LESSON 1: ENGLISH ACADEMIC AND PROFESSIONAL PURPOSES
Understanding Academic Text
ACADEMIC TEXT

Critical, objective and specialized
texts written by experts or
professionals using a formal
language.
It is a formal by avoiding casual or
conversational language, such as
contractions or informal voices.
o Journal articles
o Research Articles
o Academic Essays
o Dissertations
o Academic Books

CASE STUDIES

1.
2.
3.
4.
5.
6.
7.
8.
o
TEXT BOOKS

Vary in style, tone and level
depending on their audience. They
are a good place to start when
learning about a new topic.
o
AUDIENCE: learner, teachers
RESEARCH PAPER

o
STRUCTURE OF RESEARCH PAPER
1. Introduction to the research
2.
Literature review
3.
Background to the research
and method
4.
Results or main findings
5.
Discussion,
including
authors' interpretation of
the results
6.
Recommendations: ideas
for future research
7.
Conclusion
8.
Bibliography
AUDIENCE:
researchers,
academics and postgraduate
students
STRUCTURE OF CASE STUDIES
Introduction to the research
Literature review
Background to the research and
method
Results or main findings
Discussion, including authors'
interpretation of the results
Recommendations: ideas for future
research
Conclusion
Bibliography
AUDIENCE:
researchers,
academics and postgraduate
students
REPORTS

STRUCTURE OF REPORTS
1. Context/Overview
(Title,
Contents etc.)
Introduction
Methodology/Description
of the event (e.g. piece of
research)
4. Findings/Main points
5. Discussion/Evaluation
6. Conclusion
o AUDIENCE: (Depends on
the field) Corporations,
Office
Employees,
Employers and others.
2.
3.
Important Features of Academic Writing
STUDENT ESSAYS

STRACTURE
OF
STUDENT
ESSAY:
Student essays vary in length and
formality, but they usually contain
three sections:
1. Title
2. Introduction
3. Main body,
4. Conclusion.
5. References/Citation
2 STRUCTURES OF ACADEMIC TEXT
1. The Three part of essay structure
2. IMRaD structure
THE THREE-PART ESSAY STRUCTURE

NON- ACADEMIC TEXT


Piece of writing that is not intended
for a scholarly or specialized
audience, typically using informal
language
and
focusing
on
entertainment, persuasion, or
personal expression rather than
research-based analysis
Does not have any reference to
support the idea.
o Newspapers,
o Magazine,
o Blog articles,
o Facebook post
o Email messages.
SUBJECTIVE AND PERSONAL

It is based on personal opinions and
feeling rather than on facts that
comes from reliable sources.
Learning to read and write Academic text
will teach you to be:






Clear
Concise
Efficient
Considerate
Organized
Analytical
o
o
o
o
o

INTRODUCTION — starts off the
essay with ideas that will be
discussed in the body. The thesis
statement is usually found at the
end of the introduction, and it can
act as a transitional sentence for
the body.
Introduces the topic
Places the topic into context
Provides background information
Points out the aim of the text
Describes how the aim will be
fulfilled
BODY – has three sections
1. TOPIC SENTENCE – lets the
reader know what the
paragraph is going to be
about & the main point it
will make. It gives the
paragraph’s point straight
away.
2. SUPPORTING SENTENCE –
Largest part that expand on
the central idea, explaining
more detail, exploring what
it means, and giving the
evidence as well as
supporting your argument.
3. CONCLUDING SENTENCE –
restates the idea in the
topic sentence, to remind
the reader of your main
point. Shows how that
point helps answer the
question.
Draw
together
the
question – evidence in the
essay body, and the
conclusion. This way the
reader knows that you
have understood and
answered the question.
This part needs to be clear
and concise.
Restates the thesis statement
Wraps up the essay
Gives opportunity to evaluate the
topic
Should not present new material
Usually
begins
by
briefly
summarizing the main scope or
structure of the paper
Confirms the topic - Ends with a
more general statement
Take the form of an: evaluation of
the importance of the topic,
implications for future research, or
recommendation about theory or
practice.
3.

Consists of one or more points
following the introduction & each
point supports the main idea of
your essay by breaking it down into
smaller ideas or sub-topics. Each
body paragraph consists of topic
sentence and several supporting
sentences.
BODY








Develops the question “What is the
topic about?”.
Gives definitions, classifications,
explanations, contrasts, examples,
and evidence
Is considered the heart of the essay
because it expounds specific ideas
to have a better understanding.
It usually is the largest part of the
essay.
The body is the main and most
substantial part of the entire essay
which presents evidence to
support the thesis statement
Can be broken down into parts
The body should do the following:
o Present research data
o Analyze data
o Discuss data thoroughly
CONCLUSION -- has three sections;
1. Repeat
the
thesis
statement - . It won’t use
the exact same words as in
your introduction, but it
will repeat the point: your
overall answer to the
question.
2. General conclusions – short
explanation of why they are
important.







An essay is written about one topic that has
several main points. The main points are
introduced in an introductory paragraph
and supported in a body paragraph. The
conclusion is the last paragraph.
o
IMRAD STRUCTURE




I- introduction
M- Methods
R- Results
D- Discussion

INTRODUCTION – show that you are
knowledgeable about your field of
study. Explain what we know, what
we are uncertain about. It
summarize, but it should also ask
questions. Everything you write
here must relate to your research
questions.
It contains:
o
o
o
o
A summary of existing research on
the subject
Your research question, hypothesis
or thesis statement
Theory (if relevant)
An introduction to the field, the
current situation, or prevailing
practice

METHOD – show that you arrived at
your results by applying valid and
reliable methods. Your research,
treatment,
or
professional
intervention, and how you did it.

RESULT – relatively large part of
your paper/thesis should be
devoted to your results (findings,
data, empirical evidence). Should
have:
o Present the findings
o Organize, classify, analyze
and (if relevant) categorize
o Explain and interpret (e.g.
differences
between
various studies)

Assess and evaluate
DISCUSSION – Discusses the results
of your study/project.
o Is it possible to generalize?
o Make comparisons with
other studies
o Are
there
alternative
explanations?
o What are the strong and
weak aspects of your study?
o What are the practical
implications?
o Is more research needed?
o Make recommendations (to
be applied in practice).
LESSON 2: ACADEMIC WRITING STYLE
Writing is a form of communication
that is shaped by the following factors:




TOPIC – What is the text about?
ROLE- Who am I as a writer?
PURPOSE- Why am I writing this in
the first place?
AUDIENCE- Who is reading this
piece?
 AUDIENCE – Who are you writing
for? People who will read your
writing, or listen to your
presentation. The first audience
were your professional colleagues;
the second audience were your
daughter and her classmates.
o What do I know about my
audience?
Are
they
interested in the topic?
Why or why not?
o What do they know about
my topic?
 Gender
 Age
 Group
 Ethnicity
 Location
 Status
 Income Level
 Occupation
 Hobbies or Interests
 PURPOSE – primary purpose for
academic writing may be to inform,
to persuade, or to entertain your
audience. Purpose will depend on
what effect you want your writing
to have on your audience.
o Persuade or inspire them
to act or to think about an
issue from your point of
view.
o Argue for or against
something they believe or
do; change their minds or
behavior.
o Inform or teach them about
a topic they don’t know
much about.
o Connect
with
them
emotionally; help them feel
understood.
Ex: I need to write a letter to my
landlord explaining why my rent is
late so she won’t be upset.
• (Audience = landlord; Purpose =
explaining my situation and keeping
my landlord happy)
 TOPIC – It is a particular subject that
you write.
o What is the text about?
o What details am I imparting
to the readers?
 ROLE – Who am I as a writer?
o Do I write as a sibling?
o Do I write as a student or a
son/daughter?
o Do I write as a customer?
LESSON 2: LANGUAGE USED IN ACADEMIC TEXTS
FROM VARIOUS DISCIPLINES
LANGUAGE


It is a way of demonstrating critical
thinking and analytical skills, as it
should be well structured, concise
and precise.
Free in errors and written in clear
and professional manners, which
helps the overall impact of the
written work.
THINGS TO AVOID TO ACHIEVE
CORRECT ACADEMIC STYLE




SUB-HEADINGS
NUMBERINGS
BULLET-POINTS
ASKING QUESTIONS
IMPORTANCE OF LANGUAGE


Can impact the writer’s credibility
and demonstrate their expertise in
particular fields.
Different disciplines have their
own conventions, terminology and
writing styles.
THINGS TO AVOID TO ACHIEVE
CORRECT ACADEMIC STYLE

Contractions and abbreviations
o aren't → are not.
o there's → there is; there
has.
o can't → can not
o ASAP
o FYI
o ETA
o ATTN

TWO-WORD VERBS
THE ACADEMIC DISCIPLINE

BUSINESS – use technical language,
precise terminology to create
concise writing styles to convey
complex ideas and research
findings
o accounting,
o economics,
o finance,
o management,
o marketing.



HUMANITIES
–
use
more
descriptive language and elaborate
sentences to provide context and
explore the topic or idea.
o art,
o creative writing,
o languages,
o literature,
o music,
o philosophy,
o religion,
o Theater
DESCRIPTIVE LANGUAGE


TECHNICAL LANGUAGE

SOCIAL SCIENCE – use more
descriptive language and elaborate
sentences to provide context and
explore the topic or idea.
o anthropology,
o education,
o geography,
o history,
o law,
o political science,
o psychology,
o sociology
NATURAL & APPLIED SCIENCES —
use technical language, precise
terminology to create concise
writing styles to convey complex
ideas and research findings.
o biology,
o chemistry
o computer science,
o engineering,
o geology,
o mathematics,
o physics,
o Medicine
Used to help the reader feel almost
as if they are a part of the scene or
event being described.
Helps readers engage with the
world of the story, often creating
an emotional response. It can help
a reader visualize what a character
or a place is like.
Style of writing in technical
documents that is clear, concise,
and
precise,
aimed
at
communicating
information
accurately to the target audience
Each of the disciplines and their branches
have their own vocabularies, styles, and
modes of communication. While they
might all follow a basic format and
guidelines, their application differs per
discipline.


Biologists perform lab experiments.
Social scientists conduct surveys
and interviews.
Sources of information that are relevant to
the different disciplines also vary


Business students – study resumes,
memos, and product descriptions
Humanities students –
study history books, literature
reviews, or journals
CONNECTIONS ACROSS DISCIPLINES
 The disciplines are not so different
in their development and purpose.
 Disciplines were developed and
designed to help us make sense of
our world and its phenomena.
LANGUAGE FEATURES USED IN
ACADEMIC TEXT

TERMINOLOGY –has its own
specialized terms and concepts that
are specific to that field and
academic text
o In Biology: photosynthesis,
mitosis, gene expressions
while
in
Philosophy:
epistemology, ontology and
teleology.

SENTENCE STRUCTURE – The
structure of sentences used in
academic texts can vary depending
on the discipline

WRITING STYLE –writing style used
in academic texts can vary
depending on the discipline and
purpose of the text

TONE – can vary depending on the
discipline and the purpose of the
text.

REFERENCING & CITATION – has its
own conventions for referencing
and citation and academic text will
follow conventions to credit success
used in the research.
o Parenthetical
citations
system
o Footnoting system.
LESSON 3: THESIS STATEMENTS
|
|
 main idea of an essay
 consists of the topic of the essay
and the writer's claim
o Topic + Claim = Thesis
 Is the controlling idea that you will
develop in your paper. This can be
found usually at the end of an
introduction.
1. CHOOSE SIDES – it should contain
your position or opinion to the topic
2. BE BRIEF & SPECIFIC – Show specific
information that will be discussed
on your essay
3. DO NOT STATE THE OBVIOUS –
should not be a statement of fact
without claim (opinion)
4. FOCUS ON ONE MAIN IDEA –
should express only one main idea
about a topic; otherwise you run
the risk of lack of unity and
coherence.
|
Straightforward
Usually located at the end of the
introduction.
The thesis Statement is obviously
written in the text.
|
 The thesis statement is not written
on the text.
 Readers will formulate the thesis
statement
based
on
their
understanding of the text.
ELEMENTS OF THESIS STATEMENT
1. TOPIC – the topic of your paper.
2. ARGUMENT / CLAIM – depends on
the type of paper you are writing, if
it is an argumentative paper, then
this should express your opinion. If
it is a research or explanatory
paper, this should explain the
purpose of your paper.
3. EVIDENCE – support for your
argument/claim.
|
1. Formulating a thesis is not the first
thing you do upon receiving an
assignment or task
2. A thesis must be the result of a long
process of thinking and planning.
3. Before you can develop any kind of
thesis, you must first do your
research on the topic.
4. Look for information and evidence,
then organize them based on the
points they make.
5. Look for possible relationships
between pieces of information
6. Analyze and find the significance of
these relationships
Make your thesis statement as specific as
possible by doing the following
1. Expressing just one major idea
2. Naming the topic and asserting
something specific about it
3. Stating your position or opinion
about the issue
Methods of Supporting your
Argument
How to Tell a Strong Thesis Statement
from a Weak One
1.
A strong thesis statement takes
some sort of stand. Remember that
your thesis needs to show your
conclusions about a subject
2. A strong thesis statement justifies
discussion. Your thesis should
indicate the point of the discussion.
3. A
strong
thesis
statement
expresses one main idea. Readers
need to be able to see that your
paper has one main point.
4. A strong thesis statement is
specific. Readers need to be able to
see that your paper has one main
point.
1. Critical engagement with the
authors
2. Using evidence from other sources
to justify your statement
3. Using examples to justify a thesis
statement
LESSON 4: PARAPHRASE / SUMMARIZING A TEXT
USING ONE’S OWN WORD
| PHARAPRASE



Generally as long, and sometimes
longer than the original text.
Used with your own words to
explain the specific points another
writer has made
May also need to explain or define
that idea. And may also interpret
specific terms made by the writer in
the original text
| TECHNIQUES OF PARAPHRASING
1. Using synonyms (words that mean
the same
2. Changing the form of words
3. Changing
the
grammatical
structure
4. Using several techniques
| SEVERAL WAYS OF PARAPHRASING



LITERAL PARAPHRASING – This
type only replaces vocabulary terms
from the original text.
STRUCTURAL PARAPRHASING –
This type changes the sentence
structure as well as the word class
of key words of the original text.
ALTERNATIVE PARAPRASING – the
writer first pose questions about
the text, such as what the text is
about, how the main idea is
supported. Then, after reading the
text, the writer answers these
questions using his/ her own words.
| SUMMARIZING


ONE WAY to integrate your source
information is through summary.
Generally used to restate the main
ideas of the text in your own words
| HOW IS SUMMARIZING
DIFFERENT
FROM
PARAPHRASING



| BENEFIT OF PARAPHRASING

Summary is shorter than the
original text
Paraphrase can be shorter or longer
than the original
Summary
eliminates
details,
examples, and supporting points
Paraphrase describes the original
text in different words and does not
leave out details
LESSON 5 : OUTLINING IN ACADEMIC TEXT
| OUTLINE





Is a map of your essay or a
blueprint.
It
shows
what
information each section or
paragraph will contain, and in what
order.
Use numbers and/or bullet points to
arrange information and convey
points.
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.
Allows the writer to understand
how he or she will connect
information to support the thesis
statement and the claims of the
paper
An outline provides the writer with
a space to consider ideas easily
without needing to write complete
paragraphs or sentences.
| IMPORTANCE OF AN OUTLINE




categorize the main points
to organize the paragraphs into an
order that makes sense
to
make
sure
that each
paragraph/idea can be fully
developed
helps prevent a writer from getting
stuck when performing the actual
writing of the essay
|
OUTLINES
ALSO
HELP
WRITERS:
 Make the writing process easier
since you have a road map for your
essay to follow
 Break through writer’s block—for
people who struggle with writer’s
block, it helps to first set up a
structure with lower stakes and less
pressure.
 Save time writing your essay since
you have a clear, focused plan to
follow for your essay.
 Ensure each part of your essay
relates to the essay.
| PARTS OF AN OUTLINE
1. INTRODUCTION
(attention
grabber) – it prepares the reader on
the contents of the essay. Also
prepares the reader on the contents
of the essay.
2. BODY (The content of the paper) –
second part of any essay is the body
of the essay. It contain a minimum
of three paragraphs in support of
the thesis statement made in the
introductory
paragraph,
each
paragraph
should
relay
an
individual point or idea.
3. CONCLUSION (Wrap all of your
arguments)
| PROCESS IN MAKING OUTLINE
| OUTLINING ACADEMIC TEXTS



helps writers categorize main points
organize paragraphs for consistency
and sense
ensure that paragraphs are fully
developed
| Main points/ Main Idea/ SubPoints/ Supporting Details






|
| SENTENCE OUTLINE

Main points (also known as main
idea).
Chief point an author is making
about a topic.
It sums up the author’s primary
message.
Sub -Points (also known as
supporting details or idea).
A paragraph contains facts,
statements,
examplesspecifics
which guide us to a full
understanding of the main idea.
They clarify, illuminate, explain,
describe, expand and illustrate the
main idea and are supporting
details
TYPES
OF
Outline that is done in full
sentence. It Forces part of the essay
to be written out in sentences
before the first draft. It expresses
the specific and complete idea that
that section of the paper will cover
as part of proving the overall thesis.
OUTLINES
ACCORDING TO STRUCTURE
1. T O P I C O U T L I N E
2. S E N T E N C E O U T L I N E
| TOPIC OULINE

outline that consists of a short
phrase. It provides a quick overview
of topics to be included in an essay.
You are probably already familiar
with this structure.
| BASIC RULES IN OUTLINING
1.
2.
3.
4.
PRINCIPLE OF DIVISION
PRINCIPLE OF CLASSIFICATION
PRINCIPLE OF COORDINATION
PRINCIPLE OF SUBORDINATION
| IMPORTANCE OF OUTLINING]
LESSON 6: WRITING AN ABSTRACT, PRÉCIS, OR
SUMMARY
| TEXT


Either abstract, précis, or summary
or sometimes as synopsis, are all
the same.
These texts aim to precisely
condense a larger work to present
only the key ideas.
| DESCRIPTIVE ABSTRACT

Do not give away the actual content
of the materials. Their purpose is
simply to pique the interest of the
target audience.
| SUMMATIVE ABSTRACT


Research papers on the other hand
readily present the key ideas and
major findings of the study
More preferred in an academic
setting.
| What is abstract?

An abstract, precis or summary aims
to precisely condense a larger work
to present only the key ideas. They
tell the audience the gist of what
has been read, listened to, or
viewed.
| ALL ABSTRACT INCLUDE THE
FOLLOWING:







Full citation of the sources,
preceding the abstract
Most important information first
Same type & style of language
found in the original, including
technical language
Key words and phrases that quickly
identify the content and focus of
the work.
Clear, concise, and powerful
language.
The thesis of the work, usually in the
first sentence.
Background information that places
the work in the larger body of
literature.
The same chronological structure as
the original work.
| What is summary?
Summary of materials from publishing
companies, libraries, movie catalogue are
kinds of descriptive abstracts. Summative
abstract is more preferred in an academic
setting. In most cases, a 6,000-word
research article for an academic journal may
require only 200 to 250 words for its
abstract.
|GUIDELINES IN WRITING AN ABSTRACT,
PRECIS, OR SUMMARY



Read the text at least twice until you
fully understand its content.
Highlight the key ideas and phrases.
Annotate the text.

State the author’s name, the title of
the passage, and the main idea at
the beginning sentence.


Use words or phrases indicating
that you are presenting an abstract,
precis, or summary. Reporting verbs
are most useful for this purpose.
Some phrases you can use are:
o The text reports that…
o The authors claim…
o The author clarifies…


Write the main idea of each
paragraph using your own words.
Write one main idea for multiple
paragraphs particularly of a
research paper.
Never copy in verbatim a single
sentence from the original text.
Combine the main ideas to form
one paragraph. Use appropriate
transitional devices to improve
cohesion.
Refrain from adding comments
about the text. Stick to the ideas
presented in the text
Edit your draft abstract, precis, or
summary by eliminating redundant
ideas and making sure it contains
the properties of a well-written
text.
Compare your output with the
original text to ensure accuracy.





| SUMMARY FOR EXPOSITORY
TEXT

A precis or summary for a nonresearch academic text generally
condenses information into 15 to 30
percent of the original text.
Achieved by getting the thesis
statement of the text and the main
idea or topic sentence of each
paragraph.
These main ideas are then
combined into a paragraph using
cohesive devices. When writing a
precis or summary, the name of the
author and the title of the article are
indicated in the first sentence
LESSON 7: FORM OPINIONS BASED ON FACTS
| CLOUD STORAGE
 People are posting everything
online, so the idea of data
ownership is getting lost.
| FACT
 It is something that is known to
have happened or to exist,
especially something for which
proof exists, or about which there is
information.
 A statement that can bе proven to
be true or false by the use of
evidence.
| OPINION




Subjective
Your own views of certain issues or
concerns.
It is biased or on influenced by
personal beliefs or feelings.
It vary from a person to another,
especially people with boundaries
such as culture, geographical
location, beliefs and others
| FORMING OPINIONS BASED ON
FACTS



Read and analyze the text given in
the text
Decide whether the text presents
FACTUAL information or NOT
Provide evidences that will support
your opinions
| STEPS in forming an opinion
based on facts:
1. Write your opinions in complete
sentences.
2. Add the facts and your explanation
to support your opinions.
3. Write your opinions and facts in an
organized way by starting with your
main point. Arrange your facts
according to degree of importance.
4. Summarize the ideas towards the
end of what you are writing.
5. Review what you wrote to check if
you did not miss anything.
LESSON 8: CITING SPECIFIC SOURCES
| CITING SPECIFIC SOURCES
 Explain that academic claims must
be backed up with credible
references (APA/MLA).
 Example:
o Weak: “Many students fail
because they’re lazy.”
o Strong: “A study by
Santiago (2020) found that
time
management
challenges contribute to
65% of student failures in
academic courses.”

Emphasize using reputable sources
(books, peer-reviewed journals,
official reports).