MODULE IN ENGLISH FOR

ACADEMIC AND
PROFESSIONAL PURPOSES
MAT SY·TUESDAY, JULY 30, 2019·READING TIME: 29 MINUTES

To: All MPJCL STEM, ABM AND TVL students

Herewith is the expected content of your notebook as part of your portfolio

Make your portfolio with self-constructed questions based on the following

information we already tackled in class as appeared in these modules below. These
would showcase your mastery of the subject matter. You may or may not encode
based on your ability to do so. Deadline for submission would be on Friday before
the periodical exam. Your compliance is directed. Failure to do so would be dealt
with at a proper forum in the principal’s office.

MODULE 1 Contents: *Parts of speech

* Multi-intelligence *Text * Academic Text *Academic

Writing *Academic Reading *Academic language

https://www.wappingersschools.org/cms/lib01/.../extra_credit_poetry_assignment.pdf

The 9 Intelligences of MI Theory

By Howard Gardner

Intelligence

Skills and Career Preferences

1. Verbal-Linguistic Intelligence

Well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of
words
Skills - Listening, speaking, writing, teaching.

Careers - Poet, journalist, writer, teacher, lawyer, politician, translator

2. Mathematical-Logical Intelligence Ability to think conceptually and abstractly, and

capacity to discern logical or numerical patterns

Skills - Problem solving (logical & math), performing experiments

Careers - Scientists, engineers, accountants, mathematicians

3. Musical Intelligence

Ability to produce and appreciate rhythm, pitch and timber

Skills - Singing, playing instruments, composing music

Careers - Musician, disc jockey, singer, composer

4. Visual-Spatial Intelligence

Capacity to think in images and pictures, to visualize accurately and abstractly

Skills - puzzle building, painting, constructing, fixing, designing objects

Careers - Sculptor, artist, inventor, architect, mechanic, engineer

5. Bodily-Kinesthetic Intelligence

Ability to control one's body movements and to handle objects skillfully

Skills - Dancing, sports, hands on experiments, acting

Careers - Athlete, PE teacher, dancer, actor, firefighter

6. Interpersonal Intelligence

Capacity to detect and respond appropriately to the moods, motivations and desires of
others

Skills - Seeing from other perspectives, empathy, counseling, co-operating

Careers - Counselor, salesperson, politician, business person, minister

7. Intrapersonal Intelligence

Capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking
processes

Skills - Recognize one’s S/W, reflective, aware of inner feelings

Careers - Researchers, theorists, philosophers

8. Naturalist Intelligence

Ability to care, recognize and categorize plants, animals and other objects in nature

Skills - Recognize one’s connection to nature, apply science theory to life

Careers – Scientist, naturalist, landscape architect

9. Existential Intelligence

Sensitivity and capacity to tackle deep questions about human existence, such as the
meaning of life, why do we die, and how did we get here?

Skills – Reflective and deep thinking, design abstract theories

Careers – Scientist, philosopher, theologian

What is a text? /tekst/

As a noun

* a book or other written or printed work, regarded in terms of its content rather than its
physical form. E.g. "A text that explores pain and grief"

* the main body of a book or other piece of writing, as distinct from other material such
as notes, appendices, and illustrations. "The pictures are clear and relate well to the text"

As a Verb: Send a text message to. "I thought it was fantastic that he took the trouble to
text me."

Other Definitions:
1 . According to Merriam dictionary, a text refers to the actual words of an author's work.
https://www.merriam-webster.com/dictionary/text.

2 . According to Oxford dictionary, a text is the main body of printed or written matter on
a page. It could refer to a textbook, a Bible passage that is the subject of a sermon, or a
text message. https://en.oxforddictionaries.com/definition/text

3. According to YourDictionary.com, a text of a book is the main part of it, rather than
the introduction , pictures . It refers to the main body of matter in a manuscript, book,
newspaper, etc., as distinguished from notes, appendixes, headings, illustrations, etc.
https://www.yourdictionary.com/text

4 According to Cambridge dictionary, a text refers to the written words in a book,

magazine, etc., not the pictures: 2. a text message: 3. the exact words of a speech, etc

https://dictionary.cambridge.org/dictionary/english/text

5. In linguistics, the text definition includes the original words of something written,
printed, or spoken; or any coherent stretch of language.

https://whatis.techtarget.com/definition/text

6. In information technology text is a human readable sequence of character s and the

words they form that can be encoded into computer readable formats.

What is an academic text?

Academic text is defined as critical, objective, specialized texts written by experts or

professionals in a given field using formal language. Academic texts are objective. This
means that they are based on facts with solid basis.

Academic writing

Academic writing is a core subject in the academe

Academic writing is a particular style used in formal essays and other assessments for the
course. It requires formal language, a logical structure and is supported by evidence/s.
Academic writing is clear, concise, focused, structured and backed up by evidence. Its
purpose is to aid the reader's understanding. It has a formal tone and style, but it is not
complex and does not require the use of long sentences and complicated vocabulary.

Academic writing refers to a style of expression that researchers use to define the
intellectual boundaries of their disciplines and their specific areas of expertise.

Academic Reading

Academic reading differs from reading for pleasure. You will often not read every word,
and you are reading for a specific purpose rather than enjoyment. This page explains
different types of purpose and how the purpose affects how you read, as well as
suggesting a general approach to reading academic texts.

Academic and nonacademic texts are also typically written for a particular audience.
While nonacademic texts are intended more for mass, public consumption than scholarly
or academic texts, they may be targeted towards special interests or occupations in
society.

Academic language

Academic language is the language needed by students to do the work in schools. It

includes, for example, discipline-specific vocabulary, grammar and punctuation, and
applications of rhetorical conventions and devices that are typical for a content area (e.g.,
essays, lab reports, discussions of a controversial issue.)

Source/s:

https://www.wappingersschools.org/cms/lib01/.../extra_credit_poetry_assignment.pdf

https://www.merriam-webster.com/dictionary/text.

https://en.oxforddictionaries.com/definition/text

https://www.yourdictionary.com/text
https://dictionary.cambridge.org/dictionary/english/text

https://whatis.techtarget.com/definition/text

https://library.leeds.ac.uk/info/14011/writing/106/academic_writing

https://libguides.usc.edu/writingguide/academicwriting

https://www.csun.edu/science/ref/language/pact-academic-language.html

https://www.eapfoundation.com/reading/skills/purpose/

MODULE 2 Contents: Importance of academic

writing. Characteristics of good academic text Features of academic writing
Importance of academic writing.

As a required core subject in senior high school, it means that the skill of writing is a
necessity to be able to communicate using the appropriate language needed in formal
communication.

Since the goal of academic writing is to communicate, it is very important to apply the
appropriate language, learn the rules and practice the skills of writing for academic and
professional purposes.

It is important because it is a measure of one’s professionalism as it seeks to simplify

complex messages providing common understanding with the target audience. It is
important because it is fundamental in achieving higher education. It serves as the
window of one’s thoughts. It aids in one’s understanding of the intended message or text.

Characteristics or features of a text. FECOS

F -formal or informal. A text used for academic and professional purposes make use of a
formal

rather than informal language.

E- explicit or implicit. A text used for academic and professional purposes make use of
explicit or observable, clear and precise facts or objects rather than implicit, unclear,
unspecified facts.

C- complex or simple. A text used for academic and professional purposes is simplified
to be able to reach or connect its target audience or readers.

O- bjective or subjective – A text for academic and professional purposes uses behavioral
objectives that could be seen and touch by the senses. Text with subjective or unclear
purposes could be used in other purposes rather than for the purpose of producing an
academic text.

S- specific or holistic - An academic text could be written using either of the two
approaches, parts to whole approach (specific) or whole to parts approach (holistic).

Features of academic writing: CFPO

Complexity - Through written language, complex ideas could be simplified using a

simple

language or commonly used idioms that are understandable to a specific target

audience.

Formality - Academic writing uses formal language rather than slang or informal
language.

Precision - In academic writing, facts and figures could be quoted from exact sources for

further reference.

Objectivity - Written language could provide more explicit or objective purpose of

communication.

Characteristics of Good Academic Writing

Good academic writing is transparent: right from the start, the reader should have a clear
understanding of the author's purpose, argument, and structure.
Good academic writing, no matter the discipline, field, or genre, is characterized by:

1.Use Good Ideas.

Your ideas are the most important element of your project, especially as it takes shape.
But before you show your final drafts to other readers, you need to pay attention to style,
grammar, and mechanics. Mechanics include your punctuations, capitalization and
margins

2. Has Clear Sense of Audience, Genre, and Purpose.

Keep in mind the rhetorical purpose and academic standards under which you write:

(a) Who is your audience?

(b) What is your purpose? and

(c) What is the genre of what you are writing?

Approaching the “So What” Question. Academic Writing is considered successful when
it answers the “So What” question or problem statement, best described by the following
guidelines to be answered in the text:

(a) What is the issue?

(b) What are the specific questions surrounding the issue?

(c) What is the context and background of the issue? and

(d) Why does the issue matter? If the work you produce answers these questions and
tackles the answers by paying attention to both higher- and lower-order concerns, and
adds new information (called the value-add) to make the writing even more compelling,
the paper will be successful.

3. Use appropriate conjunctions for ideas to flow logically using a certain pattern

Use transitions words, signal phrases, and verbs that tell the reader (the audience) your
stand based on the given evidence from verifiable source/s.

Each paragraph, and your paper as a whole, should follow this format:
(a) Introduce the main idea that will be discussed,

(b) Provide the evidence used to prove your argument, and

(c) Outline the significance of the evidence you have provided.

4. Choose sources judiciously. Choose appropriate authentic sources of information and

decide:

(a) How much information to provide, (b) What kind of information to provide, and (c)
How to sequence the information you provide.

5. Use clear and direct. Use strong verbs, rather than nouns and adverbs. Use strong
verbs, such as “to speed,” rather than “to drive quickly,”

6. Specific and detail-oriented prose. Explain with specific examples and elaborate if
needed.

7. Be consistent in tone and style. Voice and verb tenses used in the text need be
consistent from start to finish. In the Sciences, passive voice is often used (the chemicals
were mixed), whereas in the Humanities, active voice is used (the assistant mixed the
chemicals). Use the appropriate tone and style needed to communicate.

8. Use compelling strong voice. Write with conviction to the target audience.

9. Be mechanically competent: Cite references and acknowledge the source of

information. Failure to do so could be a case of Plagiarism. Plagiarism is a “no-no” to
academic writing.

Performance/Task to do:

Take your cp camera with you. Go around the different corners of the school, then take a
picture of people that interests you. Ask yourself if you could relate to it. Then make a
narrative applying the guideline #2. Has Clear Sense of Audience, Genre, and
Purpose.Consider the following while writing.

(a) What is the issue?

(b) What are the specific questions surrounding the issue?

(c) What is the context and background of the issue? and

(d) Why does the issue matter to you?

Source:

Hyland, K. (2000). Disciplinary discourses: social interactions in academic writing.

Essex, England: Pearson Education Limited

MODULE 3

Contents:

Types of written text based on genre.

Types of written text based on structural pattern and purpose

Types of written text based on content

Types of written text based on complexity of themes/ ideas

Four types of academic writing based on style EPND

Types of written text based on genre.

There are many types of written text based on genre or form. This includes

1. Fantasy

2. Biographies

3. Memoir

4. realistic fiction

5. Forms

6. Bill

7. Brochures
8. Maps

9. Magazines

10. Articles, etc.

Types of written text based on structural pattern and purpose

Structure is the way the text is organized and presented.. It includes

1. Description- Factual writers use description and technical language

2. chronological sequence

3. comparison and contrast

4. cause and effect

5. problem and solution

The presence of these structures, especially when combined, can increase the challenge
for readers.

Types of written text based on content

Content refers to the subject matter of the text and the concepts that are important to
understand.

1. Fiction . Content may be related to the setting or kinds of problems characters

experience.

2. Non-fiction. Content are the factual texts. The more a reader knows about the topic, the
easier it is to comprehend the text.

Types of written text based on complexity of themes/ ideas:

1. Concrete and accessible . The text that can be verified by the sense of sight, hearing
and touched.

2. Complex and abstract. The text can be imagined and not necessarily accessible in a
certain point in time. It needs supporting ideas to clarify the complexity of ideas.
Types of written text based on language forms

1. Written language . It refers to a written text for a certain audience and purpose.

2. Spoken language. It is an oral text like dialogue, interview, conversation, small talk,
public speaking, debate, panel discussion, reporting, making presentation or
introductions, etc.

3. Figurative language – It is the use of figures of speech like simile, metaphor,

personification etc. to convey message either done orally or in written form.

4. Literary language. It is the use of literary structures such as character, setting, and plot

Four types of academic writing based on style EPND

They are expository, persuasive, narrative, and descriptive.

Expository – Writing in which author’s purpose is to inform or explain the subject to the
reader.

Persuasive – Writing that states the opinion of the writer and attempts to influence the
reader.

Narrative – Writing in which the author tells a story. The story could be fact or fiction.

Descriptive – A type of expository writing that uses the five senses to paint a picture for
the reader. This writing incorporates imagery and specific details.

Identify which type of writing is being described.

Direction: Read the descriptions below. Then indicate what kind of writing style is used
in each sentence below.

1.______________ A story about the anxieties of your high school life.

2.______________ A web page telling how to create an application.

3.______________ A story about your dream of the future.

4.______________ A letter to the president explaining why teachers’ pay needs be
increased.

5.______________ Writing in which you record detailed instructions on how to install

something.

6.______________ An essay discussing a theme from ‘Les Miserables.’

7.______________ An article attempting to convince readers to boycott the influx of

Chinese workers in the country without undergoing the immigration process.

8.______________ A poem about the sights and sounds of rainfall

9.______________ A paper about the horrible treatment of the people during the martial
law.

10.______________ The headline in the morning newspaper about Isko Moreno’s

cleaning the city of Manila in just two weeks.

11.______________ A brochure advertising a luxury hotel and resort.

12.______________ A paper discussing the endless after effects of a war.

13.______________ A description of the different multi-intelligences.

14.______________ A story of someone from rags to reaches.

15. ______________A cover story about a homeless man who donated an amount of
$17,000.00 to an organization that provides help for the needy, homeless people like him.

Souce/s:

https://ccsdparentliteracysupport.ten_characteristics_of_written_texts.pdf

Fountas and Pinnell. 2011. The Continuum of Literacy Learning, Grades PreK-8,
Portsmouth, NH: Heinemann

www.uefap.com/writing/feature/featfram.htm

https://freeology.com/journal/4-types-of-writing/
Source/s:

www.uefap.com/writing/feature/featfram.htm

https://freeology.com/journal/4-types-of-writing/

MODULE 4 Contents: Structure of an academic

text
Example of Classification-division structure

Structure is an important feature of academic writing. A well-structured text enables the

reader to follow the argument and navigate the text. In academic writing a clear structure
and a logical flow are imperative to a cohesive text.

Text structure refers to the way an author arranges information in his writing. Text
structure provides the format and enables writers to organize their thoughts as they write.
It also helps the reader in that it provides a structure in which information can be found
and understood while it's being read.

Every piece of academic writing is structured by paragraphs and headings. The number,
length and order of your paragraphs will depend on what you're writing – but each
paragraph must be: Unified: all the sentences relate to one central point or idea.

Meaning is mapped onto the structure of language.

1. Simple structure/simple sentence.

Texts that make use of kernel sentences are easier to process. Sentence patterns with
simple structure are easier to understand than with those with complex structure.

Simple structure includes the S-TV-DO pattern or structure, the S-LV-Adj. sentence
structure, the S-IV structure etc. The more familiar words used in a text, the easier to
connect and be understood by the target reader.

2. Complex structure/complex sentence. Sentences embedded with clauses make a text

more difficult to comprehend. The use of appropriate connective words like conjunctions
may be utilized to maintain the flow of an idea being decoded by the target reader when
written in complex structures.

There are several different types of text structure, including the following:

1. Chronological: discussing things in order

2. Cause and effect: explaining a cause and its results

3. Problem and solution: presenting a problem and offering a solution

4. Compare and contrast: discussing similarities and differences

5. Classification-division: sorting information into topics and categories

Classification-division text structure is an organizational structure in which writers sort

items or ideas into categories according to commonalities. It allows the author to take an
overall idea and split it into parts for the purpose of providing clarity and description.
Sorting can take place on many levels with topics, subtopics, categories, subcategories,
and so on.

For readers, a classification-division piece can be identified by looking for use of certain
words, such as: first, finally, to begin, next, in addition, on the other hand, for example, or
then.

Process for Classification-Division

For writers, there are several steps to be followed in the process of developing a written
piece that follows a classification-division text structure:

1. Decide on a main topic.

2. Divide the main topic into two or more subtopics.

3. For each subtopic, provide information and details to clarify and explain, or divide
each subtopic further by creating categories for each subtopic.

The basic structure of an essay has the following format:

1. Introduction
Including a thesis statement, a description of the topic as a whole, and an explanation of
the process and purpose for dividing the main topic into subtopics and beyond.

2. Body

Least important subtopic first, most important subtopic last

Subtopic One followed by categories if needed

Subtopic Two followed by categories if needed

Subtopic Three, etc.

3. Conclusion

A basic summary of each subtopic and category followed by a restating of the original
thesis statement.

Most academic texts in the sciences adhere to the model called IMRAD, which is an
acronym for introduction, methods and materials, results, and discussion.

Source/s:

https://lnu.se/en/library/Writing-and-referencing/the-structure-of-academic-texts

https://kib.ki.se/en/write-cite/academic-writing/structure-academic-texts

MODULE 5 Content/s Paraphrasing

Paraphrasing and summarizing

How to paraphrase?

Writing in the academe involves integrating ideas from other authors into your own
writing. One way to integrate is to learn the skill of paraphrasing.

Paraphrasing- presenting the ideas and information using one’s own words. It is an
important academic skill that every learner needs to acquire and succeed in the academe.
Paraphrasing is not simply taking what someone has written and changing a few words to
make it your own. It is about translating another person's ideas into your own words and
in reduced form.
To paraphrase is to rewrite something 'in your own words'. Lecturers like to see you
using paraphrasing in your writing because it demonstrates what you know and
understand about their subject (because it is in your own words). Most of your academic
reading texts are made up of paraphrases.

Paraphrasing involves taking a passage - either spoken or written - and rewording it.
Writers often paraphrase to deliver information in a more concise way. Paraphrasing is
clearly restating in your own words the ideas or thoughts of other authors.

Paraphrasing and summarizing require acknowledgment of the original authors where

one took the information to avoid intellectual stealing of ideas called plagiarism.
Plagiarism is against the ethics of writing and it could be a form of stealing intellectual
properties. That is why referencing is a ‘must’ in academic writing. Effective
paraphrasing also demonstrates your understanding of the information.

Rephrasing or restating information from another source in your own words without
changing the meaning. It is usually shorter than the original passage.

Summary

A summary includes only the main ideas of someone else’s writing, restated in your own
words.

Much shorter than the original text. Always acknowledge the original author when using
a paraphrase or summary.

How to paraphrase?

1. Change the structure of the sentence. Using active voice is preferable to give impact
except in the field of scientific text where passive voice is usually used.

In changing the structure of a sentence, the following steps need be followed:

a. Read the original text a number of times to get and understand the main ideas.

b. Write down the main ideas from memory.

c. Check what you have written against the original text – make sure you have retained
the original ideas and that your version is different.

2. Change the words in the sentence.

One can paraphrase by using synonyms that reflect the intended meaning of the original
text by the original author. The main ideas of the original text could be the key words that
need be retained even when restated using the preferred writing style of the writer.

3. Look for words or phrases that can be restated in a simpler way using simple
sentences..

4. Use a thesaurus or dictionary to find synonymous words.

Sources:

https://examples.yourdictionary.com/examples-of-paraphrasing.html

https://writingcenter.unc.edu › English Language Services › Resources

https://lo.unisa.edu.au/mod/book/view.

https://www.learninghub.ac.nz/writing/paraphrasing-summarising-and-techniques/

MODULE 6

Content/s:

Critique

What is an article critique?

Importance of writing a critique.

The purpose for writing a critique

How to write a critique?

How do you critique a speech?

How do you critique an article title?

Critique

As a verb, critique means to review or examine something critically.

As a noun, a critique is that review or examination, like an art essay or a book report.

The French version of this word is spelled the same (meaning "the art of criticism") and
came from the Greek kritike tekhne ("the critical art").

What is an article critique?

A critique is not (only) a criticism. A critique is a specific style of essay in which you
identify, evaluate, and respond to an author's ideas, both positively and negatively. It is
usually applied to academic sources.Feb 5, 2018

Article critique - OWLL - Massey University

owll.massey.ac.nz/assignment-types/article-critique.php

Like an essay, a critique uses a formal, academic writing style and has a clear structure,
that is, an introduction, body and conclusion. However, the body of a critique includes a
summary of the work and a detailed evaluation. The format of a critique also includes the
'introduction, body and conclusion' format.

Importance of writing a critique.

Writing a critique on a work helps us to develop: A knowledge of the work's subject area
or related works. An understanding of the work's purpose, intended audience,
development of argument, structure of evidence or creative style. A recognition of the
strengths and weaknesses of the work.

The purpose for writing a critique is to evaluate somebody's work (a book, an essay, a
movie, a painting...) in order to increase the reader's understanding of it.

A critical analysis is subjective writing because it expresses the writer's opinion or

evaluation of a text.
A critique refers to a critical assessment. The key difference between the two is that a
review can be compiled by anyone and consists of a subjective opinion of a work, unlike
a critique which is written by an expert in the field with a technical comprehension.

Critique papers require students to conduct a critical analysis of another piece of writing,
often a book, journal article, or essay. For psychology students, critiquing a professional
paper is a great way to learn more about psychology articles, writing, and the research
process itself.

A critique essay looks critically at a particular subject, area or topic. It means evaluating
information, comparing and contrasting theories and analyzing situations.

Reaction papers, reviews, critiques usually range in length from 250-750 words. They are
not simply summaries but are critical assessments, analyses, or evaluation of different
works. As advanced forms of writing, they involve your skills in critical thinking and
recognizing arguments.

How to write a critique

1. Study the work under discussion.

2. Make notes on key parts of the work.

3. Develop an understanding of the main argument or purpose being expressed in the

work.

4. Consider how the work relates to a broader issue or context.

How do you critique a speech?

It’s necessary to evaluate the speaker's abilities in both speech writing and delivery.
Determine whether the speaker used facts and anecdotes to make a convincing case, and
decide if his or her style was engaging enough to keep your attention through the end.

How do you critique an article title?

1. Introduce your reader to the title of the article, the authors, and the main point of the
article.
2. Provide a brief summary of the article in your own words.

3. Begin the critique. This can be multiple paragraphs, but follow any specific guidelines
from your instructor

4. Conclusions.

Sources:

https://www.vocabulary.com/dictionary/critique

https://www.verywellmind.com/how-to-write-a-critique-paper-27957

https://www.bestessaytips.com/writing_article_critique.php

https://writepass.com/journal/2013/03/how-to-write-a-critique-essay/

https://www.quora.com/What-is-the-difference-between-critique-and-review

https://www.scribd.com/.../EAPP-HANDOUT-WRITING-A-REACTION-PAPER-

https://www.citewrite.qut.edu.au/write/critique.jsp

https://www.citewrite.qut.edu.au/write/critique.jsp

MODULE 7

Content/s

Reflection paper/ Reaction paper

Steps in writing reflection essays

Writing a Response or Reaction Paper

Reflection paper/ Reaction paper

A reflection paper is an essay of your thoughts about something that could be a movie,
book, incident, etc.

A reflection paper is your chance to add your thoughts and analysis to what you have
read and experienced.
A reflection paper is meant to illustrate one’s understanding of the material and how it
affects their ideas and possible practice in the future.

Steps in writing reflection essays

1. Write clearly and concisely. ...

2. Think of the main themes. ...

3. Ask questions to get more details. ...

4. Create a reflective essay outline. ...

5. Write briefly. ...

6. Write the text. ...

7. Good academic tone and proper sharing of the information

Reaction papers and reflection papers are two types of essays often considered as
synonymous. Both types of papers feature a student's reaction or thoughts regarding a
certain topic, book, or film. The primary difference lays in the type of focus the student
places on the topic about which he is writing.

A reaction paper

It is a type of written assignment, which requires personal opinion and conclusions on a

given article or abstract. Unlike a summary, a reaction paper should contain your own
thoughts on the problem, discussed in the original text.

A reaction/response paper has an introduction, a body, and a conclusion.

The introduction should contain all the basic information in one or two paragraphs. ...

Your introduction should include a concise, one sentence, focused thesis. ...

The body should contain paragraphs that provide support for your thesis.
The importance of reaction paper is it help us to improve the written output and also
deepens its content. It also helps us in our daily decisions by following the opinions of
those people who are more educated and more experienced in life.

A reaction paper requires you to formulate analysis and reaction to a given body of
material such as readings, lectures, or student presentations. The purpose of a reaction
paper assignment is to focus your thinking on a topic after a close examination of the
source material.

A reaction paper is not just a paper where you express your opinion. These papers require
a close reading of the text that goes beyond the surface meaning. You must respond to
implied ideas, and elaborate, evaluate, and analyze the author's purpose and main points.

The reaction paper is not the same as diary entry because reaction paper uses formal
writing that follows the rules and methods on how to write the concept. .While diary
entry uses informal writing that you have the freedom to write anything, it is more
personal and you are allowed to use abbreviations

THE WRITING PROCESS

Writing a Response or Reaction Paper

PART 1: A SUMMARY OF THE WORK

To develop the first part of a report, do the following:

§ Identify the author and title of the work and include in parentheses the publisher and
publication date. For magazines, give the date of publication.

§ Write an informative summary of the material.

§ Condense the content of the work by highlighting its main points and key supporting
points.

§ Use direct quotations from the work to illustrate important ideas.

§ Summarize the material so that the reader gets a general sense of all key aspects of the
original work.
§ Do not discuss in great detail any single aspect of the work, and do not neglect to
mention other equally important points.

§ Also, keep the summary objective and factual. Do not include in the first part of the
paper your personal reaction to the work; your subjective impression will form the basis
of the second part of your paper.

PART 2: YOUR REACTION TO THE WORK

To develop the second part of a report, do the following:

§ Focus on any or all of the following questions. Check with your instructor to see if s/he
wants you to emphasize specific points.

§ How is the assigned work related to ideas and concerns discussed in the course for
which you are preparing the paper? For example, what points made in the course
textbook, class discussions, or lectures are treated more fully in the work?

§ How is the work related to problems in our present-day world?

§ How is the material related to your life, experiences, feelings and ideas? For instance,
what emotions did the work arouse in you?

§ Did the work increase your understanding of a particular issue? Did it change your
perspective in any way?

§ Evaluate the merit of the work: the importance of its points, its accuracy, completeness,
organization, and so on.

§ You should also indicate here whether or not you would recommend the work to others,
and why.

POINTS OF CONSIDERATION WHEN WRITING THE REPORT

Here are some important elements to consider as you prepare a report:

§ Apply the four basic standards of effective writing (unity, support, coherence, and
clear, error-free sentences) when writing the report.
§ Make sure each major paragraph presents and then develops a single main point. For
example, in the sample report that follows, the first paragraph summarizes the book, and
the three paragraphs that follow detail three separate reactions of the student writer to the
book. The student then closes the report with a short concluding paragraph.

§ Support any general points you make or attitudes you express with specific reasons and
details. Statements such as "I agree with many ideas in this article" or "I found the book
very interesting" are meaningless without specific evidence that shows why you feel as
you do. Look at the sample report closely to see how the main point or topic sentence of
each paragraph is developed by specific supporting evidence.

§ Organize your material. Follow the basic plan of organization explained above: a
summary of one or more paragraphs, a reaction of two or more paragraphs, and a
conclusion. Also, use transitions to make the relationships among ideas in the paper clear.

§ Edit the paper carefully for errors in grammar, mechanics, punctuation, word use, and
spelling.

§ Cite paraphrased or quoted material from the book or article you are writing about, or
from any other works, by using the appropriate documentation style. If you are unsure
what documentation style is required or recommended, ask you instructor.

§ You may use quotations in the summary and reaction parts of the paper, but do not rely
on them too much. Use them only to emphasize key ideas.

§ Publishing information can be incorporated parenthetically or at the bottom of the page

in a footnote. Consult with your instructor to determine what publishing information is
necessary and where it should be placed.

A SAMPLE RESPONSE OR REACTION PAPER

Here is a report written by a student in an introductory psychology course. Look at the

paper closely to see how it follows the guidelines for report writing described above.

Part 1: Summary
Part 1: Summary
Topic sentence for summary paragraph

A Report on Man's Search for Meaning

Dr. Viktor Frankl's book Man's Search for Meaning (New York: Washington Square
Press, 1966) is both an autobiographical account of his years as a prisoner in Nazi
concentration camps and a presentation of his ideas about the meaning of life. The three
years of deprivation and suffering he spent at Auschwitz and other Nazi camps led to the
development of his theory of Logotherapy, which, very briefly, states that the primary
force in human beings is "a striving to find a meaning in one's life" (154). Without a
meaning in life, Frankl feels, we experience emptiness and loneliness that lead to apathy
and despair. This need for meaning was demonstrated to Frankl time and again with both
himself and other prisoners who were faced with the horrors of camp existence. Frankl
was able to sustain himself partly through the love he felt for his wife. In a moment of
spiritual insight, he realized that his love was stronger and more meaningful than death,
and would be a real and sustaining force within him even if he knew his wife was dead.
Frankl's comrades also had reasons to live that gave them strength. One had a child
waiting for him; another was a scientist who was working on a series of books that
needed to be finished. Finally, Frankl and his friends found meaning through their
decision to accept and bear their fate with courage. He says that the words of Dostoevsky
came frequently to mind: "There is one thing that I dread: not to be worthy of my
suffering." When Frankl's prison experience was over and he returned to his profession of
psychiatry, he found that his theory of meaning held true not only for the prisoners but
for all people. He has since had great success in working with patients by helping them
locate in their own lives meanings of love, work, and suffering.

Part 2: Reaction
Topic sentence for first reaction paragraph

One of my reactions to the book was the relationship I saw between the “Capos” and
ideas about anxiety, standards, and aggression discussed in our psychology class. The
Capos were prisoners who acted as trustees, and Frankl says they acted more cruelly
toward the prisoners than the guards or the SS men. Several psychological factors help
explain this cruelty. The Capos must have been suppressing intense anxiety about
“selling themselves out” to the Nazis in return for small favors. Frankl and other
prisoners must have been a constant reminder to the Capos of the
courage and integrity they themselves lacked. When our behaviors and values are
threatened by someone else acting in a different way, one way we may react is with anger
and aggression. The Capos are an extreme example of how, if the situation is right, we
may be capable of great cruelty to those whose actions threaten our standards.

Topic sentence for second reaction paragraph

I think that Frankl’s idea that meaning is the most important force in human beings helps
explain some of the disorder and discontent in the world today. Many people are unhappy
because they are caught in jobs where they have no responsibility and creativity; their
work lacks meaning. Many are also unhappy because our culture seems to stress sexual
technique in social relationships rather than human caring. People buy popular books that
may help them become better partners in bed, but that may not make them more sensitive
to each other’s human needs. Where there is no real care, there is no meaning. To hide
the inner emptiness that results from impersonal work and sex, people busy themselves
with the accumulation of material things. With television sets, stereos, cars, expensive
clothes, and the like, they try to forget that their lives lack true meaning instead of
working or going to school to get a meaningful job, or trying to be decent human beings.

Topic sentence for third reaction paragraph

I have also found that Frankl’s idea that suffering can have meaning helps me understand
the behavior of people I know. I have a friend named Jim who was always poor and did
not have much of a family—only a stepmother who never cared for him as much as for
her own children. What Jim did have, though, was determination. He worked two jobs to
save money to go to school, and then worked and went to school at the same time. The
fact that his life was hard seemed to make him bear down all the more. On the other hand,
I can think of a man in my neighborhood who for all the years I've known him has done
nothing with his life. He spends whole days smoking and looking at cars going by. He is
 a burned-out case. Somewhere in the past his problems must have become too much for
him, and he gave up. He could have found meaning in his life by deciding to fight his
troubles like Jim, but he didn't, and now he is a sad shadow of a man. Without
determination and the desire to face his hardships, he lost his chance to make his life
meaningful.

Concluding paragraph

In conclusion, I would strongly recommend Frankl’s book to persons who care about why
they are alive, and who want to truly think about the purpose and meaning of their lives.

Sources:

https://gpedrano.wordpress.com/2016/07/19/the-importance-of-reaction-paper/

Feedback

https://leo.stcloudstate.edu/acadwrite/reaction.html

https://coursedev.umuc.edu/WRTG999A/chapter8/ch8-14.html

https://www.iirp.edu/pdf/IIRP-Reflection-Tip_Sheet.pdf
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Aims and objectives

• To improve your abilities in academic reading, writing, listening, speaking and study
skills.
• To provide you with the opportunity to develop and practise these skills and develop
the language skills necessary to participate in the higher education system in the UK.
Outcomes:
By the end of the module you should be able to:

Reading
• Use strategies for effectively reading academic English texts
• Recognise and understand a range of academic texts
• Critically evaluate texts
• Manage (determine the meaning of and record for personal use) unknown general
academic and subject specific vocabulary

Writing
• Write effective extended essays based on background reading and research
• Write effective short, timed essays under examination conditions

Listening
• Understand and interpret spoken English in lectures and seminars more effectively
• Listen and take notes more effectively in lectures
• Use knowledge of English pronunciation to help understand spoken English more
accurately and confidently
• Give formal presentations and answer post-presentation questions more
effectively and confidently

Speaking
• Lead and participate in seminars and group discussions more effectively and with
increased confidence
• Communicate more fluently and accurately in academic discussion
Study skills and independent learning
• Work autonomously to prioritise tasks and meet deadlines effectively
• Take responsibility for your own learning by responding to feedback and using
self-study time to improve your language and skills

Assessment
You will be assessed by exams and a group presentation.