EAPP English for Academic and Professional Purposes PDF

EAPP 🙏 English for Academic made by Bianca and Vero and Professional Purposes...

EAPP 🙏 English for Academic made by Bianca and Vero and Professional Purposes print layout niyo pls — First Semester — 1st Quarter I. Differentiating Language in Various Disciplines Upper class: French Lower class: English Five Theories of Language Bow-Wow – ancestors imitated the natural Middle English (14th century) sounds around them (eg. moo, meow, splash, ➔ English was dominant with added French cuckoo, bang) words ◆ Language of Chaucer (C1340-1400) Ding-Dong – when we respond to + make ➔ Great Vowel Shift: end of Middle English harmony with the objects in our environment ◆ Vowels were pronounced shorter ○ supported by Pythagoras and Plato La-La – sounds associated with love, play, and Early Modern English (16th-17th centuries) songs ➔ AKA Period of the English Renaissance Pooh-Pooh – emotions, spontaneous cries, ➔ 16th century: Renaissance of Classical learning surprise (eg. ow, ouch, oh) ◆ New words + phrases were added to Yo-He-Ho – grunts, groans and snorts caused English by heavy physical labor ➔ Printing brought standardization to English ◆ Dialect of London became standard History of English ➔ Englishmen borrowed words from Latin and Origin Greek ➔ 5th Century AD: three Germanic tribes ➔ Shakespeare was the greatest writer of this (Angles, Saxons, Jutes) invaded Britain period ◆ They crossed the North Sea from ➔ King James Bible is the best-known book Denmark and Northern Germany (1611) ◆ Britain originally spoke a Celtic language ➔ Angles Dictionary — product of the desire to fix and ◆ Came from Englaland establish the English language ◆ Spoke Englisc → “English” and ➔ 1603: publication of first dictionary (2500 “England” words) ➔ 1604: publication of first English dictionary Old English ➔ 1775: Samuel Johnson published his dictionary ➔ Spoken until 1100-1066 when William the ➔ 1828: Noah Webster dictionary Conqueror, Duke of Normandy, invaded ➔ Ended with the twelve-volume Oxford English England Dictionary ◆ Normans brought French ◆ Language class divide ∧,,,∧ ( ̳ · ̳) / づ p. 1 18th century English — official language of 53 countries and is ➔ Invention of English grammar spoken by around 400 million people across the ➔ English replaced Latin globe Text ★ Linguistics – original words of something written, printed or spoken; any coherent stretch of language ★ Literary criticism – original information + distinguishing what’s been added or subtracted from it in a textual document ★ Noun – book or other written/printed work; regarded in terms of its content than its physical form ★ Literary Theory – anything that can be read; coherent set of signs that transmit an informative message ○ Can be a work of literature, a street sign, an arrangement of buildings on a city block or styles of clothing ★ Information Technology – human-readable sequence of characters and words that can be encoded into computer-readable formats Academic Text Types of Academic Text Critical, objective, specialized a. Descriptive - Provides facts and information Written by experts + professionals; formal (IRRSD) Always linear i. Identify, report, record, summarize, define ○ 1 central point all its parts are related to b. Analytical - Organizes information into Purpose is to inform not entertain categories, types, or relationships (ACCRE) Written in the standard form of language i. Analyze, compare, contrast, relate, ○ Examples: essays, reports, case studies, examine textbook, thesis and dissertations, research c. Critical - Consider at least two points of view, and journal articles, some newspapers and including your own (ECDD) magazine articles i. Evaluate, critique, debate, disagree Characteristics: d. Persuasive - Includes interpretation, or ○ Includes concepts and theories related to evaluation of other works along with your point the specific discipline of view and must be supported by evidence ○ Structured introduction, body, and (EADP) conclusion i. Evaluate, argue, discuss, take a position ○ Information from credible sources that are properly cited ○ Usually exhibits all properties of a Features of Academic Text (O COWHEAP ) 😭 well-written text 1. Objective Organization, unity, coherence, and a. Emphasis is on info + arguments, rather strict adherence to the rules of than the writer’s personal interests language and mechanics 2. Complex a. Longer language, lexically denser, varied vocabulary, texts are shorter with more grammatical complexity ∧,,,∧ ( ̳ · ̳) / づ p. 2  3. Organized (logical dev) ★ According to Harold Schiffman, it is a. Each paragraph leads to the development specialized vocabulary used by of the other logically socio-professional groups for special purposes. 4. Well-planned (purpose) It is a property of language, not of a group or a. Well-planned; involves research and class. evaluation of the specific purpose of your text. Characteristics of Linguistic Register 5. Hedged ○ Uses specialized vocabulary, turns of phrase, a. The writer takes a stance on the arguments colloquialisms, and jargon and claims used in the text ○ A unique way a speaker uses language in 6. Explicit different circumstances a. It is clear how all the parts connect and ○ Encompass all of how humans communicate in relate to the main idea specific parameters 7. Accurate (unambiguity) ★ Examples: a. Words used have narrow specific ○ Medical – components and processes of meanings the human body, medical procedures, 8. Precise diseases, disorders, and pharmacology a. Facts are accurate and correct ○ Legal – connected to the legal profession, proceedings, and cases Organized vs Explicit: ○ Journalistic – how journalists create ➔ Organized: relation between paragraphs; flow reports, shape points of view, deliver and structure expected news, how media language is ➔ Explicit: relation of each part to main different from other languages point/focus of the text Academic Language (Formal vs. Informal) II. Academic Writing Language needed by students in schools Used in textbooks, classrooms, tests and Writing is shaped by the following factors: documents ✿ Topic ○ Formal - Used for professional and ➔ What is the text about? academic purposes; does NOT use ➔ What details am I imparting to the personal pronouns or colloquialisms or readers? contractions; impersonal ☆ Role ○ Informal - Used when communicating ➔ Who am I writing as? (as a sibling, a with family and friends; uses personal student, a son/daughter, etc.) pronouns, colloquialisms or contractions; ✿ Purpose more casual and spontaneous ➔ Why am I writing the text? Linguistic Register ☆ Audience ★ According to Trugdill, this refers to linguistic ➔ Who is reading this piece? varieties linked to social situations, such as ➔ What knowledge do they need to occupations, professions, or topics; usually understand in my writing? characterized by vocabulary. ∧,,,∧ ( ̳ · ̳) / づ p. 3  Pre-Writing ⤷ First stage of the writing process which helps you discover ideas before writing the first draft of your paper Strategies of Pre-Writing (BCFJ) ○ Brainstorming - list everything that comes to mind as fast as you can in a certain amount of time ○ Clustering/Mapping - Write a word or phrase in the center of your paper (main idea) Then, connect related phrases to the main topic (subtopics) Branch off the subtopics with supporting ideas ○ Free-writing Write your thoughts nonstop Write quickly to create constant momentum for a spontaneous flow of thought ○ Journalistic questions Ask yourself questions to clarify some words or scenarios in your freewriting The answers to these questions should be added before you make the next draft. Academic Writing Be specific ★ Particular style of expression used in formal Avoid vague or ambiguous wording essays and other assessments ★ Requires formal language, logical structure, ○ Focus and Well-structured (FW) and evidence support to define the intellectual Needs to have a clear purpose outlined in boundaries of their specific areas of expertise. the thesis statement or research question Include only relevant information Academic Writing vs Academic Text: Pay attention to structure Academic Writing is the expression, register, way of articulation used in Academic Text; Academic Texts Overall structure: are the works themselves. ➷ Always has intro and conclusion ➷ Divide long texts into chapters/sections with Features of Academic Writing: clear headings ○ Formal and Unbiased (FU) ➷ Information must be in logical order Formal: Ensures consistent presentation across different texts for objective Paragraph structure: comparisons with other research ➷ New idea = new paragraph Tone is important; avoid informal ➷ Start each paragraph with a topic sentence language (slang, contractions, ➷ Use clear transitions between paragraph cliches, conversational phrases) ➷ Each paragraph should be relevant to the Unbiased: Represents work of past argument researchers + results of your research accurately Outline methodology clearly, be Sentence structure: honest about your study’s ➷ Transition words to connect different ideas limitations in and between sentences ➷ Use appropriate punctuation (helps avoid ○ Clear and Precise (CP) sentence fragments or run-on sentences) ∧,,,∧ ( ̳ · ̳) / づ p. 4  ➷ Variety of sentence length and structures or emotive and grandiose. Avoid making it: ○ Well-sourced (WS) ❦ Personal: be objective Choose credible and appropriate sources ––– text focuses on research, not author and always cite them Always avoid using second-person Have a reference list and in-text citations pronouns like “you” whenever you quote or paraphrase It is discouraged to use first-person someone else’s work pronouns but not against the rules ○ Correct and Consistent (CC) ❦ Long-winded: be concise and straightforward Follow the rules of grammar, punctuation, ––– don’t overcomplicate and citation Avoid redundant phrases Consistent stylistic conventions regarding: Try replacing these with their one-word Numbers equivalents where possible Abbreviations ❦ Emotive and grandiose: communicate clearly Verb tenses ––– don’t exaggerate Capitalization Avoid appeals to emotion and inflated UK vs US English claims Stick to specific, grounded arguments Academic Writing is NOT personal, long-winded, that you can support with evidence III. Techniques for Summarizing a Variety of Academic Texts Critical reading is important because it allows you to break the text down into its component parts and assess its strengths and weaknesses. It helps you understand the author’s purpose and how it relates to your own life. Techniques to Develop Critical Reading Skills (11) ⥼ Outlining ⥽ preliminary to summarizing Circle keywords and write comments or Identifies the basic structure and main ideas of questions you have about the material in the the text margins Distinguishes between the main ideas and supporting evidence ⥼ Contextualizing ⥽ Steps of Outlining: Understand text within its original historical or ○ Brainstorming cultural context; consider: ○ Ordering ○ Language or ideas that appear foreign or ○ Organizing out of date ○ Labeling ○ Your knowledge of the time and place in which the work was written ⥼ Annotating ⥽ can be simple or elaborate ○ Effect of these differences on your Underline important parts of the text (eg. thesis understanding and judgment of the work statement, topic sentences) ⥼ Paraphrasing ⥽ ∧,,,∧ ( ̳ · ̳) / づ p. 5  Put the text into your own words; you are not ○ Credibility: no contradictory statements changing what is said, but how it is said ⥼ Recognizing emotional manipulation ⥽ ⥼ Summarizing ⥽ Be wary for false or exaggerated appeals; look Synthesizing the original material in your own out for: words, fostering understanding ○ Loaded or slanted language: language meant to get a specific reaction. ⥼ Reflecting on challenges to your beliefs and ○ Bandwagon effect: everyone else thinks values ⥽ this is true and so should you. Identify the points in the text where you feel ○ False flattery: praising the reader to get your beliefs are being challenged and analyze them to accept the writer’s view your feelings about them ○ Veiled threat: alarming or frightening Do you have a strong reaction to the text? readers into believing author ⥼ Exploring the figurative language ⥽ ⥼ Judging the writer’s credibility ⥽ Use figurative language like similes, 3 methods to show your credibility: metaphors, and symbols to illustrate your point ○ Showing knowledge on the subject ⥼ Looking for patterns of opposition ⥽ through facts and statistics Writers may anticipate opposition to their views ○ Building common ground with readers by and respond to them in the text basing arguments on shared beliefs (counterargument); ○ Responding fairly to objections and Consider conflicting views and opposites opposing arguments To evaluate this, make two columns: Left column: list words or phrases that ⥼ Analyzing the writing in other disciplines ⥽ seem to indicate opposition Other disciplines have traditional ways of Right column: write down the opposite of writing about their subjects. that phrase ○ Make a note next to each pair which one ★ What is the subject? the author prefers ★ What kinds of statements tend to be made ○ Conclude what the writer wants you to about subjects in this field? believe based on these statements ★ What key concepts does the reader need to be familiar with? ⥼ Evaluating the logic of an argument ⥽ ★ What evidence is valued in this field? An argument has two parts ★ How are statistics presented? ○ Claim: view of author; what the writer ★ How is field research presented? wants readers to accept ★ How much description and narration is ○ Support: reasons and evidence for the used? How much interpretation and claim evaluation? Arguments must pass the ABC test: ★ How are quotations cited? Appropriate, Believable, Consistent ★ How are other scholars cited? ○ Appropriateness: analyze according to ★ How is the author identified in the writing? logical fallacies ★ Where was it originally published? ○ Believability: apply fallacies that relate to ★ Which genres are most commonly used in a reasoning particular field? ∧,,,∧ ( ̳ · ̳) / づ p. 6  IV. Thesis Statement Thesis statement - Sentence/s within the introduction that tells the reader: ○ The topic of the paper ○ Blueprint for the essay’s structure ○ How the writer intends to discuss the topic ○ How the writer intends to prove or demonstrate their main points For you as a writer, the thesis statement: For you as a reader, the thesis statement: ○ Develops through the interrelationship of ○ Identifies the main and sub-points of the thinking, reading, and writing essay clearly and quickly ○ Limits your research by providing one main ○ Functions as a road map so readers can idea that intrigues you easily follow the ideas ○ Narrows your writing to one specific claim that ○ Provides satisfaction at the conclusion of you can develop or prove ○ Organizes your ideas so you know the the paper when your readers see you have important points of your paper fulfilled your promise by proving or ○ Clarifies your writing by keeping you on target developing your main point to fulfill your proposed purpose Characteristics of Effective Thesis Statements FACTS NARROW TOPIC The thesis statement is NOT a fact itself. Instead, If the topic is too broad, the entire topic might it is an inference that demands proof or further not be covered in your paper. If it’s too narrow, evidence, which comes from literature. you might not find research, and your paper won’t be long enough. Example: Example: UNT Dallas campus has two buildings. College students have many responsibilities. ↳ simply a fact ↳ too broad and vague The UNT Dallas campus is the perfect size. Student workers in the Learning Commons at ↳ no evidence UNT Dallas have many responsibilities in While some might see small universities as a their coursework and tutoring. disadvantage, the small campus of UNT Dallas ↳ focus on student workers is too narrow holds many advantages for students, including College students who are financially a close-knit campus community, smaller class independent have many responsibilities such sizes, and better support from professors. as maintaining good grades, paying living ↳ gives the main statement, arguments, and expenses, and balancing work and school. counterargument all in one. ↳ just right; specifies the responsibilities but is broad on the students being focused on ∧,,,∧ ( ̳ · ̳) / づ p. 7 A thesis statement is NOT a: d. Comparative – compare and contrast two or Question – it should be a declarative statement that more ideas or texts argues a position using facts i. Ex. A comparison of Eastern and Western Subjective opinion – it should be proven by facts philosophies reveals fundamental & literature differences in their views on the self, the Religious or political belief – instead, you should nature of reality, and the path to discuss theories about politics or religions and use enlightenment. literature to prove or disprove those theories. Fact – there should be something to argue e. Narrative – narrates or tells a story i. Ex. The story of my grandmother’s life in Parts: war-torn Vietnam reflects the strength and Topic: the main idea of the essay determination that can emerge from Controlling Idea: what you want to say about adversity. the topic Subtopics: usually 3 examples/reasons you f. Persuasive – persuade or convince the reader will discuss in your paper of a certain viewpoint i. Ex. The death penalty is an outdated form The paper should be organized around the subtopics. of punishment and should be abolished due to its potential for wrongful Types of Thesis Statements executions. a. Expository – explain, inform, or describe the topic that is being discussed g. Descriptive – describe or paint a clear picture i. Ex. The principles of Newton’s laws of of an object, subject, experience, or place motion lay the foundation for i. Ex. The abandoned, dilapidated house at understanding the behavior of objects in the end of the street, with broken windows the physical world. and overgrown ivy, exudes an eerie and haunted aura. b. Argumentative – argue, debate, assert a claim using logical reasoning h. Problem-Solution – recognize a significant i. Ex. Social media has a detrimental impact issue and present an actionable and clear plan on mental health, as it promotes unrealistic or solution to address it standards and encourages constant i. Ex. To combat the obesity epidemic comparison with others. among children, schools should incorporate healthier meal options, c. Analytical – give insight, understanding, and improve physical education, and promote interpretation nutritional education. 1. Ex. In Shakespeare’s play ‘Hamlet,’ the character of Hamlet undergoes a profound i. Cause-Effect – explain the connections transformation from an indecisive prince between actions or events to a vengeful avenger. i. Ex. The decline of bee populations, caused by pesticide use and habitat destruction, has a negative effect on food production and biodiversity. ∧,,,∧ ( ̳ · ̳) / づ p. 8  Logical Fallacies ★ Errors in reasoning that invalidate the argument ★ Look for bad proof, wrong number of choices, or a disconnect between the proof and the conclusion ★ Logical fallacies are bad, not only because they are errors in reasoning, but because they often lead to false conclusions. Though sometimes, the conclusion might be coincidentally true despite the invalid reasoning ✷ Ad hominem – unfairly attacking the opposition’s ⟡ Global warming doesn’t exist because the earth character instead of their argument is not getting warmer. ← did they prove that the ⟡ Abusive - the person is directly attacked earth is not getting warmer? ✮ This is why a woman shouldn’t do a man's ⟡ Everyone wants the new iPhone because it is job. ← direct attack on the basis of the the hottest new gadget on the market! ← how do person’s gender we know it is the “hottest new gadget?” ⟡ Circumstantial - personal circumstances ⟡ Smoking cigarettes can kill you because motivate a person's argument, so it must be cigarettes are deadly. ← even if this might be false. true, they provide no proof that cigarettes are ✮ This car is proven to get great gas deadly mileage. Yeah right! You just want my sale. ← assumes the person is lying because lying would benefit them ⟡ Guilt by association - due to an association to something negative, an argument is discredited. ✮ He was evil and against religion. All people against religion are bad. ← hasty generalization due to association ⟡ Tu Quoque (you too) - actions discredit your argument (hypocrisy) ✮ You say that cheating is bad even though The statements lack sufficient evidence & assume you cheated on your wife. Therefore, your truth; you should question the premise of the argument is flawed and you don’t actually argument before believing in its conclusion. believe in it. ← discounting someone’s arguments because their actions do not ✷ “Post Hoc, Ergo Propter Hoc” or False Cause align with it and effect – misattribution of causation; assuming ✮ “You should study hard,” “But you don’t, that because two things happened, the first must why should I?” have caused the second. ⟡ Every time my sister Xena uses hairspray, it is The claim is rejected because the person’s actions an extremely hot day. ← past correlations do not are not consistent with their words. equal causation; there is no determined relationship between the two events ✷ Begging the question – circular reasoning; the ⟡ Every time I wash my car, it rains. conclusion is reached before the initial assumption ⟡ Our garage sale made lots of money before Joan is proven true. showed up. Obviously, she scared off all the customers. ∧,,,∧ ( ̳ · ̳) / づ p. 9  The statements make the incorrect assumption that ✷ Rationalization - providing incorrect reasons to because event A happened, event B will happen justify your position; incorrectly rationalizing your too. claim ⟡ I don’t believe in global warming because I like ✷ “False dichotomy” or false dilemma or using hairspray. “Either/or” Fallacy – discusses an issue as if there ⟡ I can’t go with you to that opera because I have are only two options and ignores any other possible a deadline at work coming up, plus I need to alternatives. wash my hair that night. ⟡ Love America or leave it. ⟡ Reason A is given for claim B, although reason ⟡ Martial Law must be declared or we will never A is not the real reason. be able to stop terrorism. ⟡ Our country is facing an economic crisis. We ✷ Red Herring - presenting an argument unrelated either vote for that candidate or our economy to your subject to serve as a distraction will worsen. ⟡ A smoked herring was often dragged by escaped prisoners to cover their scent and Gray areas and nuances are not considered. confuse the tracking dogs (origin) ⟡ Latin should not be taught in school since it is ✷ Evasion – ignoring or evading the questions not spoken anywhere in the world. All learning ⟡ “How’s your test?” “I’m too tired, I want to should have some use to be of value, and a dead rest.” language has no practical use. ✷ False Analogy/Faulty Comparison - making a ⟡ The fact that Latin is a "dead" language is comparison between two subjects that have more irrelevant to the argument. In fact, learning dissimilarities than similarities Latin would be useful because many of the ⟡ Using hairspray everyday is like launching a prefixes and roots in the English language nuclear weapon. have their origin in Latin. ⟡ I think someone who can’t get up and running without having their morning coffee is as good ✷ Two wrongs make a right - defending something as an alcoholic. wrong by citing another incident of wrongdoing (an eye for an eye) Two things that are alike in one way are not ⟡ Filipinos do not need to regulate pollution automatically alike in other ways. because China is producing more pollution than them. ✷ Oversimplification - making a complicated issue ⟡ I don’t feel guilty about cheating on school seem simple by using simple terms or omitting tests. Half the class cheats on these tests. information ⟡ Global warming is caused by using hairspray ✷ Hasty Generalization - inference drawn from and other beauty products. insufficient evidence ⟡ The world is round because it looks like a ⟡ It is warmer this year in Las Vegas as compared sphere on a map. to last year; therefore, global warming is rapidly ⟡ The earth is flat because we can see the horizon accelerating. in every direction ✷ Straw Man - opponent’s position is represented as being more extreme than it actually is ∧,,,∧ ( ̳ · ̳) / づ p. 10  ⟡ Pres. Duterte feels that all companies are ⟡ If we teach high school students safe sex, they irresponsible and should be punished for may end up having a family at a young age. releasing emissions which cause global ⟡ A might cause B, which might cause C, which warming. might cause D, which might cause E. Therefore, if A, then E. ✷ Equivocation – juvenile tricks of language ⟡ If there really is global warming, how come it is cooler in Baguio this year? ⟡ I have the right to watch "The Real World." V. Outlining Therefore it's right for me to watch the show. ⟡ “A man is the only intelligent animal on the ★ Tool used in the writing to help organize ideas, planet. And, since a woman is not a man, we can visualize the paper’s potential structure, and say that women are not intelligent.” further flesh out and develop points Use of ambiguous language (various possible ★ Visual structure (blueprint or plan showing the interpretations) to avoid commitment to a point of relationships and hierarchies within your work) view. ★ You must create a linear organized plan for your paper that shows the main ideas and their ✷ Non sequitur - arguments where the reasonings relationships fail to connect logically ⟡ Mrs. Sedik really knows math; she would be an Steps for an Outline (general): excellent math instructor. 1. Identify your topic ⟡ One cannot automatically conclude that all 2. List your main points individuals who are good at math can teach 3. Structure your argument (put your points in this subject well. order) ⟡ The conclusion is not valid. They use an 4. Add sub-points (make connections between inference instead of a logical statement. main points) 5. Evaluate and adjust as necessary ✷ Appeal to Pity - appealing to their emotions or by making them feel sorry for someone Guidelines ⟡ Juan Dela Cruz comes from a very poor family. ○ Answer the questions that lead to your So, although he committed burglary, he should thesis statement be pardoned because he was hungry and ○ Use the two or three main ideas as your desperate. main heading ○ Write subtopics for each main idea ✷ Appeal to Ignorance - a conclusion is true ○ Write the supporting details for each of the because it has never been proven wrong subtopics ⟡ Aliens exist because scientists have never proven otherwise. ⟡ The concept of reincarnation is true, even though no one can remember their past lives. ✷ Slippery Slope - one event leads to a terrible consequence; implies that one small step in the wrong direction will cause catastrophic results ∧,,,∧ ( ̳ · ̳) / づ p. 11  Benefits ○ Easily shows the relationships of ideas Alpha-numeric format Decimal format ○ Organizes your ideas, thus helping you Uses both letters and Uses only create papers better and faster numbers as labels numbers as labels ○ Simplifies and helps you save time in Prefixes at the Clearly shows writing beginning of each how each level is ○ Helps in effective speaking topic related to each I. - A. - 1. - a. other Periods after every 1. - 1.1. - 1.1.1. prefix and the start of each sentence is VI. Literary Criticism capitalized Literary Criticism ★ The study, discussion, evaluation, and Types according to structure interpretation of literature ★ Evaluation of literary works, includes the classification by genre, analysis of Topic Sentence structure, and judgment of value. Key words/phrases Expanded outline ★ Main functions: Divided into 3 levels Full sentences ○ Analyze, study, and evaluate works Headings are the main Same format as of literature idea the topic outline ○ Form general principles for the Subheadings are the examination of works of literature supporting ideas Sub-subheadings are the specific ideas or Literary Theory concrete examples for ★ The capacity to generalize phenomena and the supporting ideas to develop concepts that form the basis for interpretation and analysis—in this instance, of a “literary” text. ★ The framework that literary criticism is Main Components based on ○ Parallelism - Topics and subtopics are parallel in sentence structure. Understanding the Map ○ Division – Outline has structure and parts to The map below explains the 4 critical follow. In an alpha-numeric outline, roman variables of literary theory and criticism, in numerals can be used to represent main ideas relation to the text and its context. All while capital letters represent supporting literary theory and criticism falls under details. somewhere in the red portion of the map. ○ Coordination – All the parts are related and significant to all the other parts. ○ Subordination – General information is put in the headings and gets more specific in the subheadings. ∧,,,∧ ( ̳ · ̳) / づ p. 12  ○ Feminist, Marxist, Minority - they all fall under this as well Historical - author’s beliefs in time Ex. Was Shakespeare a feminist for his times, though he might not be considered so today? Mimetic - considering character actions with the given literary theory Ex. Does a black character act The Text like a black person would, or is ○ Formalism - meaning is inherent to the text; he a stereotype? no need to consider anything else ○ Deconstructuralism - also subjects texts to Types of Literary Theory careful, formal analysis; however, they ○ Formalism reach an opposite conclusion: there is no Forces critics to evaluate a work on its own meaning in language terms or formal elements rather than on the Real World “accepted” notions of the writer’s work ○ Historical Approach - it is important to Works best when applied to poetry and understand the author and their world in short fiction order to understand their intent and to make Attempts to discover meaning by a close sense of the work reading of a work. Focus is on: Other Texts 1. Form, organization, and structure ○ Intertextual Approach - comparing the 2. Word choice and language work to other literature, to get a broader 3. Multiple meanings picture. Consider the work in isolation, Beyond the World disregarding the author’s intent, ○ Psychological Approach - deals with the background, context, and anything else spiritual and the symbolic aka the images outside of the work itself. connecting people throughout time and cultures (archetypes); can take various ○ Marxist forms: Based on the social and economic theories Historical - when examining the of Karl Marx and Friedrich Engels. author themself 1. Value is based on labor. Mimetic - examining character 2. The working class will eventually actions; considering if characters are overthrow the capitalist middle class. realistic with recognizable 3. In the meantime, the middle class psychological motivations exploits the working class. Archetypal - the idea of the Jungian 4. Most institutions—religious, legal, collective unconscious is included educational, and governmental—are (Universal experiences) corrupted by middle-class capitalists. Reader-Response - when the It analyzes: psychology of the reader—why they (1) Ideologies that support the elite see what they see in the text—is and place the working class at a examined. disadvantage and (2) Class conflict ∧,,,∧ ( ̳ · ̳) / づ p. 13  Meaning is in the structure of language, not ○ Feminist in art nor in the reader’s mind Grew out of the women’s movement that Scientific approach: structure of language followed World War II. as a logical sign system determines Analyze the role of gender in works of meaning literature. Leading critic Elaine Showalter Interpret a text or part of a text by taking its Gynocriticism – the study of women’s language apart (study word derivations, writing sentence syntax, etc.) ○ Psychoanalytic ○ Post-structuralism Analyzes literature to reveal insights about Intellectual movement that emerged in the the way the human mind works. 1960s and 1970s Based on the work of Sigmund Freud and Challenged the principles of structuralism his disciples. by questioning fixed centers, binary Works well as a method of analyzing oppositions, and essentialist identities. characters’ actions and motivations. Offers new perspectives on language, Major areas of activity in the brain culture, and identity in the social sciences Id - area in the unconscious mind that and humanities. seeks gratification through pleasure Superego - internal censor bringing ○ Mythological social pressures to the id; inhibition Attributed to Carl Jung, a disciple of Ego - area in the conscious mind that Sigmund Freud mediates the demands of social Main idea centers around “Archetypes,” a pressure, the id, and the superego. model or pattern from which all other Basic Freudian concepts: things of a similar nature are made All actions are influenced by the Collective Unconscious - certain images unconscious. and experiences are inherent to the human Human beings must repress many of psyche (universal experiences) their desires to live peacefully with Analyzes what in a work evokes a similar others. response in people, regardless of culture Repressed desires often surface in the Concerned with enduring patterns and how unconscious, motivating actions. they are reflected in literature Examples: ○ Cultural Stories of quest and initiation Studies the text in its sociocultural context Descents into the underworld Breaks down boundaries between high and Ascent into heaven low culture; examines why some cultural Search for parents products are more valued than others. Fall from innocence Opposing dominant cultures, questioning Hero/Villain cultural canons, and descriptively relating Mother/Father/Mentor cultural products and events rather than Outcast, Scapegoat, Temptress, etc. rating them. ○ Structuralism ∧,,,∧ ( ̳ · ̳) / づ p. 14 VII. Objective and Balanced Review ➔ In art, look at the principles of composition: Objective and Balanced Review ◆ Balance: how the elements in the System of interpreting, judging, and assessing piece work together to create balance any work of art without the influence of one’s and harmony or imbalance feelings or opinions and instead by considering ◆ Contrast: the work uses contrasting and presenting facts colors, textures, or lighting in the Systematic way of considering the truthfulness using different shapes or contours of a piece of work ◆ Movement: How your eye is drawn through the composition in a Steps particular way 1. Description - Pure description of the objective ◆ Proportion: Do the sizes of the piece of work. “What do you see?” different elements in the work appear ➔ Gather basic information about the work the way you would expect, or are such as the author, medium, time and place they surprising? of creation, etc. ➔ Describe the way the work uses the basic 3. Interpretation - Explain your own understanding elements of the work and its meaning. Provide evidence ➔ In writing, look at the form, structure, and point out what exactly influenced your choice of words, length, and genre point. ➔ In art, look at line, color, space, light, and ➔ It should look like this: shape ◆ Main idea (overall meaning and ◆ Line: different types of lines can purpose of the work) create different moods or effects, ◆ Interpretive statement (what you which can be literal or implied. think and feel about the artwork is ◆ Color: look at color schemes, and about in expressive language) think about how the colors work ◆ Evidence (what evidence inside or together; hue, value, intensity outside the artwork supports my ◆ Space: areas around and between interpretation) objects in a work. Depth and perspective, overlapping of objects, 4. Judgment - Ranking the work in relation to other and empty space vs crowded space works. “Is it a good artwork or composition?” ➔ Decide whether you think the work is 2. Analysis - Determining what the features successful or not suggest and deciding why they are used to ◆ Do you think the work was able to convey specific ideas. “How did they do it?” tell the story the author wanted to say ➔ Identify the point/s of focus of the work - in an original and clear manner? which part of the work is emphasized ➔ Summarize why you think the work is ➔ Look for themes in the work - discuss how successful or unsuccessful the artist used the elements to express these ◆ State the focus of your evaluation— themes specifically which elements of the ➔ In writing, look at perspective, figurative work contribute to its “success” language, motifs, narrative voices, etc. ◆ Focus could be on the organization, technical skills, mood and tone, etc. ∧,,,∧ ( ̳ · ̳) / づ p. 15  ◆ Explain your judgment using your variety of hand, power, or machine tools. Basically interpretation and analysis of the carpentry, metalworking, and blacksmithing work. ✿ Information and Communication Technology - Critique of Different Art Forms integration of telecommunications and computers, Painting critique including other software, middleware, and systems, Sculpture critique that enable users to access, store, transmit, and Architecture critique manipulate information. The goal is unified Photography critique communications. ✿ Politics - way we understand and order social affairs, and gain greater control over the situation VIII. Concept paper ➷ Order – how human life in the society is ordered (hierarchy) Different Concept Papers (12) ➷ Power - a term of influence that refers to who ✿ Art - visual, auditory or performing art that rules over others, whether this be the law, just, or expresses the author's imaginative, conceptual moral. ideas, or technical skill, intended to be appreciated ➷ Justice - when the power is exercised in the for their beauty or emotional power interest of the ruled, there is justice. ➷ Politics - all about how human beings are ✿ Law - system of rules created and enforced governed, which involves order, power, and justice. through social or governmental institutions to It is not just an abstract study. regulate conduct. A science and the art of justice. ✿ Religion - social institution involving beliefs and ✿ Technical-Vocational or “Tech-Voc” - study of practices based on the sacred technology and acquisition of practical skills ➷ Profane - ordinary elements of everyday life relating to occupations in various sectors of ➷ Sacred - extraordinary or holy and worthy of economic and social life. It comprises formal and honor non-formal approaches. ➷ Faith - abstract concept portrayed through rituals and totems ✿ Home Economics or Domestic/Home Science - ➷ Rituals - formal, ceremonial behaviors that deals with the relationship between individuals, represent religious meanings families, communities, and the environments they ➷ Totems - object that is sacred for a collective live in. ✿ Science - study of how the universe works ✿ Agriculture and Fishery or Agri-Fishery - ➷ Hypothesis - tentative explanation with little cultivation of crops, growing of trees, raising of evidence to support it livestock, poultry, or fish. It includes harvesting, ➷ Generalizations and theories - concept with processing and marketing of farm products, supporting evidence and is becoming increasingly activities, and practices. accepted as truth by the scientific community ➷ Laws - concept that is widely accepted as truth ✿ Industrial Arts or Technology Education - by the scientific community fabrication of objects in wood or metal using a ∧,,,∧ ( ̳ · ̳) / づ p. 16 ✿ Sports - contest or game where people do physical activity with a specific set of rules and compete against each other ➷ Leisure - freedom or release from the demands IX. Ways to Elucidate on a Concept of ordinary life (relaxation) ➷ Play - sport is a manifestation of play; social ❦ Concept Paper behavior of fun ✎ The introduction to a full paper. This is ➷ Games - playful competition whose outcome is developed from the writer's ideas and from the determined by physical skill, strategy, or chance sources cited. employed singly or in a combination ✎ Should be written concisely. (500-1250 words) ➷ Competition - rivalry in which opponents strive ✎ Summary of the project that tells the readers to gain something at the expense of each other what the researcher in investigating, why it is important, and how the investigation will proceed ✿ Business A business plan is a formal statement of a set of ❦ Purpose of Concept Paper business goals, the reasons they are attainable, and ✎ Foundation of the full proposal the plan to achieve those goals. It is planning and ✎ Helps determine the feasibility of the project forging ahead for success before you set up the ✎ Pique the interest of potential funding business. Its audience differs from an investment agencies plan (business is for entrepreneurs; investment is for ✎ Obtain informal feedback on the ideas prior to investors) preparing the full proposal. ➷ Executive summary - written last; page or two of Types of Concepts the highlights of your business plan ☘︎ Singular concept - particular objects that serve ➷ Product or Service - describe what you are selling as our units of study, analysis or observation. and focus on customer benefits (solo entities) Ex. people, places, things, social ➷ Company Description - legal establishment, entities, etc. history, start-up plans, etc. ☘︎ Class concept - collections of objects with ➷ Market Analysis - know your market, customer similar attributes. Used to categorize singular needs, where they are, how to reach them, etc. concepts. Ex. politicians, cities, gadgets, ➷ Strategy and Implementation - include communities, etc. management responsibilities with dates and budget ☘︎ Relational concept - make connections between ➷ Management Team - include backgrounds of key units or entities. Ex. The frequency of members of the team, personnel strategy, and details newspaper reading is related to knowledge on ➷ Financial Plan - includes profit and loss, cash the current economic status. flow, balance sheet, break-even analysis, ☘︎ Variable concept - distinguish or differentiate assumptions, business ratios, etc. objects within a class by some underlying attributes. Ex. Competence (of journalists), ✿ Note: a business plan is usually a 3 page document clarity (of writing samples), size (of that helps funding associations assess how well the universities), etc. research/plan fits with their interests ✎ distinguishes journalists by the attribute of ✿ Besides a business plan, you also need to develop competence your budget and fund source ∧,,,∧ ( ̳ · ̳) / づ p. 17  ☘︎ Mega concept - general concepts that are also more abstract and complex in nature. Ex. hope, democracy, freedom, love, sexuality, sex Ways to explain a concept paper ☘︎ Definition - identifying a given term and making its meaning clearer ✎ Formal definition - gives you (1) the term to be defined, (2) the class it belongs to, and (3) what distinguishes it in that class ✎ Informal definition - uses known words to explain the term, like synonyms or antonyms ✎ Extended definition - needed to define abstract concepts. May use the following: ⤷ etymology - origin or semantic history ⤷ illustration - describe the concept expressively ⤷ analysis - breaks down concept into parts ⤷ likeness or similarity - comparison ⤷ analogy or metaphor - equates the concept to another concept ⤷ negation - state what it is NOT ⤷ synonym - same meaning ⤷ contrast - use of opposites ⤷ function - state what the term is used for ☘︎ Explication - abstract concepts are linked to the real world version. Involves deductive (from generalization to examples) and inductive reasoning (from examples to generalization) ☘︎ Clarification - it engages critical thinking. It creates multiple meaning of the concept through the use of three steps: ✎ Formulating purpose ✎ Choosing examining, integrating data sources ✎ Representing a final conceptualization that can be examined for quality. Good luck with perio everyone ^_^ ∧,,,∧ ( ̳ · ̳) / づ p. 18