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    Academic Text Non-Academic Text: Test I

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    Sherry Ann Ebrado
    The document contains three tests that evaluate understanding of academic language and texts. Test I contains 10 true/false statements about academic texts. Test II instructs students to compare/contrast characteristics of academic and non-academic texts using a Venn diagram. Test III provides three sample texts and asks students to evaluate each using criteria like academic discipline, language used, target audience, objectivity, and purpose.

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    Academic Text Non-Academic Text: Test I

    Uploaded by

    Sherry Ann Ebrado
    332 views3 pages
    The document contains three tests that evaluate understanding of academic language and texts. Test I contains 10 true/false statements about academic texts. Test II instructs students to compare/contrast characteristics of academic and non-academic texts using a Venn diagram. Test III provides three sample texts and asks students to evaluate each using criteria like academic discipline, language used, target audience, objectivity, and purpose.

    Original Description:

    TIELE

    Original Title

    Activity 2

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    The document contains three tests that evaluate understanding of academic language and texts. Test I contains 10 true/false statements about academic texts. Test II instructs students to compare/contrast characteristics of academic and non-academic texts using a Venn diagram. Test III provides three sample texts and asks students to evaluate each using criteria like academic discipline, language used, target audience, objectivity, and purpose.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    332 views3 pages

    Academic Text Non-Academic Text: Test I

    Uploaded by

    Sherry Ann Ebrado
    The document contains three tests that evaluate understanding of academic language and texts. Test I contains 10 true/false statements about academic texts. Test II instructs students to compare/contrast characteristics of academic and non-academic texts using a Venn diagram. Test III provides three sample texts and asks students to evaluate each using criteria like academic discipline, language used, target audience, objectivity, and purpose.

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    Test I.

    Directions: Read each statement carefully and identify whether each statement is true or
    false. Write T if it is true and F if it is false.

    ____1. An academic text should clearly state its thesis, argument or proposition.
    ____2. It is acceptable to include one’s judgment but should be supported by evidence.
    ____3. Both academic and non-academic texts can be used to inform.
    ____4. Both academic and non-academic texts employ the use of informal language.
    ____5. Academic texts can use first person point-of-view and include one’s emotional
    attachment to the topic.
    ____6. The language used in academic texts should be conversational.
    ____7. Language used in academic texts employ technical terms specific for each field
    and/or discipline.
    ____8. Academic language should be objective, precise, impersonal and formal.
    ____9. Slangs and colloquialisms are used in academic texts.
    ____10. Students who master academic language are more likely to be successful in
    academic and professional settings.

    Test II. 
    Directions: Using the Venn diagram, compare and contrast the characteristics of academic
    texts from non-academic texts.

    Academic Text Non- Academic Text


    Test III. Directions: Read the academic texts from various disciplines and evaluate each text
    using the table provided.

    A. Infection after consumption of fresh duck blood and undercooked poultry products
    has been suspected in some cases of illness. Indeed, transmission to felids was
    observed after experimental feeding of infected chickens to domestic cats, and
    feeding tigers raw infected chicken led to outbreaks of illness in Thai zoos, in which
    felid-to-felid transmissions were also implicated. Infected birds shed high
    concentrations of virus in feces. Direct intranasal or conjunctival inoculation while
    swimming in contaminated water or, perhaps, inhalation or ingestion of water could
    have been potential modes of transmission to some H5N1– infected patients. As for
    human influenza, hand contamination from fomites and self-inoculation into the eye
    or upper respiratory tract remain possible modes.

    B. The number of calories burned during an exercise depends on various factors


    including body weight and the type of exercise. For example, an individual weighing
    59 kilograms (130 pounds) would expend roughly 500 calories per hour swimming or
    playing basketball. However, this same person would burn an estimated 200 walking
    or playing table tennis. In order to survive and maintain body weight, the average
    individual requires approximately 2000 to 2500 calories per day. Gaining or losing
    weight is a simple process. Add and subtract 7,700 calories over the course of time
    to gain or lose a kilogram. Nutrition has nothing to do with it. It is all about calories.

    C. Wrigley’s chewing gum was actually developed as a premium to be given away with
    other product rather than as a primary product for sale. As a teenager, William
    Wrigley Jr. was working for his father in Chicago selling soap that has been manu-
    factured in his father’s factory. The soap was not very popular with merchants be-
    cause it was priced at 5 cents, and this selling price did not leave a good profit
    margin for the merchants. Wrigley convinced his father to raise the price to ten cents
    and to give away cheap umbrellas as a premium for the merchants. This worked
    successfully, confirming to Wrigley that the use of premium was an effective sales
    tool.
    A B C
    1. In what discipline could
    this text belong to?

    2. What type of language


    does the article use?

    3. Who are the target


    audience of the text?

    4. Is the text objective or


    subjective? (Yes or No)

    5. What is the purpose of


    the text?

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