Pathways 1 reading writing critical

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Reading, and Critical Mari Vargo Laurie’ Blass, H Writing, Thinking NATIONAL aun esas %2 CENGAGE Learning From the Classroom to the World We honor the mission and tradition of National Geographic Society: to inspire people to care about the planet People you will meet in PATHWAYS Animal trainer Planetary scientist helps develop an understanding between dogs and their owners looks for clues to life on other worlds, Bioarchaeologist [492668 beta TET) ) Christine Lee $tudies skeletons of ancient people to trace our human history p 13 Singer-songwriter BEET MUTE rd tuses music to raise aWereness of world issues ` Kevin Hand p 133 Mireya Mayor travels through some of the world's toughest environments p 125 Scientist Katsufumi Sato FS Wie (oa alee mace penguins, and other aniimals survive in their nafural environiment [sam Ey Environrmerttalist Juan Martinez Genetic researcher connects inner-city kids with the great outdoors p 33 studies DNA patterns to discover our global Spencer Wells connections p.45 Bioengineer Kakani Katija researches the behavior of jellyfish and other sea Musiolan Zinny Thabethe brings hope to millions of people suffering from animals IS co p 12 p.153 PATHWAYS Mari Vargo NATIONAL cocrapHic | ~~ LEARNING Laurie HEINLE Blass CENGAGE Learning: ; Australia « Brazil » Japan s Korea s Mexico s Singapore + Spain * United Kingdom + United States NATIONAL Gane ~ - HEINLE | a= CENGAGE Learning Pathways Reading, Writing, and Critical Thinking © 2013 National Geographic Learning, a part of Cengage Learning ALL RIGHTS RESERVED No part of this work covered by the copyright herein Publisher: Andrew Robinson graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, Mari Vargo and Laurie Blass Executive Editor: Sean Bermingham Senior Development Editor: Bill Preston Assistant Editor: Vivian Chua Contributing Editors: Sylvia Bloch, ingrid Wisnieisle Ditectorof Global Marketing: lan Martin may be reproduced, transmitted, stored or used in any form or by any means or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher \ For permission to use material from this text or product, submit all requests online at cengage.com/permissions Further permissions questions can be emailed to permissionrequest@cengage.com Marketing Manager: Emily Stewart Directorof Content and Media Production: Michael Burggren Senior Content Project Manager: Daisy Sosa Manufacturing Buyer: Marybeth Hennebury Associate Manager, Operations: Leila Hishmeh Cover Design: Page LLC International Student Edition: ISBN-T3: 978-1-133-31286-4 ISBN-10: 1-133-31286-1 U.S Edition: Cover Image: Julien Gille/iStockphoto BBN S782 SIE! Interior Design: Page 2, LLC ISBN: 1133-31711 Composition: Page 2, LLC National Geographic Learning 20 Channel Center Street Boston, MA 02210 USA Cengage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan Locate your local office at: ngl.cengage.com Cengage Learning products are represented in Canada by Nelson Education, Ltd Visit National Geographic Learning online at ngl.cengage.com Visit our corporate website at www.cengage.com Printed in the United States of America 1234567815 141312 Contents Scope and Sequence Explore a Unit r2 Life in a Day Learning Experiences Family Ties ry The Trouble with Trash The World in Our Kitchen O Future Living Exploration and Discovery Musicians with a Message Behavior The Power of Image Video Scripts Independent Student Handbook Vocabulary and Skills Index PLACES TO EXPLORE ing amazing unexplored world s of the Bahamas page 132 & Artist Vik Muniz and workers at Rio's Jardim Gramacho landfil An area of garbage in the North Pa be twice tl he United Sĩ TS turn trash into art page 72 IN PATHWAYS from the Congo are taking street music to the world page 145 MÔ ec ~ PCr on only in the jungles of Madagascar page 129 In Mongolia, mobile “ter make education available to everyone page 33 ; Will humans one day leave our planet to live on Mars? page 112 Life in a Day Academic Track: Interdisciplinary Academic Pathways Vocabulary Lesson A: nding meaning from conte: Skimming for gist Guessing meaning from context Matching words with Lesson B: Reading interviews Lesson C: Understanding the writing process Writing sentences about a Word Link: word forms, un- Word Partners: schedule single topic Understanding the main ideas of paragraphs Making inferences Understanding meaning from context Using vocabulary to complete definitions Lesson B: personaiized Lesson A: Learning Experiences Academic Track: Sociology/Edueation Family Ties Academic Track: History/Anthropotogy Understanding news reports Lesson C: Academic Track: Environmental Academic Track: Word Link: -in Word Usage: Lesson A: Understanding meaning from context Finding the right meaning Identifying fact and speculation Lesson B: Synthesizing map and textual information Lesson C: Expressing speculation Writing descriptive sentences about family Finding supporting Ic Analy: ng G: Lesson B: Unde standing a muitimod Lesson C: ord Word Partners: trip Using vocabulary to complete definitions Applying vocabulary in a personalized context Word Link: migr Word Partners: common Understanding meaning from context Applying vocabulary in a personalized context Word Partners: ca: despite Using de riting Lesson A: The World in Our Kitchen context Planning your writing Writing sentences about goals Lesson A: The Trouble with Trash Applying vocabulary in a Scanning for key details Reflecting critically Lesson B: Identifying pros and cons in a passage Under context App personalized ing meaning from coi Word Partner: Reading Writing Viewing Critical Thinking Responding to statistics Goal: Video: Making inferences Analyzing and discussing information Synthesizing information to identify similarities Predicting for main idea Understanding the gist Identifying key details Writing sentences about daily activities Grammar: BioBlitz: Life in 24 Hours Skill Focus: Skill: Understanding the writing process Viewing for general understanding Viewing for specific information Relating video content to a reading text Interpreting maps Predicting for main idea Scanning for specific information Identifying key details Differentiating main ides from supporting details Goal: ‘Video: Skill Focus: Planning your writing Organizing information in a Venn Diagram Skimming for gist Understanding the main ideas of Simple present of be and other verbs Writing sentences about personal goals Grammar: Using want and need Skill: Alex the Parrot Viewing to confirm predictions Viewing for specific information Relating video content to a reading text Analyzing stages in a process CT Focus: Guessing meaning from context Making inferences: Analyzing reasons and motivations Synthesizing information to identify similarities CT Focus: Inferring character traits paragraphs Responding to texts and photos Scanning to make predictions Understanding the gist Identifying main ideas of paragraphs Identifying key details Identifying facts and speculations Skill Focus: Finding the right meaning Responding to texts and photos Using titles and visuals to make predictions Understanding the gist Identifying main ideas Scanning for key details Identifying supporting ideas Understanding information in graphs Skill Focus: Goal: Writing descriptive sentences about family Predicting the content of a reading Understanding the gist Identifying main ideas of paragraphs Sequencing steps in a process Identifying advantages and disadvantages Skill Focus: Scanning for key details The World in a Station Skill: Viewing for general understanding Viewing for specific information Personalizing video Goal: Video: Grammar: Simple past of be and other verbs Speculating Writing sentences to make suggestions Using details to clarity ideas Goal: Video: Grammar: Giving advice and making suggestions Skill: Writing sentences to express an opinion Grammar: Comparative forms of adjectives and nouns Skill: Using synonyms to avoid repetition Synthesizing information to make a decision Speculating about reasons CT Focus: Analyzing fact and speculation content Trash People Viewing to confirm predictions Viewing for general understanding Viewing for specific information Relating video content Finding supporting ideas Interpreting maps and charts Video: Analyzing solutions to problems Analyzing a graph to classify information ‘Synthesizing information from multiple sources Evaluating possible solutions CT Focus: Analyzing causes and effects to reading texts Earth University Viewing to confirm predictions Viewing for general understanding Viewing for specific information Personalizing video Personalizing content of a reading Evaluating arguments for and against an issue Synthesizing map and textual information CT Focus: Reflecting on own preconceptions content SCOPE AND SEQUENCE | vii | Scope and Sequence Academic Pathways Lesson A: Future Living Page 107 Academic Track: Understanding pronoun reference Evaluating a writer's attitude Lesson B: Understanding a multimodal text Vocabulary Understanding meaning from context Applying vocabulary in a personalized context Word Partners: intelligence, plant Science/Sociology Lesson C: Using pronouns to avoid repetition Writing sentences about the future Word Usage: average Lesson A: Understanding meaning from Exploration and Discovery Understanding prefixes Evaluating reasons Lesson B: Page 121 Understanding an explanatory text and infographic Academic Track: Lesson C: Taking notes Understanding idiomatic language Interdisciplinary Message Page 141 Academic Track: Art/Music Page Lesson B: 167 Academic Track: Life Science/ Anthropology Word Link: reWord Partners: follow, phrasal verbs with run Understanding meaning from context Applying vocabulary in a personalized context Reading interviews and profiles Brainstorming ideas in a word web Lesson C: Word Link: ais- Presenting one main idea in a paragraph Writing sentences to explain a preference Lesson A: Behavior Using new vocabulary in an everyday context Linking examples and reasons Writing sentences to give reasons Lesson A: Musicians with a context Recognizing noun clauses Making inferences from an interview Word Partners: issue Understanding meaning from context Using new vocabulary in an everyday context Lesson B: Reading news articles about science Word Partners: research, field Lesson C: Writing a topic sentence Writing a paragraph to compare animals 10 Lesson A: The Power of Image Page 181 Academic Track: Interdisciptinary Recognizing subordinating conjunctions Understanding moo Lesson B: Reading a personal narrative Lesson C: Using supporting ideas in a Understanding meaning from context Using new vocabulary in an everyday context Brainstorming words to describe emotions Word Link: vis Word Usage: belong Word Partners: p/ Useful abbreviations approx Useful symbols approximately ca about, around (date / year) cd could Ch devt @.9./ex Chapter development example etc and others / and the rest excl excluding govt government ie incl info p (pp) para re: wd yr(s) C20 > information + page (pages) paragraph regarding, concerning 20" century &Or+ ve b/c wi = > that is; in other words impt < important we + leads to / causes increases / increased decreases/ decreased and therefore because with is the same as is more than is less than is approximately / about Learning vocabulary More than likely, you will not remember a new word or phrase after reading or hearing it once You need to use the word several times before it enters your long-term memory Strategies for learning vocabulary: â  Use flash cards Write the words you want to learn on one side of an index card Write the definition and/or an example sentence that uses the word on the other side Use your flash cards to test your knowledge of new vocabulary Keep a vocabulary journal When you come across a new word or phrase, write a short definition of the word (in English, if possible) and the sentence or situation where you found it (its context) Write another sentence of your own that uses the word Include any common collocations ¢ ¢ (See the Word Partners boxes in this book for examples of collocations.) Make word webs (or “word maps”) See an example of a word web on page Use memory aids It may be easier to remember a word or phrase if you use a memory aid, or mnemonic For example, if you want to learn the idiom keep an eye on someone, which means to “watch someone carefully,” you might picture yourself putting your eyeball on someone’s shoulder so that you can watch the person carefully The stranger the picture is, the more you will remember it! Common affixes Some words contain an affix at the start of the word (prefix) and/or at the end (suffix) These affixes can be useful for guessing the meaning of unfamiliar words and for expanding your vocabulary In general, a prefix affects the meaning of a word, whereas a specific examples Prefix Meaning commun- — sharing condisen@xi- inprere- un- together, with not making, putting away, from, out not not before back, again not suffix affects its part of speech See the Word Link boxes in this book for Example communicate connected disabled encourage export illegal independent preserve recreate unexpected Suffix -able /-ible Part of Speech Example adjective available, credible adjective -al -ance /-ence noun verb -ate adjective -ed adjective -ent er -ful -ity -ize -ly -ment -tion noun adjective noun verb adverb noun noun INDEPENDENT local appearance, intelligence appreciate connected intelligent trainer harmful responsibility realize regularly govenment information STUDENT HANDBOOK | 211 Tips for Writing and Research Features of academic writing There are many types of academic writing (descriptive, argumentative/persuasive, narrative, etc.), but most types share similar characteristics Generally, in academic writing you should: * write in full sentences use formal English (Avoid slang or conversational expressions such as kind of) be clear and coherent—keep to your main point; avoid technical words that the reader may not know use signal words and phrases to connect your ideas (See examples on page 213.) have a clear point (main idea) for each paragraph be objective—most academic writing uses a neutral, impersonal point of view, so avoid overuse of personal pronouns (/, we, you) and subjective language such as nice or terrible use facts, examples, and expert opinions to support your argument Generally, in academic writing you should not: * © ° © use abbreviations or language used in texting (Use that is rather than i.e., and in my opinion, not IMO.) use contractions (Use /s not rather than isn’t) be vague (Two men found a group of musicians playing on the streets, -> Two French filmmakers found a group of musicians playing on the streets of Kinshasa.) include several pronoun references in a single sentence ° start sentences with or, and, or but © apologize to the reader (/'m sorry | don't know much about this, but ) In academic writing, it is important to sound confident about what you are saying! Proofreading tips Capitalization Remember to capitalize: the first letter of the word at the beginning of every sentence proper names such as names of people, geographical names, company names, and names of organizations, days, months, and holidays the word / the first letter of a title such as the title of a movie or a book the words in titles that have meaning (content words), Don’t capitalize a, an, the, and, or prepositions such as to, for, of, from, at, in, and on, unless they are the first word of a title (¢.g., The First Grader) Punctuation Keep the following rules in mind: e Use a question mark (?) at the end of every question Use a period () at the end of any sentence that is not a question ¢ Exclamation marks (!), which indicate strong feelings such as surprise or joy, are generally not used in e e Use commas (,) to separate a list of three or more things (She speaks German, English, and Spanish) Use acomma after an introductory word or phrase (However, it is very difficult to train a cat / In contrast, apes can live almost 60 years.) e academic writing Use two e Use e Use e 212 a comma before a combining word (coordinating conjunction)—and, but, so, yet, or, and nor—that joins sentences (People wiill visit Mars, and they will build habitation modules.) an apostrophe (’) for showing possession (People were fighting and burning houses in Maruge’s village.) quotation marks (“”) to indicate the exact words used by someone else (“! saw more stars than | could count,” says Martinez) Use quotation marks to show when a word or phrase is being used in a special way, such as a definition (The name of the band means “look beyond appearances”) | INDEPENDENT STUDENT HANDBOOK Other Proofreading Tips:  â Print out your draft instead of reading it on your computer screen Read your draft out loud Use your finger or a pen to point to each word as you read it Don't be afraid to mark up your draft Use a colored pen to make corrections so you can see them Gani a when you write your next draft Read your draft backwards—starting with the last word—to check your spelling That way, you won't be distracted by the meaning e Have someone else read your draft and give you comments or ask you questions © Don’t depend on a computer's spell-check When the spell-check suggests a correction, make sure you agree with it before you accept the change ¢ Remember to pay attention to the following items: — Short words such as is, and, but, of, it, to, for, from, and so — Spelling of proper nouns - Numbers and dates of © Keep alist of spelling and grammar mistakes that you commonly make so that you can be aware them as you edit your draft Watch out for frequently confused ° there, their, and they're ° its and it’s ° by, buy, and bye ° your and you're Common words: to, too, and two whose and who's where, wear, we're, and were then and than © week and weak quit, quiet, and quite write and right affect and effect through and threw signal phrases Giving supporting details and examples Describing a process One / an example of this is First (of all), Then / Next/ After that, For example, / For instance, Giving reasons Assoonas /When This is because (of) Finally, One reason (for this) is Presenting contrasting ideas Describing cause and effect However, Therefore, In contrast, As aresult, Giving an opinion Because of this, In my opinion, | think / feel that | believe (that) Coordinating conjunctions Coordinating conjunctions connect independent clauses Purpose Coordinating Conjunction Example to add information to show contrast and but to give a choice or People will visit Mars, and they will build habitation modules Stirton is a professional photographer, but Rubio is an amateur You can throw away plastic bottles, or you can reuse them Education in Kenya was free, so Maruge decided to attend school to show result so INDEPENDENT STUDENT HANDBOOK | 213 Subordinating conjunctions Subordinating conjunctions connect a dependent clause and an independent clause Purpose Subordinating Conjunction Example to show reason because The parents didn’t want Maruge in class because he was old to show contrast although even though Although Rubio is an amateur, he takes great photos Even though it isn’t in color, the image is beautiful Though he is disabled, Junana likes to dance or cause Since education was free, Maruge decided to attend school since though while to show a time relationship While cats are independent, dogs are very dependent on their owners after before After Nicklen put on his gear, he jumped into the water Before he jumped into the water, Nickien saw the seal Nicklen didn't know how cold the water was until he jumped in until while While Nicklen was in the water, the seal brought him food As Jim Blair was crossing the bridge, he saw children playing in the water as Grammar Reference Unit Language for Writing: Simple Present of Be and Other Verbs Affirmative and Negative Statements with Be Affirmative Statements Subject Am/Are/is | am YC are: We TỊ She It Subject happy sad ney He Negative Statements at work, is | am not ie are not Thị here Am/Are/Is He aren't sy She not It happy sad here at work isn’t Affirmative and Negative Statements : Other Verbs Affirmative Statements Subject Verb Subject I ue She work in an office | INDEPENDENT ee Verb (Base Form) sae They + worksks in an office ffice It 214 Do/Does Not | HS He Negative Statements STUDENT HANDBOOK He She It work in a laboratory does WossifEnot Unit Language for Writing: Simple Past of Be and Other Verbs Affirmative and Negative Statements with Be Affirmative Statements Subject | He Was/Were was She It vou We They Negative Statements were Subject Was/Were Not I He happy sad She here at work It You was not happy wasn’t We sad here at work were not They weren’t Affirmative and Negative Statements: Other Verbs Affirmative Statements Subject Negative Statements Verb (Past Form) Subject I Did Not Verb (Base Form) | a started a project The ie walked home fe She The studied, hae went to school She It start a project did not walk home didn’t study go to school It Spelling Rules for Regular Verbs Add -ed to most verbs, Ifa verb ends in e, add -d talk—talked like—liked (not w, x, or y), double the consonant and add -ed 4, If a two-syllable word ends in consonant + vowel + consonant, double stop—stopped prefer—preferred Ifa verb ends in consonant + -y, drop the -y and add -ied study—studied If a verb ends in a consonant + vowel + consonant the vowel if the stress is on the last syllable edit—edited Past Forms of Commonly Used Irregular Verbs become—became begin—began build—built break—broke bring—brought buy—bought choose—chose come—came do—did draw—drew eat—ate fall—fell find—found forget—forgot get—got give—gave go—went have—had hear—heard know—knew lose—lost make—made read—read say—said see—saw speak—spoke spend—spent take—took teach—taught tell—told think—thought understand—understood write—wrote INDEPENDENT STUDENT HANDBOOK | 215 Unit Language for Writing: Giving Advice and Making Suggestions (should, ought to, and could) Modals for Giving Advice and Making Suggestions Use modals with the base form of a verb Affirmative Statements Subject I X We Th feey Modal should ought to cou Id Verb drive less, She Negative Statements Subject Modal + not Verb I You We shouldn't Waste (el They He ought not to She Note: We not use the negative form of could to make suggestions Unit Language for Writing: The Comparative Forms of Adjectives and Nouns Comparative Adjectives With one-syllable adjectives, add -er Add -r if the adjective ends in -e Adjective cheap fresh large Comparative Form Example cheaper Non-organic produce is cheaper than organic produce fresher larger Farm produce is fresher than supermarket produce Corporate farms are larger than local farms With two-syllable adjectives ending in -y, change the -y to -i and add -er: Adjective Comparative Form Example healthy healthier Home-cooked food is healthier than restaurant food busy busier The farmer’s market is busier than the supermarket With most adjectives of two or more syllables, not ending in -y, use more: 216 Adjective Comparative Form Example attractive more attractive Farm produce is more attractive than supermarket produce sustainable more sustainable Organic farming is more sustainable than corporate farming | INDEPENDENT STUDENT HANDBOOK 4, Some adjectives have irregular comparative forms: good > better bad > worse | think buying local food is better than buying imported food Processed food is worse for your health than fresh fruits and vegetables You can also make comparisons with as as to describe things that are equal, or not as as to describe things that are not equal: Some people think organic produce is as healthy as non-organic produce However, non-organic produce is not as expensive as organic produce Comparing Nouns You can show similarities between nouns with the same + noun + as and as + many/much + noun + as Use much with noncount nouns and many with count nouns The eggs come from the same farm as the milk We produce as much milk as a corporate farm Fujimoto’s Farm sells as many types of tomatoes as Henry's Farm You can show differences between nouns with not + as much/many + noun + as: Local farms don't use as much fuel as corporate farms Supermarkets don't sell as many varieties of tomatoes as farmer’s markets You can show differences between nouns with more + noun + than and less/fewer + noun + than Use less with noncount nouns and fewer with count nouns Corporate farms produce more waste than local farms Local farms use less fuel than corporate farms Supermarkets sell fewer types of tomatoes than farmer’s markets Unit Reading Skills: Understanding Noun Clauses Noun Clauses Noun clauses appear in sentences where nouns or noun phrases appear They include wh clauses, if/whether clauses, and that clauses Wh clauses are sometimes called indirect questions; they turn wh questions (questions that ask for information such as who, when, where, why, and how) into statements: Why did he become a dog trainer? > We don't know why he became a dog trainer When did dogs first become pets? > Scientists want to know when dogs first became pets If/whether clauses are also sometimes called indirect questions; they turn yes/no questions into statements: Does your dog want to go for a walk? > You don’t ask if your dog wants to go fora walk hobia whether th Does the dog have a phobia? > | don’t know That clauses often show what someone says, knows, thinks, or believes Millan believes something The owner is not in control of the dog Millan believes that the owner is not in control of the dog Primate specialists know something Chimpanzees teach tool use to their children their children s teach tool use to Primate specialists know that chi INDEPENDENT STUDENT HANDBOOK | 217 Language for Writing: Making Comparisons Making Comparisons Use the following words and phrases to show similarities within sentences Notice that we use a comma after the phrase with like Both and Both gorillas and humans are primates Like Like humans, chimpanzees show their offspring how to use tools, Neither nor Neither basenjis nor Australian terriers are difficult to train Use similarly and likewise to show similarities between sentences Notice that we use a comma after these words Similarly Washoe the chimpanzee learned sign language Similarly, Alex the parrot learned to communicate with humans Likewise Cats can live in small apartments Likewise, some dog breeds well in small spaces Use the following words and phrases to show differences within sentences Notice that we use a comma after the phrases Unlike Unlike cats, dogs are very dependent on their owners Whereas Whereas dogs will eat anything, cats are very particular about their diet While While dogs need to be bathed, cats can clean themselves Use the following words and phrases to show differences between sentences Notice that we use a comma after each one However Gorillas can weigh up to 400 pounds (181 kg) However, chimpanzees only weigh about 100 pounds (45 kg) In contrast Domesticated animals make good pets In contrast, wild animals are dangerous around people On the other hand —_ Cat people tend to be shy On the other hand, dog people tend to be extroverted Vocabulary Index according to 192 adapt (to)* 1D4 adult* 184 si." alive _vie SO ones : m angry - a ancient appearance appraciate appmach ~ " Budisrice tr balanoe : basic i believe belong (to) | VOCABULARY INDEX 64 CentUry 84 ceremony 184 chemical" circumstance” collectre es OMITENR “ - communicate* 144 composer , 84 2,24 concerned confused connect 192 consider consumer’ Đồfttiiia „.s ¿ TP cooperation 17Ơ corporate* „90 create" creature ii 130 deal with wn 70 decide (to) 24 depend (on) descendant 50 despite’ ve disabled „144 70 i etary "ag 64 cove 164 70 144 ae 90 192 disappointed a: 10 nent pee pe ve Sð ta semen : emotion 184 encourage 144 t 144 energetic entire “ TO 84 SUING companion company os ve QQ clean up `_ 30 110 available’ average JNEEE cause os srnesesarsenpeisness GEHcuasaposao , T82 camp 124 i ares BĂMổ cung 2cgỷyada BROT ĐỒH”%asesaoasasaauaarr ND, break down 170 ESAT wrrconmnenecennersnervann 110 environment 104 ©SCape medioine TBO especially melt exchange exist migrate” export* moment mobile motivated extremely SGHBOUE sen, search section* Series” share similar (to)* situation network" normal” notice object (for) instance” 104 found(er)* frightened occupation ordinary organization gear solution pattern perform solve SOUFC€” spend time sudden plant point out poisonous, powerful preserve 44 : incredible „150 „ 182 independent 24 information instruction’ .44 take action sissies take care (of) task’ team’ : temperature program project* trace* trainer trend" integrity’ intelligence* ụ issue „150 item* 84 trip receive recent 70 record recreate 124 keep track (Of) 104 recycle regular 84 150 level link” liquid located* majOr“ - release” remains remind research” resident universe “These words are on the Academic 184 report rescue trust unexpected THIIHIEE"S cocooe 124 JBÙ HỆ cuc nicciaa-Ÿada 50 measure threat throw away trap treat instrument material „110 survey’ professional” proud 104 surprise probably produce protect „124 suggest primary* principal* immigrant" import 10 skill pay attention improve response” responsibility 150 - 170 „34 Word List (AWL) The AWL is a list of the 570 most frequent word families in academic texts The list does not include words that are among the most frequent 2,000 words of English For more information on the AWL, see http://www.victoria.ac.nz/ lals/resources/academicwordlist/, VOCABULARY INDEX | 219 Critical Thinking Simple present tense 15, 19 Using and, but, and so 115, 116, 119 Analyzing 7, 27, 67, 74, 189, 190, Applying 197 Using therefore and since 155, 156, 159 169, 190 Using want and need 35, 36, 39 Brainstorming 4, 9, 18, 24, 38, 44, 49, 58, 64, 69, 71, 78, 99, 104, 118, 124, 131, 138, 144, 149, 169, Evaluating 17, 94, 107, 114, 191, Reading Skills/Strategies 178, 184, 200 127, 134, 154, Finding the right meaning 48 196 Identifying: Fact vs speculation 47 fact and speculation 54 Guessing meaning from context 7, 8, 14 Interpreting idioms key details 7, 14, 27, 34, 47, 54, 67, 74, 87, 107, 147 114, 127, 134, 147, 167, 189 Making inferences 27, 34, 154, Peer-Evaluating 167 19, 39, 59, 79, 99, main idea 28, 34, 47, 54, 67, 94, 107, 127, 147, 119, 189, 159, 179, 201 sequence 87, 114, 127, 196 Personalizing/Reflecting 2, 7, 21, 27, 41, 42, 47, 49, 62, 81, 87, 89, 94, 101, 102, 107, 111, 121, supporting ideas/details 68, 74 141, 142, 181 Recognizing noun clauses 168 Predicting 4, 11, 24, 31, 44, 51, 64, 71, 84, 89, Recognizing subordinating conjunctions 91, 104, 109, 111, 124, 129, 131, 144, 164, 171, 184, 193 190 Scanning for key details 24, 88, 151 Skimming for gist 8, 164, 171, 190 Speculating 54 Synthesizing 9, 14, 29, 34, 49, 54, 69, 74, 94, Taking notes 148, 154 109, 114, 129, 134, 149, 169, 196 Understanding the gist 7, 14, 27, 34, 47, 54, 67, Understanding 189, 196 mood 7A, 87, 94, 107, 114, 127, 134, 147, 154, 167, 174, 189, 196 Understanding prefixes 128 Grammar Understanding pronoun reference Comparative adjectives and nouns 95, 99 Describing emotions 198 Describing spatial relationships Giving reasons 135, Making comparisons LITERACY 175, 176, SKILLS 108, 114, 174 Visual Literacy Interpreting graphic information graphs/charts 18, 73, 74, 82 suggestions 75, 79 Simple past tense 55, 59 | ACADEMIC 197, 201 139 Giving advice and making 220 154, 174, 189 INDEX 179 infographics 46, 52, 53, 73, 83, 122, 124, 134 maps 22, 23, 46, 52, 53, 83 Using pronouns to avoid repetition 117 Using graphic organizers Venn diagrams 9, 14, 176, 178 Using supporting details 199 T-charts 54, 94, 104 Using synonyms 97 time lines/flow charts 52, 53, 114, 122, Writing a topic sentence 177 123, 143 mind maps 4, 18, 88, 126, 144 Test-Taking Skills Vocabulary Skills Categorizing and classifying 9, 14, 36, 36, 74, Building vocabulary 4, 10, 24, 30, 44, 50, 64, Chart/diagram completion 4, 9, 14, 18, 36, 54, 70, 84, 90, 104, 110, 124, 130, 144, 150, 164, 58, 67, 74, 76, 95, 98, 104, 116, 134, 135, 144, 170, 184, 192 167, 178, 200 Using a dictionary 9, 29, 48, 49, 69, 89, 109, Choosing correct options 4, 9, 10, 15, 17, 29, 128, 129, 149, 169, 191 30, 31, 36, 47, 48, 50, 51, 55, 64, 69, 74, 84, 89, 94, 176, 178 90, 96, 104, 115, 117, 124, 127, 130, 144, 149, Using vocabulary 4, 11, 24, 31, 44, 51, 64, 71, 84, 91, 104, 111, 124, 131, 144, 164, 171, Error Identification 19, 39, 59, 76, 79, 99, 119, 184, 193 139, 157, 159, 179, 201 Word Link 4, 10, 24, 44, 124, 184 Word Partners 11, 31, 50, 64, 70, 84, 91, 104, 110, 130, 151, 170, 193 Word 150, 155, 169, 170, 175, 190, 192, 197 Filling in missing details 18, 27, 38, 54, 74, 76, 77, 78, 88, 98, 114, 118, 127, 148, 154, 158, 167, 200 Usage 30, 111, 171, 192 Matching questions 7, 8, 14, 24, 28, 44, 50, 68, 70, 77, 84, 87, 89, 104, 108, 110, 114, 144, 150, 151, 167, 168, 170, 174, 189, 191, 199 Writing Skills Notes/summary completion Drafting 18, 38, 58, 78, 98, 118, 138, 158, 178, 200 76, 78, 116, 138, Editing 19, 20, 39, 40, 59, 60, 79, 80, 99, 100, 114, 127, 196, 198 Linking examples and reasons Planning Speculating 74, 91, 114, 128, 134, 184, 189, 136, 137 178, 200 Short answer questions 4, 7, 11, 16, 17, 18, 20, 24, 27, 29, 31, 34, 44, 47, 49, 51, 56, 57, 68, 71, 156 18, 37, 38, 58, 78, 98, 118, 138, 148 Sequencing and ordering 35, 37, 54, 75, 87, 119, 120, 139, 140, 159, 160, 179, 180, 201, 202 Having one main idea in a paragraph 18, 36, 38, 54, 58, 158, True-false questions and Yes-no questions 7, 19, 29, 34, 39, 49, 58, 59, 79, 99, 107, 109, 119, 129, 139, 149, 159, 179, 191 56 Taking notes 76 Understanding the writing process 17 Using details 77 ACADEMIC LITERACY SKILLS INDEX | 221 The authors and publisher would like to thank the following reviewers for their help during the development of this series: UNITED STATES AND CANADA Gokhan Alkanat, Auburn University at Montgomery, AL; Nikki Ashcraft, Shenandoah University, VA; Karin Avila-John, University of Dayton, OH; John Baker, Oakland Community College, Ml; Shirley Baker, Alliant International University, CA; Michelle Bell, University of South Florida, FL; Naney Boyer, Golden West College, CA; Kathy Brenner, BU/CELOP, Mattapan, MA; Janna Brink, Mt San Antonio College, Chino Hills, CA; Carol Brutza, Gateway Community College, CT; Sarah Camp, University of Kentucky, Center for ESL, KY: Maria Caratini, Eastfield College, TX: Ana Maria Cepero, Miami Dade College, Miami, FL; Daniel Chaboya, Tulsa Community College, OK; Patricia Chukwueke, English Language Institute - UCSD Extension, CA; Julia A Correia, Henderson State University, CT; Suzanne Crisci, Bunker Hill Community College, MA; Lina Crocker, University of Kentucky, Lexington, KY; Katie Crowder, University of North Texas, TX; Joe Cunningham, Park University, Kansas City, MO; Lynda Dalgish, Concordia College, NY; Jeffrey Diluglio, Center for English Language and Orientation Programs: Boston University, MA; Scott Dirks, Kaplan International Center at Harvard Square, MA; Kathleen Dixon, SUNY Stony Brook - Intensive English Center, Stony Brook, NY; Margo Downey, Boston University, Boston, MA; John Drezek, Richland College, TX; Qian Du, Ohio State University, Columbus, OH; Leslie Kosel Eckstein, Hillsborough Community College, FL; Anwar El-Issa, Antelope Valley College, CA; Beth Kozbial Ernst, University of Wisconsin-Eau Claire, Wi; Anrisa Fannin, The International Education Center at Diablo Valley College, CA; Jennie Farnell, Greenwich Japanese School, Greenwich, CT; Rosa Vasquez Fernandez John F Kennedy, institute Of Languages, Inc., Boston, MA; Mark Fisher, Lone Star College, TX: Celeste Flowers, University of Central Arkansas, AR; John Fox, English Language Institute, GA; Pradel R Frank, Miami Dade College, FL; Sherri Fujita, Hawaii Community College, Hilo, Hl; Sally Gearheart, Santa Rosa Jr College, CA; Elizabeth Gillstrom, The University of Pennsylvania, Philadelphia, PA; Sheila Goldstein, Rockland Community College, Brentwood, NY; Karen Grubbs, ELS Language Centers, FL; Sudeepa Gulati, long beach city college, Torrance, CA; Joni Hagigeorges, Salem State University, MA; Marcia Peoples Halio, English Language Institute, University of Delaware, DE; Kara Hanson, Oregon State University, Corvallis, OR; Suha Hattab, Triton College, Chicago, IL; Marla Heath, Sacred Heart Univiversity and Norwalk Community College, Stamford, CT; Valerie Heming, University of Central Missouri, MO; Mary Hill, North Shore Community College, MA; Harry Holden, North Lake College, Dallas, TX; Ingrid Holm, University of Massachusetts Amberst, MA; Katie Hurter, Lone Star College ~ North Harris, TX; Barbara Inerfeld, Program in American Language Studies (PALS) Rutgers University/New Brunswick, Piscataway, NJ; Justin Jernigan, Georgia Gwinnett College, GA; Barbara Jonckheere, ALI/CSULB, Long Beach, GA; Susan Jordan, Fisher College, MA; Maria Kasparova, Bergen Community College, NJ; Maureen Kelbert, Vancouver Community College, Surrey, BC, Canada; Gail Kellersberger, University of Houston-Downtown, TX; David Kent, Troy University, Goshen, 222 ACKNOWLEDGMENTS, AL; Daryl Kinney Los Angeles City College, CA; Jennifer Lacroix, Center for English Language and Orientation Programs: Boston University, MA; Stuart Landers, Misouri State University, Springfield, MO; Mary Jo Fletcher LaRocco, Ph.D., Salve Regina University, Newport, Rl: Bea Lawn, Gavilan College, Gilroy, CA; Margaret V Layton, University of Nevada, Reno Intensive English Language Center, NV; Alice Lee, Richland College, Mesquite, TX; Heidi Lieb, Bergen Community College, Nu; Kerry Linder, Language Studies International New York, NY; Jenifer Lucas-Uygun, Passaic County Community College, Paterson, NU; Alison MacAdams, Approach international Student Center, MA; Julia MacDonald, Brock University, Saint Catharines, ON, Canada; Craig Machado, Norwalk Community College, CT; Andrew J MacNeill, Southwestern College, CA; Melanie A Majeski, Naugatuck Valley Community College, CT; Wendy Maloney, College of DuPage, Aurora, IL: Chris Mares, University of Maine — Intensive English Institute, Maine; Josefina Mark, Union County College, NJ; Connie Mathews, Nashville State Community College, TN; Bette Matthews, Mid-Pacific Institute, Hl; Richard McDorman, inlingua Language Centers (Miami, FL) and Pennsylvania State University, Pompano Beach, FL; Sara McKinnon, College of Marin, CA; Christine Mekkaoui, Pittsburg State University, KS; Holly A Milkowart, Johnson Gounty Community College, KS; Donna Moore, Hawaii Community College, Hilo, HI; Ruth W Moore, international English Center, University of Colorado at Boulder, CO; Kimberly McGrath Moreira, University of Mierni, FL; Warren Mosher, University of Miami, FL; Sarah Moyer, California State University Long Beach, CA; Lukas Murphy, Westchester Community College, NY; Elena Nehrebecki, Hudson Community College, NJ; Bjarne Nielsen, Central Piedmont Community College, North Carolina; David Nippoldt, Reedley College, CA; Nancy Nystrom, University Of Texas At San Antonio, Austin, TX; Jane O'Connor, Emory College, Atlanta, GA; Daniel E Opacki, SIT Graduate Institute, Brattleboro, VT; Lucia Parsley, Virginia Cornmonwealth University, VA; Wendy Patriquin, Parkland College, IL; Naney Pendleton, Cape Cod Gommunity College, Attleboro, MA; Marion Piccolomini, Communicate With Ease, LTD, PA; Barbara Pijan, Portland State University, Portland, OR; Marjorie Pitts, Ohio Northern University, Ada, OH: Carolyn Prager, Spanish-American Institute, NY; Eileen Prince, Prince Language Associates Incorporated, MA; Sema Pulak, Texas A & M University, TX; Mary Kay Purcell, University of Evansville, Evansville, | Christina Quartararo, St John’s University, Jamaica, NY; James T Raby, Clark University, MA; Anouchka Rachelson, Miami-Dade College, FL; Sherry Rasmussen, DePaul University, IL; Amy Renehan, University of Washington, WA; Danie! Rivas, Irvine Valley College, Irvine, CA; Esther Robbins, Prince George's Community College, PA; Bruce Rogers, Spring international Language Center at Arapahoe College, Littleton, CO; Helen Roland, Miami Dade College, FL; Linda Roth, Vanderbilt University English Language Center, TN; Janine Rudnick, El Paso Community College, TX; Paula Sanchez, Miami Dade College — Kendall Campus, FL: Deborah Sandstrom, Tutorium in Intensive English at University of llinois at Chicago, Elmhurst, IL; Marianne Hsu Santelli, Middlesex County College, NJ; Elena Sapp, INTO Oregon State University, Corvallis, OR; Alice Savage, Lone Star College System: North Harris, TX; Jitana Schaefer, Pensacola State College, Pensacola, FL; Lynn Ramage Schaefer, University of Central Arkansas, AR; Ann Schroth, Johnson & Wales University, Dayville, CT; S1Iq3u9 sdey 9Iude1BoeÐ I8uoleN :9ZE :Sd6/ oIude/BoeÐ) JeuoIyEN :£8 :sdei4 9IJde1BoeÐ j8uoJJEN :Z8 ::I" 49|j8Z uloL Aq ,ounyoid BỊq eui ‘Buyjokooy,, ‘g00z Asenuer eurzeBeyy o1ydes6oe9 jeuONeN 104) DơSJA91 Á)elo0S 9IUdeiBo |euoIIEN ZL0 © :8L 'edet\ oIude/BoaÐ |euolIeN :£9-z8 :sdei\ oIuds/Boao [euoryeN :9g ‘sdeyy o1udesBoe9 JeuoIieN :Eø 'sdej/j oIudeiBoeÐ jeuoneN zz SHdVU5 Pue SdVIN 2JUdeiBoeÐ JEuonIpN/JSnI 'f' 1u89uJA :EZế 'oIudeiôoe9 IeuoieN/uoss9IuI »/gJA| :80Z '9IudeiBoeÐ JeuoeN ,ĐiÐISSä 1919 66L 'oIUdeiBoeo IøuoypN/u9jioIN Ined :96t-66L '9IUdeiôoao |euolyeN/ueli9IN InEci :96‡-66L '9IJdeiBoao feuoNeN, /u8)I9IN [Ned 1961 PUe PEL ‘o1YUdesB0eD |eUoIIEN/OTT] J946Uiuø)S UUOƒ :}6E '9IdeiBoeO |euoiiEiN/U0SIO ÁpUEL| :68E '9IudeiBoeÐ IBUOfIEN/oU| S9B8Uu| Á1}9Ð :68} '9IUJde/BoeÐ JeuoiyeN/Á21e3S '[' uele] :68† '9IUdeIBoeÐ |euoIeN/ues3i|pueg seuoƒ :68† '9Iudei6oeÐ, [EUOIIEN/IEUII3 'O/dH :881 est] PUe LEqoY / 4A '36JJON "BỊJÔUy 1983 Jo Aysienlun / (2161-81) 1eBp3 'SeBed '(69-I966Ly 0SiE 99) (9IđBJ 9ZUO/Q) 18-0881:9 'U9ai1no-J paÖy 2e9UeQ 9l] :88} '9IUdeiBoeÐ) JeUoIIgN/tlOSIO ÁpUEk] :88E '9IUde1BoaÐ Jeul0IIÐN, /ÁI@yG 'ƒ' Ueug :28L '2IUdelBoaЩ) JeuoIigN/ou| seBeuI| Á1)o9 :/8 '9Iude¿BoaÐ |euoiJeN/JEUI|3 'OIg'H :98E '9IudeiBoeÐ IEuoIJeN Jussyipueg SEuop :08† '9iude1Boeg JøuoIIeN/SIOLOIN JØ8UOIIN 288L '9Iude1BoeÐ JeUoi}eN/1I6\g ‹| S9UEƒ" :E8 '9IUd8IÔoeÐ |8UOIENI /BieQUI)g 9SSIS :E8L '9IUd81ÖoaÐ |JeuojieN/16|Gn0( ĐỊAEQ :Z8- ‘UOISING sydeBo}OUd PU sjud Sse1BUOD Jo Auesgrylotsezas -ESJ-OIQ-OY1]/eBUE"169UIIOQ :8L 'U109°40018161)nU6/f6[ BUJBỊA| :8/L 'UI092/00)5/6110U6/0IDEIO SE@ipuy :8/} '9IudeJBoeo, JÊEUONEN/UEUIE* J1 :EZE '9IUđ8iBo9Đ [ẽuoteN/AJOL Áoti :#/E 'oIude/BoeÐ |euoiieN/6Jou9IN tị :69E '9IJdeiBoe9 JeuoIeN /MOUIEY 9060120 :98k '2IJd8)Ö09O [#UOIIEN/@I01/6S I@OP :88 '9JIdeiBoeÐ JeuoiipN/uessel| 3/E|\ :g9L '9IUdeiBoo JeuoiIeN /ellBuIeno uysnp :e9L '9Iudeiôoeo JeuojiN/seini2le| pUIj\/oSont JO :£9-#9L '2IUd6iBo JeuotEN/Aouue|oIN |Á1@tO 49h 'ẤUIEjy/69|A19 ®II\\ VINRZ :Z8L 'U01116H 1UnOIN PISJUIHON 'IEUSUIA UU6|Đ JO ÁS@1noO :£g} 'SƠUJJawok e|oBuy/o1oi] ciV :ESL 's@ƯEU| Ấ9O/UEUII9LJS3 Sð|IEL2 :Z8} 'EIDØIN Á1IO I|V JO ÁS@IInoQ :08E 'ÁuIejy/AIS/Ø3) UUOf" :6pE '9BBUI| Á}@9/SoUng (IIPTP :ØpE “#IPSI\ XIO II Jo Ás@lJnoO :gpị, 'ÁuIe|y/selungi UeIy :Eyk '9Iuds1BosO jeUOREN/leay Wes :Ey}Zbk '2IUdelơoe©) IEUOIIEN/PIEIIV 119G WEI LoL '9IUđ61BO9O |êUOIIEN/UOSIO 'Ƒ'IIEÐUEti :6EL '9IUdeiBoaÐ |euoiEN/19lIqnoQ PIAsd :ZEt'9IUde/BosĐ JEuOEN/Seuin| oipueloly :pE} 'oIIdeIBoeÐ JøuonieN/søuinL oJpuEfÍe|v :EEk '9IudeiBoeÐ [euoiIeN/S9IMS 'O "SOM :ZEL 'uoi2øl|oo eBeuu| 2IudeiBoao jzuoIieN/S9|)IS '2 SSAA :EEL-ZEL '9Iude1BoeÐ JeuoIJøN/uesselt|L x4EI| :06k 'oIude1Boe© IEUOIEN/uSSIL|L 3JIEIN :6ốL 'uoI)99Iio2 eBeui| oIuJdeIBoa© jeuoipeNj/Ueul119AIIS LNG :8ếE YOALY eAexI JO ASOLINOD LSE OAC 'EÁ@!JJN JO Á9@\JnO2 :9ø| VOARW BASU j0 ÁS@i.noO :6øt 'seuu| Ấ)‡©©/11116g Gres esp 'ÁUE|y/2U| 0OI)26||09 11919A3 :EðL 'ÁUIe|y/UOIJ99||0O ÁJ9|jEÐ 1V 9L: 'OIIdeBoao |øuoiieNN/Z9/eAjy UedoiS :EZL-ø8L '2IUdeiồoaO [euoi)eN/S6IS 'O S6AA :LếL 'oIudeiBoÐ JeuonyeN/B9/Alel1-eleJinÔy xeIA| :8k} '9IdøIÕoaÐ |JeuolyeN/ uetIdeig 'Je1oI0 :EEE-#LL 'OION/(ISS) JIOAA 'N Pu (f I6/02) 9g 'ƒ' *VSVN :0EE '2IUdẽBoeÐ JeuoneNN/ Layers 'Ie1lo/A :60 'S@BELU| “i@©/c4/OuInsL nz@JIQSOA, :80E '9IUdeJBoeÐ) IEuoIiEN/B9M|IØ-ielinBy Xe :90L '2IdeiBoeÐ IeuoiiN/D06|96IAI Inecl :S0L 'oIude/Boe© IeuoieN/Bewil9H-£ioinBy xejA :£01-Z0L- 'oIude/6òÐ IeuoeN/uoSIO Ápuet :L0E '9IudeiBoao IeUioniEN/Áe|s6uO In! 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