EAPP Q1 Reviewer PDF

English for Academic and Professional Purposes 1st Quarter Reviewer Credits: Cabaysa, Masujer, & Nival 2 Distinct Types of Writing 1. Academic 2. Non-academic Academic...

English for Academic and Professional Purposes 1st Quarter Reviewer Credits: Cabaysa, Masujer, & Nival 2 Distinct Types of Writing 1. Academic 2. Non-academic Academic Non-academic Characteristics Formal Informal Evidence-based Personal and Written for scholars, opinionated professionals Written for public Examples Essays Magazines Book reports Journals Research Newspapers 7Cs of Communication 1. Concise 2. Clear 3. Correct 4. Courteous 5. Complete 6. Coherence 7. Concrete Academic writing is also known as technical writing. Features of Academic Writing 1. Structured - writing has to be clear to avoid confusion - organize your ideas by using transitional markers/conjunctive adverbs How your writing is made (structure) a. Introduction - idea about the topic ➔ Hook - catches the reader’s attention ➔ Background information - information about the topic  - what is the composition about ➔ Thesis statement - hypothesis, may be right or wrong - controlling idea of the entire composition - the writer’s obligation is to prove the thesis statement b. Body - most important part of the composition - consists of several paragraphs - provide more detailed information about the topic - includes examples, graphs, diagrams, tables, etc. to support ideas c. Conclusion - summary of the body - stand about your findings — whether you agree or disagree - restate thesis statement - include final insights Before writing, you have to prepare an outline. 3 types of outline: 1. Monolevel - uses one symbol a. Roman numerals (I, II, III) - main topic 2. Bilevel - two symbols a. Roman numerals (I, II, III) - main topic b. Capital letters - sub topic 3. Multilevel - two or more a. Roman numerals (I, II, III) - main topic b. Capital letters - sub topic c. Small letters - supporting details d. Arabic numbers (1, 2, 3) - minor details REMEMBER: Outline serves as the blueprint of your composition. By having this, you’re not gonna create confusion to your readers. 2. Evidence-based - always cite your source - not all the information or websites are trustworthy - check the legality of the information - Plagiarism: claiming someone’s idea or work as your own 3. Critical thinking - check the reliability and validity of the information - being critical means you question the idea 4. Precise - exact (no more, no less)  5. Balanced - provide both sides of the story - you present everything you have gathered (positive and negative) 6. Objective - not influenced by personal feelings or opinions in providing facts 7. Formal - language used must be for professional - language used should be based on the audience TIPS ON HOW TO WRITE ACADEMICALLY 9 basic ways to improve your style 1. Use active voice - ACTIVE: the subject performs the action - PASSIVE: the subject cannot perform the action; only receives 2. Mix it up in terms of punctuation - punctuate correctly so there’s no conflict between - use punctuation marks so that the readers don’t get confused 3. Vary your sentence structure - DECLARATIVE: makes a statement - INTERROGATIVE: asks a question - IMPERATIVE: gives a command - EXCLAMATORY: shows strong feeling Sentence - group of words that has a subject and predicate Clause - combination of words that makes up a sentence; can stand alone (independent) and can’t stand alone (dependent). Note: Dependent clauses are always introduced by the subordinating conjunctions (while, since, that, when,..) Sentences according to structure: a. Simple - has one complete idea b. Compound - two sentences with one main idea - connected using conjunctions (For, And, Nor, But, Or, Yet, So) c. Complex - one independent clause; one or more dependent clause d. Compound-complex - 2 independent clauses; one or more dependent clause 4. Avoid choppiness - needs to have a complete idea to avoid confusion  - avoid providing incomplete ideas 5. Avoid repetition - words should not be repeated since we’re writing academically - keep on reading to have a wide range of vocabulary 6. Be concise - sentences should be direct on point - sentences should be short and simple 7. Use the vocabulary that you know - choose simple words so that the flow of the message will be clear 8. But also work on expanding your vocabulary - read 9. Keep language formal and avoid language of everyday speech - no abbreviations Language Register - also known as speech register or linguistic register - the way a person speaks - a speaker should be flexible for every recipient of the message 2 kinds of language in our everyday interaction 1. Social language - simple, informal language used when talking with family members and friends - everyday language - intercultural - instructional Social language Academic friends talking school colleague informal formal simple precise short books and presentations Types of Writing Types of Writing Purpose Descriptive Introduce facts and information to readers. Analytical Analyze a topic to understand better from different perspectives.  Persuasive Convince readers to adopt a perspective. Critical Exhibit the writer's thorough and solid understanding of the topic. Summarizing - translating large chunks of information into a short, cohesive sentences - restating main ideas in your own words Presenting only the main points. 1. Read the text carefully and make sure you understand the question. 2. Underline keywords. 3. Locate information in the text. 4. Decide what information is important and how it is connected. 5. Leave out any unnecessary information. 6. Consider all possible answers and make your own decision. A summary is also known as precise writing/abstract. Precise Writing/Abstract - gist of a passage - mentions all the essential points - gives a basic idea of the passage (precis) Writing an abstract should not be in the first person summary of the passage keep the tone formal correct information 7Cs Research Abstract - brief summary of a long piece of research-based writing - includes the objectives, findings, and what those findings mean Basic questions that you need to answer if you want to write a summary 1. Who is the story about? 2. What is the conflict of the story? 3. When did the story take place? 4. Where did the story take place? 5. Why did the story turn out this way? 6. How did everything get resolved? Guide in writing a summary Somebody Wanted But So Then Paragraph Development - Paragraph development refers to the process of expanding and elaborating on a main idea within a paragraph. 1. Definition - This explains a term or concept. 2. Example and Illustration - This provides specific examples or illustrations to support the main idea. 3. Analysis - Giving both side of the topic (Positive and Negative, Advantage-Disadvantage) 4. Comparison and Contrast - Similarities and differences between two or more things. 5. Analogy - Draws a comparison between two different things to explain a concept. 6. Cause and Effect - Reasons why something happens and its consequences. 7. Problem-Solution - Identifies a problem and proposes one or more solutions. Parts of Paragraph Topic Sentence - The most important sentence in a paragraph. - AKA the MAIN IDEA - Or Controlling Idea Supporting Sentences - Give clarification, explanations, or examples to the topic sentence. - Makes the topic more interesting. Clincher / Concluding Statement - Repeat the main idea found in the topic sentence. - Provides a logical conclusion based on the information found in the supporting sentences. General Purpose of Writing - Informative - Persuasive - Entertainment Elements of Paragraph Development Coherence and Cohesion - Coherence:Connection Of Ideas  - Cohesion:Arrangement Of Ideas Unity - Singleness and Emphasis of an idea Order - Arrangement of sentences in a logical sequence. Chronological (time order), Spatial (location), or Order of importance Completeness - Paragraph provides enough information to fully explain the main idea. Additional ParDev Narration Paragraph - Telling a Story - Chronological order of events - Elements: Protagonist, Setting, Climax, Resolution Expository Paragraph - Informative - To clarify or explain problems and phenomena with evidence. - Elements: Formal Language, Evidences, Explanation, background Definition Paragraph - Provide meanings, generous in information - Explains meaning, origin, or function of things - Elements: Origins, Methods, Citing sources Classification Paragraph - Determine Group of things to be together - Elements: Descriptive vocabulary, multiple concentration, comparison - Denotative and Connotative meaning (Literal and Nonliteral) - Semantics and Linguistics (Comparing different meanings of things and using vocabulary to show contrast) Description Paragraph - Describing - External and Internal part - Reader must have a clear picture or visualization of things being described. - Using of Modifiers: Adjective and Adverbs Plagiarism - Intentional use of another’s work, words, or ideas without attributions. Methods to Avoid Plagiarism: 1. Quoting (Using quotation marks at start and end of quote) 2. Summarizing (Put someone else’s words into your own understanding, shortens the main passage) 3. Paraphrasing (Reorganizing the arrangement but still keeping the main idea) Ways to Integrate Sources 1. Direct Quote  2. Summary 3. Paraphrase Thesis Statement - A Statement where its supported and proven in the body of an essay - It is the controlling idea or the central argument of an essay Steps in Writing a Thesis Statement - Choose a specific topic - Select a related question - Answer the question - Formulate a thesis statement Parts of a thesis statement - Topic - Main idea that your entire essay is all about - Stance - Point of view or opinion that the writer has about the topic Types of Thesis - Claim of Fact - Claim of Value - Claim of Policy Concept Paper - enables putting thoughts and ideas into paper - can either be business or academic oriented - concept paper and research paper are different in the process and presentation - The aim of a concept paper is to capture thoughts and ideas while the research proposal captures the ideas in a structured manner for approval to research (Lango, 2019) Uses of Concept Paper 1. Serves as a foundation of the full proposal. 2. Helps determine whether a certain project is feasible or not. 3. Used to pique the interest of the potential funding agencies. 4. Used to obtain informal feedback on the ideas prior to preparing the full proposal. 3 Ways in Explaining a Concept 1. Definition - method of identifying a given term and making its meaning clearer. a. Informal definition - parenthetical or brief explanation. Ex. Tocopherol (Vitamin E) is naturally found in vegetable oil, fish, and nuts. b. Formal definition - explaining by incorporating the patterns; species(term) → genus(category/class) → differentia(quality that makes the term different) Ex. Vitamin E is a light yellow fat - soluble vitamin that acts as an antioxidant.  c. Extended definition - detailed way of defining terms and is usually composed of at least one paragraph. This incorporates various patterns of development to explain a given concept. (comparison and contrast, narration, description, classification, analysis, process, analogy, and cause-effect) 2. Explication - method of explanation in which sentences, verses, quotes or passages taken from a literary or academic work are interpreted and explained in a detailed way. 3. Clarification - method of explanation in which the points are organized from a general abstract idea to specific and concrete example. 2 Kinds of Concept Paper 1. Concept for a Project Parts of a Concept Paper for a Project a. Cover Page - Name of Proponents and their affiliations - Addresses, contact numbers, and email addresses of the proponents - Head of the agency and his/her contact information - Date of Submission b. Introduction - information about the funding agency to show that you understand its mission - mission of the agency that the proponents represent and align it to the funding agency’s mission. - the proponent's agency may establish major accomplishments. - Present and describe other partner agencies and why they are qualified as such - Provide reasons why the funding agency should support the project c. Rationale or Background - State the problems to be solved - State the project’s significance d. Project Description - State the goals and objectives of the project - Present the methodology (sometimes termed as Action Plan, Project Activities or Approach) - Present the timeline expressed in months and years. - State the benefits or anticipated outcomes. - State how success of outcomes will be evaluated e. Project needs and costs - Outline the main budget, include the item description and amount. - Explain or justify how the budget will be used. - the personnel or equipment needed for the project 2. Concept Paper for Academic Research Parts of a Concept Paper for Academic Research  a. Title Page - research title, name and school, and date of submission b. Background of the Study - current state of the field you are researching - gap on knowledge and problems to be addressed by the researcher - statistics and previous studies to prove your claims - reasons why you want to investigate the chosen topic - theoretical and practical implications of your proposed research. c. Preliminary Literature Review - Theoretical Framework - Related Literature - Related Studies - Provide a brief synthesis of the reviewed literature and studies. d. Statement of the Problem/Objectives - General question in one sentence - Specific research questions or objectives e. Abridged Methodology - Context and participant of the study - Instrument to be used - Data collection procedure - Data analysis scheme to be used f. Timeline - Timeline (eg. Gantt chart) set in months and year g. References Guidelines in Writing a Concept Paper Barrot and Sipacio (2016) presented the following guidelines to come up with a well-written concept paper. 1. Cost and methodology should be reasonable. 2. The budget, methodology, and timeline should be clearly aligned. 3. Use statistics and figures when discussing the rationale for the project. 4. Use no more than five pages (single-spaced) excluding the cover page. Do not overwhelm the readers with details. 5. Never request funding for planning the proposal. 6. Adjust your language to the intended readers. You may use technical terms if readers are scholars and scientists. However, refrain from using jargon when your target readers are lay persons. 7. Include the overview of the budget if it is required. If not, then skip the budget section. In place of this, you may simply include the type of support you may need such as personnel, travel and communication, and equipment. 8. Be sure that basic format details, such as page numbers, are incorporated. 9. Cite your references. Literature Approaches Critical Approaches - perspectives to consider when looking at a literature They seek to give us answers to these questions, in addition to guiding in interpreting literature: 1. What do we read? 2. Why do we read? 3. How do we read? Critical Approaches to Consider 1. Reader-Response Criticism (how the reader responds to it) - how we feel at the beginning vs. the end - process of creating meaning and experiencing a text There are two important ideas about the reader-response criticism: a. reader’s interpretation usually changes over time; b. different generations and different time periods interpret text differently How do you feel about what you have read? What do you think it means? 2. The Formalist Approach (the text as an independent entity) - focusing on literary elements and how they work to create meaning - examine text as independent from its time period, social setting, and author’s background 2 Major Principles of Formalism a. literary text exists independent of any particular reader (has a fixed meaning); b. greatest literary texts are “timeless” and “universal” 3. The Psychological/Psychoanalytic Approach (its author’s mind and personality) - based on Sigmund Freud’s work - focus on hidden motivations of literary characters - literary character as reflection of the writer 4. The Sociological Approach (social context must be considered) - values of a society and how those views are reflected in a text - economic, political, and cultural issues within literary text - “Literature is a reflection of its society.” 5. The Marxist Approach (economic and social conditions) - based on the political theory of Karl Marx & Friedrich Engels - role of power, politics, and money Examines literature to see how it reflects: a. The way which dominant groups (typically, majority) exploit the subordinate groups (the minority) b. The way in which people become alienated from the author through power, money, and politics 6. Feminist Approach (role, position, and influence of women)  - asserts that most “literature” throughout time has been written by men for men - female consciousness is depicted by both male and female writers 4 Basic Principles of Feminist Criticism a. Western civilization is patriarchal b. Patriarchal ideals pervade “literature” c. Most “literature” through time has been gender-biased. d. The concepts of gender are mainly cultural ideas created by patriarchal societies. 7. The Biographical Approach (author’s life and background into account) - How the author has direct influence over the writing Because of this, it has the following benefits: a. facts about the author’s experience b. Writer’s struggles or difficulties in creating the text c. Writer’s preoccupation 8. The New Historicist Approach (product of its time and its world) - Provides background information necessary to understand how literary texts were perceived in their time. - Shows how literary texts reflect ideas and attitudes of the time in which they were written - New historicist critics often compare the language in contemporary documents and literary texts to reveal cultural assumptions and values in the text. 9. Archetypal Criticism (symbols, images, and character types) - Recognizing conscious and unconscious symbols, we relate emotions, values, feelings, to specific images. - Archetypes determine the form and function of literary works - A texts’ meaning is shaped by cultural and psychological myths - Archetypal images and story patterns encourage readers to examine basic beliefs, fears, and anxieties. Formal Language - Used to make a good impression on people in respected positions - Sentences must be full sentences Formal Language Informal Language Full sentences Short sentences Correct grammar and vocabulary Look formal grammar and vocabulary No contraction Contractions eg. I would eg. I’d  No idioms Idioms eg. (on point) Passive Voice Active Voice eg. The application form is completed eg. I completed the application form No phrasal verbs Phrasal verbs eg. To investigate eg. Look into No abbreviations Abbreviations No exclamation marks Exclamation marks No imperatives Imperatives (starts with a verb) eg. you may complete the form eg. complete the form ADDITIONAL INFORMATION: Understanding Verbs: Gerunds, Participles, and Infinitives A verbal is a verb that functions as some other part of speech in a sentence. In the English language, there are three basic types of verbals: gerunds, participles and infinitives. Gerunds (verbals that function as nouns and have an –ing ending) - Since gerunds are derived from verbs and have an –ing ending, they do express action. However, because gerunds function as nouns, they occupy slots traditionally held by nouns in sentences such as subjects, direct objects and objects of prepositions. Gerunds may occur as one word, or they may be part of a gerund phrase. Let’s take a look at some examples: Gerund, functioning as subject Reading is my most beneficial summer activity. Gerund, functioning as direct object James enjoys swimming. Gerund, functioning as object of preposition You will get good grades by studying. Gerund phrase, functioning as subject Eating on the run is one of the most unhealthy American habits. Gerund phrase, functioning as direct object The teacher simply cannot excuse sleeping during class. Gerund phrase, functioning as object of preposition We found the keys by looking on the ground next to the car. Test: To determine whether a word in a sentence is a gerund, look at the word(s) ending in –ing in the sentence. If this word can be replaced by the pronoun it, then the word is a gerund. If the word replaces other words in addition to the gerund, then these make up the gerund phrase (Lester 177). Let’s take a look at an example: My grandfather loves getting together at Christmas. My grandfather loves it. Participles (verbals that usually function as adjectives and occasionally function as adverbs) - Participles generally end with an –ed or –ing ending. Since participles are derived from verbs, they do express actions or states of being. - When participles function as adjectives, they are usually found preceding the nouns and pronouns in a sentence. When participles function as adverbs, they are typically found following the verb in a sentence. - There are two types of participles: present participles and past participles. a. Present participles have an –ing ending. b. Past participles may have one of several past tense endings, including –ed, -en, and -d. - As with gerunds, participles may occur as one word, or they may be part of a participial phrase. Let’s take a look at some examples: Present participles The running water provided a picturesque view. (adjectival) The clown was able to stop the raging bull from attacking the rider. (adjectival) Past participles The crushed bug was an unpleasant sight. (adjectival) He was able to repair the broken lock. (adjectival) Present participial phrases The car stopping at the light was hit by the truck. (adjectival) The bull came running towards the rodeo clown. (adverbial) Past participial phrases James, amused by the crowd’s response, continued to perform magic tricks. (adjectival) Shaken from his near-death experience, John was unable to speak. (adjectival) Infinitives (made up of the word to and a verb) - Infinitives may function as nouns, adjectives or adverbs. Since infinitives are derived from verbs, they do express actions or states of being. When infinitives function as adjectives and adverbs, they are usually found preceding nouns and pronouns in  sentences, and when they function as nouns, they are used as subjects, direct objects and objects of prepositions. - Infinitives (to + verb) should not be confused with prepositional phrases (to + noun or pronoun). Infinitives may occur as to + one verb, or they may be part of an infinitive phrase. Let’s take a look at some examples: Infinitives functioning as nouns To love is the greatest achievement. Infinitives functioning as adjectives Jason’s group was the last to arrive. Infinitives functioning as adverbs The students must pass the TAKS tests to graduate. Infinitive phrase functioning as noun Ranee wanted to arrive at her destination. Infinitive phrase functioning as adjective The Smiths were the first family in our neighborhood to adopt a child. This test, explained by Mark Lester in Grammar and Usage in the Classroom, only works for infinitives and infinitive phrases that function as adverbs. It is a good test to determine if an infinitive is functioning as an adverb: “If an infinitive or infinitive phrase can be moved to the beginning of the sentence, then that infinitive or infinitive phrase modifies the verb” (199). Let’s take a look at an example: to get good grades. To get good grades, you must study hard. Lester, M. (2001). Grammar and usage in the classroom. 2nd ed. Boston: Allyn and Bacon.