Teaching linguistic politeness: a methodological proposal

The aim of this article is to explore theoretical and methodological aspects of the teaching of pragmatics in a second language. Taking as point of departure the pragmatic continuum, which includes pragmalinguistics and sociopragmatics, we focus on the promotion of sociopragmatic knowledge in classroom contexts. More specifically, it is argued that a revised contextual and interactional view of Brown and Levinson¿s (1987) model of linguistic politeness, related to such notions as genre and politeness systems, offers suitable tools of pragmatic description for use in teaching and learning second languages. We start with a brief overview of linguistic politeness from a socio-cognitive framework. Then, we revise the main methodological approaches to the teaching of pragmatic knowledge in general and the specific teaching of linguistic politeness in particular. Finally, we make a methodological proposal for use in foreign language instruction

Racial differences in central adiposity in a longitudinal cohort of black and white adolescent females

<p>Abstract</p> <p>Background</p> <p>Central adiposity is related to chronic disease risk in adolescents. Racial differences in waist circumference have been identified using cross-sectional data from this age group. We tested for racial differences in age-related growth in waist circumference in a longitudinal cohort of black and white adolescent girls.</p> <p>Methods</p> <p>We analyzed 9 years of publicly available data from the National Heart, Lung, and Blood Institute Growth and Health Study, for 2379 girls (1213 black and 1166 white) enrolled at age 9-10 years in 1987-1988 and followed annually. Individual growth trajectories of waist circumference were constructed for girls with >3 annual measures. Mixed models were used to compare changes in waist circumference during adolescence between black and white females. BMI and age at menarche were included in the models.</p> <p>Results</p> <p>At each age, black females had significantly higher waist circumference. Mean annual increase in waist circumference was significantly higher for black females compared to white females (1.46 cm/yr vs. 1.36 cm/yr, respectively). After adjusting for BMI, the mean annual increase in waist circumference for white females was significantly higher than for black females (0.08 cm/yr vs. -0.07 cm/yr, respectively). These relationships remained significant after adjusting for age at menarche.</p> <p>Conclusions</p> <p>Black females had significantly steeper increases in waist circumference over adolescence than white females. After adjusting for BMI and age at menarche, however, the annual increase in waist circumference for black females was significantly shallower than for their white peers. These data suggest racial differences in the deposition of fat over the adolescent period.</p

A História da Alimentação: balizas historiográficas

Os M. pretenderam traçar um quadro da História da Alimentação, não como um novo ramo epistemológico da disciplina, mas como um campo em desenvolvimento de práticas e atividades especializadas, incluindo pesquisa, formação, publicações, associações, encontros acadêmicos, etc. Um breve relato das condições em que tal campo se assentou faz-se preceder de um panorama dos estudos de alimentação e temas correia tos, em geral, segundo cinco abardagens Ia biológica, a econômica, a social, a cultural e a filosófica!, assim como da identificação das contribuições mais relevantes da Antropologia, Arqueologia, Sociologia e Geografia. A fim de comentar a multiforme e volumosa bibliografia histórica, foi ela organizada segundo critérios morfológicos. A seguir, alguns tópicos importantes mereceram tratamento à parte: a fome, o alimento e o domínio religioso, as descobertas européias e a difusão mundial de alimentos, gosto e gastronomia. O artigo se encerra com um rápido balanço crítico da historiografia brasileira sobre o tema

Learning and teaching genre

iii, 266 Hlm., Ilus., 23 cm

Wearing Suits to Class: Simulating Genres and Simulations as Genre

Using the theoretical perspective offered by recent genre studies, this study compares student and professional discourse within the same field through a set of case studies written for a third-year course in financial analysis-writing that was conceived and designed by the instructor to simulate workplace discourse. Observational and textual analyses revealed the radically distinct social action undertaken in this student writing as compared to related workplace discourse, despite the simulation. Social motives, exigent rhetorical contexts, social roles, and reading practices were all distinct in ways that profoundly affected both discourse processes and products. At the same time, certain commonalities were apparent in the student and workplace writing. These shared features point to ways in which student writing enables and enacts entry into sociocultural communities

Worlds apart: Acting and writing in academic and workplace contexts

Worlds Apart: Acting and Writing in Academic and Workplace Contexts offers a unique examination of writing as it is applied and used in academic and workplace settings. Based on a 7-year multi-site comparative study of writing in different university courses and matched workplaces, this volume presents new perspectives on how writing functions within the activities of various disciplines: law and public administration courses and government institutions; management courses and financial institutions; social-work courses and social-work agencies; and architecture courses and architecture practice. Using detailed ethnography, the authors make comparisons between the two types of settings through an understanding of how writing is operative within the particularities of these settings. Although the research was initially established to further understanding of the relationships between writing in academic and workplace settings, it has evolved to examining writing as it is embedded in both types of settings--where social relationships, available tools, and historical, cultural, temporal, and physical location are all implicated in complex ways in the decisions people make as writers. Readers of this volume will discover that the uniqueness of each setting makes salient different aspects of writers and writing, resulting in complex, and potentially unsettling implications for writing theory and the teaching of writing

Category choice in creative writing.

Would-be writers of fiction face choices as soon as they start thinking about how to get published: What sort of a work is this? Where will the book sit on the shelf? What does the publisher tell the reader about what to expect? And then, where does it sit in company of other works, and where do you sit in the company of other writers? This paper examines three such questions of category choice: plot versus character, genre versus literary, psychology versus philosophy. It asks how do writers – and audiences – make sense of a work of fiction, and with what implications for the process of writing? It suggests how writers might use the differences between them to enhance the experience of reading beyond the expectations set by the categories to which the works have been placed