BARREDO, JOSELLE ANNE G.

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES o Research data

Reviewer
FACT OPINION
LESSON 1 Objective Subjective (biased)
INTRODUCTION 2 States reality Interprets reality
Can be verified Can not be verified
English as the LINGUA FRANCA Presented with unbiased words Presented with value words
 spoken in different parts of the globe for different purposes
What to avoid in academic English JUDGMENT OR VALUE WORDS
o SLANG - words and expressions that are not considered appropriate
Bad, worse, good, better, best, worthless, disgusting, wonderful, lovely,
for formal occasions
o CONTRACTIONS - shorter way to say two words amazing
o IDIOM - expression that dowsn’t exactly mean what the words say OPINION WORDS AND PHRASES
o NEGATIVES - affirmative sentence is more concise
o PHRASAL VERBS - idiomatic phrase consisting of verb and another Presumably, apparently, in my opinion, this suggests, possibly, it is believed,
element in my view, it is likely that, seemingly, one explanation is, according to
o NO OPINION ZONE - academic text should be free from personal
opinions 2 KINDS OF OPINION

FACT OR OPINION 1. INFORMED

2. UNINFORMED
FACT – tells what actually happened, can be proven true or false
OPINIONS – statements that express a writer’s feelings, attitudes, and beliefs A. INFORMED OPINIONS
and neither true or false o Backed by reasons
o Supported by facts
EVALUATING FACT o Based on up-to date evidence
o You have knowledge about
1. Use a reliable source
B. UNINFORMED OPINIONS
2. Find current sources
o Often expressed with great confidence
3. Look at primary sources when possible:
o Frequently voiced in a way that discourages the expression of
o Audio and video recordings
opposition
o Journals, letters, diaries
o Opinion you made that you know nothing about
o Published books and newspapers
o Government publications **American Psychological Association (APA) used in science and
o Artifacts research
BARREDO, JOSELLE ANNE G.


Presents an argument and attempts to persuade the reader
that the solutions presented are workable and worth-
LESSON 2 implementing
READING ACADEMIC TEXT  The answer to heavy traffic in the Manila area
READING – form of communication between the reader and the writer 3. REPORT STRUCTURE
 Does not present an argument
FACTORS TO CONSIDER IN READING DIFFERENT TEXT TYPES  May still be biased if all the facts are not presented
(Valdez 2016)  Paper stating how aerosol products are hazardous
1. TOPIC – What is the text/article all about?  Details about moon exploration
2. PURPOSE – Why is the article written? *** It is important to find out if the facts have been taken from a
3. AUDIENCE – Who is reading the text/article credible source
*** We must determine the age as it will be one of the factors to
consider in writing
*** The audience determines the language of the paper or text
LESSON 3
*** If the audience is a group of experts on certain discipline,
ASPECTS OF PROFESSIONAL AND ACADEMIC LANGUAGE
jargons are used. If a student is writing, Layman’s terms are
used. 4 IMPORTANT ASPECTS OF PROFESSIONAL AND ACADEMIC
4. LANGUAGE USED LANGUAGE (Valdez 2016)
A. CONVERSATIONAL – used in day-to-day conversations;
informal 1. FORMALITY – precise language which can be achieved through:
B. TECHNICAL/ACADEMIC – used in thesis, dissertation,  Using expanded modal instead of contracted forms
research; formal (I am instead of I’m)
 Using one word verbs
*** In academic text, formal but not pretentious language is used.  Spelling out terms or acronyms
*** Avoid using exclamation point (IMHO – In my honest opinion)
 Avoiding colloquial or idiomatic expressions
STRUCTURE OF ACADEMIC TEXT
*** In order for a writer to achieve a formal writing, one must determine the
1. ARGUMENTATIVE/THESIS STRUCTURE use of language
 Purpose is to persuade the reader to accept a point of view
of an opinion or perhaps new truth 2. OBJECTIVITY – impersonal and free of emotions achieved by:
 Using the 3rd person POV
 Campaign against violence on women and children
 Avoiding rhetorical questions
 Fight to pass the Freedom of Information Bill
 Avoiding emotive language that shows biases
2. PROBLEM-SOLUTION STRUCTURE
3. EXPLICITNESS – clarity can be achieved by using appropriate
signposting strategies through the use of correct conjunction
4. CAUTION – avoid making sweeping generalizations
BARREDO, JOSELLE ANNE G.

PLAGIARISM – using other authors’ words and ideas in your writing without LESSON 5
giving them credit OUTLINING

 Act/way of listing down the main ideas and supporting details

LESSON 4  Organizational skill that develops one’s ability to think in a clear
PARAPHRASING and logical manner
 Can help students synthesize the most important information in a
 Involves restating or rewriting in your own words the essential paragraph or essay
ideas or quotes of another writer
 2 FORMS:
 Confused by many as interchangeable with summarizing
a. ALPHANUMERIC
 Does not directly quote the original thought of the text
b. DECIMAL
 quotation marks are NOT used
 2 KINDS:
 SUMMARY only provides the general idea of the whole text
a. TOPIC OUTLINE
*** Paraphrased material should be credited because the ideas are taken b. SENTENCE OUTLINE
from someone else
REMEMBER (OUTLINING):
TIPS IN PARAPHRASING
1. ROMAN NUMERALS: main idea
1. Read the text to be paraphrased thoroughly 2. CAPITAL LETTERS: subheadings
2. Express in your own words 3. ARABIC NUMERALS: supporting details
*** A THESAURUS may be helpful in changing the original words
3. Change the structure of sentence or paragraph *** Place a dot (.) after numerals/letters
4. Provide citation to acknowledge the author or source of info *** Indent each level
 1 author - last name and the year of publication are placed in the
text WRITING A SUMMARY
 2 authors - both name in the single phrase
 Helps the readers know what the story is all about
 3-5 authors - list all the authors in the signal phrase
 Serves as a teaser or an overview
 6 or more authors - use the first authors name followed by “et al.”
 Unknown author - cite the source by its title in signal phrase  General tip for students after reading the text is to answer the WHs
 Organization as an author - mention the organization in the questions: Who What Where When How Why Which
signal phrase THESIS STATEMENT
5. Remember that there is more than one way to paraphrase
6. If year is stated, also provide the year in paraphrased text or else put  Main idea/central message
(N.D./no date)  Should help the writer or reader in focusing on the arguments
 Typically found in the earliest parts of the introduction
BARREDO, JOSELLE ANNE G.

*** Every paper has a main idea, specific topic, or central message o Shows a long bar with dates and events labeled on points
3. LINE DIAGRAM
CHARACTERISTICS OF A GOOD THESIS STATEMENT
o Effective visual that stresses the progression or
A strong thesis statement… regression (increase or decrease)
4. BAR GRAPH
1. Takes a stand on the prompt o Similar to a line graph
2. Does not simply state a fact, but sets stage for analysis of a topic o Emphasizes the competition among other entries over a
3. Unified, and express one main idea period of time
4. Specific 5. PIE CHART
o Useful illustration for displaying percentages or parts of a
whole different items
LESSON 6 6. PICTOGRAPH
SUMMARIZING o Graphical representation that uses pictures or symbols to
convey statistical information or frequency of responses in a
 An important technique in getting most general parts or points
survey
from the original text
7. FREYTAG’s PLOT PYRAMID
 Can be done or viewed into several ways:
a. Through GRAPHIC ORGANIZERS o Used to take down important events or scenes of a story
b. Through OUTLINING METHOD (OUTLINE) o Useful to have as synopsis if the text is very long to read
c. Through writing the GIST/SUBSTANCE of the whole text 8. KWL CHART
o What I Know, What I Want to Learn, What I Learned
A. GRAPHIC ORGANIZERS (GO) o Works best in reading or studying new lessons
 Concept map 9. ISP CHART (for bibliographies/research papers)
 Tool that uses visual symbols to express knowledge, o Information, Source, Page
concepts, thoughts, or ideas, and relationships o Handy chart that aids students’ research endeavors
 MAIN PURPOSE: to provide a visual aid or picture of 10. TREE DIAGRAM
information and allow the mind ‘to see’ the written text o Used for hierarchical or ranking purposes from a bigger,
more general, concept (list of officers)
1. VENN DIAGRAM 11. FLOWCHART
o Created by John Venn (1880) o Computer-based chain of instructions
o Used to show compare-contrast relationship o Shows step-by-step process or decision making
between/among entries or variables 12. BURGER DIAGRAM
2. TIMELINE o Appealing and appetizing
o Graphic design that displays a list of events in o Lets students construct the skeleton or draft of an essay or
chronological order any paper
BARREDO, JOSELLE ANNE G.

o BUNS: introduction and conclusion

o PATTY, TOMATO, LETTUCE, CHEESE: body
13. T-CHART
o Simple chart that can be used to show the advantages and
disadvantages, facts and opinions, similarities and
differences, problems and solutions
14. FRAYER MODEL
o Involves going the definition of the topic, examples and
non-examples, describing and illustrating the topic’s
characteristics.
o Mostly associated in learning Science and Vocabulary