| 000 -LEADER |
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09543cam a22008415a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
20150064 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221228204714.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
171121s2017 xxua 001 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2017275314 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780134653211 (Student book) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)ocn993810719 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MHDOL |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| Modifying agency |
OCLCO |
| -- |
OCLCF |
| -- |
DLC |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
lccopycat |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Dalby, Kristin |
| 245 10 - TITLE STATEMENT |
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| Title |
University Success : Writing (Intermediate to High-Intermediate) / |
| Statement of responsibility, etc. |
Kristin Dalby and Tim Dalby ; Ronnie Hess II (Authentic Content Contributor) ; Maggie Sokolik (Series Editor). |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| 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, 416 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
24 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
University Success |
| 500 ## - GENERAL NOTE |
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| General note |
Includes index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| 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 |
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| Formatted contents note |
University Success Writing, Intermediate to High-Intermediate Level introduces students to the skills and vocabulary they need to grow into academic writers. Instruction and writing tasks align with the way academic writing is taught at the university level and across disciplines. Guided exercises, explicit vocabulary instruction, and extensive use of graphic organizers support students through the writing process. Intensive skill development and expanded application, tied to specific learning outcomes and with a strong emphasis on critical thinking, prepare students to execute writing assignments in different disciplines and meet their academic goals. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
FEATURES:<br/><br/> |
| Title |
Parts 1 and 2 include presentations and controlled writing practice exposing students to the elements of research-based writing while building essential critical-thinking skills. Topics are aligned around five main subject areas: Bioethics, Business and Design, Zoology, History, and Chemical Engineering.<br/> |
| -- |
Part 3 includes interviews with professors discussing their own writing processes as well as essays authored by the professors and built around the same five academic disciplines. Extensive guided research followed by a final writing task provides students with the opportunity to participate in inquiry-based research and writing.<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 |
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| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Welcome to University Success |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Key Features |
| 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 |
Acknowledgments |
| 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 |
PART 1 Fundamental Writing Skills |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
U1 BIOETHICS: The Academic Writing Process<br/> |
| Title |
Fundamental Skills: Understanding the assignment — Using the academic writing process<br/> |
| -- |
Integrated Skills: Taking effective notes<br/> |
| -- |
Language Skills: Using –ing and –ed adjectives correctly<br/> |
| -- |
Vocabulary Strategy: Understanding register<br/> |
| -- |
Apply Your Skills: Plan a 250-300 word paragraph on the advantages and disadvantages of using gene editing in people. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U2 BUSINESS AND DESIGN: Idea Development<br/> |
| Title |
Fundamental Skills: Using questions to guide your research — Building paragraphs and connecting ideas<br/> |
| -- |
Integrated Skills: Identifying topic sentence<br/> |
| -- |
Language Skills: Using conjunctions to connect ideas<br/> |
| -- |
Vocabulary Strategy: Creating a vocabulary journal<br/> |
| -- |
Apply Your Skills: Plan a 350-500 word essay about how companies can successfully manage their brands when problems occur. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U3 ZOOLOGY: Extended Writing<br/> |
| Title |
Fundamental Skills: Writing an introduction — Writing a conclusion<br/> |
| -- |
Integrated Skills: Understanding and using thesis statements<br/> |
| -- |
Language Skills: Using gerunds and infinitives correctly<br/> |
| -- |
Vocabulary Strategy: Determining meaning from context<br/> |
| -- |
Apply Your Skills: Plan a well-researched 2-3 page paper that answers these questions: Why are African elephants being poached? How is poaching harming elephant social structure? What is being done to prevent poaching? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U4 HISTORY: Narratives<br/> |
| Title |
Fundamental Skills: Using narrative writing; Writing a biography<br/> |
| -- |
Integrated Skills: Using chronological organization<br/> |
| -- |
Language Skills: Using narrative tenses<br/> |
| -- |
Vocabulary Strategy: Understanding affixes<br/> |
| -- |
Apply Your Skills: Plan a 300-500 word narrative essay about the history of Angkor Wat, or a 300-500 word biography of the explorer who made Angkor Wat popular in the West. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U5 CHEMICAL ENGINEERING: Editing and Publishing<br/> |
| Title |
Fundamental Skills: Understanding the visual appearance of writing; Proofreading effectively<br/> |
| -- |
Integrated Skills: Writing headings and subheadings<br/> |
| -- |
Language Skills: Using prepositional phrases<br/> |
| -- |
Vocabulary Strategy: Understanding word families<br/> |
| -- |
Apply Your Skills: Plan a 500-700 word report that explains a design solution for disaster-resistant housing in a developing country. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 2 Critical Thinking Skills |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U1 BIOETHICS: Fact and Opinion<br/> |
| Title |
Critical Thinking Skills: Stating an argument — Supporting an argument with examples<br/> |
| -- |
Integrated Skills: Reading and responding to a persuasive essay<br/> |
| -- |
Language Skills: Using hedging structures<br/> |
| -- |
Vocabulary Strategy: Understanding collocation<br/> |
| -- |
Apply Your Skills: Plan a 25-300 paragraph discussing whether or not gene drive should be used outside a laboratory. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U2 BUSINESS AND DESIGN: Integrating Ideas from Sources<br/> |
| Title |
Critical Thinking Skills: Identifying keywords — Paraphrasing ideas<br/> |
| -- |
Integrated Skills: Summarizing<br/> |
| -- |
Language Skills: Using reporting verbs<br/> |
| -- |
Vocabulary Strategy: Using synonyms<br/> |
| -- |
Apply Your Skills: Plan a 200-300 word summary of the article “Product Wars,’ from Business and Design, Part 1. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U3 ZOOLOGY: Process Writing<br/> |
| Title |
Critical Thinking Skills: Describing a process — Using process language<br/> |
| -- |
Integrated Skills: Summarizing a process<br/> |
| -- |
Language Skills: Using causative verbs<br/> |
| -- |
Vocabulary Strategy: Using a dictionary to expand vocabulary<br/> |
| -- |
Apply Your Skills: Plan a 150-300 word explanation of the process of one form of elephant communication: visual, tactile, or chemical. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U4 HISTORY: Style and Genre<br/> |
| Title |
Critical Thinking Skills: Writing a descriptive paragraph — Using compare-and-contrast organization<br/> |
| -- |
Integrated Skills: Identifying style and tone<br/> |
| -- |
Language Skills: Using compare-and-contrast language<br/> |
| -- |
Vocabulary Strategy: Using adjectives<br/> |
| -- |
Apply Your Skills: Plan a well-researched 300-500 word essay comparing and contrasting the discovery of the Varna Necropolis and the Terracotta Army. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U5 CHEMICAL ENGINEERING: Presenting Numerical Information<br/> |
| Title |
Critical Thinking Skills: Creating tables — Using numbers in writing<br/> |
| -- |
Integrated Skills: Summarizing a table of data<br/> |
| -- |
Language Skills: Knowing how and when to use the passive voice<br/> |
| -- |
Vocabulary Strategy: Creating word cards<br/> |
| -- |
Apply Your Skills: Plan to write a 500-word report on the destruction of the Aral Sea. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 3 Extended Writing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U1 BIOETHICS<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Interviews and Readings: <br/> |
| Title |
Writing as a Bioethicist: “Whole Genome Sequencing: Uses and Challenges”<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Research / Assignment:<br/> |
| Title |
Write a detailed outline of a persuasive essay discussing whether or not people should be encouraged to have their whole genome sequenced. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U2 BUSINESS AND DESIGN |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Interviews and Readings: <br/> |
| Title |
Writing as a Businessperson: “So What is a Business Model?”<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Research / Assignment: <br/> |
| Title |
Summarize the section about Target Corporation’s business model from Juli Sherry’s essay “So What Is a Business Model?”. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U3 ZOOLOGY |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Interviews and Readings: <br/> |
| Title |
Writing as a Scientist: “The Role of Ritual in Male African Elephants”<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Research / Assignment: <br/> |
| Title |
Write a short essay about a ritual that male elephants use to maintain social bonds. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U4 HISTORY |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Interviews and Readings: <br/> |
| Title |
Writing as a Historian: “Changing History by Accident: How Accidents Can Uncover Important Archaeological Finds”<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Research / Assignment: <br/> |
| Title |
Write 1 to 2 narrative paragraphs about the discovery of the Rosetta Stone. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
U5 CHEMICAL ENGINEERING |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Interviews and Readings: <br/> |
| Title |
Writing as a Chemical Engineer: “From Molecules to Materials: The Whole Is Greater Than the Sum of the Parts” |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Research / Assignment: <br/> |
| Title |
Write 1 to 2 paragraphs about a synthetic material – a material that has been invented – rather than produced naturally. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Credits |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Writing. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Textbooks for foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Rhetoric. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Writing. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
B1-B1+ (CEFR). |
| 655 #7 - INDEX TERM--GENRE/FORM |
|---|
| Genre/form data or focus term |
Textbooks for foreign speakers |
| Source of term |
fast |
| Authority record control number |
(OCoLC)fst01423864 |
| 658 ## - INDEX TERM--CURRICULUM OBJECTIVE |
|---|
| Main curriculum objective |
ESL0120 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Dalby, Tim |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Hess II, Ronnie |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Sokolik, Maggie |
| 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) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
