By Thomas Leslie Willett
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1963). The Consequences of Literacy. Contemporary Studies in Society and History 5: 304–45. Republished in Literacy in Traditional Societies, edited by J. Goody (Cambridge: Cambridge University Press, 1968), 27–68. Havelock, E. (1963). Preface to Plato. Cambridge: Cambridge University Press. Heath, S. B. (1983). Ways with Words. Cambridge: Cambridge University Press. Johnson, W. A. (2000). Towards a Sociology of Reading in Classical Antiquity. American Journal of Philology 121: 593–627. ———. (2003).
In this respect, the theoretical analysis of integration networks might provide pedagogically useful instruments. It might provide principles of grammar that look less arbitrary. A textbook might include blending diagrams in the text, in the exercises, and in the appendix. Second, research on conceptual integration might lead us to comparative cognitive study of languages in a manner reminiscent of traditional comparative grammars. The beneﬁts of comparative analysis of similar constructions in related languages are evident for the theorist, but they might also be substantial for the learner.
Stanford: Stanford University Press. Street, B. V. (1984). Literacy in Theory and Practice. Cambridge: Cambridge University Press. Thomas, R. (1992). Orality and Literacy in Ancient Greece. Cambridge: Cambridge University Press. Turner, E. G. (1987). Greek Manuscripts of the Ancient World. , revised by P. J. Parsons. London: Institute for Classical Studies, University College London. Wingo, E. O. (1972). Latin Punctuation in the Classical Age. The Hague: Mouton. 2 Literacy and Cognition mark turner Fifty thousand years ago, more or less, during the Upper Paleolithic Age, our ancestors began the most spectacular advance in human history.
A Reference Grammar of Southeastern Tepehuan (Summer Institute of Linguistics and the University of Texas at Arlington Publications in Linguistics) by Thomas Leslie Willett