| 000 | nam a22 7a 4500 | ||
|---|---|---|---|
| 999 |
_c2073 _d2073 |
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| 003 | OSt | ||
| 005 | 20190218003104.0 | ||
| 008 | 190109b ||||| |||| 00| 0 eng d | ||
| 020 | _a9780132915663 (Student Book) | ||
| 040 |
_cJCRC _beng |
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| 100 | _aOshima, Alice | ||
| 245 |
_aLongman Academic Writing Series 3 : _bParagraphs to Essays / _cAlice Oshima, Ann Hogue, and Jane Curtis. |
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| 250 | _a4th ed. | ||
| 260 |
_aMontreal : _bÉditions du Renouveau Pédagogique Inc., _c2014. |
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| 300 |
_a279 p. : _bill. ; _c33 cm. |
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| 440 | _aLongman Academic Writing Series (LAWS) | ||
| 500 | _aIncludes index and appendices. | ||
| 505 | _a"The Longman Academic Writing Series helps students master the academic writing skills needed to succeed in their academic careers. The five-level series spans writing topics from composing sentences to writing research papers. Each level covers the complete writing process from prewriting to revision. Level 3 teaches intermediate students to write various genres of academic paragraphs and essays. The text's proven approach integrates training in grammar, mechanics, vocabulary, sentence structure, and paragraph and essay organization along with the writing process. Features: Realistic writing models and systematic practice empower students to write effectively in different genres. | ||
| 505 | _aClear explanations helps students grasp and apple key concepts. | ||
| 505 | _aSentence structure, grammar, and mechanics instruction helps students develop key writing skills. New to this Edition: New vocabulary section help students develop language awareness and improve the quality of their writing. A step-by-step approach guide students seamlessly through the writing process. Writing tips provide useful strategies to enhance students' writing experience. Writing expansions, including journals and timed writing, build written fluency and test-taking skills. A teacher's manual at www.pearsonelt.com/tmkeys provides teaching suggestions, answer keys, rubrics, and quizzes" (Book cover). | ||
| 505 |
_aNew to this Edition:
_tNew vocabulary section help students develop language awareness and improve the quality of their writing. _tA step-by-step approach guide students seamlessly through the writing process. _tWriting tips provide useful strategies to enhance students' writing experience. _tWriting expansions, including journals and timed writing, build written fluency and test-taking skills. _tA teacher's manual at www.pearsonelt.com/tmkeys provides teaching suggestions, answer keys, rubrics, and quizzes" (Book cover). |
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| 505 | _aCONTENTS | ||
| 505 | _aTo the Teacher | ||
| 505 | _aAcknowledgements | ||
| 505 | _aChapter Overview | ||
| 505 | _aPart 1: Writing a Paragraph | ||
| 505 |
_aIntroduction _tAnalyzing the Model |
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| 505 |
_aNoticing Vocabulary _tWord Families |
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| 505 |
_aOrganization _tFormatting the Page |
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| 505 | _aMechanics | ||
| 505 |
_aSentence Structures _tSimple Sentences _tPhrases _tSubject-Verb Agreement _tFragments |
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| 505 |
_aApplying Vocabulary _tUsing Nouns and Verbs |
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| 505 |
_aThe Writing Process _tListing |
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| 505 |
_aWriting Assignment _tA Paragraph about Someone Who Made a Difference |
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| 505 | _aSelf-Assessment | ||
| 505 |
_aExpansion _tTimed Writing: A Paragraph about Someone Who Taught You a Lesson _tJournal Writing |
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| 505 | _aChapter 2: Narrative Paragraphs | ||
| 505 |
_aIntroduction _tAnalyzing the Model |
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| 505 |
_aNoticing Vocabulary _tCompound Nouns |
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| 505 |
_aOrganization _tTime-Order Signals |
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| 505 | _aPurpose | ||
| 505 |
_aSentence Structure _tAnalyzing the Model _tCompound Sentences _tCoordinating Conjunctions |
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| 505 |
_aPunctuation _tThree Comma Rules |
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| 505 |
_aApplying Vocabulary _tUsing Compound Nouns |
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| 505 |
_aPreparation for Writing _tFreewriting |
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| 505 |
_aWriting Assignment _tA Narrative Paragraph about a Memorable Experience |
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| 505 | _aSelf-Assessment | ||
| 505 |
_aExpansion _tTimed-Writing: A Paragraph about a Time You Disobeyed Rules _tJournal Writing |
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| 505 | _aChapter 3: basic Paragraph Structure | ||
| 505 |
_aIntroduction _tAnalyzing the Model |
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| 505 |
_aNoticing Vocabulary _tAdjectives |
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| 505 |
_aOrganization _tThe Topic Sentence _tSupporting Sentences: Main Points _tSupporting Details: Examples _tThe Concluding Sentence |
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| 505 |
_aSentence Structure _tAnalyzing the Model _tAdjectives and Adverbs in Basic Sentences |
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| 505 |
_aApplying Vocabulary _tUsing Adjectives |
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| 505 |
_aPreparation for Writing _tOutlining _tThe Detailed Outline |
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| 505 |
_aWriting Assignment _tA Paragraph about a Hobby or Sport |
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| 505 | _aSelf-Assessment | ||
| 505 |
_aExpansion _tTimed-Writing: A Paragraph about a Relaxing Activity _tSummary Writing |
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| 505 | _aChapter 4: Logical Division of Ideas | ||
| 505 |
_aIntroduction _tAnalyzing the Model |
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| 505 |
_aNoticing Vocabulary _tSynonyms |
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| 505 |
_aOrganization _tLogical Division of Ideas _tUnity in the Supporting Sentences of a Paragraph _tCoherence in the Supporting Sentences of a Paragraph |
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| 505 |
_aSentence Structure _tRun-ons and Comma Splices _tCorrecting Run-ons and Comma Splices _tFinding Run-ons and Comma Splices |
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| 505 | _aApplying Vocabulary: Using Synonyms and Near Synonyms | ||
| 505 |
_aWriting Assignment _tA Paragraph about Shopping Habits |
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| 505 | _aSelf-Assessment | ||
| 505 |
_aExpansion _tTimed-Writing: A Paragraph for Students about Shopping _tSummary Writing |
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| 505 | _aChapter 5: Process Paragraph | ||
| 505 |
_aIntroduction _tAnalyzing the Model |
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| 505 |
_aNoticing Vocabulary _tPhrasal Verbs |
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| 505 |
_aOrganization _tTopic Sentences in Process Paragraphs _tSupporting Sentences in Process Paragraphs _tConcluding Sentences in Process Paragraphs _tUsing Time Order in Process Paragraphs |
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| 505 | _aPurpose | ||
| 505 | _aAudience | ||
| 505 |
_aSentence Structure _tAnalyzing the Model _tClauses and Complex Sentences |
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| 505 |
_aApplying Vocabulary _tUsing Phrasal Verbs |
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| 505 |
_aWriting Assignment _tA Process Paragraph about Self-Improvement |
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| 505 | _aSelf-Assessment | ||
| 505 |
_aExpansion _tTimed-Writing: A Paragraph about Learning English Vocabulary _tEmail to a Professor |
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| 505 | _aChapter 6: Definition Pragraphs | ||
| 505 |
_aIntroduction _tAnalyzing the Model |
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| 505 |
_aNoticing Vocabulary _tWorld Knowledge |
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| 505 | _aOrganization | ||
| 505 |
_aSentence Structure _tAnalyzing the Model _tAppositives _tAdjective Clauses _tComplex Sentences with Adjective Clauses |
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| 505 |
_aApplying Vocabulary _tUsing World Knowledge |
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| 505 |
_aPreparation for Writing _tClustering |
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| 505 |
_aWriting Assignment _tA Paragraph That Defines a Word, Concept, or Custom... |
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| 505 | _aSelf-Assessment | ||
| 505 |
_aExpansion _tTimed-Writing: A Paragraph That Defines Family _tParaphrasing |
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| 505 | _aChapter 7: Causes/ Effect Paragraphs | ||
| 505 |
_aIntroduction _tAnalyzing the Model |
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| 505 |
_aNoticing Vocabulary _tPrefixes |
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| 505 |
_aOrganization _tTopic Sentences in Cause/ Effect Paragraphs _tSupporting Sentences in Cause/ Effect Paragraphs _tConcluding Sentences for Cause/ Effect Paragraphs |
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| 505 |
_aSentence Structure _tAnalyzing the Model _tCause/Effect Transition Signals |
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| 505 |
_aApplying Vocabulary _tUsing Prefixes |
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| 505 |
_aWriting Assignment _tA Cause/ Effect Paragraph about a Social Issue |
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| 505 | _aSelf-Assessment | ||
| 505 |
_aExpansion _tTimed-Writing: A Paragraph about the Positive Effects of Walking _tDouble-Entry Journal Writing |
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| 505 | _aChapter 8: Comparison/ Contrast Paragraphs | ||
| 505 |
_aIntroduction _tAnalyzing the Model |
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| 505 |
_aNoticing Vocabulary _tAntonyms |
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| 505 |
_aOrganization _tTopic Sentences in Comparison/ Contrast Paragraphs _tSupporting Sentences in Comparison/ Contrast Paragraphs _tConcluding Sentences in Comparison/ Contrast Paragraphs |
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| 505 |
_aSentence Structure _tAnalyzing the Model _tTransition Signals for Comparison _tTransition Signals for Contrast |
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| 505 |
_aApplying Vocabulary _tUsing Antonyms |
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| 505 |
_aPreparation for Writing _tConducting an Interview |
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| 505 |
_aWriting Assignment _tA Comparison/ Contrast Paragraph about Education |
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| 505 | _aSelf-Assessment | ||
| 505 |
_aExpansion _tTimed-Writing: A Paragraph about Your Education vs. a Parent's _tDouble-Entry Journal Writing |
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| 505 | _aPart II: WRITING AN ESSAY | ||
| 505 | _aChapter 9: Essay Organization | ||
| 505 |
_aIntroduction _tAnalyzing the Model |
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| 505 |
_aNoticing Vocabulary _tFormal and Informal Words |
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| 505 |
_aOrganization _tIntroductory Paragraphs _tBody Paragraphs _tConcluding Paragraphs _tTransition between Paragraphs _tEssay Outlining |
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| 505 | _aThe Writing Process | ||
| 505 |
_aApplying Vocabulary _tUsing Formal and Informal Vocabulary |
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| 505 |
_aWriting Assignment _tAn Essay about Nonverbal Communication |
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| 505 | _aSelf-Assessment | ||
| 505 |
_aExpansion _tTimed-Writing: An Essay about Body Language in Your Native Culture _tSummary Writing |
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| 505 | _aChapter 10: Opinion Essays | ||
| 505 |
_aIntroduction _tAnalyzing the Model |
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| 505 |
_aNoticing Vocabulary _tCollocations |
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| 505 |
_aOrganization _tIntroductory Paragraphs in Opinion Essays _tBody Paragraphs in Opinion Essays _tConcluding Paragraphs in Opinion Essays |
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| 505 |
_aDeveloping Supporting Details _tQuotations _tStatistics |
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| 505 |
_aApplying Vocabulary _tUsing Collocations |
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| 505 |
_aPreparation for Writing _tConducting a Survey |
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| 505 |
_aWriting Assingment _tAn Opinion Essay about Getting A Good Education |
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| 505 | _aSelf-Assessment | ||
| 505 |
_aExpansion _tTimed-Writing: An Opinion Essay about Homework _tWriting an Opinion for Publication |
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| 505 |
_aAppendices _tAppendix A: Grammar Terms _tAppendix B: Sentence Types and Connecting Words _tAppendix C: Connecting Words and Transition Signals _tAppendix D: Punctuation Rules _tAppendix E: Correction Symbols _tAppendix F: Peer Review/ Writer's Self-Check Worksheets |
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| 505 | _aIndex | ||
| 505 | _aCredits | ||
| 650 |
_aEnglish language _vTextbooks for foreign speakers. |
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| 650 |
_aEnglish language _vAcademic writing _xParagraphs. |
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| 650 |
_aEnglish language _vAcademic writing _xEssays. |
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| 700 | _aHogue, Ann | ||
| 700 | _aCurtis, Jane | ||
| 856 |
_uhttps://bit.ly/2CdGXLJ _yPublisher's Website. |
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| 942 |
_2z _cBK |
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