Identifying Academic Text Structure and Language PDF

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES / MS. QUENNIE C. OCLIASA SEM IDENTiFYiNG ACADEMiC TEXT STRUCTURE...

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES / MS. QUENNIE C. OCLIASA SEM IDENTiFYiNG ACADEMiC TEXT STRUCTURE 01 AND LANGUAGE [MODULE 1] IDENTIFYING ACADEMIC TEXT STRUCTURE AND LANGUAGE NON-ACADEMIC TEXT Book review General issue topic Field studies Free style Marketing proposal Flexible, relaxed, there is humor Technical abstracts Uses non-technical terms Sections in a reference books Written for mass public and can be written by anyone And other text used by scholars and academicians for Published quickly academic purposes No reference list Language is informal, casual, and may contain slang LANGUAGE AND STYLE Author may not be provided Contractions Personal, emotional, impressionistic or subjective usage of o Try to avoid words, such as: isn’t, haven’t, they’ve, words I’ve and use words like: is not, have not, they have, I have. EXAMPLES OF NON-ACADEMIC TEXT Colloquialisms Personal journals o Academic writing should be formal and avoid any E-mails colloquialisms and local accents like canny, okay, Text messages dead easy, and alright. Formal Style o Writing in a formal style tends to mean writing in ACADEMIC TEXT the third person and avoid using, I or we. Specific field or academic category Word Choice Language is formal or semi-formal, precise, impersonal, o Choose ‘academic’ words, e.g. examine is better and objective than look at, demonstrate is better than this shows Standard and structured that. Rigid, objective and fixed o Here are some useful academic words: examine, Uses Jargons demonstrate, evidence, viewpoint, argument, Specifically written for college instructors or students investigate. Takes years to publish Cautious Style Author’s name is presented o It is often better to be cautious in your writing style There are list of references used as there is no right or wrong answer. For example, instead of this proved that, try this suggests that or Product of communication with academic purposes it appears that. (Menoy, 2016) Avoid Narrative With discipline-specific set of practices (Academic Writing o One major danger of writing essays is that you in English: Lund University, 2014) may start to narrate or ‘tell a story.’ Try reading your essay out loud and check that each ACADEMIC TEXT CHARACTERISTICS paragraph directly links to the question. You may High lexical density need to edit or cut it out of your essay if it is too o It is a high proportion of content words in relation narrative. to grammar words such as prepositions, articles, and pronouns, which makes academic writing ACADEMIC TEXT STRUCTURE more tightly packed with information. Framing the text: Title and reference High nominal style o Title o Actions and events are presented as nouns rather § Informative than verbs to package complex phenomenon as a § Concise and simple single element of clause. § Contains text’s keywords Impersonal constructions § Study classification o Avoid first person pronouns by using passive § No false marketing structure as well as expression of feelings o Reference § Establishes credibility and reliability EXAMPLES OF ACADEMIC TEXT § Helps in accessing more information Case study § Uses APA style Journal articles Structuring the whole text Research outputs o Three-part essay structure Thesis § Introduction – the writer introduces the Dissertations topic and thesis statement § Body – the writer proves the thesis K. HERRERA | 12 - COTTAM 1  MODULE 1: IDENTIFYING ACADEMIC TEXT STRUCTURE AND LANGUAGE § Conclusion – the writer concludes, STYLISTIC DIFFERENCES IN WRITING ACROSS summarizes the arguments, and explains DISCIPLINES (WARD, 1997) significance of argument. o Analytical Paper (IMRDC) § Introduction – overview of the paper’s structure § Methodology – outlines the research process § Results – bare facts of the research § Discussion – interpretation of results § Conclusion o Argumentative paper § Thesis statement § Background § Pro-arguments § Counterarguments § Conclusion Structuring sections of the text o Working with subheadings § Help writers to see the structure of their developing texts. § Serves to clarify the pros and cons of the chosen structure. o Dividing into paragraphs § Ideally one idea per paragraph. Some genres accept very long paragraphs (a whole page, perhaps) while others expect them to be fairly short (about three sentences). In any case, there are two ways of indicating the start of a new paragraph. Either you leave a blank line between paragraphs, or you indent the first line of a new paragraph. Structuring paragraph of the text o Topic sentence (gives the focus) § (introductory sentence) The topic sentence serves as a focal point, foregrounding the content of the whole paragraph o Supporting sentences (evidence/supporting details) § This is where the argument that explains and/or proves the topic sentence is delivered. o Concluding sentence (sums up the paragraph) § (transition sentence) which sums up the argument of the paragraph, and may create a transition to the next paragraph. A transition provides the text with a smoother flow between paragraphs. Signposting the structure o Subheading o Transitional words PARAGRAPH STRUCTURE Topic sentence – main idea of the entire paragraph Supporting sentences – develop the main idea Concluding sentence – give closure to the paragraph K. HERRERA | 12 - COTTAM 2 ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES / MS. QUENNIE C. OCLIASA SEM THESiS STATEMENT & TOPiC SENTENCES 01 [MODULE 2] THE THESIS STATEMENT AND TOPIC SENTENCES these phrases imply that you are the only person THESIS STATEMENT who feels the way you do. In other words, your The thesis statement is the basic stand that an author takes, stance has insufficient backing. Taking an the opinion that he expresses, and the major point that he authoritative stance on the matter persuades your wishes to make about his subject. readers to have faith in your argument and open As a writer/reader, the thesis statement is the one their minds to what you have to say. statement that you need. The thesis statement guides everyone in fact-finding for writing an academic paper or EXAMPLE OF THESIS STATEMENT THAT FOLLOWS help ease reading through ideas expected from the paper. SPAFAC With a thesis statement, the focus of the paper is The societal and personal struggles of Troy Maxon in the established (Plata, Mirador, Dayag, & Chua, 2002) play Fences symbolize the challenge of black males who lived through segregation and integration in the United HOW TO MAKE A THESIS STATEMENT States. Establish an issue or problem Closing all American borders for a period of five years is Express your own opinion on the issue one solution that will tackle illegal immigration. Introduce supporting topics Shakespeare’s use of dramatic irony in Romeo and Juliet Have at least three supporting points spoils the outcome for the audience and weakens the plot. J.D. Salinger’s character in Catcher in the Rye, Holden STRONG THESIS STATEMENT: SPAFAC Caulfield, is a confused rebel who voices his disgust with Specificity phonies, yet in an effort to protect himself, he acts like a o A thesis statement must concentrate on a specific phony on many occasions. area of a general topic. You must begin with a Compared to an absolute divorce, no-fault divorce is less broad subject such as health care then narrow it expensive, promotes fairer settlements, and reflects a more down to a specific aspect, such as options for realistic view of the causes for marital breakdown. individuals without health care coverage. Exposing children from an early age to the dangers of drug Precision abuse is sure methods of preventing future drug addicts. o A strong thesis statement must be precise enough In today’s crumbling job market, a high school diploma is to allow for a coherent argument and to remain not significant enough to land a stable, lucrative job. focused on the topic. If the specific topic is options for individuals without health care coverage, then HOW DO TO WRITE A THESIS STATEMENT your precise thesis statement must make an exact Argumentative Thesis Statement: Making a Claim claim about it, such as that limited options exist for o An argumentative thesis states the topic of your those who are uninsured by their employers. You paper, your position on the topic, and the reason must further pinpoint what you are going to you have for taking that position. discuss regarding these limited effects, such as o Topic + Position + Reason (Support) whom they affect and what the cause is. o Example: Technology has decreased our level of Ability to be Argued connectedness to others because it allows us to o A thesis statement must present a relevant and disconnect from the people in our physical specific argument. A factual statement often is not environment and it does not foster the social skills considered arguable. Be sure your thesis needed in order to help us connect to those statement contains a point of view that can be around us. supports with evidence. Analytical Thesis Statement: Analyzing an Issue Forcefulness o An analytical thesis states the topic of your paper, o A thesis statement that is forceful shows readers what specifically you analyzed and the that you are, in fact, making an argument. The conclusion(s) you have reached as a result of that tone is assertive and takes a stance that others analysis. might oppose. o What’s analyzed + Topic + Conclusion Ability to be Demonstrated o Example: An analysis of alternatives to fossil fuel o For any claim you make in your thesis, you must energies indicates that a better option is the use be able to provide reasons and examples for your of solar and wind power. opinion. You can rely on personal observations in Expository Thesis Statement: Explaining a Topic order to do this, or you can consult outside sources o An expository thesis statement states the topic of to demonstrate that what you assert is valid. A your paper and lists the key aspects of your topic worthy argument is backed by examples and that will be discussed in the paper. details. o Topic + Key Aspects Confidence o Examples: Factors related to student success o In addition to using force in your thesis statement, include effective time management, motivation, you must also use confidence in your claim. and family support. Phrases such as I feel or I believe actually weaken o the reader’s sense of your confidence because K. HERRERA | 12 - COTTAM 1  MODULE 2: THE THESIS STATEMENT AND TOPIC SENTENCES WHAT TO AVOID WHEN COMPOSING A THESIS Thesis statement previews the whole essay and topic STATEMENT sentence previews the whole paragraph in the essay. A thesis is weak when it is simply a declaration of your Topic sentences should always relate back to the thesis subject or a description of what you will discuss in your statement as it is a support of the thesis essay. o Weak thesis statement: My paper will explain why imagination is more important than knowledge. A thesis is weak when it makes an unreasonable or outrageous claim or insults the opposing side. o Weak thesis statement: Religious radical across America are trying to legislate their Puritanical beliefs by banning required high school books. A thesis is weak when it contains an obvious fact or something that no one can disagree with or provides a dead end. o Weak thesis statement: Advertising companies use sex to sell their products. A thesis is weak when the statement is too broad. o Weak thesis statement: The life of Abraham Lincoln was long and challenging. TOPIC SENTENCE The topic sentence is [central idea] to the paragraph. While the thesis gives unity to the essay, the topic sentence gives unity to the paragraph by developing one major point suggested in the controlling idea of the thesis. o Is made up of the topic and the central point of the paragraph o Should be short and straight to the point o Should support the thesis statement o Is pretty much in every beginning of a paragraph o Can be used as transitions between paragraph to show the connection between point. DIFFERENTIATION OF THESIS STATEMENT AND TOPIC SENTENCE Thesis statement is the main point of the entire paragraph while topic sentence is the main idea of each paragraph existing in an essay. Thesis statement can be found on the end of the introduction and topic sentences usually appear on the beginning of each paragraph. Thesis statement previews the whole essay and topic sentence previews the whole paragraph in the essay. Topic sentences should always relate back to the thesis statements as it is a support of the thesis. PLACEMENT OF THE THESIS AND TOPIC SENTENCES The thesis statement can be found at the end part of the introduction There are three places you may locate the topic sentences: o At the beginning of the paragraph o At the end of the paragraph o In the middle of the paragraph Summary: Thesis statement is the main point of the entire paragraph while topic sentence is the main idea of each paragraph existing in an essay. Thesis statement can be found on the end of the introduction and topic sentences usually appear on the beginning of each paragraph. K. HERRERA | 12 - COTTAM 2 ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES / MS. QUENNIE C. OCLIASA SEM THE OUTLiNE 01 [MODULE 3] THE OUTLINE OUTLINING HOW TO WRITE BOTH TYPES OF FORMAL An outline is a tool used to organize your written ideas OUTLINES about a topic into a logical order. Place your introduction and thesis statement at the It is meant to help you establish a structure for a paper you beginning, under roman numeral I. are going to write. It is a way for you to demonstrate the Use roman numbers (II, III, IV, V, etc.) to identify the main main argument (thesis), main points (topic sentences), and points that develop the thesis statement. main pieces of evidence you are going to present in a paper Use capital letters (A, B, C, D, etc.) to divide your main before actually writing the paper. points into parts. Also, An outline is your map when writing an essay. This Use Arabic numerals (1, 2, 3, 4, 5, etc.) if you need to comes with logically organizing your ideas from the general subdivide any As, Bs, Cs, into smaller parts. idea down to the most specific detail. End with the final roman numeral expressing your idea for The outline serves as your guide in the writing process. you conclusion. An outline helps us focus on the key point of what we are reading or writing. It helps us identify the ideas that are of utmost importance and help us write a paper based on the framework of outline. ORGANIZING IDEAS Organizing means choosing carefully which information comes first, second, and last. Organize information in a way that it stand out clearly and all parts of the paper work together to consistently develop your main point. METHODS OF ORGANIZING WRITING Three common methods: o Chronological Order § It involves dishing ideas or ideas in order of time or from first to last. To explain the history of an event or topic To tell a story or relate an CONSTRUCTING TOPIC OUTLINES experience A topic outline is the same as a sentence outline except you use words or phrases instead of complete sentences. To explain how to do or make something Words and phrases keep the outline short and easier to comprehend. All the headings, however must be written in To explain the steps in a parallel structure. process To help readers visualize something as you want them to see it o Spatial Order § Describe a scene as things are arranged in a physical space either by moving from one detail to the next. To create a main impression using the senses (sight, touch, taste, smell, and sound) o Order of Importance § The importance of ideas determines the order each occurs in the writing process To persuade or convince To rank items by their importance, benefit, or significance. An outline is a written plan that serves as a skeleton for the paragraphs you will write. TWO TYPES OF FORMAL OUTLINES Topic Outline Sentence Outline K. HERRERA | 12 - COTTAM 1  MODULE 3: THE OUTLINE CONSTRUCTING SENTENCE OUTLINE A sentence outline is the same as a topic outline except you use complete sentences instead of words or phrases. Complete sentences create clarity and can advance you one step closer to a draft writing process. K. HERRERA | 12 - COTTAM 2 ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES / MS. QUENNIE C. OCLIASA SEM PLAGiARiSM AND THE NOTE-TAKiNG SKiLLS 01 [MODULE 4] NOTE-TAKING SKILLS (PARAPHRASING, SUMMARIZING, AND DIRECT QUOTING) AVOIDING PLAGIARISM Weak-Author Orientation Plagiarism is committed when: o Is used when the date is important o Buying o Example: o Stealing § In 1992, Pope John Paull II declared “…” o Borrowing a paper (including copying an entire (p. 3). paper or article from the Web) Subject-Orientation o Hiring someone to write your paper for you o Is used when what was said is more important o Copying large sections of text from a source than who said it. without quotation marks or proper citation o Example: When to cite: § “Anxiety causes nightmares for adults as o Using words or ideas presented in various well as for children.” (Guiley, 1995, p. mediums 49). o Information you gain through interviewing or conversing with another person, face to face, over USING INTRODUCTORY TAGS the phone, or in writing An introductory tag is a phrase consisting of the author’s o When you copy the exact words or a unique name and the appropriate verb that signals the appearance phrase of the direct quotation o When you reprint any diagrams, illustrations, o Example: charts, pictures, or other visual materials § Beginning - Francis Bacon (n.d.) writes o When you reuse or report any digital media, “Reading maketh a full man, conference including images, audio, video, or other media a ready man, and writing an exact man.” o Bottom line, document any words, ideas, or other § End - “When we let freedom ring, when productions that originate somewhere outside you we let it ring from every village and every hamlet…” Martin Luther, Jr. (n.d.) DIRECT QUOTING, PHARAPHRASING AND § Middle - “The youth,” Dr. Jose Rizal (n.d.) SUMMARIZING stresses, “is the hope of the Fatherland” DIRECT QUOTATION More verbs you may use: Direct quotation copies the exact words of the original adds declares mentions agrees author. It is a word-for-word (verbatim) reproduction of the disagrees notes argues discusses source’s statements or remarks. observes asserts emphasizes points out established believes proposes claims DIRECT QUOTE explains recommends compares finds When to: Not to when: states concludes insists stresses Add to the power of an Lack of understanding continues maintains suggests author’s words to Awe for the authority of Example: Cruz (2020) emphasizes that “The Davao City LGU support your argument the source has been working hard to address all concerns about the Social Disagree with an Feelings of inadequacy Amelioration Program.” author’s argument Laziness Highlight particular USING INTERPOLATIONS eloquent or powerful Interpolations indicate your amendments to a directly phrases or passages quoted phrase or statement. They are placed within the Comparing and directly quoted phrase. contrasting specific o [sic] – an error in spelling, idea or grammar. points of view § Paul writes, “The devastated [sic] Note the important calamities claimed the lives of thousands research that precedes of innocent people.” your own o [exclamation point mine], [period mine] – changing the original statement or FORMATS OF DIRECT QUOTING o [underscoring added] – adding to the original Strong-Author Orientation § Mariah declared, “Hola [exclamation o Is used when the author is the authority in the field. point mine] Freedom is ours!” Start with the author’s surname and then the date o Ellipsis (…) – omissions, dropping certain of publication enclosed in parentheses. information not important. Use four periods if o Example: appearing at the end of the statement. § Dr. James (1994) states that “…” (p. § Dr. Levis explains, “Our body has two 122). main types of cells… which are somatic cells and sex cells also known as gametes.” K. HERRERA | 12 - COTTAM 1  MODULE 4: NOTE-TAKING SKILLS (PARAPHRASING, SUMMARIZING, AND DIRECT QUOTING) MORE RULES IN DIRECTLY QUOTING If they are any phrases that are identical to phrases from For direct quotations that are less than four lines, use the original, either rephrase or put quotation marks around quotation marks. Position of the introductory phrase are them beginning, middle, and end. Cite your source according to the citation style you are o Beginning: Dayag (1995) writes, “anxiety causes required to use nightmares for adults as well as for children.” (p. 49). TIPS FOR EFFECTIVE PARAPHRASING o Middle: “Anxiety,” writes Dayag (1995), “causes Change a word from one part of speech to another nightmares for adults as well as for children.” (p. 49). Original: Paraphrase: o End: “Anxiety causes nightmares for adults as well Medical professor John According to John Swanson, as for children,” writes Dayag (1995, p. 49) Swanson says that global a professor of medicine, When you are directly quoting beyond four lines, set off the changes are influencing the changes across the globe direct quotation. spread of disease. are causing disease to o A woman’s feeling of attraction to a man has been spread (James, 2004). expertly summarized by John Gray (1997): When a woman feels attracted to a man, her feelings are very different. She gets excited because she anticipates that he could make Use synonyms her happy, and that in turn makes her feel really good. It brings the best out in her and Original: Paraphrase: makes her want to give to him (p. 41). The U.S. government The government of the If you are to cite a line or statement that has been cited declared that the AIDS crisis United States announced already by another author, the citation should follow this poses a national security that AIDS could harm the format: threat. The announcement nation’s security. The o According to Bloom (1986) as cited in Buentipo followed an intelligence government warned the (2010), “an estimated ten percent to twenty-five report that found high rates population after an important (25) percent of all people experience some form of of HIV infection could lead to governmental study writing apprehension” (p. 45) widespread political concluded that political destabilization. problems could result from PARAPHRASING large number of people Paraphrasing is using your own words to express someone infected with HIV (Snell, else’s ideas while still preserving the main ideas of the 2005) original source. According to Driscoll and Brizee (2016), a paraphrase is: o Your own rendition of essential information and Change numbers and percentages to different forms ideas expressed by someone else, presented in a new form. Original: Paraphrase: o A more detailed restatement than a summary, Minority groups in the United The AIDS epidemic has which focuses concisely on a single main idea. States have been hit hardest mostly affected minorities in by the epidemic. African the United States. For Paraphrase when: Americans, who make up 13 example, in 1998, less than You want to clarify a short passage from a text percent of the U.S. 15 percent of the total You want to avoid overusing quotations population, accounted for 46 population was African, but You want to explain a point when exact wording isn’t percent of the AIDS cases almost half of the people important diagnosed in 1998. diagnosed with AIDS in the You want to explain the main points of a passage United States that year was You want to report numerical data or statistics (preferred African American (Jenson, in APA papers) 2000). PARAHPHRASE TO ACRE Change word order Avoid overusing quotations Clarify a short passage from a text Original: Paraphrase: Report numerical data or statistics Angier (2001) reported that Every year, more than a Explain the key point when exact wording isn’t important malaria kills more than one million people are killed by million people annually, the malaria, and most of the SEVEN STEPS FOR SUCCESSFUL PARAPHRASING overwhelming majority of victims are children who live Read the original a few times them are children in sub- in sub-Saharan Africa Put the original passage aside – don’t look at it! Saharan Africa. (Angier, 2001) Take some notes on the main ideas from memory Write you paraphrase – try rearranging ideas in a different order Check you paraphrase with the original K. HERRERA | 12 - COTTAM 2  MODULE 4: NOTE-TAKING SKILLS (PARAPHRASING, SUMMARIZING, AND DIRECT QUOTING) Use different definition structures SUMMARIZING A SINGLE TEXT Skim it. Go over the introduction or headings of each Original: Paraphrase: paragraph. Read the text and look for the answers to wh- Lyme disease is an Lyme disease is a disease and h- questions. inflammatory disease that causes swelling and If you were not able to see the relevant sections, read the caused by a bacterium redness caused by a text carefully. transmitted by ticks (small bacterium carried by a small Mark/highlight relevant details bloodsucking arachnids that arachnid known as a tick. Formulate a question that should be answered by the text. attach themselves to larger The ticks attach to and suck Without looking at the original text, answer the question by animals). The disease is the blood of animals and putting together the ideas you have highlighted. usually characterized by a human, transferring some of Include in-text citation in your summary. rash followed by flue like the Lyme disease bacteria symptoms, including fever, into their host and causing joint pain, and headache. symptoms similar tot the flu SUMMARIZE TO EDD (Wald, 2005). Establish background or offer an overview Describe knowledge from several sources (synthesis) Determine the main idea of a single source Change sentences structure & use different connecting words SUMMARIZING MULTIPLE TEXTS Skim each reference read the title and predict the content, Original: Paraphrase: read the introduction or headings, read the conclusion, and Although only about one- Approximately 10 percent of list down the major questions the text answers. tenth of the world’s the world’s population Read each text carefully. population lives there, sub- resides in sub-Saharan Highlight major points or details you can use in your Saharan Africa remains the Africa. However, this area of research paper. hardest hit region, the world has the highest Clip together all the articles you come across that discuss accounting for 72 percent of percentage of AIDS related the same things the people infected with HIV illnesses. In fact, in 2000, Use the headings/subheadings to label the text. These during 2000. almost three fourths of the labels are useful for tracking down relevant details population had the HIV virus Include in-text citation in your summary. (Bunting, 2004). REPUBLIC ACT 10372 Do not change key terms or proper nouns An act amending certain provisions of R.A. 8293, otherwise known as "Intellectual Property Code of the Philippines." Original: Paraphrase: In the northeastern United In the United States, States, people are building residential areas are being SUMMARY: homes on the edge of built near wooded areas in woods, where tick that carry the northeast. These areas Lyme disease hitch rides on are also the homes of ticks deer. In addition, in Africa, carrying Lyme disease. Also, hunters bring back the meat according to scientists, of animals that scientist think hunters in Africa kill animals may transmit Ebola, a that may carry the Ebola usually fatal disease that virus (an often fatal virus that causes massive causes massive hemorrhaging in its victims. hemorrhaging). SUMMARIZING Summaries are significantly shorted than the original material, and they take a broad overview of the source material ad a whole. Summary must be cited with in-text citations and on your reference page. Summarize when: You want to establish background or offer an overview of a topic You want to describe knowledge (from several sources) about a topic You want to determine the main ideas of a single source K. HERRERA | 12 - COTTAM 3 ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES / MS. QUENNIE C. OCLIASA SEM PRÉCiS 01 [MODULE 5] PRÉCIS PRÉCIS PRÉCIS FORMAT AND STRUCTURE Précis [pray-see], from the Old French and literally meaning Introduction “cut short” (dictionary.com), is a concise summary of an o The author’s name article or other work. o The title of the original piece o The publishing date (in parentheses) CHARACTERISTICS OF PRÉCIS o Power verbs determining the author’s thesis The précis, then, explains the main point, logical support, (“explains,” “argues,” “proves,” etc.) and structure of the original work but in greatly condensed o Your thesis itself form. The précis is objective, unlike a critical analysis, which evaluates the argument and use of evidence within Example: an article. Thus, the précis does not offer evaluations about a text, nor does it include personal reaction to a text (Sweeney & Hooker, 2017). It is a critical outline of the discussed abstract, free from new details and paragraphs. It shouldn’t become an interpretation or paraphrasing of the source text. You can insert quotes from the text but never use words of the original. It is a summary of the original piece, so always stick to the source text. Your précis should be an evaluation of the text. It should be approximately ¼ of an original text’s length if else is not indicated. Body Stick to the accepted precis format: thesis of the author, o Provides the author’s evidence used methods, results and conclusions. o Purpose o Ideas PRÉCIS IS NOT Example: Simply a summary of a passage Simple an abstract of a passage An outline of a passage A mere selection of a few important sentences from a passage. A collection of disconnected facts and statements. QUALITY OF A PRÉCIS PAPER (CCOCC) Clarity - A reader should understand what an author intended to convey Correctness - Watch the spelling, grammar, and punctuation you use, as well as facts, figures, and dates you address. Objectivity - Candid construal of the information. Conclusion Coherence - The logical interconnection of the ideas from o Restates the main idea the original. Conciseness - Avoiding unnecessary details in your précis. Example: STRUCTURING A PRÉCIS Attentively read the source text. Highlight its main features, arguments, and points. Make a list of the used evidence. Research any information you find unfamiliar. Identify call-to-actions Make an evaluation of how the writer showed key points of his work. Make a thesis statement. Write a brief summary for each part of the article. Give explanation of the piece, using your own words. Reread the initial text and compare it to your summary. K. HERRERA | 12 - COTTAM 1  MODULE 5: PRÉCIS DO’S IN PRÉCIS WRITING At this point, your outline-draft is virtually done. You can use the thesis statement as the introductory sentence of your summary, and your other sentences, with adjustment, can make up the body. Make sure that they are in order. Consider the use of transition words (then, however, also, moreover) that help with the overall structure and flow of the summary. And once you are actually putting pen to paper (or fingers to keys!), remember these tips: Make sure to include the author and title of the work. Be concise: a précis radically shortens the original text. If you are typing your précis, it should come to only one (1) paragraph with about half of a single-spaced page. Do not quote the author unless you are using a specialized term that warrants quoting. You should be putting material into your own words. Don't put your own opinions, ideas, or interpretations into the summary. The purpose of writing a précis is to accurately represent what the author claims, including the key evidence and structure of her or his argument. The purpose of a précis is not to provide a critique of the text. Check for precision. Remember CCOCC. Reread your summary and make certain that you have accurately represented the author’s ideas and key points. If you did quote something, make sure that you have correctly cited it. Also check to make sure that your text does not contain your own commentary on the piece. DONT’S IN PRÉCIS WRITING Don't copy sentences from the original. Don't mention any additional information. Don't address to wrong facts and figures. Don't write from the first person. (No "I" or "we"). Don't complicate it. Lecture Video / Source: https://drive.google.com/file/d/1CPQ_eopa- XQor2oW2cAO12IDSc0GPEUL/view K. HERRERA | 12 - COTTAM 2 ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES / MS. QUENNIE C. OCLIASA SEM OBSERViNG OBJECTiViTY AND EVALUATiNG 01 SOURCES TO WRiTiNG A CRiTiQUE [MODULE 6] OBSERVING OBJECTIVITY AND EVALUATING SOURCES TO WRITING A CRITIQUE CRITIQUE PAPER Develop an understanding of the main argument or purpose It involves more than pointing out mistakes being expressed in the work by looking unto its thesis It involves conducting a systematic analysis of a scholarly statement article or book and then writing a fair and reasonable Consider how the work relates to a broader issue or context description of its strengths and weaknesses. The following template, which showcases the main features of a CRITIQUES CAN BE USED TO CAREFULLY critique, is provided as the standard (Behrens & Rosen, 2007): ANALYSE A VARIETY OF WORKS SUCH AS: Creative Works – novels, exhibits, film, images, poetry Introduce the passage and the author Research – monographs, journal articles, systematic State the author’s main argument reviews, theories, position article State your own point about the issue Media – news reports, feature articles Provide background material Introduction Explain why the issue is relevant PRÉCIS VS CRITIQUE (10%) Add a reference to a possible controversy Include an account of the Précis Critique circumstances Requires you to share the Refer the intended audience May include a précis, but the Summarize the author’s main points, key points of the article so Summary main focus should be on making sure to state the author’s your reader can get a clear (10%) your evaluation and analysis picture of what the article is purpose for writing of the paper itself. about. Evaluation Evaluate the validity of the author’s (20%) presentation HISTORY OF CRITIQUE WRITING With which views do you agree? Began during Renaissance brought by German philosopher With which do you disagree? Immanuel Kant Discuss your reasons for agreement In his aesthetic work called Critique of Judgement, he Response and disagreement examined the viability and logic behind “judgments of taste.” (50%) Take assumptions – both the author’s and your own WHAT IS JUDGMENT OF TASTE? Where necessary, draw upon outside sources to support your idea Judgment of taste is based on a feeling of pleasure or State your conclusion about the displeasure. It is this that distinguishes judgments of taste overall validity of the piece from empirical judgments. Central examples of judgments of taste are judgments of beauty and ugliness. Judgments State your assessment of the author’s of taste can be about art or nature. Conclusion success at achieving his or her aims (10%) State benefits for the intended THE MODERN CRITIQUE audience or field Suggestion for future direction of A critique is a writing task that evaluates a source material’s research (book, essay, movie, painting, etc.) quality or worth according to a set of established criteria (Wilhoit, 2012) Writing a critique to a work help us develop the following: CRITICAL EVALUATION o Knowledge of the work’s subject are or related Systematic works Detailed assessment o An understanding of the work’s purpose, intended Purpose audience, development of argument, structure of Deconstruct the work evidence or creative Identify both strengths and weaknesses o A recognition of the strengths and weaknesses of the work GUIDE QUESTIONS: Who is the creator? Is the work presented objectively or BEFORE YOU START WRITING, IT IS IMPORTANT TO subjectively? HAVE A THOROUGH UNDERSTANDING OF THE What are the aims of the work? Were the aims achieved? WORK THAT WILL BE CRITIQUED What are the techniques, styles, media were used in the Study the work under discussion work? Are they effective in portraying the purpose? Make notes on key parts of the work What assumptions underlie the work? Do they affect its validity? K. HERRERA | 12 - COTTAM 1  MODULE 6: OBSERVING OBJECTIVITY AND EVALUATING SOURCES TO WRITING A CRITIQUE What types of evidence or persuasion are used? Has o Examples: evidence been interpreted fairly? § “International schools are often viewed How is the work structures? Does it favor a particular as elitist…” rather than “International interpretation or point of view? Is it effective? schools are always elitist…” Does the work enhance understanding of key ideas or § “Jessen’s (1956) theory remains one of theories? Does the work engage (or fail to engage) with key the most influential for scholars in concepts or other works in its discipline? education…” rather than “Jessen’s (1956) theory is the most influential for DON’TS IN CRITIQUE WRITING scholars in education…” § “Smith’s (2009) paper made a major Pay unwarranted amount of attention to the topic presented contribution to the field…” rather than by the author/creator. “Smith’s (2009) paper made such a Express your personal bias or opinion throughout the remarkable contribution to the field…” paper. You are permitted to give your opinion, but only in § “Gorard’s (1999, pp31-33) study the critical response section (it is preceded by summary and provided a concise classification evaluation), model…” rather than “Gorard’s (1999 Manufacture false evidence so you can discuss the author’s pp.31-33) study provided an awesome work in a negative light. Remember, critical essays can be classification model…” either positive or negative, whichever is more suitable. Emotive Language o Appeals to the emotions or values of your reader. SPOTTING SUBJECTIVE LANGUAGE Emotive language tends to use superlatives Opinions tend to be based on subjective judgment rather and/or exaggeration in an attempt to incite an than on information that can be verified. emotional reaction. Academic writing is ‘objective.’ Although you may have o Examples: strong feelings about an assignment topic, your writing § “Japanese orthography is not generally should provide and reference the evidence you have used well-understood…” rather than to write your paper. “Japanese orthography is too difficult to be well-understood…” 3 SUBJECTIVE LANGUAGES § “These people may be advantaged by Personal Language healthcare services that…” rather than o For example, it may be helpful to establish your “these really lucky people may be credibility with the subject matter, especially if you advantaged by healthcare services have a background in the area. As a general rule, that…” however, refer to personal experience only when it supports the development of your main idea. OBJECTIVE VS SUBJECTIVE LANGUAGE Sometimes sharing your personal experience is appropriate, especially when that experience is relevant and part of your research. o Examples: § “Informed consent was obtained in accordance with the procedures specified for research…” rather than “I got informed consent in accordance with the procedures specified for research…” § “Research suggests that there is a discrepancy between theory and practice…” rather than “I believe that there is a discrepancy between theory and practice” § “A total of 22 parents were interviewed during the month of December 2009…” rather than “I interviewed a total of 22 parents during the month of December 2009…” § “Completed questionnaires were allocated a number for identification purposes…” rather than “I gave completed questionnaires a number for identification purposes…” Judgmental Language o Suggests that you are making a personal judgment. By using judgmental language, it may sound as though you have come to a conclusion based on your previously-held beliefs, rather than through a review of the relevant literature. K. HERRERA | 12 - COTTAM 2  MODULE 6: OBSERVING OBJECTIVITY AND EVALUATING SOURCES TO WRITING A CRITIQUE OBSERVING OBJECTIVITY IN CRIQITUE WRITING ALWAYS REMEMBER: Objectivity – means that the main emphasis should be on In general, avoid words like “I,” “me,” “myself.” the information you want to give and the arguments you o A reader will normally assume that any idea not want to make, rather than you. referenced is your own. It is therefore unnecessary to make this explicit. OBSERVING OBJECTIVITY #1 Don’t write: “In my opinion, this a very interesting study.” More information around in the sentence to emphasize o Write: ‘This is a very interesting study.” things and ideas, instead of people and feelings. Avoid “you” to refer to the reader or people in general o Don’t write: “You can easily forget how different life Wrong: was 50 years ago.” “I believe the thesis is valid, based on these findings” o Write: “It is easy to forget how difficult life was 50 years ago.” Correct: “These findings indicate that the thesis is valid” EXAMPLES IN LAYING FOWN YOUR EVALUATION: “The following section will show how the thesis is validated Clearly this was far less true of (subject) than… by the findings” This is where the disagreement and controversies begin… The data indicated that… OBSERVING OBJECTIVITY #2 This is not a view shared by everyone; (source, Year), for Avoid evaluative words which are based on non-technical example, claims that… judgments and feelings, such as: …very few people would claim… It is worthwhile at this stage to consider… Wrong: Of course, more concrete evidence is needed before… “badly,” “disappointment,” “amazing,” etc Several possibilities emerge… A common solution is… Correct: “valid,” “inaccurate,” “reliable,” “clearly,” “demonstrates,” EVALUATING SOURCES “rigor,” “outdated,” etc. TYPES OF RESEARCH DATA (BEHRENS & ROSEN, OBSERVING OBJECTIVITY #3 2007) Avoid intense or emotional evaluative language. Instead, Primary Sources use more moderate and graded evaluative language. o These sources are unaltered records of events or evidences as they were initially described or Wrong: occurred, with no commentary or interpretation. “Parents who smoke are obviously abusing their children” Original thought, new discoveries and new knowledge are all showcased in primary sources. Correct: o Examples: “Second hand smoke has some harmful effects on children’s § Sciences: experiments, observations health.” § Social Sciences: experiments, survey, interviews OBSERVING OBJECTIVITY #4 § Humanities: diaries, letters, and other unpublished documents; close Use modality to show caution about your views, or to allow reading/observation and interpretation room for others to disagree. § Business: census statistics, feasibility studies, financial ledgers, business Wrong: reports “I think second-hand smoke causes cancer.” Secondary Sources o These sources frequently strive to explain or Correct: describe primary sources. They are usually works “Second-hand smoke may cause cancer” that summarize, interpret, rearrange, or add value “There is evidence to support the possibility that second-hand to a primary source in some way. smoke increases the risk of cancer.” o Examples: § Books, periodicals (newspapers and OBSERVING OBJECTIVITY #5 magazines), internet or online materials, Finding authoritative sources (i.e. authors or researchers in and other sources not included among books or articles) who support your point of view, and refer the primary sources. to them in your writing. Tertiary Sources o Tertiary sources are tools for indexing, Wrong: abstracting, organizing, compiling, and digesting “Language is, in my view, clearly something social.” information from other sources. When the primary goal of reference materials and textbooks is to list, Correct: summarize, or simply repackage ideas or other “As Halliday (1973) states, language is intrinsically social.” information, they are considered tertiary sources. Tertiary sources are rarely attributed to a specific author. o K. HERRERA | 12 - COTTAM 3  MODULE 6: OBSERVING OBJECTIVITY AND EVALUATING SOURCES TO WRITING A CRITIQUE o Examples: o Are there political, ideological, cultural, religious, § Dictionaries/encyclopedias (may also be institutional, or personal biases? secondary), almanacs, fact books, Wikipedia, bibliographies (may also be THE 7TH APA EDITION, 2020 NOTABLE CHANGES secondary), directories, guidebooks, Don’t include publisher location manuals, handbooks, and textbooks Shorten in-text citation for 3+ authors (et al.) (may be secondary), indexing and Include up to 20 authors in the reference abstracting sources. Format DOIs as URLs Don’t include “Retrieved from” in front of URL 5 CRITERIA FOR EVALUATING SOURCES (CRAAP) Don’t include the format, platform, or device for eBooks Citing contributors Currency – the timeliness of the information New examples for online source types o When was the information published or posted? Use singular “they” as a gender-neutral pronoun o Has the information been revised or updated? Use descriptive phrases instead of labels. o Is the information current or out-of date for your Use exact age ranges topic? More flexibility in font choices o Are the links functional? Simplified running head Relevance – how the information fits your needs or the Running head is omitted in student papers (unless told importance of the information for your needs otherwise) o Does the information relate to your topic or Updated headed styles answer your question? o Who is the intended audience? Use only one space after a period o Is the information at an appropriate level (i.e. not Use double quotations marks for linguistic examples too elementary or advance for your needs)? o Have you looked at a variety of sources before determining this is one you will use? Lecture Video / Sources: o Would you be comfortable using the sources for a https://drive.google.com/file/d/1h0NWDH0DhiXm5Wh16 research paper? _NXWaL6aoMkOiJK/view Authority – the source of the information o Who is the author/publisher/source/sponsor? o Are the author’s credentials or organizational affiliations given? o What are the author’s credentials or organizational affiliations given? o What are the author’s qualifications to write on the topic? o Is there a contact information, such as a publisher or e-mail address? o Does the URL reveal anything about the author or sources? § Examples:.com (commercial).edu (educational).gov (Phil government).org (nonprofit organization).net (network) Accuracy – reliability, truthfulness, and correctness of the information/content o Where does the information come from? o Is the information supported by evidence? o Has the information been reviewed or referred? o Can you verify any of the information in another source or from personal knowledge? o Does the language or tone seem biased and free of emotion? o Are there spelling, grammar, or other typographical errors? Purpose – the reason the information exists o What is the purpose of the information? To inform? Teach? Sell? Entertain? Persuade? o Do the authors/sponsors make their intentions or purpose clear? o Is the information fact? Opinion? Propaganda? o Does the point of view appear objective and impartial? K. HERRERA | 12 - COTTAM 4