| 000 | nam a22 7a 4500 | ||
|---|---|---|---|
| 999 |
_c932 _d932 |
||
| 003 | OSt | ||
| 005 | 20190514192138.0 | ||
| 008 | 180305b ||||| |||| 00| 0 eng d | ||
| 020 | _a9780199025398 (Student Book) | ||
| 040 | _cJCRC | ||
| 100 | _aKim, Marcia | ||
| 245 |
_aAcademic Inquiry 1 : _bSentences and Paragraphs / _cMarcia Kim and Jennifer MacDonald. |
||
| 250 | _a2nd ed. | ||
| 260 |
_aToronto : _bOxford University Press, _c2018. |
||
| 300 |
_axiv, 265 p. : _bill. ; _c28 cm. |
||
| 440 | _aAcademic Inquiry. | ||
| 500 | _aTeacher Resources (answer keys, tests) are on a password-protected companion website. | ||
| 504 | _aIncludes appendices and index. | ||
| 505 | _a"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. | ||
| 505 | _aLevel 1: Sentences and Paragraphs | ||
| 505 | _aLevel 2: Paragraphs and Short Essays | ||
| 505 | _aLevel 3: Essays and Integrating Sources | ||
| 505 | _aLevel 4: Essays and Research | ||
| 505 | _aTaking 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 | _aFeatures: | ||
| 505 | _a- Authentic content from Canadian textbooks helps students prepare for future academic studies; | ||
| 505 | _a- Realistic writing models and methodical practice empower students to become accomplished writers in multiple rhetorical patterns; | ||
| 505 | _a- Sentence skills, grammar skills, and composition skills help students understand and apply key writing skills; | ||
| 505 | _a- Step-by-step writing tasks take students reliably through the entire writing process; | ||
| 505 | _a- Preventing plagiarism strategies in each unit help students master the art of citing, paraphrasing, referencing, and summarizing. | ||
| 505 | _a- Systematic vocabulary instruction in each unit covers the AWL and extends into mid-frequency words, helping students acquire a rich and comprehensive vocabulary base; | ||
| 505 | _a- Critical Thinking Skills and Learning Strategies increase students' engagement, comprehension, and success; | ||
| 505 | _a- Language Tips in each unit help students master essential words, phrases, and expressions related to the rhetorical patterns being studied; | ||
| 505 | _a- Flexible units allow teachers and students to focus solely on the academic writing goals or also delve into the academic readings and vocabulary instruction; | ||
| 505 | _aCanadian authors ensure that the Academic Inquiry Series is rooted in the Canadian post-secondary experience." (Book Cover) | ||
| 505 | _aCONTENTS: | ||
| 505 | _aUNIT 1 EARTH AND LIFE SCIENCE | ||
| 505 | _aWeather and the Natural World | ||
| 505 |
_aExploring Ideas _tIntroduction _tFostering Inquiry: Writing an Inquiry Question _tWriting Task: Freewriting _tStructure: Explanatory Paragraph _tLanguage Tip: Using Connectors of Sequence |
||
| 505 |
_aAcademic Reading _tVocabulary Skill: Using a Dictionary _tReading: Thunderstorms _tWriting Task: Freewriting _tStructure: Explanatory Paragraph _tLanguage Tip: Using Connectors of Sequence |
||
| 505 |
_aAcademic Reading _tVocabulary Skill: Using a Dictionary _tReading: Thunderstorms _tWriter Task: Diagram Description _tCritical Thinking: Asking "Why"? |
||
| 505 |
_aProcess Fundamentals _tBrainstorming and Outlining: Mind Mapping _tBefore You Write: Finding Information Online _tContent Skill: Using Textbooks _tWriting Task: Explanatory Sentences _tPreventing Plagiarism: Not Submitting Another Person's Work _tParagraphing Skill: Understanding the Essential Elements of a Paragraph _tLanguage Skill: Managing Generalizations |
||
| 505 |
_aWriting Fundamentals _tComposition Skill: Drafting _tWriting Task: First Draft _tWriting Skill: Ensuring Flow _tSentence and Grammar Skill: Understanding the Essential Elements of a Paragraph _tLearning Strategy: Understanding Assignments |
||
| 505 |
_aUnit Outcome _tWriting Assignment: Explanatory Paragraph _tEvaluation: Explanatory Paragraph Rubric _tUnit Review: Self-Assessment Checklist and Vocabulary Checklist |
||
| 505 | _aUNIT 2 TECHNOLOGY | ||
| 505 | _aRobotics | ||
| 505 |
_aExploring Ideas _tIntroduction _tWriting Task: Descriptive Sentences _tFostering Inquiry: Using the Five Senses _tWriting Task: Freewriting _tStructure: Descriptive Paragraph _tLanguage Tip: Using Connectors of Location |
||
| 505 |
_aAcademic Reading _tVocabulary Skill: Forming Adjectives _tWriting Task: Descriptive Sentences _tReading: Spar Aerospace: An Arm from Earth to Space _tWriting Task: Descriptive Sentences _tCritical Thinking: Evaluating Sources for Credibility |
||
| 505 |
_aProcess Fundamentals _tBrainstorming and Outlining: Listing _tWriting Task: Descriptive Paragraph Outline _tBefore You Write: Evaluating Websites _tContent Skill: Exploring Online Newspaper Articles _tWriting Task: Descriptive Paragraph _tPreventing Plagiarism: Working from Memory _tParagraphing Skill: Writing a Topic Sentence _tWriting Task: Topic Sentences _tLanguage Skill: Using Comparatives and Superlatives |
||
| 505 |
_aWriting Fundamentals _tComposition Skill: Self-Editing _tWriting Task: First Draft _tWriting Skill: Avoiding Sentence Fragments _tSentence and Grammar Skill: Using Correct Adjective Word Order _tWriting Task: Second and Final Drafts _tLearning Strategy: Using Compensation Strategies |
||
| 505 |
_aUnit Outcome _tWriting Assignment: Descriptive Paragraph _tEvaluation: Descriptive Paragraph Rubric _tUnit Review: Self-Assessment Checklist and Vocabulary Checklist |
||
| 505 | _aUNIT 3 ENGINEERING | ||
| 505 | _aStructural Engineering | ||
| 505 |
_aExploring Ideas _tIntroduction _tFostering Inquiry: Inquiring into Categories and Characteristics _tWriting Task: Freewriting _tStructure: Definition Paragraph _tLanguage Tip: Using Connectors of Additional Information of Examples _tWriting Task: Paragraph Outline |
||
| 505 |
_aAcademic Reading _tVocabulary Skill: Forming Nouns _tReading: Transportation Structures _tWriting Task: Definition Sentences _tCritical Thinking: Stepping Outside Your Box |
||
| 505 |
_aProcess Fundamentals _tBrainstorming and Outlining: Reverse Thinking _tBefore You Write: Asking Questions: The 5Ws + H _tContent Skill: Using Magazine Articles _tWriting Task: Simplified Paragraph _tPreventing Plagiarism: Changing Words and Sentence Structure _tParagraphing Skill: Supporting Your Topic Sentence _tLanguage Skill: Defining |
||
| 505 |
_aWriting Fundamentals _tComposition Skill: Proofreading _tWriting Skill: Avoiding Run-On Sentences _tSentence and Grammar Skill: Understanding Compound _tSentences and Complex Sentences _tWriting Task: Simplified Paragraph _tLearning Strategy: Using Memorization Strategies |
||
| 505 |
_aUnit Outcome _tWriting Assignment: Definition Paragraph _tEvaluation: Definition Paragraph Rubric _tUnit Review: Self-Assessment Checklist and Vocabulary Checklist |
||
| 505 | _aUNIT 4 HEALTH SCIENCES | ||
| 505 | _aKinesiology | ||
| 505 |
_aExploring Ideas _tIntroduction _tFostering Inquiry: Expressing an Opinion _tWriting Task: Freewriting _tStructure: Opinion Paragraph _tLanguage Tip: Using Connectors of Contrast |
||
| 505 |
_aAcademic Reading _tVocabulary Skill: Forming Verbs _tReading: Ben Johnson _tWriting Task: Short Paragraph _tCritical Thinking: Examining Evidence |
||
| 505 |
_aProcess Fundamentals _tBrainstorming and Outlining: Five Points of View _tBefore You Write: Taking Notes _tContent Skill: Using a Report _tPreventing Plagiarism: Taking Notes _tParagraphing Skill: Writing a Concluding Sentence _tLanguage Skill: Expressing Opinions _tWriting Task: Short Opinion Paragraph |
||
| 505 |
_aWriting Fundamentals _tComposition Skill: Using Checklists _tWriting Task: First Draft _tSentence and Grammar Skill: Using Parallel Structure _tLearning Strategy: Making Inferences |
||
| 505 |
_aUnit Outcome _tWriting Assignment: Opinion Paragraphs _tEvaluation: Opinion Paragraph Rubric _tUnit Review: Self-Assessment Checklist and Vocabulary Checklist |
||
| 505 | _aUNIT 5 SOCIOLOGY | ||
| 505 | _aTrends in Society | ||
| 505 |
_aExploring Ideas _tIntroduction _tFostering Inquiry: Inquiring about Changes and Trends _tWriting Task: Freewriting _tStructure Graphic-Description Writing _tWriting Task: Process Paragraph _tLanguage Tip: Using Connectors of Summary and Conclusion |
||
| 505 |
_aAcademic Reading _tVocabulary Skill: Recognizing Latin and Greek Loanwords _tReading: The Greying of Canada _tWriting Task: Graphic Description _tCritical Thinking: Differentiating between Fact and Opinion |
||
| 505 |
_aProcess Fundamentals _tBrainstorming and Outlining: Pyramid of Perspectives _tWriting Task: Graphic-Description Paragraph Outline _tBefore You Write: Predicting Vocabulary _tContent Skill: Using Information for a Blog Post _tWriting Task: Graphic Description _tPreventing Plagiarism: Acknowledging Your Source _tParagraphing Skill: Organizing a Paragraph _tLanguage Skill: Using the Language of Changes and Trends _tWriting Task: Graphic-Description Paragraph |
||
| 505 |
_aWriting Fundamentals _tComposition Skill: Asking for Peer Review _tWriting Skill: Achieving Cohesion Using Pronouns _tSentence and Grammar Skill: Using Simple Present, Simple Past, and Present Perfect _tLearning Strategy: Using Affective Strategies |
||
| 505 |
_aUnit Outcome _tWriting Assignment: Graphic-Description Paragraph _tEvaluation: Graphic-Description Paragraph Rubric _tUnit Review: Self-Assessment Checklist and Vocabulary Checklist |
||
| 505 | _aUNIT 6 BUSINESS | ||
| 505 | _aBusiness Practices | ||
| 505 |
_aExploring Ideas _tIntroduction _tFostering Inquiry: Inquiring into Business Practices _tWriting Task: Freewriting _tStructure: Report _tLanguage Tip: Using Connectors of Importance _tWriting Task: Report Introduction |
||
| 505 |
_aAcademic Reading _tVocabulary Skill: Recognizing Collocation _tReading: Booster Juice: Business in a Blender _tWriting Task: Conclusion _tCritical Thinking: Playing the Contrarian |
||
| 505 |
_aProcess Fundamentals _tBrainstorming and Outlining: Working in Groups _tWriting Task: Finding and Discussion _tBefore You Write: Reflecting on Your Topic _tContent Skill: Using Survey Data and Reports _tWriting Task: Survey _tPreventing Plagiarism: Checking against the Original _tParagraphing Skill: Using Headings and Subheadings _tLanguage Skill: Using the Language of Reports |
||
| 505 |
_aWriting Fundamentals _tComposition Skill: Incorporating Feedback _tWriting Skill: Varying Sentence Structure _tSentence and Grammar Skill: Using Noun Phrases _tLearning Strategy: Using Social Learning Strategies |
||
| 505 |
_aUnit Outcome _tWriting Assignment: Report _tEvaluation: Report Rubric _tUnit Review: Self-Assessment Checklist and Vocabulary Checklist |
||
| 505 | _aAppendix 1: Vocabulary | ||
| 505 | _aAppendix 2: Sample Writing | ||
| 505 | _aCredits | ||
| 505 | _aIndex | ||
| 650 |
_aEnglish language _vComposition and exercises. |
||
| 650 | _aReport writing. | ||
| 650 | _aAcademic writing. | ||
| 650 |
_aEnglish language _vTextbooks for second language learners. |
||
| 700 | _aMacDonald, Jennifer | ||
| 856 |
_uhttp://www.oupcanada.com/catalog/9780199025398.html _zPublisher's Website. |
||
| 856 |
_uhttps://cw.oupcanada.com/academicinquiry1 _zCompanion Website (password protected). |
||
| 942 |
_2z _cBK |
||