English 5 - Lesson 1 PDF

The Nature of Academic Discourse DEFINITION AND PURPOSE OF ACADEMIC WRITING STRUCTURE AND TYPES OF ACADEMIC WRITING  OBJECTIVES By the end of this lesson, students should be able to: define academic discourse; 01...

The Nature of Academic Discourse DEFINITION AND PURPOSE OF ACADEMIC WRITING STRUCTURE AND TYPES OF ACADEMIC WRITING  OBJECTIVES By the end of this lesson, students should be able to: define academic discourse; 01 explain the purpose of academic 02 writing; and discuss the importance of learning to write 03 an academic piece.  Academic Discourse Academic discourse refers to the particular ways of thinking about and discussing information related to a specific area of academic study. Those involved in the discourse of a particular area of study are known as a "discourse community."  But first, let’s ponder on this: What makes a piece of writing “academic”? How does it differ from a “non-academic” one? NON-ACADEMIC TEXTS non-objective texts can be written by anyone by using informal or casual language usually include one's opinions and point-of-view. can include colloqualism and the point of view can be of a variety although it has one topic, sentences do not follow a strict structure maybe personal, emotional, and subjective--not research-based ACADEMIC formal and serious in tone point of view is usually the third person there is a fixed structure (usually topic sentence-supporting details-conclusion for shorter texts) requires citation (parenthetic) for credibility some hedging is used to suggest research facts may not be conclusive.  Unlike in primary and secondary levels, papers written at the tertiary level are more technical. The good news is that there are features of academic writing common across university subjects, though texts in each discipline will have their nuanced characteristics. In English 5, we will explore what these common features are and apply them to our outputs.  The purpose of academic writing is to engage in a dialogue with experts and students of a specific field. Through academic discourse 01 analyze an idea or theory 02 share research findings express their ideas in a language 03 understood by the audience 04 initiate prospects for social improvement 05 transform ideas into public resources for everyone’s use  Academic discourse includes the idea of dialogue, the language used, and a specific format that features a high level of communication in the classroom. peer-to-peer discussion whole-class discussion metacognition presentations debate listening writing critiquing others' work  FORMATIVE TASK The outputs required in Skills learned in an university subjects can be academic writing course considered as pieces of may be applied across academic writing. disciplines. As long as a piece of writing has no grammatical Academic writing is one errors, it can be considered way to engage in scholarly as an academic text dialogue. All kinds of academic writing should be typewritten. The Nature of Academic Discourse STRUCTURE AND TYPES OF ACADEMIC WRITING  Analyze the structure of academic texts Describe the different types of academic writing Choose the best type of writing for a given purpose OBJECTIVES ADD YOUR TEXT HERE  SAMPLE TEXT The Traditional Literary-Critical Method (TLCM) of literature teaching involves rote memorization of interpretations by literary critics and facts about the texts at hand (Afsar, 2011).  FORMAT of ACADEMIC TEXTS BEGINNING provide important background knowledge MIDDLE fortify your main idea END wrapping up your significant points  TYPES provide facts and information. explores the Examples of this are connections and Descriptive book summaries and implications of the facts reports. and information Persuasive Analytical gathered in a study. uses the analysis of facts and information as a Critical springboard for examines various existing developing a personal points of view on a topic stance or point of view through a review of related literature or a critique  1. Descriptive Simplest type of academic writing Seeks to provide facts or information (e.g. summary of an article or a report of the results of an experiment) The kinds of instructions for a purely descriptive assignment include: 'identify', 'report', 'record', 'summarise' and 'define'.  2. Analytical Requires one to re-organise the facts and information described into categories, groups, parts, types or relationships One attempts to break a comparison into several parts (e.g. how each theory deals with social context, how each theory deals with language learning, and how each theory can be used in practice).  Brainstorm the facts and ideas, and group them based on patterns, parts, similarities and differences. Use colour-coding, flow charts, tree diagrams or tables (to clarify the relationships. Name the relationships and categories you find. Build each section and paragraph around one of the analytical categories.  Make the structure of your paper clear to your reader, by using topic sentences and a clear introduction. The kinds of instructions for an analytical assignment include: 'analyse', 'compare', 'contrast', 'relate', and 'examine'.  3. Persuasive Each claim you make needs to be supported by some evidence, for example a reference to research findings or published sources. Read about researchers' points of view. (Who do you feel is the most convincing?) Identify patterns in the data or references. (Where is the evidence strongest?)  List several different interpretations. Discuss the facts and ideas with someone else. List the different reasons for your point of view, choose the ones you will use. Develops a coherent argument where all the individual claims work together Each claim should be clear and valid to the reader  The kinds of instructions for a persuasive assignment include: 'argue', 'evaluate', 'discuss', and 'take a position'  4. Critical Requires one to consider at least two points of view, including one's own. Explain a researcher's interpretation or argument and then evaluate the merits of the argument, or give your own alternative interpretation. Indentify main interpretations, assumptions or methodology, then have an opinion about the work.  Proposing an alternative approach that would be better, and/or defending the work against the critiques of others. Provide evidence for your point of view. The kinds of instructions for critical writing include: 'critique', 'debate', 'disagree' and 'evaluate'. Bailey, S. (2011). Academic Writing: A handbook for international students. USA and Canada: Routledge. Bak, N. (2013). Guide to Academic Writing. South Africa: University of Western Cape. Irvin. L. (2010). What is Academic Writing? Writing Spaces: Readings on writing. USA: The WAC Clearinghouse. Retrieved from https://wac.colostate.edu/books/writingspaces/writingspaces1/ Types of Academic Text. (October 26, 2022). https://www.sydney.edu.au/students/writing/types-of-academic- writing.html#:~:text=The%20four%20main%20types%20of,use%20more%20than%20o ne%20type. Whitaker, A. (2009). Academic Writing Guide 2010. City University of Seattle. Wyson, J.D. (2014). Making Lit a Hit: Using the BRAIN when teaching literature in ESL or EFL context. ELT World. Retrieved from https://cpb-us-w2.wpmucdn.com/ blog.nus.edu.sg /dist/7/112/files/2014/05/Making-Lit-a-Hit_editforpdfyjowdh.pdf Wyson, J.D. (2019). English for Academic and Professional Purposes. Philippines: Vibal Group. THANK YOU