English for

academic and
professional
purposes
LESSON/MODULE 1
ACADEMIC TEXT
STRUCTURE
Learning Competency
Differentiates language used in academic texts from
various disciplines

Learning Targets
1. I can define academic text;
2. I can determine text structure of an academic text; and
3. I can explain the components of the three-part essay
structure.
 Engagement activity
TRUE OR FALSE Directions: Write T if the statement is correct
and F if it is wrong. Write your answer in your notebook.
1. Formality in academic writing requires precision to make a
T
legitimate piece of writing.
2. Writing is a form of communication that is shaped

T
by the following factors: topic, role, and audience.
3. The use of personal pronouns such as I, you, and
F
we is acceptable in academic writing.
4. “How can these problems be solved?” is an example of
T
a critical question.
5. Because is an example of transitional device that
T
expresses cause and effect.

F
6. An abstract is a summary of a novel.
7. The conclusion is the section that
T
summarizes the main points of the essay.
8. To introduce a topic in an essay, the writer
F
must be able to explain its details.
ACADEMICS TEXT
defined as critical, objective, specialized texts
written by experts or professionals in a given
field using formal language
FORM OBJECTIVE TECHNIC
AL (IMPERSONAL) AL
learn the specific styles and
structures for your discipline, as
well as for each individual writing
task.
ACADEMICS TEXT
EXAMPLE
Literary Analysis: A literary analysis essay
examines,
evaluates, and makes an
Research
argumentPaper: A research paper uses outside
information about a literary work.
to support a(or
Dissertation: A dissertation thesis or make
thesis) an
is a document
argument. submitted at the conclusion of a Ph.D.
program.
Structure is an important feature of academic
writing.
A well-structured text enables the reader
to
the three-part essay
follow the argument and navigate the
structure
text.

the IMRaD structure

the three-part essay
structure
Introduction. Its purpose is to clearly tell the reader the topic,
purpose and
structure of the paper. As a rough guide, an introduction
might
A. The most general information, such as background and/or
be between 10 and 20 percent of the length of the whole
definitions.
paper.
B. The core of the introduction, where you show the overall topic,
purpose, your point of view, hypotheses and/or research
questions (depending on what kind of paper it is).
C. The most specific information, describing the scope and
structure of your paper.
the three-part essay
structure
The Body. It develops the question, “What is the topic
about?”. It
may elaborate directly on the topic sentence by
giving
Conclusion. Thedefinitions,
conclusionclassifications, explanations,
is closely related to the
contrasts,
introduction
examples and evidence.
and is often described as its ‘mirror image’
 the IMRaD
structure
The sections of the IMRaD structure are Introduction, Methods,
Results and Discussion.

The Introduction usually depicts the background of the topic and the
central focus of the study.
The Methodology lets your readers know your data collection
methods, research instrument employed, sample size and so on.
Results and Discussion states the brief summary of the key findings
or the results of your study.
 ASSINGMENT #1.
Directions: Read the Article written by Sharon
Housley in 2012. Then, extract the essential
statements of the Introduction, Body and
Conclusion.
 English for
academic and
professional
purposes
LESSON/MODULE 2
LANGUAGE USE IN
ACADEMIC WRITING
Learning Targets
1. I can determine language style in academic
writing;

2. I can differentiate language style used in

academic texts from various disciplines; and

3. construct paragraphs using academic language.

Engagement activity
Directions: Use the given subject and verb in constructing your
own sentence. Observe subject-verb agreement in your sentences.
You may add “s” ,“es” or ”ed” to the verb.
SUBJECT VERB SENTENCE
United States Make
The students Excel
English Help
language
The books Improve
The journey Enhance
ACADEMICS LANGUAGE
represents the language demands of school
(academics). Academic language includes
language used in textbooks, in classrooms, on
tests, and in each discipline.
 OBJECTIVE
(IMPERSONAL)
TECHNIC
FORMAL
ACADE AL
MIC
LANGU
AGE
 FORMAL OBJECTIVE TECHNICAL
You need to develop a large
Find authoritative sources,
Move information around in the
Choose formal instead of sentence to emphasize things vocabulary for the concepts
informal vocabulary and ideas, instead of people specific to the discipline or

such as authors, researchers

and feelings
Avoid evaluative words that are
specialization you’re writing for.
Be careful about the meaning of
Avoid contractions. based on non-technical technical terms. Often the same word
and theorists in books or
judgments and feelings. has a different meaning in another
discipline.
Use the key categories and
Avoid emotional language Avoid intense or emotional
articles, evaluative
who supportlanguage your
relationships in your discipline, that is,
the way information and ideas are
organized into groups
Instead of using absolute
point
positives and negatives, of
such as
‘proof’ or ‘wrong’, use more
view,
Show and
caution about yourrefer to
Knowing these distinctions
will
views,
cautious evaluations,them
such as orin your
to allow writing.
room for others help you structure your
‘strong evidence’ or ‘less to writing
convincing’. disagree. and make it more technical
and analytical.
 English for
academic and
professional
purposes
LESSON/MODULE 4
VARIOUS TECHNIQUES IN
SUMMARIZING A VARIETY OF
ACADEMIC TEXTS
Learning Competency
Uses various techniques in
summarizing a variety of academic
texts.
Learning Targets
1. I can define summarizing and summary from
various
writers;
2. I can identify the various techniques in
summarizing; and
3. summarize various academic texts.
Summarizing
According to Buckley (2004), in her popular
writing text Fit to Print, summarizing is
reducing text to one-third or one-quarter its
original size, clearly articulating the author’s
meaning, and retaining main ideas.
According to Diane Hacker (2008), in A Canadian
Writer’s Reference, explains that summarizing
involves stating a work’s thesis and main ideas
“simply, briefly, and accurately”
Summarizing
it is defined as taking a lot of information and
creating a condensed version that covers the
main points; and to express the most important
facts or ideas about something or someone in
a short and clear form
reducing text “simply, briefly, and
accurately”.
clearly articulating condensed version
thesis most important facts
or ideas
Various techniques in summarizing a variety of
academic texts
1. Read the work first to understand the author’s intent.
This is a crucial step because an incomplete reading
could lead to an inaccurate summary. Note: an
inaccurate summary is PLAGIARISM!

2. One of the summarization techniques you can do is to

present information through facts, skills and concept in
visual formats. You can provide the cause and effects
charts, time lines, and Venn diagrams, templates for
outlines, use flow charts or infographics.
Various techniques in summarizing a variety of
academic texts
3. To avoid difficulty, you need first to know the main
points and the supporting details. You can exclude any
illustrations, examples or explanations.

4. You need to analyze the text to save time in thinking

what you will do.

5. Think what information you will put in your summary.

Be sure to cover the main points and arguments of the
document.
Various techniques in summarizing a variety of
academic texts
6. One of the best things to do in auto summarizing is
restating the words into different one. You should avoid
using the original words of the author instead; use your
own vocabulary but be sure to retain the information.
7. You will fully understand what the document is when
you organize all ideas.
8. You can also decide to represent information through
using dimensional constructions in representing
concepts, skills or facts.
Various techniques in summarizing a variety of
academic texts
9. One of the things you can do is to write down all
information in a coherent and precise form. Keep in
mind that a summary is a condensed version of the
original paper, so avoid making it long..

10. Paraphrasing is one of the skills you can do in writing

a summary. With it, do not use the same words with
the author
 Japanese Rail Tunnel
Due to an increase in traffic between the various island which make up
Japan, and predictions of a continuing growth in train travel, a rail tunnel
was built to connect the islands of Honshu and Hokkaido. The Seikan
Tunnel in Japan is today the longest tunnel in the world, with a length of
almost 54km. When the tunnel was opened in 1988, all existing trains
went through it. However, newer Japanese bullet trains have never used
the tunnel because of the cost of extending the high speed line throughit.
Consequently, the train journey from Tokyo to Sapporo still takes about
ten hours. In contrast, the journey by air takes only three and a half hours.
This has combined with the fall in the cost of flying, has meant that more
people travel by plane than train and the tunnel is not used as much as
forecasters had predicted.
 Japanese Rail Tunnel
The longest railway tunnel in the world links
the islands of Honshu & Hokkaido. This 54km
tunnel was inaugurated in 1988 to deal with
the predicted increase in rail traffic. However,
the fall in the cost of flying and the fact that
high speed trains cannot use the tunnel have
resulted in the tunnel being less widely used
than expected.
 Another 5 Easy Techniques in Summarizing Various
Academic Texts
Technique 1: Somebody Wanted
But So Then
“Somebody Wanted But So Then” is an excellent
summarizing strategy for stories
Somebody: Who is the story about? 
Wanted: What does the main charter want?

But: Identify a problem that the main
character encountered. 
So: How does the main character solve the
problem? 
Then: Tell how the story ends.
Technique 1: Somebody Wanted
Somebody: Little Red Riding Hood 
But So Then
EXAM Wanted: She wanted to take cookies to her sick
PLE grandmother. 
But: She encountered a wolf pretending to be her
grandmother. 
So: She ran away, crying for help. 
Then: A woodsman heard her and saved her from the
Little Red wolf.
Riding Hood wanted to take cookies to her sick
grandmother, but she encountered a wolf. He got to her
grandmother’s house first and pretended to be the old
woman. He was going to eat Little Red Riding Hood, but she
realized what he was doing and ran away, crying for help. A
woodsman heard the girl’s cries and saved her from the wolf
 Another 5 Easy Techniques in Summarizing Various
Academic Texts
Technique 2: SAAC
Method
The SAAC method is another useful technique for
summarizing any kind of text (story, article, speech, etc).
SAAC is an acronym for "State, Assign, Action, Complete."
State: name of the article, book, or story 
Assign: the name of the author 
Action: what the author is doing (example: tells,
explains) 
Complete: complete the sentence or summary with
keywords and important details
Technique 2: SAAC
Method
EXAM
State: The Boy Who Cried Wolf 
PLE
Assign: Aesop (a Greek storyteller) 
Action: tells 
Complete: what happens when a shepherd boy
repeatedly lies to the villagers about seeing a wolf

The Boy Who Cried Wolf, by Aesop (a Greek storyteller),

tells what happens when a shepherd boy repeatedly lies to
the villagers about seeing a wolf. After a while, they ignore
his false cries. Then, when a wolf really does attack, they
don’t come to help him.
 Another 5 Easy Techniques in Summarizing Various
Academic Texts
Technique 3: 5
W's, 1 H
The 5 W's, 1 H strategy relies on six crucial questions: who,
what, when, where, why, and how. These questions make it
easy to identify the main character, the important details, and
the about?
Who is the story main idea.

What did they do? 
When did the action take place? 
Where did the story happen? 
Why did the main character do what he/she
did? 
How did the main character do what he/she
did?
Technique 3: 5
"The Tortoise and the Hare.’’
W's, 1 H Who? The tortoise 
EXAM
PLE
What? He raced a quick, boastful hare and won. 
When? When isn’t specified in this story, so it’s not important
in this case. 
Where? An old country road 
Why? The tortoise was tired of hearing the hare boast about
his speed.  How? The tortoise kept up his slow but steady
pace.
Tortoise got tired of listening to Hare boast about how fast he
was, so he challenged Hare to a race. Even though he was
slower than Hare, Tortoise won by keeping up his slow and
steady pace when Hare stopped to take a nap.
 English for
academic and
professional
purposes
LESSON/MODULE 5
THESIS STATEMENT OF AN
ACADEMIC TEXT
Learning Competency

States thesis statement of an

academic text
Learning Targets
1. I can define thesis statement;

2. I can identify the various techniques in locating

thesis statement; and,

3. I can formulate thesis statement of the texts.

thesis statement
It is a statement that summarizes your topic and
declares your position on it.

tells the reader how you will interpret the

significance of the subject matter under
discussion.
is a road map for the paper; in other words, it
tells the reader what to expect from the rest of
the paper
thesis statement
It is the central idea of a multiple-paragraph
composition. It is one sentence summary that
guides, controls and unifies ideas when writing
a paper.

It focuses your ideas into one or two sentences.

Locating Explicit and Implicit Thesis
Statements
EXPLICIT IMPLICIT
Often USES Sometimes
“to fully and clearly “implied or
express something, understood though
DEFINITION
leaving nothing not plainly or
implied.” directly expressed.”
He said explicitly, She implicitly said
you will not attend she likes white
EXAMPLE
that concert. shoes by saying she
likes all colors but
tan.
 Four Questions to Ask When Formulating Thesis
Statement
1. Where is your thesis
statement?
Tips on how to write a successful thesis statement
 Avoid burying a great thesis statement in the middle of a
paragraph or late in the paper.
 Be as clear and as specific as possible; avoid vague words.
 Indicate the point of your paper but avoid sentence structures
like, “The point of my paper is…”
 Four Questions to Ask When Formulating Thesis
Statement
2. Is your thesis statement
specific?
Tips on how to formulate specific thesis statement
 Are there two large statements connected loosely by a
coordinating
conjunction (i.e. "and," "but," "or," "for," "nor," "so," "yet")?
 Would a subordinating conjunction help (i.e. "through,“
"although,“ "because,“ "since") to signal a relationship between
the two sentences?
 Or do the two statements imply a fuzzy unfocused thesis?
 If so, settle on one single focus and then proceed with further
development.
 Four Questions to Ask When Formulating Thesis
Statement
3. Is your thesis statement too
general?
Original thesis:
There are serious objections to today's horror movies

Revised theses:
 Because modern cinematic techniques have allowed filmmakers to get
more graphic, horror flicks have desensitized young American viewers to
violence.
 The pornographic violence in "bloodbath" slasher movies degrades both
men and women.
 Today's slasher movies fail to deliver the emotional catharsis that 1930s
 horror films did.
 Four Questions to Ask When Formulating Thesis
Statement
4. Is your thesis statement clear?
 Avoid vague words such as "interesting,” "negative," "exciting,”
"unusual," and "difficult."
 Avoid abstract words such as "society," “values,” or “culture.”

Original thesis: Although the timber wolf is a timid and gentle animal, it
is being systematically exterminated
Revised thesis: Although the timber wolf is actually a timid and gentle
animal, it is
being systematically exterminated because people wrongfully believe it to
be a fierce and cold-blooded killer.
 English for
academic and
professional
purposes
LESSON/MODULE 6
OUTLINING
Learning Competency

Outlines Reading Texts in Various

Disciplines
Learning Targets
1. I can define outlining;

2. I can identify the various techniques in

outlining; and

3. I can make an outline of the various academic

texts.
Outlining
a tool we use in the writing process to help
organize our ideas, visualize our paper's
potential structure, and to further flesh out and
develop points.
Organizing your idea in an
outline
 Begin by answering the question that leads to your thesis
statement.

 Use the two or three main ideas from this technique as your main
heading.

 Write subtopics for each main idea.

 Write the supporting details for each of the subtopics.

Use various outlines based on the structure
you prefer

 Sentence outline – Using complete sentences as

entries.

 Topic outline – Using words and phrases as entries.

 Paragraph outline – Using paragraphs as entries.

Guidelines in Writing an
Outline:
 Place the title at the center above the
outline.
 Every level of the outline must have at
least two items (I and II, A and B, 1 and2).
 Put a period after each numeral and letter.

 Indent each new level of the outline.

 All items of one kind (roman numerals, capital letters, Arabic
numerals) should line up with each other
Guidelines in Writing an
Outline:
 Capitalize the first letter of each item.

 The terms Introduction, Body, and Conclusion do not have to be

included in the outline. They are not topics; they are merely
organizational units in the writer’s mind.
Example Sentence
Outline
Example Sentence
Outline
Example Sentence
Outline
Example Sentence
Outline
Example Sentence
Outline
Example Topic
Outline