Language : English
Published : 2018
Pages : 312
Now in its fifth edition, Academic Writing helps international students succeed in writing essays and reports for their English-language academic courses. Thoroughly revised and updated, it is designed to let teachers and students easily find the topics they need, both in the classroom and for self-study. The book consists of five parts: The Writing Process Elements of Writing Language Issues Vocabulary for Writing Writing Models The first part explains and practises every stage of essay writing, from choosing the best sources, reading and note-making, through to referencing and proofreading. The four remaining parts, organised alphabetically, can be taught in conjunction with the first part or used on a remedial basis. A progress check at the end of each part allows students to assess their learning. All units are fully cross-referenced, and a complete set of answers to the practice exercises is included. New topics in this edition include Writing in Groups, Written British and American English, and Writing Letters and Emails. In addition, the new interactive website has a full set of teaching notes as well as more challenging exercises, revision material and links to other sources. Additional features of the book include: Models provided for writing tasks such as case studies and essays Use of authentic academic texts from a wide range of disciplines Designed for self-study as well as classroom use Useful at both undergraduate and postgraduate level Glossary to explain technical terms, plus index Written to deal with the specific language issues faced by international students, this practical, user-friendly book is an invaluable guide to academic writing in English.
The Commentary for the third edition of this successful guide to writing has been revised and expanded in many ways to provide more support for instructors; this includes additional tasks for Units Two and Four to supplement the main text. However, the collegial tone established in previous Commentaries between Swales & Feak and instructors has been retained. This volume contains commentaries on each of the eight units plus the two appendixes. The format for each unit includes * a summary of the main points of the unit along with a list of topics covered. * a synopsis of activities, divided into Language Focus sections and description of tasks. * some general notes designed to capture the character of the unit, to indicate alternative activities, or to anticipate problems that may arise. * detailed commentary and discussion of individual tasks, including model or sample answers where possible.
Fresh and innovative, READING FOR RESULTS 12th EDITION has been heavily revised to reflect the latest research and align even more closely with the Common Core Standards. A new, research-based approach to identifying main ideas shows students how skilled readers use key-word repetition and reference to decide where and how to focus their attention. A host of new textbook selections combined with think-aloud instructions guide students through reading and understanding the discipline-specific patterns that organize textbook writing. Instructors also now enjoy more instructional flexibility than ever before with a new 12-chapter sequence. If it seems appropriate, students can develop their skills solely in paragraphs, moving on to longer selections when they’re ready. But if they are up to the challenge, they can move seamlessly back and forth between shorter and longer selections. Up-to-date in both content and research, READING FOR RESULTS 12e retains its step-by-step sequence, clear explanations and lively readings while taking into account the reading theory developed by cognitive scientist Walter Kintsch, who stresses that reading is less about the sentences on the page and more about what the reader brings to and takes away from that page.
Now with engaging National Geographic images, the new edition of the Great Writing series helps students write better sentences, paragraphs, and essays. The new Foundations level meets the needs of low-level learners through practice in basic grammar, vocabulary, and spelling, while all levels feature clear explanations, student writing models, and meaningful practice opportunities. The new edition of the Great Writing series is the perfect writing solution for all learners from beginning to advanced.
About the Author
Dr. Keith Folse is a Professor of TESOL at the University of Central Florida. He is the author of 57 textbooks on a variety of subjects from grammar to vocabulary to composition, including five best-selling books in the Great Writing series by National Geographic Learning.
April Muchmore-Vokoun is a faculty member in the English for Academic Purposes Department at Hillsborough Community College (HCC) in Tampa, Florida. She has taught in intensive English, college-level, and worksite study ESL programs. Her current academic interests include reading and writing skills as well as listening-speaking strategies. Additionally, she has had extensive experience in the areas of international student advising and event programming.
Elena Vestri Solomon is currently a lecturer in the B. Ed program for future teachers in Abu Dhabi’s Emirates College for Advanced Education. She received her MA in Applied Linguistics from the University of South Florida, Tampa, and has lived and worked in Italy, Spain, France, Hungary, Romania, Uzbekistan, and UAE. She has authored/co-authored over a dozen academic textbooks in composition, grammar, and listening/speaking/note-taking.
THE WRITER?S RESPONSE teaches students not only the basics of paragraph and essay writing–unity, coherence, and support–but also the basics of academic writing, making it a complete source for students preparing for higher-level work. Through a variety of exercises and extensive readings, the text teaches students to read carefully and summarize accurately, to recognize and respond to specific points in the material they have read, to synthesize ideas from several reading selections, and to evaluate and argue about the ideas they have found in their reading material. Although the authors? focus is on writing about reading, they also encourage students to use their personal experiences to develop and support their ideas. This combination results in a text that not only imparts the fundamentals of college-level writing, but also helps each student find his or her own voice–and discover that they do, indeed, have something to say.