Dennis Pardee
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780197264928
- eISBN:
- 9780191754104
- Item type:
- book
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264928.001.0001
- Subject:
- Classical Studies, Asian and Middle Eastern History: BCE to 500CE
The discovery and decryption of Ugaritic cuneiform tablets in the 1920s has given scholars an insight into the development of alphabetic writing and the origins of biblical poetry. This book, based ...
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The discovery and decryption of Ugaritic cuneiform tablets in the 1920s has given scholars an insight into the development of alphabetic writing and the origins of biblical poetry. This book, based on the author's Schweich Lectures given in 2007, describes the origins of the cuneiform alphabetic writing system developed in Ugarit some time before 1250 bc, and the use of alphabetic writing at Ugarit, and gives a comparison of Ugaritic and Hebrew literatures.Less
The discovery and decryption of Ugaritic cuneiform tablets in the 1920s has given scholars an insight into the development of alphabetic writing and the origins of biblical poetry. This book, based on the author's Schweich Lectures given in 2007, describes the origins of the cuneiform alphabetic writing system developed in Ugarit some time before 1250 bc, and the use of alphabetic writing at Ugarit, and gives a comparison of Ugaritic and Hebrew literatures.
Peter Elbow
- Published in print:
- 2012
- Published Online:
- March 2015
- ISBN:
- 9780199782505
- eISBN:
- 9780190252861
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:osobl/9780199782505.003.0002
- Subject:
- Literature, Criticism/Theory
This chapter explores some important potentialities of writing that have not been fully developed. More specifically, it shows that writing is spatial and visual, and thus can do things that are hard ...
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This chapter explores some important potentialities of writing that have not been fully developed. More specifically, it shows that writing is spatial and visual, and thus can do things that are hard or impossible in audible temporal speech; that writing helps people step outside of their language and see it as an external object; and that writing enhances privacy despite putting language into external visible space. The chapter also traces the history of the alphabet and describes the development of alphabetic writing in the Middle East.Less
This chapter explores some important potentialities of writing that have not been fully developed. More specifically, it shows that writing is spatial and visual, and thus can do things that are hard or impossible in audible temporal speech; that writing helps people step outside of their language and see it as an external object; and that writing enhances privacy despite putting language into external visible space. The chapter also traces the history of the alphabet and describes the development of alphabetic writing in the Middle East.
- Published in print:
- 1999
- Published Online:
- March 2013
- ISBN:
- 9780226066257
- eISBN:
- 9780226066226
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226066226.003.0007
- Subject:
- Philosophy, Philosophy of Science
Alphabetic writing depicted that language can be analyzed without remnants into a finite number of definite elements, that is, spoken language into sounds and written language into letters. It ...
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Alphabetic writing depicted that language can be analyzed without remnants into a finite number of definite elements, that is, spoken language into sounds and written language into letters. It suggests that reality is structured all the way down, and at bottom is composed of a small number of meaningless, but well-defined, elements. It is not accurately analyzed whether the analysis of language into sounds and letters in fact inspired Plato and his predecessors to propose an analysis of reality into elements or atoms. The conventional and formal features of language are mere aspects of a natural and contingent phenomenon which is structured at the level of the molecules and neurons language is embodied in, but this fails to exhibit exhaustive lawful structures at higher levels.Less
Alphabetic writing depicted that language can be analyzed without remnants into a finite number of definite elements, that is, spoken language into sounds and written language into letters. It suggests that reality is structured all the way down, and at bottom is composed of a small number of meaningless, but well-defined, elements. It is not accurately analyzed whether the analysis of language into sounds and letters in fact inspired Plato and his predecessors to propose an analysis of reality into elements or atoms. The conventional and formal features of language are mere aspects of a natural and contingent phenomenon which is structured at the level of the molecules and neurons language is embodied in, but this fails to exhibit exhaustive lawful structures at higher levels.
Rebecca Treiman
- Published in print:
- 1993
- Published Online:
- November 2020
- ISBN:
- 9780195062199
- eISBN:
- 9780197560143
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195062199.003.0014
- Subject:
- Education, Early Childhood and Elementary Education
Traditionally, spelling errors have been classified orthographically, by reference to the correct spelling of the word (see Spache, 1940). For example, the child who spells read as RED is said to ...
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Traditionally, spelling errors have been classified orthographically, by reference to the correct spelling of the word (see Spache, 1940). For example, the child who spells read as RED is said to have omitted the letter a. Orthographic classification schemes are based on the idea that children spell by recalling the letters in printed words that they have seen and memorized. Children may err by omitting a letter, reproducing the letters in the wrong order, substituting one letter for another, and so on. Orthographic classification schemes contrast with phonological classification schemes, in which errors are viewed by reference to the word’s sound. My results show that orthographic classification schemes are not sufficient to explain first graders’ spellings. Consider BAD for bed and SHA for she. From an orthographic viewpoint, the two errors should be about equally common. Both involve the substitution of a for e. However, the first graders were more likely to substitute a for e when e represented /ε/, as in bed, than when e represented /i/, as in she. This difference cannot be understood if one considers only the letters in the printed words. One must also consider the phonemes that the letters represent. The phoneme /æ/ is more similar to /ε/ than it is to /i/. This is one reason why children more often use a to spell /ε/ than to spell /i/. To make the same point in another way, consider the errors HR for her and HN for hen. From an orthographic perspective, both errors involve the omission of an e in the middle of a three-letter word. The two errors should be about equally common. In fact, the first graders were much more likely to omit the e of her than the e of hen. This difference does not make sense on purely orthographic grounds. It can be understood only if one considers the phonological forms of the two words. From the child’s point of view, the spoken form of her contains /h/ followed by a syllabic liquid. The spoken form of hen contains /h/ plus /ε/ plus /n/.
Less
Traditionally, spelling errors have been classified orthographically, by reference to the correct spelling of the word (see Spache, 1940). For example, the child who spells read as RED is said to have omitted the letter a. Orthographic classification schemes are based on the idea that children spell by recalling the letters in printed words that they have seen and memorized. Children may err by omitting a letter, reproducing the letters in the wrong order, substituting one letter for another, and so on. Orthographic classification schemes contrast with phonological classification schemes, in which errors are viewed by reference to the word’s sound. My results show that orthographic classification schemes are not sufficient to explain first graders’ spellings. Consider BAD for bed and SHA for she. From an orthographic viewpoint, the two errors should be about equally common. Both involve the substitution of a for e. However, the first graders were more likely to substitute a for e when e represented /ε/, as in bed, than when e represented /i/, as in she. This difference cannot be understood if one considers only the letters in the printed words. One must also consider the phonemes that the letters represent. The phoneme /æ/ is more similar to /ε/ than it is to /i/. This is one reason why children more often use a to spell /ε/ than to spell /i/. To make the same point in another way, consider the errors HR for her and HN for hen. From an orthographic perspective, both errors involve the omission of an e in the middle of a three-letter word. The two errors should be about equally common. In fact, the first graders were much more likely to omit the e of her than the e of hen. This difference does not make sense on purely orthographic grounds. It can be understood only if one considers the phonological forms of the two words. From the child’s point of view, the spoken form of her contains /h/ followed by a syllabic liquid. The spoken form of hen contains /h/ plus /ε/ plus /n/.
