literacy in Education
• 7. Literacy in Professional Development
• 8. Reflecting on the Context for Reflection.
• (source: Nielsen Book Data)

Literacy has become central to debates on policy and practice in education in the UK and other English-speaking countries. This book introduces teachers to current thought on the place of literacy in education, providing many different perspectives. It charts the latest ideas, and relates practical and policy concerns to an understanding of theoretical issues. Concise and accessible, it connects with key aspects of the experience of professionals and students alike, and provides issues for group discussion or individual study, as well as suggestions for further reading.
(source: Nielsen Book Data)

• 1. Studying writing and writing acquisition today: A multidisciplinary view, pxv--
• 2. Part I: Writing and literacy acquisition: Links between linguistics and psycholinguistics, p1--
• 3.
• 1. On the relations between speech and writing (by Olson, David R.), p3--
• 4.
• 2. The Unit of Written and Oral Language (by Blanche-Benveniste, Claire), p21--
• 5.
• 3. The Word out of (Conceptual) Context (by Ferreiro, Emilia), p47--
• 6.
• 4. Presschool Knowledge of Language: What Five year olds Know about Language Structue and Language Use (by Berman, Ruth), p61--
• 7.
• 5. Explicit Word Segmentation and Writing in Hebrew and Spanish (by Tolchinsky, Liliana), p77--
• 8. Part II: Writing and reading in time and culture, p99--
• 9.
• 6. Orality/ Literacy, Languages and Alphabets. Examples from Jewish Cultures (by Sirat, Colette), p101--
• 10.
• 7. The Notion of Orthography. A Latin Inheritance (by Desbordes, Francoise), p117--
• 11.
• 8. Aspects of a History of Written Language Processing. Examples from the Roman world and the early Middle Ages (by Guenther, Hartmut), p129--
• 12.
• 9. Orality in Literate Cultures (by Koch, Peter), p149--
• 13.
• 10. The Graphic Space of the School Exercise Books in France in the 19th-20th century (by Hebrard, Jean), p173--
• 14. Part III: Written language competence in monolingual and bilingual contexts, p191--
• 15.
• 11. Production and Comprehension of Connectives in the Written Modality. A Study of Written French (by Fayol, Michel), p193--
• 16.
• 12. Towards a Better Understanding of Biliteracy (by Luedi, Georges), p206--
• 17.
• 13. Acquisition of Literacy by Immigrant Children (by Verhoeven, Ludo), p219--
• 18. Part IV: Writing systems, brain structures and languages: a neurolinguistic view, p241--
• 19.
• 14. Domain-Specificity and Fractionability of Neuropsychological Processes in Literacy Acquisition (by Cossu, Giuseppe), p243--
• 20.
• 15. Reading difficulties among English and German Children. Same Cause - Different Manifestation (by Wimmer, Heinz), p259--
• 21.
• 16. Neural Organisation and Writing Systems (by Butterworth, Brian), p273--
• 22. Bibliographic references, p293--
• 23. Analytic index, p332.
• (source: Nielsen Book Data)

• 1. Studying writing and writing acquisition today: A multidisciplinary view--
• 2. Part I: Writing and literacy acquisition: Links between linguistics and psycholinguistics--
• 3.
• 1. On the relations between speech and writing (by Olson, David R.)--
• 4.
• 2. The Unit of Written and Oral Language (by Blanche-Benveniste, Claire)--
• 5.
• 3. The Word out of (Conceptual) Context (by Ferreiro, Emilia)--
• 6.
• 4. Presschool Knowledge of Language: What Five year olds Know about Language Structue and Language Use (by Berman, Ruth A.)--
• 7.
• 5. Explicit Word Segmentation and Writing in Hebrew and Spanish (by Tolchinsky, Liliana)--
• 8. Part II: Writing and reading in time and culture--
• 9.
• 6. Orality/ Literacy, Languages and Alphabets. Examples from Jewish Cultures (by Sirat, Colette)--
• 10.
• 7. The Notion of Orthography. A Latin Inheritance (by Desbordes, Francoise)--
• 11.
• 8. Aspects of a History of Written Language Processing. Examples from the Roman world and the early Middle Ages (by Guenther, Hartmut)--
• 12.
• 9. Orality in Literate Cultures (by Koch, Peter)--
• 13.
• 10. The Graphic Space of the School Exercise Books in France in the 19th-20th century (by Hebrard, Jean)--
• 14. Part III: Written language competence in monolingual and bilingual contexts--
• 15.
• 11. Production and Comprehension of Connectives in the Written Modality. A Study of Written French (by Fayol, Michel)--
• 16.
• 12. Towards a Better Understanding of Biliteracy (by Luedi, Georges)--
• 17.
• 13. Acquisition of Literacy by Immigrant Children (by Verhoeven, Ludo)--
• 18. Part IV: Writing systems, brain structures and languages: a neurolinguistic view--
• 19.
• 14. Domain-Specificity and Fractionability of Neuropsychological Processes in Literacy Acquisition (by Cossu, Giuseppe)--
• 20.
• 15. Reading difficulties among English and German Children. Same Cause - Different Manifestation (by Wimmer, Heinz)--
• 21.
• 16. Neural Organisation and Writing Systems (by Butterworth, Brian)--
• 22. Bibliographic references--
• 23. Analytic index.
• (source: Nielsen Book Data)

This volume presents a selection of papers presented at a series of three workshops organized by the Network "Written Language and Literacy" as launched by the European Science Foundation. The main topics making up Writing Development are: (1) Writing and literacy acquisition: Links between speech and writing, with contributions by David R. Olson, Claire Blanche-Benveniste, Emilia Ferreiro, Ruth Berman, Liliana Tolchinsky & Ana Teberosky; (2) Writing and reading in time and culture, with contributions by Collette Sirat, Francoise Desbordes, Harmut Gunther, Peter Koch, & Jean Hebrard: (3) Written language competence in monolingual and bilingual contexts, with contributions by Michel Fayol & Serge Mouchon, Georges Ludi, & Ludo Verhoeven; (4) Writing systems, brain structures and languages: A neurolinguistic view, with contributions by Giuseppe Cossu, Heinz Wimmer & Uta Frith, & Brian Butterworth. The volume heads off with an extensive introduction "Studying writing and writing acquisition today: A multidisciplinary view".
(source: Nielsen Book Data)

• 1. The tyranny of writing and the dominance of vernacular speech--
• 2. The past in the present and the seeds of the public sphere--
• 3. Written and unwritten language--
• 4. Literacy and inequality--
• 5. The society of letters--
• 6. Writing reform--
• 7. Writing and literacy in the digitalized world.
• (source: Nielsen Book Data)

How does writing relate to speech? What impact does it have on social organisation and development? How do unwritten languages differ from those that have a written form and tradition? This book is a general account of the place of writing in society. Drawing on contemporary and historical examples, from clay tablets to touchscreen displays, the book explores the functions of writing and written language, analysing its consequences for language, society, economy and politics. It examines the social causes of illiteracy, demonstrating that institutions of central importance to modern society are built upon writing and written texts, and are characterised by specific forms of communication. It explores the social dimensions of spelling and writing reform, as well as of digital literacy, a new mode of expression and communication posing novel challenges to the student of language in society.
(source: Nielsen Book Data)

• I. Classical Greek Literacy and tbe Spoken Word
• 1. Introduction: Screen Literacy in Rhetoric and Composition Studies
• 2. An Isocratic Literacy Theory: An Alternative Rhetoric of Oral/Aural Articulation
• 3. Disciplining Isocrates
• II. Logos Performers, Screen Sophism, and the Rhetorical Turn
• 4. Next Rhetoric
• 5. Technologies of Electric Rhetoric
• 6. Screen Rhetoric: Sophistic Logos Performers and Electric Rhetoric
• Appendix: Excerpt from the Origin Myth of Acoma and Other Records, recorded by Matthew W. Stirling.

Kathleen E. Welch explores the profound changes in writing and discourse brought about by electronic forms of communication. "We are commonly not aware of the complex history of orality and literacy and of the effects of this history on the depths of human consciousness, where electronic communication is now having its deep and as yet not understood effects. Professor Welchs work can give us some of the in-depth understanding we need to be aware of where we really are."-from the foreword by Walter J. Ong. Computer screens now dominate many workplaces, and televisions are ubiquitous in our homes, waiting rooms, and many public spaces. In Electric Rhetoric, Kathleen E. Welch explores the profound changes in writing and discourse brought about by electronic forms of communication. To this end, she integrates three related strands: the redeployment of Sophistic classical rhetoric; current literacy theories within rhetoric and composition studies, including gender and race issues; and the inherently rhetorical nature of "screens" in relationship to writing and other communication technologies. Throughout the book Welch deals extensively with women's issues, which have played a particularly important role in the history of oralism. Welch's ultimate aim is to help build a movement to change, partly through critical pedagogy, the actions people take in their daily writing and speaking lives.
(source: Nielsen Book Data)

• Introduction; Proem;
• 1. Before Being or Not-Being Was: Logos and Logic Among the Preplatonics;
• 2. Rhetor and Eiron: Plato's Defense of Dialogue;
• 3. Aristotle: A Logic of Terms, a Rhetoric of Motives;
• 4. Cicero: Defining the Value of Literacy;
• 5. When the Rhetor Lies: Augustine's Critique of Mendacity;
• 6. Inscriptions of Self and the Erasure of Truth; Epi Dia Logos; Notes; References; Index.

This study synthesizes existing arguments about the perception of dialogue, writing and language in the ancient world. It examines specifically the work of four key figures: Plato, Aristotle, Cicero and Augustine.