000			07460nam a2200985 a 4500
999			_c2436 _d2436
001			015236493
003			UkOxU
005			20190706212745.0
008			011119m20019999enkac 000 0 eng d
015			_aGB A1-65613
020			_a9780194367738 (Student Book)
035			_aBNB2669.597
040			_aJCRC _beng _cJCRC
082	0		_a428.24 _221
100	1		_aCohen, Robert F.
245	1	0	_aReason to Write : _bStrategies for Success in Academic Writing (Intermediate) / _cRobert F. Cohen and Judy L. Miller.
260			_aNew York : _bOxford University Press, _c2001.
300			_ax., 230 p. : _bill., ports. ; _c26 cm.
440			_aReason to Write
504			_aIncludes bibliographical references.
505			_a''Reason to Write is a two-book intermediate writing series that offers students strategies and practice in writing for academic success. Students are carefully guided through the stages of writing, from generating ideas, to drafting and revising, to proofreading and editing. The Low Intermediate level helps students understand the basic elements of a well-written paragraph; the Intermediate level moves students forward from paragraph writing to essay writing.
505			_aUnits are theme-based for deeper, sustained exploration of ideas. Each unit begins with a short, stimulating reading passage followed by a variety of discussion and writing activities, which build towards the central structured writing task. Grammar, vocabulary, and rhetorical objectives are carefully interwoven within the context of each theme. The thorough, systematic approach eases the writing process, and the wide range of themes provides every student with ideas for meaningful writing.
505			_aFeatures: _tA wide choice of writing topics insprires students' meaningful self-expression. _tThought-provoking readings engage students' interest and challenge them to think analytically, preparing them for the demands of academia. _tA communicative approach to writing encourages students' awareness of audience. _tNumerous step-by-step writing tasks help students gain fluency and build confidence. _tFully integrated grammar and vocabulary improve students' accuracy in these areas. _tCreative ideas for supplementary activities extend each unit and provide opportunities for independent writing." (Book Cover)
505			_a CONTENTS
505			_aUNIT 1 THE PATHWAY TO FREEDOM
505			_aWriting a Personal Narrative
505			_aReading: Excerpt from Narrative of the Life of Frederick Douglass
505			_aWriting practice: taking notes and summarizing a discussion — developing paragraph unity
505			_aEditing focus: habitual past vs. simple past — pronouns and possessive adjectives — identification — capitalization — quotation marks
505			_aUNIT 2 WHAT'S YOUR VERDICT?
505			_aWriting a Three-Paragraph Opinion Essay
505			_aReading: ''The Case of Leroy Strachan''
505			_aWriting practice: writing introductions, thesis statements, and conclusions
505			_aEditing focus: adjective and passive voice — transitive and intransitive verbs
505			_aUNIT 3 MEN AND WOMEN: NOTHING BUT THE FACTS
505			_aWriting about Graphs and Statistics
505			_aReading: ''Teenagers and Sex Roles'' ( a poll from The New York Times)
505			_aWriting practice: understanding graphs and statistics — comparing and contrasting data — using the language of statistics
505			_aEditing focus: contrasting verb tenses: the present perfect, simple past, and simple present — subject-verb agreement
505			_aUNIT 4 THE BEST TIME TO BE ALIVE
505			_aWriting a Paragraph Essay
505			_aReading: ''There's No Time Like the Past'' (an interview from The New York Times Magazine)
505			_aWriting practice: explaining reasons — identifying effective thesis statements — writing topic sentences — creating coherent paragraph order — choosing the best conclusion
505			_aEditing focus: adjective clauses — present unreal conditionals
505			_aUNIT 5 THE HAPPIEST SCHOOL IN THE WORLD
505			_aWriting a Classification Essay
505			_aReading: Excerpt from Summerhill: A Radical Approach to Child Rearing / _rA.S. Neill
505			_aWriting practice: classifying information — writing a thesis statement for a classification essay — giving examples in body paragraphs
505			_aEditing focus: parallel structure — quantifiers: one of many
505			_aUNIT 6 ARE YOU GETTING ENOUGH SLEEP?
505			_aWriting a Cause-and-Effect Essay
505			_aReading: ''The Cause of Sleep Deprivation in America: A Nation of Walking Zombies''
505			_aWriting practice: categorizing research notes — creating body paragraphs from research notes — writing transitional sentences
505			_aEditing focus: subordinate clauses — because / because of — logical connectors — fragments — run-on sentences and comma splices
505			_aUNIT 7 HOW I'LL BECOME AN AMERICAN
505			_aWriting a Satirical Essay
505			_aReading: ''How I'll Become an American" / _rMiklos Vamos
505			_aWriting practice: using text references to support your opinion — making inferences — understanding puns — writing humorous details
505			_aEditing focus: causatives — -ing / -ed adjectives endings
505			_aUNIT 8 FOR AND AGAINST BILINGUAL EDUCATION
505			_aWriting an Argumentative Essay
505			_aReading: ''Bilingual Education: Parents' Views'' (from The New York Times)
505			_aWriting practice: defending your point of view — refuting opposing views — conceding to an opposing view and replying — using the language of concession
505			_aEditing focus: present unreal conditionals — connectors: despite / despite the fact that and although / even though
505			_aUNIT 9 CASE STUDIES IN BUSINESS ETHICS: MALDEN MILLS AND BEN&JERRY'S ICE CREAM
505			_aWriting a Comparison and Contrast Essay
505			_aReading: ''Malden Mills'' — ''Ben&Jerry's Gets Scooped Up''
505			_aWriting practice: writing a business letter — using point-by-point organization — writing transitional sentences
505			_aEditing focus: connectors showing comparison and contrast — direct and embedded questions — noun clauses
505			_aUNIT 10 THE TELL-TALE HEART
505			_aWriting an Essay Analyzing Literature
505			_aReading: ''The Tell-tale Heart'' / _rEdgar Allan Poe
505			_aWriting practice: Writing about plot, climax, narrative point of view, characters, setting, pace, mood, foreshadowing, irony, and theme — supporting your interpretation with references and citations
505			_aEditing focus: cause and effect with such...that / so...that — simple present and simple past verbs in an essay on literature
505			_aSUPPLEMENTARY ACTIVITIES
505			_aANSWER KEY
521			_aThis book is intended for intermediate learners.
650		0	_aEnglish language _xComposition and exercises.
650		0	_aEnglish language _vTextbooks for foreign speakers.
650		0	_aEnglish language _xWritten English.
650		0	_aIntermediate.
700	1		_aMiller, Judy L.
856			_uhttps://elt.oup.com/catalogue/items/global/skills/reason_to_write/?cc=ca&selLanguage=en _zPublisher's Website.
942			_2z _cBK