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| 040 ## - CATALOGING SOURCE |
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JCRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Baker, Lida |
| 245 ## - TITLE STATEMENT |
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| Title |
Grammar for Great Writing C / |
| Statement of responsibility, etc. |
Lida Baker, Robyn Lockwood Brinks, and Kristin Donnalley Sherman. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Boston, MA : |
| Name of publisher, distributor, etc. |
National Geographic Learning, |
| Date of publication, distribution, etc. |
2017. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
ix, 232 p. : |
| Other physical details |
ill. in col. ; |
| Dimensions |
28 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Grammar for Great Writing |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Overview |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 1 Nouns and Noun Phrases |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
COMMON ERRORS |
| Title |
1.1 Does a singular count noun have a determiner?<br/> |
| -- |
1.2 Does a count noun have a plural ending?<br/> |
| -- |
1.3 Is the noun plural or not?<br/> |
| -- |
1.4 Does the noun need an article or not?<br/> |
| -- |
1.5 Do you need much or a great deal of? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Nouns from the Academic Word List: attitude, bias, colleague, device, distinction, enforcement, incidence, outcome, procedure, publication |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Classification: Measuring Earthquakes<br/> |
| -- |
Problem-Solution: Job Satisfaction of Hospital Doctors |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 2 Writing about the Past |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
2.1 Do you need simple past or simple present?<br/> |
| -- |
2.2 Do you need verb + -ing?<br/> |
| -- |
2.3 Do you need simple past or past progressive?<br/> |
| -- |
2.4 Do you need simple past or past perfect? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Verbs Frequently Used in Past Progressive: become, do, get, have, look, make, take, try, use, work |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Descriptive: Guernica<br/> |
| -- |
Narrative: The 1989 World Series |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 3 Using the Present Perfect |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
3.1 Do you need present perfect or simple present?<br/> |
| -- |
3.2 Do you need present perfect or simple past? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Verbs Frequently Used in Present Perfect: be, become, come, find, have, lead, make, see, show, take |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Descriptive: Flipped Classrooms<br/> |
| -- |
Narrative: A Brief History of Flight |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 4 Using Word Forms |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
4.1 Is the word form correct?<br/> |
| -- |
4.2 Do you have the correct suffix? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Frequently Used Words with Common Suffixes: community, consistent, creativity, emphasize, finally, individual, mechanism, positive, section, strengthen |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Cause-Effect: The Dangers of Sitting<br/> |
| -- |
Summary-Response: Functional Textiles |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 5 Writing with Prepositions |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
5.1 Which preposition is correct?<br/> |
| -- |
5.2 Do you have a noun form after the preposition?<br/> |
| -- |
5.3 Does the main verb of the sentence agree with the subject? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Frequently Used Preposition Combinations: associated with, consistent with, difference between, due to, lack of, need for, reason for, responsible for, support for, used to |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Process: Your Immune System<br/> |
| -- |
Problem-Solution: How New York City Faced a Challenge |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 6 Using Modals |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
6.1 Is the form of the modal correct?<br/> |
| -- |
6.2 Do you need a modal to hedge?<br/> |
| -- |
6.3 Do you use I think or maybe for hedging? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Frequently Used Modal + Verb Combinations: can help, cannot be, could lead, may be, may need, may result, might have, must be received, should be taken, would have been |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Cause-Effect: Warning Labels on Sugar-Sweetened Drinks<br/> |
| -- |
Advantages-Disadvantages: Driverless Cars |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 7 Using Gerunds and Infinitives |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
7.1 Do you need a gerund as the subject?<br/> |
| -- |
7.2 Does the verb agree with the gerund subject?<br/> |
| -- |
7.3 Is to a preposition or part of an infinitive?<br/> |
| -- |
7.4 Do you have by + gerund? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Frequently Used Infinitives and Gerunds: becoming, being, having, making, using, to be, to do, to have, to make, to use |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Descriptive: Phobias<br/> |
| -- |
Cause-Effect: Treating Acne |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 8 Using the Passive Voice |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
8.1 Do you use the correct form of the verb?<br/> |
| -- |
8.2 Do you include a form of be in the passive voice?<br/> |
| -- |
8.3 Do you need passive or active voice? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Frequently Used Passive Verb Forms: can be seen, can be used, has been made, have been found, is known, is needed, was based, was conducted, were asked, were reported |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Summary: Our Brains Are Designed to Do Good<br/> |
| -- |
Summary: Media Habits of Students |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 9 Writing with Participial Adjectives |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
9.1 Do you need a present or past participle?<br/> |
| -- |
9.2 Do you have the correct participial form? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Frequently Used Participial Adjectives: developing, existing, following, growing, interesting, concerned, gifted, increased, involved, limited |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Opinion: The American Dream<br/> |
| -- |
Summary: Millenials and Marriage |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 10 Adjective Clauses and Reduced Clauses |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
10.1 Do you need a subject relative pronoun?<br/> |
| -- |
10.2 Do you have the correct relative pronoun?<br/> |
| -- |
10.3 Do you repeat the subject or object pronoun?<br/> |
| -- |
10.4 Is the subject adjective clause reduced correctly? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Nouns That Frequently Precede Adjective Clauses with That: activity, approach, area, element, idea, indication, issue, option, organization, result |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Cause-Effect: Ebola<br/> |
| -- |
Narrative: Helen Keller |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 11 Adverb Clauses and Reduced Clauses |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
COMMON ERRORS |
| Title |
11.1 Do you have the correct subordinating conjunction?<br/> |
| -- |
11.2 Do you have a subordinating conjunction?<br/> |
| -- |
11.3 Is the punctuation correct?<br/> |
| -- |
11.4 Is the clause reduced correctly? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Words from the Academic Word List: confirmed, decades, eliminate, empirical, equipment, isolated, mode, somewhat, successive, transmission |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Descriptive: Dinesh Patel<br/> |
| -- |
Descriptive: The National Oceanic and Atmospheric Administration NOAA) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 12 Writing with Noun Clauses |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
12.1 Do you need question or statement word order?<br/> |
| -- |
12.2 Do you need that or what?<br/> |
| -- |
12.3 Do the subject and verb agree? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Frequently Used Reporting Verbs: argue, demonstrate, deny, describe, find, observe, propose, report, show, suggest |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Cause-Effect: Body Size in Sports<br/> |
| -- |
Reaction-Response: Village Dogs |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 13 Writing with Sentence Variety |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
13.1 Do you have a complete sentence or a fragment?<br/> |
| -- |
13.2 Is there a conjunction?<br/> |
| -- |
13.3 Does you sentence need a comma? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Words from the Academic Word List: advocate, ambiguous, eliminate, fluctuations, infrastructure, intervention, priority, random, restore, voluntary |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Comparison: Two Smart Birds<br/> |
| -- |
Comparison: Neanderthals versus Modern Humans |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 14 Using the Conditional |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
14.1 Is the verb form correct for future real conditional?<br/> |
| -- |
14.2 Is the verb form correct for present or future real conditional?<br/> |
| -- |
14.3 Is the verb form correct for past unreal conditional? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Words from the Academic Word List: anticipated, ceases, coincide, device, erosion, military, rigid, route, undergo, violation |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Cause-Effect: From Garbage to Energy<br/> |
| -- |
Cause-Effect: Save the Bats |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 15 Writing with Connectors |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
15.1 Do you need a connector?<br/> |
| -- |
15.2 Is the connector correct?<br/> |
| -- |
15.3 Is a comma needed?<br/> |
| -- |
15.4 Do you have too many connectors? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Words from the Academic Word List: appreciation, controversy, crucial, denote, diminished, eventually, format, portion, radical, widespread |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Comparison: Print or Electronic Books |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Grammar for Great Writing is a three-book series that focuses on the key grammatical and lexical elements learners need to become more successful academic writers. Ideal for the4 grammar component of a writing and grammar class, Grammar for Great Writing may be used as a companion to the Great Writing series or in conjunction with any academic writing series. Key features: Emphasis on the most common errors found in student writing provides a more effective approach to grammar for academic writing. Corpus-informed vocabulary most frequently associated with the target grammar results in more fluent student writing. A wide variety of editing activities refines students' academic writing and improves accuracy. Writing samples in various rhetorical modes provide relevant practice for learners." (Book Cover) |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| General subdivision |
Grammar |
| Form subdivision |
Handbooks, manuals, etc. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| General subdivision |
Usage |
| Form subdivision |
Handbooks, manuals, etc. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Grammar |
| Form subdivision |
Problems, exercises, etc. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| General subdivision |
Composition and exercises. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
High intermediate to advanced. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Brinks Lockwood, Robyn |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Donnalley Sherman, Kristin |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://ngl.cengage.com/search/productOverview.do?Ntt=grammar+for+great+writing%7C729123967115720235220985531232007343664&N=4294918395+200&Ntk=NGL%7CP_EPI&Ntx=mode+matchallpartial">http://ngl.cengage.com/search/productOverview.do?Ntt=grammar+for+great+writing%7C729123967115720235220985531232007343664&N=4294918395+200&Ntk=NGL%7CP_EPI&Ntx=mode+matchallpartial</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
