English Acad 1
English Acad 1
English Acad 1
PROFESSIONAL PURPOSES
MELCS: The learner differentiates language used in Academic text from various disciplines
Semester:________1ST____________ Week No._______________ Day:________
Lesson: Reading Academic Text
In your academic journey, you are required to submit written texts – critical essays, reports,
research papers, and more. This lesson will help you gain functional knowledge on the requirements of
writing texts across disciplines. This will enable you to improve your academic writing style and your ability
to read academic texts. This lesson contains tasks that develop your competencies in writing effective
academic texts essential in various fields and for future professions. It is geared towards helping you gain
knowledge, enhance skills in reading and writing an academic text, and develop critical thinking. The
discussion is grounded on the definition of academic text, its essential components, some illuminating
examples, and critical reading strategies to understand the whole text's content better.
u have______________________________________________________________________________________
This kind of writing is usually scholarly texts that revolve in concepts, ideas, theories, problems, and
solutions that are related to the specific discipline
Academic Nonacademic
Authorship Experts/Professionals Anyone/experts/non-experts
Inform, Argue, Persuade (with Entertain, inform, persuade, argue
Purpose
evidence) (even without evidence)
Audience Academe/ Scholarly audience Public/non-specified audience
Structure Formal Non-standard/not rigid
Formal, Discipline-specific,
Can be formal or informal,
Language objective, hedged, complex,
freestyle, subjective
explicit
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Below are some examples of Academic Texts
A. AUDIENCE - As you consider the purpose of reading and writing an academic text, you
should also keep in mind that a writer of an academic text has an intended audience when he or she
writes
a text. The following are factors about your audience that you need to take into account
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A reader can tell to whom the text is written based on different factors such as:
Vocabulary used The length of sentences the nature of the topic
The way the topic is
The depth of discussion Word choice
presented
The tone
As a writer, your audience is not whoever reads the text or even simply your instructor.
Instead, the audience is the group of people you want to educate or persuade.
According to Saqueto and Uychoco (2016), knowing the audience for a particular text is
important because it determines the content in writing. The content will vary depending
on the intended audience.
B. PURPOSE - It is imperative to know that every time an author writes a text, he or she has a goal
of informing or persuading an audience or simply arguing about or expressing an idea. Similarly,
when you read academic text, you must know your purpose early on.
As a writer As a reader
Why am I writing this? What knowledge do I Why am I reading this? What pieces of
want to impart? information do I need? What do I want to
- To persuade learn?
- To inform - To better understand the topic
- To express - To identify gaps in studies
- To connect new and old ideas
Example 1: An article that talks about the importance of having proper nutrition everyday to
prevent diseases. This article may convince your audience to stop eating junk food and change their eating
habits into a healthy one.
Example 2: When you write an article about protecting snakes and alligators because they help
keep marine life in balance. Your audience/readers may not “literally” go out to protect these animals but in
their minds, they are convinced that what you have written is true, and they will have a positive view about
safety and protection of these animals.
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2. To inform (factual information+evidence)
- aims to give information only
- requires a lot of research to build credibility as a writer
- compares sources and cites sources properly to avoid plagiarism
- presents in organized, fresh, interesting way
3. To express
- engage readers’ emotions such as joy, anger, frustrations, etc.
- has more opinions than fact
C. TOPIC - What topic is suitable for my audience? What topic will benefit them? What pieces of
information will help them improve their lives? What details am I imparting to my audience?
Reflect on the learning that you gained after taking this lesson by completing the chart below.
MELCS: The learner differentiates language used in Academic text from various disciplines
Lesson: Reading Academic Text
References: (refer to handout no. 1)
I. Read the following text excerpts. After each text excerpt is read, determine whether it is an excerpt from
an academic text or an excerpt from a nonacademic text. On the space provided before the text, write AT if
it is from an academic text and write NAT if otherwise.
______Excerpt 1 Given that the influence of mobile technologies on tweeting patterns has been
understudied, the researchers sought to bridge this gap by examining whether tweets from mobile and
web-based sources differ significantly in their linguistic styles.
______Excerpt 2 This study examines the viewpoints of Macau and Singapore residents on the
development of casino gambling and the social, economic, and environmental impacts that are thought to
arise.
______Excerpt 3 Using celebrities in advertising dates back to the late nineteenth century, and this
common advertising practice has drawn a considerable amount of academic and practical attention. Most
academic investigations of celebrity endorsement have been contextualized in the realm of source
credibility and attractiveness model, and suggest that celebrities exert their influence on consumers
through perceptive attributes such as expertise, trustworthiness, attractiveness, familiarity, and likability
(Ohanina 1990, 1991)
______Excerpt 4 In the evenings, I would lie in bed, listening to the music from the cocktail lounge
downstairs, and to the quick footsteps muffled by the carpet n the hall, imagining the dancing and laughter,
and wishing I were group up and part of it all
______Excerpt 5 In High School, I discovered the perilous thrill of chasing after girls. Going to soirees,
meeting them, getting their phone numbers, calling them up – how crazy it all was, to daydream an entire
afternoon away, my books on the living room coffee table, my head in the clouds. The studying could go to
hell as my mind floated in its hormone-induced bliss. It was a heady time, reveling in the rush of taking
risks, then wallowing in the crushing despair of rejection.
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Assessment
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Let’s Practice
Read the following excerpt from the conclusion of Dhiraj et al’s study. To understand the text
better, apply any reading strategy that you are familiar with
Given that the influence of mobile technologies on tweeting patterns has been understudied, the
researchers sought to bridge this gap by examining whether tweets from mobile and web-based sources
differ significantly in their linguistic styles. The researchers studied six weeks of Twitter spritzer stream
data, containing 235 million tweets. We focused on the analysis of tweets by source- specifically mobile
versus web-based sources by time of day. This involved evaluating several categories or subsets in
which mobile sources. We used word lists from social psychology to test for level of egocentricity,
gender style, emotional content, and agency in both mobile and web tweets.
Ultimately, we found that mobile tweets are not only more egocentric in language than any other
group, but that the ration of egocentric to nonegocentric tweets is consistently greater for mobile tweets
than from nonmobile sources. We did not find that mobile tweets were particularly gendered.
Regardless of platform, tweets tended to employ words traditionally associated as masculine. We did
find that negative language is used more frequently by mobile users ta any point in time, a finding that
would benefit from further research. The ration of negative to positive unigrams was also found to be
consistently greater for mobile tweet than web tweets. Lastly, we did not find that mobile-based tweets
are more agentic than web-based tweets. Rather, both platforms tended to employ language that was
communal behaviors.
Source: Do We Tweet Differently from Our Mobile Devices? A Study of Language Differences on Mobile
and Web-based Twitter Platform http://onlinelibrary.wiley.com/doi/10.111/jcom.12176/pdf
Answer:
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Prepared by:
KRESTA YSOBELLE C. GANTUANGCO – SHST II