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Unit 1-Lesson 1

This document provides an overview of a lesson on fundamentals of reading academic texts. The objectives are to determine the purpose of reading academic texts, identify their features, differentiate them from non-academic texts, use critical reading strategies, annotate texts, discuss key ideas, and write syntheses using information from multiple sources. It discusses the components of reading, characteristics of academic versus non-academic texts, examples of academic text types, and strategies for critical reading such as determining purpose, predicting ideas, and annotating. Sample exercises are included to practice these skills.

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Dale Jose Garchitorena
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268 views

Unit 1-Lesson 1

This document provides an overview of a lesson on fundamentals of reading academic texts. The objectives are to determine the purpose of reading academic texts, identify their features, differentiate them from non-academic texts, use critical reading strategies, annotate texts, discuss key ideas, and write syntheses using information from multiple sources. It discusses the components of reading, characteristics of academic versus non-academic texts, examples of academic text types, and strategies for critical reading such as determining purpose, predicting ideas, and annotating. Sample exercises are included to practice these skills.

Uploaded by

Dale Jose Garchitorena
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Unit 1

FOUNDATIONS OF READING

Lesson 1
FUNDAMENTALS OF READING
ACADEMIC TEXTS
OBJECTIVES
• Determine the purpose of Reading
• Identify the features of Academic Texts
• Differentiate Academic from Non-academic Texts
• Use critical reading strategy in reading academic
texts
• Annotate academic texts
• Discuss key ideas or information
• Write Synthesis of information from various
academic texts read
Let’s Warm Up
• Passage Reading
“You’ve heard it before. The two sure things in this world are death and
taxes. It is estimated that Americans spend more than 600 billion hours
each year preparing their tax returns. Given that amount of time and effort
spent on this dreaded task, it is no wonder that the subject of taxes creates
a lot of emotion and misconceptions. As a result, many people make poor
decisions when it comes to dealing with their taxes. They wonder: Should I
prepare my own tax return? How do the tax laws affect my retirement
accounts? How do I minimize my tax liabilities after I retire?”

From The 250 Retirement Questions Everyone Should Ask by David Rye,
M.B.A., and Kori Bowers, M.B.A., Avon, Massachussets, 2008, Chapter 7
Minimizing Taxes
Self-audit
• Tell about the following tasks whether you do this USUALLY,
SOMETIMES, SELDOM or NEVER:
• 1. I can differentiate academic from non-academic texts.
• 2. I establish my purpose when reading academic texts.
• 3. I read the title first then ask myself essential questions about the
topic.
• 4. I make inferences based on the title.
• 5. I check the evidence and arguments presented to prove the main
idea or thesis statement.
• 6. I make a summary or synthesis of what I have read.
• 7. I read and re-read the text until my questions have been
answered or until I understand its argument.
Let’s Learn
• Reading- a cognitive process of decoding
symbols to derive meaning from text
• 3 main components of Reading
1) Decoding
2) Comprehension
3) Retention
Academic Text
• Its authors are the scholars or researchers in the field
• It is scholarly, research-based
• Its vocabulary is specialized to the field
• It provides in-depth analysis of the topic
• It cites sources and provides footnotes and bibliographies
• It is reviewed by author’s peers before publication
• It has formal, objective and structured type of texts
• Examples:
• 1. scholarly journals
• 2. books
Non-academic Text
• Its author can be anyone
• It is for popular/easy reading
• It uses slang and colloquial expressions
• It is informal, subjective and has no definite structure
• It sometimes provides a broad overview of the topic
• It is not necessary to cite sources
• Examples:
• 1. magazines
• 2. newspapers
Articles
• Academic texts that offer results of research
and development that either has impact on
academic community or has relevance to
nation building
Conference Paper
• Presented in scholastic conferences
• May be revised as articles for possible
publication in scholarly journals
Reviews
• Academic texts that provide evaluation or
reviews of works published in scholarly
journals
Theses, Dissertations
• Personal researches written by a candidate for
a college or university degree
Academic Reading
• Requires concentration and comprehension
from the readers
• Differs from non-academic reading in terms of
content and style, and expectation from the
readers
Critical Reading
• Important in identifying key arguments
presented by the author and analyzing
concepts presented in the text
• Involves practicing the strategies employed in
each stage of reading
Critical Reading Strategies
BEFORE READING
• Determine which type of academic text you are reading
• Determine and establish your purpose
• Know the author’s purpose for writing
• Predict or infer the main idea or argument of the text
based on its title
• Identify your attitude towards the author
• State what you already know and what you want to learn
about the topic
• Determine the target audience
• Check the publication date
Critical Reading Strategy
DURING READING
• Annotate important parts of the text
• Annotating helps determine essential ideas or
information, main ideas or arguments, and
new information and ideas
Critical Reading Strategy
AFTER READING
• React to some parts of the text through
writing
• Discuss some parts with the teacher or
classmates
• Link the main ideas of the text to what you
already know
Other Reading Strategies
1) SQ3R Method-Survey(skim), Question, Read,
Recite (or recall), Review
2) KWL-what you Know, what you Want, what
you’ve Learned
Checking for Understanding
• Write T if the statement is True and F if it is false

• 1. Academic reading requires concentration and comprehension


• 2. Academic texts are completely different from non-academic texts in terms of structure,
content and style
• 3. Authors of academic texts usually present facts to support their main argument
• 4. Completing academic readings appears to be a challenge in which students fail.
• 5. Critical reading strategies lead the readers to a full understanding of the text.
• 6. Essentially, the language of academic texts is precise and accurate.
• 7. One has to determine his/her purpose before reading.
• 8. Reading strategies differ from one person to another
• 9. Successul readers of academic texts generally integrate valuable information or ideas
from one source to another.
• 10. Through writing annotations, readers are guided on important ideas presented in the
text.
Let’s Practice
(page 12)

• Fill in the blanks with the appropriate words in


the following sample academic paragraph:
• 1. APPEARS
• 2. BELIEVE
• 3. LIKELY
• 4. SEEMS LIKELY
• 5. COULD
Reinforcement Activity
• Choose one authentic academic text used in
your other classes.
• Encode your analysis on a short bond paper
using the following format:
-Times New Roman, font size 12
- 1.5 spacing
- 1” margin on all sides
E-link
• Hone your academic reading skills by checking
the websites below:
Exercise Academic Reading
• -
http://www.english-online.org.uk/ieltsfolder/r
eadac3.php?name=Academic%20Reading%20
3&fun=startReadRequest()&spt=readac3
Academic Reading Practice
- http://www. Pearltrees.com/t/student-self-
access/academic-reading-practice/id5955645
Let’s Reflect
• Reflect on what you have learned and complete the
chart below:
• 1) What were your misconceptions about the topic prior
to taking up the lesson?
I thought….

• 2) What new or additional learning have you had after


taking up this lesson in terms of skills, content and
attitude?
I learned that…
Gracias!

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