Conference paper lesson 1 in EAPP 11.pptx

Conference paper

1. ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

2. The development of communication skills in English for academic and professional purposes. Subject Description

3. Why do you read?

4. Reading materials vary What you read at home is completely different from the texts you read at school While the texts you read for pleasure such as graphic novels or magazines, can be likened to the appeal of sweet desserts, academic texts are more like the heavy main course. What You Need To Know

5. Academic or Non-Academic . On a sheet of paper, write A if you think that the given statement is an example of academic and write NA if you think that the given word is an example of a non-academic piece of writing. What You Know

6. 1.If over my tomb someday, you would see blow, A simple humble flow’r amidst thick grasses.

7. 2. The Philippines has recently experienced economic growth despite the global economic slowdown.

8. 3. By their fruits, you shall know them.

9. 4. If I still think of her today Why didn’t I tell her long ago? I could have saved all wondering For I’d have peace if I did know.

10. 5. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I – I took the one less traveled by, And that made all the difference.

11. 6. Choosing a career and making plans to obtain the necessary training for that career are important steps in preparing for your future.

12. What made you decide to write academic or non academic? What were your criteria in identifying which one is academic or not?

13. Academic text Non-academic text Note the descriptions and differences of academic and non-academic text using the Venn diagram

14. Academic Texts Description Articles Published in scholarly journals, this type of academic text offers results of research and development that can either impact the academic community or provide relevance to nation-building. Conference Papers These are papers presented in scholastic conferences, and may be revised as articles for possible publication in scholarly journals. Reviews These provide evaluation or reviews of works published in scholarly journals. Theses, Dissertations These are personal researches written by a candidate for a college or university degree. Below are some examples of academic texts

15. Aside from the fundamental differences in content and form, the difference between academic and non-academic texts lies in the approach you take when reading them.

16. Reading Goals It is important that you know your purpose for reading early on, so you can save time and improve your comprehension.

17. 1. Why am I reading this text? 2. What information or pieces of information do I need? 3. What do I want to learn?

18. - To better understand an existing idea - To get ideas that can support a particular writing assignment - To gain more information General purposes for reading an academic text:

19. General purposes for reading an academic text: - To identify gaps in existing studies - To connect new ideas to existing ones

20. Structure of Academic Texts Academic texts are typically formal. They have a clearly structured introduction, body, and conclusion. They also include information from credible sources which are, in turn, properly cited.

21. Structure of Academic Texts They also include a list of references used in developing the academic paper.

22. Content and Style of Academic Texts Academic texts include concepts and theories that are related to the specific discipline they explore.

23. Content and Style of Academic Texts They usually exhibit all the properties of a well-written text i.e., organization, unity, coherence and cohesion, as well as strict adherence to rules of language use and mechanics.

24. Content and Style of Academic Texts In general, authors observe the following when writing academic texts. They state critical questions and issues.

25. Content and Style of Academic Texts They provide facts and evidence from credible sources They use precise facts and evidence from credible sources.

26. They use precise and accurate words while avoiding jargon and colloquial expressions. Content and Style of Academic Texts

27. They take an objective point-of-view and avoid being personal and subjective. They list references. They use hedging or cautious language to tone down their claims. Content and Style of Academic Texts

28. Types Examples As used in the sentence Modal auxiliary verbs May, might, can, could, would, should The measure might have negative effects on the patients health. Here are some examples of hedging expressions used in academic texts.

29. Modal lexical verbs doubting and evaluating rather than merely describing to seem, to appear (epistemic verbs), to believe, to assume, to suggest, to estimate, to tend, to think, to argue, to indicate, to propose, to speculate The discussion appears to have a positive implications. Probability adjectives Possible, probable, un/likely A of significant changes are possible. Nouns Assumption, claim, possibility, estimate, suggestion There are a number of claims pertaining to the possibility of divorce.

30. Adverbs Perhaps, possibly, probably, practically, likely, presumably, virtually, apparently The proposal is practically an answer to the confusion. Indicators of degree, quantity, frequency and time Approximately, roughly, about, often, occasionally, generally, usually, somewhat, somehow, a lot of Fever is present in about a third of cases. Introductory phrases Believe, to our knowledge, it is our view that, we feel that The committee believes that the issue needs to be explored

31. “If” Clauses If true, if anything If anything, the opinion holds a number of truths. Compound hedges Double hedges: seems reasonable, looks probable; it may suggest that; it seems likely that; it would indicate that; this probably indicates Treble hedges: it seems reasonable to assume that Quadruple hedges: it would seem somewhat unlikely that, it may appear somewhat speculative that This probably indicates that the assigned personnel is misinformed

32. In general, the authors observe the following when writing academic texts: Specific Ideas Contained in Various Academic Texts

33. They state critical issues and questions. Authors would always raise for essential questions which readers would always want to find out in the article. Specific Ideas Contained in Various Academic Texts

34. Pieces of information they need in building up their arguments. Authors provide facts and evidence to prove their stand on a particular issue. Specific Ideas Contained in Various Academic Texts

35. c. They use precise and accurate/specialized words while avoiding jargon and colloquial expressions. Authors make sure that appropriate words are used intended on the discipline they are writing about. Emotional language is also unacceptable. Specific Ideas Contained in Various Academic Texts

36. c. They list references. Authors must give credit to the sources they used in their article. Proper referencing and citation is a must. Plagiarism can be charged to someone who uses the works of others without their permission. Specific Ideas Contained in Various Academic Texts

37. Reading without understanding is not reading at all, that’s why it requires focus and understanding. In writing academic texts, you must always question the assumptions of the authors, be critical of the arguments being presented by connecting it to your experiences and applications. Critical Reading Strategies

38. BEFORE READING Iden tifying the type of academic text used Is the selection taken from research, case studies, forum papers, articles from reputable universities or magazines, DIY pamphlets, and the like? Stages of Reading

39. BEFORE READING Establishing your purpose for reading What do you want to experience while reading? Do you want to be informed, persuaded, or entertained? Stages of Reading

40. BEFORE READING Identifying the author’s purpose of writing What is the message of the author he wants us to learn from his article? Is it about education, succession, business growth, or science exploration or discovery? Stages of Reading

41. BEFORE READING Predicting or inferring the main idea or argument of the text based on its title What is the title about and its importance? Stages of Reading

42. BEFORE READING Stating what you know and what you want to learn about the topic What do I want to know about COVID-19 and its impact on Filipino’s livelihood? Stages of Reading

43. BEFORE READING Determining your audience Who will be my readers Are they students, my teachers, my parents, or the politicians? Stages of Reading

44. BEFORE READING Checking th e publication date for relevance When was this article published? Is the content relevant? Stages of Reading

45. BEFORE READING Checking th e reference lists Are the articles written by a professional author? Is his article properly cited? Stages of Reading

46. BEFORE READING Using a graphic organizer What graphic organizer will I use for this persuasive article to show my point? Stages of Reading

47. B. DURING READING STAGE Annotating the important part of the text Annotation is the process of determining the main idea or arguments or new ideas in the text. This can be done in different ways such as: Stages of Reading

48. a. Writing keywords or phrases on the margin of the article b. Writing brief notes on the margin c. Underlining, encircling a words or phrases and writing the meaning thru context clues d. Commenting on the author’s biases e. Marking or highlighting relevant/essential part of the text f. Making word banks of unfamiliar or technical words Stages of Reading

49. B. DURING READING STAGE Using of concept map to note down the ideas presented Mapping out ideas can be useful at times in explaining the ideas presented Stages of Reading

50. B. DURING READING STAGE Reacting on the arguments Synthesizing the author’s arguments at the end of the chapter Stages of Reading

51. C. AFTER READING STAGE Making reflection What did I learn from the text presented? How will I be able to apply this to the text I’m writing on? Stages of Reading

52. C. AFTER READING STAGE Linking the main idea to what you know From what is presented and from what I discovered from the different sources I’ve read, it can be said that… Stages of Reading

53. C. AFTER READING STAGE Making generalization I can therefore say that… Stages of Reading

54. C. AFTER READING STAGE Making summary or conclusion Based on the study and researches made, the main highlight of this article can be summed up into… Stages of Reading