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008			180514b ||||| |||| 00| 0 eng d
040			_cJCRC
100			_aBaker, Lida
245			_aGrammar for Great Writing C / _cLida Baker, Robyn Lockwood Brinks, and Kristin Donnalley Sherman.
250			_a1st ed.
260			_aBoston, MA : _bNational Geographic Learning, _c2017.
300			_aix, 232 p. : _bill. in col. ; _c28 cm.
440			_aGrammar for Great Writing
505			_aOverview
505			_aUnit 1 Nouns and Noun Phrases
505			_aCOMMON ERRORS _t1.1 Does a singular count noun have a determiner? _t1.2 Does a count noun have a plural ending? _t1.3 Is the noun plural or not? _t1.4 Does the noun need an article or not? _t1.5 Do you need much or a great deal of?
505			_aVOCABULARY IN ACADEMIC WRITING _tNouns from the Academic Word List: attitude, bias, colleague, device, distinction, enforcement, incidence, outcome, procedure, publication
505			_aKINDS OF WRITING _tClassification: Measuring Earthquakes _tProblem-Solution: Job Satisfaction of Hospital Doctors
505			_aUnit 2 Writing about the Past
505			_aCOMMON ERRORS _t2.1 Do you need simple past or simple present? _t2.2 Do you need verb + -ing? _t2.3 Do you need simple past or past progressive? _t2.4 Do you need simple past or past perfect?
505			_aVOCABULARY IN ACADEMIC WRITING _tVerbs Frequently Used in Past Progressive: become, do, get, have, look, make, take, try, use, work
505			_aKINDS OF WRITING _tDescriptive: Guernica _tNarrative: The 1989 World Series
505			_aUnit 3 Using the Present Perfect
505			_aCOMMON ERRORS _t3.1 Do you need present perfect or simple present? _t3.2 Do you need present perfect or simple past?
505			_aVOCABULARY IN ACADEMIC WRITING _tVerbs Frequently Used in Present Perfect: be, become, come, find, have, lead, make, see, show, take
505			_aKINDS OF WRITING _tDescriptive: Flipped Classrooms _tNarrative: A Brief History of Flight
505			_aUnit 4 Using Word Forms
505			_aCOMMON ERRORS _t4.1 Is the word form correct? _t4.2 Do you have the correct suffix?
505			_aVOCABULARY IN ACADEMIC WRITING _tFrequently Used Words with Common Suffixes: community, consistent, creativity, emphasize, finally, individual, mechanism, positive, section, strengthen
505			_aKINDS OF WRITING _tCause-Effect: The Dangers of Sitting _tSummary-Response: Functional Textiles
505			_aUnit 5 Writing with Prepositions
505			_aCOMMON ERRORS _t5.1 Which preposition is correct? _t5.2 Do you have a noun form after the preposition? _t5.3 Does the main verb of the sentence agree with the subject?
505			_aVOCABULARY IN ACADEMIC WRITING _tFrequently Used Preposition Combinations: associated with, consistent with, difference between, due to, lack of, need for, reason for, responsible for, support for, used to
505			_aKINDS OF WRITING _tProcess: Your Immune System _tProblem-Solution: How New York City Faced a Challenge
505			_aUnit 6 Using Modals
505			_aCOMMON ERRORS _t6.1 Is the form of the modal correct? _t6.2 Do you need a modal to hedge? _t6.3 Do you use I think or maybe for hedging?
505			_aVOCABULARY IN ACADEMIC WRITING _tFrequently Used Modal + Verb Combinations: can help, cannot be, could lead, may be, may need, may result, might have, must be received, should be taken, would have been
505			_aKINDS OF WRITING _tCause-Effect: Warning Labels on Sugar-Sweetened Drinks _tAdvantages-Disadvantages: Driverless Cars
505			_aUnit 7 Using Gerunds and Infinitives
505			_aCOMMON ERRORS _t7.1 Do you need a gerund as the subject? _t7.2 Does the verb agree with the gerund subject? _t7.3 Is to a preposition or part of an infinitive? _t7.4 Do you have by + gerund?
505			_aVOCABULARY IN ACADEMIC WRITING _tFrequently Used Infinitives and Gerunds: becoming, being, having, making, using, to be, to do, to have, to make, to use
505			_aKINDS OF WRITING _tDescriptive: Phobias _tCause-Effect: Treating Acne
505			_aUnit 8 Using the Passive Voice
505			_aCOMMON ERRORS _t8.1 Do you use the correct form of the verb? _t8.2 Do you include a form of be in the passive voice? _t8.3 Do you need passive or active voice?
505			_aVOCABULARY IN ACADEMIC WRITING _tFrequently Used Passive Verb Forms: can be seen, can be used, has been made, have been found, is known, is needed, was based, was conducted, were asked, were reported
505			_aKINDS OF WRITING _tSummary: Our Brains Are Designed to Do Good _tSummary: Media Habits of Students
505			_aUnit 9 Writing with Participial Adjectives
505			_aCOMMON ERRORS _t9.1 Do you need a present or past participle? _t9.2 Do you have the correct participial form?
505			_aVOCABULARY IN ACADEMIC WRITING _tFrequently Used Participial Adjectives: developing, existing, following, growing, interesting, concerned, gifted, increased, involved, limited
505			_aKINDS OF WRITING _tOpinion: The American Dream _tSummary: Millenials and Marriage
505			_aUnit 10 Adjective Clauses and Reduced Clauses
505			_aCOMMON ERRORS _t10.1 Do you need a subject relative pronoun? _t10.2 Do you have the correct relative pronoun? _t10.3 Do you repeat the subject or object pronoun? _t10.4 Is the subject adjective clause reduced correctly?
505			_aVOCABULARY IN ACADEMIC WRITING _tNouns That Frequently Precede Adjective Clauses with That: activity, approach, area, element, idea, indication, issue, option, organization, result
505			_aKINDS OF WRITING _tCause-Effect: Ebola _tNarrative: Helen Keller
505			_aUnit 11 Adverb Clauses and Reduced Clauses
505			_aCOMMON ERRORS _t11.1 Do you have the correct subordinating conjunction? _t11.2 Do you have a subordinating conjunction? _t11.3 Is the punctuation correct? _t11.4 Is the clause reduced correctly?
505			_aVOCABULARY IN ACADEMIC WRITING _tWords from the Academic Word List: confirmed, decades, eliminate, empirical, equipment, isolated, mode, somewhat, successive, transmission
505			_aKINDS OF WRITING _tDescriptive: Dinesh Patel _tDescriptive: The National Oceanic and Atmospheric Administration NOAA)
505			_aUnit 12 Writing with Noun Clauses
505			_aCOMMON ERRORS _t12.1 Do you need question or statement word order? _t12.2 Do you need that or what? _t12.3 Do the subject and verb agree?
505			_aVOCABULARY IN ACADEMIC WRITING _tFrequently Used Reporting Verbs: argue, demonstrate, deny, describe, find, observe, propose, report, show, suggest
505			_aKINDS OF WRITING _tCause-Effect: Body Size in Sports _tReaction-Response: Village Dogs
505			_aUnit 13 Writing with Sentence Variety
505			_aCOMMON ERRORS _t13.1 Do you have a complete sentence or a fragment? _t13.2 Is there a conjunction? _t13.3 Does you sentence need a comma?
505			_aVOCABULARY IN ACADEMIC WRITING _tWords from the Academic Word List: advocate, ambiguous, eliminate, fluctuations, infrastructure, intervention, priority, random, restore, voluntary
505			_aKINDS OF WRITING _tComparison: Two Smart Birds _tComparison: Neanderthals versus Modern Humans
505			_aUnit 14 Using the Conditional
505			_aCOMMON ERRORS _t14.1 Is the verb form correct for future real conditional? _t14.2 Is the verb form correct for present or future real conditional? _t14.3 Is the verb form correct for past unreal conditional?
505			_aVOCABULARY IN ACADEMIC WRITING _tWords from the Academic Word List: anticipated, ceases, coincide, device, erosion, military, rigid, route, undergo, violation
505			_aKINDS OF WRITING _tCause-Effect: From Garbage to Energy _tCause-Effect: Save the Bats
505			_aUnit 15 Writing with Connectors
505			_aCOMMON ERRORS _t15.1 Do you need a connector? _t15.2 Is the connector correct? _t15.3 Is a comma needed? _t15.4 Do you have too many connectors?
505			_aVOCABULARY IN ACADEMIC WRITING _tWords from the Academic Word List: appreciation, controversy, crucial, denote, diminished, eventually, format, portion, radical, widespread
505			_aKINDS OF WRITING _tComparison: Print or Electronic Books
520			_a"Grammar for Great Writing is a three-book series that focuses on the key grammatical and lexical elements learners need to become more successful academic writers. Ideal for the4 grammar component of a writing and grammar class, Grammar for Great Writing may be used as a companion to the Great Writing series or in conjunction with any academic writing series. Key features: Emphasis on the most common errors found in student writing provides a more effective approach to grammar for academic writing. Corpus-informed vocabulary most frequently associated with the target grammar results in more fluent student writing. A wide variety of editing activities refines students' academic writing and improves accuracy. Writing samples in various rhetorical modes provide relevant practice for learners." (Book Cover)
650			_aEnglish language _xGrammar _vHandbooks, manuals, etc.
650			_aEnglish language _xUsage _vHandbooks, manuals, etc.
650			_aEnglish language _xGrammar _vProblems, exercises, etc.
650			_aEnglish language _xComposition and exercises.
650			_aHigh intermediate to advanced.
700			_aBrinks Lockwood, Robyn
700			_aDonnalley Sherman, Kristin
856			_uhttp://ngl.cengage.com/search/productOverview.do?Ntt=grammar+for+great+writing%7C729123967115720235220985531232007343664&N=4294918395+200&Ntk=NGL%7CP_EPI&Ntx=mode+matchallpartial _zPublisher's Website.
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