The document discusses various techniques for summarizing academic texts, including the Somebody Wanted But So method and the SAAC method. The Somebody Wanted But So method involves answering questions about the main character, their wants, problems encountered, and solutions to structure a summary. The SAAC method requires stating the title, author, what the author is doing, and completing the summary with keywords to concisely summarize different types of texts.
This presentation provides English language grammar tips to the students enrolled in the English for Academic Purposes course EAP1001 during teaching week . This feedback is based on observations during teaching week 1.
Essay 3 Is College the Best OptionAssignmentThe authors oTanaMaeskm
Essay 3: Is College the Best Option?
Assignment:
The authors of the readings/videos (listed below) from Unit 3 explore whether college is the best option for everyone. For Essay 3, you will choose a topic from one (or more) of these readings/videos that you would like to explore in depth. Next, you will extensively research your topic. During this process, you should consider your opinions about your topic and begin to formulate a thesis for your final paper. Your thesis must be argumentative. You will not inform the reader about the topic; you will persuade the reader.
In your essay, you will persuade the reader to accept the argument set forth in your thesis using a combination of your own opinions and the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Requirements:
1. Length: 1,200-1,500 words (which is longer than the previous essays)
2. Your essay must relate to the topics presented in the readings for Unit 3: Is College the Best Option?
3. Your thesis must be argumentative (i.e., persuasive).
4. You must include at least four scholarly sources.
5. You must include at least onequote from each of your four sources.
6. You must use only articles from peer-reviewed scholarly journals for this essay. Failing to use scholarly sources will result in a 10-point deduction for each non-scholarly source. For example, if you include two non-scholarly sources in your essay, there will be a 20-point deduction. Therefore, it is crucial that you use scholarly sources.
Note: If you are using Google to locate sources, then it is highly unlikely that you are choosing scholarly articles. Your safest option is to use the library databases (e.g., ProQuest, JStor, and Academic OneFile) to find sources. If you do not know how to access/use the library databases, please see the "Library Research Tutorials" section in Content. If you do not know how to distinguish scholarly journals from popular periodicals, please see the "Evaluating Research Sources" module under Content. In addition, you will want to review the Vanderbilt University Video Tutorial about Scholarly vs. Non-Scholarly Sources, which is posted under Content.
7. You must include a Works Cited page that conforms to TheMLA Handbook, 8th edition citation style.
8. You must include correct MLA parenthetical/in-text citations.
9. You must properly introduce, present, and cite all direct quotes.
10. Your tone should be formal.
· Avoid first person pronouns (i.e., I, me, my, we, us)
· Avoid second person (i.e., you, your) pronouns.
· Avoid contractions (i.e., isn’t, doesn’t, won’t, etc.)
· Avoid slang.
· Avoid clichés.
· Use correct grammar, spelling, and punctuation.
· State your opinions as facts. Phrases like the following weaken your argument:
· In my research, I found that . . .
· In this essay, I will discuss . . .
· I believe that . . .
Deductions:
As with all assignments in this course, your submissions ...
This presentation provides English language grammar tips to the students enrolled in the English for Academic Purposes course EAP1001 during teaching week . This feedback is based on observations during teaching week 1.
Essay 3 Is College the Best OptionAssignmentThe authors oTanaMaeskm
Essay 3: Is College the Best Option?
Assignment:
The authors of the readings/videos (listed below) from Unit 3 explore whether college is the best option for everyone. For Essay 3, you will choose a topic from one (or more) of these readings/videos that you would like to explore in depth. Next, you will extensively research your topic. During this process, you should consider your opinions about your topic and begin to formulate a thesis for your final paper. Your thesis must be argumentative. You will not inform the reader about the topic; you will persuade the reader.
In your essay, you will persuade the reader to accept the argument set forth in your thesis using a combination of your own opinions and the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Requirements:
1. Length: 1,200-1,500 words (which is longer than the previous essays)
2. Your essay must relate to the topics presented in the readings for Unit 3: Is College the Best Option?
3. Your thesis must be argumentative (i.e., persuasive).
4. You must include at least four scholarly sources.
5. You must include at least onequote from each of your four sources.
6. You must use only articles from peer-reviewed scholarly journals for this essay. Failing to use scholarly sources will result in a 10-point deduction for each non-scholarly source. For example, if you include two non-scholarly sources in your essay, there will be a 20-point deduction. Therefore, it is crucial that you use scholarly sources.
Note: If you are using Google to locate sources, then it is highly unlikely that you are choosing scholarly articles. Your safest option is to use the library databases (e.g., ProQuest, JStor, and Academic OneFile) to find sources. If you do not know how to access/use the library databases, please see the "Library Research Tutorials" section in Content. If you do not know how to distinguish scholarly journals from popular periodicals, please see the "Evaluating Research Sources" module under Content. In addition, you will want to review the Vanderbilt University Video Tutorial about Scholarly vs. Non-Scholarly Sources, which is posted under Content.
7. You must include a Works Cited page that conforms to TheMLA Handbook, 8th edition citation style.
8. You must include correct MLA parenthetical/in-text citations.
9. You must properly introduce, present, and cite all direct quotes.
10. Your tone should be formal.
· Avoid first person pronouns (i.e., I, me, my, we, us)
· Avoid second person (i.e., you, your) pronouns.
· Avoid contractions (i.e., isn’t, doesn’t, won’t, etc.)
· Avoid slang.
· Avoid clichés.
· Use correct grammar, spelling, and punctuation.
· State your opinions as facts. Phrases like the following weaken your argument:
· In my research, I found that . . .
· In this essay, I will discuss . . .
· I believe that . . .
Deductions:
As with all assignments in this course, your submissions ...
Choose the topics that is best for youLanguage is an impor.docxvernettacrofts
**Choose the topics that is best for you**
Language is an important tool for storing, organizing, and retrieving information that has been acquired throughout one’s life, as well as for thinking, modifying, and sharing such information with others. Thus, researchers ask many questions about language and its use. For this assignment, complete the steps listed below:
Select one of the following topics:
Recent research has shown that bilingualism shapes the human mind. What are some of the short-term and/or long-term consequences of bilingualism on information processing? Include at least two sets of findings (e.g., speed of processing and vocabulary size) in your paper.
Human language is more than a communication system. What are the unique properties of human language that make it different from communication systems used by other species?
Most of language use in adults relies on reading, an ability that is often acquired later in life than the ability to speak and understand speech in one’s primary language. Why is learning how to read more challenging than learning how to speak in one’s primary language?
Ambiguities in the meaning of words and phrases are far from rare occurrences. Yet, both speakers and listeners (or readers) often do not appear to notice them. What are these ambiguities, and why do they often go unnoticed?
Can you “forget” words in your first language while you are learning a second language? Summarize the available evidence to explain your answer.
More than half a century ago, two researchers, Noam Chomsky and B. F. Skinner, debated the role of nature and nurture in language acquisition. What was the viewpoint of each researcher? What was the evidence upon which their contrasting viewpoints relied?
Review the literature on the selected topic. For your selected topic, use at least three peer-reviewed articles that can answer the questions related to it.
Summarize the evidence you have found and then critically examine it. Engage your critical thinking skills. For instance, ask yourself if the available evidence is sufficient to support the interpretations that researchers have proposed, and/or whether there are ambiguities and unknowns.
Begin your paper with an introduction to the selected topic in which you define all concepts that will be discussed in the paper. Include a brief summary of the content of the selected article according to the guidelines described above.
Analyze the key findings, illustrating the consistencies and inconsistencies.
Include a conclusion expressing your thoughts about the strengths and weaknesses of the available evidence. If possible, suggest the course that future research should take if answers are less than conclusive.
The Questions in Psycholinguistics Final Paper
Must be five to six double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)L ...
Choose the topics that is best for youLanguage is an impor.docxvernettacrofts
**Choose the topics that is best for you**
Language is an important tool for storing, organizing, and retrieving information that has been acquired throughout one’s life, as well as for thinking, modifying, and sharing such information with others. Thus, researchers ask many questions about language and its use. For this assignment, complete the steps listed below:
Select one of the following topics:
Recent research has shown that bilingualism shapes the human mind. What are some of the short-term and/or long-term consequences of bilingualism on information processing? Include at least two sets of findings (e.g., speed of processing and vocabulary size) in your paper.
Human language is more than a communication system. What are the unique properties of human language that make it different from communication systems used by other species?
Most of language use in adults relies on reading, an ability that is often acquired later in life than the ability to speak and understand speech in one’s primary language. Why is learning how to read more challenging than learning how to speak in one’s primary language?
Ambiguities in the meaning of words and phrases are far from rare occurrences. Yet, both speakers and listeners (or readers) often do not appear to notice them. What are these ambiguities, and why do they often go unnoticed?
Can you “forget” words in your first language while you are learning a second language? Summarize the available evidence to explain your answer.
More than half a century ago, two researchers, Noam Chomsky and B. F. Skinner, debated the role of nature and nurture in language acquisition. What was the viewpoint of each researcher? What was the evidence upon which their contrasting viewpoints relied?
Review the literature on the selected topic. For your selected topic, use at least three peer-reviewed articles that can answer the questions related to it.
Summarize the evidence you have found and then critically examine it. Engage your critical thinking skills. For instance, ask yourself if the available evidence is sufficient to support the interpretations that researchers have proposed, and/or whether there are ambiguities and unknowns.
Begin your paper with an introduction to the selected topic in which you define all concepts that will be discussed in the paper. Include a brief summary of the content of the selected article according to the guidelines described above.
Analyze the key findings, illustrating the consistencies and inconsistencies.
Include a conclusion expressing your thoughts about the strengths and weaknesses of the available evidence. If possible, suggest the course that future research should take if answers are less than conclusive.
The Questions in Psycholinguistics Final Paper
Must be five to six double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)L ...
Nature of Inquiry and Research; Quantitative vs. Qualitative.pptxKatherine Villaluna
Importance of Research in Daily Life
Formulating Recommendations Based on Conclusions
Quantitative Research and Qualitative Research
Kinds of Research Across Fields
The Reports, Survey Questionnaire and Methods of Administering It.pptxKatherine Villaluna
Designing, Conducting and Gathering Information from Surveys
Various Kinds of Reports
1. Survey Report
2. Laboratory or Scientific Technical Report
3. Field Report
Survey Questionnaire
Methods in Administering a Survey
1. Personal Approach
a. Face-to-face Structured Interview
b. Telephone Survey
2. Self-Administered Approach
a. Paper-and-pencil Survey
b. Online Survey
c. Mail Survey
Do's and Don'ts of Survey Questionnaire
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
5. Practical exercise
Direction: Read the passages below. Then, identify whether each passage can be
an academic text or non-academic text. Write A if it is academic and N if it is non-
academic.
1. Some educators suggest that the distinction between
conversational and academic language is somewhat arbitrary
and that it is the situation, community, or context that is either
predominantly social or academic.
2. The current study showed that COVID-19 pandemic lockdown
affected the academic performance of most participants with
varying degrees.
3. In his reverie he remembers how nature marked the season it
happened.
A
A
N
6. Practical exercise
Direction: Read the passages below. Then, identify whether each passage can be
an academic text or non-academic text. Write A if it is academic and N if it is non-
academic.
4. I believe they are the first and last and the closest things I have
to say about my own life.
5.
The current study showed that the most popular device that
students used to access the online materials was the smart
phone followed by laptop, while the least used tool was the
personal computer.
N
A
7. Nature and Characteristics of an Academic Text
Academic
Text
Citation
Thesis-driven
Evidence-based
Arguments
Complexity
Tone
Structure
Language
8. Academic Text
An academic text is a written language that provides information, which
contain ideas and concepts that are related to the particular discipline.
Essay, Research Paper, Report, Project, Article, Thesis, and
Dissertation are considered as academic texts.
9. Tone
This refers to the attitude conveyed in a piece of writing. The arguments
of others are fairly presented and with an appropriate narrative tone.
When presenting a position or argument that disagrees with one’s
perspectives, describe the argument accurately without loaded or biased
language.
10. Language
It is important to use unambiguous language. Clear topic sentences
enable a reader to follow your line of thinking without difficulty. Formal
language and the third person point-of-view should be used. Technical
language appropriate to area of study may also be used, however, it
does not mean using “big words” just for the sake of doing so.
11. Structure
The basic structure that is used by an academic text is consist of
three (3) parts introduction, body, and conclusion which is formal
and logical. This kind of structure enables the reader to follow the
argument and navigate the text. In academic writing a clear
structure and a logical flow are imperative to a cohesive text.
12. Citation
Citing sources in the body of the paper and providing a list of references
as either footnotes or endnotes is a very important aspect of an
academic text. It is essential to always acknowledge the source of any
ideas, research findings, data, or quoted text that have been used in a
paper as a defense against allegations of plagiarism.
13. Complexity
An academic text addresses complex issues that require higher-
order thinking skills to comprehend.
14. Evidence-based Arguments
What is valued in an academic text is that opinions are based on a
sound understanding of the pertinent body of knowledge and academic
debates that exist within, and often external to a specific discipline.
15. Thesis-driven
The starting point of an academic text is a particular perspective, idea or
position applied to the chosen research problem, such as establishing,
proving, or disproving solutions to the questions posed for the topic.
16. Features of Academic Texts
Academic
Text
Accurate
Plan
Organize
Hedging
Precise
Formal
Objective
Responsible
Complex
Explicit
17. Purposes in Reading an Academic Text
Academic
Text
To connect new
ideas to existing
ones
To deeply understand
an existing idea
To support a
particular writing
assignment
To gain more
pieces of
information
To scan for
information
To locate a
main idea
To identify gaps
in existing studies
18. Factors to Consider in Writing Academic Text
Academic
Text
Use cautious language
List references
Take an
objective point of
view
Provide facts and
evidence from
credible sources.
State critical questions
and issues
Use precise and
accurate words while
avoiding sources
19. Academic Language
Academic language is the language needed by students to do the work
in schools. It includes, for example, discipline-specific vocabulary,
grammar and punctuation, and applications of rhetorical conventions and
devices that are typical for a content area (e.g., essays, lab reports,
discussions of a controversial issue.) Students who master academic
language are more likely to be successful in academic and professional
settings.
20. Academic Language
Social language is the set of vocabulary that allows us to communicate
with others in the context of regular daily conversations.
21. Social Language Academic Language
In everyday interactions in spoken/written form
In textbooks, research papers, conferences in
spoken/written form
For everyday conversation Used in school/work conversations
Used to write to friends, family, or for other
social purposes
Appropriate for written papers, classwork,
homework
Informal, such as words like ''cool,'' ''guy,''
''kidding'')
Very formal and more sophisticated in its
expressions, such as words like ''appropriate,''
''studies,'' ''implementation''
Can use slang expressions Don't use slang
Can be repetitive Uses a variety of terms
Can use phrases Uses sentences
Sentences don't follow grammar conventions
necessarily, with phrases like, ''you're
hungry?''
Sentences begin with appropriate transitions,
like, ''moreover'' or ''in addition'')
(Social
&
Academic
Language
Acquisition:
Differences
&
Characteristics,
2020)
25. Text structures (WDPI, 2012) refer to the
way authors organize information in text.
Recognizing the underlying structure of
texts can help students focus attention on
key concepts and relationships, anticipate
what is to come, and monitor their
comprehension as they read.
27. Narrative
Narrates an event/story with characters, setting, conflict,
point of view, and plot
Descriptive language (adjectives, adverbs,
similes, and metaphors)
- Who is the narrative about?
- Where is it set?
- What is the conflict?
- Who is telling the narrative?
- What is happening?
28. - What items, events, or steps are listed?
- Do they have to/ always happen in this order?
- What sequence of events is being described?
- What are the major incidents that occur?
- How is this structure revealed in the text?
- First, second,
third…
- Later
- Next
- Before
- Then
Chronological, Process, or Sequence
Present ideas or events in the order in which they happen
- Finally
- After
- When
- Since
- Now/ previously
- Actual use
of dates
29. Devers experienced the highlight of any sprinter’s career, as she
stood on the huge platform in the giant stadium and received an
Olympic gold medal. Eighteen months earlier she wasn’t thinking
about running. She was hoping that she would be able to walk
again. Just four years earlier, in the summer of 1988, as Devers
was training for the Olympic Games, to be held in Seoul, South
Korea, she began to feel very tired all the time and failed to make
the Olympic finals.
There are two popular sports played at Milton, basketball, and
volleyball. Both take place inside of the gym at Milton. Also, each
sport has two teams of people. In basketball, however, the ball can
be played off of the floor, and in volleyball, the ball cannot touch
the floor, or it is out of play. Basketball and volleyball are popular
sports at Milton.
30. - If/then
- reasons why
- as a result
- therefore
- because
Cause and Effect
Provide explanations or reasons for phenomena
- What happened?
- Why did it happen?
- What caused it to happen?
- consequently
- since
- so that
- for
- due to
31. Lots of students fail classes. Some students fail because the
work is too hard for them. Other times they may fail because
they are lazy, and don’t do any work. Another reason why
students may fail is if they don’t go to school. If you’re not in
class, you may miss a lot. Many students fail classes every
quarter.
Dr. Knapp doesn’t want people to sit back and let the toad vanish.
He believes that everyone is responsible for restoring the toad
species. Dr. Knapp thinks we could help restore the toad
population if we stop mowing parts of our lawns and let the grass
grow wild to reserve space for the toad. He also believes we need
to stop using pesticides and fertilizers. The chemicals kill the
insects that toads eat. If we preserve some spaces in our lawns and
stop using fertilizers, Dr. Knapp believes we can save the toads.
32. - What is the problem?
- Why is this a problem?
- Is anything being done to try to solve the
problem?
- What can be done to solve the problem?
- problem is
- dilemma is
- if/then
- because
Problem/ Solution
Identify problems and pose solutions
- so that
- question/ answer
- puzzle is solved
34. - However/yet
- Nevertheless
- on the other hand
- but/ whereas –
similarly
Discuss two ideas, events, or phenomena, showing how
they are different and how they are similar
- What items are being compared?
- In what ways are they similar? Different?
- What conclusion does the author reach about these items?
- What conclusion does the author reach about these items?
Compare and Contrast
- although
- also/likewise
- in contrast/ comparison
- different
- either/or
- in the same way/ just as
35. Robert E. Lee
A. Background
B. Personality
C. Underlying Aspirations
Ulysses S. Grant
A. Background
B. Personality
C. Underlying Aspirations
Civil war
generals
https://www.butte.edu/departments/cas/tipsheets/style_purpos
e_strategy/compare_contrast.html#:~:text=Divide%20a%20pie
ce%20of%20paper,opposing%20between%20the%20two%20
subjects.
36. - for example
- characteristics
- for instance
- such as
- including
- to illustrate
Describes a topic by listing characteristics, features,
attributes, and examples
- What are the most important characteristics?
- how is it being described (what does it look like, how does it
work, etc.)?
- What is important to remember about it?
Definition or Description
37. The Eiffel Tower is divided into three sections. I. The
lowest section of the tower contains the entrance, a
gift shop, and a restaurant. II. The middle section of
the tower consists of stairs and elevators that lead to
the top. III. The top section of the tower includes an
observation deck with a spectacular view of Paris.
39. Academic Writing #1:
Writing an Essay
Suggested Topics:
o Increased Electricity Bills
o Heat Stroke
o Teenage Romance
o Social Media Use
o Technology Addiction
o Forget to Study for Exam
o Boring Lectures
https://www.kibin.com/essay-writing-blog/problem-solution-
essay-topics/
Appropriate Use of Text Structure 20 pts.
Convention 15 pts.
Creativity and Organization 15 pts.
Total 50 pts.
40. Directions: Name the text structure that matches the
description or diagram below.
41. Directions: Name the text structure that matches the
description or diagram below.
- However/yet
- Nevertheless
- on the other hand
- but/ whereas – similarly
- although
- However/yet
- Nevertheless
- on the other hand
- but/ whereas – similarly
- although
42. Directions: Name the text structure that matches the
description or diagram below.
43. Directions: Name the text structure that matches the
description or diagram below.
- Finally
- After
- When
- Since
- Now/ previously
- Actual use of dates
- Finally
- After
- When
- Since
- Now/ previously
- Actual use of dates
44. Directions: Name the text structure that matches the
description or diagram below.
45. Directions: Name the text structure that matches the
description or diagram below.
- for example
- characteristics
- for instance
- such as
- including
- to illustrate
- for example
- characteristics
- for instance
- such as
- including
- to illustrate
46. Directions: Name the text structure that matches the
description or diagram below.
47. Directions: Name the text structure that matches the
description or diagram below.
- therefore
- because
- consequently
- since
- so that
- for
- due to
- therefore
- because
- consequently
- since
- so that
- for
- due to
48. Directions: Name the text structure that matches the
description or diagram below.
49. Directions: Name the text structure that matches the
description or diagram below.
50. Directions: Name the text structure that matches the
description or diagram below.
51. Directions: Name the text structure that matches the
description or diagram below.
- if/then
- because
- so that
- question/ answer
- puzzle is solved
- if/then
- because
- so that
- question/ answer
- puzzle is solved
53. Summarizing is how we take larger
selections of text and reduce them to their
bare essentials: the gist, the key ideas, the
main points that are worth noting and
remembering. Webster's calls a summary
the "general idea in brief form"; it's the
distillation, condensation, or reduction of a
larger work into its primary notions.
(“Reading Quest Strategies |
Summarizing”)
54. Basic Rules:
Erase things that
don’t matter
Trade, general
terms for specific
names.
Erase things that
repeat.
Use your own
words to write
the summary.
56. Somebody Wanted But So
Somebody
(Who is the
text about?)
Wanted
(What did the
main
character
want?)
But
(What was the
problem
encountered?
)
So
(How was the
problem
solved?)
Then
(Tell how the
story ends.)
Little Red
Riding Hood
She wanted to
take cookies to
her sick
grandmother.
She
encountered a
wolf pretending
to be her
grandmother.
She ran away,
crying for help.
A woodsman
heard her and
saved her from
the wolf.
The strategy helps students generalize, recognize cause and effect relationships, and find main ideas.
57. Somebody Wanted But So
After answering the questions, combine the answers to form a summary:
Little Red Riding Hood wanted to take cookies to her sick
grandmother, but she encountered a wolf. He got to her
grandmother’s house first and pretended to be the old
woman. He was going to eat Little Red Riding Hood, but
she realized what he was doing and ran away, crying for
help. A woodsman heard the girl’s cries and saved her
from the wolf.
58. SAAC Method
State
(the name of the
article, book, or
story)
Assign
(the name of the
author)
Action
(what the author
is doing)
Complete
(complete the
sentence or summary
with keywords and
important details)
“The Boy Who
Cried Wolf”
Aesop (a Greek
storyteller) tells
what happens when a
shepherd boy
repeatedly lies to the
villagers about seeing a
wolf
This method is particularly helpful in summarizing any kind of text. SAAC is an acronym for “State,
Assign, Action, Complete.” Each word in the acronym refers to a specific element that should be
included in the summary.
59. SAAC Method
Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf" in complete sentences:
"The Boy Who Cried Wolf," by Aesop (a Greek
storyteller), tells what happens when a shepherd boy
repeatedly lies to the villagers about seeing a wolf. After
a while, they ignore his false cries. Then, when a wolf
really does attack, they don’t come to help him.
60. 5 W's, 1 H
Who is
the story
about?
What did
they do?
When did
the action
take place?
Where
did the
story
happen?
Why did
the main
character
do what
s/he did?
How did the
main
character do
what s/he did?
The tortoise
He raced a
quick, boastful
hare and won.
When isn’t
specified in
this story, so
it’s not
important in
this case.
An old country
road
The tortoise
was tired of
hearing the
hare boast
about his
speed.
The tortoise kept
up his slow but
steady pace.
This technique relies on six crucial questions: who, what, when where, why, and how. These
questions make it easy to identify the main character, important details, and main idea.
61. First Then Finally
This technique helps students summarize events in
chronological order.
First: What happened first? Include the main character and main
event/action.
Then: What key details took place during the event/action?
Finally: What were the results of the event/action?
62. First Then Finally
Here is an example using "Goldilocks and the Three
Bears."
First, Goldilocks entered the bears' home while they were
gone. Then, she ate their food, sat in their chairs, and slept in
their beds. Finally, she woke up to find the bears watching her,
so she jumped up and ran away.
63. Give Me the Gist
This type of techniques is like giving a friend the gist of a story. In other
words, they want a summary – not a retelling of every detail.
64. CREDITS: This presentation template was
created by Slidesgo, including icons by
Flaticon, and infographics & images by
Freepik
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