George Mason University Noun Phrases in Psychological Services Paper After going through the PowerPoint presentation about noun phrases, complete this clas

George Mason University Noun Phrases in Psychological Services Paper After going through the PowerPoint presentation about noun phrases, complete this classwork that will help you find and analyze noun phrases (NPs) in our academic text. This will help you start your work for Part Three of the DAWE assignment. You will need to complete the work by gathering example NPs from the two other class texts you choose and comparing them to the NPs in the academic text. For this classwork assignment, you will work with examples we have pulled from the academic article. (We used this in class, focusing on step 2) Classwork | Noun Phrases in Academic Writing
Analyzing NPs in Text 4 – Getting Started on Part Three of the DAWE
Step 1: Look at the noun phrases below. They are all about psychological services.
Categorize each part of the noun phrases below in the table. Some of them have been
done for you.
1. the school-based and family focused psychological services
2. a survey of the psychological services provided in schools
3. the challenges of providing appropriate psychological services
4. psychological services in schools to address the concerns and reported problems of
children of OFW parents
5. the gaps between what the OFW’s children need and what psychological services have
been offered to them in school settings
6. specialists in the provision of psychological services to children and youth within the
contexts of schools, families, and other settings that impact their growth and
development
7. the services and interventions that address the concerns and issues of Filipino families
brought about by the separation of children from their parents
8. the functions of school psychologists as described by Watkins, Crosby, and Pearson
(2001) and Farrell, Jimerson, and Kalambouka (2005), including psycho-educational
assessment, counseling, working with teachers to assist in developing programs for
students with special needs, crisis intervention, behavior management, consultation with
school personnel and parents in formulating intervention plans, educating and training
parents and staff
Determiner Pre-modification
Head Noun
the
gaps
the
services and
interventions
Post-modification
between what the OFW’s children need
and what psychological services have
been offered to them in school settings
that address the concerns and issues of
Filipino families brought about by the
separation of children from their parents
ENGH 121
1
Classwork | Noun Phrases in Academic Writing
Step 2:
Copy and paste 3 subject noun phrases from the section of the article about
‘Community intervention’ in the table below:
▪ Community interventions. There are also several non-government organizations
assisting Filipino migrants and their families but they do not directly provide
psychological services. One non-government agency (NGO) in Metro Manila is able to
provide a structured programme to children of OFW families coming from different
provinces. The NGO’s primary goals are to help the children cope with the absence of
their parents, and to help them improve their social skills. They also aim to help the
children of OFW families gain understanding of their situation, unearth their
emotions, ease their pain, learn to forgive and rediscover love. However, such
programmes seem to have low utilization rate. (edited for ENGH121)
Determiner
Pre-modification
several
One
The
NGO’s primary
Head Noun
non-government
organizations
non-government
agency (NGO)
Goals
Post-modification
assisting Filipino migrants and
their families
in Metro Manila
They
such
programmes
ENGH 121
2
Classwork | Noun Phrases in Academic Writing
Copy and paste 3 noun phrases from the section of the article about ‘Family
intervention’ in the table below:
 Family interventions. In most cases, relatives take over and become more
involved in care giving to compensate for parental absence. Close relationship
established with their parents before they migrated, support from the extended
family, regular communication with their migrant parents, and a sense of hope that
their family will be together again, are some of the factors that promote resilience
among left behind children. Regular and frequent communication with migrant
parents helps the children cope with loneliness and sadness. Modern technologies
that allow quick and cheap communication, and migrant parents’ success in
negotiating care-giving from a distance, are important factors for the children of
migrant workers. Modern technology helps in providing easy, fast and low-cost
communication between members of transnational families. The most common
means of maintaining close family ties is the cellular phone, followed by the landline
telephone, as well as emails and video calls. (edited for ENGH121)
Determiner
Pre-modification
Head Noun
Post-modification
ENGH 121
3
Classwork | Noun Phrases in Academic Writing
Copy and paste 3 noun phrases from the section of the article about ‘School
intervention’ in the table below:
▪ School interventions. Ehrhardt-Padgett, Hatzichristou, Kitson, and Meyers (2003)
ascertained that using results of intervention assessment as data, and having wellconstructed methodologies for research may improve the services that school
psychologists provide to address their students’ educational and mental health needs.
Similarly, they recognized the value of school psychologists working with other
professionals such as teachers, school counsellors, administrators, and the students’
families. Working with them allows school psychologists to determine alternative and
creative solutions, and to maximize existing interventions. Spoth, Randall, and Shin
(2008) substantiated the benefits of school-family partnerships on students’ academic
success. Family socialization and the youth’s positive perception of their relationships
with parents and teachers foster socio-emotional development, which in turn
encourages school engagement and better academic performance. It is nonetheless
important to note that children must be open to their parents being involved in school
activities for the partnership to have an impact on their development (Deslandes &
Cloutier, 2002). In the Philippines, children’s peer groups and their participation in
school activities also help them cope with the emotional impact of being left behind by
parents (Edillon, 2008; Melgar & Borromeo, 2002). Children feel a sense of
belongingness and positive involvement when they are given the opportunity to
affiliate with their peers and when they take part in school activities. (edited for
ENGH121)
Determiner
Pre-modification
Head Noun
Post-modification
ENGH 121
4
Classwork | Noun Phrases in Academic Writing
Step 3: Discuss the following questions in groups:
1. Why are some noun phrases longer than others?
2. Are the noun phrases above very specific or very general?
3. What makes a noun phrase specific or general?
4. How do the authors add information to the head noun? Be specific.
5. Is there a lot of repetition within the noun phrases above? Why/why not?
ENGH 121
5
Classwork | Noun Phrases in Academic Writing
Analyzing NPs in Text 4 – Getting Started on Part Three of the DAWE
Step 1: Look at the noun phrases below. They are all about psychological services.
Categorize each part of the noun phrases below in the table. Some of them have been
done for you.
1. the school-based and family focused psychological services
2. a survey of the psychological services provided in schools
3. the challenges of providing appropriate psychological services
4. psychological services in schools to address the concerns and reported problems of
children of OFW parents
5. the gaps between what the OFW’s children need and what psychological services have
been offered to them in school settings
6. specialists in the provision of psychological services to children and youth within the
contexts of schools, families, and other settings that impact their growth and
development
7. the services and interventions that address the concerns and issues of Filipino families
brought about by the separation of children from their parents
8. the functions of school psychologists as described by Watkins, Crosby, and Pearson
(2001) and Farrell, Jimerson, and Kalambouka (2005), including psycho-educational
assessment, counseling, working with teachers to assist in developing programs for
students with special needs, crisis intervention, behavior management, consultation with
school personnel and parents in formulating intervention plans, educating and training
parents and staff
Determiner Pre-modification
Head Noun
the
gaps
the
services and
interventions
Post-modification
between what the OFW’s children need
and what psychological services have
been offered to them in school settings
that address the concerns and issues of
Filipino families brought about by the
separation of children from their parents
ENGH 121
1
Classwork | Noun Phrases in Academic Writing
Step 2:
Copy and paste 3 noun phrases from the section of the article about ‘Community
intervention’ in the table below:
▪ Community interventions. There are also several non-government organizations
assisting Filipino migrants and their families but they do not directly provide
psychological services. One non-government agency (NGO) in Metro Manila is able to
provide a structured programme to children of OFW families coming from different
provinces. The NGO’s primary goals are to help the children cope with the absence of
their parents, and to help them improve their social skills. They also aim to help the
children of OFW families gain understanding of their situation, unearth their
emotions, ease their pain, learn to forgive and rediscover love. However, such
programmes seem to have low utilization rate. (edited for ENGH121)
Determiner
Pre-modification
Head Noun
Post-modification
ENGH 121
2
Classwork | Noun Phrases in Academic Writing
Copy and paste 3 noun phrases from the section of the article about ‘Family
intervention’ in the table below:
 Family interventions. In most cases, relatives take over and become more
involved in care giving to compensate for parental absence. Close relationship
established with their parents before they migrated, support from the extended
family, regular communication with their migrant parents, and a sense of hope that
their family will be together again, are some of the factors that promote resilience
among left behind children. Regular and frequent communication with migrant
parents helps the children cope with loneliness and sadness. Modern technologies
that allow quick and cheap communication, and migrant parents’ success in
negotiating care-giving from a distance, are important factors for the children of
migrant workers. Modern technology helps in providing easy, fast and low-cost
communication between members of transnational families. The most common
means of maintaining close family ties is the cellular phone, followed by the landline
telephone, as well as emails and video calls. (edited for ENGH121)
Determiner
Pre-modification
Head Noun
Post-modification
ENGH 121
3
Classwork | Noun Phrases in Academic Writing
Copy and paste 3 noun phrases from the section of the article about ‘School
intervention’ in the table below:
▪ School interventions. Ehrhardt-Padgett, Hatzichristou, Kitson, and Meyers (2003)
ascertained that using results of intervention assessment as data, and having wellconstructed methodologies for research may improve the services that school
psychologists provide to address their students’ educational and mental health needs.
Similarly, they recognized the value of school psychologists working with other
professionals such as teachers, school counsellors, administrators, and the students’
families. Working with them allows school psychologists to determine alternative and
creative solutions, and to maximize existing interventions. Spoth, Randall, and Shin
(2008) substantiated the benefits of school-family partnerships on students’ academic
success. Family socialization and the youth’s positive perception of their relationships
with parents and teachers foster socio-emotional development, which in turn
encourages school engagement and better academic performance. It is nonetheless
important to note that children must be open to their parents being involved in school
activities for the partnership to have an impact on their development (Deslandes &
Cloutier, 2002). In the Philippines, children’s peer groups and their participation in
school activities also help them cope with the emotional impact of being left behind by
parents (Edillon, 2008; Melgar & Borromeo, 2002). Children feel a sense of
belongingness and positive involvement when they are given the opportunity to
affiliate with their peers and when they take part in school activities. (edited for
ENGH121)
Determiner
Pre-modification
Head Noun
Post-modification
ENGH 121
4
Classwork | Noun Phrases in Academic Writing
Step 3: Discuss the following questions in groups:
1. Why are some noun phrases longer than others?
2. Are the noun phrases above very specific or very general?
3. What makes a noun phrase specific or general?
4. How do the authors add information to the head noun? Be specific.
5. Is there a lot of repetition within the noun phrases above? Why/why not?
ENGH 121
5

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