MARC details
| 000 -CABECERA |
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| campo de control de longitud fija |
05138 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 |
0-07-320202-9 |
| 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 |
Donald pharr |
| 245 ## - MENCIÓN DEL TÍTULO |
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| Título |
Writing today / |
| 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. |
Mc Graw hill |
| Lugar de publicación, distribución, etc. |
USA |
| Fecha de publicación, distribución, etc. |
2005 |
| 300 ## - DESCRIPCIÓN FÍSICA |
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| Extensión |
779 |
| Otras características físicas |
Contiene imagenes |
| Dimensiones |
19cm de ancho X 23cm 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/>APPROACHES<br/><br/>The Essay: Determining Purpose, Audience, and Approach 1<br/><br/>Shaping Your Essay: Prewriting, Focusing, Organizing, and Drafting 24 Developing Strong Paragraphs: Exploring Your Options 51<br/><br/>Reshaping Your Essay: Global Revision 78<br/><br/>Refining Your Essay: Editing and Proofreading 99<br/><br/>APPLICATIONS<br/><br/>7<br/><br/>16 Essay Examinations<br/><br/>495<br/><br/>Business Formats 503<br/><br/>Quoting Text 523<br/><br/>19 Writing About Literature<br/><br/>20 The Research Process<br/><br/>556<br/><br/>21 The Research Paper<br/><br/>583<br/><br/><br/><br/>DIRECCIÓN<br/><br/>165<br/><br/>GRAMMAR AND MECHANICS<br/><br/>78<br/><br/>STRUCTURES<br/><br/>Description 134<br/><br/>Narration 172<br/><br/>Exemplification<br/><br/>208<br/><br/>9 Process Analysis<br/><br/>244<br/><br/>10 Causal Analysis<br/><br/>278<br/><br/>11 Definition 316<br/><br/>12 Classification 350<br/><br/>13 Comparison and Contrast<br/><br/>14 Argument 422<br/><br/>15 The Blended Essay 458<br/><br/>538<br/><br/>22 Parts of Speech<br/><br/>625<br/><br/>23 Sentence Parts and Sentence Types 647<br/><br/>24 Major Sentence Errors 659<br/><br/>25 Problems with Verbs 676<br/><br/>26 Problems with Pronouns 689<br/><br/>27 Problems with Modifiers 707<br/><br/>28 Punctuating Sentences with Commas<br/><br/>29 Punctuating Sentences with Other Punctuation Marks 733<br/><br/>30 Mechanics 750<br/><br/>31<br/><br/>Diction, Usage, and Spelling<br/><br/>32 A Glossary of Usage<br/><br/>762<br/><br/>779 |
| 520 ## - RESUMEN, ETC. |
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| Resumen, etc. |
PREFACE<br/><br/>The careers that today's students aspire to, and the preparation that they need for those careers, are different from what they were only ten years ago. Much of this change. of course, can be attributed to the electronic revolution in communications, which pre sents students with increasingly sophisticated tools for researching, writing, revising, and communicating with others. Consequently, in recent years, the English compen tion course, already essential in a complete and well-planned college curriculum, has also been changing in new and challenging ways.<br/><br/>As composition instructors with sixty years of experience between us, we have learned that today's college students need and want a curriculum that challenges them in the classroom, provides them with skills they can use in other college courses, and, most important, prepares them to communicate effectively in the professional and business worlds. Our goal in Writing Today is to give students realistic, practical reasons to master college reading and writing because success in writing is a prerequisite to achieving continued success in college and in their careers. Therefore, we decided to write a text that would focus on both academic and professional contexts for writing. Throughout Writing Today, we deliberately address the skepticism of students who see English composition classes as just another hurdle on their way to a degree. Writing Today helps them use reading and writing as tools for continued intellectual growth that they can employ in any writing context they confront, long after having com-pleted even their most advanced degrees.<br/><br/>OPTIONS WITHIN DIFFERENT WRITING CONTEXTS<br/><br/>In today's high-tech-dominated world, students are confronted with an exciting, and often bewildering, array of choices in how to write, when to write, and what to write about. A writer's decisions don't happen in a vacuum, of course. As much as possible, we offer scenarios related to the world of writing both inside and outside college. In fact, the chapters in Part 2, "Structures," begin with brief vignettes in which writing and challenges associated with writing play a part in solving problems found in typical business and professional environments. These scenarios help students connect their own daily concerns and their academic and future goals with what the text offers.<br/><br/>In addition, each chapter in Part 2 offers a job-related writing prompt at the end of the chapter along with two prompts that ask students to respond to, analyze, or other-wise discuss a photograph that carries an intriguing message about our history and cul-ture. Other prompts ask them to address questions about popular and/or classic films and encourage them to explore questions by researching Internet sources. In all cases. the text encourages students to focus on specific questions that allow them to apply the techniques and strategies discussed and illustrated in the chapter. Several chapters in Part 3 also emphasize the notion that effective writing makes use of well-defined contexts. For example, the chapter on business formats suggests a variety of scenarios to which students can respond by writing e-mails, letters, and memoranda, including the all-important context of a job search.<br/> |
| 700 ## - ENTRADA AGREGADA--NOMBRE PERSONAL |
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| Nombre de persona |
Santi V. Buscemi |
| 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 |
