EAAP- ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES, Exams of English

Download EAAP- ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES and more Exams English in PDF only on Docsity! English for Academic and Professional Purposes Quarter 1 – Module 1 Reading and Writing Academic Texts SENIOR HIGH SCHOOL Department of Education ● Republic of the Philippines This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at . We value your feedback and recommendations. iii English for Academic and Professional Purposes Quarter 1 – Module 1 Reading and Writing Academic Texts SENIOR HIGH SCHOOL iv Department of Education ● Republic of the Philippines v OVERVIEW TABLE OF CONTENTS Page No. What I Need To Know 1 What Should I Expect 1 Things to Remember To Get Through 2 Lesson 1- Academic Text Structures What I Need To Know 3 What I Know 4 What's New 5 What Is It 6 What's More 8 What I Can Do 10 Post Assessment 12 What I Have Learned 14 Lesson 2 - Language Use In Academic Writing What I Need To Know 15 What's In 15 What I Know 16 What's New 17 What Is It 17 What's More 20 What I Can Do 20 Post Assessment 21 What I Have Learned 23 Lesson 3 -Academic Reading Strategies What I Need To Know 24 What's In 24 What I Know 25 What's New 26 WHAT SHOULD I EXPECT 1 This Module in English for Academic and Professional Purposes aims to enhance your communication skills particularly in writing academic and professional compositions. It is also designed to develop your abilities to utilize appropriate language in academic writing from various disciplines using correct text structures. This module has 6 parts or lessons. Lesson one (1) deals about the Essential Structures of an Academic Text, Lesson two (2) deals on the Appropriate Language Use in academic writing, Lesson Three (3) is on Reading Strategies, Lesson Four (4) deals on Techniques in Summarizing a variety of Academic Texts, Lesson five (5), Thesis Statement of an Academic Text, and the last lesson, Lesson (6), is on Outlining that will help you manage your reading skills efficiently. Every part of the module contains activities and enhancement exercises utilizing pictures, and illustrations which have been proven as effective instructional materials in improving the writing skills of the students. Learning Objectives: At the end of the module, the learners shall be able to: 1. define academic text, summarizing and summary from various writers, thesis statement, and outlining; 2. determine text structure of an academic text; 3. explain the components of the three-part essay structure; 4. determine language style in academic writing; 5. differentiate language style used in academic texts from various disciplines; WHAT I NEED TO KNOW THINGS TO REMEMBER TO GETTHROUGH 2 6. construct paragraphs using academic language; 7. identify the different reading strategies as tool in academic writing; 8. evaluate one’s purpose for reading; 9. use knowledge of text structure to glean information he/she needs; 10. identify the various techniques in summarizing, in locating thesis statement, and outlining; 11. summarize various academic texts; 12. formulate thesis statement of the texts; and 13. make an outline of the various academic texts. For the learners Now that you are holding this module, do the following: 1. Read and follow instructions carefully in each lesson. 2. Take note and record points for clarification. 3. Do the activities to fully understand each lesson. 4. Answer all the given tests and activities. 5. Write all your answers in your notebook. For the Facilitators 1. Introduce the lesson on Reading Academic Texts. Engage learners to do the activities religiously, and let the learners carry the tasks with ease and confidence. 3 2. Do the What I Know: Instruct the learners to answer the questions to test how far they know about the topic. 3. Do the activity What’s New: Activate the learners' understanding of the topics by letting them answer varied activities. 6 TRUE OR FALSE Directions: Write T if the statement is correct and F if it is wrong. Write your answer in your notebook. 1. Formality in academic writing requires precision to make a legitimate piece of writing. 2. Writing is a form of communication that is shaped by the following factors: topic, role, and audience. 3. The use of personal pronouns such as I, you, and we is acceptable in academic writing. 4. “How can these problems be solved?” is an example of a critical question. 5. Because is an example of transitional device that expresses cause and effect. 6. An abstract is a summary of a novel. 7. The conclusion is the section that summarizes the main points of the essay. 8. A summary is a condensed form of a text which is usually half of the original material. 9. To introduce a topic in an essay, the writer must be able to explain its details. 10. A research paper contains background of the study, body and recommendations. WHAT I KNOW Let’s Answer This! 7 Directions: Below are jumbled parts of a common research paper. Put them into the correct order by using numbers to represent the sequence. Write your answer in your notebook. A. B. C. D. E. F. G. H. WHAT'S NEW Let’s Move On Title of the Research Paper Presentation of the Research Problem Recommendations Presentation of the Results Overview or Scope of Research Interpretation and Discussion of Results The Reference List The Abstract Review of Past Research Relevant to the Paper 8 I. J. Description of Methods used to Carry out the Research 11 The Three-Part Essay Structure The three-part essay structure is a basic structure that consists of introduction, body and conclusion. The introduction and the conclusion should be shorter than the body of the text. For shorter essays, one or two paragraphs for each of these sections can be appropriate. For longer texts or theses, they may be several pages long. Introduction. Its purpose is to clearly tell the reader the topic, purpose and structure of the paper. As a rough guide, an introduction might be between 10 and 20 percent of the length of the whole paper and has three main parts: A. The most general information, such as background and/or definitions. B. The core of the introduction, where you show the overall topic, purpose, your point of view, hypotheses and/or research questions (depending on what kind of paper it is). C.The most specific information, describing the scope and structure of your paper. You should write your introduction after you know both your overall point of view (if it is a persuasive paper) and the whole structure of your paper. You should then revise the introduction when you have completed the main body. The Body. It develops the question, “What is the topic about?”. It may elaborate directly on the topic sentence by giving definitions, classifications, explanations, contrasts, examples and evidence. This is considered as the heart of the essay because it expounds the specific ideas for the readers to have a better understanding of the topic. It usually is the largest part of the essay. Conclusion. The conclusion is closely related to the introduction and is often described as its ‘mirror image’. This means that if the introduction begins with general information and ends with specific information, the conclusion moves in the opposite direction. The conclusion usually begins by briefly summarizing the main scope or structure of the paper, confirms the topic that was given in the introduction, ends with a more general statement about how this topic relates to its context. This may take the form of an evaluation of the importance of the topic, implications for future research or a recommendation about theory or practice. The IMRaD Structure 12 The sections of the IMRaD structure are Introduction, Methods, Results and Discussion. The Introduction usually depicts the background of the topic and the central focus of the study. The Methodology lets your readers know your data collection methods, research instrument employed, sample size and so on. Results and Discussion states the brief summary of the key findings or the results of your study. 13 Directions: Read the Article written by Sharon Housley in 2012. Then, extract the essential statements of the Introduction, Body and Conclusion. Write them in your notebook. Follow the format below. Impact of Technology on Politics The continued growth of technology has had a significant impact on the political ratings that candidates achieve. The article Impact of Technology on Politics attempts to analyze how these two spheres of modern life, technology and politics, interrelate and what the outcomes are of this interrelationship. Political candidates use technology in many ways. Different communication channels provided by the Internet have the power to influence the growth of different individuals in their respective spheres. The likes of Twitter, Facebook, and YouTube are powerful communication media platforms that can easily raise the ratings of political candidates. Housley claims that whether we acknowledge it or not, technology is a deciding factor in most political races. Through technology, politicians are able to access funds, gain political pundits, and spend less on campaigning and pushing their candidacy. One of the ways in which technology influences politics is the financial side. Raising funds to use for campaigning is an important factor for political candidates. It comes with the need to create a vertical response to the whole country or target region. This is a major hurdle experienced by political candidates. The Internet aided Howard Dean to get donations that he required to gain access to a large part of the campaign region. By broadcasting through technological marketing, candidates get suitable donors to support different parts of their campaigns. Publicity on the Internet is a cheap method, as they do not have to re-publish, unlike what is provided by the print media. This is placed in various commonly-accessed links (Housley, Par. 1). WHAT'S MORE Let’s Practice! WHAT I CAN DO 16 STRUCTURE IMPACT OF TECHNOLOGY ON POLITICS Introduction Body Conclusion Let’s Do It! Directions: Read carefully the article, “The Future Gender Equality”. Respond to the article by writing an essay. Use the Three-part structure you have learned in the lesson. Write your response to the article in your notebook. The future Gender equality Recruiters are key to gender solution, says Robert Grant ecruiters know about hiring, but R they could -and arguably should ~ bemore influentialto businesses around issues of gender equality. Butthis comes with esponsibility and the need forany chosen recruiter to prioritise diversity as abusiness objective. Monitoring diversity means Tecruiters can address discrepancies. For example, equally qualifiedand sometimes more qualified women are not equally hired, Women's tenureis higher in banks than for menand fewer women are employed in thedigital industry. To stay competitive, businesses must encouragehiring managers tounderstand the implications of these trends and should work in partnership with recruiters. Only byinvestingin good programmes can recruiters properly support clients, IT systems that allow monitoring ofall relevant diversity across both the internal employee and candidate recruitmentlifecyclearenow critical to good quality intelligence, Staff should be expected to workto inclusion guiding principles, but businesses need support systems in place and investment in on-going development on the value of diversity to the business. In 2013 Cititecis developing its peoplein strengths-based leadership. The next step is to use the strengths-based approachin recruitment. Communicating transparency, especially in equal pay and flexible working, are critical. “Earlyin 2013 we launched anew Flexible Working Policy. ‘Some of the barriers highlighted during the consultation period helped avoid ill feeling from people who may cover for their colleagues and for non-carers who sometimes feel their needs are overlooked, Now anyone can ask for flexible working and new IT systems mean we have theability to support them," explains Cititec’s CEO Stephen. Grant. “Consequently there has beenan increase of 33 per cent inseniorwomen employed so far.’ Later in theyear Cititec and Sateo,a specialist equality consultancy, will 17 launch the Cititec Gender Development Programme. Aimed at internal staff, candidates, and clients, the programme willbring men and women together to develop key leadership skills based on the strengths finder model. Onlyby recruiters investing in equality and working in partnership withclients, canissues around gender beexploredalongsidea problem solving approach. True gender equality can. therefore start tobe realised, and recruitersare the key to the solution. Robert Grantis founding partner ataward winningrecruitment specialist Cititec Download Cititec's annual EDI report online at www.cititec.com/edi-report 18 Let’s Answer This! Multiple Choice Directions: Choose the letter that best answers the given question. Write the letter of your answer in your notebook. 1. Who are the target readers of an academic essay? A. Parents, workers, teachers B. Teachers, students, academic community C. Students, out-of-school youth, government officials D. None of the above 2. What are the purposes of doing an academic writing? A. To settle, to negotiate and to inform B. To defend, to challenge and to question C. To inform, to persuade and to argue a specific point D. To guess, to hypothesize and to make conclusions 3. Writing academic papers requires deliberate, thorough and careful thought. Therefore, what should one do to achieve a well-crafted academic essay? A. One must depend on his/her own opinions alone. B. One must conduct a research on the topic at hand. C. One must not consult the Internet for unsure sources. D. One must depend highly on the Internet for easy information access. 4. An academic essay must use appropriate vocabulary words but not too pretentious, highfalutin words. Which among these words is the simplified version of the term, "supercalifragilisticexpialidocious"? POST ASSESSMENT 21 Directions: Complete the paragraph with the necessary words or sentences that best describe what you have learned from the discussion. Write your paragraph in your notebook. Follow the format below. I have learned that academic writing . Congratulations! You successfully did it. Now, let’s move to lesson 2. WHAT I HAVE LEARNED Let’s Remember This! WHAT I NEED TO KNOW WHAT'S IN Let’s Recall! ☺ A well-structured text enables the reader to follow the argument and navigate the text. ☺ A clear structure and a logical flow are imperative to a cohesive text. ☺ Most academic texts follow established structures such as: the three- part essay structure and the IMRaD structure. ☺ Structure should be considered on all levels of text so; you will also find information on structuring paragraphs. 22 Learning Objectives: At the end of the lesson, the learners are expected to: 1. determine language style in academic writing; 2. differentiate language style used in academic texts from various disciplines; and 3. construct paragraphs using academic language. LESSON 2 LANGUAGE USE IN ACADEMIC WRITING 23 Let’s Answer This! Directions: Use the given subject and verb in constructing your own sentence. Observe subject-verb agreement in your sentences. You may add “s” or “es” to the verb. Write your answer in your notebook. SUBJECT VERB SENTENCE United States Make The students Excel English language Help The books Improve The journey Enhance The patient Cry Mrs. Cruz Appeal Filipino people Provide A child Love The lecturer Explain WHAT I KNOW 26 is technical by using vocabulary specific to the discipline. 27 Furthermore, you can make your writing more formal, objective and technical by following examples below. Formal Objective Technical Choose formal instead of informal vocabulary. For example, ‘somewhat’ is more formal than ‘a bit’, ‘insufficient’ is more formal than ‘not enough’. Move information around in the sentence to emphasize things and ideas, instead of people and feelings. For example, instead of writing ‘I believe the model is valid, based on these findings’, write ‘These findings indicate that the model is valid’. You need to develop a large vocabulary for the concepts specific to the discipline or specialization you’re writing for. To do this, take note of terminology used by your lecturer and tutor, as well as in your readings. Avoid contractions. For example, use ‘did not’ rather than ‘didn’t’. Avoid evaluative words that are based on non-technical judgments and feelings. For example, use ‘valid’ or ‘did not demonstrate’ instead of ‘amazing’ or ‘disappointment’. Be careful about the meaning of technical terms. Often the same word has a different meaning in another discipline. For example, ‘discourse’ is a technical term used in multiple disciplines with different meanings. Avoid emotional language. For example, instead of strong words such as ‘wonderful’ or ‘terrible’, use more moderate words such as ‘helpful’ or ‘problematic’. Avoid intense or emotional evaluative language. For example, instead of writing ‘Parents who smoke are obviously abusing their children’, write ‘Secondhand smoke has some harmful effects on children’s health’. Use the key categories and relationships in your discipline, that is, the way information and ideas are organized into groups. For example, in the discipline of Law, law is separated into two types: common law and statute law. Instead of using absolute positives and negatives, such as ‘proof’ or ‘wrong’, use more cautious evaluations, such as ‘strong evidence’ or ‘less convincing’. Show caution about your views, or to allow room for others to disagree. For example, instead of writing ‘I think secondhand smoke causes cancer’, write ‘There is evidence to support the possibility that secondhand smoke increases the risk of cancer’. Knowing these distinctions will help you structure your writing and make it more technical and analytical. Find authoritative sources, such as authors, researchers and theorists in books or 28 articles, who support your point of view, and refer to them in your writing. For example, instead of writing ‘Language is, in my view, clearly something social’, write ‘As Halliday (1973) argues, language is intrinsically social’. POST ASSESSMENT Let’s Answer this! 31 5.My friend likes coffee. She likes tea. She doesn’t like milk. 6. John F. Kennedy was inaugurated into office in January of 1961. He was assassinated in November of 1963. 7. Some students become nervous around computers. Other students seem to enjoy new challenges. 8. Jae Hee comes from Korea. Kyung Eun comes from Korea. Jae Hyun comes from Korea. 9. I am going to buy the skateboard. It is blue.It has red wheels. It has a picture of a dragon on top. 10. My father is 45 years old. He plays football. He goes jogging. He does not play tennis anymore. His wrist was broken. This happened two years ago. Multiple Choice Directions: Choose the word that best answers the given questions. Write the letter of your answers in your notebook. 1. As long as you know your tutor, you don't need to use a formal style of writing. It's good to be friendly. A. Some tutors like you to be formal but some don't mind as long as you do the work. B. You only need to be formal in exams, not regular coursework. C. It's good to be friendly but always use formal English when you write assignments. D. Formal English is too old-fashioned these days 2. Contractions are: A. what happens when you have a baby B. when someone says the opposite to you 32 C. when something is too narrow D. a shortened form of a word 3. Which example is correct? A. However, the main reasons are time, money and cost. B. However the main reasons, are time, money, and, cost. C. However, the main reasons are time money and cost. D. However, the main reasons, are time money, and cost. 33 4. Which is correct? A. They were effected badly by the incident B. The incident effected them badly. C. They were affected badly by the incident. D. The affects of the incident were bad. 5. Choose the right one: A. It's bowl's empty. B. Its bowl's empty. C. Its' bowls' empty. D. It's bowls empty. 6. 'Information on the internet is 'free'. Anyone can use it without having to reference it.' A. True B. False C. It depends on how important the assignment is. D. You only need to reference authors' work on the internet 7. What is an academic language... A. is a set of vocabulary terms used in schools B. comes as second nature to native speakers, but is difficult for ELLs to acquire C. is the linguistic register that students are expected to use in school subjects D. All of the above 8. When do you use formal language? A. In an academic essay. B. When you talk to a friend. C. When you write a text message. D. In sending emails. WHAT I NEED TO KNOW WHAT'S IN Let’s Recall! 36 Learning Competency 2. Uses knowledge of text structure to glean the information he/she needs. Learning Objectives: At the end of the lesson, learners are expected to: 1. identify the different reading strategies as tool in academic writing; 2. evaluate one’s purpose for reading; and 3. use knowledge of text structure to glean information he/she needs. Formal language and informal language are associated with particular LESSON 3 ACADEMIC READING STRATEGIES 37 choices of grammar and vocabulary. Contractions, relative clauses without a relative pronoun and ellipsis are more common in informal language. So, in these sentences… 1. She has decided to accept the job. 2. She’s decided to accept the job. WHAT I KNOW 38 Which one is acceptable in academic writing? Yes, it’s No. 2! You are Correct! Why? She’s is informal. It is a contraction which is unacceptable in formal writing. We now proceed to our new lesson…but first let us answer this Pretest! Let’s Answer This! Pretend that you are a research consultant. You have been assigned the task of researching this assignment and then writing a report that includes a recommendation for Brillantes based on your findings. Directions: Read the paragraph below and answer the questions that follow. Write your answer in your notebook. As a research consultant with Padilla Estates Inc., you have been asked to find sales and distribution site in Cavite area for Brillantes Electrical Components, 3450 Anonas Avenue, Santa Mesa, Manila. Brillantes seeks suitable office space, including a reception area (where three office employees could work), one private office, and a conference/display area. Brillantes also wants 3000 square feet of heated warehouse space. It should be equipped with a sprinkler system and have 18-foot ceilings. If sales are successful, Brillantes may need an additional 2000 square feet of warehouse space in the future. Brillantes needs access to Ninoy Aquino International Airport; moreover, it must be close to trucking terminals and main thoroughfares in an area zoned for light industry. It also seeks an impressive- looking building with a modern executive image. Brillantes wants to lease for at least two years with possible renewal. It needs to make a decision within three weeks. If no space is available, it will delay until next year. 41 What are the Different Reading Strategies? Strategies differ from reader to reader. The same reader may use different strategies for different contexts because their purpose for reading changes. Ask yourself “why am I reading?” and “what am I reading?” when deciding which strategies to try. Before Reading During Reading 42 What are the Purposes of Reading? People read different kinds of text (e.g., scholarly articles, textbooks, reviews) for different reasons. Some purposes for reading might be  to scan for specific information  to skim to get an overview of the text  to relate new content to existing knowledge  to write something (often depends on a prompt)  to critique an argument  to learn something  for general comprehension So, it is important that you adjust your reading strategies to your purpose of reading. Here’s how to do it.  Establish your purpose for reading  Speculate about the author’s purpose for writing  Review what you already know and want to learn about the topic (see the guides below)  Preview the text to get an overview of its structure, looking at headings, figures, tables, glossary, etc.  Predict the contents of the text and pose questions about it. If the authors have provided discussion questions, read them and write them on a note- taking sheet.  Note any discussion questions that have been provided (sometimes at the end of the text) 43  Annotate and mark (sparingly) sections of the text to easily recall important or interesting ideas  Check your predictions and find answers to posed questions  Use headings and transition words to identify relationships in the text  Create a vocabulary list of other unfamiliar words to define later  Try to infer unfamiliar words’ meanings by identifying their relationship to the main idea  Connect the text to what you already know about the topic  Take breaks (split the text into segments if necessary) WHAT I CAN DO Let’s Do It! 46 Reflection….today you are able to  Use features of the text to help you read more effectively  Adapt your reading activities to match your purpose.  Find out which conditions and strategies help you study best. Directions: Read the excerpt of an article critique. Answer the questions that follow. Use the reading strategies you have learned from the previous discussion. Write your answer in your notebook. The No Child Left Behind Act of 2001 expects all students to achieve proficient levels of knowledge in core subject areas. Teachers of English language learners (ELL) face the added challenge of providing meaningful and accessible curricula while integrating English language and literacy development. This research study addresses ELL students’ low science achievement in the context of national standards and accountability in the 2006-2007 school year. Several studies have examined the influence of professional development interventions on students’ science achievement. Research suggests that hands-on and inquiry-based science lessons develop literacy as well as content knowledge. Research also indicates that students’ science achievement is positively correlated with the amount of teacher professional development. This study builds upon existing research by using a quasi-experimental design to assess students’ science WHAT I HAVE LEARNED Let’s Remember This! 47 achievement after the first-year implementation of a professional development intervention that focused on science achievement, literacy, and math skills. Specifically, the study addresses three research questions: (1) whether treatment group students show gains in science achievement, (2) whether gaps in science POST ASSESSMENT Let’s Answer This! 48 achievement change for ELL and low-literacy (retained) students in the treatment group, and (3) whether treatment group students perform differently compared with non-treatment group students on a statewide mathematics test, particularly on the measurement strand that is emphasized in the intervention. 1. Is there a statement of the Problem? Write it below? 2. What is the background information of the problem? State it below? 3. Is the educational significance of the problem discussed? What is it? Write it below. 4. What is your impression about this article? Use a concept map to illustrate your answer. Multiple Choice Directions: Choose the best strategy to use in the following conditions. Write the letter of your answer in your notebook. 1. Determine what you think will happen in the text. A. Visualize B. Predict C. Connect D. Clarify 2. Create mental images of the settings, characters, and events in the text. A. Connect B. Visualize C. Clarify 51 A. Visualizing B. B. Summarizing C. Predicting D. Questioning 10. "This story reminds me of something I heard on the news," is an example of which strategy? A. Visualizing B. Connection C. Clarifying D. Summarizing WHAT I NEED TO KNOW WHAT I KNOW PRACTICE TEST 52 Competency 3: Uses various techniques in summarizing a variety of academic texts. Learning Objectives: At the end of the lesson, the learners shall be able to: 1. define summarizing and summary from various writers; 2. identify the various techniques in summarizing; and 3. summarize various academic texts. Directions. Identify which of the following supports the principle of summarizing. In your notebook, write the letter of your choice. 1. We use summarizing to: A. Retell a story B. Reduce information to essential ideas C.Get through an article more quickly LESSON 4 VARIOUS TECHNIQUES IN SUMMARIZING A VARIETY OF ACADEMIC TEXTS 53 D.Understand easily reducing text clearly articulating thesis main ideas “simply, briefly, and accurately”. condensed version most or and . 56 What is Summarizing? According to Buckley (2004), in her popular writing text Fit to Print, summarizing is reducing text to one-third or one-quarter its original size, clearly articulating the author’s meaning, and retaining main ideas. According to Diane Hacker (2008), in A Canadian Writer’s Reference, explains that summarizing involves stating a work’s thesis and main ideas “simply, briefly, and accurately”. From dictionaries, it is defined as taking a lot of information and creating a condensed version that covers the main points; and to express the most important facts or ideas about something or someone in a short and clear form. From the definitions, take a look on the pool of words and phrases Various techniques in summarizing a variety of academic texts 1. Read the work first to understand the author’s intent. This is a crucial step because an incomplete reading could lead to an inaccurate summary. Note: an inaccurate summary is plagiarism! 2. One of the summarization techniques you can do is to present information through facts, skills and concept in visual formats. You can provide the cause and effects charts, time lines, and Venn diagrams, templates for outlines, use flow charts or infographics. 3. To avoid difficulty, you need first to know the main points and the supporting WHAT'S NEW 57 details. You can exclude any illustrations, examples or explanations. 4. You need to analyze the text to save time in thinking what you will do. 58 5. Think what information you will put in your summary. Be sure to cover the main points and arguments of the document. 6. One of the best things to do in auto summarizing is restating the words into different one. You should avoid using the original words of the author instead; use your own vocabulary but be sure to retain the information. 7. You will fully understand what the document is when you organize all ideas. 8. One of the things you can do is to write down all information in a coherent and precise form. Keep in mind that a summary is a condensed version of the original paper, so avoid making it long. 9. You can also decide to represent information through using dimensional constructions in representing concepts, skills or facts. 10.Paraphrasing is one of the skills you can do in writing a summary. With it, do not use the same words with the author. With the tips above, you will no longer worry whenever you need to summarize because it is your one stop solution to having a fantastic summary that offer nice details to readers. Follow the tips and you will not make mistakes. Here’s how you start writing your summary. Example 1: Japanese Rail Tunnel Due to an increase in traffic between the various island which make up Japan, and predictions of a continuing growth in train travel, a rail tunnel was built to connect the islands of Honshu and Hokkaido. The Seikan Tunnel in Japan is today the longest tunnel in the world, with a length of almost 54km. When the tunnel was opened in 1988, all existing trains went through it. However, newer Japanese bullet trains have never used the tunnel because of the cost of extending the high speed line through it. Consequently, the train journey from Tokyo to Sapporo still takes about ten hours. In contrast, the journey by air takes only three and a half hours. This has combined with the fall in the cost of flying, has meant that more people travel by 61  Location in Sydney harbour  Performing arts centre  Started in 1959 and completed in 1973 Summary The Sydney Opera house, has been described as ‘one of the wonders of the modern world’, is located in Sydney Harbour, Australia. Designed by Danish Architect, Jorn Utzo, this large performing art centre with numerous theatres, restaurants and other facilities, took fourteen years to build at a cost of over $100 million. The construction was seen as controversial as it was estimated to only cost $7 million but adverse weather, design difficulties and contractual problems made expenses spiral out of control. It was inaugurated by Queen Elizabeth II in 1973 at a ceremony televised to the world. Adapted from Philpot, S & Curnick, L. 2011. Headway Academic Skills, Level 3. OUP 62  Competition: the Danish architect Jorn Utzon  Five theatres, five rehearsal studios, two main halls, four restaurants, six bars, and several shops.  Controversial: expected $7 milllion / the final cost $102  Difficult weather conditions, problems with structural design, and changes to contract.  Inaugurated by Queen Elizabeth 2 on 20th October 1973 Another 5 Easy Techniques in Summarizing Various Academic Texts Technique 1: Somebody Wanted But So Then “Somebody Wanted But So Then” is an excellent summarizing strategy for stories. Each word represents a key question related to the story's essential elements:  Somebody: Who is the story about?  Wanted: What does the main charter want?  But: Identify a problem that the main character encountered.  So: How does the main character solve the problem?  Then: Tell how the story ends. Here is an example of this strategy in action: 63  Somebody: Little Red Riding Hood  Wanted: She wanted to take cookies to her sick grandmother.  But: She encountered a wolf pretending to be her grandmother.  So: She ran away, crying for help.  Then: A woodsman heard her and saved her from the wolf. 66  Who is the story about?  What did they do?  When did the action take place?  Where did the story happen?  Why did the main character do what he/she did?  How did the main character do what he/she did? Try this technique with a familiar fable such as "The Tortoise and the Hare."  Who? The tortoise  What? He raced a quick, boastful hare and won.  When? When isn’t specified in this story, so it’s not important in this case.  Where? An old country road  Why? The tortoise was tired of hearing the hare boast about his speed.  How? The tortoise kept up his slow but steady pace. Then, use the answers to the 5 W's and 1 H to write a summary of in complete sentences. Tortoise got tired of listening to Hare boast about how fast he was, so he challenged Hare to a race. Even though he was slower than Hare, Tortoise won by keeping up his slow and steady pace when Hare stopped to take a nap. Technique 4: First, Then, Finally The "First Then Finally" technique helps students summarize events in chronological order. The three words represent the beginning, main action, and conclusion of a story, respectively:  First. What happened first? Include the main character and main event/action.  Then. What key details took place during the event/action?  Finally. What were the results of the event/action? 67 Here is an example using "Goldilocks and the Three Bears." First, Goldilocks entered the bears' home while they were gone. Then, she ate their food, sat in their chairs, and slept in their beds. Finally, she woke up to find the bears watching her, so she jumped up and ran away. Technique 5: Give Me the Gist When someone asks for "the gist" of a story, they want to know what the story is about. In other words, they want a summary—not a retelling of every detail. To introduce the gist method, explain that summarizing is just like giving a friend the gist of a story, and have your students tell each other about their favorite books or movies in 15 seconds or less. You can use the gist method as a fun, quick way to practice summarizing on a regular basis. WHAT'S MORE 68 When summarizing is useful? Summarizing is useful in many types of writing and at different points in the writing process. Summarizing is used to support an argument, provide context for a paper’s thesis, write literature reviews, and annotate a bibliography. The benefit of summarizing lies in showing the "big picture," which allows the reader to contextualize what you are saying. In addition to the advantages of summarizing for the reader, as a writer you gain a better sense of where you are going with your writing, which parts need elaboration, and whether you have comprehended the information you have collected. www.umanitoba.ca/student/academiclearning References Buckley, J. (2004). Fit to Print: The Canadian Student’s Guide to Essay Writing. (6th ed.) Toronto: Nelson. Hacker, D. (2008). A Canadian Writer’s Reference. (4th ed.) Boston: Bedford/St. Martin’s. ACTIVITY 1 Directions: Following the techniques above, summarize the texts by completing the sample graphic organizer below. Write your summary in your notebook. Essay 1: Importance of Education Education is a process that involves the transfer of knowledge, habits and skills from one generation to another through teaching, research and training. It can be in a formal or informal setting. Formal education involves institutionalized learning based on a curriculum. In today’s society, education and learning play an indispensable role in shaping the lives of individuals and the society at large. The most effective way of boosting economic growth, reducing poverty and improving people’s health is by investing in education. 71 Essay 2: Why is Education Important in Our Society? Introduction Education is more than just learning from books, and it is a shame that a lot of schools do not see that it is more than just a curriculum and school score. A good education can teach a child how to learn so that the child may take up independent learning as an adult. Education may also teach a child how to reason so that a child does not grow up to be ignorant. Persuasive point 1: The biggest selling point for education in our society is the fact that it helps people learn “how” to learn. It is not about the knowledge they accumulate, it is the way a child is taught how to “learn” things. A child may come away from school not knowing a lot of the course, but if that child has been taught how to learn, then that child may become an adult that learns everything he or she needs in life. Otherwise, that child may grow up to be a person that cannot see the obvious because he or she cannot reason and consciously learn new things. Persuasive point 2 Education teaches people how to reason, and if they are taught how to reason well, then they help subdue their own thoughts of ignorance. For example, there are lots of posts and websites on the Internet about childhood vaccinations and how dangerous they are. Ignorant people than never learned how to reason will look at them, believe them and support them. If a person is taught how to reason then he or she will know how to recognize empirical evidence. Persuasive point 3 That person would look at all the people in the US that have had childhood injections (most of them) and then look at all the people with autism. They would reason that if childhood vaccinations caused autism then most of the people in the US would have autism. If a person is taught how to reason then that person may see how people that smoke seem more likely to develop emphysema than people that do not smoke. They would then reason there is a link between smoking and emphysema. This sort of reasoning can be taught in schools, and if children are not taught it then they walk around risking their children’s lives by not vaccinating them, and walk around smoking because their daddy smoked for years and it never hurt him. Persuasive point 72 4 Conclusion If education is not seen as important, then one day it will just be all about school scores and hitting the factors of a curriculum. There will be a day when children start to hate learning because school put them off it for life (this already happens in some cases). Plus, without education teaching people how to reason things out and teaching 73 them how to separate what is fact from what is faulty evidence, then our society will become more and more ignorant until a smarter country simply marches over and takes our country from under out ignorant noses. ACTIVITY 2 Directions. From the essay #2, complete this organizer with persuasive points for each of the paragraphs following the thesis statement below. Write your answer in your notebook following the format below. Thesis statement: I will show you the two best reasons why education is important in our society. ACTIVITY 3 Directions: After identifying the persuasive points, in your notebook, write a summary of the text. 76 Directions: Simple recall: For numbers 1 and 2, write the letter of the correct answer in your notebook. 1. Which of the following statements in SUMMARIZING is false? A. The Summary is what the passage is mostly about. B. The Summary is what all or most of the sentences or paragraphs are about. C. The Summary is usually found in more than just one sentence of the passage. D. The Summary is one isolated thought in a passage. 2. Which of the following statements in SUMMARIZING is true? A. The Summary is a thought that is true but is not in the passage. B. The Summary is what the passage is mostly about. C. The Summary is specific, detailed information contained in the passage. D. The Summary is always found in the first sentence of the passage. Choose the letter that presents the best summary in each of the following paragraphs: 3. When some people think about Texas, they think of cowboys on the open range- herding cattle up a dusty trail. However, Texas has much more than open prairie with large herds of cows. There are the mountains of West Texas, the piney hills of east Texas, and the emerald waters off the coast of Padre Island. Texas also has large coastal harbors with numerous sailboats, powerboats, inland lakes, rivers, swamps of southeast Texas with alligators and other exotic wildlife. A. There are a lot of cows in Texas. B. There are many different, varied parts of Texas. C. Texas is one of the biggest states in the United States. D. There are alligators in the swampland of southeast Texas. POST ASSESSMENT 77 4. Tomorrow is Jill's birthday. She is excited because she gets to pick where she will eat dinner. Will it be Mexican food at the Big Enchilada House? Or will it be fried chicken at the Chicken Shack, or a big cheeseburger at Al's Hamburger Palace. She just couldn't decide. Then there was always the Pizza Shop with that great pepperoni pizza. How would she ever decide? Maybe she would just flip a coin. A. Jill has many restaurants to choose from for her birthday. B. Jill loves Mexican food. C. The Pizza Shop has the best pizza in town. D. Jill will choose a place by flipping a coin. 78 5. It started when they got to the bears. Peter felt tired and his stomach hurt. He dragged himself over to see the elephants, which were eating from a stack of hay. Normally, the elephants were his favorite. Without much interest, Peter followed his classmates to the camels, which were busy swatting flies with their tails. Peter knew he should be having fun at the zoo, but he just felt terrible and all he wanted to do was lie down and rest. Even the lions and tigers did not interest him now. A. Peter's favorite animals were the elephants. B. The camels were swatting flies with their tails. C. It was really hot at the zoo. D. Peter didn't enjoy the zoo because he felt really bad. 6. For the walls, Jenny thought she would use a bright yellow paint. She would pick a border that had mostly bright red and green colors, and maybe a little bit of blue. She already had found some curtains that were sky blue with streaks of red, blue and yellow that she thought would go great with the walls. And finally, she had picked a carpet that was mostly blue with specks of red and yellow. Jenny couldn't wait till she was done decorating her room. It was really going to look awesome. A. Jenny likes bright colors. B. Jenny was going to paint her room. C. Jenny was picking out colors and materials to decorate her room. D. Yellow is a good color to paint your walls. 7. Right now, Jason was playing right field. He really wanted to play third base. Earlier this year, coach had put him in left field and second base in a game, but never at third base. Once in practice, coach let him play third base, but he kept missing ground balls. When he did stop one, he made a bad throw to first base. Maybe if he kept practicing, Jason would be good enough to play third base. That was his dream. A. Jason really wanted to play third base. B. Jason was the best player on his team. C. Jason had trouble catching ground balls. D. Jason was too lazy to practice. 8. San Francisco is located on the coast of California in an area often called the Bay Area. The weather is generally very mild, seldom getting really cold or really hot. Its mild climate is one reason many people live there. It seldom snows in San Francisco and generally does not get below freezing during the winter. Even in the middle of summer, temperatures may be in the mid-80s with a cool breeze from the bay I have understood the lesson well and I can even teach what I learned to others. I have understood the lesson but there are still other things that I need to review and relearn. I need to do additional work to be able to master the lesson. I need help in some tasks. 81 Great job! You have completed Lesson 4 successfully! Before going to the next lesson, check the icon that best shows your learning experience. If you checked the first icon, you are ready for lesson 5. If you have checked the second icon, you need to review the things that you need to relearn. If you have checked the third icon, it would be best if you read more from the links given above and ask help from your teacher, parents or peers in clarifying the lessons that you find difficult. Be honest so that you will truly improve. WHAT I HAVE LEARNED WHAT I NEED TO KNOW WHAT I KNOW 82 Competency 4: States thesis statement of an academic text Learning Objectives: At the end of the lesson, the learners shall be able to: 1. define thesis statement; 2. identify the various techniques in locating thesis statement; and, 3. formulate thesis statement of the texts. Directions: In your notebook, write true if the statement supports the principle of thesis statement; write false if otherwise. 1. Thesis Statement is the first sentence at the beginning of each paragraph. 2. It makes a claim that other people may dispute, challenge, or oppose. LESSON 5 THESIS STATEMENT OF AN ACADEMIC TEXT 83 3. It is a question in response to the writing assignment 4. It is a road map for a paper; it tells the reader what the paper will focus on. 5. It is a simple statement of fact 6. The first thing you should do after receiving your writing prompt is write your thesis statement. 86 should finish the piece with a good understanding of what the work was trying to convey. This is what’s called an implicit thesis statement: the primary point of the reading is conveyed indirectly, in multiple locations throughout the work. (In literature, this is also referred to as the theme of the work.) • However, academic writing sometimes relies on implicit thesis statements, as well. To know more about locating thesis statement, click this link below. https://human.libretexts.org/Bookshelves/Composition/Book%3A_Basic_Reading_an d_Writing_(Lumen)/Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis_S tatements Four Questions to Ask When Formulating Thesis Statement 1. Where is your thesis statement? You should provide a thesis early in your essay -- in the introduction, or in longer essays in the second paragraph -- in order to establish your position and give your reader a sense of direction. Tips on how to write a successful thesis statement  Avoid burying a great thesis statement in the middle of a paragraph or late in the paper.  Be as clear and as specific as possible; avoid vague words.  Indicate the point of your paper but avoid sentence structures like, “The point of my paper is…” 2. Is your thesis statement specific? Your thesis statement should be as clear and specific as possible. Normally you will continue to refine your thesis as you revise your argument(s), so your thesis will evolve and gain definition as you obtain a better sense of where your argument is taking you. 87 Tips on how to formulate specific thesis statement  Are there two large statements connected loosely by a coordinating conjunction (i.e. "and," "but," "or," "for," "nor," "so," "yet")?  Would a subordinating conjunction help (i.e. "through," "although," "because," "since") to signal a relationship between the two sentences?  Or do the two statements imply a fuzzy unfocused thesis?  If so, settle on one single focus and then proceed with further development. 88 3. Is your thesis statement too general? Your thesis should be limited to what can be accomplished in the specified number of pages. Shape your topic so that you can get straight to the "meat" of it. Being specific in your paper will be much more successful than writing about general things that do not say much. Don't settle for three pages of just skimming the surface. The opposite of a focused, narrow, crisp thesis is a broad, sprawling, superficial thesis. Compare this original thesis (too general) with three possible revisions (more focused, each presenting a different approach to the same topic):  Original thesis: There are serious objections to today's horror movies. Revised theses: Because modern cinematic techniques have allowed filmmakers to get more graphic, horror flicks have desensitized young American viewers to violence. The pornographic violence in "bloodbath" slasher movies degrades both men and women. Today's slasher movies fail to deliver the emotional catharsis that 1930s horror films did. 4. Is your thesis statement clear? Your thesis statement is no exception to your writing: it needs to be as clear as possible. By being as clear as possible in your thesis statement, you will make sure that your reader understands exactly what you mean. Tips on how to write clear thesis statement Unless you're writing a technical report, avoid technical language. Always avoid