Ronald Carter

Working with Texts is a well established textbook that introduces students to the main principles of language analysis, through contemporary text examples. Covering a wide range of language areas, the book uses an interactive, activity-based approach to support students' understanding of language structure and variety. The third edition includes: new material on analyzing sound; an updated range of texts, including literary extracts, advertisements, newspaper articles, comic book strips, excerpts from popular comedy sketches, political speeches, telephone discourse, and internet chat; new extension work to support student-directed study; detailed suggestions after each unit for further reading within the Intertext series as a whole; and an updated list of URLs.

Working with Texts is a well established textbook that introduces students to the main principles of language analysis, through contemporary text examples. Covering a wide range of language areas, the book uses an interactive, activity-based approach to support students' understanding of language structure and variety. The third edition includes: new material on analyzing sound; an updated range of texts, including literary extracts, advertisements, newspaper articles, comic book strips, excerpts from popular comedy sketches, political speeches, telephone discourse, and internet chat; new extension work to support student-directed study; detailed suggestions after each unit for further reading within the Intertext series as a whole; and an updated list of URLs.

From Corpus to Classroom summarises and makes accessible recent work in corpus research, focusing particularly on spoken data. It is based on analysis of corpora such as CANCODE and Cambridge International Corpus, and written with particular reference to the development of corpus-informed pedagogy. The book explains how corpora can be designed and used, and focuses on what they tell us about language teaching. It examines the relevance of corpora to materials writers, course designers and language teachers and considers the needs of the learner in relation to authentic data. It shows how the answers to key questions such as 'Is there a basic, everyday vocabulary for English?', 'How should idioms be taught?' and 'What are the most common spoken language chunks?' are best explored by means of a clearer understanding of the workings of language in context.

Diese Nachschlagegrammatik wendet sich an Studierende des Faches Anglistik, sowie an Lehrer/innen und Fachleiter/innen. Die Verwendung des Cambridge International Corpus gewährleistet, dass authentische, gesprochene und geschriebene Sprache abgebildet wird. Der erste Teil der Grammatik behandelt in alphabetischer Reihenfolge lexikalisch-grammatische Phänomene, die bei anderen Grammatiken häufig vernachlässigt werden. Der zweite Teil widmet sich ausführlich traditionellen grammatischen Kategorien wie zum Beispiel tense, aspect und parts of speech. Die CD-ROM macht den gesamten Buchinhalt über einfache Suchbefehle zugänglich und bietet zusätzlich Tondateien mit authentischen Beispielen aus dem gesprochenen Corpus.

A major reference grammar offering comprehensive coverage of spoken and written English based on real everyday usage. With its clear, two part structure, this is a user-friendly book from the world's leading English grammar publisher. The accompanying CD-ROM (Windows only) makes Cambridge Grammar of English even more accessible with: • The whole book in handy, searchable format. • Audio recordings of all the examples from the book. • Links to the Cambridge Advanced Learner's Dictionary online for instant definitions of new vocabulary.

In 1963 President John F. Kennedy was shot, Sylvia Plath published The Bell Jar, and the Beatles were in their prime. This was a changing world, which British and Irish writers both contributed to and reflected in drama, poetry and prose. The Routledge Guide to Modern English Writing tells the story of British and Irish writing from 1963 to the present. From the first performance of Tom Stoppard's Rosencrantz and Guildenstern Are Dead in the 1960s to lad novels and Chick Lit in the twenty-first century, the authors guide the reader through the major writers, genres and developments in English writing over the past forty years. Providing an in-depth overview of the main genres and extensive treatment of a wide range of writers including Philip Larkin, Ted Hughes, Angela Carter, Benjamin Zephaniah and Nick Hornby, this highly readable handbook also offers notes on language issues, quotations from selected works, a timeline and a guide to other works. Written by the authors of The Routledge History of Literature in English (second edition, 2001), The Routledge Guide to Modern English Writing is essential reading for all readers of contemporary writing.

In 1963 President John F. Kennedy was shot, Sylvia Plath published The Bell Jar, and the Beatles were in their prime. This was a changing world, which British and Irish writers both contributed to and reflected in drama, poetry and prose. The Routledge Guide to Modern English Writing tells the story of British and Irish writing from 1963 to the present. From the first performance of Tom Stoppard's Rosencrantz and Guildenstern Are Dead in the 1960s to lad novels and Chick Lit in the twenty-first century, the authors guide the reader through the major writers, genres and developments in English writing over the past forty years. Providing an in-depth overview of the main genres and extensive treatment of a wide range of writers including Philip Larkin, Ted Hughes, Angela Carter, Benjamin Zephaniah and Nick Hornby, this highly readable handbook also offers notes on language issues, quotations from selected works, a timeline and a guide to other works. Written by the authors of The Routledge History of Literature in English (second edition, 2001), The Routledge Guide to Modern English Writing is essential reading for all readers of contemporary writing.

This accessible satellite textbook in the Routledge Intertext series is unique in offering students hands-on practical experience of textual analysis focused on speech and writing. Written in a clear, user-friendly style, it combines practical activities with texts, accompanied by commentaries and suggestions for further study. It can be used individually or in conjunction with the series core textbook Working With Texts: A core introduction to language analysis. Aimed at A and AS Level and beginning undergraduate students, the Language of Speech and Writing:* Analyses the processes involved in writing and speaking* Highlights the differences between these two modes of communication* Explores written texts from recipes to legal language, spoken texts from telephone conversations to interviews and mixed-mode texts from email to adverts* Compares and contrasts spoken and written texts on the same theme

In this challenging and at times controversial book, Ronald Carter addresses the discourse of 'English' as a subject of teaching and learning. Among the key topics investigated are:* grammar* correctness and standard English* critical language awareness and literacy* language and creativity* the methodological integration of language and literature in the curriculum* discourse theory and textual interpretation. Investigating English Discourse is a collection of revised, re-edited and newly written papers which contain extensive contrastive analyses of different styles of international English. These range from casual conversation to advertisement, poetry, jokes, metaphor, stories by canonical writers, public notices and children's writing. Ronald Carter highlights key issues for the study and teaching of 'English' for the year 2000 and beyond, focusing in particular on its political and ideological inflections. Investigating English Discourse is of relevance to teachers and students and researchers in the fields of discourse analysis, English as a first, second and foreign language, language and education, applied and literary linguistics.

In this challenging and at times controversial book, Ronald Carter addresses the discourse of 'English' as a subject of teaching and learning. Among the key topics investigated are:* grammar* correctness and standard English* critical language awareness and literacy* language and creativity* the methodological integration of language and literature in the curriculum* discourse theory and textual interpretation. Investigating English Discourse is a collection of revised, re-edited and newly written papers which contain extensive contrastive analyses of different styles of international English. These range from casual conversation to advertisement, poetry, jokes, metaphor, stories by canonical writers, public notices and children's writing. Ronald Carter highlights key issues for the study and teaching of 'English' for the year 2000 and beyond, focusing in particular on its political and ideological inflections. Investigating English Discourse is of relevance to teachers and students and researchers in the fields of discourse analysis, English as a first, second and foreign language, language and education, applied and literary linguistics.

Exploring Spoken English is a practical guide to the features of natural spoken English, designed for teachers and advanced learners of English for use in groups and for self-study. The material consists of 20 varied extracts of authentic spoken English drawn from the Cambridge University Press and University of Nottingham corpus of spoken English. All the extracts are on an accompanying cassette. Each unit contains an activity for the reader and a line-by-line commentary offering new insights into grammar, vocabulary and discourse patterns in the text. The accompanying cassette contains all the extracts, some re-recorded for the purposes of clarity. cassette not included.

Language, Literature and the Learner is an edited volume evolving from three international seminars devoted to the teaching of literature in a second or foreign language. The seminars explicitly addressed the interface between language and literature teaching to investigate the ways in which literature can be used as a resource for language growth at secondary, intermediate and upper-intermediate level. This book presents the reader with a practical classroom-based guide to how the teaching of language and literature, until recently seen as two distinct subjects within the English curriculum, can be used as mutually supportive resources within the classroom. Through essays and case studies it reports on the most recent developments in classroom practice and methodology and suggests ways in which the curriculum could be reshaped to take advantage of this integrated approach. The text will be essential reading for students undertaking PGCE, TESOL/MA, UCLES, CTEFLA, RSA and Teachers' Diploma courses worldwide. Students of applied linguistics, those on stylistics courses and undergraduates studying English language will welcome it as accessible supplementary reading.

Just what is Standard English? Is it correct English? Should grammar be taught? The answers to such questions invariably provoke controversy. In this handy A to Z guide to language and literacy, Ronald Carter unpicks the meaning of key terms like `proper English', `real books', `text', and `discourse', and the ways in which concepts are used - and abused - by teachers, politicians, linguists, journalists and employers. Each concise definition is cross-referenced, and supported by extensive examples and by references to further reading. Designed as a dictionary, but possessing an encyclopedic range, Keywords in Language and Literacy, provides an invaluable guide to the debates surrounding language and literacy. An indispensible book for all teachers and students of language and education, and anyone interested in the place of language in schools.

In this book Michael McCarthy and Ronald Carter describe the discoursal properties of language and demonstrate what insights this approach can offer to the student and teacher of language. The authors examine the relationship between complete texts, both spoken and written, and the social and cultural contexts in which they function. They argue that the functions of language are often best understood in a discoursal environment and that exploring language in context compels us to revise commonly-held understandings about the forms and meanings of language. In so doing, the authors argue the need for language teachers, syllabus planners and curriculum organisers to give greater attention to language as discourse.

Riddle: Why is a telescope like a bad excuse? Answer: Because anyone can see through it. The authors of this book would like to help anyone - but particularly students of English - to "see through" language, whether as the instrument of perception or as the evasive code. They write about texts, and the making of texts, and how texts are made to carry various kinds of meaning; and the topics they choose to write about range from the lexicon of car maintenance manuals to the role of grammatical modality in literary criticism. Their aim is to help students who may have little experience of linguistic studies to develop the articulate awareness of language that may subsequently be of service to them. The book has something to say about aesthetics, but it is not addressed to aesthetes; and much to say about the functions of language. One of its aims is to be of value to students and teachers of English by providing close and extensive readings of non-literary as well as literary texts. It is thus a demonstration of techniques and themes in stylistics, but it also has claims as a manual of self-defence for citizens beset by the salesmanship of words. Above all, it is concerned with creativeness, particularly as developed through the complementary processes of textual analysis and textual composition. The programme of exercises with which the book concludes is designed to enhance not only the student's understanding of various types of text, but also the ability to turn perception into productivity through the process of writing.

The material in this book reviews work dating back to the vocabulary control movement in the 1930s and also refers to more recent work on the role of lexis in language learning. Two chapters describe the main foundations of lexical semantics and relevant research and pedagogical studies in vocabulary and lexicography; and a further chapter discusses recent advances in the field of lexis and discourse analysis. There is also a series of specially commissioned articles which investigate the structure and functions of the modern English lexicon in relation to its exploitation for classroom vocabulary teaching.