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| examples of nonliteral language: Skin Like Milk, Hair of Silk Brian P. Cleary, 2017-08-01 Audisee® eBooks with Audio combine professional narration and text highlighting for an engaging read aloud experience! Are you as clever as a fox? Or perhaps you're as sharp as any spike? If so, this book will be a piece of cake! Clever rhymes from Brian P. Cleary and humorous illustrations from Brian Gable present similes and metaphors. When it comes to grammar, this team is not as slow as thick molasses. Oh no, they're as bright as polished pennies! Each simile and metaphor is printed in color for easy identification in this gem of a book. Read it aloud and share in the delight of the sense—and nonsense—of words. |
| examples of nonliteral language: Language Disorders from Infancy Through Adolescence - E-Book Rhea Paul, Courtenay Norbury, 2012-01-14 Language Disorders from Infancy Through Adolescence, 4th Edition is the go-to text for all the information you need to properly assess childhood language disorders and provide appropriate treatment. This core resource spans the entire developmental period through adolescence, and uses a descriptive-developmental approach to present basic concepts and vocabulary, an overview of key issues and controversies, the scope of communicative difficulties that make up child language disorders, and information on how language pathologists approach the assessment and intervention processes. This new edition also features significant updates in research, trends, instruction best practices, and social skills assessment. Comprehensive text covers the entire developmental period through adolescence. Clinical application focus featuring case studies, clinical vignettes, and suggested projects helps you apply concepts to professional practice. Straightforward, conversational writing style makes this book easy to read and understand. More than 230 tables and boxes summarize important information such as dialogue examples, sample assessment plans, assessment and intervention principles, activities, and sample transcripts. UNIQUE! Practice exercises with sample transcripts allow you to apply different methods of analysis. UNIQUE! Helpful study guides at the end of each chapter help you review and apply what you have learned. Versatile text is perfect for a variety of language disorder courses, and serves as a great reference tool for professional practitioners. Highly regarded lead author Rhea Paul lends her expertise in diagnosing and managing pediatric language disorders. Communication development milestones are printed on the inside front cover for quick access. Chapter objectives summarize what you can expect to learn in each chapter. Updated content features the latest research, theories, trends and techniques in the field. Information on autism incorporated throughout the text Best practices in preliteracy and literacy instruction The role of the speech-language pathologist on school literacy teams and in response to intervention New reference sources Student/Professional Resources on Evolve include an image bank, video clips, and references linked to PubMed. |
| examples of nonliteral language: Tears of a Tiger Sharon M. Draper, 2013-07-23 The death of high school basketball star Rob Washington in an automobile accident affects the lives of his close friend Andy, who was driving the car, and many others in the school. |
| examples of nonliteral language: Niko Draws a Feeling Bob Raczka, 2017-04-01 Niko loves to draw his world: the ring-a-ling of the ice cream truck, the warmth of sun on his face. But no one appreciates his art. Until one day, Niko meets Iris . . . This imaginative and tender story explores the creative process, abstract art, friendship, and the universal desire to feel understood. A Junior Library Guild selection, Charlotte Zolotow Honor Book, Children's Book Committee at Bank Street College Best Children's Book of the Year, Chicago Public Library Best of the Best Books, Cooperative Children's Book Center Choice, Midwest Connections Pick, NCTE Notable Children's Book in the Language Arts, and New York Public Library Best Book for Kids |
| examples of nonliteral language: Figurative Language Comprehension Herbert L. Colston, Albert N. Katz, 2004-12-13 A scholarly book with a professional reference audience. Book will appeal to people who study metaphor, symbol, discourse and narrative in a variety of disciplines, including social and cognitive psychology, linguistics, and second-language acquisition. |
| examples of nonliteral language: More Parts Tedd Arnold, 2001-09-01 Give me a hand . . . hold your tongue . . . scream your lungs out . . . what's a kid to do if he wants to keep all his body parts in place? Well, one thing is for sure, he'll have to be creative. Like, if you want to keep your heart from breaking, just make sure it's well padded and protected by tying a pillow around your chest. Want to keep your hands attached? Simple-stick them on with gloves and lots of glue. Just be careful not to laugh your head off! |
| examples of nonliteral language: The Cambridge Handbook of Pragmatics Keith Allan, Kasia M. Jaszczolt, 2012-01-12 Pragmatics is the study of human communication: the choices speakers make to express their intended meaning and the kinds of inferences that hearers draw from an utterance in the context of its use. This Handbook surveys pragmatics from different perspectives, presenting the main theories in pragmatic research, incorporating seminal research as well as cutting-edge solutions. It addresses questions of rational and empirical research methods, what counts as an adequate and successful pragmatic theory, and how to go about answering problems raised in pragmatic theory. In the fast-developing field of pragmatics, this Handbook fills the gap in the market for a one-stop resource to the wide scope of today's research and the intricacy of the many theoretical debates. It is an authoritative guide for graduate students and researchers with its focus on the areas and theories that will mark progress in pragmatic research in the future. |
| examples of nonliteral language: Esperanza Rising (Scholastic Gold) Pam Muñoz Ryan, 2012-10-01 A modern classic for our time and for all time-this beloved, award-winning bestseller resonates with fresh meaning for each new generation. Perfect for fans of Kate DiCamillo, Christopher Paul Curtis, and Rita Williams-Garcia. Pura Belpre Award Winner * Readers will be swept up. -Publishers Weekly, starred review Esperanza thought she'd always live a privileged life on her family's ranch in Mexico. She'd always have fancy dresses, a beautiful home filled with servants, and Mama, Papa, and Abuelita to care for her. But a sudden tragedy forces Esperanza and Mama to flee to California and settle in a Mexican farm labor camp. Esperanza isn't ready for the hard work, financial struggles brought on by the Great Depression, or lack of acceptance she now faces. When Mama gets sick and a strike for better working conditions threatens to uproot their new life, Esperanza must find a way to rise above her difficult circumstances--because Mama's life, and her own, depend on it. |
| examples of nonliteral language: You're Toast and Other Metaphors We Adore Nancy Loewen, 2011 Here's a BRIGHT IDEA: read this book. It's a PIECE OF CAKE. And trust us; no one will call you A TURKEY. For more metaphors, look inside. |
| examples of nonliteral language: The Most Dangerous Game Richard Connell, 2023-02-23 Sanger Rainsford is a big-game hunter, who finds himself washed up on an island owned by the eccentric General Zaroff. Zaroff, a big-game hunter himself, has heard of Rainsford’s abilities with a gun and organises a hunt. However, they’re not after animals – they’re after people. When he protests, Rainsford the hunter becomes Rainsford the hunted. Sharing similarities with The Hunger Games, starring Jennifer Lawrence, this is the story that created the template for pitting man against man. Born in New York, Richard Connell (1893 – 1949) went on to become an acclaimed author, screenwriter, and journalist. He is best remembered for the gripping novel The Most Dangerous Game and for receiving an Oscar nomination for the screenplay Meet John Doe. |
| examples of nonliteral language: "Fire I' the Blood" Richard E. Mezo, 1999 There are great differences between the oral use of figurative language and its written use. Nevertheless, the only separately published textbook for figurative language is almost entirely concerned with oral figurative language, offering such examples as you have a heart of stone or you make my blood boil. Much, if not most, oral language consists of long, repetitious portions of cliche and platitude, and not surprisingly, the figurative language used follows the same pattern. Writing teachers generally ask their students not to use cliches and platitudes, even though they may (mistakenly, I think) advise students to write like you speak. |
| examples of nonliteral language: Figurative Language and Thought Albert N. Katz, Cristina Cacciari, Raymond W. Gibbs Jr., Mark Turner, 1998-09-10 Our understanding of the nature and processing of figurative language is central to several important issues in cognitive science, including the relationship of language and thought, how we process language, and how we comprehend abstract meaning. Over the past fifteen years, traditional approaches to these issues have been challenged by experimental psychologists, linguists, and other cognitive scientists interested in the structures of the mind and the processes that operate on them. In Figurative Language and Thought, internationally recognized experts in the field of figurative language, Albert Katz, Mark Turner, Raymond W. Gibbs Jr., and Cristina Cacciari, provide a coherent and focused debate on the subject. The book's authors discuss a variety of fundamental questions, including: What can figures of speech tell us about the structure of the conceptual system? If and how should we distinguish the literal from the nonliteral in our theories of language and thought? Are we primarily figurative thinkers and consequently figurative language users or the other way around? Why do we prefer to speak metaphorically in everyday conversation, when literal options may be available for use? Is metaphor the only vehicle through which we can understand abstract concepts? What role do cultural and social factors play in our comprehension of figurative language? These and related questions are raised and argued in an integrative look at the role of nonliteral language in cognition. This volume, a part of Counterpoints series, will be thought-provoking reading for a wide range of cognitive psychologists, linguists, and philosophers. |
| examples of nonliteral language: Figurative Language and Thought Albert N. Katz Professor of Psychology University of Western Ontario, Cristina Cacciari Professor of Psychology University of Bologna, Santa Cruz Raymond W. Gibbs Jr. Professor of Psychology University of California, College Park Mark Turner Jr. Professor of English Language and Literature University of Maryland, 1998-08-12 Our understanding of the nature and processing of figurative language is central to several important issues in cognitive science, including the relationship of language and thought, how we process language, and how we comprehend abstract meaning. Over the past fifteen years, traditional approaches to these issues have been challenged by experimental psychologists, linguists, and other cognitive scientists interested in the structures of the mind and the processes that operate on them. In Figurative Language and Thought, internationally recognized experts in the field of figurative language, Albert Katz, Mark Turner, Raymond W. Gibbs Jr., and Cristina Cacciari, provide a coherent and focused debate on the subject. The book's authors discuss a variety of fundamental questions, including: What can figures of speech tell us about the structure of the conceptual system? If and how should we distinguish the literal from the nonliteral in our theories of language and thought? Are we primarily figurative thinkers and consequently figurative language users or the other way around? Why do we prefer to speak metaphorically in everyday conversation, when literal options may be available for use? Is metaphor the only vehicle through which we can understand abstract concepts? What role do cultural and social factors play in our comprehension of figurative language? These and related questions are raised and argued in an integrative look at the role of nonliteral language in cognition. This volume, a part of Counterpoints series, will be thought-provoking reading for a wide range of cognitive psychologists, linguists, and philosophers. |
| examples of nonliteral language: A Shepherd to Fools Drew Mendelson, 2021-08-12 A Shepherd to Fools is the second of Drew Mendelson’s trilogy of Vietnam War novels that began with Song Ba To and will conclude with Poke the Dragon. Shepherd: It is the ragged end of the Vietnam war. With the debacle of a failing South Vietnamese invasion of Northern Laos as background, A Shepherd to Fools tells the harrowing tale of a covert Hatchet Team of US soldiers and Montagnard mercenaries. They are ordered to find and capture or kill a band of American deserters, called Longshadows, before the world learns of their paralyzing rebellion. An earlier attempt to capture them failed disastrously, the facts of it buried. Captain Hugh Englander commands the Hatchet Team. He is a humorless bastard, sneering and discourteous to every regular army soldier. He cares little for the welfare of his own men and nothing for the lives of the deserters. The conflict between him and Captain David Weisman, the artillery officer assigned to the mission for artillery support, threatens to tear the team apart. Deep in the Laotian jungle, the team is caught in a final, horrific battle facing an enemy armed with Sarin nerve gas, the “worst of the worst” of the war’s clandestine weapons. |
| examples of nonliteral language: The Conventionality of Figurative Language Sandra Handl, 2011 Originally presented as the author's thesis (doctoral)--Universit'at M'unchen, 2008. |
| examples of nonliteral language: The Day the Crayons Quit Drew Daywalt, 2013-06-27 The hilarious, colorful #1 New York Times bestselling phenomenon that every kid wants! Gift a copy to someone you love today. Poor Duncan just wants to color. But when he opens his box of crayons, he finds only letters, all saying the same thing: His crayons have had enough! They quit! Blue crayon needs a break from coloring all those bodies of water. Black crayon wants to be used for more than just outlining. And Orange and Yellow are no longer speaking—each believes he is the true color of the sun. What can Duncan possibly do to appease all of the crayons and get them back to doing what they do best? With giggle-inducing text from Drew Daywalt and bold and bright illustrations from Oliver Jeffers, The Day the Crayons Quit is the perfect gift for new parents, baby showers, back-to-school, or any time of year! Perfect for fans of Don't Let the Pigeon Drive the Bus by Mo Willems and The True Story of the Three Little Pigs by Jon Sciezka and Lane Smith. Praise for The Day the Crayons Quit: Amazon’s 2013 Best Picture Book of the Year A Barnes & Noble Best Book of 2013 Goodreads’ 2013 Best Picture Book of the Year Winner of the E.B. White Read-Aloud Award * “Hilarious . . . Move over, Click, Clack, Moo; we’ve got a new contender for the most successful picture-book strike.” –BCCB, starred review “Jeffers . . . elevates crayon drawing to remarkable heights.” –Booklist “Fresh and funny.” –The Wall Street Journal This book will have children asking to have it read again and again.” –Library Media Connection * “This colorful title should make for an uproarious storytime.” –School Library Journal, starred review * “These memorable personalities will leave readers glancing apprehensively at their own crayon boxes.” –Publishers Weekly, starred review “Utterly original.” –San Francisco Chronicle |
| examples of nonliteral language: L2 Figurative Language Teaching Ioannis Galantomos, 2021-09-17 During L2 vocabulary instruction, figurative language frustrates even highly proficient users who find it difficult to cope with non-literal expressions, such as metaphors, metonymies, and idioms. Given that figurative language is closely associated with enhanced L2 communicative competence, this volume brings together theory and teaching applications, shedding light on the comprehension and production of figurative language in a foreign language context. |
| examples of nonliteral language: Figurative Language Kathleen A. Gorman-Gard, 2002 |
| examples of nonliteral language: The Cambridge Handbook of Psycholinguistics Michael Spivey, Ken McRae, Marc Joanisse, 2012-08-20 Our ability to speak, write, understand speech and read is critical to our ability to function in today's society. As such, psycholinguistics, or the study of how humans learn and use language, is a central topic in cognitive science. This comprehensive handbook is a collection of chapters written not by practitioners in the field, who can summarize the work going on around them, but by trailblazers from a wide array of subfields, who have been shaping the field of psycholinguistics over the last decade. Some topics discussed include how children learn language, how average adults understand and produce language, how language is represented in the brain, how brain-damaged individuals perform in terms of their language abilities and computer-based models of language and meaning. This is required reading for advanced researchers, graduate students and upper-level undergraduates who are interested in the recent developments and the future of psycholinguistics. |
| examples of nonliteral language: Amelia Bedelia Peggy Parish, 1999-03-06 Amelia Bedelia, the housekeeper with a literal mind, merrily upsets the household when she dresses the chicken and trims the steak with ribbons and lace. |
| examples of nonliteral language: Understanding Figurative Language Sam Glucksberg, 2001-07-26 This book examines how people understand utterances that are intended figuratively. Traditionally, figurative language such as metaphors and idioms has been considered derivative from more complex than ostensibly straightforward literal language. Glucksberg argues that figurative language involves the same kinds of linguistic and pragmatic operations that are used for ordinary, literal language. Glucksberg's research in this book is concerned with ordinary language: expressions that are used in daily life, including conversations about everyday matters, newspaper and magazine articles, and the media. Metaphor is the major focus of the book. Idioms, however, are also treated comprehensively, as is the theory of conceptual metaphor in the context of how people understand both conventional and novel figurative expressions. A new theory of metaphor comprehension is put forward, and evaluated with respect to competing theories in linguistics and in psychology. The central tenet of the theory is that ordinary conversational metaphors are used to create new concepts and categories. This process is spontaneous and automatic. Metaphor is special only in the sense that these categories get their names from the best examples of the things they represent, and that these categories get their names from the best examples of those categories. Thus, the literal shark can be a metaphor for any vicious and predatory being, from unscrupulous salespeople to a murderous character in The Threepenny Opera. Because the same term, e.g.,shark, is used both for its literal referent and for the metaphorical category, as in My lawyer is a shark, we call it the dual-reference theory. The theory is then extended to two other domains: idioms and conceptual metaphors. The book presents the first comprehensive account of how people use and understand metaphors in everyday life. |
| examples of nonliteral language: Interlopers Saki, 2002-10 Saki. Years of rivalry and feuding between the von Gradwitzes and the Znaeyms seemingly come to an end when the two heads of the families find themselves in a life-or-death situation. Unfortunately, their reconcilliation comes too late. 40 pages. Tale Bla |
| examples of nonliteral language: Handbook of the Neuroscience of Language Brigitte Stemmer, Harry A. Whitaker, 2008-04-29 In the last ten years the neuroscience of language has matured as a field. Ten years ago, neuroimaging was just being explored for neurolinguistic questions, whereas today it constitutes a routine component. At the same time there have been significant developments in linguistic and psychological theory that speak to the neuroscience of language. This book consolidates those advances into a single reference. The Handbook of the Neuroscience of Language provides a comprehensive overview of this field. Divided into five sections, section one discusses methods and techniques including clinical assessment approaches, methods of mapping the human brain, and a theoretical framework for interpreting the multiple levels of neural organization that contribute to language comprehension. Section two discusses the impact imaging techniques (PET, fMRI, ERPs, electrical stimulation of language cortex, TMS) have made to language research. Section three discusses experimental approaches to the field, including disorders at different language levels in reading as well as writing and number processing. Additionally, chapters here present computational models, discuss the role of mirror systems for language, and cover brain lateralization with respect to language. Part four focuses on language in special populations, in various disease processes, and in developmental disorders. The book ends with a listing of resources in the neuroscience of language and a glossary of items and concepts to help the novice become acquainted with the field. Editors Stemmer & Whitaker prepared this book to reflect recent developments in neurolinguistics, moving the book squarely into the cognitive neuroscience of language and capturing the developments in the field over the past 7 years. - History section focuses on topics that play a current role in neurolinguistics research, aphasia syndromes, and lesion analysis - Includes section on neuroimaging to reflect the dramatic changes in methodology over the past decade - Experimental and clinical section reflects recent developments in the field |
| examples of nonliteral language: Bilingual Figurative Language Processing Roberto R. Heredia, Anna B. Cieślicka, 2015-01-26 Bilingual Figurative Language Processing is the first book of its kind to address how bilinguals learn, store, and comprehend figurative language. |
| examples of nonliteral language: Creepy Carrots! Aaron Reynolds, 2012-08-21 In this Caldecott Honor–winning picture book, The Twilight Zone comes to the carrot patch as a rabbit fears his favorite treats are out to get him. Includes audio! Jasper Rabbit loves carrots—especially Crackenhopper Field carrots. He eats them on the way to school. He eats them going to Little League. He eats them walking home. Until the day the carrots start following him...or are they? Celebrated artist Peter Brown’s stylish illustrations pair perfectly with Aaron Reynold’s text in this hilarious picture book that shows it’s all fun and games…until you get too greedy. |
| examples of nonliteral language: The Psychology of Language Trevor A. Harley, 2001 This comprehensive study of the psychology of language explores how we speak, read, remember, learn and understand language. The author examines each of these aspects in detail. |
| examples of nonliteral language: Becoming a Literacy Leader Jennifer Allen, 2023-10-10 In this second edition of Becoming a Literacy Leader: Supporting Learning and Change, author Jennifer Allen reflects on her work as a literacy specialist and how the role has evolved in the decade since she wrote the first edition. Her experiences can apply to all school leaders including principals, coaches, teachers, support staff, and office administrators. Allen focuses on three ideas to describe her work: Layered Leadership, the multitude of supports in place for teachers to encourage learning and change within schools; Shared experiences that develop community and develop common understanding of practices, curriculum, and assessment; Importance of 'rowing in the same direction' in that literacy coaches and leaders stay interconnected and aligned to the goals of the school. Allen knows the challenges of teachers face and advocates literacy coaches implement these layers of support within a school, including in-class support, curriculum support and assessment, study group facilitation, and the cultivation of teacher leadership. In Becoming a Literacy Leader, she provides an explicit framework for implementing these layers of coaching and explains how administrators can use the literacy leader position to build and sustain change within their schools. This book will be the road map for how literacy leaders and coaches approach their work with purpose and intention. Online videos that accompany the book bring the text alive by showing readers what coaching looks and sounds like. |
| examples of nonliteral language: Handbook of Neurolinguistics Harry A. Whitaker, Brigitte Stemmer, 1998-02-04 The Handbook of Neurolinguistics is a state-of-the-art reference and resource book; it describes current research and theory in the many subfields of neurolinguistics and its clinical application. Thorough and clearly written, the handbook provides an excellent overview of the field of neurolinguistics and its development. The book is organized into five parts covering the history of neurolinguistics, methods in clinical and experimental neurolinguistics, experimental neurolinguistics, clinical neurolinguistics, and resources in neurolinguistics. The first four parts contain a wide range of topics which discuss all important aspects of the many subfields of neurolinguistics. Also included are the relatively new and fast developing areas of research in discourse, pragmatics, and recent neuroimaging techniques. The resources section provides currently available resources, both traditional and modern. The handbook is useful to the newcomer to the field, as well as the expert searching for the latest developments in neurolinguistics. - Clearly written and well organized - Provides extensive resources - Discusses both history and current research - Covers the many subfields of neurolinguistics as well the developing areas of research |
| examples of nonliteral language: The Common Core Companion: The Standards Decoded, Grades 3-5 Leslie A. Blauman, Leslie Blauman, Jim Burke, 2014-04-24 This book explains what the standards say, what they mean, and how to teach them. The book is organized by the Anchor Standards in the following categories: Reading Literature Informational Text Foundational Reading Skills (This is a departure from the 6-12 standards that we will have to consider in design/format) Writing Speaking and Listening Language |
| examples of nonliteral language: Your Literacy Standards Companion, Grades 3-5 Leslie Blauman, Jim Burke, 2017-04-28 Standards-based learning just got a lot easier This new version of The Common Core Companion provides an index for all states implementing state-specific ELA standards. This index allows you to see in an instant which of your standards are the same as CCSS, which differ and how—and which page number to turn to for standards-based teaching ideas. Beyond that? It’s the same great go-to guide for implementing the standards, translating each and every standard for reading, writing, speaking and listening, language, and foundational skills into the day-to-day what you do. |
| examples of nonliteral language: Models of Figurative Language Rachel Giora, 2001-09-01 First published in 2001. Volume 16, Numbers 3&4. This special issue is an attempt to record the state of the art of psycholinguistics research into figurative language. There are quite a number of models addressing distinct issues and aiming to solve different problems—the mark of a maturing field. Indeed, not one theory is tailored to solve all the problems. Rather, each model, while aiming at generality, also recognizes its limitation. Despite specializing in different topics, most of the theories presented here have some things in common. For one, most of them dispense with the literal/ nonliteral divide, proposing, instead, models that are capable of handling literal as well as figurative language. Some models focus on the role primary meanings play in comprehension, others shed light on context effects, and some models seem to encompass both in terms of the accumulating effects of constraints (whether linguistic or contextual). |
| examples of nonliteral language: The Linguistic Cerebellum Peter Mariën, Mario Manto, 2015-09-07 The Linguistic Cerebellum provides a comprehensive analysis of this unique part of the brain that has the most number of neurons, each operating in distinct networks to perform diverse functions. This book outlines how those distinct networks operate in relation to non-motor language skills. Coverage includes cerebellar anatomy and function in relation to speech perception, speech planning, verbal fluency, grammar processing, and reading and writing, along with a discussion of language disorders. - Discusses the neurobiology of cerebellar language functions, encompassing both normal language function and language disorders - Includes speech perception, processing, and planning - Contains cerebellar function in reading and writing - Explores how language networks give insight to function elsewhere in the brain |
| examples of nonliteral language: The Common Core Companion: The Standards Decoded, Grades 3-5 Leslie Blauman, Jim Burke, 2014-03-28 With the click of a mouse, anyone has access to the standards. So aligning our instruction should be a snap. If only it were that simple . . . Jim Burke anticipated the challenges and developed the Common Core Companion series for K-12. In his next smart move, he deferred to the talents of Leslie Blauman to be author of the 3-5 volume. What makes Leslie Blauman’s Common Core Companion that version of the standards you wish you had? It’s the way Leslie translates each and every standard for reading, writing, speaking and listening, language, and foundational skills into the day-to-day what you do: lesson ideas, best literacy practices, grouping configurations, adaptations for ELL, anchor charts, and so much more. The wisdom and how-to’s are all here, page by page: The standards for literature and informational texts put side by side for easier planning Teaching ideas for each standard Recommendations on how to cultivate the habits of mind that are critical to meeting the standards, including interpersonal skills, collaboration, and perseverance A glossary of academic language for each standard with adaptations for ELL students An online bank of graphic organizers, student reproducibles, sample classroom charts, rubrics, and photos Reproducible planning templates for each standard to help you map out lessons, select books, generate key questions, and more With 30 years of classroom experience and consulting in schools nationwide, Leslie Blauman brings to this book a keen eye for what teachers need in order to get students in the intermediate grades ready as readers, writers, thinkers, and learners capable of meeting the Common Core’s rising expectations in middle school. Leslie’s classroom is a working model for child/staff development in reading, writing, and critical thinking in collaboration with the Public Education & Business Coalition (PEBC). When considering the CCSS, we need to remember that teachers do not teach standards. Teachers teach kids! A classroom teacher who mixes it up with kids every day, Leslie Blauman teaches as if her hair′s on fire --STEPHANIE HARVEY Coauthor of The Comprehension Toolkit |
| examples of nonliteral language: Pájaros de la Cosecha Blanca López de Mariscal, 1995 Juan Zanate used to sit under his favorite tree--with his only friends, the harvest birds--dreaming and planning his life. Juan had big dreams of becoming a farmer like his father and grandfather. But when his father died and the land was divided, there was only enough for his two older brothers. In this charming story from the heart of the Indian tradition in Mexico, Juan learns to determine his own destiny--with help from his loyal friends, the harvest birds. |
| examples of nonliteral language: Producing Figurative Expression John Barnden, Andrew Gargett, 2020-12-15 This collection contains a selection of recent work on people’s production of figurative language (metaphoric, ironic, metonymic, hyperbolic, ...) and similarly of figurative expression in visual media and artefact design. The articles illuminate issues such as why and under what circumstances people produce figurative expression and how it is moulded by their aims. By focusing on production, the intention is to help stimulate more academic research on it and redress historically lower levels of published work on generation than on understanding of figurative expression. The contributions stretch across various academic disciplines—mainly psychology, cognitive linguistics and applied linguistics, but with a representation also of philosophy and artificial intelligence—and across different types of endeavour—theoretical investigation and model building, experimental studies, and applications focussed work (for instance, figurative expression in product design and online support groups). There is also a wide-ranging introductory chapter that touches on areas outside the scope of the contributed articles and discusses difficult issues such as a complex interplay of production and understanding. |
| examples of nonliteral language: Aspects of Figurative Language Lisa Jensen, 2011-10-28 Bachelor Thesis from the year 2010 in the subject English Language and Literature Studies - Linguistics, grade: 1,7, University of Hannover (Englisches Seminar), language: English, abstract: The paper deals with different types of figurative language and the question of why and how these should be taught in second language teaching. In order to prove that figurative language is essential in communication and therefore needs to receive more attention in schools, I start by analysing and comparing the concepts of metaphors, idioms and proverbs. Many scholars have discussed metaphors and so as to outline the most important aspects, I refer to Lakoff, Johnson, Ortony and Langlotz amongst others. Those aspects will include the differences between novel and conventional metaphors, the different functions that metaphors fulfil and the phenomenon of mixed metaphors. When discussing idioms I focus on their relationship to metaphorical language, the aspect of frozenness and their functions as well as other topics. Here, scholars like Swinney, Skandara and Götz are quoted and their propositions towards idiomatic language are analysed. To end the first part of the paper I discuss the relationship of proverbs to metaphors and idioms and base this part on Norrick in order to focus on didactic content and the issue of distinguishing between a proverb's literal and figurative meaning. After having given the survey of those concepts, I turn to the part of explaining why it is so important to teach figurative language and I do that by drawing on Ortony's theses of compactness, inexpressibility and vividness. Furthermore, Katz's theory of metaphor as politeness is examined and also Liu's view on idioms as containing cultural references. To end this theoretical paper with an idea of how to use the information practically, the last section deals with the question of how figurative language is best taught. The methods presented are based on a preceding part of background information on how the comprehension process of figurative language works and what the prerequisites are for being able to learn that part of a foreign language. This last part of the paper is mainly based on Ortony, Gentner, Liu and Ur. Eventually, I conclude the paper by summing up the findings and evaluating their relevance for teaching figurative language in second language learning in schools. |
| examples of nonliteral language: Figurative Language Dmitrij Dobrovol'skij, Elisabeth Piirainen, 2021-11-08 The book develops a Theory of the Figurative Lexicon. Units of the figurative lexicon (conventional figurative units, CFUs for short) differ from all other elements of the language in two points: Firstly, they are conventionalized. That is, they are elements of the mental lexicon – in contrast to freely created figurative expressions. Secondly, they consist of two conceptual levels: they can be interpreted at the level of their literal reading and at the level of their figurative meaning – which both can be activated simultaneously. New insights into the Theory of Figurative Lexicon relate, on the one hand, to the metaphor theory. Over time, it became increasingly clear that the Conceptual Metaphor Theory in the sense of Lakoff can only partly explain the conventional figurativeness. On the other hand, it became clear that “intertextuality” plays a far greater role in the CFUs of Western cultures than previously assumed. The book’s main target audience will be linguists, researchers in phraseology, paremiology and metaphor, and cultural studies. The data and explanations of the idioms will provide a welcome textbook in courses on linguistics, culture history, phraseology research and phraseodidactics. |
| examples of nonliteral language: The Scarlet Ibis James Hurst, 1988 Ashamed of his younger brother's physical handicaps, an older brother teaches him how to walk and pushes him to attempt more strenuous activities. |
| examples of nonliteral language: Language Arts, Grade 5 Carson-Dellosa Publishing, 2015-07-06 In Interactive Notebooks: Language Arts for fifth grade, students will complete hands-on activities about text structures, making predictions, editing and revising writing, conjunctions, figurative language, and more. The Interactive Notebooks series spans kindergarten to grade 5. Each 96-page book contains a guide for teachers who are new to interactive note taking, lesson plans and reproducibles for creating notebook pages on a variety of topics, and generic reproducibles for creating even more notebook pages. The books focus on grade-specific math or language arts skills and are aligned to current state standards. |
| examples of nonliteral language: Figurative Language Barbara Dancygier, Eve Sweetser, 2014-03-06 This lively introduction to figurative language explains a broad range of concepts, including metaphor, metonymy, simile, and blending, and develops new tools for analyzing them. It coherently grounds the linguistic understanding of these concepts in basic cognitive mechanisms such as categorization, frames, mental spaces, and viewpoint; and it fits them into a consistent framework which is applied to cross-linguistic data and also to figurative structures in gesture and the visual arts. Comprehensive and practical, the book includes analyses of figurative uses of both word meanings and linguistic constructions. • Provides definitions of major concepts • Offers in-depth analyses of examples, exploring multiple levels of complexity • Surveys figurative structures in different discourse genres • Helps students to connect figurative usage with the conceptual underpinnings of language • Goes beyond English to explore cross-linguistic and cross-modal data |
Examples - Apache ECharts
Apache ECharts，一款基于JavaScript的数据可视化图表库，提供直观，生动，可交互，可个性化定制的数据可视化图表。
Examples - Apache ECharts
Examples; Resources. Spread Sheet Tool; Theme Builder; Cheat Sheet; More Resources; Community. Events; Committers; Mailing List; How to Contribute; Dependencies; Code …
Examples - Apache ECharts
Examples; Resources. Spread Sheet Tool; Theme Builder; Cheat Sheet; More Resources; Community. Events; Committers; Mailing List; How to Contribute; Dependencies; Code …
Apache ECharts
ECharts: A Declarative Framework for Rapid Construction of Web-based Visualization. 如果您在科研项目、产品、学术论文、技术报告、新闻报告、教育、专利以及其他相关活动中使用了 …
Events - Apache ECharts
Examples; Resources. Spread Sheet Tool; Theme Builder; Cheat Sheet; More Resources; Community. Events; Committers; Mailing List; How to Contribute; Dependencies; Code …
Examples - Apache ECharts
Apache ECharts，一款基于JavaScript的数据可视化图表库，提供直观，生动，可交互，可个性化定制的数据可视化图表。
Examples - Apache ECharts
Examples; Resources. Spread Sheet Tool; Theme Builder; Cheat Sheet; More Resources; Community. Events; Committers; Mailing List; How to Contribute; Dependencies; Code …
Examples - Apache ECharts
Examples; Resources. Spread Sheet Tool; Theme Builder; Cheat Sheet; More Resources; Community. Events; Committers; Mailing List; How to Contribute; Dependencies; Code …
Apache ECharts
ECharts: A Declarative Framework for Rapid Construction of Web-based Visualization. 如果您在科研项目、产品、学术论文、技术报告、新闻报告、教育、专利以及其他相关活动中使用了 …
Events - Apache ECharts
Examples; Resources. Spread Sheet Tool; Theme Builder; Cheat Sheet; More Resources; Community. Events; Committers; Mailing List; How to Contribute; Dependencies; Code …
