Page 18 - Grammar_Explorer_3_Amy_Cooper_&_Samuela_Eckstut_Didier1_1 (1)_Neat

The authors and publisher would like to thank the following reviewers and contributors:
Gokhan Alkanat, Auburn University at Montgomery, Alabama; Dorothy S. Avondstondt, Miami Dade College, Florida;
Heather Barikmo, The English Language Center at LaGuardia Community College, New York; Kimberly Becker, Nashville
State Community College, Tennessee; Lukas Bidelspack, Corvallis, Oregon; Grace Bishop, Houston Community College, Texas;
Mariusz Jacek Bojarczuk, Bunker Hill Community College, Massachusetts; Nancy Boyer, Golden West College, California;
Patricia Brenner, University of Washington, Washington; Jessica Buchsbaum, City College of San Francisco, California;
Gabriella Cambiasso, Harold Washington College, Ilinois; Tony Carnerie, English Language Institute, University of California
San Diego Extension, California; Ana M. Cervantes Quequezana, ICPNA - Instituto Cultural Peruano Norteamericano;
Whitney Clarq-Reis, Framingham State University; Julia A. Correia, Henderson State University, Arkansas; Katie Crowder,
UNT Department of Linguistics and Technical Communication, Texas; Lin Cui, William Rainey Harper College, Illinois; Nora
Dawkins, Miami Dade College, Florida; Rachel DeSanto, English for Academic Purposes, Hillsborough Community College,
Florida; Aurea Diab, Dillard University, Louisiana; Marta Dmytrenko-Ahrabian, English Language Institute, Wayne State
University, Michigan; Susan Dorrington, Education and Language Acquisition Department, LaGuardia Community College,
New York; Ian Dreilinger, Center for Multilingual Multicultural Studies, University of Central Florida, Florida; Jennifer Dujat,
Education and Language Acquisition Department, LaGuardia Community College, New York; Dr. Jane Duke, Language &
Literature Department, State College of Florida, Florida; Anna Eddy, University of Michigan-Flint, Michigan; Jenifer Edens,
University of Houston, Texas; Karen Einstein, Santa Rosa Junior College, California; Cynthia Etter, International & English
Language Programs, University of Washington, Washington; Parvanak Fassihi, SHOWA Boston Institute for Language and
Culture, Massachusetts; Katherine Fouche, The University of Texas at Austin, Texas; Richard Furlong, Education and Language
Acquisition Department, LaGuardia Community College, New York; Glenn S. Gardner, Glendale College, California; Sally
Gearhart, Santa Rosa Junior College, California; Alexis Giannopolulos, SHOWA Boston Institute for Language and Culture,
Massachusetts; Nora Gold, Baruch College, The City University of New York, New York; Ekaterina V. Goussakova, Seminole
State College of Florida; Lynn Grantz, Valparaiso University, Indiana; Tom Griffith, SHOWA Boston Institute for Language and
Culture, Massachusetts; Christine Guro, Hawaii English Language Program, University of Hawaii at Manoa, Hawaii; Jessie
Hayden, Georgia Perimeter College, Georgia; Barbara Inerfeld, Program in American Language Studies, Rutgers University,
New Jersey; Gail Kellersberger, University of Houston-Downtown, Texas; David Kelley, SHOWA Boston Institute for Language
and Culture, Massachusetts; Kathleen Kelly, ESL Department, Passaic County Community College, New Jersey; Dr. Hyun-
Joo Kim, Education and Language Acquisition Department, LaGuardia Community College, New York; Linda Koffman,
College of Marin, California; Lisa Kovacs-Morgan, English Language Institute, University of California San Diego Extension,
California; Jerrad Langlois, TESL Program and Office of International Programs, Northeastern Illinois University; Janet
Langon, Glendale College, California; Olivia Limbu, The English Language Center at LaGuardia Community College, New York;
Devora Manier, Nashville State Community College, Tennessee; Susan McAlister, Language and Culture Center, Department
of English, University of Houston, Texas; John McCarthy, SHOWA Boston Institute for Language and Culture, Massachusetts;
Dr. Myra Medina, Miami Dade College, Florida; Dr. Suzanne Medina, California State University, Dominguez Hills, California;
Nancy Megarity, ESL & Developmental Writing, Collin College, Texas; Joseph Montagna, SHOWA Boston Institute for
Language and Culture, Massachusetts; Richard Moore, University of Washington; Monika Mulder, Portland State University,
Oregon; Patricia Nation, Miami Dade College, Florida; Susan Niemeyer, Los Angeles City College, California; Charl Norloff,
International English Center, University of Colorado Boulder, Colorado; Gabriella Nuttall, Sacramento City College, California;
Dr. Karla Odenwald, CELOP at Boston University, Massachusetts; Ali Olson-Pacheco, English Language Institute, University
of California San Diego Extension, California; Fernanda Ortiz, Center for English as a Second Language, University of Arizona,
Arizona; Chuck Passentino, Grossmont College, California; Stephen Peridore, College of Southern Nevada, Nevada; Frank
Quebbemann, Miami Dade College, Florida; Dr. Anouchka Rachelson, Miami Dade College, Florida; Dr. Agnieszka Rakowicz,
Education and Language Acquisition Department, LaGuardia Community College, New York; Wendy Ramer, Broward College,
Florida; Esther Robbins, Prince George’s Community College, Maryland; Helen Roland, Miami Dade College, Florida; Debbie
Sandstrom, Tutorium in Intensive English, University of Illinois at Chicago, Illinois; Maria Schirta, Hudson County Community
College, New Jersey; Dr. Jennifer Scully, Education and Language Acquisition Department, LaGuardia Community College, New
York; Jeremy Stubbs, Tacoma, Washington; Adrianne Thompson, Miami Dade College, Florida; Evelyn Trottier, Basic and
Transitional Studies Program, Seattle Central Community College, Washington; Karen Vallejo, University of California, Irvine,
California; Emily Young, Auburn University at Montgomery, Alabama.
The publisher would also like to thank Heidi Fischer for her writing of Connect the Grammar to Writing in level 3 of this series.

From the Authors: We would like to thank Tom Jefferies for selecting us to work together on this project and Laura Le Dréan
for steering it through to completion. We can’t thank our editors, Eve Einselen Yu and Kim Steiner, enough for their expertise
and perseverance through charts, drafts, and countless e-mails. We also wish to thank Heidi Fischer for her clear models and
writing tasks in Connect the Grammar to Writing. In addition, we are grateful for the inspiration of our fellow authors Daphne
Mackay and Paul Carne, as well as Daria Ruzicka in the early stages of the project. Their head start on Levels 1 and 2 set the high
standards to which we knew we had to aspire.

Dedication: To Gary, for your patience, support, and invaluable native speaker intuitions.
A Robert, pour tous les bons repas et toutes les belles journées.

xvi ACKNOWLEDGMENTS
Copyright 2015 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.