Language teaching theory and methods Books
Cambridge University Press Sociocultural Theory and Second Language Developmental Education
a huge range and FREE tracked UK delivery on ALL orders.
£17.00
Cambridge University Press Intercultural Communication and Identity
a huge range and FREE tracked UK delivery on ALL orders.
£17.00
Cambridge University Press Bilingualism Matters
a huge range and FREE tracked UK delivery on ALL orders.
£57.00
Cambridge University Press Investigating Plagiarism in Second Language
Book SynopsisThis Element aims to provide a comprehensive and in-depth exploration of the issue of plagiarism in second language writing. It first outlines the importance of plagiarism as a real-world issue cutting across educational and cultural contexts and touches upon several prominent controversies over the issue. Then the Element defines and conceptualises plagiarism by critically examining the diverse extant definitions and discussing various discourses on plagiarism. Following that, it explores L2 students'' perceptions of and stances on plagiarism, and identifies factors that contribute to L2 students'' plagiarism. Informed by the current theoretical and empirical research, the Element critically evaluates three major approaches to dealing with plagiarism and, based on the critical evaluation, proposes pedagogical activities and strategies for fostering L2 students'' intertextual competence. Finally, the Element calls for a reconceptualisation of plagiarism that embraces a multidimensional approach to dealing with plagiarism in second language writing, and outlines directions for further research.
£17.00
Cambridge University Press ShortTerm Student Exchanges and Intercultural Learning
a huge range and FREE tracked UK delivery on ALL orders.
£17.00
Cambridge University Press Reflective Practice for Early Career Language Teachers
a huge range and FREE tracked UK delivery on ALL orders.
£72.00
Cambridge University Press Reflective Practice for Early Career Language
Book SynopsisBased on a range of detailed case studies, this innovative book provides a model for early career language teacher development, consisting of four essential and highly connected conditions - reflection, support, resilience, and well-being - that will enable educators to survive and thrive in the profession.
£24.69
Cambridge University Press Researching English Medium Instruction
a huge range and FREE tracked UK delivery on ALL orders.
£81.00
Cambridge University Press Researching English Medium Instruction
Book SynopsisIn the rapidly evolving landscape of English Medium Instruction (EMI), the need for comprehensive research methodologies has never been more pronounced. This pioneering guide offers an in-depth exploration into quantitative research methods tailored specifically for EMI. Going beyond the surface, the volume bridges the cultural divides of East and West, ensuring that insights are inclusive of diverse educational levels, settings, and backgrounds. Whether you''re an academic researcher, a policy-maker, or an educator in the field, this book serves as an invaluable resource. Not only does it fill a notable gap in the literature, it also presents readers with practical, adaptable research strategies that can be employed globally, and is illustrated with a range of case studies that bring the methods to life. Understand the nuances of EMI across different contexts, and equip yourself with the tools needed to contribute meaningfully to the discourse on global EMI practices, challenges, and solutions.
£28.49
Cambridge University Press Peer Assessment in Writing Instruction
a huge range and FREE tracked UK delivery on ALL orders.
£17.00
Cambridge University Press ShortTerm Student Exchanges and Intercultural Learning
a huge range and FREE tracked UK delivery on ALL orders.
£47.49
Cambridge University Press Assessment for Language Teaching
a huge range and FREE tracked UK delivery on ALL orders.
£47.49
Cambridge University Press Peer Assessment in Writing Instruction
a huge range and FREE tracked UK delivery on ALL orders.
£47.49
Cambridge University Press Intercultural Communication and Identity
a huge range and FREE tracked UK delivery on ALL orders.
£47.49
Cambridge University Press Structural Priming in Sentence Production
a huge range and FREE tracked UK delivery on ALL orders.
£47.49
Cambridge University Press Sociocultural Theory and Second Language Developmental Education
a huge range and FREE tracked UK delivery on ALL orders.
£47.49
Cambridge University Press Investigating Plagiarism in Second Language Writing
a huge range and FREE tracked UK delivery on ALL orders.
£47.49
Cambridge University Press Core Concepts in English for Specific Purposes
a huge range and FREE tracked UK delivery on ALL orders.
£47.49
Cambridge University Press Metacognition in Language Teaching
a huge range and FREE tracked UK delivery on ALL orders.
£47.49
Cambridge University Press Generative Artificial Intelligence and Language Teaching
a huge range and FREE tracked UK delivery on ALL orders.
£52.25
Cambridge University Press Teaching Second Language Academic Writing
a huge range and FREE tracked UK delivery on ALL orders.
£47.49
Cambridge University Press Figurative Language Genre and Register
Book SynopsisThis volume combines diverse research scenarios to present a solid framework for analysis of figurative language.Table of ContentsSeries editors' preface; Acknowledgements; Transcription conventions; 1. Figurative language; 2. A framework for analysing variation in figurative language use; 3. Using genre and register to analyse figurative language; 4. Figurative language use in specialized and popular scientific written texts; 5. Figurative language in spoken academic discourse between expert and non-expert interlocutors; 6. Figurative language in a children's nursery; 7. Figurative language in supporting and reporting on children's football; 8. Figurative language in the 'simplification' of canonical literary works: Shakespeare's Romeo and Juliet; 9. Figurative language, creativity, and multimodality in the communication of chronic pain in two different genres; 10. Conclusions; Index.
£44.60
Cambridge University Press The CEFR in Practice
Book SynopsisThis volume gives an overview of the impact of the CEFR on teaching and assessment, as well as the extensive debate surrounding the framework.
£59.85
Cambridge University Press Discussions and More Oral Fluency Practice in the Classroom Cambridge Handbooks for Language Teachers
Book SynopsisAn updated version of the classic handbook, Discussions that Work, which develops oral fluency in meaningful and motivating ways.Table of ContentsIntroduction General principles Practical guidelines 1 Simpler, shorter activities 1.1 What's in my bag? 1.2 Guess the picture 1.3 Chants 1.4 Interrupt me! 1.5 Say things about a picture 1.6 Don't say yes or no 1.7 Talk for a minute 1.8 Doodles 1.9 Picture dictation 1.10 What am I doing? 1.11 Find things that … 1.12 Find things in common 1.13 Dialogues 1.14 Pass it round 1.15 Connecting 1.16 Guess the list 1.17 True or false? 1.18 What's my job? 2 Activities of medium length and complexity 2.1 Find someone else 2.2 Make up a story 2.3 Use the chunk 2.4 Brainstorm associations 2.5 Uses of an object 2.6 Name them! 2.7 Odd one out 2.8 Picture differences 2.9 Compare pictures 2.10 What can you tell about them? 2.11 Interpret pictures 2.12 Interpret dialogues 2.13 Interviews 2.14 Classify 2.15 Characteristics 2.16 Rating 2.17 What would happen if… 2.18 Reader's theatre 3 Longer and more challenging activities 3.1 Explain the situation 3.2 Evidence 3.3 Alibi 3.4 Call a friend 3.5 Zoo plan 3.6 Dinner party 3.7 Survival 3.8 The most important qualities 3.9 Choosing candidates (1) 3.10 Choosing candidates (2) 3.11 Answering emails 3.12 Advice column 3.13 Presentations 3.14 Pecha Kucha 3.15 Debates 3.16 Balloon Debates 3.17 Surveys 3.18 Planning a project 3.19 Publicity campaigns Further recommended reading Index
£36.11
Cambridge University Press The Cambridge Guide to Research in Language Teaching and Learning
Book SynopsisThis book provides an up-to-date and comprehensive overview of research methods in second-language teaching and learning, from experts in the field.Table of ContentsIntroduction James Dean Brown & Christine Coombe Section 1) Primary Considerations 1) Teacher Research Engagement: Primary Motivators and Obstacles Christine Coombe and Dean Sheetz 2) Critiquing the Research of Others Eric Dwyer and Benjamin Baez 3) Applying for Research Funding and Grants Ahmar Mahboob 4) Using Research in the Language Classroom Andy Curtis Section 2) Getting Ready Section 2A) Preliminary Decisions 5) Framing and Defining your Research Project Liying Cheng 6) Deciding upon a Research Methodology James Dean Brown Section 2B) Choosing a Research Method 7) Essentials of Quantitative Research for Classroom Teachers Thom Hudson 8) Qualitative Research Keith Richards 9) Research Paradigms in Second Language Research Peter Stanfield 10) Mixed Methods Research James Dean Brown Section 2C) Choosing a Research Type 11) Critical Research in TESOL and Language Education Salah Troudi 12) Action Research Anne Burns 13) Teacher Research Simon Borg 14) Case-Study Research Patricia A. Duff and Tim Anderson 15) Corpus Research Jesse Egbert, Shelley Staples and Doug Biber 16) Conversation Analysis John Hellermann 17) Discourse Analysis Brian Paltridge 18) Replication Research in Quantitative Research Graeme Porte 19) Ethnography David M. Palfreyman 20) Narrative Inquiry Lauren Stephenson and Barbara Harold Section 3) Doing the Research Section 3A) Preliminary steps 21) Doing a Literature Review and Creating your Research Niche Ali Shehadeh 22) Ethics in Research Magdalena Kubanyiova 23) Human Subjects Review Dudley W. Reynolds 24)Creating Effective Research Questions Deena Boraie and Atta Gebril 25) Sampling and What it Means John McE. Davis Section 3B) Data gathering 26) Conducting Interviews Gabriele Kasper 27) Constructing Questionnaires Christine Coombe and Peter Davidson 28) Conducting Focus Groups Sena C. Pierce 29) Using Introspective Methods Sheryl V. Taylor & Donna Sobel 30) Designing and Using Rubrics Larry Davis 31) Conducting Diary Studies Kathleen M. Bailey 32) Analyzing your Data Statistically Matthew A. Robby & Christina Gitsaki Section 3C) Reporting Findings 33) Presenting your Research Andy Curtis 34) Publishing your Research Paul Kei Matsuda Section 4) Research Contexts 35) Using Research in Language-program Evaluation Janet Orr and Deon Edwards-Kerr 36) “It's like crossing a desert”: An Oasis of Language Teacher Research across Six Continents Thomas S. C. Farrell Index
£51.64
Cambridge University Press Foreign Accent
Book SynopsisTo what extent do our accents determine the way we are perceived by others? Is a foreign accent inevitably associated with social stigma? In this fascinating account, Alene Moyer examines the social, psychological, educational and legal ramifications of sounding 'foreign'.Trade Review'A wonderfully rich and readable treatment of accent in all its complexity … refreshingly nuanced in its comments on the practical matters it addresses.' David Singleton, Trinity College Dublin'Meticulously documented, comprehensive in scope, and well balanced in its coverage of all of the relevant issues, Moyer's book is the one I wish I had written!' Tom Scovel, Professor Emeritus, San Francisco State University'This insightful volume provides an overview of accent in non-native speech that ranges from Moyer's areas of past expertise - second language phonology, age effects, and the role of individual differences - to broad applications and implications for society, education and politics.' Julia Herschensohn, University of Washington'The specificity of the topic makes the book most appropriate for researchers concerned with second-language acquisition, but Moyer's clear writing style and inclusion of a glossary expands the book's appeal for advanced students and language teachers … Recommended. Upper-division undergraduates through faculty and professionals.' K. C. Williams, Choice'This book is a valuable resource for both students and experts alike who are primarily interested in adult second language contexts. The author succinctly summarizes major movements in the field of second language acquisition and probes into the corners that have only been partially investigated. A wide range of studies is offered as evidence to support the discussions, and the review of counter-indicating studies is scholarly and unbiased.' Mary Hudgens Henderson, The Linguist List'This book will serve as a useful resource. Moyer has respectfully and thoughtfully created a depository for the substantial work that has been done in the area of foreign accent and non-native speech.' Studies in Second Language Acquisition'… a remarkably comprehensive treatment of accent, incorporating insights from multiple relevant fields. Because most of the topics covered interact crucially with social aspects of language, sociolinguists should find this book particularly useful … Moyer succeeds admirably with this book. She provides a broad overview of timely issues in non-native accent research, carefully presenting sophisticated data and arguments in a way that will be at the same time accessible to non-specialists and also informative for those already well-versed in the field.' Rachel Hayes-Harb, Journal of Sociolinguistics'All in all, the volume enriches our understanding of both L2 pronunciation teaching and research. … Second, this account sets out clear guidelines for researchers in the field on how to establish reliability in studies that mainly look at native versus non-native judgments of accented speech and that explore differences between native and non-native speech samples.' Sharif Alghazo, Journal of Second Language PronunciationTable of Contents1. The scope and relevance of accent; 2. Accent and age; 3. Accent and the individual; 4. Accent and society; 5. Accent and the law; 6. Accent and instruction; 7. Conclusions.
£32.29
Cambridge University Press The Cambridge Guide to Pedagogy and Practice in Second Language Teaching
Book SynopsisThis collection of original articles provides a state-of-the-art overview of key issues and approaches in contemporary language teaching. Written by internationally prominent researchers, educators, and emerging scholars, the chapters are grouped into five sections: rethinking our understanding of teaching, learner diversity and classroom learning, pedagogical approaches and practices, components of the curriculum, and media and materials. Each chapter covers key topics in teaching methodology such as reflective pedagogy, teaching large classes, outcomes-based language learning, speaking instruction, and technology in the classroom. Chapters assume no particular background knowledge and are written in an accessible style.Table of ContentsIntroduction Jack C. Richards and Anne Burns; Section 1. Rethinking our Understanding of Teaching: Introduction; 1. English as an international language Sandra Mckay; 2. Reflective pedagogy Kathleen M. Bailey; 3. Learner-centred teaching Phil Benson; 4. Class-centred teaching Rose Senior; 5. Competence and performance in language teaching Jack Richards; Section 2. Classroom Learning and Learner Diversity: Introduction; 6. Managing the classroom Tony Wright; 7. Learning strategies Christine C. M. Goh; 8. Motivation Ema Ushioda; 9. Teaching mixed level classes Jill Bell; 10. Teaching large classes Fauzia Shamim; 11. Teaching young learners Annamaria Pinter; 12. Teaching teenagers Michael K. Legutke; 13. Teaching adults Richard Orem; Section 3. Pedagogical Approaches and Practices: Introduction; 14. Task-based language education Kris Van den Branden; 15. Text-based teaching Anne Burns; 16. Content-based instruction and content and language integrated learning JoAnn (Jodi) Crandall; 17. Outcomes-based language teaching Constant Leung; 18. Teaching English for academic purposes Jean Brick; 19. Teaching English for specific purposes Brian Paltridge; 20. Literacy-based language teaching Richard Kern; Section 4. Components of the Curriculum: 21. Speaking instruction Scott Thornbury; 22. Listening instruction John Field; 23. Reading instruction Neil J. Anderson; 24. Writing instruction Dana Ferris; 25. Vocabulary instruction Anne O'Keeffe; 26. Pronunciation instruction Donna Brinton; 27. Grammar instruction Richard Cullen; Section 5. Media and Materials: Introduction; 28. Materials development Brian Tomlinson; 29. Technology in the classroom Mike Levy; 30. Online and bended instruction Hayo Reinders.
£50.11
Cambridge University Press Motivating Learners Motivating Teachers Building Vision In The Language Classroom Cambridge Language Teaching Library
£33.71
Cambridge University Press Language Learning with Technology Ideas for Integrating Technology in the Classroom Cambridge Handbooks for Language Teachers
Book SynopsisLanguage Learning with Technology is for teachers interested in integrating technology into their classroom practice.
£36.11
Cambridge University Press Language Learning with Digital Video Cambridge Handbooks for Language Teachers
Book SynopsisPractical activities and ideas for using a variety of video types in the language classroom, including student-generated video.Table of ContentsContents Thanks Acknowledgements Introduction Part 1: Video Exploitation Introduction 1 Video and text 1.1 Translate it back 1.2 Change the genre 1.3 Imagine the scene 1.4 Interior monologues 1.5 Intertitles 1.6 Comment on the comments 1.7 Dialogues 1.8 Video dictogloss 1.9 Video-enhanced texts 1.10 The art of the title 2 Video and narrative 2.1 See it, read it, watch it 2.2 One-minute story 2.3 Mini Bollywood 2.4 Reconstruct the plot 2.5 Narrative errors 2.6 Screenshot storyboard 2.7 Turning points 2.8 Be the commentator 2.9 Penalty shoot-out 2.10 The identity box 3 Video and persuasion 3.1 Ads A: techniques 3.2 Ads B: guidelines 3.3 Promo power 3.4 Videojugs 3.5 Views about news 3.6 The art of the trailer 3.7 Trailers past and present 3.8 Blurb vs trailer 4 Video and music 4.1 Listen and predict 4.2 Beyond the lyrics 4.3 One song, many versions 4.4 Two songs, one video 4.5 Mash-up madness 4.6 Change the soundtrack 4.7 Videoke 4.8 Performance! 5 Video and topic 5.1 Love 5.2 Water 5.3 Sport 5.4 Daily life 5.5 Memory 5.6 Humour 5.7 Culture 5.8 Travel Part 2: Video Creation Introduction 6 Straightforward: Level 1 6.1 Limelight 6.2 Meme machine 6.3 Voice-over substitution 6.4 Good game? 6.5 Lip service 6.6 Campaign 6.7 Structured learning diary 7 Medium: Level 2 7.1 Prove it! 7.2 Make or break 7.3 Ghostly screencast 7.4 Game on 7.5 Detour 7.6 Alternative use 7.7 Body swap 8 Challenging: Level 3 8.1 Continuity chaos 8.2 New news 8.3 Shuffle kerfuffle 8.4 That was then 8.5 Dub club 8.6 Guest speaker 8.7 Tube talk 8.8 Footage 9 Elaborate: Level 4 9.1 I, Object 9.2 Corruption disruption 9.3 Trope 9.4 Off-duty avatars 9.5 The egg challenge 9.6 Invader 9.7 Half-baked remake 9.8 Coming up … List of sources Index
£36.11
Cambridge University Press Language Literacy and Technology
Book SynopsisThis book explores how technology matters to language and the ways in which we use it. Richard Kern provides an historical framework through which to understand new literacy practices and a set of principles by which to organize language and literacy education in the twenty-first century.Trade Review'Richard Kern offers striking insights into how digital media transform the designs of meaning-at-a-distance - both the artifacts of communication and the social relationships established in and through these designs.' Mary Kalantzis, University of Illinois'... the book is extremely well researched, documented, and articulated. Richard Kern is truly to be commended for the breadth of the content discussed as well as the depth of the insights into the interdependencies that tie language, literacy, and technology together.' Lionel Mathieu, LinguistTable of ContentsIntroduction; Part I. Designing Meaning: 1. Communication by design; 2. Material resources: the medium matters; 3. Social ecologies; 4. The individual and design; Part II. Interactions of the Material, the Social, and the Individual: 5. Ancient writing in Mesopotamia; 6. Paper and print; 7. Writing redesigned: electronically mediated discourse; 8. Multimodal discourse; Part III. Educational Implications: 9. Principles and goals in language and literacy education; 10. Toward a relational pedagogy.
£29.44
Cambridge University Press Teaching Speaking A Holistic Approach Cambridge Language Education
Book SynopsisThis book provides theoretical and pedagogical perspectives on teaching speaking within a coherent methodological framework.Table of ContentsIntroduction; Part I. Speaking Processes and Skills: 1. Speaking and the language learner; 2. Cognitive processes in speaking; 3. Speaking competence; Part II. Spoken Discourse: 4. Genres of speaking; 5. Spoken grammar and discourse intonation; Part III. Designs and Approaches: 6. A methodological framework; 7. A model for teaching speaking; 8. Developing a speaking programme; Part IV. Classroom Practices and Processes: 9. Developing fluency; 10. Developing accuracy and complexity; 11. Raising metacognitive awareness about speaking; 12. Improving small group discussions; I3. Alternative assessment.
£37.24
Cambridge University Press The Cambridge Guide to Learning English as a
Book SynopsisThis accessible volume provides comprehensive coverage of second language learning.
£50.44
Cambridge University Press The Cambridge Handbook of Language Learning
Book SynopsisProviding a comprehensive survey of cutting-edge work on second language learning, this Handbook, written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are covered and organised thematically across sections dealing with skill development, individual differences, pedagogical interventions and approaches, and context and environment. This state-of-the-art volume will interest researchers in second language studies and language education, and will also reach out to advanced undergraduate and graduate students in these and other related areas.Trade Review'This volume has both breadth and depth. It covers both theoretical and applied issues from multiple perspectives. Implications of theory and research for learning and teaching are not dealt with as an afterthought, but are thoroughly discussed by leading experts. Many chapters and lists of references will be consulted by colleagues and graduate students for years to come.' Robert DeKeyser, University of Maryland'The vitality of the language learning field is evident in this volume. It is packed with theoretical perspectives and research reviews. It is the first place that I will recommend my students go for an up-to-date treatment of topics germane to their interests.' Diane Larsen-Freeman, University of Michigan'This comprehensive and up-to-date Handbook is bound to be a key source of references for years to come. It covers an impressive range of research activity, while offering refreshing insights and pointing readers in new directions. The focus on language learning in a wide range of settings is admirable and the leitmotif of language teaching is a welcome theme.' Roy Lyster, McGill University, Montreal'This Handbook is an exciting treatise of the vibrant intersections between second language acquisition and language teaching. Seminal researchers across areas offer expert syntheses of what is known about second language development in formal learning contexts. As co-editors, Schwieter and Benati have achieved an admirable breadth, balancing theories and methods and covering all relevant classroom and instruction angles. A must read!' Lourdes Ortega, Georgetown University, Washington DC'This well-edited title summarizes the voluminous literature on second language acquisition, exploring key factors and processes involved in learning and, where applicable, identifying implications for teaching … Graduate students will find the 'Looking Ahead' and 'Further Research' sections particularly valuable, as authors note research gaps and areas of interest … This volume is recommended for its breadth of coverage …' J. Adlington, Choice'The volume approaches SLA [second language acquisition] from various perspectives; from theoretical and pedagogical approaches and methodological treatments to skills development, individual differences as well as context and environmental factors which affect and contribute to LL. Each chapter familiarises readers with the key concepts, offers literature overviews and relevant research findings and highlights topics for future research. In each case, implications for teaching are highlighted. The research studies referenced provide useful pedagogical insights and, consequently, links SLA to teaching. The volume is useful source of reference to second language researchers, educators and (postgraduate) students.' Alexandra Galani, LINGUIST ListTable of ContentsIntroduction John W. Schwieter and Alessandro Benati; Part I. Theories: 1. Formal linguistic approaches to adult L2 acquisition and processing Jason Rothman, Fatih Bayram, Ian Cunnings and Jorge González Alonso; 2. Cognitive approaches to second language acquisition Nick C. Ellis and Stefanie Wulff; 3. The qualitative science of Vygotskian sociocultural psychology Rémi A. Van Compernolle; 4. Theoretical frameworks in L2 acquisition John Truscott and Michael Sharwood Smith; Part II. Methods: 5. Qualitative classroom methods Peter I. De Costa, Wendy Li and Hima Rawal; 6. Experimental studies in L2 classrooms Charlene Polio and Jongbong Lee; 7. Action research: developments, characteristics, and future directions Anne Burns; 8. Classroom observational research Nina Spada; 9. Psycholinguistic and neurolinguistic methods Leah Roberts; Part III. Skill Development: 10. Interaction in L2 learning Jaemyung Goo; 11. Speaking Dustin Crowther and Susan M. Gass; 12. Second language listening: current ideas, current issues John Field; 13. Contemporary perspectives on L2 upper-register text processing Elizabeth B. Bernhardt and Cici Malik Leffell; 14. Language learning through writing: theoretical perspectives and empirical evidence Rosa M. Manchón and Olena Vasylets; Part IV. Individual Differences: 15. Working memory in language learning and processing Zhisheng Wen and Shaofeng Li; 16. Language aptitudes in L2 acquisition Gisela Granena; 17. Language learner motivation: what motivates motivation researchers? Stephen Ryan; 18. A new look at age: young and old L2 learners Carmen Muñoz; 19. Identity Ron Darvin and Bonny Norton; Part V. Pedagogical Interventions and Approaches: 20. Pedagogical interventions to L2 grammar instruction Alessandro Benati and John W. Schwieter; 21. Task-based language learning Michael H. Long, Jiyong Lee and Kyoko Kobayashi Hillman; 22. Task and syllabus design for morphologically-complex languages Roger Gilabert and Joan Castellví; 23. Proficiency guidelines and frameworks David Little; 24. Technology-mediated language learning Carol Chapelle; 25. Content-based L2 teaching Hossein Nassaji and Eva Kartchava; 26. Conceptions of L2 learning in critical language pedagogy Graham Crookes; Part VI. Context and Environment: 27. Bilingual education and policy Christine Hélot and Ofelia García; 28. Heritage language instruction Kim Potowski and Sarah J. Shin; 29. Minority languages at home and abroad: education and acculturation Aline Ferreira, Viola G. Miglio and John W. Schwieter; 30. Study abroad and immersion Jane Jackson and John W. Schwieter; 31. Teacher education: past, present, and future Peter Swanson; Part VII. Moving Forward: 32. Future directions in language learning and teaching Susan M. Gass.
£36.99
Cambridge University Press The Cambridge Introduction to Applied Linguistics
Book SynopsisAn accessible introduction to applied linguistics for upper-level students with no background in the field. Concepts are presented through real-world examples, personal stories from the authors, and applied activities, equipping students from all disciplines with the tools for putting their theoretical knowledge into practice.Table of ContentsPart A. Introduction: 1. Introduction to the Field of Applied Linguistics Susan Conrad, Alissa J. Hartig, and Lynn Santelmann; 2. Approaches to Research in Applied Linguistics Alissa J. Hartig; Part B. Major Areas of Focus within the Field of Applied Linguistics: Section 1. Language Acquisition: 3. Second Language Acquisition and the Teaching of Pragmatics Lynn Santelmann and Tetyana Sydorenko; 4. Heritage Language Learning Ekaterina Moore and Afaf Nash; 5. Community, Group Dynamics, Identity, and Anxiety in Learning an Additional Language Nike Arnold; 6. Automated Assessment of Language Xiaofei Lu and Brody Bluemel; 7. Developmental Language Disorder and Bilingualism Elin Thordardottir; Section 2. Language Socialization: 8. Literacy Education and Systemic Functional Linguistics David Rose; 9. Disciplinary Education and Language for Specific Purposes Alissa J. Hartig; 10. Language Socialization and Culture in Study Abroad Programs Lucien Brown; 11. Language Policy and Planning: The National Perspective Lionel Wee Hock Ann; Section 3. Language Varieties and Variation: 12. Language Varieties and Education Jeffrey Reaser; 13. Applications of Applied Linguistics to Augmentative and Alternative Communication Device Users in the Workplace Lucy Pickering; 14. Language Documentation G. Tucker Childs; 15. Stylistics and the Digital Humanities Michaela Mahlberg and Viola Wiegand; 16. Policy and Planning on the Local Level for English as a Lingua Franca and Teacher Education Telma Gimenez, Michele Salles El Kadri, and Luciana Cabrini Simões Calvo; Section 4. Language Cognition and Processing: 17. Acquisition of Literacy by Bilinguals Keiko Koda; 18. Distributed Language for Learning in the Wild John Hellermann and Steven L. Thorne; 19. Language, Aging, and Dementia Boyd Davis; Section 5. Language Rights, Power, and Ideology: 20. Diversity, Equity, and Language Teacher Education Rosa Dene David and Kimberley Brown; 21. Activist Applied Linguistics Janet Cowal and Genevieve Leung; 22. Legal Issues and Forensic Linguistics Keith Walters; 23. Media Discourse and Ideology Winnie Cheng and Phoenix Lam; 24. Literacy, Digital Literacy, Language Education, and Equity Kathy Harris and Gloria Jacobs; Part C. Next Steps as an Applied Linguist: 25. Reading and Writing Empirical Research Papers in Applied Linguistics Lynn Santelmann; 26. The Path Forward Susan Conrad, Alissa J. Hartig, and Lynn Santelmann; Index.
£33.24
Cambridge University Press How to Talk Language Science with Everybody
Book SynopsisDo you want to talk about the linguistic research that you think is important but you don''t know where to start? Language is a topic that is relevant to everyone, and linguists are often asked to speak publicly about their research, to a range of lay audiences in radio, the media, politics, festivals and fairs, schools, museums and public libraries. However, relaying this vital information in an engaging way can often feel like an insurmountable task. This accessible guide offers practical advice on how to talk about language to a range of non-academic audiences. It draws on the linguistics behind effective communication to help you have cooperative conversations, and to organize your information for a diverse range of people. It is illustrated with a wealth of examples from real-life scenarios, and includes chapter-by-chapter worksheets, enabling you to make your own fun and interesting language science activities to share with others.Trade Review'For those beguiled with the wonders of language, and eager to share their enchantment, this is a most welcome guide.' Noam Chomsky, Institute Professor & Professor of Linguistics emeritus, Massachusetts Institute of Technology'Finally, Laura Wagner and Cecile McKee have written up a handbook for anyone interested in replicating their awesome linguistics communication activities! I hope this book is the seed for a grand flourishing of students trained in lingcomm, filling language booths at festivals, museums, and all kinds of events.' Gretchen McCulloch, Internet Linguist, author of Because Internet, and host of LingthusiasmTable of ContentsPreface; 1. Why bother; 2. You can be the expert; 3. Cooperative conversations; 4. Conversational goals; 5. Know why audience; 6. Creating relevance by generating interest; 7. Creating relevance by making connections; 8. Quality and credibility; 9. Incomplete is not incorrect; 10. Learn to listen; 11. Information structure; 12. The curse of knowledge; 13. Start with examples; 14. What's new? Jargon; 15. From given to new: scaffolding; 16. Three-legged stool approach; 17. Dealing with a range of audiences; 18. Where can I go?; 19. Being a good partner; 20. Finale; Appendix.
£25.64
Cambridge University Press Teaching English as an International Language
Book SynopsisThis Element offers a comprehensive account of the unprecedented spread of English as a global language by taking historical, sociolinguistic, and pedagogical perspectives. It is done by synchronic-diachronic symbiosis, an overview of major analytical paradigms and trends, and future directions.Table of Contents1. Background: more than a first, second, or foreign language; 2. From English to Englishes: how did we get here?; 3. English today: a truly global language; 4. Major paradigms and trends in teaching English as an international language; 5. Implications for language educators; 6. Practical applications for language educators; 7. Conclusion: implementing and documenting innovation; Appendices; References.
£17.00
Cambridge University Press Curriculum Development in Language Teaching
Book SynopsisA new edition of a successful title, which has been fully revised and updated to reflect contemporary issues in curriculum. The paperback edition provides a systematic introduction to the issues involved in developing, managing, and evaluating effective second and foreign language programs and teaching materials. Key stages in the curriculum development process are examined, including situation analysis, needs analysis, goal setting, syllabus design, materials development and adaptation, teaching and teacher support, and evaluation. Discussion activities throughout the book enable it to be used as a reference text for teachers and administrators.
£41.27
Cambridge University Press Interaction Online
Book SynopsisThis book is for teachers interested in incorporating interaction online into their teaching. Interaction Online is a valuable resource for anyone who wants to incorporate an aspect of online interaction in their language teaching. It is relevant for use with online, blended or face-to-face courses and appropriate for a wide range of teachers and learning contexts. This handbook contains over 75 tried and tested activities, the majority of which can be carried out either synchronously or asynchronously. Activities are purposeful and foster interaction between and among learners and instructors, rather than between learner and machine, and make use of generic tools and applications, such as discussion forums, instant message services and Facebook.
£36.69
McGraw-Hill Education - Europe Essentials of English Grammar
Book SynopsisA reference to the English language and for people with grammar questions. It features a glossary of grammar terms and coverage of stylistic conventions. It includes examples that guide you through the rules for parts of speech, punctuation, capitalization, spelling, frequently confused words, and much more.Table of ContentsPart I Essentials of Grammar; 1: Parts of Speech; 2: Punctuation and Punctuation Style; 3: Sentences and Sentence Patterns; 4: Capitalization, Abbreviations, and Numbers; 5: Spelling and Word Division; Part II Style Considerations; 6: Sentences; 7: Brevity; 8: Clarity; 9: Accuracy; 10: Gender-Inclusive Language; Appendix A: Principal Parts of Irregular Verbs; Appendix B: Verb-Preposition Combinations; Appendix C: Frequently Confused Words; Appendix D: Frequently Misspelled Words; Glossary; Index
£18.99
McGraw-Hill Education - Europe Create Success
Book SynopsisResearch shows the best chance a student has at success and persistence in college is to get involved and engaged with the school within 30 days of orientation through relationships, whether with an instructor, staff, or other students. Create Success provides students and instructors with the tools needed to foster these relationships. With agile social learning, instructors can immediately facilitate an active and engaged classroom environment and help students create connections with each other and the school community.AgileâWhat you need, when you need it. The modular approach of Create Success allows for complete and easy customization from the start. Each of the modules is self-contained, can be used as a stand-alone workshop, and can be taught in any order. New modules can also be created easily and added with this approach. âEach module is 32 pages, focused on a single topic, and designed for consistency.âYou can deliver the Table of Contents1. Foundations for Student Success2. Taking Charge of your Education3. Setting Goals4. Building Positive Relationships5. Learning Strategies6. Taking Notes7. Studying for Quizzes and Exams8. Writing with Clarity9. Managing Time10. Managing Money11. Focusing on Health12. Building a Career Foundation
£73.93
McGraw-Hill Education - Europe A Troubleshooting Guide for Writers Strategies
Book SynopsisA Troubleshooting Guide for Writers is a compendium of strategies for handling all aspects of writing, from prewriting through editing. Designed for use independently by students as a resource book or as an in-class text, A Troubleshooting Guide for Writers helps students discover specific strategies for improving their writing processes and for solving specific writing problems. Known for its concise, effective coverage and student-friendly style, A Troubleshooting Guide for Writers offers an exceptional variety of writing strategies for students.Table of ContentsA Troubleshooting Guide for Writers: Strategies and Process, Fifth Edition Myths About Writing: An Introduction Part One: A Troubleshooting Guide to Prewriting Chapter One: "I Don't Know What to Write." Chapter Two: "How Do I Write a Thesis?" Chapter Three: "How Do I Get My Ideas to Fit Together?" Part Two: A Troubleshooting Guide to Drafting Chapter Four: "I Know What I Want to Say, But I Can't Say It." Chapter Five: "I'm Having Trouble With My Introduction." Chapter Six: "How Do I Back Up What I Say?" Chapter Seven: "I Don't Know How To End." Chapter Eight: "I Can't Think of the Right Word." Part Three: A Troubleshooting Guide to Revising Chapter Nine: "I Thought my Draft was Better Than This." Chapter Ten: "I Don't Know What to Change." Chapter Eleven: "Is It Cheating if Someone Helps Me?" Chapter Twelve: "My Ideas Seem All Mixed Up." Chapter Thirteen: "My Draft is too Short." Chapter Fourteen: "My Draft is too Long." Chapter Fifteen: "My Writing Seems Boring." Chapter Sixteen: "My Writing Sounds Choppy." Part IV: A Troubleshooting Guide to Editing Chapter Seventeen: "I Don't Find My Mistakes." Chapter Eighteen: "I Used a Period and a Capital Letter, So Why Isn't This a Sentence?" Chapter Nineteen: "How Can This be a Run-on or a Comma Splice? It's Not Even Long." Chapter Twenty: "It is I; It is Me-What's the Difference?" Chapter Twenty-One: "How do I Know Which Verb Form to Use?" Chapter Twenty-Two: "I'm Unsure About Modifiers." Chapter Twenty-Three: "Can't I Just Place a Comma Wherever I Pause?" Chapter Twenty-Four: "What if I Want to Quote Somebody?" Chapter Twenty-Five: "I Have Trouble with Apostrophes." Chapter Twenty-Six: "I Never Know What to Capitalize." Chapter Twenty-Seven: "I Can't Spell." Part V: A Troubleshooting Guide to Research Chapter Twenty-Eight: "How Do I Find Good Sources-and Why Do I Need Them?" Chapter Twenty-Nine: "What Do I Do with the Sources I Find?" Chapter Thirty: "What Does an Essay With Sources Look Like?" Appendixes Appendix A: "English is Not My First Language" Appendix B: "I Get Nervous Writing in Class" Appendix C: "I Need a Writing Topic" Index
£90.04
McGraw-Hill Education - Europe Improving Reading Skills
Book SynopsisNow in its 7th edition, Improving Reading Skills features a wide variety of carefully chosen readings that engage, encourage, and challenge students. Ideal for introductory and intermediate developmental reading courses, this new edition has been thoroughly revised and now includes two new parts, expanded part introductions, an even broader range of levels for the reading selections, increased emphasis on annotating, paragraphing, and summarizing, and a new section in part five.Table of ContentsContents PrefaceTo the StudentImproving Your VocabularyFive Techniques for Acquiring WordsUsing Context CluesUsing Print and Online DictionariesPractice Selection Dave BarryTips for Women: How to Have a Relationship with a Guy We’re not talking about different wavelengths here. We’re talking about different planets, in completely different solar systems. Elaine cannot communicate meaningfully with Roger about their relationship any more than she can meaningfully play chess with a duck. Because the sum total of Roger’s thinking on this particular topic is as follows: Huh?Comprehension WorksheetPart 1 Getting Started: Practicing the BasicsIdentifying the Main Idea and Writer’s PurposeThe Difference Between Fiction and NonfictionThe Difference Between an Article and an EssayIdentifying the Main Idea in ParagraphsImplied Main IdeasThesis Statements in Articles and EssaysIdentifying the Writer’s Purpose1. David Sedaris, Hejira It wasn't anything I had planned on, but at the age of twenty-two, after dropping out of my second college and traveling across the country a few times, I found myself back in Raleigh, living in my parents' basement. After six months spent waking at noon, getting high, and listening to the same Joni Mitchell record over and over again. I was called by my father into his den and told to get out.2. Sherman Alexie, Superman and Me A smart Indian is a dangerous person, widely feared and ridiculed by Indians and non-Indians alike. I fought with my classmates on a daily basis. They wanted mc to stay quiet when the non-Indian teacher asked for answers, for volunteers. for help. We were Indianchildren who were expected to be stupid. Most lived up to those expectations inside the classroom but subverted them on the outside.3. Joe Abbott, To Kill a Hawk It was the summer of 1971, and a dozen friends and I had driven down the breathtakingly steep and tortuous road into Shelter Cove in southern Humboldt County to camp on the black sand beaches. We were pretty young then, and ill-prepared, and we quickly gobbled down our meager food supplies. So I and a couple others went down into the cove to poach abalones among the rocks.4. Rose Guilbault, School Days “What is that?” Mona scrunched her nose at my doll. “Don’t you have a Barbie?” The other girls twittered. What was a Barbie? I wondered. And why was my doll looked down on? I felt embarrassed and quickly stuffed my unworthy toy back into the paper bag. I would not be invited to play with them again.5. Colby Buzzell, Johnny Get Your Textbook (blog) The first day on campus brought back flashbacks. Not of the war, but of high school andmy first day of basic training when I was absolutely convinced that I had made the biggestmistake of my life. I found myself spending the majority of my free time asking god please. "Turn me into a bird so I can fly far, far away."6. John Bussey, Old Hat for the New Normal "Dad," I teased, "a box of fresh donuts from just $2.50! How can you pass up a deal likethat?" "That's nothing," he said. "Wait until tomorrow when they're a day child, they'll be a buck and a quarter." Part 2 Refining the BasicsAnnotating, Paraphrasing, and Summarizing AnnotatingParaphrasingSummarizing7. Caroline Hwang, The Good DaughterMy parents didn't want their daughter to be Korean, but they don't want her fully American, either. Children of immigrants are living paradoxes.8. Studs Terkel, Somebody Built the PyramidsMike Fitzgerald . . . is a laborer in a steel mill. "I feel like the guys who built the pyramids, Somebody built'em. Somebody built the Empire State Building, too. There's hard work behind it. I would like to see a building, say The Empire State, with a footwidestrip from top to bottom and the name of every bricklayer on it, the name of every electrician. So when a guy walked by, he could take his son and say, 'See, that's me overthere on the 45th floor. I put that steel beam in."'9. Sherry Turkle, The Nostalgia of the YoungOne high school senior recalls a time when his father used to sit next to him on the couch, reading. "He read for pleasure and didn't mind being interrupted." But when his father, a doctor, switched from books to his BlackBerry, things became less clear. "He could beplaying a game or looking at a patient record, and you would never know... He is in that same BlackBerry zone."10. Elizabeth Bernstein, How Facebook Ruins FriendshipsNotice to my friends. I love you all dearly.But I don't give a hoot that you are "having a busy Monday," your child "took 30 minutes to brush his teeth," your dog "just ate an ant trap" or you want to "save the piglets." And I really, really don't care which Addams Family member you most resemble.11. Chris Rose, Hell and Back For all of my adult life, I regarded depression and anxiety as pretty much a load of hooey. I never accorded any credibility to the idea that they are medical conditions. Nothing scientific about it. You get sick, get fired, fall in love, get laid, buy a new pair of shoes, join a gym, get religion, seasons change, whatever; you go with the flow, dust yourself off, get back in the game. I thought antidepressants were for desperate housewives and fragile poets.12. Virginia Morell, Minds of Their Own Many of Alex's cognitive skills, such as his ability to understand the concepts of same and different, are generally described only to higher mammals' parlicularly primates. But parrots, like great apes (and humans), live a long time in complex societies. And likeprimates, these birds must keep track of the dynamics of changing relationships and environments.” 13. Olivia Wu, Alfresco Marriage Market Sitting on a bench with his sign resting on his half--bared chest, shirt unbuttoned in thesweltering heat, he says the son he is trying to marry off is his last-"1976, Year of the Dragon, 1.74 meters," a computer engineer, 3,000 RMB ($375 monthly salary), seeking a female 2 to 3 years younger with an associate degree." Part 3 Tackling More Challenging ProseMaking Inferences14. Carla Rivera, From Illiterate to Role Model Even now, [Eileen, his wife] said, it's hard for her to believe his reading ability was so limited. "He just seemed to do fine," she said. "He learned to compensate. If we went to a restaurant, he [already] knew what to order off a menu or he could tell by the pictures. When he couldn't, he would just order a hamburger."15. John Schwartz, Extreme Makeover: Criminal Court Edition When John Ditullio goes on trial on Monday, jurors will not see the large swastika tattooedon his neck. Or the crude insult tattooed on the other side of his neck. Or anv of the other markings he has acquired since being jailed on charges related to a double stabbing that wounded a woman and killed a teenager in 2006. 16. "The Waiter" (Steve Dublanica), Why Be a Waiter Quite a few waiters have lives that are train wrecks. A famous chef once observed that therestaurant business is a haven for people who don't fit in anywhere else. That's true. The restaurant business can be like the French Foreign Legion-without the heavy weaponry. 17. Steve Striffler, Undercover in a Chicken FactoryI learn quickly that "unskilled" labor requires immense skill. The job of hariner is ertremely complicated. In a simple sense the harinero empties 5O-pound bags of-flour allday.The work is backbreaking, but it takes less physical dexterity than many other jobs on the line. At the same time, the job is multifaceted and cannot be quickly learned. The harinero adiusts the breader and rebreader, monitors the marinade, turns the power on andoff, and replaces old flour with fresh flour. All this would be relatively manageable if the lines ran well. They never do.18. Martin Lindstrom, Fear and Ice Chips: Selling Illusions of Cleanliness Knowing that even the suggestion of fruit evokes powerful associations of health, freshnessand cleanliness, brands across all categories have gone fruity on us, infusing everything from shampoos to bottled waters with pineapple, oranges, peaches, passion fruit andbanana fragrances-engineered in a chemist's laboratory, of course.19. Lawrence Shames, The Hunger for More Americans have always been optimists, and optimists have always liked to speculate. In Texas in the 1880s, the speculative instrument of choice was towns, and there is no tale more American than this. What people would do was buy up enormous tracts of parched and vacant land, lay out a Main Street, nail together some wooden sidewalks, and start slapping up buildings. . . . The developers would erect a flagpole and name a church, and once the workmen had packed up and moved on, the town would be as empty as the sky.20. Val Plurnwood. Being Prey: Surviving a Crocodile Attack When the whirling terror stopped again I surfaced again, still in the crocodile's grip next to a stout branch of a large sandpaper fig growing in the water. I grabbed the branch, vowing to let the crocodile tear me apart rather than throw me again into that spinning, suffocating hell. For the first time I realized that the crocodile was growling. as if angry.Part 4 Mastering Reading about Complex IdeasPatterns of Development Patterns of Development List of Facts or Details Examples Reasons - Cause and Effect Description of a Process ContrastTransitional ElementsSome Final Considerations21. Debra Dickerson, Raising Cain. . . I just mean to say that children primarily meant to me that I’d always be taking care of someone, a fate too many women accept as given. When you grow up a poor black girl in a huge family you spend your life caring for the whole world. Children, I knew, meant that I’d be a human mop and short-order cook forever.22. Tamara Lush, Living Inside a Virtual World ln 2007, Van Cleave had three different World of Warcraft accounts (each at a cost of $14.95 a month). A secret Paypal account paid for two of the accounts so his wife wouldn't hound him about the cost. He spent $224 in real money to buy fake gold, so he could get an in-game "epic-level sword" and some "top-tier armor" for his avatar. Changes in Van Cleave's personality began to appear. 23. Dan Ariely, The Problem of Procrastination and Self-Control As a university professor, I'm all too familiar with procrastination. At the beginnilg of ever),semester my students make heroic promises to themselves-vowing to read their assignments on time, submit their papers on time, and in general, stay on top of things. Andevery semester I've watched as temptation takes them out on a date, over to the student union for a meeting, and off on a ski trip in the mountains-while their workload falls farther and farther behind. In the end, they wind up impressing me, not with their punctualitv, but with their creativity-inventing stories, excuses, and family tragedies to erplain their tardiness. 24. Carlin Flora, Hello, My Name Is Unique Increasingly, children are also named for prized possessions. In 2000, birth certificates revealed that there were 298 Armanis, 269 Chanels, 49 Canons, 6 Timberlands, 5 Jaguars and 353 girls named Lexus in the U.S.25. Marc Ian Barasch, Why Do We Walk On By? My panhandling skills are nil. Each rejection feels like a body blow. I can see the little comic-strip thought balloon spring from people's brows- Get a job! I work!26. Stephanie Banchero and Stephanie Simon, My Teacher Is an App Noah and Allison Schnacky, aspiring actors who travel frequently, initially chose Florida Virtual for its flexibility. Noah says that he likes expressing his thoughts at the keyboard, alone in his room, instead of in a crowded class. But there are downsides. After fallingbehind in algebra, he tried to set up a 15-minute call with his teacher. She was booked solid-for a month.27. Jared Diamond, Easter's EndAs ve try to imagine the decline of Easter [Island's] civilization, we ask ourselves, "Why didn't they look around, realize what they were doing, and stop before it was too late? What were they thinking when they cut down the last palm tree?"Part 5 Reading About IssuesPersuasive Writing and Opinion PiecesThe Principles of Persuasive WritingThe Aims of Persuasive WritingHow to Read Persuasive WritingTypes of ClaimsKinds of EvidenceThe RefutationThe Structure of an ArgumentPractice EditorialPractice Editorial: Elizabeth Royte, “A Fountain on Every Corner,” The New York Times An entire generation of Americans has grown up thinking public faucets equal filth, and the only water fit to drink comes in plastic, factory-sealed. It’s time to change that perception . . .28. John Stossel, The College Scam (www.RealClearPolitics.com) What do Michael Dell, Mark Zuckerberg, Bill Gates and Mark Cuban harre in common? They're all college dropouts. Richard Branson, Simon Cowell and Peter Jennings have in common? They never went to college at all.29. John Edgar Wideman, The Seat Not Taken, The New York Times I'm a man of color, one of the few on the train and often the only one in the quiet car, andI've concluded that color explains a lot about my experience. Unless the car is nearly full, color will determine, even if it doesn't exactly clarify, why 9 times out of 10 people will shun a free seat if it means sitting next to me.30. Andy Brooks and Steve Weber, "Disarming the Hooligans Among Us," San Francisco Chronicle This new virtual stadium certainly can be a nasty place. It's no holds barred on someteams' Facebook pages, and you don't have to look hard to find videos of fan-on-fan violence on YouTube.31. David Brooks, "lf It Feels Right. . ." The New York Times When asked to describe a moral dilemma they had faced, two-thirds of the young peopleeither couldn't answer the question or described problems that are not moral at all, like whether they could afford to rent a certain apartment or whether they had enough quarters to feed the meter at a parking spot.32. Courtney E. Martin, Is the American Dream an lllusion? (www.AlterNet.org) You know the story: Once upon a time there was a hardworking, courageous young man,born in a poor family, who came to America, put in blood, sweat and tears, and eventually found riches and respect. But knowing the statistics on social mobility and the everwidening gap between rich and poor, I just can't stomach this "happily ever after" scenario. It is too clean. Real life is full of messy things like racism and the wage gap and child care and nepotism.33. Peter Turnley, The Line-Photographs from the U.S.-Mexican BorderPart 6 Reading Short Fiction 34. J. Robert Lennon, Town Life A small town not far from here gained some small notoriety when a famous movie actress, fed up with the misanthropy and greed of Hollywood moved there with her husband, children, and many dogs and horses.35. Yuyun Li, SouvenirThe girl looked at the old an, unconvinced by his widower's sorrow. This was not the last time she had been approached this way, older men claiming that she reminded them of their dead wives and first loves.36. Guy de Maupassant, The NecklaceShe was one of those pretty and charming girls who, as if through some blunder of fate, are born into a family of pen-pushers.37. Jack London, To Build a FireFifty degrees below zero meant eighty-odd degrees of frost. Such fact impressed him asbeing cold and uncomfortable, and that was all. It did not lead him to meditate upon his frailty as a creature of temperature,, and upon man's frailty in general, able only to live within certain narrow limits of heat and cold; and from there on it did not lead him to the conjectural field of immortality and man's place in the universe.Part 7 Everyday ReadingReading Newspaper and Magazine Articles (Print or online)David Brown, Test Rat a Good Samaritan, The Washington Post Lisa M. Krieger, Uncovering Glimpse of Young Universe, San Jose Mercury News"Comfort Food on the Brain." UtneReading WarrantiesWarranty Information for a Sentry Fire-Safe Box-Owner's ManualReading a Credit Card InsertChase Sapphire Visa Credit Card-ldentity Theft ProtectionReading and Comparing Package Labels-Kraft Macaroni & Cheese Dinner vs. Annie's Macaroni & CheeseReading RecipesTwo Macaroni and Cheese RecipesReading BlogsInterpreting Graphic Material-Pie Charts, Bar Graphs, and Line GraphsUsing e- Readers-An OverviewReading Comprehension Progress ChartIndex of Authors and ReadingsInder of Vocabulary Preview WordsReading Comprehension Progress Chart
£120.36
McGraw-Hill Education - Europe New Worlds An Introduction to College Reading
Book SynopsisCONNECT READING provides a personalized learning plan for each student, continually developed and refined as students achieve mastery. Each student plan is created through an individualized diagnostic that evaluates skills from 7th-grade level through college-readiness, for second-language learners, international students, adult students, and traditional high-schoolers. Offered completely online, CONNECT READING can be used in conjunction with NEW WORLDS or OPENING DOORS, which provide a printed experience that teaches critical reading skills through close reading of anthologized chapters from best-selling undergraduate texts in Psychology, Sociology, Business, and more.Table of Contents* - New reading selections To the InstructorTo the Student PART ONE: A NEW WORLD OF LEARNING: READING AND STUDYING IN COLLEGECHAPTER 1: INTRODUCTION TO READING AND STUDYING: BEING SUCCESSFUL IN COLLEGENEW INFORMATION AND SKILLS What do you need to know about the reading and studying process?What are the keys to studying college textbooks?What is comprehension monitoring and why is it important?How can you be selective as you read and study?How can you organize as you read and study?How can you rehearse information to remember it?What is the SQ3R study system?How can you adjust your reading rates when you study?How can you improve your reading speed?What do you need to do to be successful in college?Why is it important to set goals?What are learning preferences?Chapter Review CardsHow can you find information online?READINGSSelection 1-1: "A Mother's Answer" from The Big Picture: Getting Perspective on What's Really Important" by Ben Carson and Gregg Lewis (Nonfiction)*Selection 1-2: "Fire Up Your Memory with Proven Strategies!" from Peak Performance: Success in College and Beyond" by Sharon Ferrett(Student Success)*Selection 1-3: "The When and How of Preparing for Tests" from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman(Study Skills)CHAPTER 2: DEVELOPING A COLLEGE-LEVEL VOCABULARY: A NEW WORLD OF WORDSNEW INFORMATION AND SKILLSWhy is it important to develop a college-level vocabulary?What are context clues and how do you use them?What are word-structure clues and how do you use them?How do you use a dictionary pronunciation key?What is figurative language and how do you interpret figures of speech? Other things to keep in mind when developing your college-level vocabulary.The most common and helpful roots, prefixes, and suffixes in English come from Latin and ancient Greek.A word’s etymology (origin and history) indicates the word parts it was created from, including Latin orCertain punctuation marks in a sentence can signal a definition.Chapter Review CardsTest Your Understanding: Using Context Clues, Part 1Test Your Understanding: Using Context Clues, Part 2Test Your Understanding: Using Word-Structure Clues, Part 1Test Your Understanding: Using Word-Structure Clues, Part 2Test Your Understanding: Interpreting Figurative Language, Part 1Test Your Understanding: Interpreting Figurative Language, Part 2READINGS*Selection 2-1: "Overwhelming Obstacles" from Peak Performance: Success in College and Beyond by Sharon Ferrett (Student Suscess>*Selection 2-2: "Autism: A Public Health Emergency" from selected Internet Sources (Public Health)*Selection 2-3: "Thinking in Pictures: Autism and Visual Thought" from Thinking in Pictures: My Life with Autism by Temple GrandinPART TWO: A NEW WORLD OF UNDERSTANDING: USING CORE COMPREHENSION SKILLS WHEN YOU READ COLLEGE TEXTBOOKSCHAPTER 3: DETERMINING THE TOPICWhat is the topic of a paragraph, and why is it important?What are the clues for determining the topic of a paragraph?Clue 1: Look for a Heading or Title That Indicates the TopicClue 2: Look for a Word, Name, or Phrase in the Paragraph That Appears in Special PrintClue 3: Look for a Word, Name, or Phrase That Is Repeated throughout the ParagraphClue 4: Look for a Word, Name, or Phrase Referred to throughout the Paragraph by Pronouns or Other WordsOther things to keep in mind when determining the topicYou should use a name, word, or phrase, but never a sentence, to express the topic. This means you must know the difference between a phrase and a sentence.You must know the difference between “general” and specific.”A longer passage has an overall topic.Checkpoint: Determining the TopicChapter Review CardsTest Your Understanding, Determining the Topic, Part OneTest Your Understanding: Determining the Topic, Part Two READINGS*Selection 3-1: "Parenting Style: Does it Matter?" from Human Development by Diane Papalia, Sally Olds, and Ruth Feldman (Human Development)Selection 3-2: "Giving a Speech? If You’re Nervous, You’re Normal!" from Public Speaking for College and Career by Hamilton Gregory (Speech Communication)*Selection 3-3: "State-of-the-Art and High-Tech Ways of Dealth" from Understanding Your Health by Wayne Payne, Dale Hahn, and Ellen Lucas(Health)CHAPTER 4: LOCATING THE STATED MAIN IDEA NEW INFORMATION AND SKILLSWhat is a stated main idea sentence, and why is it important?What is the method for identifying the stated main idea sentence?Which sentence in a paragraph can be the stated main idea sentence?First Sentence of the ParagraphLast Sentence of the ParagraphA Sentence within the ParagraphOther things to keep in mind when locating the stated main idea sentenceAll stated main idea sentences have certain characteristics in common.Avoid these three common mistakes when locating the stated main ideaSignal words or phrases can help you locate a stated main idea and locate a stated main idea that ispresented as a conclusion. A longer passage often has an overall main idea that is stated, too.Checkpoint: Locating the Stated Main IdeaChapter Review CardsTest Your Understanding: Locating the Stated Main Idea, Part OneTest Your Understanding: Locating the Stated Main Idea, Part Two Readings*Selection 4-1: "Who's the Boss? Leaders, Managers, and Leadership Style" from Understanding Business" by William Nickels, James McHugh, and Susan McHugh (Business)*Selection 4-2: "Arranged Marriage: Adventures and Changes" from Marriages and Families: Intimacy, Diversity, and Strengths by David Olson, John DeFrain, and Linda Skogrand (Marriage and Family)*Selection 4-3: "Concussions: Don't Shrug them Off" from Selected internet sources (Health)CHAPTER 5: FORMULATING AN IMPLIED MAIN IDEA NEW INFORMATION AND SKILLSWhat is an implied main idea, and why is it important?Three formulas for using information in a paragraph to formulate an implied main ideaFormula 1: Add an Essential Word or Phrase to a Sentence in the Paragraph That Almost States the Main IdeaFormula 2: Combine Two Sentences from the Paragraph into a Single SentenceFormula 3: Summarize Important Ideas into One Sentence or Write One Sentence That Gives a General Inference Based on the DetailsOther Things to Keep in Mind When Formulating an Implied Main Idea SentenceYou must always use a sentence—not just a phrase—to express a formulated main idea. This means you must know the difference between a sentence and a phrase.All formulated (implied) main idea sentences have certain characteristics.A longer passage often has an implied overall main idea that you must formulate, too.Checkpoint: Formulating an Implied Main Idea Chapter Review CardsTest Your Understanding: Formulating an Implied Main Idea, Part OneTest Your Undersanding: Formulating an Implied Main Idea, Part Two READINGSSelection 5-1: Two Artistic Tributes: The Vietnam Memorial and the AIDS Quilt from Living with Art by Rita Gilbert(Art Appreciation)*Selection 5-2: "Companies Struggle with 'Inside Jobs' and Outside Threats" from Management Information Systems for the Information Age by Stephen Haag and Maeve Cummings (Management Information Systems)Selection 5-3: "Avian Flu: A Coming Pandemic?" from Biology by Sylvia Mader (Biology)CHAPTER 6: IDENTIFYING SUPPORTING DETAILSNEW INFORMATION AND SKILLSWhat are supporting details, and why are they important?What is the method for identifying supporting details?Major and minor detailsOther Things to Keep in Mind When Identifying Supporting DetailsWatch for clues that indicate a list of details.Avoid overmarking your textbook by numbering the supporting details in a paragraph rather than highlighting or underlining them.Listing the details on separate lines in your study notes or on review cards can help you learn the information more efficiently.Checkpoint: Identifying Supporting DetailsChapter Review CardsTest Your Understanding: Identifying Supporting Details, Part OneTest Your Understanding: Identifying Supporting Details, Part Two READINGSSelection 6-1: "Hold It! You Can Recycle That! Recycling: A Twenty-First Century Necessity" from Environmental Science: A Study of Interdependence by Eldon Enger and Bradley Smith (Environmental Science)Selection 6-2: "The Life of Buddha" from The 100: A Ranking of the 100 Most Important People in History by Michael Hart (History)Selection 6-3: "The New Immigrants: Asian Americans and Latinos from Nations to Nations: A Narrative History of the American Republic by James Davidson et al.(History)CHAPTER 7: RECOGNIZING AUTHORS' WRITING PATTERNS NEW INFORMATION AND SKILLSWhat are authors' writing patterns and why are they important?Transition words that signal the relationship of ideas within sentences and between sentencesFive Common Writing PatternsDefinition patternList patternSequence patternComparison-contrast patternCause-effect patternAdditional Paragraph PatternsDefinition and Example PatternGeneralization and Example PatternLocation or Spatial Order PatternSummary PatternClassification PatternAddition PatternStatement and Clarification PatternOther things to keep in mind when recognizing authors' writing patternsLi sts and sequences differ in an important way.Avoid identifying every paragraph as having a list pattern.Authors often mix patterns in the same paragraph.A longer selection may contain several patterns and have an overall pattern as well.Checkpoint: Recognizing Authors' Writing PatternsChapter Review CardsTest Your Understanding: Recognizing Authors’ Writing Patterns, Part OneTest Your Understanding: Recognizing Authors’ Writing Patterns, Part Two Reading Selections:*Selection 7-1: "Viruses: Easily Spread and Ever Evolving" from Connect Core Concepts in Health by Paul Insel and Walton Roth (Health)Selection 7-2: The Right to Vote: Valued but Under Utilized from We the People: A Concise Introduction to American Politics by Thomas E. Patterson(Government)*Selection 7-3: "Are you Shopping Smart?" from Personal Finance by Jack Kapoor, Les Dlabay, and Robert Hughes PART THREE: A NEW WORLD OF READING AND THINKING CRITICALLYCHAPTER 8: READING CRITICALLY NEW INFORMATION AND SKILLSWhat is critical reading, and why is it important? What is author’s point of view, and how can you determine it?What is author’s purpose, and how can you determine it?What is author’s intended audience, and how can you determine it?What is author's tone and how can you determine it?Other things to keep in mind when reading criticallyYou should avoid seeing the purpose of everything you read as to inform.If the author’s purpose is to persuade you to adopt his or her point of view, you should determine whichside of an issue he or she favors.Understanding the author’s tone will enable you to grasp the true or intended meaning, even when theauthor’s words may appear to be saying something different.There are two forms of irony: irony in tone and irony in situations.Sarcasm and irony are not the same thing.Checkpoint: Reading CriticallyChapter Review CardsTesting Your Understanding: Reading Critically, Part OneTesting Your Understanding: Reading Critically, Part Two READINGSSelection 8-1: From For One More Day by Mitch Albom(Literature)Selection 8-2: "I Never Made It to the NFL" from The Last Lecture by Randy Pausch with Jeffrey Zaslow(Memoir)Selection 8-3: "Dispelling the Myths about Millionaires" from Understanding Business by William Nickels, James McHugh, and Susan McHugh (Personal Business)CHAPTER 9: THINKING CRITICALLY NEW INFORMATION AND SKILLSWhat is thinking critically, and why is it important? What are facts and opinions, and why is it important to be able to distinguish between them?What are inferences, and why is it important to make them? Other things to keep in mind when thinking criticallyFacts and opinions may or may not appear together.Authors sometimes present opinions in such a way that they appear to be facts.There are other critical thinking skills, such as recognizing propaganda devices and recognizing fallacies, that can also be used to evaluate written material.Checkpoint: Thinking CriticallyChapter Review CardsTest Your Understanding: Thinking Critically: Fact and OpinionTest Your Understanding: Thinking Critically: Making Logical InferencesREADINGSb>*Selection 9-1: "Taboos and Myths about Conflict and Anger" from Marriages and Families: Intimacy, Diversity, and Strengths by George Johnson (Marriage and Family)Selection 9-2: "Planet Under Stress: Curbing Population Growth" from The Living World: Basic Concepts by George Johnson (Biology)*Selection 9-3: "For Better or Worse: Divorce" from Human Development by Diane Papalia, Sally Olds, and Ruth Feldman (Human Development)PART FOUR: A NEW WORLD OF STUDYING: EFFECTIVE AND EFFICIENT STUDY TECHNIQUESCHAPTER 10: APPROACHING COLLEGE READING AND STUDYINGNEW INFORMATION AND SKILLSWhat is the three-step process for studying college textbooks?Step 1: Prepare to ReadStep 2: Ask and Answer Questions to Guide Your ReadingStep 3: Review by Rehearsing Your AnswersWhat are textbook features?Chapter Introductions and Chapter ObjectivesChapter OutlinesVocabulary Aids and GlossariesBoxesChapter SummariesStudy Questions and Activities Other Textbook featuresHow can you interpret visuals and graphic aids?How can you interpret visual aids?PhotographsDiagramsMapsCartoonsHow can you interpret graphic aids?Line graphsPie chartsBar graphsFlowchartsTablesOther things to keep in mind when studying textbook material.You will benefit from examining the features in all of your textbooks at the beginning of the semester.Chapter Review CardsTest Your Understanding: Interpreting Graphic AidsREADINGSelection 10-1: "Living with Stress" from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert Feldman (Student Success)CHAPTER 11: PREPARING FOR TESTS: STUDY-READING, REHEARSAL, AND MEMORYNEW INFORMATION AND SKILLSHow are rehearsal and memory related?How can you underline, highlight, and annotate your textbooks? How can you take notes from textbooks?Guidelines for OutliningGuidelines for MappingGuidelines for SummarizingGuidelines for following directionsOther things to keep in mind as you prepare for tests by applying Core Comprehension SkillsWhen you study, choose the study techniques (underlining, highlighting, annotating, outlining, mapping, summarizing, making review cards or test review sheets) that (a) are appropriate to the type of material you are studying, (b) correspond with how you will e tested on the material, and (c) best suit your learning style.Learn how to handle outline, summary, and mapped notes questions on standardized reading tests.Chapter Review CardsREADINGSelection 11-1: "Information Technology, The Internet, and You" from Computing Essentials by Timothy O'Leary and Linda O'Leary (Information Technology)ESSENTIAL SKILLS REVIEW TESTSIntroduction to Essential Skills Review TestsEssential Skills Review Test 1Essential Skills Review Test 2Essential Skills Review Test 3Essential Skills Review Test 4Essential Skills Review Test 5Essential Skills Review Test 6Essential Skills Review Test 7Essential Skills Review Test 8Essential Skills Review Test 9Essential Skills Review Test 10Appendix 1 Glossary of Key TermsAppendix 2 Master Vocabulary ListINDEXInstructor's Guide
£127.69
McGraw-Hill Education - Europe Opening Doors
Book SynopsisCONNECT READING provides a personalized learning plan for each student, continually developed and refined as students achieve mastery. Each student plan is created through an individualized diagnostic that evaluates skills from 7th-grade level through college-readiness, for second-language learners, international students, adult students, and traditional high-schoolers. Offered completely online, CONNECT READING can be used in conjunction with NEW WORLDS or OPENING DOORS, which provide a printed experience that teaches critical reading skills through close reading of anthologized chapters from best-selling undergraduate texts in Psychology, Sociology, Business, and more.Table of Contents* - New reading selections for this editionTo the Instructor: Getting Started in Opening DoorsTo the StudentPART ONE: ORIENTATION: PREPARING AND ORGANIZING YOURSELF FOR SUCCESS IN COLLEGECHAPTER ONE: MAKING YOURSELF SUCCESSFUL IN COLLEGESkillsDoing What Successful Students DoMotivating YourselfSetting Your GoalsIdentifying How You Prefer to Learn Mananging Your TimeSetting Up a Weekly Study Schedule Making the Most of Your Study TimePlanning Further Ahead: Creating a Monthly Assignment Calendar and Using a Daily To Do ListCreating Your Summary: Developing Chapter Review CardsReadings *Selection 1-1 “Why Go to College" from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman (Student Success)*Selection 1-2 “Getting Ready for Prime Time: Learning the Skills Needed to Succeed Today and Tomorrow” from Understanding Business by William Nickels, James McHugh, and Susan McHugh(Business)*Selection 1-3 “Saved” from The Autobiography of Malcom X, as told to Alex Haley (Literature)CHAPTER TWO: APPROACHING COLLEGE READING AND DEVELOPING A COLLEGE-LEVEL VOCABULARYSkills Understanding the Reading ProcessImproving Your ReadingPredicting as You ReadMonitoring Your Comprehension Adjusting Your Reading RateDeveloping a College-Level VocabularyUsing Context CluesUsing Word-Structure ClassUsing a Dictionary Pronunciation KeyUnderstanding Denotations and Connotations of WordsUnderstanding Figurative LanguageA Word about Standardized Reading Tests: Context Clues and Figurative LanguageCreating Your Summary: Developing Chapter Review CardsTest Your Understanding: Context Clues, Part 1Test Your Understanding: Context Clues, Part 2Test Your Understanding: Word-Structure, Part 1Test Your Understanding: Word-Structure, Part 2Test Your Understanding: Figurative Language, Part 1Test Your Understanding: Figurative Language, Part 2Readings*Selection 2-1 “Making It Happen: Creating Positive Change to Become a Peak Perfomer” from Peak Performance: Success in College and Beyond by Sharon K. Ferrett (Student Success) *Selection 2-2 “Terrorism in a Global Age” from Nation of Nations: A Narrative History of the American Republic by James Davidson et al. (History)*Selection 2-3 “A Whale of a Survival Problem” from The Nature of Life by John Postlehwait and Janet Hopson (Biology)CHAPTER THREE: APPROACHING COLLEGE ASSIGNMENTS: READING TEXTBOOKS AND FOLLOWING DIRECTIONSSkillsCollege Textbooks: Methods for Reading and Studying EffectivelyThe SQ3R Study SystemThe Three-Step Process for Reading and Studying TextbooksStep 1: Prepare to ReadStep 2: Ask and Answer Questions to Enhance your ReadingStep 3: Review by Rehearsing the Answers to Your Questions Following Directions in Textbooks and on TestsGuidelines for Following DirectionsCreating Your Summary: Developing Chapter Review CardsReadings*Selection 3-1 “African Americans: The Struggle for Equality” from The American Democracy by Thomas E. Patterson(Government)*Selection 3-2 “Parenthood: Now, Later,...Never?” from Human Development by Diane E. Papalia, Sally Wendkos Olds, and Ruth Feldman(Human Development)*Selection 3-3 “Art in the Service of Religion” from Living with Art by Rita Gilbert (Art Appreciation)PART TWO: COMPREHENSION: UNDERSTANDING COLLEGE TEXTBOOKS BY READING FOR IDEASCHAPTER FOUR: DETERMINING THE TOPIC AND THE STATED MAIN IDEASkillsThe Topic of a ParagraphWhat is the Topic of a Paragraph, and why is it important?Determining and Expressing the Topic The Stated Main Idea of a ParagraphWhat is a stated main idea, and why is it important? Locating the Stated Main Idea SentenceHow to tell if you have identified the stated main idea sentenceHow to avoid two common errors in locating a stated main ideaStated Overall Main Ideas in Longer PassagesA Word about Standardized Reading Tests: Topics and Stated Main IdeasCheckpoint: Locating the Stated Main IdeaCreating your Summary: Developing Chapter Review CardsTest Your Understanding: Determining the Topic and the Stated Main Idea, Part 1Test Your Understanding: Determining the Topic and the Stated Main Idea, Part 2Readings*Selection 4-1 "A Warning to Students: Plagiarism, Term Papers, and Web Research” from Using Information Technology: A Pratical Introduction to Computers and Communication by Brian K. Williams and Stacy C. Sawyer(Information Technology)*Selection 4-2 “Classes without Walls: Distance Learning” from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman(Student Success)*Selection 4-3 “Muhammad” from The 100: A Ranking of the Most Influential Persons in History by Michael K. Hart (History)CHAPTER FIVE: FORMULATING IMPLIED MAIN IDEASSkills Implied Main Ideas in ParagraphsWhat is an Implied Main Idea?Why is formulating implied main ideas important?Formulating an Implied Main IdeaSteps to FollowThree Formulas for Using Information in a Paragraph to Formulate the Main IdeaRequirements for Correctly Formulated Main Idea SentencesImplied Overall Main Ideas in Longer PassagesA Word about Standardized Reading Tests: Implied Main IdeasCheckpoint: Formulating Implied Main IdeasCreating Your Summary: Developing Chapter Review CardsTest Your Understanding: Formulating Implied Main Ideas, Part 1Test Your Understanding: Formulating Implied Main Ideas, Part 2Readings*Selection 5-1 “Identity Theft: You are at Risk” from several internet sources (Personal Finance)*Selection 5-2 “Violence in Television and Video Games: Does the Media's Message Matter?” from Esentials of Understanding Psychology by Robert S. Feldman (Psychology)CHAPTER SIX: Identifying Supporting DetailsSkills Supporting Details in ParagraphsWhat are Supporting Details?Why are Supporting Details important?Identifying and Listing Supporting Details Major and Minor Detail, and How to Tell the DifferenceA Word about Standardized Reading Tests: Supporting DetailsCheckpoint: Identifying Supporting DetailsCreating Your Summary: Developing Chapter Review CardsTest Your Understanding: Identifying Supporting Details, Part 1Test Your Understanding: Identifying Supporting Details, Part 2Readings*Selection 6-1 “Shaping Your Health: The Millennial Generation and Early Adulthood” from Understanding Your Health by Wayne A. Payne, Dale B. Hahn, and Ellen B. Lucas (Health)*Selection 6-2 “Quacks and Quackery” from Concepts of Fitness and Wellness by Charles Corbin, Greg Welk, William Corbin, and Karen Welk (Health)*Selection 6-3 “What Can Be Done to Help Third World Countries” from A Beginner's Guide to the World Economy by Randy Charles Epping (Economics)CHAPTER SEVEN: Recognizing Authors’ Writing PatternsSkills Patterns of Writing What are authors' writing patterns?Why is recognizing writing patterns important?Recognizing Author's Writing Patterns List PatternSequence PatternDefinition PatternComparison-Contrast PatternCause-Effect PatternSpatial Order PatternAvoid Seeing Everything as a List PatternCheckpoint: Recognizing Authors’ Writing PatternsOther Writing PatternsAddition PatternGeneralization and Example PatternStatement and Clarification PatternSummary PatternMixed PatternCheckpoint: Other Writing PatternsRelationships within and between Success1.Clarification2.Example3.Addition4.Sequence5.Comparison6.Contrast7.Cause-Effect8.Problem-Solution9.Spatial Order10.Summary/Conclusion11.ConcessionA Word about Standardized Reading Tests: Authors' Writing PatternsCheckpoint: Relationships within and between SentencesCreating Your Summary: Developing Chapter Review CardsTest Your Understanding: Basic Writing Patterns, Part 1Test Your Understanding: Recognizing Authors’ Writing Patterns, Part 2Readings*Selection 7-1 “E-Commerce? It's E-Normous” from Understanding Business by William Nickels, James McHugh and Susan McHugh(Business) *Selection 7-2 “The Development of Rock Music and Rock in American Society” from Music: An Appreciation by Roger Kamien (Music Appreciation)*Selection 7-3 “Reactions to Impending Death” from Essentials of Psychology by Dennis Coon (Psychology) CHAPTER EIGHT: Reading CriticallySkills What Is Critical Reading?Critical Reading SkillsDetermining an Author's Purpose and Intended AudienceDetermining an Author's Point of View, Tone, and Intended MeaningA Word about Standardized Reading Tests: Critical ReadingCheckpoint: Reading CriticallyCreating Your Summary: Developing Chapter Review CardsTest Your Understanding: Reading Critically, Part 1Test Your Understanding: Reading Critically, Part 2Readings*Selection 8-1 "Prologue" from The Illustrated Man by Ray Bradbury (Literature)*Selection 8-2 “Think Before You Speak: Public Speaking in a Multicultural World” from The Art of Public Speaking by Stephen E. Lucas (Speech Communication) *Selection 8-3 From The Things They Carried by Tim O'Brien (Literature) CHAPTER NINE: Thinking CriticallySkills What Is Thinking Critically, and Why Is It Important? Critical Reading SkillsWhy Readers Fail to Think CriticallyDistinguishing Facts from Opinions and Determining Whether Opinions are Well SupportedEvaluating an Author's AgreementIdentifying Propaganda DevicesA Word about Standardized Reading Tests: Critical ThinkingCheckpoint: Thinking CriticallyCreating Your Summary: Developing Chapter Review Cards Test Your Understanding: Thinking Critically, Part 1Test Your Understanding: Thinking Critically, Part 2Readings*Selection 9-1 “Poverty in America and Improving Social Welfare through Public Education” from The American Democracy by Thomas E. Patterson(Government)*Selection 9-2 “Your Financial Wellness” from Connect Core Concepts in Health by Paul Insel and Walton Roth(Health) *Selection 9-3 “Our Ecological Footprint: Do We Consume Too Much” from Environmental Science" A Study of Interrelationships by Eldon Enger and Bradley Smith (Environmental Science) PART THREE: SYSTEMS FOR STUDYING TEXTBOOKS: DEVELOPING A SYSTEM THAT WORKS FOR YOU CHAPTER TEN: SELECTING AND ORGANIZING TEXTBOOK INFORMATIONSkills Studying Better Rather than HarderThree Keys to Studying College TextbooksKey 1: SelectivityKey 2: OrganizationKey 3: RehearsalMaking Textbooks: Underlining, Highlighting, and AnnotatingTaking Notes from Textbooks: Outlining, Mapping, and SummarizingTaking Notes on a LaptopGuidelines for OutliningGuidelines for the Cornell Method of Note-TakingGuidelines for MappingGuidelines for SummarizingGuidelines for Interpreting Graphs and Visual AidsHow Can You Interpret Visual Aids?Bar Graphs Line Graphs Pie ChartsTablesPhotographsDiagramsMapsCartoonsCreating Your Summary: Developing Chapter Review CardsReading *Selection 10-1: “The Age of Globalization” from American History: A Survey by Alan Brinkley(History) CHAPTER ELEVEN: REHEARSING TEXTBOOK INFORMATION AND PREPARING FOR TESTSSkills Rehearsal and MemorYStudying for TestsGeneral GuidelinesFive-Day Test Review PlanCreating Review Cards to Prepare for a TestCreating Test Review SheetsCreating Your Summary: Developing Chapter Review CardsESSENTIAL SKILLS REVIEW TESTS 1-10Appendix 1 Glossary of Key Reading and Study Skills TermsAppendix 2 A List of Word Parts: Prefixes, Roots, and SuffixesAppendix 3: Master Vocabulary ListCreditsIndex
£128.58
McGraw-Hill Education English Brushup
Book Synopsis
£72.20
McGraw-Hill Education - Europe Reading and Study Skills
Book SynopsisBy focusing on a wide range of reading and study skills required in the academic world, Reading and Study Skills gives instructors the flexibility to address student needs that might otherwise require several texts. The highly versatile organization divides topics into focused, self-contained modules that can be covered in any order resulting in a text that can be adapted to fit any teaching or learning situation. From its step-by-step, comprehensive coverage of the essential reading and study skills, to its practical, sensible style and tone, this text encourages and motivates students to get the most out of their reading and shows them how to master key study skills in order to have rewarding college experiences.Table of ContentsPart One: Motivational Skills •••Preview •••Your Attitude: The Heart of the Matter •••Setting Goals for Yourself •••Learning Survival Strategies •••Part Two: Study Skills •••Preview •••Taking Classroom Notes •••Time Control and Concentration •••Textbook Study I: The PRWR Study Method •••Textbook Study II: Using PRWR •••Textbook Study III: Applying PRWR to a Textbook Chapter •••Building a Powerful Memory •••Taking Objective Exams •••Taking Essay Exams •••Using Research Skills •••Part Three: A Brief Guide to Important Word Skills •••Preview •••Using the Dictionary •••Understanding Word Parts •••Vocabulary Development •••Part Four: Reading Comprehension Skills •••Preview •••Introduction •••Ten Key Skills •••Comprehension and Rapid Reading •••Skill 1: Recognizing Definitions and Examples •••Skill 2: Recognizing Enumerations •••Skill 3: Recognizing Headings and Subheadings •••Skill 4: Recognizing Signal Words •••Skill 5: Recognizing Main Ideas in Paragraphsand Short Selections •••Skill 6: Knowing How to Outline •••Skill 7: Knowing How to Summarize •••Skill 8: Understanding Graphs and Tables •••Skill 9: Making Inferences •••Skill 10: Thinking Critically •••Part Five: Skim Reading and Comprehension •••Preview •••Introduction •••How to Skim-Read •••Selection 1: Visual Assertion •••Selection 2: Science and the Search for Truth •••Selection 3: The Nature of Power •••Selection 4: Defense Mechanisms •••Selection 5: Fatigue •••Skim-Reading Progress Chart •••Questions on the Skim-Reading Selections •••Part Six: Rapid Reading and Comprehension •••Preview •••Introduction •••Selection 1: From The Autobiography of Malcolm X •••Selection 2: Learning to Keep Your Cool during Tests •••Selection 3: Wired for Touch •••Selection 4: The Scholarship Jacket •••Selection 5: Dare to Think Big •••Selection 6: Winning the Job Interview Game •••Selection 7: A Door Swings Open •••Selection 8: From Nonreading to Reading •••Selection 9: The Certainty of Fear •••Selection 10: What You Need to Know to Succeed at Math •••Rapid Reading Progress Chart •••Reading Rate Table •••Part Seven: Mastery Tests •••Preview •••Motivational Skills •••Taking Classroom Notes •••Time Control and Concentration •••Textbook Study I •••Textbook Study II •••Textbook Study III •••Building a Powerful Memory •••Taking Objective Exams •••Taking Essay Exams •••Taking Objective and Essay Exams •••Using Research Skills •••Using the Dictionary •••Understanding Word Parts •••Vocabulary Development •••Definitions and Examples •••Enumerations •••Headings and Subheadings •••Signal Words •••Main Idea •••Outlining •••Summarizing •••Understanding Graphs and Tables •••Making Inferences •••Thinking Critically •••Skim Reading •••Rapid Reading Passage •••Part Eight: Additional Learning Skills •••Preview •••Studying Mathematics and Science •••Reading Literature and Making Inferences •••Reading for Pleasure: A List of Interesting Books •••Writing Effectively •••Acknowledgments •••Index •••
£125.57
McGraw-Hill Education - Europe English Essentials
Book SynopsisJohn Langan's English Essentials offers guidance through the grammar, punctuation, and usage skills needed for success in college and beyond. In short, English Essentials is an efficient, accessible, and helpful guide to mastering practical English skills.The book is divided into four parts -- Part One covers fifteen basic skills; Part Two offers more in-depth information about those and other skills; Part Three presents the essential skills of proofreading, and Part Four covers spelling improvement and dictionaryuse. This student-friendly organization and structure makes the book easy to navigate and a flexible guide.Each section provides essential instructions followed by ampleactivities to encourage learning in the best possible way: by doing.Table of ContentsPreface to the Instructor IntroductionAbout the BookBecoming a Better WriterWriting Assignments Part One: Fifteen Basic Skills Preview 1: Parts of Speech2: Subjects and Verbs 3: Irregular Verbs 4: Subject-Verb Agreement 5: Sentence Types 6: Fragments I 7: Fragments II 8: Run-Ons and Comma Splices I 9: Run-Ons and Comma Splices II 10: The Comma 11: The Apostrophe 12: Quotation Marks 13: Homonyms 14: Capital Letters 15: Parallelism Part Two: Extending the Skills Preview 16: Preparing a Paper 17: Punctuation Marks 18: Pronoun Forms 19: Pronoun Problems 20: Adjectives and Adverbs 21: Misplaced and Dangling Modifiers 22: Word Choice 23: Numbers and Abbreviations 24: More about Subjects and Verbs 25: More about Subject-Verb Agreement 26: More about Verbs 27: Even More about Verbs 28: More about Run-Ons and Comma Splices 29: More about Commas 30: More about Apostrophes 31: More about Quotation Marks 32: More about Homonyms 33: More about Capital Letters Part Three: Proofreading Preview 34: Basics about Proofreading 35: Ten Proofreading Tests Part Four: Related Matters Preview 36: Spelling Improvement 37: Dictionary UseIndex
£73.51
