EAPP
LESSON 1
Academic writing part 1
process that starts with posing a question, problematizing a concept,
evaluating an opinion and ends in answering the question or questions
posed, clarifying the problem, and /or arquing for a stand.
a written language that provides information which contains ideas and
concepts that are related to the discipline.
Essays, research paper, report, project, article, thesis, and dissertation are
considered as academic texts.
Academic writing part 2
Academic writing is thinking; you cannot just write anything that comes to your
mind
• You must abide by the set rules and practice writing
• You must write in a language that is appropriate and formal but not too
pretentious.
✅"The results indicate a need for further analysis."
❌"The empirical ramifications evince an exigency for supplementary evaluative
endeavors."
Academic Writing part 3
You also must consider the knowledge and background of your audience.
You must make sure that you can back up your statement with strong
and valid evidence
Writing academic papers requires deliberate, thorough, and careful thought and
that is why it involves research.
Academic Writing part 4
1. STRUCTURE - The basic structure that is used by an academic text is
consist of three (3) parts introduction, body, and conclusion which is
formal and logical.
1. TONE - This refers to the attitude conveyed in a piece of writing The
arguments of others are fairly presented and with an appropriate
narrative tone.
1. LANGUAGE - It is important to use unambiguous lanquage. Clear topic
sentences enable a reader to follow your line of thinking without difficulty.
1. CITATION - Citing sources in the body of the paper and providing a list of
references as either footnotes or endnotes is a very important aspect of
an academic text.
1. COMPLEXITY - An academic text addresses complex issues that require
higher-order thinking skills to comprehend.
1. EVIDENCE-BASED ARGUMENTS - What is valued in an academic text is
that opinions are based on a sound understanding of the pertinent body of
knowledge and academic debates that exist within, and often external to
a specific discipline.
1. THESIS-DRIVEN - The starting point of an academic text is a particular
perspective, idea or position applied to the chosen research problem,
such as establishing, proving, or disproving solutions to the questions
posed for the topic.
FEATURES OF ACADEMIC WRITING
1. COMPLEX - Written language has no longer words, it is lexically more
varied vocabulary.
1. FORMAL- Should avoid colloquial words and expressions.
1. PRECISE - Facts are given accurately and precisely.
1. OBJECTIVE - It has fewer words that emphasize on the information you
want to give and the arguments you want to make
1. EXPLICIT - It is the responsibility of the writer in English to make it clear
to the reader how the various parts of the text are related
1. ACCURATE - It uses vocabulary accurately most subjects have words with
narrow specific meanings.
1. HEDGING - It is necessary to make decisions about your stance on a
particular subject, or the strength of the claims you are making.
1. RESPONSIBLE - You must be responsible for and must be able to provide
evidence and justification for any claims you make.
1. ORGANIZE - It flows easily from one section to the next in a logical
fashion.
1. PLAN -.It usually takes place after research and evaluation, according to
specific purpose and plan.
PURPOSES IN READING ACADEMIC TEXTS
1. To locate a main idea;
2. To scan for informations
3. To identify gaps in existing studies;
4. To connect new ideas to existing ones;
5. To gain more pieces of information;
6. To support a particular writing assignment, and,
7. To deeply understand an existing idea.
FACTORS TO CONSIDER IN WRITING ACADEMIC TEXTS
1. State critical questions and issues:
2. Provide facts and evidence from credible sources;
3. Use precise and accurate words while avoiding jargon
4. Take an objective point of view;
5. List references; and,
6. Use cautious language
Lesson 1.2
Academic Language
the language needed by students to do the work in schools.
It includes, for example, discipline-specific vocabulary, grammar and
punctuation, and applications of rhetorical conventions and devices that
are typical for a content area.
These words have specific functions within the context of various
professions.
Social Language
the set of vocabulary that allows us to communicate with others in the
context of regular daily conversations.
Difference between academic language and social language is academic
language is used in formal settings but social language is used in
everyday interactions.
CHARACTERISTICS OF ACADEMIC LANGUAGE
Formal - It should not sound conversational or casual. Colloquial, idiomatic,
slang or journalistic expressions should particularly be avoided.
Objective - This means it is unbiased. It should be based on facts and evidence
and are not influenced by personal feelings.
Impersonal - This involves avoiding the personal pronouns I' and 'we'. For
example, instead of writing I will show', you might write this report will show'
Lesson 2
Text Structure
refers to the way authors organize information in text.
Recognizing the underlying structure of texts can help students focus
attention on key concepts and relationships, anticipate what is to come,
and monitor their comprehension as they read.
Types of text structures
1. Narrative - Narrates an event/story with characters, setting, conflict,
point of view, and plot
Transitions/Signal Words:
Descriptive language (adjectives, adverbs, similes, and metaphors)
Questions:
1. What is the narrative about?
2. Where is it set?
3. What is the conflict?
4. Who is telling the narrative?
5. What is happening?
1. Chronological, Process, or Sequence - Present ideas or events in the
order in which they happen.
Transitions/Signal Words:
1. First, second, third..., Later, Next, Before, Then, Finally, After, When,
Since, Now/previously, Actual use of dates
Questions:
1. Do they have to/always happen in this order?
2. What are the major incidents that occur?
3. How is this structure revealed in the text?
1. Cause and Effect - Provide explanations or reasons for phenomena.
Transitions/Signal Words:
If/then, reasons why, as a result, therefore, because, consequently, since,
so that, for, due to
Questions:
1. What happened?
2. Why did it happen?
3. What caused it to happen?
1. Problem/Solution - identify problem and pose a solution.
Transitions/Signal Words:
problem is, dilemma is, if/then, because, so that, question/ answer, puzzle
is solved
Questions:
1. What is the problem?
2. Why is this a problem?
3. Is anything being done to try to solve the problem?
4. What can be done to solve the problem?
1. Compare and Contrast - Discuss two ideas, events, or phenomena,
showing how they are different and how they are similar
Transitions/Signal Words:
However/yet, Nevertheless, On the other Hand, But/ whereas, Similarly,
Although, Also/likewise, in contrast/comparison, Different, Either/or, In the
same way/ just as
Questions:
1. What items are being compared?
2. In what ways are they similar? Different?
3. What conclusion does the author reach about these items?
1. Definition or Description - Describes a topic by listing characteristics,
features, attributes, and examples
Transitions/Signal Words:
for example, characteristics, for instance, such as, including, to illustrate
Questions:
1. What are the most important characteristics?
2. How is it being described (what does it look like, how does it work, etc.)?
3. What is important to remember about it?
WHY IS TEXT STRUCTURE IMPORTANT?
The readers can significantly improve their comprehension and retention of
information when they can identify and recognize the text structure of a text. It
can also help them:
1. Organize information and details they are learning in their minds while
reading.
2. Make connections between the details being presented in a text.
3. Summarize the important details shared in a text.
Lesson 3
Summarizing
is how we take larger selections of text and reduce them to their bare
essentials: the gist, the key ideas, the main points that are worth noting
and remembering.
Basic rules of summarizing
1. Erasure things that don’t matter
2. Erase things that repeat
3. General terms instead of specific names
4. Use your own words to write the summary
Techniques
1. Somebody wanted but so then
2. Saac Method
3. 5 W’s and 1 H (What, Why, When, Who, Where, and How)
4. First then finally
This technique helps students summarize events in chronological order.
First: What happened first? Include the main character and main event/action.
Then: What key details took place during the event/action?
Finally: What were the results of the event/action?
5. Give me the Gist
This type of techniques is like giving a friend the gist of a story. In other
words, they want a summary, not a retelling of every detail.
