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20221227200404.0 |
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180312b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780176501228 (pbk) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
JCRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Almonte, Richard |
| 245 ## - TITLE STATEMENT |
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| Title |
Read Think Write : |
| Remainder of title |
Strategies for Essay Writing / |
| Statement of responsibility, etc. |
Richard Almonte. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Toronto : |
| Name of publisher, distributor, etc. |
Nelson Education, |
| Date of publication, distribution, etc. |
2014. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
242 p. : |
| Other physical details |
ill. ; |
| Dimensions |
22 cm. |
| 500 ## - GENERAL NOTE |
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| General note |
Includes bibliographical references, index and appendices. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Read, Think, Write: Strategies for Essay Writing is a fresh and authoritative book created for the essay-level composition course. Lifting the curtain on the key debates in academic writing, Almonte invites students to create sophisticated essays by bringing in outside sources, using traditional structures at their disposal, and writing accurately – and by thinking critically about how and why they must write. Based on research into the specific needs of Canadian composition instructors, Richard Almonte’s approach emphasizes the development of portable, generic skills related to critical reading and writing. Read, Think, Write: Strategies for Essay Writing amplifies the academic content of communication courses with increased coverage of such topics as explaining and persuading strategies, and the role of research in writing. It is uniquely designed to give students the tools to communicate effectively in their academic work, tools that they will carry with them in their professional work." (Publisher's Website) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONTENTS: <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part 1 - A CONTEXT FOR WRITING<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 1: Writing today and in the past<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Do you know Sara or Ben?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Is there a writing crisis today? |
| Title |
Reason 1: Demographic change<br/><br/> |
| -- |
Reason 2: High school standards<br/> |
| -- |
Reason 3: Technological changes<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
What are colleges and universities doing about it?<br/> |
| Title |
Delivery of writing instruction<br/><br/> |
| -- |
Content of writing instruction<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Sara's friend asks a seemingly innocent question<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Learning to write in the past, or rhetoric<br/> |
| Title |
Invention<br/> |
| -- |
Arrangement<br/> |
| -- |
Style<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
How rhetoric became composition in North America<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Writing in the 20th Century and beyond<br/> |
| Title |
The genre/discipline model<br/> |
| -- |
The process model<br/> |
| -- |
The rhetorical model<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part 2 - EFFECTIVE WRITERS BRING THE OUTSIDE WORLD INTO THEIR WORK<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 2: Researching topic<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Ben Gets Some Help, and Sara Meets the College Librarian<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
The Reasons for Research<br/> |
| Title |
Extrinsic Reasons for Research<br/> |
| -- |
Intrinsic Reasons for Research<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Reading Secondary Sources Critically<br/> |
| Title |
The Spectrum of Publications<br/> |
| -- |
Criteria for Judging Secondary Sources<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Conducting Secondary Research<br/> |
| Title |
Exploring and Limiting Your Topic<br/> |
| -- |
Searching Databases<br/> |
| -- |
Searching the Internet<br/> |
| -- |
Taking Notes As You Go<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Conducting Primary Research<br/> |
| Title |
Interviews<br/><br/> |
| -- |
Surveys<br/> |
| -- |
Observation/Experimentation<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 3: Integrating Your Research into Your Writing<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Sara Experiences Academic Dishonesty<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
History of Intellectual Property<br/> |
| Title |
History of Intellectual Property<br/> |
| -- |
Types of Intellectual Property<br/> |
| -- |
Legislation and Legal Issues<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Plagiarism Defined and Debated<br/> |
| Title |
Defining Plagiarism<br/> |
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Examples of Plagiarism<br/> |
| -- |
Debates about Plagiarism<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
How Not to Plagiarize |
| Title |
Integrating Quotations and Paraphrases in the Body of Your Text<br/><br/> |
| -- |
End-of-Text Citations<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Documentation Styles<br/> |
| Title |
MLA Style<br/> |
| -- |
APA Style<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Part 3 - EFFECTIVE WRITERS USE TRADITIONAL TOOLS AT THEIR DISPOSAL<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 4: Organizing Structures<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Sara Gets Down to Business<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
A Three-Part Structure<br/> |
| Title |
The Introduction<br/> |
| -- |
The Body<br/> |
| -- |
The Conclusion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
This Is Not a Template: The Five-Paragraph Essay Debate<br/><br/> |
| Title |
The Argument Against the Five-Paragraph Essay<br/> |
| -- |
The Argument in Favour of the Five-Paragraph Essay<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Moving from Basic to Advanced Essay<br/> |
| Title |
Step 1: Analyze Evidence Instead of Listing Evidence<br/> |
| -- |
Step 2: Refuse to be Satisfied with Your Working Thesis<br/> |
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Step 3: Enliven Your Sources in the Final Draft<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 5: Explaining Strategies<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Sara Analyzes Her First Draft<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Essays as Explanations<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Explanation Strategy 1: Narrate<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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Explanation Strategy 2: Describe<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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Explanation Strategy 3: Define<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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Explanation Strategy 4: Classify<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Explanation Strategy 5: Analyze Process<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Explanation Strategy 6: Analyze Cause and Effect<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Explanation Strategy 7: Compare and Contrast<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Explanation Strategy 8: Use Figurative Language<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 6: Persuading Strategies<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Ben Submits an Important Assignment; Sara Produces a Second Draft<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Essays as Persuasion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Persuasion Strategy 1: Argue a Position<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Persuasion Strategy 2: Offer a Solution<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Persuasion Strategy 3: Change Behaviour<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Persuasion Strategy 4: Appeal to Logic<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Persuasion Strategy 5: Appeal to Credibility<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Persuasion Strategy 6: Appeal to Emotion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Persuasion Strategy 7: Recognize Faulty Reasoning<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Persuasion Strategy 8: Deal with Audience Resistance<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 7: Conclusion: The Story of Sara and Ben Ends Happily<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Sara Chooses an Argument<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
A Brief Recap<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Sara's Persuasive Essay Draft<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Appendix A: Achieving Accuracy in Written English?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Appendix B: Two Early Canadian Books on Writing<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Appendix C: Sample Peer-Reviewed Academic Essay<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Index<br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| Form subdivision |
Rhetoric. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| Form subdivision |
Report writing. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| Form subdivision |
Reading, writing and thinking. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Essay |
| Form subdivision |
Authorship. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="https://retail.tophat.com/collections/developmental-english/products/9780176501228">https://retail.tophat.com/collections/developmental-english/products/9780176501228</a> |
| Link text |
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 |
