WHAT IS ACADEMIC TEXT?

(G-1)
Academic text is a type of text or writing that is written by professionals in a given field and is also intended for a scholarly audience.
Language in academic texts must be formal and contain words and terms specific to the field. The names and credentials of the
authors must be included in any type of academic text. A list of valid and reliable references must also be included, indicating
where the author obtained the information used in the article.

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. The most common purpose of academic writing is to explain some idea or research finding and to persuade readers
that your explanation or theory is the correct one. To be a good academic writer, you will need to learn the specific styles and
structures for your discipline, as well as for each individual writing task.

Literary Analysis
- Literary analysis means closely studying a text, interpreting its meanings, and exploring why the author made certain choices.

A literary analysis is not merely a summary of a literary work. Instead, it is an argument about the work that expresses a writer's
personal perspective, interpretation, judgment, or critical evaluation of the work.

Before beginning a literary analysis essay, it’s essential to carefully read the text and come up with a thesis statement to keep your
essay focused. As you write, follow the standard structure of an academic essay:
- An introduction that tells the reader what your essay will focus on.
- A main body, divided into paragraphs, that builds an argument using evidence from the text.
- A conclusion that clearly states the main point that you have shown with your analysis.

Research Paper
- an essay in which you explain what you have learned after exploring your topic in depth.
- a research paper is an essay in which you summarize the findings after a thorough investigation of your subject.
- In a research paper, you include information from sources such as books, articles, interviews, and Internet sites. You also use
your own ideas, knowledge, and opinions.

Dissertation
- A dissertation is a long-form piece of academic writing based on original research conducted by you. It is usually submitted as
the final step in order to finish a Ph.D. program. Your dissertation is probably the longest piece of writing you've ever completed.
- Typically, a dissertation allows students to present their findings in response to a question or proposition that they choose
themselves. The aim of the project is to test the independent research skills students have acquired during their time at university,
with the assessment used to help determine their final grade.

As a general rule, your dissertation introduction should generally do the following things:
- Provide preliminary background information that puts your research in context.
- Clarify the focus of your study.
- Point out the value of your research (including secondary research).
Structure
- 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.

It is important in academic writing because it helps to make your ideas clear, guides the reader's comprehension, and can
strengthen your arguments. Some academic writing, such as scientific reports, has a given structure or template.

Structured Writing has a beginning, middle, and end. It uses focused paragraphs to develop the argument.
- Create the overall structure.
- Arrange your points in a logical order.
- Write in structured paragraphs.
- Use signaling words when writing.
- Revise, edit, and proofread your work.

TWO STRUCTURES OF ACADEMIC WRITING (G-2)

1. The Three-Part Essay Structure – This is a basic structure that consists of INTRODUCTION, BODY, and CONCLUSION.

INTRODUCTION
- Its purpose is to clearly tell the reader the topic, purpose, and structure of the paper. An introduction might be between
10 and 20 percent of the length of the whole paper and has three main parts:
 a) The most general information such as background and definitions.
b) You show the overall topic, purpose, point of view, hypotheses, and research question.
c) The most specific information, describing the scope and structure of your paper.

You should write your introduction after you know both your overall point of view and the whole structure of your paper. You
should then revise the introduction when you have completed the main body

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.

CONCLUSION
- Closely related to the introduction and describe as a “mirror image”.
- 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 a recommendation
about theory or practice.

2. The IMRaD Structure - Sections of the IMRad: Introduction, Methods, Results, and Discussion

Introduction - Depicts the background of the topic and the central focus of the study
Methodology - Let your readers know your data collection methods, research instrument employed, sample size, and so
on
Results and Discussion - States the summary of the key findings or the result of your study

LANGUAGE USE IN ACADEMIC TEXT (G-3)

Academic text is generally quite formal, objective (impersonal), and technical. It is formal by avoiding casual or
conversational language, such as contractions or informal vocabulary. It is impersonal and objective by avoiding direct reference
to people or feelings, and instead emphasizing objects, facts, and ideas.
Academic language refers to the oral, written, auditory, and visual language proficiency required to learn effectively in
schools and academic programs—i.e., it's the language used in classroom lessons, books, tests, and assignments, and it's the
language that students are expected to learn and achieve fluency in.
Meta-language is the language teachers and learners use to talk about the English language, learning, and teaching.
Words and phrases such as 'verb', 'noun', 'present perfect continuous', 'phrasal verb', and 'reported speech' are all examples of
common classroom meta-language.
The following are the important features of language use in writing an academic text.
• Replace informal words that are associated with 'chatty' spoken styles (such as contractions) with more formal
vocabulary.
• Avoid rhetorical questions the reader cannot answer.
• Use full words instead of contractions.
• Avoid unspecified categories.
• Avoid colloquial language.
What are the Different Reading Strategies (G-4)

Strategies - Differ from reader to reader. The same reader may use different strategies for different contexts because of
their purpose for reading changes. Ask yourself “why am I reading?” and “what am I reading?” when deciding which
strategies to try

What are the Purposes of Reading?

People read different kinds of text (e.g., scholarly articles, textbooks, reviews) for different reasons. Some purposes for
reading might be
• To scan for specific information
• To skim to get an overview of the text
• To relate new content to existing knowledge
• To write something (often depends on a prompt)
• To critique an argument
• To learn something
• For general comprehension
 So, it is important that you adjust your reading strategies to your purpose of reading. Here’s how to do it
Before reading
• Establish your purpose for reading
• Speculate about the author’s purpose for writing
• Review what you already know and want to learn about the topic (see the guides below)
• Preview the text to get an overview of its structure, looking at headings, figures, tables glossary, etc.
• Predict the contents of the text and pose a question about it. If the authors have provided discussion questions, read
them, and write them on a note-taking sheet.
• Note any discussion questions that have been provided (sometimes at the end of the text)
During reading
• Annotate and mark (sparingly) sections of the text to easily recall important or interesting ideas
• Check your predictions and find answers to posed questions
• Use headings and transition words to identify relationships in the text
• Create a vocabulary list of other unfamiliar words to define later
• Try to infer unfamiliar words’ meanings by identifying their relationship to the main idea
• Connect the text to what you already know about the topic
• Take breaks (split the text into segments if necessary)
After reading
• Summarize the text in your own words (note what you learned, impressions, and reactions) in an outline, concept map,
or matrix (for several texts)
• Talk to someone about the authors’ ideas to check your comprehension
• Identify and reread difficult parts of the text
• Define words on your vocabulary list and practice using them

The 7 Strategies
The seven strategies can be used with a variety of texts depending on the discipline. Examples of text include a painting,
an annual report for a business, a script for a play, a mathematical word problem, a pie chart, a recipe, or instructions for
a science experiment.

1. Activating: Students use their past experiences and/or knowledge to better understand the text. (Example: text
connections.)
2. Summarizing: Students restate the purpose and meaning of a text in their own words. (Example: magnet summaries.)
3. Monitoring and Clarifying: Students determine if they understand the text. If there are misunderstandings, they clarify
and correct the confusion during and after reading a text. (Example: text coding.)
4. Visualizing and Organizing: Students create mental images of the text. Graphic organizers help to provide structure
and allow students to generate ideas from the text. (Example: graphic organizer.)
5. Searching and Selecting: Students gather information from various resources to select that which allows them to define
keywords, answer questions, or solve problems. (Example: claim, evidence, and reasoning.)
6. Questioning: Students create questions about the text, ask themselves questions while reading the text, and answer
different levels of questions about the text from their peers and/or teacher. (Example: question-answer relationship.)
7. Inferring: Students interpret the text and draw logical conclusions. (Example: say-mean-matter.)
Why are Reading Strategies important?
• Explicitly teaching reading strategies provides students with the tools needed to become aware of their thinking, provides
confidence in their ability to think and analyze text, and, most importantly, make thinking visible and audible.
How do reading strategies help students?
• Comprehension strategies are conscious plans — sets of steps that good readers use to make sense of the text.
Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own
reading comprehension.

Various Techniques in Summarizing a Variety of Academic Texts (G-5)

Summarizing is considered a process of taking information from a comparatively longer chapter, theory, or write-up and creating
a smaller version of it that covers all the facts and main points of the original version. An example of summarizing is writing a three
to the four-sentence description that covers all the main points of a story or poem.
According to Buckley 2004 – in her popular writing text fit to print, summarizing is reducing text to one-third or one-quarter of its
original size, clearly articulating the authors meaning and retaining the main ideas
According to Diane Hacker (2008) – summarizing involves stating a work’s thesis and main ideas “simply, briefly, and accurately.

Various Techniques in Summarizing a Variety of Academic Texts:

Three Important Summarization Techniques
There are three important summarization techniques. They are selection, rejection, and substitution. They are discussed
hereunder.
Selection: It is essential to select major ideas, keywords and phrases, special terms, and interpretations presented in the original
resource.
Rejection: It is a process of removing unnecessary data. As cited earlier, try to reject repetitions, examples, illustrations, anecdotes,
redundant, expressions, tables, and statistical data.
Substitution: Basically, it includes synthesis. It is a mode of combining several sentences into one sentence. It is recommended to
use sentence substitutions, and short sentences to replace lengthy sentences.

Another 5 easy techniques in summarizing various academic texts:

Someday Wanted But So Then – This is an excellent summarizing strategy for stories each word represents a key question related
to the story’s essential elements.
SAAC METHOD – This is an acronym for STATE ASSIGN ACTION AND COMPLETE, each word in the acronym refers to specific
elements that should be included in the summary.
5 W’s, 1 H: -A strategy relies on six crucial questions: who, what, when, where, why, and how. These questions make it easy to
identify the main character, the important details, and the main idea.
First, Then, Finally -This technique helps you summarize events in chronological order. The three words represent the beginning,
main action, and conclusion of a story, respectively
Give Me the Gist -When someone asks for “the gist” of a story they want to know what the story is about in other words they
want a summary not a retelling of every detail.
Additional techniques:
1. Read the work first to understand the author’s intent.
2. Present information through facts, skills, and concepts in visual formats.
3. Know the main points and the supporting details. (Exclude any illustrations, examples, or explanations)
4. Analyze the text to save time
5. Think about what information you will put in your summary.
6. Restate the words into a different one. Use your own vocabulary but be sure to retain the information.
7. Organize all ideas.
8. Write down all information in a coherent and precise form. AVOID making it long
9. Represent information by using dimensional constructions in representing concepts, skills, or facts.
10. Paraphrase do not use the same words as the authors.

Why Use Summarizing?

It acts as a great help for students to learn how to determine essential ideas and find out different details that can support those
ideas and make them more useful.
It helps the students to improve their focusing skills so that they can focus on phrases and keywords from the assigned long text.
They focus on parts that are worth noting or remembering.
A student learns how to convert a large text into a small text. The short text has to comprise all the main points that are in the
long text for a proper and concise understanding
Importance of Summarizing:
Summarizing is of great importance for students to prosper in their careers as it improves their vocabulary and grammatical skills.
Students who can adequately summarize a long text are good at focusing and extracting the main ideas. This is why summarizing
is important.

THESIS STATEMENT OF AN ACADEMIC TEXT (G-6)

What is a Thesis Statement?
A Thesis Statement is the central idea of a multi-paragraph composition. It is a one-sentence summary that guides,
controls, and unifies ideas when writing a paper. In simple terms, all other ideas present in an easy revolve around the thesis
statement.

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LOCATING IMPLICIT AND EXPLICIT THESIS STATEMENT

Explicit Thesis Statements directly state the writer’s main idea and provide a clear direction of the academic text. It contains
noticeable and lots of specific proofs.
Implicit Thesis Statements are conveyed indirectly, in multiple locations throughout the work. In literature, this is also referred to
as the theme of the work.

4 QUESTIONS TO ASK WHEN FORMULATING THESIS STATEMENT

1. Where is your thesis statement?
- You should provide a thesis early in your essay- in the introduction, or in longer essays in the second paragraph.
TIPS ON HOW TO WRITE SUCCESSFUL THESIS STATEMENT
• Avoid burying a great thesis statement in the middle of a paragraph or late in the paper.
• Be clear and as specific as possible; avoid vague words.
• Indicate the point of your paper but avoid sentence structures like, “The point of my paper is…”.
2. Is your thesis statement specific?
- Your thesis statement should be as clear and specific as possible. Normally you will continue to refine your thesis as
you revise your argument(s), so your thesis will evolve and gain definition as you obtain a better sense of where your
argument is taking you.
TIPS ON HOW TO FORMULATE A SPECIFIC THESIS STATEMENT
• Are there two large statements connected by a coordinating conjunction (i.e. “and,” “but,” “or,” “for,” “nor,”
“so,” “yet”)?
• Would a subordinating conjunction help (i.e. “through,” “although,” “because,” “since,”) to signal a
relationship between two sentences?
• Or do the two statements imply a fuzzy unfocused thesis?
• If so, settle on one single focus and then proceed with further development.

3. Is your thesis statement too general?

- Your thesis should be limited to what can be accomplished in the specified number of pages. Shape your topic so that you
can get straight to the “meal” of it.
Example:
Original Thesis:
There are serious objections to today’s horror movies.
Revised Thesis:
Because of modern cinematic techniques have allowed filmmakers to get more graphic, horror flicks have desensitized
young American viewers to violence.
4. Is your thesis statement clear?
- Your thesis statement is no exception to your writing, it needs to be clear as possible. By this, you will make sure your
reader understands exactly what you mean.
Tips on how to write a thesis statement
Unless you are writing a technical report, avoid technical language. Always avoid jargon, unless you are confident your
audience will be familiar with it.
• Avoid vague words
• Avoid abstract words
These words tell the reader next to nothing if you do not carefully explain what you mean by them.
Example:
Original Thesis:
Although the timber wolf is a timid and gentle animal, it is being systematically exterminated. [if it's so timid and gentle--
why is it being exterminated?)
Revised Thesis:
Although the timber wolf is actually a timid and gentle animal, it is being systematically exterminated because people
wrongfully believe it to be fierce and cold-blooded killer.
The thesis statement is important because it tells the audience what they will be reading about. Use your own words in thesis
statements and avoid quoting. Crafting an original, insightful, and memorable thesis makes a distinct impression on a reader.
You will lose credibility as a writer if you become only a mouthpiece or a copyist, you will gain credibility by grabbing the reader
with your own ideas and words.

OUTLINING (G-7)
Outlining

- is a tool we use in the writing process to help organize our ideas, visualize our paper’s potential structure and develop points.
To outline, you must create a linear, organized plan for your paper that shows the main idea that you will discuss.

Organizing your idea in an outline

• Begin by answering the question that leads to your thesis statement.
• Use the two or three main ideas from this technique as your main heading.
• Write subtopics for each main idea.
• Write the supporting details for each of the subtopics.

Guidelines in writing an outline

• Place the title at the center above the outline.
• Every level of the outline must have at least two items (I and II, A and B, 1 and 2).
• Put a period after each numeral and letter.
• Indent each new level of the outline.
 • Capitalize the first letter of each item.
• All items of one kind (roman numerals, capital letters, Arabic numerals) should line up with each other.
• The terms Introduction, Body and Conclusion do not have to be included in the outline. They are not topics, they are
merely organizational units in the writer's mind.
•
Basic Outline Form

I. MAIN IDEA
A. Subsidiary idea or supporting idea to I
B. Subsidiary idea or supporting idea to I
1. Subsidiary idea to B
2. Subsidiary idea to B
a. Subsidiary idea to 2
b. Subsidiary idea to 2
II. MAIN IDEA
A. Subsidiary or supporting idea to II
B. Subsidiary idea to II
C. Subsidiary idea to II
III. MAIN IDEA

Various Outlines based on the structure you prefer

• SENTENCE OUTLINE - Using complete sentences as entries.

• TOPIC OUTLINE- Using words and phrases as entries.
• PARAGRAPH OUTLINE- Using paragraphs as entries.

It is up to the writer to decide how many ideas and supporting ideas adequately describe the subject. Traditional form dictates
that if there is an I in the outline, there has to be a II; if there is an A, there has to be B, and so forth.

CRITICAL APPROACHES IN WRITING A CRITIQUE (G8)

A critique is a thorough examination of an argument to ascertain what is said, how, and why. Well, the points are made, what
assumptions underlie the argument, what issues are overlooked, and what implications are drawn from such observations. It is a
systematic, yet personal response and evaluation of what you read.

Critiques can be used to carefully analyze a variety of works such as:

Creative works -novels, exhibits, film, images, poetry.
Research- monographs, journal articles, systematic reviews, theories
Media- news reports, feature articles

Why do we write critiques?

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.

How to write a critique?

Before you start writing it is important to have a thorough understanding of the work that will be critiqued.
-Study the work under discussion Make notes on key parts of the work.
-Develop an understanding of the main argument or purpose being expressed in the work
-Consider how the work relates to a broader issuer or context Read about the critical approaches. You can highlight some
important ideas

You can use these in expressing your views

1. Formalist -This method views literature as a distinct branch of human knowledge that must be studied in isolation. The
work itself contains all the components required for understanding it. The form style structure, tone, imagery, and other
elements present in the text are of particular interest to formalist critics.
2. Gender criticism - Originally a branch of feminist movements, gender criticism today encompasses a number of
approaches, including the so-called "masculinist approach" recently promoted by poet Robert Bly.
3. Feminist criticism -By examining and combating such attitudes, feminist criticism seeks to balance the scales. For instance,
feminist criticism questions why none of the characters in Shakespeare's play Othello ever challenge a husband's right to
kill a wife who is allegedly having an affair.
 4. Historical - This method aims to comprehend a literary work by examining the social, cultural, and intellectual
environment that gave rise to it an environment that unavoidably includes the artist's biography and surroundings.
5. Reader-Response Criticism: This method is predicated on the idea that literature exists as a dialogue between the
reader's mind and the actual text, rather than as an artifact on a printed page. It highlights the fact that reading, like
writing, is a creative activity and aims to depict what happens in the reader's mind while understanding a book.
6. Structuralism - emphasized how social, cultural, and psychological structures influence human behavior. It tended to
provide all disciplines with a united single-minded approach to human beings. The core idea behind structuralism is that
in order to understand something, it must be viewed in the context of bigger structures that it is a part of
7. Sociological - focuses on man's relationship to others in society, politics, religion, and business.

a. What is balance/objective review or criticism? (G-9)

- It is a system of interpreting, judging, and assessing a person, thing, or any work of art not influenced by feelings or
opinions in considering and presenting facts.
- It is a systematic way of considering the truthfulness of a piece of work.
b. To have a balanced/objective review of any piece of work, the following are considered:
1. Description. Pure description of the object, piece of work, art, event, etc.
It answers the question:
A. Artwork - “What do you see?” (description constitutes a form of art, medium, size and scale, elements or general
shapes, color, texture of surface, and context of object).
B. Piece of writing – “What do you see?” (form, structure, choice of words, length, genre, etc.)
2. Analysis. Determining what the features suggest and deciding why the artist or writers used such features to convey specific
ideas.
It answers the question:
A. Artwork – “How did the artist do it?”
B. Piece of writing – “How did the writer write it?”
The analysis constitutes the following determination of subject matter analysis of the principles of design or
composition use of symbol and other elements.
3. Interpretation. Establishing the broader context for this type of art. Interpretation refers to the attribution of meaning to a
work. A point on which people often disagree is whether the artist's or author's intention is relevant to the interpretation of the
work.
It answers the question:
A. Artwork - ”Why did the artist create it and what does it mean?
B. Piece of writing – “Why did the writer create it and what does it mean?

Remember: you shouldn’t make your interpretation too arbitrary! Provide evidence and point out what exactly influenced your
understanding of the artwork.

Here are the elements that you can include in your interpretation:
- How does this art object make you feel?
- What do you think of when you’re looking at the artwork?
- What did the artist want to tell you as a viewer?
- What do you think about the title of the work? Does it influence your interpretation?
- If you can’t understand a painting or a sculpture, don’t hurry to give a negative response to it. Think of other critics who
have provided a positive evaluation of the examined artwork. It doesn’t mean you shouldn’t have your opinion! All you
need is to find a good way to express it.

4. Judgment. Judging a piece of work means giving it rank in relation to other works and of course considering a very important
aspect of the visual arts; its originality.
It answers the question “Is it a good artwork?” Is it a good composition?
Here are some points that can help you write your judgment:
- How do you think: is the work successful or not?
- Does this art object seem original or not?
- What do you feel when looking at this piece of artwork?
- Go back to your first impression. Has anything changed? What did you learn?
- If nothing changed, explain your first reaction to the work.
- What have you learned from this work that you might apply to your own artwork or your thinking?

In judging the piece of work, there must be:

(a) Criteria (What criteria do I think are the most appropriate for judging the artwork or writing?)
(b) Evidence (What evidence inside or outside the artwork or piece of writing relate to each criterion?)
(c) Judgement (Based on the criteria and evidence, what is my judgment about the quality of the artwork or piece of writing?)

C. How to critique different art forms

 As you can imagine, all kinds of masterpieces are subject to art criticism. You can choose to write about paintings, drawings,
sculptures, or even buildings. These tips will provide you with an art critique template for anything, be it an oil painting or a
cathedral.
1. Painting Critique. Paint is a medium that emphasizes light, colors, and space.
Art criticism is responding to, interpreting meaning, and making critical judgments about specific works of art.
For example:
-What school of painting does it belong to? Is it typical or unusual for this particular school?
E.g. Monet’s Water Lilies is a typical Impressionist painting.

Monet’s water lilies

Oscar-Claude Monet was a French painter and founder of impressionist painting who is seen as a key precursor to modernism,
especially in his attempts to paint nature as he perceived it. In 1893, Monet, a passionate horticulturist, purchased land with a
pond near his property in Giverny, intending to build something "for the pleasure of the eye and also for motifs to paint."

2. Sculpture Critique. Similarly, many specific factors influence the overall impression of a sculpture. A critique is an oral or
written discussion strategy used to analyze, describe, and interpret works of art. Critiques help students hone their persuasive
oral and writing, information-gathering, and justification skills.
Here are some things to pay attention to:
- Say if the material gives a particular texture or the statue. Is the surface smooth, or is it uneven?
E.g Rodin’s sculpture has an unusual earthy texture.

AUGUSTE RODIN
Rodin was a French sculptor, generally considered the founder of modern sculpture. He was schooled traditionally and took
a craftsman-like approach to his work. Rodin possessed a unique ability to model a complex, turbulent, and deeply pocketed
surface in clay.

RODIN’S SCULPTURE
According to the original 13th Century story, Francesca and Paolo fell for one another as they sat reading tales of courtly love.
When Francesca's husband, who was also Paolo's brother, discovered them, he stabbed them to death. Rodin decided to
depict the lovers at the moment of their first kiss.

- Speak about the color of the sculpture. Is it painted? Does it rely on natural lights and shadows?
E.g The statue is white. A museum floodlight lights it by creating expressive shadows.

- Describing the composition of the sculpture. What does it look like when you approach it? Did the sculptor provide any
instructions on how to position it?
E.g The statue is enormous and can be viewed from all sides.

3. Architecture Critique. You can write art critiques on architecture too. The assessment may consider the subject from the
perspective of some wider context, which may involve planning, social or aesthetic issues. It may also take a polemical position
reflecting the critic's own values.
Just bear in mind the following points:
- What architectural style does it belong to?
E.g The Church is a typical Gothic building.

SIMALA CHURCH
Described by many as one of the most beautiful Churches in Cebu, Simala Shrine is a place of pilgrimage for devotees. Known
as the Miraculous Mother Mary Church after the Virgin Mary statue housed within the Shrine was seen crying, it attracts
hundreds of people every day hoping their prayers will be answered.

- Was it built with a purpose? Did a specific person request it?

E.g The Palace of Versailles was requested by Louis IV as a symbol of his monarchy.

- Are there statues or paintings on the walls? Discuss them as well.

e.g Statues on the Cathedral’s facade illustrate scenes from the Bible.

4. PHOTOGRAPHY CRITIQUE. Analyzing a photograph is a lot like critiquing a painting. Involves a detailed review of an
individual’s work. Sometimes it’s one image, sometimes it’s a full portfolio. Some formal photography associations require a
critique to take place to allow members to achieve qualifications.
Still, there are some unique features to consider:
- How does the photographer use focus? Is any part of the image blurry? What effect does it produce?

For example
 The background is out-of-focus, which has a dreamy effect.
- Is the picture monochrome? If yes, describe its tone, contrast, and shadows. If no, describe the use of color.
E.g The picture is in black and white, with stark contrasts.

Example of review of artwork (painting 1)

THE WEEPING WOMAN by Pablo Picasso in France, 1937
DESCRIBE: The Weeping Woman is a painting finished by Pablo Picasso in France, 1937. This type of artwork can be considered to
be expressionism. There isn’t an actual background scene in the painting. The background is completed with wearing an accessory
on top of her head which demonstrates her elegance. My first impression of the artwork is that the face of the woman is not
proportionate and is only painted with lines, no curves. The main colors that are used in this painting are green, yellow, blue, red
and black. The painting is set mainly of lined and little curves, The mood and visual effect that this painting portrays can be
considered to be suffering and sadness.
ANALYZE: The colors that the author uses can be considered to be quite different as each color conveys a separate impression.
The light purple that begins at the bottom top of the woman’s eyes can convey sadness. The other half of the face is mainly covered
in green and yellow; these can be said to interpret other solid emotions that the woman had strong physical features or that her
different emotions were felt passionately as lines are usually seen as strong technical elements. The only curves that are being
used are for her hair and eyes. The eyes look quite down or depressive. This is because the woman is crying, which goes back to
the main mood which is suffering.
INTERPRETATION: I believe that Picasso wanted the audience to feel pain and provide a statement that explains how all women
feel and the agony that they are consistently in. The audience can see that the woman has peeled away her flesh by corrosive
tears to reveal her white bones. The handkerchief she tries to stuff in her mouth seems as a shard of glass. This vivid image can
convey pain and hurting. Picasso has expressed the behavior of this woman several times and often describes the constant tears
that fall off her eyes. So, the feeling conveyed by the artwork is definitely suffering. Picasso wanted us to feel her and understand
the pain that she was going through. It was not easy to be a woman during that time since females were often frowned upon.
Picasso demonstrates the appreciation that he has for her through this painting as he wants the audience to understand her.
JUDGE: Finally, the artist’s value may evoke pain, as mentioned previously. This is due to the colors that Picasso used and the
shapes that he draws; not only these technical elements but also the images that the painter uses within the actual face of the
woman. The painting relates to the entire female community can understand the painting and know what Picasso was trying to
portray. Every woman is able to understand and comprehend the message behind this painting as we all feel the same way at one
point in our lives.

EXAMPLE OF REVIEW OF ARTWORK: (2) The Last Supper by Leonardo da Vinci

WHAT DOES THE LAST SUPPER BY LEONARDO DA VINCI DEPICT?
The Vinci is considered to be undoubtedly a masterpiece, Debates have ensued though , concerning the interpretation of this piece
of art . Some even claim that Leonardo da Vinci tried to transfer a secret message to us through it . What is portrayed in this
painting that has attracted and enchanted such a great amount of viewers?

The painting depicts a supper of twelve disciples of Jesus Christ and Christ himself before the prophet is betrayed ( Essak. 2013 ),
Jesus Christ gathers all together in order to eat and drink at a table, which is not so big and where the food self is plain. This humble
atmosphere allows the viewers to focus more on the disciples and Christ. In addition to this, Christ tells the assembly that one
person who is present in that supper will betray him The painting actually shows the first moment after this statement and the
reactions of the disciples to this speech (Saunders 011). Leonardo da Vinci artfully depicts shock, surprise, and other various
humans Although every person in the painting possesses unique emotions in his painting. I believe “ The Last Supper can be divided
into four symmetrical groups full of life and motion ( Essak 2013)

The group from the left side of Christ reacts impulsively and is united by the same will One disciple has even stood up and anomer
has his finger re The group that is on right-hand side is characterized by greater reserve. There is a huge distance between them
and Jesus Christ Judah who can be found among these disciples holding a pouch, perhaps with silver.
His dark and harsh appearance contrasts magnificently with the innocent and light figure of John. Some scientists claim that this
is not actually John, but Mary Magdalene, because his face is feminine and gentle ( Welborn, 2013 ) in thinking critically, this
version is hardly believable, as Christ gathered twelve disciples, not eleven. Otherwise, the symbolism of ‘The Last Supper’ does
not make any sense. Between in his arm Between Judah and John, the head of Peter can be seen, and moreover, he holds a knife
in his arm he would like to protect Jesus. From his right-hand side, another group of disciples is portrayed. They are turned in
profile and it looks like they are astonished by the news that was introduced. From the opposite side, we may see Matthew who
is asking the same question to the other men trying to find a clear explanation of what is happening at that particular moment.
Frankly speaking, while searching for a secret code of Leonardo da Vinci his painting the Last Supper, one may lose the real visible
goal of the picture brilliantly portrays the discrepancy between the conciliation of Christ with his future his reserve, calm and
absolutely different emotional states and unique reactions of his disciples to the piece of news that he will be betrayed. The
painting has vague aspects about it and perhaps hidden symbols, but this is not then why this painting attracts millions of people
and involves them into the researches and c investigation of every centimeter of this masterpiece.
 WAYS TO EXPLAIN A CONCEPT (G-10)
A concept paper aims to a concept that can be about any topic from any field It can also be a short summary that tells the
reader what the project is, why it is important, and how it will be carried out. Its aims is to capture the thoughts ideas while
the research proposal the ideas in a structured manner for approval to research. It is not essayed to write a concept paper
but with careful study research, you can create one.

There are many ways a writer can expound concept. You can use definition, explication, clarification .

Definition - identifies a term and sets it apart from all others term that may be related to it. Often, definitions begin by
mentioning the general class to which a term belongs. Then they provide specifics to distinguish the term from other members
of the class. You can see these techniques:

1.By origin or semantic history

Example: Technology comes from the Greek work tekhnologia.
2.By illustration
Example: Technology involves the use of machineries in every aspect of work.
3.By function
Example: Technology uses hi-tech machines to get the work done.
4.By likeness of similarity
Example: Technology is likened to modern living where robots exist.
5.By analogy or metaphor
Example: Technology is like a robot that make life easier.
6.By negation stating what the term is not.
Example: Technology is not harmful used properly.

Explication is the process by which concepts are define for scientific purposes. “To explicate” something is, in the most general
sense of the term ,to spell out its implications. Thus, it is process of spelling out the implications of something and derive
from this ,in turn , is the sense of “explication” that refers the product of this process: some account of what the implications
of something are. Explication,in other words, is a kind of explanation.

Three Examples of Explication:

1.The poem titled “The Road Not Taken”by Robert Frost is about a man reflecting on a choice he had once made.While the
outcome of his choice is not implied to be positive or negative the speaker notes that the choice in itself and the consequences
of that choice have made in huge difference in a way his life is unfolded.
2.What are the five rules in Basketball that you need to know?
-Every team can roll out their game on the grounds with only five players.
3.Noli Me Tangere is an 1887 is novel by Filipino writer an activist Jose Rizal published during the spanish colonial period of
the Philippines .It explores preceived inequities in law and practice in terms of the treatment by the ruling government and
the Spanish Catholic friars of the resident peoples..

Clarification is an analysis of an abstract concept through investigation of examples and the identification of critical
attributes .The action of making a statement or situation less confused and more comprehensible.
“please advise us if you require further clarification”.

Examples of Clarification:
- San Diego State University is not a party school; that is, the professors require a lot of work from their students.
- We have traditional vasectomy services here, but our caseload is low.And they say that is new NSV has fewer
complications.
- The majority of our clients use the pill and seem to like it .But with Norplant implants they would not to remember take
anything.

So basically, the definition is the meaning of something and explication is the clear explanation to that. While clarification is
the clearing of confusion and making it understandable.

KINDS OF CONCEPT PAPER (G-11)

Implicit Concept
“understood but not plainly or directly expressed” implicit, on the other hand, denotes that something is understood although not
clearly or directly expressed or conveyed—there is an implication, assumption, or question. It often precedes a preposition,
usually in and less frequently from, with, or within. The reader must understand implicit information and facts based on other
clues in the text.
Example:
1. Technology caused horror in some aspects.
2. “The trees were swaying wildly outside Anne’s window as she prepared for bed, and the gutters were overflowing.”
How to remember Implicit:
remember that Implicit is an Implied or Indirect statement. Both of these start with the letter “I.”
How to write Implicit Information:
To show implicit information, you need to summarize the meaning of a source using your own words, since it is never directly
stated in the source. The best way to do this is by using an indirect quote.

Explicit concept
“to fully and clearly express something, leaving nothing implied.” Explicit denotes being very clear and complete without
vagueness, implication, or ambiguity. When something is said to be explicit, there is no question as to what is being expressed or
conveyed—nothing is implied or assumed.
Example:
1. Technology is harmful to us.
2. It was a stormy night in Greenwood. The strong winds were causing
the trees to sway, and it rained for us.
How to remember Explicit:
Explicit starts with an “E” and is Spelled out, so there is no confusion.
How to write Explicit information:
To show explicit information, you need to find the exact words in a source that conveys the information. The best way to do this
is with a direct quote

Implicit example
If an ancient author was trying to convince their audience that a particular Roman emperor was a god, rather than explicitly saying,
“He was a god”, they could imply it by saying:
“The emperor had powers that no normal human being had: he could control the weather, read other people’s minds, and even
cause earthquakes whenever he wanted. Finally, when the emperor had decided that his time on earth was finished, he flew up
to heaven by himself.”
Explicit example
“The Renaissance was a historical period where European society finally freed itself from thE dark misery of the Middle Ages”
it is explicitly stated that the author believed that the Middle Ages was “dark” and caused “misery” to “European society”. This
information is clear because exact words are used to tell you what the author wanted you to believe.
Sources can both be explicit and implicit
“The pharaoh enslaved his own people and forced them to build his pyramid. Over a thousand of his citizens died following his
commands, but the pharaoh continued with his plans regardless of the suffering caused.”
it is clear that the author is implying that the pharaoh was a cruel tyrant who was happy for people to die in order to get what he
wanted. This was never clearly stated, and is, therefore, implied.
However, in order to imply this, the author provided explicit information in order to lead you to this conclusion. For example, it
clearly stated that he “enslaved his own people” and that he “continued with his plans regardless of the suffering caused”.

WHAT IS ESSAY, ITS STRUCTURE AND ITS PARTS (G-12)

WHAT IS AN ESSAY?
An essay is a piece of writing that usually has five or more paragraphs. An essay is written about one topic that has several main
points. The main points are introduced in an introductory paragraph and supported in body paragraphs. The conclusion is the
last paragraph.

PARTS OF AN ESSAY
AN INTRODUCTION
-An introductory paragraph is the first paragraph in an
essay. It contains two parts.
1.GeneralStatements: a few sentences about your subject that catch the attention of your reader.
2. A Thesis Statement: one sentence that tells your reader the main points of your topic and states the overall "plan" of your
essay
BODY
The body consists of one or more paragraphs following the introduction. Each paragraph supports the main idea of your essay by
breaking it down into smaller ideas or sub topics. Each body paragraph consists of a topic sentence and several supporting
sentences. A conclusion sentence draws the paragraph
together.
CONCLUSION
The conclusion paragraph is the last paragraph in the essay. It completes the essay by summarizing or repeating the most
important ideas. The conclusion can also include an opinion, a prediction, or a solution to a problem.
RESEARCH PAPER AND ITS STRUCTURE (G-13)
Research paper
A research paper is a piece of academic writing that provides analysis, interpretation, and argument based on in-depth
independent research.
Research papers are similar to academic essays, but they are usually longer and more detailed assignments, designed to
assess not only your writing skills but also your skills in scholarly research. Writing a research paper requires you to demonstrate
a strong knowledge of your topic, engage with a variety of sources, and make an original contribution to the debate.
Examples of research paper
• Abortion Research Paper.
- Abortion is a medical or surgical procedure to deliberately end a pregnancy.
• Bullying Research Paper.
- Bullying research has traditionally been dominated by largescale cohort studies focusing on the personality traits of bullies and
victims.
• Diversity Research Paper.
- Diversity Research Its defining characteristic is an emphasis on including a wide range of voices, viewpoints, and experiences.
• Divorce Research Paper.
- Drugs research is the process of developing and testing new medical drugs and other medical treatments.
• Environmental Issues Research Paper.
Structuring research paper
• Complete research paper in APA style that is reporting on experimental research will typically contain a Title page,
Abstract, Introduction, Methods, Results, Discussion, and References sections. Many will also contain Figures and Tables
and some will have an Appendix or Appendices.
1. Title
• Your title is the most important part of your paper. It draws the reader in and tells them what you are presenting.
Moreover, if you think about the titles of papers that you might browse in a day and which papers you actually read,
you’ll agree.
• The title should be clear and interesting otherwise the reader will not continue reading.
• Authors’ names and affiliations are on the title page.
2. Abstract
• The abstract is a summary of your research. It is nearly as important as the title because the reader will be able to quickly
read through it.
Most journals, the abstract can become divided into very short sections to guide the reader through the summaries.
Keep the sentences short and focused.
Avoid acronyms and citations.
3. Introduction
• Include background information on the subject and your objectives here.
4. Materials and Methods
• Describe the materials used and include the names and locations of the manufacturers.
For any animal studies, include where you obtained the animals and a statement of humane treatment.
Clearly and succinctly explain your methods so that it can be duplicated.
Criteria for inclusion and exclusion in the study and statistical analyses should be included.
5. Results
• Discuss your findings here.
Be careful to not make definitive statements.
Your results suggest that something is or is not true.
This is true even when your results prove your hypothesis.
6. Discussion
• Discuss what your results mean in this section.
7. Limitations
• Discuss any study limitations. Suggest additional studies.
8. Acknowledgments
• Acknowledge all contributors.
9. References
• All citations in the text must have a corresponding reference.
Check your author guidelines for format protocols.
10. Tables and Figures
• In most cases, your tables and figures appear at the end of your paper or in a separate file.
The titles (legends) usually become listed after the reference section.
Be sure that you define each acronym and abbreviation in each table and figure.
DISSERTATION: DEFINITION AND ITS PART (G-14)
What is a Dissertation?
•A dissertation a long-piece of academic writing based on original research conducted by you. •It is usually submitted as a final
step in finishing Ph. D program. Your dissertation is probably the longest piece of writing you've ever completed.

PARTS OF DISSERTATION

Title Page
The first and the foremost component of your dissertation is the title page. (your name, department, institution, degree program,
and submission date.

Acknowledgement
The acknowledgments section is usually optional, and gives space for you to thank everyone who helped you in writing your
dissertation.

Abstract
Short (but well structured) summary that outlines the most important points of your research.

Table of Contents
The table of contents, list all of your chapters and subheadings and their page numbers.

List of Figures and Tables

If you have used a lot of tables and figures in your dissertation, you should itemize them in a numbered list.

List of abbreviations
A list of abbreviations is an alphabetical list of abbreviations that you can add to your thesis or dissertation.

Glossary
List down all the terms alphabetically and provide their definition or explanation.

Introduction
The introduction leads the reader into your dissertation. It should describe the topic, focus, importance, and objectives of your
research.

Literature Review
A formative part of your dissertation is your literature review. This helps you gain a thorough understanding of the academic work
that already exists on your topic.

Theoretical framework
Your literature review can often form the basis for your theoretical framework. Here, you define and analyze the key theories,
concepts, and models that frame your research.

METHODOLOGY
The methodology chapter or section describes how you conducted your research, allowing your reader to assess its validity.

Results and Discussion

Your results section should highlight what your methodology discovered. While your discussion section is your opportunity to
explore the meaning and implications of your results in relation to your research question.

Conclusion
The dissertation conclusion should concisely answer the main research question, leaving the reader with a clear understanding of
your central argument.

Bibliography
The bibliography or the reference list is where all the information about the sources is provided.

Data Analysis
Data Analysis is the process of understanding, gathering, compiling, and processing a large amount of data.

Research Design
Research design is a blueprint or a plan showing how you will conduct and complete your study.

Appendices
Include any extra information that your reader may like to read. it includes questionnaires, surveys, or transcripts.
THESIS AND ITS PART (G-15)
The Thesis
Initial page
• Title page
• Approval sheet
• Absract
• Acknowledgment
• Dedication
• Table of contents
• List of table
• List of figures
Title page
• The following information needs to be on the title page:
• The title (and possibly the subtitle) of your thesis
• First name and surname of the author(s)
• Wheter it is a ‘Bachelor’s thesis’ or a ‘Master’s thesis’
• Faculty and department
• Place and date of completion
Approval sheet
• The is to prove that the authors have passed the requirements needed for the thesis.
• This is signed by the thesis/FS adviser, panel and the dean.
• This also states the grade obtained by the author/s.
Abstract
• An abstract presents a brief summary of your thesis.
• The aim of the abstract is to briefly provide the reader with the most important information from the entire text.
• An abstract never contains new information
• This summary is no longer than 2 pages of A4.
Dedication
• This is the for dedication the thesis to certain people or groups who have inspired the researchers while doing
the thesis.
Table of contents
• The table of contents is essentially a topic outline of the thesis.
• It is compiled by listing the heading in the thesis down to whichever level you choose.
List of table / list of figures
• Include a list of figures (illustrations) and a list of table if you have one or more items in these categories.
• Use a separate page for each list.
• List the number,caption,and page number of every figure and table in the body of the thesis.
Title of chapters
1. Problem the its background
2. Review of related literature and studies
3. Methodology of the study
4. Presentation, Analysis and Interpretation of data
5. Summary, Conclusion and Recommendations
6. Chapter 1 introduction and background of the study

INTRODUCTION

• The first chapter of your thesis is your introduction.

• This is where you provide an introduction to the topic of your thesis: you give the context in terms of contents of the
research project.
Significance of the study
• The significance of the study will mainly focus on the question ``Who will benefit from the study?’’.
• This section will state the contribution of your study and the usefulness of your study in the society.
Statement of the problem
• The problem must be reflected to your title or the readers must know your problem by just simply reading your topic.
• The problem must not be answerable by yes or no and must be arranged in the flow of your documentation or study.
CONCEPTUAL FRAMEWORK
• A conceptual framework elaborates the research problem in relation to relevant literature. This section may summarize
the major (dependent and independent) variables in your research. The framework may be summarized in a schematic
diagram that presents the major variables and their hypothesized relationship.It should also cover the following:
• Existing research and its relevance for your topic
• Key ideas or constructs in your approach
• Identify and discuss the variables related to the problem.
• Conceptualized relationships between variables