[EAPP] 1ST QUARTER REVIEWER - Ma'am Eracho.pdf

EAPP — 1st Quarter Lesson 1 and 2 Features of Academic Writing written language has no longer The Language of Academic Texts words, i...

EAPP — 1st Quarter Lesson 1 and 2 Features of Academic Writing written language has no longer The Language of Academic Texts words, it is lexically more varied Complex vocabulary; are shorter and the Nature and Characteristics language has more grammatical complexity of an Academic Text avoid colloquial words and 1. Structure Formal expressions ★ consists of three parts: introduction, body and conclusion, which is formal and logical facts are given accurately and Precise ★ enables the reader to follow the argument precisely and navigate the text has fewer words that emphasize 2. Tone on the information you want to Objective ★ attitude conveyed in a piece of writing give and the arguments you want ★ arguments of others are fairly presented to make and with an appropriate narrative tone uses vocabulary accurately; most 3. Language Accurate subjects have words with narrow ★ important to use unambiguous language specific meanings ★ clear topic sentences enable a reader to necessary to make decisions follow your line of thinking without difficulty about your stance on a particular ★ formal language and the third person POV Hedging subject, or the strength of the should be used claims you are making ★ technical language appropriate to the area of study may also be used be responsible for and must be able to provide evidence and ○ however, it does not mean using “big Responsible justification for any claims you words” just for the sake of doing so make 4. Citation well-organized; it flows easily ★ citing sources in the body and providing a Organize from one section to the next in a list of references as either footnotes or logical fashion endnotes is a very important aspect of an academic text usually takes place after research ★ defense against allegations of plagiarism Plan and evaluation, according to specific purpose and plan 5. Complexity ★ addresses complex issues that require higher-order thinking skills to comprehend Purposes in Writing an Academic Text 6. Evidence-based arguments 1. To locate a main 2. To scan for ★ opinions are based on a sound idea information understanding of the pertinent body of knowledge and academic debates that 3. To identify gaps in 4. To connect new existing studies ideas to existing exist within one 7. Thesis-driven ★ the starting point of an academic text 5. To gain more 6. To support a pieces of particular writing ★ particular perspective, idea, or position information assignment applied to the chosen research problem 7. To deeply Types of Academic Writing understand an existing idea Reaction Essay Research Journal Factors to Consider in papers Writing an Academic Text Book Review of Synthesis review the literature 1. State critical 2. Provide facts questions and and evidence issues from credible sources 1 EAPP — 1st Quarter 3. Use precise and 4. Take an accurate words objective point while avoiding of view jargon 5. List references 6. Use cautious language 7. Purpose, audience, perspective and language Characteristics of Academic Language 1. Formal ★ should not sound conversational or casual ★ colloquial, idiomatic, slang, or journalistic expressions should particularly be avoided ○ ex: Use… Instead of… Consider, Look at monitor Revise, review Go over Solve, repair, Fix amend 2. Objective ★ unbiased; should be based on facts and evidence and are not influenced by personal feelings 3. Impersonal ★ involves avoiding the personal pronouns, ‘I’ and ‘we.’ ★ the second person, ‘you,’ is also to be avoided ○ ex. Use… Instead of… This report will show I will show 2 EAPP — 1st Quarter Lesson 3 result, therefore, because, consequently, since, so that, for, due to ★ asks the following questions: Text Structures What happened? What caused it to happen? ★ refer to the way authors organize information Why did it happen? in text ★ text structures are important since readers Problem-Solution Text can… ○ improve comprehension and retention ★ identify problems and of information pose solutions ○ organize information and details they ★ uses words such as: are learning in their minds while reading problem is, dilemma is, ○ make connections between the details if/then, because, so that, question/answer, being presented in a text puzzle is solved ○ summarize the important details ★ asks the following questions: shared in a text Is anything being done What is the to try to solve the problem? Narrative Text problem? ★ narrates an event or Why is this a What can be done to story with characters, problem? solve the problem? setting, conflict, point of view, and plot Compare and Contrast Text ★ uses descriptive language for transitions ★ asks the following questions: ★ discusses two ideas, events, or phenomena, showing how they Who is the narrative Who is telling the are different and how they are about? narrative? similar Where is it set? What is happening? ★ uses words such as: however/yet, nevertheless, on What is the the other hand, but/whereas, similarly, conflict? although, also/likewise, in contrast/comparison, different, either/or, in Chronological, Process, or Sequence Text the same way/just as ★ asks the following questions: ★ present ideas or events in the order in which they What items are happen being compared? What conclusion does ★ uses words such as: first, the author reach In what ways are second, third, later, next, about these items? they similar or before, then, finally, after, when, since, now, different? previously, or dates ★ asks the following questions: Definition or Description Text What items, events, What are the major or steps are listed? incidents that occur? ★ describes a topic by listing characteristics, features, Do they have to attributes, and examples How is this structure happen in this ★ uses words such as: for example, revealed in the text? order? characteristics, for instance, such as, What sequence of including, to illustrate events is being ★ asks the following questions: described? What are the most important How is it being Cause and Effect Text characteristics? described? (what does it look like, how ★ provide explanations or What is important does it work, etc.) reasons for phenomena to remember about ★ uses words such as: it? if/then, reasons why, as a 3 EAPP — 1st Quarter Lesson 4 ★ middle: include 2-3 details from the text (arranged according to author’s organization) ★ end: end with a concluding statement that will Summarizing a Text reiterate the main idea Summary Two Types of Summaries ★ condensed version of a longer text ★ includes the main idea, major, supporting Informative Descriptive points, and should reveal the relationship adopt a more distant between these adopt the tone of the perspective, original full text, simply describing the original Why summarize? presenting it in shorter text rather directly form presenting the ★ to increase comprehension and retention of information it contains information ★ to keep track of your observations Reporting Verbs ★ to make convincing analyses of sources ★ to record what you’ve read and help you ★ One of the most common ways to incorporate distinguish your ideas from those of your citations in your writing is to use reporting sources verbs to present the information. How to summarize? say, declare, announce, tell, Neutral state, mention, proclaim, reply, 1. Read the original text. Read it again, and point, inform again. 2. Underline the main idea. explain, clarify, define, expound, Explanatory describe, illustrate, justify, 3. Extract major details of support. demonstrate, interpret, elucidate 4. State the main idea in your own words. Introduce the source of information reveal, confess, admit, accept, Revelatory affirm, swear, agree, recognize, testify, assert Strategies in Summarizing Texts think, claim, allege, argue, TAMKO Cautious assume, feel, guess, imagine, presume, suggest ★ Title, Author, Main idea, Key details, Organize 1. Give the title and text type. argue, boast, contest, deny, 2. Name the author and provide a verb that Judgmental refute, dispute, defend, warn, maintain, contradict describes the author’s purpose. 3. State the main idea in your own words. 4. Include key details that support the main idea. 5. Organize your summary in the same way that the author organized the text. 5 W’s and 1 H 1. Who is the writer / audience / affected? 2. What is the topic / are the details? What happens in the text? 3. When was the text written / did the event in the text take place? 4. Where does the event in the text take place? 5. Why is this text important to read about / did the author write the text? 6. How did this event happen / did the author organize the information? Text Structure Summary ★ beginning: state the main topic (should also give a hint at the text structure) 4 EAPP — 1st Quarter Lesson 5 can cause, a warning exposed for the entire system that is world to see how cost-effective, unprepared and Thesis Statements efficient, and reliable ill-equipped the ★ the main idea of a composition must be established. government of ★ provides the controlling idea Indonesia was. ★ thesis = specific topic + specific claim ★ not the topic or title or question ★ we must write thesis statements… ○ to test ideas by narrowing them into a Not a question A question sentence or two Although the spread ○ to better organize and develop of argument agriculture-related ○ to provide the reader with a “guide” to diseases is alarming, The threat of the argument the long-term agro-terrorism or consequences of an how real is the threat Elements of a Thesis Statement outbreak can be of agricultural lessened through terrorism? Topic topic of your paper increased vigilance depends on the type of paper you by governments of are writing vulnerable countries. ★ argumentative: express your Argument or opinion Claim Troublesome Thesis Statements ★ research / explanatory: explain the purpose of your ★ can be too specific paper Specific enough Too specific the support for your argument or Getting into other Evidence claim provinces can be Getting into the toll quite difficult, gate of Pampanga Good Thesis Statements depending on their can be difficult quarantine status. ★ a good thesis statement… ○ an answer to a research question ★ expresses more than one main idea ○ predicts, controls, and obligates ○ an indicator of position or belief about a One main idea only More than one particular idea The proposed transit ○ different from the topic sentence The proposed transit system is worth ★ should provide a clear line of focus system should be run examining, but it has Has a focal point No clear focal point on an experimental several weakness, so basis for a limited it should be run on an Although viruses can period of a couple of experimental basis be the worst years. for a limited period of Computer viruses can nightmare that can a couple of years. sabotage an entire happen to a computer system due computer system, ★ expressed in vague language to three unique they are actually mechanisms: Clear language Vague language system-related self-replication, errors that mimic the Religion as part of self-abstraction, and effects of viruses but the school’s encryption may not be curriculum should be Negative things have technically viruses. avoided because a resulted from religion person’s religious ★ must set limits on a topic. being taught in our beliefs are highly schools. Has limits Has irrelevant info personal and require individual Because of the The tsunami that hit commitment. immeasurable Indonesia in damage tsunamis December 2014 has 5 EAPP — 1st Quarter Thesis Statements as Claims 1. Claim of definition / fact ★ argues about what the definition of something is or whether something is a settled fact ★ requires a formal and extended definition, quotes from authorities, and comparison & contrast ○ ex. Though student demonstrations may be less evident than they were in the 1970s, students are more politically active than ever. 2. Claim of cause ★ argues that one person, thing, or event caused another thing or event to occur ★ requires facts or statistics, induction or deduction, and cause-effect organization ○ ex. The presence of medical professionals in supervised injection services leads to improved health outcomes. 3. Claim of value ★ made of what something is worth, whether we value it or not, how we would rate or categorize something ★ requires appeal to audience’s values, quotes from authorities, and claim-reason-evidence pattern ○ ex. Using lie detector tests as screening devices for jobs in private business is a violation of the employee’s right to privacy. 4. Claim of policy ★ argues for or against a certain solution or policy approach to a problem ★ requires facts or statistics and problem-solution pattern ○ ex. The government should invest more in renewable energy sources to combat climate change and reduce dependence on fossil fuels. 6 EAPP — 1st Quarter Lesson 6 Alphanumeric Outline ★ combines Roman numerals, capital letters, Outline Arabic numerals, and lowercase letters to organize information in a hierarchical manner ★ organized list of steps, information, and ideas ★ a traditional and widely-used format for ★ arranged hierarchically under headings and organizing complex topics subheadings ★ example: ★ visual strategy ★ helpful in organizing, clarifying, and structuring I. Cybersecurity threats A. Phishing information and ideas 1. Fake emails ★ helps students improve their writing by 2. Suspicious links enabling them to… B. Malware ○ research, organize, and compile notes 1. Computer viruses and information in an orderly manner 2. Ransomware ○ compare, prioritize, and decide on II. Preventive measures topics and ideas to be included A. Strong passwords B. Two-factor authentication ○ derive a general structure to work with ★ by writing outlines, you can… ○ filter unnecessary information Decimal Outline ○ organize the information ★ uses a number-based system to show the ○ get an overview of the task at hand for relationship between main points and better planning subpoints ★ good for highly detailed or technical outlines, Types of Topic Outlines making it easy to track subpoints and their hierarchy Topic Outline ★ example: ★ uses short phrases or single words to organize 1. Cybersecurity threats ideas hierarchically 1.1. Phishing ★ helps to quickly list the main topics and 1.1.1. Fake emails subtopics without getting into detailed 1.1.2. Suspicious links sentences 1.2. Malware 1.2.1. Computer viruses ★ example: 1.2.2. Ransomware I. Cybersecurity threats 2. Preventive measures A. Phishing 2.1. Strong passwords B. Malware 2.2. Two-factor authentication II. Preventive measures A. Strong passwords B. Two-factor authentication Reverse Outline ★ created after drafting a piece of writing, by Sentence Outline summarizing each paragraph into a main point or idea ★ uses complete sentences to express detailed ★ used to check the structure and flow of an ideas and thoughts existing piece of writing, ensuring each ★ allows the writer to see how the actual content paragraph contributes to the overall argument will look and helps to develop ideas more fully ★ example: ★ example: Paragraph 1: Introduction to cybersecurity I. Cybersecurity threats are becoming more Paragraph 2: Types of cybersecurity threats sophisticated each year. Paragraph 3: Preventive measures A. Phishing attacks often target personal information. B. Malware can infect dives through email attachments. Mind Map or Visual Outline II. There are several preventive measures people ★ a diagram or visual representation of ideas can take to protect themselves A. Using strong passwords reduces the risk of that branch out from a central topic unauthorized access. ★ great for brainstorming or exploring B. Two-factor authentication provides an relationships between ideas in a non-linear extra layer of security. way ★ example: 7 EAPP — 1st Quarter Full-Sentence or Detailed Outline ★ main topic should be divided into at least two subpoints if ★ c​​omprehensive outline with full sentences or subdivided paragraphs for each point, almost like a rough ★ application: if there is an A, Division draft of the paper there must be a B; if a section ★ ideal for long or complex projects where each can’t be broken into at least section needs to be fully developed in the two, it should remain as a planning stage single point ★ example: ★ use parallel structure, keeping I. Introduction: Cybersecurity is a growing the form and structure of concern for individuals and organizations headings and subheadings worldwide. Parallelism consistent A. Definition of cybersecurity ★ application: headings at the B. Importance of protecting personal same level should follow the information same grammatical structure II. Types of cybersecurity threats A. Phishing involves tricking individuals ★ points at the same level should into sharing personal data. have equal importance B. Malware infects devices and ★ application: under Coordination compromises sensitive data “cybersecurity threats,” “phishing” and “malware” should be of equal significance Paragraph Outline ★ subpoints should support or ★ breaks down the structure of each paragraph, explain the point above them, summarizing the topic sentence, supporting showing their relationship to evidence, and conclusion the main topic Subordination ★ ensures that each paragraph has a clear ★ application: under purpose and supports the main argument. “cybersecurity threats,” ★ example: subpoints should explain specific types of threats I. Introduction A. Hook ★ cover all the important points B. Thesis Statement related to the topic, but II. First Body Paragraph without unnecessary details A. Topic Sentence Completeness ★ application: ensure that all B. Evidence major aspects of the subject C. Conclusion are included, but avoid including too much detail Principles of Outlining ★ keep the outline simple and focused on the most important points ★ clear focus on the main ideas Simplicity ★ application: do not and their relationships overcomplicate the outline Clarity ★ application: each point in the with excessive subpoints outline is specific and straightforward ★ should be adaptable as new ideas develop ★ use a consistent structure Flexibility ★ application: be willing to throughout the outline to adjust the outline to maintain organization Consistency accommodate new insights ★ application: stick to one outline format and keep the ★ keep points short and concise same grammatical structure Brevity ★ application: use brief phrases or keywords ★ organize ideas in a hierarchical manner from general to ★ follow a logical flow from one specific point to the next Hierarchy ★ application: major topics Logical progression ★ application: organize points in should be the broadest, and a way that naturally guides subpoints should support the reader through the material main point 8 EAPP — 1st Quarter Lesson 7 6. reader-response criticism: ★ centers on the reader’s interpretation of the text, arguing that meaning is created Literary Criticism through the interaction between the reader and the text ★ the study, evaluation, and interpretation of ○ ex. how individual readers may interpret literary works the ending of The Catcher in the Rye ★ involves analyzing a text to understand its differently themes, structure, cultural context, and the 7. postcolonial criticism author’s intentions, as well as exploring how a ★ analyzes literature in the context of work fits into or challenges literary traditions colonization, power imbalances, and the ★ the purpose of literary criticism are: perspectives of colonized people ○ to deepen the understanding of texts by ○ ex. examining themes of identity and considering various interpretations resistance in Chinua Achebe’s Things ○ to challenge readers to think critically Fall Apart about literature and its impact 8. deconstruction ○ to connect literature to broader social, ★ challenges the idea that a text has a single, cultural, and historical contexts fixed meanings ★ argues for multiple interpretations and Types of Literary Criticism contradictions 1. formalism / new criticism ○ ex. questioning binary oppositions (like ★ analyzes the text itself—its structure, good/evil) in a novel language, tone, imagery, and use of literary devices Variables of Literary Criticism ★ excludes outside influences like the author’s life or historical context ★ how the social context in ○ ex. studying symbolism and themes in a which a literary work is poem without considering the poet’s produced and received affects biography society its meaning and significance dependent ○ ex. literature often reflects 2. historical / biographical criticism the values, norms, and ★ examines how a text reflects the historical issues of the society in period in which it was written or how the which it was created author’s personal life influences their work ○ ex. understanding how Charles Dickens’ ★ focuses on the intrinsic elements of the text itself, experiences in Victorian England shaped such as its structure, language, his novels like Oliver Twist style, and literary devices text 3. Marxist criticism ○ ex. analyzing the text dependent ★ analyzes literature based on involves looking at how its socio-economic conditions and class form and content struggles contribute to its overall ★ examines how power, economics, and meaning materialism affect characters and themes ★ considers the author’s ○ ex. analyzing how wealth and class background, experiences, and shape characters in The Great Gatsby intentions as they relate to the literary work 4. feminist criticism author ★ explores gender roles, power dynamics dependent ○ ex. understanding an author’s life, beliefs, and between men and women, and the historical context can representation of women in literature provide insight into their ○ ex. examining female agency and writing patriarchy in works like Pride and Prejudice ★ highlights the role of the reader in interpreting and deriving 5. psychoanalytic criticism: meaning from a literary work ★ uses theories of psychology, often derived reader ○ ex. individual experiences, from Freud, to explore the unconscious dependent emotions, and perspectives motivations of characters and authors shape how readers ○ ex. analyzing Hamlet’s indecision understand and connect through a psychoanalytic lens with a work 9 EAPP — 1st Quarter goes beyond personal reaction to examine the Evaluative Writing and its Types work’s component critically ★ characteristics: ★ involves analyzing and assessing a piece of literature or other forms of art emphasizes critical thinking and analysis of the analytical Reaction Paper work’s elements (structure, style, organization) ★ a personal response to a text or artwork, includes writer’s opinions where the writer expresses their thoughts, objective & while also grounded in feelings, and opinions about it subjective evidence and examples ★ its aim is to convey the writer’s emotional and elements from the text intellectual reactions to the work ★ characteristics: more formal than a reaction paper, often using focuses on the writer’s scholarly academic language and subjective personal experience and terminology interpretation ★ example: A critique of a scholarly article might often written in a analyze its methodology, argumentation, and conversational style, contribution to the field, using specific informal allowing for a more references to support its points. personal touch includes summaries of the work, reflections on content specific elements, and the emotional impact it had on the reader ★ example: A student might write a reaction paper to a novel, discussing how the themes resonated with their own life experiences Review ★ a critical evaluation of a text, film, or other creative work that provides an overview and an assessment of its quality and effectiveness ★ its goal is to inform potential readers or viewers about the work and to offer an opinion on its merits and shortcomings ★ characteristics: includes both positive and balanced negative aspects of the assessment work provides background informative information (ex. author, context, purpose) follows a structured format clear (introduction, summary, structure analysis, and conclusion) ★ example: A book review in a literary magazine might evaluate a new release, discussing its themes, writing styles, and potential audience. Critique Paper ★ a detailed analysis and assessment of a work, focusing on its strengths, weaknesses, and overall effectiveness ★ its aim is to provide an in-depth analysis that 10