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032277912 |
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CaQQUQ |
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20230805183518.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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190930s 000 0 fre d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9782761396745 (Student Book) |
| 040 ## - CATALOGING SOURCE |
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CaQTU |
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fre |
| Transcribing agency |
CaQTU |
| Modifying agency |
JCRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Marshall, Steve |
| 245 10 - TITLE STATEMENT |
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| Title |
Advance in Academic Writing 1 : Integrating Critical Thinking, Academic Reading and Writing / |
| Statement of responsibility, etc. |
Steve Marshall. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Montreal, QC : |
| Name of publisher, distributor, etc. |
Pearson ERPI, |
| Date of publication, distribution, etc. |
2019. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
x, 278 p. : |
| Other physical details |
ill. ; |
| Dimensions |
28 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Advance in Academic Writing |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes an index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part 1 GETTING STARTED |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 1 The Writing Process<br/> |
| Title |
THEME: Academic Writing in English<br/> |
| -- |
Reading and Critical Analysis: Six stages of the writing process -- Journal article on first-year students' academic writing<br/> |
| -- |
Vocabulary: Four strategies for learning vocabulary<br/> |
| -- |
Grammar and Sentence Structure: Articles and noun phrases -- Grammar diagnostic: Handbook Unit 1<br/> |
| -- |
Writing with Style: Parallel structure<br/> |
| -- |
Writing Task: Personal writing (up to one page) on strengths and weaknesses as a writer |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 2 Making Time Connections in Writing<br/> |
| Title |
THEME: Cars of the future |
| -- |
Reading and Critical Analysis: Book excerpts on fuel cell vehicles -- What is critical thinking? -- Assessing the reliability of sources<br/> |
| -- |
Vocabulary: Review of four learning strategies<br/> |
| -- |
Grammar and Sentence Structure: Past, present, and future tenses -- Handbook Unit 2<br/> |
| -- |
Writing with Style: Formal and informal language<br/> |
| -- |
Writing Task: Personal writing: three paragraphs in different tenses |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part 2 DEVELOPING ARGUMENTS IN PARAGRAPHS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 3 Develop Your Arguments<br/> |
| Title |
THEME: Tuition fees in higher education<br/> |
| -- |
Reading and Critical Analysis: Developing arguments: model paragraphs -- Inference: book excerpt on participation in higher education<br/> |
| -- |
Vocabulary: Language of opinions, arguments, and concession<br/> |
| -- |
Grammar and Sentence Structure: Independent and dependent clauses -- Handbook Unit 3<br/> |
| -- |
Writing with Style: Incorporating in-text citations (APA and MLA styles)<br/> |
| -- |
Writing Task: Two argumentative paragraphs on (1) academic writing courses and (20 studying abroad |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 4 Paragraphs: Topic Sentences and Unity<br/> |
| Title |
THEME: Genetics<br/> |
| -- |
Reading and Critical Analysis: Topic sentence and unity: model paragraphs -- Active reading skills: news article on DNA changes caused by space travel -- Logical fallacies of cause and effect<br/> |
| -- |
Vocabulary: Synonyms and antonyms |
| -- |
Grammar and Sentence Structure: Simple, compound, and complex sentences -- Handbook Unit 4<br/> |
| -- |
Writing with Style: Latinate verbs in academic writing<br/> |
| -- |
Writing Task: Rewriting a paragraph on genetic ancestry tests to improve the argumentation |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 5 Paragraphs: Coherence, Cohesion, and Concluding Sentences<br/> |
| Title |
THEME: Plastic pollution<br/> |
| -- |
Reading and Critical Analysis: Coherence, cohesion, and concluding sentences: model paragraphs -- Logical fallacies based on generalization<br/> |
| -- |
Vocabulary: Conjunctive adverbs and reference words |
| -- |
Grammar and Sentence Structure: Relative clauses and participle phrases -- Handbook Unit 5<br/> |
| -- |
Writing with Style: Shifting style (from informal to formal)<br/> |
| -- |
Writing Task: Two paragraphs on the pros and cons of plastic products -- Peer review (with review sheet) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 6 Incorporating Others' ideas<br/> |
| Title |
THEME: Variety of previous themes<br/> |
| -- |
Reading and Critical Analysis: Academic integrity (avoiding plagiarism) -- Model paragraphs -- Logical fallacies based on misrepresentation<br/> |
| -- |
Vocabulary: Language of attribution -- Reporting verbs<br/> |
| -- |
Grammar and Sentence Structure: Passive voice -- Handbook Unit 6<br/> |
| -- |
Writing with Style: Paraphrasing -- Direct quotations<br/> |
| -- |
Writing Task: Adding citations and references to the paragraphs from Chapter 5 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part 3 WRITING ESSAYS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 7 Introductions<br/> |
| Title |
THEME: English as a world language<br/> |
| -- |
Reading and Critical Analysis: Features of introductions: model introduction -- Logical fallacies based on weak logic<br/> |
| -- |
Vocabulary: Coordinators and subordinators<br/> |
| -- |
Grammar and Sentence Structure: Punctuation: commas, semicolons, colons, and apostrophes -- Handbook Unit 7<br/> |
| -- |
Writing with Style: Avoiding gender-exclusive language<br/> |
| -- |
Writing Task: Rewriting an introduction on world languages, including corrections of argumentation, vocabulary, gender-exclusive language, and punctuation |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 8 Conclusions<br/> |
| Title |
THEME: English as a world language<br/> |
| -- |
Reading and Critical Analysis: Features of conclusions: model conclusion<br/> |
| -- |
Vocabulary: Extending vocabulary with synonyms and antonyms -- Collocations<br/> |
| -- |
Grammar and Sentence Structure: Modal auxiliary verbs of likelihood and obligation -- Handbook Unit 8<br/> |
| -- |
Writing with Style: Avoiding repetitive vocabulary and sentence structure<br/> |
| -- |
Writing Task: 500-word essay including an introduction, body paragraphs, a conclusion, citations, and references -- Self- and peer review (with review sheet) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 9 Processes and Statistics<br/> |
| Title |
THEME: Coffee production, life expectancy<br/> |
| -- |
Reading and Critical Analysis: Description of coffee production: infographic -- Description of statistics on life expectancy: bar charts and line graphs<br/> |
| -- |
Vocabulary: Representing statistics accurately<br/> |
| -- |
Grammar and Sentence Structure: Conditional sentences -- Handbook Unit 9<br/> |
| -- |
Writing with Style: Adding emphasis<br/> |
| -- |
Writing Task: A paragraph describing the coffee production process -- A paragraph describing statistical data (line graph) on life expectancy |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 10 Defining and Exemplifying<br/> |
| Title |
THEME: Artificial intelligence<br/> |
| -- |
Reading and Critical Analysis: How to write a definition: model definitions -- Components of a definition (including exemplification) -- News article on artificial intelligence<br/> |
| -- |
Vocabulary: Representing statistics accurately<br/> |
| -- |
Grammar and Sentence Structure: Sentence fragments, comma splices, and run-on sentences -- Handbook Unit 10<br/> |
| -- |
Writing with Style: Review of shifting style (from informal to formal)<br/> |
| -- |
Writing Task: A paragraph describing statistical data (bar chart) on the artificial intelligence market |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
PART 4 Six Common Writing Assignments |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 11 How to Write a Summary<br/> |
| Title |
THEME: Business ethics |
| -- |
Reading and Writing: Five stages of writing a summary -- Book excerpt on business ethics -- Paraphrasing practice -- Model summary with related questions<br/> |
| -- |
Vocabulary: Attribution practice<br/> |
| -- |
Writing Task: 200-word summary of the book excerpt in the chapter -- Self- and peer review (with review sheet) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 12 How to Write a Response Paper<br/> |
| Title |
THEME: E-cigarettes<br/> |
| -- |
Reading and Writing: Five stages of writing a response paper -- News article on the effects of e-cigarettes -- Paraphrasing practice -- Model response paper with related questions<br/> |
| -- |
Vocabulary: Attribution practice<br/> |
| -- |
Writing task: 200-word response to the news article in the chapter -- Self- and peer review (with review sheet) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 13 How to Write an Argumentative Essay<br/> |
| Title |
THEME: Free higher education<br/> |
| -- |
Reading and Writing: Six stages of writing an argumentative essay -- Two types of outlines for comparative essays -- Model comparative essay with related questions<br/> |
| -- |
Vocabulary: Review of language of opinions, arguments, and concession<br/> |
| -- |
Writing Task: 700-word argumentative essay on free higher education for all -- Self- and peer review (with review sheet) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 14 How to Write a Comparative Essay<br/> |
| Title |
THEME: English as a world language<br/> |
| -- |
Reading and Writing: Six stages of writing a comparative essay -- Two types of outlines for comparative essays -- Model comparative essay with related questions<br/> |
| -- |
Vocabulary: Language of comparison<br/> |
| -- |
Writing Task: 700-word comparative essay on the global impact of English and one other major language -- Self- and peer review (with review sheet) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 15 How to Write a Problem-Solution Essay<br/> |
| Title |
THEME: Plastic pollution<br/> |
| -- |
Reading and Writing: Six stages of writing a problem-solution essay -- Example of an outline for a problem-solution essay -- Model problem-solution essay with related questions<br/> |
| -- |
Vocabulary: Language of problems, solutions, and evaluation<br/> |
| -- |
Writing Task: 700-word problem-solution essay on plastic pollution -- Self- and peer review (with review sheet) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 16 How to Write a Cause and Effect Essay<br/> |
| Title |
THEME: Life expectancy<br/> |
| -- |
Reading and Writing: Six stages of writing a cause and effect essay -- Example of an outline for a cause and effect essay -- Model cause and effect essay with related questions<br/> |
| -- |
Vocabulary: Language of cause and effect<br/> |
| -- |
Writing Task: 700-word cause and effect essay on increased life expectancy in a country -- Self- and peer review (with review sheet) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 5 Grammar and Sentence Structure Handbook<br/> |
| Title |
Unit 1 Articles and Noun Phrases<br/> |
| -- |
Unit 2 Past, Present, and Future Tenses<br/> |
| -- |
Unit 3 Independent and Dependent Clauses<br/> |
| -- |
Unit 4 Simple, Compound, and Complex Sentences<br/> |
| -- |
Unit 5 Relative Clauses and Participle Phrases<br/> |
| -- |
Unit 6 The Passive Voice<br/> |
| -- |
Unit 7 Punctuation: Commas, Semicolons, Colons, and Apostrophes<br/> |
| -- |
Unit 8 Modal Auxiliary Verbs of Likelihood and Obligation<br/> |
| -- |
Unit 9 Conditional Sentences<br/> |
| -- |
Unit 10 Sentence Fragments, Comma Splices, and Run-On Sentences |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
APPENDICES<br/> |
| Title |
Appendix 1 Linking Words in Academic Writing<br/> |
| -- |
Appendix 2 APA Citation Style<br/> |
| -- |
Appendix 3 MLA Citation Style<br/> |
| -- |
Appendix 4 25 Mistakes to Avoid in Academic Writing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Credits |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Advance in Academic Writing 1 has been written to help students become successful writers at college and university. Each chapter contains texts and tasks that allow students to improve the following essential skills: critical thinking, active and critical reading, academic grammar and sentence structure, academic vocabulary, appropriate writing style, and effective essay writing. The first 10 chapters in Advance in Academic Writing 1 contain carefully selected authentic texts on topics of scientific, social, business, and educational interest. The tasks in the chapters are linked directly to the texts, allowing students to develop essential skills and to learn how expert authors employ these skills in their writing. At the end of each chapter, students apply what they have learned in a short writing task. Following are six shorter stand-alone chapters that instructors and students can do selectively depending on the course context. Students are guided through the processes of completing the following six common writing assignments: a summary, a response paper, an argumentative essay, a comparative essay, a problem-solution essay, and a cause and effect essay. Students learn valuable study skills and writing techniques for each type of essay as they analyze questions, generate ideas, search for sources, create outlines, edit their work, and review the work of peers. The also review content from earlier chapters, such as paraphrasing and APA and MLA citation styles. Advance in Academic Writing 1 also contains 10 concise units on essential grammar and sentence structure that correspond numerically with the chapters but are grouped together in a Handbook. The units can be studied after the corresponding chapters to consolidate learning or before the chapters if instructors want to pre-teach key content or assign it for self-study." (Introduction, p. iii) |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| General subdivision |
Textbooks for foreign speakers. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Academic writing |
| General subdivision |
Problems, exercises, etc. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Report writing |
| Form subdivision |
Problems, exercises, etc. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Academic writing. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Report writing. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="https://www.erpi.com/en/adv-in-academic-writing-1-etext-mel-12m-9782761396745.html">https://www.erpi.com/en/adv-in-academic-writing-1-etext-mel-12m-9782761396745.html</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
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| Koha item type |
Livres |
