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08717nam a22006017a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20221228204815.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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170725b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780134400785 (Student book) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
CRJC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Zwier, Lawrence J. |
| 245 ## - TITLE STATEMENT |
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| Title |
University Success : Reading (Transition) / |
| Statement of responsibility, etc. |
Lawrence J. Zwier, Maggie Vosters, Ronnie Alan Hess and Victoria Solomon |
| 246 30 - VARYING FORM OF TITLE |
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| Title proper/short title |
University Success - Transition Level Reading |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Hoboken, NJ : |
| Name of publisher, distributor, etc. |
Pearson Education, |
| Date of publication, distribution, etc. |
2017. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xviii, 249 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
23 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
University Success |
| 500 ## - GENERAL NOTE |
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| General note |
Includes index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"University Success is a three-strand developmental course designed for English language learners transitioning to mainstream academic environments. A targeted approach focuses on the unique linguistic needs of students while preparing them to achieve academic autonomy. With authentic academic content woven through all three strands and rigorous academic preparation, University Success equips students with tools to become confident and successful in a university setting. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
University Success Reading builds essential reading skills that prepare students to become fluent, automatic, and competent readers and to meet rigorous academic challenges. Authentic essays written by top professors from Stanford University provide students with real-life learning experiences." (Book Jacket) |
| 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 |
Welcome to University Success |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Key Features of University Success |
| 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 |
PART 1: FUNDAMENTAL READING SKILLS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
SOCIOLOGY: Active Reading<br/> |
| Title |
Fundamental Reading Skills: Read actively<br/> |
| -- |
Supporting Skills: Skim for gist; Scan for details<br/> |
| -- |
Reading-Writing Connection: Annotate and take notes<br/> |
| -- |
Language Skills: Use dictionaries to strengthen vocabulary<br/> |
| -- |
Apply Your Skills: Read @Sports as the Moral Equivalent of War” - Explain and defend your position on political expression in sports - Draw conclusions about a map of Olympic Game boycotts |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ECONOMICS: Main Ideas and Supporting Details<br/> |
| Title |
Fundamental Reading Skills: Recognize main ideas and supporting details<br/> |
| -- |
Supporting Skills: Identify sentence functions - Identify topics and main ideas - Identify supporting details<br/> |
| -- |
Reading-Writing Connection: Summarize<br/> |
| -- |
Language Skills: Analyze meaning using word parts<br/> |
| -- |
Apply Your Skills: Read “World Trade Problems and Their Resolutions” - Evaluate the fairness of trade agreements - Analyze and interpret a graph showing WTO disputes |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
BIOLOGY: Cohesion<br/> |
| Title |
Fundamental Reading Skills: Understand cohesion<br/> |
| -- |
Supporting Skills: Recognize patterns of cohesion: cause/effect, compare/contrast, problem/solution - Understand cohesion in descriptions<br/> |
| -- |
Reading-Writing Connection: Use outlines and graphic organizers<br/> |
| -- |
Language Skills: Recognize collocations<br/> |
| -- |
Apply Your Skills: Read “DNA Vaccines” - Infer findings about the approval process for a vaccination - Evaluate a graph showing a trend in the DNA vaccine market |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
HUMANITIES: Fluency and Accuracy<br/> |
| Title |
Fundamental Reading Skills: Develop reading fluency<br/> |
| -- |
Supporting Skills: Increase fluency - Tolerate ambiguity<br/> |
| -- |
Reading-Writing Connection: Recognize and use rhetorical techniques<br/> |
| -- |
Language Skills: Understand nominalization<br/> |
| -- |
Apply Your Skills: Read “Confucius’s Influence” - Imagine and discuss factors that influence the accuracy of undocumented teachings - Theorize about changes in Chinese education, based on a chart |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ENVIRONMENTAL ENGINEERING: Visuals<br/> |
| Title |
Fundamental Reading Skills: Interpret visuals<br/> |
| -- |
Supporting Skills: Understand text references to visuals; Interpret the information in visuals<br/> |
| -- |
Reading-Writing Connection: Refer to visual data within and beyond a reading<br/> |
| -- |
Language Skills: Recognize and earn multiword vocabulary items<br/> |
| -- |
Apply Your Skills: Read “Nanofibers Revolutionize Air Filtration” - Choose and defend a position in the air pollution policy debate - Interpret and formulate statements about an emissions graph. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 2: CRITICAL THINKING SKILLS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SOCIOLOGY: Fact and Opinion<br/> |
| Title |
Critical Thinking Skills: Distinguish fact from opinion<br/> |
| -- |
Supporting Skills: Recognize and interpret statements of opinion - Recognize and interpret statements of fact<br/> |
| -- |
Reading-Writing Connection: Understand and produce critiques<br/> |
| -- |
Language Skills: Understand signpost expressions that limit or define<br/> |
| -- |
Apply Your Skills: Read “Henry David Thoreau’s Civil Disobedience” - Explain how punishment for tax evasion has changed - Assess events on a timeline to predict future events |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
ECONOMICS: Implication and Inference<br/> |
| Title |
Critical Thinking Skills: Understand implication and inference<br/> |
| -- |
Supporting Skills: Make strong inferences and avoid weak ones - Distinguish between deliberate implications and direct statements<br/> |
| -- |
Reading-Writing Connection: Paraphrase<br/> |
| -- |
Language Skills: Identify and use equivalent and near-equivalent expressions<br/> |
| -- |
Apply Your Skills: Read “Public Goods vs. Private Gain” - Analyze the duality of some public and private goods - Elaborate on a chart featuring public and private goods |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
BIOLOGY: Evidence and Argumentation<br/> |
| Title |
Critical Thinking Skills: Evaluate evidence and argumentation<br/> |
| -- |
Supporting Skills: Identify and evaluate evidence - Recognize and deal with faulty rhetoric<br/> |
| -- |
Reading-Writing Connection: Understand extended metaphor<br/> |
| -- |
Language Skills: Identify and use expressions of function and purpose<br/> |
| -- |
Apply Your Skills: Read “Vaccinating Against Cancer” - Explore and support your position on animal testing - Make predictions about trends in cervical cancer, based on statistics. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
HUMANITIES: Synthesis of Information<br/> |
| Title |
Critical Thinking Skills: Synthesize information from several sources<br/> |
| -- |
Supporting Skills: Understand multiple perspectives - Evaluate the credibility and motives of sources<br/> |
| -- |
Reading-Writing Connection: Understand and use direct and indirect quotations<br/> |
| -- |
Language Skills: Appreciate hedging<br/> |
| -- |
Apply Your Skills: Read “The Hero’s Journey” - Identify the 7 stages of a hero’s journey - Categorize characters within a chart of archetypes |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ENVIRONMENTAL ENGINEERING: Definitions and Classifications<br/> |
| Title |
Critical Thinking Skills: Understand definitions and classifications<br/> |
| -- |
Supporting Skills: Recognize and understand definitions within a text - Work with classifications<br/> |
| -- |
Reading-Writing Connection: Understand and produce references to other sources<br/> |
| -- |
Language Skills: Understand and use clarifiers<br/> |
| -- |
Apply Your Skills: Read “The Impact of Energy-Saving Devices on Indoor Air Quality” - Explain and support your position on clear air technology - Theorize about energy consumption trends, based on a graph |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 3: EXTENDED READING |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SOCIOLOGY: The Art of Strategy<br/> |
| Title |
Readings: Thinking about Strategy - The 1963 Birmingham Campaign: The Turning Point in the American Civil Rights Movement<br/> |
| -- |
Research: Choose ad research a figure who is notable for his or her “investment” in a change movement |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ECONOMICS: Supply and Demand in the Marketplace<br/> |
| Title |
Readings: Markets, Prices, and Price Controls - Minimum Wages |
| -- |
Research: Choose and research a product or service that has been subject to government price controls or government attempts to control supply |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
BIOLOGY: A Study of Deadly Diseases<br/><br/> |
| Title |
Readings: Cows, Cannibals, and Crystals – Explaining the Mechanism of Prion Diseases - Vaccines That Prevent Virally-Induced Cancer |
| -- |
Research: Choose and research a prion disease |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
HUMANITIES: Cultivation of the Educated Person<br/> |
| Title |
Readings: The Cultivation of Higher Learning - The Golden Bough |
| -- |
Research: Choose and research a notable educational philosopher or theorist. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ENVIRONMENTAL ENGINEERING: In Pursuit of Clean Air<br/> |
| Title |
Readings: Sources of Indoor Pollutants - Increasing Energy Efficiency vs. Maintaining Indoor Air Quality<br/> |
| -- |
Research: Choose and research a major indoor pollutant or category of pollutant. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Credits |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
For ESL learners at B2+/C1 (CEFR) levels. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Reading (Higher Education). |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Textbooks for foreign speakers. |
| 658 ## - INDEX TERM--CURRICULUM OBJECTIVE |
|---|
| Main curriculum objective |
ESL0140 |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Vosters, Maggie |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Hess, Ronnie Alan |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Solomon, Victoria |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="https://www.pearson.com/english/catalogue/english-skills/university-success.html">https://www.pearson.com/english/catalogue/english-skills/university-success.html</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Koha item type |
Livres |
| Source of classification or shelving scheme |
|
