English for Academic and Professional Purposes - PDF

English for Academic and Professional Purposes Lesson 1: is a course/subject wherein the students need to accomplish to be fully prepared in college. an **[academic text]** is a written language that provides information, which contain ideas and concepts that are related to the particular discipl...

English for Academic and Professional Purposes Lesson 1: is a course/subject wherein the students need to accomplish to be fully prepared in college. an **[academic text]** is a written language that provides information, which contain ideas and concepts that are related to the particular discipline. Examples; - Journal - Essays - Dissertation - Books - Research Nature and Characteristics of an Academic Text - **Structure** - the basic structure used consist of three (3) parts **introduction**, **Body** and **Conclusion**. In academic writing a clear structure and logical flow are imperative to a cohesive text. - **Tone** - refers to the **attitude** conveyed in a piece of writing. When presenting a position or argument that disagrees with one's perspectives, describe argument accurately w/out loaded or biased language - **Language** - **Clear topic sentences** enable a reader to follow your line of thinking w/out difficulty. Formal language and 3rd-POV should be used. - **Citation** - citing sources in the body of the paper and providing a list of references as either footnotes or endnotes is a very import aspect of an AT. Make sure to always acknowledge the sources of any ideas. - **Complexity** - AT addresses complex issues that **require higher-order-thinking skills** to comprehend. - **Evidence-based Arguments** - In AT, it is important that opinions are based in a t**horough knowledge of the relevant body of knowledge** and academic debates that exist both within and constantly beyond a particular discipline. - **Thesis-driven** - the starting point of an AT is a particular perfective, ideas or position applied to the chosen research problem, such as establishing, providing or disapproving solutions to the questions. - to locate a main idea; - to scan for information; - to identify gaps in existing ones; - to connect new ideas to existing ones; - to gain more pieces of information; - to support a particular writing assignment; and - to deeply understand an existing idea - **Descriptive - [Provides] facts and information. (identity, report, record, summarize, and define)** - **Analytical - [Organize] facts and information into categories, groups, parts, types or relationships (analyze, compare, contrast, relate and examine)** - **Persuasive - Includes [arguments], recommendation, interpretation or evaluation of the work of others with the addition of your own POV. Needs to be supported by evidences (argue, evaluate, discuss, and take a position)** - **Critical Thinking - [Requires] you to consider at least two POV, including your own. (Critique, debate, disagree and evaluate)** **Non-Academic Texts** - **Written for the mass public** - **May contain slang words Uses informal and more conversational language** - **Doesn't often involve research or sources** - **published quickly and can be written by anyone** **examples:** - **Text Messages** - **Shopping List** - **Magazines** - **Diaries** - **Business Letters** **Characteristics of Non-Academic Texts** - **author may be unknown** - **usually delivers simple and basic information** - **can be read and easily understood by any kind of reader** - **personal, emotional, impressionistic, or subjective in nature.** **Factors that shape AT** - **Audience - WHOM are you writing for?** - **Purpose- WHY are you writing?** - **Organization - HOW will you arrange your ideas?** - **Style- WHAT technique/s will you use?** **Lesson 2:** **A language is a system of communication which consists of a set of sounds and written symbols which are used by the people of a particular country or region for talking or writing.** **-(Academic) Formal and (Social) Informal Language** **-Differentiate (academic) formal language from (social) informal language.** **Formal language - It is used when writing for professional or academic purposes.** **Informal language- casual and spontaneous.** **FEATURES OF ACADEMIC TEXT** **In academic writing, facts and figures are given precisely.** **OBJECTIVITY** **Written language is in general objective rather than personal. It therefore has fewer words that refer to the writer or the reader. This means that the main emphasis should be on the information that you want to give and the arguments you want to make, rather than you.** **EXPLICITNESS** **The responsibility of the writer in English to make it clear to the reader how the various parts of the text are related. These connections can be made explicit by the use of different signalling words.** **ACCURACY** **Academic writing uses vocabulary accurately. Most subjects have words with narrow specific meanings. Linguistics distinguishes clearly between \"phonetics\" and \"phonemics\"; general English does not.** **HEDGING** **In any kind of academic writing you do, it is necessary to make decisions about your stance on a particular subject, or the strength of the claims you are making. Different subjects prefer to do this in different ways.** **RESPONSIBILITY** **In academic writing you must be responsible for, and must be able to provide evidence and justification for, any claims you make. You are also responsible for demonstrating an understanding of any source texts you use.** **ORGANIZE** **Academic writing is well organised. It flows easily from one section to the next in a logical fashion. A good place to start is the genre of your text. Once you have decided on the genre, the structure is easily determined..** **PLAN/PLOT** **Academic writing is well planned. It usually takes place after research and evaluation, according to a specific purpose and plan.** **CHARACTERISTICS OF ACADEMIC LANGUAGE** - **Formal** - **Objective** - **Impersonal** **Lesson 3:** **Text Structure- refers to how the information within a written text is organized.** **Academic Text** - **Stricter Format** - **Yields toward the academe** - **It has a purpose of creating new body of knowledge** **Non-Academic Text** - **Formal but not that strict** - **Yields toward the personal means** - **It has a goal which is to communicate** **Common text structures** **Narrative - Narrates an event/story with characters , setting, conflict, POV and plot.** **Descriptive - features a detailed description of something to give the reader mental picture.** **Cause-and-Effect - provide explanations or reasons for phenomena.** **Comparison and Contrast - discuss two ideas, event or phenomena, showing how they are different and similar.** **Chronological, process or Sequence- present ideas or events in order.** **Problem and Solution - identify problems and pose solutions.** **Importance of Text Structure** - **Organize information and details they are learning in their minds while reading.** - **Make connections b/w the details being presented in a text.** - **Summarize the imposrtant details shared in a text** **LESSON 4:** **TECHNIQUES IN SUMMARIZING VARIETY OF ACADEMIC TEXTS** **SUMMARY - writing a summary is an excellent learning strategy that allows students to monitor their own progress in learning course material.** **BASIC RULES:** - **[Erase things that don't matter]** - **[Erase things that repeat]** - **[Trade, general terms for specific names]** - **[Use your own words to write the summary]** **1. Somebody Wanted But So Then- a strategy that help us generalize, recognize, cause and effect relationships, and find main ideas** **2. S A A C Method - this method is particulary helpful in learning the format of a summary. This includes the title and author's name.** **3. 5W's, 1 H - this technique relies on six crucial questions: WH questions.. Make it more easier to identify the main character, important details and maid idea.** **4. First Then Finally - This technique helps summarize events or steps in chronological order or in sequence.** **5. Give Me the Gist- this type of techniques is like giving a friend the gist of a story. In other words, they want a summary - not a retelling of every detail.** **LESSON 5:** **Thesis Statement and Outline Reading Text** **-** **is the main idea of an essay** **THESIS STATEMENT Avoid the following** - **The first person point of view (I believe, In my opinion, etc.)** - **Unclear language (It seems, etc.)** - **Attempting two topics at once (even if they seem related). Pick one and stick with it.** - **Just stating a fact- A thesis is something you plan to make an argument about.** **THESIS STATEMENT should;** 1. **Contain a topic** 2. **Contain an opinion** **In writing a thesis statement, the following must be avoided: (1) too broad, (2) too wordy, (3) too general, (4) title, and (5) fact.** **LESSON6:** **OUTLINING READING TEXTS** **An outline is a tool for planning your essay\'s organization and content** **Outlining is a vital part of the essay planning process. 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. It also provides the writer with a space to manipulate ideas easily without needing to write complete paragraphs.** **PARTS OF OUTLINING:** **INTRODUCTION- Attention Grabber** **BODY- The Content of the Paper** **CONCLUSION- wrap all of your arguments** **LESSON 7:** **Writing the Reaction Paper/Review/Critique** **Facts and Opinion** - **Are the specialized forms of writing in which an author reviews or evaluates a subject.** - **Can be written in 250 to 750 words.** - **They presents summaries and opinions but which proofs and evidences.** 1. **SCHOLARLY WORKS- Academic books, researches, and articles** 2. **WORKS OF ART- Literary texts, exhibits, plays, film, performance art, dance, even sports.** 3. **DESIGNS- Building, furniture, fashion design.** 4. **GRAPHIC DESIGNS- Posters, billboards, commercials, and other digital media.** - **Summary** - **Evaluation** - **is the interpretation, analysis, and judgment of a text** - **Formalist Criticism/Formalism** - **Gender Criticism (Feminism/Queer Theory)** - **Historical Criticism/Historicism** - **Reader-Response Criticism** - **Media Criticism** - **Marxist Criticism/Marxism** - **Structuralism/Structural Criticism** - **New Historicism** **Formalist Criticism- The word 'formalism' derived from the word 'form' or structure. The 'ism' is a belief or an approach of looking at things.** **emphasizes the form of a literary work to determine its meaning, focusing on literary elements and how they work to create meaning.** **Gender Criticism- is an extension of feminist literary criticism, focusing not just on women but on the construction of gender and sexuality.** **Historical Criticism - is a perspective dealing with the history that influenced the writing of literature.** **Reader-Response Criticism - asserts that a great deal of meaning in a text lies with how the reader responds to it. Focuses on the act of reading and how it affects our perception of meaning in a text (how we feel at the beginning vs. the end).** **Media Criticism- It is the act of closely examining and judging the media.** **Marxist Criticism- The way in which dominant groups (typically, the majority) exploit the subordinate groups (typically, the minority).** **Structuralism- is a type of literary analysis that [interprets texts by relating them to a larger structure. (elements of the text, events., etc)]** **New Historicism- focuses not only on the history when the literary text was written, but also how the history happened.** **lesson 9:** **Part One: Reaction Paper: Techniques in Writing Reaction Papers, Reviews, and Critiques** **A reaction paper is an essay that is 300-500 words long and contains a thorough review of the examined topic and describes your reaction to this topic (it can be an object, [literature](https://ozzz.org/literature/) piece, [movie](https://ozzz.org/movie/), article, book, etc.).** **SIGNIFICANCE OF REACTION PAPER** **Reaction papers are often used as tools in a class-setting to encourage students to think critically about texts, and how those texts are in conversation with each other, or with a wider field of discourse. Reaction papers can also be used to generate ideas for a research paper.** **TECHNIQUES IN WRITING REACTION PAPERS, REVIEWS, AND CRITIQUES** - **Read or watch the material carefully.** - **Whether it is a book, article, or film, make sure to read or watch it very carefully.** - **Sometimes, you will need to repeat this procedure for a couple of times.** - **Mark interesting places while reading/watching** - **This will help you focus on the aspects that impressed you the most and comeback to them after you are done with reading or watching.** - **Write down your thoughts while reading/watching** - **Come up with a thesis statement** - **Use your notes to formulate a central idea you will develop in your further work.** - **Then put it in one sentence and make it your thesis statement.** - **Compose an outline** - **Every time you write an academic paper, you need to outline. Try at least once and you will see how helpful an outline could be!** - **Construct your paper.** - **Only when all the preparations are done, start writing a paper itself.** **STRUCTURE OF A REACTION, REVIEW OR CRITIQUE PAPER:** **Introduction (around 5% of the paper)** **-Title of the book/ article/ work** **-Writer\`s name** **-Thesis Statement** **Summary or description (around 10% of the paper)** **-Objective and Purpose** **-Methods used (if applicable)** **-Major findings, claims, ideas, or messages** **Analysis and interpretations (in no particular order and around 75% of the paper.** **- Discussion** **-Appropriateness of methodology to support the arguments.** **-Theoretical soundness of explanation about other available information and experts.** **- other perspectives in explaining the concepts and ideas.** **Conclusion (around 10% of the paper)** **-Overall impression of the work.** **-Scholarly or literary value of the reviewed article, book, or work** **-Benefits of the intended audience or field.** **- Suggestion or recommendation for the future direction of a work** **GUIDELINES FOR WRITING A REACTION, REVIEW, OR CRITIQUE** **For articles and journals:** **Read, view, or listen to the work to be reviewed carefully to get the main topic or the concepts presented.** **Relate the content of the work to what you already know about the topic.** **Focus on discussing how work treats the topic and not the topic itself.** **When critiquing artworks or posters, make sure to use speculative verbs such as evoke, create, appear, and suggest.** **Presume that the reader has not seen the material you\`re viewing, so make sure to describe it to them.** **For artworks, describe the material in simple terms to help your audience visualize it.** **Lesson 10:** **Concept paper** - **A concept paper can be defined as a concise document which outlines the fundamental aspects of a grant proposal.** **Uses of Concept Paper** ** Serves as a foundation of the full proposal** ** Determines whether the project is feasible or not** ** Piques the interest of the potential funding agencies** ** Obtains informal feedback on the ideas before preparing the full proposal.** ** Helps in addressing social issues that plague our society.** **Parts Concept Paper** - **INTRODUCTION** - **BODY** - **CONCLUSION** **The parts of a concept paper may also vary depending on the nature of the project/activity when it is used in a specific discipline.** **Lesson 11:** **PRINCIPLE OF CONCEPT PAPER**  **Ranges from 500- 2000 words** **Two concepts of concept paper** 1. **Concept paper for project** - **Cover page** - **Introduction** - **Rationale/background** - **Project description** - **Project needs and cost** 2. **Concept paper for academic research** **How to write a concept paper** - **Come up with the research topic that genuinely interests you** - **Write down the research question** - **Develop a research hypothesis** - **Gather the data** - **Present the data**