ENGLISH 1-3

ACADEMIC READING

  • Writer/writing starts from reading

RECAP

  • Scan = searching for a specific term

  • Skim = glance

  • Intensive = reading for study/academic purposes

  • Extensive = reading for leisure

HOW DO WE PROCESS ACADEMIC TEXTS?

  • Top-down - reading a material with schemata

  • Down-up - without schemata

  • Interactive - schemata are equal to the material

PSYCHOLOGICAL PROCESS OF READING

  1. Recognition of printed language symbols

  2. Reader assigns meaning to symbols based on schemata

  3. Fuses her schemata with the author’s ideas

  4. Reader adjusts, modifies, applies, and constructs new knowledge

ACADEMIC VS NON ACADEMIC

ACADEMIC

NON-ACADEMIC

Author

Same field of study

Ex. art/science/english etc.

Writes as a profession

Ex. graphic designer, doctor, etc.

Purpose

Beyond informing (V-A-N: Validate Affirm Negate)

(to advance that study)

Ex. ai vs humans, research/critique paper

Public information

Ex. memos, newspapers, letters, business paper

Audience

Specific Audience

General Audience

Vocabulary + Grammar

Uses technical language and jargon

Ex. Open house, proportion, masking, etc.

Plain Language

Organization and Flow of content

Structured format and Specialized knowledge

Ex. Essays

Unpredictable patterns and general information

Ex. Fiction, poetry

ACADEMIC TEXT

  • Has a definite purpose

  • Is structured in a specific way to clearly communicate a message

  • Has an intended/specific audience.

WHY DO WE NEED TO READ ACADEMIC TEXT? (from recitation!)

  • To enhance your brain

  • To be updated in your field

  • To get in-depth knowledge on specific topics

  • Understand different perspectives + prevent biases

  • To improve reading comprehension + build vocabulary

WHY DO WE NEED TO READ ACADEMIC TEXT?

  1. Retrieve data from reliable sources

  2. Enrich an essay, report, or any written assignment with valuable information

  3. Get ready for a presentation, seminar, or workshop

  4. Broadens knowledge and immerse oneself in a myriad of perspectives

  5. Know the best topic for thesis or dissertation

  6. Prepare for an interview and for the academic writing process

ACADEMIC WRITING

  • Process; has a series of steps + takes time

  • Clear Purpose; validate, affirm, negate

  • Thinking

  • Special Knowledge; even if you read a lot of books, you’re not an expert! (you need to read books that are targeted on your topic)

REVIEW:

  • An academic article…

    • uses words typical to the field, targets a certain group of readers/audience (CANNOT BE UNDERSTOOD ACROSS DISCIPLINES)

    • may be edited by an author’s peers, can be written by professionals but CANNOT BE WRITTEN BY ANYONE W/O CREDENTIALS (because its not their expertise!)

    • employ formal language, follows a format BUT NOT SLANG LANGUAGE

    • list references, support its claims by citing experts + previous studies, MUST NOT BE HIGHLY OPINIONATED (must be objective + facts)

CHARACTERISTICS OF ACADEMIC TEXTS

  1. Begin with clear assumptions

    1. Has the main idea and the argument

    2. Summarize what the academic text is about

    3. Not explicitly stated but IMPLIED

  1. Rely on several sources

    1. Backed up by evidence

    2. Reliable sources (academic journals, textbooks, doc.edu websites)

    3. Heavily researched

  2. Use formal words

    1. Use of single verbs only

  1. End with Valid Conclusions

HOW TO ACHIEVE FORMALITY IN ACADEMIC WRITING?

  1. Modal Forms

    1. Expanded modal forms + terms

    2. Ex. Don’t = Do not

  2. Single Verb

    1. Ex. Looking into = examining

    2. Phrasal verb = composed of the main verb and a proposition

  3. Avoid colloquial, trite, and idiomatic expressions

    1. Charot, Ewan q, erm, neways (shortcuts)

    2. Using these can lead to misinterpretations

  4. Use more formal negative forms

    1. The study did not observe multiple strains

    2. Not many - few; Not much - little; Not - No

  5. Be careful when using direct quotations

    1. Avoid plagiarism

    2. May sound too credible (too reliant)

    3. Quote only when necessary

  6. Place Adverbs within the verb phrase

    1. This model was ORIGINALLY developed by Calvin in 2024.

  7. Consider whether you should split infinitives

    1. May result to different interpretation in the sentence

    2. Infinitives =

    3. Working from home allowed employees to easily save money and time.

    4. Working from home allowed employees to save money and time easily.

  8. Aim for efficient use of words

    1. It may be difficult to make a decision DECIDE about blabla.

    2. Be concise, straightforward

  9. Limit the use of all-purpose expressions

    1. And the like, among others, etc, many more

  10. Avoid using 1st and 2nd person pronouns

    1. May sound informal + subjective (biased)

WORKING BIBLIOGRAPHY VS ANNOTATED BIBLIOGRAPHY

ANNOTATED

  • Once you’re done?

  • Created for the reader

  • Provides the source material

  • Longer, way more comprehensive

FOUR QUESTIONS TO ASK ON REFERENCING

  1. Has it been presented formally into the public domain in some way?

    1. Public domain - not protected by intellectual property, free for everyone to use, no one owns it

  2. Has it been presented publicly in a tangible form? (printed material, internet, public lecture, public performance)

    1. Cite from professors/teachers

  3. Does someone or an organization have ownership of it?

  4. Is the information presented in the source in question or outside common knowledge?

    1. We don’t need to cite if it's common knowledge

    2. Common knowledge - commonly known by people, common sense, ideas present in large sources, no one can claim ownership to this idea due to its “commonness”

      1. Earth is NOT flat

      2. Philippines is an archipelago

      3. Oxygen is essential

CONCEPT PAPER

  • Describing an idea to propose

  • Before a full proposal; not detailed yet

  • Provides a framework/overview of how it can be implemented

  • Must give a clear picture of the research/project/feasibility study is all about

  • Clarifies the purpose/processes need to carry it out

  1. Product

  2. Program

  3. Service

  4. Software

  5. Policies

  • Prelude to a full paper; seeks approval/funding

  • Summary of what you’re proposing + importance + process

CONCEPT PAPER IN ACADEME

  • May come in a form of a research proposal

  • Done before a full blown research paper is implemented/approved for funding

  • Follows a format and may differ depending on target audience

  • Target readers - Research teacher

PURPOSES

  • Stipulates meaning by limiting, extending, redirecting the reference

  • Defining some terms based on the context of your research

EXPLAINING A CONCEPT

  1. Definition - what is it?

    1. Clarifies the meaning of a word/concept

    2. Limits the scope of that particular word/concept

    3. Paragraph development that answers; what is it?

  2. Formal Definition

    1. Assigned to a class/group which it belongs

    2. Distinguished from other terms in the class

    3. Most basic:

      1. A solar cellis a device which/that converts…

^ term, class, distinguishing detail

  1. Extended Definition

    1. For abstract concepts, broaden definition through analogy, examples, characteristics, components, historical account, something else