Aus unseren Neuerwerbungen – Sprachen und Literaturen allgemein 2024.10

Con­fronta­tion in aca­d­e­m­ic com­mu­ni­ca­tion
This book exam­ines the argu­men­ta­tion strate­gies employed by lin­guists in voic­ing crit­i­cism, looks for expla­na­tions for con­fronta­tion in aca­d­e­m­ic dis­course, and eval­u­ates the pos­i­tive and/or neg­a­tive effects it has on inter­na­tion­al aca­d­e­m­ic com­mu­ni­ca­tion. Issues such as the role of inter­tex­tu­al­i­ty, cross-cul­tur­al vari­a­tions, and the notion of “aca­d­e­m­ic dis­course com­mu­ni­ty” are also touched upon. Spe­cial atten­tion is paid to the mod­ern devel­op­ments in con­trastive rhetoric stud­ies, as well as to the con­tro­ver­sial issue of the use of con­text-based ver­sus cor­pus-based meth­ods. The cor­pus under inves­ti­ga­tion con­sists of aca­d­e­m­ic book reviews in Eng­lish and Ger­man with a clear­ly stat­ed neg­a­tive char­ac­ter, as well as a series of pub­li­ca­tions in Eng­lish inter­re­lat­ed by the fact that they dis­cuss a com­mon group of prob­lems but from two ful­ly con­fronta­tive points of view. They illus­trate what has been called an “aca­d­e­m­ic war”. Some relat­ed the­o­ret­i­cal issues are also dis­cussed, includ­ing the role of eval­u­a­tion in aca­d­e­m­ic com­mu­ni­ca­tion, the rela­tion­ship between crit­i­cism, cri­tique, neg­a­tive eval­u­a­tion, and con­fronta­tion in aca­d­e­m­ic com­mu­ni­ca­tion, as well as the impor­tance of cul­ture, dis­ci­pline cul­ture, and com­mu­ni­ties of prac­tice. The con­trastive dis­course analy­sis demon­strates dif­fer­ences between Eng­lish and Ger­man in terms of the rhetor­i­cal strate­gies employed by review writ­ers to express crit­i­cism. The book will be of inter­est to researchers in the fields of aca­d­e­m­ic com­mu­ni­ca­tion and rhetorics, as well as teach­ers in English/German for aca­d­e­m­ic pur­pos­es.
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Of emo­ji and semi­o­lit­er­a­cy. Read­ing, writ­ing, and tex­ting in the lit­er­a­cy instruc­tion class­room
In ser­vice to their unique demo­graph­ic of learn­ers, devel­op­men­tal read­ing and writ­ing instruc­tors must stead­fast­ly teach basic lit­er­a­cy skills to a diverse stu­dent pop­u­la­tion with vary­ing degrees of lit­er­a­cy pro­fi­cien­cy. Even more daunt­ing­ly, edu­ca­tors are tasked with procur­ing andr­a­gog­i­cal­ly-and-ped­a­gog­i­cal­ly appro­pri­ate teach­ing tools – those that meet the needs of the indi­vid­ual stu­dent while being acces­si­ble and relat­able to this adult learn­er demo­graph­ic. Of Emo­ji and Semi­o­lit­er­a­cy: Read­ing, Writ­ing, and Tex­ting in the Lit­er­a­cy Instruc­tion Class­room pro­pos­es emo­ji as one such viable lit­er­a­cy and post­sec­ondary writ­ing teach­ing tool. Draw­ing from a mixed-meth­ods study, this work chron­i­cles a Texas com­mu­ni­ty col­lege inte­grat­ed read­ing and writ­ing project in which stu­dents attempt to demon­strate mas­tery of State-man­dat­ed lit­er­a­cy con­tent areas using both tra­di­tion­al writ­ing and emo­ji. By pos­tu­lat­ing emo­ji as a semi­o­lit­er­a­cy-based instruc­tion­al tool, this work also explores emoji’s wider impli­ca­tions on teach­ing read­ing and writ­ing with­in the devel­op­men­tal, First-Year Writ­ing, post­sec­ondary, and lit­er­a­cy instruc­tion class­es across all lev­els and dis­ci­plines.
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