| 000 -LEADER |
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| fixed length control field |
10660nam a22006737a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221228205806.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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170725b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780134653228 (Student book) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
CRJC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Steenburgh, Carrie |
| 245 ## - TITLE STATEMENT |
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| Title |
University Success : Reading (Intermediate to High-Intermediate) / |
| Statement of responsibility, etc. |
Carrie Steenburgh, Ronnie Hess II and Tim McLaughlin (Authentic Content Contributors), and Lawrence Zwier (Series Editor). |
| 246 30 - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
University Success - Intermediate to High-Intermediate Level Reading |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Hoboken, NJ : |
| Name of publisher, distributor, etc. |
Pearson Education, |
| Date of publication, distribution, etc. |
2018. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xvi, 384 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
23 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
University Success |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Includes index. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"University Success is an academic course designed for English language learners preparing for mainstream academic environments. Authentic content is woven through reading, writing, and oral communication strands. The course - level by level - carefully scaffolds skills development to help students become autonomous learners, thereby closing the skills gap. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
University Success Reading, Intermediate to High-Intermediate Level provides intensive skill development and expanded application - tied to specific learning outcomes - that prepare students to become fluent, automatic, and competent readers. Explicit vocabulary instruction and extensive use of graphic organizers move students closer to academic autonomy. Authentic readings written by top professors from Stanford University provide real-life learning experiences. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
FEATURES:<br/> |
| Title |
Parts 1 and 2 feature accessible, yet challenging, readings that allow students to engage with the content as they build essential reading and critical-thinking skills. Topics are aligned around five main subject areas: Bioethics, Business and Design, Zoology, History, and Chemical Engineering.<br/> |
| -- |
Part 3 features authentic readings, authored by the professors and built around the same five disciplines, that offer the practice and broader exposure to academic English that students at this level need to succeed.<br/> |
| -- |
Integration of the Student Book and MyEnglishLab provides a blended approach for a flexible program that adjusts to the needs of students and teachers." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SCOPE AND SEQUENCE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 1 Fundamental Reading Skills |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U1 BIOETHICS: Active Reading<br/> |
| Title |
Fundamental Skills: Skimming to survey a text — Scanning to discover specific information<br/> |
| -- |
Integrated Skills: Annotating to identify key information<br/> |
| -- |
Language Skills: Choosing effective search terms<br/> |
| -- |
Vocabulary Strategy: Utilizing a dictionary to strengthen vocabulary<br/> |
| -- |
Apply Your Skills: Read “How Useful Is Genetic Mapping and Sequencing”. Explain and defend your position on genetic mapping. Draw conclusions from a line graph about the cost of genome sequencing, and make predictions about the future of the practice. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U2 BUSINESS AND DESIGN: Main Ideas and Supporting Details<br/> |
| Title |
Fundamental Skills: Identifying main ideas — Identifying supporting details<br/> |
| -- |
Integrated Skills: Paraphrasing<br/> |
| -- |
Language Skills: Using synonyms and equivalent expressions<br/> |
| -- |
Vocabulary Strategy: Building word families<br/> |
| -- |
Apply Your Skills: Read “The Secret to a Successful Crowd-Funding Campaign”. Evaluate the advantages and disadvantages of crowd-funding. Interpret a map showing trends in crowd-funding worldwide and make predictions about the future of crowd-funding. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U3 ZOOLOGY: Organizational Structures<br/> |
| Title |
Fundamental Skills: Making associations — Synthesizing information<br/><br/> |
| -- |
Integrated Skills: Writing quotations to support ideas<br/> |
| -- |
Language Skills: Expressing contrast and concession<br/> |
| -- |
Vocabulary Strategy: Improving receptive and productive vocabulary<br/> |
| -- |
Apply Your Skills: Read “The Long-Term Effects of Poaching”. Predict the impact of poaching on future animal populations and discuss what can be done to stop the practice. Evaluate a map showing the illegal trade of ivory and create a visual based on statistics from the unit. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U4 HISTORY: Reading Fluency |
| Title |
Fundamental Skills: Increasing smoothness and pace to build fluency — Developing accuracy<br/> |
| -- |
Integrated Skills: Reading aloud to build fluency and comprehension<br/> |
| -- |
Language Skills: Identifying thought groups<br/> |
| -- |
Vocabulary Strategy: Recognizing collocations<br/> |
| -- |
Apply Your Skills: Read “Who Owns the Rosetta Stones”. Choose and defend a position on who should own the Rosetta Stone and other relies like it. Identify trends about location from a list of historically important sites and draw conclusions about the dates. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U5 CHEMICAL ENGINEERING: Research Articles<br/> |
| Title |
Fundamental Skills: Identifying cause and effect — Examining examples<br/> |
| -- |
Integrated Skills: Summarizing<br/> |
| -- |
Language Skills: Working with pro-forms<br/> |
| -- |
Vocabulary Strategy: Utilizing the Frayer model<br/> |
| -- |
Apply Your Skills: Read “How Land Moves”. Defend your position on the reception of Alfred Wegener’s theory and whether plate movement is a real concern today. Evaluate images showing Pangaea and then imagine how gravitational spreading might affect the world in the future. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 2 Critical Thinking Skills |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U1 BIOETHICS: Facts and Opinions<br/> |
| Title |
Critical Thinking Skills: Identifying facts — Identifying opinions<br/> |
| -- |
Integrated Skills: Fact-checking<br/> |
| -- |
Language Skills: Examining language for subjectivity<br/> |
| -- |
Vocabulary Strategy: Guessing meaning from context<br/> |
| -- |
Apply Your Skills: Read “Reversing the Aging Process”. Explain your position on reversing the aging process and whether you think aging is a “problem” that needs to be fixed. Predict the impact of CRISPR on aging trends. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U2 BUSINESS AND DESIGN: Inferences and Predictions<br/> |
| Title |
Critical Thinking Skills: Making inferences — Predicting<br/> |
| -- |
Integrated Skills: Identifying parts of a lecture<br/> |
| -- |
Language Skills: Interpreting hedging language<br/> |
| -- |
Vocabulary Strategy: Compiling a vocabulary journal<br/> |
| -- |
Apply Your Skills: Read “Working Together for a Better World”. Explore and explain why a deadline is important for development goals and what can be done to ensure quality education for everyone. Assess participation in the UN’s Global Compact, based on a map, and make predictions about future participation. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U3 ZOOLOGY: Classification<br/> |
| Title |
Critical Thinking Skills: Classifying information — Distinguishing points of view<br/> |
| -- |
Integrated Skills: Supporting a presentation with visuals<br/> |
| -- |
Language Skills: Identifying the language of parts and wholes<br/> |
| -- |
Vocabulary Strategy: Recognizing connotative language<br/> |
| -- |
Apply Your Skills: Read “Elephant Listening: A Feeling in Their Bones”. Choose and defend a position on whether scientific research should receive government funding. Evaluate the similarities and differences between the same body part of two different species. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U4 HISTORY: Specialized Vocabulary<br/> |
| Title |
Critical Thinking Skills: Finding definitions and explanations in a text; Dealing with specialized vocabulary<br/> |
| -- |
Integrated Skills: Responding in an online forum<br/> |
| -- |
Language Skills: Demonstrating civil discourse online<br/> |
| -- |
Vocabulary Strategy: Using graphic organizers |
| -- |
Apply Your Skills: Read “The Influence of History on Pop Culture”. Examine whether cultural values inform pop culture and whether accuracy is important in retelling history. Infer patterns from a timeline about historic events and make predictions about future rises and falls. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U5 CHEMICAL ENGINEERING: Processes |
| Title |
Critical Thinking Skills: Analyzing time and space descriptions — Examining conditions<br/> |
| -- |
Integrated Skills: Using passive voice<br/> |
| -- |
Language Skills: Making use of conditionals<br/> |
| -- |
Vocabulary Strategy: Identifying collocations<br/> |
| -- |
Apply Your Skills: Read “Ice, Eggs, and the Second Law of Thermodynamics”. Explain how examples from the reading illustrate entropy, and use ice cream to explain it and the second law of thermodynamics. Analyze the relationship between temperature and entropy, and create a visual showing change with another substance. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 3 Extended Reading |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U1 BIOETHICS: Right and Wrong |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Readings: <br/> |
| Title |
1. Whole Genome Sequencing: Uses and Challenges<br/> |
| -- |
2. Considering Cognitive Enhancement |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Research / Assignment: |
| Title |
Small group presentation: Research the Precision Medicine Initiative, and then choose and support a position on the program. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U2 BUSINESS AND DESIGN: Best Practices<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Readings:<br/> |
| Title |
1. So What Is a Business Model?<br/> |
| -- |
2. Branding 101 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Research / Assignment: <br/> |
| Title |
Small group presentation: Choose and research a real company’s business plan to evaluate, and then complete a Business Model Canvas with your findings. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U3 ZOOLOGY: Elephant Behavior<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Readings:<br/> |
| Title |
1. For Elephants, Being Social Has Costs and Benefits<br/> |
| -- |
2. The Role of Ritual in Male African Elephants |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Research / Assignment: |
| Title |
Pair presentation: Choose and research an animal group that lives in a matriarchal society and an animal group that lives in a patriarchal society, and then compare and contrast their social structures. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U4 HISTORY: Changing History |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Readings:<br/> |
| Title |
1. Changing History by Accident: How Accidents Can Uncover Important Archaeological Finds<br/> |
| -- |
2. Seeking Discoveries: The Intentional Quest for Archaeological Finds |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Research / Assignment: <br/> |
| Title |
Panel discussion: Choose and research the culture of either the Ptolemaic dynasty of Egypt around 196 BCE or the Roman Empire around 79 CE, and then discuss an aspect of the culture, using visuals. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U5 CHEMICAL ENGINEERING: Chemical Connections |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Readings:<br/> |
| Title |
1. Physics of Scale: How are Candle Flames, Lake Flow, and Continental Drift Related?<br/> |
| -- |
2. From Molecules to Materials: The Whole Is Greater Than the Sum of the Parts |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Research / Assignment: |
| Title |
Small group presentation: Research gravity density flow and then choose an example that can best explain it, using visuals or realia. |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
For ESL learners at B1-B1+ (CEFR) levels. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Reading (Higher Education). |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Textbooks for foreign speakers. |
| 658 ## - INDEX TERM--CURRICULUM OBJECTIVE |
|---|
| Curriculum code |
ESL0120 |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Hess II, Ronnie |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
McLaughlin, Tim |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Zwier, Laurence |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.pearson.com/english/catalogue/english-skills/university-success.html">https://www.pearson.com/english/catalogue/english-skills/university-success.html</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Koha item type |
Livres |
| Source of classification or shelving scheme |
|
