Conceptualizing evolution education : a corpus-based analysis of US press discourse /: a corpus-based analysis of US press discourse. (2017)

• Record Type: Book
• Further Information: Note: By Shala Barczewska.
• Authors: Barczewska, Shala
• Contents: Table of Contents; List of Figures; List of Tables; Preface; Acknowledgements; List of Abbreviations; Introduction; The Controversy over Teaching Evolution in the US; Conceptualization; A Cognitive Pragmatics Approach; Utilizing Corpus-Assisted Discourse Studies (CADS); Defining US Press Discourse; Organization of the Book; Chapter One; 1.1 Contextualizing the Debate; 1.1.1 Promoting Evolution (1869-1919); 1.1.2 Outlawing Evolution (1920s); 1.1.3 Enforcing the Law (1930-1959); 1.1.4 Legalizing Evolution (1960s); 1.1.5 Legislating Equal Time (1970s); 1.1.6 Outlawing Creation (1980s) 1.1.7 Mandating Evolution (1990s)1.1.8 Teaching the Controversy (2000-present); 1.2 Current Perspectives on Origins; 1.3 Analyzing the Language of the Debate; 1.4 A Summary of the Debate; Chapter Two; 2.1 Corpus-Assisted Discourse Studies (CADS); 2.1.1 Benefits and Drawbacks of Corpus-Assisted Analysis; 2.1.2 From Frequency Lists to Keywords; 2.1.3 Collocation; 2.2 Composition of the Corpora; 2.2.1 EE312 Corpus; 2.2.2 TIME25 Corpus; 2.2.3 Preparing the Corpora for Analysis; 2.2.4 Software and Settings; 2.3 Summary; Chapter Three; 3.1 Cognitive Linguistics as a Research Paradigm 3.2 Encyclopedic Meaning3.3 Construal; 3.3.1 Construal, Vision, and Discourse Strands; 3.3.2 Construal as an Extension of Vision; 3.3.3 Construal as an Extension of Physical Interaction; 3.3.4 Other Classification Systems for Construal; 3.3.5 Summary; 3.4 Frame Semantics; 3.5 Figurative Language Identification; 3.5.1 Conceptual Metaphor; 3.5.2 Conceptual Metonymy; 3.5.3 Criticism of the Conceptual Metaphor Theory; 3.6 Conceptual Blending and Mental Spaces; 3.7 Counterfactuals, Negation, Polarity Scales; 3.8 Elements of Pragmatics; 3.8.1 Speech Acts 3.8.2 Entailment, Presupposition, and Implicature3.8.3 Synergy between Cognitive Linguistics and Pragmatics; 3.9 Application of Theories in the Analysis; Chapter Four; 4.1 "Evolution Isn't a Natural Selection Here"; 4.1.1 Building the Vantage Point; 4.1.2 Adjusting the Scope; 4.1.3 The Force of the Metonymic Cross on Martin; 4.1.4 The Force of the Metonymic Cross on the Standards; 4.1.5 The Force of the Metonymic Cross on Politics; 4.1.6 The Force of the Majority; 4.1.7 The Force of the Metonymic Cross on Science Education; 4.1.8 The Force of the Metonymic Cross on the Board 4.1.9 The Force of Categorization4.1.10 Discussion; 4.2 "Physicist takes shots at intelligent design" / "Speaker; 4.2.1 "Physicist takes shots at intelligent design"; 4.2.2 "Speaker: Science above the fray"; 4.2.3 Discussion; 4.3 "Who's Afraid of Intelligent Design?"; 4.3.1 Building the Vantage Point; 4.3.2 Adjusting the Scope; 4.3.3 Learning: Action or Motion?; 4.3.4 A Blended Solution; 4.3.5 Scientists: The Force of Expertise; 4.3.6 Class: CONTAINER or EVENT?; 4.3.7 Science: EXPERIMENT or DOGMA?; 4.3.8 Discussion; 4.4 "Criticism of Evolution Can't Be Silenced"
• Publisher Details: Newcastle upon Tyne : Cambridge Scholars Publishing
• Publication Date: 2017
• Extent: 1 online resource (xx, 392 pages)
• Subjects: 302.2301/4; Linguistics; Mass media and language -- United States; PSYCHOLOGY / Social Psychology; Science: general issues; Humanities; Electronic books
• Languages: English
• ISBNs: 9781443896245; 1443896241
• Related ISBNs: 1443843148; 9781443843140
• Notes: Note: Print version record.
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.