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The Elements of Style: Updated and Annotated for Present-day Use

為了解決Updating line please的問題，作者Pritchard, Stanford K. 這樣論述：

ABOUT THE ELEMENTS OF STYLE: UPDATED FOR PRESENT-DAY USE "The ancients wrote at a time when the great art of writing badly had not yet been invented. In those days to write at all meant to write well." - Georg Christoph Lichtenberg. I was originally born in Ohio.... Well, that's interesting, I thoug

ht, as I absentmindedly listened to the sports announcer on the radio. Wait STOP "I was ORIGINALLY BORN IN OHIO..."? Well, gosh. Where were you born after THAT? Then there are the baseball commentators who routinely say things like: "If he makes that play, the run may not have scored." Well, again

, wait just a minute. "If he MAKES that play...." But the play is already over. Why is the sentence in the present tense? "...The run may not have scored." But it DID score, so in this case, the proper word is "might," "MIGHT not have scored." A baseball announcer with any feeling for elementary goo

d grammar would have said: "If he had made that play, the run might not have scored." Oh, and then there are little niceties like this: "If I'm the Dallas Cowboys, I gotta believe...." But you AREN'T the Dallas Cowboys, and besides, how could one person be an entire football organization? Okay, okay

, sports broadcasters are easy to pick on (though one wonders why sports announcers, who are paid to speak, can't speak clearly, grammatically, and well). The problem is -- and it's the problem squarely confronted in this book -- that such loose, breezy, and ungrammatical language is epidemic in pri

nt, too. Newspapers and magazines are full of clich s and buzzwords, and there's not one writer in ten who understands that difference between "lay" and "lie." If you have a friend who goes duck hunting, and s/he gives you a bunch of down, you might want to LAY the down on your mattress. Similarly,

you LAY turf in the yard, or LAY bricks in the patio. But when you take to your bed for a nap, you LIE down. (The issue is clarified in this book.) Language, whether spoken or written, is like a game, and like all games, it has rules. Now, "rules" does not have to be a scary word, and we all know th

at in language, the rules are constantly changing. "Ain't" was once a fairly common, and unremarkable, word, but nowadays, the President cannot use "ain't" in a State of the Union address; that's just the way the game is currently played. Furthermore, we judge language, whether spoken or written, by

how well it accomplishes its ends within the agreed-upon rules. (On the subject of games without rules, Robert Frost said, apropos free verse: "I would as soon play tennis with the net down.") There are many rules, formal and informal, and many little distinctions, to be learned, in language, and t

he author considers it fun, rather than a chore, to learn them. What is the difference between "loath" and "loathe"? When do we use "who," and when do we use "whom"? What is a gerund, what is apposition? These, and many other niceties of language, are investigated and explained in this updating of W

illiam Strunk, Jr.'s classic work. The book is based on Strunk's original text of 1918, which he wrote for the use of his students at Cornell University; it proved to be a landmark. The book was revised and expanded by E.B. White, of New Yorker fame, in 1959, but it has had no significant update sin

ce 1979. And since that time, many little affronts (for some of us, insults) to the eye and ear have gotten into the language. So here is a new edition of Strunk's classic work, with many of his rules and pronouncements expanded and explained; with new sections on proper usage and correct spelling;

and even a "Rogue's Gallery" comprised of samples of egregious writing culled from current newspapers and magazines. For anyone who will reflect on it, language is an ongoing, fascinating adventure. The author intends this book to make that adventure more rewarding, and more enjoyable. Oh. The diffe

rence between "dryer" and "drier"? That, like so much else, is in the b ...earned a B.A. in philosophy from Haverford College, and on a Rockefeller Fellowship studied at the University of Chicago. He worked as a freelance writer in Chicago, then worked or wrote for The New York Review of Books, Ca

valier, and The New York Free Press. He has taught at the Breadloaf Young Writers Conference, and his work (which has been nominated for a Pushcart Prize, and received an Honorable Mention from the Vermont Council on the Arts) has appeared in the Kenyon, New England, and Wisconsin Reviews, The Inter

national Philosophical Quarterly, Psychoanalysis and Psychotherapy, Tango News, and elsewhere. Pritchard has written five novels, ＂Restaurant,＂ ＂Benny’s Mission,＂ ＂Three Sexes in Search of the Creddlebones,＂ ＂Symphony,＂ and ＂The Thrift Shop Murders＂; a novella, ＂Terminal Vibrato＂; and a collection o

f short stories, ＂Just Tell What Happened.＂ His ＂The Elements of Style: Updated and Annotated for Present-Day Use,＂ an augmentation and explication of William Strunk, Jr.’s classic text, with a new Foreword, and new sections on spelling and proper usage, was published in 2011. As a poet, Pritchard h

as published three chapbooks, ＂Kindling,＂ ＂Warming Up,＂ and ＂Sparks in the Chimney,＂ and a poetry collection, ＂Making Up for Lost Dreams.＂ As a playwright, he has had nine productions of his plays, off-off, in New York City. He is a member of PEN and the Dramatists Guild. Pritchard, who plays and te

aches jazz piano professionally, lives in Middlebury, Vermont, and New York City. Note: ＂Terminal Vibrato and Other Stories＂ was published by Beaufort Books, New York, in 2007. ＂Restaurant,＂ ＂Benny’s Mission,＂ and ＂Three Sexes＂ are available from Amazon.com, from [email protected], and

from [email protected]. (Please put ＂Order＂ or ＂Query＂ in the subject line.) The four titles will soon be available as downloadable Kindle books.

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EFL英語聽力情境中之後設認知覺察的行為研究

為了解決Updating line please的問題，作者陳芷廷 這樣論述：

隨著全球化的浪潮，國際間以英語溝通的情況愈加普遍，英語能力已被企業視為徵才重要的評估條件。然而對於台灣的地利條件以及學習英語的現狀，學生普遍對於學習英語感到恐懼，尤其是對於自己的英語聽力感到沒有自信。英語聽力具有稍縱即逝的特性，對學習者來說在有限的時間中掌握詞彙內容，理解語音訊息中的含義，尤其對非英語母語的學習者來說是相當困難且有挑戰性的。 此外，隨著科技日新月異，過去許多文獻提及自主學習（Self-Directed Learning）面對當前資訊頻繁更新速度的重要性，其底層理論是由後設認知（Metacognition）能力延伸而來。諸多文獻證明後設認知能力影響著個體學習成效，學習

者在無引導者的情境下能透過後設認知技能，從中反思自己思考的過程、評估自我學習，使學習更能符合自我的學習模式，提升知識的吸收與應用。 過去後設認知理論相關研究應用於各個教學領域當中，普遍的研究方式是，採用不同的學習策略教學後，使學生進行自我學習，最後再填寫後設認知問卷，評量學生在策略教學後的後設認知覺察能力是否提升，然而鮮少學者結合科技輔助融入於教學當中，觀察學習者在輔助後的後設認知能力表現。 本研究旨在探討以後設認知的理論為基礎，開發一英語聽力輔助學習系統，透過監控聽力過程的按鈕、語音口說回報的兩種外顯機制設計，輔助學習者在聽力過程能即時性的外顯困難處。最後收集學習者的聽力過程的外顯行

為記錄，並與後設認知的後測問卷加以比對，從本研究中整理出科技如何輔助英語聽力的後設認知表現。