By Mark Forsyth
From vintage poetry to pop lyrics, from Charles Dickens to Dolly Parton, even from Jesus to James Bond, Mark Forsyth explains the secrets and techniques that make a phrase—such as “O Captain! My Captain!” or “To be or to not be”—memorable.
In his inimitably interesting and beautifully witty sort, he is taking aside well-known words and exhibits the way you can also write like Shakespeare or quip like Oscar Wilde. even if you’re aiming to accomplish literary immortality or simply hoping to convey definitely the right one-liner, the weather of Eloquence proves that you simply don’t must have something vital to say—you easily have to say it well.
In an age unhealthily keen about the facility of substance, this can be a publication that highlights the significance of style.
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“This isn't really a ebook to be gulped down at a sitting, yet lightly masticated to be savored in small bites…[Forsyth’s] irreverent observation at the heritage of the phrases and whilst to take advantage of them is worthy reading…Every web page includes a new jewel for logophiles and verbivores everywhere.”—Publishers Weekly
“Forsyth’s attention-grabbing entries hire erudite humor and playful historic anecdotes to make those dusty outdated phrases sound clean back. In doing so, he succeeds in making a publication to be not only browsed yet absorbed. prepare to be inspired and entertained.”—Library magazine
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Extra info for The Elements of Eloquence: Secrets of the Perfect Turn of Phrase
Example text
Here, familiar aspects of pedagogical practice are evident: the teacher as a source of knowledge has to be thoroughly prepared and credible in learners' eyes. Other experiments have shown the importance of the attractiveness of the communicator. In American college groups, altering the appearance of a female student to make her more or less attractive was shown to have a significant effect on her persuasiveness (Mills & Aronson, 1965). In a teaching context, although pupils and teachers both live in an environment where attractive presentation is accepted as the norm for 'selling' a product, there is perhaps some unease in directly transferring such an affective-orientated approach into the classroom.
This can be done through methods which involve active learningfor example through role-play and simulationand above all confrontation with the values and meanings present in the viewpoint of a foreign interlocutor. In particular, learners need to take the role of the foreign interlocutor in simulations of confrontations in order to develop that higher level of discourse and argumentation from which higher moral development can take place. These recommendations represent, in the German tradition of language teaching, a rejection of the mere provision of information about institutions.
The distinction between forming and changing attitudes, though appropriate to the primary school, becomes more confused in the secondary school. What evidence is there, then, that teachers can in fact influence attitudes? The research reviewed in our earlier section in the field of psychology and modern languages has tended to focus on the cognitive and affective problems of language learning rather than the acquisition of cultural understanding and positive attitudes. More recent works have shown how language learning theories may be extended and modified to incorporate cultural learning theories (Byram, 1989) and how cultural learning can involve processes of an entirely different kind (Valdes, 1986; Robinson, 1988).