James D. Williams – författare

In this authoritative introduction, Williams tracks the development of Lyotard''s thought from his early writings on the libidinal economy to his more recent work on the post-modern condition. Williams argues that despite the wide-ranging character of Lyotard''s writings, they are animated by a long-standing concern to develop a new theory of political action. Lyotard''s productive use of avant-garde art and the aesthetics of the sublime are interpreted within this context. In the final chapters some of the main criticisms that have been levelled at Lyotard''s work are outlined and assessed.

A challenging but also accessible book, it will be welcomed by students and researchers in continental philosophy, literary theory and the humanities generally.

An important contribution to the scholarship on student writing and composition theory, this book presents a new approach to writing instruction based on linguistic research and theory. In this book, leading scholar James D. Williams explores the historical failures of composition studies and the need for effective writing instruction to be grounded in the immersive principles of language acquisition.

Starting with an indictment of the historical failures of composition studies to teach students how to become competent writers, the book moves beyond the current flawed theories and practices to introduce a new way forward to improving students’ writing skills. Accessible and jargon-free, Williams skillfully explains how students must be immersed in target dialects and registers, with access to a range of authentic texts, to become effective writers of academic discourse. Chapters include authentic writing samples from the disciplines, including life and applied sciences, social sciences, and humanities.

Essential for preservice and practicing teachers of writing, as well as scholars in composition and literacy studies, the book demonstrates how language acquisition is a necessary foundation and provides a road map to improving students’ writing proficiency.

An important contribution to the scholarship on student writing and composition theory, this book presents a new approach to writing instruction based on linguistic research and theory. In this book, leading scholar James D. Williams explores the historical failures of composition studies and the need for effective writing instruction to be grounded in the immersive principles of language acquisition.

Starting with an indictment of the historical failures of composition studies to teach students how to become competent writers, the book moves beyond the current flawed theories and practices to introduce a new way forward to improving students’ writing skills. Accessible and jargon-free, Williams skillfully explains how students must be immersed in target dialects and registers, with access to a range of authentic texts, to become effective writers of academic discourse. Chapters include authentic writing samples from the disciplines, including life and applied sciences, social sciences, and humanities.

Essential for preservice and practicing teachers of writing, as well as scholars in composition and literacy studies, the book demonstrates how language acquisition is a necessary foundation and provides a road map to improving students’ writing proficiency.

The Teacher''s Grammar Book, Second Edition introduces the various grammars that inform writing instruction in our schools, and examines methods, strategies, and techniques that constitute best classroom practices for teaching grammar and writing. Designed for students who are preparing to become English or language arts teachers, as well as for credentialed teachers who want an easy-to-use guide to questions of methods, grammar, and teaching, this overview of basic English grammar includes the following major topics: a brief history of grammar, teaching grammar, grammar and writing, traditional grammar, transformational-generative grammar, cognitive grammar, dialects, black English, and Chicano English.New in the reorganized and fully updated Second Edition:*new chapter giving a brief history of grammar and grammar instruction;*new chapter on best practices--strategies and techniques that actually work;*expanded chapter on cognitive grammar--a topic not found in other texts of this nature;*expanded chapter on dialects;*summary and evaluation of the minimalist program (Noam Chomsky''s most recent revision of transformational-generative grammar)--a topic unique among texts of this kind; and*reduced discussion of transformational grammar.

The Teacher''s Grammar Book, Second Edition introduces the various grammars that inform writing instruction in our schools, and examines methods, strategies, and techniques that constitute best classroom practices for teaching grammar and writing. Designed for students who are preparing to become English or language arts teachers, as well as for credentialed teachers who want an easy-to-use guide to questions of methods, grammar, and teaching, this overview of basic English grammar includes the following major topics: a brief history of grammar, teaching grammar, grammar and writing, traditional grammar, transformational-generative grammar, cognitive grammar, dialects, black English, and Chicano English.New in the reorganized and fully updated Second Edition:*new chapter giving a brief history of grammar and grammar instruction;*new chapter on best practices--strategies and techniques that actually work;*expanded chapter on cognitive grammar--a topic not found in other texts of this nature;*expanded chapter on dialects;*summary and evaluation of the minimalist program (Noam Chomsky''s most recent revision of transformational-generative grammar)--a topic unique among texts of this kind; and*reduced discussion of transformational grammar.