| 000 -LEADER |
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| fixed length control field |
06873cam a2200433Ka 4500 |
| 001 - CONTROL NUMBER |
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| control field |
773197230 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221225213212.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
120118s2012 nyua 001 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780132313544 (Student Book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0132313545 (Student Book) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
JBL |
| Transcribing agency |
JBL |
| Modifying agency |
JBL |
| -- |
VP@ |
| -- |
OCLCF |
| -- |
OCLCO |
| -- |
JCRC |
| 092 ## - LOCALLY ASSIGNED DEWEY CALL NUMBER (OCLC) |
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| Classification number |
428.2407 Beaumont |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Beaumont, John, |
| Dates associated with a name |
1964- |
| 110 ## - MAIN ENTRY--CORPORATE NAME |
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| Corporate name or jurisdiction name as entry element |
City University of New York, |
| Subordinate unit |
Borough of Manhattan Community College |
| 245 10 - TITLE STATEMENT |
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| Title |
Focus on Writing 4 / |
| Statement of responsibility, etc. |
John Beaumont. |
| 246 3# - VARYING FORM OF TITLE |
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| Title proper/short title |
Focus on writing four. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
White Plains, NY : |
| Name of publisher, distributor, etc. |
Pearson Education, |
| Date of publication, distribution, etc. |
2012. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xv, 193 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
28 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Focus on Writing |
| 500 ## - GENERAL NOTE |
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| General note |
Includes index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Focus on Writing is a five-level series that prepares students for academic coursework. Each book in the series gives students an essential set of tools to ensure that they master not only the writing process, but also the grammatical structures, lexical knowledge, and rhetorical modes required for academic writing. The series provides an incremental course of instruction that progresses from basic sentences (Book 1) and paragraphs (Books 1-3) to essays (Books 3-5). Grammar presentation and focused grammar practice are correlated to Focus on Grammar." (To the Teacher, p. iv) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
To the Teacher |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
To the Student |
| 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 |
Unit 1 MAKING HEALTHY CHOICES<br/> |
| Title |
Writing Focus: Writing a Persuasive Paragraph -- Reading: An Ounce of Prevention, an article about preventing childhood obesity<br/> |
| -- |
STEP 1 Planning and prewriting: Using a T-chart -- Identifying word forms -- Determining the purpose -- Choosing a writing assignment for a persuasive paragraph -- Freewriting about the topic -- Sharing points of view<br/> |
| -- |
STEP 2 Writing the First Draft: Writing a topic sentence with a controlling idea and an opinion -- Using persuasive language -- Researching the topic and taking notes -- Giving reasons and examples -- Using facts and information from experts -- Using listing order transition words -- Restating the controlling idea and using concluding strategies<br/> |
| -- |
STEP 3 Revising: Analyzing a model paragraph -- Identifying word forms -- Applying the Revision Checklist and writing the second draft<br/> |
| -- |
STEP 4 Editing: Reviewing simple present, present perfect, and simple past -- Incorporating the grammar in sentences -- Editing a paragraph for grammatical correctness -- Applying the Editing Checklist and writing the final draft<br/> |
| -- |
LEARNING OUTCOME: Can develop clear paragraphs expanding and supporting the main points with relevant details and examples -- Can explain the advantages and disadvantages of various options.<br/> |
| -- |
Focus on Grammar, Level 4 (4th ed.) : Unit 1: Simple Present and Present Progressive -- Unit 2: Simple Past and Past Progressive -- Unit 3: Simple Past, Present Perfect, and Present Perfect Progressive |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 2 GROWING UP TOO FAST?<br/> |
| Title |
Writing Focus: Writing a Persuasive Essay -- Reading: At 13, is Jordan Romero too young to climb Mount Everest?, an article about a teenage explorer<br/> |
| -- |
STEP 1 Planning and Prewriting: Using a T-chart -- Identifying word forms -- Identifying the audience -- Distinguishing between a paragraph and an essay -- Choosing a writing assignment for a persuasive essay -- Freewriting about the topic -- Sharing points of view<br/> |
| -- |
STEP 2 Writing the First Draft: Providing background information for a persuasive essay -- Writing thesis statements that express an opinion -- Using persuasive language -- Researching the topic and taking notes -- Writing topic sentences -- Using transition words to give reasons -- Developing and supporting a point of view with facts, explanations, and anecdotes -- Restating the thesis and using concluding strategies<br/> |
| -- |
STEP 3 Revising: Analyzing a model persuasive essay -- Writing sentences with correct word forms -- Applying the Revision Checklist and writing a second draft<br/> |
| -- |
STEP 4 Editing: Reviewing make, have, let, help, and get -- Incorporating the grammar in sentences -- Editing a paragraph for grammatical correctness -- Applying the Editing Checklist and writing the final draft<br/> |
| -- |
LEARNING OUTCOME: Can write essays that develop an argument giving reasons in support of or against a particular point of view -- Can write clear, detailed essays in an assured, personal, natural style targeted to a specific audience.<br/> |
| -- |
Focus on Grammar, Level 4 (4th ed.) : Unit 10: Make, Have, Let, Help, and Get |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 3 BEING PART OF THE SOLUTION<br/> |
| Title |
Writing Focus: Writing a problem-solution essay -- Reading: Is Cash the Answer? an excerpt from a magazine article about paying kids to do well in school<br/> |
| -- |
STEP 1 Planning and Prewriting: Using a problem-solution chart -- Using collocations -- Being aware of opposing points of view -- Choosing a writing assignment for a problem-solution essay -- Freewriting about a topic -- Sharing opinions |
| -- |
STEP 2 Writing the First Draft: Providing background information for a problem-solution essay -- Writing thesis statements that state problems and hint at or state solutions -- Researching the topic and taking notes -- Writing topic sentences -- Developing and supporting a proposed solution with facts or comments from experts -- Using transitions to connect paragraphs -- Restating the thesis and using a concluding strategy<br/> |
| -- |
STEP 3 Revising: Analyzing a model problem-solution essay -- Using collocations in sentences -- Applying the Revision Checklist and writing the second draft<br/> |
| -- |
STEP 4 Editing: Reviewing modals -- Incorporating the grammar in sentences -- Editing a paragraph for grammatical correctness -- Applying the Editing Checklist and writing the final draft<br/> |
| -- |
LEARNING OUTCOME: Can write essays that evaluate different ideas or solutions to a problem. -- Can check information and explain problems with reasonable precision.<br/> |
| -- |
Focus on Grammar, Level 4 (4th ed.) : Unit 15: Modals and Similar Expressions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 4 THEN AND NOW |
| Title |
Writing Focus:<br/> |
| -- |
STEP 1<br/> |
| -- |
STEP 2<br/> |
| -- |
STEP 3<br/> |
| -- |
STEP 4<br/> |
| -- |
LEARNING OUTCOME:<br/> |
| -- |
Focus on Grammar, Level 4 (4th ed.) : |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 5 HAPPINESS<br/> |
| Title |
Writing Focus: <br/> |
| -- |
STEP 1<br/> |
| -- |
STEP 2<br/> |
| -- |
STEP 3<br/> |
| -- |
STEP 4<br/> |
| -- |
LEARNING OUTCOME:<br/> |
| -- |
Focus on Grammar, Level 4 (4th ed.) : |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 6 WHAT TO DO?<br/> |
| Title |
Writing Focus:<br/> |
| -- |
STEP 1<br/> |
| -- |
STEP 2<br/> |
| -- |
STEP 3<br/> |
| -- |
STEP 4<br/> |
| -- |
LEARNING OUTCOMES:<br/> |
| -- |
Focus on Grammar, Level 4 (4th ed.) : |
| 521 8# - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
"B2"--P. [1] of cover. |
| 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 |
| Form subdivision |
Problems, exercises, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Report writing |
| Form subdivision |
Problems, exercises, etc. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Public note |
Publisher's Website. |
| Uniform Resource Identifier |
<a href="https://www.longmanhomeusa.com/catalog/products/focus-on-writing/">https://www.longmanhomeusa.com/catalog/products/focus-on-writing/</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
