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