EAPP Reviewer Week 1-6  Comparison/Contrast: tells about the differences

and similarities of two or more objects, places,

Lesson 1: Language in Academic Text events or ideas.
 Description/List: This structure resembles an
 Academic language or text is used in classroom
outline.
setting.
 Cause and Effect: the result of an event and the
 it includes variety of formal language skills such
reasons it happened.
as vocabulary, grammar, punctuation, syntax
and the likes.  Problem-Solution: This presents a problem and
several possible solutions.
 can always be associated with academic disciplines
such as discourse features, grammatical Lesson 3: Summarizing Techniques
constructions across different language domains.
 Summary is a concise statement or account of the
Distinctive Attributes of Academic Language main points of a text.
 Formality – colloquial and idioms, abbreviated  Summarizing - a strategy used to identify the main
words, two-word verbs, and expanded terms should idea and to write a summarized form of
be avoided. subordinating points.
 Precision - exactness and accuracy of the data Summarizing Techniques
 Explicitness – the various parts of the text are
related to one another, free from obscurity and easy  Technique 1 - Using of title, author,
to understand. objective, theme, findings and
 Accuracy – accurate vocabulary and statistics implication/s or conclusion. In short, Research
 Hedging – makes decisions about his/her stance Abstract
on a particular subject.  Technique 2 - Using of what, who, where,
 Language used in Hedging: (1) Introductory when, why and how information of a text.
Verbs – seem, be sure, tend, indicate, look Commonly used in news articles and reports.
like, appear to be, think, believe, doubt (2)  Technique 3 - Using of orders, steps or
Certain Lexical Verbs – believe, assume, procedures and with the help of transitional
suggest (3) Certain Modal Verbs – will, must, signals like, first, second, then and etc.
would, may, might, could (4) Adverbs of
Frequency – often, sometimes, usually (5) Another Important Skill for Summarizing
Modal Nouns – assumption, possibility,
probability (6) That Clauses - It could be the  Paraphrasing - employed when
case that (7) Modal Adverbs (8) Modal borrowing other’s idea in writing your
Adjectives (9) Phrases own paper without quoting the source.
 Responsibility – All evidences are provided to Lesson 4: Thesis Statement
support the claims.
 Organization – well-organized, the ideas are  Thesis statement - the overall idea of
presented in a logical manner. your work.
Lesson 2: Structure of an Academic Text Here are some points to consider in writing a thesis
statement:
 A text or composition can be classified into
academic and non- academic.  It is a single statement in the introduction
 Academic texts can be articles, conference or opening paragraph.
papers, reviews and theses/dissertations.  It must be framed as a declarative
 How are academic texts typically formed? (1) has sentence.
clearly structured introduction-body-  It tells the reader what to expect as they
conclusion, read the essay
 (2) is formal, (3) includes information from  It is a clear, concise statement of the
credible sources which are properly cited, and position you will defend in your paper.
(4) includes a list of references. (Barrot & Note that it is a clearly stated opinion but
Sipacio, 2016). should not bluntly announce the opinion.
 Text Structure - refer to the organizational patterns  The thesis statement should argue a
of a text. position, not summarize information.
 The common parts of a text pertain to the I-B-C  It is narrow enough to write a focused
(Introduction, Body and Conclusion) structure. essay, but it is also broad enough to write
 There are five common patterns of organization at least three body paragraphs.
used in a text which are as follow: (1) Description,  It should have at least three ideas that will
(2) Order/Sequence, (3) Comparison/Contrast, be developed in succeeding sections of
(4) Cause and Effect, and (5) Problem and the essay.
Solution.  It is NOT a question, a known fact or an
 Some texts also use the Argument in their ideas announcement.
which begins with a claim followed by the reasons
for the claim then supported by pieces of evidence.
 It can include a counter-claim or refutation.  Steps in writing a thesis statement: (1)
(Gonzales, 2014) Determine the kind of paper. (2) Choose
 These transition words or phrases are used to the topic. (3) State the stance. (4) Give
show relationships among ideas. the rationale. (5) Qualify the stance. (6)
 Order/Sequence: tell the order in which steps in a Combine the stance, rationale and
series of events occur. qualifications. (7) Evaluate the thesis.
 Structures of thesis statement based on the 1. Subsidiary idea to B
type of the essay: 2. Subsidiary idea to B
a. Subsidiary idea to 2
 Expository: (statement about the b. Subsidiary idea to 2
topic), such as the topic _ (An II. MAIN IDEA
expository (explanatory) paper A. Subsidiary or supporting idea to II
explains something to the B. Subsidiary idea to II
audience.) C. Subsidiary idea to II
 Analytical: In (title), (author) III. MAIN IDEA
examines (theme/ idea). (Analytical  It is up to the writer to decide on how many
paper breaks down an issue or an main ideas and supporting ideas adequately
idea into its component parts, describe the subject. However, traditional form
evaluates the issue or idea, and dictates that if there is a I in the outline, there
presents this breakdown and has to be a II; if there is an A, there has to be a
evaluation to the audience.) B; and so forth.
 Argumentative: After examining
(topic), it is clear that (position/idea) Example Sentence Outline
because (reason 1), _(reason 2_, and
_(reason 3). (An argumentative I. Introduction
paper makes a claim about a topic A. Current Problem: Educational attainment rates are
and justifies this claim with specific decreasing in the United States while healthcare costs are
evidence. The claim could be an increasing.
opinion, a policy proposal, an B. Population/Area of Focus: Unskilled or low-skilled adult
evaluation, a cause-and-effect workers
statement, or an interpretation.) C. Key Terms: healthy, well-educated
 Thesis Statement: Because of their income
deficit (cite sources) and general susceptibility
Lesson 5: Outlining to depression (cite sources), students who drop
out of high school before graduation maintain a
 Outlining is a tool we use in the writing process to
higher risk for physical and mental health
help organize our ideas, visualize our paper's
problems later in life.
potential structure, and to further flesh out and
II. Background
develop points.
A. Historical Employment Overview: Unskilled
 It allows the writer to understand how he or she will laborers in the past were frequently unionized and
connect information to support the thesis adequately compensated for their work (cite sources).
statement and the claims of the paper. B. Historical Healthcare Overview: Unskilled
Organizing your idea in an outline laborers in the past were often provided adequate healthcare
and benefits (cite sources).
 Begin by answering the question that leads to your
C. Current Link between Education and
thesis statement.
Employment Type: Increasingly, uneducated workers work
 Use the two or three main ideas from this technique
in unskilled or low-skilled jobs (cite sources).
as your main heading.
D. Gaps in the Research: Little information exists
 Write subtopics for each main idea. exploring the health implications of the current conditions in
 Write the supporting details for each of the low-skilled jobs.
subtopics.

Use various outlines based on the structure you prefer III. Major Point 1: Conditions of employment affect
 Sentence outline – Using complete sentences as workers' physical health.
entries. A. Minor Point 1: Unskilled work environments are
correlated highly with worker injury (cite sources).
 Topic outline – Using words and phrases as
B. Minor Point 2: Unskilled work environments rarely
entries.
provide healthcare or adequate injury recovery time (cite
 Paragraph outline – Using paragraphs as entries.
sources).
Guidelines in Writing an Outline:
 Place the title at the center above the outline. IV. Major Point 2: Conditions of employment affect
 Every level of the outline must have at least two workers' mental health
items (I and II, A and B, 1 and 2). A. Minor Point 1: Employment in a low-skilled position
is highly correlated with dangerous levels of stress (cite
 Put a period after each numeral and letter.
sources).
 Indent each new level of the outline.
B. Minor Point 2: Stress is highly correlated with
 All items of one kind (roman numerals, capital mental health issues (cite sources).
letters, Arabic numerals) should line up with each V. Major Point 3: Physical health and mental health
other. correlate directly with one another.
 Capitalize the first letter of each item. A. Minor Point 1: Mental health problems and
 The terms Introduction, Body, and Conclusion do physical health problems are highly correlated (cite sources).
not have to be included in the outline. They are not B. Minor Point 2: Stress manifests itself in physical
topics; they are merely organizational units in the form (cite sources)
writer’s mind. VI. Major Point 4: People with more financial worries
have more stress and worse physical health.
Basic outline form A. Minor Point 1: Many high-school dropouts face
financial problems (cite sources).
I. MAIN IDEA B. Minor Point 2: Financial problems are often
A. Subsidiary idea or supporting idea to I correlated with unhealthy lifestyle choices such unhealthy
B. Subsidiary idea or supporting idea to I
food choices, overconsumption/abuse of alcohol, chain
smoking, abusive relationships, etc. (cite sources).
VII. Conclusion Why do we write critiques?
A. Restatement of Thesis: Students who drop out of high  A knowledge of the work’s subject area or related
school are at a higher risk for both mental and physical works.
health problems throughout their lives.  An understanding of the work’s purpose, intended
B. Next Steps: Society needs educational advocates; audience, development of argument, structure of
educators need to be aware of this situation and strive for evidence or creative style.
student retention in order to promote healthy lifestyles and  A recognition of the strengths and weaknesses of
warn students of the risks associated with dropping out of the work.
school.
C. Next Steps: Society needs educational advocates; How to write a critique?
educators need to be aware of this situation and strive for  Study the work under discussion.
student retention in order to promote healthy lifestyles and  Make notes on key parts of the work.
warn students of the risks associated with dropping out of  Develop an understanding of the main argument or
school. purpose being expressed in the work.
 Consider how the work relates to a broader issue or
Example of Topic Outline
context.
 Read about the critical approaches. You can
Several aspects must be considered in writing a topic
highlight some important ideas.
outline.
1. Recall that all headings and subheadings must  You can use these in expressing your views.
be words or phrases, not sentences.
2. Also, the wording within each division must be The following are the different approaches in writing a
parallel. critique
3. Finally, as in any outline, remember that a
division or subdivision cannot be divided into 1. Formalist: This approach regards literature as “a unique
one part; therefore, if there is an "A" there must form of human knowledge that needs to be examined on
be a "B," and if there is a "1" there must be a its own terms.” Of particular interest to the formalist critic
"2." are the elements of form—style, structure, tone, imagery,
etc.— that are found within the text. A primary goal for
I. Family Problems formalist critics is to determine how such elements work
together with the text’s content to shape its effects upon
 Custodial: Non-custodial Conflicts
readers.
 Extended Family
 Questions to be Asked for Formalistic Approach
 Adolescent's Age
A. How is the work’s structure unified?
II. Economic Problems
B. How do various elements of the work reinforce its
 Child Support meaning?
 Women's Job Training C. What recurring patterns (repeated or related words,
 Lower Standard of Living images, etc.) can you find?
 Possible Relocation D. What is the effect of these patterns or motifs?
1. Poorer Neighborhood E. How does repetition reinforce the theme(s)?
2. New School F. How does the writer’s diction reveal or reflect the
III. Peer Problems work’s meaning?
 Loss of Friends G. What is the effect of the plot, and what parts
 Relationships with Dates specifically produce that effect?
H. What figures of speech are used? (metaphors,
Lesson 6: Critical Approaches in Writing a Critic similes, etc.)
I. Note the writer’s use of paradox, irony, symbol, plot,
 A critique is a careful analysis of an argument to characterization, and style of narration.
determine what is said, how well the points are J. What effects are produced? Do any of these relate
made, what assumptions underlie the argument, to one another or to the theme?
what issues are overlooked, and what implications K. Is there a relationship between the beginning and
are drawn from such observations. the end of the story?
 It is a systematic, yet personal response and L. What tone and mood are created at various parts of
evaluation of what you read. the work?
 It is a genre of academic writing that briefly M. How does the author create tone and mood? What
summarizes and critically evaluates a work or relationship is there between tone and mood and the effect
concept. of the story?
 Critiques can be used to carefully analyze a variety N. How do the various elements interact to create a
of works such as: unified whole?
1. Creative works – novels, exhibits, film, images, 2. Gender Criticism: This approach “examines how
poetry sexual identity influences the creation and reception of
2. Research – monographs, journal articles, literary works.” Originally an offshoot of feminist
systematic reviews, theories movements, gender criticism today includes a number of
3. Media – news reports, feature articles approaches, including the so-called “masculinist” approach
 Like an essay, a critique uses a formal, academic recently advocated by poet Robert Bly. The bulk of gender
writing style and has a clear structure, that is, an criticism, however, is feminist and takes as a central precept
introduction, body and conclusion. that the patriarchal attitudes that have dominated western
 However, the body of a critique includes a summary thought have resulted, consciously or unconsciously, in
of the work and a detailed evaluation. literature “full of unexamined ‘male-produced’
 The purpose of an evaluation is to gauge the assumptions.”
usefulness or impact of a work in a particular field. BRIEF INTRODUCTION
3. Feminist criticism attempts to correct this be seen in the context of larger structures which contain
imbalance by analyzing and combatting such attitudes—by them.” For example, the structuralist analysis of Donne’s
questioning, for example, why none of the characters in poem, Good Morrow, demands more focus on the relevant
Shakespeare’s play Othello ever challenge the right of a genre, the concept of courtly love, rather than on the close
husband to murder a wife accused of adultery. Other goals of reading of the formal elements of the text.
feminist critics include “analyzing how sexual identity 7. Sociological focuses on man’s relationship to
influences the reader of a text” and “examining how the others in society, politics, religion, and business.
images of men and women in imaginative literature Questions to be asked for Sociological Approach
reflect or reject the social forces that have historically A. What is the relationship between the characters and
kept the sexes from achieving total equality.” their society?
 Feminist Criticism examines images of women B. Does the story address societal issues, such as
and concepts of the feminine in myth and literature; race, gender, and class?
 uses the psychological, archetypal, and C. How do social forces shape the power relationships
sociological approaches; often focuses on female between groups or classes of people in the story? Who has
characters who have been neglected in previous the power, and who doesn’t? Why?
criticism. D. How does the story reflect the Great American
Questions to be asked for Feministic Approach Dream?
A. How are women’s lives portrayed in the work? E. How does the story reflect urban, rural, or suburban
B. Is the form and content of the work influenced by values?
the writer’s gender? F. What does the work say about economic or social
C. How do male and female characters relate to one power? Who has it and who doesn’t? Any Marxist leanings
another? Are these relationships sources of conflict? Are evident?
these conflicts resolved? G. Does the story address issues of economic
D. Does the work challenge or affirm traditional views exploitation? What role does money play?
of women? H. How do economic conditions determine the
E. How do the images of women in the story reflect direction of the characters’ lives?
patriarchal social forces that have impeded women’s efforts I. Does the work challenge or affirm the social order it
to achieve full equality with men? depicts?
F. What marital expectations are imposed on the J. Can the protagonist’s struggle be seen as symbolic
characters? What effect do these expectations have? of a larger class struggle?
G. What behavioral expectations are imposed on the K. How does the microcosm (small world) of the story
characters? What effect do these expectations have? reflect the macrocosm (large world) of the society in which it
H. If a female character were male, how would the was composed?
story be different (and vice versa)? L. Do any of the characters correspond to types of
I. How does the marital status of a character affect government, such as a dictatorship, democracy,
her decisions or happiness? communism, socialism, fascism, etc.? What attitudes toward
4. Historical: This approach “seeks to understand a these political structures/systems are expressed in the work?
literary work by investigating the social, cultural, and
intellectual context that produced it—a context that
necessarily includes the artist’s biography and milieu.” A
key goal for historical critics is to understand the effect of a
literary work upon its original readers.
Questions to be Asked for Historical Approach
A. How does it reflect the time in which it was written?
B. How accurately does the story depict the time in
which it is set?
C. What literary or historical influences helped to
shape the form and content of the work?
D. How does the story reflect the attitudes and beliefs
of the time in which it was written or set? (Consider beliefs
and attitudes related to race, religion, politics, gender,
society, philosophy, etc.)
E. What other literary works may have influenced the
writer?
F. What historical events or movements might have
influenced this writer?
G. How would the characters and events in this story
have been viewed by the writer’s contemporaries?
H. Does the story reveal or contradict the prevailing
values of the time in which it was written? Does it provide an
opposing view of the period’s prevailing values?
I. How important is it the historical context (the works
and the readers) to interpreting the work?
5. Reader-Response Criticism: This approach takes
as a fundamental tenet that “literature” exists not as an
artifact upon a printed page but as a transaction between
the physical text and the mind of a reader. It attempts “to
describe what happens in the reader’s mind while
interpreting a text” and reflects that reading, like writing, is
a creative process.
6. Structuralism focused on how human behavior is
determined by social, cultural and psychological
structures. The essence of structuralism is the belief that
“things cannot be understood in isolation, they have to
(