This volume provides a comprehensive overview of the research carried out over the past thirty years in the vast field of legal discourse. The focus is on how such research has been influenced and shaped by developments in corpus linguistics and register analysis, and by the emergence from the mid 1990s of historical pragmatics as a branch of pragmatics concerned with the scrutiny of historical texts in their context of writing. 

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Destinies - Canadian Histories Since Confederation

Destinies is a well written, highly readable, clearly organized and richly illustrated history of Canada from 1867 to the present. It incorporates the history of the four major groups that settled in Canada: the First Nations, the French-speaking and English-speaking Canadians and non-British and non-French immigrants. The text provides the latest research and presents a balanced approach of political, economic, social and cultural history.

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This five-level writing series, organized by rhetorical genres, develops student writing from composing sentences to writing research papers. A step-by-step approach guides students through the writing process, from pre-writing to revision. Clear explanations and presentations help students apply key concepts and rules. Rigorous development of sentence structure, grammar, and mechanics improves writing skills. Self-editing and peer-editing worksheets motivate students to revise their work.

 

This book examines the pronunciation goals of teachers, course leaders, and learners on a ten-week UK pre-sessional access course, particularly with regard to suprasegmental instruction and target of instruction on how these goals are reflected in pronunciation assessment, and how teacher goals are informed by their attitudes and beliefs. A mixed methods approach, including direct observation and semi-structured interviews, is employed to address the area of enquiry. Results show a lack of clarity of course goals. Although there is a firm emphasis on suprasegmental instruction, in semi-structured interviews, teachers report a lack of clear course goals and guidance.