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WEEK 1: The Nature of Academic Texts
4. Style
Academic text/writing is;
 Generally, academic texts use formal language.
 Clear
 Academic texts generally sound more impersonal;
 Concise
thus, writers usually use the third person point of
 Focused
view and the passive voice.
 Structured
 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

COMPONENTS OF ACADEMIC TEXTS

1. Purpose WEEK 2: Text Structures
 Means why you are writing, and what effect you
hope to have. A text structure refers to the internal organization of a
 Explain text. According to Meyer (1985), as authors write a text
a text to communicate an idea, they will use a structure
 Persuade
that goes along with the idea.
The most common purpose in academic writing is
to explain some idea or research finding and
HOW DOES TEXT STRUCTURE HELP
to persuade readers that your explanation or theory is the
READERS?
correct one. Most academic writing shares certain key
 As it turns out, a knowledge of text structure can be
principles intended to help convey information as
very helpful for readers. When readers do not have a
effectively as possible.
strong knowledge of the topic of a text, they depend
more on the structure (Cataldo & Oakhill).
2. Writer and Target Audience
 A well-written text guides the reader through the
 A “writer” of an academic text must be an expert in
content. Research shows that efficient searchers use
a certain discipline to be certain that they will
the structure of the text can help them find specific
produce a credible academic text.
information, and make and interpret arguments.
 “Audience” means the people who will read your
 The structure of a text can help readers find answers
paper. Some academic writing, such as a term paper
to questions, as well. Text structure is also an
or a thesis, is written for an instructor or a committee
important component to summarizing. When readers
of professors.
summarize, they need to reflect the text structure in
the summary.
3. Text Type
COMMON TEXT STRUCTURES
It is important to note that there is no official list of text
structures. Different writers have different lists of text
structures. A nonfiction text can have one overall text
structure or several different text structures.

1. Chronological Order – It is also known as time

order. This structure is organized from one point in
time to another.
Jack and Jack fell Jill came
Jill ran up down and tumbling
the hill to broke his after.
Examples of Non-academic Texts; fetch a pail crown.
 Personal journal entries of water.
 Memoirs
 Autobiographical writing
 Letters
2. Sequence (Process Writing) – Steps described in
the order they occur. It does not take place in a
specific point in time.
 Information is listed step-by-step.
 Explains how to do it or how it happens.
 Does not occur at a specific time.
3. Cause-Effect – This structure shows how one or
more causes led to one or more effects.
 Don’t confuse with chronological.
 Won’t have a beginning, middle, and end.
 Time won’t progress much.
Students did not They performed
learn the material. poorly on the test.
4. Problem-Solution – The text structure presents a
problem, and shows how it can be (or has been)
solved.
 It is presented as a PROBLEM.
5. Compare-Contrast – This text structure shows how
two or more ideas or items are similar or different.
6. Exemplification – An exemplification paragraph
develops a general statement--the topic sentence--
with one or more specific examples.
7. Classification – A classification paragraph divides
ideas into groups, classes, or categories. It also
organizes ideas into divisions based on criteria or
standards.
8. Persuasion – This text structure convinces readers
to agree to an argument or claim about a particular
topic.
WEEK 3
STEPS OF ACTIVE READING
1. Annotate the text – Annotation is a note of any
form made while reading text.
 “Reading with a pencil.”
 People have been annotating texts since there have
been texts to annotate.
 Annotation is not highlighting.
 Annotation occurs with digital and print texts.
WHY ANNOTATE?
 it slows down the reader
 it deepens understanding
To be an effective annotator, you MUST pay close
attention to your thoughts, feelings, reactions, etc.
BEFORE YOU ANNOTATE, Read the piece once through.
On your second read:
• Start with a purpose – If not given something specific to
look for as you read, use the title and headings to create a
question at the top of your page.
• Number each paragraph.
• Underline:
• The major points.
• Any figurative language and note the type (e.g.,
simile).
• “Rule of 5” – Try not to underline more than 5
consecutive words. If too much is underlined,
then nothing stands out.
• Circle keywords or phrases that are confusing or unknown to
you. Write definitions in the margin.
• Use a question mark (?) for questions that you have during the
reading. Be sure to write your question.
• Use an exclamation mark (!) for things that surprise you, and
briefly note what it was that caught your attention.
• Draw an arrow (↵) when you make a connection to, have a
thought about, or reaction to something text. Briefly note your
connections, thoughts, or reactions in the margins.
• Write a brief summary when done.
2. Thesis Statement – A sentence that sums up the
central point of your paper or essay. The thesis
statement should always clearly state the main idea
you want to get across. Everything else in your essay
should relate back to this idea.
 A controlling idea about the topic that the writer is
attempting to prove. It is usually found at the
beginning of the text or at the end of it.
 The central idea of a multiple-paragraph
composition. A one-sentence summary that guides,
controls, and unifies ideas when writing a paper. In
simple terms, all other ideas present in a text revolve
around the thesis statement.
 The thesis statement may be expressed or implied.
WHY DO WE HAVE TO WRITE A THESIS
STATEMENT?
 to test your ideas by narrowing them into a sentence
or two
 to better organize and develop argument
 to provide the reader with “guide” to the argument

CHARACTERISTICS OF A GOOD THESIS

STATEMENT
 A good thesis statement takes a stand on the prompt.
 A good thesis statement is specific.
 A good thesis statement is unified and expresses one
main idea.
 A good thesis statement does not simply state a fact
but sets the stage for analysis of a topic.

STEPS IN WRITING AN EFFECTIVE THESIS

STATEMENT
1. It should be written in a complete sentence with
clearly stated subject.
2. It should not be too narrow nor too broad, and it
should contain at least two details. If the details you
generate are already definite examples, then your
thesis statement is too specific. If you can only write
general statements because there are too many
details, then it should be broad. You can also try to
list ideas to check the scope of your topic. If you
cannot list at least two details, it is too narrow; if you
list too many information to be able to discuss it well
your topic is too broad.
3. Avoid an awkward thesis statement which states the
obvious. These statements usually start with the
phrase “I will tell you…” or “I will talk about…”
4. Enumerated details should have the same level of
significance. If one of the details can be classified
under another detail, you can just omit it.
5. It should not state an absolute fact, because it will
not present any central idea that can developed
further. It should have a point.

SUPPORTING DETAILS TO DEVELOP A THESIS

STATEMENT
 These details are pieces of information necessary to
better understand the main idea.
 They can be facts, reasons, testimonies, statistics,
and experiments that support the topic sentence.
 Major Details directly support the topic sentence.
 Minor Details directly support the major details.