REVIEWER IN EAPP  Classifications of Paragraphs

(Functions)
(First Monthly Exam)
o Independent Paragraph - stand
LESSON 1: ACADEMIC TEXT on its own; it usually serves as a
composition perse, having a
 Academic Text
thesis of its own. (ex. fable and
o defined in linguistics as “a stretch
parable)
of language which is perceived o Introductory Paragraph -
as a purposeful connected whole”
introduces the thesis (main idea)
o (text) maybe spoken or written,
of the entire composition; also
produced by one person or more
called first, opening, starting or
o Ex: books, lessons, poem, essay,
beginning par.
play o Developmental Paragraph -
o A text is not a grammatical unit,
develops/supports the thesis of
but “ a product of communication the entire composition; it is also
or piece of language whose called developing or supporting
shape is motivated by its par.
semantic purposes and pragmatic o Transitional Paragraph –
roles” (Collins and Hollo, 2000).
connects two or more paragraph;
o product of communication or
also called connecting, linking or
written language that provides joining paragraph
information, which contain ideas o Concluding Paragraph – serves
and concepts that are related to
to end the entire composition;
the particular academic courses
closing, ending, finishing or last
or discipline
paragraph
 Structure of Academic Text
 Academic Texts as Entire
o Form of minor grammatical
Compositions
unit – organize in specific way;
o Exhibits the IBC (Introduction-
have a clear structure
Body-Conclusion) Format
 Words
o Texts of technical nature exhibit
 Phrases
the ABC (Abstract-Body-
 Clauses
Conclusion) Format
 Sentences
 Abstract – short
o Major grammatical unit – makes
introduction in the form of
it easier to navigate text and
a summary of the
understand the material better
materials to be presented
 Paragraph – set of related sentences
in the body
having only one idea embodied on a
 Body – longest part of the
topic sentence
article report that contains
 Parts of a Paragraph
the discussion of the
o Topic sentence – contains the
materials presented
thesis or main idea
 Conclusion – ending in
o Supporting sentence –
the form of a condensation
develops or supports the thesis or
of the materials presented
main idea
in the body
 Patterns of Paragraph Development
o Deductive Pattern - paragraph
whose topic sentence is stated in
the beginning
o Inductive Pattern - paragraph
whose topic sentence is stated in
the end
o Deductive-Inductive Pattern -
topic sentence of this paragraph  Rhetorical Patterns Used in
is stated in the beginning and Academic Writing
restated in the end o Descriptive Writing – explains a
o Inductive-Deductive Pattern -- topic or issue by clarifying and
topic sentence is stated in the giving information through
middle description
o Hinted Pattern - topic sentence o Analytical Writing - involve not
is not stated, but implied just describing and defining the
o topic, but rearranging the facts in
a logical sequence; involves
 classifying your information
clearly and logically
o Persuasive Writing - requires
convincing readers of an
argument whose varied angles
should have thoroughly analyzed
and which you would likely to be
defended
o Critical Writing - writing
assignments which evaluate,
assess, debate, critique,
disagree, and consider, fall under
critical writing assignments
LESSON 2: LANGUAGES USED IN
LESSON 3: THESIS STATEMENTS AND
ACADEMIC WRITING
FORMS OF DISCOURSE
 Academic Language – represents the
 Thesis Statement
language demands of school
o is the controlling idea that you
(academics)
will develop in your paper.
 Academic vocabulary - used in all
o can be found usually at the end of
academic disciplines to teach about the
an introduction.
content of the discipline
o can be one sentence
 Academic structure - includes the
o serves as a summary of your
established ways of organizing
writing and gives your viewpoint
writing (which can affect how one about a particular topic.
reads) in a discipline. o it is like a signpost that tells your
 In determining the language used in
readers what to expect from your
academic text from various essay
discipline, be reminded of the  Parts of a Thesis Statement
following:
o Identify the text and then analyze
the genre, academic structure
and academic vocabulary.
o Identify and analyze the explicit
instruction/deconstruction
concerning the text; consider
multiple models if necessary.
o Use explicit, scaffolded
instruction: a clear instruction,
both auditory and visual, and
make models of expected or  Functions of a Thesis Statement
possible outcomes. o The thesis statement expounds
 Jargon – language of a certain on an answer to an issue or topic
profession or occupation o A thesis statement gives direction
to the academic text.
o A thesis statement defends a
writer’s claim
 Guidelines in Formulating a Thesis
Statement
o Your thesis should be expressed
as a declarative sentence, not as
a question
o Your thesis statement should be
more than just a statement of fact
about a topic
o Your thesis should contain
enough supporting details and
should be more than just a title
o Your thesis statement should be
specific enough to be defended
o Your thesis should reflect your
opinion, giving enough
arguments that can be proven
 Differentiating Thesis Statement and
Topic Sentence
o The thesis statement and topic
sentence have similarities, but
they differ in several aspects. The
topic sentence gives a glimpse of
what the paragraph talks about,
while the thesis statement
contains the writer’s conviction
o The topic sentence connects
to the thesis statement; the thesis
statement encompasses all the
other sentences in the essay
 Discourse
o (in linguistics) “any stretch of
language larger than a sentence,
whether spoken or written, and
having a logically consistent and
unified structure (e.g., book, a
glossary entry, a lecture, or a
speech.)
o Equivalent of text (Collins and
Hollo, 2000)
 Forms of Discourse
o Exposition – serves to explain or
inform; it appeals to the intellect
o Description – describes or state
the qualities or characteristics of
something/someone; appeals to
the senses
o Narration – serves to narrate or
tell a story; appeals to the
emotions
o Argumentation – serves to
argue (to cite reasons for or
against a proposition) or to
persuade (to let the audience
change his mind) to convince or
to actuate