EAPP – 3RD QUARTER REVIEWER

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LESSON 1: ENGLISH FOR ACADEMIC AND Inferences

PROFESSIONAL PURPOSES
• When we try to figure out something based on
READING - A cognitive process that involves decoding experience, we make an inference
symbols to arrive at meaning
• Making inferences helps uncover the meaning
• An active process of constructing meanings of between, behind, and beyond words
words
Conclusion
• Reading is a thinking process
• The end, finish, close, or last part of something
• Reading is a receptive skill
• A statement drawn from ideas and analysis of
Reading Process what has been read

• Involves recognizing words, leading to the • A decision reached after careful thought
development of comprehension
INFERENCE AND CONCLUSION
• Reading is a process that negotiates meaning
between the text and its reader • Inference requires moving from information of
some kind to a generalization. The interpretations
Stages of the Reading Process
do not represent your final opinion on a matter;
1. Pre-Reading – Activates background knowledge, they just help you get there.
previews the text, and develops a purpose for reading • A conclusion comes to the end of the reading
process. It can involve developing a summary of
2. During Reading – The reader makes predictions while what you have gone through so far to reach that
reading and then confirms or revises them conclusion.
3. After Reading – The reader retells the story, discusses THESIS STATEMENT
elements, answers questions, or compares it to
another text • It is a complete sentence that contains the main
idea. This idea controls the content of the entire
Reading Comprehension essay. It also contains sub points that help the
• The level of understanding of a text or message readers know how the essay will be organized.

How to Make a Thesis Statement

• This understanding comes from the interaction
between the words and how they trigger 1. Start with a research question: What do you want
knowledge outside the text to find out?
Techniques in Improving Your Reading Comprehension 2. Research enough to take a stand
“Skimming” 3. Ask questions for each thesis statement
• The process of speedy reading for general Types of Thesis Statements
meaning.
1. Analytical Thesis Statement – An analytical
“Scanning” thesis states the topic of your paper, what
specifically you analyzed, and the conclusion(s)
• Reading speedily over a section of text to find
you reached as a result of that analysis.
particular works that are relevant to your current
2. Explanatory/Expository Statement – An
task.
expository thesis statement states the topic of
“Detailed Note Taking” your paper and lists the key aspects of your topic
that will be discussed in the paper.
• Once you have selected useful information, you 3. Argumentative Thesis Statement – An
can begin to read in detail. Note-taking techniques argumentative thesis states the topic of your
provide useful aid to reading. paper, your position on the topic, and the reasons
you have for taking that position.
 EFFECTIVE STRATEGIES AND TECHNIQUES FOR Argumentative Thesis Statement
READING
• Example: “High school graduates should take a
1. Predict – Determine what will happen in the text year off for community service before entering
college to increase maturity and global
2. Visualize – Create mental images of characters, awareness.”
settings, and events
The paper should:
3. Question – Stop and ask yourself if the text makes
sense • Present an argument and support it with evidence
4. Connect – Think about what you already know ACADEMIC WRITING
about the topic
• An academic text is written material in an
5. Identify – Determine the author’s purpose organized way and a specific manner.
6. Infer – Use clues in the text and your knowledge to • Academic writing or scholarly writing is nonfiction
draw conclusions writing produced as part of academic work.
7. Evaluate – Think about the text as a whole and • Clear in all levels
form opinions
TEXT STRUCTURE
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• It is how the ideas, facts, and other information
LESSON 2: THESIS STATEMENT, ACADEMIC TEXT, AND within the written text are organized.
ORGANIZATIONAL PATTERNS • Taylor (1992) emphasized that students who have
Thesis Statement been taught how to identify the structure of
expository and narrative texts have better
• A thesis statement is a sentence that bears the comprehension than those who have not received
main idea of an article or an essay. such instruction.
• It helps control the ideas within the paper. It is not
just a topic. How can we identify text structure?
• A thesis statement tells the reader how he will • The guides, also known as organizational
interpret the significance of the subject matter patterns.
under discussion. • These patterns aid writers, professional or not, in
• It serves as the map for the paper. Thus, it gives organizing their ideas so that they make sense,
the reader an idea of what to expect from the which eventually exhibits an understanding of the
material he is reading. material being presented to its specific audience.
Examples of Thesis Statements:

Analytical Thesis Statement ORGANIZATIONAL PATTERNS

• Example: “An analysis of the college admission • Transition or signal words

process reveals one challenge: accepting students • 13 organizational patterns commonly used in
with high test scores or those with strong academic text.
extracurricular backgrounds.”

The paper should:

• Explain the college admission process

• Explain the challenge for admission counselors

Expository (Explanatory) Thesis Statement

• Example: “The life of a typical college student

involves studying, attending class, and
socializing.”

The paper should:

• Explain how students spend their time

 • Well-defined

These qualities of the structure make it easier for the

reader to explore the text so that one can fully grasp the
message it tries to convey.

This particular structure must be clear on all levels of the

academic text, such as the whole text, each section of the
text, every paragraph, and even every sentence that makes
up the text.

Most academic texts in science utilize the IMRAD model.

The acronym stands for Introduction, Methods and
Materials, Results, and Discussion.

The model should, however, be complemented with

sections for aims and research questions, as these make
up the very backbone of the academic text.

Aim

• Totality of the text and components in all the text’s

parts.
• This encapsulates what you intend to achieve in your
study.

Research questions

• are specific questions that will enable you to reach

your aim.

Research questions can be arranged in:

• According to importance
• Logical order
• Place the research questions in an order that makes
sense to you, and then keep to the order for the rest
of your thesis.

INTRODUCTION

• The introduction of the text must start with

something much more general than your research
questions.
• It should start in a broad and general manner and
then gradually zoom in on your own specific and
narrow topic.
• The text needs to start with something that your
reader can relate to, something that shows what
field your research will contribute to and how.

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LESSON 3: STRUCTURE OF ACADEMIC TEXTS • The ideas, concepts, and results are discussed in the
body of the academic text.
Qualities of Text Structure: • Unified
• Organized • Coherent
• Specific • Cohesive
• Clear
METHODS AND MATERIALS LESSON 4: RESEARCH SKILLS

• Discuss what you have done to accomplish your aim Research

and address the research questions.
• is the systematic investigation and study of
• The reader must understand what you do to get the
materials, sources, etc, to establish facts and
results and that, secondly, they will be allowed to
reach new conclusions.
conduct the same study if the reader is interested in
• It is an endeavor to discover new or collated facts,
doing so.
etc, by the scientific study of a subject or by a
RESULTS course of critical investigation. [Oxford Concise
Dictionary].
• Present the results objectively.
• Do not make any interpretation here since What are the reasons why we are conducting research?
interpretation is done in the discussion part.
• Students, as researchers, must first master the art
• Using graphical aids like tables, charts, and other
of summarizing, paraphrasing, and directly
illustrations can aid readers in understanding the
quoting the sources since they have to look for
result.
opportunities when they can link the information
DISCUSSION they have from outside sources to their ideas.

• Interpretation of the results In reading articles needed for research, a student has to
• It requires in-depth analysis, assessment, and consider the text in its different forms through three
explanation of the results obtained from the study. lenses:
• Write and analyze what you have researched.
• What does it say?
The rest of the discussion should analyze and discuss your • How does it say?
results. It may be helpful to keep the following questions in • What does it mean to me?
mind:
Summarizing
• What do your results mean?
• Summarizing is defined as taking a lot of
• How do they relate to previous research?
information and creating a condensed version that
• What are the reasons for potential differences
covers the main points.
between your study and previous research?
• What do potential similarities indicate? •How may Techniques in Summarizing:
your method have affected your results?
1. Selection
• What are the strengths and weaknesses of the
study? How do they affect your results? • It is essential to select major ideas, keywords and
• How are your results important to future phrases, special terms, and interpretations
development? What are the clinical implications, presented in the original resource.
for example?
• What kind of research is needed in the field in the 2. Rejection
future, and why? • It is a process of removing unnecessary data.
CONCLUSION • Try to reject repetitions, examples, illustrations,
anecdotes, redundant expressions, tables, and
• This is an expression of the fulfillment of your aim statistical data.
and what you have found in your study
• This provides you the opportunity to assess 3. Substitution
whether all parts of your academic writing are • It is a mode of combining several sentences into
interrelated with one another one sentence.
• Conclusion is not a brief repetition of your results; • It is recommended to use sentence substitutions
it is expressing the implications of your study. and short sentences to replace lengthy
sentences.

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Paraphrasing

• Paraphrasing is using your own words to express

someone else's ideas while still preserving the
main ideas of the source.
• This is a restatement of the meaning of a text or
passage using other words.

WHEN TO PARAPHRASE:

✓ Try to simplify the article that you are reading that

might be difficult for others to understand,
especially when the writer has utilized a language
that confuses the topic.
✓ If the writer just writes the quote as it is(direct
quotation) without any analysis or further
discussion.
✓ Keep up the flow of writing.
✓ Always remember that in paraphrasing, you
communicate the relevant ideas the source is
trying to convey to its readers.
✓ Do away with less important details when you
paraphrase.
✓ Be mindful of the significant statistics and
numerical data.
✓ Paraphrasing and summarizing are very similar.
✓ Both involve taking ideas, words, or phrases from
a source and crafting them into new sentences
within your writing.