By Arthur Plotnik
A veritable "tko of terminology," Better Than Great is the basic advisor for describing the intense — the should have reference for a person wishing to upward push above drained superlatives.
Deft compliment encourages others to think as we do, percentage our enthusiasms. It rewards deserving gadgets of admiration. It persuades humans to take convinced activities. It sells things.
Sadly, during this "age of awesome," our phrases and words of acclaim are exhausted, all yet impotent. on the other hand, we discover ourselves defaulting to such recurring offerings nearly as good, nice, and significant, or replacement the weary synonyms that tuble our of a word list — fabulous, terrific, impressive, etc. The piling on of intensifers resembling the now-silly "super," purely makes issues worse and adverse modifiers render our universal parlance approximately tragic. until eventually now.
Arthur Plotnik, the wunderkind of word-wonks is, with out mincing, proffering a good knit wellspring of beneficial and wondrous phrases to rescue our worn-down utilization. Plotnik is either hella AND hecka as much as the duty of rescuing the English language and gives readers the opportunity to by no means be at a loss for words!
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Extra info for Better Than Great: A Plenitudinous Compendium of Wallopingly Fresh Superlatives
This sharply conflicts with Athabaskan cultural practices, where display is only appropriate where the person doing the displaying is in a position of dominance in relation to the audience. Where the relationship is unknown, the Scollons suggest, Athabaskans prefer silence. Given that the ﬁctionalisation of self (as writer) and audience is a central feature of essayist literacy, as is further discussed below, writing for Athabaskans within essayist literacy presents signiﬁcant problems. More recently, Gee draws on the work of Ronald and Suzanne Scollon to further elucidate the ways in which essayist literacy is privileged in formal schooling and thus privileges the practices of particular social groups over others.
Within the specific context of HE, communication, and hence implicitly writing, is currently one of the four key/transferable skills identiﬁed as being essential to student learning and as being of relevance to the world of work. The others are numeracy, information technology and learning how to learn (see Dearing 1997; CVCP 1998). What is important for the discussion here is that language, implicitly through the category of communication, is classiﬁed as a ‘transferable skill’, which presupposes the following.
Callaghan 1976) These ‘skills’ have come to include any number of things, not least the following: organisation, management, numeracy, literacy, information technology, as well as personal, interpersonal and learning how to learn skills. Within the specific context of HE, communication, and hence implicitly writing, is currently one of the four key/transferable skills identiﬁed as being essential to student learning and as being of relevance to the world of work. The others are numeracy, information technology and learning how to learn (see Dearing 1997; CVCP 1998).