Includes index.

"University Success is an academic course designed for English language learners preparing for mainstream academic environments. Authentic content is woven through reading, writing, and oral communication strands. The course - level by level - carefully scaffolds skills development to help students become autonomous learners, thereby closing the skills gap.

University Success Writing, Intermediate to High-Intermediate Level introduces students to the skills and vocabulary they need to grow into academic writers. Instruction and writing tasks align with the way academic writing is taught at the university level and across disciplines. Guided exercises, explicit vocabulary instruction, and extensive use of graphic organizers support students through the writing process. Intensive skill development and expanded application, tied to specific learning outcomes and with a strong emphasis on critical thinking, prepare students to execute writing assignments in different disciplines and meet their academic goals.

FEATURES:

Parts 1 and 2 include presentations and controlled writing practice exposing students to the elements of research-based writing while building essential critical-thinking skills. Topics are aligned around five main subject areas: Bioethics, Business and Design, Zoology, History, and Chemical Engineering.
Part 3 includes interviews with professors discussing their own writing processes as well as essays authored by the professors and built around the same five academic disciplines. Extensive guided research followed by a final writing task provides students with the opportunity to participate in inquiry-based research and writing.
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)

CONTENTS

Welcome to University Success

Key Features

Scope and Sequence

Acknowledgments

SCOPE AND SEQUENCE

PART 1 Fundamental Writing Skills

U1 BIOETHICS: The Academic Writing Process
Fundamental Skills: Understanding the assignment — Using the academic writing process
Integrated Skills: Taking effective notes
Language Skills: Using –ing and –ed adjectives correctly
Vocabulary Strategy: Understanding register
Apply Your Skills: Plan a 250-300 word paragraph on the advantages and disadvantages of using gene editing in people.

U2 BUSINESS AND DESIGN: Idea Development
Fundamental Skills: Using questions to guide your research — Building paragraphs and connecting ideas
Integrated Skills: Identifying topic sentence
Language Skills: Using conjunctions to connect ideas
Vocabulary Strategy: Creating a vocabulary journal
Apply Your Skills: Plan a 350-500 word essay about how companies can successfully manage their brands when problems occur.

U3 ZOOLOGY: Extended Writing
Fundamental Skills: Writing an introduction — Writing a conclusion
Integrated Skills: Understanding and using thesis statements
Language Skills: Using gerunds and infinitives correctly
Vocabulary Strategy: Determining meaning from context
Apply Your Skills: Plan a well-researched 2-3 page paper that answers these questions: Why are African elephants being poached? How is poaching harming elephant social structure? What is being done to prevent poaching?

U4 HISTORY: Narratives
Fundamental Skills: Using narrative writing; Writing a biography
Integrated Skills: Using chronological organization
Language Skills: Using narrative tenses
Vocabulary Strategy: Understanding affixes
Apply Your Skills: Plan a 300-500 word narrative essay about the history of Angkor Wat, or a 300-500 word biography of the explorer who made Angkor Wat popular in the West.

U5 CHEMICAL ENGINEERING: Editing and Publishing
Fundamental Skills: Understanding the visual appearance of writing; Proofreading effectively
Integrated Skills: Writing headings and subheadings
Language Skills: Using prepositional phrases
Vocabulary Strategy: Understanding word families
Apply Your Skills: Plan a 500-700 word report that explains a design solution for disaster-resistant housing in a developing country.

PART 2 Critical Thinking Skills

U1 BIOETHICS: Fact and Opinion
Critical Thinking Skills: Stating an argument — Supporting an argument with examples
Integrated Skills: Reading and responding to a persuasive essay
Language Skills: Using hedging structures
Vocabulary Strategy: Understanding collocation
Apply Your Skills: Plan a 25-300 paragraph discussing whether or not gene drive should be used outside a laboratory.

U2 BUSINESS AND DESIGN: Integrating Ideas from Sources
Critical Thinking Skills: Identifying keywords — Paraphrasing ideas
Integrated Skills: Summarizing
Language Skills: Using reporting verbs
Vocabulary Strategy: Using synonyms
Apply Your Skills: Plan a 200-300 word summary of the article “Product Wars,’ from Business and Design, Part 1.

U3 ZOOLOGY: Process Writing
Critical Thinking Skills: Describing a process — Using process language
Integrated Skills: Summarizing a process
Language Skills: Using causative verbs
Vocabulary Strategy: Using a dictionary to expand vocabulary
Apply Your Skills: Plan a 150-300 word explanation of the process of one form of elephant communication: visual, tactile, or chemical.

U4 HISTORY: Style and Genre
Critical Thinking Skills: Writing a descriptive paragraph — Using compare-and-contrast organization
Integrated Skills: Identifying style and tone
Language Skills: Using compare-and-contrast language
Vocabulary Strategy: Using adjectives
Apply Your Skills: Plan a well-researched 300-500 word essay comparing and contrasting the discovery of the Varna Necropolis and the Terracotta Army.

U5 CHEMICAL ENGINEERING: Presenting Numerical Information
Critical Thinking Skills: Creating tables — Using numbers in writing
Integrated Skills: Summarizing a table of data
Language Skills: Knowing how and when to use the passive voice
Vocabulary Strategy: Creating word cards
Apply Your Skills: Plan to write a 500-word report on the destruction of the Aral Sea.

PART 3 Extended Writing

U1 BIOETHICS

Interviews and Readings:
Writing as a Bioethicist: “Whole Genome Sequencing: Uses and Challenges”

Research / Assignment:
Write a detailed outline of a persuasive essay discussing whether or not people should be encouraged to have their whole genome sequenced.

U2 BUSINESS AND DESIGN

Interviews and Readings:
Writing as a Businessperson: “So What is a Business Model?”

Research / Assignment:
Summarize the section about Target Corporation’s business model from Juli Sherry’s essay “So What Is a Business Model?”.

U3 ZOOLOGY

Interviews and Readings:
Writing as a Scientist: “The Role of Ritual in Male African Elephants”

Research / Assignment:
Write a short essay about a ritual that male elephants use to maintain social bonds.

U4 HISTORY

Interviews and Readings:
Writing as a Historian: “Changing History by Accident: How Accidents Can Uncover Important Archaeological Finds”

Research / Assignment:
Write 1 to 2 narrative paragraphs about the discovery of the Rosetta Stone.

U5 CHEMICAL ENGINEERING

Interviews and Readings:
Writing as a Chemical Engineer: “From Molecules to Materials: The Whole Is Greater Than the Sum of the Parts”

Research / Assignment:
Write 1 to 2 paragraphs about a synthetic material – a material that has been invented – rather than produced naturally.

Credits

Index