Professional Documents
Culture Documents
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Crditos desta disciplina
Realizao
Autor
Prof. Silvia Malena Modesto Monteiro
Sumrio
Class 01: The academic Text .................................................................................................................... 01
Topic 01: What is an Academic Text? ................................................................................................... 01
Topic 02: Types of Academic Texts ...................................................................................................... 05
Topic 03: Academic Language .............................................................................................................. 10
Topic 04: Forum and Portfolio Activities .............................................................................................. 23
Class 02: The Abstract.............................................................................................................................. 24
Topic 01: What is an Abstract? .............................................................................................................. 24
Topic 02: Reading Abstracts .................................................................................................................. 29
Topic 03: Writing Abstracts ................................................................................................................... 35
Topic 04: Forum and Portfolio Activities .............................................................................................. 39
Topic 05: Grammar Topic...................................................................................................................... 44
Class 03: The Critical Review .................................................................................................................. 50
Topic 01: What is a Critical Review? .................................................................................................... 50
Topic 02: Reading Critical Reviews ...................................................................................................... 53
Topic 03: Writing Critical Reviews ....................................................................................................... 57
Topic 04: Forum and Portfolio Activities .............................................................................................. 60
Topic 05: Grammar Topic...................................................................................................................... 61
Class 04: The Essay ................................................................................................................................... 67
Topic 01: Whats an Essay? ................................................................................................................... 67
Topic 02: Reading Essays ...................................................................................................................... 70
Topic 03: Writing Essays ....................................................................................................................... 75
Topic 04: Forum and Portfolio Activities .............................................................................................. 81
Topic 05: Grammar Topic...................................................................................................................... 82
ACADEMIC TEXTS:
are expressed in their own language (scientific community), which is
more rigorous and denotative;
are written in a logic, articulated and systematic way;
present a well-built structure which permits good communication;
have their own format established by the scientific community;
express research results on the theoretical or practical level, depending
on the area of study.
When you organize a text you build a scheme that can offer a broad
view of the main moments of the text. You select important topics or key
words that define the text universe the text logic structure. You also
identify the theory, the methodology, the topic being researched and the
researchers.
When you organize, you can summarize the text in two ways:
- Indicative brief (abstract): It indicates the author and the data of the
text.
- Informative brief (summary): It explains the logic structure, the
methodology used and more internal aspects of the text.
EXTRAPOLATING
PRATICE 01
Read the following paper, according to the steps you learned in
TOPIC 1. Then, answer the questions.
The Effect of Slave Narratives on Abolitionists.doc - Click here (Visite
a aula online para realizar download deste arquivo.)
QUESTIONS
RECOGNIZING
1. Who is the author of the paper?
ORGANIZING
1. What are some important words present in the text (*key words)?
2. What is the main topic of the text? What does it talk about?
2. Do you agree with the ideas presented in the text? Why? Why not?
ANSWER KEY:
RECOGNIZING
1. BRITTNEY FRETWELL
2.
THE
EFFECTS
OF
ABOLITIONISTS
SLAVE
NARRATIVES
ON
3. NO, IT DOESNT
4. (PERSONAL ANSWER)
ORGANIZING
1. SLAVE, NARRATIVES, ABOLITIONIST, WOMEN
2. IT TALKS ABOUT HOW THE SLAVE NARRATIVE
INFLUENCED THE ABOLITIONIST MOVEMENT
3.
SLAVE
NARRATIVES
GREATLY
INFLUENCED
ABOLITIONISTS TO PUSH FOR AN END TO SLAVERY
EXTRAPOLATING
1. (PERSONAL ANSWER)
2. (PERSONAL ANSWER)
3. (PERSONAL ANSWER)
VERSO TEXTUAL
See below a list of different types of academic texts and their definitions:
1 - RESEARCH PROJECT
2 - TECHNICAL-SCIENTIFIC REPORT
3 - MONOGRAPH
4 - DISSERTATION
5 - THESIS
6 - SUMMARY
7 - ABSTRACT
8 - CRITICAL REVIEW
9 - SCIENTIFIC PAPER
10 - ESSAY
1. RESEARCH PROJECT
strengths, weaknesses and validity, making a few key points about your
opinion of the book or article.
9. SCIENTIFIC PAPER:
[13]
SUMMARY.
5. http://www.eurocontrol.int/eec/public/standard_page/LIB_Reports.ht
ml
6. http://www.library.csi.cuny.edu/dept/history/lavender/element.html
7. http://www.library.csi.cuny.edu/dept/history/lavender/element.html
8. http://monographs.iarc.fr/
9. http://www.cs.purdue.edu/homes/dec/essay.dissertation.html
10. http://www.howtowriteadissertation.co.uk/#
11. http://scholar.lib.vt.edu/theses/available/etd-04302001144238/unrestricted/Etd.pdf
12. http://www.ldeo.columbia.edu/~martins/sen_sem/thesis_org.html
13. http://ciips.ee.uwa.edu.au/pub/HowToWriteAThesis.pdf
14. http://dspace.mit.edu/handle/1721.1/73776
15. http://custom-writing.org/blog/writing-tips/425.html
16. http://www.enotes.com/topics/how-write-summary
17. http://www.cgss.cz/en/scientific-summary/
18. http://hypertension.ca/chep/recommendations/summaries/evidencebased-discussion/
19. http://www.ece.cmu.edu/~koopman/essays/abstract.html
20. http://research.berkeley.edu/ucday/abstract.html
21. http://www.sccur.uci.edu/sampleabstracts.html
22. http://www.sefmd.org/Abstracts/SampleAbstracts.htm
23. http://ec.hku.hk/acadgrammar/report/repproc/sections/abstract/diff
eren.htm
24. http://www.lc.unsw.edu.au/onlib/critrev.html
25. http://arts.monash.edu.au/lls/resources-good-crit-review.pdf
26. http://tlu.ecom.unimelb.edu.au/pdfs/criticalreviewwriting.pdf
27. http://www.monash.edu.au/lls/llonline/quickrefs/26-criticalreview.xml
28. http://www.biochem.arizona.edu/classes/bioc568/papers.htm
29. http://www.sci.sdsu.edu/~smaloy/MicrobialGenetics/topics/scientific
-writing.pdf
30. http://www.ashsss.uaf.edu/adv_sample_paper.php
31. http://www.astrosociety.org/education/publications/tnl/58/planetprot
ect.html
32. http://grammar.about.com/od/qaaboutrhetoric/f/faqwhatisessay.htm
33. http://members.tripod.com/~lklivingston/essay/
34. http://www.essaydepot.com/essayme/3852/index.php
35. http://www.essaypage.com/essay_example.html
Prof. Slvia Malena Modesto Monteiro
Universidade Federal do Cear - Instituto UFC Virtual
Academic texts are linear, which means they have one central point or
theme with every part contributing to the main line of argument, without
digressions or repetitions. The objective of academic texts is to inform rather
than entertain.
There are six main FEATURES of ACADEMIC LANGUAGE:
1.
2.
3.
4.
5.
6.
complexity,
formality,
objectivity,
explicitness,
hedging.
responsibility.
1. COMPLEXITY
Written language is relatively more complex than spoken language
(Biber, 1988; Biber, Johansson, Leech, Conrad & Finegan, 1999; Chafe, 1982;
Cook, 1997; Halliday,1989).
Written language is grammatically more complex than spoken language.
It has more subordinate clauses more "that/to" complement clauses, more
long sequences of prepositional phrases, more attributive adjectives and
more passives than spoken language.
Written texts are shorter and have longer, more complex words and
phrases. They have more nominalizations, more noun based phrases, and
more lexical variation. Written texts are lexically dense compared to spoken
language - they have proportionately more lexical words than grammatical
words.
A subordinate clausealso called a dependent clause will begin
with a subordinate conjunction [1] or a relative pronoun [2] and will
contain both a subject [3] and a verb [4].
EXAMPLES:
"Whenever you find yourself on the side of the majority, it is time to
pause and reflect." (Mark Twain)
"If a free society cannot help the many who are poor, it cannot save the
few who are rich." (John F. Kennedy)
10
11
are
MATERIALS
that
are
PRACTICE 01
For each pair of sentences below (1 4), identify which is
spoken (S) and which is written (W).
COLUMN A
1
COLUMN B
Whenever I'd visited
Every
previous
there before, I'd ended up feeling visit had left me with a sense
12
cities
in
Violence changed
Improvements in
has improved its less risky than it technology have reduced the
used to be when you install them risks
and
high
costs
at the same time, and it doesn't associated with simultaneous
cost so much either.
installation.
4
The people in the
colony rejoiced
promised that
Opinion in the
Column A
Column B
(S)
(W)
(S)
(W)
(W)
(S)
(W)
(S)
2. FORMALITY
In general this means that in an academic text you should avoid:
VERSO TEXTUAL
13
PRACTICE 02
It is often the case that formal words are longer than informal words,
formal words are single words not multi-words and formal words are of
French/Latin origin rather than their informal equivalents which are of
Anglo-Saxon origin. For example: "depart" is from French/Latin but "go"
is Anglo-Saxon. Make the correspondence between the two columns,
puttting the right number in the box
ADVERBS
VERBS
Formal
Informal
1. appear
go
2. ascend
free
3. assist
keep
4. cease
ask
Formal
Informal
so
1.finally
2.
immediately
next
3. initially
mainly
4.
at first
intermittently
5.
commence
mend
6.
consume
keep
5.
principally
on and
off
in
6.
7.
say no
repeatedly
want
7.
subsequently
at once
8.
therefore
again and
decrease
8.
demonstrate
tell
9. depart
the
end
again
show
10. desire
ADJECTIVES
11.
enquire
stop
12. finish
help
13. inform
get
14. obtain
seem
Formal
1. amiable
2.
complete
3.
Informal
worse
mad
laid back
energetic
15.
preserve
live
shorten
16. reject
need
17. release
4.
fortunate
enough
5.
immature
better
cheap
14
18. repair
begin
19.
require
6.
incorrect
climb
end
20. reside
7. inferior
friendly
8.
wrong
inexpensive
use
21.retain
9.
indistinct
NOUNS
Formal
Informal
1.
comprehension
sweat
2.
4.
perspiration
10. insane
whole
11. relaxed
clear
childish
sight
12.
responsible
lucky
house
13.
sufficient
in charge
lack
14.
superior
deficiency
3.
opportunity
15.
chance transparent
5. residence
16. vacant
6. vision
dim
empty
lively
understanding
3. OBJECTIVITY
This means that in an academic text the main emphasis should be on the
information that you want to give and the arguments you want to make,
rather than you. This is related to the basic nature of academic study and
academic writing, in particular. Nobody really wants to know what you
"think" or "believe". They want to know what you have studied and learned
and how this has led you to your various conclusions. The thoughts and
beliefs should be based on your lectures, reading, discussion and research
and it is important to make this clear.
Some tips of how to write a more objective text: Click here!
In general, avoid words like "I", "me", "myself". A reader will
normally assume that any idea not referenced is your own. It is
therefore unnecessary to make this explicit. For instance:
Don't write: "In my opinion, this is a very interesting study."
Write: "This is a very interesting study."
Avoid "you" to refer to the reader or people in general.
15
Don't write: "You can easily forget how different life was 50 years
ago."
Write: "It is easy to forget how difficult life was 50 years ago."
Read these examples of how to write objectively:
Clearly this was far less true of France than ...
This is where the disagreements and controversies begin ...
The data indicates that ...
This is not a view shared by everyone; Jones, for example, claims that ...
. . .very few people would claim ...
It is worthwhile at this stage to consider ...
Of course, more concrete evidence is needed before ...
Several possibilities emerge ...
A common solution is ...
PRACTICE 03
Compare these two paragraphs. Which is most objective?
A The question of what
4. EXPLICITNESS
Academic writing is explicit in several ways.
4.1. It is explicit in its signposting of the organization of the ideas in the
text (Biber, Johansson, Leech, Conrad & Finegan, 1999, pp. 880-882). As a
writer of academic English, it is your responsibility to make it clear to your
16
reader how various parts of the text are related. These connections can be
made explicit by the use of different signaling words.
FOR EXAMPLE:
EXAMPLE 1
If you want to tell your reader that your line of argument is going to
change, make it clear. The Bristol 167 was to be Britain's great new
advance on American types such as the Lockheed Constellation and
Douglas DC-6, which did not have the range to fly the Atlantic non-stop. It
was also to be the largest aircraft ever built in Britain. However, even by
the end of the war, the design had run into serious difficulties.
EXAMPLE 2
If you think that one sentence gives reasons for something in another
sentence, make it explicit. While an earlier generation of writers had
noted this feature of the period, it was not until the recent work of
Cairncross that the significance of this outflow was realized. Partly this was
because the current account deficit appears much smaller in current
(1980s) data than it was thought to be by contemporaries.
EXAMPLE 3
If you think two ideas are almost the same, say so.
Marx referred
throughout his work to other systems than the capitalist system, especially
those which he knew from the history of Europe to have preceded
capitalism; systems such as feudalism, where the relation of production
was characterized by the personal relation of the feudal lord and his serf
and a relation of subordination which came from the lord's control of the
land. Similarly, Marx was interested in slavery and in the classical Indian
and Chinese social systems, or in those systems where the ties of local
community are all important.
EXAMPLE 4
NOT
Although Dubliners find the English more acceptable than the Northern
Irish, Dubliners still seek a solution to the Northern problem within an allIreland state.
NOT
Researchers have shown that though Dubliners find the English more
acceptable than the Northern Irish, Dubliners still seek a solution to the
Northern problem within an all-Ireland state.
SIGNALING WORDS (CLICK HERE)
1. TIME/ORDER
18
PRACTICE 04
Identify the signaling words in the following paragraph. Write the
signaling words in the box below.
Because language plays such an important role in teaching, Bellack
and his colleagues chose to examine in some detail the "language game" in
the classroom. They contended that "teaching is similar to most games in
at least two respects. It is a form of social activity in which the players
(teachers and students) fill different but complementary roles.
Furthermore, teaching is governed by certain ground rules that guide the
actions or moves made by the participants" (p. 4). By studying the
language game, then, Bellack et al. intended to identify the various types of
verbal moves made by teachers and students and the rules they followed in
making these moves. As a result, they could investigate the functions these
verbal moves served and examine the meanings that were being
communicated.
(Lorin Anderson & Robert Burns (1989) Research in classrooms, p.
278)
Write the signaling words here.
Confirmar
5. HEDGING
It is often believed that academic writing, particularly scientific writing,
is factual, simply to convey facts and information. However it is now
recognized that an important feature of academic writing is the concept of
cautious language, often called "hedging" or "vague language". In other
words, it is necessary to make decisions about your stance on a particular
19
subject, or the strength of the claims you are making. Different subjects
prefer to do this in different ways.
LANGUAGE USED IN HEDGING: CLICK HERE
1.
Introductory
verbs
2.
Certain
verbs
lexical
3.
Certain
verbs
modal
4.
Adverbs
frequency
5.
Modal adverbs
e.g.
certainly,
definitely,
clearly,
probably, possibly, perhaps, conceivably
6.
Modal adjectives
7.
Modal nouns
8.
That clauses
9.
Toclause+adjective
of
PRACTICE 05
Identify the hedging expressions in the following sentences.
1. For example, it is possible to see that in January this person weighed
60.8 kg.
2. For example, it may be necessary for the spider to leave the branch on
which it is standing, climb up the stem, and walk out along another
branch.
3. Escherichia coli, when found in conjunction with urethritis, often
indicate infection higher in the uro-genital tract.
4. There is experimental work to show that a week or ten days may not
be long enough and a fortnight to three weeks is probably the best
theoretical period.
5. Conceivably, different forms, changing at different rates and showing
contrasting combinations of characteristics, were present in different
areas.
6. One possibility is that generalized latent inhibition is likely to be
weaker than that produced by pre-exposure to the CS itself and thus is
more likely to be susceptible to the effect of the long interval.
20
5.
2.
6.
3.
7.
4.
8.
Confirmar
6. RESPONSIBILITY
In academic writing you are RESPONSIBLE for demonstrating an
understanding of the source text. You must also be responsible for, and must
be able to provide evidence and justification for any claims you make.
The object of academic writing is for you to say something for yourself
using the ideas of the subject, for you to present ideas you have learned in
your own way. You can do this by reporting the works of others in your own
words.
You can either PARAPHRASE if you want to keep the length the same,
if you want to make the text shorter or SYNTHESIZE if you
need to use information from several sources. In all cases you need to
SUMMARIZE
acknowledge other people's work. You must not use another person's words
or ideas as if they were your own: this is Plagiarism and plagiarism is
regarded as a very serious offence.
PARAPHRASING
SYNTHESIS
22
FORUM 01
Discuss with your friends and tutor the main points you have studied.
Talk about:
- different types of academic text:
What kind of text is the easiest to write? Why?
What type of text is the most difficult to write? Why?
What are the main characteristics of each one?
FORUM 02
Look at the comic strip below and discuss it:
Describe the situation.
Whats the teacher saying to the student?
Whats wrong about the language the student is using in her dissertation?
Do you know the words and expressions she is using in her text? What are
their meanings?
PORTFOLIO ACTIVITY
After you do all the 5 PRACTICES in TOPIC 3, copy the answers of
PRACTICES 2, 4 and 5, save them in a Word document and post them in
your individual portfolio.
GOOD LUCK!
Source [1]
23
Do not be misled, however, from this list into thinking that the abstract
is a long section. In fact, it should be significantly shorter than all of the
others. All of this information should be summarized in a clear but succinct
manner if the abstract is going to be successful.
An estimated average length for all of this information is only a single
paragraph. Although this may seem as though it is a short length to contain
all of the required information, it is necessary because it forces you to be
ACCURATE and yet COMPACT, two essential qualities.
OBSERVATION
The most important thing to remember when writing the abstract is
to be brief and state only what is pertinent.
No extraneous information should be included. A successful abstract is
compact, accurate and self-contained. It also must be clear enough so
someone who is unfamiliar with your experiment could understand:
why you did.
24
METHOD
RESULTS
CONCLUSIONS/RECOMMENDATIONS
Source [1]
those key words. Thus, an abstract must contain key words about what is
essential in an article, paper, or report so that someone else can retrieve
information from it.
PRACTICE 1
COMPARING ABSTRACTS
Read the two pairs of abstracts above and compare them. Observe
problem, method, results and conclusions. Which one do you think is
better? Why?
ABSTRACT #1:
particular concern are changes in the width of the tape media, because if
data is written in one environment, the drive must be able to read the data
at a different environment. Since servo and data track widths are getting
smaller as we increase track density for future products, we need to have a
Confirmar
ABSTRACT #3:
This experiment will determine what will make enzymes effective and
what will make them ineffective. We tested different samples of enzymes in
a spectrophotometer and recorded their absorption rates. Six samples were
placed in the spectrophotometer but two contained no enzyme; these acted
as blanks for the other samples. The four remaining samples contained
Catecholase ranging from 0.5 ml to 1.75 m. The second half of the
experiment contained four test tubes with a constant amount of
Catecholase, but the pH levels ranged from four to eight. It was found that
if the enzyme was present in large amounts, then the absorption rate was
high, and if the pH level ranged from 6 to eight then the absorption rate
was high. Therefore it can be said that enzymes work well in neutral pH
levels and in large amounts.
ABSTRACT #4:
rate. The samples with a pH between six and eight had the greatest
absorption rate of 70 percent compared to an absorption rate of 15 percent
with a pH of 4; this suggests that Catecholase is most effective in a neutral
pH ranging from six to eight.
COMMENTS:
FURTHER INFORMATION
Learn more about ABSTRACTS HERE:
http://www.comcol.umass.edu/conference/abstractguidelines.asp [3]
http://www.ulcl.leidenuniv.nl/index.php3?m=1&c=124 [4]
http://leo.stcloudstate.edu/bizwrite/abstracts.html [5]
http://vcia.illinois.edu/FoundationRelations/images/keywords.gif
http://www.ego4u.com/en/cram-up/grammar/passive
http://www.comcol.umass.edu/conference/abstractguidelines.asp
http://www.ulcl.leidenuniv.nl/index.php3?m=1&c=124
http://leo.stcloudstate.edu/bizwrite/abstracts.html
28
Source[1]
READING AN ABSTRACT
Reading an abstract usually demands time and attention, even though
abstracts are not usually long texts. However, they often present technical
terms and academic language, making the text more complex than other
kinds of writing. Here are some steps that a reader can follow, when reading
an abstract:
29
FIFTH STEP
What's the answer for the problem? Does it present the result in
numbers? Does it present vague, hand-waving results such as very,
small, or significant. Is the analysis clear or are there numbers being
misinterpreted?
THIRD STEP
Why do we care about the problem and the results? Read the idea
behind the research and observe the importance of the work, the
difficulty of the area, and the impact it might have if successful.
Fonte da figura: http://www.ohiorc.org/graphics/adlit/strategy/street_signs.jpg
EXAMPLE 01
Kenneth Tait Andrews, "'Freedom is a constant struggle': The
dynamics and consequences of the Mississippi Civil Rights Movement,
1960-1984" Ph.D. State University of New York at Stony Brook, 1997 DAIA 59/02, p. 620, Aug 1998.
This dissertation examines the impacts of social movements through a
multi-layered study of the Mississippi Civil Rights Movement from its
peak in the early 1960s through the early 1980s. By examining this
historically important case, I clarify the process by which movements
transform social structures and the constraints' movements face when
they try to do so. The time period studied in this dissertation includes the
expansion of voting rights and gains in black political power, the
desegregation of public schools and the emergence of white-flight
academies, and the rise and fall of federal anti-poverty programs. I use two
major research strategies: (1) a quantitative analysis of county-level data
and (2) three case studies. Data have been collected from archives,
interviews, newspapers and published reports. This dissertation
challenges the argument that movements are inconsequential. Indeed,
some view federal agencies, courts, political parties, or economic elites as
31
structures and the constraints' movements face when they try to do so.
HOW THE STUDY DOES IT
PRACTICE 01
READ THE FOLLOWING TEXT AND ANALYZE IT ACCORDING TO
THE EXAMPLE 1 YOU JUST SAW:
Luis Lehner, "Gravitational radiation from black hole spacetimes"
Ph.D. University of Pittsburgh, 1998 DAI-B 59/06, p. 2797, Dec 1998.
The problem of detecting gravitational radiation is receiving considerable
32
RESULTS
CONCLUSION
KEYWORDS
33
Confirmar
34
35
Have a colleague read your abstract and then tell you what your
project is about. If he or she has difficulty explaining your research,
consider revising your abstract.
PRACTICE 01
Now, lets practice! Above you have 3 abstracts. Number the parts of
each abstract in the right sequence:
ABSTRACT 1
Violence, Subalternity, and El Corrido Along the US/Mexican Border
38
FORUM 01
Discuss with your friends and tutor the main points you have studied.
Talk about:
- What are the parts of an abstract?
- Do you find it easy or difficult to read an abstract? Why?
- Do you remember the steps to write an abstract? Can you
summarize them here?
- Why is the passive voice important when writing abstracts (and
other academic texts)?
PORTFOLIO ACTIVITY
Read the 3 abstracts and identify their parts according to what you
learned in TOPIC 1
1. CAITLIN ALLEN (MICHAEL MORGAN)
DEPARTMENT OF COMMUNICATION, UMASS AMHERST, AMHERST,
MA
WHATS FOR DINNER: FAMILY IMAGES IN TELEVISION FOOD AND DRINK
ADVERTISEMENTS (CLICK HERE)
RESULTS
CONCLUSION
KEYWORDS
RESULTS
CONCLUSION
KEYWORDS
in which a parent obtains news can predict or relate to the way their
child does as well. A similarity between a parent and child in their
news consumption might also predict a similarity of their political
outlooks as well. There has been much research done on political
socialization between parents and children. Do parents pass on their
level of interest in news along with politics to their child? Or is there
no relationship? I also am wondering whether or not any
discussions take place between them about news and current events.
I believe that although parents and children will get their news from
different sources, the amount of news use will be predicted from
parent to child. In order to research this topic, I have created a
survey which will be dispersed to college students, and one of their
parents. I will be examining what types of news media are used
most often by each respondent, between newspapers, broadcast and
cable television and the internet. I will also examine similarities of
political outlook asking questions relating to abortion, gay marriage,
capital punishment, economic outlook, etc. I will ask whether or not
a parent or child agrees with a statement of political importance,
whether a child believes they have the same views as their parents
and lastly, whether they discuss these issues.
WHAT THE STUDY DOES
RESULTS
CONCLUSION
KEYWORDS
42
When you finish doing the activity, save it in a Word file and publish
it in your individual portfolio.
GOOD LUCK!
43
Source [1]
FORM
to be + past participle
How to form a passive sentence when an active sentence is given:
- object of the "active" sentence becomes subject in the "passive" sentence
- subject of the "active" sentence becomes "object" in the "passive"
sentence" (or is left out)
Active:
Peter
builds
a house.
Simple Present
Passive:
A house
44
is built
by Peter.
Active:
Peter
built
a house.
Simple Past
Passive:
Active:
A house
Peter
was built
has built
by Peter.
a house.
Present Perfect
Passive:
A house
Active:
Peter
by Peter.
will build
a house.
Will - future
Passive:
Peter
Active:
Peter
will be built
can build
a house.
a house.
Modals
Passive:
A house
can be built
by Peter.
Here you will find some examples of how to form the passive depending
on the tense.
Tense
Active
Passive
Simple
Present
Simple
Past
Present
Perfect
Past
Perfect
Will-future
Going
future
to-
CASE 4
CASE 5
You want to emphasize the person or thing acted on. For example, it
may be your main topic:
Example:
OBSERVATION
Note: Over the past several years, there has been a movement within
many science disciplines away from passive voice. Some scientists now
prefer active voice in most parts of their published reports, even
occasionally using the subject "we" in the Materials and Methods section.
The passive voice is extremely useful in academic writing because it
allows writers to highlight the most important participants or events within
sentences by placing them at the beginning of the sentence.
EXAMPLES
In the following sentences, the passive construction is preferable
because you want readers to focus on the result of an action rather than
the person doing the action.
46
VERSO TEXTUAL
VERSO TEXTUAL
message of your text is less inflammatory; for example, read the following
except:
VERSO TEXTUAL
PASSIVE VOICE
ACTIVE VOICE
PASSIVE VOICE
PRACTICE 1
Click on the links below and do the proposed activities. Remember to
check your answers when you finish.
http://unilearning.uow.edu.au/academic/3avi_q1a.html [2]
48
http://unilearning.uow.edu.au/academic/3avi_q2a.html [3]
PRACTICE 2
Go to the following links and do the proposed activities.
http://www.nonstopenglish.com/exercise.asp?exid=921 [4]
http://www.nonstopenglish.com/exercise.asp?exid=671 [5]
http://inglesnanet.com/grammar/passive.htm [6]
http://www.englischhilfen.de/en/exercises/active_passive/passive_sentences1.htm [7]
PORTFOLIO ACTIVITY 2
Click on the link below and watch the video with an explanation about
the PASSIVE VOICE. Then, answer the questions. When you finish, save
them in a Word document and post them in your individual portfolio.
http://www.tolearnenglish.com/exercises/exerciseenglish-2/exercise-english-1681.php [8]
1.What are the three examples (about paintings) mentioned in the
beginning of the video?
2.According to the explanation on the video, what is the main
difference between the ACTIVE voice and the PASSIVE voice?
3.What are the definitions of ACTIVE voice and PASSIVE voice on the
video?
4.What are the definitions of ACTIVE voice and PASSIVE voice on the
video?
49
You are asked to make judgments, positive or negative, about the text
using various CRITERIA. The information and knowledge in the text needs to
be evaluated, and the CRITERIA that should be used can vary depending on
your discipline. That is, management, sociology, information technology, or
literature may use different criteria.
All critical reviews, however, involve TWO MAIN TASKS:
summary,
evaluation.
SUMMARY/DESCRIPTION
EVALUATION/JUDGMENT
SUMMARY/DESCRIPTION
YOUR judgment about the quality or value of the text (for other
researchers, or to practitioners in the field, or to students). An evaluation of
the text using criteria, appropriate to your discipline. When evaluating the
text you could answer some of the following questions:
Is the question the text tries to answer relevant, interesting, new, useful?
Who will find the text useful?
Does the text give new answers to an old question?
50
ANSWER KEY
Title:
Usually looks like an entry in a
bibliography.
Introduction
should
contain:
A general overview of the topic
or question(s) of the text.
Your evaluation of the
importance of the topic or
question.
An explanation of how the
critical review will be organized.
Monster
A. Lee Martinez
Orbit, 304 pages
Judy never expected to
find a yeti in the freezer section
of the Food Plus Mart while she
was working the night shift,
much less a yeti intent on
eating all of the ice cream (save
the vanilla.) But there it is, so
what does she do? She calls
Animal
Control
Services,
which, surprisingly enough,
actually has a remedy for her
infestation
issues.
"Enter
Monster,
of
Monster's
Cryptobiological Rescue, a
large blue-skinned man with a
talent for transmogrifying and
containing supernatural pests,
and
his
paper
gnome
companion Chester. "Several
yetis later, the grocery store is
pest-free, and that's the last
Judy ever sees of Monster....
A. Lee Martinez continues
to be one of those authors who
reinvent themselves with every
book, never settling for telling
the same sort of story twice.
Conclusion:
Critical reviews don't always
need a conclusion so you must
decide whether to include one or
not. If you think a conclusion is
necessary it should reiterate
your overall view of the text.
52
important aspects usually present in this kind of text. For a critical review to
be clear and easy to understand, it has to answer the following questions:
Fonte [1]
Significance
and
contribution to the field
Methodology or approach
(This usually applies to
more formal, researchbased texts)
Argument
evidence
and
use
of
Finally
53
PRACTICE 01
Click on the links below and do the proposed activities. Remember to
check your answers:
55
http://esl.about.com/library/quiz/blgrquiz_reported1.htm [3]
http://www.english-the-international-language.com/repsp.html [4]
PRACTICE 02
Read the following essay (you are going to see it in more details in
Topic 04) and write a critical review based on it. Remember to check the
parts
os
a
critical
review
we
saw
in
http://lklivingston.tripod.com/essay/sample.html [5].
Topic
01
http://www.colsantamaria.com.br/v2008/imagens/prisma/escrevendo.j
http://www.lc.unsw.edu.au/onlib/critrev1.html
http://esl.about.com/library/quiz/blgrquiz_reported1.htm
http://www.english-the-international-language.com/repsp.html
http://lklivingston.tripod.com/essay/sample.html
56
Monster
A. Lee Martinez
Orbit, 304 pages
Examples
Conclusion:
Critical reviews don't always
need a conclusion so you must
decide whether to include one or
not. If you think a conclusion is
necessary it should reiterate your
overall view of the text.
References:
If you have used other sources
in your review you should also
include a list of references at the
end of the review.
PRACTICE 1
READ THE FOLLOWING BOOK REVIEW AND FILL IN THE TABLE
WITH THE PARTS OF THE REVIEW:
A REVIEW BY MICHAEL M JONES CLICK HERE
59
FORUM
In this class we learned about critical reviews and indirect speech.
Talk to your friends about these two topics and bring examples of reviews
that make use of indirect speech. Show your examples to your friends and
discuss them in this Forum.
PORTFOLIO ACTIVITY 01
Go to the internet and choose a critical review of an academic article.
Copy the review in a Word document and identify the parts of the review
(TITLE, INTRODUCTION, SUMMARY/DESCRIPTION, EVALUATION,
CONCLUSION, REFERENCES). When you finish, post it in your
individual portfolio.
GOOD LUCK!
60
Source [1]
FOR EXAMPLE
She said, "Today's lesson is on presentations."
or
"Today's lesson is on presentations," she said.
The Indirect speech, on the other hand, does not use quotation marks to
enclose what the person said and it doesn't have to be word for word.
When reporting speech, the tense usually changes. This is because when
we use reported speech, we are usually talking about a time in the past (past
-- (because obviously the person who spoke originally spoke in the past).) .
The verbs therefore usually have to be in the past too.
FOR EXAMPLE
Direct speech
Indirect speech
FOR EXAMPLE
TENSE CHANGE
As a rule, when you report something that someone has said, you go
back a tense: (the tense on the left changes to the tense on the right):
Direct speech
Indirect speech
Present simple
She said, "It's cold."
>
Past simple
She said it was cold.
Present continuous
She said, "I'm teaching
English online."
>
Past continuous
She said she was teaching English
online.
>
Present perfect
continuous
She said, "I've been teaching
English for seven years."
>
Past simple
She said, "I taught online
yesterday."
>
Past perfect
She said she had taught online
yesterday.
Past continuous
She said, "I was teaching
earlier."
>
Past perfect
She said, "The lesson had
already started when he
arrived."
>
Past perfect
NO CHANGE - She said the lesson
had already started when he arrived.
>
Indirect speech
will
She said, "I'll teach English
online tomorrow."
>
would
She said she would teach English
online tomorrow.
can
She said, "I can teach English
online."
>
could
She said she could teach English
online.
must
She said, "I must have a
computer to teach English
online."
>
had to
She said she had to have a computer
to teach English online.
shall
She said, "What shall we
learn today?"
>
should
She asked what we should learn
today.
may
She said, "May I open a new
browser?"
>
might
She asked if she might open a new
browser.
* Note: There is no change to: could, would, should, might and ought
to.
Direct speech
Indirect speech
62
You can use the present tense in reported speech if you want to say that
something is still true, i.e., my name has always been and will always be
Lynne, so:
Direct speech
Indirect speech
You can also use the present tense if you are talking about a future
event.
Direct speech (exact
quote)
TIME CHANGE
If the reported sentence contains an expression of time, you must
change it to fit in with the time of reporting.
For example, we need to change words like here and yesterday if they
have different meanings at the time and place of reporting.
Today
"Today's lesson is on
presentations."
>
that (evening)
today
>
yesterday...
these (days)
>
those (days)
now
>
then
(a week) ago
>
(a week) before
last weekend
>
here
>
there
next (week)
>
tomorrow
>
63
FOR EXAMPLE
At work
At home
PRONOUN CHANGE
In reported speech, the pronoun often changes.
FOR EXAMPLE
Me
You
REPORTING VERBS
Said, told and asked are the most common verbs used in indirect
speech.
EXAMPLES
We use asked to report questions: Click here
We use told with an object.
We usually use said without an object.
If said is used with an object we must include to:
FOR EXAMPLE: I asked Lynne what time the lesson started.
64
There are many other verbs we can use apart from said, told and asked.
These include:
accused, admitted, advised, alleged, agreed, apologised, begged,
boasted, complained, denied, explained, implied, invited, offered, ordered,
promised, replied, suggested and thought.
Using them properly can make what you say much more interesting and
informative.
FOR EXAMPLE:
He asked me to come to the party:
He invited me to the party.
He begged me to come to the party.
He ordered me to come to the party.
He advised me to come to the party.
He suggested I should come to the party.
FOR EXAMPLE
1- HE TOLD ME THAT HE LIVED IN GREENWICH.
However, that is optional.
2- HE TOLD ME HE LIVED IN GREENWICH.
*Note: That is never used in questions; instead, we often use if.
3- HE ASKED ME IF I WOULD COME TO THE PARTY.
In the tables below you can find a summary of the different cases of
indirect speech:
65
*Note than when a Yes/No question is being asked in direct speech, then
a construction with if or whether is used. If a WH question is being asked,
then use the WH to introduce the clause.
The situation changes if instead of the common said, another part of
the very to say is used. In that case the verb tenses usually remain the same.
Some examples of this situation are given below.
While not all of the possibilities have been listed here, there are enough
to provide examples of the main rules governing the use of indirect or
reported speech. For other situations, try to extrapolate from the examples
here, or better still, refer to a good grammar text or reference book.
Some other verbs that can be used to introduce direct speech are: ask,
report, tell, announce, suggest, and inquire. They are not used
interchangeably; check a grammar or usage book for further information.
66
an editorial,
a feature story,
a critical study,
even an excerpt from a book.
PARTS OF AN ESSAY
WHAT IS AN INTRODUCTION PARAGRAPH?
1. Write the thesis statement. The main idea of the essay is stated in a
single sentence called the thesis statement. You must limit your entire
essay to the topic you have introduced in your thesis statement.
2. Provide some background information about your topic. You can
use interesting facts, quotations, or definitions of important terms you will
use later in the essay.
EXAMPLE
67
Hockey has been a part of life in Canada for over 120 years. It has
evolved into an extremely popular sport watched and played by millions of
Canadians. The game has gone through several changes since hockey was
first played in Canada.
SUPPORTING PARAGRAPHS
WHAT ARE SUPPORTING PARAGRAPHS?
1. List the points that develop the main idea of your essay.
2. Place each supporting point in its own paragraph.
3. Develop each supporting point with facts, details, and examples.
To connect your supporting paragraphs, you should use special
transition words. Transition words link your paragraphs together and make
your essay easier to read. Use them at the beginning and end of your
paragraphs.
68
Like all good paragraphs, each supporting paragraph should have a topic
sentence, supporting sentences, and a summary sentence.
WHAT IS A SUMMARY PARAGRAPH?
The summary paragraph comes at the end of your essay after you have
finished developing your ideas. The summary paragraph is often called a
"conclusion."
WHAT DOES IT DO?
It summarizes or restates the main idea of the essay. You want to leave
the reader with a sense that your essay is complete.
HOW DO I WRITE ONE?
1. Restate the strongest points of your essay that support your main
idea.
2. Conclude your essay by restating the main idea in different words.
3. Give your personal opinion or suggest a plan for action.
EXAMPLE
Overall, the changes that occurred in hockey have helped to improve
the game. Hockey is faster and more exciting as a result of changes in the
past 120 years. For these reasons, modern hockey is a better game than
hockey in the 1890s.
PRACTICE 01
GO TO THE FOLLOWING WEBPAGE AND DO THE PROPOSED
REMEMBER TO CHECK YOUR ANSWERS!
ACTIVITIES.
http://www1.aucegypt.edu/academic/writers/practice.htm [2]
69
http://www.ehow.com/how_3651_read-essay.html [1]
http://www.studygs.net/reading_essays.html [2]
STEP 1
Identify the "issue" or problem the writer is concerned with. This
theme is usually expressed in the first paragraph. Some examples:
racism in America, failing educational standards, the right to own a
firearm.
STEP 2
70
You can also read the essay having some questions in your mind. This
can be done with books, chapters in books, articles, and all manner of
reading.
"A dog is man's best friend." That common saying may contain
some truth, but dogs are not the only animal friend whose
companionship people enjoy. For many people, a cat is their best
Source [3]
friend. Despite what dog lovers may believe, cats make excellent house
pets as they are good companions, they are civilized members of the
household, and they are easy to care for.
In the first place, people enjoy the companionship of cats. Many
cats are affectionate. They will snuggle up and ask to be petted, or
scratched under the chin. Who can resist a purring cat? If they're not
feeling affectionate, cats are generally quite playful. They love to chase
balls and feathers, or just about anything dangling from a string. They
especially enjoy playing when their owners are participating in the
game. Contrary to popular opinion, cats can be trained. Using rewards
and punishments, just like with a dog, a cat can be trained to avoid
unwanted behavior or perform tricks. Cats will even fetch!
In the second place, cats are civilized members of the household.
Unlike dogs, cats do not bark or make other loud noises. Most cats
don't even meow very often. They generally lead a quiet existence. Cats
72
also don't often have "accidents." Mother cats train their kittens to use
the litter box, and most cats will use it without fail from that time on.
Even stray cats usually understand the concept when shown the box
and will use it regularly. Cats do have claws, and owners must make
provision for this. A tall scratching post in a favorite cat area of the
house will often keep the cat content to leave the furniture alone. As a
last resort, of course, cats can be declawed.
Source [4]
QUESTIONS:
73
What is the evidence that the author gives to sustain the thesis or
theses?
74
Write out your answers to the above questions. You do not need to
spend a lot of time doing this; just write enough to help you remember why
and how you are going to write your paragraph or essay.
3. COLLECT FACTS RELATED TO YOUR PARAGRAPH OR ESSAY TOPIC
Look for and write down facts that will help you to answer your
question. Time saving hint: make sure the facts you are writing are related
to the exact question you are going to answer in your paragraph or essay.
4. WRITE DOWN YOUR OWN IDEAS
Ask yourself: What else do I want to say about this topic? Why should
people be interested in this topic? Why is this topic important?
5. FIND THE MAIN IDEA OF YOUR PARAGRAPH OR ESSAY
Choose the most important point you are going to present. If you
cannot decide which point is the most important, just choose one point and
stick to it throughout your paragraph or essay.
6. ORGANIZE YOUR FACTS AND IDEAS IN A WAY THAT DEVELOPS YOUR MAIN IDEA
Once you have chosen the most important point of your paragraph or
essay, you must find the best way to tell your reader about it. Look at the
facts you have written. Look at your own ideas on the topic. Decide which
facts and ideas will best support the main idea of your essay. Once you
have chosen the facts and ideas you plan to use, ask yourself which order to
put them in the essay. Write down your own note set that you can use to
guide yourself as you write your essay.
WRITING ESSAYS
The writing stage is when you turn your ideas into sentences.
Five Writing Steps (Click here to open)
FIVE WRITING STEPS
1. For the introduction, write the thesis statement and give some
background information.
2. Develop each supporting paragraph and make sure to follow the
correct paragraph format.
3. Write clear and simple sentences to express your meaning.
4. Focus on the main idea of your essay.
5. Use a dictionary to help you find additional words to express
your meaning.
EDITING ESSAYS
WHAT IS THE EDITING STAGE?
The editing stage is when you check your essay for mistakes and
correct them.
Five Writing Steps (Click here to open)
3. Check that all your paragraphs follow the proper paragraph format.
4. See if your essay is interesting.
PUBLISHING ESSAYS
WHAT IS THE PUBLISHING STAGE?
The publishing stage is when you produce a final copy of your essay to
hand in.
76
When you are writing a definition essay, you take a term or an idea
and write about what it is. Often, definitions are combined with
classification or other forms of organization in the essay. You need to give a
careful definition of the key term before going on to discuss different types
or examples.
1.1. Example question
Write an essay defining energy resources and discuss the different types.
1.2. Introduction
Define the key term energy resources.
1.3 Supporting paragraphs
1. Define one type of energy resources: renewable resources.
2. Define another type of energy resources: non-renewable resources.
1.4 Summary paragraph Summarize energy resources SEE EXAMPLE
HERE: http://www.apstudynotes.org/english/sample-essays/definitionsuccess/ [2]
2. CLASSIFICATION ESSAY
77
In a compare and contrast essay, you write about the similarities and
differences between two or more people, places, or things. You can
organize the essay by writing about one subject first and then comparing it
with the second subject. A more effective way is to organize the essay by
comparing each subject by category.
4.1. Example question
Write an essay comparing the weather in Vancouver and Halifax.t
4.2. Introduction
Introduce weather in the cities of Vancouver and Halifax.
4.3 Supporting paragraphs
1. Compare weather in spring and summer for both cities. State how
they are similar or different.
2. Compare weather in fall and winter for both cities. State how they
are similar or different.
SEE
http://academichelp.net/samples/essays/compare-contrast/cognitivebehavioral-therapy.html [5]>
5. CHOICE ESSAY
In a choice essay, you need to choose which object, idea, or action that
you prefer. You organize the essay by describing each option and then
giving your opinion.
5.1. Example question
Write an essay choosing between hockey in the 1890s and hockey today.
5.2. Introduction
Introduce the game of hockey.
5.3 Supporting paragraphs
1. Describe hockey in the 1890s.
2. Describe hockey today.
3. State which form of hockey you prefer and why.
5.4 Summary paragraph Summarize the game of hockey. SEE
EXAMPLE
HERE:
http://www.eslstudyguide.com/essays/sampleessay098.php [6]
6. EXPLANATION/CAUSE AND EFFECT ESSAY
78
PRACTICE 01
Go the following link anddo the proposed activities, in order to
practice
the
writing
of
na
essay:
http://www.buowl.boun.edu.tr/students/ESSAY%20DEVELOPMENT%
20EXERCISES.htm [9]
79
PRACTICE 02
Search the internet and find an essay with citations. Underline the
citations in the text and identify them according to what you learned in
this Topic. Then, save the text in a Word document and post it in your
individual portfolio.
GOOD LUCK!
80
FORUM
Talk to you colleagues about what you learned in this Class. Discuss
the following items:
- Whats the structure of an essay? What are the basic parts of an essay?
- What are the kinds of essay presented in TOPIC 1? Which is your
favorite?
- In your opinion, what are the main difficulties in reading an essay?
- Find some examples of citations on the internet and discuss them with
you friends. What kinds of citation are they?
PORTFLIO ACTIVITY
Choose a topic and write a short essay (you can look for topics on this
link: http://www.goodessaytopics.com/ [1]). Remember to check the
kinds of essays, in Topic 01.
GOOD LUCK!
81
CITATIONS
If you use direct quotes in your text (a good idea), make sure you cite the
author(s), year of publication. Include page number when you quote directly
from the work or refer to specific passages.
If the authors name is in the text, follow it with the publication year in
parentheses. The beginning and end of the quote is enclosed in quotation
marks. The page number(s) is placed at the end of the quote outside the
closing quotation mark and preceding the period.
In her study of childrearing patterns and social class, Lareau
(2003) argued white and Black middle class children in this study
exhibited an emergent version of the sense of entitlement characteristic of
the middle class. They acted as though they had a right to purse their own
individual preferences (p. 6).
EXAMPLE TWO
If the authors name is not in the text, enclose the last name and year
of publication in parentheses at the end of the sentence. The page number
follows the year of publication after a colon. Note that there are no spaces
between the date, colon, and page number.
One study found middle class black and white children both shared
an emergent version of the sense of entitlement characteristic of the
middle class. They acted as though they had a right to purse their own
individual preferences (Lareau 2003:6).
BLOCK QUOTATIONS
82
Block quotations (for quotes longer than four lines) are presented in
smaller type and are set off in a separate, indented paragraph. They are not
enclosed in quotation marks.
EXAMPLE ONE
If the authors name is not used in the text, then the authors name,
year of publication and page number follows the period in a block quote.
Some scholars noted teachers inconsistent expectations of parents:
Educators believe parents should take a leadership role in solving their
childrens educational problems. They complain about parents who do not
take children problems seriously enough to initiate contact with
educators. In short educators want contradictory behaviors from
parents: deference and support, but also assertive leadership when
children had educational problems. (Lareau 2003:27)
If the authors name is not part of the sentence, enclose the authors
name and date of relevant publication in parentheses. This method is often
used when two or more authors make the same point. If citing two or more
sources, use a semi-colon to separate your sources.
83
MISCELLANEOUS
If you are referring to lecture material, include the name of the lecturer,
the fact that it came from a lecture and the date of the lecture, e.g., (Kelsey,
lect. 11/27/01).
In general essays include a Work Cited page that gives bibliographic
information about the source of the material that you cited in your text. It is
NOT necessary to attach a Works Cited page to this essay unless you refer to
material not assigned in the course readings.
FINALS TIPS
Citations appear immediately after the information.
All references cited must be listed in the reference list at the end of your
report.
In addition, relevant references used but not cited in your text should
also be listed.
Not using citations is plagiarism, as is directly quoting from a text
without putting it in quotation marks.
Do not use more than four words in a row directly from a text.
What you need to do is paraphrase: put the text into your own words.
Changing a few words here and there is not paraphrasing. You must
understand the concepts and really express the concept with a distinct set
of words. If you dont understand the concept well enough to paraphrase
it, you need to find concepts you can understand to write about.
Fonte [1]
84