This book uses Conversation Analysis methodology to analyze rhetorical and other questions that are designed to convey assertions, rather than seek new information. It shows how these question sequences unfold interactionally in naturally-occurring talk in a variety of settings, e.g., friends arguing over the phone, parents disciplining children, news interviews, and second language writing conferences. The questions are used across these widely different contexts to perform a number of related social actions such as accusations, challenges to prior turns, and complaints. Those used in institution settings, such as teacher-student conferences, orient to institutional norms and roles and can help accomplish institutional goals, e.g., eliciting student error correction. Both the interactional context in which these questions are embedded and the known epistemic authority of the questioner play a role in our understanding of these questions, i.e., what social actions the question is accomplishing in a particular interaction.

When children, especially those with challenges, are not sufficiently understood and supported, they suffer intense frustration that contributes to social and academic failures. This book focuses on the vulnerabilities of youngsters to be bullied, especially those with learning disabilities, attention deficit hyperactive disorder (ADHD), Aspergers Syndrome, and gifted abilities. Getting Beyond Bullying and Exclusion, PreK-5 explains the victim dynamic, including how otherwise well-meaning adults can inadvertently facilitate development of victim personalities in children or unintentionally contribute to the development of bully personalities. The book also describes:Bullying styles, including classic male models of domination and intimidation, and the relational bullying that is more characteristic of femalesHowásome children, especially those with challenges, may be more likely to bully others to compensate for low self-esteemHow children with Aspergers Syndrome orágifted abilities and those who may enjoy greater popularity, can develop a sense of arrogance and superiority that leads to intellectual bullying, including cyber-bullying Methods for intervening early before a negative dynamic progresses into middle or high school and affecting change becomes more difficult

This study investigates the distribution of linguistic and specifically structural diversity in Northeast Asia (NEA), defined as the region north of the Yellow River and east of the Yenisei. In particular, it analyzes what is called the grammar of questions (GQ), i.e., those aspects of any given language that are specialized for asking questions or regularly combine with these. The bulk of the study is a bottom-up description and comparison of GQs in the languages of NEA. The addition of the phrase and beyond to the title of this study serves two purposes. First, languages such as Turkish and Chuvash are included, despite the fact that they are spoken outside of NEA, since they have ties to (or even originated in) the region. Second, despite its focus on one area, the typology is intended to be applicable to other languages as well. Therefore, it makes extensive use of data from languages outside of NEA. The restriction to one category is necessary for reasons of space and clarity, and the process of zooming in on one region allows a higher resolution and historical accuracy than is usually the case in linguistic typology. The discussion mentions over 450 languages and dialects from NEA and beyond and gives about 900 glossed examples. The aim is to achieve both a cross-linguistically plausible typology and a maximal resolution of the linguistic diversity of Northeast Asia.

In The Questions of Jesus in John Douglas Estes crafts a theory of question-asking based on insights from ancient rhetoric and modern linguistics in order to investigate the logical and rhetorical purposes of Jesus' questions in the Fourth Gospel.

This volume examines the multifaceted nature of (grammatical) aspect. The chapters explore less typical contexts in which aspectual constructions are used, and draw on data from a range of languages, many of them understudied, including several African languages and the sign language Kata Kolok.

Focusing on ancient rhetoric outside of the dominant Western tradition, this collection examines rhetorical practices in Egypt, Mesopotamia, Israel, and China. The book uncovers alternate ways of understanding human behavior and explores how these rhetorical practices both reflected and influenced their cultures. The essays address issues of historiography and raise questions about the application of Western rhetorical concepts to these very different ancient cultures. A chapter on suggestions for teaching each of these ancient rhetorics is included.

An innovative new approach to teaching and writing creative nonfiction from veteran teacher and critically acclaimed author Carol Bly. Teachers and writers everywhere are facing the limits imposed by the prevailing models of teaching: community or MFA “workshops” or, at the high-school level, “peer review.” In Beyond the Writers' Workshop Carol Bly presents an alternative. She believes that workshopping’s tendency to engage in wry scorn and pay exaggerated attention to technical details, causes apprentice writers, consciously or unconsciously, to modify their most passionate work. Inspired by a philosophy of individuality and moral rigor, Bly combines ideas and techniques from social work, psychotherapy, and neuroscience with the traditional teaching of fresh metaphor, salient dialogue, lively pace, and analysis of other literary work in her pioneering new approach. She also includes exercises and examples in an extensive practical appendix.

Beyond Anger is a detailed literary analysis of the three poems which make up Juvenal's third book of Satires (i.e. Satires 7, 8 and 9). Dr Braund pays particular attention to the satiric techniques Juvenal employs in this book, arguing that in Book III Juvenal uses a new, ironic persona, which makes his satire more indirect, subtle and double-edged than does the angry approach found in the earlier books.

Boylan and O'Gorman inject a fresh empiricist voice into the debate on economic methodology. They strike a reasonable middle ground between the extremes of scientific realism and the rhetoric of economics.

This volume explores a model of epistemic stance, according to which speakers can communicate each single piece of information either as known/certain or uncertain or unknown. It presents a qualitative analysis of extracts from the Spoken British National Corpus 2014 to support the idea that questions come from two distinct epistemic positions: the Unknowing and the Uncertain; this latter ranges along two poles: Not Knowing Whether and Believing. In the epistemic continuum, Unknowing questions express a lack of knowledge and range from open to closed and dual wh-questions. On the other hand, Uncertain questions express a lack of certainty and range from maximum uncertainty (Not Knowing Whether-questions advancing a doubt) to minimum uncertainty (Believing-questions advancing a supposition). Both Unknowing and Uncertain questions can be directed either at the answerer’s Knowing or Believing position, depending on their aim. The volume will appeal to scholars concerned with the topic of question design and epistemic stance from a theoretical and analytical perspective, as well as those interested in applying these findings in their teaching practice.