The common aim of the contributions to this volume is to shed light on the communication of conceptual structures. The papers investigate how speakers rely on the same cognitive dispositions in three different areas of transfer: in the lexicalization of metonymies and metaphors; in intercultural communication; and in expert-lay communication.
To make sense of the world, we’re always trying to place things in context, whether our environment is physical, cultural, or something else altogether. Now that we live among digital, always-networked products, apps, and places, context is more complicated than ever—starting with "where" and "who" we are. This practical, insightful book provides a powerful toolset to help information architects, UX professionals, and web and app designers understand and solve the many challenges of contextual ambiguity in the products and services they create. You’ll discover not only how to design for a given context, but also how design participates in making context. Learn how people perceive context when touching and navigating digital environments See how labels, relationships, and rules work as building blocks for context Find out how to make better sense of cross-channel, multi-device products or services Discover how language creates infrastructure in organizations, software, and the Internet of Things Learn models for figuring out the contextual angles of any user experience
Written by a leading researcher in the field, this fascinating examination of the relations between grammar, text, and discourse is designed to provoke critical discussion on key issues in discourse analysis which are not always clearly identified and examined. Written by a leading researcher in the field Continues the enquiry into discourse analysis that Zellig Harris initiated 50 years ago, which raised a number of problematic issues that have remained unresolved ever since Introduces the notion of pretext as an additional factor in the general interpretative process Focuses attention specifically on the work of critical discourse analysis (CDA) in light of the issues discussed
A "suspenseful, atmospheric tale. . .punctured by a gut-punch twist" (Entertainment Weekly), A Boy and His Dog at the End of the World is a story of survival, courage and hope amid the ruins of our world. My name's Griz. I've never been to school, I've never had friends, and in my whole life I've not met enough people to play a game of football. My parents told me how crowded the world used to be, before all the people went away. But we were never lonely on our remote island. We had each other, and our dogs. Then the thief came. "This unputdownable story has everything -- a well-imagined post-apocalyptic world, great characters, incredible suspense, and, of course, the fierce love of some very good dogs." -- Kirkus (starred review)
This book examines the use of image and text juxtapositions in conceptual art as a strategy for challenging several ideological and institutional demands placed on art. While conceptual art is generally identified by its use of language, this book makes clear exactly how language was used. In particular, it asks: How has the presence of language in a visual art context changed the ways art is talked about, theorised and produced? Image and Text in Conceptual Art demonstrates how artworks communicate in context and evaluates their critical potential. It discusses international case studies and draws resources from art history and theory, philosophy, discourse analysis, literary criticism and social semiotics. Engaging the critical and social dimensions of art, it proposes three methods of analysis that consider the work’s performative gesture, its logico-semantic relations and the rhetorical operations in the discursive creation of meaning. This book offers a comprehensive method of analysis that can be applied beyond conceptual art.
The main concern of this book is to look at the communication of conceptual structures. It investigates how speakers rely on the same cognitive dispositions in three different areas of transfer. These areas look at, metonymies and metaphors, intercultural communication and expert-lay communication.
This text explores fundamental issues relating to student literacies and instructor roles and practices within academic contexts. It offers a brief history of literacy theories and argues for "socioliterate" approaches to teaching and learning in which texts are viewed as primarily socially constructed. Central to socioliteracy, the concepts "genre" and "discourse community," are presented in detail. The author argues for roles for literacy practitioners in which they and their students conduct research and are involved in joint pedagogical endeavors. The final chapters are devoted to outlining how the views presented can be applied to a variety of classroom texts. Core curricular design principles are outlined, and three types of portfolio-based academic literacy classrooms are described.
This text analyzes the context in which text and discourse are perceived. It examines how we make sense of complex sentences which we read and hear, and how we, as writers and speakers, put together sentences in order to express certain concepts. It discusses the existence of text worlds, mental constructs which we build up in the form of conceptual scenarios. These enable us to make sense of complex sentences which relate to the concepts contained within them. The use of numerous examples of text and discourse and the diversity of the areas discussed, should make this topic accessible to a wide audience.
