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ENGLISH FOR ACADEMIC

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PROFESSIONAL PURPOSES
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PUBLISHED BY THE DEPARTMENT OF LANGUAGES, MASS
COMMUNICATION AND HUMANITIES

AUTHORS
Sharlene G. Gotico, M.A. (English Language and Literature Teaching)
Bernardo G. Cagasan, MA Ed. (Language and Literature)
Annalee L. Cocjin, M.A.Ed. (English)
Teresa D. Del Rio, M.A.Ed. (Language Teaching)
Claire Anne D. Jardenil, M.A. (Language and Literature)

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Josephine C. Madlangbayan, M.Ed. (English)
Gleason B. Parcia, M.A. Ed. (Language Teaching)

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Esther Rose A. Romarate, M.A.(English Literature and Language)
Leilani Fatimah L. Trompeta, M.A. (English Language Teaching)
Anna May A. Yap-Zerrudo, M.M. (Public Management), Ll.B.

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Teresa T. Balofiños, AB English
Rhys B. Camacho, AB Mass Comm.
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Marie Melanie J. Javier, Ed. D. (Administration and Supervision)
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Anita U. Illenberger, Ed.D. (Administration)
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EDITORS
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Annalee L. Cocjin
Teresa D. Del Rio
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Teresa T. Balofiños
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COVER DESIGN ARTIST

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Unique M. Canonicato

LAYOUT ARTIST
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Emcy J. Sanchez
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ALL RIGHTS RESERVED 2016

No part of this book may be produced in any form whatsoever without written permission
from the authors except such brief portions as may be quoted in scholarly works, with
proper acknowledgment of the source.

Printed by:
Central Philippine University Printing Press
CPU Compound, Lopez Jaena St., Jaro, Iloilo City, Philippines 5000
Tel. No. (033) 329-1971 local 1010/1030
 TABLE OF CONTENTS
PAGE

Foreword……………………………………………………………………….. i

UNIT 1

Reading Academic Text …………………….……………………….. 1

Critical Reading of Texts ……………………………………….. 3

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Strategies for Reading Academic Texts ………………………. 4

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The Structure of Academic Texts ..………….…………..…….. 13

Thesis Statement ………………………… ………….…………. 19

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Paraphrasing …………………….…………...………………….. 22

References ………………………………………. …………....... 23

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UNIT 2
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Writing the Reaction Paper/Review/Critique……………………. 25

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Different Categories….. …………. ……………………………. 28

Distinguishing Facts from Opinion …………..………………... 32

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Citing Specific Sources to Support Claims ………………….. 33

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Presenting Ideas Convincingly ………….…………………….. 34

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Raising legitimate, contrary views in an appropriate manner... 42

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Writing the Reaction Paper …………………………………….. 44

Using appropriate critical approaches in writing a critique …… 48

Applying the principles of writing effective review & critiques…53

Writing an objective/balanced review or critique of a

work of art, an event or a program ………………….. 54

References ………………………………………. …………....... 63

UNIT 3

Writing a Concept Paper…………………………………………….. 65

The Concept Paper ……………………………………………… 67

Definition ……………………… ………………………………….. 67

Explication ………………………………………………………... 73

Clarification ……………………………….. …………………….. 77

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References ……………………………….. …………………….. 96

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UNIT 4

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Writing a Position Paper …………………………………………… 99

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The Position Paper ………………………….. ……………….. 100
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Essentials of a Position Paper ……………….……………….. 103
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Steps in Writing a Position Paper .……………………………. 107

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Characteristics of a Good Position Paper …………………… 111

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References ……………………………….. …………………….. 123

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UNIT 5
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Writing the Report ……………………………………………………. 129

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A Survey Report ….. ………………………….. ……………….. 130

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Laboratory/Scientific Technical Report ..…….. ……………….. 146

Format and Organization …………………….. ……………….. 148

Writing the Lab Report ……………………….. ……………….. 152

References ……………………………….. …………………….. 168

APPENDICES ……………………………….. …………………………………170

 FOREWORD

The English language is basically everywhere. Whatever platform you decide to use,

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you can never get away with English. Come to think of it, the icons in your mobile phones
and the instructions in applications you just downloaded are written in English. Facebook
asks, “What’s on your mind?” and Twitter wants to know, “What’s happening?”

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In schools, you expect your teachers to speak in English in many of your subjects,
and your teachers in many of these subjects expect you to talk and write in English, as well.

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Also, a few years from now, you will become professionals exploring the endless possibilities
that this country and the world can offer, and part of that will entail that you have an
excellent command of the English language.
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One of the important things to remember here is how you communicate using
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English. You might be good at it in casual conversations, but you need still need to improve
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when it comes to formal situations. An effective communicator, after all, knows how to
consider the circumstance that will require him or her to speak and/or write in English.
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Also, it is necessary that you keep in mind that your ability to communicate using
the English language paired with the skill to suit your choice of words and construction of
sentences to the background of the interaction will help you to properly carry out your
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messages and to avoid misunderstanding whether you are in the academe or in your future
work place. English remains as the language of the globally-competitive world, and for you
to be able to make a mark while fulfilling your dreams, you have to be effective in
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communicating using English. In fact, many of our neighboring countries would take time
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to really learn and/or improve their command of English.

The textbook on English for Academic and Professional Purposes will provide an
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avenue for you to study the acceptable English to be used in the university and the work
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place. Furthermore, this will practice and hone the appropriateness of your English
communication skills to be reflected in all your requirements as a student and in the practice
of your future professions.

While making all these possible, the writers have made sure that you will enjoy
learning all the topics to be discussed.

TEODORO C. ROBLES
CPU President
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 UNIT 1

READING ACADEMIC TEXTS

Reading is an important activity. People read for different

reasons such as, a novel to be entertained, a newspaper to know about
current events, instructional manuals to learn about how to operate an

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appliance, understand lessons and answer our tests.

Reading is one of the primary requirements in order to succeed

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in the academic world.
Assignments, activities, and

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examinations require students
to have good reading skills for
them to be able to do well in
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their classes. Also, good

reading results to good writing.
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As they say, an individual can

only become a good writer if
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s/he reads a lot.

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SETTING UP
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At the end of this lesson, students will have been able to:
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1. determine the structure of a specific academic text;

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2. differentiate language used in academic texts from various

disciplines;
3. explain the specific ideas contained in various academic
texts;
4. use knowledge of text structure to glean the information they
need;

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 5. use various techniques in summarizing a variety of academic
texts;
6. state the thesis statement of an academic text;
7. paraphrase/explain a text using one’s own words; and
8. outline reading texts in various disciplines.

GETTING STARTED

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This unit describes what academic reading involves and what
types of texts exist. It also gives pointers on what students should do in

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order to read a material more efficiently.

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WARMING UP
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Read about Shannon and Taylor below.
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Shannon has to make dinner. He goes to the store and walks through every
aisle. He decides to make spaghetti, so he revisits aisles and reads many
packages thoroughly before deciding which groceries to buy. Once he arrives
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home, he finds a recipe for spaghetti, but needs to go back to the store for
ingredients he forgot.
Taylor also has to make dinner. He wants lots of carbohydrates because he’s
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running a marathon soon so he decides to make spaghetti. After checking some

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recipes, he makes a list of ingredients. At the grocery store, he skims aisles to

find his ingredients and chooses products that meet his diet.
http://writingcenter.unc.edu/esl/resources/academic-reading-strategies/
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Whose process was more efficient? Why?

Taylor’s process was more efficient. He knew what he needed,

thus saving time at the grocery store. The same is true with reading.
Knowing one’s purpose for reading helps the reader decide how to read
it, which saves time and improves comprehension.

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TUNING IN

CRITICAL READING OF TEXTS

Critical reading is careful, thorough, thoughtful, and active

reading. It is not negative or quick reading. It may also be called
“academic reading” – the kind of reading that is expected from students
in all of their classes. Critical reading takes place whenever an

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individual is interested in a text and s/he makes comments and offers
opinions about the reading material.

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Academic text means a reading material that is specifically used

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by students in the classroom. It can also be assigned reading material

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found to be useful and applicable in a particular field of study. Whether
it is assigned by the teacher or chosen by the student, readers of an
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academic text should understand it thoroughly. They should remember
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that they can only write well about something if the text has been
thoroughly understood. Understanding or comprehension results in
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critically reading a text.

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The Process of Critical Reading

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Active reading is necessary when students read critically. Active

reading involves reading a text, taking down notes, and discussing it as
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they read it. Passive reading, on the other hand, does not involve any of
the mentioned activities; thus, information from reading rarely sticks in
the brain very long. If they take down notes and discuss information
while reading, they are twice as likely to remember what they have read
because the text has been processed actively.

Active, critical reading usually involves marking the text, making

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notes on the page itself, or writing comments on paper using a system
to note the page and paragraph or line number in the text being read.
Active critical reading is more than just the highlighting of important
passages. Students should also write regular margin notes. Such
notes can include brief comments explaining their agreement or
disagreement with important points, comparisons, and contrasts to
other texts or ideas, and new ideas that occur to them.

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Part of active reading is stopping after each part of a text and

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asking themselves if they have understood what they have read. They
should be able to write a brief, one or two-sentence summary of what

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the page says. In short, critical reading involves actively comprehending
what they have seen on the page.
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Another helpful step in critical reading is to actively engage the
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text right after they have read it once. This involves being able to
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discuss the content of the text with others and use new vocabulary into
practice.
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Strategies for Reading Academic Texts

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A. Before reading
1. Think about the reasons for reading the text:
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- It is related to the subject.

- It gives background information or detailed information
about the lesson.
- The opinions of the writer are important.
- There will be a discussion and/or oral exam about
the topic.
- The teacher has given a writing assignment on the topic.

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 Each reason will influence the way students read e.g.
quickly or slowly, looking for fact or opinion.
2. Look at the title, sub-headings (if available), photos or
drawings, etc. These are important for students to predict what
the text will be all about.
3. Think about what is already known about the topic.
4. Write down what is not yet known about the topic. Formulate
questions related to it.
5. Make a note of words or terms related to the topic that might

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be in the text.
In Before Reading, students make use of the KWL Chart or the

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Critical Reading Questionnaire to aid them in reading.

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KWL Chart. KWL stands for KNOW, WANT TO KNOW, and

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LEARNED. Below is a sample KWL Chart that may be helpful in
assisting a student when reading academic texts. See the sample
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KWL Chart below for a sample article which focuses on language and
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gender.
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K-W-L
K (Know) W (Want to Know) L (Learned)
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There is a Are women really Women are reported to

connection more talkative than speak 20,000 words a
between language men? day while men speak
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and gender. What accounts for an average of 7,000

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Women and men the difference in the words

are on different frequency of Foxp2 protein is one of
levels of language used the genes associated
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talkativeness. between men and with language.

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women? It was shown that

women have higher
levels of this protein
than men.

Sipacio,PJ.& Barrot,J. (2015).Communicate today a guide to effective English for

academic & professional purpose for senior high school students. C&E
Publishing, Inc..
‘

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 Critical Reading Questionnaire. The Critical Reading
Questionnaire is helpful in aiding students familiarize themselves with
the text through the questions. Below is an example of a Critical
Reading Questionnaire that students may use.

STUDENTS’ TASKS
What is the students’ purpose for reading the text?
What do the students already know about the topic and the

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author?
What is the students’ attitude towards the topic and the author?

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WRITER OF THE TEXT

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What is the author’s background on the topic?

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What is their attitude towards the topic?
What prompted them to write the text?
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What is their purpose for writing the text?
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INTENDED READER/AUDIENCE
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Who is the intended audience for the text?

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What is the audience expected to have already known?

What is the intended audience’s attitude towards the topic?
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TEXT
When and where was the text produced?
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What kind of text is it (research, review, etc.)?

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What is the main message or idea of the text?

What is the text’s style?
How is the text organized?

While Reading

1. Survey the text. Read the first and last paragraphs. Take note

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 also of the beginning and final sentences of the other
paragraphs. Were the projections correct? Does it have a very
general idea of the structure of the text? What are the different
parts about?

2. Identify the purpose for reading.

a. When looking for specific information, read the part where the
information is. Look for it in the text and read that part

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thoroughly.

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b. When looking for a general idea of the whole text, read the
whole text.

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In both cases, ignore words or sections that are not immediately
understood. Students should now have a general idea of what the text
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is about and know if the reading material is going to be useful. Does it
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answer the question(s)?

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3. Write down in one or two sentences:

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The main ideas of the text

The first reaction to the text
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Is it interesting, informative, well-argued, boring, illogical,

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inaccurate?
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4. Do a second reading. This time, be careful, and mark any new

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words that are important for understanding. Check on the

main idea and revise what was written if it is necessary.
Decide what the secondary ideas are. How are they important
in relation to the main idea? Also, in this stage, it is important
to take note of the following as they are helpful in the
complete understanding of the text:
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 a. Vocabulary

With the new words, evaluate their importance if:

approximate meaning is enough

Try to guess the meaning, taking into consideration

the topic of the text, context (immediate and wider) of
how the term is used, and how the word is formed.

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an exact meaning is needed

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Use a dictionary.

Ask another student, guardian/parent, or teacher.

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b. Difficult sentences
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Divide the sentences where there are connectives or

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markers.

What do the connectives mean?

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Underline reference words. What do they refer to?

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Find the subjects, verbs and objects which go

together, and, if necessary, write the whole sentence
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out in several sentences to show the meaning.

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 In While Reading, it is helpful that students make markings or
write down notes on the text itself. This strengthens their retention of
the information within the text. The act of making markings on the text
is called ANNOTATING.

Below is an example of an annotated text.

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Figure 1 Annotated Text Example

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After Reading

1. Make a list of the new words which will be useful in the future.

definitions of the words

part of speech they belong to: nouns, verbs, adjectives
etc.
phrases in which the word occurs

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other words with the same meaning or synonyms
other forms of the words

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2. Evaluate what has been read:

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How does it fit into what has been thought and known?
Does it agree with the ideas, deviate from them, etc.?
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If there are opinions, does the idea agree or disagree with
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them?
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After the text is read, it is advised that students make a

CONCEPT MAP. This way, they understand the flow of the
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article they are reading. A concept map looks like this diagram
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in Figure 2, page 11.

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Figure 2 Concept Map

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Activity 1. Annotate the text below. Follow the sample Annotated Text
on page 9.

There are a number of lifestyle factors that

have an effect on the health of an individual,
particularly when suffering from a heart
condition. These include diet, exercise, social
habits, occupation and stress levels. In Eric's

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case, his social habits were particularly significant,

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as prior to the onset of his condition he was
accustomed to spending almost every night at his

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local hotel. In a typical night he would consume
several alcoholic drinks and smoke a number of
cigarettes. At his doctor's advice, he has nowUS
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modified this behavior, and only visits his local
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hotel once a week.

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Another significant lifestyle factor affecting

patients with heart conditions is occupation.
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Clearly problems can arise where an individual

with a heart condition has a high pressure,
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stressful occupation. At the time of his first heart

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failure, Eric was working as an editor on a national

newspaper. He worked long hours, did shift work,
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had irregular meal breaks and sometimes worked

to very tight deadlines. In his own words, his job
had 'an adverse effect' on his health – it was a
significant cause of stress in his life at that time.

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Activity 2. (Library Work)

Form a group of five members each and choose a topic

given below. Look for a reading material related to the topic that has
been chosen and apply the strategies given in Before Reading, While
Reading, and After Reading in the chosen text.

Trade and Commerce in Primitive Societies

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The Morality of Cloning
Success and Failure of Steve Jobs

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Electricity Helps Chemistry: Electro-plating
Employee Productivity and Compensation

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English as the Medium of Instruction
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The United States and The Great Depression
Philosophy and the Modern Man
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Marconi and the Invention of Radio
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Political Dynasty in the Philippines

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The Importance of Insects in the Ecological System

The Fight Against Cancer
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THE STRUCTURE OF ACADEMIC TEXTS

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The structure of a text often depends on the academic discipline

in which it is used. Each discipline has its own distinctive patterns of
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writing. For example, in journalism, there are news reports, interviews,

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in-depth analyses, feature articles, and editorials. The field of

psychology has case observations, case studies, and anecdotal
records. However, in class courses or subjects in which a general book
or essay is studied, analyzed, or used in research, there are three
structures that stands out above all others. These are (A) the thesis
structure, (B) the problems-and-solutions structure, and (C) the
factual structure. All three are similar.

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 1. Thesis structure

The thesis structure is a basic pattern in writing that occurs in a

large number of intelligent, well- and lesser-known books and essays in
Western literature. In this kind of writing, also called a "thesis," the
writer presents his/her own primary argument about an important
subject. Furthermore, the writer presents reasons and supporting
details to prove why his/her argument is true.

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Introduction (1st paragraph of short essay or first chapter of

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a book): The introduction contains the main argument, most
often in its beginning or end.

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First Body Section: An essay usually is divided into several
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main sections; a book, into chapters or several groups of
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chapters. Each main body section usually starts with a topic

sentence (or, in a chapter of a book, possibly a topic
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paragraph) that states a new reason why the main argument

is true, and the details or specifics supporting it.
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Conclusion: final paragraph or chapter, which reaches the

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final argumentative conclusion.

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Most such texts start with an INTRODUCTION that summarizes

the main thesis of the essay or book. By reading the several
paragraphs of the introduction and the conclusion, students should be
able to find the main thesis. Next, usually there are a series of
supporting reasons. If the text is divided into sections or chapters, then
simply look at the very beginning of each division to find each main
supporting reason.

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Activity 3. Identify the different parts of the paragraph based on the
structure discussed on the previous section. Use arrows
and parentheses or brackets to identify the parts. Use the
space on the right for your answers.

A number of problems associated with the

traditional routines of handover practices have
been identified. Baldwin and McGinnis (1994,
pp. 61-64) find that many handovers are
unnecessarily lengthy which means that there
is an unacceptable period of time during each

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shift when nurses are not available in the ward
or unit. Another area that has received
attention is the content and presentation of

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handover information. Wills (1994, p. 36)
observes that “an unprofessional approach
has been noted among some nurses, with

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derogatory comments about patients or their

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families”. Lastly, there is the issue of what
information nurses actually pass on during the
handover. It appears that:
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Nurses frequently report on their own
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activities over the shift rather than

providing patient centered information.
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Information obtained from discussions

with relatives is rarely relayed onto other
nursing staff, and of the patient
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information reported, most is described

from a medical perspective rather than
focusing on the discussion of nursing
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related information. (Professional Nurse,

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1997, p. 637)
Thus, many serious problems have been
identified in traditional handover practices
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which may reflect on the professional standing

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of nurses in this profession.

2. The Problems-and-Solutions Structure

Like the thesis structure, the problems-and-solutions structure
offers argument. In this structure, the writer's main thesis or the main
argument is presented as an overall solution to one or more
problems. Further in the essay, in the body sections, the writer presents

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a series of problems and, sometimes, several possible solutions, until
she eventually arrives at her own final, overall solution. Usually the final
paragraphs of the essay gives the solution that the writer
proposes. Occasionally, these final paragraphs will be reserved for
explaining why no solution seems possible at present.

A Typical Problems-and-Solutions Structure

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Introduction (1st paragraph of short essay or first chapter of
a book): The introduction may contain the overall solution or,

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instead, one or more major problems with a subject.

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First Point: This kind of essay may be divided into a series
of points, each one to several paragraphs in length. Each
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point may contain a problem alone in detail, or it may contain
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both a problem and a possible solution. Sometimes it may

even contain a problem, a possible solution, and a problem
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with this solution. Each "point" section usually starts with a

topic sentence describing the problem and then describes the
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problem (and/or solution) in detail.

Second Point: second problem and, perhaps, possible
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solutions and/or related problems in detail

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Third Point: third problem and, perhaps, possible solutions

and/or related problems in detail
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Fourth, Fifth, Sixth, etc. Points

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Final Solution/Resolution of problems (or a discussion of

why a final solution seems impossible)

Conclusion: final paragraph or chapter, which reaches the final

argumentative conclusion

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Activity 4. Identify the parts of the paragraph based on a typical
problems-and-solutions structure.

Consumption of processed and convenience foods and our dependence on the car have
led to an increase in obesity and reduction in the fitness level of the adult population. In
some countries, especially industrialized ones, the number of obese people can amount
to one third of the population. This is significant as obesity and poor fitness lead to a
decrease in life expectancy, and it is therefore important for individuals and
governments to work together to tackle this issue and improve their citizens' diet and
fitness.
Obesity and poor fitness decrease life expectancy. Overweight people are more likely to
have serious illnesses such as diabetes and heart disease, which can result in

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premature death. It is well known that regular exercise can reduce the risk of heart
disease and stroke, which means that those with poor fitness levels are at an increased
risk of suffering from those problems.

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Changes by individuals to their diet and their physical activity can increase life
expectancy. There is a reliance today on the consumption of processed foods, which

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have a high fat and sugar content. By preparing their own foods, and consuming more
fruit and vegetables, people could ensure that their diets are healthier and more

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balanced, which could lead to a reduction in obesity levels. In order to improve fitness
levels, people could choose to walk or cycle to work or to the shops rather than taking
the car. They could also choose to walk upstairs instead of taking the lift. These simple
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changes could lead to a significant improvement in fitness levels.
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Governments could also implement initiatives to improve their citizens' eating and
exercise habits. This could be done through education, for example by adding classes to
the curriculum about healthy diet and lifestyles. Governments could also do more to
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encourage their citizens to walk or cycle instead of taking the car, for instance by building
more cycle lanes or increasing vehicle taxes. While some might argue that increased
taxes are a negative way to solve the problem, it is no different from the high taxes
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imposed on cigarettes to reduce cigarette consumption.

In short, obesity and poor fitness are a significant problem in modern life, leading to
lower life expectancy. Individuals and governments can work together to tackle this
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problem and so improve diet and fitness. Of the solutions suggested, those made by
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individuals themselves are likely to have more impact, though it is clear that a concerted
effort with the government is essential for success. With obesity levels in industrialized
and industrializing countries continuing to rise, it is essential that we take action now to
deal with this problem.
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1. State the main argument in the structure.

_________________________________________________
_________________________________________________
2. Give the support points:
a) first point _______________________________________
_______________________________________________

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 b) second point ____________________________________
_______________________________________________
c) third point ______________________________________
_______________________________________________
d) fourth point _____________________________________
_______________________________________________
e) final solution/resolution of problems. __________________

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_______________________________________________
2. Conclusion_________________________________________

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__________________________________________________

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3. The Factual-Report Structure
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The other most typical writing structure is a factual report.
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Factual reports may be useful in doing research. There are many types
of factual reports, but most of them have in common a similar structure,
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one that, in turn, is very much like a thesis structure but with no
argument involved:
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A Typical Factual-Report Structure

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Introduction (1st paragraph of Web page, short report, or first

chapter of a manual or other text): The introduction contains
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the main subject, most often in its beginning or end.

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First Body Section: A factual report usually is divided into

several sections; a Web site, into separate Web pages; books,
into chapters or several groups of chapters) Each main body
section usually starts with a topic sentence (and each book
chapter usually starts with a topic paragraph) that states a new
subsection of the factual information being conveyed.

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 Second Body Section: second subsection of the subject, with
explanatory details
Third Body Section: third subsection of the subject, with
explanatory details
Fourth Body Section, etc.

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Conclusion: final paragraph or chapter, which reaches the
final summary of the subject (and sometimes may suggest

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possible argumentative conclusions based on the facts)

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It is important to distinguish between a thesis argument and a
factual report. There are times when thesis arguments may look like
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factual reports, especially on the Web. Also, just like newspapers,
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factual reports are supposed to offer only facts but may--by leaving out
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some facts and giving others a narrow interpretation--offer a biased

version of factual reality. It is a must to pay attention to the value of the
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information and its sources. This is where the reader’s critical analysis
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is needed. The reader needs to be able to discern not only the topic or
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the main idea of a text, but also know how to distinguish its structure.
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THESIS STATEMENT
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A thesis statement is a sentence in the text that tells what the

writer is going to talk about in his/her article. Clear and organized texts,
like most academic readings, have a well-defined and recognizable
thesis statement.

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 Below is an example of a thesis statement in a text. Note how
the statement gives a clear picture of what the text is all about. This
way, readers can make inferences about the content of the entire text.

The Deviant Tone

Among the popular forms of alternative music is a

lasting example of an embryonic culture known as rap. Rap

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music is very controversial. Some people think it is a fine

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piece of art while others think it is a horrid, non-talented,
way of expressing feelings. Some of the lyrics that go along

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with this type of music are very explicit and have a large

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influence on our future teens and adults. While the lyrics are
explicit, they can also be degrading, using both sexual and
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EN

racist comments, to not only women but men as well. Also,

rap music causes a lot of problems and disagreements
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between children and their parents due to their different

styles. With today’s youth getting more involved with
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rap they become more influenced by what the songs

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are saying and they can sometimes affect them in a

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negative way or convince them to do things that would

be considered wrong in today’s society.
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Activity 5. Underline the thesis statement in each of the texts.

A. Katherine Chopin
Katherine Chopin has a different opinion of love, marriage, then
most writers of her day. In her writing she indicates to her readers that
marriage, though built on a foundation of love cannot contain passion.
Love is considered a feeling that inspires passion, and romance. It
continues on throughout the marriage, but the passion and romance are
lost somewhere in the struggles of married life. This loss can also occur in

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the task of raising children, causing a sort of neglect for the love of one’s
life. Passion is what inspires an individual to do anything. Chopin, it

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seems, is saying that this is impossibility in marriage in the sense of love
or sexual relationship. Passion however can be found outside the

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marriage with other sexual partners. It can also be found in other areas
such as in “The Story of an Hour.”

B. James Joyce: “Araby”

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In James Joyce’s short story, Araby, he is successful in creating an
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intense narrative. He does this in such a way that he enables the reader
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to feel what it is actually like to live in Dublin at the turn of the century
when the Catholic Church had an enormous amount of authority over
Dubliner’s. The reader is able to feel the narrator’s exhausting struggle to
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escape this influence of the Catholic Church by replacing it with a

materialistic driven love for a girl.
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CP

C. Cloning
Imagine lying in a hospital bed about to die of heart failure, liver
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failure, or even kidney failure. Now imagine if the only way to live was to
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have an exact replica of your heart, liver or kidney. The only way that this
could be possible was to have an exact clone made of your organ(s)
through a scientific process called cloning. Now imagine that every piece
of meat or animal that you eat was perfectly healthy for you. Once again
the only way possible to do this would be to genetically clone an animal.
Although many people may believe that cloning is omnipotent or
unethical, one must realize the beneficial outcomes that cloning can bring
forth to the human race.

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PARAPHRASING

Paraphrasing involves writing the text in one’s own words. This

is a helpful way in checking whether the reader has a good grasp about
the article that s/he has read. In paraphrasing, one must be able to
include the important details included in the original text.

Original Passage:

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In The Sopranos, the mob is besieged as much by inner
infidelity as it is by the federal government. Early in the series,

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the greatest threat to Tony's Family is his own biological family.
One of his closest associates turns witness for the FBI, his

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mother colludes with his uncle to contract a hit on Tony, and

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his kids click through Websites that track the federal
crackdown in Tony's gangland.
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EN

Paraphrased Passage:
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In the first season of The Sopranos, Tony Soprano’s

mobster activities are more threatened by members of his
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biological family than by agents of the federal government. This

familial betrayal is multi-pronged. Tony’s closest friend and
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associate is an FBI informant, his mother and uncle are

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conspiring to have him killed, and his children are surfing the
Web for information about his activities.
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Notice that the paraphrased article is a retelling of the original,

without compromising meaning and content.

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Activity 6. Paraphrase the text in not more than 200 words.
Write your paragraph idea on the space below.

It is through the means of communication that I can share my

values, thoughts, beliefs, feelings, and experiences with others.
Face-to-face communication allows me to use both verbal and
nonverbal cues, making it the richest and most powerful form of
communication. According to Dobkin and Pace (2006), verbal
communication consists of “messages expressed through a formal
language, using oral, written, or signed words” (p. 14). Nonverbal

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communications are “messages expressed through symbols other
than words, including hand gestures, facial expressions, touching,

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vocal inflection, and clothing” (Dobkin & Pace, 2006, p.14). The
access to nonverbal cues in face-to-face communications creates

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bonding and adds intimacy to my personal relationships. Expressing

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love through touch or looking into someone’s eyes to display
affection are examples of the power of nonverbal communication.
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Additionally, nonverbal cues decrease chances of misunderstanding
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in my interactions with others, and have a vital role in expressing my

feelings and perceiving emotions in others.
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REFERENCES:

Online Sources

Academic reading http://telem.openu.ac.il/RoadsToAcademicReading/

BarHome?do=homePage&page=academicReading

Acadmic reading strategies https://sydney.edu.au/stuserv/documents/

learning_centre/M1.pdf

Academic reading strategies http://writingcenter.unc.edu/esl/

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resources/academic-reading-strategies/

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Reading academic texts http://newsmanager.commpartners.com/
tesolc/downloads/book%20chapters/ELTD_English%20for%20A
cademic%20Purposes_Chapter%204.pdf

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Reading difficult texts https://academicskills.anu.edu.au/resources/
handouts/reading-difficult-texts
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Strategies for reading academic texts http://www.uefap.com/reading/
EN

strat/strfram.htm
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Understanding academic texts http://webapp.ln.edu.hk/ceal/elss/sites/

default/files/exercise/cate/reading/Understanding%20Academic
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%20Texts%20%20Structure%20and%20Purpose%20v2/index.h
tm
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