Fundamentals of Reading Academic Texts PDF

UNIT 1: FOUNDATIONS OF READING Lesson 1: Fundamentals of Reading Academic Text  Lesson Objectives By the end of the lesson, you will have been able to : ✘ Determine the purpose of reading ✘ Identify the features of academic texts ✘ Differentiate academic...

UNIT 1: FOUNDATIONS OF READING Lesson 1: Fundamentals of Reading Academic Text  Lesson Objectives By the end of the lesson, you will have been able to : ✘ Determine the purpose of reading ✘ Identify the features of academic texts ✘ Differentiate academic texts from non – academic texts ✘ Identify critical reading strategies 2  Self-Audit Score - Level of Proficiency 28 – 30 - Advanced 25 – 27 - Proficient 23 – 24 - Approaching Proficiency 21 – 22 - Developing Proficiency 20 and below- Beginning Proficiency 3 Let’s define reading! 4  Communic Meaning ation Cognitive Process Skill 5 6  Reading as a process Commun Reading process skill cognitive meaning ication READING is a PROCESS of enhancing our innate SKILL and establishes a COGNITIVE COMMUNICATION to form a new MEANING. 7  Goals of Reading Before you read an academic text, ask yourself the following questions: 1. Why am I reading this text? 2. What pieces of information do I need? 3. What do I want to learn? 8  Goals of Reading Academic Texts to better understand an existing idea to get ideas that can support a particular writing assignment to gain more information to identify gaps in existing studies to connect new ideas to existing ones 9  Academic Text vs. Non-academic Text ACADEMIC TEXTS NON-ACADEMIC TEXTS Are objective Are subjective Written by professionals Written for the mass public Often take years to publish Published quickly and can be written by Use formal words and jargon anyone. Include a list of references Use casual , informal language Main purpose is to inform and persuade Main purpose is to entertain 10 Examples of Academic Texts 11  Examples of Non-academic Texts News Articles Composed of different sections such as classified ads, politics, entertainment, obituary, etc. Magazines Presents trending topics, lifestyle, events, and featured content. Opinionated in some parts. Fictional Works Presents non-existing characters and situations created by the author. Memorandum Present a few information such as agenda of meetings, announcements, and the like. 12  Fundamentals of Reading Academic Texts STRUCTURE, CONTENT AND STYLE OF ACADEMIC TEXTS Structure Formal in language. Consist of Introduction, Body, and Conclusion. Cite credible sources. Include list of references. 13 STRUCTURE, CONTENT AND STYLE OF ACADEMIC TEXTS 14 STRUCTURE, CONTENT AND STYLE OF ACADEMIC TEXTS 15  Fundamentals of Reading Academic Texts STRUCTURE, CONTENT AND STYLE OF ACADEMIC TEXTS Content and Style Include concepts and theories related to the topics. Organized, unified, coherent, and cohesive. Provide facts and evidence from credible sources. Precise and accurate words while avoiding expressions and jargons. Avoid using colloquial expressions Observe objective point-of-view. Use hedging or cautious language. 16 Fundamentals of Reading Academic Texts Examples of Hedging Expressions 17 Fundamentals of Reading Academic Texts Examples of Hedging Expressions 18  Critical Reading Strategies During Reading Before Reading After Reading Preparation Annotation Reflection Phase Reaction Discussion 19  Before Reading Determine which type of academic text (article, review, thesis, etc.) you are reading. Determine and establish your purpose for reading. Identify the author’s purpose for writing. Predict or infer the main idea or argument of the text based on its title. Identify your attitude towards the author and the text. 20  Before Reading State what you already know and what you want to learn about the topic. Determine the target audience. Check the publication date for relevance. It should have been published at most five years earlier than the current year. Check the reference list while making sure to consider the correctness of the formatting style. Use a concept map or any appropriate graphic organizer to note your existing ideas and knowledge on the topic 21 Before Reading 22  During Reading Write key words or phrases on the margins in bullet form. Write a symbol on the page margin where important information is found. Write brief notes on the margin. Write questions on information that you find confusing. Write what you already know about the idea. Write the limitations of the author’s arguments. Write notes on the reliability of the text. Comment on the author’s biases 23  During Reading Use a concept map or any appropriate graphic organizer to note down the ideas being explained. React on the arguments presented in the text. Underline important words, phrases, or sentences. Underline or circle meanings or definitions. Mark or highlight relevant/essential parts of the text. Use the headings and transition words to identify relationships in the text. 24 25  During Reading Create a bank of unfamiliar or technical words to be defined later. Use context clues to define unfamiliar or technical words. Synthesize the author’s arguments at the end of a chapter or section. Determine the main idea of the text. Identify the evidence or supporting arguments presented by the author and check their validity and relevance. Identify the findings and note the appropriateness of the research method used. 26  After Reading Reflect on what you have read. React on some parts of the text through writing. Discuss some parts with your teacher or classmates. Link the main idea of the text to what you already know. 27 Other Reading Strategies (SQ3R Method) 28 Other Reading Strategies (SQ3R Method) 29  Other Reading Strategies (KWL Method) Guides you in reading and understanding a text. To apply the KWL method, simply make a table with three columns. In the first column, write what you know about the topic (K); in the second column, list down what you want to learn (W); and in the last column, write down what you learned (L). 30 Other Reading Strategies (KWL Method) 31 Thank you for listening! Prepared by: Mr. Aljon R. Bigcas, LPT [email protected] 32