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Writing Academic Texts: at The End of This Module, Students Are Expected To

This module aims to help students improve their academic writing skills through exploring the writing process, distinguishing between paraphrasing and quoting, and learning how to write an academic paper following the writing process. The writing process involves pre-writing, drafting, revising, editing, and publishing. Students will also learn paraphrasing techniques, how to write a summary that condenses a reading while maintaining the key points and connection to the source text.

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Renen Millo Bantillo
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204 views7 pages

Writing Academic Texts: at The End of This Module, Students Are Expected To

This module aims to help students improve their academic writing skills through exploring the writing process, distinguishing between paraphrasing and quoting, and learning how to write an academic paper following the writing process. The writing process involves pre-writing, drafting, revising, editing, and publishing. Students will also learn paraphrasing techniques, how to write a summary that condenses a reading while maintaining the key points and connection to the source text.

Uploaded by

Renen Millo Bantillo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Module 3

Writing Academic Texts

This module will help students enrich their writing skills.

At the end of this module, students are expected to:

1. Illustrate that writing is a process and that re-writing is part of that process;
2. Construct a clear thesis statement
3. Distinguish between paraphrasing and quoting and use them appropriately in the paper
4. Write an academic paper following the writing process

A. The Writing Process:


1. Pre-writing
Free write or use a journal
Brainstorm your likes and dislikes, and things, people, place and hobbies that are important to you.

Review assignments and discussion questions and notes


Use graphic organizers
Participate in class or small group discussions, talk out these ideas others
Determine the who, what, where, when, why and how of a topic
Determine what you already know and what you still need to learn

2. Drafting- concentrate on getting your ideas on paper, organize your information logically and
developing your topic with enough detail for your audience and purpose.

3. Revising
You may change the order of your information, expand certain sections or cut details in others.

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4. Editing- during the editing stage, check the following:


Grammar
Sentence structure
Word choice
Punctuation
Capitalization
Spelling
Citation and document format

5. Publishing
Here are the ways to publish your paper:
Turning in a paper to your teacher
Entering an essay contest
Sending a letter to the editor
Writing for your school newspaper, yearbook or literary magazine
Posting a piece of writing on the internet
Writing a letter to a public official or company
Submitting your work to a young writer’s magazine

B. Paraphrasing Techniques

1. Change to Synonyms

Example
The stallion was content with the mare.

The stallion was happy with the mare.

2. Change Word Forms- Use an adverb instead of an adjective


Use a verb to replace a noun.

Example:

John is an accurate typist.

John types accurately.

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3. Interpret Meaning- Identify the underlying meaning of a statement.

Example:

Mrs. Lee said, “I am ready for lunch.”


Mrs. Lee complained about being hungry.

C. Summary
-Condensed version of a larger reading
-Omits details, and does not include the reader’s interpretation of the original

Key Points to Consider


1. Its connection to the source
2. Reader should develop an understanding of the original work
3. Summarizing the text not criticizing it

Steps in writing a summary:


1. FIRST create an outline
2. Write the first sentence of the summary: In “TITLE,” AUTHOR VERB THESIS.
3. Briefly discuss ALL of the major supporting details.
a. One sentence for the major detail.
b. Another sentence or two to describe or illustrate it.
c. Introduce each with a transition: “first,” second,” “finally.”
4. Write a concluding sentence that re-states the thesis but in different words.

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Name: _____________________________________________ Rating: ______________


Grade and Section: _____________ Subject Teacher: __________________________
Due of Submission: _____________________________
Module 3
Writing Academic Texts

PARAPHRASING TEST: Circle the letter of the correct answer.

1.The most effective way to use quotations in a news story is to


a. paraphrase almost everything the speaker says.
b. combine quotations and paraphrases in a pleasing manner.
c. to quote exactly almost everything the speaker says.
d. use only those quotations that are unlikely to arouse anger or
emotion in readers.
2. Which of the following is NOT a good reason for using a direct quotation?
a. The quotation ties a controversial statement to the source.
b. The editor tells you to have at least five quotations in every story.
c. The speaker says something with unusual emotion, wit, rhythm or color.
d. The quotation reveals something of the speaker’s character.
3. Reporters should use indirect quotations whenever the speaker
a. says something short and packed with emotion.
b. says something in a way no one else would.
c. is someone important and you don’t want to make him or her angry.
d. says something newsworthy in an unremarkable way.
4. In general, partial or fragmentary quotations
a. should be turned into paraphrases.
b. can be used without attribution.
c. are an effective way of spicing up a story.
d. adequately compensate for the failure to get full quotations.
5. The best way to make sure readers will be able to understand the direct quotations
used in a story is to
a. insert a lot of parenthetical information to explain unclear portions of the quotation.
b. report the question the reporter asked along with the quoted answer from the source.
c. blend quotation and narrative so that readers have enough information to understand
each quotation as it is presented.
d. add explanatory information after the quotation with a “said-of” construction.

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6. If a source’s direct quotation contains an error of grammar, the appropriate thing for
the reporter to do is
a. use the quotation if it is newsworthy and interesting but correct the grammar.
b. omit the quotation even if it is newsworthy and interesting.
c. paraphrase the quotation without correcting the grammar.
d. use the quotation if it is newsworthy and interesting without correcting the grammar.
7.The policy most news organizations use on whether to publish the profanities sources may use is
a. to keep them in the story because profanities are so common in everyday life.
b. to keep them in the story because they are common on television and in the movies.
c. to delete them.
d. to replace them with less offensive words.
8. Which of the following is NOT one of the reasons for attributing information to a source?
a. It helps readers evaluate the credibility of the information.
b. It obscures the responsibility of reporters for the facts in the story.
c. It allows reporters to connect controversial statements to the person who made them.
d. It enables readers to know from whom the reporters obtained their information.
9. Which of the following is among the kinds of statements that do NOT need attribution?
a. Statements of opinion.
b. Statements of fact that are controversial.
c. Descriptions of events the reporter has not witnessed.
d. Descriptions of events the reporter has personally witnessed.
10 Which of the following best describes how frequently attribution should be used in direct and indirect
quotations?
a. One attribution for every direct quotation, no matter how long, and one attribution for every sentence of indirect
quotation.
b. One attribution for every sentence of direct quotation, and one attribution for every paragraph of indirect
quotation, no matter how long.
c. One attribution for every sentence of direct quotation, and one attribution for every sentence of indirect
quotation.
d. One attribution for every direct quotation, no matter how long, and one attribution for every paragraph of
indirect quotation, no matter how long.
11 The best place to put the attribution for a direct quotation usually is
a. at the very beginning of the quotation.
b. at the very end of the quotation.
c. at the first natural break in the first sentence of the quotation.
d. after the first four words of the quotation, no matter how that affects the flow of the sentence.

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13 A passage of direct quotation should be enclosed in


a. single quotation marks no matter whether it is a full sentence.
b. double quotation marks no matter whether it is a full sentence.
c. double quotation marks if it is a full sentence.
d. single quotation marks if it is less than a full sentence.
14 One way reporters can explain large numbers—millions, billions and trillions—is by
a. converting the number from numerals to words.
b. converting the number into something related to everyday life.
c. converting the number from words to numerals.
d. expressing the number in scientific notation.
15 Descriptions help readers visualize people and places. The best descriptions use
a. trite phrases and generalities.
b. lots of adjectives and adverbs.
c. exaggeration and hyperbole.
d. concrete, factual details.
16 A good transitional sentence
a. presents some interesting details about the new topic.
b. announces that a new idea was introduced or discussed.
c. offers a vague generalization about the new topic.
d. offers the reporter’s opinion about the previous topic.
17 If there is humor in a news story, it should be apparent
a. because the writer says something is funny or humorous.
b. from the facts of the story.
c. because the writer has worked hard to inject humor into it.
d. from the way in which the writer exaggerated the facts.
18 If a news story reports on a controversy in which one person has made accusations against another, the reporter
should
a. include the response of the accused party in the same story.
b. write a separate story for the same day’s paper on the accused person’s response.
c. write a separate story for the next day on the accused person’s response.
d. identify the accused person in only the most general terms to avoid a libel suit.

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Bibliography
Dadufalza, Concepcion D. 1996. Reading into Writing 2. Philippines: Bookmark,Inc.
Ramage, John, John C. Bean, and June Johnson. 2006. The Allyn and Bacon Guide to Writing. USA: Pearson
Education, Inc.
Saqueton, Grace M and Uychoco, Marikit Tara Alto. 2016. English for Academic and Professional Purposes. Rex
Bookstore, Samplaoc Manila.

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