REVIEWER EAPP

English for Academic and Professional 6. An abstract is a summary of a novel.

Purposes (EAPP) aims to enhance your
communication skills particularly in writing 7. The conclusion is the section that
academic and professional compositions. It is summarizes the main points of the essay.
designed to develop your abilities to utilize
appropriate language in academic writing from 8. A summary is a condensed form of a text
various disciplines using correct text structures. which is usually half of the original
material.
It provides language instruction for academic
studies. Language skills addressed include: 9. To introduce a topic in an essay, the writer
listening comprehension, fluency development, oral must be able to explain its details.
intelligibility, reading, grammar, writing, and
vocabulary development. English for Academic and 10. A research paper contains background of
Professional Purposes is aimed at improving the the study, body, and recommendations.
learner's communication skills in the writing
medium in preparation for higher education where B. Put the jumbled parts of a common research
there will be a greater demand for producing paper in order by using letters to represent the
academic papers in various fields of study. sequence. Write letters A - J.

At the end of the first lesson, the learners shall be 1. Presentation of the Research Problem
able to: 2. Title of the Research Paper
3. Presentation of the Results
1. define academic text, summarizing and 4. Recommendation
summary from various writers, thesis 5. Overview of Scope of Research
statement, and outlining; 6. Interpretation and Discussion of Results
7. The Reference List
2. determine text structure of an academic 8. The Abstract
text; 9. Review of Past Research Relevant to the Paper
10. Description of Methods used to Carry out the
3. explain the components of the three-part Research
essay structure;
ACADEMIC TEXT STRUCTURE
PRE-TEST
ACADEMIC TEXT
A. Write T if the statement is correct and F if it is – critical, objective, specialized texts written by
incorrect. Write your answer in your notebook. experts, or professionals in a given field using
formal language.
1. Formality in academic writing requires
precision to make a legitimate piece of – based on facts with solid basis
writing.
ACADEMIC WRITING, therefore, is generally quite
2. Writing is a form of communication that is formal, objective (impersonal) and technical.
shaped by the following factors: topic, role,
and audience. technical
– Uses vocabulary specific to the discipline
3. The use of personal pronouns such as I,
you, and we is acceptable in academic formal
writing. – Avoids casual or conversational language, such
as contractions or informal vocabulary
4. “How can these problems be solved?” is an
example of a critical question. objective
– Avoids direct reference to people or feelings, and
5. Because is an example of transitional instead emphasizing objects, facts, and ideas.
device that expresses cause and effect.
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sections can be appropriate. For longer texts or
To be a good academic writer, you will need to theses, they may be several pages long.
learn the specific styles and structures for your INTRODUCTION
discipline, as well as for each individual writing – its purpose is to clearly tell the reader the topic,
task. purpose, and structure of the paper

Some examples of academic writing are as – might be between 10 and 20 percent of the length
follow: of the whole paper and has three main parts

LITERARY ANALYSIS: A literary analysis essay A. The most general information, such as
examines, evaluates, and makes an about a literary background and/or definitions.
work. As the name suggests, a literary analysis
essay goes beyond mere summarization. It B. The core of the introduction, where you
requires careful close reading of one or multiple show the overall topic, purpose, your point
texts and often focuses on a specific characteristic, of view, hypotheses, and/or research
theme, or motif. questions (depending on what kind of paper
it is)
RESEARCH PAPER: A research paper uses
outside information to support a thesis or make an C. The most specific information, describing
argument. Research papers are written in all the scope and structure of your paper.
disciplines and may be evaluative, analytical, or
critical in nature. Common research sources • You should write your introduction after you
include data, primary sources (e.g., historical know both your overall point of view, (if it is a
records), and secondary sources (e.g., peer- persuasive paper) and the whole structure of
reviewed scholarly articles). Writing a research your paper. You should then revise the
paper involves synthesizing this external introduction when you have completed the main
information with your own ideas. body.

DISSERTATION: A dissertation (or thesis) is a THE BODY. It develops the question. “What is the
document submitted at the conclusion of a Ph. D. topic about?” It may elaborate directly on the topic
program. The dissertation is a book-length sentence by giving definitions, classifications,
summarization of the doctoral candidate’s research. explanations, contrasts, examples, and evidence.
This is considered as the heart of the essay
Academic papers may be done as a part of a class, because it expounds the specific ideas for the
in a program of study, or for publication in an readers to have a better understanding of the topic.
academic journal or scholarly book of articles It usually is the largest part of the essay.
around a theme, by different authors.
CONCLUSION. The conclusion is closely related to
STRUCTURE is an important feature of academic the introduction and is often described as its ‘mirror
writing. A well-structured text enables the reader to image’. This means that if the introduction begins
follow the argument and navigate the text. In with general information and ends with specific
academic writing, a clear structure and a logical information. The conclusion moves in the opposite
flow are imperative to a cohesive text. These are direction. It usually begins by briefly summarizing
the two common structures of academic texts that the main scope or structure of the paper, confirms
you need to learn which depends on the type of the topic that was given in the introduction, ends
assignment you are required: the three-part essay with a more general statement about how this topic
structure and the IMRaD structure. relates to its context. This may take the form of an
evaluation of the importance of the topic,
THE THREE-PART ESSAY STRUCTURE implications for future research or a
– is a basic structure that consists of introduction, recommendation about theory or practice.
body and conclusion
The IMRaD
The introduction and the conclusion should be (Introduction, Methods, Results and Discussion)
shorter than the body of the text. For shorter
essays, one or two paragraphs for each of these Introduction
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– usually depicts the background of the topic and 5. The journey ( enhance )
the central focus of the study
6. The patient ( cry )
Methodology
– lets the readers know the data collection 7. Mrs. Cruz ( appeal )
methods, research instrument employed, sample
size and so on 8. Filipino people ( provide )

Results and Discussion 9. A child ( love )

– states the brief summary of the key findings or
the results of your study 10. The lecturer ( explain )

THE LANGUAGE OF ACADEMIC WRITING What is the difference in the following pairs of
At the end of the lesson, the learners are expected sentences? Explain your answer.
to:
Pair 1
1. Determine language style in academic
writing; ( Sentence 1 )
It was raining cats and dogs
2. Differentiate language style used in
academic texts from various disciplines; ( Sentence 2 )
It was raining very heavily.
3. Construct paragraphs using academic
language. Pair 2

Let’s Recall ( Sentence 1 )

We believe the practice is unsustainable.
❖ A well-structured text enables the reader to
follow the argument and navigate the text. ( Sentence 2 )
It is believed the practice is unsustainable.
❖ A clear structure and a logical flow are
imperative to a cohesive text. ACADEMIC LANGUAGE
represents the language demands of school
❖ Most academic texts follow established (academics). Academic language includes
structures such as: the three-part essay language used in textbooks, in classrooms, on
structure and the IMRaD structure. tests, and in each discipline. It is different in
vocabulary and structure from the everyday spoken
❖ Structure should be considered on all levels English of social interactions.
of text so you will also find information on
structuring paragraphs. Each type of communication (both academic and
social) has its purpose and neither is superior to the
Oral Activity other.
Use the given subject and verb in constructing your
own sentence. Observe subject-verb agreement in ACADEMIC WRITING is generally quite formal,
your sentences. You may add “s” or “es” to the objective (impersonal) and technical as illustrated in
verb. the diagram.

1. United States ( make ) Furthermore, you can make your writing more
formal, objective, and technical by following the
2. The students ( excel ) given examples.

3. English language ( help ) FORMAL

❖ Choose formal instead of informal vocabulary.
4. The books ( improve ) For example, ‘somewhat’ is more formal than ‘a
REVIEWER EAPP
bit’, ‘insufficient’ is more formal than ‘not
enough’. ❖ Be careful about the meaning of technical
terms. Often the same word has a different
❖ Avoid contractions. For example, use ‘did not’ meaning in another discipline. For example,
rather than ‘didn’t’. ‘discourse’ is a technical term used in multiple
❖ Avoid emotional language. For example, disciplines with different meanings.
instead of strong words such as ‘wonderful’ or ❖ Use the key categories and relationships in
‘terrible’, use more moderate words such as your discipline, that is, the way information and
‘helpful’’ or ‘problematic’. ideas are organized into groups. For example,
in the discipline of Law, law is separated into
❖ Instead of using absolute positives and two types: common law and statute law.
negatives such as ‘proof’ or ‘wrong’, use more
cautious evaluations such as ‘strong evidence’ ❖ Knowing these distinctions will help you
or ‘less convincing’. structure your writing and make it more
technical and analytical.
OBJECTIVE
❖ Move information around in the sentence to A sentence may be one of four kinds, depending
emphasize things and ideas, instead of people upon the number and type(s) of clauses it contains.
and feelings. For example, instead of writing ‘I
believe the model is valid, based on these ❖ An independent clause contains a subject, a
findings’, write ‘These findings indicate that the verb, and a complete thought.
model is valid’.
I wrote my first novel last year
❖ Avoid evaluative words that are based on non-
technical judgments and feelings. For ❖ A dependent clause contains a subject and a
example, use ‘valid’ or ‘did not demonstrate’ verb, but no complete thought.
instead of ‘amazing’ or ‘disappointment’.
after I wrote my first novel last year
❖ Avoid intense or emotional evaluative
language. For example, instead of writing A SIMPLE SENTENCE has one independent
‘Parents who smoke are obviously abusing clause.
their children’, write ‘Secondhand smoke has – NO commas separate two compound elements
some harmful effects on children’s health’. (subject, verb, direct object, indirect object,
subjective complement, etc.) in a simple sentence.
❖ Show caution about your views, or to allow
room for others to disagree. For example, A COMPOUND SENTENCE has two independent
instead of writing ‘I think secondhand smoke clauses joined by:
causes cancer’, write ‘There is evidence to
support the possibility that secondhand smoke A. a coordinating conjunction (for, and, nor, but,
increases the risk of cancer’. or, yet, so),

❖ Find authoritative sources such as authors, B. a conjunctive adverb (e.g. however, therefore),
researchers and theorists in books or articles, or
who support your point of view, and refer to
them in your writing. For example, instead of C. a semicolon alone.
writing ‘Language is in my view, clearly
something social’, write ‘As Halliday (1973) Punctuation Patterns:
argues, language is intrinsically social’. A. Independent clause, coordinating conjunction
independent clause.
TECHNICAL
❖ You need to develop a large vocabulary for the B. Independent clause; conjunctive adverb,
concepts specific to the discipline or independent clause.
specialization you are writing for. To do this,
take note of terminology used by your lecturer C. Independent clause; independent clause.
and tutor, as well as in your readings.
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A COMPLEX SENTENCE has one dependent 5. I love ice cream. I love tomatoes and healthy
clause (headed by a subordinating conjunction or a foods too.
relative pronoun) joined to an independent clause.
I love ice cream, tomatoes, and healthy foods, too.
Punctuation patterns (to match A, B, C and D
above): 6. Tim was shy. He usually refused invitations.

A. Dependent clause, independent clause Tim was shy; he usually refused invitations.

B. Independent clause dependent clause Throughout history money and religion were closely
linked; there was little distinction between
C. Independent, nonessential dependent clause, government and religion.
clause.
Martha Stewart is a celebrity, but he fact that her
D. Independent essential dependent clause clause. television show is filmed at her home irritates her
neighbors.
A COMPOUND-COMPLEX SENTENCE has
two independent clauses joined to one or more 7. People begin to recycle. They generate much
dependent clauses. less trash.

Punctuation patterns: When people begin to recycle, they generate much

less trash.
A. Follow the rules given above for compound and
complex sentences. 8. Joshua pleaded with his mother. She would not
give him any money.
B. A compound-complex sentence is merely a
combination of the two. Joshua pleaded with his mother because she would
not give him any money.
1. Bill loves hiking and camping. Bill loves
canoeing best. 9. I moved to Chicago. I first applied for a job. I
looked for an apartment.
Bill loves hiking and camping but he
loves canoeing best. I moved to Chicago, first applied for a job and
looked for an apartment.
2. Relaxation can be difficult to learn. Some
people do seek help. READING ACADEMIC TEXTS: Using Various
Techniques In Summarizing A Variety Of
Relaxation can be difficult to learn so some Academic Texts
people do seek help.
SUMMARY
3. Teachers don't like it when you read while they − a brief statement or account of the main points
are trying to teach. Teachers especially don't of something
like it when you talk while they are trying to
teach. − a record in a reader's own words that gives the
main points of a piece of writing such as a
Teachers don’t like it when you read while they are newspaper article, the chapter of a book, or
trying to teach, but they especially don’t like it when even a whole book
you talk while they are trying to teach.
What is Summarizing?
4. Hunter likes heavy metal music. Hunter enjoys According to Buckley (2004), in her popular writing
hip-hop tunes also. text Fit to Print, summarizing is reducing text to
one-third or one-quarter its original size, clearly
Hunter likes heavy metal music, yet he enjoys hip articulating the author’s meaning, and retaining
hop tunes also. main ideas.
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According to Diane Hacker (2008), in A Canadian
Writer’s Reference, explains that summarizing 9. You will fully understand what the document
involves stating a work’s thesis and main ideas is when you organize all ideas.
“simply, briefly, and accurately”.
10. One of the things you can do is to write
From dictionaries, it is defined as taking a lot of down all information in a coherent and
information and creating a condensed version that precise form. Keep in
covers the main points; and to express the most 11. mind that a summary is a condensed
important facts or ideas about something or version of the
someone in a short and clear form. 12. original paper, so avoid making it long.

reducing text - “simply, briefly, and accurately” 13. You can also decide to represent
information through using dimensional
clearly articulating - condensed version constructions in representing concepts,
skills, or facts.
thesis - most important facts or ideas
14. Paraphrasing is one of the skills you can do
main ideas - short and clear version in writing a summary. With it, do not use the
same words with the author.
Various techniques in summarizing a variety of
academic texts With the tips above, you will no longer worry
whenever you need to summarize because it is
1. Read the work first to understand the your one stop solution to having a fantastic
author’s intent. This is a crucial step summary that offer nice details to readers. Follow
because an incomplete reading could lead the tips and you will not make mistakes.
to an inaccurate summary. Note: an
inaccurate summary is plagiarism! Example:

2. One of the summarization techniques you Japanese Rail Tunnel

can do is to present information through
facts, skills and concept in visual formats. Due to an increase in traffic between the
You can provide the cause and effects various island which make up Japan, and
chart, time lines, and Venn predictions of a continuing growth in train travel, a
3. diagrams, templates for outlines, use flow rail tunnel was built to connect the islands of
charts or Honshu and Hokkaido. The Seikan Tunnel in Japan
4. infographics. is today the longest tunnel in the world, with a
length of almost 54km. When the tunnel was
5. To avoid difficulty, you need first to know opened in 1988, all existing trains went through it.
the main points and the supporting details. However, newer Japanese bullet trains have never
You can exclude any illustrations, examples used the tunnel because of the cost of extending
or explanations. the highspeed line through it. Consequently, the
train journey from Tokyo to Sapporo still takes
6. You need to analyze the text to save time in about ten hours. In contrast, the journey by air
thinking what you will do. takes only three and a half hours. This has
combined with the fall in the cost of flying, has
7. Think what information you will put in your meant that more people travel by plane than train
summary. Be sure to cover the main points and the tunnel is not used as much as forecasters
and arguments of the document. had predicted.

8. One of the best things to do in auto ▪ Increase in traffic

summarizing to restating the words into ▪ Connect islands (Honshu & Hokkaido)
different one. You should avoid using the ▪ Predictions and continuing growth
original words of the author instead; use ▪ The longest rail tunnel
your own vocabulary but be sure to retain ▪ Opened 1988
the information. ▪ 54 km
REVIEWER EAPP
▪ Bullet trains Technique 2: SAAC Method
▪ Never used tunnel The SAAC Method is another useful
▪ Fall in the cost of flying technique for summarizing any kind of text (story,
▪ Not used as much as forecasters predicted article, speech, etc). SAAC is an acronym for
“State, Assign, Action, Complete.”
Summary
The longest railway tunnel in the world links Each word in the acronym refers to a specific
the islands of Honshu & Hokkaido. This 54km element that should be included in the summary.
tunnel was inaugurated in 1988 to deal with the
predicted increase in rail traffic. However, the fall in State: name of the article, book, or story
the cost of flying and the fact that high speed trains Assign: the name of the author
cannot use the tunnel have resulted in the tunnel Action: what the author is doing
being less widely used than expected. (example: tells, explains)
Complete: complete the sentence or
Another 5 Easy Techniques in Summarizing summary with keywords and important details
Various Academic Texts
This method is particularly helpful for
Technique 1: Somebody Wanted But So Then students who are learning the format of a summary
“Somebody Wanted But So Then” is an and need reminders to include the title and author’s
excellent summarizing strategy for stories. Each name. However, SAAC does not include clear
word represents a key question related to the guidance about which details to include, which
story’s essential elements: some students might find tricky. If you use SAAC,
be reminded of the types of details that belong in a
Somebody: Who is the story about? summary before starting to work independently.
Wanted: What does the main character want?
But: Identify a problem that the main character Here is an example of SAAC in action:
encountered. State: The Boy Who Cried Wolf
So: How does the main character solve the Assign: Aesop (a Greek storyteller)
problem? Action: tells
Then: Tell how the story ends. Complete: what happens when a shepherd boy
repeatedly lies to the villagers about seeing a wolf
Somebody: Little Red Riding Hood
Wanted: She wanted to take cookies to her sick Using the four SAAC cues, this is a summary of
grandmother. “The Boy Who Cried Wolf” in complete sentences:
But: She encountered a wolf pretending to be
her grandmother. The Boy Who Cried Wolf, by Aesop (a
So: She ran away, crying for help. Greek storyteller), tells what happens when a
Then: A woodsman heard her and saved her from shepherd boy repeatedly lies to the villagers about
the wolf. seeing a wolf. After a while, they ignore his false
cries. Then, when a wolf really does attack, they
After answering the questions, combine the don’t come to help him.
answers to form a summary:
Technique 3: 5 W’s, 1 H
Little Red Riding Hood wanted to take The 5 W’s, 1 H strategy relies on six crucial
cookies to her sick grandmother, but she questions: who, what, when, where, why, and how.
encountered a wolf. He got to her grandmother’s These questions make it easy to identify the main
house first and pretended to be the old woman. He character, the important details, and the main idea.
was going to eat Little Red Riding Hood, but she
realized what he was doing and ran away, crying Who is the story about?
for help. A woodsman heard the girl’s cries and What did they do?
saved her from the wolf. 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?
REVIEWER EAPP
Let us try this technique with a familiar fable such Oral Activity:
as “The Tortoise and the Hare.” Each student will have to tell his/her favorite book
or movie in a minute or so. This is a fun, quick way
Who? The tortoise to practice summarizing on a regular basis.
What? He raced a quick, boastful hare and won.
When? When isn’t specified in this story, so it’s not When is summarizing useful?
important in this case. Summarizing is useful in many types of writing and
Where? An old country road at different points in the writing process.
Why? The tortoise was tired of hearing the hare Summarizing is used to support an argument,
boast about his speed. provide context for a paper’s thesis, write literature
How? The tortoise kept up his slow but steady reviews, and annotate a bibliography. The benefit
pace. of summarizing lies in showing the ‘big picture’,
which allows the reader to contextualize what you
Using the answers to the 5 W’s and 1 H to write a are saying. In addition to the advantages of
summary in incomplete sentences. summarizing for the reader, as a writer you gain a
better sense of where you are going with your
Tortoise got tired of listening to Hare boast writing, which parts need elaboration, and whether
about how fast he was, so he challenged Hare to a you have comprehended the information you have
race. Even though he was slower than Hare, collected.
Tortoise won by keeping up his slow and steady
pace when Hare stopped to take a nap.

Technique 4: First, Then, Finally

The “First Then Finally” technique helps
students summarize events in chronological order.
The three words represent the beginning, main
action, and conclusion of a story, respectively.

First. What happened first? Include the main

character and main event/action.
Then. What key details took place during the
event/action?
Finally. What were the results of the event/action?

Here is an example using “Goldilocks and the

Three Bears.”

First, Goldilocks entered the bears’ home

while they were gone. Then, she ate their food, sat
in their chairs, and slept in their beds. Finally, she
woke up to find the bears watching her, so she
jumped up and ran away.

Technique 5: Give Me the Gist!

When someone asks for “the gist” of a story,
they want to know what the story is about. In other
words, they want a summary --- not a retelling of
every detail.

The ‘gist’ method is just like giving a friend the gist

of an ordinary story or experience.