What is English as a school subject for? What does knowledge look like in English and what should be taught? Making Meaning in English examines the broader purpose and reasons for teaching English and explores what knowledge looks like in a subject concerned with judgement, interpretation and value. David Didau argues that the content of English is best explored through distinct disciplinary lenses – metaphor, story, argument, pattern, grammar and context – and considers the knowledge that needs to be explicitly taught so students can recognise, transfer, build and extend their knowledge of English. He discusses the principles and tools we can use to make decisions about what to teach and offers a curriculum framework that draws these strands together to allow students to make sense of the knowledge they encounter. If students are going to enjoy English as a subject and do well in it, they not only need to be knowledgeable, but understand how to use their knowledge to create meaning. This insightful text offers a practical way for teachers to construct a curriculum in which the mastery of English can be planned, taught and assessed.

“ We’re now hip-deep, if not drowning, in the ‘experience economy.‘ Here‘s the smartest book I‘ve read so far that can actually help get your brand to higher ground, fast. And it‘s written by people who not only drew the map, but blazed these trails in the first place.” –Brian Collins, Executive Creative Director, Ogilvy & Mather Worldwide Brand Integration Group In a market economy characterized by commoditized products and global competition, how do companies gain deep and lasting loyalty from their customers? The key, this book argues, is in providing meaningful customer experiences. Writing in the tradition of Louis Cheskin, one of the founding fathers of market research, the authors of Making Meaning observe, define, and describe the meaningful customer experience. By consciously evoking certain deeply valued meanings through their products, services, and multidimensional customer experiences, they argue, companies can create more value and achieve lasting strategic advantages over their competitors. A few businesses are already discovering this approach, but until now no one has articulated it in such a persuasive and practical way. Making Meaning not only encourages businesses to adopt an innovation process that’s centered on meaning, it also tells you how. The book outlines a plan of action and describes the attributes of a meaning-centric innovation team. With insightful real-world examples drawn from the Cheskin company's experience and from the authors' observations of the contemporary global market, this book outlines a plan of action and describes the attributes of a meaning-centric innovation team. Meaningful experiences—as distinct from trivial ones—reinforce or transform the customer’s sense of purpose and significance. The authors’ vision of a world of meaningful consumption is idealistic, but don’t be fooled: this is a straightforward business book with an eye on the ROI. It shows how to bring R&D, design, and marketing together to create deeper and richer experiences for your customers. Making Meaning: How Successful Businesses Deliver Meaningful Customer Experiences is an engaging and practical book for business leaders, explaining how their companies can create more meaningful products and services to better achieve their goals.

David Bordwell's new book is at once a history of film criticism, an analysis of how critics interpret film, and a proposal for an alternative program for film studies. It is an anatomy of film criticism meant to reset the agenda for film scholarship. As such Making Meaning should be a landmark book, a focus for debate from which future film study will evolve. Bordwell systematically maps different strategies for interpreting films and making meaning, illustrating his points with a vast array of examples from Western film criticism. Following an introductory chapter that sets out the terms and scope of the argument, Bordwell goes on to show how critical institutions constrain and contain the very practices they promote, and how the interpretation of texts has become a central preoccupation of the humanities. He gives lucid accounts of the development of film criticism in France, Britain, and the United States since World War II; analyzes this development through two important types of criticism, thematic-explicatory and symptomatic; and shows that both types, usually seen as antithetical, in fact have much in common. These diverse and even warring schools of criticism share conventional, rhetorical, and problem-solving techniques--a point that has broad-ranging implications for the way critics practice their art. The book concludes with a survey of the alternatives to criticism based on interpretation and, finally, with the proposal that a historical poetics of cinema offers the most fruitful framework for film analysis.

Making Meaning is a synthesis of theory, research, and practice that explicitly presents art as a meaning making process. This book provokes readers to examine their current understandings of language, literacy and learning through the lens of the various arts-based perspectives offered in this volume; provides a starting point for constructing broader, multimodal views of what it might mean to “make meaning”; and underscores why understanding arts-based learning as a meaning-making process is especially critical to early childhood education in the face of narrowly-focused, test-driven curricular reforms. Each contributor integrates this theory and research with stories of how passionate teachers, teacher-educators, and pre-service teachers, along with administrators, artists, and professionals from a variety of fields have transcended disciplinary boundaries to engage the arts as a meaning-making process for young children and for themselves.

The problem of how to relate the history of book production to the considerations of literary studies occupied scholarly bibliographer McKenzie for his entire career. Ten of his previously published essays are presented here and reflect that concern and his advocacy for a theoretical viewpoint rooted in "the sociology of texts." Among the topics presented are how the investigation of work habits of 17th century printers calls into question previous bibliographic assumptions, the relation of the London book trade to book production, and theoretical considerations of the practice of bibliography. Annotation copyrighted by Book News, Inc., Portland, OR

Is designed to help the teacher make informed instructional decisions and track students' reading comprehension and social development as they teach the Making Meaning lesson. Consumable.

This book brings together some of Rosenblatt's most important work, essays from the 1930s through the 1990s that explore the breadth and depth of her theory.