This textbook explains the fundamentals of effective academic writing for university studies across multiple genres and formats. It is intended for students who are either in the early stages of their university studies, or are preparing to enter a university degree. One of the ways this textbook differs from other textbooks on academic writing is its focus on the organisation of the English sentence through Theme and Rheme. The Theme is what the sentence is about, while the Rheme is what is being said about the Theme. In the English clause, the Theme is at the beginning and the Rheme follows. At the same time as the English clause is divided into Theme and Rheme, the clause can be understood as a unit of information where New information is provided to Given information. One of the central aims of the textbook is to increase awareness of the flow of Given and New information from sentence to sentence, and for students to have greater ability in its organisation. Moreover, New information is formally organised through prosody, or rhythm and intonation patterns. This approach takes account of English rhythms, intonation and stress patterns that accompany sentences and how this relates to writing sentences. Through the Theme/Rheme and Given/New approach, combined with an understanding of Genre, this book aims to both increase awareness of these aspects of the English sentence and explore how this aspect of English facilitates clearer and more effective writing.

This monograph brings together important research that the author and his colleagues at the University of New England have been conducting into the early stages of reading development, and makes a valuable contribution to the debate about literacy education. It should appeal to a broad audience since it is written in an entertaining and accessible style, with chapter summaries, and where appropriate short tutorials in relevant topics, in particular Learnability Theory (Chapter 1), levels of language structure (Chapter 2) and writing systems (Chapter 2). It will be of interest to experimental psychologists concerned with the reading process, developmental psychologists interested in cognitive growth, educational psychologists interested in the application of experimental methods in the classroom situation, and teachers and teacher educators.

Are you thinking of studying at university in Britain? Do you feel confused about which course is best for you, which university to choose, and how to apply? Are you wondering about what kinds of challenges you will be faced with, how best to approach them and how to overcome them? If so, this guidebook is for you. Honest and accurate, this book acts as an international student introduction and cultural guide to UK Higher Education. It informs and guides students in their preparation for all aspects of UK HE, from university selection and application through to participation, and provides a clear understanding of how British universities function. Helping international students make the most of the many opportunities that university offers, this text will expand your knowledge of UK Higher Education with regards to: Application procedures Finances Self-awareness, cultural understanding and adaptation (social and academic) University administrative procedures, facilities and support Work and career information and advice. The International Student’s Guide to UK Education is a comprehensive guide that will help students to develop critical and reflective ability in order to become independent, well-informed and empowered decision makers.

Dyson supports efforts to make literacy curricula accessible to our schools’ socioculturally diverse population. This two-year ethnographic study of K–3 children focuses on six students who would normally be deemed “at-risk” and who do not tell stories in the written language format valued by most early literacy educators. Their literacy learning, particularly their writing development, is portrayed as a social process in a complex social world. Dyson’s key theme is the link between composing a text and composing a place in this social world. “Dyson reconceptualizes classrooms as places for dynamic combinations of critical thinking, humor, growth, and understanding for children and their teachers.” —Harvard Educational Review

The president's report to the trustees and statement of grants.