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• Stronger critical thinking skills• Improved focus and concentration • Stronger critical thinking skills • Improved focus and concentration 6 main BENEFITS OF READING... Active readingS

Academic English

BBUS

Lecturer : Alan J Hartnett Associate lecturers: Sarah Doan & Hoai Anh

• Draft outline- Final indi.essay

Random group presentation (lecture)

• Final outline- Final indi.essay

• Random group presentation (lecture)

• Choosing debating topics

Submit Group essay

1000 words

• Random group presentation (lecture)

• First draft_ Final indi.essay

Academic Reading & Writing

1 Introduction (1st group)

2 Ways of Reading (1st group)

3 Note taking (2nd group)

1 REVIEW

Lecturer

Researching & Citing

Guidance for presentation

• Each group will have 15 minutes in total for delivering presentation

• Groups are encouraged to add additional examples/ videos to support for your presentation

• All members in each group must present

• 3 groups will be randomly selected for presentation; the remaining group will have 1 minute for discussion and then give Q&A

The appearance of MODERN TECHNOLOGY has led to the ignorance of

READING CULTURE

1 INTRODUCTION

• Stronger critical thinking skills

• Improved focus and concentration

• Stronger critical thinking skills

• Improved focus and concentration

6 main BENEFITS OF READING

How many purposes of reading can you think of?

2 WAYS OF READING

1st group

understanding

What are the differences between READING FOR PLEASURE and ACADEMIC READING ?

“Reading is an Art

&

Reader is an Artist ”

2 WAYS OF READING

Active reading

Selective reading Reading effectively

Reading for underst-anding

Reading for

research

Critical reading

Don’t read front to back

Read for key details

Read the book once but your notes multiple times

To be an Effective Reader, you need….

To be an Effective Reader, you need…

2 Strategies for Selective Reading

Underlining

Writing question

SummarizingMaking notes

Writing comments

Active Reading involves:

Stage 1 : Pre-reading strategies

• Purpose: to become familiar

with the text

• 3 quick steps: survey – skim

– scan

Stage 2: Reading strategies

• Intensive reading, which

means you read carefully and critically

Understanding

!?

Evaluate sources Make sense of

reading lists

Make sense of reading lists

Narrow your research

Narrow your research

Evaluate What the text means?

Not just read words

Critique the reliability

2 WAYS OF READING

Critical Reading

1st group

o Who is the author?

o What are their qualifications?

o What is the author’s approach/perspective?

o Recognize tone and persuasive elements

o Recognize the writing style

Critique the style

o Does the author write from an insider’s/outsider’s perspective? How does this affect what is

included/excluded from the text?

o How would you characterise the writer’s tone? How does the tone affect your response to the text?

o Does the writer choose vocabulary that is inadequate or misused to distort the manner in which work is

Critique the argument

o Does the writer make his/her assumptions known to the reader?

o Does the writer make reasonable inferences? Are the conclusions based on evidence or sound reasoning? Does the writer use valid reasoning?

o Does the writer represent the ideas of others accurately and/or fairly? Does the writer distort the ideas of others or present them out of context?

o Does the writer present a balanced picture of the issue?

o If the paper contains statistics, graphs, illustrations etc., are these adequately introduced and discussed? Do they contribute to the author’s argument?

o Does the writer oversimplify complex ideas?

o Does the writer use unfair persuasion tactics such as

appeals to prejudice or fear?

insufficiently questioned theories or findings,

interpretation or generalisations of data?

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2 WAYS OF READING

1st group

Primary and Secondary evidence.

Primary evidence Secondary evidence

- original document 

- direct or firsthand evidence

- main source of Evidence

- reproduced from an original document or substituted for an original item

- an alternative source of Evidence.

- admissible in the absence of the Primary Evidence.

Primary Evidence is the best evidence

Critique the reliability

2 WAYS OF READING

Critical Reading

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Critical Reading

1st group

Critique the reliability

Primary evidence Secondary evidence

Primary Evidence or Secondary Evidence ?

Interpreted Magazine

Critical Reading

1st group

Assumption

Critique the reliability

• can be proved or disproved.  

o What assumptions does the author make?

A bias is very similar to a prejudice

Good critical readers must be aware of their own biases and the biases of others.

Evidence that you cannot evaluate—you simply have

to accept or reject what the person says.

It emphasizes:

Personal feelings, thoughts, judgments, opinions

Critical Reading

1st group

Critique the reliability

o Is the language emotive?

o Is the evidence convincing?

o What are the author’s credentials?

Understanding the main concepts in your readings

Understanding the main concepts in your readings

Integrating information into your writing

Integrating information into your writing

Why should you take notes?

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3 NOTE TAKING

2nd group

Strategies for taking effective notes?

40

3 NOTE TAKING

2nd group

Information should be included? 

41

3 NOTE TAKING

2nd group

• for online information sources, the date the

material was viewed by you

• Correlations between the text and the assignment/ lecture/tutorial topics.

something similar or different.

2nd group

3 NOTE TAKING

2nd group

3 NOTE TAKING

2nd group

4 SUMMARIZING

3rd group

o Critiquing involves pointing out the strengths and weaknesses of a source.

o Critiquing addresses four questions

o Why has the source been written?

o When was the source written?

o What is useful about the source?

o Are there any limitations that your points of view can address?

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5 Evaluating

3rd group

Why critique sources?

• Generate ideas

• Identify the application, implication or limitations of a source (critical analysis) to

increase the quality of your work and your marks

• Identify how academics/experts

present ideas and concepts that you can emulate in your own writing

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5 Evaluating

Strategies for critiquing

• Quote, paraphrase or summarise to provide the reader with the basic information

• Use existing literature to develop your own points

• Compare, contrast and/or combine theories

• Compare, contrast and/or combine definitions

• Identify gaps in the research and offer suggestions to fill the gaps

• Demonstrate your knowledge of the literature and support your arguments with citations

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5 Evaluating

3rd group

6 Q&A

4th group

1   Business Ethics

Advertisements currently overvalue the products

2      Multicultural diversity

Should children with mental or physical disabilities attend public schools?

In modern society, it is possible for working women to achieve a work-life balance

6 DEBATING TOPICS

• Read Chapter 9- Unistep

– soft copy via E-learning

– hard copy in session 6

7 Homework