EAPP Lesson 2: Academic Writing and Language Across Disciplines

Flashcards covering Howard Gardner's Multiple Intelligences theory, text definitions, academic writing traits, and the FECOS and CFPO frameworks based on EAPP Lesson 2.

What target percentage of students should achieve the lesson objectives by the end of Lesson 2?

85% of the students.

Who created the Multiple Intelligences (MI) Theory discussed in the lesson?

Howard Gardner.

What are the three core components of each intelligence in Howard Gardner's MI theory?

Intelligence (underlying capacity and conceptual strengths), Skills (key active capabilities and performance metrics), and Career Preferences (real-world professional directions).

How is Verbal-Linguistic Intelligence defined?

Well-developed verbal skills and sensitivity to the sounds, meanings, and rhythms of words.

What skills and career preferences are associated with Mathematical-Logical Intelligence?

Skills include logical and mathematical problem solving and performing experiments; career preferences include scientists, engineers, accountants, and mathematicians.

What is Visual-Spatial Intelligence?

The capacity to think in images and pictures, and to visualize accurately and abstractly.

How is Interpersonal Intelligence characterized in Gardner's framework?

The capacity to detect and respond appropriately to the moods, motivations, and desires of others.

What are the characteristics and skills of Intrapersonal Intelligence?

The capacity to be self-aware and in tune with inner feelings, values, beliefs, and thinking processes, with skills such as recognizing strengths and weaknesses, being reflective, and being aware of inner feelings.

What core capability defines Existential Intelligence?

Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why human beings die, and how humanity arrived here.

How is a text defined as a noun in the lecture?

A book or other written or printed work regarded in terms of its content rather than its physical form, or the main body of a book or other piece of writing as distinct from notes, appendices, and illustrations.

What is an Academic Text?

Critical, objective, specialized texts written by experts or professionals in a given field using formal language.

What structural characteristics describe Academic Writing?

Academic Writing is clear, concise, focused, structured, and backed up by evidence.

How does Academic Reading differ from reading for pleasure?

Academic reading is done for a specific purpose rather than pure enjoyment, meaning readers will often not read every word, and the purpose directly determines their general reading approach.

What components are included in Academic Language?

Discipline-specific vocabulary, grammar and punctuation, and applications of rhetorical conventions and devices typical for a content area.

What do the letters in the FECOS Framework stand for?

Formal or Informal, Explicit or Implicit, Complex or Simple, Objective or Subjective, and Specific or Holistic.

In the FECOS framework, what does Explicit or Implicit focus on?

It focuses on observable, clear, and precise factual elements rather than vague or unspecified ideas.

What does the CFPO Framework stand for in academic writing features?

Complexity, Formality, Precision, Objectivity.

How is Precision defined in the CFPO Framework?

Ensuring clear metrics and backing where exact facts, research findings, numbers, and figures are carefully quoted and attributed to verifiable academic sources.

How is Objectivity described in the CFPO Framework?

It drives an impersonal focus by highlighting objective parameters, research methods, and logical data arguments rather than personal, narrative, or emotional biases.

What four core guidelines are used to answer the 'So What?' question in academic writing?

What is the issue?, What are the specific questions?, What is the context?, and Why does the issue matter?

What three-step structural pattern should paragraphs and papers follow according to Guideline 3?

1. Introduce the main idea that will be discussed. 2. Provide the evidence used to prove the argument. 3. Outline the significance of the evidence provided.

What three decisions must be systematically made when choosing sources judiciously (Guideline 4)?

Quantity (how much information to provide), Quality (what kind of information to provide), and Sequence (how to sequence the information provided).

What prose preference is recommended in Guideline 5 for direct writing?

Select robust, strong active verbs (e.g., 'to speed') rather than modifying adverbs with passive verbs (e.g., 'to drive quickly').

How does voice consistency typically differ between the Sciences and the Humanities (Guideline 7)?

In the Sciences, the passive voice is often used (e.g., 'the chemicals were mixed'), whereas in the Humanities, the active voice is often used (e.g., 'the assistant mixed the chemicals').

What is plagiarism according to Guideline 9?

Failure to acknowledge sources properly, which constitutes intellectual theft and is an absolute negative in academic writing.