| 000 -LEADER |
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01053cam a2200325 a 4500 |
| 001 - CONTROL NUMBER |
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5872593 |
| 003 - CONTROL NUMBER IDENTIFIER |
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LTSCA |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20190401125118.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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120920s2012 onca 000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780195447354 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
ocn810327047 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
AEUSJ |
| Language of cataloging |
fre |
| Transcribing agency |
AEUSJ |
| Modifying agency |
JCRC |
| 049 ## - LOCAL HOLDINGS (OCLC) |
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| Holding library |
UABA |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
PE1128 |
| Item number |
.R69 2012 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Rozenberg, Marina |
| 245 10 - TITLE STATEMENT |
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| Title |
Step Up to Academic Reading / |
| Statement of responsibility, etc. |
Marina Rozenberg. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Toronto : |
| Name of publisher, distributor, etc. |
Oxford University Press, |
| Date of publication, distribution, etc. |
2012. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
252 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
26 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Contains bibliographical references (p. 250-251). |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Well-developed reading skills are essential for success in a post-secondary environment. Step Up to Academic Reading teaches you these skills and gives you ample opportunity to put them into practice.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Throughout the book, you will encounter authentic readings from diverse sources that deal with a wide variety of topics. You will learn strategies that you can apply to academic texts as well as practical skills-such as identifying bias-that can be applied to almost any text you encounter inside or outside that classroom. In the final chapter you will applly all the skills you have acquired: you will be asked to get into the topic, react to the text, and read closely to demonstrate your reading proficiency. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Skills covered include...<br/> |
| Title |
previewing<br/> |
| -- |
making predictions<br/> |
| -- |
checking predictions while identifying topics<br/> |
| -- |
reading for main ideas and supporting details<br/> |
| -- |
differentiating between facts opinions<br/> |
| -- |
identifying the purpose and the audience of the text<br/> |
| -- |
studying the typical research article format<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
This book can guide you through the complex process of reading and understanding academic material. You just need to answer one question: <br/> |
| Title |
Are you ready to Step Up to Academic Reading?" (Book Cover)<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
TABLE OF CONTENTS : |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Acknowledgments<br/> <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 1: STEPS IN THE READING PROCESS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 1-Preview and Predict<br/> |
| Title |
Anatomy of the News<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 2-Identify the Topics and Check Your Predictions<br/> |
| Title |
The Silk Road<br/> |
| -- |
The Five Factors of Supersuasion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 3-Read Closely<br/> |
| Title |
Reporters and Readers<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 4-React to the Text<br/> |
| Title |
How Worrying Affects Us<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Vocabulary Step 1-Use a Dictionary<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Vocabulary Step 2-Learn Word Forms<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 2: MAIN IDEAS AND SUPPORTING DETAILS<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 1-Identify Levels of Specificity<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 2-Distinguish between Organizational Patterns and Identify Irrelevant Information<br/> |
| Title |
Titanic verses Lusitania: Two Different Types of Behaviour in Disaster<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 3-Integrate the Skills<br/> |
| Title |
Depression in Young People<br/> |
| -- |
The Decline of Studying<br/> |
| -- |
Mamma's Boys? Why Most Young Italian Men Live with Their Parents<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Vocabulary Step-Guess Words in Context<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 1-Differentiate between Facts and Opinions<br/> |
| Title |
The Place Where You Look into the Future<br/> |
| -- |
Embark on a Journey of Discovery in the Mediterranean<br/> |
| -- |
Men Are Perceived as More Handsome When They Are in a High-Status Car, Study Finds <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 2-Identify Techniques of Expressing Opinions<br/> |
| Title |
Downtown Bike Routes Are Disastrous <br/> |
| -- |
Companies Blamed for Marketing Aimed at Kids<br/> |
| -- |
Gendercide<br/> |
| -- |
Remains of Ice-Age Child Uncovered in Alaska<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 3-Integrate the Skills<br/> |
| Title |
The Dangers of Workaholism<br/> |
| -- |
The Great Work Myth<br/> |
| -- |
The Silver Tsunami<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Vocabulary Step-Understand Multiple-Meaning Words<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 4: PURPOSE AND AUDIENCE OF THE TEXT<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 1-Identify the Tone of the Writer <br/> |
| Title |
If You Want Zero Risk, Why Not Outlaw Hockey?<br/> |
| -- |
Face Coverings for Religious and Other Reasons Are Forbidden When Receiving Services<br/> |
| -- |
Concern for Bill<br/><br/> |
| -- |
Free School Doesn't Work<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 2-Identify the Purpose of the Text<br/> |
| Title |
First Treatment Specifically for African Americans with Heart Failure<br/> |
| -- |
Extract from "Race in a Bottle"<br/> |
| -- |
Extract from "BiDil: Assessing the Race-Based Pharmaceutical"<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 3-Identify the Genre and the Audience of the Text<br/> |
| Title |
Racial Profiling Must End<br/> |
| -- |
Study Finds Job Hunters with Non-Anglo Names Face Hiring Obstacles<br/> |
| -- |
I Don't "Speak White"<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 4-Integrate the Skills<br/> |
| Title |
See Baby Discriminate <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Vocabulary Step-Learn about Summarizing Phrases<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 5-RESEARCH ARTICLES <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 1-Study the Organization of a Research Article<br/> |
| Title |
Japan's "New Homeless"<br/> |
| -- |
Captured by True Crime: Why Are Women Drawn to Tales of Rape, Murder, and Serial Killers?<br/> |
| -- |
Do Children's Cognitive Advertising Defenses Reduce their Desire for Advertised Products?<br/> |
| -- |
An Introduction to Foundation and Industry-Sponsored Research: Practical and Ethical Considerations<br/><br/> |
| -- |
Medicinal Foods <br/><br/> |
| -- |
Obedience and Authority: A Study by Stanley Milgram<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 2-Study Supporting Information in a Research Article <br/><br/> |
| Title |
Fitting In or Standing Out: Trends in American Parents' Choices for Children's Names, 1880-2007<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Step 3-Integrate the Skills<br/> |
| Title |
I Do Not Feel Your Pain<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Vocabulary Step-Learn about Research Vocabulary <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 6: STEPS IN PRACTICE<br/> |
| Title |
New York is Greener than Vermont<br/><br/> |
| -- |
Whose Right to Die?<br/><br/> |
| -- |
Letting Go of My Father<br/><br/> |
| -- |
Captured by True Crime: Why Are Women Drawn to Tales of Rape, Murder, and Serial Killers?<br/><br/> |
| -- |
Purdue University Study Confronts Test Critics<br/><br/> |
| -- |
Assess Your Reading Progress<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Credits<br/> |
| 650 #6 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English (Language) |
| Form subdivision |
Textbooks for Anglophones. |
| 650 #6 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English (Language) |
| General subdivision |
Learning and Teaching. |
| Form subdivision |
Textbooks for Anglophones. |
| 650 #6 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Reading (Higher Education). |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="http://www.oupcanada.com/catalog/9780195447354.html">http://www.oupcanada.com/catalog/9780195447354.html</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 |
