MARC Record from marc_columbia

LEADER: 03749cam a2200469Ma 4500
001 4245816
005 20221027063625.0
006 m o d
007 cr cn|||||||||
008 000807s1999 njua ob 001 0 eng d
019 $a961585904$a962651963
020 $a0585115230$q(electronic bk.)
020 $a9780585115238$q(electronic bk.)
020 $z0805822720$q(acid-free paper)
035 $a(OCoLC)ocm44960188
035 $a(NNC)4245816
035 $a(OCoLC)44960188$z(OCoLC)961585904$z(OCoLC)962651963
035 $a4245816
040 $aN$T$beng$epn$cN$T$dOCL$dOCLCQ$dYDXCP$dOCLCG$dOCLCQ$dTUU$dOCLCQ$dNEG$dOCLCO$dOCLCQ$dZCU$dOCLCF$dP4I$dOCLCQ
050 4 $aPE1112$b.W46 1999eb
072 7 $aLAN$x000000$2bisacsh
082 04 $a428/.007$221
100 1 $aWilliams, James D.$q(James Dale),$d1949-$0http://id.loc.gov/authorities/names/n88026885
245 14 $aThe teacher's grammar book /$cJames D. Williams.
260 $aMahwah, N.J. :$bLawrence Erlbaum Associates,$c1999.
300 $a1 online resource (ix, 275 pages) :$billustrations
336 $atext$btxt$2rdacontent
337 $acomputer$bc$2rdamedia
338 $aonline resource$bcr$2rdacarrier
504 $aIncludes bibliographical references (pages 263-266) and indexes.
505 00 $g1.$tTraditional Grammar --$g2.$tPhrase-Structure Grammar --$g3.$tTransformational-Generative Grammar --$g4.$tCognitive Grammar --$g5.$tDialects.
520 $aThe Teacher's Grammar Book is a basic introduction to grammar and its uses for preservice and inservice teachers, providing the information needed to teach grammar effectively. Readers learn about grammar and usage for the purposes of improving their students' language skills and at the same time see how they can improve their own. The text makes a clear distinction between grammar and usage without artificially separating the two topics. It proceeds on the observation that grammar is more or less universal, whereas usage is quite particular, governed almost entirely by situation. Thus, the text de-emphasizes questions of correctness so as to examine questions of appropriateness. By relating usage to situation and appropriateness conditions, this text examines a spectrum of options for practicing and prospective teachers who are puzzled not only about standard English but also about nonstandard dialects they encounter in the classroom. The position taken in this text is that "nonstandard" dialects are not "incorrect" in any sense, but that they may be inappropriate in certain circumstances. An entire chapter is devoted to examining the controversies and debates on dialects and teachers' roles in regard to nonstandard English. A goal of this chapter and the entire book is to encourage teachers to accept all dialects as valid in their own right, but another goal is to stress the fundamental value to students of being able to use standard English fluently when circumstances require it.
588 0 $aPrint version record.
650 0 $aEnglish language$xGrammar.$0http://id.loc.gov/authorities/subjects/sh85043556
650 0 $aEnglish language$xGrammar$xStudy and teaching.$0http://id.loc.gov/authorities/subjects/sh85043564
650 7 $aLANGUAGE ARTS & DISCIPLINES$xGeneral.$2bisacsh
650 7 $aEnglish language$xGrammar.$2fast$0(OCoLC)fst00911209
650 7 $aEnglish language$xGrammar$xStudy and teaching.$2fast$0(OCoLC)fst00911221
655 4 $aElectronic books.
776 08 $iPrint version:$aWilliams, James D. (James Dale), 1949-$tTeacher's grammar book.$dMahwah, N.J. : Lawrence Erlbaum Associates, 1999$z0805822720$w(DLC) 98035223$w(OCoLC)39546115
856 40 $uhttp://www.columbia.edu/cgi-bin/cul/resolve?clio4245816$zAll EBSCO eBooks
852 8 $blweb$hEBOOKS