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001 | 6524721 | ||
003 | LTSCA | ||
005 | 20201217021951.0 | ||
008 | 121129s2014 onca bf 001 0 eng | ||
020 |
_a9780176523459 (pbk) _cISBN-13 |
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020 |
_a0176523456 (pbk) _cISBN-10 |
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035 | _aocn858600942 | ||
040 |
_aNLC _beng _erda _cNLC _dOCLCO _dYDXCP _dAEU _dJCRC |
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049 | _aUABA | ||
055 | 0 | 0 |
_aLB2369 _bS65 2014 |
100 | 1 | _aSoles, Derek | |
110 | _aUniversity of British Columbia | ||
245 | 1 | 4 |
_aThe Essentials of Academic Writing / _cDerek Soles. |
250 | _aCanadian Edition. | ||
260 |
_aToronto : _bNelson Education, _c2014. |
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300 |
_axx, 502 p. : _bill. ; _c23 cm. |
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504 | _aIncludes bibliographical references for each chapter. | ||
505 |
_a"Essentials of Academic Writing is an essay-level book focused exclusively on writing academic papers. It is organized around three principles: a thorough focus on the fundamentals of writing academic papers; a cross-disciplinary approach to writing that emphasizes the importance of writing skills beyond the English course; and a focus on reading skills as the underlying foundation of a good critical thinker. One of the hallmarks of this book is the use of a single sample student essay, from start to finish, as an annotated example of the process used by a developing writer. From the brainstorming diagram in the first chapter to the final draft at the end of Part One, students are given a strong, consistent model to emulate.
_tThorough, step-by-step coverage of the process of writing, from brainstorming to revision _tCoverage of writing in a variety of disciplines (social sciences, sciences, humanities, business, and technology) _tUtilizes a student-lauded and unique “ISCE acronym” for intelligence, substance, clarity, and energy - a simple way of reminding students of the essential features of good academic writing and the important criteria they need to keep in mind as they draft and revise their writing. _tIncludes an insightful section on how instructors evaluate student writing _tGrammar and mechanics section that assumes some ability on the part of student writers, but also covers the most common types of errors and avoids using jargon _tCovers argumentation, as well as expository and persuasive writing _tSample essays annotated with instructional notes and commentary _tNelson Education’s Maple Collection offers over 160 readings from our best-selling English readers; Textchoice makes it easy to browse and compile your perfect reader. Contact your Nelson Education sales representative for more information. _tEasily create, assign, and grade writing assignments with Enhanced InSite for Canadian Composition. From a single site you can manage the flow of papers electronically, check for originality, allow students to submit papers and conduct peer review, and more—all in an easy-to-use interface. Your students will have access to private tutoring resources, Turnitin® originality checker, and various activities, including anti-plagiarism tutorials and downloadable grammar podcasts. _tInfoTrac® is a powerful online learning resource consisting of thousands of full-text articles from hundreds of journals and periodicals. By doing a simple keyword search, students quickly generate a list of relevant full-text articles from thousands of possibilities. InfoTrac®’s continually updated collection of articles can be useful for doing reading and writing assignments that reach beyond the pages of this text. Ask your Nelson Sales & Editorial Representative how to bundle InfoTrac® with your textbook!" (Publisher's Website) |
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505 | _aTABLE OF CONTENTS: | ||
505 |
_aIntroduction: The Writing Process
_tWriting as a Recursive Process _tReading Academic Writing |
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505 | _aPart One: The Process of Writing an Academic Essay | ||
505 | _aChapter 1: What Is an Academic Essay? | ||
505 | _aThe Expository Essay or Term Paper | ||
505 | _aThe Persuasive Essay or Term Paper | ||
505 | _aThe Mixed-Genre Essay or Term Paper | ||
505 | _aOther Academic Writing Assignments | ||
505 | _aThe Conventions of Academic Discourse | ||
505 | _aWriting for the Social Sciences | ||
505 | _aWriting for the Sciences | ||
505 | _aWriting for the Humanities | ||
505 | _aWriting for Business | ||
505 | _aWriting for Technology | ||
505 |
_aHow Professors Evaluate Student Writing
_tWriting Assignment _tExercises _tCollaborative Activity |
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505 | _aChapter 2: Getting Started: Consider Topic, Audience, Purpose | ||
505 |
_aReflect upon Your Topic
_tFreewriting _tW5+1H Questions _tWebbing |
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505 |
_aConsider Your Reader
_tReaders Influence Content _tReaders Influence Style _tReaders Judge Quality |
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505 |
_aEstablish Your Purpose
_tExpository Mode _tPersuasive Mode _tMulti-Genre Mode |
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505 |
_aCompose a Preliminary Thesis
_tPlacement of the Thesis |
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505 |
_aA Case Study of the Process of Writing an Academic Essay
_tWriting Assignment _tExercises _tCollaborative Activity |
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505 | _aChapter 3: Research Your Topic | ||
505 | _aBooks | ||
505 | _aPeriodicals | ||
505 | _aWeb Sources | ||
505 | _aInterviews | ||
505 | _aQuestionnaires | ||
505 |
_aIncorporating Research
_tDirect Quotes _tSummarizing _tParaphrasing |
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505 | _aPlagiarism | ||
505 | _aCiting Sources | ||
505 |
_aA Case Study of the Process of Writing and Academic Essay
_tWriting Assignment _tResearch Exercises _tParaphrasing and Summarizing Exercise _tCollaborative Activity |
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505 | _aChapter 4: Make a Plan | ||
505 | _aPlanning an Expository Essay | ||
505 | _aPlanning a Compare/Contrast Essay | ||
505 |
_aPlanning an Argument
_tAristotle: Logos, Ethos, Pathos _tToulmin: Claim, Support, Warrant _tRogerian Argument |
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505 | _aAudience and Purpose in Argument | ||
505 |
_aA Case Study of the Process of Writing and Academic Essay
_tWriting Assignment _tExercises |
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505 | _aChapter 5: Write a Draft | ||
505 |
_aWrite a Clear and Specific Opening
_tSample Introductory Paragraphs |
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505 |
_aWrite Complete Body Paragraphs
_tCompose a Topic Sentence _tDevelop Your Topic Sentence _tMaintain Paragraph Unity _tSample Body Paragraphs |
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505 |
_aWrite an Explicit Conclusion
_tSampling Concluding Paragraphs |
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505 |
_aA Case Study of the Process of Writing and Academic Essay
_tWriting Assignment _tExercises _tCollaborative Activity |
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505 | _aChapter 6: Revise Your Essay | ||
505 | _aStructure | ||
505 | _aContent | ||
505 |
_aCohesive Ties
_tTransition _tRepetition _tSubstitution |
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505 |
_aStyle
_tSubordination _tParallelism _tOrder _tAcademic Voice |
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505 | _aPeer Review | ||
505 |
_aA Case Study of the Process of Writing and Academic Essay
_tWriting Assignment _tExercises _tCollaborative Activity |
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505 | _aChapter 7: Edit Your Essay | ||
505 |
_aEdit for Grammar
_tSubject-Verb Agreement _tPronoun Reference _tPronoun Case _tVerb Tense and Mood |
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505 |
_aEdit for Sentence Structure
_tSentence Fragments _tRun-On Sentences _tMisplaced and Dangling Modifiers _tFaulty Parallelism _tWordiness |
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505 |
_aEdit for Punctuation
_tPunctuation at the End of Sentences _tPunctuation Within Sentences _tPunctuation Within Words |
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505 |
_aEdit for Diction
_tContext _tMeaning |
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505 |
_tWriting Assignments
_tExercises _tCollaborative Activity |
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505 | _tChapter 8: Acknowledge Your Sources | ||
505 |
_aMLA Method of Parenthetical Citation
_tParenthetical Citations Within the Text of the Essay _tWork Cited List _tSample MLA Works Cited Entries |
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505 |
_aAPA Method of Parenthetical Citation _tParenthetical Citations Within the Text of the Essay _tReferences List at the End of the Essay _tSample APA Reference List Entries |
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505 |
_aChicago Manual of Style Method of Citing Sources
_tFootnotes/Endnotes _tSource List at the End of the Essay _tSample CMS Bibliography Entries |
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505 |
_tWriting Assignments
_tExercises _tCollaborative Activity |
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505 |
_aPart Two: Model Academic Essays with Instructional Notes and Commentary
_t"Integrating Social Knowledge and Physical Cues When Judging the Attractiveness of Potential Mates", _rby Michelle C. Quist, Lisa M. BeBruine, Anthony C. Little, and Benedict C. Jones _t"The Consequences of Son Preference and Sex-Selective Abortion in China and Other Asian Countries", _rby Therese Hesketh, Li Lu, and Zhu Wei Xing _t"The Effect of Twitter on College Student Engagement and Grades", _rby R. Junco, G. Heiberger, and E. Loken _t"The Unwatched Life Is Not Worth Living: The Elevation of the Ordinary in Celebrity Culture", _rby Joshua Gamson _t"The Canadian Human Rights Tribunal on First Nations Child Welfare: Why If Canada Win, Equality and Justice Lose", _rby Cindy Blackstock |
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505 | _aPart Three: An Anthology of Academic Writing | ||
505 | _aReading Actively and Critically | ||
505 |
_aCritical Thinking
_t"Are Contemporary Media Images Which Seem to Display Women as Sexually Empowered Actually Harmful to Women?" _rby Emma Halliwell, Helen Malson, and Irmgard Tischner _t"Brand and Country-of-Origin Effect on Consumers' Decision to Purchase Luxury Products," _rby Bruno Godey, Daniele Pederzoli, Gaetano Aiello, Raffaele Donvito, Priscilla Chan, Hyunjoo Oh, Rahul Singh, Irina I. Skorobogatykh, Junji Tsuchiya, and Bart Weitz _t"Exposure to Music with Prosocial Lyrics Reduces Aggression: First Evidence and Test of the Underlying Mechanism," _rby Tobias Greitemeyer _t"Evil Children in Film and Literature: Notes Toward a Genealogy," _rby Karen J. Renner _t"The Morality of Fighting in Ice Hockey: Should It Be Banned?" _rby Ryan T. Lewison and Oscar E. Palma _t"Reconciliation, Indigenous Rights and Offshore Oil and Gas Development in the Canadian Arctic," _rby Kirsten Manley-Casimir _t"Young Adults and Casual Sex: The Relevance of College Drinking Settings," _rby Melinda M. Bersamin, Mallie J. Paschall, Robert F. Saltz, and Byron L. Zamboanga _t"If Ya Liked It, Then You Shoulda Made a Video: Beyoncé Knowles, YouTube and the Public Sphere of Images," _rby Kirsten Pullen |
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505 | _aIndex | ||
650 | 0 |
_aAcademic writing _vHandbooks, manuals, etc. |
|
650 | 0 |
_aEnglish language _xRhetoric. |
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856 |
_uhttps://www.vitalsource.com/en-ca/products/3i-ebk-the-essentials-of-academic-writing-1ce-cengage-learning-v9780176727826 _zEbook on Vital Source. |
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_2z _cBK |