EAPP 1. Lesson 1 - Academic Language .pptx

EAPP LESSON

1. ACADEMIC LANGUAGE 1

2. Academic Language Refers to the language used by the students (college undergraduate or graduate) in working on academic tasks in school. It has accurate vocabulary and it is used to teach the content of academic disciplines. 2

3. Academic Language Demands 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. 3

4. 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. 4

5. It is represented by active verbs in learning activities which serves as the content focus within the product of the learning process. B. Language Function 5

6. C. Syntax It refers to the rules of grammar- formula in organizing letters into words, sentences, paragraphs, charts, etc. 6

7. 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. 7

8. 1. Complexity 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. Written texts have more grammatical complexities. 8

9. Spoken Written Whenever I'd visited there before, I'd ended up feeling that it would be futile if I tried to do anything more. Every previous visit had left me with a sense of the futility of further action on my part. The cities in Switzerland had once been peaceful, but they changed when people became violent. Violence changed the face of once peaceful Swiss cities. Because the technology has improved its less risky than it used to be when you install them at the same time, and it doesn't cost so much either. Improvements in technology have reduced the risks and high costs associated with simultaneous installation. The people in the colony rejoiced when it was promised that things would change in this way. Opinion in the colony greeted the promised change with enthusiasm. 9

10. Translate this spoken to written "Because the jobs are even more complex, programs to train people will take longer." 10

11. Translate this spoken to written "I handed my essay in late because my kids got sick." 11

12. 2. Formality Academic writing is relatively formal which means avoidance of the use of colloquial words and expressions. 12

13. In general this means in an essay that you should avoid: a. colloquial words and expressions; ""stuff", "a lot of", "thing", "sort of", b. abbreviation and contractions: ASAP, OMG, LOL, "can't", "doesn't", "shouldn't" c. two word verbs: "put off", "bring up" d. sub-headings, numbering and bullet-points in formal essays - but use them in reports. e. asking questions 13

14. Identify the informal expressions in the following sentences 1. With women especially, there is a lot of social pressure to conform to a certain physical shape. 2. Significantly, even at this late date, Lautrec was considered a bit conservative by his peers. 3. It focused on a subject that a lot of the bourgeois and upper-class exhibition-going public regarded as anti-social and anti-establishment. 4. Later Florey got together with Paul Fildes in an experimental study of the use of curare to relieve the intractable muscular spasms which occur in fully developed infection with tetanus or lockjaw. 5. When a patient is admitted to a psychiatric inpatient unit, the clinical team should avoid the temptation to start specific treatments immediately. 14

15. 6. The first National Government wasn't intended to be a coalition government in the normal sense of the term. 7. These aren't at all original or exotic but are based on the ordinary things that most people tend to eat. 8. A primary education system was set up throughout Ireland as early as 1831 9. This will cut down the amount of drug required and so the cost of treatment. 15

16. 3. Precision One must remember that writing academic texts requires precise facts and figures. 16

17. Examples The volatile oily liquid beta-chloro-beta-ethyl sulphide was first synthesized in 1854, and in 1887 it was reported to produce blisters if it touched the skin. It was called mustard gas and was used at Ypres in 19I7, when it caused many thousands of casualties. It is approximately eight inches in length and runs from the urinary bladder, through the prostate gland, under the front of the pelvis, and, passing through the corpus spongiosum, it ends at the tip of the glans penis in an opening called the urethral meatu 17

18. 4. Objectivity Academic writing tends to use nouns 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. 18

19. Compare these 1. The question of what constitutes "language proficiency" and the nature of its cross-lingual dimensions is also at the core of many hotly debated issues in the areas of bilingual education and second language pedagogy and testing. Researchers have suggested ways of making second language teaching and testing more "communicative" (e.g., Canale and Swain, 1980; Oller , 1979b) on the grounds that a communicative approach better reflects the nature of language proficiency than one which emphasizes the acquisition of discrete language skills. 19

20. 2. We don't really know what language proficiency is but many people have talked about it for a long time. Some researchers have tried to find ways for us to make teaching and testing more communicative because that is how language works. I think that language is something we use for communicating, not an object for us to study and we remember that when we teach and test it.

21. 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 works. 21

22. Example While an earlier generation of writers had noted this feature of the period, it was not until the recent work of Cairncross that the significance of this outflow was realized. Partly this was because the current account deficit appears much smaller in current (1980s) data than it was thought to be by contemporaries. 22

23. 6. Accuracy In academic texts, most subjects have narrow specific meaning because academic writers use vocabulary accurately. 23

24. 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 strengthens the claims you make. 24

25. Compare the following: 1. It may be said that the commitment to some of the social and economic concepts was less strong than it is now. 2. The commitment to some of the social and economic concepts was less strong than it is now. 25

26. 1. Weismann suggested that animals become old because, if they did not, there could be no successive replacement of individuals and hence no evolution. 2. Weismann proved that animals become old because, if they did not, there could be no successive replacement of individuals and hence no evolution.

27. 8. Responsibility You must be able to provide evidences and justifications for any argument you make. Understanding your source is responsibility. This is done by paraphrasing and summarizing what you read and acknowledge the source of ideas by means of citations. 27