EAPP Purpose:

The 3-part essay is typically used for shorter academic essays or assignments, and it's
Academic Writing vs Non-Academic Writing often the basic structure in introductory writing courses.
1. Purpose: Structure:
 Academic Writing: The main purpose is to inform, analyze, or argue using  Introduction:
evidence-based arguments. It is structured and formal. Examples include o Introduces the topic and provides background information.
research papers, essays, reports, and academic journals. o Ends with a thesis statement, which is the main argument or point of the
 Non-Academic Writing: The purpose is usually more personal, creative, or essay.
informational. It’s often aimed at entertainment, persuasion, or sharing  Body Paragraphs:
experiences. Examples include blogs, novels, magazine articles, and letters. o Each paragraph covers a single point that supports the thesis.
2. Tone: o Typically includes evidence, explanations, and analysis.
 Academic Writing: Formal, objective, and impersonal. The writer focuses on the  Conclusion:
topic rather than personal opinions or emotions. o Summarizes the main points and restates the thesis in light of the
 Non-Academic Writing: Can be formal or informal. It allows more flexibility, and evidence presented.
personal voice and opinions are often welcome. o May also offer suggestions or a call to action.
3. Structure: When to Use:
 Academic Writing: Organized with a clear structure like introduction, body  Best for short essays, essays in exams, or when you’re asked to discuss a topic in
paragraphs, and conclusion. It often follows a specific citation style (APA, MLA, a straightforward way without going too deep into research.
Chicago) and is heavily researched.
 Non-Academic Writing: More flexible in structure. The format can vary widely 2. SPSE Structure
depending on the purpose of the writing, such as storytelling, dialogue, or even Purpose:
persuasive essays. SPSE is a writing structure that is commonly used in argumentative or persuasive essays.
4. Language: It stands for Situation, Problem, Solution, Evaluation. It’s effective when addressing
 Academic Writing: Uses formal, precise language with complex sentence real-world issues or proposing solutions.
structures. It avoids contractions, colloquial language, and personal anecdotes. Structure:
 Non-Academic Writing: More relaxed in language. Writers may use
conversational tone, colloquialisms, and informal expressions.  Situation:
5. Audience: o Introduces the context or background information to help readers
 Academic Writing: Typically aimed at an academic audience, including understand the issue.
professors, researchers, and students.  Problem:
 Non-Academic Writing: Can be aimed at the general public or specific interest o Identifies and explains the specific issue or problem that needs to be
groups. It is more accessible to a wider audience. addressed.
6. Use of Sources:  Solution:
 Academic Writing: Heavily relies on references, citations, and primary or o Proposes a solution to the problem. This section often includes supporting
secondary sources. Evidence-based claims are central. arguments, evidence, and examples.
 Non-Academic Writing: May or may not use references. Personal experiences,  Evaluation:
opinions, and anecdotes are common, and the reliance on research is often lower. o Analyzes the effectiveness of the proposed solution and its potential
Examples: impact, benefits, or limitations.
 Academic: "The impact of climate change on biodiversity has been well-
documented in various studies, which indicate a significant loss of species in When to Use:
affected regions (Smith, 2022)."
 Non-Academic: "I’ve always thought that climate change is causing a lot of harm  Best suited for essays where you need to analyze a problem and propose a
to the environment, especially with how wildlife is disappearing." solution, such as policy papers, reports, or persuasive writing.
1. 3-Part Essay
 o Provides background information on the research topic, states the
3. Full-Blown Research research question, and outlines the purpose and hypothesis of the study.
Purpose:  Methods:
A full-blown research paper involves comprehensive investigation into a topic, o Details how the research was conducted, including the research design,
including primary and secondary research. It is typically longer than an essay and is used materials, participants, and procedures.
to explore complex issues in depth.  Results:
Structure: o Presents the findings of the study, often using tables, graphs, or figures to
display data.
 Introduction:  Discussion:
o Introduces the research topic, states the research question, and often o Interprets the results, compares them to other studies, explains their
includes a brief review of existing literature. The thesis statement is significance, and suggests possible implications or further research.
present, outlining the purpose of the study. When to Use:
 Literature Review (optional, but often part of the research):  This format is typically used for scientific studies, medical research, or technical
o Reviews and discusses previous research on the topic. reports, where the primary goal is to report on the results of an experiment or
 Methodology: study.
o Details how the research was conducted, including the design, tools, and
data collection methods.
 Results/Findings: Form Purp Whe
o Presents the research data (quantitative or qualitative), often through at ose Structure n to Use
charts, graphs, or tables. 3-Part Short, introductory Introduction → Body Short essays, exams, general
 Discussion/Analysis: Essay academic essays or exams → Conclusion discussions of topics.
o Interprets the findings, discusses their significance, and links them to the SPSE Essays addressing real-world
Problem-solving or Situation → Problem →
research question. Structur problems with proposed
persuasive writing Solution → Evaluation
 Conclusion: e solutions.
o Summarizes the key findings and offers implications for further research or Full- In-depth research Introduction → Literature Review Long research papers,
practical applications. Blown with original → Methodology → Results → theses, dissertations,
 References/Bibliography: Research findings or reviews Discussion → Conclusion original studies.
o A list of all sources cited in the paper. IMRAD Scientific or technical Introduction → Methods → Scientific papers, lab
When to Use: Format research papers Results → Discussion reports, medical research.

 Suitable for extensive research projects, academic papers, theses, and

dissertations, where you need to conduct original research or review existing 1. Summarizing:
research. o Definition: A summary provides a brief overview or condensed version of
a larger piece of content, focusing on the main ideas or key points.
o Purpose: To shorten the original material while retaining its core
4. IMRAD Format message.
Purpose: o Length: A summary is usually much shorter than the original text.
IMRAD stands for Introduction, Methods, Results, and Discussion. This format is o Example:
commonly used in scientific research papers or reports. It’s designed to present  Original: "The rainforest plays a crucial role in maintaining the
research in a clear and logical sequence. Earth's ecosystem. It absorbs carbon dioxide, produces oxygen,
Structure: and houses many species of plants and animals that cannot be
found anywhere else."
 Introduction:  Summary: "Rainforests are essential to the Earth’s ecosystem,
absorbing carbon dioxide and producing oxygen."
2. Paraphrasing:
 o Definition: Paraphrasing involves rewording a specific section of the text  Cornell Method: Divide your page into three sections: a narrow left-hand
while keeping the original meaning intact. column for key points, a larger right-hand column for detailed notes, and a
o Purpose: To express the same idea in a different way, often to clarify or bottom section for summaries or key concepts.
simplify.  Outline Method: Organize information using bullet points or a hierarchy of main
o Length: Paraphrasing may be about the same length as the original, ideas and subpoints.
depending on how much is reworded.  Mapping Method: Create a visual representation or diagram of the material,
o Example: showing the relationships between concepts.
 Original: "The rainforest plays a crucial role in maintaining the Purpose:
Earth's ecosystem. It absorbs carbon dioxide, produces oxygen,
and houses many species of plants and animals that cannot be  Helps in organizing and retaining information.
found anywhere else."  Encourages active engagement with the material.
 Paraphrase: "Rainforests are vital for Earth's ecosystem, helping  Serves as a valuable study tool when reviewing.
to capture carbon dioxide, release oxygen, and provide shelter for
unique species." 3. One-Sentence Rule
In short: Definition:
The One-Sentence Rule is a technique where you summarize the main idea of a passage,
 Summarizing = shortening and highlighting main points. lecture, or article in a single sentence. This forces you to focus on the essence of the
 Paraphrasing = rewording a specific passage with the same meaning. material.
How it Works:
TECHNIQUES IN SUMMARIZING OR PARAPHRASING TEXTS  After reading or listening, attempt to distill the core message into one concise
1. Annotation sentence.
Definition:  Make sure your sentence captures the most important aspect without any
Annotation is the process of adding notes, comments, or explanations to a text as you unnecessary detail.
read. This helps in deepening your understanding of the material and provides a quick Purpose:
reference when reviewing the text later.
How it Works:  Enhances your ability to summarize effectively.
 Helps in clarifying the main ideas.
 Highlight or underline important information.  Forces clarity and focus when reviewing material.
 Write marginal notes or comments, summarizing key ideas or raising
questions. 4. Using Questions
 Define unfamiliar terms or phrases. Definition:
 Mark connections to other concepts or topics. Using questions as a study or comprehension technique involves asking yourself
Purpose: questions about the material to guide deeper understanding and critical thinking.
How it Works:
 Enhances comprehension and retention.
 Provides insights into the text for later analysis.  Before reading: Ask what you already know about the topic, and what you
 Helps organize thoughts and make personal connections with the material. expect to learn.
 During reading: Ask questions to help clarify the material (e.g., “Why did this
2. Note-Taking happen?” or “What is the significance of this argument?”).
Definition:  After reading: Summarize the key points by asking questions like, “What are the
Note-taking is the process of recording key information from a lecture, reading, or main takeaways?” or “How does this relate to other concepts I’ve studied?”
research to aid in understanding and retention. Purpose:
Methods:
 Encourages active reading and engagement with the material.
 Helps identify gaps in understanding.
  Promotes critical thinking by challenging assumptions. Examples of Good Thesis Statements:
1. "Social media has a negative impact on teenagers’ mental health,
5. Gist Method leading to increased anxiety and depression."
Definition: o Specific: Focuses on social media's effects on teens' mental health.
The Gist Method involves reading a passage and then summarizing it in a few sentences, o Arguable: It can be debated whether the impact is negative or not.
capturing only the essential ideas (the "gist"). o Clear: The argument is clear and easy to follow.
How it Works: 2. "The rise of artificial intelligence in the workforce is transforming
traditional job roles, creating new opportunities but also posing
 Read the text quickly to get an overview. significant challenges for workers."
 Identify the key message or central argument. o Specific: Focuses on AI's impact on the workforce.
 Summarize the core meaning in your own words in 2-3 sentences, without o Arguable: Can be discussed whether it brings more opportunities or
focusing on minor details. challenges.
o Clear: Directly explains the focus of the paper.
Purpose:
Bad Thesis Statement:
 Helps you get to the main idea without getting bogged down by details.  Vague: Lacks clarity or specificity, making it difficult for the reader to understand
 Encourages quick understanding and efficient reading. the main argument.
 Useful for reviewing large amounts of material quickly.  Not Arguable: It states a fact or a generalization, rather than an opinion or
position that can be debated.
6. Synthesis  Too Broad: Covers too much material, making it hard to explore in depth.
Definition:  Weak: Fails to make a strong claim or contribution to the topic.
Synthesis is the process of combining information from multiple sources to create a new Examples of Bad Thesis Statements:
understanding or to build a cohesive argument. 1. "Social media is everywhere."
How it Works: o Vague: It's a statement of fact, not an argument.
o Not arguable: No position to support or challenge.
 Identify themes, patterns, or concepts across multiple texts or research findings. o Too broad: The statement doesn’t suggest what specific aspect of social
 Compare and contrast the viewpoints or findings from different sources. media will be discussed.
 Integrate this information into a new, coherent idea or argument. 2. "The economy is important."
Purpose: o Vague: It doesn’t say why the economy is important or in what context.
o Not arguable: This is a statement of fact rather than an argument.
 Helps in forming well-rounded perspectives on complex topics. o Too broad: It covers an entire topic without specifying what about the
 Useful for writing research papers or essays that draw from multiple sources. economy will be explored.
 Encourages critical thinking and the ability to make connections between
different ideas. Tips for a Strong Thesis Statement:
 Be specific and focus on a particular aspect of your topic.
A thesis statement is the main argument or point that a writer intends to prove or  Ensure it’s debatable—it should present a claim that others could disagree with.
discuss in their essay or paper. A good thesis statement clearly expresses a strong,  Make it clear and concise so that readers immediately understand your position.
specific, and arguable position, while a bad thesis statement is vague, too broad, or not
debatable. Here’s a breakdown of the differences:
Good Thesis Statement: USE OF THESIS FOR WRITER:
 Specific: Focuses on a clear, specific topic or argument. - Serves as a planning tool
 Arguable: Presents an opinion or argument that can be supported or challenged.
- Determine the paper’s main focus
 Focused: Covers a manageable scope that can be thoroughly explored in the
- Becomes an organizational topic system
paper.
 Clear and Direct: Easy to understand and leaves no room for confusion. - Provide writer with something to prove and develop
USE OF THESIS FOR READER:
4. Narrative Essay Thesis:
- Serves as contract with the writer A narrative essay tells a story, often drawing from personal experiences.
- Give the reader focus so that they know what will be the next argument in the Example Thesis:
text “A life-changing trip to Europe during my college years taught me the importance of
- Allows reader to provide different topic stepping out of my comfort zone, embracing new cultures, and the value of self-
- Offers enough details for the readers to grasp an argument discovery through travel.”

ELEMENTS OF THESIS STATEMENT: EXPERIENCE + SIGNIFICANCE

- Debatable stance (arguable)
- Specific topic
- Narrow topic CRITICAL APPROACHES FOR ANALYZING ACADEMIC TEXT
- Single central idea 1. Rhetorical Analysis
- Evidence/support Examines how texts persuade and influence audiences. It focuses on the use of
- Clear position ethos (credibility), pathos (emotional appeal), and logos (logical argument) to
understand how arguments are constructed and conveyed.
 What are the main arguments presented in the text?
 How does the author establish credibility (ethos)?
 What emotional appeals (pathos) are used to persuade the audience?
1. Informative Essay Thesis:  How does the author use logical reasoning (logos) to support their claims?
An informative essay focuses on educating the reader about a particular topic. 2. Critical Discourse Analysis (CDA)
Example Thesis: Explores the relationship between language and power. It examines how
“Climate change is one of the most pressing environmental issues today, driven by discourse shapes and is shaped by social and political contexts.
human activities such as deforestation, industrialization, and fossil fuel consumption,  How does the text reflect or challenge power relations in society?
which contribute to the increase in greenhouse gases.”  What ideologies are embedded in the language used?
TOPIC + MAIN POINT  How are different social groups represented in the text?
 What discursive strategies are employed to legitimize certain viewpoints?
2. Literary Analysis Thesis: 3. Genre Analysis
A literary analysis examines and interprets the themes, characters, and other literary Studies the conventions and structures of different text types (genres). It looks at
elements of a work of literature. how texts within a genre follow specific patterns and serve particular social purposes.
Example Thesis:  What genre does the text belong to, and what are its defining features?
“In To Kill a Mockingbird, Harper Lee uses the character of Atticus Finch to represent  How does the text conform to or deviate from genre conventions?
moral integrity, showing that standing up for justice and equality can be challenging but  What social purposes does the genre serve?
ultimately essential for societal progress.”  How does the structure of the text align with typical genre patterns?
4. Content Analysis
ANALYSIS OF ELEMENTS + SIGNIFICANCE It is a quantitative method for analyzing the presence of certain words, themes, or
concepts within texts. It helps identify patterns and trends in communication.
3. Expository Essay Thesis:  What are the most frequently occurring themes or concepts in the text?
An expository essay aims to explain or clarify an idea, process, or phenomenon.  How are specific words or phrases used to convey key ideas?
Example Thesis:  What patterns or trends can be identified in the text's content?
“Effective time management strategies, such as prioritizing tasks, breaking down large  How does the frequency of certain terms relate to the overall message?
projects, and setting specific goals, can significantly improve productivity and reduce 5. Intertextual Analysis
stress in both personal and professional life.” Examines how texts reference or echo other texts. It explores the relationships
between texts and how they influence each other.
SUBJECT + KEY ASPECTS  How does the text reference or allude to other texts?
  What is the significance of these intertextual connections?  What is the relationship between the text and the material conditions of its
 How do these references influence the reader's interpretation of the text? production?
 In what ways does the text build upon or challenge previous works?  How are different social classes represented in the text?
6. Methodological Criticism  What economic ideologies are promoted or critiqued?
Evaluates the methods used in research and analysis. It assesses the strengths 12. Psychoanalytic Criticism
and weaknesses of different approaches and their suitability for specific studies. Applies theories of psychology to literature. It explores how texts reveal
 What research methods are used in the text, and how effective are they? unconscious desires, fears, and conflicts, often drawing on the work of Freud and
 Are there any biases or limitations in the methodology? Lacan.
 How does the chosen method impact the findings and conclusions?  What unconscious desires, fears, or conflicts are revealed in the text?
 What alternative methods could have been used, and how might they change the  How do characters' behaviors and motivations reflect psychological theories?
results?  What symbols or motifs in the text have psychoanalytic significance?
7. Structuralism  How does the text explore themes of identity, sexuality, or trauma?
Analyzes the underlying structures that shape texts and cultural phenomena. It
focuses on the relationships between elements within a system, such as language or
myths.
 What underlying structures or systems can be identified in the text?
 How do the elements of the text relate to each other within this structure?
 What binary oppositions are present, and how do they shape meaning?
 How does the text reflect broader cultural or linguistic structures?
8. Pragmatics
Studies how context influences the interpretation of meaning in communication. It
looks at how speakers use language in social interactions and how listeners
understand it.
 How does the context influence the interpretation of the text?
 What speech acts (e.g., requests, promises) are performed in the text?
 How do the author's intentions and the reader's interpretations align or differ?
 What pragmatic markers (e.g., hedges, politeness strategies) are used?
9. Feminism
Examines texts from a gender perspective. It explores how literature and other
cultural productions reinforce or challenge gender roles and inequalities.
 How are gender roles and identities represented in the text?
 Does the text reinforce or challenge traditional gender norms?
 How are female characters or subjects portrayed compared to male ones?
 What feminist themes or issues are addressed in the text?
10. Postcolonial Criticism
Analyzes the effects of colonialism on cultures and societies. It examines how
texts reflect, resist, or complicate colonial power dynamics and identities.
 How does the text reflect or resist colonial power dynamics?
 What perspectives on identity, culture, and history are presented?
 How are colonized and colonizer characters or groups depicted?
 What postcolonial themes (e.g., hybridity, resistance) are explored?
11. Marxist Criticism
Focuses on the relationship between literature and socio-economic conditions. It
explores how texts reflect class struggles, economic power, and material conditions.
 How does the text reflect socio-economic conditions and class struggles?