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Criscel's Report - EAPP

Feature's of Academic Text

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28 views26 pages

Criscel's Report - EAPP

Feature's of Academic Text

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Copyright
© © All Rights Reserved
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FEATURES OF ACADEMIC TEXT

By Criscel Heart Rabago & Marisol Laurente


-Written language has no longer words, it is lexically
more varied vocabulary.

-Written text are shorter and the language has more


grammatical complexity, including more subordinate
clauses and more passives.
-Should avoid colloquial words and expressions.
-Facts are given accurately and precisely.
-Has fewer words that emphasize on the information
you want to give and the arguments you want to
make.

-Mostly use nouns (adjectives), rather than verbs


(adverbs).
-It is the responsibility of the writer in english to
make it clear to the reader how the various parts of
the text are related.
-Uses vocabulary accurately

-Most subjects have words with narrow specific


meanings.
-It is necessary to make decisions about your stance
on a particular subject, or the strength of the claims
you are making.
-You must be responsible for and must be able to
provide evidence and justification for any claims you
make.
-Well-organized

-It flows easily from one section to the next in a


logical fashion.
-Well-planned.

-It usually takes place after research and evaluation,


according to specific purpose and plan.
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 of existing ones;
5. To gain more pieces of information;
6. To support a particular writing assignment; and,
7. To deeply understand an existing idea.
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.
ACADEMIC LANGUAGE is the language needed by students to do
the work in schools. It includes, for example, discipline-specific
vocabulary, grammar and punctuation, and applications of
rhetorical conventions and devices that are typical for a content
area (e.g., essays, lab reports, discussions of a controversial issue).
Students who master academic language are more likely to be
successful in academic and professional settings.
SOCIAL LANGUAGE is the set of vocabulary that
allows us to communicate with others in the context
of regular daily conversations.
CHARACTERISTICS OF
ACADEMIC LANGUAGE
A. FORMAL
-It should not sound conversational or casual. Colloquial, idiomatic,
slang or journalistic expressions should particularly be avoided.

B. OBJECTIVE
-This means it is unbiased. It should be based on facts and evidence
and are not influenced by personal feelings

C. IMPERSONAL
-This involves avoiding the personal pronouns 'I' and 'WE'. For
example, instead of writing 'I will show', you might write 'this
report will show'. The second person, 'you', is also to be avoided.
LESSON 2: TEXT STRUCTURE
Text structures (WDPI, 2012) refer to the way authors organize
information in text. Recognizing the underlying structure of
text can help students focus attention on key concepts and
relationships, anticipate what is to come, and monitor their
comprehension as they read.
NARRATIVE
CHRONOLOGICAL, PROCESS, OR SEQUENCE
CAUSE AND EFFECT
PROBLEM/SOLUTION
COMPARE AND CONTRAST
DEFINITION OR DESCRIPTION
LESSON 3: TECHNIQUES IN
SUMMARIZING VARIETY OF
ACADEMIC TEXTS
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 call a summary the "general idea in brief form"; it's


the distillation, condensation, or reduction of a larger work into
its primary notions.
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


superiordinate terms for list (e.g., flowers for daisies, tulips , or roses).
Focus on the big picture. Long-technical list 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 your own word but make sure to retain the main points.
SOMEBODY WANTED BUT SO. The strategy helps students
generalize, recognize cause and effect relationships, and find main
ideas.

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.

5 W's, 1 H. This technique relies on six crucial questions: who, what,


when, where, why, and how. These question make it easy to identify
the main character, important details, and main idea.
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 to place during the event/action?
FINALLY: What were the results of the event/action?

GIVE ME THE GIST. This type of techniques is like giving a friend


that gist of a story. In other words, they want a summary - not a
retailing of every detail.

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