Category Archives: Libros

Cómo publicar información científica en Inglés: prácticas, caminos y potencialidades

 

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 Publishing Research in English as an Additional Language: Practices, Pathways and Potentials, . [e-Book]  Adelaide: University of Adelaide Press 2017

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Many universities worldwide now require established and novice scholars, as well as PhD students, to publish in English in international journals. This growing trend gives rise to multiple interrelated questions, which this volume seeks to address through the perspectives of a group of researchers and practitioners who met in Coimbra, Portugal in 2015 for the PRISEAL and MET conferences. The volume offers truly global coverage, with chapters focusing on vastly different geo-social areas, and disciplines from the humanities to the hard sciences. It will be of interest to applied linguists, particularly those working in the area of English for Research Publication Purposes, and to language professionals working in research writing support, research supervision and academic publishing, as well as to journal editors and managers

El hambre y la escritura moderna: Melville, Kafka, Hamsun y Wright

 

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Rees (2016). [e-Book]  Hunger and Modern Writing: Melville, Kafka, Hamsun, and Wright. Cologne. Germany, Modern Academic Publishing. Texto completo: http://www.oapen.org/record/621505Rees (2016). [e-Book]  Hunger and Modern Writing: Melville, Kafka, Hamsun, and Wright. Cologne, Germany, Modern Academic Publishing.

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“Hunger is a contentious theme in modernist literature, and this study addresses its relevance in the works of four major American and European writers. Taking an in-depth look at works by Melville, Kafka,Hamsun, and Wright, it argues that hunger is deeply involved with concepts of modernity and modern literature. Exploring how it is bound up with the writer’s role in modern society this study draws on two conflicting and complex views of hunger: the first is material, relating to the body as a physical entity that has a material existence in reality. Hunger, in this sense, is a physiological process that affects the body as a result of the need for food, the lack of which can lead to discomfort, listlessness, and eventually death. The second view is that of hunger as an appetite of the mind, the kind of hunger for immaterial things that is associated with an individual’s desire for a new form of knowledge, sentiment, or a different way of perceiving the reality of the world. By discussing the selected authors’ conceptualization of hunger as both desire and absence of desire, or as both a creative and a destructive force, it examines how it has influenced literary representations of modern life. This study then offers a focused approach to a broad field of inquiry and presents analyses that address a variety of critical perspectives on hunger and modern literature. Daniel Rees completed his PhD in American and Comparative Literature at the Ludwig Maximilian University of Munich. His research interests include Anglo-American and European literature of the modern period. He has worked as a freelance editor and translator since 2004 and contributed publications in the e-journal Current Objectives of Postgraduate American Studies and to Orchid Press.”

Enseñanza de la traducción del español al inglés: mundos más allá de las palabras

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Beeby-Lonsdale, A. (1996). [e-Book]  Teaching Translation from Spanish to English : Worlds Beyond Words, University of Ottawa Press / Les Presses de l’Université d’Ottawa.

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While many professional translators believe the ability to translate is a gift that one either has or does not have, Allison Beeby Lonsdale questions this view. In her innovative book, she demonstrates how teachers can guide their students by showing them how insights from communication theory, discourse analysis, pragmatics, and semiotics can illuminate the translation process. Using Spanish to English translation as her example, she presents the basic principles of translation through 29 teaching units, which are prefaced by objectives, tasks, and commentaries for the teacher, and through 48 task sheets, which show how to present the material to students.

El lenguaje más allá de las palabras: La neurología del acento

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 Moreno-Torres, I., P. Marien, et al. (2017). [e-Book]  Language beyond Words: The Neuroscience of Accent, Frontiers Media SA

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    Language learning also implies the acquisition of a set of phonetic rules and prosodic contours which define the accent in that language. While often considered as merely accessory, accent is an essential component of psychological identity as it embodies information on origin, culture, and social class. Speaking with a non-standard (foreign) accent is not inconsequential because it may negatively impact communication and social adjustment. Nevertheless, the lack of a formal definition of accent may explain that, as compared with other aspects of language, it has received relatively little attention until recently. During the past decade there has been increasing interest in the analysis of accent from a neuroscientific perspective. This e-book integrates data from different scientific frameworks. The reader will find fruitful research on new models of accent processing, how learning a new accent proceeds, and the role of feedback on accent learning in healthy subjects. In addition, information on accent changes in pathological conditions including developmental and psychogenic foreign accent syndromes as well as the description of a new variant of foreign accent syndrome is also included. It is anticipated that the articles in this e-book will enhance the understanding of accent as a linguistic phenomenon, the neural networks supporting it and potential interventions to accelerate acquisition or relearning of native accents.

    Folklore Infantil

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    Sutton-Smith, B., J. Mechling, et al. . [e-Book] Children’s Folklore: A Source Book. Utah Utah State University, University Libraries, 1999

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    A collection of original essays by scholars from a variety of fields—including American studies, folklore, anthropology, psychology, sociology, and education—Children’s Folklore: A Source Book moves beyond traditional social-science views of child development. It reveals the complexity and artistry of interactions among children, challenging stereotypes of simple childhood innocence and conventional explanations of development that privilege sober and sensible adult outcomes. Instead, the play and lore of children is shown to be often disruptive, wayward, and irrational. The contributors variably con-sider and demonstrate “contextual” and “textual” ways of studying the folklore of children. Avoiding a narrow definition of the subject, they examine a variety of resources and approaches for studying, researching, and teaching it. These range from surveys of the history and literature of children’s folklore to methods of field research, studies of genres of lore, and attempts to capture children’s play and games.

    La investigación sobre la escritura: un paradigma contextualista para la retórica y la composición

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    Johanek, C.. [e-Book] Composing Research: A Contextualist Paradigm for Rhetoric and Composition. Utah Utah State University, University Libraries, 2000

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    In Composing Research, Cindy Johanek offers a new perspective on the ideological conflict between qualitative and quantitative research approaches, and the theories of knowledge that inform them. With a paradigm that is sensitive to the context of one’s research questions, she argues, scholars can develop less dichotomous forms that invoke the strengths of both research traditions. Context-oriented approaches can lift the narrative from beneath the numbers in an experimental study, for example, or bring the useful clarity of numbers to an ethnographic study.

    Estudios de Composición como Arte Creativo: Enseñanza, Escritura, Investigación y Administración

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    Bloom, L. (1998). [e-Book]  Composition Studies as a Creative Art: Teaching, Writing, Scholarship, Administration. Utah: Utah State University, University Libraries, 1998

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    This work focuses on the creative dynamics that arise from the interrelation of writing, teaching writing, and ways of reading—and the scholarship and administrative issues engendered by it. To regard composition studies as a creative art is to engage in a process of intellectual or aesthetic free play, and then to translate the results of this play into serious work that yet retains the freedom and playfulness of its origins. The book is fueled by a mixture of faith in the fields that compose composition studies, hope that efforts of composition teachers can make a difference, and a sense of community in its broadest meaning.

    Composición y escritura en la lengua inglesa

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    Sirc, G. (2002). [e-Book]  English Composition as a Happening. Utah Utah State University, University Libraries, 2002

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    From the Introduction: “Contemporary Composition is still inflected by the epistemic turn taken in the 1980s, convincing me that we need to remember what we’ve forgotten—namely, how impassioned resolves and thrilling discoveries were abandoned and why. I’d like to retrace the road not taken in Composition Studies, to salvage what can still be recovered… I want to inspect the wreckage, in order to show what was the promise of the Happenings for Composition, as well as the huge gray longueur of its pale replacement, Eighties Composition. In so doing, I hope to begin a reconfiguration of our field’s pre- and after history.” What happened to the bold, kicky promise of writing instruction in the 1960s? The current conservative trend in composition is analyzed allegorically by Geoffrey Sirc in this book-length homage to Charles Deemer’s 1967 article, in which the theories and practices of Happenings artists (multi-disciplinary performance pioneers) were used to invigorate college writing. Sirc takes up Deemer’s inquiry, moving through the material and theoretical concerns of such pre- and post-Happenings influences as Duchamp and Pollock, situationists and punks, as well as many of the Happenings artists proper.

    Las claves de la escritura creativa

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    Bishop, W. and D. Starkey. [e-Book]  Keywords in Creative Writing. Utah Utah State University, University Libraries, 2006

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    Wendy Bishop and David Starkey have created a remarkable resource volume for creative writing students and other writers just getting started. In two- to ten-page discussions, these authors introduce forty-one central concepts in the fields of creative writing and writing instruction, with discussions that are accessible yet grounded in scholarship and years of experience. Keywords in Creative Writing provides a brief but comprehensive introduction to the field of creative writing through its landmark terms, exploring concerns as abstract as postmodernism and identity politics alongside very practical interests of beginning writers, like contests, agents, and royalties. This approach makes the book ideal for the college classroom, and unique in the field, combining the pragmatic accessibility of popular writer’s handbooks, with a wider, more scholarly vision of theory and research.

    Estudio Estilístico en Composición y Retórica.

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    Butler, P. [e-Book]  Out of Style: Reanimating Stylistic Study in Composition and Rhetoric. Utah : University Libraries, 2008

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    Butler applauds the emerging interest in the study of style among compositionists, arguing that the loss of stylistics from composition in recent decades left it alive only in the popular imagination as a set of grammar conventions. Butler’s goal in Out of Style is to articulate style as a vital and productive source of invention, and to redefine its importance for current research, theory, and pedagogy. In so doing, he offers an important revisionist history of the field by reading it specifically through the canon of style. In addition, Butler argues that it is through style that scholars in the field can find a needed entry into public discussions about writing. Scholars in composition know that the ideas about writing most common in the discourse of public intellectuals are egregiously backward. Without a vital approach to stylistics, Butler argues, writing studies will never dislodge the controlling fantasies of self-authorized pundits in the nation’s intellectual press. Composition must answer with a public discourse that is responsive to readers’ ongoing interest in style but is also grounded in composition theory.edu/usupress_pubs/162