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EGAP WORKSHOP STRATEGIES TO IMPLEMENT IN CLASS

1. A TEXT

Anything that conveys a meaning to anyone, it can be a picture/poster, a


tape, a video, a written report, an oral presentation or a dialogue, works of
art, etc.; its meaning will be up to the person’s interpretation.

GENRES

Different types of texts

Essay Survey Article Laboratory reports Case-studies Reflective diaries Compositions

Compositions Interviews Book review Oral presentations

2. COMPOSITION OF A TEXT

Definition Generalization Explanation/examples Contrast Argument Comparison

Cause-Effect Evidence Narrative Argument Classification Description

3. TEXT PERSPECTIVE

It is linked to the author’s purpose It reflects the way the speaker or writer
assumes or sees the world.

4. GENRE AUDIENCE PURPOSE

*What am I writing? *Who am I writing for? *What am I writing for?


(a biography, an essay, a poster, purpose/objective of the text,
an article, a composition, an (a classmate/peer, a pen pal, provide a report of a
email, a poem, etc.) an editor, etc.) survey/provide explanations,
provide arguments, etc.

5. LANGUAGE

a. Collocation
A co-occurrence of lexical item / words that go together.
E.g. do yoga, do exercise, do research, play soccer, do sports, go swimming
b. Sentence Phrase Clause
It is a complete Words organized A sentence may be composed of a dependent and independent clause.
idea/meaning conveyed. It in a logical order Independent clause (Main Clause) Dependent or subordinate clause
is usually made up of that can or cannot Subject+Verb+a complement Its meaning depends on the main
subject+verb+complement E.g. be in a sentence. (sometimes) clause.
I go swimming everyday E.g. the blue dress, E.g. Mary works hard everyday
It can also be an free time, for our Examples: a) I did not study for the test because I was sick (two independent
imperative sentence, E.g. sake clauses linked by a logical connective word -because-)
b) Air pollution has increased a lot because of the high amount of cars in the city.
be careful, watch out MAIN CLAUSE SUBORDINATE CLAUSE

Adjective Clause

• They can be in the subject or predicate position. EXAMPLES:


• They can describe or characterize a noun or a noun • People who live far away from the city need to travel to their jobs
phrase. every day.
• When students started college, they didn’t imagine how much
• They are usually introduced by relative pronouns (who,
knowledge they could learn.
what, that, which, how, when, where, why, whose, whom)
• University students do not understand why teachers assign a lot of
homework.

6.READING STRATEGIES

IDENTIFY

Topic of the The author’s main idea/central point/purpose Supporting ideas


reading passage
Through different While reading, keep in mind: They are intended to provide
types of questions. Why did the author write this text?
details, explanations,
E.g. What was his reason/objective?
examples, definitions,
What is the TOPIC SENTENCE
passage/text mainly main/central idea stated by the author, it can be found in different examples, data, etc.
about? positions: at the beginning (from the general to the specific), in the middle, or How to identify them in a
What does the in the end (from the specific to the general) of the paragraph passage:
passage mainly Some questions that point at identifying the main idea of a text could be: Look for information in the text
discuss? • Which of the following most accurately states the main idea of the
Which could be a that answers to: why, who,
passage?
suitable title for the • The primary purpose of the passage is to what, when, where, and how.
passage? • The passage is primarily concerned with which of the following?
• The author of this passage is primarily concerned with
• The main point made by the passage is that
• Which of the following sentences best summarizes the main idea of the
passage?

7. WRITING

a. Concepts b. Text organization c. Cohesion Coherence


A survey: A report: It will depend on the text’s genre. In Linguistic devices that Implicit links that
A set of questions A written and descriptive general it consists of an introduction, give connectivity to the provide the whole unit
aimed to find out a text about a research, a body and conclusion. It is essential text by the use of of sense and clear
specific information. survey, an interview. It that the ideas and paragraphs must be linker/connectors understanding to the
often includes data and/or coherently organized and cohesively within sentences and text.
percentages. connected. phrases in a text.
NOTE: regarding Academic Language, I will avoid it for the moment, since it is too complex to explain in the middle of the semester.
This activity will have a practice section online attached.
Notes taken and adapted from the original workshop delivered by PIFLE.