EAPP-L2-ACADEMIC-LANGUAGE.pdf

LESSON 2 ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES James Alexander M. Deza EAPP Teacher  LEARNING OBJECTIVES At the end of the lesson, the learners are expected to: 3. Construct 2....

LESSON 2 ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES James Alexander M. Deza EAPP Teacher  LEARNING OBJECTIVES At the end of the lesson, the learners are expected to: 3. Construct 2.Differentiate 1. Determine paragraphs language style language style using academic used in academic in academic language. texts from writing; various disciplines; and Spot the Difference! Directions: What is the difference in the following pairs of sentences? Explain your answer. PAIR A S1: It was raining cats and dogs. S2: It was raining very heavily. Spot the Difference! Directions: What is the difference in the following pairs of sentences? Explain your answer. PAIR B S3: We believe the practice is unsustainable. S4: It is believed the practice is unsustainable.  INFORMAL FORMAL LANGUAGE LANGUAGE The basic structure that is used by an academic text is consist of three (3) parts introduction, body, and conclusion which is formal and logical. This kind of structure enables the reader to follow the argument and navigate the text. In academic writing a clear structure and a logical flow are imperative to a cohesive text. This refers to the attitude conveyed in a piece of writing. The arguments of others are fairly presented and with an appropriate narrative tone. When presenting a position or argument that disagrees with one’s perspectives, describe the argument accurately without loaded or biased language. It is 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 should be used. Technical language appropriate to area of study may also be used,however, it does not mean using “big words” just for the sake of doing so. Citing sources in the body of the paper and providing a list of references as either footnotes or endnotes is a very important aspect of an academic text. It is essential to always acknowledge the source of any ideas, research findings, data, or quoted text that have been used in a paper as a defense against allegations of plagiarism. An academic text addresses complex issues that require higher-order thinking skills to comprehend. What is valued in an academic text is that opinions are based on a sound understanding of the pertinent body of knowledge and academic debates that exist within, and often external to a specific discipline. The starting point of an academic text is a particular perspective, idea or position applied to the chosen research problem, such as establishing, proving, or disproving solutions to the questions posed for the topic. ASSESSMENT Directions: What do you think is the most correct answer in the following instances? Write your answer in your notebook. 1. Instead of the informal 'I have read, use ( I think, The essay has ) 2. The phrase 'turn out to be' is informal. Instead, use: ( become, end up ) 3. Instead of 'paid for', use ( given, funded ) ASSESSMENT Directions: What do you think is the most correct answer in the following instances? Write your answer in your notebook. 4. ‘Job' is a little too informal. Instead write ( role, gig) 5. Instead of ‘funny’ use ( laughable, ironic) 6. Instead of 'picked out, use( selected, taken) 7. Rather than “stand for” write ( be, represent) ASSESSMENT Directions: What do you think is the most correct answer in the following instances? Write your answer in your notebook. 8. The term 'music fans' is informal. Instead, use ( audience, goers ) 9. As a substitute for 'killing', use ( assassination, political murder) 10.Instead of 'given off', use (created, done ) Thank You SEE YOU NEXT TIME  Summarizing is how we take larger selections of text and reduce them to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering. Webster's calls a summary Techniques in the "general idea in brief form"; it's the Summarizing Academic distillation, condensation, or reduction of a Texts larger work into its primary notions. Basic Rules: a. Erase things that don’t matter. Delete trivial material that is unnecessary to understanding. b. Erase things that repeat. Delete redundant material. In note taking, time and space is precious. If a word or phrase says basically the same thing you have already written down, then don’t write it again! C. Trade, general terms for specific names. Substitute superordinate terms for lists (e.g., flowers for daisies, tulips for roses). Focus on the big picture. Long, technical lists are hard to remember. If one word will give you the meaning, then less is more. D. Use your own words to write the summary. Write the summary using our own words but make sure to retain the main points. TECHNIQUE S: 1. Somebody Wanted But So. The strategy helps students generalize, recognize cause and effect relationships, and find main ideas. After answering the questions, combine the answers to form a summary: Little Red Riding Hood wanted to take cookies to her sick grandmother, but she encountered a wolf. He got to her grandmother’s house first and pretended to be the old woman. He was going to eat Little Red Riding Hood, but she realized what he was doing and ran away, crying for help. A woodsman heard the girl’s cries and saved her from the wolf. 2. SAAC Method. This method is particularly helpful in summarizing any kind of text. SAAC is an acronym for “State, Assign, Action, Complete.” Each word in the acronym refers to a specific element that should be included in the summary.  Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf" in complete sentences: "The Boy Who Cried Wolf," by Aesop (a Greek storyteller), tells what happens when a shepherd boy repeatedly lies to the villagers about seeing a wolf. After a while, they ignore his false cries. Then, when a wolf really does attack, they don’t come to help him. 3. 5 W's, 1 H. This technique relies on six crucial questions: who, what, when where, why, and how. These questions make it easy to identify the main character, important details, and main idea. 4. First Then Finally. This technique helps students summarize events in chronological order. First: What happened first? Include the main character and main event/action. Then: What key details took place during the event/action? Finally: What were the results of the event/action? Here is an example using "Goldilocks and the Three Bears." First, Goldilocks entered the bears' home while they were gone. Then, she ate their food, sat in their chairs, and slept in their beds. Finally, she woke up to find the bears watching her, so she jumped up and ran away. 5. Give Me the Gist. This type of techniques is like giving a friend the gist of a In other words, they want a summary – not a retelling of every story. detail.