| 000 -LEADER |
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nam a22 7a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20181114194503.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
181031b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780194601368 |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
JCRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Adams, Kate |
| 245 ## - TITLE STATEMENT |
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| Title |
Inside Writing 3 : |
| Remainder of title |
The Academic Word List in Context / |
| Statement of responsibility, etc. |
Kate Adams ; Cheryl Boyd Zimmerman (Series Director). |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Oxford University Press, |
| Date of publication, distribution, etc. |
2014. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
162 p. : |
| Other physical details |
ill. ; |
| Dimensions |
32 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Inside Writing |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes a glossary of academic words. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Inside Writing prepares students to produce a variety of academic texts, while focusing on key academic vocabulary from the Academic Word List.<br/>Each unit of Inside Writing features examples of authentic academic text types, develops writing techniques such as analyzing audience and purpose, and teaches target vocabulary from the Academic Word List.<br/>Clear focus on writing structure guides the student step-by-step from word to sentence and paragraph level to produce independent, confident writers<br/>Writing models in different genres allow students to see how different multiple text types function<br/>Genre-based approach enables students to write for different audiences and purposes<br/>Systematic acquisition of the entire Academic Word List through targeted receptive and productive activities creates independent word learners<br/>Examples from the Oxford English Corpus teach real-life English<br/>Grammar for Editing activities help students learn how to revisit and improve their writing<br/>iTools Digital Resources for Teachers focus the class on key teaching points<br/>e-Books with interactive features designed for language learning create a modern and inspiring learning environment" (Publisher`s website). |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TABLE OF CONTENTS: |
| Title |
UNIT 1: SOARING TO THE TOP<br/><br/> |
| -- |
Content Area: Architecture<br/> |
| -- |
Writing skills: Descriptive Language; Spatial Organization<br/> |
| -- |
Writing models: An Architecture Review<br/> |
| -- |
_Passive and Active Voice<br/> |
| -- |
Vocabulary activities<br/> |
| -- |
UNIT 2: READY TO BIKE?<br/><br/><br/> |
| -- |
Content Area: Urban Planning<br/> |
| -- |
Writing skills: Audience and Purpose; Writing about Data<br/> |
| -- |
Writing Models: A Questionnaire and Summary<br/> |
| -- |
_Modal of Certainty<br/> |
| -- |
Vocabulary activities<br/> |
| -- |
UNIT 3: ALARM DESIGN<br/> |
| -- |
Content Area: Art and Design |
| -- |
Writing skills: Fact and Opinion; Problems and Solutions |
| -- |
Writing Models: Three Product Reviews |
| -- |
Adverbial Clauses |
| -- |
Vocabulary activities |
| -- |
UNIT 4: AWARENESS IN PREVENTION<br/> |
| -- |
Content Area: Public Health |
| -- |
Writing skills: Organizing Information; Extended Definition |
| -- |
Writing Models: An Informational Brochure |
| -- |
_Adjective Clauses |
| -- |
Vocabulary activities |
| -- |
UNIT 5: SCENES THAT INSPIRE<br/> |
| -- |
Content Area: Film |
| -- |
Writing skills: Evaluative Language; Supporting a Point of View |
| -- |
Writing Model: Two Film Reviews |
| -- |
Vocabulary activities |
| -- |
UNIT 6: REINVENT, REDESIGN, REIMAGINE<br/> |
| -- |
Content Area: Engineering |
| -- |
Writing skills: Formal Register; Proposing Solutions |
| -- |
Writing Models: An Editorial |
| -- |
Non-defining Adjective Clauses |
| -- |
Vocabulary activities |
| -- |
UNIT 7: THE MEMORIES WE KEPT<br/> |
| -- |
Content Area: Neuroscience |
| -- |
Writing skills: Cause and Effect; Writing a Hypothesis |
| -- |
Writing Model: A Research Proposal |
| -- |
Noun Clauses with That |
| -- |
Vocabulary activities |
| -- |
UNIT 8: FINDING A FORMULA FOR MOTIVATION<br/> |
| -- |
Content Area: Psychology |
| -- |
Writing skills: Examples; Comparing and Contrasting |
| -- |
Writing Models: A Magazine Article |
| -- |
Words and Phrases of Contrast and Concession |
| -- |
Vocabulary activities |
| -- |
UNIT 9: DESIGNING A PHILOSOPHY<br/> |
| -- |
Content Area: Business |
| -- |
Writing skills: Personal Narrative; Sentence Variety |
| -- |
Writing Model: A Case Study |
| -- |
_Sentence Structure |
| -- |
Vocabulary activities |
| -- |
UNIT 10: MAPPING GEOGRAPHY`S INFLUENCE <br/> |
| -- |
Content Area: Geography |
| -- |
Writing skills: Counterarguments; Supporting a Thesis Statement |
| -- |
Writing Model: A Persuasive Article |
| -- |
Vocabulary activities |
| -- |
The Academic Word list |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Inside Writing prepares students to produce a variety of academic texts, while focusing on key academic vocabulary from the Academic Word List.<br/>Each unit of Inside Writing features examples of authentic academic text types, develops writing techniques such as analyzing audience and purpose, and teaches target vocabulary from the Academic Word List.<br/>Clear focus on writing structure guides the student step-by-step from word to sentence and paragraph level to produce independent, confident writers<br/>Writing models in different genres allow students to see how different multiple text types function<br/>Genre-based approach enables students to write for different audiences and purposes<br/>Systematic acquisition of the entire Academic Word List through targeted receptive and productive activities creates independent word learners<br/>Examples from the Oxford English Corpus teach real-life English<br/>Grammar for Editing activities help students learn how to revisit and improve their writing<br/>iTools Digital Resources for Teachers focus the class on key teaching points<br/>e-Books with interactive features designed for language learning create a modern and inspiring learning environment" (Publisher`s website). |
| 520 2# - SUMMARY, ETC. |
|---|
| Summary, etc. |
TABLE OF CONTENTS:<br/><br/>Unit 1: Soaring to the Top<br/>Content Area: Architecture<br/>Writing skills: Descriptive Language; Spatial Organization<br/>Writing models: An Architecture Review<br/>Grammar: Passive and Active Voice<br/>Vocabulary activities<br/><br/>Unit 2: Ready to Bike?<br/>Content Area: Urban Planning<br/>Writing skills: Audience and Purpose; Writing about Data<br/>Writing Models: A Questionnaire and Summary<br/>Grammar: Modal of Certainty<br/>Vocabulary activities<br/><br/>Unit 3: Alarm Design<br/>Content Area: Art and Design<br/>Writing skills: Fact and Opinion; Problems and Solutions<br/>Writing Models: Three Product Reviews<br/>Grammar: Adverbial Clauses<br/>Vocabulary activities<br/><br/>Unit 4: Awareness in Prevention<br/>Content Area: Public Health<br/>Writing skills: Organizing Information; Extended Definition<br/>Writing Models: An Informational Brochure<br/>Grammar: Adjective Clauses<br/>Vocabulary activities<br/><br/>Unit 5: Scenes That Inspire<br/>Content Area: Film<br/>Writing skills: Evaluative Language; Supporting a Point of View<br/>Writing Model: Two Film Reviews<br/>Vocabulary activities<br/><br/>Unit 6: Reinvent, Redesign, Reimagine<br/>Content Area: Engineering<br/>Writing skills: Formal Register; Proposing Solutions<br/>Writing Models: An Editorial<br/>Grammar: Non-defining Adjective Clauses<br/>Vocabulary activities<br/><br/>Unit 7: The Memories We Keep<br/>Content Area: Neuroscience<br/>Writing skills: Cause and Effect; Writing a Hypothesis<br/>Writing Model: A Research Proposal<br/>Grammar: Noun Clauses with That<br/>Vocabulary activities<br/><br/>Unit 8: Finding a Formula for Motivation<br/>Content Area: Psychology<br/>Writing skills: Examples; Comparing and Contrasting<br/>Writing Models: A Magazine Article<br/>Grammar: Words and Phrases of Contrast and Concession<br/>Vocabulary activities<br/><br/>Unit 9: Designing a Philosophy<br/>Content Area: Business<br/>Writing skills: Personal Narrative; Sentence Variety<br/>Writing Model: A Case Study<br/>Grammar: Sentence Structure<br/>Vocabulary activities<br/><br/>Unit 10: Mapping Geography's Influence<br/>Content Area: Geography<br/>Writing skills: Counterarguments; Supporting a Thesis Statement<br/>Writing Model: A Persuasive Article<br/>Vocabulary activities<br/>Index: The Academic Word list<br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Academic writing |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Writing |
| Form subdivision |
Studying and teaching |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Writing skills |
| Form subdivision |
Vocabulary and grammar |
| 651 ## - SUBJECT ADDED ENTRY--GEOGRAPHIC NAME |
|---|
| Geographic name |
Analysis |
| Form subdivision |
Writing Models. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Zimmerman, Cheryl Boyd |
| Dates associated with a name |
1950- |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://elt.oup.com/catalogue/items/global/skills/inside_series/inside_writing/9780194601368?cc=ca&selLanguage=en&mode=hub">https://elt.oup.com/catalogue/items/global/skills/inside_series/inside_writing/9780194601368?cc=ca&selLanguage=en&mode=hub</a> |
| Link text |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Matériaux mélangés |
