academicenglishreadingforacademicpurposes.docx

academicenglishreadingforacademicpurposes.docx

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academicenglishreadingforacademicpurposes

Readingforacademicpurposes

TextReadingforacademicpurposes,Text1a（Readingtexts

Text1acontainsinformationonhowtoreadforacademicpurposesmoreeffectively.

Task1Readingforgeneralunderstanding

Theexercisebelowwillgiveyoupracticeinreadingforgeneralunderstanding.Itisthereforeimportantthatyoudonotstoptolookupanyoftheunknownwords（youwillgetafullerunderstandingofdifficultvocabularyaftercompletingsomeofthelatertasks）.ThetextinthepartofReadingtextsconsistsofsixsections.Thetableonthenextpagecontainssevenheadingsthatarepossiblesummariesofthecontentforeachsection.

Readtheinstructionsbelow.

aReadthesummaryheadingsandunderlinethemostimportantwordorwordsineachone.Ifnecessary,yourteacherwillexplainthemeaningofthelanguageused.

bReadSectionI.ofthetextandlabeltheappropriatesummaryheadinginthetable.

cDiscussyouranswerwithotherstudentsand/oryourteacher.

Studytip:

Readingforgeneralmeaningisaveryimportantskillthatwillhelpyoudealwiththeamountofreadingatuniversity.SeeSkimmingintheIntroductiononpageIX.

Summaryheadings

Sections

Linkingeffectivereadingtovocabularyacquisition

Readingwidelyandcritically

Goodreasonsforreading

Thedifficultiesofreadingacademictexts

Themotivationbehindreading

Acquiringgoodreadinghabits

TheEAPreadingsyllabus

NowreadandmatchSections2}-6totheappropriatesummaryheadingsinthetable.Oneofthesummaryheadingsdoesnotneedtobeused.

Task2Readingforspecificdetails

ReadText1aagainandfindtheanswerstothefollowingwillusesomeofyouranswerstocompleteanothertasklaterintheunit.

1.WhattypeofreadingmaterialisBassett（2010）concernedwith

2.Bassettbelievesthekeytothebestunderstandingofatextis…

3.Thegreaterthereader'sreadingability,thegreatertheir…

4.WhatarethetwomaincriteriafortextselectionforanEAPcourse

Studytip:

Beingabletoreadforspecificdetailisanotherimportantskill.SeeScanning,SearchreadingandCarefulreadingintheIntroductiononpageX.

5.WhenareEAPstudentsmorelikelytoreadsubjected-relatedmaterial

6.Whatdoesacriticalreaderusetoassessthevalueofatext

7.WhatisKurland'smainidea

8.Whathelpstodeterminehowatextshouldberead

9.Whatreasonforreadingissuggestedforstudentsinhighereducation

10.Howmuchdailyreadingisrecommended

12.whatarepostgraduatesoftengivenbeforestartingtheirstudies

13.Howmuchexposuretoawordisneededbeforeitsusebecomesautomatic

Task3Paragraphreorganisation

ThesecondparagraphofSection6hasbeenremovedfromtheoriginaltextinReadingtexts.Thesentencesfromtheremovedparagrapharelistedbelow,buttheyareinthewrongorder.

Readthesentences1-6andarrangethemintheappropriateordertoformaparagraph.

a.Readsentences2and3thathavebeenidentifiedasthefirstandfinal

sentences.

b.Readsentences1,4,5and6andidentifythecorrectorder.

c.Completetheremainingboxeswiththeappropriatenumber.

1.Thisisoneofthereasonswhymostreacheduniversitylevelintheirhomecountries.□

2.Fluencyinbothwrittenandspokenlanguagewillonlydevelopwithpractice.□

3.Thus,themorestudentsworkondevelopinggoodreadinghabits,themorefluenttheyshouldbecomeandthemoresuccessfultheyarelikelytobeintheiracademicstudies.□

4.Nonetheless,universitystudentsareexpectedtoreadaconsiderableamountduringatypicalweek.□

5.Infact,internationalstudentsstudyingthroughEnglisharenormallyalreadyfluentreadersintheirownlanguages.□

6.Internationalacademics,.,students,havetodothisinaforeignlanguage-English.□

Task4Inferringmeaningfromcontext

Notknowingthemeaningofwordsisoneofthemaindifficultiesfacedbylanguagelearnersreadinginaforeignlanguage.Whenyoucomeacrossawordwhichisunfamiliar,trytoavoidautomaticallyreachingforadictionaryortappingthewordintoyourelectronictranslator;developthehabitofreadingoninthetexttoseeifthishelpsyourunderstanding.lf,howeverthisdoesnothelp,experimentwiththefollowingadvice.

LookatthesentencefromText1aanddiscussthemeaningoftheunderlinedwordwithanotherstudent.Ifthiswordwasnewtoyou,whathelpedyouinferitsmeaning

Bassett'sfocusisongradedreaders,butarguablythetypeoftextshouldsuittheneedsandinterestsofindividuals.（Lines15-16）

Keyreadingskills:

Inferringmeaning

Onewayofidentifyingthemeaningofthewordistolookatitincontext-thewayitisusedwithinthesentence.Forexample,inthesentenceabove,thewordburisusedtoindicateacontrastordifference.Thus,althoughBassettisinterestedingradedreaders,thewriterissayingthereisarguablymoretoreadingthanjustreaders.Inotherwords,thereissomesortofargumentordisagreementinvolved.

Anotherwayistothinkofthe"root"word,whichinthiscaseisargue-whichmeans"tonotagreeaboutsomething".

Youmightalsothinkaboutwordswithasimilarsoundorspellingwhichmayhelpyou.Thekeythingisthatthemoreyouthinkaboutaword,themorelikelyitistobecomepartofyouractivelexicon.

Studytip:

Themoreyouread,thewideryourvocabularywillbecomeandtheeasieritwillbetoidentifysynonyms.

Itisalsousefultorecogniseandunderstandthewaythatlanguagevarieswithinatext.Onewayofvaryinglanguageisthroughtheuseofsynonyms.

Asynonymisawordorphrasethathasthesamemeaning,oralmostthesamemeaning,asanotherwordorphrase.

ReadSection1againfromText1aandfindsynonymsforthewordsorexpressionsintheleft-handcolumn.

Definingwords

synonym

Linenumber

proof/confirmation

evidence

7

awiderangeof

closelyconnected/significant

getsomethingback

help/makeeasier

withoutbeingawareoforwithoutthinkingaboutsomething

ability/skill

Somethingwhichisaimedatoristhemainfocus

Task5Identifyingwordclass

Readthefollowingdefinitionsofwordclassesandmatchthemtothecorrectwordsinthebox.

Studytip:

Identifyingthewordclassofawordorphraseoftenhelpsyoutoworkoutthemeaningofawordyoudon'tknow.

Conjunction,preposition,noun,adverb,verb,adjective,pronoun

1.awordreferringtoaperson,aplaceorathing（）

2.anactionordoingword（）

3.awordthatdescribeswhataperson,aplaceorathingisLike（）

4.awordusedtodescribeaverb,anadjectiveoranotheradverb（）

5.awordwhichcomesbeforeanounorapronounandshowitsrelationtoanotherpartofsentence（）

6.awordthatisusedtoreplaceaperson,aplaceorathing（）

7.awordthatisusedtojoinotherwords,phrases,clausesorsentences（）

ReadSections2-5againfromText1aandfindthewordsinthetable.Completethetablebywritingthelinenumberwhereeachwordoccursinthetextandthewordclassofeachword.

word

Linenumber

Wordclass

Topics

31

noun

Typically

This

blends

Consideration

Simply

Through

Embark

Their

only

LookatthewordsfromExandchoosewhichonesyouwanttorecord.

Youshouldrecordwordsif:

°youdon'tknowtheirmeaningorhowtheyareused,and/or

°youthinktheymightbeusefulwordstoknoweithernoworforfutureacademicpurposes

Keyreadingskills:

Choosingandrecordingnewwordsfromatext

Onewayofdecidingwhichwordstorecordistocheckhowfrequentlythewordisusedbynativespeakers.YoucandothisbyvisitingthecompIeatLexicalTutor,whichcanbefoundathereyouwillfindthat,forexample,theadverbarguablyisaK1word-inotherwords,itisamongthe1,000mostcommonlyusedwords.Consideringthisinformation,youmaydecidethatitisawordyouwouldwanttouseinfutureand,therefore,keeparecordof.

Studytip:

Inyourownlanguage,younaturallymakeuseofwordclassestoreadeffectivelywithspeedandunderstanding.ThiswilldevelopinEnglishovertime.

Task6Readingforapurpose

AtvariousstagesinUnits1-8,youwillbegivenaFocustask.Thisisanessayquestion,orsimilaracademictask,thatislinkedtoareadwillhelpdirectyourreadingandtheuseyouingtextortextsinReadingtexts.TheFocustaskmakeofthetext（s）tosynthesiseideas.

Focustask:

Summarisethemainpointsofthetext"Readingforacademicpurposes".

Re-readText1aandthenwriteashortone-paragraphsummaryofthemainideas.YoucanusesomeoftheanswersinTask2tohelpyou.

Keyreading:

Readingselectively

Atuniversitylevel,youmaybegivenextensivereadinglists.Itcanbeadauntingprospecttoreadallthetextsandsourcesandtounderstandthematthesametime.Itisthereforeimportanttoreadselectively.Thismeansthinkingcarefullyaboutyourreadingpurposeandconcentratingonly-ormainly-ontexts,orpartsoftexts,whicharerelevanttothatreadingpurpose.

Readingforacademicpurposes

1Readingisaveryimportantlanguageskillforstudentstodevelopinordertostudyeffectively,becauseduringtheiracademiccoursestheymaybeexpectedtoreadmanypagesinaweek,possiblyhundreds!

Itseemsfairlyobviousthatthemoresomeonereadsthebetterareaderhe/shewillbecome.Readingwillalsohelpinthereader'seffortstodevelopotherlanguageskills.AccordingtoPulido（2003）,"asyoureadyouwilldevelopawidervocabulary”.Shegoesontoprovidestatisticalevidencetobackupherclaim.Itisgenerallybelievedthatgoodreadersalsomakegoodwriters.Readingcanactasamodelforwritingast