000			01998cam a2200361 i 4500
999			_c2388 _d2388
001			ocn988065683
003			OCoLC
005			20190524144542.0
008			071031s2018 maua 000 0 eng
020			_a9781337118606 (Student Book)
020			_a1337118605 (Student Book)
035			_a(OCoLC)988065683
040			_aAU@ _beng _cAU@ _dOCLCO _dOCLCF _dYDX _dCULIB _dOCLCQ _dCaBNWD _dJCRC
082	0	4	_a428.2 _223
090			_aPE 1112 G674 2018 v.B
100	1		_aGordon, Deborah _d1952-
245	1	0	_aGrammar for Great Writing B / _cDeborah Gordon and Barbara Smith-Palinkas ; Keith S. Folse (Series Consultant).
250			_a1st ed.
260			_aBoston, MA : _bNational Geographic Learning, _c2018.
300			_aix, 231 p. : _bcol. ill. ; _c28 cm.
440			_aGrammar for Great Writing
504			_aIncludes appendices.
505			_a"Grammar For Great Writing is a three-book series that helps students with the specific grammar they actually need to strengthen their academic writing. Activities feature academic vocabulary and content, providing clear models for good academic writing. Ideal for the 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 textbook.
505			_aThis series consists of three levels: A, B, and C.
505			_aBook A is for low intermediate students and is designed to complement the writing and and grammar found in Great Writing 2.
505			_aBook B is for intermediate students and is designed to complement the writing and grammar found in Great Writing 3.
505			_aBook C is for upper intermediate to advanced students and is designed to complement the writing and grammar found in Great Writing 4." (Overview, p. vi)
505			_aCONTENTS:
505			_aScope and Sequence
505			_aOverview
505			_aAcknowledgements
505			_aCredits
505			_aUnit 1 Writing about the Present
505			_aCOMMON ERRORS _t1.1 Does the verb agree with the subject? _t1.2 Do you need simple present or present progressive? _t1.3 Do you need simple present or present perfect?
505			_aVOCABULARY IN ACADEMIC WRITING _tVerbs Frequently Used in Simple Present; argue, believe, change, come, define, illustrate, increase, indicate, require, show
505			_aKINDS OF WRITING _tDescriptive: Choosing a Major _tDescriptive: The Human Heart
505			_aUnit 2 Writing about the Past
505			_aCOMMON ERRORS _t2.1 Is the simple past form correct? _t2.2 is the past progressive form correct? _t2.3 Do you need simple past or past progressive? _t2.4 Are verb tenses consistent?
505			_aVOCABULARY IN ACADEMIC WRITING _tVerbs Frequently Used in the Past: be, become, begin, come, do, have, make, say, take, work
505			_aKINDS OF WRITING _tDescriptive: The Pax Romana _tNarrative: The Beginning of World War I
505			_aUnit 3 Writing with the Present Perfect
505			_aCOMMON ERRORS _t3.1 Do you need simple present or present perfect? _t3.2 Do you need simple past or present perfect?
505			_aVOCABULARY IN ACADEMIC WRITING _tVerbs Frequently Used in Present Perfect: be, become, come, do, give, have, make, see, show, take
505			_aKINDS OF WRITING _tIntroductory: Global Warming _tCause-Effect: Murray College
505			_aUnit 4 Writing about the Future
505			_aCOMMON ERRORS _t4.1 Is the correct verb form used after will or may? _t4.2 Do you need to use will or may? _t4.3 Does the clause need a future or present verb?
505			_aVOCABULARY IN ACADEMIC WRITING _tVerbs Frequently Used in the Future: be, become, come, do, go, happen, have, know, lead, need
505			_aKINDS OF WRITING _tIntroductory: Ethnography Proposal _tProcess: Project Proposal
505			_aUnit 5 Writing with Prepositions
505			_aCOMMON ERRORS _t5.1 Is the preposition correct? _t5.2 Does the verb after a prepositional phrase agree with the subject? _t5.3 Is the preposition combination correct?
505			_aVOCABULARY IN ACADEMIC WRITING _tFrequently Used Adjective + Preposition Combinations: associated with, aware of, capable of, concerned about, different from, interested in, known as, related to, responsible for, similar to
505			_aKINDS OF WRITING _tCause-Effect: An Apple a Day _tComparison: How Cultures View Aging
505			_aUnit 6 Using Modals in Sentences
505			_aCOMMON ERRORS _t6.1 Does the modal need to? _t6.2 Is the negative form correct? _t6.3 Do you hedge correctly?
505			_aVOCABULARY IN ACADEMIC WRITING _tFrequently Used Modal + Verb Combinations: can help, could do, have to, may lead to, might seem, must take, should include, should try to, will continue to be, would be
505			_aKINDS OF WRITING _tOpinion: The Best Age for Children to Learn to Read _tOpinion: The Future of Money
505			_aUnit 7 Using Adjective Clauses
505			_aCOMMON ERRORS _t7.1 Do you use which, who, or that? _t7.2 Does the adjective clause need a comma? _t7.3 Does the adjective clause have a subject pronoun? _t7.4 Is there an extra object pronoun?
505			_aVOCABULARY IN ACADEMIC WRITING _tWords from the Academic Word List (Sublists 4 and 5): access, adequate, alter, challenge, conflicts, exposure, phrases, precise, prior, trends
505			_aKINDS OF WRITING _tDescriptive: Eduardo Kobra _tDefinition: Shinichi Suzuki
505			_aUnit 8 Writing with Adverb Clauses
505			_aCOMMON ERRORS _t8.1 Is there a comma missing? _t8.2 Is it a fragment? _t8.3 Does each clause have a subject and a verb? _t8.4 Is there an extra connector?
505			_aVOCABULARY IN ACADEMIC WRITING _tWords from the Academic Word List (Sublists 4 and 5): concentration, debate, emerge, goals, hypothesis, implications, investigations, labels, obvious, options
505			_aKINDS OF WRITING _tDescriptive: Multitasking _tNarrative: Frogtown
505			_aUnit 9 Writing with Articles
505			_aCOMMON ERRORS _t9.1 Is the article a or an missing? _t9.2 Is the article the missing? _t9.3 Are you making a general or specific reference? _t9.4 Is an article used where one is not needed?
505			_aVOCABULARY IN ACADEMIC WRITING _tFrequently Used Nouns: education, example, health, increase, number, participants, research, result, studies, variety
505			_aKINDS OF WRITING _tClassification: Types of Long-Term Memory _tCause-Effect: Becoming an Everyday Environmentalist
505			_aUnit 10 Writing Simple and Compound Sentences
505			_aCOMMON ERRORS _t10.1 Does the independent clause have a subject and a verb? _t10.2 Is a comma missing? _t10.3 Is a coordinating conjunction missing?
505			_aVOCABULARY IN ACADEMIC WRITING _tWords from the Academic Word List (Sublists 5 and 6): aware, capacity, decline, equivalent, fundamental, generation, notion, ratio, version, whereas
505			_aKINDS OF WRITING _tProblem-Solution: Sleeping Cold _tComparison: Cultural Interpretations of Facial Expressions
505			_aUnit 11 Using Parallel Structure
505			_aCOMMON ERRORS _t11.1 Are items parallel before and after a conjunction? _t11.2 Are items after each part of a correlative conjunction parallel? _t11.3 Are items in a comparison parallel?
505			_aVOCABULARY IN ACADEMIC WRITING _tWords from the Academic Word List (Sublist 6): accurate, author, brief, enhanced, exceed, fees, gender, intelligence, migration, revealed
505			_aKINDS OF WRITING _tDescriptive: Thatched Roofs in England _tClassification: Levels of Airline Service
505			_aUnit 12 Using Passive Voice
505			_aCOMMON ERRORS _t12.1 Is the passive missing a form of be? _t12.2 is the passive form correct? _t12.3 Do you need passive or active voice?
505			_aVOCABULARY IN ACADEMIC WRITING _tFrequently Used Passive Verb Forms: are based, can be seen, can be used, is know, is needed, was made, was reported, were asked, were conducted, were found
505			_aKINDS OF WRITING _tCause-Effect: Headaches in Children _tClassification: Elements of an Effective Apology
505			_aUnit 13 Using Gerunds and Infinitives
505			_aCOMMON ERRORS _t13.1 Is the verb followed by an infinitive or a gerund? _t13.2 Is the correct form used after a preposition? _t13.3 Is the subject a gerund? _t13.4 Is there a subject? _t13.5 Is there a singular verb after a gerund or infinitive subject?
505			_aVOCABULARY IN ACADEMIC WRITING _tVerbs Frequently Used after Gerunds or Infinitives: be, develop, find, have, know, learn, make, participate, use, work
505			_aKINDS OF WRITING _tProcess: Saving Wildlife _tProcess: Finding More Time
505			_aUnit 14 Writing with Noun Clauses
505			_aCOMMON ERRORS _t14.1 Is the word order correct? _t14.2 Is the verb form correct? _t14.3 Is a question word or that-phrase missing? _t14.4 Is the noun clause missing a subject or verb?
505			_aVOCABULARY IN ACADEMIC WRITING _tVerbs Frequently Used with Noun Clauses: be, do, feel, find, prefer, remember, report, serve, show, suggest
505			_aKINDS OF WRITING _tNarrative: The Mysterious Key _tDescriptive: Recognizing the Sleep-Deprived
505			_aUnit 15 Using Connectors for Better Writing
505			_aCOMMON ERRORS _t15.1 Is there an extra connector? _t15.2 Is the connector correct? _t15.3 Is a connector missing? _t15.4 Is punctuation missing or incorrect?
505			_aVOCABULARY IN ACADEMIC WRITING _tVerbs Frequently Used with Connectors: be, can, do, have, make, recognize, should, state, suggest, take
505			_aKINDS OF WRITING _tClassification: Forest Biomes _tComparison: How Learning a Foreign Language Has Changed
505			_aAPPENDICES _tAppendix 1: Building Greater Sentences _tAppendix 2: Useful Language Terms _tAppendix 3: Capitalization and Punctuation _tAppendix 4: Irregular Verbs _tAppendix 5: Prepositions _tAppendix 6: Sentence Problems _tAppendix 7: Paragraphs _tAppendix 8: Connectors _tAppendix 9: Useful Phrases _tAppendix 10: Academic Word List
650		0	_aEnglish language _xGrammar _vProblems, exercises, etc.
650		0	_aEnglish language _xGrammar _xStudy and teaching.
650		0	_aEnglish language _xRhetoric _vProblems, exercises, etc.
650		5	_aEnglish language _xStudy and teaching as a second language.
650		0	_aEnglish language _vTextbooks for foreign speakers.
650		0	_aIntermediate.
700	1		_aSmith-Palinkas, Barbara
700	1		_aFolse, Keith S.
856			_uhttps://eltngl.com/search/productOverview.do?N=4294918395+200&Ntk=P_EPI&Ntt=603497454104128052410777267981192102452&Ntx=mode%2Bmatchallpartial&homePage=false _zPublisher's Website.
942			_2z _cBK