This study, first published in 1982, attempts to show that the foundations of a contextual grammar of English must be firmly based on an adequate definition of the sentence. This book will be of interest to students of language and linguistics.

Contextual teaching and learning (CTL) is a system for teaching that is grounded in brain research. Brain research indicates that we learn best when we see meaning in new tasks and material, and we discover meaning when we are able to connect new information with our existing knowledge and experiences. Students learn best, according to neuroscience, when they can connect the content of academic lessons with the context of their own daily lives. Johnson discusses the elements of the brain-compatible contextual teaching and learning system: making meaningful connections; investing school work with significance; self-regulated learning; collaboration; critical and creating thinking; nurturing the individual; reaching high standards; and using authentic assessment. Drawing on the practices of teachers in kindergarten through university, Johnson provides numerous examples of how to use each part of the CTL system.

From Anglo-Saxon runes to postcolonial rap, this undergraduate textbook covers the social and historical contexts of the whole of the English literature.

Engaging English is a language learning course, which aims to impart communicative competence through an understanding and appreciation of literature. The course comprises Coursebooks and Workbooks, designed to build confidence in using English accurately and effortlessly.

Covering all the National Curriculum Framework objectives using a clearly structured and rigorous approach, Nelson Thornes Framework English offers an attractive and dynamic route through the demands of the Framework for Teaching English, Years 7-9, laying particular emphasis on the basic skills of English in order to raise standards in writing. Using a twin-track approach with a student text covering fiction and non-fiction, each book provides 18 units of themed stimulus texts plus differentiated activites at word, sentence and text levels to meet the requirements of the Framework. Encompassing a wide range of genres, styles and conventions, the activities allow for the incorporation of direct whole class teaching, group work and individual work placing emphasis on the development of extended writing.

Spencer addresses questions about the existence of a Genesis code, original sin, and why Christ had to die in this text based on his research into Genesis.