In this deep revision of his important Rhetoric of Science, Gross examines how rhetorical analyses have a wide range of application, effectively exploring the generation, spread, certification, and closure that characterize scientific knowledge. Gross anchors his position in philosophical rather than in rhetorical arguments and maintains there is rhetorical criticism from which the sciences cannot be excluded.

Starring the Text: The Place of Rhetoric in Science Studies firmly establishes the rhetorical analysis of science as a respected field of study. Alan G. Gross, one of rhetoric's foremost authorities, summarizes the state of the field and demonstrates the role of rhetorical analysis in the sciences. He documents the limits of such analyses with examples from biology and physics, explores their range of application, and sheds light on the tangled relationships between science and society. In this deep revision of his important Rhetoric of Science, Gross examines how rhetorical analyses have a wide range of application, effectively exploring the generation, spread, certification, and closure that characterize scientific knowledge. Gross anchors his position in philosophical rather than in rhetorical arguments and maintains there is rhetorical criticism from which the sciences cannot be excluded. Gross employs a variety of case studies and examples to assess the limits of the rhetorical analysis of science. For example, in examining avian taxonomy, he demonstrates that both taxonomical and evolutionary species are the product of rhetorical interactions. A review of Newton's two formulations of optical research illustrates that their only significant difference is rhetorical, a difference in patterns of style, arrangement, and argument. Gross also explores the range of rhetorical analysis in his consideration of the "evolution of evolution" of Darwin's notebooks. In his analysis of science and society, he explains the limits of citizen action in executive, judicial, and legislative democratic realms in the struggle to prevent, ameliorate, and provide adequate compensation for occupational disease. By using philosophical, historical, and psychological perspectives, Gross concludes, rhetorical analysis can also supplement other viewpoints in resolving intellectual problems. Starring the Text, which includes fourteen illustrations, is an updated, readable study geared to rhetoricians, historians, philosophers, and sociologists interested in science. The volume effectively demonstrates that the rhetoric of science is a natural extension of rhetorical theory and criticism.

Sally J. Freedman was ten when she made herself a movie star. She would have been happy to reach stardom in New Jersey, but in 1947 her older brother Douglas became ill, so the Freedman family traveled south to spend eight months in the sunshine of Florida. That’s where Sally met her friends Andrea, Barbara, Shelby, Peter, and Georgia Blue Eyes—and her unsuspecting enemy, Adolf Hitler. Dear Chief of Police: You don’t know me but I am a detective from New Jersey. I have uncovered a very interesting case down here. I have discovered that Adolf Hitler is alive and has come to Miami Beach to retire. He is pretending to be an old Jewish man... While she watches and waits, and keeps a growing file of letters under her bed, Sally’s Hitler will play an important—though not quite starring—role in one of her grandest movie spectaculars.

Working with Texts: A Core Book for Language Analysis provides a basic foundation for understanding aspects of English language crucial in the analysis of text. The major topics covered include writing, the sound system of spoken English, words, sentence grammar and discourse construction. The wide range of texts examined include literary extracts from prose fiction (Jeanette Winterson, Anne Tyler), poetry (D. H. Lawrence, Margaret Atwood), drama (John Godber) and graphic novels (Neil Gaiman), but also a huge diversity of texts from contemporary media: newspaper articles, advertisements (Gap, Kelloggs), political speeches and original authentic materials (children's writing, signs, everyday conversation). Student-friendly features include: * Activities showing how language works in texts and their contexts * Commentaries which follow each activity, highlighting main points of language use * Wide coverage of different genres: literary texts, notes, memos, signs, advertisements, leaflets, speeches, conversation * Suggestions for further reading and additional self-study exercises * Key words highlighted and a full index of terms Ideal for introductory courses to English Language and Literature and Linguistics. Also of interest to students of media and communication studies.

The story of the woman taken in adultery features a dramatic confrontation between Jesus and the Pharisees over whether the adulteress should be stoned as the law commands. In response, Jesus famously states, “Let him who is without sin be the first to throw a stone at her.” To Cast the First Stone traces the history of this provocative story from its first appearance to its enduring presence today. Likely added to the Gospel of John in the third century, the passage is often held up by modern critics as an example of textual corruption by early Christian scribes and editors, yet a judgment of corruption obscures the warm embrace the story actually received. Jennifer Knust and Tommy Wasserman trace the story’s incorporation into Gospel books, liturgical practices, storytelling, and art, overturning the mistaken perception that it was either peripheral or suppressed, even in the Greek East. The authors also explore the story’s many different meanings. Taken as an illustration of the expansiveness of Christ’s mercy, the purported superiority of Christians over Jews, the necessity of penance, and more, this vivid episode has invited any number of creative receptions. This history reveals as much about the changing priorities of audiences, scribes, editors, and scholars as it does about an “original” text of John. To Cast the First Stone calls attention to significant shifts in Christian book cultures and the enduring impact of oral tradition on the preservation—and destabilization—of scripture.

This third edition of Teaching and Researching Writing continues to build upon the previous editions’ work of providing educators and practitioners in applied linguistics with a clearly written and complete guide to writing research and teaching. The text explores both theoretical and conceptual questions, grapples with key issues in the field today, and demonstrates the dynamic relationship between research and teaching methods and practice. This revised third edition has been reorganized to incorporate new topics, including discussions of technology, identity, and error correction, as well as new chapters to address the innovative directions the field has taken since the previous edition’s publication. Boxes throughout, including "Concepts" and "Quotes", help to both reinforce readers’ understanding of the topics covered by highlighting key ideas and figures in the field, while the updated glossary and resource sections allow readers to further investigate areas of interest. This updated edition of Teaching and Researching Writing is the ideal resource for language teachers, practitioners, and researchers to better understand and apply writing research theories, methods, and practices.

Information technology is changing the way we write. Special features such as outliners, spelling checkers and graphic facilities have transformed word processors into document processors; document processors have, in turn, integrated with other electronic resources such as e-mail and the Internet to provide a complete writing environment. The New Writing Environment examines the knowledge that is needed in order to develop, use and evaluate computer-based writing environments. The emphasis is firmly on practical issues: tasks performed by writers at work, problems they encounter, and documents they actually produce. Writing is defined within a wide social and organisational context, in order to give an accurate assessment of how the new technology affects the social and cooperative aspects of authorship. The result is a wide-ranging and comprehensive assessment of the relationship between writing and computers.