English Proficiency 1

Class 2

13.10.2022
Today:
• In-class test on chapter 1
• Pointers during correction
• Reinforcement exercises
• Assignment 1 (ASS1): An email request
• Peer review and collaborative learning: what, how and
why
• Peer review on main points
• Pointers coming from class discussion
• Follow up
Today:
• In-class test on chapter 1
• Pointers during correction
• Reinforcement exercises
• Assignment 1 (ASS1): An email request
• Peer review and collaborative learning: what, how and
why
• Peer review on main points
• Pointers coming from class discussion
• Follow up
 Corrections
• An effective text keeps its audience in mind.
• Style can be defined in terms of the tone, degree of
formality, word choice, grammar and sentence
structure;
• whereas register has to do with the spectrum of
writing from informal to formal, the author’s tone,
word choice, etc.
• Do not exaggerate the use of think when expressing an
opinion. One alternative: It is argued, it is asserted, it
is pointed out that, it is suggested that, X has
claimed, X doubts, X disputes, X dismisses,
X recommends, etc.
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 Corrections
Register: Academic writing involves the use of…
• The passive
• Impersonal pronouns and phrases
• Qualifying words and phrases (e.g. arguably, may)
• complex sentence structures (you should not put too
many ideas in one sentence)
• Specialised vocabulary

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 Corrections
Register: The following conventions should be borne in
mind when you write an academic paper:
• Avoid spoken language, use informal vocabulary.
• Avoid contractions: e.g. use do not instead of don’t.
• Do not start sentences with and or but.
• Use punctuation, conjunctions and linking phrases to
vary sentence complexity.

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 Corrections
3. Writing a formal email  
-Dear Professor/Sir/Madam
-I am writing to apologies (‘say sorry’) for .
-Thank you for your time and consideration .
-Kind regards,

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Today:
• In-class test on chapter 1
• Pointers during correction
• Reinforcement exercises
• Assignment 1 (ASS1): An email request
• Peer review and collaborative learning: what, how and
why
• Peer review on main points
• Pointers coming from class discussion
• Follow up
Test yourself!
Good, bad or average example of an academic text?
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Test yourself!
Degree of formality
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 In your Slack small groups:

Instructions:
• identify the 14 words/phrases/sentences that are not appropriate
for an academic text.
• Suggest corrections – i.e. more formal and appropriate alternatives.
• Upload your corrected text to the “general” group on Slack before
the next class.
“Facebook is something we all got in middle school because it was cool
but now is seen as an awkward family dinner party we can't really
leave. You know what I mean? It’s weird and can even be annoying to
have Facebook at times. That being said, if you don't have Facebook,
that is even more weird and annoying. Weird because of the social
pressure behind the question, “Everyone has Facebook, why don't
you?” and annoying because you'll have to answer that to just about
everyone in classes you meet who makes an attempt to friend you or
find you on there.”
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 In your Slack small groups:

Instructions:
• identify the 14 words/phrases/sentences that are not appropriate
for an academic text.
• Suggest corrections – i.e. more formal and appropriate alternatives.
• Upload your corrected text to the “general” group on Slack before
the next class.
Facebook, a social network platform that used to be very popular for
teenagers, shows a different trend nowadays. The users tend to be
more aged. The function focuses more on sharing messages with
family.
However, there still are a lot of adolescents who uses this platform to
communicate. As a conclusion, Facebook has grown to one of the
largest social platforms used among all ages.

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 Chapter 1. The academic text

Formal language typically includes:

• using subject-specific terminology (e.g. technical,
medical or legal terminology)
• Formal (subject-specific term): “virtual community of
practice”
• Informal (general phrasing): “work together online”
• avoiding contractions – using full forms
• Informal: “don’t”
• Formal: “do not”

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 Chapter 1. The academic text

Formal language typically includes:

• avoiding slang or colloquial language – using
formal vocabulary
• Informal: “alpha male/female” and “talk”
• Formal: “hierarchy” and “dominant voice”
• avoiding rhetorical questions or tag questions –
delete or replace
• Informal: “You know how there is always an alpha
male/female?”
• Formal: “It seems there are frequently dominant voices.”
• Informal: “That’s easy, isn’t it?”
• Formal: “It may agree that this appears to be simple.”

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 Further reinforcement
• Complete “Training” activities in ISAW (all topics for
Chapter 1)
• Complete activity on slide 15 in your Slack small
groups

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Today:
• In-class test on chapter 1
• Pointers during correction
• Reinforcement exercises
• Assignment 1 (ASS1): An email request
• Peer review and collaborative learning: what, how and
why
• Peer review on main points
• Pointers coming from class discussion
• Follow up
 Assignment 1
• See assignment sheet on Blackboard (Materials &
Assignments > Assignments > ASS1V1)
• Use the attached Word template! 
• Write in the box and delete white spaces to keep
instructions, your text and the scales.
• Follow all instructions
• Write an email
• Slack peer review > insert evidence
• Self assessment > see scale at the bottom of the
page

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 Assignment 1
Writing an E-mail
 What are the three main components of a formal e-mail?
 What are the typical phrases you can find in each
component?

OPENING
Dear Sir or Madam 
BODY = THE MESSAGE
I am writing to apologise (‘say sorry’) for ...
CONCLUSION
Thank you for your time and consideration.
Kind regards,
 

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 Assignment 1
POINTERS
- Opening
- Body
- Conclusion

 
 

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 Assignment 1
POINTERS
- Opening
A formal e-mail (letter) opens with
• Dear
• the recipient’s name
• individual’s title
Professor, Mr, Ms, Dr, etc. (capitalised)
• followed by his or her last (family) name
- Body
- Conclusion

 
 

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 Assignment 1
POINTERS
- Opening 
- Body
1. Reason for your message
• I am writing to...
2. Elaborate on it in the lines that follow Do not overdo it!
- Conclusion

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 Assignment 1
POINTERS
- Opening
- Body
- Conclusion
1. Courteous closing sentence
Thank the recipient for his or her time
• Thank you for your time and consideration
Or indicate that you are looking forward to a future meeting or
project
• I look forward to discussing the details at our next meeting.
2. Formal end greeting followed by a comma,
+ The writer’s full name on the next line

 
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Today:
• In-class test on chapter 1
• Pointers during correction
• Reinforcement exercises
• Assignment 1 (ASS1): An email request
• Peer review and collaborative learning: what, how and
why
• Peer review on main points
• Pointers coming from class discussion
• Follow up
 Peer review: Why?
• Writing = communicating
Latin communis
= to make something common

Main goal of your texts = to be read

 accommodate your readers

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 Peer review: Why?
• Helps to improve your writing – you see your text
through others’ eyes
• They might notice mistakes that you do not see
• They might boost your confidence by pointing out
what you do well
• You develop critical thinking skills (i.e. analysing and
evaluating)
• Helps you gain a deeper understanding of the topic

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 Peer review: How?
In-class peer review:

• I really like…
• One thing I would suggest… / Something that you
could try…
• But overall…
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 Peer review: How?
On Slack
• Asking for feedback:
• Post your assignment on Slack
• Based on your self-assessment (use scale in
assignment sheet), you could ask for feedback on
specific aspects of your text
• Giving feedback:
• Give feedback on your peer’s questions (if any)
• Use the feedback sandwich to give to help your
peers improve their text before submitting (use the
scale to guide you)

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 Assignment 1: Example of self-assessment
ISAW SCALE - ASSIGNMENT 1: THE EMAIL REQUEST
Criteria Questions Think about Evaluation
a. Audience Who is my Status - position - relationship - ... ++ + +/-
  reader? - --
b. Message What is my Goal (request, apology, ++ + +/-
  message? question, ...) - --
c. Code Is the language Politeness formulas (please) – ++ + +/-
used thanking – modality (would) – - --
appropriate? formal register – word choice - …

d. Are the sentence Complexity of sentences (one ++ + +/-

Constructions constructions main – one subclause) - variation - --
appropriate? – leaving lines open …

e. Errors Is the text error- Spelling check – grammar check – ++ + +/-

free? syntax check… - --
Today:
• In-class test on chapter 1
• Pointers during correction
• Reinforcement exercises
• Assignment 1 (ASS1): An email request
• Peer review and collaborative learning: what, how and
why
• Peer review on main points
• Pointers coming from class discussion
• Follow up
Follow up
• Do ISAW exercises
• Training for Chapter 1
• Awareness raising, Theory & Reflection for Chapter 2
• Slack:
• Formality activity (see slide 15 of the copy of the PowerPoint
presentation on Blackboard/Student Portal: Materials &
Assignments > Materials > Lecture slides)
• Peer review of Assignment 1 on Slack in your groups
• Ask specific questions for your peers.
• Post your questions on Slack by the weekend.
• Review each others’ assignments before Wednesday.
• Respond to at least 2 questions.
• Upload an electronic version of ASS1 on BB before 20 October 9 am
• bring your handwritten draft (with peer comments) to class
• Read the summary text in preparation for next class (Materials &
Assignments > Assignments > ASS2v1 on Blackboard/Student Portal)
• Register for the FLUWA tests
 FLUWA tests
Beste student(e)
Je kan je vanaf nu inschrijven voor de FLUWA-taaltest Engels en/of Frans via deze link:
https://forms.uantwerpen.be/nl/faclw/fluwa-test-engels-frans/
We voorzien twee sessies. In elke sessie is er plaats voor 120 studenten. In het formulier kan je zien
hoeveel plaatsen er nog beschikbaar zijn. Bijvoorbeeld: 89/120. Wacht niet te lang om je in te
schrijven want dan zijn misschien alle zitjes voor die dag al ingenomen. Alle testen vinden plaats in
de pc-lokalen op de begane grond van het R-gebouw (lokaal S.R.010 en S.R.011).
De testen starten om 17:00. Kom op tijd. Dan kunnen we de test snel opstarten en dan kan jij ook
vroeger het lokaal verlaten. We hebben drie uur voorzien voor studenten die zich inschrijven voor
de beide testen. Als jij enkel de test Frans of Engels aflegt, mag je het lokaal verlaten als de test is
afgerond. De meeste studenten hebben 70 minuten nodig om de Fluwa-test Frans of Engels in te
vullen.
Om de test te starten heb je je studentennummer en je paswoord van je e-mailaccount van de
Universiteit Antwerpen nodig. Breng dus je studentenkaart mee en zorg dat je het paswoord kent.
We kunnen de lokalen enkel ventileren door een raam open te zetten. Trek dus warme kleding aan.
Als je je e-mailadres van de UAntwerpen in het inschrijvingsformulier correct hebt ingevuld krijg je een
bevestigingsmail. Heb je geen bevestigingsmail gekregen? Stuur dan een mail naar
fluwatest@uantwerpen.be. Ook voor andere vragen over de Fluwa-test kan je op dat e-mailadres
terecht.
Tot binnenkort!
Marilize Pretorius en Mariet Raedts (organisatoren FLUWA-taaltesten)