MARC details
| 000 -CABECERA |
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| campo de control de longitud fija |
05289 a2200265 4500 |
| 008 - DATOS DE LONGITUD FIJA--INFORMACIÓN GENERAL |
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| campo de control de longitud fija |
250318s########|||||||||||||||||||||||#d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780312434236 |
| 040 ## - FUENTE DE CATALOGACIÓN |
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| Centro catalogador/agencia de origen |
GAMADERO2 |
| Lengua de catalogación |
spa |
| Centro/agencia transcriptor |
GAMADERO2 |
| 041 ## - CÓDIGO DE IDIOMA |
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| Código de lengua del texto/banda sonora o título independiente |
Inglés |
| 050 00 - SIGNATURA TOPOGRÁFICA DE LA BIBLIOTECA DEL CONGRESO |
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| Número de clasificación |
LCC |
| 100 ## - ENTRADA PRINCIPAL--NOMBRE DE PERSONA |
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| Nombre de persona |
Laurie G. Kirszner |
| 245 ## - MENCIÓN DEL TÍTULO |
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| Título |
Focus on writing paragraphs and essays / |
| 250 ## - MENCION DE EDICION |
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| Mención de edición |
1 |
| 260 ## - PUBLICACIÓN, DISTRIBUCIÓN, ETC. |
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| Nombre del editor, distribuidor, etc. |
Bedford / St. Martin`s |
| Lugar de publicación, distribución, etc. |
USA |
| Fecha de publicación, distribución, etc. |
2008 |
| 300 ## - DESCRIPCIÓN FÍSICA |
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| Extensión |
664 |
| Otras características físicas |
Contiene imagenes |
| Dimensiones |
18cm de ancho X 23.5cm de largo |
| 490 0# - MENCIÓN DE SERIE |
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| Mención de serie |
Serie |
| 505 ## - NOTA DE CONTENIDO CON FORMATO |
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| Nota de contenido con formato |
Brief Contents<br/><br/>WRITING PARAGRAPHS AND ESSAYS<br/><br/>CAROL<br/><br/>E<br/><br/>1<br/><br/>Chapter 1<br/><br/>Sentence Fragments<br/><br/>316<br/><br/>UNIT 1<br/><br/>WRITING PARAGRAPHS<br/><br/>Chapter 99<br/><br/>Satject-Verb Agreement. Shifts.<br/><br/>310<br/><br/>1<br/><br/>Chapter 21 Шogical<br/><br/>Chapter 1<br/><br/>Understanding the Writing Process,<br/><br/>Chapter 94<br/><br/>Dangling and Misplaced Modifiers<br/><br/>2<br/><br/>Checte<br/><br/>TESTing Your Paragraphs<br/><br/>28<br/><br/>UNIT 6<br/><br/>UNDERSTANDING BASIC GRAMMAR<br/><br/>UNIT 2<br/><br/>PATTERNS OF PARAGRAPH DEVELOPMENT<br/><br/>379<br/><br/>40<br/><br/>Chapter 25<br/><br/>Verbs Past Tense<br/><br/>080<br/><br/>Chapter 3<br/><br/>Using Exemplifleation......<br/><br/>50<br/><br/>Chapter 26<br/><br/>Verbs: Past Participles.<br/><br/>Chapter 4<br/><br/>Using Narration......<br/><br/>62<br/><br/>Chapter 27<br/><br/>Nouns and Pronouns.<br/><br/>408<br/><br/>Chapter 5<br/><br/>Using Description<br/><br/>72<br/><br/>Chapter 28<br/><br/>Adjectives and Adverbs..<br/><br/>434<br/><br/>Chapter 6<br/><br/>Using Process...<br/><br/>82<br/><br/>Chapter 29<br/><br/>Grammar and Usage for ESL<br/><br/>Chapter 7<br/><br/>Using Cause and Effect......<br/><br/>9-1<br/><br/>Writers<br/><br/>446<br/><br/>Chapter 8<br/><br/>Using Comparison and Contrast... 106<br/><br/>Chapter 9<br/><br/>Using Classification<br/><br/>122<br/><br/>UNIT 7<br/><br/>UNDERSTANDING PUNCTUATION, MECHANICS, AND SPELLING<br/><br/>Chapter 10<br/><br/>Using Definition...<br/><br/>132<br/><br/>Chapter It<br/><br/>Using Argument.<br/><br/>144<br/><br/>485<br/><br/>Chapter 30<br/><br/>Using Commas.<br/><br/>486<br/><br/>UNIT 3<br/><br/>WRITING ESSAYS<br/><br/>159<br/><br/>Chapter 31<br/><br/>Using Apostrophes<br/><br/>504<br/><br/>Chapter 12<br/><br/>Writing an Essay.<br/><br/>Chapter 13<br/><br/>Writing Introductions and<br/><br/>160<br/><br/>Chapter 32<br/><br/>Using Other Punctuation Marks....514<br/><br/>Chapter 33<br/><br/>Understanding Mechanics<br/><br/>520<br/><br/>Conclusions<br/><br/>194<br/><br/>Chapter 34<br/><br/>Understanding Spelling<br/><br/>5-40<br/><br/>REVISING AND EDITING YOUR WRITING<br/><br/>BECOMING A CRITICAL READER<br/><br/>565<br/><br/>205<br/><br/>UNIT 8<br/><br/>READING ESSAYS<br/><br/>565<br/><br/>UNIT 4<br/><br/>WRITING SENTENCES<br/><br/>205<br/><br/>Chapter 35<br/><br/>Reading for College<br/><br/>566<br/><br/>Chapter 14<br/><br/>Writing Simple Sentences<br/><br/>200<br/><br/>Chapter 36<br/><br/>Readings for Writers 570<br/><br/>Chapter 15<br/><br/>Writing Compound Sentences<br/><br/>220<br/><br/>Chapter 16<br/><br/>Writing Complex Sentences<br/><br/>238<br/><br/>APPENDIXES<br/><br/>Chapter 17 Chapter 18<br/><br/>Writing Varied Sentences.....<br/><br/>252<br/><br/>Using Parallelism<br/><br/>272<br/><br/>A Strategies for College Success<br/><br/>625<br/><br/>Chapter 19<br/><br/>Using Words Effectively 280<br/><br/>B. Using Research in Your Writing<br/><br/>639<br/><br/>Taking Standardized Assessment Tests 609<br/><br/>HIT 5<br/><br/>SOLVING COMMON SENTENCE PROBLEMS<br/><br/>299<br/><br/>Word Power: Your Personal Vocabulary<br/><br/>Chapter 20<br/><br/>Run-Ons<br/><br/>300<br/><br/>List<br/><br/>664 |
| 520 ## - RESUMEN, ETC. |
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| Resumen, etc. |
CAROL C.<br/><br/>Preface for Instructors<br/><br/>HE FID R<br/><br/>sation sand ie at om<br/><br/>When we set out to write a new paragraph-to-essay developmental text, we knew what we wanted to accomplish. We wanted Focus on Writing: Para-graphs and Essays to reflect two of our central beliefs: first, that in college, writing comes first and second, that students learn writing and grammar skills best in the context of their own writing. We also knew that we had an opportunity to bring developmental textbooks to another level to recog-nize who is taking basic writing classes today and to engage them in a new and different way. Our students may be basic writers, but they live in a world of images. We wanted to engage our students with a highly visual book and a contemporary design that reflected the most recent pedagogy about reaching basic writers. We conducted usability testing in classrooms to see how students responded to our books' designs and layouts. Consequently, the pages of Focus on Writing have clean, open margins, with the most important information moved directly into the body of the text, and an up-to-date look that takes the needs of today's basic writing students seriously. We also wanted this book to be accessible to all basic writers: the text explana tions and instructions are clear and streamlined throughout to make them as transparent as possible.<br/><br/>Still, Focus on Writing is most importantly a writing text. For this reason, the book begins with thorough coverage of the writing process and includes extensive writing practice throughout the text. Most chapters open with a writing prompt that asks students to respond to an evocative and contempo rary visual. Students practice not only by working through effective exer-cises but also by applying each chapter's concepts to their own original writing, giving them a sense of ownership of their work. We included lots of grammar support to help basic writers understand and apply the fundamen-tals of good writing, and our up-to-date exercise topics relate to students as citizens of the world beyond the college campus.<br/><br/>Further, because we know that the issues of the developmental class room are not limited to writing, Focus on Writing offers other resources such<br/> |
| 700 ## - ENTRADA AGREGADA--NOMBRE PERSONAL |
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| Nombre de persona |
Stephen R. Mandell |
| 942 ## - ELEMENTOS DE ENTRADA SECUNDARIOS (KOHA) |
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| Tipo de ítem Koha |
Libro |
| Fuente del sistema de clasificación o colocación |
Clasificación Decimal Dewey |
| 945 ## - CATALOGADORES |
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| Número del Creador del Registro |
1 |
| Nombre del Creador del Registro |
admin |
| Nombre del último modificador del registro |
Jenny Viridiana Quiroz Linares |
| Número de último modificador del registro |
1261 |
