RAPHAELA JEYN O.

CUNANAN 11 – ABM (ABE CALOOCAN)

English for Academic & Professional

Purposes (EAPP)
LESSON 1: DISTINGUISHING ACADEMIC ENGLISH FROM GENERAL
ENGLISH

There are 7 Characteristics of Academic English

 Academic English does not use hedges like Possibly, Maybe, Suggest, etc.
 You should avoid personal pronoun. ( I, you, he, she, it, we, they, me, him, her, us, and them)
 Academic English uses sophisticated transition words. Like the word “As an example” this
can be written as “Hence” or “Therefore”.
 It also uses academic words. (correspond, crucial, indication, resource, etc.)
 In Academic English linguistic functions are more important.( expressing personal feelings,
pretending, describing aspects of world.)
 Relatively decontextualized (remove from a context) and cognitively demanding (means not
only (done) it’s work done by the brain but it’s hard brain work.)
Cognitive work – means “using your brain”
 Academic English requires greater mastery of range of linguistic features.

There are 6 Characteristics of Informal English

 Informal English uses hedges unlike Academic English (sort of, kind of)
 It also uses personal pronoun “I”.
 Uses simple connectors ( but, also, and)
 Informal English uses slang like the word “guys” & “stuff”
 It relies more on basic discourse, structures, such as narrative.
Discourse structures – how text is organized in a poem, newspaper article, or speech.
 More extensive use of listening and speaking.

ACADEMIC ENGLISH

- Language used in academic settings and for academic purposes to help students acquire
and use knowledge.
- Words and syntactic structures that students are likely to encounter in textbooks and tests
but not in everyday, spoken English.
LESSON 2.1: DEVELOPING SKILLS IN ACADEMIC READING

: TECHNIQUES IN ACADEMIC READING

What is Reading?

- Oliver Wendell Holmes, a famous author, defines reading as reasoning because it involves
ability to grasp the central thought and to draw inferences from single – text paragraph.
- In short, reading is the action or skill of reading written or printed matter or a form of
language processing.
A. Visual Information
- Taken from the printed page
B. Non – Visual Information
- Includes understanding of relevant language
- Familiarity with the subject matter
- General ability in reading
- Knowledge of word

STRATEGIES IN ACADEMIC READING

EFFICIENT READING CRITICAL READING DRAWING CONCLUSION

Skimming Researching Top – Down Approach
Scanning Note Taking Bottom – Up Approach
Selecting
Studying

READING SKILLS

1. The ability to recognize words and their meaning.

2. The ability to combine separate word meanings into ideas to one another to previous
knowledge and experience.
3. The ability to react thoughtfully, critically, or appreciatively to what you read.
4. The ability to apply the ideas you gain from reading to your daily study and life in general.

LESSON 2.2: GRAMMAR BUILDER

THE SIMPLE PRESENT TENSE

 - FACTS / GENERAL TRUTH
Example: Polar bears hibernate during winter.
- ROUTINES
Example: Ging doesn’t have classes every Wednesday.
- OPINION
Example: Mama doesn’t like cola.
- REFERENCE TO THE FUTURE
Example: Gina has a work next month.
- PRESENT EVENT/ACTION
Example: Here comes the bride.

THE PRESENT CONTINOUS TENSE

- ACTIVITY IN PROGRESS
Example: He is attending a meeting now.
- EXTENDED PRESENT
Example: I’m studying Geology at UP.
- A TEMPORARY SITUATION
Example: Susan is living with her parents in Japan.
- EXPRESS FUTURE
Example: She’s coming tomorrow.
- A CHANGE IN PROGRESS
Example: The twins are becoming more and more like her mother.

~ Add – s or – es to the base form of verb for simple present tense in singular
number. No – s or – es for plural forms – present tense.

~ The present progressive tense is formed by using:

Is (singular)

Are (plural) + Verb – ing

Am (subject I)
LESSON 2.3: BUILDING VOCABULARY THROUGH WORD CATEGORY

Word Category – is the groupings of words related to the content – area, theme, unit, or selection.

Example 1: Words associated with imaginary people and animals.

Capricorn Unicorn Martian

Dragon Snowman Ogre

Sphinx Phoenix Mermaid

Example 2: Words associated with geographical features.

Hill volcano Plateau

Valley Glacier Archipelago

mountain Peak Lake

Example 3: Words related to internet.

PEOPLE SCAM MESSAGES OFFENSE

Netizen Pharming troll Cyber bullying
Lurker Phishing Urban Legend Sextortion
Imposter Spoofing Blog Cyber stalking
Predator Stranger Danger Identity theft
Tweens
Avatar

LESSON 3.1: UNDERSTANDING ACADEMIC TEXT

: IDENTIFYING THE AUTHOR’S PURPOSE & PERSPECTIVE IN WRITING

HOW TO RECOGNIZE AUTHOR”S PURPOSE & PERSPECTIVE?

- Understanding author’s tone – his attitude toward the subject and audiences.
- Authors convey purpose and perspective through their choice of words and the impression.
- Authors purpose answer the ff. vocabulary words:

Analyze Examine Describe Narrate

Compare Investigate Explain Summarize
Contrast Characterized Identify Acknowledge
Evaluate Define Introduce Criticize

- Familiarize yourself with the subtle distinctions in meaning among these various words

Authors Purpose
- The reason for writing.

TO ENTERTAIN TO INFORM TO PERSUADE

Poem Give facts and information arguments
Story
play

Authors Perspectives

- Authors feeling toward his subject or topic

- Content of the text
- Language used to present the data

LESSON 3.2: UNDERSTANDING A WORD THROUGH STRUCTURAL

ANALYSIS
Structural Analysis SUFFIX

- Looking for word parts within a word.

Root Word or Base Word

- Principle came of the meaning.

PREFIX
 Summer not a suffix

Prefix Transformer Suffix

Base word

ROOT WORD

LESSON 4.1: THE STRUCTURES OF ACADEMIC TEXT

: THE THESIS STRUCTURE

Paragraph

Sentences

Topic Sentences

Supporting Details

Concluding Sentences

THE TOPIC SENTENCE

- States the main idea of the paragraph

- It names the topic
- The specific area delimited is called the controlling idea

THE SUPPORTING DETAILS

Develop the to0pic sentence by providing:

- Reasons
- Examples
- Statistics
- Quotations

THE CONCLUDING SENTENCE

- The end of paragraph and often summarizes or raises the key point of the paragraph.

EACH PARAGRAPH SHOULD INCLUDE THE FOLLOWING:

P – Point Topic Sentence

I – Information Evidences: Data, Research, Quote, Anecdote

E - Exploration Why this point matter to your topic?

OUTLINE OF A THESIS STRUCTURES

I – Introduction

- Presents the main argument or focus.

II – Body

- The development paragraph

a. Point 1 – reason or evidence
b. Point 2 – reason, evidence
c. Point 3 – reason, evidence

III – Conclusion

- The summary paragraph

Every paragraph should have the topic sentence.

The thesis statement of the thesis structure is sometimes located at the introduction or at
other times at the conclusion.

LESSON 4.2: USING TRANSITIONAL DEVICES

TRANSITIONL SIGNAL – links paragraph, sentences & details within sentences

Example: Raccoons and bears are related animal. However, raccoons are much smaller.

KINDS OF TRANSITION SIGNALS

ADDITION

- Moreover - Furthermore - Also - In Addition

COMPARISON/ CONTRAST
 - However - Nevertheless - Although - Even though - But

PURPOSE TRANSITIONS

- So that - In order that

REASON

- Since - Because - As, As much as

TIME ORDER TRANSITION

- Then - Now - At first - After - As long as - Before - Since

- Whenever - Until

LESSON 5.1: THE STRUCTURES OF ACADEMIC TEXT (PART 2)

: PROBLEM SOLUTION STRUCTURES

INTRODUCTION

- Hook or grabber
- General statement about solution or problem

BODY

- Combination of problem and solution

CONCLUSION

- Final argumentative conclusion

Points to ponder in writing paragraphs

POINT

- Main point

EVIDENCE

- Examples to support your main point

EXPPLORATION

- Exploration of you evidences and why it support your main points

LINK

- Use transition signals

STYLE

- Remember the rules of style throughout the paragraph

LESSON 5.2: USING CONTEXT CLUES

If you come across unfamiliar words, try to deceive the meaning of the word by examining the:

RESTATEMENT

DEFINITION/DESCRIPTION

COMPARISON/CONTRAST/ANTONYM

EXAMPLE

CAUSE & EFFECT

STRUCTURAL ANALYSIS CLUE

SYNONYMS

LESSON 6: THE STRUCTURES OF ACADEMIC TEXT PART 3

THE FACTUAL REPORT STRUCTURE

- Deals with real subject matter

- It includes facts & figures
- A particular topic must be discussed in an objective manner with example to support
opinions
- It is advised to use present tense
- Used for research such as taken from websites & newspaper reports

COMPONENTS OF FACTUAL REPORT STRUCTURE

I. INTRODUCTION

- Contains the main subject presented in the first paragraph of a web page, short report, or
other text

II. BODY

- Contains several paragraph which provide explanatory details about the thesis statement.

III. CONCLUSION

- Final summary of subject

PRESENT PERFECT CONTINOUS TENSE

- Developed in past & continued in moment of speaking or present.

HAS + BEEN + VERB-ing
HAVE + BEEN + VERB-ing

PRESENT PERFECT TENSE

- Developed in the past & continued in the future

HAS + VERB (past participle)
HAVE + VERB (past participle)

LESSON 7.1: THE ARGUMENTATIVE TEXT

ARGUMENTATIVE TEXT – is a genre of writing that

- Aims at investigating an issue

- Taking stand in an issue
- Generating and evaluating a multitude of evidence in a logical manner to support the overall
claim.
- Giving info but also presenting an argument with pros and cons

DIFFERENCE BETWEEN PERSUASIVE AND ARGUMENTATIVE TEXT

PERSUASIVE

- Uses personal thoughts, feelings, and opinions

- Can use emotion to get point across
 - Attempts to persuade the leader to change his visions
- Doesn’t present opposing views

ARGUMENTATIVE

- Presents one side of an issue using facts and research

- Analyzes informational text to generate their statement and conclusions.

PERSUASIVE & ARGUMENTATIVE

- Both aim to present a particular POV

STRUCTURE OF ARGUMENTATIVE TEXT

THE INTRODUCTION

- Hook
- Background information
- Thesis statement

DEVELOPING AN ARGUMENT

- Evidence
- Specific details
- Examples

REFUTING OPPONENT’S CLAIM

- Opponents positions
- Your opposition

THE CONCLUSION

- Review the main points

- Review the thesis statements

OUTLINE OF ARGUMENTATIVE TEXT

INTRODUCTION

- Topic
 - Thesis statement

BODY

- Point 1: Evidence 1
- Point 2: Evidence 2
- Counter Argument 1
- Refutation 1
- Counter Argument 2
- Refutation 2

CONCLUSION

- Convince the reader that your argument is valid

STEPS IN WRITING AN ARGUMENTATIVE TEXT

1. Choose a topic
2. Construct a thesis
3. Build an argument

CRAFTING YOUR THESIS STATEMENT (Claim)

1. Take a position
2. Focused and specific
3. Written as a statement in academic language
4. It will have to be proven with reasons and evidence

THESIS / CLAIM

Argument/Reasons Argument/Reasons Counter

PRO PRO Argument
CON

Evidence, Evidence, Evidence,

Details, Facts, Details, Facts, Details, Facts
that support that support that refute the
your arguments your argument argument
LESSON 7.2: UNDERSTANDING A WORD THROUGH WORD FORMATION
Types of Word Formation

1. Clipping
- net – from internet
- blog – from web log
2. Blending
- Prizzly Bear – combination of Polar bear and Grizzly bear
- Netizen – Internet Citizen
- Netiquette – Internet Etiquette
3. Compounding
- Rainbow
- Call – out
- Happy – go – lucky
4. Acronym
- SONA – State of the Nation Address
- NASA – National Aeronautics and Space Administration
5. FOLK or POPULAR ETYMOLOGY
- Penelope – faithful wife ( from the wife of Odysseus)
- Narcissistic complex – self – centered

LESSON 8: SIX C’S OF EFFECTIVE ACADEMIC AND PROFESSIONAL

COMMUNICATION
 Courtesy
 Clarity
 Conciseness
 Concreteness
 Correctness
 Completeness

CONCISENESS

- Achieved by confessing message in the least possible words

- A writer should:
 - Use active over passive voice
- Watch out for unnecessary terms
- Avoid redundancy
- Be precise

CORRECTION

- Writer must:
- Provide only appropriate content or message
- Present coherent ideas
- Observe consistency in tense tone voice, pronoun reference and language level.
- Apply emphasis in style and purpose
- Self-correct spelling punctuation and grammar

COURTESY

- The writer must:

- Use YOU rather than I or WE
- Use positive tone/words
- Use gender-free terms

CLARITY

- The writer must:

- Use precise exact, and concrete terms
- Avoid highfalutin words
- Watch out for clichés, hackneyed expressions, runabout phrases, and jargons

CONCRETENESS

- A concrete message requires:

- Specific, facts, figures, dates
- Establishing contact with the reader
- Avoid opinions or generalizations

COMPLETENESS

- The writer should:

- Include all pertinent information
- Be precise
 - Convince readers of the writer’s credibility and reliability
- Include all the components of a paper or report.

LESSON 9.1: CORRECT USAGE

: DISTINCTION MEANING OF MOST COMMONLY MISTAKEN WORDS

A Lot, a lot of

- try using often or frequently for a lot

- use many, a great deal, or much for a lot
- there is no such word as alot

Although, though

- begin clauses with although

- use though to connect elements within a clause

Assure, ensure, insure

- All three of these verbs mean to make secure or certain.

- Ensure and insure are interchangeable, except that insure is generally used in the sense of
guaranteeing life or property against risk.
- Assure is the only one of the three that has the sense of setting a person’s mind at rest.

Between, among

- Between is the only choice when two persons or objects are involved
- Among when three or more entities are considered collectively and no close relationship is
implied.

Borrow, lend

- Borrow means to obtain or receive something on loan

- Lend means to give out or allow the use of something temporarily

Bring, take

- Bring to indicate movement toward the speaker

- Take to indicate movement away from the speaker
Compose, comprise

- Comprise express the relation of the larger to the smaller, not the other way around. (think
comprise as meaning to embrace or take in)
- Do not use comprised of; instead, use compose, constitute, or make up

Continual, continuous

- Use continual when you mean action that is intermittent or repeated at intervals
- Use continuous when you mean uninterrupted action in time

LESSON 9.2: PROBLEM IN GRAMMATICAL CONSTRUCTIONS

Agreement Problems

1. When other parts of a sentence come between the subject and the verb, these parts do not
change the person or the number of the verb
2. Inverted subject; the verb does not affect agreement
3. Some nouns are plural form but are singular in meaning and therefore take singular verbs
4. Two or more subjects joined by and take a plural verb
5. Singular subjects joined by or, nor take a singular verb
6. A collective noun takes a singular verb when the group is regarded as 1 unit

Pronoun Agreement

1. Pronouns used as subjects with their verb and with their antecedents
a. Indefinite pronouns considered singular and take singular verbs
b. Plural indefinite pronouns
c. Use singular verb when the pronoun subject refers to one thing or to a quantity as a
whole.
2. With relative pronoun as subjects – the verb should agree with the pronoun’s antecedent
3. A pronoun agrees with its antecedent in gender, number and person.

Faulty Pronoun References

- Avoid confusing references

- Avoid vague references

Shifts in Approach

- Avoid unnecessary shifts in tense

- Avoid unnecessary shifts in voice
Faulty Sentences

- Sentence fragment
- Split construction
- Nonparallel construction

Problem with Modifier

- Misplaced modifiers
- Dangling modifiers