000			10660nam a22006737a 4500
999			_c1382 _d1382
005			20221228205806.0
008			170725b xxu||||| |||| 00| 0 eng d
020			_a9780134653228 (Student book)
040			_cCRJC
100			_aSteenburgh, Carrie
245			_aUniversity Success : Reading (Intermediate to High-Intermediate) / _cCarrie Steenburgh, Ronnie Hess II and Tim McLaughlin (Authentic Content Contributors), and Lawrence Zwier (Series Editor).
246	3	0	_aUniversity Success - Intermediate to High-Intermediate Level Reading
250			_a1st ed.
260			_aHoboken, NJ : _bPearson Education, _c2018.
300			_axvi, 384 p. : _bcol. ill. ; _c23 cm.
440			_aUniversity Success
500			_aIncludes index.
505			_a"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.
505			_aUniversity Success Reading, Intermediate to High-Intermediate Level provides intensive skill development and expanded application - tied to specific learning outcomes - that prepare students to become fluent, automatic, and competent readers. Explicit vocabulary instruction and extensive use of graphic organizers move students closer to academic autonomy. Authentic readings written by top professors from Stanford University provide real-life learning experiences.
505			_aFEATURES: _tParts 1 and 2 feature accessible, yet challenging, readings that allow students to engage with the content as they build essential reading and critical-thinking skills. Topics are aligned around five main subject areas: Bioethics, Business and Design, Zoology, History, and Chemical Engineering. _tPart 3 features authentic readings, authored by the professors and built around the same five disciplines, that offer the practice and broader exposure to academic English that students at this level need to succeed. _tIntegration 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)
505			_aSCOPE AND SEQUENCE
505			_aPART 1 Fundamental Reading Skills
505			_aU1 BIOETHICS: Active Reading _tFundamental Skills: Skimming to survey a text — Scanning to discover specific information _tIntegrated Skills: Annotating to identify key information _tLanguage Skills: Choosing effective search terms _tVocabulary Strategy: Utilizing a dictionary to strengthen vocabulary _tApply Your Skills: Read “How Useful Is Genetic Mapping and Sequencing”. Explain and defend your position on genetic mapping. Draw conclusions from a line graph about the cost of genome sequencing, and make predictions about the future of the practice.
505			_aU2 BUSINESS AND DESIGN: Main Ideas and Supporting Details _tFundamental Skills: Identifying main ideas — Identifying supporting details _tIntegrated Skills: Paraphrasing _tLanguage Skills: Using synonyms and equivalent expressions _tVocabulary Strategy: Building word families _tApply Your Skills: Read “The Secret to a Successful Crowd-Funding Campaign”. Evaluate the advantages and disadvantages of crowd-funding. Interpret a map showing trends in crowd-funding worldwide and make predictions about the future of crowd-funding.
505			_aU3 ZOOLOGY: Organizational Structures _tFundamental Skills: Making associations — Synthesizing information _tIntegrated Skills: Writing quotations to support ideas _tLanguage Skills: Expressing contrast and concession _tVocabulary Strategy: Improving receptive and productive vocabulary _tApply Your Skills: Read “The Long-Term Effects of Poaching”. Predict the impact of poaching on future animal populations and discuss what can be done to stop the practice. Evaluate a map showing the illegal trade of ivory and create a visual based on statistics from the unit.
505			_aU4 HISTORY: Reading Fluency _tFundamental Skills: Increasing smoothness and pace to build fluency — Developing accuracy _tIntegrated Skills: Reading aloud to build fluency and comprehension _tLanguage Skills: Identifying thought groups _tVocabulary Strategy: Recognizing collocations _tApply Your Skills: Read “Who Owns the Rosetta Stones”. Choose and defend a position on who should own the Rosetta Stone and other relies like it. Identify trends about location from a list of historically important sites and draw conclusions about the dates.
505			_aU5 CHEMICAL ENGINEERING: Research Articles _tFundamental Skills: Identifying cause and effect — Examining examples _tIntegrated Skills: Summarizing _tLanguage Skills: Working with pro-forms _tVocabulary Strategy: Utilizing the Frayer model _tApply Your Skills: Read “How Land Moves”. Defend your position on the reception of Alfred Wegener’s theory and whether plate movement is a real concern today. Evaluate images showing Pangaea and then imagine how gravitational spreading might affect the world in the future.
505			_aPART 2 Critical Thinking Skills
505			_aU1 BIOETHICS: Facts and Opinions _tCritical Thinking Skills: Identifying facts — Identifying opinions _tIntegrated Skills: Fact-checking _tLanguage Skills: Examining language for subjectivity _tVocabulary Strategy: Guessing meaning from context _tApply Your Skills: Read “Reversing the Aging Process”. Explain your position on reversing the aging process and whether you think aging is a “problem” that needs to be fixed. Predict the impact of CRISPR on aging trends.
505			_aU2 BUSINESS AND DESIGN: Inferences and Predictions _tCritical Thinking Skills: Making inferences — Predicting _tIntegrated Skills: Identifying parts of a lecture _tLanguage Skills: Interpreting hedging language _tVocabulary Strategy: Compiling a vocabulary journal _tApply Your Skills: Read “Working Together for a Better World”. Explore and explain why a deadline is important for development goals and what can be done to ensure quality education for everyone. Assess participation in the UN’s Global Compact, based on a map, and make predictions about future participation.
505			_aU3 ZOOLOGY: Classification _tCritical Thinking Skills: Classifying information — Distinguishing points of view _tIntegrated Skills: Supporting a presentation with visuals _tLanguage Skills: Identifying the language of parts and wholes _tVocabulary Strategy: Recognizing connotative language _tApply Your Skills: Read “Elephant Listening: A Feeling in Their Bones”. Choose and defend a position on whether scientific research should receive government funding. Evaluate the similarities and differences between the same body part of two different species.
505			_aU4 HISTORY: Specialized Vocabulary _tCritical Thinking Skills: Finding definitions and explanations in a text; Dealing with specialized vocabulary _tIntegrated Skills: Responding in an online forum _tLanguage Skills: Demonstrating civil discourse online _tVocabulary Strategy: Using graphic organizers _tApply Your Skills: Read “The Influence of History on Pop Culture”. Examine whether cultural values inform pop culture and whether accuracy is important in retelling history. Infer patterns from a timeline about historic events and make predictions about future rises and falls.
505			_aU5 CHEMICAL ENGINEERING: Processes _tCritical Thinking Skills: Analyzing time and space descriptions — Examining conditions _tIntegrated Skills: Using passive voice _tLanguage Skills: Making use of conditionals _tVocabulary Strategy: Identifying collocations _tApply Your Skills: Read “Ice, Eggs, and the Second Law of Thermodynamics”. Explain how examples from the reading illustrate entropy, and use ice cream to explain it and the second law of thermodynamics. Analyze the relationship between temperature and entropy, and create a visual showing change with another substance.
505			_aPART 3 Extended Reading
505			_aU1 BIOETHICS: Right and Wrong
505			_aReadings: _t1. Whole Genome Sequencing: Uses and Challenges _t2. Considering Cognitive Enhancement
505			_aResearch / Assignment: _tSmall group presentation: Research the Precision Medicine Initiative, and then choose and support a position on the program.
505			_aU2 BUSINESS AND DESIGN: Best Practices
505			_aReadings: _t1. So What Is a Business Model? _t2. Branding 101
505			_aResearch / Assignment: _tSmall group presentation: Choose and research a real company’s business plan to evaluate, and then complete a Business Model Canvas with your findings.
505			_aU3 ZOOLOGY: Elephant Behavior
505			_aReadings: _t1. For Elephants, Being Social Has Costs and Benefits _t2. The Role of Ritual in Male African Elephants
505			_aResearch / Assignment: _tPair presentation: Choose and research an animal group that lives in a matriarchal society and an animal group that lives in a patriarchal society, and then compare and contrast their social structures.
505			_aU4 HISTORY: Changing History
505			_aReadings: _t1. Changing History by Accident: How Accidents Can Uncover Important Archaeological Finds _t2. Seeking Discoveries: The Intentional Quest for Archaeological Finds
505			_aResearch / Assignment: _tPanel discussion: Choose and research the culture of either the Ptolemaic dynasty of Egypt around 196 BCE or the Roman Empire around 79 CE, and then discuss an aspect of the culture, using visuals.
505			_aU5 CHEMICAL ENGINEERING: Chemical Connections
505			_aReadings: _t1. Physics of Scale: How are Candle Flames, Lake Flow, and Continental Drift Related? _t2. From Molecules to Materials: The Whole Is Greater Than the Sum of the Parts
505			_aResearch / Assignment: _tSmall group presentation: Research gravity density flow and then choose an example that can best explain it, using visuals or realia.
521			_aFor ESL learners at B1-B1+ (CEFR) levels.
650			_aReading (Higher Education).
650			_aEnglish language _xTextbooks for foreign speakers.
658			_cESL0120
700			_aHess II, Ronnie
700			_aMcLaughlin, Tim
700			_aZwier, Laurence
856			_uhttps://www.pearson.com/english/catalogue/english-skills/university-success.html _zPublisher's Website.
942			_cBK _2z