Ideal for student writers, this compact grammar reference guide contains many challenging and useful practice activities.
This text provides a guide to the 20 most common errors students make in writing, such as subject-verb agreement, verb tense choice, and article usage. Each unit contains a straightforward description of the troublespot and practice activities. An answer key enables students to use the book as a self-study reference guide.
Ideal for student writers, this compact grammar reference guide contains many challenging and useful practice activities.
This text provides a guide to the 20 most common errors students make in writing, such as subject-verb agreement, verb tense choice, and article usage. Each unit contains a straightforward description of the troublespot and practice activities. An answer key enables students to use the book as a self-study reference guide.
A new edition of Grammar Troublespots providing an excellent aid for student writers at the high-intermediate level and above. The Student's Book helps them identify and correct the errors that they are likely to make as they write. The emphasis in this new edition is on errors made in writing formal academic discourse. The book has 21 units. Each one examines an area of grammar, such as verb tense choice, article usage, and modals, and then pinpoints the most troublesome grammar points within that area. Each unit provides a straightforward description of the grammar point, supported by clear examples, grammar charts, and tables. The two-color new edition is easy to use, with exercises such as error identification, error correction, and sentence construction tasks, consistently following each grammar point. Each unit ends with a writing assignment and a flowchart to help students diagnose their writing problems and edit their writing.
Ann Raimes is Professor of English at Hunter College, City University of New York, where she has taught for 30 years. In addition to teaching undergraduate composition courses, ESL writing courses, and graduate courses in rhetoric and composition, she was in charge of the Developmental English Program students for ten years and has held a variety of administrative posts in the English Department, including directing the first-year composition course. She also chaired a CUNY-wide ESL Task Force, 1993-94, and was chair of International TESOL's Publication Committee, 1989-91. Author of eight text
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