English for academic and professional purposes, Lecture notes of English

Download English for academic and professional purposes and more Lecture notes English in PDF only on Docsity! English for Academic and Professional Purposes Module 1: Reading Academic Texts Printed in the Philippines by: Department of Education – Regional Office 10 Office Address: Zone 1, Upper Balulang Cagayan de Oro City 9000 Telefax: (088) 880-7071, (088) 880-7072 E-mail Address: region10@deped.gov.ph Development Team of the Module: Evaluators: Writers: Illustrator: Ryan Dela Cruz Jonafe Salvador Dalumangcad Jeanne T. Walid Angel Rose Marie L. Ybañez Ma-an C. Actub Maryjane C. Mccary Kimberly C. Magaway Carmy V. Macua Lianne L. Mutia Marylene C. Tizon Diocesa V. Montecalvo Cirila C. Natividad Jay Michael A. Calipusan Management Team: Chairperson: Co-Chairpersons: Members: Dr. Arturo B. Bayocot, CESO III Regional Director Dr. Victor G. De Gracia Jr., CESO V Asst. Regional Director Mala Epra B. Magnaong CES, CLMD Dr. Bienvenido U. Tagolimot, Jr. Regional ADM Coordinator Dr. Angelina B. Buaron EPS, English 5 Objectives After going through this module, you are expected to: 1 determine the structure of a specific academic text 2 differentiate language used in academic texts from various disciplines 3 explain the specific ideas contained in various academic texts 4 use knowledge of text structure to glean the information he/she needs 5 use various techniques in summarizing a variety of academic texts 6 state the thesis statements of an academic text 7 paraphrase/explain a text using one’s own words 8 outline reading texts in various disciplines. General Instructions 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 exercises. 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. 2. Do the What I Know: Instruct the learners to answer the questions to test how far they know about designing and conducting a survey. 3. Do the activity What’s New: Activate the learners' understanding of the topics by letting them answer varied activities. 4. Allow students to read What is It. Let the learners fully discover and comprehend all topics discussed in this module. 5. Let the learners answer the activities on What’s More. Check if they have understood the topics. Deepen their understanding by completing the guided questions on what I have learned section. 6. Assign the students to do What I can Do activities that shall transfer knowledge /skills gained or learned into real life situation. 6 What I Know I. Multiple Choice Direction: Choose the letter of the correct answer. 1. How long should an introduction be? A. Every introduction should be at least five sentences. B. The length of the introduction varies with the purpose of the essay. C. A good introduction only needs to be one sentences. D. All of the above 2. What should a good conclusion be? A. reiterates the main points made in the paper. B. states the significance of research findings. C. calls to action. D. All of the above 3. Which of the following statements is TRUE about introduction? A. An introduction should set the tone and flow into the body of the paper. B. Start with an obvious, general statement that the reader can agree with. C. State your position by saying “In this paper, I will show…” D. All of the above 4. Which of the following is a GOOD strategy for engaging readers in the introductory paragraph? A. telling a brief story B. starting with a dictionary definition C. announcing the purpose in a formal way D. none of the above 5. Which of the following best defines an executive summary A. briefly covers all the main parts of the report. B. provides a concise statement of the findings and recommendations based on those findings C. appears on a separate page and is able to stand on its own D. all of the above 6. What is a thesis statement? A. It is the central idea of a paper. B. It is the answer to the central question raised in a paper. C. It is the first sentence of the introductory paragraph. D. both A and B 7. What is a topic sentence? A. It is the first sentence in a paragraph. B. It is the discussion of each paragraph. C. It is the sentence that expresses the main idea of the paragraph. D. It is the transitional sentence logically connecting two paragraphs together. 7 8. Which of the following should NOT be included in a concluding paragraph? A. recommendation for further exploration of the subject B. new idea not discussed in the main body of the paper C. short summary of the main idea D. question about the research findings 9. Which language feature of academic writing contains fewer words that refer to the writer or the reader? A. Complexity B. Formality C. Precision D. Objectivity 10. What language features of academic writing show citations of ideas and acknowledging sources of information? A. Accuracy B. Explicitness C. Hedging D. Responsibility 11. Which among the following is NOT a reading strategy? A. Asking Questions B. Infer and Predict C. Repetition D. Visualize 12. Making connections is one of reading strategies, thus this involves the following, EXCEPT: A. Text to life B. Text to nature C. Text to self D. Text to text 13. Choose the best summary based from the paragraph given. Some authorities say that the only true pyramids are the ones built in Egypt. These solid structures have a square or a rectangular base, smooth sloping sides, and a pointed top. The Egyptian pyramids were designed as burial places for the pharaohs. However, elsewhere in the world, pyramid-like structures were built. These pyramids were often used as temples or building for astronomical studies. Notable examples were the Ziggurats of Mesopotamia and many others scattered around the world. A. The most famous true pyramids are the ones in Egypt. B. Pyramids were built in many parts of the ancient world. C. Although some authorities say, the only true are Egyptian; pyramid-like structures were built in other places. D. All of the above 14. What is the greatest benefit of using an outline to draft an essay? A. Outlines allow the writer to compile information and set a direction for essay before jumping to a first draft. B. An outline is the same thing as the first draft, so once the outline is written the draft is done. C. With an outline, writers do not have to worry so much about their final product. D. Writers who use outline always produce successful and engaging essays. 10 Sample Academic Text Structure and Description Example line 1. Essay - argumentative text, usually short (1,500 to 6,000 words). Introduction - gives the reader with a clear idea of the emphasis and purpose of the writing - It also provides the background of the argument, presents the theoretical viewpoints, language, etc. that will be used, and describes how the writing will be structured. Example: taken from the text titled “Getting Married to Writing” Surviving a marriage may perhaps be one of the most laudable feats in the world. Before a person marries, he or she experiences mostly jubilation and excitement whenever he or she imagines himself or herself basking in the promise of a life with a significant other. But at the moment a person recites the marital vows, he or she becomes forever bound with his or her spouse in a relationship accompanied by enumerable ordeals. Body - Where the essay's argument, concepts and outcomes are established and discussed. Example: taken from the text titled “Getting Married to Writing” For this reason, I guess that married life, in all its ups and downs, is the best metaphor to describe my experience with writing. In my innocent mind, I had always romanticized the idea of being a writer. I used to think that writers are inexhaustible fountains of knowledge who thrive in the comforts of their air-conditioned offices, wielding knowledge at fingertips. Conclusion - Should not have any new facts or ideas, but rather function as a brief repetition of the key arguments and facts that have been treated in the essay Example: taken from the text titled “Getting Married to Writing” At this point, I know that my relationship with writing will grow even more as I embark on new professional challenges. The key to a successful life in writing, however, does not lie in talent alone, but more so in commitment. 11 Sample Academic Text Structure Description 2. Research Paper - longer essay involving library research (3,000 to 6,000 words). Title - Gives information and description of the subject matter of the research. - It must contain keywords to predict the content and tone of the research paper. - It must be SHORT, INFORMATIVE, made up of only 15 to 20 WORDS. - It must NOT be in a sentence, not all capitalized, and not negative in tone. - Jargons and acronyms are a big NO- NO to research title writing. Abstract - Concisely discusses the essential aspects of your paper such as the Background of the Study, Objectives, Significance, Research Design, data collection techniques, data analysis method, discussions of the findings, scope, conclusions. - Giving 100- to 150- word discussions of the salient parts of the research paper. Introduction - Explains the background of the Research Problem. - States a set of specific Research Questions, and of Optional hypotheses or assumptions. - The purpose of this section is to let the readers see the connection of the purposes of your research questions not only with the current world condition, but also with theoretical principles that underlie your topic and other aspects of your research. Method - Explains the types and sources of data as well as the method you used in collecting and analyzing the data you have gathered. - Enables the readers to determine how objective and ethical you were in conducting the research and how 12 possible it could be for them to replicate your research study for validation purposes. Findings, Discussion and Conclusion - Present as finding of your study those that you have analyzed and commented on. This can be done by means of graphical presentation, statistical method, or written discussion. - Findings resulting from thematically or theoretically gathered and analyzed data with the capacity of leading you to a valid conclusion are explained in this section. - Any conclusions stated in this part of the paper derive their validity or truthfulness from factual or logically determined data. Recommendations - To broaden the readers’ knowledge and understanding of the area covered by the research, recommend or let the readers positively consider some activities they can possibly do to extend, modify, replicate, or validate the findings of your research work. References - Follow a standard documentary style. Alphabetize, identify, and list down in this section all sources of knowledge you used in carrying out your study. Appendix - This contains copies of table, questionnaires, interview rates, observation checklist, and other materials that are indispensable or necessary in completing your research study. Sample Academic Text Structure/Parts Description 3. Research Article Title, Author, Abstract, Keywords - Descriptive information that lets readers search for an article. Introduction - What is the context for this project? 15 Appendix This normally includes survey questions or interviews’ transcripts. Mention parts that helped in composing research but which are not enough to include them into main text. Detailed figures could also be present here. Accessed: https://uk.edubirdie.com/blog/dissertation-structure Sample Academic Text Structure/Parts Description 5.Thesis - completed over a number of years. Offers an original contribution to the research area. (20,000 words). Abstract Write this last. It is an overview of your whole thesis, and is between 200-300 words. Introduction Usually longer than an abstract, and provides the following: ✓ background to the topic; ✓ brief review of current knowledge (Can include literature review in some schools); ✓ indicates gap in knowledge, states aim of your research and how it fits into the gap; ✓ can include hypotheses; can include an outline of the following chapters. Literature review Often part of the Introduction, but can be a separate section. It is an evaluation of previous research on your topic, where you show that there is a gap in the knowledge that your research will attempt to fill. The key word here is evaluation. Methods Often the easiest part of the thesis to write. Outlines which method you chose and why (your methodology); what, when, where, how and why you did what you did to get your results. Results Results contain the facts of your research. Often you will include a brief comment on the significance of key results, with the expectation that more generalized comments about results will be made in the Discussion section. 16 Discussion The Discussion should also relate your specific results to previous research or theory. You should point out what the limitations were of your study, and note any questions that remain unanswered. Conclusions This is where you emphasize that your research aims/objectives have been achieved. Accessed: https://student.unsw.edu.au/thesis-structure Sample Academic Text Structure/Parts Description 6. Technical Report: - describes process, progress and results of the scientific research Letter of Transmittal Title Page - report title - your name - submission date Executive Summary - overview of subject matter - methods of analysis - findings - recommendations Table of Contents - list of numbered sections in report and their page numbers Introduction - terms of reference outline of report’s structure Body - headings and sub-headings which reflect the contents of each section Conclusion - states the major inferences that can be drawn from the discussion Recommendations - indicates any further work that needs to be done or identifies the alternative you think best solves or improves the problem Reference lists - list of reference material consulted during research for report Appendix - information analysis but explanation is that not supports essential your to its Accessed from: https://unilearning.uow.edu.au/report/3b.html 17 Key to answers on page 193 Purposes in Reading an Academic Text 1. To locate a main idea; 2. To scan for information; 3. To identify gaps in existing studies; 4. To connect new ideas to existing ones; 5. To gain more pieces of information; 6. To support a particular writing assignment; and, 7. To deeply understand an existing idea. Factors to Consider in Writing Academic Text 1. State critical questions and issues; 2. Provide facts and evidence from credible sources; 3. Use precise and accurate words while avoiding jargon; 4. Take an objective point of view; 5. List references; and, 6. Use cautious language. Let us see now how well do you know about the structure of an academic text. Below is the activity that you are going to do. What’s More Activity 1.1 Instruction: Write TRUE if the statement is correct and FALSE if is not. 1. One of the purposes of reading an academic text is to look for a specific information. 2. An academic text makes use of complex jargons to promote a higher level of comprehension. 3. Academic text uses words which tones up claims expressing certainty. 4. Academic text helps fill existing gaps between information. 5. An academic text observes a format. 6. In reading an academic text, it helps acquire new information. 7. An academic text needs less concentration and focus because the terms are simple. 8. It is in academic text that issues are stated to provoke information discussion. 9. A magazine is an academic text. 10. Critique paper is classified as an academic text. (Accessed from: https://www.slideshare.net/jellianerosedinorog/academic-text-style- and-structure) 20 Example: Spoken Written Whenever I had visited there before, I had ended up feeling that it would be futile if I tried to do anything more. Every previous visit had left me with a sense of the futility of further action on my part. Because the technology has improved it is less risky than it used to be when you install them at the same time, and it does not cost so much either. Improvements in technology have reduced the risks and high costs associated with simultaneous installation. Accessed: http://www.uefap.com/writing/feature/complex_intro.htm 2. Formality Academic writing is relatively formal. In general, this means that you should AVOID: a. colloquial words and expressions: stuff, a lot, thing b. abbreviated forms: can’t, doesn’t, shouldn’t c. two-word verbs: put off, bring up d. subheadings, numbering, and bullet points e. asking questions 3. Precision In academic writing, you need to be precise when you use information, dates, or figures. Do not use “a lot of people” when you can say “50 million people.” 4. Objectivity Written language is, in general, objective rather than personal. It, therefore, has fewer words that refer to the writer or the reader. This means that the main emphasis should be on the information that you want to give and the arguments you want to make. For that reason, academic writing tends to use nouns (and adjectives), rather than verbs (and adverbs). 21 A. The question of what constitutes “language proficiency” and the nature of its cross-lingual dimensions is also at the core of many hotly debated issues in the areas of bilingual education and second language pedagogy and testing. Research has suggested ways of making second language teaching and testing more “communicative” (e.g., Canale and Swain, 1980; Oller, 1979b) on the grounds that a communicative approach better reflects the nature of language proficiency than one which emphasizes the acquisition of discrete language skills. B. We do not really know what language proficiency is, but many people have talked about it for a long time. Some researchers have tried to find ways for us to make teaching and testing more communicative because that is how language works. I think that language is something we use for communicating, not an object for us to study and we remember that when we teach and test it. Which is more objective? A. Compare these two paragraphs: B. In general, avoid words like I, me, myself A reader will normally assume that any idea not referenced is your own. It is, therefore, unnecessary to make this explicit. Don’t write: In my opinion, this is a very interesting study. Write: This is a very interesting study. Avoid “you” to refer to the reader or people in general. Don’t write: “You can easily forget how different life was 50 years ago.” Write: “It is easy to forget how difficult life was 50 years ago.” C. Examples ▪ Clearly, this was far less true of France than… ▪ This is where the disagreements and controversies begin… ▪ The data indicates that… ▪ This is not a view shared by everyone; Jones, for example, claims that… ▪ …very few people would claim ▪ It is worthwhile at this stage to consider… ▪ Of course, more concrete evidence is needed before… ▪ Several possibilities emerge… 5. Explicitness 22 Academic writing is explicit about the relationships in the text. Furthermore, it is the responsibility of the writer in English to make clear to the reader how the various parts of the text are related. These connections can be made explicit by the use of different signaling words. Academic writing is explicit in several ways. It is explicit in its signposting of the organization of the ideas in the text. As a writer of academic English, it is your responsibility to make it clear to your reader how various parts of the text is related. These connections can be made by the use of different signaling words. a. For example, if you want to tell your reader that your line of argument is going to change, make it clear. Example: The Bristol 167 was to be Britain’s great new advance on American types such as the Lockheed Constellation and Douglas DC-6, which did not have the range to fly the Atlantic non-stop. It was also to be the largest aircraft ever built in Britain. However, even by the end of the war, the design had run into serious difficulties. b. If you think that one sentence gives reasons for something in another sentence, make it explicit. Example: While an earlier generation of writers had noted this feature of the period, it was not until the recent work of Cairn cross that the significance of this outflow was realized. Partly this was because the current account deficit appears much smaller in current (1980s) data than it was thought to be by contemporaries. c. If you think two ideas are almost the same, say so. Example: Marx referred throughout his work to other systems than the capitalist system, especially those which he knew from the history of Europe to have preceded capitalism; systems such as feudalism, where the relation of production was characterized by the personal relation of the feudal lord and his serf and a relation of subordination which came from the lord’s control of the land. Similarly, Marx was interested in slavery and in the classical Indian and Chinese social systems, or in those systems where the ties of local community are all important. d. If you intend your sentence to give extra information, make it clear. Example: He is born into a family, he marries into a family, and he becomes the husband and father of his own family. In addition, he has a definite place of origin and more relatives than he knows what to do with, and he receives a rudimentary education at the Canadian Mission School. e. If you are giving examples, do it explicitly. Example: 25 is done by paraphrasing, summarizing what you have read, and acknowledging the source of these information or ideas by a system of citations. (accessed: http://www.uefap.com/writing/feature/ featfram.htm) What’s More Activity 2.1 Why does academic writing need to be formal, objective, complex, concise and specific? To find the answer to this question read the text below and underline the word that best completes each sentence. An academic is responsible for expanding the boundaries of knowledge. This is serious business and a/an 1) (informal, formal, complex) writing style reflects the importance and sincerity of this work. If an academic text contains informal casual language, the credibility of the writer is weakened. Therefore, in an academic text you see 2) (formal, concise, sophisticated) academic vocabulary and words written in their 3) (shorter, complex, full) form. Academic writing appears 4) (complex, concise, specialized) because it often refers to abstract ideas, whereas everyday language is more concrete and familiar. Academic subjects have their own 5) (specialized, formal, unnecessary) vocabulary too which students of other subjects may not be familiar with. Oddly, if English is not your first language, the importance of being 6) (complex, concise, objective) in academic writing adds to this complexity. Sentences that are structured around 7) (noun, verb, adverb) phrases are generally 8) (unnecessary, complex, concise) and clearer than sentences constructed around 9) (noun, verb, adverb), but they may be more difficult for students to write. The same is true when writers use sentences that contain subordinate clauses or lists. Sophisticated adverbs and connecting words, and 10) (use, definitions, highlighting) of important words also add to the clarity and precision of academic writing. An academic paper should be written in an 11) (academic, objective, informal) style. Academics focus on information and argumentation. In other words, they establish the facts by writing about what they have learned from others and from their own research, and how this has led to new conclusions. This style of writing therefore avoids personal 12) (pronouns, words, stories) and the passive voice is a common linguistic feature. Emotional language is also avoided. Being assertive, and therefore appearing superior and arrogant, is regarded negatively. Writers are expected to be cautious, or tentative, about the conclusions they come to and so 13) (hesitating, complexity, hedging) is another typical characteristic of academic writing. 26 Key to answers on page 193 Academic language refers to the oral, written, auditory, and visual language proficiency required to learn effectively in schools and academic programs—i.e., it's the language used in classroom lessons, books, tests, and assignments, and it's the language that students are expected to learn and achieve fluency in. GETTING DEEPER! Lesson: _ What I want to say about the lesson: What I found out: A major part of an academic’s job is to build on the work of others and so it is expected that an author refers to that previous work, hence the need for 14) (hedging, reporting, specialized) verbs. It sets the scene for the current research; shows that the author knows his/her subject well, pays respect to previous research and situates the current paper in time and place. This is why the names of other academics occur so frequently in published research papers. Any idea that is not referenced is assumed to be the author’s idea and so it is 15) (shorter, necessary, unnecessary) to write, ‘I think’ or ‘In my view’. What I Have Learned 27 What’s New Thinking About How You Read What are your reading strategies? Enumerate some of these and state how these help you. Are these reading strategies effective? Strategy How this strategy helps you? 1. 1. 2. 2. 3. 3. Are these reading strategies effective? Why? Below are some of the strategies that may help you. What is it LESSON 3 READING STRATEGIES Metacognition: Thinking About How You Think Before you can truly develop your reading skills, you need to know what happens in good readers; minds while they read. You may even do these things already. Good readers have developed good habits when they read. We call these habits strategies. Strategies help readers understand, connect to, and determine the importance of what they are reading. They also visualize, ask questions about, and read between the lines of what they read. 30 ✓ Strategies help you realize HOW you are thinking so that you can think more deeply and more consciously. What’s More Activity 3.1 Application Test Using Reading Strategies Direction: Read the passage below on “Competition and Cooperation”. After reading, answer the following questions in a complete sentence. Competition and Cooperation (1) Explanations of the interrelation between competition and cooperation have evolved over the time. Early research into competition and cooperation defined each of them in terms of the distribution of rewards related to each. Competition was defined as a situation in which rewards are distributed unequally based on performance, cooperation on the other hand, was defined as a situation in which rewards are distributed equally based on mutual interactive behavior among individuals. By this definition, a competitive situation requires at least on competitor to fail for each competitor that wins, while a cooperative situation offers a reward only if all members of the group receive it. (2) Researchers have found definitions of competition and cooperation based upon rewards inadequate primarily because definitions of these two concepts based upon rewards depict them as opposite. In current understanding, competition is not viewed as opposite of cooperation, instead, cooperation is viewed as integral component of competition. Cooperation is necessary among team members, perhaps in a sporting event or in a political race, in order to win the competition, it is equally important to understand that cooperation is of great importance between teams in that same sporting event or ground rules of the game or election in order to compete. (3) Interestingly, the word competition is derived from a Latin verb, which means, “to seek together.” An understanding of the derivation of the word competition supports the understanding that cooperation, rather than evoking a characteristic at the opposite extreme of human nature from competition, is in reality a necessary factor in competition. Answer the following questions below with a KISS (Keep it Short and Simple). 1. What do you think is the passage all about? 2. Where does the word competition derive from? Key to answers on page 193 Reading strategies are explicit, planned actions that help translate the printed word into sounds and meaning. GETTING DEEPER! Lesson: _ What I want to say about the lesson: What I found out: 31 3. Identify the differences of cooperation and competition. Supply the table below. Cooperation Competition 4. In 3-5 sentences write an example where you experience competition and cooperation. . What I Have Learned 32 32 What’s New Pre-Writing Activity Try to recall one of the novels or short stories you discussed in one of your previous classes in English; choose one selection out of the several you tackled throughout your school life. Then, on a separate sheet of paper, try to rewrite the story using your own words. Did you find the retelling of the story difficult? Why or why not? What strategies did you employ in order to retell the story? Did you find these strategies helpful? Why or why not? What is it LESSON 4 SUMMARIZING, IDENTIFYING THESIS STATEMENT, PARAPHRASING AND OUTLINING READING TEXTS IN VARIOUS DISCIPLINES What is Summarizing? Summarizing refers to providing an abridged version of the narrative. What is Summary? Summary is a synopsis or digest of the essence of an entire text. Helpful Techniques in Summarizing: 1. Read the text you are about to summarize over and over again. 2. Identify the main idea of the text you are planning to summarize 3. Put your feet into your readers’ shoes. 4. Ensure a smooth flow of ideas. 5. Limit your summary to a few sentences. 6. Do not forget to proofread your work. 35 3. After writing your paraphrase, read the original passage once again to check if you were able to accurately capture its meaning. By doing this, you will avoid misquoting your source. 4. Check whether your paraphrase has errors in grammar or mechanics. 5. Always cite your source. Example 1 Original: Giraffes like Acacia leaves and hay and they can consume 75 pounds of food a day. Paraphrase: A giraffe can eat up to 75 pounds of Acacia leaves and hay everyday. Example 2 Original: A group of US researchers has carried out trials on a new vaccine. Paraphrase 1: A team of American scientists has conducted tests on a new vaccine. Paraphrase 2: Trials on a new vaccine were carried out by a group of US researchers. Paraphrase 3: Tests on a new vaccine were conducted by a team of American scientists. Example 3 Original: An unhealthy lifestyle can be the cause of many diseases. Paraphrase 1: An unhealthy way of living can result in a multitude of illnesses. Paraphrase 2: Many diseases can be caused by an unhealthy lifestyle. Paraphrase 3: A multitude of illnesses can be caused by an unhealthy way of living. Example 4 Original: Usually, female kangaroos give birth to one joey at a time. Newborns weigh as little as 0.03 ounces at birth. After birth, the joey crawls into its mother’s pouch, where it will nurse and continue to grow and develop. Red Kangaroo joeys do not leave the pouch for good until they are more than eight months old. Paraphrase: After a female kangaroo gives birth to a joey, the newborn crawls into its mother’s pouch where it feeds and grows until its eight months old. REMEMBER: ✓ A paraphrase must also be attributed to the original source. ✓ A paraphrase includes both the main idea and minor details from the text. ✓ If rewording is too similar to the original, it is plagiarism. 36 Key to answers on page 193 Technique Original Sentence Paraphrased Sentence 1. Change word form or part of speech. American news coverage is frequently biased in favor of Western views. When American journalists cover events, they often display a Western bias. 2. Use synonyms of “relationship words” such as contrast, cause, or effect, and substitute a word or phrase that conveys a similar meaning. Budget shortfalls at the state level have resulted in higher tuition costs at universities. Higher university tuition costs are due to lack of money in the state budget, 3. Use synonyms of phrases and words. There was a resurgence of tuberculosis at the start of the decade. At the beginning of the 1980s, the incidence of tuberculosis increased. 4. Change passive voice to active and move phrases and modifiers The entrance exam was failed by over one-third of the applicants. Over one-third of the applicants failed the entrance exam. 5. Do not change concept words, special terms, or proper names. Gamma rays consist of high energy photons that have neither mass nor charge. High-energy photons that do not have mass or charge form Gamma rays. What’s More Activity 4.2 Practice paraphrasing the following sentences: 1. We need more proof that active learning really works. 2. They will build a huge medical center on the old site in the near future. 3. The organizers cancelled the talk because the main speaker was ill. Write your answer on the blank space provided: 1. 2. 3. 37 What is Outlining? An outline is a design to follow when writing a structure, a discourse, or a article. It arranges a material in a logical way into main ideas, supporting ideas, and supporting details. The main idea or topic is the main topic of the outline. All main topics are indicated by Roman Numeral. Subtopics are noted by letters and supporting details are indicated by Arabic Numerals. An outline can be a sentence outline or topic outline. A sentence outline is written in full sentence while a topic outline is in words or phrases. Guidelines in Writing an Outline: 1. Place the title at the center above the outline. 2. Every level of the outline must have at least two items (I and II, A and B, 1 and 2). 3. Put a period after each numeral and letter. 4. Indent each new level of the outline. 5. All items of one kind (roman numerals, capital letters, Arabic numerals) should line up with each other. 6. Capitalize the first letter of each item. 7. The terms Introduction, Body, and Conclusion do not have to be included in the outline. They are not topics; they are merely organizational units in the writer’s mind. Example Benjamin Franklin – Scientist and Inventor I. Experiments with Electricity A. Studied nature of Electricity B. Discovered Lightning Equals Electricity C. Invented Lightning Rod II. Other Scientific Work A. Inventions 1. Bifocal Glasses 2. Franklin Stove 3. Daylight Saving Time B. Scientific Studies 1. Charted Gulf Stream 2. Worked on Soil Improvement III. Importance as a Scientist A. Scientific Honors https://www.bostonteapartyship.com/wp- content/uploads//2013/06/ben-Franklin.jpg B. Writings Translated into Other Languages C. Experts’ Comments 40 What is it LESSON 5 PRECIS WRITING A Précis is a brief, original summary of the important ideas given in a long selection. Its aim is to give the general effect created by the original selection. It is a concise and lucid summary that forsake all unnecessary details (including illustrations, amplifications, and embellishments) in favor of reproducing the logic, development, organization and emphasis of the original. Retaining the substance of a fuller statement, it seeks to articulate another authors thought by extracting the maximum amount of information and carefully conveying it in a minimum number of words. The purpose: Précis writing aims at intelligent reading and clear, accurate writing. It is a skill of both analysis and generalizing that critically questions every thought included and excluded, each word used to express those thoughts, and the proportions and arrangements of those thoughts – bot in the original and original and in the precis. In its exaction, it mercilessly reveals an author’s wordiness and looseness or thinness of thought and construction. It should strengthen our style, our sense of proportion and emphasis, and our sensitivity to word meanings and an author’s viewpoint. Guide to a Successful Précis: 1. Understand the essential facts or dominating idea of the passage. 2. In your opening sentence express what the passage tends to show. 3. With as few sentences as possible enlarge on the essential shown in the opening sentence. 4. Summarize only what the author says; do not add your own opinions. 5. As far as possible, use your own words. 6. Ask whether the precis is clear to one who has not seen the original. 41 EXAMPLE A drop of water fell out of the cloud into the sea, and finding itself lost in such an immensity of fluid matter, broke out into the following reflection: ‘Alas! What an inconsiderable creature am I in this prodigious ocean of waters: My existence is of no concern in the universe; ‘I am reduced to a kind of nothing, and am the least of the works of God’. It so happened that an oyster which lay in the drop say the fables, lay a great while hardening in the shell, until by degrees it was ripened into a pearl, falling into the hands of a diver, after a long series of adventures, is at present that famous pearl which is fixed on the top of the Persian diadem. Précis Once, a drop of water, while falling into the sea, ruminated on its inconsequential existence in the vast ocean. Just then, an oyster swallowed it. The water drop, embedded in the shell, became a pearl in due course. A diver got it. After changing many hands, it now decorates the Persian crown. A précis is usually reduced to at least one-fourth of its original length and frequently much more. How long it is will be determined by its purpose and by the nature of the original. What’s More Activity 5.1 Precis Writing Direction: Read the passage and make a precis below. 1. Home is the young, who known “nothing of the world and who would be forlorn and sad, if thrown upon it. It is providential, shelter of the weak and inexperienced, who have to learn yet to cope with the temptations, which lies outside of it. It is the place of training of those who are not only ignorant, but have not yet learnt how to learn, and who have to be taught by careful individual trail, how to set about profiting by the lessons of the teacher. In addition, it is the school of elementary studies-not of advances, for such studies alone can make masterminds. Moreover, it is the shrine of our best affections, the bosom or our fondest recollections, at spell upon our after life, a stay for world-weary mind and soul; wherever we are, until the end comes. Such are attributes or offices of home, and like to these, in one or other sense or measure, are the attributes and offices of a college in a university. 43 Precis writing is one of the most useful skills you can acquire as a student and as a professional in the future. Precis writing involves summarizing a document to extract the maximum amount of information, then conveying this information to a reader in minimum words. GETTING DEEPER! Lesson: _ What I want to say about the lesson: What I found out: 42 2. Trust thyself: every heart vibrates to that iron string. Accept the place the divine providence has found for you, the society of your contemporaries, and the connection of events. Great men have always done so, and confided themselves childlike to the genius of their age, betraying their perception that the trustworthy was seated at their heart, working through their hands, predominating in all their being. And we are now men, and must accept in the highest mind the same transcendent destiny; and not minors and invalids in a protected corner, not cowards fleeing before a revolution, but guides, redeemers, and benefactors, obeying the Almighty effort, and advancing on Chaos and the Dark. An excerpt from Ralph Waldo Emerson’s “Self-Reliance” . What I Have Learned 45 15. Which of the following should NOT be included in a concluding paragraph? A. recommendation for further exploration of the subject B. A new idea not discussed in the main body of the paper C. A short summary of the main idea D. A question about the research findings Module 1 Online References Lesson 1 Accessed on January 13, 2020: https://www.quora.com/What-is-the-structure-of- research-papers-article. Accessed on January 13, 2020: https://student.unsw.edu.au/thesis-structure Accessed on January 13, 2020 from: https://unilearning.uow.edu.au/report/3b.html Accessed on November 23, 2018 from: https://www.slideshare.net/jellianerosedinorog/ academic-text-style-and-structure What Does Dissertation Structure Entail?, April 4, 2019. Accessed on January 13, 2020: https://uk.edubirdie.com/blog/dissertation-structure Lesson 2 Features of Academic Writing. Accessed November 29, 2018: http://www.uefap.com/writing/feature/complex_intro.htm Gillet, A. Using English for Academic Purposes For Students in Higher Education. October 24, 2019. Accessed on November 29, 2018: http://www.uefap.com/writing/feature/ featfram.htm The Language Features of Academic Writing. Hong Kong: UGC ICOSA Project. 2015. Accessed on November 29, 2018: http://elss.elc.cityu.edu.hk/ELSS/Resource/Language%20Features%20of%20Acade mic%20Texts/Part2/ Lesson 3 Richardson, C. “Reading Strategies”. Accessed November 29, 2018. https://slideplayer.com/slide/13808208/ Lesson 4 Accessed on December 6, 2018 from: http://www.laflemm.com/reso/OutliningFill- InREVISED.pdf Accessed on December 14, 2018 from: https://essaywriting- guide.bloomyebooks.com/2014/10/how-to-write-outline-paraphrase-summary.html https://www.bostonteapartyship.com/wp-content/uploads//2013/06/ben-Franklin.jpg Lachica, Tine. “Paraphrasing and Summarizing”. Published on August 18, 2017. Accessed on December 6, 2018 from: https://www.slideshare.net/tinelachica04/eappparaphrasing-and-summarizing Book References Lesson 5 Oracion, G. M. & Dalona, I. F. English for Academic and Professional Purposes. Tagum City. Diocesan Printing Press and Publishing, Inc. 2018