LESSON-1-8-EAPP_015218 (1).docx

**Lesson No. 1 - A** **Topic**: **Fundamentals of Reading Academic Text/Content, Style and Text Structures of Academic Text** **A. Importance of Reading Academic Text** - Students of the 21^st^ Century must be able to locate, understand, evaluate, and use written information in their person...

**Lesson No. 1 - A** **Topic**: **Fundamentals of Reading Academic Text/Content, Style and Text Structures of Academic Text** **A. Importance of Reading Academic Text** - Students of the 21^st^ Century must be able to locate, understand, evaluate, and use written information in their personal and academic lives - In the age where digital, academic, political, and social worlds are driven by written information, their capacity to make use of multiple literacies will be a determinant in how they live... their future depend on it. - You become a strategic reader if you establish a connection between these academic texts across text types to your own knowledge and experiences **B. The Academic Texts** - Academic texts have specific structure and language compared with texts across disciplines - The text you read in school are different from the text you read during your leisure time. - While the texts you read for pleasure, such as novel or magazines, can be likened to appeal of sweet desserts, academic texts are more like a heavy main course. - More often than not, they need to be chewed and savored for a long time before their meanings can be fully digested. +-----------------------------------+-----------------------------------+ | **Academic Texts** | | +===================================+===================================+ | **Articles** | Published in scholarly journals, | | | this type of academic text | | | | | | offers results of research and | | | development that can either | | | impact | | | | | | the academic community or provide | | | relevance to nation building | +-----------------------------------+-----------------------------------+ | **Conference papers** | These are papers presented in | | | scholastic conferences, | | | | | | and may be revised as articles | | | for possible | | | | | | publication in scholarly | | | journals. | +-----------------------------------+-----------------------------------+ | **Reviews** | These provide evaluation or | | | reviews of works published in | | | | | | scholarly journals | +-----------------------------------+-----------------------------------+ | **Theses,** | These are personal researches | | | written by a candidate for a | | **Dissertation** | | | | college of university degree | +-----------------------------------+-----------------------------------+ **C. Structure of Academic Text** - Academic texts are typically formal. - They have a clearly structured introduction, body, and conclusion. - They include information from credible sources which are, in turn, properly cited. - They include a list of references used in developing the academic paper **D. Content and Style of Academic Text** Academic texts include concepts and theories that are related to the specific discipline they explore. They usually exhibit all properties of a well-written text i.e., organization, unity, coherence, and cohesion, as well as strict adherence to the rules of a language use and mechanics. In general, authors observe the following when writing academic texts. - They state critical questions and issues. - They provide facts and evidence from credible sources. - They use precise and accurate words while avoiding jargon and colloquial expressions. - They take an objective point-of-view and avoid being personal and subjective. - They list references. - They use hedging or cautious language to tone down their claims. Here are some examples of hedging expressions used in academic texts. +-----------------------+-----------------------+-----------------------+ | **Types** | **Examples** | **As used in | | | | sentences** | +=======================+=======================+=======================+ | **Modal auxiliary** | May, might, can, | The measure might | | | could, would | have negative | | **Verbs** | | | | | Should | effects on the | | | | patient's health. | +-----------------------+-----------------------+-----------------------+ | **Nouns** | Assumption, claim, | There are number of | | | possibility, | claims | | | | | | | Estimate, suggestion | pertaining to the | | | | possibility of | | | | | | | | divorce. | +-----------------------+-----------------------+-----------------------+ | **Adverbs** | Perhaps, possibly, | The proposal is | | | probably, | practically an | | | | | | | Practically, likely, | answer to the | | | presumably, | confusion. | | | | | | | Virtually, apparently | | +-----------------------+-----------------------+-----------------------+ | **Introductory** | If true, if anything | If anything, the | | | | opinion holds a | | **Phrases** | | | | | | number of truths. | +-----------------------+-----------------------+-----------------------+ | **Probability** | Possible, probable, | A number of | | | un/likely | significant changes | | **Adjectives** | | | | | | are possible. | +-----------------------+-----------------------+-----------------------+ **Lesson No. 1- B** **Topic: Nature and Characteristics of Academic Text** **A. NATURE OF ACADEMIC TEXT** a. Structure - formal and logical (Introduction, Body, Conclusion) - must be cohesive and possess a logically organized flow of ideas b. Tone - refers to the attitude conveyed in a piece of writing - arguments of others are fairly presented and with an appropriate narrative tone c. Language - important to use unambiguous language - clear topic sentences enable a reader to follow your line of thinking without difficulty - formal language and the third person point-of view - technical language appropriate to the area of study may also be used d. Citation - citing sources in the body of the paper and providing a list of references as either footnotes or endnotes e. Complexity - f. Evidence-Based Arguments - g. Thesis Driven - **Academic Language** - - - **Social Language** - **B. CHARACTERISTICS OF ACADEMIC TEXT** a. Formal - - b. Objective - c. Precise - - - d. Impersonal - Do not refer to yourself as the performer of actions. - Do not use personal pronouns. **Lesson No. 1- C** **Topic**: **Critical Reading Strategies** **A. Critical Reading Strategies** - Reading academic text requires focus and understanding. - You have to interact with the texts by questioning its assumptions, respond to its arguments, and connecting it to real life experiences and application. - Creative or reflective reading helps you identify the key arguments presented by the author and analyze concepts presented in the text. **B. Before Reading** - Determine which type of academic text (article, reviews, thesis, etc.) you are reading. - Determine and establish your purpose for reading - Identify the author's purpose for writing. - Predict or infer the main idea or argument of the text based on its title. - Identify your attitude towards the author and the text. - Determine the target audience. - Check the publication date for relevance **C. During Reading** - Annotate important parts of the text. - Annotating a text can help you determine essential ideas or information, main ideas, or arguments, and new information or ideas. Here are some ways to annotate a text - Write key words or phrases on the margins in bullet form. - Write something on the page margin where important information is found - Write brief notes on the margin. - Write questions that you find confusing. - Use a concept map or any graphic organizer to note down the ideas being explained. - Underline important words, phrases, or sentences. - Underline or circle meanings. - Mark or highlight essential parts. - Create a bank of unfamiliar or technical words to be defined later. - Use context clues to define unfamiliar or technical words. - Identify the evidence or supporting arguments presented by the author and check their validity and relevance. **Sample annotated text** **D. After Reading** - Reflect on what you learned. - React on some parts of the text through writing. - Discuss some parts with your teacher or classmates - Link the main idea of the text to what you already know. **E. Other Strategies** **SQ3R Method of Reading** - The SQ3R stands for Survey (or Skim) Question, Read Recite (or Recall), Review. +-----------------------------------+-----------------------------------+ | **Stage** | **Guidelines** | +===================================+===================================+ | **Survey** | - Skim the target text | | | | | | - Check the headings and | | | tables, diagrams, or figures | | | presented in the text. | | | | | | - Read the first few and the | | | last sentence of the text to | | | determine key information | | | | | | - Get a feel of the text | +-----------------------------------+-----------------------------------+ | **Question** | - Annotate the headings with | | | your questions. | | | | | | - Develop questions on the | | | types of information you | | | expect from the text. | +-----------------------------------+-----------------------------------+ | **Read** | - Look for the answers to your | | | questions as you read the | | | text. | | | | | | - Stop and slow down if the | | | passage is not clear. | | | | | | - Make sure to proceed reading | | | only when you already | | | understand the previous | | | texts. | +-----------------------------------+-----------------------------------+ | **Recite** | - Recount the main points of | | | the text. | | | | | | - Recall by writing a summary | | | or synthesis based on what | | | you understand of the text. | | | | | | - Highlight or underline the | | | important points you read. | +-----------------------------------+-----------------------------------+ | **Review** | - After finishing the text, go | | | back and re-read the | | | questions you wrote and see | | | if you can answer them; if | | | not, refresh your memory. | | | | | | - Evaluate what you learned to | | | ensure that you are convinced | | | and satisfied with the | | | information presented in the | | | text. | +-----------------------------------+-----------------------------------+ **KWL Method** - The KWL Method guides you in reading and understanding a text. Below is the sample KWL chart using an article which focuses on language and gender +-----------------------+-----------------------+-----------------------+ | **K** | **W** | **L** | | | | | | What I \[**K**\]now | What I \[**W**\]ant | What I Have | | | to Learn | \[**L**\]earned | +=======================+=======================+=======================+ | - There is a | - Are woman really | - Women are | | connection | more talkative | reported to speak | | between language | than men? | 20,000 words a | | and gender | | day while men | | | - What accounts for | speak an average | | - Women and men are | the difference in | of 7,000 words. | | on different | the frequency of | | | levels of | language use | - Foxp2 protein is | | talkativeness | between men and | one of the genes | | | women? | associated with | | | | language. | | | | | | | | - It was shown that | | | | women have higher | | | | levels of this | | | | protein than men. | +-----------------------+-----------------------+-----------------------+ **Lesson No. 2** **Topic**: **Locating Main Ideas /Thesis Statement of an Academic Text** **A. Understanding and Locating the Thesis Statement** - **Thesis Statement --** it presents and describes the point of point of an essay. - In academic text, the thesis statement is usually presented in the abstract or executive summary or found at the [last part of the introduction.] - Written in a declarative sentence. **Consider the sample abstract and introduction with the underlined thesis statement presented below.** In some cases, in academic texts, the thesis statement located at the last part of the introduction is replaced with a purpose statement. The purpose statement is introduced by signal phrases that announce the purpose, scope, or direction of the text as well as its focus. Consider the following example: **B. Strategies in Locating the Thesis Statement** The following strategies are also useful in helping you locate the thesis statement of the text. - Read the title of the text and make inferences on its purpose. - If the text has no abstract or executive summary, read the first few paragraphs as the thesis statement is usually located there. - In other cases, you may also check the conclusion where authors sum up and review their main points. **C. Understanding and Locating Topic Sentence** - The **[topic sentence]** presents or describes the point of the paragraph. - It is the main ide of the paragraph. **D. Strategies in Locating the Topic Sentence** The following strategies are useful in helping you locate the topic sentence is a paragraph. - Read the first sentence of the paragraph very carefully because most authors state their topic sentence in the beginning of the paragraph. - Browse the sentences in the paragraph to identify what they describe. - Find the concept of idea being tackled, which in colloquial term is the 'big word' in the paragraph. - Identify the purpose of the paragraph. The sentence that presents or describes the purpose is the topic sentence. - Observe the writing style of the author. Focus specifically on where he/she usually places his/her topic. **Lesson No. 3** **Topic**: **Locating, Evaluating and Citing Sources** **A. Criteria in Evaluating Sources** There's always a risk that the sources taken from the Internet or anywhere else have biased or incorrect information. The following are some of the criteria for assessing whether a source is suitable to use for academic purposes. - **Relevance of the Source** - **Authority/Author's Qualification** - **Currency/Date Publication** - **Contents/Accuracy of Information** - **Location of Sources** **B. Purpose of Citing Sources** - To give credit to the original author if a work - To promote scholarly writing - To help you target audience identify your original source **C. Forms of Citation** There are various styles or formats used to cite sources, but there are only two forms of citations: in-text and reference. 1. **In-text citation** -- it requires the writer to cite the details of the reference used in a certain part of his/her essay. The format of in-text citation varies per style. 2. **Reference citation** -- refers to the complete bibliographical entries of all references used by the writer. This appear appears in the reference list found at the last part of the paper. Example: APA style. **D. Style Guides** The citations are governed by the rules of style and structure, which are generally published as style guides or manuals. Each style guide is prepared by specific disciplines as shown below. **Style Guide** **Discipline** -------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------- The Publication Manual of American Psychological Association (APA) Psychology, education, hotel and restaurant management, business, economics, and other social sciences. The modern Language Association Style Guide (MLA) Literature, arts, and humanities. American Medical Association Manual of Style (AMA) Medicine, health sciences, and other natural sciences. The Chicago Manual Style Reference books, non-academic periodicals (e.g., newspaper, magazines, journals, among others) **E. Guidelines in In-text Citation** 1\. APA American Psychological Association (APA) citatation is commonly used within the social sciences discipline. It follows the **author-date system** of citation e.g. (Avilla,2009) - **Work by a Single Author** - When the name of the author is part of the narrative, only the date is placed in the parenthesis. - **Work by a Two Authors** - Name both authors in the signal phrase or in the parentheses each time you cite the work. Use the conjunction "and" or ampersand. - - **Work by Three to Five Authors --** Name all the three during the first citation. Then use the primary author followed by ['et al.'] (which means 'and authors') for subsequent citations. **E. Guidelines in Reference Citation** 1\. APA 6^th^ Edition - All text should be double spaced just like the rest of the paper. - Follow this sequence in writing the names of the author: Last name, First Name Initial, Middle Initial. - Arrange the references in alphabetical order based on the last names of the author. - Capitalize only the first letter of the first word of the title, the first letter of the first word of its subtitle after a colon, and the proper nouns. - Italicize the titles. When the article is used, italicize only the journal title. - For online sources, make sure to remove the hyperlink of the URL - For print sources, place a period at the end of the entry. - Put "n.d" (no date) for sources with no date. +-----------------------------------+-----------------------------------+ | **Sources** | **Examples** | +===================================+===================================+ | **Articles form an online | Barrot, J. S. (2013) A macro | | journal** | perspective on key issues in | | | English as a second language | | | (ESL) pedagogy in the postmethod | | | era: Confronting challenges | | | through | | | scoiocognitive-transformative | | | approach. *The Asia-Pacific | | | Education Researcher.* | | | Doi:10.1007/s40299-013-0119-4 | +-----------------------------------+-----------------------------------+ | **Book Sections** | Antonio, L. C. (2010). Study on | | | recyclables collection trends and | | | best practices in the | | | Philippines. In M. Kojima, (Ed.) | | | *3r Policies for Southeast and | | | East Asia. ERIA research Project | | | Report 2009-10 (40-70).* Jakarta: | | | ERIA | +-----------------------------------+-----------------------------------+ | **Books** | (Single Author) | | | | | | Friedman, T. L. (2009). *Hot, | | | flat and crowded:Why we need a | | | green revolution.* NY: Picador. | | | | | | (Multiple Authors) | | | | | | Plata, S. M. et al. (2006). | | | *Research, Process, and product | | | workbook.* Laguna: Trailblazer | | | Publications. | +-----------------------------------+-----------------------------------+ | **Internet Sources** | OWL Purdue University Online | | | Writing Lab (n.d). *APA style.* | | | Retrieved from | | | https://owl.english.purdue.edu/ow | | | l/section/2/10/ | +-----------------------------------+-----------------------------------+ **Lesson No. 4** **Topic**: **Basics of Summarizing** **A. What is Summarizing?** Summarizing is often used to determine the essential ideas in a book, article, book chapter, or parts of an article. It includes the gist or main idea, useful information, or key words or phrases that help you meet your reading purpose. Summarizing helps you - deepen your understanding of the text; - learn to identify relevant information or key ideas; - combine details or examples that support the main idea; and, - capture key ideas in the text and put them together clearly and concisely. **B. Guideline in Summarizing** 1\. Complete -- A summary should include all the ideas that are essential to the author's thesis. 2\. Concise -- A summary should be considerably shorter than the passage. Do not include unessential information (length depends upon the purpose and your use of the summary. It could be one-half, one-third or one-eighth the length of the original.) 3\. Accurate -- A summary should represent the author's ideas. Do not distort the author's views. 4\. Objective -- A summary should recapitulate the author's points. Do not include your objections or criticisms in the summary. 5\. Coherent -- A summary should make sense to someone who has not read the original. It should not sound like a list of loosely-related sentences that have been strung together in paragraph format. 6\. Independent -- A summary should be written in your own words. Do not take strings of words from the source; do not \*paraphrase. **C. Formats in Summarizing** **1. Idea Heading Format** -- in this format, the summarized ide comes before the citation. **2. Author Heading Format** -- the summarized idea comes after the citation. **3. Date Heading Format** -- the summarized idea comes after the date when the material was published. **D. Using Reporting Verbs while Summarizing** A reporting verb is a word used to discuss another person's writing or assertions. In summarizing, you are highly encouraged to vary the verbs you use to make your writing more interesting and to show importance to each of your sources. Hyland (1999) list a frequency of reporting verbs used according to discipline. **Discipline** **Reporting Verbs** ---------------- --------------------- --------- ---------- ------------- ----------- --------- -------- **Marketing** Suggest Argue Find Demonstrate Propose show **Sociology** Argue Suggest Describe Note Analyze Discuss **Philosophy** Say Suggest Argue Claim Point Out Hold Think **Overall** Suggest Argue Find Show Describe Propose Report **Lesson No. 5** **Topic**: **Paraphrasing and Direct Quoting** **A. Comparing Summarizing, Paraphrasing and Direct Quoting** The table list the similarities and difference among the three skills: +-----------------------+-----------------------+-----------------------+ | Summarizing | Paraphrasing | Direct Quoting | +=======================+=======================+=======================+ | - Does not match | - Does not match | - Matches the | | the source word | the source word | source word for | | for word | for word | word | | | | | | - Involves putting | - Involves putting | - Is usually a | | the main idea(s) | a passage from a | short part of the | | into your own | source into your | text | | words, but | own words | | | including only | | - Cited part | | the main points. | - Changes the words | appears between | | | or phrasing of a | quotation marks | | - Present a broad | passage, but | | | overview | retains and fully | - Must be | | | communicates the | attributed to the | | - Must be | original meaning | original source | | attributed to the | | | | original source. | - Must be | | | | attributed to the | | | | original source. | | +-----------------------+-----------------------+-----------------------+ **B. When to use Summarizing, Paraphrasing, and Direct Quoting** +-----------------------+-----------------------+-----------------------+ | Summarizing | Paraphrasing | Direct Quoting | +=======================+=======================+=======================+ | 1. Summarize a text | 1. Paraphrase a | 1. Quote a text that | | that has ling | short text with | conveys powerful | | sections (e.g., a | one or two | message or will | | page or a chapter | sentences or a | show less impact | | of a book or the | paragraph with a | if it is | | book itself; a | maximum of five | paraphrased or | | paragraph of an | sentences. | summarized (e.g, | | essay or the | | Constitution, | | essay itself). | 2. Paraphrase when | government | | | you want to | documents, | | 2. Summarize when | | philosophies, | | you want to avoid | | monographs, or | | or minimize | | other scholarly | | direct quotation; | a. Avoid or minimize | materials) | | or use the main | direct | | | idea of the text | quotations; or | 2. Quote directly | | and write it in | | when you want to | | your own words. | b. Rewrite the | | | | author's words by | | | | not changing the | | | | message or use | a. Begin your | | | your own words to | discussion with | | | state the | the author's | | | author's idea. | stand; or | | | | | | | | b. Highlight the | | | | author's | | | | expertise in your | | | | claim, argument, | | | | or discussion. | +-----------------------+-----------------------+-----------------------+ **C. Guidelines in Paraphrasing** 1. Read the text and understand its meaning. Do not stop reading until you understand the message conveyed by the author. 2. Write in your own words what you understood about the ideas in the text. 3. Check the meaning and sentence construction. It should have the same meaning from the original text and the sentence construction should be different from the original text. 4. Compare your output to the original text to ensure its accuracy and remove redundant ideas. **D. Guidelines in Direct Quoting** 1. Copy the exact part of the text that you want to use. 2. Use quotation mark to show the beginning and the ending of the quote. 3. If your direct quotation is at least 40 words, it should be indented. Example of Summarizing, Paraphrasing, and Direct Quoting. **Lesson No. 6** **Topic**: **Outlining** **A. Outline** - It is a tool for planning your essay\'s organization and content map of your essay - It is a helpful guide in organizing your paper. - It gives a visual structure to your work and are used to show relationships and hierarchies within your content **B. Functions of Outlining** - It is the process of laying out the main ideas, key concepts, supporting details, and evidence to be included in the paper - The arrangement starts with major topics, subtopics, and supporting details. - Organize written ideas about a topic or thesis into a logical order - It allows the writer to understand how he or she will connect all the information to support the thesis statement and the claims of the paper **C. Types** **of Outlines** - Roman Numerals - Capitalized Letters - Arabic Numerals - Lowercase Letters  **D. The Cardinal Rule of Outlining** **Lesson No. 7** **Topic**: **Writing A Reaction Paper, Review, And Critique** **A. What are Reaction Papers, Reviews, and Critiques?** A reaction paper, a review, and a critique are specialized forms of writing in which a reviewer or reader evaluates any of the following: - A scholarly work (e.g., academic books and articles) - A work of art (e.g., performance art, play, dance, sports, film, exhibits) - Designs and graphic designs (furniture, posters, billboard, digital media) It usually ranges in length from 250 to 750 words. They are not simply summaries but are critical assessments and evaluation of different works. Reviewers do not simply rely on mere opinions: rather, they use both proofs and logical reasoning to substantiate their comments. **B. Structure of a Reaction Paper, Review or Critique** **[Introduction]** - Basic details about the material, such as its title, director or artist, name of exhibition, event, and the like - Gist of the plot - Simple description of the artwork - Discussion and analysis of the work (you may employ the critical approach here) - It is best to ask the following question during this part. - What aspects of the work make you think it is successful or a failure? - Were there unanswered question or plot lines? If yes, how did they affect the story? - Does the work remind you of other things you have experienced through analogies, metaphors, or other figurative devices? How does this contribute to the meaning? - Reinforcement of main assessment - Comparison to similar work - Recommendation of the material **C. Guidelines in Writing a Reaction Paper, Review or Critique** **1. For Articles and Journals** A. Read the work to be reviewed carefully B. Relate the content of the work to what you already know. C. Focus on discussing on how the book treats the topic D. Suggest points for improvement of reasoning, explanations, etc. E. Point out other conclusions or interpretations that the writer missed out. A. Use speculative verbs (evoke, create, appear, and suggest) B. Make sure to describe it to the reader C. Describe the material in simple terms. A. Did the work hold your interest? B. Did the work annoy or excite you? C. Did the work prompt you to raise questions to the author? D. Did the work lead you to some realizations? **Lesson No. 8** **Topic**: **Critical Approaches in Writing A Critique** **1. Formalism** -- it regards the subject as a unique for of human knowledge that need to be examined on its own terms. It posits that the key to understanding a text is through the text itself; the historical context, the author, or any other external contexts are not necessary in interpreting the meaning. **2. Feminism** -- focuses on how literature presents women as subject of socio-political, psychological, and economic oppression. It also reveals how our culture views men as superior and women as inferior.  **3. Reader's Response Criticism** -- concerned with the reviewer's reaction as an audience of a work. There is an interaction between the reader and the text in creating meaning. **3. Marxist Criticism** -- concerned with difference between economic classes and implications of capitalist system, such as the continuing conflicts between the working class and the elite.