Week 1 - Reading Academic Texts READING STRATEGIES

a. SQ3R – Survey (Skim), Question, Read, Recite

ACADEMIC DESCRIPTION (Recall) and Review
TEXTS
Stage Guidelines
Articles Published in scholarly journals, this type
of academic text offers results of research Survey • Skim the target text
and development that can either impact (Skim) • Check the headings, diagrams, or figures
the academic community or provide presented in the text
relevance to nation-building. • Read the first few and last sentences of the
text to determine key information
Conference These are papers presented in scholastic • Get a feel of the text
Papers conferences, and may be revised as
articles for possible publication in Question • Annotate the headings with your questions
scholarly journals. • Develop questions on the types of
information you expect from the text
Reviews These provide evaluation or reviews of
works published in scholarly journals. Read • Look for answers to your questions as you
read the text
Theses, These are personal researches written by • Stop and slow down if the passage is not
Dissertations a candidate for a college or university clear
degree. • Make sure to proceed reading only when
you already understand the previous text

General purposes in reading academic texts: Recite • Recount the main points of the text
● to better understand an existing idea • Recall by writing a summary or synthesis
● to get ideas that can support a particular writing based on what you understand of the text
assignment • Highlight or underline the important points
● to gain more information you read
● to identify gaps in existing studies
Review • After finishing the text, go back and re-read
● to connect new ideas to existing ones
the questions you wrote and see if you can
answer them; if not, refresh your memory
ACADEMIC TEXTS: • Evaluate what you learned to ensure that
● they state critical questions and issues you are convinced and satisfied with the
● they have a clearly structured introduction, body, information presented in the text
and conclusion
● they provide facts and evidence from credible
Week 2-3 - Features of Academic Text and
sources
● they use precise and accurate words while
Locating Main Ideas
avoiding jargon and colloquial expressions ACADEMIC LANGUAGE
● they take an objective point-of-view and avoid Academic Language refers to the language used
being personal and subjective by students (college undergraduate or graduate) in
● they list references working on academic tasks in school. It includes language
● they use hedging or cautious language to town employed on tests and examinations, in classrooms, in
down their claims textbooks, and even in instructional materials. It has
accurate vocabulary and it is used to teach the content of
NON ACADEMIC TEXTS: academic disciplines. Therefore, it has fewer words that
● written for the mass public refer to the writer or the reader.
● are published quickly and can be written by There are suggested ways on how academic
anyone language is identified in texts found in different
● language is informal, casual and may contain resources.
slang ● Identify the kind of text written.
● the author may not be provided and will not ● Analyze the genre, structure, and vocabulary
have any credentials listed employed in the text.
● no reference list ● Deconstruct the text to provide textual evidence
● can be found in periodicals similar to Time, in supporting ideas.
Newsweek or Rolling Stone ● Read multiple examples of academic texts in
various disciplines.
● Adopt systematic ways of learning the
importance of academic language.
ACADEMIC LANGUAGE DEMANDS than verb – based phrases. Generally, written texts have
Since academic language is the means to more grammatical complexities.
understand the content of academic subjects, it is a must 2. Formality - Academic writing is relatively
for the educators to teach students the language formal which means avoidance of the use of colloquial
demands so the students could participate in any activity words and expressions.
regarding the content area. 3. Precision - One must remember that writing
According to Susan Ranney of edTP, these academic texts requires precise facts and figures.
language demands refer to the specific ways on how 4. Objectivity - Academic writing tends to use
students used language to demonstrate learning through nouns rather than verbs since it is written objectively
listening, speaking, reading, or writing. Included are the rather than personally. The main emphasis is not you but
following: the information you give and all the arguments you make.
A. Discourse - It includes the structure of oral 5. Explicitness - It is the responsibility of the
and written language. Each specific discourse has its writer in English to make the readers understand how
unique characteristics that help communicate the content each part of the text is connected to the other through
of a text. the use of transitional words.
B. Language Function - It is represented by active 6. Accuracy - In academic texts, most subjects
verbs in learning activities which serves as the content have narrow specific meaning because academic writers
focus within the product of the learning process. use vocabulary accurately.
C. Syntax - It refers to the rules of grammar – 7. Hedging - This is done differently in various
formula in organizing letters into words, sentences, subjects since it is necessary to make a stand on a
paragraphs, charts, etc. particular subject in any kind of academic text.
D. Vocabulary - It includes words and phrases Supporting the stance of your argument strengthens the
that are used in various disciplines. They may be claims you make.
interpreted differently depending on the type of 8. Responsibility - In academic writing, you must
academic discourse they have been employed. be able to provide evidence and justifications for any
argument you make. Also, understanding of any source
ACADEMIC LANGUAGE VS SOCIAL LANGUAGE text you use is your responsibility. This is done by
paraphrasing and summarizing what you read and
Academic Language Social Language
acknowledging the source’s information or ideas by
- It has longer and more - It has shorter and means of citation.
complex sentences. incomplete sentences.
- Actions are translated - Actions are narrated Olson (2013) stresses that it is important to note
into nouns to formulate through verbs. the characteristics of academic writing mentioned above,
concepts. - It uses a more active for not all the ‘rules’ learned in school are universal. For
- It frequently uses passive voice.
instance, the use of the first person is usually used in
voice. - It has shorter noun
- It has long noun phrases. phrases. some academic writings but in some texts such as
- It is used in structured - It is used in informal journals, the use of “I” is evidently reflected. Another is on
academic discussions. social conversations. the established three-part thesis statement which is not
- It is reflected in formal - It is informal writing for standard in every discipline.
presentations or edited social purposes. In other words, this is not about insisting or
writing. forbidding the writer to follow the ‘rules’, but it is merely
Academic structure is in the standard form of about the guidelines on the best practices in academic
written language. It has a central point and each part writing and by being aware of them, one could be
contributes to the main idea without repetition. It is prepared for whatever writing task awaits him along his
organized in a way which can affect the reader’s academic journey.
understanding in a certain discipline. Experts agreed that
there are eight main features of academic writing, and it Reading in Various Academic Fields
is often discussed that an academic text to some extent
is: complex, formal, objective, explicit, hedged, 1. Reading in Science
responsible, and uses language precisely and accurately. Scientific texts pose specialized challenges to
inexperienced and struggling readers. For example,
The following features of academic writing are: scientific research reports include abstracts, section
1. Complexity - Relatively, written language is headings, figures, tables, diagrams, maps, drawings,
more complex than spoken language. It has longer words photographs, illustrations, reference lists, and endnotes.
and has more varied vocabulary. It uses more noun – Science textbooks usually include similar elements.
based
2. Reading in History understand it and process. If there are unfamiliar words,
In examining primary source documents, DEFINE each if needed. Reading academic texts
historians ask themselves about the kind of document it will also enrich your vocabulary.
is and how the document came into being. They examine 3. Make it a point to understand what the text says.
word choice and what information is included and Reflect on what the text is trying to explain to you and be
excluded. They seek corroboration across multiple mindful in interpreting the things you have read.
sources. They assume such texts have subtexts that reflect Investigate. Do not believe everything you have read.
the authors’ points of view, access to the experiences Learn how to distinguish truth from lies, facts from
about which they write, and how the text is organized to opinions. You must not only be a critical reader, but also
appeal to what audience. In contrast, schools typically an efficient one. Skimming and scanning reading
socialize students into seeing history as a simple strategies are handy in reading long academic texts.
chronology of events and the explanations of social, 4. Make sure that what you are reading is a reliable
political and economic phenomena offered in texts as a one. Remember, not everything posted on the internet is
truthful and unexamined master narrative. valid and reliable. Avoid reading articles from Wikipedia
and try exploring Google Scholar.
3. Reading in Literature
It remains the case that literature teachers are Thesis Statement - Presents or describes the point of an
more likely to ask students about the symbolism in essay. In an academic text, the thesis statement is usually
literary texts than to model or teach how to detect the presented in the abstract or executive summary found at
symbolic from the literal and how – to – re – construct the the last part of the introduction. It is written in a
figurative inferences to be made about symbols in declarative sentence.
literature. Only a small percentage of students graduating
high remain lifelong readers of the kinds of canonical Strategies in Locating the Thesis Statement
texts that the literature curriculum hopes to apprentice The following strategies are also useful in helping you
them into appreciating. locate the thesis statement of a text:
● Read the title of the text and make inferences on
4. Reading in Mathematics its purpose.
Research has shown that mathematics texts ● If the text has no abstract or executive summary,
contain more concepts per sentence and paragraph than read the first few paragraphs as the thesis
any other type of text. They are written in a very compact statement is
style; each sentence contains a lot of information, with usually located there.
little redundancy. The text can contain words as well as ● In other cases, you may also check the
numeric and non – numeric symbols to decode. A page conclusion where authors sum up and review
may be laid out in such a way that the eye must travel in a their main points.
different pattern than the traditional left – to – right one
of the most reading. There may also be graphics that must Topic Sentence presents or describes the point of the
be understood for the text to make sense; these may paragraph; in other words, it is the main idea of a
sometimes include information that is intended to add to paragraph. It can be located in the beginning, middle, or
the comprehension of the problem but instead may be last part of a paragraph.
distracting. Finally, many texts are written above the
grade level for which they are intended. Strategies in Locating the Topic Sentence
The following strategies are useful in helping you locate
Tips in Reading Academic Texts the topic sentence in a paragraph:
1. When reading academic texts, you will encounter ● Read the first sentence of the paragraph very
difficulties especially when you do not know the context. carefully because most authors state their topic
You can search related topics that will make it easier for sentence in the beginning of the paragraph.
you to understand the concepts. There will also be times ● Browse the sentences in the paragraph to
that you will encounter important highlights, underline, identify what they describe. The sentence that
encircle or put something that will mark that the line is best describes the
essential and important. topic of the paragraph is the topic sentence.
2. Read every sentence. DO NOT skip over. If there is ● Find the concept or idea being tackled, which in
a single word or phrase you do not understand, then colloquial terms is the “big word” in the
WRITE IT DOWN. Stop reading. Go search for it. Find the paragraph. The sentence that defines the big
meaning relating to the field. Sometimes there can be a word is usually the topic sentence.
rabbit hole effect. They might mention a mathematical
term which leads you into a deep hole as you try to
 ● Identify the purpose of the paragraph. The 3. Idea Plagiarism - happens when a writer paraphrases
sentence that presents or describes the purpose the passage and includes it as his own without giving
is the topic sentence. proper attribution.
● Observe the writing style of the author. Focus
specifically on where he / she usually places his Remember:
/ her topic sentence. ● A paraphrase must also be attributed to the
original source. A paraphrase includes both the main idea
Tips on Formulating Thesis Statement and minor details from the text.
Formulate a factual thesis statement if you are ● If rewording is too similar to the original, it’s
reporting a topic to the reader but if you have the plagiarism.
intention to influence someone, write a thesis statement
that has a proposition or stance that urges him or her to Summarizing
examine the whole composition. What is Summarizing?
Example of a report thesis statement: Summarizing refers to providing an abridged
Technology has brought us to an era where version of the narrative; generally done after reading, it is
satellite - coordinated computers allow transactions often used to determine the essential ideas in an
across the globe free of charge for all people among academic text; includes the gist or the main idea, useful
nations. information, key words or phrases that help you meet
your reading purpose
Example of a persuasive report thesis statement:
Technological – based transactions among What is Summary?
nations are supposed to be free of charge, however, the Summary or a precise is a synopsis or digest of
truth says that the group of people who invented the the essence of an entire text.
satellite are generating billions of income from the funds
of governments across the globe – funds of which were Uses of Summary:
contributed by the citizens of each country. ● deepen your understanding of the text
● learn to identify relevant information or key
Week 4 - Summarizing and Paraphrasing ideas
What is Paraphrasing? ● combine details or examples that support the
Paraphrasing is restating text giving the meaning main idea/s
in another form. ● concentrate on the gist and key words presented
in the text
What are the steps to paraphrase? ● capture the key ideas in the text and put them
1. Repeatedly read the passage to be paraphrased together clearly and concisely
until you have completely understood what it
says. You are NOT summarizing when you:
2. Do not look at the passage while you are writing ● write down everything;
your paraphrase. ● write down ideas from the text word-for-word;
3. After writing your paraphrase, read the original ● write down incoherent and irrelevant ideas;
passage once again to check if you were able to ● write down ideas that are not stated in the text;
accurately capture its meaning. By doing this, or
you will avoid misquoting your source. ● write down a summary that has the same length
4. Check whether your paraphrase has errors in or is longer than the original text.
grammar or mechanics.
5. Always cite your source. Some helpful tips in summarizing:
1. Read the text you are about to summarize over
What is Plagiarism? and over again.
Plagiarism - an act of presenting the words, ideas, images, 2. Identify the main idea of the text you are
sounds, or the creative expression of others as your own. planning to summarize.
3. Put your feet into your readers' shoes.
Types of Plagiarism 4. Ensure a smooth flow of ideas.
1. Word-for-word (Verbatim) Plagiarism - known as 5. Limit your summary to a few sentences.
cut-and-paste plagiarism 6. Do not forget to proofread your work.
2. Word Order Plagiarism - happens when a writer 7. Clarify your purpose before you read.
changes some of the words of another author to make the 8. Read the text and understand the meaning. Do
work look as if it were his own. not stop reading until you understand the
 message conveyed by the author. Locate the gist Of comparison
or the main idea of the text, which can be usually Examples: (similarly, likewise)
found either at the beginning, in the middle, or ● Paul went to Lakeland college; his daughter,
in the end. likewise, did her studies there.
9. Select and underline or encircle the key ideas ● Kate is engrossed in her dogs; Martha is similarly
and phrases while reading; another strategy is to obsessed with her horses.
annotate the text. Of result
10. Write all the key ideas and phrases you identified Examples: (therefore, hence, thus, consequently, etc.)
on the margins or on your notebook in a bullet ● He rarely produced a day's work; he
or outline form. consequently lost his job.
11. Without looking at the text, identify the ● Caffeine is a stimulant; thus, it can keep a person
connections of these key ideas and phrases awake at night.
using a concept map. ● We discovered Ida's activities were duplicating
12. List your ideas in sentence form in a concept those of Marla; we, therefore, assigned Ida other
map. tasks.
13. Combine the sentences into a paragraph. Use Of time
appropriate transitional devices to improve Examples: (next, then, meanwhile, finally, subsequently,
cohesion. etc.)
14. Ensure that you do not copy a single sentence ● The chairman will be late for the meeting;
from the original text. meanwhile, we're to hand out minutes of the last
15. Refrain from adding comments about the text. meeting to the board members.
Stick to the ideas it presents. ● The network has crashed; next, the power will go
16. Edit the draft of your summary by eliminating off.
redundant ideas. ● First boil the water; then, pour it over the tea
17. Compare your output with original text to ensure bag.
accuracy.
18. Record the details of the original source. Formats in Summarizing
19. Format your summary properly. When you 1. Idea Heading Format - The summarized idea comes
combine your summaries in a paragraph, use before the citation.
different formats to show variety in writing. 2. Author Heading Format - The summarized idea comes
after the citation. The author's name/s is/are connected
Transitional Devices by an appropriate reporting verb.
Of addition 3. Date Heading Format
Examples: (also, besides, furthermore, moreover, etc.)
● The condo complex has tennis courts; besides Using Reporting Verbs when Summarizing
this, it has an indoor pool. Reporting Verb - word used to discuss another person's
● He must have stopped at the border crossing; writing or assertions.
otherwise, he would have arrived by now.
● The lecturer had a monotonous voice;
furthermore, he jumped from one idea to
another so that the lecture was very difficult to
follow.
Of contrast
Examples: (however, still, nevertheless, conversely,
nonetheless, instead, etc.)
● The printers are on strike; registered students
will, nevertheless, receive course packages on
time.
● We were able to run only four courses; still, this
compares favorably with other summer
programmes.
● It's really cold today; we can't complain, however,
as it's been mild overall.
Comparing Summarizing, Paraphrasing, and Direct longer be valid. As much as possible, the date of
Quoting publication should be at most five years earlier.

Contents/Accuracy of Information
• Does the author have a lot of citations in his/her text
and/or a bibliography or works cited section?
• What is the one tone and style of writing?
• Is the information inaccurate?
• Is the information obviously biased or prejudiced?
Key Ideas
✔ The tone or the attitude of the author towards his/her
subject and writing style must be formal. There should be
Week 5 - Evaluating Sources no words or phrases (such colloquial words and
There is always a risk that sources taken from the contracted words) that are unacceptable in English formal
internet or anywhere else have biased or incorrect writing.
information, so you always have to evaluate and filter ✔ You do not want to use a source that is disputable, so
your sources before using them. Not only does an make sure to verify your findings with multiple sources.
incorrect source affect your research, it also affects your ✔ It might be all right to use a source
credibility as a writer.
The following are some of the criteria for Location of Sources
assessing whether a source is suitable to use for • Where is the source published? Is it published digitally
academic purposes. The criteria include relevance, or in print?
authority, currency, contents, and location of sources. • Is it a book, an academic journal, or a reputable news
source such as
Relevance of the Source to the Research Topic www.nytimes.com or www.economist.com ?
• How well does the source support your topic? • Does it provide complete publication information such
Key Ideas: as the author (s)/ editor (s), title, date of publication, and
✔ You can check the title, table of contents, publisher?
summary/abstract, introduction, or headings of the text • What is the URL of the website?
to have a sense of its content. Key Ideas
✔ Avoid using blogs or personal homepage and wiki sites
Authority/Author’s Qualification (Wikipedia, Wiktionary, Wikiqoutes.)
• Is the author’s name identified? ✔ If the URL includes the top-level domain .edu, then
• Is the author’s background, education, or training that means that it has been published by an academic
related to the topic? institution such as a university.
• Is he or she a professor in a reputable university? ✔ Common URLs include .gov (government), org.
• What are his/her publications? (organizations), .com (commercial sites), and .net
• Is the contact information of the author available? (network infrastructures). In academic writing, reputable
Key Ideas sites are those with .edu, .gov, .net, and .org in URL.
✔ If the source does not have an author, think twice You can also use the criteria below in evaluating
before using it. the websites:
✔ You can check the university’s website to make sure Evaluation of Web documents How to interpret the basics
that the professor is associated with the university.
✔ Publications from professors are usually peer-reviewed 1. Accuracy of Web Document Accuracy
• Who wrote the page and can • Make sure the author
and have undergone a strenuous publication process and you contact him or her? provides e-mail or a contact
are therefore reliable. • What is the purpose of the address/phone number.
✔ Legitimate academic texts must include citations as a document and why was it • Know the distinction between
produced? author and Webmaster.
requirement for publication. Citations demonstrate that
• Is this person qualified to
the writer has thoroughly researched the topic and is not write this document?
plagiarizing the material.
2. Authority of Web Documents Authority
• Who published the document • What credentials are listed
Currency/Date Publication
and is it separate from the for the authors?
• What is the date of the publication? “Webmaster?” • Where is the document
Key Ideas: • Check the domain of the published? Check the website’s
✔ In most fields, the data from older publications may no document, what institution URL domain.
publishes this document?
 2. To promote scholarly writing
• Does the publisher list his or
her qualifications? Scholarly writing means that you are able to
exhaustively use related and existing ideas, information,
3. Objectivity of Web Objectivity concepts, or arguments of an expert and to properly
Documents • Determine if the page is a
attribute these to the original source.
• What goals/objectives does mask for advertising; if so,
this page meet? information might be biased.
• How detailed is the • View any Web page as you 3. To help your target audience identify your original
information? would an infomercial on source
• What opinions (if any) are television. Ask yourself why it
expressed by the author? was written and for whom? More often than not, your target audience or
readers want to either verify the information from the
4. Currency of Web Documents Currency original source. With your proper citations, your target
• When was it produced? • How many dead links are on audience can easily identify the location of the original
• When was it updated? the page?
• How up-to-date are the links • Are the links current or source used in your paper.
(if any)? updated regularly?
• Is the information on the Forms of Citations
page out-dated?
● In-Text Citation - This requires the writer
5. Coverage of the Web Coverage to cite the details of the reference used in a certain part
Documents • If the page requires special of his/her essay. The format of in- text citations vary
• Are the links (if any) software to view the per style.
evaluated and do they information, how much are
complement the documents’ you missing if you don’t have
● Reference Citation - This refers to the complete
theme? the software? bibliographic entries of all references used by the writer.
• Is it all images or a balance of • Is it free or is there a fee to This appears in the reference list found at the last part of
text and images? obtain the information?
the paper.
• Is the information presented • Is there an option for text
cited correctly? only, or frames, or a suggested In-text citation requires the writer to cite the
browser or better viewing? details of the reference used in a certain part of his/her
essay, while reference citation is the complete
Put it all together bibliographic entries of all references used by the writer.
• Accuracy. If your page lists the author and institution
that published the page and provides a way of Style Guides
contradicting him/her. • The Publication Manual of the American Psychological
• Authority. If your page lists the author’s credentials Association (APA)
and its domain is preferred (.edu, .gov, .org, or .net). • The Modern Language Association Style Guide (MLA)
• Objectivity. If your page provides accurate • Institute of Electrical and Electronic Engineers (IEEE)
information with limited advertising and it is objective • American Medical Association Manual of Style (AMA)
in presenting the information. • The Chicago Manual Style
• Currency. If your page is current and updated • Harvard Style (HS)
regularly (as stated on the page) and the links (if any)
Style DISCIPLINE
are also up-to-date, and...
Guide
• Coverage. If you can view the information properly-
not limited to fees, browser technology, or software APA psychology, education, hotel and restaurant
requirements, then... management, business economics, and other social
sciences
• You may have a Web page that could be of value to
your research. MLA literature, arts, and humanities

Week 6 - Citing Sources IEEE Engineering

Purposes for Citing Sources:
AMA medicine, health sciences, and other natural
1. To give credit to the original author of a work sciences
2. To promote scholarly writing
3. To help your target audience identify your Chicago reference books, non-academic periodicals (e.g.,
original source newspapers, magazines, journals, among others)

Harvard
1. To give credit to the original author of a work
Plagiarism is a serious offense in which someone
takes and uses the ideas, information, concepts, or Guidelines in Reference Citations (APA)
arguments from someone else, intentionally or • Place the reference list on a new page separate from the
unintentionally, without proper citations. text of your writing; label this page “References” and align
it at the center at the top of the page. Do not use bold Psychological/Psychoanalytic Criticism
face, underline, or quotation marks for the title. - Psychological/Psychoanalytic criticism is based on
• Apply hanging indentation. This simply means the lines the work of Sigmund Freud. The text is seen as a
following the first line in an entry should be indented reflection of the author’s mind and personality.
from the left margin. ● Two tenets of psychological/psychoanalytic
• All text should be double spaced just like the rest of the criticism:
paper. - Views characters in Literature as a reflection of
• Follow this sequence in writing the names of the author: the author her/himself
Last name, First name initial, and Middle initial. - Uses in-depth character analysis to understand
• Arrange the references in alphabetical order based on ulterior motives of the characters.
the last names of the authors. Psychological Approach: This approach focuses on the
• Do not cut or add to the titles. psychology of characters.
• Capitalize only the first letter of the first word of a title,
the first letter of the first word of its subtitle after a colon, Sociological Criticism
and the proper nouns. - Sociological criticism argues that social
• Italicize the titles. When the article title is used, italicize contexts must be taken into consideration
only the journal article. when analyzing a text.
• For online sources, make sure to remove the hyperlink of ● Focuses on the beliefs and values of a
the URL. society and how they are reflected in a text
• For print sources, place a period at the end of the entry. ● Focuses on economic, political, and cultural
• Put “n.d.” (no date) for sources without dates. issues within a literary text
● Most important tent:
Week 7 - Approaches in Writing - Literature is a reflection of the society that
What do we mean by “critical approaches”? created it.
Critical approaches, sometimes called lenses, are Sociological Approach: This approach focuses on man’s
different perspectives we can consider when looking at a relationship to others in society, politics, religion, and
piece or several pieces of Literature. business.
Their purpose to help us answer the following
questions, as well as helping us interpret and understand Gender Criticism (Queer Theory)
literary works: - Gender criticism and queer theory analyze Literature
1. What do we read? through the lens of socially-constructed gender roles.
2. Why do we read? - Gender criticism and queer theory also analyzes the
3. How do we read? influence and representation of sexuality (mainly, “queer
sexualities”) within a literary text.
Biographical Criticism ● Two tenets of gender criticism and queer theory:
Three tenets of biographical criticism: - The concepts of gender and gender roles are
● Understanding an author’s background can ideals created by patriarchal societies.
help readers interpret a text. - Because queer sexualities were largely
● Understanding an author’s difficulties in suppressed by Western society for so long, the
creating that text can help readers appreciate appearances and influences of queer sexualities
a text. within a literary text are often subversive
● Studying the way authors apply and modify their
own life experiences in their works can help Deconstructionist Criticism
readers understand the author - Deconstructionist criticism argues that because there is
Biographical Approach: Focuses on connection of work to no single meaning of any word, there is no single meaning
author’s personal experiences. of any text. ALL texts have multiple, valid meanings
because readers will interpret words differently than the
Mythological Criticism writer intended them.
- The title is misleading...this is not about mythology. ● Two tenets of deconstructionist criticism:
- Mythological criticism examines the “universal” - MOST literary criticism focuses on the
elements of human life as they occur across cultures. construction of a larger meaning from the text,
● Major Tenet of Mythological criticism but deconstructionist criticism focuses on the
- Archetypes are central to this form. Archetypes DECONSTRUCTION (or tearing down) of any
are the universal elements occurring in literary meaning within a text by a variety of readers.
works from all over the world. - Everything and anything can be relative to YOU.
New Historicist (or Historical) Criticism ● use of imagery to develop the symbols used in
- New historicist (or historical) criticism posits that every the work
literary work is the product of its time and its world. ● interconnectedness of various parts of the work
● Two tenets of New historicist criticism: ● relationship of the form and content
- Gives appropriate background information to ● Common aspects:
help readers understand how text was perceived ● paradox, ambiguity, and irony in the work
in their time. ● unity in the work
- Examines how literary texts reflect the ideas, B. FEMINIST CRITICISM
beliefs, and attitudes of the time in which they ● focuses on how literature presents women as
were created. subjects of socio-political, psychological, and
Historical Approach: This approach focuses on connection economic oppression
of work to the historical period in which it was written; ● it also reveals how aspects of our culture are
literary historians attempt to connect the historical patriarchal
background of the work to specific aspects of the work. Common aspects:
● How culture determines gender
Week 8-9 - WRITING A REACTION PAPER/ ● How gender equality (or the lack of it) is
REVIEW AND CRITIQUE presented in the text
● Common aspects:
A reaction paper, a review, and a critique are
● How gender issues are presented in literary
specialized forms of writing in which a reviewer or
works and other aspects of human production
reader evaluates any of the following:
and daily life
● a work of art (e. performance art, play, dance,
● How women are socially, politically,
sports, film, exhibits)
psychologically, and economically oppressed by
● a scholarly work (eg, academic books and
patriarchy
articles)
● How patriarchal ideology is an overpowering
● designs (eg, industrial designs, furniture, fashion
presence
design)
C. READER’S RESPONSE
● graphic designs (eg, posters, billboards,
● concerned with the reviewer’s reaction as an
commercials, and digital media
audience of a work
Reaction papers, reviews, and critiques usually:
● this approach claim that the reader’s role cannot
● range in length from 250 to 750 words
be separated from the understanding of a work
● are not simply summaries but are critical
● Common aspects:
assessments, analyses, or evaluation of different
● interaction between the reader and the text in
works.
creating meaning
● do not simply rely on mere opinions
● the impact of reader’s delivery of sounds and
● they use both proofs and logical reasoning to
visuals on enhancing and changing
substantiate their comments
D. MARXIST CRITICISM
● they process ideas and theories, revisit and
● is concerned with differences between economic
extend ideas in a specific field of study, and
classes and implications of a capitalist system,
present an analytical response to a book or
such as the continuing conflicts between the
article
working class and the elite
● it attempts to reveal that the ultimate source of
CRITICAL APPROACHES IN WRITING A CRITIQUE
people’s experience is the socioeconomic system
A. FORMALISM
Common aspects:
● claims that literary works contains intrinsic
● Social class as represented in the work
properties and treats each work as distinct work
● Social class of the writer/creator
of art
● Social class of the characters
● it posits that the key understanding a text is
● Conflicts and interactions between economic
through the text itself
classes
Common aspects:
STRUCTURE OF A REACTION PAPER, REVIEW, OR CRITIQUE
● author’s techniques in resolving contradictions
INTRODUCTION (AROUND 5% OF THE PAPER)
within the work
● title of the book/article/work
● central passage that sums up the entirely of the
● writer’s name
work
● thesis statement
● contribution of parts and the work as a whole to
its aesthetic quality
SUMMARY (AROUND 10% OF THE PAPER) ANALYSIS/INTERPRETATION
● objective or purpose ● discussion and analysis of the work
● methods used (if applicable) ● (critical approaches)
● major findings, claims, ideas, or messages It is best to answer the following questions during this
REVIEW/CRITIQUE (IN NO PARTICULAR ORDER AND part:
AROUND 75% OF THE PAPER) ➢ What aspects of the work make you think it is a
● appropriateness of methodology to support the success or failure?
arguments (for books and articles) or ➢ Were there unanswered questions or plot lines?
● appropriateness of mode of presentation (other If yes, how did they affect the story
works) ➢ Does the work remind you of the other things
● theoretical soundness, coherence of ideas you have experienced through analogies,
● sufficiency and soundness of explanation in ➢ metaphors, or other figurative devices? How does
relation to other available information and this contribute to the meaning?
experts other perspectives in explaining the ➢ How does the work relate other ideas or events
concepts and ideas in the world and/or in your other studies?
It is best to ask the following questions during this part: ➢ What stood out while you were watching the film
➢ Does the writer explicitly state his/her thesis or performance?
statement? CONCLUSION
➢ It is best to ask the following questions during ● Reinforcement and main assessment
this part: ● Comparison to similar work
➢ What are the assumptions (ie, a ● Recommendation of the material (if you like it)
scientific/logical/literary explanation without
evidence) GUIDELINES IN WRITING A REACTION PAPER, REVIEW, OR
➢ mentioned in the work? Are they explicitly CRITIQUE:
discussed? 1. For articles or journals
➢ It is best to ask the following questions during a. Read, view or listen to the work to be reviewed
this part: carefully to get the main topic or the concepts
➢ What are the contributions of the work to the presented. Then revisit the work to further
field where it belongs? identify its arguments or message.
➢ What problems and issues are discussed or b. Relate the content of the work to what you
presented in the work? already know about the topic. This will make you
➢ What kinds of information (e.g, observation, more engaged in the article or book.
survey, statistics, historical accounts) are c. Focus on discussing how the book treats the
presented topic and not the topic itself. Use phrases such
➢ in the work? How are they used to support the as this book/work presents and the author
arguments or thesis? argues.
➢ Are there other ways of supporting the d. Situate your review. This means that your
arguments or thesis aside from the information analysis should be anchored on the theories
used in the work? Is the author or creator silent presented by the writer or creator.
about these alternative ways of explanation? e. Report the type of analysis or mode of
CONCLUSION (AROUND 10% OF THE PAPER) presentation the writer/creator used and how
● overall impression of the work this type of analysis supports the arguments and
● scholarly or literary value of the reviewed article, claims.
book, or work f. Examine whether the findings are adequately
● benefits for the intended audience or field supported and how the connections between
● suggestion for future direction of research ideas affect the conclusion and findings.
g. Suggest points for improvement of the
PARTS/SECTIONS OF REACTION PAPER, REVIEW, OR reasoning, explanation, presentation of ideas, as
CRITIQUE well as alternative methods and processes of
INTRODUCTION reasoning.
● basic details about the material h. Compare the writer’s and the creator’s
● main assessment of the material (for films and explanation of the topic to that of another expert
performances from the same field of study.
PLOT SUMMARY/DESCRIPTION i. Point out other conclusions or interpretations
● gist of the plot that the writer/creator missed out. Present other
● simple description of the artwork ideas that need to be examined.
 j. Show your agreement with the writer’s or
creator’s ideas and present an explanation for
this agreement.
2. For artworks and other media
a. When critiquing artworks or posters, make sure
to use speculative verbs such as evoke,
create, appear, and suggest to show that your
interpretation of the artist’s work is just that –
an interpretation.
b. Presume that the reader has not yet seen the
material you are reviewing, so make sure you
describe it to them, for reviews of films and
plays, make sure not to spoil key events unless
they figure in your review, in which case always
add a disclaimer.
c. For artworks, describe the material in simple
terms to help your audience visualize it; refrain
from being vague or abstract.
3. On a general note your reaction paper’s conclusion may
focus on the following ideas.
a. Did the work hold your interest?
b. Did the work annoy or excite you?
c. Did the work prompt you to raise questions to
the author?
d. Did the work lead you to some realizations?
e. Did the work remind you of other materials that
you have read, viewed or listened to in the past?