First week lesson pdf, Study Guides, Projects, Research of Humanities

Download First week lesson pdf and more Study Guides, Projects, Research Humanities in PDF only on Docsity! 1 Quarter English for Academic and Professional Purposes Week 1 Academic Language l. Preliminaries I. Objectives A. Content Standards: The learners acquire knowledge of appropriate reading strategies for a better understanding of academic texts. B. Performance Standard The learners produce a detailed abstract of information gathered from the various academic texts read. C. Most Essential Learning Competencies 1. Determine the structure of a specific academic text. 2. Differentiate language used in academic texts from various disciplines. Il. Content: Academic Language a GREENFIELD MONTESSORI SCHOOL 1° Quarter English for Academic and Professional Purposes Week 1 Academic Language Activity 2 What you know! Direction: Read the questions carefully and write your answer in the graphic organizer below. How about the most difficult writing assignment you have done? hat do you think made the writing assignment difficult or easy? Based on your answers, what do you think is academic writing and differences from other kinds of writing? — Concept Notes Academic Language Academic language refers to the language used by students (college undergraduate or graduate) in working on academic tasks in school. It includes language employed on tests and examinations, in classrooms, in textbooks, and even in instructional materials. It has accurate vocabulary and it is used to teach the content of academic disciplines. Therefore, it has fewer words that refer to the writer or the reader. v Identify the kind of text written v Analyze the genre, structure, and vocabulary employed in the text. v Deconstruct the text to provide textual evidence in supporting ideas. v Read multiple examples of academic texts in various discipline. v Adopt systematic ways of learning the importance of academic language. Academic Language Demands Since academic language is the means to understand the content of academic subjects, it is a must for the educators to teach students the language demands so the students could participate in any activity regarding content area. According to Susan Ranney of edTP, these language demands refer to the specific ways on how students used language to demonstrate learning through listening, speaking, reading, or writing. Included are the following: A. Discourse It includes the structure of oral and written language. Each specific discourse has its unique characteristics that help communicate the content of a text. B. Language Function It is represented by active verbs in learning activities which serves as the content focus within the product of the learning process. C. Syntax It refers to the rules of grammar—formula in organizing letters into words, sentences, paragraphs, charts, etc. D. Vocabulary It includes words and phrases that are used in various disciplines. They may be interpreted differently depending on the type of academic discourse they have been employed. 1° Quarter English for Academic and Professional Purposes Week 1 Academic Language vs. Social Language Concept Notes Academic Language vs. Social Language Academic Language Social Language It has longer and more complex sentences. It has shorter and incomplete sentences. Actions are translated into nouns to formulate concepts. Actions are narrated through verbs. It frequently uses passive voice. It uses more active voice. It has long nouns phrases. It has shorter noun phrases. It used in structured academic discussions It is used in informal social conversations. It is reflected in formal presentations or edited writing. It is an informal writing for social purposes. Academic structure is in the standard form of written language. It has a central point and each part contributes to the main idea without repetitions. It is organized ina way which can agreed that there are eight main features of academic writing, and it is often discussed that an academic text to some extent is: complex, formal, objective, explicit, hedged, responsible, and uses language precisely and accurately. The following features of academic writing are: 1. Complexity Relatively, written language is more complex than spoken language. It has longer words and has more varied vocabulary. It uses more noun-based than verb-based phrases. Generally, written texts have more grammatical complexities. 2. Formality Academic writing is relatively formal which means avoidance of the use of colloquial words and expressions. 3. Precision One must remember that writing academic texts requires precise facts and figures. 4. Objectivity Academic writing tends to use rather than verbs since it is written objectively rather than personally. The main emphasis is not you but the information you give and the arguments you make. 5. Explicitness It is the responsibility of the writer in English to make the readers understand how each part of the text is connected to the other through the use of transitional words. 6. Accuracy In academic texts, most subjects have narrow specific meaning because academic writers use vocabulary accurately. 7. Hedging This is done differently in various subjects since it is necessary to make a stand on particular subject in any kind of academic text. Supporting the stance of your argument strengthen the claims you make. 8. Responsibility In academic writing, you must be able to provide evidences and justifications for any argument you make. Also, understanding of any source text you use is your responsibility. This is done by paraphrasing and summarizing what you read and acknowledging the source's information or ideas by means of citation. Things to Remember Nature of Academic Writing Academic Writing is a process that starts with posing a question, problematizing a concept, evaluating an opinion, and ends in answering the question or questions posed, clarifying the problem, and/or arguing for a stand. Just like other kinds of writing, academic writing has a specific purpose, which is to inform, to argue a specific point and to persuade. Academic Language Academic language refers to the language used by students (college undergraduate or graduate) in working on academic tasks in school. It includes language employed on tests and examinations, in classrooms, in textbooks, and even in instructional materials. It has accurate vocabulary and it is used to teach the content of academic disciplines. Therefore, it has fewer words that refer to the writer or the reader. Identify the kind of text written Analyze the genre, structure, and vocabulary employed in the text. Deconstruct the text to provide textual evidence in supporting ideas. Read multiple examples of academic texts in various discipline. Adopt systematic ways of learning the importance of academic language. SSK KK Academic Language Demands According to Susan Ranney of edTP, these language demands refer to the specific ways on how students used language to demonstrate leaming through listening, speaking, reading, or writing. Included are the following: A. Discourse B. Language Function C. Syntax D. Vocabulary ACADEMIC LANGUAGE VS. SOCIAL LANGUAGE Academic Language Social Language It has longer and more complex sentences. It has shorter and incomplete sentences. Actions are translated into nouns to formulate concepts. Actions are narrated through verbs. It frequently uses passive voice. It uses more active voice. It has long nouns phrases. It has shorter noun phrases. It used in structured academic discussions It is used in informal social conversations. It is reflected in formal presentations or edited writing. It is an informal writing for social purposes. The following features of academic writing are: . Complexity Formality Precision . Objectivity . Explicitness Accuracy . Hedging . Responsibility ONOONAWN> Language for Specific Discipline Academic language could be used in different contexts because each discipline uses specific variations of language. Language between disciplines could possibly have similar message however, sometimes they could totally mean the opposite. For instance, some words used in arts when applied in other discipline such as mathematics, history, or science, could mean entirely different to the intended meaning. This results in confusion and worse, misunderstanding. The point is, there words that are not applicable if used outside the discipline one is working on. Activity 4 Let’s Read! Why Do They Say That Our English Is Bad? (An excerpt) Grace M. Saqueton Text A I (1) English teachers in the Philippines often find themselves in a very ae frustrating situation—no matter how hard they try to teach the rules of I written English to their students, the students still commit errors in word order, word choice, subject-verb agreement, tenses, prepositions, articles, punctuations, and the like. Teachers get frustrated when they hear or read sentences such as “They decided to got married,” “What did the students watched?” or “Ana go' to the canteen.” It is also alarming because the rules that apply to these sentences are supposedly simple rules that the students should have learned in grade school. Yet, here they are in college, still committing those same errors. I I I I I I (2) Teachers and linguists alike have sought and (probably) are still seeking I for ways and strategies to teach English effectively especially in the light of I teaching English as a second language or as a foreign language. Different research studies have been conducted and different theories have been d used to address the situation. One of the topics that the researchers I have explored is the recurring errors in phonology, morphology, syntax, semantics, and discourse of second language learners. They believe that I studying these recurring errors is necessary to address the supposed I grammar problems of the Filipino college students. I I I I I I i In a paper titled, “Why Does They Say That Our Sentences Is Wrong When We Knows English? An Analysis of the ‘Common Errors’ of Freshmen Compositions,” Saqueton (2008) identified some of the common errors found in the essays of first year college students. She provided explanations, using error analysis, language acquisition theories, and Fairclough’s paradigm on the appropriacy of “appropriateness,” as to what caused the “errors.” This is in the hope of helping English teachers develop teaching materials and devise teaching strategies that are appropriate for Filipino first year college students of different linguistic backgrounds. a es ee ee ee ee ee ee ee ee ee ee ee ee ee ee ee ~ Ww S c---- (5) Lately, I've been giving more thought to the kind of English my mother speaks. Like others, | have described it to people as 'broken" or "fractured" English. But | wince when | say that. It has always bothered me that! can think of no way to describe it other than "broken," as if it were damaged and needed to be fixed, as if it lacked a certain wholeness and soundness. I've heard other terms used, "limited English," for example. But they seem just as bad, as if everything is limited, including people's perceptions of the limited | English speaker. (6) | know this for a fact, because when | was growing up, my mother's "limited" English limited my perception of her. | was ashamed of her English. | believed that her English reflected the quality of what she had to say, that is, because she expressed them imperfectly her thoughts were imperfect. And | had plenty of empirical evidence to support me: the fact that people in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not hear her. (7) My mother has long realized the limitations of her English as well. When | was fifteen, she used to have me call people on the phone to pretend | was she. In this guise, | was forced to ask for information or even to complain and yell at people who had been rude to her. One time it was a call to her stockbroker in New York. She had cashed out her small portfolio and it just so happened we were going to go to New York the next week, our very first trip outside California. | had to get on the phone and say in an adolescent voice that was not very convincing, "This is Mrs. Tan." (8) And my mother was standing in the back whispering loudly, "Why he don't send me check, already two weeks late. So mad he lie to me, losing me money.” (9) And then | said in perfect English, "Yes, I'm getting rather concerned. You had agreed to send the check two weeks ago, but it hasn't arrived." (10) Then she began to talk more loudly. "What he want, | come to New York tell him front of his boss, you cheating me?" And | was trying to calm her down, make her be quiet, while telling the stockbroker, "I can't tolerate any more excuses. If | don't receive the check immediately, | am going to have to speak to your manager when I'm in New York next week." And sure enough, the following week there we were in front of this astonished stockbroker, and | was sitting there red- faced and quiet, and my mother, the real Mrs. Tan, was shouting at his boss in her impeccable broken English. Dear Prof. Lanuza: Congratulations for being chosen as one of the recipients of the ASEAN Educational Program Award. You are invited to the 5 Annual ASEAN English Teachers’ Conference. Our sponsors value the important work done by English language teachers and they are willing to support your professional endeavors by giving financial aid the conference. The conference organizers and sponsors want to know more about your work and how the ASEAN English Teachers’ Conference will be able to help you. May we ask you to complete the attached questionnaire to help us provide that information? Also, we would appreciate the opportunity for members of our Sponsorship Profile team to talk with you about your work and the challenges and opportunities that you have identified in your study. If you have questions, just send me an email or check this ink to the conference website. Thank you and we look forward to meeting you. Best regards, Prof. Hannah Lee Republic of the Philippines REGIONAL TRIAL COURT Judicial Region Branch , City EX-PARTE MOTION FOR EXTENSION TO SUBMIT COMPROMISE AGREEMENT Defendants, by the undersigned counsel and unto the Honorable Court, respectfully state that: (1) On 5 January 2015, the Honorable Court, in open court, directed the Parties to submit their Compromise Agreement within ten (10) days therefrom, or on 15 January 2015. Said day being a Sunday, the Parties have until the next working day, 16 January 2015, to subit said Compromise Agreement. (2) Defendant Hannah Dy is presently abroad and needs to execute a Special Power of Attorney authorizing her brother and Co-Defendant Roland Dy to sign the Compromise Agreement on her behalf. (3) Thus, the Defendants respectfully pray that the Parties be given additional fifteen (15) days from today, or until 30 January 2015, within which to submit their Compromise Agreement. (4) This Motion is not intended to delay the instant proceedings but filed solely by reason of the foregoing. Moreover, the filing of the same will not result in any injustice or prejudice to any of the parties herein. ae GREENFIELD MONTESSORI SCHOOL 1* Quarter English for Academic and Professional Purposes Week 1 Academic Language Seatwork No. 1 Direction: Fill in the graph below with the academic language demands students used to demonstrate learning. And a short description for each language demand. Academic Language Demands Seatwork No. 2 Direction: Identify the features of academic writing described in the following statements. Write the answers on the lines. 1. Oral and written language has varied vocabulary and has longer words and sentences. 2. It tends to use nouns rather than verbs because it focuses on information and arguments the writer makes. 3. It is relatively formal, thus, avoids the use of colloquial words and expressions. 4. It requires facts and figures. 5. It is necessary to support the stance of the paper. Seatwork No. 3 Direction: Complete the given sentences with your own words. 1. Academic writing is 2. Academic writing requires, 3. Academic writing is different from a creative essay, a business letter, and a legal document in terms of.