English Grammar in American Schools Before 1850 ... PDF Download
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Author: Rollo La Verne Lyman
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 186
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Book Description
Author: Rollo La Verne Lyman
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 186
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Book Description
Author: United States. Office of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 894
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 918
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Book Description
Author: Florence Cornelia Fox
Publisher:
ISBN:
Category : Business education
Languages : en
Pages : 1014
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Book Description
Author: United States. Office of Education
Publisher:
ISBN:
Category : Agricultural colleges
Languages : en
Pages : 1542
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Book Description
Author: United States. Bureau of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1006
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Book Description
Author: Rosemarie Ostler
Publisher: Oxford University Press
ISBN: 0197647316
Category : Language Arts & Disciplines
Languages : en
Pages : 305
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Book Description
The story of how English became American -- and how it became Southern, Bostonian, Californian, African-American, Chicano, elite, working-class, urban, rural, and everything in between By the time of the Revolution, the English that Americans spoke was recognizably different from the British variety. Americans added dozens of new words to the language, either borrowed from Native Americans (raccoon, persimmon, caucus) or created from repurposed English (backwoods, cane brake, salt lick). Americans had their own pronunciations (bath rhymed with hat, not hot) and their own spelling (honor, not honour), not to mention a host of new expressions that grew out of the American landscape and culture (blaze a trail, back track, pull up stakes). Americans even invented their own slang, like stiff as a ringbolt to mean drunk. American English has continued to grow and change ever since. The United States of English tells the engrossing tale of how the American language evolved over four hundred years, explaining both how and why it changed and which parts of the "mother tongue" it preserved (I guess was heard in the British countryside long before it became a typical Americanism). Rosemarie Ostler approaches American English as part of the larger story of American history and culture, starting with what we know about the first colonists and their speech. Drawing on the latest research, she explores the roots of regional dialects, the differences between British and American language use, the sources of American slang, the development of African American English, current trends in political language, and much more. Plentiful examples of the American vernacular, past and present, bring the language to life and make for an engaging as well as enlightening read.
Author: W H G Armytage
Publisher: Routledge
ISBN: 1136722750
Category : Education
Languages : en
Pages : 138
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Book Description
The American ideal has exercised a powerful influence over English educational policy over the last two centuries, even as it has itself changed. Today the very size of America enables it to rehearse problems we shall meet tomorrow. This volume answers key questions for education, as relevant now as they were when it was originally published: Is there an optimal size and a maximal use of a school? Are there adequately sophisticated batteries of attainment tests? Or valid methods of vocational guidance?
Author:
Publisher: Routledge
ISBN: 1135851573
Category :
Languages : en
Pages : 274
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Book Description
Author: Lucille M. Schultz
Publisher: SIU Press
ISBN: 0809322366
Category : Language Arts & Disciplines
Languages : en
Pages : 235
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Book Description
Lucille M. Schultz's The Young Composers: Composition's Beginnings in Nineteenth-Century Schools is the first full-length history of school-based writing instruction. Schultz demonstrates that writing instruction in nineteenth-century American schools is much more important in the overall history of writing instruction than we have previously assumed. Drawing on primary materials that have not been considered in previous histories of writing instruction—little-known textbooks and student writing that includes prize-winning essays, journal entries, letters, and articles written for school newspapers—Schultz shows that in nineteenth-century American schools, the voices of the British rhetoricians that dominated college writing instruction were attenuated by the voice of the Swiss education reformer Johann Heinrich Pestalozzi. Partly through the influence of Pestalozzi's thought, writing instruction for children in schools became child-centered, not just a replica or imitation of writing instruction in the colleges. It was also in these nineteenth-century American schools that personal or experience-based writing began and where the democratization of writing was institutionalized. These schools prefigured some of our contemporary composition practices: free writing, peer editing, and the use of illustrations as writing prompts. It was in these schools, in fact, where composition instruction as we know it today began, Schultz argues. This book features a chapter on the agency of textbook iconography, which includes illustrations from nineteenth-century composition books as well as a cultural analysis of those illustrations. Schultz also includes a lengthy bibliography of nineteenth-century composition textbooks and student and school newspapers.
