Academic Writing

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vmargutti

Educação Negócios

Academic Writing Prof. Vivian B. Margutti Faculdade de Letras/UFMG

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This slide presentation is chock full of Common Core State Standards Writing, Language and Speaking and Listening Standards. It include lesson plans to push understanding further. Story academic vocabulary words include words like foreshadowing, 5 story elements for a great story, images, imagery, and figurative language. This presentation is a fabulous way to introduce story academic vocabulary and takes the lesson further. Please like us and share on your favorite social media.

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This page intentionally left blank Ninth Edition The St. Martin’s Guide to Writing Rise B. Axelrod University of California, Riverside Charles R. Cooper University of California, San Diego Bedford / St. Martin’s Boston New York For Bedford/St. Martin’s Senior Developmental Editor: Alexis P. Walker Senior Production Editor: Harold Chester Production Supervisor: Jennifer Peterson Marketing Manager: Molly Parke Art Director: Lucy Krikorian Text Design: Jerilyn Bockorick Copy Editor: Denise P. Quirk Photo Research: Naomi Kornhauser Cover Design: Richard DiTomassi Composition: Nesbitt Graphics, Inc. Printing and Binding: RR Donnelley and Sons President: Joan E. Feinberg Editorial Director: Denise B. Wydra Editor in Chief: Karen S. Henry Director of Development: Erica T. Appel Director of Marketing: Karen R. Soeltz Director of Editing, Design, and Production: Marcia Cohen Assistant Director of Editing, Design, and Production: Elise S. Kaiser Managing Editor: Shuli Traub Library of Congress Control Number: 2009932161 (with Handbook) 2009932166 (without Handbook) Copyright © 2010, 2008, 2004, 2001 by Bedford/St. Martin’s All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as may be expressly permitted by the applicable copyright statutes or in writing by the Publisher. Manufactured in the United States of America. 5 4 3 2 1 0 f e d c b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0-312-53612-7 ISBN-13: 978-0-312-53612-1 (with Handbook) ISBN-10: 0-312-53613-5 ISBN-13: 978-0-312-53613-8 (without Handbook) Acknowledgments Acknowledgments and copyrights appear at the back of the book on pages A1-A3, which consti- tute an extension of the copyright page. Advisory Board We owe an enormous debt to all the rhetoricians and composition specialists whose theory, research, and pedagogy have informed The St. Martin’s Guide to Writing. We would be adding many pages if we were to name everyone to whom we are indebted. The members of the Advisory Board for the ninth edition, a group of dedicated composition instructors from across the country, have provided us with extensive insights and suggestions for the chapters in Part One and have given us the benefit of their advice on new features. The St. Martin’s Guide to Writing has been greatly enhanced by their contributions. Samantha Andrus-Henry Grand Rapids Community College Melissa Batai Triton College Mary Bishop Holmes Junior College–Ridgeland Jo Ann Buck Guilford Technical Community College Kevin Cantwell Macon State College Anne Dvorak Longview Community College Leona Fisher Chaffey College Diana Grahn Longview Community College Dawn Hubbell-Staeble Bowling Green State University Amy Morris-Jones Baker College of Muskegon Gray Scott University of ...

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christalgrieg

Teaching writing Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging for teachers. Writing is not easy particularly when compared with speaking, where reformulations, body language, clues from listeners can do much to compensate for a lack of precision or inaccuracies when communicating messages. Time is also a factor – writing may be relegated to homework tasks as there is often a feeling that writing in class uses up time which can be more usefully spent on other activities. However, as this workshop aims to show, developing good writing skills is conducive to the development of other language skills including communication skills.

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essay1 2.docx by Larry Rives FILE T IME SUBMIT T ED 04 - MAY- 2016 08:11AM SUBMISSION ID 6697 934 4 5 WORD COUNT 4 08 CHARACT ER COUNT 2501 ESSAY_1_2.DOCX (21.08K) 13% SIMILARIT Y INDEX 13% INT ERNET SOURCES 0% PUBLICAT IONS % ST UDENT PAPERS 1 10% 2 3% EXCLUDE QUOT ES ON EXCLUDE BIBLIOGRAPHY OFF EXCLUDE MAT CHES OFF essay1 2.docx ORIGINALITY REPORT PRIMARY SOURCES read.plash.in Int ernet Source www.countryrisksolutions.com Int ernet Source essay1 2.docxby Larry Rivesessay1 2.docxORIGINALITY REPORTPRIMARY SOURCES English 102 Annotated Bibliography The final project for this semester will be an annotated bibliography—a relatively straightforward assignment that will encourage you to review some of the readings of the semester and consolidate what you've learned about writing in English 102. In an annotated bibliography, you compile a list of the sources you consulted, providing full citations according to some documentation system (MLA, APA, Chicago, etc.) and including for each cited work a summary and an evaluation of the work. The sources should be listed in alphabetical order by author. On the back of this assignment sheet you'll find an example of an entry in an annotated bibliography (I'm using MLA documentation style; I suggest you do the same for your bibliographies). Use this sample as a template for your own entries. But what will you include in your bibliography? There are different types of annotated bibliographies. All include a summary of each source. Yours will also include an evaluation. You'll select four (4) texts we read in this class this semester, which you'll choose yourself from among the list below. You don't need to go and find additional sources; you only need to go back and review with some care the texts we've already read. I'm dividing our assigned texts into two categories according to length and complexity. I. • Deborah Brandt: "Sponsors of Literacy" • Keith Grant-Davie: "Rhetorical Situations and Their Constituents" • Margaret Kantz: "Helping Students Use Textual Sources Persuasively" • Charles Bazerman and Bill Hart-Davidson: " Writing Speaks to Situations through Recognizable Forms" and "Genres Are Enacted by Writers and Readers." From Linda Adler-Kassner and Elizabeth Wardle, eds. Naming What We Know: Theshold Concepts of Writing Studies. Logan: Utah UP, 2015. II. • Wardle & Downs: "Literacies: Where Do Your Ideas About Reading and Writing Come From?" from Elizabeth Wardle & Doug Downs, Writing about Writing: A College Reader. Boston: Bedford/St Martin's 2014. 40 – 42. • Wardle & Downs: "Rhetoric: How Is Meaning Constructed in Context?" from Elizabeth Wardle & Doug Downs, Writing about Writing: A College Reader. Boston: Bedford/St Martin's 2014. 318 – 324. • Karen Rosenberg: "Reading Games: Strategies for Reading Scholarly Sources" • Richard Straub: "Responding—Really Responding—to Other Students' Writing" • Kerry Di ...

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