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EAPP 1st Quarter Notes: Reading, Writing, and Evaluation Flashcards

Paragraph Development and Getting the Main Idea

  • A. METHODS OF PARAGRAPH DEVELOPMENT
    • Paragraph development refers to the techniques writers use to expand and elaborate on a central idea within a paragraph.
    • Each method provides a unique approach to building a paragraph and supporting the topic sentence.
    • COMMON RHETORICAL PATTERNS
    • DEFINITION
      • The meaning of a term (a word, phrase, or other set of symbols).
      • States the meaning of a word using other words.
      • Explores a subject matter fully by presenting both denotation (dictionary meaning) and connotation (figurative meaning) by distinguishing the subject from other topics to clearly draw the distinction.
    • ILLUSTRATION
      • Explains or clarifies a subject by presenting examples to support a general statement.
      • Transitional markers such as for example, for instance, another example of this are usually found in an illustration paragraph.
    • DESCRIPTION
      • Uses vivid details to allow the readers to visualize the subject and get the dominant impression of the text.
      • Often, adjectives are used in description.
      • A statement that tells you how something or someone looks, sounds, etc.
      • Descriptive words help you understand more when you're reading.
    • PROCESS ANALYSIS
      • Shows how to do something or how something works by analyzing and presenting the steps in an orderly sequence.
      • A systematic method of examining how work is done in an organization, with the aim of improving that work.
    • COMPARISON AND CONTRAST
      • Explains two ideas/objects by showing their similarities and differences.
    • CAUSE-AND-EFFECT
      • Analyzes why something happened and what the consequences are or might be.
      • The relationship between two events or situations where the cause is directly responsible for creating the effect.
    • CLASSIFICATION
      • Works by clustering objects, people, or events on the basis of their similarities and characteristics, thus forming categories.
      • The action or process of classifying something according to shared qualities or characteristics.
      • The act or method of distributing into a class or category according to characteristics.
  • B. GETTING THE MAIN IDEA OF A PASSAGE
    • Proficient readers enhance their reading efficiency by using their understanding of both content and structure.
    • Recognizing a text’s organizational pattern helps identify and extract specific information more effectively, leading to better comprehension.
    • Understanding the text structure and identifying the thesis statement—even when it is implied—allows readers to save a considerable amount of time.

Academic and Professional Writing Style and the Rhetorical Situation

  • Four Features of Language Use
    • FORMALITY
    • Reflects a dignified stance in writing as a member of the academic community.
    • Achieved by:
      • Using expanded modal forms over contracted forms (e.g., can't vs cannot; don’t vs do not).
      • Choosing one verb form over two-word verbs (e.g., damage instead of mess up).
      • Using expanded terms over abbreviated equivalents (e.g., as soon as possible instead of ASAP).
      • Avoiding colloquial/trite/idiomatic expressions (e.g., kind of like, I need to go to John).
    • OBJECTIVITY
    • Writing should be impersonal and maintain social distance.
    • Achieved by:
      • Avoiding personal pronouns (you, I, we). E.g., Poor: You need to conduct the experiment. Improved: The researchers need to conduct the experiment.
      • Avoiding rhetorical questions as they imply closeness to the reader. E.g., Poor: How can these problems be solved? Improved: Certain measures must be discovered to solve the problems.
      • Avoiding emotive language that reveals biases. E.g., Poor: The investigators were very shocked to see the outcome. Improved: The investigators did not expect the results.
    • EXPLICITNESS
    • Academic writing demands signposts to trace relationships within parts of the text.
    • CAUTION
    • Requires care to avoid generalization.
    • Examples of improved precision:
      • Poor: Government officials are corrupt.
      • Improved: Some government officials may be corrupt. (modal verb)
      • Poor: Corruption is commonly linked to some key government officials.
      • Improved: A number of government officials tend to be linked with cases of corruption. (verb)
  • LESSON 3 – PLAGIARISM
    • Plagiarism is the act of using someone else's work, ideas, or intellectual property without proper acknowledgment or permission, presenting it as your own. It is a serious ethical and academic offense.
    • DIRECT PLAGIARISM (verbatim plagiarism)
    • Deliberately copying sources word for word without citation, claiming ownership of the text, essentially a copy/paste of someone else’s ideas.
    • SELF-PLAGIARISM
    • Reusing one’s own previously submitted work for a different assignment or course without proper acknowledgment or permission.
    • COLLUSION
    • Unauthorized collaboration between students to produce work submitted as one’s own independent effort.
    • PARAPHRASING PLAGIARISM
    • Restating in synonyms while largely keeping the original structure, meaning, and ideas without attribution.
    • MOSAIC PLAGIARISM (patchwriting)
    • Blending phrases/ideas from multiple sources into a new work without proper citation.
    • ACCIDENTAL PLAGIARISM
    • Unintentionally failing to give proper credit due to poor paraphrasing, missing quotes, incorrect citations, or forgetting citations altogether.
  • NOTE-TAKING TECHNIQUES
    • DIRECT QUOTATION
    • Used for statements so closely associated that altering the words would lose impact.
    • QUOTATION MARKS
    • Enclose quoted text in quotation marks; include author and page numbers.
    • ELLIPSIS
    • Omit parts of the text with ellipses; if omitted text is at the end, add a fourth dot (….)
    • INTERPOLATION
    • Insert notes within a directly quoted passage using open and closed brackets to aid understanding.
    • NOTE: Twenty percent of the total length of the work may employ direct quotations. For a 1000-word essay, only 200 words are allotted for direct quotation.
    • SUMMARIZING
    • Restate the main idea briefly in your own words.
    • PARAPHRASING
    • Restate the main and supporting details in your own words.

APA 7th Edition

  • The American Psychological Association (APA) citation style is the most used format for manuscripts in the social sciences.
  • References (Books)
    • One author
    • Floro, J. A. (2016). The colds virus. Quezon City: GB Press.
    • Gorrez, B. M. (2017). The Philippine educational system. Manila: Adarna Publishing House.
    • Two Authors
    • Oropesa, N. C. & Danes, J. L. (2017). Coron Islands. Baguio City: KLM Company.
    • Three Authors
    • Regala, C. A., Bautista, C. C. & Laya, G. F. (2017). The Philippines’ Supreme Court Justice. Pasay City: ABC Press.
    • Up to 20 Authors in Journal Articles
    • List surnames and initials of up to 20 authors in the reference list.
    • If more than 20 authors, list the first 19 authors, then an ellipsis, and then the last author.
    • Anonymous Author
    • Anonymous author (if the authorship is known but not revealed on the title page, the name is given in brackets).
    • Example: [Candelario, E.]. The opium craze. (2016). Nowhere: Nonesuch Press.

Journals APA format structure and example

  • Journal article format structure:
    • Author, A. (Publication Year). Article title. Periodical Title, Volume(Issue), pp.-pp. Retrieved from journal URL
  • APA format example:
    • Jameson, J. (2013). E-Leadership in higher education: The fifth “age” of educational technology research. British Journal of Educational Technology, 44(6), 889-915. Retrieved on August 12, 2017 from (put url)
  • Note: Journal Article format details
    • Author(s). …
    • (Year).
    • Title of the article.
    • Title of the Journal, italicize and capitalize each word in the journal.
    • Volume, italicize the journal volume.
    • (Issue), if present, in parentheses.
    • Page range.
    • URL

Lesson 5 – Reading a Critical Evaluation Paper

  • A critical evaluation paper presents important rhetorical patterns in academic writing by offering a balanced view.
  • Subjects that can be evaluated include:
    • Creative works – novels, films
    • Research – journal articles, conference papers
    • Media – news reports
    • Software and applications – games, mobile apps
    • Devices – TV, laptop
    • Services – banks, telecommunications
    • Products – clothing
    • Programs – sports, educational
  • Purposes of Critical Evaluation
    • Gain awareness and knowledge
    • Develop critical thinking
    • Enhance one’s ability to support statements through evidence
  • Components of a critical evaluation paper
    1. A well-presented subject
    • Specific and focused; evaluation benefits the community
    1. Set of acceptable criteria
    • Serves as yardstick for evaluation
    1. A definitive claim
    • Overall verdict; mini-claims for each criterion
    1. A well-supported judgement
    • Positive and negative aspects supported by textual evidence and credible sources
    1. An effective counterargument
    • Readers may offer alternative judgments
    1. A readable plan
    • Clear introduction, body, and conclusion; coherence across parts
  • Organization of a Critical Evaluation Paper
    • INTRODUCTION
    • Presents the subject and context for the evaluation
    • A. General background
    • B. Thesis statement
    • BODY
    • Discusses evaluation details with:
      • A. Criterion
      • B. Topic sentence
      • C. Supporting evidence
      • D. Counterargument (if any)
    • CONCLUSION
    • Closure: restatement of the claim/thesis, summary, and insights/implications in a larger context

What is a Review?

  • A review passes judgment on a specific subject (food, film, restaurant, product).
  • The key to an effective review is to put oneself in the shoes of the consumer.

Industrial Design and Review of Industrial Design

  • INDUSTRIAL DESIGN definition
    • The professional practice of designing products used by millions of people around the world.
    • Designers focus not only on appearance but also on function, manufacturability, value, and user experience.
  • REVIEW OF INDUSTRIAL DESIGN
    • 1. Introduction of a product/design, background information, and general impression about the product.
    • 2. Discussion of thesis statement (strengths and weaknesses of the product).
    • 3. Concludes with recommendations.

Writing the Review

  • A major part of a review is a brief summary of the event, book, concept, or object being critiqued.
  • This section should provide specific descriptions to give the reader an overview of central features.
  • In addition to the overview, provide informed insights on these features (THESIS STATEMENT).
  • Important points to consider:
    1. Recommendations must be backed up with sources to strengthen claims.
    2. A negative appraisal should be expressed with tact.