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09210nam a22006377a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20221228204604.0 |
| 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 |
9780134400273 (Student book) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
JCRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Cavage, Christina |
| 245 ## - TITLE STATEMENT |
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| Title |
University Success : Oral Communication (Transition) / |
| Statement of responsibility, etc. |
Christina Cavage; Series Editors: Robyn Brinks Lockwood; Authentic Content Contributors: Ronnie Alan Hess and Victoria Solomon |
| 246 30 - VARYING FORM OF TITLE |
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| Title proper/short title |
University Success Transition Level Oral Communication |
| 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 |
xvii, 198 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.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
University Success Oral Communication builds essential skills that prepare students to understand and process lengthy academic lectures, defend their ideas, utilize the text to present concepts, speak thoughtfully in discussions, and contribute to group projects. Authentic lectures delivered by top professors from Stanford University provide students with real-life learning experiences.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
FEATURES:<br/><br/> |
| Title |
Flexible three-part developmental approach with authentic academic content woven through all three parts provides intensive oral communication and critical thinking skill development and expanded application. |
| -- |
Parts 1 and 2 include short lectures and classroom discussions related to five academic disciplines: Sociology, Economics, Biology, Humanities, and Environmental Engineering. These lectures and discussions allow students to build their essential listening, speaking, and critical thinking skills. |
| -- |
Part 3 features authentic 20-30 minute lectures built around the same five academic disciplines. These lectures enable students to apply and expand the skills acquired in Parts 1 and 2. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Integration of the Student Book and MyEnglishLab provides a blended approach for a flexible program that adjusts to the needs of students and teachers." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
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 |
Acknowledgements |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
PART 1: Fundamental Oral Communication Skills |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
SOCIOLOGY: Active Participation |
| Title |
Fundamental Skills: Be an active participant<br/> |
| -- |
Supporting Skills: Make requests for elaboration - Use turn-taking to encourage participation<br/> |
| -- |
Integrated Skills: Take accurate, organized notes<br/> |
| -- |
Language Skills: Paraphrase key ideas<br/> |
| -- |
Apply Your Skills: Prepare and deliver an informational group presentation on origins, evolution, and achievements of a social change movement. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ECONOMICS: Idea Development<br/> |
| Title |
Fundamental Skills: Develop an idea<br/> |
| -- |
Supporting Skills: Consider what you know about a topic — Identify and present main ideas and supporting details<br/> |
| -- |
Integrated Skills: Compare textbooks to lectures<br/> |
| -- |
Language Skills: Clarify<br/> |
| -- |
Apply Your Skills: Prepare and deliver a persuasive group presentation on the business plan of an imaginary start-up company in an effort to gain start-up capital |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
BIOLOGY: Extended Discourse<br/> |
| Title |
Fundamental Skills: Participate in extended discourse<br/> |
| -- |
Supporting Skills: Discuss and respond to controversial topics — Recognize and utilize digressions<br/> |
| -- |
Integrated Skills: Lead discussions<br/> |
| -- |
Language Skills: Identify and use interrogatives and declaratives<br/> |
| -- |
Apply Your Skills: Prepare and have a class debate for and against vaccinating small children against known diseases |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
HUMANITIES: Speaking Styles<br/> |
| Title |
Fundamental Skills: Recognize speaking styles<br/> |
| -- |
Supporting Skills: Identify emphatic argumentation — Identify succinct argumentation<br/> |
| -- |
Integrated Skills: Identify and utilize markers for organizational structure<br/> |
| -- |
Language Skills: Create cohesion in presentations and discussions<br/> |
| -- |
Apply Your Skills: Prepare and have a panel discussion on modern educational trends and their similarity to or difference from ideals espoused by Socrates, Plato, Goethe and Nietzsche |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ENVIRONMENTAL ENGINEERING: Visuals<br/> |
| Title |
Fundamental Skills: Use visuals<br/> |
| -- |
Supporting Skills: Connect visuals to a lecture — Read and interpret complex visuals<br/><br/> |
| -- |
Integrated Skills: Synthesize text into a visual<br/> |
| -- |
Language Skills: Create and communicate visuals<br/> |
| -- |
Apply Your Skills: Prepare and deliver an informational individual presentation on a "green" building and the systems and features that make it a model for green construction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
PART 2 Critical Thinking Skills |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
SOCIOLOGY: Facts and Opinions<br/> |
| Title |
Critical Thinking Skills: Distinguish facts from opinions<br/> |
| -- |
Supporting Skills: Identify facts through verbal and non-verbal signposts — Identify opinions through verbal and non-verbal signposts<br/><br/> |
| -- |
Integrated Skills: Distinguish between facts and opinions in texts<br/> |
| -- |
Language Skills: Interpret and utilize hedging devices<br/> |
| -- |
Apply Your Skills: Prepare and deliver a persuasive group presentation for an important change that needs to be made to a school or community |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ECONOMICS: Implications and Inferences<br/> |
| Title |
Critical Thinking Skills: Understand implications and inferences<br/> |
| -- |
Supporting Skills: Identify implied meaning — Determine a speaker's intent and degree of certainty<br/> |
| -- |
Integrated Skills: Synthesize information from multiple sources<br/> |
| -- |
Language Skills: Understand implied conditions<br/> |
| -- |
Apply Your Skills: Prepare and have a class debate in favor of supply side-economics and demand-side economics<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
BIOLOGY: Process<br/> |
| Title |
Critical Thinking Skills: Understand and present processes<br/> |
| -- |
Supporting Skills: Identify structure and purpose of a process presentation — Analyze flow of a process presentation<br/> |
| -- |
Integrated Skills: Explain a complex process<br/> |
| -- |
Language Skills: Use generalizations and specific information<br/> |
| -- |
Apply Your Skills: Prepare and deliver an informational individual presentation on the origins, symptoms, and treatment of an infectious disease.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
HUMANITIES: Analogies<br/> |
| Title |
Critical Thinking Skills: Make analogies<br/> |
| -- |
Supporting Skills: Use metaphors and similes — Make assumptions<br/> |
| -- |
Integrated Skills: Assess the quality of a conclusion<br/> |
| -- |
Language Skills: Use colloquial language<br/> |
| -- |
Apply Your Skills: Prepare and deliver an informational group presentation on the continuing influence in society of a classic work of literature.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ENVIRONMENTAL ENGINEERING: Summarizing and Synthesizing<br/> |
| Title |
Critical Thinking Skills: Summarize and synthesize research<br/> |
| -- |
Supporting Skills: Select suitable research to support your ideas — Present well-integrated research<br/> |
| -- |
Integrated Skills: Understand and present a research report<br/> |
| -- |
Language Skills: Source academic references<br/> |
| -- |
Apply Your Skills: Prepare and deliver an informational group presentation on the role that government regulations have played in health problems.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 3: Extended Lectures |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SOCIOLOGY: <br/> |
| Title |
Lecture: Five Revolutions<br/> |
| -- |
Research/Assignment: Research, prepare, and deliver an individual presentation on a grassroots social movement that has had an impact on society. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ECONOMICS:<br/> |
| Title |
Lecture: Supply and Demand |
| -- |
Research/Assignment: Research, prepare, and deliver a group presentation on the history of a lifesaving drug or service, and how its price might influence consumer and seller behavior. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
BIOLOGY: <br/> |
| Title |
Lecture: Are Viruses Alive?<br/> |
| -- |
Research/Assignment: Research, prepare, and have a panel discussion on the potential benefits and repercussions of requiring genetic testing for fatal diseases. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
HUMANITIES: <br/> |
| Title |
Lecture: Love and Education<br/> |
| -- |
Research/Assignment: Research, prepare, and deliver an individual presentation on volunteer organizations and private foundations that promote a "love for the world." |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ENVIRONMENTAL ENGINEERING: <br/> |
| Title |
Lecture: Air Filtration Systems for the Home<br/> |
| -- |
Research/Assignment: Research, prepare, and have a class debate for and against the necessity of further federal regulation to protect consumers from false claims about health products. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Credits |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Oral Communication (Higher Education) |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Textbooks for foreign speakers. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| Form subdivision |
Foreign speakers. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
B2 - C1 (CEFR) |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Brinks Lockwood, Robyn |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Hess, Ronnie Alan |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Solomon, Victoria |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| 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> |
| Link text |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Koha item type |
Books |
| Source of classification or shelving scheme |
|
