从认知角度看弗洛斯特诗歌中的隐喻

探究弗洛斯特的隐喻观和认知隐喻观之间的关系及其诗歌中的隐喻在读者解读过程中的认知功能,为弗洛斯特的诗歌研究提供一个新的诠释视角.     

A Response to Brian Street

This short piece is written in response to an article by Brian Street on the implications of New Literacy Studies in the last issue of English in Education.     

A Response to 'We're Doing History'

In the June issue of this journal Jean Ware and Nick Peacey wrote an article entitled 'We're doing History'- What Does It Mean? The following response, which challenges some of their views, comes from Judy Sebba, tutor, Cambridge University Institute of Education, and John Clarke, senior adviser, Monitoring and Evaluation, Suffolk, previously county humanities adviser.     

论音乐大师中的思辨者——舒曼

作为音乐评论家的德国作曲家罗伯特·舒曼,他的文章充满了理性的思辩,在当时不仅提高了群众的音乐鉴赏力,而且影响了后来的许多音乐家。     

Myths about instrumental discourse: A response to Robert R. Johnson

Abstract of the original article

Robert R. Johnson's “Complicating Technology: Interdesciplinary Method, the Burden of Comprehension, and the Ethical Space of the Technical Communicator,” published in the Winter 1998 issue of TCQ, points out that there is much for technical communicators to learn from the burgeoning field of technology studies. Technical communicators, however, have an obligation to exercise patience as they enter this arena of study. Using interdisciplinary theory, this article argues that technical communication must assume the “burden of comprehension”: the responsibility of understanding the ideologies, contexts, values, and histories of those disciplines from which we borrow before we begin using their methods and research findings. Three disciplines of technology study—history, sociology, and philosophy—are examined to investigate how these disciplines approach technology. The article concludes with speculation on how technical communicators, by virtue of their entrance into this interdisciplinary arena, might refashion both their practical roles and the scope of their ethical responsibilities.