EAPP - 1st Sem

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UNIT 1

READING ACADEMIC TEXTS


IN THIS UNIT, THE STUDENTS ARE EXPECTED TO DO THE FOLLOWING:

ACTIVITY
1. Differentiate language used in academic texts in various disciplines;
2. Uses knowledge of text structure to glean the information he/she needs;
3. Uses various techniques in summarizing a variety of academic texts;
4. States the thesis statement of an academic text; and
5. Outlines reading texts in various disciplines.

THE ACADEMIC WRITING

EXPLORE
ACTIVITY 1: What can you say about the pictures below? (5 mins.)

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ACTIVITY 2: THINK AND SHARE (10 mins.)
Can you still remember the times you have been asked to write about your summer vacation or you Christmas
vacation? When was the last time you wrote a reaction paper or a book review? Did you really know how these
writings differ? Which do you think among the writing you did is an example of an academic text? Reflect on
your answers, and then share it to the class.

FIRM-UP
ACTIVITY 3: Evaluating Texts (30 mins.)
Read and evaluate the four texts below and answer the following questions after reading them:

1. In your opinion which of the texts is an academic text?


2. Why did you consider it/them an academic text?

TEXT A: Why do they say that our English is bad?


TEXT B: Mother Tongue
TEXT C: Congratulatory Letter
TEXT D: Regional Trial Court Issued Letter

ACTIVITY 4: FILLING OUT THE TABLE (30 mins)


Below is a table that will help you identify and distinguish which among the text you have read is an academic
text. Reread the texts and fill out the table below based on you evaluation of the texts.

TEXT A TEXT B TEXT C TEXT D


What is the text
about? (subject/
focus)
What is the writer’s
goal in writing the
text? (purpose)
Who is the target
reader of the text?
(audience)
What is the point of
view used in the
text? (1sr person, 2nd
person, 3rd person)
How much does the
writer know of the
subject? (writer’s
knowledge)
How did the writer
organize the text?

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(style)
Did the writer write
in formal or informal
manner? (tone)
How did the writer
choose the words
and organize the
sentences? Was the
language formal,
informal, or casual?

Based on your answers above, how will you define academic writing? What are the things that academic
writing requires? How is academic writing different from a creative eesay, a business letter, and a legal
document?

TOPIC

Academic Writing- is a process that starts with posing a question, problematizing a concept, evaluating an
opinion, and ends in answering the question or question posed, clarifying the problem, and/or arguing for a
stand.

Features of Academic Writing

 SUBJECT- the otpic or the focus of the text

 PURPOSE- the reason for writing and the intention of the writer.

 SPECIFIC AUDIENCE- the target readers of the text.

 LANGUAGE- refers to the channel used to convey the message.

DEEPEN
ACTIVITY 5: Answer each of the following questions in one paragraph. Each paragraph is worth 5 points.

1. What is academic writing? What is it’s features?


2. What is the importance of academic writing?
3. How is academic writing different from a letter? How about from a court order?
4. Why is academic writing equated to thinking?
5. If you use the first person point of view in writing academic papers, is it still considered academic?

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ACITIVTY 6: Look for different text samples of Academic Writing and paste it on the box.

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READING TEXTS CRITICALLY

EXPLORE
ACTIVITY 1: MIND MAPPING (10 mins.)
“Critical reading is an active process of discovery”- Garcy Goshgarian

 What does it mean to read critically?


 Why did Goshgarian say that critical reading is an active process of
discovery?

Map out your answers by writing words/ phrase that you associate with
critical reading,active, and process of discovery. Write as many words as you can.

CRITICAL PROCESS OF
ACTIVE READING
READING DISCOVERY

ACTIVITY 2: Think and Share


Imagine that you are reading online and you see the following statements:

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 Girls most likely do well in academics during high school years but boys get a head of them in
college.
 Female teenagers are more concerned with their physical appearance than male teenagers.

Would you believe and agree with these statements after reading? Would you question their veracity?
How would you react after reading the statements? Reflect on your answers, and then share it to the
class.

FIRM-UP
ACTIVITY 3: FEATURES OF LANGUAGE
A. DIRECTION: Underline the words or expressions considered as colloquial.
1. With the growing number of health-conscious articles, a lot of young professionals are becoming
serious about maintaining a healthy lifestyle.
2. It is a bit improper to assume that the plan does not work.
3. Experts determined that a lot of health ingredients come from China.
4. Teachers say that a lot of incoming freshman students are interested in sports activities.
5. Lucas got together with Castro in conducting an experiment on effectively enhancing muscle buildup.

B. Improve the text below by rewriting it into a more objective, impersonal version. Write your versin
on the line provided.

I believe that incidence of drug overdose has indeed become prevalent nowadays. When people
are faced with difficult problems, I think that they can no longer bear the problem and that is why
they get into drugs. That’s why if you are a psychologist, you should treat your patients in a way
that helps them understand their problems and ways to deal with them. Yeah I know it can be very
difficult but hey, that’s what you specialized in, right?

TOPIC: ASPECTS OF PROFESSIONAL AND ACADEMIC LANGUAGE

 FORMALITY
- Reflects dignified stance in once writing as a member of the academic community.
 Objectivity
- Writing must be impersonal and maintains a certain level of distance.
 Explicitness
- Academic writing demands the sue of signposts that allow readers to trace the
relationships of the parts of the study
 Caution
-academic writing requires care since knowledge is built from proven theories and
concepts. 6
DEEPEN
ACTIVITY 5: PARAPHRASING
DIRECTION: Rewrite the paragraph below to make its language sound more academic. Take into
consideration the kind of language required for research writing. Use the line provided.

The rice shortage that recently affected number of countries in the Asian region showed
how unpredictable nature can be if we continue being apathetic about improving rice production.
Call it the calm before the storm, we see now a lot of people queuing for a bag or two of NFA rice.
Worse, for some, observing a full square meal a day is no longer possible. This leads us to reflect
on how we can help to counter this strongly felt problem. At restaurants, we see a lot of leftover
servings of rice knowing that hungry tummies in resettlement areas exist. ON my way to school, I
witness families sheltered in shanties at the town pulling through lunch with mere kropek and
noodles at hand. Along the area, I see youngsters satisfying themselves with least modest skewers
sold by hawkers. Yet, at the square canteen, I see the tradeoff—students disregarding the value of
rice servings and modest viands where plates are left on the table just that.

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CRITERIA:
OBJECTIVITY- 5 points
FORMALITY- 5 points
EXPLICITNESS- 5points
CAUTION- 5points
TOTAL: 20 points

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ACTIVITY

THE ACADEMIC WRITING STYLE

EXPLORE
ACTIVTIY 1: WRITING DIRECTIONS
DIRECTIONS: (Refer to the picture on the book). Given the picture, write set of directions for the following
persons who need to get to the entrance of the building:

 A five-year-old girl
 A man on a wheelchair
 A deaf woman
 A ninety-year-old woman

GUIDE QUESTIONS:
1. What were your difficulties in writing instructions for your audience?
2. Do you think the recipients of your instructions will safely get to their destination? What difficulties
do you think will encounter and how can these be addressed?
3. If you can improve your set of directions, what revisions can you make?

FIRM-UP
ACTIVITY 2: What shapes writing?
Write the words/ concepts that you think shapes writing on the mind map below.

WRITING

TOPIC: FACTORS THAT SHAPE WRITING


1. Topic- what the text is about. These are the details imparted to the readers.
2. Role- who the writer is in the text. (Does the writer
9 write as a student, a sibling, a customer, etc.)
3. Purpose- the reason for writing the text.
4. Audience- the target readers, what knowledge they need to understand in the text.
ACTIVITY 3: EXAMINING TEXTS
DIRECTION: Examine the texts provided on the book (pp. 3-4) and fill out the table below. Present your
answers to the class.

EXCERPT 1 (ABSTRACT) EXCERPT 2 (COMIC EXERPT 3 (POSTER)


STRIP)
PURPOSE
CONVERSTAIONAL OR
TECHNICAL LANGUAGE
AUDIENCE
ROLE OF THE WRITER/
ARTIST

DEEPEN
ACTIVITY 4: IDENTIFYING FACTORS IN WRITING TEXT
DIRECTION: Look for 5 articles from newspapers and identify the different factors of writing in each article that
you will find.

ACTICLE 1 ACTICLE 2 ACTICLE 3 ACTICLE 4 ACTICLE 5


(PASTE ARTICLE (PASTE ARTICLE (PASTE ARTICLE (PASTE ARTICLE (PASTE ARTICLE
HERE) HERE) HERE) HERE) HERE)

TOPIC: TOPIC: TOPIC: TOPIC: TOPIC:


ROLE: ROLE: ROLE: ROLE: ROLE:
PURPOSE: PURPOSE: PURPOSE: PURPOSE: PURPOSE:
LANGUAGE: LANGUAGE: LANGUAGE: LANGUAGE: LANGUAGE:
AUDIENCE: AUDIENCE: AUDIENCE: AUDIENCE: AUDIENCE:

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ACTIVITY 5: WRITING ON YOUR READING LOG
DIRECTION: In your reading log, write a reflection on the importance of considering the purpose, audience,
and your own role in writing text. You may include experiences to support your points.

READING LOG

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ASPECTS OF PROFESSIONAL AND ACADEMIC
LANGAUAGE

EXPLORE
ACTIVTIY 1: READING AN ARTICLE

The internet has create a massive space for people to engage with others to share, ideas at great speeds.
Travel, for instance, is an activity that requires preparation. Read the blog entry Life’s a Beach by AJ Poliquit
https://ajapoliquit.wordpress.com/2015/05/05/light-up-la-union/ about one person’s trip to La Union and
answer the questions that follow:
Guide Questions:
1. What are the activities in La Union that the writer described?
2. What is the purpose of this text?
3. What is the role of the writer in doing this piece?
4. Who are the possible audiences for this piece?
5. Would you visit the palce after reading the blog entry? Why or why not?

FIRM-UP
ACTIVITY 2: The class will be grouped into four (4). Each group will be given one feature of language used in an
academic and professional text. The group will then discuss the importance of the feature given to them and
the said feature could be achieved.
CRITERIA FOR THE ACTIVITY:
Delivery: 5 points
Mastery: 5 points
Organization of Ideas: 5 points
TOTAL: 15 points
TOPIC: ASPECTS OF PROFESSIONAL AND ACADEMIC LANGUAGE

 FORMALITY
- Reflects dignified stance in once writing as a member of the academic community.
 Objectivity
- Writing must be impersonal and maintains a certain level of distance.
 Explicitness
- Academic writing demands the sue of signposts that allow readers to trace the
relationships of the parts of the study
 Caution
-academic writing requires care since knowledge is built from proven theories and
concepts.

12
ACTIVITY 3: FEATURES OF LANGUAGE
A. DIRECTION: Underline the words or expressions considered as colloquial.
1. With the growing number of health-conscious articles, a lot of young professionals are becoming
serious about maintaining a healthy lifestyle.
2. It is a bit improper to assume that the plan does not work.
3. Experts determined that a lot of health ingredients come from China.
4. Teachers say that a lot of incoming freshman students are interested in sports activities.
5. Lucas got together with Castro in conducting an experiment on effectively enhancing muscle buildup.

B. Improve the text below by rewriting it into a more objective, impersonal version. Write your versin
on the line provided.

I believe that incidence of drug overdose has indeed become prevalent nowadays. When people
are faced with difficult problems, I think that they can no longer bear the problem and that is why
they get into drugs. That’s why if you are a psychologist, you should treat your patients in a way
that helps them understand their problems and ways to deal with them. Yeah I know it can be very
difficult but hey, that’s what you specialized in, right?

DEEPEN
ACTIVITY 5: PARAPHRASING
DIRECTION: Rewrite the paragraph below to make its language sound more academic. Take into
consideration the kind of language required for research writing. Use the line provided.

The rice shortage that recently affected number of countries in the Asian region showed
how unpredictable nature can be if we continue being apathetic about improving rice production.
Call it the calm before the storm, we see now a lot of people queuing for a bag or two of NFA rice.
Worse, for some, observing a full square meal a day is no longer possible. This leads us to reflect
on how we can help to counter this strongly felt problem. At restaurants, we see a lot of leftover
servings of rice knowing that hungry tummies in resettlement areas exist. ON my way to school, I
witness families sheltered in shanties at the town pulling through lunch with mere kropek and
noodles at hand. Along the area, I see youngsters satisfying themselves with least modest skewers
sold by hawkers. Yet, at the square canteen, I see the tradeoff—students disregarding the value of
rice servings and modest viands where plates are left on the table just that.

13
CRITERIA:
OBJECTIVITY- 5 points
FORMALITY- 5 points
EXPLICITNESS- 5points
CAUTION- 5points
TOTAL: 20 points

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