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LEARNING GUIDE 1: ACADEMIC TEXT VERSUS NON-ACADEMIC

TEXT
Academic texts embrace ideas and theories that area unit associated
with the precise discipline they explore. They typically exhibit all the
properties of a literary text i.e., organization, unity, coherence, and cohesion,
moreover as strict adherence to rules of language use and mechanics.
In general, authors observe the subsequent once writing academic
texts.

-Include the construct and theories that area unit associated with the precise
discipline they explore.
-Exhibit all the properties of a literary text. in terms of: organization, unity,
coherence and cohesion, rules of language use and mechanics.
-State queries and problems.
-Provide facts and proof from credible sources.
-Use precise and correct words whereas avoiding jargon and informal
expressions.
-Associate objective point-of-view and avoid being personal and subjective.
-Provide list of references.
-Use hedging expression or cautious language to tone down their claims.

Examples of hedging expressions are:

Might, can, could, would, should, to seem, to appear, to suggest, to assume, to
think, to tend, to give, to indicate, to propose, to indicate, to
speculate, .possible, probable, likely.
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STRUCTURE OF ACADEMIC TEXTS

Academic writing is often formal. They need a well-defined
introduction, body, and conclusion. They additionally embrace data from
reliable sources that's properly cited. They additionally embrace a listing of
references that were employed in the creation of the educational paper.
Academic texts area unit is distinguished by the actual fact that they're
organized in an exceedingly specific manner; they need a definite structure.
This structure permits your reader to navigate your text a lot of simply and
higher perceive the fabric. It additionally makes organizing your materials
easier.
An academic text structure is ought to be clear throughout the text,
also as inside every section, paragraph, and even sentence.
In written English, tutorial writing has bound characteristics and
desires to suits a strict set of needs. It offers factual data on a given subject and
it doesn’t will entertain, except for most half, to inform.
PURPOSES OF ACADEMIC TEXT
1. To tell the reader.
2. To supply factual data on a given subject and it doesn’t will entertain.
3. Ought to be linear, having a main plan or theme, followed perpetually.
4. To produce data or arguments that support the central theme.

The writing ought to be organized around this central plan, and every
section ought to solely contain one plan. Off-topic data ought to be avoided in
any respect prices. it's solely permissible to use the quality written kind of a
people language in tutorial writing. The text ought to be correct and proper,
and therefore the words ought to be used exactly.
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Complexity, formality, precision, sound judgment, lucidity, accuracy,

hedging, and responsibility are characteristics of academic text. They must all
be in thought-about, once writing an educational text, however the one that's
dominant combined determines the design of writing. These eight
characteristics mustn't be compromised, and anyone trying to be an
educational author ought to keep them in mind in any given times.

1.Complexity
The complexity of educational writing stems from the very fact that the
quality written kind of a people language, that is needed to be used, differs
from the language we tend to speak on a commonplace. The vocabulary
employed in writing is a lot of numerous than that employed in voice
communication. It conjointly employs a lot of difficult words that will not be
employed in a face-to-face voice communication. The grammatical side of
communication is additionally completely different as a result of we tend to
don't ordinarily use such a lot of subordinate clauses and passives in speaking.
Phrases in communication are noun-based, whereas those in speech
communication ar verb-based. This distinguishes tutorial writing from face-to-
face communication or different forms of writing.
2. Formality
Formality is closely associated with complexness. Writing can never use
conversational expressions that we tend to think about natural in our daily
conversations with friends or colleagues. As a result, the amount of ritual
ought to be high.
4.Precision
Academic writing should be precise. Factual information, figures, or charts
ought to all be provided, and zip written ought to leave area for interpretation.
4. Sound judgments
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Another necessary quality is sound judgment. Tutorial writing isn't concerning

the reader or the author, and no references to either ought to be enclosed. It
ought to {concentrate on consider think concerning focus on target the most
theme and supply data about it while not involving the author in a very
personal means. As a result, nouns ar a lot of ordinarily used than verbs or
adverbs.
5. Lucidity
The author of an educational paper is answerable for creating it specific and
clear however completely different components of the text are associated with
each other and why they're relevant to the central theme. Bound words are
often accustomed emphasize this association, and that they are referred to as
communication words.
6. Accuracy
In order for a text to be tutorial, it should use correct vocabulary. further care
ought to be taken once exploitation words with specific meanings, and
therefore the author ought to bear in mind of the excellence between acoustics
and descriptive linguistics. once it involves the final use of a people language,
this distinction isn't thus necessary.
7. Hedge
Some tutorial writers use a way referred to as hedge. This must do with
however the author chooses to approach a specific subject and the way robust
the claims he makes
8. Responsibility in tutorial Writing
Last however not least, tutorial writing ought to be approached with caution.
Everything declared should be supported by proofs and justifications, and no
assumptions are permissible. Sources ought to be cited also.

EXAMPLES OF ACADEMIC TEXTS

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1. Literary Analysis
- Writing investigates, evaluates, and makes arguments about a particular
literary work.
2. Research Paper
- a piece of writing that usually uses outside information to support a a
proposed thesis. Research paper can be evaluative, analytical or critical in
nature. This also combines external information with someone’s own idea.
3. Dissertation/Theses
-is a document is a book-length of a research conducted by a doctoral student.
This is also a must submitted docs in a Ph D. program.
4. Journal Articles
-this writing publish in scholarly journal. This work has a great impact in a
community, colleges and universities, and others. It provides a genuine result
in nation-building.
5. Text books
- a type of academic writing which is designed to assists students in learning.
Textbooks vary depending to the needs of students. Professionals also used
textbooks in their chosen professions. Though we are in the era of technology,
undeniably, textbooks will always be a part in everyone’s learning.
6. Shorter Student texts (Essay)
-Students’essay vary in formality and length. It consists of three main parts,
the introduction, body, and conclusion. Teachers read the essays of the
students to be able to become familiar of what is expected from them thru
writing.
7. Case Studies
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-These can be used in any various fields most specially in business, sociology,
and law.
8. Reports

-the main function of this type of writing is to give information or describe

about the happening on a particular thing. Reports can be found in the
different fields like medicine, law, and sciences.

LEARNING GUIDE 2: FUNDAMENTALS OF READING ACADEMIC

TEXTS AND CRITICAL READING STRATEGIES IN READING
ACADEMIC TEXTS
LESSON 2: CRITICAL READING STRATEGIES
Critical reading is essential for identifying fundamental arguments presented
by the author and analysing concepts in the text critical reading directs with
practicing the strategies used at each stage of the reading process reading
critically entails studying any information you read or heard critical reading
also entails not readily accepting information provided by the content as per
Francis Beacon stated in the essays read not to contradict and confute nor to
believe and fake for granted nor to find talk and discourse but also to weigh
and consider critical reading is an active process of discovery and learning
because you are not only receiving information but also interacting with the
author when you read critically the interaction occurs when you challenge the
writers claims and stand as well as when you provide feedback on the writers
ideas academic writers pose open-ended questions raises issues provide facts
and proofs to support and defend their arguments adhere to writing standards
and structures and use clear and precise vocabulary academic readers are
expected to determine the authors purpose and biases discern facts and
opinions recognize opposing points of view challenge the authors assumptions
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synthesize information integrate relevant ideas from multiple sources of

information make inferences and draw conclusions
Ramage, Bean, and Johnson (2006) identified the following requirements in
critical thinking
The ability to pose problematic questions.
The ability to analyse a problem in all its dimensions-to define its key terms,
determine its causes, understand its history, appreciate its human dimension
and its connection to one's own personal experience, and appreciate what
makes it problematic or complex.
The ability to find, gather, and interpret data, facts, and other information
relevant to the problem.
The ability to imagine alternative solutions to the problem, to see different
ways in which the question might be answered and different perspectives for
viewing it.
The ability to analyse competing approaches and answers, to construct
arguments for and against alternatives, and to choose the best solution in the
light of values, objectives, and other criteria that you determine and articulate.
The ability to write an effective argument justifying your choice while
acknowledging counter-arguments.
To adopt a critical reading approach, practice the strategies to be employed
during each stage of reading.
Before Reading
§ Determine which type of academic text you are reading.
§ Determine and establish your purpose for reading.
§ Identify the author’s purpose for writing.
§ Infer the main idea or argument of the text based on the title.
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§ Identify your attitude towards the author and the text.

§ State what you already know and what you want to learn.
§ Preview the text to get an overview of its structure, looking at headings,
figures, tables, glossary, etc.
§ Predict the contents of the text and pose questions about it. If the authors
have provided discussion questions, read them and write them on a note-
taking sheet.
§ Determine the target audience.
§ Note any discussion questions that have been provided (sometimes at the
end of the text)
§ Check the publication date for relevance. (5 year earlier)
§ Check the reference list while making sure and consider the correctness of
formatting style.
§ Use a concept map or graphic organizer to note your existing ideas and
knowledge on the topic. Sample graphic organizer is the KWL Chart.
During Reading
§ Annotate the important part of the text.
§ Write keywords/phrases in bullet form
§ Write something on the page margin where important information is found.
§ Write a brief note/s on the margin.
§ Write questions on the information you find confusing.
§ What you already know about the ideas.
§ Write limitations of the author’s arguments.
§ Write notes on the reliability of the text.
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§ Comment on the author’s biases.

§ Use concept map or graphic organizers.
§ React on the arguments presented in the text.
§ Underline important words/phrases.
§ Underline or circle meanings or definitions.
§ Mark or highlight relevant/essential part of the text.
§ Use heading and transition words to identify relationships in the text.
§ Create a bank of unfamiliar/technical words.
§ Use context clues to define unfamiliar/technical words.
§ Determine the main idea.
§ Synthesize the author’s arguments at the end of the section/chapter.
§ Identify the evidence or supporting arguments presented by the author and
check their validity and relevance.
§ the Identify the finding and note appropriateness of the research method
used.
After Reading
§ Reflect on what you learned.
§ Summarize the text in your own words (note what you learned, impressions,
and reactions) in an outline, concept map, or matrix (for several texts)
§ React on some part through writing.
§ Discuss some parts with your teacher or classmate/s to check your
comprehension.
§ Identify and reread difficult parts of the text
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§ Define words on your vocabulary list (try a learner’s dictionary) and

practice using them
§ Link the main idea of the text to what you already know.

ANNOTATIONS
Annotating a text or making notes on the pages is an efficient way to get the
most out of the reading for college content when you skim through text
annotation makes it easy to find important information quickly they assist you
in becoming acquainted with the content as well as the writer of what you read
they allow you to start directly engaging with ideas and issues by making
comments questions or other reactions as you read in all of these ways
annotating a text makes reading an active experience not just background for
writing modules and reflection papers but an essential first step in the writing
process eventually make notes on what you read writing on the text is one way
to interact with the author the reader can underline circle or highlight
important words phrases or sentences or you can write marginal notes asking
questions or commenting on the writers ideas there are no absolute rule for
annotating a text you can even develop your own style you can for example
highlight unfamiliar words or underline ideas that you believe are questionable
and inaccurate before making major annotations you should read a text
thoroughly at least once the reader may simply circles unfamiliar words or
concepts the reader would have a better idea of where major ideas and
important information are in the text and annotating will be more efficient as a
result following is a brief description and discussion of four methods of
annotating a text highlighting underlining paraphrasing summarizing main
ideas descriptive outline and comments responses as well as a sample
annotated text.

METHODS OF ANNOTATING
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-HIGHLIGHTING/UNDERLINING
The most common method of annotating texts is to highlight or underline key
words and phrases or major ideas. Highlighting is also an effective method of
highlighting specific language within a text that you may want to cite or quote
in a piece of writing. Highlighting is a good way to mark sections of a text that
you want to make notes on. It's also a good idea to highlight the words or
phrases in a text that are mentioned in other annotations.

-PARAPHRASE/SUMMARY OF MAIN IDEAS

Locating key ideas and being able to capture their meaning through paraphrase
is a method of solidifying your understanding of these concepts. A series of
brief notes in the margins beside important ideas provides a handy summary
right on the pages of the text itself, and if you can condense the substance of a
sentence or paragraph into a few words, you should have little difficulty
clearly demonstrating your understanding of the ideas in question in your own
writing.
-COMMENTS/RESPONSES
Annotation can help you go beyond simply understanding the meaning and
organization of a text by noting your reactions—agreement/disagreement,
questions, related personal experience, connections to ideas from other texts,
class discussions, and so on. This is a great way to start thinking about your
own ideas for writing assignments based on the text or any of the ideas it
contains.
The following are the meanings for the symbols for annotations.
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Example of annotated writings

READING METHODOLOGIES/STRATEGIES
1.SQ3R method (Survey, Questions, Read, Recite and Review)Whether
you’re using this as a study method or for reading, this method is a method to
study, understand and remember any written information quickly. The focus of
this method is to help
learners efficiently and
actively work on
reading and
understanding texts
with a heavy emphasis
on educational texts.
That said, this method
can be applied to any
kind of text out there if
you’re looking to have a
deeper understanding of
something.
- The aim of the SQ3R
methodology is to assist
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students work with efficiency and proactively to read and perceive educational
content.
2.The KWL method (K-know, W-want to know, L-learned)
The KWL is a reading strategy/method is used to guide students through a
text students begin by jotting down everything they know about a subject this
data is stored in the k column of a k-w-l chart. Students then create a list of
questions based on what they want to know about the topic, these questions
are listed in the charts w column students respond to the questions in the w
column while or after reading this newly acquired knowledge is recorded in
the l column of the k-w-l chart the goals of using this method are to elicit
students prior knowledge of the texts topic set a purpose for reading a text and
assist students in monitoring their comprehension the KWL method guides
you through the process of reading and comprehending a text to use the KWL
method simply create a three-column table write what you know about the
topic in the first column k, what you want to learn in the second column w,
and what you learned in the last column.

LEARNING GUIDE 3 - LOCATING THE MAIN IDEAS

LESSON 1: MAIN IDEA, TOPIC SENTENCE, AND THESIS
STATEMENT
The main idea is the most essential sentence in a passage or a paragraph. It can
be found in the following location.
· Main Idea can be found anywhere in a sentence.
· May be stated in the first sentence of a paragraph and may be repeated
or stated at the end.
· May be split (different location of idea, different point of view)
· Main Idea can be implied
TOPIC SENTENCE
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· It discusses the topic which is directly stated related to the thesis

statement.
· It introduces the topic of the paragraph.
· It serves as a transition by linking the topic discussed in the present
paragraph to the previous one.
STRATEGIES IN LOCATING TOPIC SENTENCE
· Identify the purpose of the paragraph. The sentence that presents or
describes the purpose is the topic sentence.
· Observe the writing style of the author. Focus on where he/she usually
places his/her topic sentence.
· Read the first sentence of the paragraph carefully. (most authors state
their topic sentence at the beginning of the paragraph)
· Browse the sentences in the paragraph to identify what they describe.
(the sentence that best describes topic of the paragraph is the topic sentence)
· Find the “big word” or the concept or idea being tackled.
THESIS STATEMENT
· Presents or describes the point of the whole article.
· In academic text, it is usually presented in the abstract or executive
summary or at the last part of the introduction.
CHARACTERISTICS OF A THESIS STATEMENT
· It tells the readers the purpose, aim, or objective of the paper.
· It presents and summarizes the argument or claim of the writer.
· It provides a sneak peek of the content of the paper.
· It gives the readers an idea on how the writer will explain, interpret, and
elaborate on the significance of the topic being discussed in the paper.
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STRATEGIES IN LOCATING 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.
§ You may also check the conclusion where authors sum up and review their
main points.