English for Academic and

Professional Purposes
(EAPP)
A short lecture created by:
James Euric A. Llamado, LPT
Professor:
Hazel Marie L. Rabano, LPT
Our Lady of Fatima University
College of Arts and Sciences
AGENDA:
1. Structure of Academic Texts

2. Academic Texts VS. Other Texts

3. Reading Strategies/Critical Reading

Analysis of the Reading
Materials
You will be exploring the reading materials that you bring to the
class. Go over the texts and reflect on the following questions:

1. What is the text all about? (subject/focus)

2. What is the writer’s goal in writing the text? (purpose)

3. Who might be the target reader of the text? (audience)

4. What is the point of view used in the text? (first person, second person,
third person)

5. How much does the writer know of the subject?

6. Did the writer write in formal or informal manner? (tone)

7. Was the language formal, informal, or casual?

ACADEMIC WRITING

A PROCESS
 PROCESS
1
Posing a question

2
ACADEMIC Problematize a concept

WRITING 3
Evaluate an opinion

Answer the question, clarify the problem, and/or

argue for a stand
ACADEMIC WRITING

HAS PURPOSE
 PURPOSE
1

INFORM

ACADEMIC
2
WRITING
ARGUE A SPECIFIC POINT

PERSUADE
ACADEMIC WRITING
ADDRESSES SPECIFIC
AUDIENCE
 AUDIENCE
1

TEACHERS

PEERS/CLASSMATES
ACADEMIC 3
WRITING ACADEMIC COMMUNITY

The assumption is that your audience are

knowledgeable on the subject you are writing
about; so you have to demonstrate a
thorough understanding of your topic.
 ACADEMIC WRITING
The assumption is
that your audience
are
knowledgeable on
the subject you
Personal narrative
are writing about; &
so you have to Creative essay
demonstrate a
thorough Here, the writers have more
understanding of knowledge about the topic than
your topic. that of the readers.
ACADEMIC WRITING

IS ‘THINKING’
 THINKING
1

Abide by the rules and practices in writing

a. Write in appropriate and formal language

but not too pretentious.

ACADEMIC b. Consider the knowledge and background

of your audience
WRITING
c. Back up your statement with strong and valid
evidence

RESEARCH
 READING
STRATEGIES/CRITICAL
READING
R
PROCESS
E
A Activate background knowledge
Preview the text
PRE-READING
D Develop purpose for reading

I DURING Making predictions

READING
N
G AFTER Retell, discuss, or compare the
text to another text
READING
Reading Comprehension

VOCABULARY TEXT
KNOWLEDGE COMPREHENSION
Reading Comprehension
STRATEGIES

SCANNING
SKIMMING
-speedy reading for
-speedy reading for
spotting a particular
general meaning
word or phrase
Reading Comprehension
STRATEGIES

Detailed
MAKING Reading and
INFERENCES note taking DRAWING
-conclusion from -underlining, CONCLUSIONS
an experience highlighting, looking
for keywords
CRITICAL READING

PROCESS OF
ACTIVE
DISCOVERY

INTERACTING WITH THE WRITER

 CRITICAL READING

EVALUATE
OUTLINE SUMMARIZE
ANNOTATION THE
THE TEXT THE TEXT
TEXT
CRITICAL READING

ANNOTATION
 CRITICAL READING
THESIS STATEMENT:

Supporting details:
OUTLINE
THE TEXT
Point 1:
Point 2:
Point 3:
 CRITICAL READING

SUMMARIZE
THE TEXT
Write the gist in your own words
 CRITICAL READING
Most challenging part
EVALUATE - question the author’s purpose or intentions and
THE claims
TEXT - check if the arguments are supported by
evidence
- check if the pieces of evidence are valid and
from credible sources
Thank You!
Hazel Marie L. Rabano, LPT
Our Lady of Fatima University
Senior High School

hlrabano@fatima.edu.ph
 Thank You!
Presentation by:

James Euric A. Llamado, LPT

Our Lady of Fatima University
Senior High School

eullamado@ymail.com

The EAPP professor acknowledges the author of this presentation.