Colonna, Mary R.
Reason to Write : Strategies for Success in Academic Writing (Advanced) / Mary R. Colonna and Judith E. Gilbert. - New York : Oxford University Press, 2006. - ix, 210 p. : ill., ports. ; 26 cm. - Reason to Write .
Includes an answer key.
"The Reason to Write series offer students strategies and practice in writing for academic success. Students are carefully guided through the stages of writing, from generating ideas, to drafting and revising, to proofreading and editing. "The Advanced level helps students master the five-paragraph essay and elevate their skills to meet academic standards. Students explore and receive in-depth instruction on a variety of essay types while learning such skills as summary and response, proper citation of sources, use of quoted material, and synthesizing multiple sources. Features: Theme-based units are grounded in academic content. Thought-provoking readings challenge students to think analytically. A thorough, systematic approach to writing eases the writing process. The wide choice of writing topics appeal to diverse student population. Step-by-step writing activities build toward a central structured writing task. Fully integrated grammar and vocabulary help students improve accuracy, gain fluency, and build confidence." (Book Cover) CONTENTS UNIT 1 PANDORA'S BOX Writing a Summary and Response Reading: "Human Cloning Debate: Why Do It? Who'd Be Hurt? Should It Be Legal?" (from The Chicago Tribune) Writing practice: identifying arguments — summarizing — forming and expressing a point of view Editing focus: paraphrasing — subject-verb agreement UNIT 2 CHERRIES FOR MY GRANDMA Writing a Descriptive Essay Reading: "Cherries for My Grandma" / Geoffrey Canada Writing practice: analyzing essay organisation — writing detailed examples as support — using a summary as an introduction Editing focus: adjective clauses — habitual past: would vs. used to UNIT 3 THREE WORLDS IN ONE Writing a Classification Essay Reading: "Some Reflections on the Technology of Eating" (from The New York Times) Writing practice: determining an organizing principle for categorization — categorizing and avoiding overlapping — developing conclusions for classification essays Editing focus: pronoun referents UNIT 4 WHO'S SPYING ON US? Writing an Advantages and Disadvantages Essay Reading: ''You've Got Inappropriate Mail'' (from The New York Times) Writing practice: summarizing and incorporating academic research as support — responding to a quote — more on using a summary as an introduction — using the conclusion to unify an essay Editing focus: bibliographies or ''Work Cited'' lists — citations for online references — citations within a text UNIT 5 MIRROR, MIRROR, ON THE WALL Writing a Cause-and-Effect Essay Reading: Excerpt from "The Face of Beauty" / Diane Ackerman Writing practice: developing different types of support — writing up research studies — showing cause and effect — outlining an essay Editing focus: adverbial clauses — causal connectors — reported speech UNIT 6 TWO THEORIES OF PERSONALITY TYPES Writing a Comparison-and-Contrast Essay Readings: ''Appearance and Personality: Sheldon's Theory of Body Type and Temperament" / ''A Holistic Approach to Personality Analysis: The Myers-Briggs Type Indicator'' James and Tyra Arraj
Writing practice: developing introductions — assessing the value of a theory Editing focus: clauses for comparison, contrast, and concession — transitional expressions between sentences UNIT 7 THE KITE RUNNER Writing a Literary Analysis Essay Reading: Excerpt from "The Kite Runner" / Khaled Hosseini Writing practice: analyzing mood — summarizing a story — understanding plot devices — writing about symbols — organizing an introduction for a literary and analysis essay — integrating quotes with texts — interpreting simile, metaphor, and personification Editing focus: present and past unreal conditionals UNIT 8 ETHICS IN THE DIGITAL AGE
Writing an Argumentative Essay Reading: "Students Shall Not Download. Yeah, Sure.'' (from the New York Times) Writing Practice: identifying arguments and counterarguments — refuting an argument — organizing an argumentative essay — synthesizing information to form arguments Editing focus: unstated conditionals — noun clauses SUPPLEMENTARY ACTIVITIES ANSWER KEY
This book is intended for advanced learners.
9780194365833 (Student Book)
2005018035
English language--Rhetoric--Problems, exercises, etc.
English language--Textbooks for foreign speakers.
Academic writing--Problems, exercises, etc.
PE1413 / .R345 2006
808/.0428
Reason to Write : Strategies for Success in Academic Writing (Advanced) / Mary R. Colonna and Judith E. Gilbert. - New York : Oxford University Press, 2006. - ix, 210 p. : ill., ports. ; 26 cm. - Reason to Write .
Includes an answer key.
"The Reason to Write series offer students strategies and practice in writing for academic success. Students are carefully guided through the stages of writing, from generating ideas, to drafting and revising, to proofreading and editing. "The Advanced level helps students master the five-paragraph essay and elevate their skills to meet academic standards. Students explore and receive in-depth instruction on a variety of essay types while learning such skills as summary and response, proper citation of sources, use of quoted material, and synthesizing multiple sources. Features: Theme-based units are grounded in academic content. Thought-provoking readings challenge students to think analytically. A thorough, systematic approach to writing eases the writing process. The wide choice of writing topics appeal to diverse student population. Step-by-step writing activities build toward a central structured writing task. Fully integrated grammar and vocabulary help students improve accuracy, gain fluency, and build confidence." (Book Cover) CONTENTS UNIT 1 PANDORA'S BOX Writing a Summary and Response Reading: "Human Cloning Debate: Why Do It? Who'd Be Hurt? Should It Be Legal?" (from The Chicago Tribune) Writing practice: identifying arguments — summarizing — forming and expressing a point of view Editing focus: paraphrasing — subject-verb agreement UNIT 2 CHERRIES FOR MY GRANDMA Writing a Descriptive Essay Reading: "Cherries for My Grandma" / Geoffrey Canada Writing practice: analyzing essay organisation — writing detailed examples as support — using a summary as an introduction Editing focus: adjective clauses — habitual past: would vs. used to UNIT 3 THREE WORLDS IN ONE Writing a Classification Essay Reading: "Some Reflections on the Technology of Eating" (from The New York Times) Writing practice: determining an organizing principle for categorization — categorizing and avoiding overlapping — developing conclusions for classification essays Editing focus: pronoun referents UNIT 4 WHO'S SPYING ON US? Writing an Advantages and Disadvantages Essay Reading: ''You've Got Inappropriate Mail'' (from The New York Times) Writing practice: summarizing and incorporating academic research as support — responding to a quote — more on using a summary as an introduction — using the conclusion to unify an essay Editing focus: bibliographies or ''Work Cited'' lists — citations for online references — citations within a text UNIT 5 MIRROR, MIRROR, ON THE WALL Writing a Cause-and-Effect Essay Reading: Excerpt from "The Face of Beauty" / Diane Ackerman Writing practice: developing different types of support — writing up research studies — showing cause and effect — outlining an essay Editing focus: adverbial clauses — causal connectors — reported speech UNIT 6 TWO THEORIES OF PERSONALITY TYPES Writing a Comparison-and-Contrast Essay Readings: ''Appearance and Personality: Sheldon's Theory of Body Type and Temperament" / ''A Holistic Approach to Personality Analysis: The Myers-Briggs Type Indicator'' James and Tyra Arraj
Writing practice: developing introductions — assessing the value of a theory Editing focus: clauses for comparison, contrast, and concession — transitional expressions between sentences UNIT 7 THE KITE RUNNER Writing a Literary Analysis Essay Reading: Excerpt from "The Kite Runner" / Khaled Hosseini Writing practice: analyzing mood — summarizing a story — understanding plot devices — writing about symbols — organizing an introduction for a literary and analysis essay — integrating quotes with texts — interpreting simile, metaphor, and personification Editing focus: present and past unreal conditionals UNIT 8 ETHICS IN THE DIGITAL AGE
Writing an Argumentative Essay Reading: "Students Shall Not Download. Yeah, Sure.'' (from the New York Times) Writing Practice: identifying arguments and counterarguments — refuting an argument — organizing an argumentative essay — synthesizing information to form arguments Editing focus: unstated conditionals — noun clauses SUPPLEMENTARY ACTIVITIES ANSWER KEY
This book is intended for advanced learners.
9780194365833 (Student Book)
2005018035
English language--Rhetoric--Problems, exercises, etc.
English language--Textbooks for foreign speakers.
Academic writing--Problems, exercises, etc.
PE1413 / .R345 2006
808/.0428