EAPP 3rd Quarter Exam Reviewer PDF

REVIEWER EAPP 1. Academic \-\-- means in relation to the academe and/ or education which is the source of knowledge, new learnings, skills, values and habits. 2. An academic text is basically anything that is used in the schools or classrooms. It includes school books, newspapers, a...

REVIEWER EAPP 1. Academic \-\-- means in relation to the academe and/ or education which is the source of knowledge, new learnings, skills, values and habits. 2. An academic text is basically anything that is used in the schools or classrooms. It includes school books, newspapers, articles, textbooks, and anything written by experts in various fields of specialization. 3. it is noted that most students take a surface approach to reading. They do not question the author's arguments. They take the author's ideas at face value. 4. However, reading an academic text does not simply involve finding information in the text itself. Rather, it is a process of working with the text. 5. When reading an academic text, the reader recreates the meaning of the text, together with the author. In other words, readers negotiate the meaning with the author by applying their prior knowledge about it. 6. Textbooks are specifically designed to help you, the learner. They vary in style, tone and level depending on their audience. They are a good place to start when learning about a new topic. 7. Student essays vary in length and formality, but they usually contain three sections: introduction, main body, and conclusion. They usually need to include citation of sources. 8. Theses and Dissertations. These texts are the result of long periods of reading. 9. Research articles are written mainly for a specific audience- researchers, academics and postgraduate students. 10. Research articles usually contain the following: a\. Introduction b\. Literature review c\. Background to the research and method d\. Results or main findings e\. Discussion, including author's interpretation of the results f\. Recommendations: ideas for future research g\. Conclusion h\. Bibliography i\. Appendix 11\. Case studies may be found in any discipline, though they are most common in disciplines such as business, sociology, and law. They are primarily descriptive. 6\. Reports. The purpose of reports is to describe what happened (e.g. in a piece of research) and discuss and evaluate its importance. They are found in various disciplines, like science, law and medicine. C. READING IN VARIOUS ACADEMIC FIELDS a\. Reading in Science. Scientific texts pose specialized challenges to the inexperienced and struggling readers. For example, scientific research reports include abstracts, section headings, figures, tables, diagrams, maps, drawings, photographs, illustrations, reference lists, and endnotes. b\. Comprehension of scientific texts also often requires mathematical literacy, or an ability to understand what mathematical tables and figures convey. It is not uncommon for such figures and tables to invite multiple points of view or to open up questions that are not posed directly in the text. Many scientific texts also require visual literacy, using diagrams, drawings, photographs and maps to convey meanings. c\. Reading in the field of Science is extensive in nature. Thus, you must have a good foundation of the general science before you fully understand readings of the specific branches of Science. d\. The content of science is a heavy burden for words alone to bear, and so science texts resort to other modes of communication as well. Chemical symbols represent the elements, illustrations range from the relatively concrete to the abstract and schematic, graphs and charts represent a multitude of patterns, and mathematical notations capture systematic relationships. e\. Reading in History. In examining primary source documents, historians ask themselves about the kind of document it is and, how the document came into being. They examine word choice and, what information is included and excluded. They seek corroboration across multiple sources. They assume such texts have subtexts that reflect the author's points of view, access to the experiences about which they write, and how the text is organized to appeal to what audience. In contrast, schools typically socialize students into seeing history as a simple chronology of events and the explanations of social, political and economic phenomena offered in texts as a truthful and unexamined master narrative. f\. Reading in Literature. It remains the case that literature teachers are more likely to ask students about the symbolism in literary texts than to model or teach how to detect the symbolic from the literal and how-to-re-construct the figurative inferences to be made about symbols in literature. Only a small percentage of students graduating high school remain lifelong readers of the kinds of canonical texts that the literature curriculum hopes to apprentice them into appreciating. g\. Understanding the rhetorical tools that authors employ in narratives (fictional, autobiographical, biographical) is necessary to understand a range of warrantable interpretations of complex literary works. Literature invites multiple points of view. HERE. DECEMBER 12. h\. Reading in Mathematics. Research has shown that mathematics texts contain more concepts per sentence and paragraph than any other type of text. They are written in a very compact style; each sentence contains a lot of information, with little redundancy. The text can contain words as well as numeric and non- numeric symbols to decode. D. Structure of Academic Texts a\. The term TEXT STRUCTURE refers to how information is organized in a passage. The structure of a text can change many times in a work and even within a paragraph. Students are often asked to identify text structures or patterns of organization on state reading tests. Also, understanding text structures can help students make and interpret arguments. For these reasons, it is important that students are exposed to the various patterns of organization. b\. The structure of an academic text will depend on the purpose of the text. There are two kinds of structure of academic text: three- part essay, and the IMRad. c\. The three- part essay is basically the Introduction, Body paragraphs, and the Conclusion. On the other hand, IMRaD is a short for Introduction, Methods, Results, and Discussion. d\. Academic texts structured using the IMRaD format are usually short and concise. The language will be as plain and as unambiguous as possible. There is no place in this type of writing for personal views and fanciful language. e\. IMRaD. f\. Introduction -- usually contains a summary of existing research on the subject, a thesis statement, hypothesis or research question, relevant theories, and introduction to the field, the current situation, or to the prevailing practice. g\. Method -- shows that the author arrived at his results by applying valid and reliable methods. He explains what he did, his research, treatment or professional intervention, and how he did it. h\. This part accounts for and documents what the author did and did not do. i\. Results -- a relatively large part (findings, data, empirical evidence). This section presents the findings, organizes, classifies, analyzes, and categorizes. j\. This section also explains and interprets. k\. The Results is the essence of the paper. The Introduction and Methods build up to the Results by sowing how the author arrived at his results and their significance. l\. Discussion -- discusses the results of his study. The author decides if it is possible to generalize, to make comparisons with other studies, to do alternative explanations. m\. This section determines the strong and weak aspects of the paper, the practical implications. n\. The author decides if more research is needed and makes recommendations to be applied in practice. E. Tips in Reading Academic Texts a\. When reading academic texts, you will encounter difficulties especially when you do not know the context. You can search related topics that will make it easier for you to understand the concepts. There will also be times that you will encounter important highlights of the texts. You can make a habit to highlight, underline, or encircle or put something that will mark that the line is essential and important. b\. Read every sentence carefully. Do not skip over. If there is a single word that you do not understand, write it down. Stop reading. Go search it. Find the meaning. c\. Make it a point to understand what the text says. Reflect on what the text is trying to explain to you and be mindful in interpreting the things you have read. Investigate. Do not believe everything you have read. Learn how to distinguish truth from lies, facts from opinions. You must be critical- minded. d\. Make sure that what you are reading is a reliable one. Remember, not everything posted in the Internet is valid and reliable. Avoid reading articles from Wikipedia and try exploring Google Scholar. e. A. Outlining 1\. An outline is usually in the form of a list divided into headings and subheadings that distinguish main points from supporting points. It presents a picture of the main ideas and the supporting ideas of a subject. 2. In an outline, writers list details of a text read from general to specific. Other than the writing outline done before writing, there is also the reading outline. It is used to get the main ideas of a text that is already written. Here is one way of doing the outline: 1\. Format your outline. The traditional outline follows a specific format of letters and numbers. First, number the main sections or topics with Roman numerals (I, II, III, and so on). Use capital letters (A, B, C, D and so on) for the first level of subsection under the Roman numerals. If there is further level of subsection after that, use Arabic numerals (1, 2, 3 and so on). If there is still another level after that, use lowercase letters (a, b, c and so on). 2\. Indent your outline. To make the outline clearer and easier to follow, align each section to the left of the paper. Indent each subsection, and with every subsequent subsection, indent more. 3\. The following is the skeletal format of alphanumeric outline: I. First major heading a\. Subheading of first degree i\. Subheading of second degree ii\..kj;j;j; iii\. Khhkhhhuuuu 1\. Subheading of third degree 2\. Subhe;mmkm a\. Subheading of fourth degree b\. Jk;jiyyyyy b\. Subheading of first degree II\. Second major heading............................................. Here are some suggested steps in creating your own reading outline: 1\. Read the entire text first. Skim the text afterward. 2\. Locate the main idea or thesis of the whole essay. 3\. Look for key phrases in each paragraph of the essay. 4\. Locate the topic sentence of each paragraph. 5\. Look at the topic sentences and group those with related ideas together. 6\. The contents of the reading are arranged according to levels. 7\. Evaluate the supporting details provided. 8\. Go back to the text to check whether you have followed its sequence closely and that you have not missed any information. Writing the review or critique paper. 1. Experts contrast reviews and critiques from each other. They consider a review as one that can be compiled by anyone and consists of a subjective opinion of a work. In contrast, a critique is written by an expert in the field with a technical comprehension. 2. A review, sometimes called a critique or an evaluative paper, critically and carefully examines another writer's work, almost like a peer review. A review or critique may provide an overall assessment or may focus on specific parts of a piece of work. 3. Nowadays, we can find reviews even for various home appliances, technical gadgets, phones, etc. These are known as user reviews. 4. Characteristics of a good critique and critic. The word critique refers to the review or the written output, and the word critic to the author or person writing the critiques/ reviews. The characteristics of a good critique are as follows; 1\. Comprehensive. A good review analyzes all the elements of the genre to which the particular work belongs. 2\. Critical. The review is in-depth. Critical approaches to writing a review are employed by the author. 3\. Timely. The review is about a work that is relatively recent. 4\. Objective. The review is not tainted by the author's personal biases and prejudices. 5\. Credible. The review is acceptable to many, if not to all. The reviewer made use of generally accepted criteria in evaluating the subject work. 6\. Original. The review is simply not piecing together of other critic's reviews. The author provides his or her own inputs that may be the same or different from that of other critiques. 7\. Fair. The author does not unfairly compare the work with another work. 8\. Decisive. It decides whether the work is good or bad, of good quality or poor quality. A good critic, on the other hand, has these characteristics: 1\. Knowledgeable of the genre and the topic of the text. 2\. Proficient in determining the strengths and weaknesses of the text. 3\. Objective in critiquing the text, disregarding personal opinions and ideology. 4\. Truthful and not easily influenced by others' opinions. C. Critical Approaches in Writing a Review or Critique There are various ways or standpoints by which you can analyze and critique a certain material. You can create a material based on its technical aspects, its approach to gender, your reaction as the audience, or through its portrayal of class struggle and social structure. Here are four of many critical approaches that you may employ in writing a review or critique: 1\. Formalism -- Formalism may be defined as a critical approach in which the text under discussion is considered primarily as a structure of words. That is, the main focus is on the arrangement of language, rather than on the implications of the words, or on the biographical and historical relevance of the work in question. Formalism claims that literary works contain intrinsic properties and treats each work as a distinct work of art. In short, it posits that the key to understanding a text is through the text itself -- the historical content, the author, or any other external contents are not necessary in interpreting the meaning. The following are the common aspects looked into in Formalism: a\. Author's techniques in resolving contradictions within the work. b\. Central passage that sums up the entirety of the work. c\. Contribution of parts and the work as a whole to its aesthetic quality (quality of being beautiful). d\. Relationship of the form and content. e\. Use of imagery to develop the symbols in the work. f\. Interconnectedness of various parts of the work. g\. Unity in the work. 2\. New Historicism -- The new historical approach emphasizes the cultural context in which text is produced, rather than focusing exclusively on the formal structure of the text itself. New Historicism posits that literary works are not singular or solitary forms, but, instead, a product of different networks of socio-material practices. 3\. Reader- response criticism is concerned with the viewer's reaction as an audience of a work. This approach claims that the reader's role cannot be separated from the understanding of the work -- a text does not have meaning until the reader reads it and interprets it. Readers are therefore not passive and distant, but are active consumers of the material presented to them. The common aspects looked into when using reader- response criticism are as follows: a\. Interaction between the reader and the text in creating meaning. b\. The impact of the reader's delivery of sounds and visuals on enhancing and changing meaning. 4\. Marxism -- Marx believed that economic determinism, dialectical materialism and class struggle were the three principles that are important in analyzing or interpreting a piece of literature. Marxist criticism is concerned with differences between economic classes and implications of a capitalist system, such as the continuing conflicts between the working class and the elite. Hence, it attempts to reveal that the ultimate source of people's experience is the socioeconomic system. The common aspects looked into when using Marxist criticism are as follows: MARXISM: a\. Social class as represented in the work. b\. Social class of the writer/ creator. c\. Social class of the characters. d\. Conflicts and interactions between economic classes. 5\. Feminism -- Feminism in literature refers to the exploration of women\'s experiences, perspectives, and challenges in literary works. It involves a critical examination of gender roles, power dynamics, and societal expectations placed on women. Feminist criticism, also called Feminism, focuses on how literature presents women as subjects of sociopolitical, psychological, and economic oppression. It also reveals how aspects of our culture are patriarchal, i.e., how our culture views men as superior and women as inferior. The common aspects looked into when using Feminism are as follows: FEMINISM: a\. Show culture determines gender. b\. Show gender equality (or lack of it) as presented in the text. c\. Show gender issues as presented in the literary works and other aspects of human production and daily life. d\. Show women are socially, politically, psychologically, and economically oppressed by patriarchy. e\. Show patriarchal ideology as an overpowering presence. D. Steps in Writing a Review or Critique. a\. Decide what to look at. The first thing you need to do before you start your review is decide what aspects of the item you are going to evaluate. What in it is good or bad? On a movie, acting, special effects, camera work, etc. On a restaurant, the food, service, etc. b\. Decide what makes the things good or bad. What are your definitions of good and bad? c\. Write your review or critique. Follow the following: i\. Open with an introduction paragraph that does the following: (1) catches the reader's attention; (2) identifies the thing you'll be reviewing (e.g., the title of the book or movie); and (3) identifies the authors, stars, or directors, if appropriate. ii\. Write a full paragraph about each of the aspects you want to examine. iii\. End with a conclusion paragraph that does the following: (1) briefly restates the main ideas of the review; (2) makes a judgment about the book or movie or whatever, saying whether it is good or bad (some reviewers give ratings, like four stars or two thumbs up); and (3) recommends that the reader goes to the movies or read the book or buy a meal at the restaurant (or not, if it is not good). Exercise: Write a Marxist review and a Feminist review of "The Gift of the Magi". MARXISM: a\. Social class as represented in the work. b\. Social class of the writer/ creator. c\. Social class of the characters. d\. Conflicts and interactions between economic classes. FEMINISM: e\. Show culture determines gender. f\. Show gender equality (or lack of it) as presented in the text. g\. Show gender issues as presented in the literary works and other aspects of human production and daily life. h\. Show women are socially, politically, psychologically, and economically oppressed by patriarchy. i\. Show patriarchal ideology as an overpowering presence.