 Citation

EAPP  Citing sources in the body of the

 LESSON 1: Academic Texts paper and providing a list of
 Nature and Characteristics of an references as either footnotes or
Academic Text endnotes is a very important
 A written language that provides aspect of an academic text.
information, which contains ideas  It is essential to always
and concepts that are related to acknowledge the sources of any
the particular discipline. ideas, research findings, data or
 Essays, Research Paper, Report, quoted text that have been used in
Project, Article, Thesis, and a paper as a defense against
Dissertation are considered as allegations of plagiarism.
academic texts.  Complexity
 Structure  An academic text addressed
 Consists of three parts complex issues that require higher-
(Introduction, Body, and order thinking skills to
Conclusion) which is formal and comprehend.
logical.  Evidence-based Arguments
 Enables the reader to follow the  What is valued in an academic text
argument and navigate the text. is that opinions are based on a
 In academic writing, a clear sound understanding of the
structure and a logical flow are pertinent body of knowledge and
imperative to a cohesive text. academic debate that exist within,
 Tone and often external to a specific
 Refers to the attitudes conveyed in discipline.
a piece of writing.  Thesis-driven
 Arguments of others are presented  The starting point of an academic
fairly and with an appropriate text is a particular perspective,
narrative tone. idea, or position applied to the
 When presenting a position or chosen research problem, such as
argument that disagrees with one’s establishing, providing, or
perspective, describe the argument disproving the solutions to the
accurately without loaded or biased questions posed for the topic
language.
 Language  Features of an Academic text:
 It is important to use ambiguous 1. Complex
language. - Written language has no longer
 Clear topic sentences enable words. It has lexically more
readers to follow your line of varied vocabulary.
thinking without difficulty - Written text is shorter, and the
 Formal language and the third language has more grammatical
person point of view should be complexity, including more
used. subordinate clauses and
 Technical language appropriate to passives.
area of study may be used; 2. Formal
however, it does mean using “big - It should avoid colloquial words
words” just for the sake of doing and expressions.
so. 3. Precise
 - Facts are given accurately and 6. To support a particular writing
precisely. assignment; and
4. Objective 7. To deeply understand an existing idea
- It has fewer words that
emphasize on the information  Factors to Consider in Writing an
you want to give and the Academic Text
arguments you want to make. 1. State critical questions and issues;
- It mostly used nouns rather 2. Provide facts and evidence from
than verbs. credible sources.
5. Explicit 3. Use precise and accurate words
- It is the responsibility of the while avoiding jargon;
writer in English to make it clear 4. Take an objective point of view;
to the reader how the various 5. List references; and
parts of the text are related. 6. Use cautious language.
6. Accurate
- It uses vocabulary accurately.  Academic Language
- Most subjects have words with  A language needed by students to
narrow specific meaning. do the work in schools. It includes,
7. Hedging for example, discipline
- It is necessary to make specific vocabulary, grammar and
decisions about your stance on punctuation, and applications of
a particular subject, or the rhetorical conventions and devices
strength of the claims you are that are typical for a content area
making.  Example: Essays, lab reports,
8. Responsible discussions of a controversial issue
- You must be responsible for and  Students who master academic
must be able to provide language are more likely to be
evidence and justification for successful in academic and
any claims you make. professional settings.
9. Organize  Social language is the set of
- It must be well organized. vocabulary that allows us to
- It flows easily from one section communicate with others in the
to the next in a logical fashion. context of regular daily
10.Plan conversations.
- It must be well planned.
- It usually takes place after  Difference of Social and Academic
research and evaluation, Language
according to specific purpose Social Language Academic Language
and plan. In everyday In textbooks, research
interactions in paper, conferences in
 Purposes in Reading an Academic unspoken/ written spoken/written form.
Text: form.
1. To locate a main idea; For everyday Used in school/work
2. To scan for information; conversation conversations
3. To identify gaps in existing studies; Used to write to Appropriate for written
4. To connect new ideas into existing friends, family, or papers, class work,
ones; to other purposes homework
5. To gain more pieces of information You can use slang Don’t use slang
expressions focus attention on key concepts
Informal, such as Very formal and more and relationships, anticipate what
words like “cool” sophisticated in its is to come, and monitor
“guy” “kidding” expressions, such as their comprehension as they read.
words like “appropriate”
“studies” and
“implementation”
Can be repetitive Uses a variety of terms
Can use phrases Uses sentences
Sentences don't Sentences begin with
follow grammar appropriate transitions,
conventions like, “moreover” or “in
necessarily, with addition”
phrases like,
“you're hungry?”

 Characteristics of Academic Language

A.) Formal
- It should not sound conversational
or casual. Colloquial, idiomatic,
slang, or journalistic expressions
should particularly be avoided.
Examples:
Use… Instead…
Consider, monitor Look at
Revise, review Go over
Solve, repair or amend Fix
B.) Objective
- This means it is unbiased. It should
be based on facts and evidence
and are not influenced by personal
feelings.
C.) Impersonal
- This involves avoiding the
personal pronouns “I” and “we.”
For example, instead of writing “I
will show you,” you might
write “This report will show.” The
second person, “you,” is also to be
avoided.

 LESSON 2: Text Structure

 Common Text Structures
 Text structures refer to the
way authors organize information
in text
 Recognizing the underlying
structure of texts can help students
 1. Read the original text not just
once but several times. Make
sure to comprehend it well.
2. Identify the text structure
(compare-contrast, cause effect,
sequence, descriptive, question-
answer, and problem-solution)
by looking into how the
relationships between ideas are
established.
3. Take note or highlight the
 The Importance of Text Structure
important details in the text.
 The readers can significantly
improve their comprehension and
 Techniques in Summarizing
retention of information when they
1. Use of Graphic Organizers
can identify and recognize the text
- The first technique is using graphic
structure of a text.
organizers.
 It can also help them:
- You may use “Who, What, When,
1. Organize information and details they
Where, Why, and How” as guide
are learning in their minds while
questions in making or using your
reading.
graphic organizer
2. Make connections between the details
- 3 examples of graphic organizers
being presented in a text.
that you can use depending on the
3. Summarize the important details
kind of text you are going to
shared in a text period.
summarize.

1.1The first graphic organizer will require

you to supply key points from the text
as well as the supporting details.

 LESSON 3: Summarizing
 Common Text Structures 1.2The second graphic organizer requires
 Summarizing is a short restatement you to provide important information
of the main idea of the text. from the text by answering the
 The output is called a Summary. questions written inside the circles.
 It is the shortened version, ideally,
only one-third of the original text.
 It contains the main points and
important details of the text and
should be written in your own
words.
 Tips in Summarizing:
1.3The third graphic organizer will help
you identify and organize the main
ideas as well as the other supporting
details and evidences from the text.
Using this will help you write a good
summary.

 Summarizing
 Summarizing is a valuable skill
needed in academic writing.
 You should know how to summarize
properly the information that you
2. Outline (traditional or modern) have read, seen, or heard. Most
- The second technique in assignments given in school
summarizing is through outlining. require you to research, read and
- The sample given shows that analyse information from different
through outlining you can easily sources.
organize the key points, supporting  Hence, it is important that you
points, evidences, and other know how to restate or retell the
important details needed in making original text using your own words
a good summary. in order to avoid plagiarism. Also,
- You can decide whether to use the your knowledge in summarizing is
traditional format or the modern vital in writing your reports and
format. research papers particularly on
- You may use the sentence outline writing the review of related
since your objective is to select literature, etc.
important details from the text in
order to come up with a good
summary.