| 000 -LEADER |
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| fixed length control field |
01998cam a2200361 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
ocn988065683 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20190524144542.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
071031s2018 maua 000 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781337118606 (Student Book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
1337118605 (Student Book) |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)988065683 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
AU@ |
| Language of cataloging |
eng |
| Transcribing agency |
AU@ |
| Modifying agency |
OCLCO |
| -- |
OCLCF |
| -- |
YDX |
| -- |
CULIB |
| -- |
OCLCQ |
| -- |
CaBNWD |
| -- |
JCRC |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
428.2 |
| Edition number |
23 |
| 090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (RLIN) |
|---|
| Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) |
PE 1112 G674 2018 v.B |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Gordon, Deborah |
| Dates associated with a name |
1952- |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Grammar for Great Writing B / |
| Statement of responsibility, etc. |
Deborah Gordon and Barbara Smith-Palinkas ; Keith S. Folse (Series Consultant). |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Boston, MA : |
| Name of publisher, distributor, etc. |
National Geographic Learning, |
| Date of publication, distribution, etc. |
2018. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
ix, 231 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
28 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Grammar for Great Writing |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes appendices. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Grammar For Great Writing is a three-book series that helps students with the specific grammar they actually need to strengthen their academic writing. Activities feature academic vocabulary and content, providing clear models for good academic writing. Ideal for the 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 textbook. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
This series consists of three levels: A, B, and C. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Book A is for low intermediate students and is designed to complement the writing and and grammar found in Great Writing 2. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Book B is for intermediate students and is designed to complement the writing and grammar found in Great Writing 3. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Book C is for upper intermediate to advanced students and is designed to complement the writing and grammar found in Great Writing 4." (Overview, p. vi) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS: |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Scope and Sequence |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Overview |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Acknowledgements |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Credits |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 1 Writing about the Present |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
1.1 Does the verb agree with the subject?<br/> |
| -- |
1.2 Do you need simple present or present progressive?<br/> |
| -- |
1.3 Do you need simple present or present perfect? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Verbs Frequently Used in Simple Present; argue, believe, change, come, define, illustrate, increase, indicate, require, show |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Descriptive: Choosing a Major<br/> |
| -- |
Descriptive: The Human Heart |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 2 Writing about the Past |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
2.1 Is the simple past form correct?<br/> |
| -- |
2.2 is the past progressive form correct?<br/> |
| -- |
2.3 Do you need simple past or past progressive?<br/> |
| -- |
2.4 Are verb tenses consistent? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Verbs Frequently Used in the Past: be, become, begin, come, do, have, make, say, take, work |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING |
| Title |
Descriptive: The Pax Romana<br/> |
| -- |
Narrative: The Beginning of World War I |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 3 Writing with the Present Perfect |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
3.1 Do you need simple present or present perfect?<br/> |
| -- |
3.2 Do you need simple past or present perfect? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Verbs Frequently Used in Present Perfect: be, become, come, do, give, have, make, see, show, take |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Introductory: Global Warming<br/> |
| -- |
Cause-Effect: Murray College |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 4 Writing about the Future |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
4.1 Is the correct verb form used after will or may?<br/> |
| -- |
4.2 Do you need to use will or may?<br/> |
| -- |
4.3 Does the clause need a future or present verb? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Verbs Frequently Used in the Future: be, become, come, do, go, happen, have, know, lead, need |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Introductory: Ethnography Proposal<br/> |
| -- |
Process: Project Proposal |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 5 Writing with Prepositions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
5.1 Is the preposition correct?<br/> |
| -- |
5.2 Does the verb after a prepositional phrase agree with the subject?<br/> |
| -- |
5.3 Is the preposition combination correct? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Frequently Used Adjective + Preposition Combinations: associated with, aware of, capable of, concerned about, different from, interested in, known as, related to, responsible for, similar to |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Cause-Effect: An Apple a Day<br/> |
| -- |
Comparison: How Cultures View Aging |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 6 Using Modals in Sentences |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
6.1 Does the modal need to?<br/> |
| -- |
6.2 Is the negative form correct?<br/> |
| -- |
6.3 Do you hedge correctly? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Frequently Used Modal + Verb Combinations: can help, could do, have to, may lead to, might seem, must take, should include, should try to, will continue to be, would be |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Opinion: The Best Age for Children to Learn to Read<br/> |
| -- |
Opinion: The Future of Money |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 7 Using Adjective Clauses |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
7.1 Do you use which, who, or that?<br/> |
| -- |
7.2 Does the adjective clause need a comma?<br/> |
| -- |
7.3 Does the adjective clause have a subject pronoun?<br/> |
| -- |
7.4 Is there an extra object pronoun? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Words from the Academic Word List (Sublists 4 and 5): access, adequate, alter, challenge, conflicts, exposure, phrases, precise, prior, trends |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Descriptive: Eduardo Kobra<br/> |
| -- |
Definition: Shinichi Suzuki |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 8 Writing with Adverb Clauses |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
8.1 Is there a comma missing?<br/> |
| -- |
8.2 Is it a fragment?<br/> |
| -- |
8.3 Does each clause have a subject and a verb?<br/> |
| -- |
8.4 Is there an extra connector? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Words from the Academic Word List (Sublists 4 and 5): concentration, debate, emerge, goals, hypothesis, implications, investigations, labels, obvious, options |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Descriptive: Multitasking<br/> |
| -- |
Narrative: Frogtown |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 9 Writing with Articles |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
9.1 Is the article a or an missing?<br/> |
| -- |
9.2 Is the article the missing?<br/> |
| -- |
9.3 Are you making a general or specific reference?<br/> |
| -- |
9.4 Is an article used where one is not needed? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Frequently Used Nouns: education, example, health, increase, number, participants, research, result, studies, variety |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Classification: Types of Long-Term Memory<br/> |
| -- |
Cause-Effect: Becoming an Everyday Environmentalist |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 10 Writing Simple and Compound Sentences |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
10.1 Does the independent clause have a subject and a verb?<br/> |
| -- |
10.2 Is a comma missing?<br/> |
| -- |
10.3 Is a coordinating conjunction missing? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Words from the Academic Word List (Sublists 5 and 6): aware, capacity, decline, equivalent, fundamental, generation, notion, ratio, version, whereas |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Problem-Solution: Sleeping Cold<br/> |
| -- |
Comparison: Cultural Interpretations of Facial Expressions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 11 Using Parallel Structure |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
11.1 Are items parallel before and after a conjunction?<br/> |
| -- |
11.2 Are items after each part of a correlative conjunction parallel?<br/> |
| -- |
11.3 Are items in a comparison parallel? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Words from the Academic Word List (Sublist 6): accurate, author, brief, enhanced, exceed, fees, gender, intelligence, migration, revealed |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Descriptive: Thatched Roofs in England<br/> |
| -- |
Classification: Levels of Airline Service |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 12 Using Passive Voice |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
12.1 Is the passive missing a form of be?<br/> |
| -- |
12.2 is the passive form correct?<br/> |
| -- |
12.3 Do you need passive or active voice? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Frequently Used Passive Verb Forms: are based, can be seen, can be used, is know, is needed, was made, was reported, were asked, were conducted, were found |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Cause-Effect: Headaches in Children<br/> |
| -- |
Classification: Elements of an Effective Apology |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 13 Using Gerunds and Infinitives |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
13.1 Is the verb followed by an infinitive or a gerund?<br/> |
| -- |
13.2 Is the correct form used after a preposition?<br/> |
| -- |
13.3 Is the subject a gerund?<br/> |
| -- |
13.4 Is there a subject?<br/> |
| -- |
13.5 Is there a singular verb after a gerund or infinitive subject? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Verbs Frequently Used after Gerunds or Infinitives: be, develop, find, have, know, learn, make, participate, use, work |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Process: Saving Wildlife<br/> |
| -- |
Process: Finding More Time |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 14 Writing with Noun Clauses |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
14.1 Is the word order correct?<br/> |
| -- |
14.2 Is the verb form correct?<br/> |
| -- |
14.3 Is a question word or that-phrase missing?<br/> |
| -- |
14.4 Is the noun clause missing a subject or verb? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Verbs Frequently Used with Noun Clauses: be, do, feel, find, prefer, remember, report, serve, show, suggest |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Narrative: The Mysterious Key<br/> |
| -- |
Descriptive: Recognizing the Sleep-Deprived |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 15 Using Connectors for Better Writing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COMMON ERRORS<br/> |
| Title |
15.1 Is there an extra connector?<br/> |
| -- |
15.2 Is the connector correct?<br/> |
| -- |
15.3 Is a connector missing?<br/> |
| -- |
15.4 Is punctuation missing or incorrect? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VOCABULARY IN ACADEMIC WRITING<br/> |
| Title |
Verbs Frequently Used with Connectors: be, can, do, have, make, recognize, should, state, suggest, take |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
KINDS OF WRITING<br/> |
| Title |
Classification: Forest Biomes<br/> |
| -- |
Comparison: How Learning a Foreign Language Has Changed |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
APPENDICES<br/> |
| Title |
Appendix 1: Building Greater Sentences<br/> |
| -- |
Appendix 2: Useful Language Terms<br/> |
| -- |
Appendix 3: Capitalization and Punctuation<br/> |
| -- |
Appendix 4: Irregular Verbs<br/> |
| -- |
Appendix 5: Prepositions<br/> |
| -- |
Appendix 6: Sentence Problems<br/> |
| -- |
Appendix 7: Paragraphs<br/> |
| -- |
Appendix 8: Connectors<br/> |
| -- |
Appendix 9: Useful Phrases<br/> |
| -- |
Appendix 10: Academic Word List |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Grammar |
| Form subdivision |
Problems, exercises, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Grammar |
| -- |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Rhetoric |
| Form subdivision |
Problems, exercises, etc. |
| 650 #5 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching as a second language. |
| 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 |
Intermediate. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Smith-Palinkas, Barbara |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Folse, Keith S. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://eltngl.com/search/productOverview.do?N=4294918395+200&Ntk=P_EPI&Ntt=603497454104128052410777267981192102452&Ntx=mode%2Bmatchallpartial&homePage=false">https://eltngl.com/search/productOverview.do?N=4294918395+200&Ntk=P_EPI&Ntt=603497454104128052410777267981192102452&Ntx=mode%2Bmatchallpartial&homePage=false</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
