EAPP COVERAGE:

 Language in Academic Text from Various Discipline

 Knowledge of Text Structure
 Various Techniques in Summarizing a Variety of Academic Text
 Thesis Statement of an Academic Text

Language in Academic Text from Various Disciplines

TRUE Academic writing is a type of writing produced by student in an academic setting which is
impersonal and formal.
TRUE Formal language use is the characteristics of academic writing which distinguishes it from a creative
writing and personal writing.
FALSE Academic writing is just writing, it is just putting all the letters in the paper and there is no thinking
at all.
FALSE Language consideration is not important when writing an academic writing.
TRUE Knowing the characteristics of academic writing allows student to distinguishes it from other kinds of
writing.

 According to Open Oregon website, text is anything that conveys a set of meanings to the person
who examines it.

 There is a misconception that texts were limited to written materials, such as books, newspapers
and magazines. It is true that those items are indeed texts but so are movies, paintings, television
shows, songs. Political cartoons, online materials, advertisements, mask, works of art, and even
rooms full of people. If we can look at something, explore it, find layers of meaning in it, and draw
information and conclusions from it, we are looking at a text.

 Academic text is defined as critical, objective, specialized texts written by experts or professionals
in a given field using formal language. Academic texts are objective. This means that they are
based on facts with solid basis. Academic text is used in creating your academic writing.

 According to Hogue and Oshima (2007), academic writing is the kind of writing used in high
school and college classes which differ from creative and personal writing because of using formal
language.
-While creative writing and personal writing both uses informal language.

 Barrot (2018) also stated that academic writing is a type of writing produced by student in an
academic setting which is impersonal and formal.
-It is impersonal because it usually uses the third person perspective and does
not have a direct reference to persons and feelings.

 Academic writing according to Saqueton and Uychoco(2016) is a 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 arguing for a stand.
 Saqueton also argues that academic writing is thinking; you cannot just write anything that
comes to your mind. You have to abide by the set rules and practices in writing. You have to write
in a language that is appropriate and formal but not too pretentious

 According to the website of Monash University, the language used at university has various
features which distinguish it from the language styles used in other contexts. Consider the
language used in novels, conversation, newspapers or law courts. Each has its own style, with
varying degrees of formality and objectivity.

 LANGUAGE IN ACADEMIC WRITING

Academic writing is formal
 The tone used in academic writing is usually formal, meaning that it should not sound
conversational or casual.
  You should particularly avoid colloquial, idiomatic, slang, or journalistic expressions in favor
of precise vocabulary.
 Informal and colloquial language is often imprecise, so is open to misinterpretation, and can
be inaccessible to non-native English speakers.
 For example, ‘international business heavyweights’ is too informal. Better wording would be
‘leading international businesses’ if referring to corporations, or ‘international business
leaders’ if referring to individuals.
 Academic writing requires that you use full forms rather than contractions. For example,
write ‘do not’ instead of ‘don't’, ‘it is’ instead of ‘it's’, ‘they have’ instead of ‘they've’ and ‘we
will’ instead of ‘we'll’.

Academic writing is objective

 This means it is unbiased, based on facts and evidence and is not influenced by personal
feelings.
 When personal beliefs or emotions influence our writing, it is subjective and thus less
convincing.

Academic language is impersonal

 Academic language is impersonal in that you generally don’t refer to yourself as the
performer of actions.
 This involves avoiding the personal pronouns ‘I’ and ‘we’. For example, instead of writing ‘I
will show’, you might write ‘this report will show’. The second person, ‘you’, is also to be
avoided.

 In the website of UEFP, it was further elaborated that Academic writing in English is linear, which
means it has one central point or theme with every part contributing to the main line of argument,
without digressions or repetitions. Its objective is to inform rather than entertain. As well as this is
in the standard written form of the language.

 UEFP also cited 10 FEATURES OF ACADEMIC WRITING which is elaborated below.

1) Complexity
- Written language is relatively more complex than spoken language.
- Written language has longer words, it is lexically denser and it has a more varied
vocabulary.
- It uses more noun-based phrases than verb-based phrases.
- Written texts are shorter and the language has more grammatical complexity,
including more subordinate clauses and more passives.
2) Formality
- Academic writing is relatively formal.
- In general, this means that in an essay you should avoid colloquial words and
expressions.
3) Precision
- In academic writing, facts and figures are given precisely.
4) Objectivity
- Written language is in general objective rather than personal.
- It therefore has fewer words that refer to the writer or the reader.
- This means that the main emphasis should be on the information that you want to
give and the arguments you want to make, rather than you.
- For that reason, academic writing tends to use nouns (and adjectives), rather than
verbs (and adverbs).
5) Explicitness
- Academic writing is explicit about the relationships in the text.
- Furthermore, 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.
- These connections can be made explicit by the use of different signaling words.
 6) Accuracy
- Academic writing uses vocabulary accurately.
- Most subjects have words with narrow specific meanings. Linguistics distinguishes
clearly between "phonetics" and "phonemics"; general English does not.
7) Hedging
- In any kind of academic writing you do, it is necessary to make decisions about your
stance on a particular subject, or the strength of the claims you are making.
- Different subjects prefer to do this in different ways.
8) Responsibility
- In academic writing you must be responsible for, and must be able to provide
evidence and justification for, any claims you make.
- You are also responsible for demonstrating an understanding of any source texts you
use.
9) Organization
- Academic writing is well organized.
- It flows easily from one section to the next in a logical fashion.
- A good place to start is the genre of your text.
- Once you have decided on the genre, the structure is easily determined.
10) Planning
- Academic writing is well planned.
- It usually takes place after research and evaluation, according to a specific purpose
and plan.

Knowledge of Text Structure

1. What do we call how information is organized in a passage? Text Structure
2. Which type of text structure is a pattern of organization where the similarities and differences of two or
more things are explored? Comparison and Contrast
3. What method of organizing text is generally used for instructions or directions, but it can also be used to
explain processes in nature or society, such as how a president is elected? Sequence
4. What type of text structure to which information is organized in steps or a process and is explained in
the order in which it occurs? Chronological
5. Which of the options below explain reasons why something happened or the effect of something?
Cause and Effect

 Merriam Webster define “structure” as action of building and something arranged in a definite
pattern of organization.

 Text also was defined as something considered as an object to be examined. The original words
and form of a written or printed work.

 According to Emily Kissner, structure is the building or framework, then text structure refers to
how a piece of text is built.

 Writers use different structures to build their ideas. Each text structure communicates ideas in a
different way.

 The term “text structure” refers to how information is organized in a passage.

 The structure of a text can changes many times in a work and even within a paragraph.

 An important feature of academic texts is that they are organized in a specific way; they have a
clear structure.

 This structure makes it easier for you to navigate your text and understand the material better. It
also makes it easier for you to organize your material.
 The structure of an academic text should be clear throughout the text and within each section,
paragraph and even sentence.

 Different kinds of texts are organized differently because they are to be read differently. You do not
read a Facebook travel blog post the same way you read a recipe of the new dish you want to try.
Your purpose for reading directly affects your comprehension.

 The text structure is a signal to your brain to read the text in a certain way: TYPES OF TEXT
STRUCTURE

1) Cause and Effect

 Paragraphs structured as cause and effect explain
reasons why something happened or the effects of
something. These paragraphs can be ordered as
causes and effects or as effects and then causes.
The cause and effect text structure is generally
used in expository and persuasive writing modes.
 To put it another way: when an author gives
reasons why something happened, he or she is explaining what caused an effect
(reasons are causes and the thing that happens is the effect). Also, when a writer
explains the results of an action, he or she is explaining the effects of a cause
(results are effects and the thing that occurs is the cause).
 The cause and effect text structure are used so commonly that you have probably
written a paragraph using it and not noticed.
Example of Cause and Effect
Many people think that they can get sick by going into cold weather improperly dressed;
however, illnesses are not caused by temperature- they are caused by germs. So, while
shivering outside in the cold probably won’t strengthen your immune system, you’re
more likely to contract an illness indoors because you will have a greater exposure to
germs.
Signal words: because, as a result, resulted, caused, affected, since, due to, effect.

1) Chronological Order
 When information in a passage is
organized by the time in which each event
occurred, it is organized chronologically.
 Nonfiction passages that are organized
chronologically often contains dates.
 Fiction passages or narratives are more
subtle and are organized chronologically
but usually have no dates.
 A narratives or story is a journey through
time, and all of the events are arranged in order of time; therefore, every story has a
beginning, middle, and end.
 Stories require the passage of time; therefore, all stories are organized
chronologically. Sometimes time will stop in a narrative.
 Certain passages in a story may focus on describing scenery or spaces, and use a
descriptive or spatial method of organization.
 The conflict of a story may be discussed in terms of problem and solution or cause
and effect, but the text in a story is still mainly organized chronologically.

Example of Chronological Order

This morning was crazy. My alarm clock was set for PM instead of AM, so I woke up
really late. I just threw on some clothes and ran out the door. I rode my bike as fast
as I could and thought that I was going to be late for sure, but when I got there
everyone was outside and there were firetrucks all lined up in front of school. I
 guess somebody pulled the fire alarm before class started. It worked out though,
because nobody really noticed or minded that I was tardy.
Remember: Chrono = Time Logic = Order (Stories are told chronologically or in order of
time.)

2) Compare and Contrast

 Text structure or pattern of organization where the similarities and differences of two
or more things are explored.
 It is important to remember that with
the compare and contrast text
structure the text should be
discussing similarities and
differences.
 If the text only discusses similarities, it
is only comparing.
 Likewise, if it only discusses ways that the things are different, it is only contrasting.
 The text mu st do both to be considered compare and contrast.

Example Compare and Contrast:

Apples and oranges are both fruits, which means that they have seeds inside of
them. Each has a skin, but orange skins are thick and easy to peel. Apple skins are
thinner and do not peel easily. Oranges also contain more acid than apples, but both
fruits are delicious.
Signal words: like, unlike, both, neither, similar, and different.

3) Order of Importance
 Ideas or steps are prioritized by the
writer or speaker according to a
hierarchy of value.
 When using the order of importance
pattern of organization, information
can be structured from most
important to least important or least
important to most important.
 Both structures would be considered as the order of importance text structure.
 Note that: The Order of Importance organizational pattern can be difficult to
identify alongside cause and effect and sequence text structures. In fact, in some
cases one could use the same graphic organizer to represent information from an
order of importance and sequence passage. The difference is subtle and must be
inferred at times, but generally a sequential passage explains the steps that occur in
a process.
Example:
The company has a clearly laid out hierarchy. All major decisions go through the
president, who controls the entire operation, but most daily decisions go to the board.
Beneath the board members are the regional managers, who oversee the branch
managers, who run each local branch.

4) Problem and Solution

 Pattern of organization where
information in a passage is expressed
as a dilemma or concerning issue (a
problem) and something that was, can
be, or should be done to remedy this
issue (solution or attempted solution).
 The problem and solution tex t structure
may seem like it would be easy to
recognize, but it can be moderately difficult to identify because it is frequently
 confused with the cause and effect pattern of organization, as they both have
relational structures
Example:
It seems like there has been a surge in teen pregnancies these days. Teen pregnancies
make it very difficult for young mothers to pursue their dreams and meet the demands
of an infant. Fortunately, most teen pregnancies can be easily prevented by using birth
control; however, even birth control is not 100% effective. The most effective way to
prevent teen pregnancies is abstinence, which is 100% effective.

5) Sequence
 Sequential order or process writing as it is
sometimes called, is when information in a
passage is organized by the order in which it
occurs.
 This method of organizing text is generally
used for instructions or directions, but it can also be used to explain processes in
nature or society, such as how a president is elected.
Example:
How to Make Cookies. First, get your materials. Then, make your dough. Lastly, cook
your dough at 400 degrees for 10 minutes

 DIFFERENCE OF SEQUENCE TO CHRONOLOGICAL

- A key difference that distinguishes the two patterns: texts organized
chronologically occur at a specific time and setting, whereas texts describing
processes or sequences do not occur at any specific time and place. To
elaborate, if I tell the story of how I came home and made cookies, that
information is organized chronologically. The story took place in my kitchen
sometime in the past.
- Alternately, consider instructions on how to make cookies. When did that
occur? That could happen at any time or no time at all. This is because a
recipe describes a process or sequence, one which is not attached to any
specific chronology.
- Unlike chronologically ordered texts, information organized sequentially does
not occur at any specific time but, rather, anytime.

6) Spatial Description
 Spatial organization is when
information in a passage is organized
in order of space or location.
 If you were to describe the room in
which you were sitting right now, you
would be using spatial organization.
 Spatial organization may also be called
descriptive writing and it is most frequently used when the narrator describes how
something looks.
 Spatial organization is generally pretty easy to identify, but be aware that spatial
organization is used in both fiction and nonfiction texts.
 Most fictional passages are organized chronologically, but in paragraphs where the
narrator is describing a setting or the appearance of a character, the information
may be organized spatially.
Example:
Volcanoes are a feared and destructive force for good reason. A volcano is like a
pressure valve for the inner earth, but they can also be very beautiful. One part of
the volcano that people rarely see is the magma chamber. The magma chamber is
way beneath the Earth’s bed rock. It is tremendously hot. Running from the magma
chamber to the crater of the volcano is the conduit.
Various Techniques in Summarizing a Variety of Academic Text
HOW TO BECOME A CRITICAL READER?
1. ANNOTATE WHAT YOU READ
one way to interact with the writer is to write on the text. You can underline, circle, or
highlight words, phrases, or sentences that contain important details, or you can write
marginal notes asking questions or commenting on the ideas of the writer.

2. OUTLINE THE TEXT

- in order to fully engage in a dialogue with the text or with the writer of the text, you need
to identify the main points of the writer and list them down so you can also identify the
ideas that the writer has raised to support his/her stand.

3. SUMMARIZE THE TEXT

- aside from outlining, you can also get the main points of the text you are reading and
write its gist in your own words. This will test how much you have understood the text and
will help you evaluate it critically. A summary is usually one paragraph long.

Summarizing is an important skill because it helps:

• Deepen your understanding of the text;
• Learn to identify relevant information or key ideas;
• Combine details or examples that support the main idea/s;
• Concentrate on the gist or main idea and key words presented in the text; and
• Capture the key ideas in the text and put them together clearly and concisely.

Guidelines in Summarizing
• Clarify your purpose before you read.
• Read the text and understand the meaning. Do not stop reading until you understand the
message conveyed by the author. Locate the gist or main idea of the text, which can usually be
found either at the beginning, in the middle, or in the end.
• Select and underline or circle the key ideas and phrases while reading; another strategy is to
annotate the text;
• Write all the key ideas and phrases you identified on the margins or on your notebook in a bullet
or outline form.
• Without looking at the text, identify the connections of these key ideas and phrases using a
concept map.
• List your ideas in sentence form in a concept map.
• Combine the sentences into a paragraph. Use appropriate transitional devices to improve
cohesion.
• Ensure that you do not copy a single sentence from the original text.
• Refrain from adding comments about the text. Stick to the ideas it presents.
• Edit the draft of your summary by eliminating redundant ideas.
 • Compare your output with the original text to ensure accuracy.
• Record the details of the original source (author’s name/s, date of publication, title, publisher,
place of publishing, and URL [if online]). It is not necessary to indicate the page number/s of the
original text in citing sources in summaries.
• Format your summary properly. When you combine your summaries in a paragraph, use different
formats to show variety in writing.

4. EVALUATE THE TEXT

- the most challenging part in critical reading is the process of evaluating what you are
reading. This is the point where the other three techniques: annotating, outlining,
summarizing, will be helpful.
- When you evaluate a text, you question the author’s purpose and intentions,

Write S if the statement describes good summarizing and N if not.

1. Keen copied everything from the book. N
2. Pauline extracted the key ideas in the text. S
3. Charlotte concentrated on the important details. S
4. Peter looked for key words and phrases. S
5. Chloe simplified the ideas. S
6. Patrice revised the main idea. N
7. To add more information, Briana added her analysis and comments to the ideas of the author. N
8. Cathy wrote down the general and specific ideas of the text. S
9. Chuckie added some of his related research to the information presented in the text. N
10. Portia extended the message of the text and included some of her interpretation. N

Thesis Statement of an Academic Text

UNDERSTANDING THE THESIS STATEMENT
Thesis Statement
- presents or describes the point of an essay.
- (Academic Text) usually presented in the abstract or executive summary or found at the last part
of the introduction. It is written in a declarative sentence.

STRATEGIES IN LOCATING THE THESIS STATEMENT

 Read the title of the text and make inferences on its purpose.
 If the text has no abstract or executive summary, read the first few paragraphs as the thesis
statement is usually located there.
 In other cases, you may also check the conclusion where authors sum up and review their
main points.

HOW TO WRITE A THESIS STATEMENT?

1. Developing your thesis statement
- Thesis statement is the claim or stand that you will develop in your paper. It is the controlling idea of
your essay. It gives your readers idea of what your paper is all about.
- A strong thesis statement usually contains an element of uncertainty, risk, or challenge. This means that
your thesis statement should offer a debatable claim that you can prove or disprove in your essay.

2. Organizing your paper

- Your next task as a writer is to support your thesis statement with sufficient evidence, data, and
examples. Some people think that this is where the “real” writing begins because this is where you will
support your thesis statement and expound on it as well.
- As a writer, your main aim is to organize your ideas in a logical order. Organizing your ideas means
finding the connections of one point to another and establishing a link from one idea to another.
- Some writers start organizing their draft by making an outline.
1. Teacher’s salary/wage/income
a. I think teachers are hard workers.
b. Teachers make less money than most people think.
c. This paper will explore reasons why teachers across the country should be paid higher wages.
d. Teachers have the important job of educating our children and should be paid higher wages to
reflect the importance of this task.

2. Vegetarian diets
a. Vegetarians live longer lives.
b. It is not right for so many people to eat so much meat.
c. This essay is about the reasons why you should consider a healthier, vegetarian diet.
d. A well-balanced, vegetarian diet provides significant health benefits, and Americans could benefit
from becoming vegetarians.

3. Childhood obesity
a. There are many solutions to the problem of childhood obesity.
b. I know a lot of parents who are really struggling with the issue of childhood obesity.
c. The percentage of children in the United States who are obese increased from seven percent in
1980 to nearly 20 percent in 2008 (CDC, 2012).
d. With the number of children with obesity on the rise in the U.S., parents need to be better
educated about the causes of childhood obesity.

4. Minimum wage in the Philippines

a. Polls show that most Filipinos would like to see the minimum wage in the Philippines raised.
b. After much research, I have concluded that the minimum wage in the Philippines must be raised.
c. The minimum wage in the Philippines should be raised to a living wage, as doing so will benefit
individuals, businesses, and the overall economy.
d. This paper will explore many issues related to minimum wage in the Philippines, such as the way
an increased minimum wage will impact individuals, businesses, and the overall economy.

5. Rizal Park
a. Rizal Park is located in Manila.
b. Rizal Park is located in Manila where you can find Rizal’s monument.
c. Rizal Park is the place where you can find the statue of our national hero.
d. Rizal Park, which is located in Manila, is a reminder of our nationalism and revolution.

1. Topic: Education is important to have.

Thesis:

2. Topic: Young children require a lot of care.

Thesis:

3. Topic: Some young people view celebrities — including professional athletes, actors,
and musicians — as role models. Do you think that celebrities are good role models?
Thesis:

4. Topic: Pesticides used for controlling pests which can damage crops.
Thesis:

5. Topic: Young people should pay attention to politics.

Thesis: