By Kenneth C. Davis
From Homer to Harry Potter, from Chaucer to Charlotte's internet, acompelling e-book of quizzes on history's so much influential literary worksand writers
• Did a whale named "Mocha Dick" motivate Melville's masterpiece?
• Who was once the 1st poet to talk at a presidential inauguration?
• Which French-speaking highschool soccer celebrity shook up the literary world?
Do you freeze while anyone mentions Faulkner? while the dialog turns to the Odyssey, do you need to take a hike? haven't any worry. For years, Kenneth C. Davis's ny instances bestselling Don't recognize a lot About® books have enlightened and enthralled us with a profitable combination of interesting evidence and beautifully irreverent enjoyable. Now he units his points of interest on our literary IQ in Don't comprehend a lot About® Literature. With this wealthy treasure trove of information and interesting information regarding the world's nice books and authors, Kenneth Davis and his daughter, Jenny, demystify Dracula, seize Kafka, and assist you brush up in your Brontë within the inimitable and forever enjoyable Don't be aware of a lot About® sort.
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Extra resources for Don't Know Much About Literature: What You Need to Know but Never Learned About Great Books and Authors (Don't Know Much About)
Sample text
1. Some are, as expected, quite close to the target word forms (those in bold face), while others are less accurate. All of the English children produce over half of their early words relatively accurately; Helena, who makes the latest start, produces all of her first words as good matches. In the case of the other British children the less accurate forms generally involve final consonant omission (as in Jude’s cat, Ian’s bang, catch and Ali’s word learning 27 gone). Jude unusually targets two longer words, omitting the medial syllable in Barnaby and the initial trochee in caterpillar.
This appears to be a characteristic of early words in a language with a great many simple reduplicated words in infant-directed speech. In contrast, no one pattern dominates the output for any of the British children. Note that in a comparison of first word forms in English, French and Welsh in relation to the early acquisition of rhythm, Vihman et al. (2006) found that the disyllabic words most often used by five children acquiring French were all characterized, like the Italian data here, by simple CVCV structures (with harmonizing consonants in maman ‘mama’, papa, poupée ‘doll’, but not chapeau ‘hat’) while each of the (American) English children’s oftenused disyllabic words that included a diphthong, coda, syllabic consonant, C1VC2V sequence, or more than one of these sources of difficulty (apple, baby, Big Bird, button).
Review of Tomasello, M. and Slobin, D. I. (2005) Beyond Nature–Nurture: Essays in Honor of Elizabeth Bates’. Studies in Second Language Acquisition, 28: 4, 659–60. 12 language acquisition Karmiloff-Smith, A. (1996). ). Cambridge, MA: MIT Press. Laws, G. and Bishop, D. V. M. (2004). ‘Pragmatic language impairment and social deficits in Williams syndrome: a comparison with Down’s syndrome and specific language impairment. International Journal of Language & Communication Disorders, 39: 1, 45–64.