Academic Reading for Students with Learning Disorders, SPUAJ001
Academic Reading for Students with Learning Disorders Unit 1: Learning Styles. Teiresiás MU 2017.
Supported by Fond rozvoje MU 2016. Intended solely for classroom use and self-study.
Unit 1: Learning Styles
Learning styles, strategies, types and characteristic
features of specialized/academic texts
1. The whole learning style survey and more information about the results
can be found in the study materials.
2. Answer these questions about academic texts:
A) What is the difference between formal and informal language? Is
academic English formal or informal?
B) Choose the correct option:
• Formal English uses / does not use contractions (e.g. “he’s”
instead of “he is”).
• Formal English uses passives more / less frequently than informal
English (e.g. “the research was completed” instead of “he
completed the research”).
• Formal English uses / does not use idioms (e.g. “turn up” instead of
“arrive”)
• Formal English omits / does not omit words (e.g. “the project he
has done” instead of “the project that he has done”)
• Formal English often uses / doesn’t use longer words or words with
origins from Latin and Greek (e.g. “commence” instead of “start”).
Academic Reading for Students with Learning Disorders, SPUAJ001
Academic Reading for Students with Learning Disorders Unit 1: Learning Styles. Teiresiás MU 2017.
Supported by Fond rozvoje MU 2016. Intended solely for classroom use and self-study.
C) How many personal pronouns (e.g. I, you, he etc.) can you see in
the text? What is the usual subject of a sentence? Is the author
shown in the text?
There are two traditional theories of forgetting. One argues that the
memory trace simply fades or decays away rather as a notice that is
exposed to sun and rain will gradually fade until it becomes quite illegible.
The second suggests that forgetting occurs because memory traces are
disrupted or obscured by subsequent learning, or in other words that
forgetting occurs because of interference. How can one decide between
these two interpretations of forgetting? If the memory trace decays
spontaneously, then the crucial factor determining how much is recalled
should simply be elapsed time. The longer the delay, the greater the
forgetting. If forgetting results from interference however then the crucial
factor should be the events that occur within that time, with more
interpolated events resulting in more forgetting.
(Andy Gillett: Using English for Academic Purposes, převzato z
http://www.uefap.com/index.htm)