ENGLISH FOR

ACADEMIC AND
PROFESSIONAL PURPOSES

RYAN D. FRANCISCO
Instructor
 C S D V B E A O T W S Z D F

O N M L K J H N G F D A S E

N B V C X Z E Q W E R T Y U

C A D T F S C A N N I N G G

L P O R E A D I N G L K J H

U Q W R E N T Y U I O P L K

S S P D F G S T U D Y I N G

I Z X C V B N E M L K J H G

O C R I T I C A L Q A S D F

N Q W E R T Y U I O P L K J

S K I M M I N G A S D F G H

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

 C S D V B E A O T W S Z D F

O N M L K J H N G F D A S E

N B V C X Z E Q W E R T Y U

C A D T F S C A N N I N G G

L P O R E A D I N G L K J H

U Q W R E N T Y U I O P L K

S S P D F G S T U D Y I N G

I Z X C V B N E M L K J H G

O C R I T I C A L Q A S D F

N Q W E R T Y U I O P L K J

S K I M M I N G A S D F G H

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

 LESSON OBJECTIVES:

AT THE END OF THIS LESSON , YOU WILL BE ABLE TO:

A. POINT OUT THE KIND OF READING STRATEGY
USED IN A GIVEN TASK,
B. CONSTRUCT SENTENCES USING SIMPLE PRESENT
TENSE AND PRESENT PROGRESSIVE TENSE .
C. IDENTIFY THE CORRECT VERB FORM IN PRESENT
AND PRESENT CONTINUOUS TENSE.

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

 SMITH (1978) CATEGORIZED TWO TYPES
OF INFORMATION NECESSARY IN READING:

A. VISUAL INFORMATION – TAKEN FROM

THE PRINTED PAGE.
B. NONVISUAL INFORMATION – INCLUDES
OUR UNDERSTANDING OF THE RELEVANT
LANGUAGE, OUR FAMILIARITY WITH THE
SUBJECT MATTER, OUR GENERAL ABILITY IN
READING, AND OUR KNOWLEDGE OF THE
WORD.

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

 WHAT IS READING?
READING AS “ AN INTERACTIVE AND
SOCIO-COGNITIVE PROCESS INVOLVING A
TEXT, A READER, AND A SOCIAL CONTEXT
WITHIN WHICH THE ACTIVITY TAKES
PLACE”. BERNHARDT (1991)

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

 WHAT IS READING?
“THERE IS A TRANSACTION BETWEEN
THE READER AND THE TEXT WHICH
INVOLVES
THE READER’S ACT ON INTERPRETING THE
TEXT. THE INTERPRETATION IS
INFLUENCED BY THE READER’S
EXPERIENCES, LANGUAGE AND CULTURAL
BACKGROUND AS WELL AS THE READER’S
PURPOSE FOR READING” (HUDELSON 1994).
Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
 WILLIAM GRAY (1950) , KNOWN AS THE FATHER
OF READING, DEFINES READING AS A FOUR STEP
PROCESS:
1. PERCEPTION OF THE WORD
2. COMPREHENSION OF ITS MEANING
3. REACTION TO THE MEANING IN TERMS OF
PRIOR KNOWLEDGE
4. INTEGRATION OF THE IDEA INTO ONE’S
BACKGROUND OF EXPERIENCE.

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
STRATEGIES IN ACADEMIC READING
1. EFFICIENT READING
ACADEMIC TEXTS GENERALLY CONFORM TO A SET STRUCTURE,
ARE WRITTEN IN A FORMAL, ACADEMIC WAY, AND CONTAIN SPECIFIC
LANGUAGE FROM YOUR DISCIPLINE AREA. MOST ACADEMIC WRITING
CONTAINS SOME OR ALL OF THE FOLLOWING DEPENDING ON WHETHER
THEY ARE TEXTBOOKS, JOURNAL ARTICLES, IN RESEARCH ARTICLES,
REVIEW ARTICLES:
-EXECUTIVE SUMMARY OR ABSTRACT
-TABLE OF CONTENTS
- INTRODUCTION OR BACKGROUND
- TITLE
- HEADINGS
- SUB-HEADINGS

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

THE 4S-SYSTEM FOR EFFICIENT ACADEMIC READING
A. SKIMMING - A RAPID READING TECHNIQUE USED TO
GO OVER A READING MATERIAL FOR ITS GENERAL IDEA.
B. SCANNING - A RAPID READING TECHNIQUE USED TO
GET SPECIFIC INFORMATION OR DETAIL NEEDED.
C. SELECTING - USING BOTH SCANNING AND SKIMMING
TO DECIDE WHAT TO READ MORE CLOSELY.
D. STUDYING - IS ALSO READING IN DETAIL AND PAYING
CLOSE ATTENTION TO THE MAIN POINTS THE READER
WANTS TO LEARN.

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

 2. CRITICAL READING
CRITICAL READING IS AN ACTIVE
READING , ALSO CALLED DETAILED
READING.

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

TECHNIQUES REQUIRED IN CRITICAL READING:
A. HIGHLIGHTING , MARKING THE TEXT, AND
UNDERLINING KEYWORDS AND PHRASES.
B. ASSIGNING KEYWORDS INCLUDING BRIEF COMMENTS
ABOUT IMPORTANT POINTS.
C. RECORDING QUESTIONS WHEN READING AND MAKING
IT AS PROMPTS FOR FOLLOW -UP WORKS.
D. SUMMARIZING THE TEXT TO CHECK FOR
UNDERSTANDING

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

3. DRAWING CONCLUSIONS
A READING STRATEGY DONE AFTER READING. IT
INVOLVES THE USE OF VISUAL CLUES, TITLES AND
ILLUSTRATIONS TO UNDERSTAND SOMETHING
INDIRECTLY STATED IN THE TEXT.

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

 WAYS IN DRAWING OUT VALID CONCLUSIONS:
 DEDUCTIVE PROCESS OR TOP –DOWN
APPROACH PRESENTS INFORMATION
FROM GENERAL TO SPECIFIC. IT STARTS FROM
READING A TEXT, THEN USES THE BACKGROUND
INFORMATION TO UNDERSTAND A TEXT. IT
INVOLVES PREDICTION AND
INFERENCE ON THE BASIS OF FACTS,
PROPOSITIONS AND EXPECTATIONS.

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

  INDUCTIVE PROCESS OR BOTTOM – UP
APPROACH BEGINS FROM ACCURATE
INFORMATION OR OBSERVATION, THEN
PERCEIVES A PARTICULAR PATTERN, THEN
FORMULATE TENTATIVE HYPOTHESIS AND ENDS
UP WITH GENERAL CONCLUSION.

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

 EXAMPLE ACTIVITY:
1.
THE MESSAGE TO CONGRESS REVEALED LINCOLN’S THINKING AT A CRUCIAL
MOMENT OF TRANSITION. HE CLUNG TO A PROPOSAL HE HAD BEEN
PROMOTING FOR A YEAR WITH NO SUCCESS, YET PLEADED WITH AMERICANS
TO ABANDON THE ‘DOGMAS’ OF THE PAST.
HE AGAIN ENDORSED COLONIZATION, YET REFERRED TO PROSPECTIVE
EMIGRANTS AS ‘FREE AMERICANS OF AFRICAN DESCENT’ RATHER THAN ALIEN
MEMBERS OF SOME OTHER NATIONALITY, AND ARGUED THAT THE NATION
HAD NOTHING TO FEAR IF FORMER SLAVES REMAINED IN THE UNITED STATES.

WHAT IS THE SOURCE SAYING? THAT AMERICANS SHOULD PROMOTE

COLONIZATION YET CONSIDER FORMER SLAVES TO BE “FREE AMERICANS OF
AFRICAN DESCENT” WHO COULD REMAIN IN THE UNITED STATES.
WHAT IS THE SOURCE DOING? SHOWING THAT LINCOLN WAS ON THE WAY TO
ABANDONING HIS COMMITMENT TO COLONIZATION.

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

EXAMPLE ACTIVITY:

2. TOM WAS JUMPING IN PUDDLES OUTSIDE ON A RAINY DAY, WHILE

HIS MOM WAS CLEANING THE HOUSE. TOM WAS HUNGRY, SO HE
WENT INSIDE TO GET A SNACK, HE DIDN'T REMEMBER TO WIPE HIS
FEET BEFORE HE CAME IN. SO HE MADE FOOTPRINTS ALL OVER THE
HOUSE! WHAT DO YOU THINK WILL HAPPEN NEXT?

3. MR. STROAM WANTS ME TO INVESTIGATE THE 2016-

2017 INCOME ISSUE AND MAKE A RE-INVENTORY
BECAUSE THE 30% WAS NOT REMITTED AND NO
LIQUIDATION OF THE SAID YEAR'S INCOME.

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

 The Simple Present Tense
and
The Present Continuous Tense

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

A – THE SIMPLE PRESENT TENSE
-IS A VERB TENSE WITH TWO MAIN USES. WE USE THE SIMPLE
PRESENT TENSE WHEN AN ACTION IS HAPPENING RIGHT NOW, OR
WHEN IT HAPPENS REGULARLY
USES:
 TO DESCRIBE ACTIONS OR SITUATIONS THAT DO
NOT CHANGE FREQUENTLY
 TO DESCRIBES HABITS OR ROUTINES,
 TO EXPRESS OPINIONS OR TO MAKE GENERAL
STATEMENT OR FACTS.
 CAN ALSO BE USED TO REFER TO THE FUTURE.

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
B - THE PRESENT CONTINUOUS TENSE
-VERB TENSE INDICATES THAT AN ACTION OR CONDITION IS
HAPPENING NOW, FREQUENTLY, AND MAY CONTINUE INTO THE FUTURE.
 DESCRIBES ACTIONS OR SITUATIONS IN PROGRESS AT THE
MOMENT OF SPEAKING.
 ALSO CALLED PRESENT PROGRESSIVE TENSE.
 IS FORMED BY USING THE VERB BE IN PRESENT TENSE
AND THE MAIN VERB WITH –ING.
 EXAMPLE: THE TEAM LEADER IS SUGGESTING A UNIQUE
SOLUTION.

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
  ADD – S OR –ES TO THE BASE FORM OF THE VERB FOR SIMPLE
PRESENT
TENSE IN SINGULAR NUMBER. NO –S OR –ES FOR PLURAL
FORMS – PRESENT TENSE.
 THE PRESENT PROGRESSIVE TENSE IS FORMED BY USING :
IS (SINGULAR)
ARE (PLURAL) + VERB - ING
AM ( SUBJECT I)

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

 1. AUNT CHRISTINE IS WARMING UP THE CAR WHILE SCOTT LOOKS FOR
HIS NEW LEATHER COAT. THEY ARE EATING AT SCOTT’S FAVORITE
RESTAURANT TODAY, POLLY’S PANCAKE DINER.

2. PAULINE PRACTICES THE PIANO EVERY DAY. MS. JACKSON TRAVELS

DURING THE SUMMER. HAMSTERS RUN ALL NIGHT.

3. LINDSAY SINGS AT THEATER EVERY SATURDAY.

4. I AM MEETING SOME FRIENDS AFTER WORK.

5. POLAR BEARS HIBERNATE DURING WINTER.

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

 THANK YOU!!!!
GODBLESS YOU
ALL!!!
Franco Francisco

Instructor | RYAN D. FRANCISCO | ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES