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New Eapp Handout 3

This document outlines the process writing approach for academic texts. It discusses the key stages of pre-writing (planning), writing (structuring content and citations), and post-writing (evaluating, editing, and publishing). Pre-writing involves techniques like brainstorming and outlining. Writing considers structure, plagiarism avoidance, and citation styles. Post-writing consists of evaluating content, organization, vocabulary and language using rubrics, editing for grammar and mechanics, and final publishing. The goal is to produce a polished academic text through planning, multiple drafts, and feedback.

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John Christian Macan
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93 views4 pages

New Eapp Handout 3

This document outlines the process writing approach for academic texts. It discusses the key stages of pre-writing (planning), writing (structuring content and citations), and post-writing (evaluating, editing, and publishing). Pre-writing involves techniques like brainstorming and outlining. Writing considers structure, plagiarism avoidance, and citation styles. Post-writing consists of evaluating content, organization, vocabulary and language using rubrics, editing for grammar and mechanics, and final publishing. The goal is to produce a polished academic text through planning, multiple drafts, and feedback.

Uploaded by

John Christian Macan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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SCT Integrated Basic Education Department 2

Senior High School Level


Siena College
English Area
of Taytay
E. Rodriguez Ave., Taytay, Rizal 1920 S.Y. 2018-2019 Second Semester

Handout #3

LESSON 3- PROCESS WRITING APPLIED IN ACADEMIC TEXTS

THE PROCESS WRITING


 This is the planning and revising, rearranging and deleting text, re-reading and producing
multiple drafts before one produce a finished document.
 This deviates from the traditional form of writing which starts from topic and then
submission, then returning of checked outputs.

I. PRE-WRITING
What to do in pre-writing?
 Planning what to write.
 Assessing the audience and purpose.
Pre-writing Techniques Essential in Planning Academic Texts
 Brainwriting- writing ideas that comes out from one’s brain given a topic
 Brainstorming- sharing of ideas together to come up with common topics
 Associating- giving related ideas or terms to certain topic given
 Structuring/Outlining- planning on the flow of the ideas

II. DURING WRITING


Considering the Structure
 IMRAD
 IBC
Avoiding Plagiarism
 Plagiarism of Language (To avoid such- you should do the following: note-taking,
quoting, paraphrasing)
 Plagiarism of Ideas (To avoid such- you must include proper citation)
Citing your Activities Ways of citation
 Author-oriented- starts with the name of the author, followed by the year of
publication, and the arguments or points
 Text-oriented- starts with the actual text followed by the reference
 Other-ways- starts with phrases like according to, as stated by, etc…, this is also
done when citing sources from images, movies, etc…
BIBLIOGRAPHY WRITING
 when stating sources/reference materials
 Use APA- American Psychological Association
 Capitalize the first letter of the first word of the title and any subtitles, as well as
the first letter of any proper nouns.
 The full title of the book, including any subtitles, should be stated and italicized.
 Arrange alphabetically. First name of authors, use letter only.

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BIBLIOGRAPHY WRITING RULES

A. Books
Author, A. (Year of publication). Title of work. Publisher City: Publisher.
Finney, J. (1970). Time and again. New York: Simon and Schuster.
Note: two books, use &, three or more books, use et. al.

B. Electronic Books
Author, A. (Year of publication). Title of work . Retrieved from
http://xxxx or doi:xxxx on (date)
Eggers, D. (2008). The circle . Retrieved from http://www.amazon.com/
on December 12, 2017
Note: two books, use &, three or more books, use et. al.

C. Journals
Author(s). (Year). Title of journal article: Subtitle of article. Title of journal, (volume)
number, page number(s).
Ferrer, C. (2008). Petroleum journal. 21st century skills. The Modern Magazine
174(6), 15-21.

D. E- Journals
Author(s). (Year). Title of journal article: Subtitle of article. Title of journal, (volume)
number, page number(s). Retrieved from URL on (date)
Ferrer, C. (2008). Petroleum journal. 21st century skills. The Modern Magazine
174(6), 15-21. Retrieved from http://www.skills-pdf. on December 8, 2017.

E. Newspapers
Author(s). (Year, month day). Title of newspaper article. Title of newspaper,
section of the paper, page number(s).
Sanchez, S.. (2018 May 04). The Education Today. Philippine Daily Inquirer,
Column Section, p. 24

F. Online Newspapers
Author(s). (Year, month day). Title of newspaper article. Title of newspaper,
section of the paper, page number(s). Retrieved from URL on
Marquez, B. (2017, June 04). The Education Today. PDI Online, Column Section.
Retrieved from URL on July 08, 2017.

G. Web Sources
Author(s). (Year). Title of webpage or document: subtitle [format].
Retrieved from URL on date
Marquez, S. (2015). Riknakem Blog: The Episode. Retrieved
from http://www.riknakem.blogspot.com on July 01, 2018
For No Author
“Title of the webpage”. (Year). Retrieved from URL on date
“Riknakem Blog: The Episode” (2015).. Retrieved
from http://www.riknakem.blogspot.com on July 01, 2018
Note: if no date write (n.d)

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III. POST WRITING

A. Evaluating
Why do we evaluate?
 Serves as motivation for revision
 Defines/clarifies the writing task
 Provides application/ retrieval of previous knowledge
 Enriches writer’s schemata of knowledge
Criteria for Evaluation
 Content
 Organization
 Vocabulary
 Language Use

QUESTIONS FOR EVALUATION


CONTENT
1. Is the topic appropriate for an academic text?
2. Does the approach appropriate for your target audience?
3. Does the content appropriate to the given topic?
ORGANIZATION
1. Is the format correct/appropriate?
2. Does the introduction contain thesis statement and topic introduction?
3. Does the body contain all the necessary information?
4. Does the conclusion summarize the key points?
5. Are the contents organized by related information?
VOCABULARY
1. Are words appropriately used in the sentences of the paragraph?
2. Are the words used helpful in giving the evidences of the text?
3. Are the words used relevant to the over-all topic of the text?
LANGUAGE USE
1. Are the words accepted in academic writing?
2. Are the signposts correctly applied?
3. Is the tone appropriate for the message of the academic text?
4. Is the language fair and not bias?
5. Does the language system help communicate the message of the text?

Evaluating Techniques
 Peer Evaluation.
 Self-Evaluation.
 Conferencing. A meeting between student/s and the teacher to discuss the
work. Students are asked to talk about the writing.

How to do the evaluating…


 Answer the question for evaluation with Yes or No
 Then, give evidence why the standard is met/ not met by the writer.

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B. Editing
 After evaluation, final goal should be an output with CORRECT GRAMMAR AND
MECHANICS.
 Before final printing, EDITING should be done to come up with a better output.
 Editing- checking for GRAMMAR AND MECHANICS (spelling, capitalization
and punctuation)
 It could be either be self, peer or group editing

Editing vs evaluating- Evaluating is more of content, Editing is on the external


aspect of the text.
Editing techniques

Primary Tool: The Correction Codes/Symbols


- A set of distinct codes that can signify aspects of corrections.

Four MAJOR CORRECTION CODES IN ACADEMIC WRITING


 GRM- For a word which is not grammatically incorrect
 PUNC- For a punctuation which is not correctly used.
 CAP- For a word which is not supposed to be capitalized or the other way around.
 SPE- For a word misspelled.

How to do the editing


 For editing, just encircle the word/phrase with error and put the mark above.
This is done in modern editing to make sure that both the writer and editor
will think of the error, and will have a reflection later on how to make the
mistake correct.

Importance of Editing
 Students are trained to learn how to write better.
 Writing becomes easy and enjoyable.
 Review and application of previous learning are provided for.
 Writing becomes a tool for thinking.
 Codes can lessen students’ writing apprehension.

C. Publishing
 Failure to develop post-writing skills is at the root of much defective written
communication which companies get even from graduates of prestigious schools.
 This is the final stage of the process.
 Without this stage, the write up is useless.

Publishing Techniques
 Final Printing- Publishing in an Academic Paper
 Presentation
 Using Rubrics For Final Grading
Prepared by:

EAPP Teachers

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