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08045nam a2200625 i 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20230611223807.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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130809t20112011onc 000 0 eng d |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)857068652 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
OOU |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| 099 ## - LOCAL FREE-TEXT CALL NUMBER (OCLC) |
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| Classification number |
PE 1422 .P37 2011 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Paribakht, T. Sima |
| 245 10 - TITLE STATEMENT |
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| Title |
Handbook of Discourse Connectors for ESL Academic Writing / |
| Statement of responsibility, etc. |
T. Sima Paribakht, Carla Hall, and Sheila Scott. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Ottawa, ON : |
| Name of publisher, distributor, etc. |
Official Languages and Bilingualism Institute, University of Ottawa, |
| Date of publication, distribution, etc. |
2011. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
iv, 119 p. : |
| Other physical details |
ill. ; |
| Dimensions |
28 cm. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Discourse Connectors in this Handbook |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
The Grammar of Discourse Connectors |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Connectors |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
I. Intra-Sentential Connectors: Coordinators and Subordinators |
| Title |
1. Coordinators |
| -- |
2. Subordinators |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
II. Discourse Connectors |
| Title |
Position of Discourse Connectors |
| -- |
Register of Discourse Connectors |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 1 Discourse Connectors That Add Points, Examples, Arguments, or Ideas |
| Title |
Chart 1.1 Introducting a First Supporting Point, Argument, or Idea |
| -- |
Chart 1.2 Introducing the Most Important Example, Point, Argument, or Idea |
| -- |
Chart 1.3 Providing a Subsequent Point, Example, Argument, or Idea in a Numerical Series |
| -- |
Chart 1.4 Adding a Subsequent Point or Idea |
| -- |
Chart 1.5 Adding a Final Point or Idea |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Practice Exercises for Unit 1 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 2 Discourse Connectors that Express Time Relationships |
| Title |
Chart 2.1 Introducing an Event in Time |
| -- |
Chart 2.2 Introducing an Event in Time with an Expectation of Change |
| -- |
Chat 2.3 Presenting a Subsequent Event in a Series of Events |
| -- |
Chart 2.4 Showing Two Events Occurring at the Same Time |
| -- |
Chart 2.5 Indicating that an Event is the Last One in a Series of Event |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Exercises for Unit 2 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 3 Discourse Connectors that Exemplify or Illustrate |
| Title |
Chart 3.1 Giving an Example |
| -- |
Chart 3.2 Explaining or Illustrating a Point |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 4 Discourse Connectors that Signal Emphasis and Restatement |
| Title |
Chart 4.1 Emphasizing an Idea |
| -- |
Chart 4.2 Restating an Idea |
| -- |
Chart 4.3 Indicating the Most Important Idea |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 5 Discourse Connectors that Compare Ideas |
| Title |
Chart 5.1 Indicating Similarities |
| -- |
Chart 5.2 Presenting Another Point, Example, Argument, or Idea of Equal Importance for Comparison |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Exercises for Units 3,4,5 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 6 Discourse Connectors that Contrast Ideas |
| Title |
Chart 6.1 Contrasting Ideas and Showing a Concession |
| -- |
Chart 6.2 Contrasting an Expectation |
| -- |
Chart 6.3 Contrasting Two Points Without Contradiction or Concession |
| -- |
Chart 6.4 Presenting Two Contrasting Options |
| -- |
Chart 6.5 Showing a Contradiction Between Two Points |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 7 Discourse Connectors That Express a Condition or Restriction |
| Title |
Chart 7.1 Expressing a Condition or Restriction |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Exercises for Units 5,6,7 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 8 Discourse Connectors that Signal Concession |
| Title |
Chart 8.1 Acknowledging Another Point of View |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 9 Discourse Connectors that Signal Cause and Effect |
| Title |
Chart 9.1 Showing Cause, the Reason Why an Event Occurs |
| -- |
Chart 9.2 Showing a Causal Chain |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Exercises for Units 8,9 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 10 Discourse Connectors that Signal Cause and Effect |
| Title |
Chart 10.1 Making a Causal Plan |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 11 Discourse Connectors That Introduce a Conclusion |
| Title |
Chart 12.1 Starting a Conclusion Which Is Based on Evidence Presented Earlier |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Exercises for Units 10, 11, 12 |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Common Mistakes ESL Writers Make When Using Discourse Connectors |
| Title |
Faculty Logic / Coherence |
| -- |
Common Mistake in Logic |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Consolidation Exercises |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Answer to Practice Exercises |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Answer to Consolidation Exercises |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Index |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
"This Handbook is intended for university ESL learners at an intermediate or higher level of proficiency. It can be used by students in self-directed ESL learning environments, and as a supplementary instructional source by ESL teachers. -- The objective of the Handbook is to provide both ESL students and instructors with a comprehensive guide to the use of English discourse connectors. Discourse connectors refer to words or phrases that are used to connect sentences or paragraphs in a text (e.g. however, therefore, moreover, thus, in contrast, in addition). They are tools that, if used judiciously, help to achieve text cohesion, which in turn can contribute to creating text coherence. -- A number of terms are used to refer to discourse connectors. These include 'transition words', and 'logical connectors'. Throughout this Handbook we will use the term "discourse connectors". -- In this Handbook, we have chosen to deal with a selective list of the most common, frequent and useful discourse connectors. The focus here is on inter-sentential connectors (i.e., those that are used to provide links across sentences or paragraphs). Within-sentence coordinators (e/g/. and, or, but, for) and subordinators (e.g., although, since, whereas, even though), are only dealt with insofar as they clarify the meanings and grammar of across-sentence connectors. -- The discourse connectors included in this Handbook are first presented in 12 categories based on their general function or meaning. some discourse connectors have multiple functions and appear, therefore, under more than one category. These are included in bold. For example, first appears both under "adding ideas" and "expressing time relationships". Each category of discourse connectors is then explored in more depth in a separate unit. Each unit explains the meanings, functions, and appropriate use of the connectors in that category, and highlights the similarities and differences among them with illustrative examples. Other characteristics of the target discourse connectors, such as registeri information, frequency of use, common errors and their appropriate positions in sentences, are explained in Take Note sections. Grammar Alert notes explain the grammar rules governing the use of given discourse connectors. These are followed by exercises to allow practice in appropriate use of the connectors covered in the preceding unit or units. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
The handbook also provides sections on Common Mistakes that ESL Writers Make When Using English Discourse Connectors, and Common Mistakes in Logic, using examples from authentic writings of university ESL learners. The underlying problems are explained and solutions for rectifying the mistakes are suggested. -- The Consolidation Exercises section provides a variety of exercises ranging from simple to more complex to allow practice and to help consolidate ESL learners' receptive and productive use of discourse connectors to academic texts. -- The final section provides an Answer Key for the exercises (i.e, the practice exercises after each unit and the consolidation exercises) in order to make the Handbook more useful in self-directed learning. An Index is also included at the end of the Handbook for easy reference to the target discourse connectors. -- The chart on the following page presents the list of discourse connectors that are examined and practiced in this Handbook. The categories are sequenced to reflect the common order in which an essay is written. Thus, discourse connectors that introduce a point are listed before the connectors for contrast, which, in turn, come before the connectors used for making concluding remarks." (p.5-6) |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| General subdivision |
Connectives. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Conjunctions. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Semantics. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Hall, Carla |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Scott, Sheila |
| Dates associated with a name |
1960- |
| 710 2# - ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
University of Ottawa ; |
| Subordinate unit |
Official Languages and Bilingualism Institute |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991005876899705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991005876899705161</a> |
| Public note |
Check the UO Library catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
