EAPP English for Academic and Professional Purposes PDF

**WEEK 1** **ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES** **What is EAPP?** - English for Academic and Professional Purposes (EAPP, hereafter) aims to offer an overview of several topics within the field of discourse analysis applied to English in academic and professional domai...

**WEEK 1** **ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES** **What is EAPP?** - English for Academic and Professional Purposes (EAPP, hereafter) aims to offer an overview of several topics within the field of discourse analysis applied to English in academic and professional domains. - Academic purposes (AP) and professional purposes (PP). - AP refers to students' academic needs and - PP refers to the actual needs of professionals. **LESSON 1** **ACADEMIC TEXT STRUCTURES AND EXAMPLES** **Academic Text** - are written by professionals in a given field. They are edited by the authors\' peers and often take years to publish. Their language is formal and will contain words and terms typical to the field. 1. **CRITICAL** 2. **OBJECTIVE** 3. **SPECIALIZED** 4. **FACTUAL** **Examples of Academic Text:** **BOOKS** - something that yields knowledge or understanding - a written or printed work - commonly use in schools/ universities and other academic field. **CONFERENCE PAPER** - Edited further for journal publication, taking advantage of feedback from peers. **COLLABORATIVE WIKI ARTICLE** - Collaborative editing and revision - Instant review-Quick- revision **BLOG ARTICLE** - Approaches journal articles and wiki articles - Defines its relationship of the community independently. - SELF-PUBLISHED **ESSAY** - Small scale article - Sometimes like newspapers column - Often argues for a concept paper standpoint, or opinion. **REVIEW** - Evaluate and contextualize someone's else publications. - Establishes the value of a publication - **THESIS/DISSERTATION** - Master theses - Doctoral Theses - Senior contributions - Course books **ARTICLE** - Means of publishing results or research or development to the community. - Claims, proves, argues, implies something. - Large publication **EXAMPLES OF ACADEMIC TEXT** **B C C B E R T A** 1. BOOKS 2. CONFERENCE PAPER 3. COLLABORATIVE WIKI 4. ARTICLE 5. BLOG ARTICLE 6. ESSAYS 7. REVIEW 8. THESIS/DISSERTATION 9. ARTICLE **Two Basic Structures of Academic Text** 1. **Three Part Essay** - consisting of introduction, body and conclusion. **Introduction** - Open with a short orientation - Briefly introduce the problem and key ideas. **Body** - Discussion of the Topic. - Offer exposition and evidence to develop your argument. **Conclusion** - Restate your answer to the question; - Re-summarize the main points; - include final, broad statement 2. **IMRD Structure- (Introduction-Method - Results-Discussion)** **TITLE, AUTHOR, ABSTRACT, KEYWORDS** - Descriptive information that lets readers search for an article. **INTRODUCTION** - What is the context for this project? - How does it fit in with other research on the topic? - What is the research question? - WHY? **METHODS** - What did the author(s) do to answer the research question? - HOW? **RESULTS** - What was the answer to the question? - This often shown in tables and figures. - WHAT? **DISCUSSION/CONCLUSION** - What is the significance of this project? - How does it fit in with what else is known about the topic? - SO WHAT? **REFERENCES** - Materials the author(s) cited when writing this paper? **Non- Academic Text** - are written for the mass public They are published quickly and can be written by anyone. Their language is informal, casual and may contain slang. **WEEK 2** According to Diane Henry Leipzig, "Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation". **Recognition**: identifying words **Comprehension**: construct understanding from it. **Fluency**: Coordinate identifying words and making meaning so that reading is automatic and accurate. **"WRITING COMES FROM READING, AND READING IS THE FINEST TEACHER OF HOW TO WRITE".** \- ANNIE PROULX **READING TECHNIQUES** 1. **A. SKIMMING** -- IS SOMETIMES REFERRED TO AS A GIST READING. 2. **B. SCANNING** -- IS USED WHEN YOU ARE LOOKING FOR SPECIFIC INFORMATION. 3. **C. INTENSIVE READING**- IS READING FOR A HIGH DEGREE OF COMPREHENSION AND RETENTION OVER A LONG PERIOD OF TIME. 4. **D. EXTENSIVE READING** -- INVOLVES READING FOR PLEASURE. **SKIMMING** **(example)** **SCANNING** **(example)** **Intensive Reading (EXAMPLE)** **Extensive Reading (EXAMPLE)** **LOCATING MAIN IDEAS** - A thesis statement is one sentence that clearly and concisely tells the reader what your paper will be about. (It is the main or position you will defend in your paper.) **Example 1:** **Examine these steps:** Determine essay's topic (what you will be writing about) **Example: Pixa's film UP** **(Determine your viewpoint.)** Example: Persuasive Essay\-\-- It's not really a "kid" movie. **Determine three reasons to support your viewpoint.** \- Put it all together! **Example:** Pixar's film, Up, should not be considered a "kid" movie because it contains intense character conflicts, complex emotional scenes, and a theme of loss which is too difficult for young children to understand. **WEEK 3** **LITERARY CRITICISM** **Literature** - The word 'Literature' is a modified form of a Latin word (literra, litteratura or litteratus) that means: 'writing formed with letters.' **Criticism** - the act of making judgments; analysis of qualities and evaluation of comparative worth; esp., the critical consideration and judgment of literary or artistic work. **Literary criticism** - is the comparison, analysis, interpretation, and/or evaluation of works of literature. Literary criticism is essentially an opinion, supported by evidence, relating to theme, style, setting or historical or political context. It usually includes discussion of the work's content and integrates your ideas with other insights gained from research. **Approaches to Literary Criticism** 1. **Biographical criticism** - focuses on the author's life. It tries to gain a better understanding of the literary work by understanding the person who wrote it. **Typical questions involved in this approach include the following:** - What aspects of the author's life are relevant to understanding the work? - How are the author's personal beliefs encoded into the work? - Does the work reflect the writer's personal experiences and concerns? How or how not? E.g., The Diary of a Young Girl by Anne Frank or Diary of Anne Frank. 2. **Psychological criticism** - applies psychological theories, especially Freudian psychoanalysis, and Jungian archetypal depth psychology, to works of literature to explore the psychological issues embedded in them. It may analyze a story's characters or plot, a poet's use of language and imagery, the author's motivations for writing, or any other aspect of a literary work from a psychological perspective. **Typical questions involved in this approach include the following:** - What psychological forces and factors are involved in the words, behaviors, thoughts, and motivations of the characters in a story? - Do dreams or psychological disorders play a part in the work? - How did the author's life experiences affect his or her intellectual and emotional formation? How is this psychological impact evident in the text and/or the author's act of writing it? - What unintended meanings might the author have embedded or encoded in the work? - Why did the author create such a text? What may have been his/her unconscious motivations? - Why did the character act a certain way? What may have been his/her unconscious motivations? 3. **Formalism** - along with one of its more conspicuous modern iterations, New Criticism, focuses on a literary text itself, aside from questions about its author or the historical and cultural contexts of its creation. - Formalism takes a story, poem, or play "on its own terms," so to speak, viewing it as a self-contained unit of meaning. The formalist critic therefore tries to understand that meaning by paying attention to the specific form of the text. **Typical questions involved in this approach include the following:** - How does the structure of the work reveal its meaning? - How do the form and content of the work illuminate each other? What recurring patterns are there in the form, and what is their effect? - How does use of imagery, language, and various literary devices establish the work's meaning? - How do the characters (if any) evolve over the course of the narrative, and how does this interact with the other literary elements? **William Wordsworth\'s \"I Wandered Lonely as a Cloud.\"** \"I wandered lonely as a cloud That floats on high o\'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze.\" **Title:** The title, \"I Wandered Lonely as a Cloud,\" sets up the initial mood and captures the speaker\'s state of mind. It also foreshadows the contrast that will be presented in the poem. **Structure and Form:** The poem consists of four stanzas, each with a consistent rhyme scheme (ABABCC) and a regular meter. The structured form creates a sense of order and rhythm, mirroring the peaceful and tranquil scene being described. **Tone and Mood:** The tone shifts from loneliness to joy and inspiration as the speaker encounters the daffodils. The mood transitions from reflective solitude to a more optimistic and appreciative state of mind. **Repetition:** The repeated use of \"I wandered\" and \"fluttering and dancing\" emphasizes the sense of movement and rhythm, reinforcing the theme of the connection between the speaker and nature. **Language and Diction:** The language is simple and evocative, using metaphors like \"I wandered lonely as a cloud\" to create vivid imagery. The choice of words such as \"golden daffodils,\" \"fluttering,\" and \"dancing\" contributes to the sensory experience and the portrayal of nature\'s beauty. **Imagery and Symbolism:** The imagery of the \"golden daffodils\" by the lake is central to the poem. The daffodils symbolize the beauty of nature and its ability to uplift the human spirit. The use of \"crowd\" and \"host\" enhances the sense of abundance and togetherness. **WEEK 4** **Reader-response criticism** - emphasizes the reader as much as the text. It seeks to understand how a given reader comes together with a given literary work to produce a unique reading. This school of criticism rests on the assumption that literary works don't contain or embody a stable, fixed meaning but can have many meanings---in fact, as many meanings as there are readers, since each reader will engage with the text differently. In the words of literature scholar Lois Tyson, "reader-response theorists share two beliefs: 1. that the role of the reader cannot be omitted from our understanding of literature and 2. that readers do not passively consume the meaning presented to them by an objective literary text; rather they actively make the meaning they find in literature." **Typical questions involved in this approach include the following:** - Who is the reader? Also, who is the implied reader (the one "posited" by the text)? - What kinds of memories, knowledge, and thoughts does the text evoke from the reader? - How exactly does the interaction between the reader and the text create meaning on both the text side and the reader side? How does this meaning change from person to person, or if the same person rereads it? **Historical criticism** - focuses on the historical and social circumstances that surrounded the writing of a text. It may examine biographical facts about the author's life (which can therefore connect this approach with biographical criticism) as well as the influence of social, political, national, and international events. It may also consider the influence of other literary works. New Historicism, a particular type of historical criticism, focuses not so much on the role of historical facts and events as on the ways these things arer emembered and interpreted, and the way this interpreted historical memory contributes to the interpretation of literature. **Typical questions involved in historical criticism include the following:** - How (and how accurately) does the work reflect the historical period in which it was written? - What specific historical events influenced the author? - How important is the work's historical context to understanding it? - How does the work represent an interpretation of its time and culture? (New Historicism) **Feminist criticism** - focuses on prevailing societal beliefs about women in an attempt to expose the oppression of women on various levels by patriarchal systems both contemporary and historical. It also explores the marginalization of women in the realm of literature itself. **Typical questions involved in this approach include the following:** - How does the work portray the lives of women? - How are female characters portrayed? How are the relationships between men and women portrayed? Does this reinforce sexual and gender stereotypes or challenge them? - How does the specific language of a literary work reflect gender or sexual stereotypes? **WEEK 5** **Reaction paper** - A reaction paper is a reflection of one's thoughts, and ideas. It is considered to have subjective interpretations of the texts. Moreover, writing a reaction paper is a great way to develop comprehension and analytical skills. **Ways how to write a Reaction Paper (Grace Fleming, 2017)** 1. Read and respond. Write your own assessment on the text you read. 2. Write a first paragraph. Create an outline. Write a strong introductory statement with the title of the text and its author. 3. State your opinion. Express what you feel, opinion, responses to the text. 4. State sample statements. a. I felt that... b. In my opinion... c. The author seems to... d. I did not like... e. I was especially moved by... 5. Back up your reviews with concrete evidence and examples from the text. **Parts of Reaction Paper** - **Introduction** - **Body** - **Conclusion** - **Reference** **Review Paper** - Writing a review is another way to develop a student\'s critical and analytical skills. This will enable you to connect your thoughts and ideas in various academic sources. In addition; this will be an avenue to widen your concepts on reading passages by going beyond literal interpretations. In writing reviews, you can also make connections with authors and writers by agreeing or disagreeing with their opinions and ideas, and in doing so, you are honing your critical evaluation skills. - A review is a summary of a particular topic being discussed. A review could be in a form of an evaluation of a publication like a book, article, or magazine. It could also be an evaluation of a performance like a movie, play, theatre show, or art exhibit. **Kinds of Review** A. **Book Review** - Brizee (2017) states that book reviews typically evaluate recently written works. They offer a brief description of the text\'s key points and often provide a short appraisal of the strengths and weaknesses of the work. Book reviews also appear in many professional works like magazines, newspapers, and academic journals. - They typically range from 500-750 words, but may be longer or shorter. A book review gives readers a sneak peek at what a book is like, whether or not the reviewer enjoyed it, and details on purchasing the book. **The Book Review Guidelines** 1. Mention the title of the book. 2. Write the author of the book. 3. Write your personal quality rating of the book., this is the score that you give to the book on a scale of 0 to 5 based on your personal liking/disliking of the book. O is bad and 5 is great! 4. Ensure that your book review is between 400 to 500 words. A review that is less than 400 words is likely to be too short for readers to gain any valuable insights from it. **Subparts:** a. **Summary:** This section gives a small brief of the story/plot of the book. Keep the suspense alive for the next reader of your book. If you reveal the entire plot of the book in your summary you will kill your reader\'s interest in reading the book. So make the summary concise. b. **Social/Historical Context:** This section talks about the message in the book. Is the book depicting a certain point in society? Is the story set in a certain time in history? What is the author\'s purpose in writing the book? Can we learn something from the book? c. **Writing Style:** This section talks about the way in which the author has written the book. Is the language common place or is it evocative? Has the book been written in the first person? Is the book in the form of a narrative or has the plot been constructed through a series of letters? Your comments in this section will help your fellow readers decide if they will be comfortable while reading the book or not. d. **My Thoughts:** This section mentions your complete personal reaction to the book, be honest and narrate your thoughts here. 5. Keep an eye on grammar and spellings while writing your review. Do not use slang. A clean, well-written page lends credibility to your writing and provides great value to your readers. Ex. Hunger Games' Book Review B. **Movie Review** - A movie review is an assessment of a film; this is a summary to inform readers of its artistic and aesthetic value. A movie review should include the writer\'s analysis of the film by providing the synopsis, the names of the director and actors. A movie is a work of art, therefore, the writer should inform, persuade, and entertain the readers. A movie review is a recommendation to gauge viewers whether such movie is worth watching or not. **How to Write a Movie Review** 1. Start with an interesting opening. Engage your readers right away by catching their attention through quoting lines or dialogues from the movie, or by creating your own unique statement to hook them. 2. Present your own opinions and arguments by providing facts and evidence. Give your own personal rating of the film by supplementing them altogether with additional facts. 3. Give your own analysis of the film by discussing the cinematography, tone, music, sound, and acting. You may provide your own positive or negative views, provided you support them with facts and evidence. 4. End your review with a convincing statement in order to bring your readers to a decision on whether or not they should watch the movie. **Format** 1. **Title** 2. **Abstract (summary)** 3. **Introduction** 4. **Body** 5. **Conclusion** 6. **Literature cited** **The Basic Components of the APA format:** 1. The title of the topic is centered. 2. The paragraphs are aligned to the left. 3. The margins in each side are 1 inch wide. 4. The first line of each paragraph is indented. 5. The number of the page is located in the top right corner. 6. The font to be used is Times new Roman, 12 point and not in bold. 7. Double spacing used be applied all throughout the text. 8. All citations are installed within the text. 9. Long quotations are not encouraged. 10. Quote those sources which have been quoted within the reaction paper. 11. Always write in the past tense. **WEEK 6-8** **CONCEPT PAPER** - The concept paper defines an idea or a concept and explains its essence in order to clarify the "whatness" of that idea or concept. It answers the questions: what is it and about it (Dadufalza 1996:183). - A concept paper starts with a definition, either formal or informal, of the term or the concept and proceeds with an expanded definition and an analytic description of the aspects of the concept. This clarifies meaning of words, or to correct misinterpretations, or misuse of a term. - A concept paper is a summary document of a project proposal that tells what the project is all about, the reasons for conducting the project and how it will be carried out. This paper also provides an overview of the project, and help funding agencies eliminate proposals that are likely to be disapproved. **It has several uses:** - Serves a foundation of the full proposal - Determines whether the project is feasible or not - Piques the interest of the potential funding agencies - Obtains informal feedback on the ideas prior to preparing the full proposal. - Helps in addressing social issues which plague our society **Three ways of elucidating a concept:** A. **Definition** - is a logical technique by which the meaning of a term is revealed. Definition is important because it clarifies the meaning of a word, or a concept and it also limit the scope of that particular word or concept. Limiting the scope controls and avoids misinterpretations, ague notions, and/or broad ideas. **Techniques** 1. **Formal** -- follows a pattern or equation: term + genus + differentia (differentiating characteristics). The term (word or phrase) to be defined. The class of object or concept to which the term belongs. The differentiating characteristics that distinguish it from all others of its class. - **Ex.** A robot is a machine that looks like a human being and performs complex acts of a human being (Webster) - Moreover, it gives the term to be defined, the category, and the quality that makes the term different from other terms in the same category. - **Example:** Vitamin E is a light-yellow fat-soluble vitamin that acts as anti-oxidant. (term defined) (category of the term) (quality) Biology is a branch of science that studies living organisms. (term defined) (category of the term) (quality). 2. **Informal Definition** -- giving of a parenthetical or brief explanation. - Example: Tocopherol (Vitamin E) is naturally found in vegetable oil, fish, and nuts. 3. **Extended Definition** -- is a detailed way of defining a term and is usually a one paragraph. It incorporates various patterns of formal, informal, comparison and contrasts, narration, description, classification, cause, and effect to explain a concept. - **Example:** First described in 1907 by Alos Alzheimer, a German physician, Azheimer's disease is an adult-onset neurological disorder of unknown etiology (cause) manifested by loss of memory, impaired thought processes, and abnormal behavior. When the illness begins before the age of 65, it is termed Alzheimer's disease; when onset is after 65, it is referred to as senile dementia of the Alzheimer's type. 4. **By synonym**- using a word or phrase that shares a meaning with the term being defined. - Ex: Hashish -- marijuana. 5. **By origin or semantic history** -- Ex. Yoga comes from the Sanskrit "to join" 6. **By Illustration** -- Ex: Known for their shedding their leaves in the fall, deciduous trees include oaks, maples, and beeches. 7. **By function** -- Ex: A thermometer measures temperature change. 8. **By analysis** (Breaking down wholes into parts, aspects into levels, and a process into steps) Ex: The republican form of government has three branches: the executive, the legislative, and the judiciary.' 9. **By contrast**- use of opposites Ex: Unlike those of gas, the particles of plasma are electrically charged. 10. **By negation** -- stating what a term is not. Ex: Wild rice, an American delicacy, is not rice at all but the seed of a tall aquatic grass. B. **Explication**-- is an attempt to reveal the meaning by calling attention to implications, such as the connotations of words and the tone conveyed by the brevity or length of a sentence. An explication is a commentary that makes explicit what implicit. -- is a method of explanation in which sentences, verses, quotes, or phrases are taken from a literary or academic work then interpreted and explained in a detailed way. You may begin by analyzing how the text was constructed and end with a concise conclusion by restating your major arguments. Explication not only illuminates a piece of literature, but also serves to remind the readers about its historical setting and formal properties of style and language. C. **Clarification**- it is a method of explanation in which the points are organized from a general abstract idea to specific and concrete examples. The analysis of the concept is done by looking at the examples and specifying its characteristics. **Signal Words for Clarification** - After all - for instance - namely - that is - As an example - in other words - put another way - to be specific - Consider the following example - in particular - specifically - To clarify - for example - in short - stated differently **PARTS OF A CONCEPT PAPER** - The parts of a concept paper may also vary depending on the nature of the project/activity when it is used in a specific discipline. **Cover Page** contains: - Proponent's name - Proponent's contact number, email address - Proponent's agency - Date of submission **Introduction** contains: - Short description of proponent's agency, major accomplishments, and capability to undertake the proposed project. - Reasons why the funding agency should support the project **Rationale or Background** contains: - State the problem to be solved - State the project's significance - Project Description contains - Objective of the project **Methodology (Action Plan)** - Timeline - Anticipated outcome - How the outcome will be evaluated **Project Needs and Cost** contains: - Budget, item description and amount - Personnel or equipment needed