EAPP (1st PRELIM) ౨ৎ

ACADEMIC TEXTS

• Written by professionals in the given field

Well-edited and often takes years to published

• Uses formal language Contains words and terms specific to the field (jargons)

• Contains list of sources and references

• Main goal is to advance human understanding in a particular discipline

Example Of ACADEMIC TEXTS

• School books and textbooks

• Journal articles

• Research proposals and papers

• Some newspapers and magazine articles

• Thesis and dissertations

TYPES Of ACADEMIC TEXTS

DESCRIPTIVE

ANALYTICAL

PERSUASIVE

CRITICAL

DESCRIPTIVE

• Provides facts and information

• Identify, report, record, summarize, define

ANALYTICAL

• Organizes facts and information into categories, groups, parts, types, or relationships.

• Analyze, compare, contrast, relate, examine

PERSUASIVE

• Includes argument, recommendation, interpretation, or evaluation of the work of others with the addition of your own point of view

• Needs to be supported by evidence Argue, evaluate, discuss, take a position

CRITICAL

• Requires you to consider at least two points of view, including your own

• Critique, debate, disagree, and evaluate

NON- ACADEMIC TEXTS

• Written for the mass public

Published quickly and can be written by anyone

Often doesn’t involve research or sources

• Uses informal and more conversational language

May contain slang

• Author may be unknown

• Usually delivers simple and basic information

Can be read and easily understood by any kind of reader

Personal, emotional, impressionistic, or subjective in nature

Example Of NON- ACADEMIC TEXTS

• Blog posts

• Fiction Books

• Letters

• Personal Journals and Diaries

ACADEMIC TEXTS

• STRUCTURE: sentences and paragraphs; third person; objective; factual; research-based; use opinion of educated scholars rather than of the author’s

PURPOSE OF ACADEMIC TEXTS

• to inform

• to educate

TONE OF ACADEMIC TEXTS

• formal;

• impersonal

NON-ACADEMIC TEXTS

sentences and paragraphs; verses; first person; subjective; creative/imaginative; uses personal experience and opinions

PURPOSE OF NON-ACADEMIC TEXTS

• to entertain

• to persuade

TONE OF NON-ACADEMIC TEXTS

• informal

• personal

• emotional

FACTORS THAT SHAPE ACADEMIC WRITING

• WHOM - are you writing for? AUDIENCE

• WHY - are you writing? PURPOSE

• HOW - will you arrange your ideas? ORGANIZATION

• WHAT - techniques will you use? STYLE

• EXPRESS - how well will you express ideas? FLOW

• READY - is your output ready for publishing PRESENTATION

LANGUAGE

A system of spoken, signed and or written communication used by humans to express themselves.

FORMAL LANGUAGE

• used for professional and academic purposes

• no colloquialism and contractions involved

• no using of personal pronouns

• less personal

INFORMAL LANGUAGE

• used when communicating, writing or having conversations with family and friends

• more casual and spontaneous

• more personal

SOCIAL (INFORMAL)

• repetition of words

• sentences start with “and” and “but”

• use of slang: “guys,” “cool,” and “awesome”

ACADEMIC (FORMAL)

• variety of words, more sophisticated vocabulary

• sentences start with transition words, such as “however,” “moreover,” and “in addition”

• no slang

ASPECTS OF ACADEMIC AND PROFESSIONAL LANGUAGE

• FORMALITY

• COMPLEXITY

• OJECTIVITY

• EXPLICITNESS

• HEDGING

• PRECISION

• ACCURACY

FORMALITY

• use of language appropriate in academic and professional settings

• follows accepted rules, forms, and conventions of writing in a particular community or discipline

THINGS TO AVOID TO ACHIEVE FORMALITY

• Colloquial words and expressions

• Contractions and abbreviations

• Two-word verbs

• Asking questions

• Sub-headings, numbering, bullet-points (in essays)

FORMAL

Full sentences

Correct grammar and vocabulary

No contractions e.g. I would...

No idioms

Passive voice e.g. The application form is complete.

No phrasal verbs e.g. To investigate

No abbreviations e.g. As soon as possible

No exclamation marks

No imperatives. e.g. You may complete the form.

INFORMAL

Short sentences

Lack formal grammar and vocabulary

Contractions e.g. l'd...

Idioms e.g. On point (good)

Active voice. e.g. I completed the application form.

Phrasal verbs e.g. Look into

Abbreviations e.g. ASAP

Exclamation marks

Imperatives (start with a verb) e.g. Complete the form.

COMPLEXITY

• Use of more lexical words than grammatical words

• Shorter in length, but uses longer, more complex words and phrases

COMPLEXITY EXAMPLES

• The participant was admitted to the graduate program. It came to him as a surprise.

• The participant's admission to the graduate program came to him as a surprise.

• How much money will be invested should be determined.

• The amount of money to be invested should be determined

• Findings also suggest that the positive reactions of the participants to the intervention was associated with the new information. The information acquired was about themselves.

• Findings also suggest that the positive reactions of the participants to the intervention was associated with the new information that they acquired about themselves.

• Because the technology has improved its less risky than it used to be when you install them at the same time, and it doesn't cost so much either.

• Improvements in technology have reduced the risks and high costs associated with simultaneous installation.

OBJECTIVITY

• Emphasis should be on the information that you want to give and the arguments you want to make, rather than you

• Characterized by the use of the third person rather thanfirst person

OBJECTIVITY EXAMPLES

• In my opinion, this is a very interesting study.

• This is a very interesting study.

• You can easily forget how different life was 50 years ago.

• As teachers, we need to realize the value of feedback on student writing.

• Teachers need to realize the value of feedback on student writing.

Impersonality

• Avoid making statements that are not supported by examples and evidence.

• Avoid adverbs or adjectives that tend to exaggerate your description.

EXPLICITNESS

• Refers to the organization of the ideas in the text

• Shows relationship and connection of the ideas in the text

• Indicates the source of the idea

TRANSITIONAL DEVICES

• ADDING IDEAS: furthermore, in addition to, moreover, besides, first, second, finally, not only... but also, following

• SEQUENCE: first, second, finally, next, then

• CONTRAST: although, but, despite, even though, however, in contrast, in spite of, instead, nevertheless, nonetheless, on the contrary, on the other hand

• EXAMPLE: thus, illustrate, for example, for instance, provided that, in particular

TRANSITIONAL DEVICES (2)

• CAUSE AND EFFECT: as a result, because, consequently, for this reason, hence, if so, then, therefore, thus, accordingly, for this purpose, thereupon, to this end

• TIME: until, as long as, later, so far, when, before, after, soon, later, now

• PLACE: here, there at this point, below, beside, next to, behind, in front, outside, inside

• GENERALIZATION: commonly, generally, in general, for the most part, on the whole, usually, typically

HEDGING

• Expresses tentativeness and possibility in communication

• Cautious or vague language

• Enables you to express a perspective on claims that have not been acclaimed yet by others

REASONS FOR HEDGING

1. When there are exceptions to the findings or results are inconclusive

2. When they are sure about what they are saying but want to appear more modest or show deference to their readers or colleagues

3. When they want to open up possibilities for discussions

PRECISION

• Specifying information, dates, or figures

• Example: Do not use 'a lot of people' when you can say '50 million people'

ACCURACY

• Sentences are free from grammatical errors

• Correct and appropriate words are used