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nam a22 7a 4500 |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20181210014951.0 |
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180404b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780136085188 (Student Book) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
JCRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Fitzpatrick, Mary |
| 245 ## - TITLE STATEMENT |
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| Title |
Engaging Writing 1 : |
| Remainder of title |
Essential Skills for Academic Writing / |
| Statement of responsibility, etc. |
Mary Fitzpatrick. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
2nd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
White Plains, NY : |
| Name of publisher, distributor, etc. |
Pearson Education, |
| Date of publication, distribution, etc. |
2011. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
255 p. : |
| Other physical details |
ill. ; |
| Dimensions |
26 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Engaging Writing |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes index and appendices. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Engaging Writing, a newly expanded two-level series, gives students the concepts and skills they need for success in academic writing. Engaging Writing provides clear, step-by-step instruction in the writing process, focusing first on paragraphs (Engaging Writing 1) and progressing to essays (Engaging Writing 2). Engaging Writing fully supports the needs of intermediate to advanced ESL learners. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Features of Engaging Writing 1: <br/><br/><br/> |
| Title |
Well crafted instructional sequence allows for progressive skill building.<br/> |
| -- |
Appealing themes and topics stimulate discussion and provide ideas for writing.<br/> |
| -- |
Realistic models provide benchmarks for students to judge their own work.<br/> |
| -- |
Guided writing activities show students how to brainstorm, focus and organize.<br/> |
| -- |
Appendices include a review of grammar and mechanics with exercise. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Together, Engaging Writing 1 and 2 feature a solid pedagogical core, using clearly presented and logically sequenced rhetorical, grammatical, and lexical teaching points supported by high-interest activities" (Book Cover). |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
SCOPE AND SEQUENCE: |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 1: Accomplishments: Writing a Process Paragraph<br/> |
| Title |
This chapter focuses on academic achievements and how they are accomplished. Students will work with paragraphs on topics such as giving a speech, memorizing terminology, and overcoming procrastination. The chapter-opening reading is a first-person narrative by a “Lost Boy” of Sudan, who recounts some of the steps that took him from his war-torn homeland to graduating from college. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING FOR WRITING |
| Title |
Before you read<br/> |
| -- |
“Healing and Learning to Learn” by Panther Alier<br/> |
| -- |
Understanding the reading<br/> |
| -- |
Vocabulary Building<br/> |
| -- |
Academic Vocabulary and Word Families<br/> |
| -- |
Exercise 1 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
WRITING<br/> |
| Title |
Assignment: Write a one-paragraph composition about something you have accomplished. Tell about the steps you took to reach your goal.<br/> |
| -- |
Understanding your assignment<br/> |
| -- |
The Paragraph<br/> |
| -- |
Exercises 2-4<br/> |
| -- |
The Writing Process<br/> |
| -- |
Miriam’s Steps<br/> |
| -- |
Miriam’s First Draft<br/> |
| -- |
Miriam’s Final Draft<br/> |
| -- |
Paragraph Form<br/> |
| -- |
Exercise 5 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
REVISING<br/> |
| Title |
Composition Focus<br/> |
| -- |
Placement of the Topic Sentence<br/> |
| -- |
Exercise 6<br/> |
| -- |
The Support<br/> |
| -- |
Exercise 7<br/> |
| -- |
Supporting Points<br/> |
| -- |
Transitions<br/> |
| -- |
Exercises 8-9<br/> |
| -- |
Additional Explanation<br/> |
| -- |
Exercise 10-11<br/> |
| -- |
Language Focus<br/> |
| -- |
Past Tense Irregular Verbs<br/> |
| -- |
Exercise 12<br/> |
| -- |
Combining Sentences<br/> |
| -- |
Exercises 13-16 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
FINAL DRAFT<br/> |
| Title |
Exercise 17 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER REVIEW |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 2: Places and Events: Writing a Descriptive Paragraph<br/> |
| Title |
This chapter focuses on writing about places and events. Students will describe a location or event that is special to them, from a tranquil campsite to a thrilling soccer game. In the chapter-opening reading, a wildlife biologist describes a unique national park in Bolivia that he is dedicated to protecting. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING FOR WRITING<br/> |
| Title |
Before you read<br/> |
| -- |
Reading: “A Biological Treasure Chest” by Robert Wallace<br/> |
| -- |
Understanding the reading<br/> |
| -- |
Vocabulary Building<br/> |
| -- |
Academic Vocabulary and Word Families<br/> |
| -- |
Exercises 1-2 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
WRITING<br/> |
| Title |
Assignment: Write a one-paragraph composition that describes two or three parts or qualities of a place or event.<br/> |
| -- |
Understanding your assignment<br/> |
| -- |
Description<br/> |
| -- |
Exercises 3-5<br/> |
| -- |
Finding Focus Points for Your Paragraph<br/> |
| -- |
The Controlling Idea of a Topic Sentence<br/> |
| -- |
Exercises 6-7 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
THE WRITING PROCESS<br/> |
| Title |
Clustering<br/> |
| -- |
Rogerio’s Steps<br/> |
| -- |
Rogerio’s First Draft<br/> |
| -- |
Exercise 8<br/> |
| -- |
Rogerio’s Final Draft<br/> |
| -- |
Exercise 9 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
REVISING<br/> |
| Title |
Composition Focus<br/> |
| -- |
The Controlling Idea<br/> |
| -- |
Exercise 10<br/> |
| -- |
Transitions<br/> |
| -- |
Exercises 11-12<br/> |
| -- |
Specific Support: Using Questions to Fill Information Gaps<br/> |
| -- |
Exercise 15<br/> |
| -- |
Language Focus<br/> |
| -- |
Expanding the Noun Phrase<br/> |
| -- |
Exercise 16-17<br/> |
| -- |
Time Frames<br/> |
| -- |
Exercise 18<br/> |
| -- |
Changing the Time Frame<br/> |
| -- |
Exercises 19-20 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
FINAL DRAFT |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER REVIEW |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 3 - Pastimes and Entertainment: Writing a Reason Paragraph<br/> |
| Title |
This chapter focuses on all types of entertainment, from Mahjong to detective dramas. Students will compose paragraphs in which they identify and explain two or three reasons for their entertainment preference. The chapter-opening reading is by a blogger who lives in Bahrain and has used blogging to learn about the Middle East. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING FOR WRITING<br/> |
| Title |
Before you read<br/> |
| -- |
Reading: “How Blogging Changed My Life” by Ayesha Saldanha<br/> |
| -- |
Understanding the reading<br/> |
| -- |
Vocabulary Building<br/> |
| -- |
Verbs and –ing Adjectives That Describe Feelings<br/> |
| -- |
Exercise 1<br/> |
| -- |
Vocabulary That Describes Entertainment |
| -- |
Exercise 2 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
WRITING<br/> |
| Title |
Assignment: Write a one-paragraph composition that gives two or three reasons that either you or people, in general, enjoy a specific pastime or kind of entertainment.<br/> |
| -- |
Understanding your assignment<br/> |
| -- |
Choosing a Topic<br/> |
| -- |
The Topic Sentence<br/> |
| -- |
Finding Supporting Reasons for Your Paragraph<br/> |
| -- |
Exercise 3<br/> |
| -- |
The Writing Process<br/> |
| -- |
Outlining<br/> |
| -- |
Exercise 4<br/> |
| -- |
Defining the Topic<br/> |
| -- |
Exercise 5<br/> |
| -- |
Salina’s Steps<br/> |
| -- |
Salina’s First Draft<br/> |
| -- |
Salina’s Final Draft<br/> |
| -- |
Exercise 6 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
REVISING<br/> |
| Title |
Composition Focus<br/> |
| -- |
Paragraph Structure<br/> |
| -- |
Exercise 7<br/> |
| -- |
Developing the Third Level: Sensory Details, Examples, and Explanation<br/> |
| -- |
Exercise 8<br/> |
| -- |
Transitions<br/> |
| -- |
Exercise 9<br/> |
| -- |
Language Focus<br/> |
| -- |
Gerunds<br/> |
| -- |
Exercise 10<br/> |
| -- |
Verb + Gerund. Verb + Infinitive<br/> |
| -- |
Exercise 11 |
| -- |
Coordinating Conjunctions<br/> |
| -- |
Exercise 12<br/> |
| -- |
Subordinating Conjunctions<br/> |
| -- |
Exercise 13<br/> |
| -- |
Cause-and-Effect Signals<br/> |
| -- |
Exercise 14 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
FINAL DRAFT |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER REVIEW |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 4 - Occupations: Writing an Effect Paragraph<br/> |
| Title |
This chapter focuses on work and its impact on the worker. Students will use a prewriting interview to explore the effects of work and to collect information for their paragraphs. In the chapter-opening reading, a firefighter explains his job and its physical and emotional effects. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING FOR WRITING<br/> |
| Title |
Before you read<br/> |
| -- |
Reading: “Being a Firefighter” by Anthony Campana<br/> |
| -- |
Understanding the reading<br/> |
| -- |
Vocabulary Building<br/> |
| -- |
Word Families and Choices for Writers<br/> |
| -- |
Exercise 1<br/> |
| -- |
-ly Adverbs<br/> |
| -- |
Exercise 2 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING<br/> |
| Title |
Assignment: Write a one-paragraph composition that discusses two or three effects of a certain occupation on you or another person.<br/> |
| -- |
Interview<br/> |
| -- |
Understanding your assignment<br/> |
| -- |
Cause and Effect<br/> |
| -- |
The Topic Sentence of an Effect Paragraph<br/> |
| -- |
Exercise 3<br/> |
| -- |
Positive and Negative Effects in the Topic Sentence<br/> |
| -- |
Exercise 4<br/> |
| -- |
Organizing Supporting Points<br/> |
| -- |
The Writing Process<br/> |
| -- |
Gathering Information Through an Interview |
| -- |
Exercise 5<br/> |
| -- |
Exercise 6<br/> |
| -- |
Ahmad’s Steps<br/> |
| -- |
Ahmad’s First Draft<br/> |
| -- |
Ahmad’s Final Draft<br/> |
| -- |
Exercise 7 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
REVISING<br/> |
| Title |
Composition Focus<br/> |
| -- |
The Second and Third Levels: Paragraph Unity<br/> |
| -- |
Exercise 8 |
| -- |
The Second and Third Levels: Paragraph Focus<br/> |
| -- |
Exercise 9<br/> |
| -- |
The Third Level: Using Quotations as Support<br/> |
| -- |
Exercise 10-12<br/> |
| -- |
Paragraph Connections: Transitions, Repeated Words, and Related Words<br/> |
| -- |
Exercise 13<br/> |
| -- |
Language Focus<br/> |
| -- |
Using the Present Perfect with the Simple Present and Simple Past Tenses<br/> |
| -- |
Exercise 14<br/> |
| -- |
Choosing and Combing Verb Tenses<br/> |
| -- |
Exercise 15-16<br/> |
| -- |
Participial Adjectives<br/> |
| -- |
Exercises 17-18 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
FINAL DRAFT |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER REVIEW |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 5 - Growing Up in Different Cultures: Writing a Contrast Paragraph<br/> |
| Title |
This chapter looks at child rearing, child development, and family structure in countries around the world. Students will work on paragraphs focusing on the differences between two cultures or two age groups as they learn to manipulate comparison/contrast patterns. In the chapter-opening reading, an international team of social scientists presents some findings of their cross-cultural research on the phenomenon of putting a baby to bed. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING FOR WRITING |
| Title |
Before you read<br/> |
| -- |
Reading: “Putting the Baby to Bed in Five Cultures” by Sara Harkness, Charles M. Super, Jong-Hay Rha, Marjolijn Blom, Blanca Huitron, Ughetta Moscardino, Saskia van Schaik, and Margreet de Looze |
| -- |
Understanding the reading<br/> |
| -- |
Vocabulary Building<br/> |
| -- |
Words Used as More Than One Part of Speech<br/> |
| -- |
Exercise 1<br/> |
| -- |
Person Nouns and Concept Nouns<br/> |
| -- |
Exercise 2 |
| -- |
Academic Vocabulary That Describes Families and Child Rearing<br/> |
| -- |
Exercise 3 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING<br/> |
| Title |
Assignment: Write a one-paragraph composition that discusses two or three differences between two cultures or two age groups.<br/> |
| -- |
Understanding your assignment<br/> |
| -- |
The Topic Sentence of a Contrast Paragraph<br/> |
| -- |
Exercise 4<br/> |
| -- |
The Organization of a Contrast Paragraph<br/> |
| -- |
Exercises 5-7<br/> |
| -- |
The Writing Process<br/> |
| -- |
Developing Parallel Lists<br/> |
| -- |
Exercise 8<br/> |
| -- |
Denise’s Steps<br/> |
| -- |
Denise’s First Draft<br/> |
| -- |
Denise’s Final Draft<br/> |
| -- |
Exercise 9 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
REVISING<br/> |
| Title |
Composition Focus<br/> |
| -- |
Developing the Third Level<br/> |
| -- |
Exercise 10<br/> |
| -- |
Balanced Development<br/> |
| -- |
Exercise 11<br/> |
| -- |
Concluding Sentences<br/> |
| -- |
Exercise 12<br/> |
| -- |
Language Focus<br/> |
| -- |
Signals of Contrast: Coordinating and Subordinating Conjunctions and Transitions<br/> |
| -- |
Exercise 13-14<br/> |
| -- |
Using Consistent Pronoun Point of View to Keep Paragraph Focus<br/> |
| -- |
Exercise 15<br/> |
| -- |
Third Person Point of View<br/> |
| -- |
Exercises 16-17 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
FINAL DRAFT |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER REVIEW |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 6 - Making Communities Better: Writing an Opinion Paragraph and Essay<br/> |
| Title |
This chapter focuses on quality of life. Students will choose an issue they believe is important, from recreation and health to justice and equality, and recommend a related improvement to their town or city. First, they will support their point of view in a paragraph. Then they will expand their ideas in an essay. In the chapter-opening reading, a sociologist discusses urban crime and presents solutions from Tanzania, Japan, Uganda, and France. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING FOR WRITING<br/> |
| Title |
Before you read<br/> |
| -- |
Reading: “From Violence to Justice and Security in Cities” by Franz Vanderschueren<br/> |
| -- |
Understanding the reading |
| -- |
Vocabulary Building<br/> |
| -- |
Synonyms<br/> |
| -- |
Exercise 1<br/> |
| -- |
Nouns That Are Both Countable and Uncountable<br/> |
| -- |
Exercise 2 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING<br/> |
| Title |
Assignment: Write a one-paragraph composition that gives an opinion about improving the quality of life in your city, town, rural area, state, province, or country. Provide two or three supporting points<br/> |
| -- |
Understanding your assignment<br/> |
| -- |
The Topic Sentence of an Opinion Paragraph<br/> |
| -- |
The Supporting Points of an Opinion Paragraph<br/> |
| -- |
Identifying the Problem<br/> |
| -- |
Exercise 3<br/> |
| -- |
Problems, Benefits, and Imagined Situations<br/> |
| -- |
Exercises 4<br/> |
| -- |
The Third Level of an Opinion Paragraph |
| -- |
Exercise 5<br/> |
| -- |
The Writing Process<br/> |
| -- |
Using a Survey to Gather Ideas and Information for an Opinion Paragraph<br/> |
| -- |
Using Survey Results in an Opinion Paragraph<br/> |
| -- |
Tran’s Steps<br/> |
| -- |
Tran’s First Draft<br/> |
| -- |
Exercise 6 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
EXPANDING YOUR FIRST DRAFT TO AN ESSAY<br/> |
| Title |
Exercise 7<br/> |
| -- |
The Process of Changing Your Paragraph to an Essay - Writing the Thesis Statement and the Body of the Essay<br/> |
| -- |
Writing the Introduction of the Essay<br/> |
| -- |
Exercise 8<br/> |
| -- |
Writing the Conclusion and Completing Your Essay<br/> |
| -- |
Exercise 9-10<br/> |
| -- |
Language Focus<br/> |
| -- |
Conditional Sentences: Real Future and Unreal Present or Future<br/> |
| -- |
Exercise 11-12<br/> |
| -- |
Modal Verbs<br/> |
| -- |
Exercise 13-14 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
FINAL DRAFT |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER REVIEW |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendices:<br/> |
| Title |
Appendix IA: GRAMMAR<br/> |
| -- |
Appendix IB: CAPITAL LETTERS AND PUNCTUATION MARKS<br/> |
| -- |
Appendix II: PEER REVIEW FORMS |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
Intended for learners of all levels. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Textbooks for foreign speakers. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Rhetoric |
| General subdivision |
Problems and exercises. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Report writing |
| General subdivision |
Problems and exercises. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Writing skills |
| General subdivision |
Problems and exercises. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://bit.ly/2GWvchd">https://bit.ly/2GWvchd</a> |
| Link text |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
