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nam a22 7a 4500 |
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20190514152248.0 |
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180305b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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9780199025411 (Student Book) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
JCRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Leu, Sarah |
| 245 ## - TITLE STATEMENT |
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| Title |
Academic Inquiry 3 : |
| Remainder of title |
Essays and Integrating Sources / |
| Statement of responsibility, etc. |
Sarah Leu and Heike Neumann. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
2nd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Toronto : |
| Name of publisher, distributor, etc. |
Oxford University Press, |
| Date of publication, distribution, etc. |
2018. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xiv, 232 p. : |
| Other physical details |
ill. ; |
| Dimensions |
28 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Academic Inquiry |
| 500 ## - GENERAL NOTE |
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| General note |
Teacher Resources (answer keys, tests) are on a password-protected companion website. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes appendices and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Academic Inquiry develops student proficiency in the writing skills necessary for success in academic studies. The four-level series spans all aspects of academic writing from composing sentences and paragraphs through to complete essays and research papers. Each unit covers one essential rhetorical pattern providing numerous writing tasks that lead students step by step through the writing process, guiding them carefully from developing pre-writing ideas to revising their final composition. |
| Title |
Level 1: Sentences and Paragraphs<br/> |
| -- |
Level 2: Paragraphs and Short Essays<br/> |
| -- |
Level 3: Essays and Integrating Sources<br/> |
| -- |
Level 4: Essays and Research |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Taking a student-centred inquiry-based approach to academic writing, Academic Inquiry increases student involvement and motivation. Each unit focuses on a core academic discipline, providing meaningful and relevant content and discussion points that complement the unit writing assignments. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
<br/>Features: |
| Title |
- Authentic content from Canadian textbooks helps students prepare for future academic studies; <br/> |
| -- |
- Realistic writing models and methodical practice empower students to become accomplished writers in multiple rhetorical patterns;<br/> |
| -- |
- Sentence skills, grammar skills, and composition skills help students understand and apply key writing skills;<br/> |
| -- |
- Step-by-step writing tasks take students reliably through the entire writing process;<br/> |
| -- |
- Preventing plagiarism strategies in each unit help students master the art of citing, paraphrasing, referencing, and summarizing.<br/> |
| -- |
- Systematic vocabulary instruction in each unit covers the AWL and extends into mid-frequency words, helping students acquire a rich and comprehensive vocabulary base;<br/> |
| -- |
- Critical Thinking Skills and Learning Strategies increase students' engagement, comprehension, and success;<br/> |
| -- |
- Language Tips in each unit help students master essential words, phrases, and expressions related to the rhetorical patterns being studied;<br/> |
| -- |
- Flexible units allow teachers and students to focus solely on the academic writing goals or also delve into the academic readings and vocabulary instruction;<br/>Canadian authors ensure that the Academic Inquiry Series is rooted in the Canadian post-secondary experience." (Book Cover)<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONTENTS: |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 1 COMMUNICATIONS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Media Literacy |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Exploring Ideas |
| Title |
Introduction<br/> |
| -- |
Writing Task: Short Paragraph |
| -- |
Learning Strategy: Activating Prior Knowledge |
| -- |
Fostering Inquiry: Writing and Inquiry Question |
| -- |
Writing Task: Freewriting |
| -- |
Structure: Summary |
| -- |
Language Tip: Using Reporting Verbs |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Academic Reading |
| Title |
Vocabulary Skill: Choosing the Right Synonym |
| -- |
Reading: Our Media-Saturated Culture |
| -- |
Writing Task: Paragraph |
| -- |
Critical Thinking: Bloom's Taxonomy I Knowledge |
| -- |
Reading 2: Filtering Decisions |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Process Fundamentals |
| Title |
Before Your Write: |
| -- |
Writing Task: |
| -- |
Integrating Information from an Outside Source: APA and MLA Citations |
| -- |
Preventing Plagiarism: Acknowledging Sources |
| -- |
Thesis Skill: Recognizing an Author's Purpose and Thesis |
| -- |
Introduction: Introducing a Summary |
| -- |
Writing Task: Summary Introductory Sentence |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Writing Fundamentals |
| Title |
Composition Skill: Paraphrasing |
| -- |
Writing Task: Paraphrase |
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Sentence and Grammar Skill: Understanding Clauses and Avoiding Sentence Fragments |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit Outcome |
| Title |
Writing Assignment Summary |
| -- |
Evaluation: Summary Rubric |
| -- |
Unit Review: Self-Assessment Checklist and Vocabulary Checklist |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 2 SOCIOLOGY |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Technological Innovation in Society |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Exploring Ideas |
| Title |
Introduction |
| -- |
Writing Task: Short Paragraph |
| -- |
Fostering Inquiry: Investigating an Idea |
| -- |
Writing Task: Freewriting |
| -- |
Structure: Expository Essay |
| -- |
Writing Task: Expository Paragraph |
| -- |
Language Tip: Showing Relationships among Ideas |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Academic Reading |
| Title |
Vocabulary Skill: Understanding Your Dictionary |
| -- |
Learning Strategy: Getting Help |
| -- |
Reading 1: Technology and Societal Change |
| -- |
Writing Task: Expository Paragraph |
| -- |
Critical Thinking: Bloom's Taxonomy I Comprehension |
| -- |
Reading 2: Technology and Jobs: More of One and Less of the Other? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Process Fundamentals |
| Title |
Before You Write: Brainstorming |
| -- |
Integrating Information from an Outside Source: Selecting Information from Sources |
| -- |
Preventing Plagiarism: Acknowledging Ideas |
| -- |
Thesis Skill: Writing a Thesis Statement That Answers a Question |
| -- |
Writing Task: Thesis Statement |
| -- |
Introductions: Anecdote or Scenario |
| -- |
Writing Task: Anecdote or Scenario Introduction |
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Conclusions: Look-to-the-Future |
| -- |
Writing Task: Look-to-the-Future Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Writing Fundamentals |
| Title |
Composition Skill: Developing Body Paragraphs with the Question Technique |
| -- |
Writing Task: Well-Developed Expository Paragraph |
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Sentence and Grammar Skill: Using the Passive Voice |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit Outcome |
| Title |
Writing Assignment: Expository Essay |
| -- |
Evaluation: Expository Essay Rubric |
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Unit Review: Self-Assessment Checklist and Vocabulary Checklist |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 3 TOURISM AND HOSPITALITY MANAGEMENT |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Travel |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Exploring Ideas |
| Title |
Introduction |
| -- |
Writing Task: Short Paragraph |
| -- |
Fostering Inquiry: Comparing and Contrasting Characteristics |
| -- |
Writing Task: Freewriting |
| -- |
Structure: Compare-and-Contrast Essay |
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Writing Task: Using Compare-and-Contrast Connectors |
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Language Tip: Comparison-and-Contrast Paragraph |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
<br/>Academic Reading |
| Title |
Vocabulary Skill: Learning to Use New Words Using a Dictionary |
| -- |
Learning Strategy: Organizing Ideas |
| -- |
Reading 1: Tourism |
| -- |
Critical Thinking: Bloom’s Taxonomy - Application |
| -- |
Writing Task: Compare-and-Contrast Paragraph |
| -- |
Reading 2: Weed Your Way around the World |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
<br/>Process Fundamentals |
| Title |
Before You Write: Venn Diagram |
| -- |
Integrating Information from an Outside Source: Sentence Patterns for Integrating Source Material, Part 1 |
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Preventing Plagiarism: Taking Ownership |
| -- |
Topic Skill: Writing Topic Sentences |
| -- |
Writing Task: Topic Sentences |
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Introductions: Thought-Provoking Question |
| -- |
Writing Task: Thought-Provoking Introduction |
| -- |
Conclusions: Synthesizing Main Ideas |
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Writing Task: Synthesizing Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Writing Fundamentals |
| Title |
<br/>Composition Skill: Achieving Essay Unity |
| -- |
Sentence and Grammar Skill: Increasing Sentence Variety and Avoiding Run-ons and Comma Splices |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit Outcome |
| Title |
Writing Assignment: Compare-and-Contrast Essay |
| -- |
Evaluation: Compare-and-Contrast Essay Rubric |
| -- |
Unit Review: Self-Assessment Checklist and Vocabulary Checklist<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 4 BIOLOGY |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Immunity |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Exploring Ideas |
| Title |
Introduction |
| -- |
Writing Task: Paragraph Exploring Causes or Effects |
| -- |
Fostering Inquiry: Analyzing Causes and Effects |
| -- |
Writing Task: Freewriting |
| -- |
Structure: Cause-and-Effect Essay |
| -- |
Language Tip: Using Cause-and-Effect Connectors |
| -- |
Writing Task: Cause or Effect Paragraph |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Academic Reading |
| Title |
Vocabulary Skill: Using Vocabulary Learning Strategies |
| -- |
Learning Strategy: Creating Mental Connections |
| -- |
Reading 1: Immunity |
| -- |
<br/>Critical Thinking: Bloom’s Taxonomy – Analysis |
| -- |
Reading 2: Asking for an Outbreak of Preventable Diseases |
| -- |
Writing Task: Paragraph Exploring Causes |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Process Fundamentals |
| Title |
Before You Write: Flow Chart |
| -- |
Integrating Information from an Outside Source: Sentence Patterns for Integrating Source Material, Part 2 |
| -- |
Preventing Plagiarism: Editing and Revising Responsibly |
| -- |
Thesis Skill: Writing a Cause-and-Effect Thesis Statement |
| -- |
Writing Task: Cause-and-Effect Thesis |
| -- |
Introductions: Strategies for Introducing Cause and Effect |
| -- |
Writing Task: Introduction |
| -- |
Conclusions: Thought-Provoking Comment |
| -- |
Writing Task: Thought-Provoking Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Writing Fundamentals |
| Title |
Composition Skill: Revising |
| -- |
Writing Task: Paragraph Revision |
| -- |
Sentence and Grammar Skill: Using Adverbials |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit Outcome |
| Title |
Writing Assignment: Cause and Effect Essay |
| -- |
Evaluation: Cause and Effect Essay Rubric |
| -- |
Unit Review: Self-Assessment Checklist and Vocabulary Checklist |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 5 ENVIRONMENTAL SCIENCE |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Climatology |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
exploring Ideas |
| Title |
Introduction |
| -- |
Writing Task: Problem Paragraph |
| -- |
Fostering Inquiry: Finding Solutions |
| -- |
Writing Task: Freewriting |
| -- |
Structure: Problem-Solution Essay |
| -- |
Language Tip: Hedging |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Academic Reading |
| Title |
Vocabulary Skill: Understanding Collocation |
| -- |
Learning Strategy: Noticing |
| -- |
Reading 1: Climate Change |
| -- |
Writing Task: Problem Paragraph |
| -- |
Reading 2: is Geoengineering the Solution to Saving the Earth? |
| -- |
Critical Thinking: Bloom's Taxonomy I Synthesis |
| -- |
Writing Task: Solution Paragraph |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Process Fundamentals |
| Title |
Before You Write: Webbing |
| -- |
Integrating Information from an Outside Source: Citing Indirect Sources |
| -- |
Writing Task: Citing Indirect Sources |
| -- |
Preventing Plagiarism: Using Internet Sources Responsibly |
| -- |
Thesis Skill: Writing a Problem-Solution Thesis Statement |
| -- |
Writing Task: Problem-Solution Thesis Statement |
| -- |
Introduction: Presenting an Example of the Problem or Solution |
| -- |
Writing Task: Example Introduction |
| -- |
Conclusion: Issuing a Warning |
| -- |
Writing Task: Warning Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Writing Fundamentals |
| Title |
Composition Skill: Achieving Coherence |
| -- |
Writing Task: Paragraph Revision |
| -- |
Sentence and Grammar Skill: Using Conditional Sentences |
| -- |
Writing Task: Paragraph Editing |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit Outcome |
| Title |
Writing Assignment: Problem-Solution Essay |
| -- |
Evaluation: Problem-Solution Essay Rubric |
| -- |
Unit Review: Self-Assessment Checklist and Vocabulary Checklist |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 6 BUSINESS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Corporate Social Responsability |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Exploring Ideas |
| Title |
Introduction |
| -- |
Writing Task: Short Paragraph Exploring Arguments |
| -- |
Fostering Inquiry: Building an Argument |
| -- |
Writing Task: Freewriting |
| -- |
Structure: Persuasive Essay |
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Language Tip: Signalling Stance |
| -- |
Writing Task: Persuasive Paragraph |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Academic Reading |
| Title |
Vocabulary Skill: Correcting Grammar Using Your Dictionary |
| -- |
Reading 1: Business Ethics |
| -- |
Writing Task: Persuasive Paragraph |
| -- |
Critical Thinking: Bloom's Taxonomy I Evaluation |
| -- |
Reading 2: Two Faces of Apple |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Process Fundamentals |
| Title |
Before You Write: Planning for Your Audience |
| -- |
Writing Task: Persuasive Paragraph |
| -- |
Integrating Information from an Outside Source: Refuting a Source |
| -- |
Preventing Plagiarism: Collaborating Responsibly |
| -- |
Thesis Skill: Writing a Debatable Thesis Statement |
| -- |
Introduction: Turnaround |
| -- |
Writing Task: Turnaround Introduction |
| -- |
Conclusion: Call to Action |
| -- |
Writing Task: Call-to-Action Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Writing Fundamentals |
| Title |
Composition Skill: Acknowledging Opposing Views |
| -- |
Writing Task: Concession Paragraph |
| -- |
Sentence and Grammar Skill: Using Quantifiers with Countable and Non-countable Nouns |
| -- |
Learning Strategy: Monitoring Your Work |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit Outcome |
| Title |
Writing Assignment: Persuasive Essay |
| -- |
Evaluation: Persuasive Essay Rubric |
| -- |
Unit Review: Self-Assessment Checklist and Vocabulary Checklist |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Appendix 1: Vocabulary |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Appendix 2: Sample Paragraphs |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Credits |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Index |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Academic Inquiry develops student proficiency in the writing skills necessary for success in academic studies. The four-level series spans all aspects of academic writing from composing sentences and paragraphs through to complete essays and research papers. Each unit covers one essential rhetorical pattern providing numerous writing tasks that lead students step by step through the writing process, guiding them carefully from developing pre-writing ideas to revising their final composition.<br/>Level 1: Sentences and Paragraphs<br/>Level 2: Paragraphs and Short Essays<br/>Level 3: Essays and Integrating Sources<br/>Level 4: Essays and Research<br/>Taking a student-centred inquiry-based approach to academic writing, Academic Inquiry increases student involvement and motivation. Each unit focuses on a core academic discipline, providing meaningful and relevant content and discussion points that complement the unit writing assignments.<br/>Features:<br/>- Authentic content from Canadian textbooks helps students prepare for future academic studies; <br/>- Realistic writing models and methodical practice empower students to become accomplished writers in multiple rhetorical patterns;<br/>- Sentence skills, grammar skills, and composition skills help students understand and apply key writing skills;<br/>- Step-by-step writing tasks take students reliably through the entire writing process;<br/>- Preventing plagiarism strategies in each unit help students master the art of citing, paraphrasing, referencing, and summarizing.<br/>- Systematic vocabulary instruction in each unit covers the AWL and extends into mid-frequency words, helping students acquire a rich and comprehensive vocabulary base;<br/>- Critical Thinking Skills and Learning Strategies increase students' engagement, comprehension, and success;<br/>- Language Tips in each unit help students master essential words, phrases, and expressions related to the rhetorical patterns being studied;<br/>- Flexible units allow teachers and students to focus solely on the academic writing goals or also delve into the academic readings and vocabulary instruction;<br/>Canadian authors ensure that the Academic Inquiry Series is rooted in the Canadian post-secondary experience." (Book Cover) |
| 520 2# - SUMMARY, ETC. |
|---|
| Summary, etc. |
CONTENTS:<br/><br/>UNIT 1 COMMUNICATIONS<br/>Media Literacy<br/><br/>Exploring Ideas<br/>Introduction<br/>Writing Task: Short Paragraph<br/>Learning Strategy: Activating Prior Knowledge<br/>Fostering Inquiry: Writing and Inquiry Question<br/>Writing Task: Freewriting<br/>Structure: Summary<br/>Language Tip: Using Reporting Verbs<br/><br/>Academic Reading<br/>Vocabulary Skill: Choosing the Right Synonym<br/>Reading: Our Media-Saturated Culture<br/>Writing Task: Paragraph<br/>Critical Thinking: Bloom’s Taxonomy – Knowledge<br/>Reading 2: Filtering Decisions<br/><br/>Process Fundamentals<br/>Before Your Write: <br/>Writing Task:<br/>Integrating Information from an Outside Source: APA and MLA Citations<br/>Preventing Plagiarism: Acknowledging Sources<br/>Thesis Skill: Recognizing an Author’s Purpose and Thesis<br/>Introductions: Introducing a Summary<br/>Writing Task: Summary Introductory Sentence<br/><br/>Writing Fundamentals<br/>Composition Skill: Paraphrasing<br/>Writing Task: Paraphrase<br/>Sentence and Grammar Skill: Understanding Clauses and Avoiding Sentence Fragments<br/><br/>Unit Outcome<br/>Writing Assignment: Summary<br/>Evaluation: Summary Rubric<br/>Unit Review: Self-Assessment Checklist and Vocabulary Checklist<br/><br/>UNIT 2 SOCIOLOGY<br/>Technological Innovation in Society<br/><br/>Exploring Ideas<br/>Introduction<br/>Writing Task: Short Paragraph<br/>Fostering Inquiry: Investigating an Idea<br/>Writing Task: Freewriting<br/>Structure: Expository Essay<br/>Writing Task: Expository Paragraph<br/>Language Tip: Showing Relationships among Ideas<br/><br/>Academic Reading<br/>Vocabulary Skill: Understanding Your Dictionary<br/>Learning Strategy: Getting Help<br/>Reading 1: Technology and Societal Change<br/>Writing Task: Expository Paragraph<br/>Critical Thinking: Bloom’s Taxonomy – Comprehension<br/>Reading 2: Technology and Jobs: More of One and Less of the Other?<br/><br/>Process Fundamentals<br/>Before You Write: Brainstorming<br/>Integrating Information from an Outside Source: Selecting Information from Sources<br/>Preventing Plagiarism: Acknowledging Ideas<br/>Thesis Skill: Writing a Thesis Statement That Answers a Question<br/>Writing Task: Thesis Statement<br/>Introductions: Anecdote or Scenario<br/>Writing Task: Anecdote or Scenario Introduction<br/>Conclusions: Look-to-the-Future<br/>Writing Task: Look-to-the-Future Conclusion<br/><br/>Writing Fundamentals<br/>Composition Skill: Developing Body Paragraphs with the Question Technique<br/>Writing Task: Well-Developed Expository Paragraph<br/>Sentence and Grammar Skill: Using the Passive Voice<br/><br/>Unit Outcome<br/>Writing Assignment: Expository Essay<br/>Evaluation: Expository Essay Rubric<br/>Unit Review: Self-Assessment Checklist and Vocabulary Checklist<br/><br/>UNIT 3 TOURISM AND HOSPITALITY MANAGEMENT<br/>Travel<br/><br/>Exploring Ideas<br/>Introduction<br/>Writing Task: Short Paragraph<br/>Fostering Inquiry: Comparing and Contrasting Characteristics<br/>Writing Task: Freewriting<br/>Structure: Compare-and-Contrast Essay<br/>Writing Task: Using Compare-and-Contrast Connectors<br/>Language Tip: Comparison-and-Contrast Paragraph<br/><br/>Academic Reading<br/>Vocabulary Skill: Learning to Use New Words Using a Dictionary<br/>Learning Strategy: Organizing Ideas<br/>Reading 1: Tourism<br/>Critical Thinking: Bloom’s Taxonomy - Application<br/>Writing Task: Compare-and-Contrast Paragraph<br/>Reading 2: Weed Your Way around the World<br/><br/>Process Fundamentals<br/>Before You Write: Venn Diagram<br/>Integrating Information from an Outside Source: Sentence Patterns for Integrating Source Material, Part 1<br/>Writing Task: Paraphrasing with Reporting Verbs<br/>Preventing Plagiarism: Taking Ownership<br/>Topic Skill: Writing Topic Sentences<br/>Writing Task: Topic Sentences<br/>Introductions: Thought-Provoking Question<br/>Writing Task: Thought-Provoking Introduction<br/>Conclusions: Synthesizing Main Ideas<br/>Writing Task: Synthesizing Conclusion<br/><br/>Writing Fundamentals<br/>Composition Skill: Achieving Essay Unity<br/>Sentence and Grammar Skill: Increasing Sentence Variety and Avoiding Run-ons and Comma Splices<br/><br/>Unit Outcome<br/>Writing Assignment: Compare-and-Contrast Essay<br/>Evaluation: Compare-and-Contrast Essay Rubric<br/>Unit Review: Self-Assessment Checklist and Vocabulary Checklist<br/><br/>UNIT 4 BIOLOGY<br/>Immunity<br/><br/>Exploring Ideas<br/>Introduction<br/>Writing Task: Paragraph Exploring Causes or Effects<br/>Fostering Inquiry: Analyzing Causes and Effects<br/>Writing Task: Freewriting<br/>Structure: Cause-and-Effect Essay<br/>Language Tip: Using Cause-and-Effect Connectors<br/>Writing Task: Cause or Effect Paragraph<br/><br/>Academic Reading<br/>Vocabulary Skill: Using Vocabulary Learning Strategies<br/>Learning Strategy: Creating Mental Connections<br/>Reading 1: Immunity <br/>Critical Thinking: Bloom’s Taxonomy – Analysis<br/>Reading 2: Asking for an Outbreak of Preventable Diseases<br/>Writing Task: Paragraph Exploring Causes<br/><br/>Process Fundamentals<br/>Before You Write: Flow Chart<br/>Integrating Information from an Outside Source: Sentence Patterns for Integrating Source Material, Part 2<br/>Preventing Plagiarism: Editing and Revising Responsibly<br/>Thesis Skill: Writing a Cause-and-Effect Thesis Statement<br/>Writing Task: Cause-and-Effect Thesis<br/>Introductions: Strategies for Introducing Cause and Effect<br/>Writing Task: Introduction<br/>Conclusions: Thought-Provoking Comment<br/>Writing Task: Thought-Provoking Conclusion<br/><br/>Writing Fundamentals<br/>Composition Skill: Revising<br/>Writing Task: Paragraph Revision<br/>Sentence and Grammar Skill: Using Adverbials<br/><br/>Unit Outcome<br/>Writing Assignment: Cause-and-Effect Essay<br/>Evaluation: Cause-and-Effect Essay Rubric<br/>Unit Review: Self-Assessment Checklist and Vocabulary Checklist<br/><br/>UNIT 5 ENVIRONMENTAL SCIENCE<br/>Climatology<br/><br/>Exploring Ideas<br/>Introduction<br/>Writing Task: Problem Paragraph<br/>Fostering Inquiry: Finding Solutions<br/>Writing Task: Freewriting<br/>Structure: Problem-Solution Essay<br/>Language Tip: Hedging<br/><br/>Academic Reading<br/>Vocabulary Skill: Understanding Collocation<br/>Learning Strategy: Noticing<br/>Reading 1: Climate Change<br/>Writing Task: Problem Paragraph<br/>Reading 2: is Geoengineering the Solution to Saving the Earth?<br/>Critical Thinking: Bloom’s Taxonomy – Synthesis<br/>Writing Task: Solution Paragraph<br/><br/>Process Fundamentals<br/>Before You Write: Webbing<br/>Integrating Information from an Outside Source: Citing Indirect Sources<br/>Writing Task: Citing Indirect Sources<br/>Preventing Plagiarism: Using Internet Sources Responsibly<br/>Thesis Skill: Writing a Problem-Solution Thesis Statement<br/>Writing Task: Problem-Solution Thesis Statement<br/>Introductions: Presenting an Example of the Problem or Solution<br/>Writing Task: Example Introduction<br/>Conclusions: Issuing a Warning<br/>Writing Task: Warning Conclusion<br/><br/>Writing Fundamentals<br/>Composition Skill: Achieving Coherence<br/>Writing Task: Paragraph Revision<br/>Sentence and Grammar Skill: Using Conditional Sentences<br/>Writing Task: Paragraph Editing<br/><br/>Unit Outcome<br/>Writing Assignment: Problem-Solution Essay<br/>Evaluation: Problem-Solution Essay Rubric<br/>Unit Review: Self-Assessment Checklist and Vocabulary Checklist<br/><br/>UNIT 6 BUSINESS<br/>Corporate Social Responsibility<br/><br/>Exploring Ideas<br/>Introduction<br/>Writing Task: Short Paragraph Exploring Arguments<br/>Fostering Inquiry: Building an Argument<br/>Writing Task: Freewriting<br/>Structure: Persuasive Essay<br/>Language Tip: Signalling Stance<br/>Writing Task: Persuasive Paragraph<br/><br/>Academic Reading<br/>Vocabulary Skill: Correcting Grammar Using Your Dictionary<br/>Reading 1: Business Ethics<br/>Writing Task: Persuasive Paragraph<br/>Critical Thinking: Bloom’s Taxonomy – Evaluation<br/>Reading 2: Two Faces of Apple<br/><br/>Process Fundamentals<br/>Before You Write: Planning for Your Audience<br/>Writing Task: Persuasive Paragraph<br/>Integrating Information from an Outside Source: Refuting a Source<br/>Preventing Plagiarism: Collaborating Responsibly<br/>Thesis Skill: Writing a Debatable Thesis Statement<br/>Writing Task: Debatable Thesis Statement<br/>Introductions: Turnaround<br/>Writing Task: Turnaround Introduction<br/>Conclusions: Call to Action<br/>Writing Task: Call-to-Action Conclusion<br/><br/>Writing Fundamentals<br/>Composition Skill: Acknowledging Opposing Views<br/>Writing Task: Concession Paragraph<br/>Sentence and Grammar Skill: Using Quantifiers with Countable and Non-countable Nouns<br/>Learning Strategy: Monitoring Your Work<br/><br/>Unit Outcome<br/>Writing Assignment: Persuasive Essay<br/>Evaluation: Persuasive Essay Rubric<br/>Unit Review: Self-Assessment Checklist and Vocabulary Checklist<br/><br/>Appendix 1: Vocabulary<br/>Appendix 2: Sample Paragraphs<br/>Credits<br/>Index<br/> |
| 521 ## - TARGET AUDIENCE NOTE |
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| Target audience note |
Readership : EAP students (intermediate to advanced) who want to improve their English proficiency so that they can enter mainstream programs in English-speaking college or university. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| Form subdivision |
Composition and exercises. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Report writing. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Academic writing. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Textbooks for second language learners. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Neumann, Heike |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="http://www.oupcanada.com/catalog/9780199025411.html">http://www.oupcanada.com/catalog/9780199025411.html</a> |
| Public note |
Publisher's Website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="https://cw.oupcanada.com/academicinquiry3">https://cw.oupcanada.com/academicinquiry3</a> |
| Public note |
Companion Website (password protected). |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
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| Koha item type |
Livres |
