new AAEL Chapter 2

1006712 Advanced Academic English Literacy Chapter 2: Strategies for Reading Academic Text Objectives: After completing Chapter 2, learners will be able to 1. identify the strategies for reading academic text, 2. apply the strategies for reading academic text, and 3. annotate the academic text Warm-up activity: Instruction: Answer the following questions on the padlet on the link provided. 1. What did you do when you have been assigned to read a passage? 2. Based on your reading experiences, how many textual or online sources did you read per year? 3. Based on your reading experiences, what did you do to understand the passage? 4. What reading strategies did you use when you read a text? Strategies for Reading Academic Text 17

1006712 Advanced Academic English Literacy Chapter 2: Strategies for Reading Academic Text As noted, the connectivity of reading and writing skills in the pre-writing process can contribute students to become active readers. It is a dynamic reading and writing process when the student reads the academic text. There are many effective ways to read the academic text represented here (e.g., highlighting, annotating, and outlining). To begin with, they can color the emphasized statement with highlighting (as shown in Figure 1) or underlining those interesting keywords or phrases to make some notes. Master and Ph.D. students have been acquired to read various academic genres. It is necessary to gain insight into published research genres (journal articles, review articles, research reports, dissertations, and theses). To anticipate their degree of research, they need to comprehend through those academic genres, interpret, and create effective notes to support their position. Then, they can do annotation of bibliography with their own words to reveal more detailed information and reflect their acquisition from the sources. Furthermore, it is worth to do outlining before writing your research report. Figure 1 Example of highlighting Strategies for Reading Academic Text 18

1006712 Advanced Academic English Literacy Highlighting It is a meaningful technique in reading and learning academic texts. Sometimes, using text features with a graphic can help the students to focus on the key concepts and organizing ideas practically, hitherto the highlighted text should poorly be designed (put too much highlighting) as shown in Figure 2. Subsequently, the students should highlight only 10 to 15 % of the whole text. Nevertheless, it is worth doing such an active reading for a short time. Figure 2: Poor highlighted text Annotating Annotating is a process that readers interact with a passage they read to recall the understanding of the passage in general. Indeed, annotating includes highlight, underline, and note-taking in the textual margins. The reason novice scholars should do annotating is that it will help them to recognize what they have read and encourage them to make a simple summary. When the master and Ph.D. students have been assigned to read various kinds of the academic genre particularly research articles and research reports, they need to do annotated bibliography. Lester and Lester Jr. (2015) identify annotated bibliography into two parts: an annotation: a summary of the contents of a book or article. a bibliography is a list of sources on a selected topic. Strategies for Reading Academic Text 19

1006712 Advanced Academic English Literacy Then, an annotated bibliography is a bibliographic list of a selection of sources and the content of those selected books or articles is summarized. Eventually, some argue that writing an annotated bibliography might become a busy task at first. It may help you evaluate the strength of your sources. The characteristics of annotated bibliography comprise four elements: Indicative: describes the scope of the source, list the significant topics included, and tells what the source is about Informative/summative: summarizes the source by beginning with the key idea and argument or hypothesis. Evaluative: considers the strengths and weaknesses of the source by gauging how those sources are relevant and useful for your concept paper. Combination: annotated bibliographies can be presented with one/two sentence (s) to summarize or describe the key idea of the content and another one/two sentence (s) to provide an evaluation. Furthermore, Engle (2019) defines an annotated bibliography as a list of brief information from the sources, which the students read. The designated information will be represented in a descriptive paragraph, evaluative paragraph, and annotation with citation. This seems worth illustrating whether those lists of the information contribute to ones' related topic, accuracy, and quality of the sources. The samples of annotated bibliographies are shown in the next page: Example of annotated bibliography 1: Laksom, N., Praphan, P. W., & Chaiyasuk, I., (2013). The effects of genre-based approach on teaching sales promotion letter writing. R.MU.J. (Humanities and Social Sciences), 7,2, 19-29. “The researchers compiled the effect of GBA on teaching sales promotion letter writing a course for 20 second- year undergraduate majoring in Accounting in a Thai university. Three lessons of sales promotion setter writing by using the GBA instructional model with a 15-hour of three stages of teaching and learning cycle (modeling, agreement of joint construction of a text, and independent construction) aim to improve students' writing ability. The findings revealed that students' writing ability in sales promotional letters increasingly improved after learning the GBA instructional model.” Strategies for Reading Academic Text 20

1006712 Advanced Academic English Literacy Example of annotated bibliography 2: Tuan, L. T. (2011). Teaching writing through genre-based approach. Theory and Practice in Language Studies, 1,11, 1471-178. Doi: 10.430/tpls.1.11.1471-1478. “Tuan (2011) examined the effect of GBA intervention on 45 first-year undergraduates studying in an experimental writing course in Ho Chi Minh City University. The researcher used the teaching and learning cycle of genre pedagogy in the class to give students write their biographical recount genre. Students had gained to perform their essays with three criteria of textual analysis (social purpose, a schematic structure of the recount genre, and language features of the recount genre). The results demonstrated that most students could be deployed successfully in the key features of their writing essays.” Example of annotated bibliography 3: Kongpetch, S. (2006). Using a genre-based approach to teach writing to Thai students: A case study. Prospect, 21,2, 3-33. Retrieved from http://www.ameprc.mq.edu. au/ docs/prospectjournal/volume_21_ no_2/21 _2_1_Kongpetch.pdf “With a 15-week of four stages of teaching and learning cycles (building up knowledge, modeling, joint construction, and independent writing), the researcher determined the SFL GBA could contribute language awareness through students’ diary writing, their writing task, and discussion panel. Her findings revealed that GBA could encourage Thai undergraduates to develop their writing ability in terms of vocabulary and grammar in expository essays.” What kinds of text will you plan to read? How will you read the texts? Will you summarize or do the annotated bibliography? What elements will you keep on the summary? Wait for minutes. You can practice later. Strategies for Reading Academic Text 21

1006712 Advanced Academic English Literacy Exercise I: Writing Annotated Bibliography (30 minutes) Instructions: Choose one of the articles A - D (see Appendix), read and do the 150-word annotation by using the guided information provided. The article and template are provided on Google Drive and the pubhtml5 application as an option. The guided information will be used to elicit the key idea as follows: 1. Author(s): 2. Published year: 3. Article Title: 4. Book/ Journal title: 5. Keywords: 6. Rationale/background/contextualization: 7. Literature review: a. Theoretical frameworks/ key concepts 8. Methodology: a. Participants b. Setting c. Instruments d. Procedure e. Statistical analysis 9. Findings: Limitation/ suggestion (optional): Reference:  Outlining  An outline is an effective dynamic procedure for literacy skills. In the case of reading the textbook, the outline is likely to be a table of the content, so you can comprehend the organization of the book and the content to be reading. As noted, you can do note-taking or annotating when reading many textbooks or online journal articles. If you prepare your notes from those sources, you as a novice researcher or graduate student will become a better writer by reading. Accordingly, Strategies for Reading Academic Text 22

1006712 Advanced Academic English Literacy you need to outline text organization for the prewriting stage of your research report. Therefore, you may include more detail in the introduction, body, and conclusion of the essay as shown in the examples below. Example 1: (i) Social impacts • increase in a variety of jobs available  • price inflation  • new range of business opportunities  (ii) Cultural impacts  • new patterns of dress and behavior may cause problems • market for traditional crafts and/or rituals grows (iii) Environmental impacts • increased pressure on limited resources, e.g. water • loss of natural habitat to building projects • provision of new infrastructure, e.g. roads Figure 3: Example of essay outline What are your interesting topics? What areas will you focus on? Strategies for Reading Academic Text 23

1006712 Advanced Academic English Literacy Example 2: Title: GENRE-BASED APPROACH TO TEACHING ACADEMIC WRITING IN A THAI UNIVERSITY   (i) Theoretical Framework  Genre theory  • Genre in non-linguistics: North American rhetoric school  • Genre in linguistics: Australian Sydney school  • Genre in linguistics: ESP school   Disciplinary Variation  ESP genre-Based Approach   • The notion of ESP genre-based approach  • ESP genre and move analysis  Teaching Academic Writing  • Product orientation  • Process orientation  • Process-product orientation ESP Genre-Based Approach in Writing Courses • Process-genre approach • ‘Examine-and-report-back’ approach Summary (ii) Related Theories and Practices Genre-Based Approach at Graduate Level Genre-Based Approach at undergraduate Level Figure 4: Outline of the theoretical framework from literature review Exercise II: Drawing an Outline Instructions: Read article F and draw the outline into the template. The article and template are provided on Google Drive and the pubhtml5 application as an option. (15 minutes) Notes:   Strategies for Reading Academic Text 24

1006712 Advanced Academic English Literacy With your positioning as a writer creating RA, your paper will be considered whether an introduction can determine as a good impression. Subsequently, you might identify that academic writing is a product of many considerations: audience, purpose, organization, style, flow, and presentation (see Figure 5). Audience Purpose Organization Presentation Flow Style Figure 5: Consideration in academic writing Audience Before writing your paper, you have to examine your audience. Most of your audiences generally are instructor, who is presumably quite knowledgeable about the assigned writing topic and will have expectations with which you need to be familiar. Other possible audiences include advisors, thesis committees, and those who will review research you may want to present at a conference or publish in a paper. The audience will realize how much you understand your writing based on the content of your paper, so you need to consider your audiences' expectations. Exercise III: Identifying Audience Instructions: Read the excerpts below and discuss whom the texts were written for. Sentence numbers have been added here. Then, answer these questions: what aspects of each text helped you decide the audience? In what kind of publication would you expect to find these texts? Text A People have been pulling freshwater out of the oceans for centuries using technologies that involve evaporation, which leaves the salts and other unwanted constituents behind.1 Salty source water is heated to speed evaporation, and the evaporated water is then trapped and distilled.2 This process works well but requires large quantities of heat energy, and costs have been far too high for nearly all but the wealthiest nations, Strategies for Reading Academic Text 25

1006712 Advanced Academic English Literacy such as Kuwait and Saudi Arabia.3 One exception is the island of Curaçao in the Netherlands Antilles, which has provided continuous municipal supplies using desalination since 1928.4 To make the process more affordable, modern distillation plants recycle heat from the evaporation step.5 A potentially cheaper technology called membrane desalination may expand the role of desalination worldwide, which today accounts for less than 0.2 percent of the water withdrawn from natural sources.6 Membrane desalination relies on reverse osmosis—a process in which a thin, semipermeable membrane is placed between a volume of saltwater and a volume of freshwater.7 The water on the salty side is highly pressurized to drive water molecules, but not salt and other impurities, to the pure side.8 In essence, this process pushes freshwater out of saltwater (Martindale, 2001).9 Text B Reverse osmosis (RO) membrane systems are often used for seawater and brackish water desalination.1 The systems are typically installed as a network of modules that must be designed to meet the technical, environmental, and economic requirements of the separation process.2 The complete optimization of an RO network includes the optimal design of both the individual module structure and the network configuration.3 For a given application, the choice and design of a particular module geometry depend on many factors, including ease and cost of module manufacture, energy efficiency, fouling tendency, required recovery, and capital cost of auxiliary equipment.4 With suitable transport equations to predict the physical performance of the membrane module, it should be possible to obtain an optimal module structure for any given application (Maskan et al., 2000).5 Instructions: Answer these questions below. 1. Which text is more academic in terms of vocabulary? _____________________________________________________________________________ 2. Which text gives more explanation of background knowledge? _____________________________________________________________________________ 3. Where are the definitions of reverse osmosis placed in the texts? Do these definitions differ? _____________________________________________________________________________ Strategies for Reading Academic Text 26

1006712 Advanced Academic English Literacy 4. Which text is well composed? Why do you think so? _____________________________________________________________________________ Purpose (and Strategy) The interrelationship of audience, purpose, and strategy are typically presented in the academic literacy world. Sometimes, as a graduate student writer, the audience can recognize more information than the writer can, so the writer’s purpose is generally to show familiarity, expertise, and intelligence. In contrast, if the audience knows less than the writer does, his purpose is often instructional (as in a textbook). The point is that what strategy/or strategies can a graduate student use to make a successful display. Exercise IV: Identifying Purpose (and Strategy) To identify the purpose, you can consider the case of an international student, Sam, studying in a master’s program. He has nearly finished his short five-page assignment focusing on the impact of video games on the cognitive development of children in the United States. The deadline is approaching, and there is no more time for further data analysis. He wants to make a good impression with his concluding paragraph. He believes (rightly) that final impressions are important. Sam (quite appropriately) begins his last paragraph by reminding his audience (i.e., his instructor) of what he has done in the paper. He begins as follows: Conclusion The aim of this paper has been to examine the impact of video games on the cognitive development of pre-adolescent children in the United States. In particular, I have examined the effects of video games on visual attention. However, his first attempt at concluding his paper is as follows: As I have explained, video games can indeed account for differences in cognitive abilities of pre- adolescents, specifically the ability to switch attention from one task to another. Strategies for Reading Academic Text 27

1006712 Advanced Academic English Literacy He thinks, “This just repeats what I have already written; repeating makes it seem that I have nothing new or interesting here; my paper falls flat at the end”. Sam tries again. “This time,” he says to himself, “I will take my results, summarize them, and then try to connect them to some wider issue. That’s a better strategy.” Here is his second version. As the tables show, pre-adolescent children who play video games score better on tests of visual attention than those who do not. This relationship was quite strong among children between 10 and 12 years of age, while for children aged 6 to 9 the association was not so pronounced. Children who were very good at playing video games, mostly those who are older, appear to be able to effectively switch attention. These findings support the conclusion of other studies that playing video games may not simply be a mindless activity; instead, video games can enhance the cognitive skills of gamers. Sam likes this version; however, he is also worried. He knows—but he has not said so anywhere in the paper yet—that there is a problem with the data he has been using. He knows that there are many types of video games and so the effects of one game on cognitive development may be quite different from those of another. For instance, shooting video games are not the same as sports video games. And even within the same game genre, there is variation in terms of the skills that are needed to play. Luckily, he is not using his research data for this assignment; he is using data that he has found in journal articles. Therefore, he adds this to his concluding paragraph. The conclusions presented here, however, should be interpreted cautiously. This is because the data presented here are based on analyses of two sports video games, which differ in terms of visual attentional demand from other types of video games, such as first-person shooting games that require an awareness of a full screen. Sam is feeling somewhat unsure of his conclusion and is now asking himself the following questions: “Have I been too cautious in my conclusion when I use appear to, may, and can? Is it actually better to clearly state that there are problems with the data or to not mention this at all? Which strategy is better? Will I appear more or less capable of discussing the limitations of the data? And if I do discuss them, should I do so right at the end or at the beginning of my Strategies for Reading Academic Text 28

1006712 Advanced Academic English Literacy conclusions? In effect, how should I position myself as a junior graduate student?” Therefore, can you revise his conclusion in the strength of his points with the limitations? The aim of this paper has been to examine the impact of video games on the cognitive development of pre-adolescent children in the United States. In particular, I have examined the effects of video games on visual attention. As the tables show, pre-adolescent children who play video games score better on tests of visual attention than those who do not. This relationship was quite strong among children between 10 and 12 years of age, while for children aged 6 to 9 the association was not so pronounced. Children who were very good at playing video games, mostly those who are older, appear to be able to effectively switch attention. These findings support the conclusion of other studies that playing video games may not simply be a mindless activity; instead, video games can enhance the cognitive skills of gamers. The conclusions presented here, however, should be interpreted cautiously. This is because the data presented here are based on analyses of two sports video games, which differ in terms of visual attentional demand from other types of video games, such as first-person shooting games that require an awareness of a full screen. Instruction: Write your revision here: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Strategies for Reading Academic Text 29

1006712 Advanced Academic English Literacy ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Organization The information presented in a variety of text types can be structured in different patterns of textual organization. Readers should aware that the information presented in a structured format is appropriate for the particular type of text because academic writers may employ a variety of organizational patterns. As you are already familiar with external organization features, such as chapters, sections, and paragraphs, there are also various approaches to internal organization. For example, one common strategy that is foundational to academic writing is to organize information in terms of problems and solutions (Hoey, 1983). This pattern usually has four parts (situation, problem, solution, and evaluation). Exercise V: Identifying Organization Instructions: Read the problem-solution essay, identify the pattern of organization (situation, problem, solution, and evaluation) and answer the following questions. Consumption of processed and convenience foods and our dependence on the car has led to an increase in obesity and a reduction in the fitness level of the world adult population.1 In some countries, especially industrialized ones, the number of obese people can amount to one-third of the population.2 This is significant as obesity and poor fitness lead to a decrease in life expectancy, and it is therefore important for individuals and governments to work together to tackle this issue and improve their citizens' diet and fitness.3 Obesity and poor fitness decrease life expectancy.4 Overweight people are more likely to have serious illnesses such as diabetes and heart disease, which can result in premature death.5 It is well known that regular exercise can reduce the risk of heart disease and stroke, which means that those with poor fitness levels are at an increased risk of suffering from those problems.6 Changes by individuals to their diet and their physical activity can increase life expectancy.7 There is a reliance today on the consumption of processed foods, which have a high fat and sugar content.8 By preparing their own foods, and consuming more fruit and vegetables, people could ensure Strategies for Reading Academic Text 30

1006712 Advanced Academic English Literacy that their diets are healthier and more balanced, which could lead to a reduction in obesity levels.9 In order to improve fitness levels, people could choose to walk or cycle to work or to the shops rather than taking the car.10 They could also choose to walk upstairs instead of taking the lift.11 These simple changes could lead to a significant improvement in fitness levels.12 Governments could also implement initiatives to improve their citizens' eating and exercise habits.13 This could be done through education, for example by adding classes to the curriculum about healthy diet and lifestyles.14 Governments could also do more to encourage their citizens to walk or cycle instead of taking the car, for instance by building more cycle lanes or increasing vehicle taxes.15 While some might argue that increased taxes are a negative way to solve the problem, it is no different from the high taxes imposed on cigarettes to reduce cigarette consumption.16 In short, obesity and poor fitness are significant problems in modern life, leading to lower life expectancy.17 Individuals and governments can work together to tackle this problem and so improve diet and fitness.18 Of the solutions suggested, those made by individuals themselves are likely to have more impact, though it is clear that a concerted effort with the government is essential for success.19 With obesity levels in industrialized and industrializing countries continuing to rise, it is essential that we take action now to deal with this problem. 20 1. How seriously does the author perceive the problem to be? ________________________________________________________________________ ________________________________________________________________________ 1.1 How did you determine this? ________________________________________________________________________ ________________________________________________________________________ 1.2 To what extent is this a global problem? ________________________________________________________________________ ________________________________________________________________________ 2. What does the author think of the solution? ________________________________________________________________________ ________________________________________________________________________ 2.1 What do you think of the solution? ________________________________________________________________________ ________________________________________________________________________ 3. What is one major problem in your field of study? ________________________________________________________________________ ________________________________________________________________________ 3.1 Why is it important? ________________________________________________________________________ ________________________________________________________________________ Strategies for Reading Academic Text 31

1006712 Advanced Academic English Literacy Exercise VI: Identifying Organization ’ Instructions: Read the problem-solution essay, identify the pattern of organization (situation, problem, solution, and evaluation) and answer the following questions. Read the text below and answer the following questions. Ghana is located on West Africa’s Gulf of Guinea just north of the Equator.1 Unlike many poor West African countries, this country of 24 million has a growing economy that is expanding over 10% annually.2 This growth has largely been attributed to the 2007 discovery of a major oil field off the coast and to Ghana’s position as a leading gold producer.3 Ghana has also emerged as an important center for e-waste recycling and disposal, an industry that contributes more than US$200 million to the economy.4 E-waste consists of electronic devices typically from Europe and North America that have been discarded but still have some value.5 E-waste has been said to provide opportunities for employment, poverty alleviation, recycling business developments, and may even bridge the digital divide by contributing to the country’s growing demand for information technology.6 However, this industry also poses environmental and health risks that cannot be ignored.7 The largest e-waste recycling and disposal center is located in the capital city of Accra and is adjacent to the Agbogbloshie Food Market.8 At this site recyclers disassemble electronics to retrieve valuable metals (for example, gold) or burn items covered with plastic (for example, computer wires) to recover metals such as copper and aluminum.9 These processes expose workers and others living near the e-waste site to toxic materials including plastics, lead, aluminum, and silica that are known to cause cancers and central nervous system damage among other health problems.10 One way to address e-waste dangers is to install modern, sustainable recycling technology that can drastically reduce exposures to toxins.11 One drawback to this approach, however, centers around who should be responsible for the cost of installing such systems.12 Perhaps a more viable solution is for the manufacturers of electronics to reduce the number of toxic materials used to make their products.13 Thus, rather than placing all of the responsibility for the safe handling of e-waste on the recyclers, the manufacturers could be persuaded to examine their own practices to determine ways to lower the risks associated with e-waste.14 1. For what type of audience was this written? ________________________________________________________________________ ________________________________________________________________________ 2. What assumptions does the author make about the background knowledge of the audience? ________________________________________________________________________ ________________________________________________________________________ 3. What is the author’s purpose? ________________________________________________________________________ ________________________________________________________________________ Strategies for Reading Academic Text 32

1006712 Advanced Academic English Literacy 4. How is the problem introduced? ________________________________________________________________________ ________________________________________________________________________ 5. To what does this growth in Sentence 3 refer? ________________________________________________________________________ ________________________________________________________________________ 5.1 What are these processes in Sentence 10? ________________________________________________________________________ ________________________________________________________________________ 5.2 To what does this approach in Sentence 12 refer? __________________________________________________________________________ __________________________________________________________________________ 5.3 What is the effect of these particular expressions on the flow of ideas? __________________________________________________________________________ __________________________________________________________________________ 6. What does the author think of the two solutions? __________________________________________________________________________ __________________________________________________________________________ 7. If the writer had thought that the second solution would not work, what might she have written for the last sentence? __________________________________________________________________________ __________________________________________________________________________ 7.1 In such a case, would this last sentence be enough to complete the text? ________________________________________________________________________ ________________________________________________________________________ 7.2 If not, what would need to be added? ________________________________________________________________________ ________________________________________________________________________ In addition to the problem-solution structure, some other ways of organizing information are the Comparison-contrast, Cause-effect, and Classification including research paper introduction. Strategies for Reading Academic Text 33

1006712 Advanced Academic English Literacy Style Academic writers should communicate their (written) idea to the audience with the appropriate style in terms of the message being conveyed successfully and suitably. One important point is how the textual convention you create is considered academic. For example, contractions (e.g., won’t) can be used in Philosophy but are not widely used in many other fields. Based on disciplinary variation, the personal pronoun I might be used in Philosophy rather than Computer Science. Based on the Michigan Corpus of Spoken Academic English (MICASE), the data shows that academic and research speech, in linguistic terms, is much more like a casual conversation than written academic English. Like U.S. lecturers use words and phrases such as stuff, things, and a bit which we would not expect to find in a written academic text. They may also use elaborate metaphors and other vivid expressions to ignite their speaking style. Subsequently, the specific ideas about the characteristics of academic style for your consideration are that you should think more about your stylistic choices of language features as you write and to help you realize that good academic writers make many stylistic choices as they write. The Vocabulary Shift—Verbs Even there กaรre many choices to express an action between a phrasal (verb + particle) or prepositional verb (verb + preposition) and a single verb in English, there is a tendency for academic writers to use a single verb when possible in a written academic style. For example: Given our fast-paced society, people must routinely put creative solutions to unexpected problems into practice. Given our fast-paced society, people must routinely implement creative solutions to unexpected problems. Strategies for Reading Academic Text 34

1006712 Advanced Academic English Literacy Exercise VII: Identifying Style-Verb Instructions: Choose a word in the box provided to replace each italicized verb to reduce the informality of the sentence. Change tense form appropriately in each context. Consider Decrease Develop Investigate Reach Determine Eliminate Maintain Tolerate Constitute 1. Many software manufacturers in developed countries put up with widespread copyright violations in less developed countries and often even offer local versions of their products. _____________________ 2. Scientists are looking into innovative drug delivery systems that can transport and deliver a drug precisely and safely to its site of action. _________________________ 3. The purpose of this paper is to try to figure out what is lacking in our current understanding of corrosion and corrosion protection in concrete. _________________________ 4. Researchers have come up with plug-in hybrid vehicles (PHEV) that can draw from two sources of energy: stored electrical energy from the grid and stored chemical energy in the form of fuel such as gasoline. _________________________ 5. Rice and aquatic products make up a major part of the diet of the people in the Mekong Delta, Vietnam. ____________________ 6. The use of touch screen voting systems could get rid of many problems associated with traditional paper-based ballots. _________________________ 7. Worldwide consumption of pesticides has gone up to 2.6 million metric tons. ____________ 8. Although labor unions in the U.S. have been able to keep up their membership numbers over the last two decades, they have been losing their political strength.________________________ 9. The number of mature female green turtles that return to their primary nesting beach has gone down from 1,280 ten years ago to 145 today. _________________________ 10. Many funding agencies worldwide are thinking about ways to give new researchers greater opportunities to receive grant money. _________________________ Strategies for Reading Academic Text 35

1006712 Advanced Academic English Literacy The Vocabulary Shift— Noun With a regaกrรd to a wide range of English vocabularies, there are several choices to express an idea by choosing one of the most efficiently and accurately gets your point across. In many academic texts, plenty of long noun phrases will carry a lot of meaning in a compact form. For instance, Language the language of scientific communication the international language of scientific communication English as the international language of scientific communication the emergence of English as the international language of scientific communication Thus, it is possible to write The emergence of English as the international language of scientific communication has been widely documented. as opposed to English has emerged as the international language of scientific communication. This phenomenon has been widely documented. Exercise VIII: Identifying Style- Noun Instructions: Underline the appropriate words/ phrases for an academic writing paper. 1. Crash test dummies are really important for /an integral part of automotive crash tests. 2. According to a recent study just about /nearly 25% of all cell phone users view text messaging as an important source of entertainment. 3. There has been a lot of /considerable interest in how background sounds such as music affect an individual’s ability to concentrate. 4. We obtained robust / nice results using structural bamboo rather than timber. Strategies for Reading Academic Text 36

1006712 Advanced Academic English Literacy 5. Consumer interest in electronic billing and payment is getting bigger and bigger / increasing. The Vocabulary Shift—Other Features กร The other features should be considered in your academic writing style as follows: 1. Authors in some fields e.g., Engineering and hard science can use the first-person pronoun I (single authors), or We (co-authored papers), which gradually becomes the norm in publications. Therefore, it is a tendency to endorse that I and we can be appeared in academic writing, but numerous novice writers feel uncomfortable to use them. In this paper, I argue that small incentives can This paper argues that small incentives can lead to lead to greater participation in surveys. greater participation in surveys. 2. The contractions are used in a few fields as a common norm but in most are not. 3. Some authors prefer using some negative forms because they believe that those are more academic. Not . . . any (General English) No (Academic) The analysis didn’t yield any new results. The analysis yielded no results. Not . . . much Little The government didn’t allocate much funding The government allocated funding for the little program. for program. Not . . . many Few This problem doesn’t have many sustainable This problem has few sustainable solutions. solutions. 4. Sometimes, readers (e.g., journal editors) give the novice writers to use a rather clear expression, or avoid using vague words, e.g., and so forth, etc. Micropumps can be used in drug delivery, Micropumps can be used in drug delivery, lab-on- lab-on-a-chip analysis, etc. a-chip analysis, ink dispensing, and other specialized applications that require self- contained, low power, miniature pumps. 5. Avoid using the second-person pronoun you addressing the reader. Sometimes, you can use passive voice. Strategies for Reading Academic Text 37

1006712 Advanced Academic English Literacy You can see the results in Table 3. The results can be seen in Table 3. 6. Indirect questions can be used to address arguments and research questions in general. Direct questions will be used to draw the reader's attention to a point in particular. Why has antibiotic resistance increased? Many studies have investigated why antibiotic resistance has increased. or It is important to understand why antibiotic resistance has increased. or It remains unclear why antibiotic resistance has increased. 7. In academic writing, adverbs are typically employed in the middle of sentences. This model was developed by the International This model was originally developed by the Fund (IMF) originally and was adapted by International Monetary Fund (IMF) and was later Lalonde and Muir later adapted by Lalonde and Muir (2007). Then the morphology of the samples was The morphology of the using sample was then analyzed scanning electron microscope (SEM). analyzed using a scanning electron microscope (SEM). 8. You can use split infinitives (to + ADV+ verb) in academic writing to avoid awkwardness or ambiguity, even they are not accepted in some context. We need to adequately meet the needs of those We need to meet the needs of those enrolled in enrolled in the program. the program adequately. The size of the container could be modified to The size of the container could be modified to downwardly adjust the portion size and amount of adjust the portion size and amount of consumption. consumption downwardly. 9. Avoid using wordiness if you need to express your ideas. Because it is difficult to follow, the reader may be lost your points. It may be difficult to make a method decision Choosing the proper may be difficult. about the method that should be used. Some inorganic materials have shown great There are some inorganic materials that can be promise in tissue engineering. used in tissue engineering by bioengineers in the process of tissue engineering that have been shown to be very promising. 10. Both active and passive voices are used in academic writing. Choosing an active or passive voice is based on the writer's purpose. Strategies for Reading Academic Text 38

1006712 Advanced Academic English Literacy In short, the use of vocabulary and style should be studied and considered from standard phraseology in each discipline because the published papers in many disciplines have typically specific characteristics. Many novice writers can know these expressions before writing their papers. Flow กร Flow seems one important aspect of effective communication. It can help the idea moving from one another statement in a text, so the reader can follow the text. Sometimes, linking words and phrases can help a novice writer maintain flow and establish clear relationships between ideas. Table 1: A list of the linking words and phrases, arranged according to their function and grammatical use Function Subordinators Sentence Connectors Phrase Linkers (introduce a dependent (introduce a complete (introduce a noun phrase) clause that must be joined sentence or independent to a complete sentence) clause) Addition furthermore In addition to in addition moreover Adversactivity although however despite even though nevertheless in spite of despite the fact Cause And Effect because therefore because of since as a result due to consequently as a result of hence thus 1 Clarification in other words that is i.e. Contrast while in contrast unlike whereas however on the other hand conversely Illustration for example for instance Intensification on the contrary as a matter of fact in fact 1 Used in a non-definited clause of the result: A fungus infected the fruit, thus causing a significant economic loss to the farmers. Learn linking words and expressions by clicking to Other resources: Strategies for Reading Academic Text 39

1006712 Advanced Academic English Literacy This and Summary Phrases this/these +กaร noun can be used to establish a good flow of information. Consider the following sentences. 1. Writing instructors know that students need to understand the differences between formal and informal language. This understanding can help students make strategic choices in their writing. 2. In recent years, the number of students applying to Ph.D. programs has increased steadily, while the number of places available has remained fairly constant. This situation has resulted in intense competition for admission. -What do this understanding and this situation refer to? ______________________________________________________________________________ ______________________________________________________________________________ Exercise IX: Identifying Summary Words Instructions: Choose a summary word from the list to complete each sentence. Difficulty Estimation Problem Situation Disruption Finding Process View 1. The traditional economic and consumer behavior models assume a rational, thoughtful consumer who gathers information about a good and then carefully makes a purchase. This ____________has recently been challenged, particularly because of the growing number of consumer choices. 2. Our pilot study has shown that wind turbines used to generate electricity can pose a threat to flying birds. This ____________ suggests a need for further research on improving the safety of these mechanisms. 3. In soccer, goalkeepers routinely wear gloves that may restrict heat loss from the hands and cause discomfort. In order to alleviate this __________________, special materials, called phase control materials (PCMs), have been incorporated into gloves to reduce the amount of heat inside the glove, thus maintaining a comfortable temperature. Strategies for Reading Academic Text 40

1006712 Advanced Academic English Literacy 4. Normal average human skin temperature is 37°C. At any lower environmental temperature, heat will be lost from the skin to the environment as the body attempts to heat up the air in direct contact with the body. This __________________ is known as conduction. 5. Until adjustment of the body clock has occurred, individuals suffering from “jet lag” feel tired during the new daytime, yet are unable to sleep properly during the new night. For athletes in particular this __________________ of sleep can affect mood and powers of concentration and might result in poorer training performances and competition results (Reilly et al., 1997b). 6. Until recently, the support needs of frail older people in Sweden have been met primarily by the state, with there being little expectation that the family would provide care. This___________ __________________ is now changing as increasing emphasis is being placed on the role of the family. Although this + noun is generally used in academic writing, this (no following noun) is perfectly reasonable. Based on a study by Wulff and other scholars (2012), this is common with these verbs: be (overwhelmingly the most common), mean, lead, result, have, and suggest. These verbs can allow the author to offer an interpretation or explanation e.g., this is because… Presentation กร Although small errors in language e.g., mistakes in an article or preposition usage are generally accepted, it cannot deny the use of an incorrect homophone (a word that sounds exactly like another, such as too/to/two); basic grammar errors (e.g., subject-verb agreement); and misspelled words. If the flow of ideas is good, small errors may not be noticed. Then, it makes more sense to focus more on content and information flow first and then tend to matters of grammar only after all other aspects of the paper are in good shape. Therefore, your paper is more likely to receive a positive response if you consider these questions: 1. Does the information flow in an expected manner? Look at the beginnings and ends of all sentences to see if there is a content bridge linking them backward and forward. If there is no content bridge, revise to establish one or consider adding a linking word or phrase. Strategies for Reading Academic Text 41

1006712 Advanced Academic English Literacy 2. Consider the overall format of your written work. Does your paper seem to have been carefully prepared? Are there clear paragraphs? Is the line spacing correct? Have you used standard fonts and font sizes? Have you tried to follow the style of your field (APA, MLA, IEEE, and Chicago Style)? If you are unsure of the style common in your field, be sure to learn which to use. 3. Proofread for grammatical accuracy. Do subjects and verbs agree? Have the appropriate verb tenses been used? Have the articles a, an, and the been used when necessary? Is the used too much? Do not automatically make changes based on suggestions from the grammar checker of your word processor. Some suggestions, such as changing from passive voice to active voice, may result in a poor connection of ideas. 4. Check for misspelled words, even if you have spell-checked your work. Has the correct homophone been used? Did the spell-checker miss anything? END OF THE CHAPTER What have you learned from chapter 2? Notes: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________________A__p_p__e_n_d_i_x_____________________________________ ___________________________________________________________________________ Strategies for Reading Academic Text 42

1006712 Advanced Academic English Literacy Template for Exercise I: Writing Annotated Bibliography Instructions: Choose one of the articles A - D, read and do the 150-word annotation by using the guided information provided. The article and template are provided on the pubhtml5 application. The guided information will be used to elicit the key idea as follows: 1. Author(s): 2. Published year: 3. Article Title: 4. Book/ Journal title: 5. Keywords: 6. Rationale/background/contextualization: 7. Literature review: a. Theoretical frameworks/ key concepts 8. Methodology: a. Participants b. Setting c. Instruments d. Procedure e. Statistical analysis 9. Findings: Limitation/ suggestion (optional): Reference: Article A: Reference: Your summary starts here: Strategies for Reading Academic Text 43

1006712 Advanced Academic English Literacy Article B: Reference: Your summary starts here: Article C: Reference: Your summary starts here: Strategies for Reading Academic Text 44

1006712 Advanced Academic English Literacy Article D: Reference: Your summary starts here: Link for Article A: Link for Article B: Link for Article C: Link for Article D: Link for Article E: Strategies for Reading Academic Text 45

1006712 Advanced Academic English Literacy END OF THE CHAPTER What have you learned from chapter 1? Notes: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Strategies for Reading Academic Text 46