ENGLISH FOR ACADEMIC AND PROFESSIONAL - Avoid personal pronouns (to make strong claims),

PURPOSES rhetorical questions (subjective), emotive

Preliminary Exam Reviewer
ABM Society language (shows bias)
© Arianne Packay
Skimming WHAT IS THE NATURE OF ACADEMIC TEXT?
- To quickly read through the lines of the text Begins with clear assumption
Scanning - May come in forms of thesis statement (main
- To identify specific key terms that you need: idea)
content words, nouns. - Needs to be proven
Extensive Reading
- Read for pleasure Rely on several sources
- Goal: understand the general meaning of the - May talk about a lot of phenomena
- It should be well-researched to be credible
text
- Non-Academic Texts Use formal words
Intensive Reading - Contribute to credibility

- Reading with concentration and great care - Avoid contractions to gain formality (can’t,
- Goal: thoroughly understand the text isn’t)

- Academic Text - Using one-word verb rather than two-word

verb (shut up-quiet)
WHAT IS ACADEMIC WRITING? - Avoid abbreviation

- Process - Avoid colloquial terms (ain’t, gonna,

shouldn’t)
- Ask questions
- Problematize concepts Process of Reading:
- Evaluate existing theories/opinions
1. Recognize printed language symbols
- Make a stand
2. Assign meaning based on your schemata n
- Answer questions
3. Fuse or relate schemata with author’s ideas
1. Clear Purpose
4. Reader adjust, modifies, applies and
- To inform
construct new knowledge
- Make stand/argue
- Persuade readers Stages of the Reading Process
2. Thinking 1. Pre-reading stage
 Activates or builds background knowledge on
- Research topic the topic.
- Make an informed statement  Schema- background knowledge for heavy
reading
- Academic format (APA)
3. Formality of Language 2. Reading stage
 Thinking During
- Your audience determine the formality of language
 Apply reading strategies and skills.
- Reader is more knowledgeable than you  Assign meanings upon the words read
4. Requires a complex and objective
3. Post-reading stage
language  Respond to text.
- To eliminate a bias  Reread if understanding is unclear.
 Evaluate author’s idea and style.
 Link learned ideas with your own.
 Bottom up reading
- Putting account previous knowledge Academic texts
- Gains new knowledge
- Writings produced with a definite purpose
Top down reading
- Reading based on the text only and structured in a specific way to clearly
- Based on schemata communicate a message intended to the
audience
Interactive reading
- Recognizes the interaction of bottom-up and

Academic
Text
top-down processes simultaneously
throughout the reading process
Purpose
What sets academic text and non-academic?
Structure
Non-
Academic Academic

Author Same field of Person who

study/industry writes Audience
professionally
Purpose Goes beyond For public Why do we need to read the academic texts?

informing information 1. Retrieve data from reliable sources

Audience Specific General 2. Enriching any written assignment with
audience audience valuable information
Vocabulary/ Uses technical Uses plain 3. Getting ready for a
background language and language seminar/presentation/workshop
jargons 4. Broadening one’s knowledge/immerse in
Organization Structured Unpredictable myriad respective
and flow format pattern 5. Knowing the best topic for
Content Specialized General thesis/dissertation
knowledge information 6. Preparing for an interview
WHAT IS ACADEMIC WRITING IN RELATION TO
CHARACTERISTIC OF AN ACADEMIC TEXT
ACADEMIC TEXTS?
1. Should begin with clear assumptions (may come
Academic writing
- Is a process (product of man’s careful in form of thesis statement)
consideration) 2. Rely on several sources (credibility)

- Has a clear purpose aimed toward a specific goal 3. Use formal words (formality)

- Thinking – not a product of opinion

- Demands a special knowledge 4. Formal Grammar Style:
- Complex and objective language
Avoid contractions
According to Swales and Feak (2004): (won’t – will not)

Audience
- From whom is the text written?
- What type of audience? use more formal negative forms

- Recipient of the message

- A finished material is dependent on them

- Knows less: instructional avoid “run-on expressions”

- Knows more: Familiarity,expertise

Purpose and strategy

- What is the author’s goal?
avoid addressing the reader as “you”
- What strategy should be used to display
introduction?
- Persuade, inform, entertain

Organization and flow be careful using questions

- How is the introduction presented?
- Is the connection clear?
- Organization: structured pattern
- Flow: Movement

Style and presentation

- Is appropriate styling applied? 5. Academic texts end with valid conclusions
- Is it academic style? - In spite of the ideas presented all throughout
- Is the paper carefully prepared? academic texts, ending it with a conclusion,
- Presentation: overall format of a written work reminds the readers of the ideas presented
supporting the thesis.
Process of writing academic text
1. Purpose and audience 6. Academic texts follow a structure for its
2. Linguistic features words and paragraphs
- Lexicon: jargons or specialized words are used - An academic text makes use of varied
in professional context. strategies for using words and different
- Syntax: sentences indicate varying lengths and patterns of development.
grammatical complexity.
- Style: conforms to what is acceptable to an
area of study or discipline.
- Flow and organization: text follows a definite
structure
3. Academic Text types
  STRATEGIES Writing a concept paper
 Nominalization  In the workplace, it is asked before a full
 Transforming words verbs to proposal; it contains a proposed idea that may
nouns not be detailed yet, but somehow provides the
 Making use of the passive voice reader a framework or an overview of how it
of the verb can be carried out or implemented.
 The company created the  Can be done when proposing a new product,
software to manage the program, service, software, and policies.
transactions carefully: The  2-20 pages
creation of the company software  When presented, the concept paper should give
was done to manage the a clear picture of what the research, project,
transactions carefully. or feasibility study is all about. It clarifies from
 Active voice: the subject is the the very beginning what the purpose is and
doer of the action what process is necessary to carry out the
 Passive voice: the subject is not purpose.
the doer of the action
Definition
 Formal negative forms  Mode of paragraph development that answers
 Not many but FEW the questions: what is it? What does it mean?
 Not much/all but LITTLE What are its special features?
 Not but NO  It is important because it clarifies the meaning
of a word or a concept and it also limits the
 Passivization scope of that particular word or concept.
 To passive: turn the direct object
into a subject, change the verb
into its passive form, and make Formal definition
the subject the objection of the - The term is first assigned to a class or group to
preposition “by which it belongs and then distinguished from
other terms in the class
 Patterns of development
Characteristics Cues Elements of a formal definition:
Description Giving For example,
examples, and characteristics (term) is (class) wh-word (distinguishing detail)
features e.g. A solar cell is a device that/which converts the
Sequence Giving of items First, second, energy of sunlight into electric energy.
of events in third, the
numerical or beginning, in Extended definition
chronological the end - Used to define abstract concepts.
order - Allows the writer to broaden the definition by
Comparison Giving the On one hand, using analogy, description, examples,
similarities on the other characteristics, components, historical
between and hand, account, or something else.
among the similarly
variables
Cause and Giving of a As a result,
effect phenomenon therefore,
and the reason consequently
for its
existence
Problem- Giving of a As a result,
Solution phenomenon or because
problem and
ways on how to
address it.
Concept paper Critical reading
 Prelude to a full paper which aims to seek - Is an active process of discovery wherein it
approval or funding
involves interaction with the writer when you
 Summary that tells the reader what you are
proposing, why it is important, and how it will question his/her claims and comments on his/her
be carried out.
ideas
- Involves scrutiny of any information heard to read
Concept paper:
1. Research Title process
critical
 Research method, research approach active of reading
 objective of the study discovery

2. Research question
 Includes 1-2 paragraphs
 Key idea should be described “Read not to contradict and confute; nor to believe
 Then research questions (SOP) and take for granted; nor to find talk and discourse;
 Should have citations
 Summary of key bases but to weigh and consider”

3. Research hypothesis – Francis Bacon

 Assumptions and variables
 Qualitative: theoretical framework REQUIREMENTS IN EXERCISING CRITICAL
THINKING NEEDED FOR CRITICAL READING:
4. Proposed Methodology
 Research locale 1. Ability to prose problematic questions
 Research method
(Ramaege, Bean and Johnson)
5. Research timetable and budget 2. Ability to analyze a problem in all its
 If only used for funding
dimensions
6. Work schedule a. Explore key terms (time share, insurance)
 Gantt chart b. Determine its causes (what is)

7. References c. Understands its history (how it started)

d. Appreciate human dimensions and its
connection to one’s own personal experiences
3 main parts of a bibliographical entry
e. Appreciate what makes it problematic or
1.Title complex
 Main title and sub-title
2.Author 3. Ability to find, gather and interpret data, facts
 Last name and initial of first name and other information relevant to the problem
3.Publication info
4. Ability to make alternative solutions to problems
 Year, place, publisher’s name
and see different perspectives and way of
answering the problems
5. Ability to analyze competing approaches and
answer state arguments for and against
alternatives, and choose the best solution based
on identified values and criteria
6. Write an effective argument justifying your choice
while acknowledging counter-arguments
 HOW TO BECOME A CRITICAL 4. Evaluate the Text
READER - Question the author’s purpose, intentions and
assumptions in the claims
1. Annotate what you read
- Check if the arguments are supported by valid
- Annotating forces brain to slow down to
and credible evidence
think about what you are reading
(skimming) 5. Spotting the flawed arguments
- There are various ways to do it;
using highlighter or taking down FALLACY
notes
2. Outline the text - A statement that appears correct but wrong if
- After annotating, transfer to index analyzed
card or different paper ONLY the
main points or the ideas of the author Different Types of Fallacies:
- How:
Argumentum Ad Hominem
THESIS STATEMENT: Roman Numerals
SUPPORTING DETAILS: Capitalized Letters - Attack on the person rather than on the
POINT 1:
Arabic Numerals argument or issue
POINT 2:
POINT 3: Lowercase Letters
Argumentum Ad Verecundiam

3. Summarize the text - Use of person’s authority, expertise or

- Write the gist in your own words but do popularity to make an assertion more credible
not include your analysis
Argumentum Ad Misericordiam
- Cite the general observation but make
sure to state the clearest overview of - Use of pity or sympathy or simply appealing
something to avoid misinterpretation to emotion
- How to make the summary
Argumentum Ad Populum
comprehensive:
- Believing that the majority is always right
Should not focus on minor ideas
Argumentum Ad Ignorantiam
Should not look like a
random disconnected ideas
- Absence of knowledge on an issue is used against
Should not sound like an ugly the person to make a statement correct
imitation of the original

Summary convections:


Don’t copy paste
- paraphrase or make
quotations

If you find the right words to represent
ideas, still mention the author

If the idea is in past tense, it should be in
present tense
Fallacy of Post Hoc, Ergo, Propter Hoc Fallacy of Accent

- Connecting one event to another when there may
be no connection at all
Fallacy of Complex Question
- Something that appears to have only one question
when there could be two or more
Fallacy of Petitio Principii
- The thing to be proved is the one asserted as
true
Argumentum Ad Bacalum
- Press an issue using one’s authority
- Statements that lack punctuations and become
open for many interpretations/statements
containing a word which may be interpreted in
more wats than one
Synthesizing
- Level higher than summarizing
- Looking at various forests and coming up with
your observation of their common
characteristic (like looking at trees in a forest)
- Finds the overlapping ideas over various sources
- Make sense of texts to gain deeper
understanding

Fallacy of Advantage - Combining different pieces of puzzles into a whole

- Identification of common theme,
- Force an issue in exchange for something characteristics or traits

Fallacy of composition - It is creating new knowledge out of existing

knowledge sources
- What is true to the individual parts is applied
- Combines various information to provide a unique
to the whole
perspective on the topic
Fallacy of Division - When:
i. to review the literature on a topic
- What is true to the whole is applied as true to the
ii. make recommendations
individual parts
iii. connect your practice to the research
Fallacy of Accident - How:
i. Read your sources and look for common
- A general role is applied to circumstantial cases
themes, similarities and patterns
Fallacy of Converge Accident ii. It is possible to synthesize multiple articles
in 1 paragraph
- A general role is given based on
circumstantial cases iii. Note the shared issues across the articles
that you want to focus on
Fallacy of Equivocation

- Use if the same word twice but with iv. Note any important differences that are
different meanings relevant to your study

v. Describe each article briefly in way

relevant to your study
 PARAPHRASING SUMMARIZING
Summary Synthesizing
- Aims to provide - focuses on restating
Recap of the main points Integrate themes based only the main idea
of a source on multiple sources most of the in

Brief statement or A complex whole formed information in a your own words

slightly
restatement of a source by combining separate condensed - uses own words
materials form -Puts ideas of writer
Explains/describes what Conveys what you think - Uses own words in own words
the main ideas are the relevant ideas, - Puts ideas of - Presents broad
themes, trends, theories writer in own overviews so it is
and/or methods are usually much
words shorter
related to your topic of
- Changes words of than original text
study
a passage but -Must be attributed to
A faithful representation It is combining elements
retains and fully the original source
of the original author’s of separate material into communicates
ideas one uniform concept the
meaning
- Must be attributed
Paraphrasing to the original source

- Formulating someone’s ideas in your own

words without changing the meaning of the
4 R’S OF PARAPHRASING
original text
• everything should
- Acknowledgement and part of an academic REWORD be changed into
other synonyms
ethics
• move certain
1. Mental process that helps you to grasp full REARRANGE phrase/clauses
meaning of the original text
2. Your own voice will remain dominant REALIZE
• not all words/phrases
cannot be paraphrase d
throughout the paper
3. Helps you control the temptation to quote
RECHECK
too much
4. Enhances your credibility as a writer
Argumentative Essay  Critique
- aka Persuasive Essay, is a piece of - A piece of writing that briefly
writing used to convince readers to agree to summarizes and critically evaluates a work or
an argument or claim about a particular topic. concept. The purpose of a critique is to gauge
the usefulness or impact of work in a particular
field.
Forms of Persuasive Writing - Should have expertise on the material
1. Editorial: states the opinion of the editors and being evaluated
publishers of the news organization. - May come in two format; APA Format
2. Op-ed: aka Opposite-editorial, is an essay that tries and Art Critique
to convince readers to agree with the writer’s view on .
an issue.
3. Letters to the Editors: letters sent to print and
internet publications to express opinions in response to
previously published articles.
4. Reviews: evaluate items and activities, such as
books, movies, plays and music from the writer’s point
of view.
5. Advertisements: paid announcements that try to
convince people to buy or do something.
6. Propaganda: uses emotional appeal and often
biased, false, or misleading information to persuade
people to think or act in a certain way.

Elements of Argumentation
 Argument/Claim: an argument states a
claim/proposition and supports it with reasons
and evidence from sources. Arguing your side
makes you’re the proponent.
 Counterargument/Counterclaim: an argument
that stands in opposition to your
argument/claim, the counterargument is you
opponent’s argument which tries to explain
why you are wrong.
 Refutation: simply disproving an opposing
argument, refutation is an important skill
because it is how a writer successfully
convinces the audience of the validity of
his/her own argument

REACTION PAPER
 It is a response to come sort of prompt. The prompt
may be a question, a current event, or a form of
media, including movies or videos clips.
 A reaction to something you have read or seen.
 Has citations and references.
 Includes opinions that are well-supported by
evidence.

Review and Critique Writing

 Review
- A piece of writing meant to evaluate or
judge something. When you write a review,
your job is to state your opinion or judgement
and support it.
- Should be knowledgeable on the
material being evaluated