UNIT 1

WRITING ACADEMIC PAPER

Learning Outcome:

At the end of this Unit, you will be able to make an academic essay.

Pretest:

PARTS OF A PAPER

I. INTRODUCTIONS

It can be one of the most challenging

aspects of the writing process to
compose the introductory paragraph. It's
hard to know where to start and how. The
hook, bridge, and thesis approach funnel
the reader into your specific topic.

Hook the reader with a unique statement or question that will spark the reader's
interest.
Spend the middle of the introduction building a bridge between the hook and the thesis.
Think about what background context and information the reader needs in order to have
an understanding of the topic. End the paragraph with your thesis. This is a sentence
that states what your paper is going to be about.

Creating a Good Hook

An introduction should hook, or engage, readers and give them some insight into where
you'll take them. The first sentence or two of your first paragraph set the tone for the
entire piece. Think of it like the first impression for your essay. Here are some ideas for
a strong start:

 Lead with a quotation that is provocative or well-phrased.

  Do a historical/bibliographical review – give context and background on the
topic.

 Review the controversy – involve your reader in the battle or issue you will be
addressing.

 Move from general to the specific (inverted triangle) – begin with a broad
situation, concept, or idea, and narrow the focus to your purpose
statement/thesis.

 Begin with an anecdote or illustration – capture the audience’s imagination and

interest with a story that sets the stage for your argument.

 Present a paradox – begin with an assumption that readers accept as true and
lead into a claim that not only challenges that assumption but may very well
seem paradoxical.

 Mind the gap – call the audience’s attention to a gap in the research or subject
matter; promise that you will fill in the gap. You can also identify what readers
know and then what they don’t know (or what you believe they need to know).

General Topic or Thesis Statement

Whichever approach you decide to use to begin your essay, keep in mind that it’s very
helpful to you and to the reader to directly state your clear and well-developed thesis in
the introduction. In writing a thesis statement, it should answer the following:

 What is this essay about?

 Explain your opinion of the topic: what is your central argument?
 Outline the main topics you discuss: what are the main points you use to back
up your argument?
 Explain any main terms you feel need defining.

II. THE PIE BODY PARAGRAPH MODEL

Body paragraphs are the paragraphs that make up the majority of your paper. Just like
the structure of the paper overall, each body paragraph has an introduction, body, and
conclusion.

POINT: The topic sentence of your paragraph. This is the first sentence of a paragraph.
It should outline the main point discussed in that paragraph and make links to the
central argument. The topic sentence should be in your own words. Each topic
sentences should relate to your thesis statement. Think about these questions
when determining your point: What is the point of the paragraph? What claim
is being made?
ILLUSTRATION: a paragraph is usually structured from general information to specific
details. This is where you put supporting evidence. This can be a quote,
paraphrase, summary, or a combination. Your illustrations should support and
help develop your point. In essence, they help you “prove” the claim you have
made. Think about the following question when deciding on supporting
examples: What specific data, experiences, or other factual material
supports the topic sentence?

EXPLANATION: This is the analysis, comparison, elaboration, and/or evaluation of the

topic sentence and supporting examples, connecting the Illustration with the
Point and the thesis statement of your paper. This is the most important part of
the paragraph because it's where you develop your ideas. Think about the
following questions as you develop your explanation: What does the provided
information mean, or why does it matter?

A strong paragraph relates to the thesis, focuses on one topic (unity), provides evidence
and explanation to convince the reader, and flows logically from one sentence to the
next (coherence). The link in the Helpful Links box provides an excellent guide for
developing a strong paragraph.

Introduce It!
Introduce your quote with a signal phrase and an
active verb. Ex. Smith argues that…Researchers
observe…

Quotation
After you introduce it, add your quote. Ex. Dela Cruz
argues that, “Paper note cards are an inefficient way to
create a research log” (188)

Explain It!
Now that you’ve added your quotes, explain why the
quote is important. What does it mean? How does it
connect with your thesis? The explanation should be at
least as long, or longer than the quote itself.

Most of a paragraph is made up of evidence--the "meat"--that supports the point

of the paragraph and, ultimately, the entire essay. The type of evidence that you put
in your paragraphs depends on the purpose of the essay. You might describe, compare,
argue, analyze, or tell a story, for example. Your goal is to provide enough of the right
kinds of evidence in each paragraph in a way that is smooth and logical.
According to Cambridge University Press, these are some types of support you might
use in your essay:
 personal experience  facts and statistics
 expert opinion  reason
 examples  emotion
 analogy

Sample Paragraph
Thesis of the essay: It is important to ask for
feedback on your papers because other people can
help you clarify ideas and encourage you about the
strength of your writing.

Body paragraph: One reason to get feedback on you

Topic sentence refers to writing is that another reader can help you clear up
thesis and introduces the parts of your paper that don’t make sense. In our own
paragraph’s topic writing, sometimes things that are completely clear to
us might confuse our readers. For example, I recently
wrote a paper about the benefits of eating home-
cooked meals, and I dropped in the word “braise”
without much context. When a classmate of mine read
Example from personal the paper, he didn’t know what the word meant, so I
experience added a brief definition when I revised the paper. His
feedback helped me clarify something that likely would
have been confusing to many of my readers. Feedback
for clarify is so important that Smith (2016) even
suggested that “the absolute best way” to get a better
Expert opinion grade on a paper is to start by simply asking a couple
readers to note any questions that they have when
they read your paper (p.1). The importance of getting
Closing feedback can’t be overstated.

III. TRANSITIONS

Transitions are words and/or phrases used to indicate movement or show change
throughout a piece of writing. Transitions generally come at the beginning or end of a
paragraph and can do the following:

 Alert readers of connections to, or further evidence for, the thesis

 Function as the topic sentence of paragraphs
 Guide readers through an argument
 Help writers stay on task
Transitions sentences often indicate or signal:

 Change to new topic

 Connection/flow from previous topic
 Continuity of overall argument/thesis

Transitions show connections between ideas. You must create these connections for
the reader to move them along with your argument. Without transitions, you are building
a house without nails. Things do not hold together.

Transition Words and Phrases

Transitions can signal change or relationship in these ways:

 Time - order of events

Examples: while, immediately, never, after, later, earlier, always, soon,
meanwhile, during, until now, next, following, once, then, simultaneously, so far

 Contrast - show difference

Examples: yet, nevertheless, after all, but, however, though, otherwise, on the
contrary, in contrast, on the other hand, at the same time

 Compare - show similarity

Examples: in the same way, in like manner, similarly, likewise

 Position - show spatial relationships

Examples: here, there, nearby, beyond, wherever, opposite to, above, below

 Cause and effect

Examples: because, since, for that reason, therefore, consequently, accordingly,
thus, as a result

 Conclusion - wrap up/summarize the argument

Examples: in conclusion, to conclude, finally, in summary

Signpost (Transition + Topic Sentence)

Writing strong transitions often takes more than simply plugging in a transition word or
phrase here and there. In a piece of academic writing, writers often need to use
signposts, or transition sentences that also function as topic sentences, signaling the
reader of connections to the thesis. To form a signpost, combine transition words, key
terms from the thesis, and a mention of the previous topic and new topic.
Transition/signpost sentence structure: [Transition word/phrase]+[previous
topic]+[brief restatement of or reference to thesis/argument]+[new topic] =
Signpost

 Do not think of this as a hard and fast template, but a general guide to what is
included in a good transition.

 Transitions link the topic of the previous paragraph(s) to the topic of the present
paragraph(s) and connect both to the overall thesis/argument. You'll most often
find signposts at the beginning of a paragraph, where they function as topic
sentences.

Sample signpost using complimentary transition phrase:

According to [transition phase] the same overall plan for first defeating
Confederate forces in the field and then capturing major cities and rail hubs
[overall restated] that Grant followed by marching the Army of the Potomac into
Virginia [previous topic]. Sherman likewise [transition word] advance into
Georgia to drive a dagger into the heart of the Confederacy [new topic].

Contrasting ideas have the same essential format as complimentary but may use
different transition words and phrases.

In contrast to [transition phrase] F.D.R., who maintained an ever-vigilant

watchfulness over the Manhattan project [previous topic + reference to overall
thesis]. Truman took over the presidency without any knowledge of the atomic
bomb or its potential power [new topic].

The overall structure of an essay with transitions may look something like this:
 Opening
paragraph
(Thesis/claim/
argument

First body
paragraph
Final
paragraph First claim>
supporting
Conclusion evidence >
analysis

Additional body Second body

paragraphs paragraph
claim> Second claim>
supporting supporting
evidence> evidence>
analysis analysis

*Note how transitions may come at beginning or end of paragraphs, but either way they
signal movement and change.

IV. CONCLUSIONS

The concluding paragraph is the final opportunity

to make an impact on your reader. It’s important
not to introduce new information or evidence in
the conclusion, as either can detract from the
strength of your thesis. However, this doesn’t
mean a conclusion merely sums up the points
made in the previous body paragraphs. How
boring! A good conclusion will explore the
broader significance of your thesis. To
accomplish this, you may need to expand your
view beyond your primary topic and think about
related topics or situations.
https://research.ewu.edu/c.php?g=525372&p=35
91129

Strategies for Writing a Conclusion

Conclusions are often the most difficult part of an essay to write, and many writers feel
that they have nothing left to say after having written the paper. A writer needs to keep
in mind that the conclusion is often what a reader remembers best. Your conclusion
should be the best part of your paper.

A conclusion should

 stress the importance of the thesis statement,

 give the essay a sense of completeness, and
 leave a final impression on the reader.

Suggestions

 Answer the question "So What?"

Show your readers why this paper was important. Show them that your
paper was meaningful and useful.

 Synthesize, don't summarize

o Don't simply repeat things that were in your paper. They have read it.
Show them how the points you made and the support and examples you
used were not random, but fit together.

 Redirect your readers

o Give your reader something to think about, perhaps a way to use your
paper in the "real" world. If your introduction went from general to specific,
make your conclusion go from specific to general. Think globally.

 Create a new meaning

o You don't have to give new information to create a new meaning. By
demonstrating how your ideas work together, you can create a new
picture. Often the sum of the paper is worth more than its parts.

Strategies

 Echoing the introduction: Echoing your introduction can be a good strategy if it

is meant to bring the reader full-circle. If you begin by describing a scenario, you
can end with the same scenario as proof that your essay was helpful in creating
a new understanding.
 Example

Introduction

From the parking lot, I could see the towers of the castle of the Magic Kingdom standing
stately against the blue sky. To the right, the tall peak of The Matterhorn rose even
higher. From the left, I could hear the jungle sounds of Adventure land. As I entered the
gate, Main Street stretched before me with its quaint shops evoking an old-fashioned
small town so charming it could never have existed. I was entranced. Disneyland may
have been built for children, but it brings out the child in adults.

Conclusion

I thought I would spend a few hours at Disneyland, but here I was at 1:00 A.M., closing
time, leaving the front gates with the now dark towers of the Magic Kingdom behind me.
I could see tired children, toddling along and struggling to keep their eyes open as best
they could. Others slept in their parents' arms as we waited for the parking lot tram that
would take us to our cars. My forty-year-old feet ached, and I felt a bit sad to think that
in a couple of days I would be leaving California, my vacation over, to go back to my
desk. But then I smiled to think that for at least a day I felt ten years old again.

 Challenging the reader: By issuing a challenge to your readers, you are helping
them to redirect the information in the paper, and they may apply it to their own
lives.

Example

Though serving on a jury is not only a civic responsibility but also an

interesting experience, many people still view jury duty as a chore that
interrupts their jobs and the routine of their daily lives. However, juries are
part of America's attempt to be a free and just society. Thus, jury duty
challenges us to be interested and responsible citizens.

 Looking to the future: Looking to the future can emphasize the importance of
your paper or redirect the readers' thought process. It may help them apply the
new information to their lives or see things more globally.

Example

Without well-qualified teachers, schools are little more than buildings and
equipment. If higher-paying careers continue to attract the best and the
brightest students, there will not only be a shortage of teachers, but the
 teachers available may not have the best qualifications. Our youth will
suffer. And when youth suffers, the future suffers.

 Posing questions: Posing questions, either to your readers or in general, may

help your readers gain a new perspective on the topic, which they may not have
held before reading your conclusion. It may also bring your main ideas together
to create a new meaning.

Example

Campaign advertisements should help us understand the candidate's

qualifications and positions on the issues. Instead, most tell us what a
boob or knave the opposing candidate is, or they present general images
of the candidate as a family person or God-fearing American. Do such
advertisements contribute to creating an informed electorate or a people
who choose political leaders the same way they choose soft drinks and
soap? https://leo.stcloudstate.edu/acadwrite/conclude.html
A Sample Essay (for Activity 1)

A Discussion of Critical Thinking and Rote Learning

Title of the essay

This essay contrasts the benefits of rote learning and

Introduction critical thinking in the context of university education. It
State the main argues that although rote learning is important for passing
topic. Indicate the exams in some subjects, the development of critical
central argument. thinking skills is far more crucial in succeeding overall
Define the main
within the tertiary education environment. Whereas rote
terms. List the main
topics discussed.
learning involves memorising information, the central
aspect of critical thinking is to ask questions and to think
independently. Critical thinking carries across to all
aspects of learning, including participating actively in the
classroom, selecting and reading source material
carefully, and constructing logical arguments in written
work. This essay focuses on the importance of critical
thinking for assessing the validity and relevance of
Body information and for constructing a coherent argument.
Contains separate
paragraph for each Studies have indicated that critical thinking skills are more
new point you are important than memorising information in order to perform
making. well at university. For example, in her article, ‘Critical
thinking and college success’, Jeanne Higbee (2003)
writes that ‘habits of mind’ are far more important than
‘specific content knowledge’ to succeed at tertiary level.
The skills that were found to be most crucial for study are
outlined in the following quotation

The habits of the mind include critical thinking;

Long quotation
analytical thinking and problem solving; an
Start on new line.
inquisitive nature and interest in taking advantage
Indent 1cm from
of what a research university has to offer; the
both margins. Use
willingness to accept critical feedback and to adjust
smaller font size.
based on such feedback; openness to possible
failures from time to time and the ability and desire
Topic sentences
to cope with frustration and ambiguous learning
Start each paragraphtasks. (Higbee 2003, p.78)
with a topic
sentence. Higbee’sThis article discusses the results of a study which
summarises identified
the the learning behaviours of successful students
main argument
in relation to a range of subject areas including
contained Mathematics,
in that Science and English. She concludes that
paragraph the main
those who succeed at tertiary level are active,
argument contained
independent
in that paragraph. It and curious learners who are able to
should be construct
in your logical arguments and support these with
own words.
 relevant information.

Critical thinking is also vital for assessing the validity of

different information. It is important to question the
arguments presented in different sources, and identify
what stance the writer is taking in relation to the material.
To read critically, it is important to determine whether the
information is consistent with other sources read on the
subject; what sources the writer uses to back up their
arguments, and whether these are reliable sources; and
the strengths and weaknesses of the writer’s argument.

In comparison, rote learning does not develop the skills

Counter Argument
which are important for university education. Although in
some subjects it is necessary to memorise information
Paraphrase such as formulae used in maths, science and statistics, it
Write the is more important to understand the application and
information from a
relevance of these formulae. Rote learning also does not
source in your own
words. Put the assist students to construct valid arguments, as it fails to
reference teach students to think independently. For example, it has
immediately been argued that rote learners are more likely to use
following the section inductive fallacies, in which theier reasoning will not be
you have sound. (Sternberg 2004). These fallacies include the ‘ad
paraphrased. populum’ argument in which the reason given for the
Short quotation
conclusion is that the majority of people agree with it.
Use inverted commas
Sternberg writes that the essence of this fallacy lies in or
around the words
need to conform to populat views and conclusions’
copied from the
(2004, p.69). Critical thinking, on the other hand, enables
source.
students to construct logical.

In conclusion, although rote learning is necessary in some

situations, it is far more important to develop critical
thinking skills in order to succeed at university level. The
Conclusion
skills involved in thinking critically and analytically can
Restate the main
assist students to construct sound arguments and to
argument.
Summarise the main
assess their reading material in terms of the validity of its
points used to
content. Whereas memorising information has limited
support your value in terms of university education, critical thinking is
argument. Make a one of the most crucial aspects of university study.
final statement. http://kent.edu.au/kent/wp-
content/uploads/2014/04/Essay-Writing-Workbook-T1-
2014.pdf
 Reference List Reference List
Start this on a new
page. Give the full Higbee, J 2003, ‘Critical thinking and college success’,
details of all sources Research & Teaching in Developmental Education, vol.
you have referred to 20, no. 1, pp.77-82 (online ProQuest).
in your essay. Format
using the Harvard Sternberg, RJ 2004, ‘Four alternative futures for
System of education in the United States: it’s our choice’, School
Referencing. Psychology Review, vol. 33, no. 1, pp. 67-78 (online
ProQuest).

STYLE TIPS
 Make sure your writing flows. Once you have written a draft of your essay,
check that the paragraphs are ordered in a logical way. Read over the topic
sentences: do they follow a logical sequence?
 Always write in the third person. Do NOT use: I, my, me, we, our, us, you, or
your.
 Use the present tense when you are writing about other people’s work, such
as, “Johnson points out that…” or “Studies indicate that….”
 Do NOT start paragraphs with quotations. Write topic sentences.
 Always use gender neutral language: he/she, their, the author, the researcher,
and so on.
 Use formal language: Do NOT use words such as “things”! Be specific!
 Use the passive voice.

Activity 1. Understanding the Essay

Read the sample essay (page __ & __).

1. Read the introduction of the sample essay.

a. Highlight the writer’s argument/thesis.

b. Underline the 4 points that the writer is going to discuss to defend their argument.
Number them 1-4.

2. Read only the topic sentence (the first sentence) of each body paragraph.

a. Match each of the paragraphs to one of the 4 points from the introduction.
 b. Write the matching number next to the paragraph. (Note: there are 5 body
paragraphs, but only 4 points.)

3. Select one body paragraph to analyse.

a. Find the part in the paragraph where the writer explains how the point supports
their argument.
b. Underline the evidence in your paragraph
c. How strong is the voice of this evidence? Is it direct, indirect, or external?
d. Highlight the sentences where the writer’s voice is heard.
e. Look at the list below. These words are linking words called cohesive devices or
transitional phrases.

Circle the words or phrases below that are used in your paragraph:

It is clear Another major problem

Together, these In addition
In other words Nevertheless
Even more seriously A related problem
At the same time Because

4. Read the concluding paragraph

a. Highlight the restated argument/thesis

b. Underline the sentences where the writer summarises the essay’s main points
c. Identify the voice in which it is written.

Activity 2. Essay Outline

Below is the framework of an academic essay. Each section refers to one paragraph.
Choose one of the topic below, and make your own essay:

1. Factors Affecting Board Examination Performances - Basis for Higher

Education Policy reform
2. What is the impact of delinquency, violence and insecurity in the
Philippines?
3. What City in the Philippines is the Safest City?
4. Who are the most victims of crime in the Philippines (Basis for crime
prevention models)
5. What is the impact of police reforms in the country?
6. What is the level of self control of criminology students in terms of
committing or avoiding crimes?
 7. What are the negative public perceptions on law enforcement that affects
human relations?
8. What is the impact of graft and corruption committed by PNP personnel.
9. How does a good police image built?
10. Prevalence of alcoholism and gambling among PNP members?
11. Factors leading to the role of the family in criminality?
12. Prevalence of Plagiarism among Colleges and Universities in Mindanao
(Basis for Prevention Strategies)
13. Prevalence of pornographic material safekeeping among college students
(Basis for prevention strategies)
14. Prevalence of Drug abuse among teenagers in ______ City.
15. Prevalence of Police Abuse and Violation of law among PNP personnel
16. Analysis of Traffic problems in ___ city
17. Level of satisfaction of ___ as to the effectiveness and efficiency of the
___City Police Office.
18. Sex Tourism in __ city
19. Youth Attitude on Police Prevention Programs
20. Level of Crime Victimization among Foreign Nationals in __ city
21. Level of Employability of Licensed Criminologists
22. Prevalence of Cyber crimes in the Philippines (Basis for Legislation/
prevention programs)
23. Influences of Heavy Metal Music to criminality
http://www.rkmfiles.net/forum/36-criminological-research/5562-research-topics-
to-start-with.html

Introduction  General statement

 Definitions of important
terms
 Statement of the central
argument, thesis or
opinion
 List of main points

Body 1  Point 1 topic sentence

 Explanation

 Supporting evidence
(theories, statistics,
examples)

 Concluding sentence

Body 2  Point 2 topic sentence

  Explanation

 Supporting evidence
(theories, statistics,
examples)

 Concluding sentence

Body 3  Point 3 topic sentence

 Explanation

 Supporting evidence
(theories, statistics,
examples)

 Concluding sentence

Body 4  Point 4 topic sentence

 Explanation

 Supporting evidence
(theories, statistics,
examples)

 Concluding sentence

Body 5  Point 5 topic sentence

 Explanation

 Supporting evidence
(theories, statistics,
examples)

 Concluding sentence

Conclusion  Restatement of central

argument or thesis
 Summary of the main
points
  Final statement of
possible implications or
recommendations

Reference List  Start on a new page with

the heading ‘Reference
List’

 Follow APA Format 8th

Edition