English for Academics (Lesson 1-10)
Submitted by: Hubert L. an Submitted to: !a"am #rish $ando
Module 1: Developing Your Vocabulary Page 2 (Yes or No)
1. %ES&'- # hae a ery handy dictionary a**lication on my mobile *hone or tablet com*uter. +. %ES&'- # refer to a thesaurus to use ne, ,ords in my ,riting style. . %ES&'- # *lay games related to ocabulary building in my mobile *hone or tablet com*uter. . %ES&'- # can usually guess the meaning of a ,ord ,hen reading academic te/ts. . %ES&'- # loo at a dictionary ,hen # don"t understand a ,ord and aoid asing my classmates or teacher for its meaning. 2. %ES&'- # no, the meaning of most *refi/es and suffi/es and # use them effectiely. 3. %ES&'- # can easily identify een the subtlest root ,ord and no, its meaning. 4. %ES&'- # carefully use ,ords es*ecially if they hae connotatie meaning. 5. %ES&'- # ,ant to enrich my ocabulary. 10. %ES&'- # ,ant to tae ,hat # already no, to the ne/t leel. Page 3 Topic 6onte/t 6lues
$refi/es Suffi/es oot ,ords 9enotations 6onnotations
Wa! " already #no$ his are the ,ords that gie hints to unfamiliar ,ords in a sentence Attaching or adding letters before a ,ord Attaching or Adding letters after a ,ord #t is a base form of a ,ord
#t is the literal or dictionary meaning of the ,ord #t is the im*lied meaning of the ,ords
Wa! " Wan! !o %ind &u! !ore e/am*les of conte/t clues.
7hat are the changes ,hen ,e add *refi/ to a ,ord8 9oes adding suffi/ to a ,ord change it form8 Ho, can # s*ot a root ,ords easily8 !ore e/am*les of denotations. Are ,e using connotation ,ords eery day8
Page ' (Wa! " ave " learned so ar)
!ath English Economics Science >ili*ino
;uadratic< =eometry< rigonometry< >ractions $refi/es< Suffi/es< ?erb< Aderb< Ad@ectie Su**ly< 9emand< Scarcity< Shortage< Sur*lus Solar System< 6ells< ody< ones< Animals 7ia< $andi,a< 9ayaleto< #dyole< Sosyole
Page *
1. 6arbohydrates such as *asta< bread< and rice may contribute to gain ,eight. 6arbohydrates are the foods that gie us energy and may hae contribute to our ,eight +. 7hen the storm subsided< the residents came out to clean the mess in their yard. =oing do,n to a lo,er or normal leel . =race had no choice but to acBuiesce to the orders of her bossC other,ise< she might get fired. o follo, or to agree . A theory is futile ,hen it is not *racticed. $ointless . A hushed and mournful milieu da,ned inside the church as relaties ie,ed the deceased *olitician for the last time. Ambiance or enironment Page 1+
1. econdite+. ;uell. bno/iousPage 11
1. $re*osterous- 6ontrary to nature< reason or common sense +. Ameliorate-o mae something better or less *ainful . Halcyon-?ery ha**y and successful Page 12 (Wa! " ave learned so ar)
1. #nane-Lacing significance< em*ty +. $e@oratie-Haing negatie connotations . eticent- #nclined to be silent
Page 1, (Wa! " ave learned so ar) -oo! Words
Meaning
.a/ple Words
aud cred legi s*ect oc
hear belief la, see< loo oice< call
Audience< audible< auditorium< audio-isual 6redit< incredible< credulous Legitimate< legislature #ns*ect< s*ectacle< circums*ect ?ocal< ocation
Page 10 (Wa! " ave learned so ar)
1. 'o< the $riest is asing the sinner if he already cleaned the sin he had done. +. 'o< they @ust mae *romises to each other.
Module 2: De!er/ining !e u!ors Purpose and "n!ended udience Page 1* (Tree $ay /a!c) Ti!le o !e Prin!ed Te! !y first A6"s he $H imes (ne,s*a*er) Adance (se/y tabloid) 9ece*tie Heart (fiction) 6he,< abyD 6he,D 9ogs are better than cats 6hemistry 101
"n!ended udience a. abies b. oddlers c. Stand by or street endors d. >light *assengers e. Animal enthusiasts f. Students g. eenagers
Purpose < informatie 6< informatie 9< e/*ressie =< e/*ressie A< #nformatie E< informatie and *ersuasie >< informatie
Page 21
7hat is the main difference bet,een a *ersuasie te/t and an informatie te/t8 -he main difference bet,een the t,o is< *ersuasie te/t ,ill target your ideas it may change your *ers*ectie on a certain to*ic but the informatie te/t ,ill only inform you and ,ill gie details on a certain to*ic. Page 23
7hat is the main feature of an e/*ressie te/t8 ->or me< the main feature of an e/*ressie te/t is the issue that ,ill affect our emotions ,hen ,e are reading it.
Page 2' (Wa! " ave learned so ar)
7hat are the things to consider in ,riting an academic te/t ,ith the audience in mind8
-f course ,e must consider their age because ,e can tell ,hat are the things that they lie based on their age< ,e should also thin their Social status and their s*ecific *rofessions.
Module 3: "den!iying !e u!ors !one and poin! o vie$ Page 24 (Wa! " ave learned so ar) Posi!ive 9elighted e@oiced 7ondered emared Agreed Page 2*
Nega!ive efused %elled 9eclined etorted Agonied
Neu!ral Ased ell alued elayed
Engineer Eladio ,as a,ed at the *ro@ect *ro*osal emy *resented. He agreed to loo at the budget and mae necessary cost-cutting measures to accommodate the ne, *rocess that has been suggested od< the budget secretary< ho,eer< refused to mae ad@ustments on the original figures. He insisted that the *ro*osed *ro@ects ,ill not gie the com*any a good return in the long run. 1. 7hat ,ords coney a *ositie tone8 Fnderline them. +. 7hat ,ords relay negatie tone8 Encircle them. . 7hat ,ords are neutral8 $lace a star on them. Page 2*
$aragra*h 1 a. 7hat is the author"s tone in the *aragra*h8->or me the author"s tone is negatie because of the three main *oints that he or she stated and all of that is sad situation in our country. b. 7hat ,ere the three main *oints that the author raised to su**ort the thesis statement that the $hili**ines has been battling many challenges8 1. Endless battle against graft and corru*tion. +. 'atural 6alamities that bombarding the country. . attle of the minds of the >ili*ino *eo*le. Page 3+
$aragra*h +
a. $aragra*h + is more *ositie as com*ared ,ith the first *aragra*h. Aside from its *ositie tone< ho, else ,ould you describe the tone of the author in this *aragra*h8-# thin that the author"s tone in this *aragra*h is conincing the >ili*ino *eo*le and e/*ressing his&her side< it has the combination of *ersuasie and e/*ressie te/t. b. 7hat *ositie things did the author *oint out for each negatie su**orting detail8 1. =raft and corru*tion-being e/*osed instead of being hidden from the *ublic eye. +. 'atural calamities-,e are managing to co*e after all of the natural calamities that ha**ened. . 'egatie thining-he used this to a,aen the emotion of *eo*le by saying that it ,ill not hel*. Page 32
Ho, do *ersonal e/*eriences affect one"s *oint of ie,8 -it ,ill affect by learning on our o,n e/*eriences because if ,e e/*erienced failure in our life ,e ,ill hae a no,ledge that ,ill hel* us to correct ,hat ,e did and ,e can share it to others for them to learn also. Page 3'
#n ,hat ,ays can culture be reflected in academic te/ts8 -7e can reflect our culture by a**lying it in our academics te/t< some academic te/ts had a culture based form because its author is a**lying their culture in his or her academic te/t. Page 3' spec! =reetings >ood
!arriage
Wes!ern (/erican) Shaing of hands #nfluenced by their o,n country 6hurch and legal age
>amily life
!ost of the families are rich
$ersonal s*ace
9oing things on their o,n
Module 6: %ac!s7 &pinion and "ncorrec! inor/a!ion Page 34
5as!ern (Pilippines) 9oing Gmano *o Some of the dishes are influenced by other country Legal age and ,eddings can ha**en in mayor"s office etc. !ost of the families a less fortunate =uiding by their families
1. enidict is a fashion model. +. enidict is a great< handsome fashion model. . $eter is in the tourism business. . $eter is ery successful in the tourism business. . Lea is a signer. 2. Lea is a ,onderful signer. 3. he !all of Asia in the $hili**ine is huge. 4. he !all of Asia in the $hili**ine is located at the heart of !aati 6ity. 5. here are no restaurants in the !all of Asia in the $hili**ines. 10. here are restaurants in the !all of Asia in the $hili**ines. Page 3*
1. 'ame: $aul 7aler >act: $aul 7aler is one of the actors in >ast and the >urious *inion: $aul 7aler is a good and handsome actor +. 'ame: Iacie 6han >act: He came from 6hina *inion: Iacie 6han is a legendary actor because of his sills . 'ame: !arian iera >act: !arian iera has a daughter *inion: !arian iera is the most beautiful *erson in the ,orld Hae you eer been a fan of a celebrity or grou* of celebrities8 Circle One:
%ES
'
#f yes< ho, does it feel to be a fan8 9escribe this feeling in ,ords. -
#t is fascinating and ins*iring
Module ': %allacies in -easoning Page 61
1. %ou noticed that your faorite cu* is at the edge of the table. %ou ,ill get it and *lace it in the center of the table.
+. %ou smell smoe coming from the itchen ,here you are cooing a cu* of rice for an hour no,. %ou ,ill immediately go to the itchen and turn off the stoe. . %ou see dar clouds aboe< and you are about to tae a short ,al to the store to buy something. %ou ,ill bring an umbrella and ,ill go to the store. . %ou see flies s,arming oer the food on the table. %ou ,ill moe my hands re*eatedly and ,ill *lace the food in the trash or gie it to stray dogs or cats. . %ou noticed that your colds are not getting any better after taing the *rescribed medicine for a ,ee. %ou ,ill as my mom to go to the doctor and ,ill as for a better medicine.
Page 63
ased on the discussion< gie at least one e/am*le each of deductie reasoning and of inductie reasoning Deduc!ive -easoning
-
$o*es are religious Iose !ario or $o*e >rancis is a *o*e herefore< he is religious
"nduc!ive -easoning 8
!y father don"t hae a ,or today !y classmate"s father don"t hae a ,or today also !ost of the *arents of my classmate don"t hae a ,or today herefore< today is Labor 9ay.
Page 66
6hoose one fallacy in the list. =ie your o,n e/am*le. 9as!y enerali;a!ion
-
!y dog is scary and my classmate"s dog is also scary. herefore< All of the dogs are scary.
Page 6' ( Wa! " ave learned so ar)
1. A ,hitening facial ,ash says that you should hae clear< ,hite sin or else you ,on"t find true loe.- Either-or
+. A *olitical candidate says that the incumbent goernor is incom*etent because he could not sole the country"s *oerty issueC therefore< that goernor should be re*laced b y someone else ,ho is better.- Attac on a *erson . hose ,ho ,ere against the re*roductie health bill focused on the issue of abortion and ho, it is immorally against the 6hristian >aith.- ed Herring . An adertisement says that bright students drin this memory enhancing *ill. So if you are not yet taing this itamin< then you are left out. -and,agon . A ne,s re*orter said that the college students are not ha**y ,ith the current goernor ,ho cancels classes at all leels. he re*orter ,as able to tal only to fie students in *n *articular school.- Hasty =eneraliation Page 6, %allacy and,agon
Produc!
9o$ !e allacy $as used
Hasty =eneraliation ed Herring Either-r
Module ,: 5valua!ing !e au!ors argu/en! Page 6* .!a!e/en!
Yes
N o
#"m careful in clicing lins that my friends share on social media # get u*dated ne,s about s*orts< *olitics< ,eather< entertainment and global affairs through ,hat my friends share on social media # hae a faorite ,eb site that # o*en regularly to read about current eents # don"t de*end on social media for ne,s # beliee eerything # read or ,atch on the internet # don"t chec the name of the ,eb site ,hen # read articles online as long as the to*ic interests me Page '+ Web si!e
Da!e Pos!ed
"naccura!e Ne$s o
%alse "nor/a!ion
Page '1
7eather F*dates Local $olitics =lobal 'e,s Local Entertainment 'e,s =lobal S*orts Page '1
7hy is it im*ortant to no, the sources of information8 -
ecause by looing at the source of information ,e can also no, if that information is true and some sources had a false information.
Page '2
7hat are the three things to consider in inestigating sources of information8 -
he author< the *ieces of eidence to the claims of the author and the *ublisher or s*onsors.
Page '3
1. +. . . .
o,ned by a com*any o,ned by educational institution =oernment o,ned ,eb site 'et,or o,ned ,eb site ,ned by organiations
Page '6
7hy is it necessary to refer to legitimate 7eb site8
-
#t is necessary to form a legitimate 7eb site because it ,ill hel* us to clarify ,hat ind of ,ebsite ,e hae and *eo*le ,ho isit our ,ebsite ,ill hae trust on us.
Module 0: =ournal r!icles Page '4 (Wa! " ave learned so ar)
7hat is a to*ic8 -
A to*ic is sim*ly ,ho or ,hat is being taled or ,ritten about.
Page '4 (Wa! ave " learned so ar)
1. +. . . .
Holidays in +01 released by the ABuino Administration.o* 10 $H each destinations according to ourists.oo cute to handle: Jittens on the moeD$H Economy $erformed Higher than the >orecast.$hili**ine to @oin soccer in the ne/t ,orld cu*.-
Page '*
Ho, do you identify an im*lied main idea8 -
y looing at its su**orting ideas or formulating im*lied main idea.
Page ,+ =ournal r!icle 1
1. 7hat is the title of the research *a*er8 +. 7hat is the to*ic of the research *a*er based on the title and the abstract8 . 7hat is the main idea of the research *a*er8 7rite a com*lete sentence in your o,n ,ords. . 7hat do you thin is the content of this article8 7hat do you thin are the findings or results of the research *a*er8 $redict the outcomes.
=ournal r!icle 2
1. 7hat is the title of the research *a*er8 +. 7hat is the to*ic of the research *a*er based on the title and the abstract8
. 7hat is the main idea of the research *a*er8 7rite a com*lete sentence in your o,n ,ords. . 7hat do you thin is the content of this article8 7hat do you thin are the findings or results of the research *a*er8 $redict the outcomes.
=ournal r!icle 3
1. 7hat is the title of the research *a*er8 +. 7hat is the to*ic of the research *a*er based on the title and the abstract8 . 7hat is the main idea of the research *a*er8 7rite a com*lete sentence in your o,n ,ords. . 7hat do you thin is the content of this article8 7hat do you thin are the findings or results of the research *a*er8 $redict the outcomes.
=ournal r!icle 6
1. 7hat is the title of the research *a*er8 +. 7hat is the to*ic of the research *a*er based on the title and the abstract8 . 7hat is the main idea of the research *a*er8 7rite a com*lete sentence in your o,n ,ords. . 7hat do you thin is the content of this article8 7hat do you thin are the findings or results of the research *a*er8 $redict the outcomes.
=ournal r!icle '
1. 7hat is the title of the research *a*er8 +. 7hat is the to*ic of the research *a*er based on the title and the abstract8 . 7hat is the main idea of the research *a*er8 7rite a com*lete sentence in your o,n ,ords. . 7hat do you thin is the content of this article8 7hat do you thin are the findings or results of the research *a*er8 $redict the outcomes.
Page ,2
7hat is a @ournal abstract8 -
Iournal abstract is a form to reference to identify the to*ic< main idea and *redict the outcomes of the research *a*er based on its title and abstract alone.
Page ,3
#n reading @ournal abstracts to search for the right references< ,ha t attitude should you hae to be successful8 -
7e should hae *atience in finding the right reference< determination and *assion in ,hat ,e are doing.
Module 4: pplying cri!ical reading s>ills in acade/ic disciplines Page ,6
Ho, can you a**ly critical reading sills in understanding academic te/ts8 -
>or me< # can a**ly it by haing a ,ide imagination based on ,hat # am reading< it ,ill hel* me to understand mo ,hat # am reading.
Page ,,
Ho, do you ,rite an effectie outline8 -
he main section is ,ritten first follo,ed by the su**orting details.
Page ,4
7hat alues do you thin you should *ossess to understand and analye a te/t better8 -
# should hae an analytical sills that ,ill hel* me a lot in analying a te/t better< obsering sill must be also *ractice< and also note-taing an d annotating sills.
Module *: Page 01
7hat are the main differences among the three styles of citation8
-
he A$A is mostly used for social sciences ,hile the !LA is mostly used for liberal arts and humanities and the 6!S is mostly used in the *ublishing industry.
Page 01
7hy is it your res*onsibility to learn ho, to acno,ledge your sources of information8 7as there an instance in your life ,hen you failed to gie credit to the *eo*le ,ho hel*ed you8 -
ecause they can file a case against me. 'o there"s no instance lie that.
Page 02 Wa! is !e ci!a!ion s!yle !a! !e $ri!er used
#n te/t citation 1 (full details of its source)
#n te/t citation + (full details of its source)
#n te/t citation (full details of its source)
#n te/t citation (full details of its source)
#n te/t citation (full details of its source)
Page 03
7hat are the things to consider in choosing a suitable citation style8
-
#f that citation style is trusted or if that citation style is suitable for the research that ,e are doing.
Module 1+: c?uain!ing ones sel in !e $or>place: reading @ob8rela!ed docu/en!s Page 00
Iob descri*tion
education
height
resume
Location&address
@ob e/*erience
food *reference
sin color
'ame of com*any
age
religion
ethnic race
Page 04
Page 4+
7hat are the *reem*loyment documents8 Ho, do they differ from one another8 -
