000			nam a22 7a 4500
999			_c1078 _d1078
003			OSt
005			20181210014951.0
008			180404b ||||| |||| 00| 0 eng d
020			_a9780136085188 (Student Book)
040			_cJCRC
100			_aFitzpatrick, Mary
245			_aEngaging Writing 1 : _bEssential Skills for Academic Writing / _cMary Fitzpatrick.
250			_a2nd ed.
260			_aWhite Plains, NY : _bPearson Education, _c2011.
300			_a255 p. : _bill. ; _c26 cm.
440			_aEngaging Writing
504			_aIncludes index and appendices.
505			_a"Engaging Writing, a newly expanded two-level series, gives students the concepts and skills they need for success in academic writing. Engaging Writing provides clear, step-by-step instruction in the writing process, focusing first on paragraphs (Engaging Writing 1) and progressing to essays (Engaging Writing 2). Engaging Writing fully supports the needs of intermediate to advanced ESL learners.
505			_aFeatures of Engaging Writing 1: _tWell crafted instructional sequence allows for progressive skill building. _tAppealing themes and topics stimulate discussion and provide ideas for writing. _tRealistic models provide benchmarks for students to judge their own work. _tGuided writing activities show students how to brainstorm, focus and organize. _tAppendices include a review of grammar and mechanics with exercise.
505			_aTogether, Engaging Writing 1 and 2 feature a solid pedagogical core, using clearly presented and logically sequenced rhetorical, grammatical, and lexical teaching points supported by high-interest activities" (Book Cover).
505			_aSCOPE AND SEQUENCE:
505			_aChapter 1: Accomplishments: Writing a Process Paragraph _tThis chapter focuses on academic achievements and how they are accomplished. Students will work with paragraphs on topics such as giving a speech, memorizing terminology, and overcoming procrastination. The chapter-opening reading is a first-person narrative by a “Lost Boy” of Sudan, who recounts some of the steps that took him from his war-torn homeland to graduating from college.
505			_aREADING FOR WRITING _tBefore you read _t“Healing and Learning to Learn” by Panther Alier _tUnderstanding the reading _tVocabulary Building _tAcademic Vocabulary and Word Families _tExercise 1
505			_aWRITING _tAssignment: Write a one-paragraph composition about something you have accomplished. Tell about the steps you took to reach your goal. _tUnderstanding your assignment _tThe Paragraph _tExercises 2-4 _tThe Writing Process _tMiriam’s Steps _tMiriam’s First Draft _tMiriam’s Final Draft _tParagraph Form _tExercise 5
505			_aREVISING _tComposition Focus _tPlacement of the Topic Sentence _tExercise 6 _tThe Support _tExercise 7 _tSupporting Points _tTransitions _tExercises 8-9 _tAdditional Explanation _tExercise 10-11 _tLanguage Focus _tPast Tense Irregular Verbs _tExercise 12 _tCombining Sentences _tExercises 13-16
505			_aFINAL DRAFT _tExercise 17
505			_aCHAPTER REVIEW
505			_aChapter 2: Places and Events: Writing a Descriptive Paragraph _tThis chapter focuses on writing about places and events. Students will describe a location or event that is special to them, from a tranquil campsite to a thrilling soccer game. In the chapter-opening reading, a wildlife biologist describes a unique national park in Bolivia that he is dedicated to protecting.
505			_aREADING FOR WRITING _tBefore you read _tReading: “A Biological Treasure Chest” by Robert Wallace _tUnderstanding the reading _tVocabulary Building _tAcademic Vocabulary and Word Families _tExercises 1-2
505			_aWRITING _tAssignment: Write a one-paragraph composition that describes two or three parts or qualities of a place or event. _tUnderstanding your assignment _tDescription _tExercises 3-5 _tFinding Focus Points for Your Paragraph _tThe Controlling Idea of a Topic Sentence _tExercises 6-7
505			_aTHE WRITING PROCESS _tClustering _tRogerio’s Steps _tRogerio’s First Draft _tExercise 8 _tRogerio’s Final Draft _tExercise 9
505			_aREVISING _tComposition Focus _tThe Controlling Idea _tExercise 10 _tTransitions _tExercises 11-12 _tSpecific Support: Using Questions to Fill Information Gaps _tExercise 15 _tLanguage Focus _tExpanding the Noun Phrase _tExercise 16-17 _tTime Frames _tExercise 18 _tChanging the Time Frame _tExercises 19-20
505			_aFINAL DRAFT
505			_aCHAPTER REVIEW
505			_aChapter 3 - Pastimes and Entertainment: Writing a Reason Paragraph _tThis chapter focuses on all types of entertainment, from Mahjong to detective dramas. Students will compose paragraphs in which they identify and explain two or three reasons for their entertainment preference. The chapter-opening reading is by a blogger who lives in Bahrain and has used blogging to learn about the Middle East.
505			_aREADING FOR WRITING _tBefore you read _tReading: “How Blogging Changed My Life” by Ayesha Saldanha _tUnderstanding the reading _tVocabulary Building _tVerbs and –ing Adjectives That Describe Feelings _tExercise 1 _tVocabulary That Describes Entertainment _tExercise 2
505			_aWRITING _tAssignment: Write a one-paragraph composition that gives two or three reasons that either you or people, in general, enjoy a specific pastime or kind of entertainment. _tUnderstanding your assignment _tChoosing a Topic _tThe Topic Sentence _tFinding Supporting Reasons for Your Paragraph _tExercise 3 _tThe Writing Process _tOutlining _tExercise 4 _tDefining the Topic _tExercise 5 _tSalina’s Steps _tSalina’s First Draft _tSalina’s Final Draft _tExercise 6
505			_aREVISING _tComposition Focus _tParagraph Structure _tExercise 7 _tDeveloping the Third Level: Sensory Details, Examples, and Explanation _tExercise 8 _tTransitions _tExercise 9 _tLanguage Focus _tGerunds _tExercise 10 _tVerb + Gerund. Verb + Infinitive _tExercise 11 _tCoordinating Conjunctions _tExercise 12 _tSubordinating Conjunctions _tExercise 13 _tCause-and-Effect Signals _tExercise 14
505			_aFINAL DRAFT
505			_aCHAPTER REVIEW
505			_aChapter 4 - Occupations: Writing an Effect Paragraph _tThis chapter focuses on work and its impact on the worker. Students will use a prewriting interview to explore the effects of work and to collect information for their paragraphs. In the chapter-opening reading, a firefighter explains his job and its physical and emotional effects.
505			_aREADING FOR WRITING _tBefore you read _tReading: “Being a Firefighter” by Anthony Campana _tUnderstanding the reading _tVocabulary Building _tWord Families and Choices for Writers _tExercise 1 _t-ly Adverbs _tExercise 2
505			_aWRITING _tAssignment: Write a one-paragraph composition that discusses two or three effects of a certain occupation on you or another person. _tInterview _tUnderstanding your assignment _tCause and Effect _tThe Topic Sentence of an Effect Paragraph _tExercise 3 _tPositive and Negative Effects in the Topic Sentence _tExercise 4 _tOrganizing Supporting Points _tThe Writing Process _tGathering Information Through an Interview _tExercise 5 _tExercise 6 _tAhmad’s Steps _tAhmad’s First Draft _tAhmad’s Final Draft _tExercise 7
505			_aREVISING _tComposition Focus _tThe Second and Third Levels: Paragraph Unity _tExercise 8 _tThe Second and Third Levels: Paragraph Focus _tExercise 9 _tThe Third Level: Using Quotations as Support _tExercise 10-12 _tParagraph Connections: Transitions, Repeated Words, and Related Words _tExercise 13 _tLanguage Focus _tUsing the Present Perfect with the Simple Present and Simple Past Tenses _tExercise 14 _tChoosing and Combing Verb Tenses _tExercise 15-16 _tParticipial Adjectives _tExercises 17-18
505			_aFINAL DRAFT
505			_aCHAPTER REVIEW
505			_aChapter 5 - Growing Up in Different Cultures: Writing a Contrast Paragraph _tThis chapter looks at child rearing, child development, and family structure in countries around the world. Students will work on paragraphs focusing on the differences between two cultures or two age groups as they learn to manipulate comparison/contrast patterns. In the chapter-opening reading, an international team of social scientists presents some findings of their cross-cultural research on the phenomenon of putting a baby to bed.
505			_aREADING FOR WRITING _tBefore you read _tReading: “Putting the Baby to Bed in Five Cultures” by Sara Harkness, Charles M. Super, Jong-Hay Rha, Marjolijn Blom, Blanca Huitron, Ughetta Moscardino, Saskia van Schaik, and Margreet de Looze _tUnderstanding the reading _tVocabulary Building _tWords Used as More Than One Part of Speech _tExercise 1 _tPerson Nouns and Concept Nouns _tExercise 2 _tAcademic Vocabulary That Describes Families and Child Rearing _tExercise 3
505			_aWRITING _tAssignment: Write a one-paragraph composition that discusses two or three differences between two cultures or two age groups. _tUnderstanding your assignment _tThe Topic Sentence of a Contrast Paragraph _tExercise 4 _tThe Organization of a Contrast Paragraph _tExercises 5-7 _tThe Writing Process _tDeveloping Parallel Lists _tExercise 8 _tDenise’s Steps _tDenise’s First Draft _tDenise’s Final Draft _tExercise 9
505			_aREVISING _tComposition Focus _tDeveloping the Third Level _tExercise 10 _tBalanced Development _tExercise 11 _tConcluding Sentences _tExercise 12 _tLanguage Focus _tSignals of Contrast: Coordinating and Subordinating Conjunctions and Transitions _tExercise 13-14 _tUsing Consistent Pronoun Point of View to Keep Paragraph Focus _tExercise 15 _tThird Person Point of View _tExercises 16-17
505			_aFINAL DRAFT
505			_aCHAPTER REVIEW
505			_aChapter 6 - Making Communities Better: Writing an Opinion Paragraph and Essay _tThis chapter focuses on quality of life. Students will choose an issue they believe is important, from recreation and health to justice and equality, and recommend a related improvement to their town or city. First, they will support their point of view in a paragraph. Then they will expand their ideas in an essay. In the chapter-opening reading, a sociologist discusses urban crime and presents solutions from Tanzania, Japan, Uganda, and France.
505			_aREADING FOR WRITING _tBefore you read _tReading: “From Violence to Justice and Security in Cities” by Franz Vanderschueren _tUnderstanding the reading _tVocabulary Building _tSynonyms _tExercise 1 _tNouns That Are Both Countable and Uncountable _tExercise 2
505			_aWRITING _tAssignment: Write a one-paragraph composition that gives an opinion about improving the quality of life in your city, town, rural area, state, province, or country. Provide two or three supporting points _tUnderstanding your assignment _tThe Topic Sentence of an Opinion Paragraph _tThe Supporting Points of an Opinion Paragraph _tIdentifying the Problem _tExercise 3 _tProblems, Benefits, and Imagined Situations _tExercises 4 _tThe Third Level of an Opinion Paragraph _tExercise 5 _tThe Writing Process _tUsing a Survey to Gather Ideas and Information for an Opinion Paragraph _tUsing Survey Results in an Opinion Paragraph _tTran’s Steps _tTran’s First Draft _tExercise 6
505			_aEXPANDING YOUR FIRST DRAFT TO AN ESSAY _tExercise 7 _tThe Process of Changing Your Paragraph to an Essay - Writing the Thesis Statement and the Body of the Essay _tWriting the Introduction of the Essay _tExercise 8 _tWriting the Conclusion and Completing Your Essay _tExercise 9-10 _tLanguage Focus _tConditional Sentences: Real Future and Unreal Present or Future _tExercise 11-12 _tModal Verbs _tExercise 13-14
505			_aFINAL DRAFT
505			_aCHAPTER REVIEW
505			_aAppendices: _tAppendix IA: GRAMMAR _tAppendix IB: CAPITAL LETTERS AND PUNCTUATION MARKS _tAppendix II: PEER REVIEW FORMS
521			_aIntended for learners of all levels.
650			_aEnglish language _vTextbooks for foreign speakers.
650			_aEnglish language _vRhetoric _xProblems and exercises.
650			_aEnglish language _vReport writing _xProblems and exercises.
650			_aEnglish language _vWriting skills _xProblems and exercises.
856			_uhttps://bit.ly/2GWvchd _yPublisher's Website.
942			_2z _cBK