000			09210nam a22006377a 4500
999			_c39 _d39
005			20221228204604.0
008			170725b xxu||||| |||| 00| 0 eng d
020			_a9780134400273 (Student book)
040			_cJCRC
100			_aCavage, Christina
245			_aUniversity Success : Oral Communication (Transition) / _cChristina Cavage; Series Editors: Robyn Brinks Lockwood; Authentic Content Contributors: Ronnie Alan Hess and Victoria Solomon
246	3	0	_aUniversity Success Transition Level Oral Communication
250			_a1st ed.
260			_aHoboken, NJ : _bPearson Education, _c2017.
300			_axvii, 198 p. : _bcol. ill. ; _c23 cm.
440			_aUniversity Success
500			_aIncludes index.
505			_a"University Success is a three-strand developmental course designed for English language learners transitioning to mainstream academic environments. A targeted approach focuses on the unique linguistic needs of students while preparing them to achieve academic autonomy. With authentic academic content woven through all three strands and rigorous academic preparation, University Success equips students with tools to become confident and successful in a university setting.
505			_aUniversity Success Oral Communication builds essential skills that prepare students to understand and process lengthy academic lectures, defend their ideas, utilize the text to present concepts, speak thoughtfully in discussions, and contribute to group projects. Authentic lectures delivered by top professors from Stanford University provide students with real-life learning experiences.
505			_aFEATURES: _tFlexible three-part developmental approach with authentic academic content woven through all three parts provides intensive oral communication and critical thinking skill development and expanded application. _tParts 1 and 2 include short lectures and classroom discussions related to five academic disciplines: Sociology, Economics, Biology, Humanities, and Environmental Engineering. These lectures and discussions allow students to build their essential listening, speaking, and critical thinking skills. _tPart 3 features authentic 20-30 minute lectures built around the same five academic disciplines. These lectures enable students to apply and expand the skills acquired in Parts 1 and 2.
505			_aIntegration 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			_aCONTENTS
505			_aWelcome to University Success
505			_aKey Features of University Success
505			_aScope and Sequence
505			_aAcknowledgements
505			_aPART 1: Fundamental Oral Communication Skills
505			_aSOCIOLOGY: Active Participation _tFundamental Skills: Be an active participant _tSupporting Skills: Make requests for elaboration - Use turn-taking to encourage participation _tIntegrated Skills: Take accurate, organized notes _tLanguage Skills: Paraphrase key ideas _tApply Your Skills: Prepare and deliver an informational group presentation on origins, evolution, and achievements of a social change movement.
505			_aECONOMICS: Idea Development _tFundamental Skills: Develop an idea _tSupporting Skills: Consider what you know about a topic — Identify and present main ideas and supporting details _tIntegrated Skills: Compare textbooks to lectures _tLanguage Skills: Clarify _tApply Your Skills: Prepare and deliver a persuasive group presentation on the business plan of an imaginary start-up company in an effort to gain start-up capital
505			_aBIOLOGY: Extended Discourse _tFundamental Skills: Participate in extended discourse _tSupporting Skills: Discuss and respond to controversial topics — Recognize and utilize digressions _tIntegrated Skills: Lead discussions _tLanguage Skills: Identify and use interrogatives and declaratives _tApply Your Skills: Prepare and have a class debate for and against vaccinating small children against known diseases
505			_aHUMANITIES: Speaking Styles _tFundamental Skills: Recognize speaking styles _tSupporting Skills: Identify emphatic argumentation — Identify succinct argumentation _tIntegrated Skills: Identify and utilize markers for organizational structure _tLanguage Skills: Create cohesion in presentations and discussions _tApply Your Skills: Prepare and have a panel discussion on modern educational trends and their similarity to or difference from ideals espoused by Socrates, Plato, Goethe and Nietzsche
505			_aENVIRONMENTAL ENGINEERING: Visuals _tFundamental Skills: Use visuals _tSupporting Skills: Connect visuals to a lecture — Read and interpret complex visuals _tIntegrated Skills: Synthesize text into a visual _tLanguage Skills: Create and communicate visuals _tApply Your Skills: Prepare and deliver an informational individual presentation on a "green" building and the systems and features that make it a model for green construction
505			_aPART 2 Critical Thinking Skills
505			_aSOCIOLOGY: Facts and Opinions _tCritical Thinking Skills: Distinguish facts from opinions _tSupporting Skills: Identify facts through verbal and non-verbal signposts — Identify opinions through verbal and non-verbal signposts _tIntegrated Skills: Distinguish between facts and opinions in texts _tLanguage Skills: Interpret and utilize hedging devices _tApply Your Skills: Prepare and deliver a persuasive group presentation for an important change that needs to be made to a school or community
505			_aECONOMICS: Implications and Inferences _tCritical Thinking Skills: Understand implications and inferences _tSupporting Skills: Identify implied meaning — Determine a speaker's intent and degree of certainty _tIntegrated Skills: Synthesize information from multiple sources _tLanguage Skills: Understand implied conditions _tApply Your Skills: Prepare and have a class debate in favor of supply side-economics and demand-side economics
505			_aBIOLOGY: Process _tCritical Thinking Skills: Understand and present processes _tSupporting Skills: Identify structure and purpose of a process presentation — Analyze flow of a process presentation _tIntegrated Skills: Explain a complex process _tLanguage Skills: Use generalizations and specific information _tApply Your Skills: Prepare and deliver an informational individual presentation on the origins, symptoms, and treatment of an infectious disease.
505			_aHUMANITIES: Analogies _tCritical Thinking Skills: Make analogies _tSupporting Skills: Use metaphors and similes — Make assumptions _tIntegrated Skills: Assess the quality of a conclusion _tLanguage Skills: Use colloquial language _tApply Your Skills: Prepare and deliver an informational group presentation on the continuing influence in society of a classic work of literature.
505			_aENVIRONMENTAL ENGINEERING: Summarizing and Synthesizing _tCritical Thinking Skills: Summarize and synthesize research _tSupporting Skills: Select suitable research to support your ideas — Present well-integrated research _tIntegrated Skills: Understand and present a research report _tLanguage Skills: Source academic references _tApply Your Skills: Prepare and deliver an informational group presentation on the role that government regulations have played in health problems.
505			_aPART 3: Extended Lectures
505			_aSOCIOLOGY: _tLecture: Five Revolutions _tResearch/Assignment: Research, prepare, and deliver an individual presentation on a grassroots social movement that has had an impact on society.
505			_aECONOMICS: _tLecture: Supply and Demand _tResearch/Assignment: Research, prepare, and deliver a group presentation on the history of a lifesaving drug or service, and how its price might influence consumer and seller behavior.
505			_aBIOLOGY: _tLecture: Are Viruses Alive? _tResearch/Assignment: Research, prepare, and have a panel discussion on the potential benefits and repercussions of requiring genetic testing for fatal diseases.
505			_aHUMANITIES: _tLecture: Love and Education _tResearch/Assignment: Research, prepare, and deliver an individual presentation on volunteer organizations and private foundations that promote a "love for the world."
505			_aENVIRONMENTAL ENGINEERING: _tLecture: Air Filtration Systems for the Home _tResearch/Assignment: Research, prepare, and have a class debate for and against the necessity of further federal regulation to protect consumers from false claims about health products.
505			_aCredits
505			_aIndex
650			_aOral Communication (Higher Education)
650			_aEnglish language _xTextbooks for foreign speakers.
650			_aEnglish language _xStudy and teaching _vForeign speakers.
650			_aB2 - C1 (CEFR)
700			_aBrinks Lockwood, Robyn
700			_aHess, Ronnie Alan
700			_aSolomon, Victoria
856			_uhttps://www.pearson.com/english/catalogue/english-skills/university-success.html _yPublisher's Website.
942			_cBK _2z