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The article focuses on EarlyPrint, a new initiative complementing Early English Books Online Text Creation Partnership (EEBO-TCP). It mentions EarlyPrint offers a user-friendly platform with options to read and edit texts in the EarlyPrint Library or search and analyze texts in the EarlyPrint Lab, providing valuable insights into historical word usage trends and book production over time.

Bookplates constitute one of the most regularly encountered kinds of provenance evidence in books. Their history is traced back to a late fifteenth-century gift label used at Buxheim and standard sources usually identify the earliest British bookplate as a similar kind of woodcut armorial pasted into books given to Cambridge University in 1574. This note describes a number of hand-painted armorial labels used in the middle of the sixteenth century (and certainly before 1574) by Thomas Andrews of Bury St Edmunds, which were clearly used as ownership markings. These, alongside some other similar examples, make it clear that the practice has a longer history in English usage than we have previously thought. [ABSTRACT FROM AUTHOR]

The prominent role of visual resources in language classrooms has long been advocated, as many argued that images could go beyond providing students with a visual background of the context or arousing motivation (Unsworth & Ngo, 2014). This article explores the roles of the visual resources drawn from an English textbook series used in Vietnamese schools, and the teachers' reflections on their use of those visuals in practice. A qualitative approach was employed, involving in-depth interviews with teachers, along with an analysis of the visual resources using Kress and Van Leeuwen's (1996, 2006) framework of grammar of visual design. The findings show that the theoretical perspective resonates with the teachers' reflection in using visual resources in teaching and learning activities. The findings confirmed the importance of visuals in teachers' practices, but also highlighted the limitations of some images as useful resources for classroom learning. It was suggested that more attention be given to the multimodal nature of the text, and their significant contribution to meaningful learning activities. The selection of images in language textbooks should be more strategically and theoretically driven in order to prepare language-learning students with the ability to negotiate meanings across semiotic modes. [ABSTRACT FROM AUTHOR]

This study analyzed the text readability of the College Scholastic Ability Test (CSAT) and High School English ? textbooks by focusing on reading and compared the difficulty levels between them. To analyze the readability, the Flesh 2.0 for Windows and the Web VP 1.5 (2003) were used. To find out about high school students' attitudes and behavior towards English and their preferences of English books, a questionnaire consisting of ten questions was administered. The results revealed that the textbooks are more readable than the CSATs in terms of the Flesch-Kincaid Reading Grade Level (RGL) and Reading Ease Score (RES). The average length per sentence of the textbooks is shorter than that of the CSATs. Furthermore, the CSATs have a higher percent of academic words than the textbooks. The questionnaire results showed that the participants, 228 second-year high school boy and girl students, preferred CSAT prep books, followed by EBS books and textbooks. Based on the findings, the basic directions of the CSAT and the guidelines to write textbooks have been suggested. [ABSTRACT FROM AUTHOR]