000 | 06492cam a2201021 a 4500 | ||
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_c2460 _d2460 |
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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. |
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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) |
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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 |
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505 | _aFormat | ||
505 | _aUse Consistent Format | ||
505 |
_aLetter format
_tLetter content _tBlueprint for letters |
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505 |
_aE-email format
_tShort subject lines |
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505 |
_aJob résumé
_tBlueprint for Job Résumé |
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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 |
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505 | _aEssay format | ||
505 |
_aEssays requiring an organised response to reading
_tBlueprint for techniques and devices _tBlueprint for literary essays |
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505 | _aArgumentative essays | ||
505 |
_aPART 2: COHERENCE
_tContent |
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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 |
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505 | _aLogic | ||
505 |
_aKeep your focus
_tcontraindication _tlack of new information _tdisconnected comment _tconfusion in cause and effect relationships _tjumping to conclusions |
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505 |
_aAccuracy
_tCheck accuracy |
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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 |
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505 |
_aStructure
_tBlueprint for structure |
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505 |
_aIntroductory elements
_tGive background information or context _tstate task and purpose _tgive a general idea of text context _tBlueprint for introduction |
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505 | _aThesis statement | ||
505 |
_aWork on your thesis statement
_tcharacteristics of a thesis statement _tDeveloping a thesis statement |
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505 | _aParagraph | ||
505 |
_aStart a new paragraph
_tBlueprint for starting new paragraph _tParagraph length |
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505 |
_aCheck paragraph unity
_tBlueprint for paragraph unity |
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505 | _aTopic sentence | ||
505 |
_aIdentify the topic and the focus (controlling idea)
_tBlueprints for topic sentence |
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505 | _aSupport | ||
505 |
_aOffice credible support
_tBlueprint for support in paragraphs |
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505 | _aReferencing | ||
505 |
_aQuote properly
_tDirect quotation _tIndirect quotation |
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505 |
_aAPA and MLA Models for Referencing
_tAmerican Psychological Association _tModern Languages Association |
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505 | _aTransitions | ||
505 |
_aUse a helpful transition
_tTransition between clauses or sentences _tTransitions between paragraphs |
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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 |
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505 | _aOrganization | ||
505 | _aCheck appropriateness to task and purpose | ||
505 |
_aDefinitions
_tBlueprint for definitions |
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505 |
_aComparison
_tGetting started on a comparison _tBlueprint for comparison |
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505 |
_aProcess
_tBlueprint for explaining a process |
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505 |
_aCause and effect
_tBlueprint for cause and effect |
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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 |
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505 | _aAdd nuances | ||
505 |
_aCheck unclear grammar
_tCorrect pronoun reference _tVerb tenses and types of information |
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505 |
_aCheck problems in sentence construction
_tOmission _tNegatives _tPhrases and clauses _tLength of sentences _tBlueprint for constructing a sentence |
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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 |
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505 | _aAppendix: Models | ||
650 | 6 |
_aEnglish language _xWriting _vProblems, exercises, etc. |
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650 | 6 |
_aEnglish language _xComposition and exercises. |
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650 | 6 |
_aEnglish language _vTextbooks for foreign speakers. |
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700 | 1 | _aDavis, Heather. | |
830 | 0 | _aPearson Education ESL. | |
942 |
_2z _cBK |