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Voice Quality

By John H. Esling, Scott R. Moisik, Allison Benner, Lise Crevier-Buchman

Voice Quality "The first description of voice quality production in forty years, this book provides a new framework for its study: The Laryngeal Articulator Model. Informed by instrumental examinations of the laryngeal articulatory mechanism, it revises our understanding of articulatory postures to explain the actions, vibrations and resonances generated in the epilarynx and pharynx."


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Let's Talk

By David Crystal

Let's Talk "Explores the factors that motivate so many different kinds of talk and reveals the rules we use unconsciously, even in the most routine exchanges of everyday conversation."



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Dissertation Information


Title: The Governance of Education: A corpus-based critical discourse analysis of UK education policy texts 1972-2005 Add Dissertation
Author: Jane Mulderrig Update Dissertation
Email: click here to access email
Institution: Lancaster University, BA programmes in Language and Linguistics
Completed in: 2006
Linguistic Subfield(s): Discourse Analysis; Text/Corpus Linguistics;
Director(s): Ruth Wodak
Norman Fairclough

Abstract: This thesis presents an interdisciplinary critical discourse analysis of
historical change in the governance of education in the UK. It combines
corpus linguistic software tools with a range of linguistic analytical
methods, including systemic functional grammar and Van Leeuwen’s model of
social representation to analyse a corpus of education policy documents
from 1972 to 2005. Jessop’s neo-Marxist state theory is used to
contextualise the findings in relation to the wider state, society and
economy. The analysis describes the emergence of a more personalised,
collective identity for the government, used to legitimate education
policies designed to foster a knowledge-based economy and workfare model of
social inclusion. An increasingly managerial form of governance is
represented through a socio-semantic category termed ‘managed actions.’ The
thesis concludes by considering the implications of the findings for the
role of education in the late capitalist state, as well as the role of
discourse in legitimating it.