F23 PULMANO, Mary Jaela M.
12 STEM E
ENGLISH FOR ACADEMIC AND
PROFFESSIONAL PURPOSES
Outline
ORIGIN OF ENGLISH LANGUAGE
GERMANIC TRIBES: Englaland – country
Englisc – language
I. ENGLISH LANGUAGE
TIMELINE
1. Old English (500)
 Vowels and pronunciations are
different
 Pure and unmixed – Celtic and
Old Norse words, Anglo-Saxons
2. Middle English (1066)
 Duke of Normandy’s
 Normans (invaders of Germanic
tribes)
 French – ruling class
 English – low class
3. Modern English (1500, 1600)
a. EARLY MODERN ENGLISH
 Great vowel shift
 Shortening of vowels
b. LATE MODERN ENGLISH
 Increased vocabulary due to
Industrial Revolution (printing
press)
 Adaption of foreign words
II. THE ENGLISH LANGUAGE
TWO REASONS:
- Learning
- Communication
3 CLASSIFICATIONS:
1. English as Mother Tongue (EMT)
- Taught as a child at home
- First language
2. English as Foreign Language (EFL)
a. English for Specific Purposes
– includes extended vocabulary
and jargon
- Professional, intends to meet
the needs of a particular learner
 English for Academic Purposes
 English for Professional Purposes
b. English for General Purposes
- For high school students
- Intends to improve overall
competence in English
- Focus on grammar, language
structure, general vocabulary
competence
-
III. NATURE OF ACADEMIC
AND PROFESSIONAL
WRITING
1. Complexity
- Written texts cannot be taken back
- Shorter placement of vocabulary
- Less risky
2. Formality
- Avoid contractions, figures of
speech
- No colloquial words and
expressions (stuff, kind of, wanna,
gotta, sort of, etc.)
- No run-on expressions (etc., and
so on)
- Incorrect placement of word
3. Precision
- If there’s a need to write numbers
- What you see, taste, hear, touch
- Specific
4. Objectivity
- What is being talked about
- avoid first- and second-person
view – third person only
- never shift to another point of view
or verb tense
5. Explicitness
- Transitional words
- Sources, citations
6. Accuracy
- Word cline, correct use of words
IV. CRITICAL READING
- Scrutinizing information on
reading
ACTIVE + PROCESS OF DISCOVER = CRITICAL THINKING
a. Survey
- Process of elimination
- Know what you are looking for
b. Ask questions
- The reason why
c. Read actively
- Questioning author and purpose of
writing
d. Respond to your questions
e. Record key concepts
 V. FALLACIES
- Inconsistencies in reasoning
- Element of argument that is
flawed; an invalid statement
TYPES:
b. SOURCES ARE CITED
a. Ad Misericordiam – appeal to pity
(degradation of personality)
b. False Analogy – comparing to
unrelated things
c. Hypothesis contrary to fact – if and
why
d. Ad Hominem – attacking the person,
not the argument (physical
appearance)
e. Hasty Generalization – small
population of evidence (if a is b, b is
c, a is c)
f. Slippery Slope – doing something
that leads to negative consequence
g. Post hoc ergo propter – event is the
cause of why
h. Appeal to false authority
i. Appeal to ignorance
j. Genetic fallacy – generalization of
biological traits
k. Moral equivalence
l. Red herring – going away to the
topic
VI. TOPIC SENTENCE &
THESIS STATEMENT
1. Topic sentence
- what each paragraph is all about
- helps to stay focused on main idea
2. Thesis statement
- What the whole paper is all about
- Not a title, announcement, has no
absolute truth
- Restricted, unified, contains
dominating idea
VII. PARAGRAPH
- Unit of writing a larger body of
work
a. Introduction – foundation
b. Body – additional info
c. Conclusion – summary or
clincher
ii. Potluck paper – mixing of different
sources
iii. Poor Disguise – paper altered but
evidently enough
iv. Self-stealer – reusing of old work
i. Forgotten footnote
ii. Too-perfect paraphrase – too
many citations, too little original
work
iii. Resourceful citer
IX. PARAPHRASING
- Changing of words, form and
part of speech
- Changing of word order
- Using of relationship words
(synonyms)
X. METHODS OF
PARAPGRAPH
DEVELOPMENT
a. Definition – explores subject matter by
presenting denotation and connotation;
distinguishing subjects from other topics
b. Illustration – presenting examples to
clarify and support a general statement
c. Description – vivid details to help
readers visualize the subject and
determine the dominant impression
d. Process Analysis – how something is
done, how something works; step by
step sequence
e. Comparison and Contrast – explain two
ideas with their similarities and
differences
f. Cause and Effect – why something
happened and the consequences of
these events
g. Classification – clustering/grouping
subjects based on their similarities and
characteristics; categories

VIII. PLAGIARISM
- Meaning “forget”
- Altering of words and copying
the sentence structure

TYPES:

a. SOURCES NOT CITED

i. Ghost Writer – word for word