This user-friendly guide will help students of the 'Star' to be able to discuss at a basic level what, at least conceptually, Rosenzweig intended to say and how all that he says is interrelated.

This well-illustrated book outlines a framework for the analysis of syntactic structure from a perspective of a systematic functional grammar. In oart, the book goes back to the grammar's "scale and category" roots, but now with the aim of presenting how a descriptive framework illustrating how the analysis of the syntactic structure can reflect the meaning structure.The contents are divided into four sections. Section one gives a brief overview of systematic grammar, including the linguistic system, context of situation, and language fractions. Developing the lexicogrammar, section two considers formal units and their classes, but the principal focus is on section three, which covers the role of units as elements of structure. Section four discusses areas of structural complexity and concludes with several refinements to the analysis format.

Incorporating a wide array of subjects pertaining to planning, producing, analysing, and theorising theatre, this edition includes valuable strategies for re-creating theatre for students whose first language is not French.

The highly frequent word items TO and OF are often conceived merely as prepositions, carrying little meaning in themselves. This book disputes that notion by analysing the usage patterns found for OF and TO in different sets of text corpora.

This book provides a survey of a number of the major issues in the philosophy of mathematics, such as ontological questions regarding the nature of mathematical objects, epistemic questions about the acquisition of mathematical knowledge, and the intriguing riddle of the applicability of mathematics to the physical world. Some of these issues go back to the nascent years of mathematics itself, others are just beginning to draw the attention of scholars. In addressing these questions, some of the papers in this volume wrestle with them directly, while others use the writings of philosophers such as Hume and Wittgenstein to approach their problems by way of interpretation and critique. The contributors include prominent philosophers of science and mathematics as well as promising younger scholars. The volume seeks to share the concerns of philosophers of mathematics with a wider audience and will be of interest to historians, mathematicians and philosophers alike.

This book offers a pivotal re-evaluation of English teaching one century on from The Newbolt Report of 1921, responding to this seminal work and exploring its impact on issues and contemporary aims of English teaching today. Bringing together a range of experts in English higher education, the book provides a twenty-first century inflection on the enduring issues highlighted by Newbolt’s original report. It examines topics including the demands of assessment, the narrowing of the literary curriculum, the impact of education reform, targets related to social mobility, class and widening participation, as well as broader questions about the function of literature and the arts in education. Chapters also consider issues surrounding the promotion of community cohesion, diversity and how technological advances might reshape literary education. This unique re-evaluation of the achievements and findings of the Newbolt Commission will be essential reading for those researching English education and the history of education.