Day 18 Academic Style + Critique Points
Lesson Goals:

• Identify common informal verbs (e.g. prepositional verbs) and practice converting to appropriate formal verbs.
• Identify common informal nouns and adjectives (e.g. stuff, things, a lot) and consider alternatives that may work dependent upon context.
• Identify points for critique for the upcoming summary critique assignment

Warm-Up: Complete Evaluative Language Worksheet  (15 min) 9:30-9:45

[10 min] Part I: Warm Up Small Group Discussion 9:45-9:55

  We know that some language is more academic than others, but making that distinction can be difficult. In small groups, discuss the following questions:

1.      How do you decide which word or grammatical structure is more appropriate to write in your paper?

2.      Can you think of any major difference between spoken and writing academic language? (e.g.  presentation vs. paper)

3.      Are there any words that you have learned are "nonacademic" based on teacher feedback? Share with the group/class.

I would like to show you some common vocabulary problems that I have seen with your work. Please look to this student list of NONACADEMIC WORDS as we discuss some strategies below to check for formality and appropriateness of language. (This is not a science; it is simply to get you thinking about your vocabulary choices!)

Strategies for learning Academic words/phrases:

• Coxhead's Academic Word List
• using the internet

[15 min] Part II: Converting Informal to Formal: Verbs 9:55-10:10

Phrasal verbs, while extremely common in spoken English, are significantly rarer in academic texts. Let’s take a look at some sample writing that demonstrates this. Complete TASK EIGHT in the handout INFORMAL/FORMAL LANGUAGE HANDOUT

[30 min] Part III: Practice Informal/Formal Language  10:10-10:30

Learning to recognize informal language is the first step. Open up the document INFORMAL/FORMAL LANGUAGE WORKSHEET .You will be working in pairs to complete Part I of this worksheet. Read all the sample texts given. Then, complete the entire second column by identifying why each sentence has an “informal tone”.  Write your reasoning in the column. Finally, time permitting, you will work together to try and provide a more academic alternative sentence in the third column. We will go over possible answers together. *The handout will have "rules" that further explain this content.

Additional Samples: INFORMAL TO FORMAL LANGUAGE 2

[15 min] Part V: Identifying Points for Critique 10:35-10:50

For this last part of today's class, I would like you to work together in groups to identify elements of the research paper that you feel would be good elements to critique. Remember, critique means assessing both “good and bad” parts to a paper. Let’s have a quick review on possible elements to critique in research papers:

1) Is their research significant? Does it contribute to the field?

2) How well-executed were their research methods or approach to the subject?

3) Were their results or argument founded in clear evidence?

4) How effective was the style and organization of their paper?

I will be placing you into three groups: Group A, Group B, and Group C. We will be sharing our thoughts with the class by writing on this CRITIQUE POINTS GOOGLE DOC. Be prepared to share your critique point ideas with the class.

Homework: Review the academic language handout and complete your summary critique points for your group.

Lesson Materials:

Nonacademic Words

Informal/Formal language Handout  //  Simplified Student Handout

Informal/Formal Language Worksheet  [Teacher KEY]

Shared Google Doc

INFORMAL TO FORMAL LANGUAGE 2