000			06492cam a2201021 a 4500
999			_c2460 _d2460
001			3432529
003			LTSCA
005			20190723161348.0
008			051125s2003 quca 001 0 eng d
020			_a2761314794
020			_a9782761314794
035			_aocm62339356
040			_aAEUSJ _bfre _cAEUSJ _dJCRC
100	1		_aFournier, Paul, _d1955-
245	1	0	_aBlueprints : _bA Guide to Correct Writing / _cPaul Fournier with contributions by Heather Davis.
246	3	0	_aGuide to correct writing
260			_aSaint-Laurent, QC : _bÉditions du renouveau pédagogique inc. ; _bLongman, _c2003.
300			_axiv, 152 p. : _bill. ; _c26 cm.
440			_aPearson Education ESL
504			_aComprend un index.
505			_aBlueprints: A Guide to Correct Writing is a task-based tool that breaks down the essentials of writing - Context, Coherence and Clarity - into easy-to-identify components. Aimed at developmental English and at students from various language backgrounds, Blueprints helps students map out their academic and professional writing with a user-friendly feature, Blueprint templates. Students can check at a glance whether essays, reports and letters meet real-world requirements. From topic sentences to well-organized comparisons, Blueprints provides students with a quick way to visualize how to build a clear and coherent text.
505			_aFeatures _tBlueprint templates show at a glance what students need to edit to ensure that their text can be built on a clear and coherent structure. _tUser-friendly headings identify the components of writing. _tEasy-to use correction codes let learners focus on the common problems in their writing. _tModels of appropriate writing and real-life examples provide meaningful contexts for learning." (Book Cover)
505			_aTABLE OF CONTENTS
505			_aPART 1: CONTEXT
505			_aTask
505			_aCover every element required by the task
505			_aRespect the topic _tBlueprint for task
505			_aFormat
505			_aUse Consistent Format
505			_aLetter format _tLetter content _tBlueprint for letters
505			_aE-email format _tShort subject lines
505			_aJob résumé _tBlueprint for Job Résumé
505			_aReport Format - features _tCover page _tAbstract or executive summary _tBlueprint for executive summary _tIntroduction _tBody _tHeadings _tBlueprint for business-style reports _tVisuals _tConclusion _tRecommendations _tAppendix
505			_aEssay format
505			_aEssays requiring an organised response to reading _tBlueprint for techniques and devices _tBlueprint for literary essays
505			_aArgumentative essays
505			_aPART 2: COHERENCE _tContent
505			_aRelevance
505			_aKeep only ideas that can be developed
505			_aChoose ideas related to task, purpose and topic _tBlueprint: Ideas relevant for task, purpose and topic
505			_aLogic
505			_aKeep your focus _tcontraindication _tlack of new information _tdisconnected comment _tconfusion in cause and effect relationships _tjumping to conclusions
505			_aAccuracy _tCheck accuracy
505			_aEffectiveness
505			_aChoose effective ideas _tSource not credible _tOpinion, claim vs. Fact _tInsufficient data _tAnecdote vs. Analysis _tCollage of Quotations with No Analysis _tPrejudice or cliché _tAnalogy does not always work
505			_aStructure _tBlueprint for structure
505			_aIntroductory elements _tGive background information or context _tstate task and purpose _tgive a general idea of text context _tBlueprint for introduction
505			_aThesis statement
505			_aWork on your thesis statement _tcharacteristics of a thesis statement _tDeveloping a thesis statement
505			_aParagraph
505			_aStart a new paragraph _tBlueprint for starting new paragraph _tParagraph length
505			_aCheck paragraph unity _tBlueprint for paragraph unity
505			_aTopic sentence
505			_aIdentify the topic and the focus (controlling idea) _tBlueprints for topic sentence
505			_aSupport
505			_aOffice credible support _tBlueprint for support in paragraphs
505			_aReferencing
505			_aQuote properly _tDirect quotation _tIndirect quotation
505			_aAPA and MLA Models for Referencing _tAmerican Psychological Association _tModern Languages Association
505			_aTransitions
505			_aUse a helpful transition _tTransition between clauses or sentences _tTransitions between paragraphs
505			_aConclusion
505			_aEnd with a conclusion
505			_aConfirm your thinking
505			_aPoint out what the reader should remember
505			_aRestrict or expand _tlimitations - restrict _tQuestions that remain - expand _tBlueprint for conclusions
505			_aOrganization
505			_aCheck appropriateness to task and purpose
505			_aDefinitions _tBlueprint for definitions
505			_aComparison _tGetting started on a comparison _tBlueprint for comparison
505			_aProcess _tBlueprint for explaining a process
505			_aCause and effect _tBlueprint for cause and effect
505			_aPART 3: LANGUAGE USE AND EXPRESSION
505			_aClarity
505			_aCheck the meaning of key terms
505			_aChoose terminology appropriate to the situation or context _tContext _tAmbiguity _tCollocation _tBlueprint for choosing terms
505			_aAdd nuances
505			_aCheck unclear grammar _tCorrect pronoun reference _tVerb tenses and types of information
505			_aCheck problems in sentence construction _tOmission _tNegatives _tPhrases and clauses _tLength of sentences _tBlueprint for constructing a sentence
505			_aReader Friendliness _tAdjust to readership _tUse appropriate tone - connotation, E-mail tone vs letter style _tBe as short as possible (and as long as necessary) _tUse varied sentence types
505			_aAppendix: Models
650		6	_aEnglish language _xWriting _vProblems, exercises, etc.
650		6	_aEnglish language _xComposition and exercises.
650		6	_aEnglish language _vTextbooks for foreign speakers.
700	1		_aDavis, Heather.
830		0	_aPearson Education ESL.
942			_2z _cBK