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    Lesson 0 1: Differentiates Language Us Ed in Academic Texts From Various Dis Ciplines

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    Ramona Viernes
    The document discusses techniques for summarizing academic texts, including reducing texts to their essential ideas and main points while removing unnecessary details and repetition. It provides examples of summarization techniques like the "Somebody Wanted But So" method to identify cause-and-effect relationships, and the "SAAC Method" which focuses on stating the main idea, assigning a topic, describing the action, and completing the summary. Additional techniques discussed are using the "5 W's and 1 H" questions and summarizing events in chronological order with a "First, Then, Finally" structure. The goal of summarization is to distill larger works down to their most important elements in a clear and concise way.

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    Lesson 0 1: Differentiates Language Us Ed in Academic Texts From Various Dis Ciplines

    Uploaded by

    Ramona Viernes
    26 views57 pages
    The document discusses techniques for summarizing academic texts, including reducing texts to their essential ideas and main points while removing unnecessary details and repetition. It provides examples of summarization techniques like the "Somebody Wanted But So" method to identify cause-and-effect relationships, and the "SAAC Method" which focuses on stating the main idea, assigning a topic, describing the action, and completing the summary. Additional techniques discussed are using the "5 W's and 1 H" questions and summarizing events in chronological order with a "First, Then, Finally" structure. The goal of summarization is to distill larger works down to their most important elements in a clear and concise way.

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    The document discusses techniques for summarizing academic texts, including reducing texts to their essential ideas and main points while removing unnecessary details and repetition. It provides examples of summarization techniques like the "Somebody Wanted But So" method to identify cause-and-effect relationships, and the "SAAC Method" which focuses on stating the main idea, assigning a topic, describing the action, and completing the summary. Additional techniques discussed are using the "5 W's and 1 H" questions and summarizing events in chronological order with a "First, Then, Finally" structure. The goal of summarization is to distill larger works down to their most important elements in a clear and concise way.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    26 views57 pages

    Lesson 0 1: Differentiates Language Us Ed in Academic Texts From Various Dis Ciplines

    Uploaded by

    Ramona Viernes
    The document discusses techniques for summarizing academic texts, including reducing texts to their essential ideas and main points while removing unnecessary details and repetition. It provides examples of summarization techniques like the "Somebody Wanted But So" method to identify cause-and-effect relationships, and the "SAAC Method" which focuses on stating the main idea, assigning a topic, describing the action, and completing the summary. Additional techniques discussed are using the "5 W's and 1 H" questions and summarizing events in chronological order with a "First, Then, Finally" structure. The goal of summarization is to distill larger works down to their most important elements in a clear and concise way.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 57

    Lesson 0 1

    DIFFERENTIATES LANGUAGE US ED IN
    ACADEMIC TEXTS FROM VARIOUS
    DIS CIPLINES
    INFORMAL
    FORMAL LANGUAGE
    LANGUAGE
    The basic structure that is used by an
    academic text is consist of three (3) parts
    introduction, body, and conclusion which is
    formal and logical. This kind of structure
    enables the reader to follow the argument
    and navigate the text. In academic writing a
    clear structure and a logical flow are
    imperative to a cohesive text.
    This refers to the attitude conveyed in a piece
    of writing. The arguments of others are
    fairly presented and with an appropriate
    narrative tone. When presenting a position or
    argument that disagrees with one’s
    perspectives, describe the argument
    accurately without loaded or biased language.
    It is important to use unambiguous language.
    Clear topic sentences enable a reader to
    follow your line of thinking without difficulty.
    Formal language and the third person point-
    of-view should be used. Technical language
    appropriate to area of study may also be
    used,however, it does not mean using “big
    words” just for the sake of doing so.
    Citing sources in the body of the paper and
    providing a list of references as either
    footnotes or endnotes is a very important
    aspect of an academic text. It is essential to
    always acknowledge the source of any ideas,
    research findings, data, or quoted text that
    have been used in a paper as a defense
    against allegations of plagiarism.
    An academic text addresses complex issues
    that require higher-order thinking skills to
    comprehend.
    What is valued in an academic text is that
    opinions are based on a sound understanding
    of the pertinent body of knowledge and
    academic debates that exist within, and often
    external to a specific discipline.
    The starting point of an academic text is a
    particular perspective, idea or position
    applied to the chosen research problem,
    such as establishing, proving, or
    disproving solutions to the questions
    posed for the topic.
    Summarizing is how we take larger
    selections of text and reduce them to their
    bare essentials: the gist, the key ideas, the
    main points that are worth noting and
    remembering. Webster's calls a summary
    Techniques in
    the "general idea in brief form"; it's the
    Summarizing Academic
    distillation, condensation, or reduction of a
    Texts
    larger work into its primary notions.
    Basic Rules:
    A. Erase things that don’t matter. Delete trivial material that is
    unnecessary to understanding.

    B. Erase things that repeat. Delete redundant material. In note


    taking, time and space is precious. If a word or phrase says
    basically the same thing you have already written down,
    then don’t write it again!
    C. Trade, general terms for specific names. Substitute superordinate terms
    for lists (e.g., flowers for daisies, tulips for roses). Focus on the big
    picture. Long, technical lists are hard to remember. If one word will give
    you the meaning, then less is more.

    D. Use your own words to write the summary. Write the summary using
    our own words but make sure to retain the main points.
    TECHNIQUES:
    1. Somebody Wanted But So. The strategy helps students generalize,
    recognize cause and effect relationships, and find main ideas.
    After answering the questions, combine the answers to form a summary:

    Little Red Riding Hood wanted to take cookies to her sick


    grandmother, but she encountered a wolf. He got to her grandmother’s
    house first and pretended to be the old woman. He was going to eat Little
    Red Riding Hood, but she realized what he was doing and ran away, crying
    for help. A woodsman heard the girl’s cries and saved her from the wolf.
    2. SAAC Method. This method is particularly helpful in summarizing any kind of text.
    SAAC is an acronym for “State, Assign, Action, Complete.” Each word in the acronym
    refers to a specific element that should be included in the summary.
    Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf" in
    complete sentences:

    "The Boy Who Cried Wolf," by Aesop (a Greek storyteller), tells what happens when
    a shepherd boy repeatedly lies to the villagers about seeing a wolf. After a while, they
    ignore his false cries. Then, when a wolf really does attack, they don’t come to help
    him.
    3. 5 W's, 1 H. This technique relies on six crucial questions: who, what, when where,
    why, and how. These questions make it easy to identify the main character, important
    details, and main idea.
    4. First Then Finally. This technique helps students summarize events in chronological order.

    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?

    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.
    5. Give Me the Gist. This type of techniques is like giving a friend the gist of a
    story. In other words, they want a summary – not a retelling of every detail.

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