A Manual for Writers of Research Papers, Theses, and Dissertations: 8th Edition; Chicago Style for Students and Researchers
A little more than seventy-five years ago, Kate L. Turabian drafted a set of guidelines to help students understand how to write, cite, and formally submit research writing. Seven editions and more than nine million copies later, the name Turabian has become synonymous with best practices in research writing and style. Her Manual for Writers continues to be the gold standard for generations of college and graduate students in virtually all academic disciplines. Now in its eighth edition, A Manual for Writers of Research Papers, Theses, and Dissertations has been fully revised to meet the needs of today's writers and researchers.
Student's Guide to Writing College Papers: Fourth Edition (Chicago Guides to Writing, Editing, and Publishing)
High school students, two-year college students, and university students all need to know how to write a well-reasoned, coherent research paper—and for decades Kate Turabian’s Student’s Guide to Writing College Papers has helped them to develop this critical skill. In the new fourth edition of Turabian’s popular guide, the team behind Chicago’s widely respected The Craft of Research has reconceived and renewed this classic for today’s generation.
The Longman Exams Skills series is for students preparing for the First Certificate and Proficiency exams. The books in each set provide through preparation for each of the papers with lots of practice based on real exam tasks.
As its title suggests, this book is a selection of papers that use English corpora to study language variation along three dimensions - time, place and genre. In broad terms, the book aims to bridge the gap between corpus linguistics and sociolinguistics and to increase our knowledge of the characteristics of English language. It includes eleven papers which address a variety of research questions but with the commonality of a corpus-based methodology.
This collection of papers emerging from the 1983 TESOL Convention in Toronto examines the role of general syllabuses in state education, at that time a relatively neglected area in comparison with ESP syllabuses. Authors of papers were invited to address three key aspects: the relationship between syllabus and learner; the design of syllabuses; and how a syllabus should be evaluated.
