Transitions :  An Interactive Reading, Writing, and Grammar Text / 
edited by Linda Bates. 
 - 2nd ed. 
 - New York :  Cambridge University Press,  1998. 
 - xx, 380 p. :  ill., maps ;  24 cm. 
<br/><br/>Includes bibliographical references and index. 
<br/><br/>"Designed to prepare ESL students for the demands of academic writing, TRANSITIONS helps students move from writing paragraphs to essays and from concrete to abstract writing topics. Thematically arranged, the text integrates reading, writing, and grammar activities into each chapter while emphasizing the writing process and peer editing. The Second Edition updates the readings-written by a wide range of culturally diverse, international authors-and adds new supplemental reading lists to most chapters. To move students more quickly into essay writing, the Second Edition reduces the number of paragraph-writing assignments.<br/> Although intended for academically oriented intermediate to low-advanced ESL students, TRANSITIONS is flexible, allowing instructors to adapt it to various skill levels and different types of programs. The Instructor's Manual offers advice on tailoring the text to student needs and provides additional activities and exercises." (Book Cover)<br/> TABLE OF CONTENTS: <br/> Preface<br/> Part I: Descriptive Paragraphs<br/> 1: Writing about a Treasured Possession<br/>  From NICHOLAS GAGE, A Place for Us<br/>  Writing Assignment: Writing about a Treasured Possession<br/>  Guidelines on Paragraph Writing<br/>  What Is a Paragraph?<br/>  Activity 1.1: Developing the Central Point<br/>  Paragraph Unity<br/>  Activity 1.2: Looking for Paragraph Unity Problems<br/>  Overview of the Writing Process<br/>  The Prewriting Stage<br/>  The Drafting Stage<br/>  The Revising and Editing Stages<br/>  Prewriting: Gathering Ideas<br/>  Descriptive Details<br/>  Activity 1.3: Using Concrete and Specific Details<br/>  Clustering <br/>  Explaining the Point of Your Paragraph<br/>  Drafting<br/>  Revising<br/>  The Importance of Peer Response<br/>  Activity 1.4: Evaluating a Student's Paragraph<br/>  Activity 1.5: Peer Response<br/>  Editing: Present Tense and Past Tense<br/>  What Is Tense?<br/>  Using Present Tense or Past Tense in Your Paragraph<br/>  Using the Present Tense<br/>  Activity 1.6: Looking for Present Tense Verbs<br/>  Formation of the Present Tense<br/>  Using the Past Tense<br/>  Activity 1.7: Discovering the Meanings of the Past Tense<br/>  Formation of the Past Tense<br/>  Problems with the Past Tense<br/>  Activity 1.8: Using Time Signals<br/>  Activity 1.9: Editing Practice for Present and Past Tenses<br/>   Activity 1.10: Editing Practice for Subject/Verb Agreement<br/>  Editing Checklist<br/> 2: Writing about a Special Place<br/>  From VED MEHTA, Sound-Shadows of the New World<br/>  Writing Assignment: Writing about a Special Place<br/>  Guidelines on Descriptive Writing<br/>  The Central Point<br/>  Descriptive Details<br/>  Conveying Your Central Point to the Reader<br/>  Activity 2.1: Using a Direct Statement of the Central Point<br/>  Activity 2.2: Letting the Details Suggest the Point<br/>  Activity 2.3: Using a Simile<br/>  Activity 2.4: Using a Metaphor<br/>  Prewriting: Gathering Ideas by Freewriting<br/>  Drafting<br/>  Revising<br/>  Activity 2.5: Peer Response<br/>  Editing: Sentence Structure<br/>  What Is a Sentence?  A Problem with Sentence Structure: Fragments<br/>  Activity 2.6: Correcting Fragments<br/>  Sentence Variety<br/>  Activity 2.7: Varying Sentence Style<br/>  Varying Sentence Structure<br/>  Coordination: Forming Compound Sentences<br/>  Activity 2.8: Building Compound Sentences<br/>  Activity 2.9: Using Coordinate Conjunctions<br/>  Activity 2.10: Editing for Comma Splices, Run-Ons, and Fragments<br/>  Editing Checklist<br/> PART II: EXPOSITORY PARAGRAPHS<br/> 3: Writing about a Favorite Activity or Hobby<br/>  From EDWARD O. WILSON, Naturalist<br/>  Writing Assignments: Writing about a Favorite Activity or Hobby<br/>  Guidelines on Expository Writing<br/>  Topic Sentence<br/>  Activity 3.1: Locating the Topic Sentence<br/>  Evidence and Analysis<br/>  Activity 3.2: Locating the Evidence<br/>  Activity 3.3: Locating the Analysis<br/>  Prewriting: Gathering Ideas by Tree Diagraming<br/>  Using a Box Diagram to Organize Your Ideas<br/>  Drafting<br/>  Revising<br/>  Activity 3.4: Evaluating Two Students' Paragraphs<br/>  Activity 3.5: Peer Response<br/>  Editing: Adverbial Clauses<br/>  What Is an Adverbial Clause?<br/>  Subordinate Conjunctions as Logical Connectors<br/>  Activity 3.6: Signaling Time  Activity 3.7: Signaling Place<br/>  Activity 3.8: Signaling Contrast<br/>  Activity 3.9: Signaling Manner<br/>  Activity 3.10: Signaling Cause<br/>  Activity 3.11: Using Subordinate Conjunctions <br/>  Editing Checklist<br/> 4: Writing about a Custom<br/>  From BOYD GIBBONS, The South Koreans<br/>  From MARK SALZMAN, Iron and Silk<br/>  Writing Assignment: Writing about a Custom<br/>  Guidelines on Descriptive and Analysis Writing<br/>  Description<br/>  Activity 4.1: Identifying Descriptive Words<br/>  Analysis<br/>  Activity 4.2: Identifying Evidence and Analysis<br/>  Activity 4.3: Evaluating a Paragraph about a Custom<br/>  Prewriting: Generating Ideas<br/>  Drafting<br/>  Revising<br/>  Activity 4.4: Evaluating Two Students' Paragraphs<br/>  Activity 4.5: Peer Response<br/>  Editing: More on Verb Tense and Sentence Structure <br/>  1. Editing for Verb Tenses and Studying the Present Perfect Tense<br/>  Activity 4.6: Identifying Tenses Used in the "World of the Present"<br/>  2. Editing for Sentence Structure Problems: Fragments, Run-On Sentences, and Comma Splices<br/>  Activity 4.7: Identifying Problems in Sentence Structure<br/>  3. Editing for Sentence Variety<br/>  Activity 4.8: Evaluating a Student's Paragraph<br/>  Activity 4.9: Adding Variety to Your Sentences<br/>  Editing Checklist<br/> 5: Writing about Choosing a Field of Study<br/>  From MELISSA BIGNER, Einsteins in the Making<br/>  Writing Assignment: Writing about Choosing a Field of Study<br/>  Guidelines on Cause-and-Effect Writing<br/>  Using Cause-and-Effect Logic<br/>  Using Cause-and-Effect Analysis<br/>  Activity 5.1: Evaluating Two Students' Paragraphs<br/>  Prewriting: Generating Ideas<br/>  Focusing and Organizing Your Ideas<br/>  Planning<br/>  Drafting <br/>  Revising<br/>  Activity 5.2: Evaluating a Student's Paragraph<br/>  Activity 5.3: Peer Response<br/>  Editing: The Past Perfect Tense<br/>  Activity 5.4: Identifying Tenses Used in the "World of the Past"<br/>  The Cosmic Explainer<br/>  Formation of the Past Perfect<br/>  Using Logical Connectors and Adverbs with the Past Perfect<br/>  Activity 5.5: Practicing the Past Perfect Tense<br/>  Activity 5.6: Editing Verb Tenses<br/>  Editing Checklist<br/>  From Frederic Golden<br/> 6: Writing about a Family or Cultural Value<br/>  From DAVID BLUM, A Process Larger Than Oneself<br/>  Writing Assignment: Writing about a Family or Cultural Value<br/>  Guidelines on Writing about Abstract Concepts<br/>  What Is a Value?<br/>  Activity 6.1: Brainstorming Values<br/>  Evidence<br/>  Analysis<br/>  East Africa<br/>  Prewriting: Generating Ideas<br/>  Drafting<br/>  Revising<br/>  Activity 6.2: Evaluating Two Students' Paragraphs<br/>  Activity 6.3: Peer Response<br/>  Editing: Coherence<br/>  What Is Coherence?<br/>  Providing Coherence<br/>  Activity 6.4: Identifying "Something Old" and "Something New"<br/>  Activity 6.5: Identifying Surface Signals<br/>  Pronouns as Surface Signals<br/>  Activity 6.6: Looking for Pronoun Reference/Agreement Problems<br/>  Activity 6.7: Identifying Pronoun Reference/Agreement Problems<br/>  Editing Checklist<br/>  From the Editors of Time-Life Books<br/> PART III: WRITING ESSAYS<br/> 7: Writing about a Decision<br/>  From GOLDA MEIR, My Life<br/>  Writing Assignment: Writing about a Decision<br/>  Guidelines on Essay Writing<br/>  What Is an Essay?<br/>  Essays and the Writing Process<br/>  Prewriting: Generating Ideas and Development Subpoint, Thesis Statements, and Outline<br/>  Generating Ideas<br/><br/>  Focusing and Ordering Subpoints<br/>  Planning<br/>  Developing a Thesis Statement and Outline<br/>  Drafting the First Body Paragraph<br/>  Analyzing Causes or Effects in the Body Paragraphs<br/>  Revising the First Body Paragraph<br/>  Analyzing Causes or Effects in the Body Paragraphs<br/>  Revising the First Body Paragraph<br/>  Activity 7.1: Evaluating Thesis Statements and Body Paragraphs<br/>  Activity 7.2: Peer Response<br/>  Drafting the Other Body Paragraphs<br/>  Revising the Other Body Paragraphs<br/>  Activity 7.3: Evaluating Two Students' Body Paragraphs<br/>  Activity 7.4: More Peer Response<br/>  Editing: More on Coherence<br/>  More Surface Signals-Logical Connectors<br/>  Transitions as Logical Connectors<br/>  What Transitions Can Convey<br/>  Activity 7.5: Using Transitions to Signal Addition<br/>  Activity 7.6: Using Transitions to Signal Contrast<br/>  Activity 7.7: Using Transitions to Signal Similarity <br/>  Activity 7.8: Using Transitions to Signal Result<br/>  Activity 7.9: Using Transitions to Signal Reinforcement or Emphasis<br/>  Activity 7.10: Using Transitions to Signal Time<br/>  Activity 7.11: Using Transitions to Signal Exemplification<br/>  Activity 7.12: Using Transitions Correctly<br/>  Editing Checklist<br/> 8: Writing about the Value of an Ethnic Studies Course<br/>  From "CHINUA ACHEBE" in Bill Moyers, A World of Ideas<br/>  From THE EDITORS OF TIME-LIFE BOOKS, The Arabian Peninsula<br/>  Writing Assignment: Writing about the Value of an Ethnic Studies Course<br/>  Guidelines on Choosing Verb Forms for Your Essay about an Ethnic Studies Class<br/>  Prewriting: Generating Ideas for Your Essay<br/>  Further Optional Prewriting: Interviewing <br/>  Focusing, Ordering, and Planning<br/>  Drafting the Opening and First Body Paragraphs<br/>  The Opening Paragraph<br/>  Tying Together the Three Parts of the Opening Paragraph<br/>  Activity 8.1: "Building Bridges" in the Opening Paragraph<br/>  The First Body Paragraph<br/>  Revising the Opening and First Body Paragraphs<br/>  Activity 8.2: Evaluating Students' Paragraphs<br/>  Activity 8.3: Peer Response<br/>  Drafting the Other Body Paragraphs and Conclusion<br/>  Revising the Other Body Paragraphs and Conclusion <br/>  Activity 8.4: Evaluating Two Students' Body Paragraphs<br/>  Activity 8.5: More Peer Response<br/>  Editing: Adjective Clauses<br/>  The Function of Adjective Clauses <br/>  The Form and Use of Adjective Clauses <br/>  Restrictive and Nonrestrictive Adjective Clauses <br/>  Punctuation of Adjective Clauses <br/>  Types of Restrictive Adjective Clauses <br/>  Activity 8.6: Working with Relative Pronouns as Subjects-Who, Which, and That<br/>  Activity 8.7: Working with Relative Pronouns as Objects-Whom, Which, and That<br/>  Activity 8.8: Working with Relative Pronouns as Objects of Prepositions-Whom, Which, and That<br/>  Activity 8.9: Working with Relative Pronouns as Possessives-Whose<br/>  Activity 8.10: More Practice with Adjective Clauses <br/>  Activity 8.11: Editing for Sentence Variety<br/>  Activity 8.12: Editing to Eliminate Choppy Sentences<br/>  Editing Checklist<br/> 9: Writing about Overcoming the Odds<br/>  From C. GERALD FRASER, A Writer Who Seeks to Reconcile Two Worlds<br/>  From LAWRENCE D. MALONEY, Destined to Fly<br/>  Writing Assignment: Writing about Overcoming the Odds<br/>  Guidelines on Focusing Your Topic and Analyzing<br/>  East Africa<br/>  Use Analysis, Not Narrative<br/>  Prewriting: Generating Ideas<br/>  Developing Your Thesis and Plan<br/>  Activity 9.1: Evaluating Students' Theses and Plans<br/>  Activity 9.2: Peer Response<br/>  Drafting the Opening and First Body Paragraphs <br/>  Revising the Opening and First Body Paragraphs <br/>  Activity 9.3: Evaluating Students' Opening and First Body Paragraphs<br/>  Activity 9.4: More Peer Response<br/>  Drafting the Other Body Paragraphs and Conclusion<br/>  The Conclusion<br/>  Revising the Other Body Paragraphs and Conclusion<br/>  Activity 9.5: Evaluating a Student's Body Paragraph and Concluding Paragraph<br/>  Activity 9.6: More Peer Response<br/>  Editing: More on Logical Connectors <br/>  Structuring and Punctuating Sentences with Logical Connectors<br/>  Activity 9.7: Working with Logical Connectors of Addition<br/>  Activity 9.8: Working with Logical Connectors of Reinforcement or Emphasis<br/>  Activity 9.9: Working with Logical Connectors or Choice<br/>  Activity 9.10: Working with Logical Connectors of Exemplification <br/>  Activity 9.11: Working with Logical Connectors of Similarity <br/>  Activity 9.12: Working with Logical Connectors of Contrast<br/>  Activity 9.13: Working with Logical Connectors of Cause <br/>  Activity 9.14: Working with Logical Connectors of Result or Effect<br/>  Activity 9.15: Working with Logical Connectors of Time<br/>  Activity 9.16: Working with Logical Connectors of Place<br/>  Activity 9.17: Working with Logical Connectors of Manner<br/>  Editing Checklist<br/>  From the Editors of Time-Life Books<br/> 10: Writing about the Way Males and Females Are Raised <br/>  Readings about Japan<br/>  From DEBORAH FALLOWS, Japanese Women<br/>  From SUMIKO IWAO, The Japanese Women<br/>  From SHERYL WUDUNN, Many Japanese Women Are Resisting Servility<br/>  Readings about Saudi Arabia<br/>  From GERALDINE BROOKS, Nine Parts of Desire: The Hidden World of Islamic Women<br/>  From NORA BOUSTANY, Saudi Women Try New Ways to Overcome Bars to Advancement<br/>  Writing Assignment: Writing about the Way Males and Females Are Raised <br/>  Guidelines on Writing Your Compare/Contrast Essay<br/>  Prewriting: Generating, Focusing, Ordering, and Planning<br/>  Controlling Question<br/>  Generating Ideas: Brainstorming with a T-Square<br/>  Focusing Your Terms of Comparison <br/>  Ordering and Planning<br/>  Activity 10.1: Evaluating Evidence and Analysis in a Compare/Contrast Body Paragraph<br/>  Revising the Thesis and Plan<br/>  Activity 10.2: Evaluating Thesis Statements<br/>  Activity 10.3: Peer Response<br/>  Drafting and Revising the First Body Paragraph<br/>  Revising the First Body Paragraph<br/>  Activity 10.4: Evaluating Two Students' Body Paragraphs<br/>  Activity 10.5: More Peer Response<br/>  Drafting and Revising the Rest of the Essay<br/>  Activity 10.6: Evaluating a Student's Body Paragraph<br/>  Activity 10.7: More Peer Response<br/>  Editing: Noun Clauses <br/>  What Is a Noun Clause?<br/>  The Form and Use of Noun Clauses <br/>  Activity 10.8: Working with Noun Clauses as Subjects<br/>  Activity 10.9: Working with Noun Clauses as Objects<br/>  Activity 10.10: Working with Verb Tenses in Noun Clauses<br/>  Activity 10.11: Working with Noun Clauses as Subject Complements<br/>  Activity 10.12: Working with Noun Clauses as Adjective and Noun Complements <br/>  Activity 10.13: Working with Noun Clauses as Objects of Prepositions<br/>  Activity 10.14: Working with Noun Clauses <br/>  Editing Checklist<br/> 11: Writing about Arranged Marriages<br/>  From VED MEHTA, The Ledge between the Streams<br/>  Writing Assignment: Writing about Arranged Marriages <br/>  Guidelines on Argumentative Writing <br/>  What Is Argumentation?<br/>  Stating the Proposition<br/>  Activity 11.1: Identifying the Writer's Proposition<br/>  Prewriting: Generating Ideas<br/>  Brainstorming with a T-Square<br/>  Focusing and Planning<br/>  Drafting the Thesis and Body Paragraphs<br/>  Revising the Thesis and Body Paragraphs<br/>  Activity 11.2: Evaluating Students' Theses and Body Paragraphs<br/>  Activity 11.3: Peer Response<br/>  Drafting and Revising Your Opening and Conclusion Paragraphs<br/>  Activity 11.4: More Peer Response<br/>  Editing: Using Multiple Verb Tense Centering Points in a Paragraph<br/>  Centering a Paragraph around One Centering Point<br/>  Using Multiple Centering Points in a Paragraph<br/>  Activity 11.5: Identifying Multiple Centering Points in a Paragraph<br/>  Activity 11.6: Marking Multiple Centering Points in a Paragraph Problems with Using Multiple Centering Points in a Paragraph<br/>  Activity 11.7: Correcting Verb Tense Errors in Each "World"<br/>  Activity 11.8: Correcting Verb Tenses That "Drift"<br/>  Activity 11.9: Signaling Shifts from One "World" to Another<br/>  Editing Checklist<br/> APPENDIXES<br/>  A: Logical Connectors<br/>  B: Principal Parts of Irregular Verbs<br/>  C: Present and Past Progressive Tenses<br/>  D: Overview of Verb Tenses<br/>  E: Avoiding Comma Splices and Run-On Sentences<br/> Glossary of Vocabulary Words<br/> Peer Response Sheets<br/> Index 
<br/><br/><label>ISBN: </label>9780521657822 (pbk) 
<br/><br/><label>Subjects--Topical Terms: </label><br/>English language--Textbooks for foreign speakers.<br/>English language--Rhetoric.<br/>English language--Grammar.<br/>College readers.<br/>Report writing.