First published in 1986, this book examines the changing patterns in English usage and style. It encourages a constructive attitude to language, demonstrating the creative resources of grammar, discussing in detail the options of written style, and challenging the authoritarian spirit that inhibits usage. The central chapters are concerned with written usage, and pay close attention to questions of syntax and punctuation. The sense of writing, however, is always related to speech, and the value of usage as a social act is emphasised in the exploration of style as an individual function. Technical terms are explained and the text is illustrated with examples from literature and journalism.

First published in 1986, this book examines the changing patterns in English usage and style. It encourages a constructive attitude to language, demonstrating the creative resources of grammar, discussing in detail the options of written style, and challenging the authoritarian spirit that inhibits usage. The central chapters are concerned with written usage, and pay close attention to questions of syntax and punctuation. The sense of writing, however, is always related to speech, and the value of usage as a social act is emphasised in the exploration of style as an individual function. Technical terms are explained and the text is illustrated with examples from literature and journalism.

First published between 1985 and 1987, this set of books attempts to tackle some of the complex issues implied by the title Language, Education and Society. For example how is language related to learning? Or to intelligence? Do regional and social accents and dialects matter? What is meant by standard English? Do immigrant children require special language provision? Why are there so many adult illiterates in Britain and the USA? Although the importance of language to education is agreed there is still a lot to learn about how language is related to either to educational success or to intelligence and thinking — both fields to which this collection contributes valuable research. Some of the specific topics the covered by the wide-ranging and insightful research contained in this series include: an analysis of the school teaching of mathematics from the perspective of mathematics as a language — principally how the processes of communication in a maths classroom are shaped by school conventions and the fact that it is mathematics under discussion; an examination of the changing patterns in English usage and style, especially written usage — focusing on questions of syntax and punctuation — and how this relates to speech and the value of usage as a social act; an exploration of the history and impact of mass literacy on industrialised societies, how this differs from traditional oral culture, and the effect of a culture where most people rely on complex combinations of oral and literate communication on a sizable sub-literate minority; an investigation into which languages are in widespread use among children and adults in England, the patterns of language use in different social contexts, the teaching of community languages inside and outside of mainstream schools, and the educational implications of this linguistic diversity for all children. This set will be of interest to educational researchers, sociologists and students of sociolinguistics.

This edited collection, first published in 1989, provides a detailed analysis of rural land-use policies on a country-specific basis. Case studies include analyses of planning and legislation in Britain, The Netherlands, Japan, the U.S.A. and Australia. Alongside a comprehensive overview of the concept and application of rural land use from Paul Cloke, environment issues, resource management and the role of central governments are topics under discussion throughout. At an international level, this title will of particular interest to students of rural geography and environmental planning.

The British Christian Women’s Movement charts the British Christian women’s movement and its inception in the post-sixties decades, amid new currents generated in the British denominational churches, and the wider current of Women’s Liberation. Focusing on Christian women’s concern with the position of women in the church, this book identifies core Christian women’s theology which affirms a (rehabilitated) ‘new Eve in Christ’, and contrasts with a paradigm shift taking shape in North American feminist theology. It argues that this divergence is primarily because of the effect of prolonged Church of England women’s ordination debates upon the ethos of the British Christian women’s movement.

Up until the mid-1980s most pragmatic analysis had been done on spoken language use, considerably less on written use, and very little at all on literary activity. This has now radically changed. ‘Pragmatics’ could be informally defined as the study of relationships between language and its users. This volume, first published in 1991, seeks to reposition literary activity at the centre of that study. The internationally renowned contributors draw together two main streams. On the one hand, there are concerns which are close to the syntax and semantics of mainstream linguistics, and on the other, there are concerns ranging towards anthropological linguistics, socio- and psycholinguistics. Literary Pragmatics represents an antidote to the fragmenting specialization so characteristic of the humanities in the twentieth century. This book will be of lasting value to students of linguistics, literature and society. Roger D. Sell discusses the reissue of Literary Pragmatics here: http://www.routledge.com/articles/roger_d._sell_discusses_the_reissue_of_literary_pragmatics/

First published in 2005 Medieval Ireland: An Encyclopedia brings together in one authoritative resource the multiple facets of life in Ireland before and after the Anglo-Norman invasion of 1169, from the sixth to sixteenth century.

English is learnt, internationally, in a range of diverse settings. This book examines processes of language acquisition in English, as well as what it means to learn English in different parts of the world. It looks at the place of English within formal education, and at some of the controversies that have surrounded the teaching of English.

Language Planning from Practice to Theory examines and reviews the field of language policy and planning. In the first section of the book language policy and planning definitions, current practices, goals and ways of thinking are discussed as a foundation for understanding current practice in the discipline. The central elements of language policy and planning practice are then described from two perspectives. In the second section, the methodology for collecting language planning data is outlined and the key cross-societal issues of language-in-education planning, literacy and economics in language planning are discussed. In the third section, case studies related to language and power, bilingualism and status and specific purpose issues in language planning are covered. The final two chapters draw together the critical issues and problems which have arisen from current practice and which must be considered in building a theory of the discipline. A reference appendix to language planning in national situations is included. The book provides the only up-to-date overview and review of the field of language policy and planning and challenges language planners to think more critically about their discipline. Since language will be planned, there is a need to consider how it will be done.

First published in 1998, this valuable reference work offers concise, expert answers to questions on all aspects of life and culture in Medieval England, including art, architecture, law, literature, kings, women, music, commerce, technology, warfare and religion. This wide-ranging text encompasses English social, cultural, and political life from the Anglo-Saxon invasions in the fifth century to the turn of the sixteenth century, as well as its ties to the Celtic world of Wales, Scotland and Ireland, the French and Anglo-Norman world of the Continent and the Viking and Scandinavian world of the North Sea. A range of topics are discussed from Sedulius to Skelton, from Wulfstan of York to Reginald Pecock, from Pictish art to Gothic sculpture and from the Vikings to the Black Death. A subject and name index makes it easy to locate information and bibliographies direct users to essential primary and secondary sources as well as key scholarship. With more than 700 entries by over 300 international scholars, this work provides a detailed portrait of the English Middle Ages and will be of great value to students and scholars studying Medieval history in England and Europe, as well as non-specialist readers.