LESSON 1

LANGUAGE IN ACADEMIC TEXT

BRIEF INTRODUCTION
This module takes up all the skills already learned and challenges the
learners to apply them in writing various texts for academic contexts. Each
lesson focuses on one type of academic text. It will let you try to go beyond
reading and start writing. Learning academic language is vital because
students who master it are more likely to be successful in academic and
professional setting.
Academic writing is a challenging but satisfying activity. It needs great
preparations. One of the necessary preparations is on language use.
Academic writing requires academic language. Language use is a qualifying
component of a text to be categorized as an academic text.
Several definitions and explanations can be given to academic language
which is considered a formal way to present words on a certain field.
In other words, academic language can always be associated with academic disciplines
such as discourse features, grammatical constructions across different language domains. To
learn more effectively, do not forget to enjoy learning. Good luck!
Distinctive Attributes of Academic Language
There are four important features of language use that you need to know about:
A. Formality – Generally, academic writing is formal where the following
should be avoided:
*Colloquial words and expressions and idiomatic expressions
*Abbreviated words such as can’t, doesn’t, shouldn’t and others
*Two-word verbs such as put off, bring up
*Expanded terms over their abbreviated equivalents such as “as soon
as possible” instead of ASAP
B. Objectivity- Academic writing requires special knowledge and use of
more complex language and objectivity. This means that the writing must be
impersonal and maintain a certain level of social distance.
Objectivity can be achieved by:
*Avoiding the use of personal pronouns such as you, I, and we.
Poor example: You need to conduct the experiment.
Improved version: The researchers need to conduct the experiment.
*Avoiding rhetorical questions as it marks “closeness” with the reader, and
constantly seeks his/her attention.
Poor example: How can these problems be solved?
Improved version: Certain measures must be discovered to solve the
problems.
*Avoiding emotive language that shows biases and lessens objectivity.
 Poor example: The investigators were very shocked to see the outcome
of the tests.
Improved example: The investigators did not expect the results.

C. Explicitness – The writer makes sure that the various parts of the text
are related to one another, free from obscurity and easy to understand.
If you intend to show a change in your line of argument, make it
clear by using however.
Example:
It is apparent that the government hopes to provide assistance to the poor. However,
giving dole outs to the “poorest of the poor” does not work in the long term.

D. Caution
Academic writing requires care since knowledge is built from proven theories and
concepts. Therefore, caution is needed to avoid sweeping generalizations.
Example: Government officials are corrupt.
The statement is not completely true and the rhetorical impact of the statement may be
misleading. The statement can be improved through the use of devices such as modal
verbs, adverbs, or verbs.

Hedging – Writer makes decisions about his/her stance on a particular

subject. The strength of the claims must be considered. He/She also
uses cautious language.
Language used in Hedging
*Introductory Verbs* *Certain Lexical Verbs* *Certain Modal Verbs*
seem, be sure believe will, must
tend, indicate assume would, may
look like suggest might, could
appear to be
think
believe
doubt
*Adverbs of Frequency* *Modal Nouns* *That Clauses*
often assumption It could be the case that
sometimes possibility It might be suggested that
usually probability There is every hope that
*Modal Adverbs* *Modal Adjectives* *Phrases*
Certainly certain on the whole
Definitely definite more or less
Clearly clear
Probably probable
Possibly possible
perhaps
conceivably
 LESSON 2

STRUCTURE OF AN ACADEMIC TEXT

BRIEF DISCUSSION

In this module, you will focus on the structure of an academic text.

Academic texts are organized in a specific way and have a clear structure. This structure makes it
easier for the reader to navigate the text and understand the material better. It should be clear throughout the
text and within each section, paragraph and even sentence.
Text Structures refer to the organizational patterns of a text. Generally, it is composed of text
types, parts, transition words and phrases, patterns of organization, sentences, and paragraphs. For
example, a text might present a main idea and then details, a cause and then its effects, an effect and the
causes, two different views of a topic. Therefore, it is important to recognize common text structures found
in expository texts.
There are five common text structures which are as follow, it includes the transition to be used and a
sample sentence for your guide.

1. SEQUENCE: This text structure gives readers a chronology of events or a list of steps in a procedure. Items
are listed, but there is a connecting thread— the steps/actions build toward a result/ending/ outcome.

Transitions next, first, last, second, another, then, additionally,

next, finally, before, preceding and others
Example First, read the manual of the device. Second, turn on
the device. Then, set the location, time and date.

2. DESCRIPTIVE: This type of text structure features a detailed description of something to give the reader a
mental picture. The specific details could come in the form of a bulletted or numbered list, or a list of items
in paragraph form.

Transitions For example, for instance, specifically, in particular, in

addition, to illustrate, such as, most important,
another.
Example Filipinos are very appreciative of arts such as plays,
paintings, music, and literature.

3. COMPARE-CONTRAST: This type of text examines the similarities and differences between two or more
people, events, concepts, ideas, etc. It requires the reader to organize the material in such a way as to make
the connections between/ among the items clear and explicit.

Transitions However, unlike, like, by contrast, yet, in

comparison, although, whereas, similar to, different
from, as opposed to, instead of, as well as.
Example Unlike quantitative research, qualitative research uses
descriptive data.
4. CAUSE-EFFECT: This structure presents the causal relationship between a specific event, idea, or concept
and the events, ideas, or concepts that follow. Typically, the cause(s) comes before the effect(s). However,
it’s possible for the effect(s) to be outlined in the text and then connected to the cause(s).

Transitions Consequently, therefore, as a result, thereby, leads to, because of, in

order to, for these reasons, thus, if-then, may
be due to.
Example Everyone followed health protocols. As a result,
the
pandemic was gradually eradicated.

5. PROBLEM-SOLUTION: This type of structure sets up a problem or problems, explains the solution, and
then discusses the effects of the solution.

Transitions The problem is, the difficulty is, it is possible to, if-then,
one challenge is, therefore.
Example The problem that we are facing is the lack of self-discipline
of the society.

Reading an academic text is challenging; more so, if we asked to identify text structures. Therefore,
this module discussed that using graphic charts/organizers helps you to identify the structures of an
academic text and comprehend the text you’re reading. Sample charts are shown below.

Awesome! You are really working hard today. Keep working on it. You have already mastered the different
structures of an academic text. So now, gather yourself and get ready to answer the following activities for
you!
 LESSON 3

VARIOUS TECHNIQUES IN
SUMMARIZING A VARIETY OF
ACADEMIC TEXTS

BRIEF INTRODUCTION
What is Summarizing?

According to Buckley (2004), in her popular writing text Fit to Print, summarizing is reducing text to
one-third or one-quarter its original size, clearly articulating the author’s meaning, and retaining main
ideas.
According to Diane Hacker (2008), in A Canadian Writer’s Reference, explains that
summarizing involves stating a work’s thesis and main ideas “simply, briefly, and accurately”.
From dictionaries, it is defined as taking a lot of information and creating a condensed version
that covers the main points; and to express the most important facts or ideas about something or
someone in a short and clear form.

reducing text clearly “simply, briefly, and accurately”.

articulating thesis condensed version
main ideas most important facts or ideas
short and clear form.

From the definitions, take a look on the pool of words and phrases

Various techniques in summarizing a variety of academic texts

1. Read the work first to understand the author’s intent. This is a crucial step because an
incomplete reading could lead to an inaccurate summary. Note: an inaccurate summary is
plagiarism!

2. One of the summarization techniques you can do is to present information through facts, skills
and concept in visual formats. You can provide the cause and effects charts, time lines, and
Venn diagrams, templates for outlines, use flow charts or infographics.

3. To avoid difficulty, you need first to know the main points and the supporting details. You can
exclude any illustrations, examples or explanations.

4. You need to analyze the text to save time in thinking what you will do.

5. Think what information you will put in your summary. Be sure to cover the main points and
 arguments of the document.

6. One of the best things to do in auto summarizing is restating the words into different one. You
should avoid using the original words of the author instead; use your own vocabulary but be
sure to retain the information.

7. You will fully understand what the document is when you organize all ideas.

8. One of the things you can do is to write down all information in a coherent and precise form.
Keep in mind that a summary is a condensed version of the original paper, so avoid making it
long.

9. You can also decide to represent information through using dimensional constructions in
representing concepts, skills or facts.

10. Paraphrasing is one of the skills you can do in writing a summary. With it, do not use the same
words with the author.

With the tips above, you will no longer worry whenever you need to summarize because it is
your one stop solution to having a fantastic summary that offer nice details to readers. Follow the tips
and you will not make mistakes.

Here’s how you start writing your summary.

Example 1:

Japanese Rail Tunnel

Due to an increase in traffic between the various island which make up Japan, and predictions
of a continuing growth in train travel, a rail tunnel was built to connect the islands of Honshu and
Hokkaido. The Seikan Tunnel in Japan is today the longest tunnel in the world, with a length of almost
54km. When the tunnel was opened in 1988, all existing trains went through it. However, newer
Japanese bullet trains have never used the tunnel because of the cost of extending the high speed line
through it. Consequently, the train journey from Tokyo to Sapporo still takes about ten hours. In
contrast, the journey by air takes only three and a half hours. This has combined with the fall in the cost
of flying, has meant that more people travel by plane than train and the tunnel is not used as much as
forecasters had predicted.

• Increase in traffic
• connect Islands (Honshu & Hokkaido )
• Predictions and continuing growth
• The longest rail tunnel
• opened 1988
• 54km
• Opened in 1988
• Bullet trains
 • Never used tunnel
• Fall in the cost of flying
• Not used as much as forecasters predicted

Summary
The longest railway tunnel in the world links the islands of Honshu & Hokkaido.
This 54km tunnel was inaugurated in 1988 to deal with the predicted increase in rail traffic.
However, the fall in the cost of flying and the fact that high speed trains cannot use the
tunnel have resulted in the tunnel being less widely used than expected.

Example 2
The Sydney Opera House

The Sydney Opera House is one of the most famous architectural wonders of the modern world.
Instantly recognizable both for its roof shells and its impressive location in Sydney harbor, it has
become one of the best known images of Australia. Situated close to Sydney Harbor Bridge, this large
performing arts center was started in 1959 and completed in 1973. After a competition to choose the
design, the Danish architect Jorn Utzon was chosen. The Opera House includes five theatres, five
rehearsal studios, two main halls, four restaurants, six bars, and several shops. The construction of the
Opera House was fairly controversial as the final cost of the building was much higher than predicted. It
was expected to cost $7 million, but in fact, the final cost was $102 million. This was due to difficult
weather conditions, problems with structural design, and changes to contract. The remarkable roof
shells were also difficult to construct. Furthermore, the construction too longer than planned.
Completion of the building was initially expected in four years, in 1963. Unfortunately, because of the
many problems and changes which were necessary in the design, the building was not completed until
ten years later, in 1973.It was inaugurated by Queen Elizabeth 2 on 20th October 1973, and millions of
people attended the ceremony. The event was televised, and included a fireworks display and classical
music performance.
• Most famous architectural wonders of the modern world
• Recognizable both for its roof shells
• Location in Sydney harbor
• Performing arts center
• Started in 1959 and completed in 1973
• Competition: The Danish architect Jorn Utzon
• Five theatres, five rehearsal studios, two main halls, four restaurants, six bars, and
several shops.
• Controversial: expected $7 million / the final cost $102
• Difficult weather conditions, problems with structural design, and changes to
contract.
• Inaugurated by Queen Elizabeth 2 on 20th October 1973
 Summary
The Sydney Opera house, has been described as ‘one of the wonders of the
modern world’, is located in Sydney Harbour, Australia. Designed by Danish Architect,
Jorn Utzo, this large performing art centre with numerous theatres, restaurants and
other facilities, took fourteen years to build at a cost of over
$100 million. The construction was seen as controversial as it was estimated to only
cost $7 million but adverse weather, design difficulties and contractual problems made
expenses spiral out of control. It was inaugurated by Queen Elizabeth II in 1973 at a
ceremony televised to the world.
Adapted from Philpot, S & Curnick, L. 2011. Headway Academic Skills, Level 3. OUP

Another 5 Easy Techniques in Summarizing Various Academic Texts

Technique 1: Somebody Wanted But So Then

“Somebody Wanted But So Then” is an excellent summarizing strategy for stories. Each word
represents a key question related to the story's essential elements:

• Somebody: Who is the story about?

• Wanted: What does the main charter want?
• But: Identify a problem that the main character encountered.
• So: How does the main character solve the problem?
• Then: Tell how the story ends.

Here is an example of this strategy in action:

• Somebody: Little Red Riding Hood

• Wanted: She wanted to take cookies to her sick grandmother.

• But: She encountered a wolf pretending to be her grandmother.
• So: She ran away, crying for help.
• Then: A woodsman heard her and saved her from the wolf.
After answering the questions, combine the answers to form a summary:

Little Red Riding Hood wanted to take cookies to her sick grandmother, but she encountered a
wolf. He got to her grandmother’s house first and pretended to be the old woman. He was going to eat
Little Red Riding Hood, but she realized what he was doing and ran away, crying for help. A woodsman
heard the girl’s cries and saved her from the wolf.

Technique 2: SAAC Method

The SAAC method is another useful technique for summarizing any kind of text (story, article,
speech, etc). SAAC is an acronym for "State, Assign, Action, Complete." Each word in the acronym
refers to a specific element that should be included in the summary.

• State: name of the article, book, or story

 • Assign: the name of the author
• Action: what the author is doing (example: tells, explains)
• Complete: complete the sentence or summary with keywords and important details

This method is particularly helpful for students who are learning the format of a summary and
need reminders to include the title and author's name. However, SAAC does not include clear guidance
about which details to include, which some students might find tricky. If you use SAAC with your
students, remind them of the types of details that belong in a summary before instructing them to work
independently.

Here is an example of SAAC in action:

• State: The Boy Who Cried Wolf

• Assign: Aesop (a Greek storyteller)
• Action: tells
• Complete: what happens when a shepherd boy repeatedly lies to the villagers about seeing a
wolf

Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf" in complete
sentences:

The Boy Who Cried Wolf, by Aesop (a Greek storyteller), tells what happens when a shepherd
boy repeatedly lies to the villagers about seeing a wolf. After a while, they ignore his false cries. Then,
when a wolf really does attack, they don’t come to help him.

Technique 3: 5 W's, 1 H

The 5 W's, 1 H 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.

• Who is the story about?

• What did they do?
• When did the action take place?
• Where did the story happen?
• Why did the main character do what he/she did?
• How did the main character do what he/she did?
Try this technique with a familiar fable such as "The Tortoise and the Hare."

• Who? The tortoise

• What? He raced a quick, boastful hare and won.
• When? When isn’t specified in this story, so it’s not important in this case.
• Where? An old country road
• Why? The tortoise was tired of hearing the hare boast about his speed.
• How? The tortoise kept up his slow but steady pace.
 Then, use the answers to the 5 W's and 1 H to write a summary of in complete sentences.

Tortoise got tired of listening to Hare boast about how fast he was, so he challenged Hare to a
race. Even though he was slower than Hare, Tortoise won by keeping up his slow and steady pace
when Hare stopped to take a nap.

Technique 4: First, Then, Finally

The "First Then Finally" technique helps students summarize events in chronological order. The
three words represent the beginning, main action, and conclusion of a story, respectively:

• First. What happened first? Include the main character and main event/action.
• Then. What key details took place during the event/action?

• Finally, What were the results of the event/action?

Here is an example using "Goldilocks and the Three Bears."

First, Goldilocks entered the bears' home while they were gone. Then, she ate their food, sat in their
chairs, and slept in their beds. Finally, she woke up to find the bears watching her, so she jumped up
and ran away.

Technique 5: 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. To introduce the gist method, explain that
summarizing is just like giving a friend the gist of a story, and have your students tell each other about
their favorite books or movies in 15 seconds or less. You can use the gist method as a fun, quick way to
practice summarizing on a regular basis.

Great! You are now ready for our activities. You can perform the following activities through
collaborating with a partner. You can first answer the activities individually then just communicate the
results after.
 LESSON 4

THESIS STATEMENT OF
AN ACADEMIC TEXT
What is thesis statement?

• It is a statement that summarizes your topic and declares your

position on it.
• tells the reader how you will interpret the significance of the
subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader
what to expect from the rest of the paper.
• It is the central idea of a multiple-paragraph composition. It is one
sentence summary that guides, controls and unifies ideas when writing a
paper. In simple terms, all the other ideas present in an easy revolve
around the thesis statement.
• It focuses your ideas into one or two sentences. It should present the topic
of your paper and also make a comment about your position in relation to
the topic. Your thesis statement should tell your reader what the paper is
about and also help guide your writing and keep your argument focused.

Locating Explicit and Implicit Thesis Statements

• In academic writing, the thesis is often explicit: it is included as a

sentence as part of the text. It might be near the beginning of the work,
but not always–some types of academic writing leave the thesis until the
conclusion.
• Journalism and reporting also rely on explicit thesis statements that
appear very early in the piece–the first paragraph or even the first
sentence.
• Works of literature, on the other hand, usually do not contain a specific
sentence that sums up the core concept of the writing. However, readers
should finish the piece with a good understanding of what the work was trying
to convey. This is what’s called an implicit thesis statement: the primary point
of the reading is conveyed indirectly, in multiple locations throughout the work.
(In literature, this is also referred to as the theme of the work.)
• However, academic writing sometimes relies on implicit thesis
statements, as well.

Four 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 -- in order to establish your position and give your reader
a sense of direction.

Tips on how to write a successful thesis statement

• Avoid burying a great thesis statement in the middle of a paragraph or late in
 the paper.
• Be as 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 specific thesis statement

• Are there two large statements connected loosely 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 the 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 "meat" of it. Being
specific in your paper will be much more successful than writing about general things
that do not say much. Don't settle for three pages of just skimming the surface.

The opposite of a focused, narrow, crisp thesis is a broad, sprawling, superficial

thesis. Compare this original thesis (too general) with three possible revisions (more
focused, each presenting a different approach to the same topic):

• Original thesis:
There are serious objections to today's horror movies.

Revised theses:

Because modern cinematic techniques have allowed filmmakers to get more

graphic, horror flicks have desensitized young American viewers to violence.

The pornographic violence in "bloodbath" slasher movies degrades both men

and women.

Today's slasher movies fail to deliver the emotional catharsis that 1930s
horror films did.

4. Is your thesis statement clear?

Your thesis statement is no exception to your writing: it needs to be as clear as

possible. By being as clear as possible in your thesis statement, you will make sure
that your reader understands exactly what you mean.

Tips on how to write clear thesis statement

 Unless you're writing a technical report, avoid technical language. Always avoid
jargon, unless you are confident your audience will be familiar with it.
• Avoid vague words such as "interesting,” "negative," "exciting,” "unusual," and
"difficult."
• Avoid abstract words such as "society," “values,” or “culture.”

These words tell the reader next to nothing if you do not carefully explain what
you mean by them. Never assume that the meaning of a sentence is obvious. Check to
see if you need to define your terms (” socialism," "conventional," "commercialism,"
"society"), and then decide on the most appropriate place to do so. Do not assume, for
example, that you have the same understanding of what “society” means as your reader.
To avoid misunderstandings, be as specific as possible.

Now that we are clear on what a thesis statement is and how it can be used, we are going to
take some examples of strong and effective thesis statements. This will give you a better idea on what they
should contain and how they function within an essay.
Compare the original thesis (not specific and clear enough) with the revised
version (much more specific and clear):

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 a fierce
and cold-blooded killer.

Original: "is, are, was, to be" or "to do, to make"

Revised: any great action verb you can concoct: "to generate," "to demolish," "to
batter," "to revolt," "to discover," "to flip," "to signify," "to endure..."

Use your own words in thesis statements; 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.

A well-crafted thesis statement reflects well-crafted ideas. It signals a writer who has
intelligence, commitment, and enthusiasm.

Note:
A thesis statement is made up from one or two sentences and gives the author the chance to
tell the reader what the essay is going to be about as well as their stance on the topic. Remember that the
statement should be clear and concise and should always tie in with the body paragraphs of the essay.
 LESSON 5

OUTLINING

WHAT IS IT

What is Outlining?

Outlining is a tool we use in the writing process to help organize our ideas,
visualize our paper's potential structure, and to further flesh out and develop points. It
allows the writer to understand how he or she will connect information to support the
thesis statement and the claims of the paper.

It is a helpful guide in organizing your paper. Outlines give a visual structure to

your work and are used to show relationships and hierarchies within your content.

To outline, you must create a linear, organized plan for your paper that shows the
main ideas that you will discuss as well as their relationships within the paper.
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.

Use 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.

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.
• All items of one kind (roman numerals, capital letters, Arabic numerals) should
line up with each other.
• Capitalize the first letter of each item.
• 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

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

Example Sentence Outline

The following outline is for a 5-7-page paper discussing the link between
educational attainment and health. Review the other sections of this page for more detailed
information about each component of this outline!

I. Introduction

A. Current Problem: Educational attainment rates are decreasing in the

United States while healthcare costs are increasing.

B. Population/Area of Focus: Unskilled or low-skilled adult workers

C. Key Terms: healthy, well-educated

Thesis Statement: Because of their income deficit (cite sources) and general susceptibility
to depression (cite sources), students who drop out of high school before graduation
maintain a higher risk for physical and mental health problems later in life.

II. Background

A. Historical Employment Overview: Unskilled laborers in the past were

frequently unionized and adequately compensated for their work (cite
sources).
B. Historical Healthcare Overview: Unskilled laborers in the past were often
provided adequate healthcare and benefits (cite sources).
C. Current Link between Education and Employment Type: Increasingly,
uneducated workers work in unskilled or low-skilled jobs (cite sources).
D. Gaps in the Research: Little information exists exploring the health
implications of the current conditions in low-skilled jobs.
III. Major Point 1: Conditions of employment affect workers' physical health.
A. Minor Point 1: Unskilled work environments are correlated highly with
worker injury (cite sources).
B. Minor Point 2: Unskilled work environments rarely provide healthcare or
adequate injury recovery time (cite sources).
IV. Major Point 2: Conditions of employment affect workers' mental health
A. Minor Point 1: Employment in a low-skilled position is highly correlated
with dangerous levels of stress (cite sources).
B. Minor Point 2: Stress is highly correlated with mental health issues (cite
sources).
V. Major Point 3: Physical health and mental health correlate directly with one
another.
A. Minor Point 1: Mental health problems and physical health problems are
highly correlated (cite sources).
B. Minor Point 2: Stress manifests itself in physical form (cite sources)
VI. Major Point 4: People with more financial worries have more stress and worse
physical health.
A. Minor Point 1: Many high-school dropouts face financial problems (cite sources).
B. Minor Point 2: Financial problems are often correlated with unhealthy
lifestyle choices such unhealthy food choices,
overconsumption/abuse of alcohol, chain smoking,
abusive relationships, etc. (cite sources).
VII. Conclusion
A. Restatement of Thesis: Students who drop out of high school are at a higher risk
for both mental and physical health problems throughout their
lives.
B. Next Steps: Society needs educational advocates; educators need to be aware of
this situation and strive for student retention in order to
promote healthy lifestyles and warn students of the risks
associated with dropping out of school.
Example of Topic Outline
Several aspects must be considered in writing a topic outline.
1. Recall that all headings and subheadings must be words or phrases, not sentences.
2. Also, the wording within each division must be parallel.
3. Finally, as in any outline, remember that a division or subdivision cannot be divided
into one part; therefore, if there is an "A" there must be a "B," and if there is a "1" there
must be a "2."
I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age
II. Economic Problems
A. Child Support
B. Women's Job Training
C. Lower Standard of Living
D. Possible Relocation
1. Poorer Neighborhood
2. New School
III. Peer Problems
A. Loss of Friends
B. Relationships with Dates
 LESSON 6
CRITICAL APPROACHES IN WRITING A CRITIQUE

BRIEF DISCUSSION
A critique is a formal analysis and evaluation of a text, production or performance. It is a careful
analysis of an argument to determine what is said, how well the points are made what issues are overlooked,
what implications are drawn from such observations and what assumptions underlie the argument.
Critique is a systematic, yet personal response and evaluation of what you read. It shows whether or
not the author provided reasonable arguments and facts for their main points.

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
detailed evaluation. The purpose of an evaluation is to gauge the usefulness or impact of a work in a particular
field.

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 issue or context.

Let’s take a look at the main parts of a critique. Some tips in writing each part are also included.

Introduction. The introduction is how to start a critique paper. It launches the critique,
setting the stage for your analysis.
• Provide the reader with brief synopsis of the main points of the work you are
critiquing, which will be followed by a careful analysis.
• State your general opinion of the work, as this will act as your thesis statement.
Identify and use a thesis that is controversial.
Body. The body contains the supporting paragraphs. This is where you will provide the facts
that prove your main idea and support your thesis.
• Every paragraph must focus on a precise concept that is present in the work and your job is to
include arguments to support or disprove the concept. Concrete evidence is required.
• Write in a third-person and ensures the reader is presented with an objective
analysis.
• Do not back up one opinion with another opinion.
• Remember that your purpose is to provide the reader with an understanding of
a particular piece of literature or other work from your point of view. Be as
 specific, as possible.

Conclusion. The conclusion reasserts your overall general opinion of the ideas presented in the text and ensures
there’s no doubt in the reader’s mind as to what you believe and why.
• Summarizes the analysis you provided in the body of the critique.
• Summarize the primary reasons you provided the analysis.
• Provide recommendations on how the work you critiqued can be improved.

APPROACHES IN WRITING A CRITIQUE

1. FORMALISM. It claims that literary works contain intrinsic properties and treat each work as a distinct
work of art. It posits the key to understanding a text is through the text itself: the historical context, the author,
or any other external contexts are not necessary in interpreting the meaning. The common aspects looked into
formalism are the following:
• Central passage that sums up the entirety of the work.
• Relationship of the form and the content.
• Use of imagery to develop the symbols in the work.
• Interconnectedness of various parts of the work paradox, ambiguity and irony in the work
• Unity in the work
• Contribution of parts and the work as a whole to its aesthetic quality.
• Author’s techniques in resolving contradictions within the work.
2. FEMINISM. It focuses on how literature presents women as subjects of socio-political, psychological, and
economic oppression. It also reveals how aspects of our culture are patriarchal, i.e., how our culture views men
as superior and women as inferior. The common aspects looked into when using feminism are the following:
• How patriarchal ideology is an overpowering presence.
• How culture determines gender
• How gender issues are presented in literary works and other aspects of human production and daily
life
• How gender equality is presented in the text.
3. READER-RESPONSE CRITICISM. It is concerned with the reviewer’s reaction as an audience of a
work. This approach claims that the reader’s role cannot be separated from understanding of the work; a text
does not have a meaning until the reader reads it and interprets it. Readers are therefore not passive and distant
but are active consumers of the material presented to them. The common aspects looked into reader-response
criticism are the following:
• The impact of the reader’s delivery of sounds and visuals on enhancing and changing meaning.
• Interaction between the reader and the text in creating meaning.
4. MARXIST CRITICISM. It concerned with differences between economic classes and implications of a
capitalist system, such as the continuing conflicts between the working class and the elite. Hence, it attempts to
reveal that the ultimate source of people’s experience is the socioeconomic system. The common aspects looked
into Marxist criticism are the following:
• Social class of the characters
• Social class of the writer/creator
• Social class as represented in the work
• Conflicts and interactions between economic classes
5. SOCIOLOGICAL CRITICISM. It argues that social context must be taken into consideration when
analyzing a text.
• Focuses on man’s relationship to others in society, politics, religion, and business.
• Focuses on the beliefs and values of society and how they are reflected in a tex.
6. STRUCTURALISM. It focused on how human behavior is determined by social, cultural and
psychological structures. It tended to offer a single unified approach to human life that would embrace all
disciplines. The essence of structuralism is the belief that “things cannot be understood in isolation, they have to
be seen in the context of larger structures which contain them. For example, the structuralist analysis of
Donne’s poem, Good Morrow, demands more focus on the relevant genre, the concept of courtly love, rather
than on the close reading of the formal elements of the text.
7. GENDER CRITICISM. This approach “examines how sexual identity influences the creation and
reception of literary works.” Originally an offshoot of feminist movements, gender criticism today includes a
number of approaches, including the so-called “masculinist” approach recently advocated by poet Robert Bly.
The bulk of gender criticism, however, is feminist and takes as a central precept that the patriarchal attitudes
that have dominated western thought have resulted, consciously or unconsciously, in literature “full of
unexamined ‘male-produced’ assumptions.”
8. HISTORICAL. This approach “seeks to understand a literary work by investigating the social, cultural, and
intellectual context that produced it—a context that necessarily includes the artist’s biography and milieu.” A
key goal for historical critics is to understand the effect of a literary work upon its original readers.
 LESSON 7
OBJECTIVE/BALANCED REVIEW OR CRITIQUE OF A WORK OF ART,
AN EVENT OR A PROGRAM

BRIEF DISCUSSION
An objective criticism 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.

There are 4 levels of formal analysis, which you can use to explain a work of art:
1. DESCRIPTION. Pure description of the object without value judgments. It answers the question, “what
do you see?”. The various elements that constitute a description include:
• Form of art
• Medium of work
• Size and scale of work
• Elements of general shapes and the relationship between shapes
• Texture of surface and the context of object
2. ANALYSIS. Determining what the feature suggest and deciding why the artist used such features to
convey specific ideas. It answers the question “ how did the artist do it”? The various elements
constitute the analysis include:
• Your perception of balance, proportion and scale and your emotion
• Effect of particular medium used
• Discussion of how elements or structural system contribute to appearance of image or function
• Selection of most distinctive features or characteristics
• Analysis of the principles of design or composition
• Determination of subject matter through naming iconographic elements
3. INTERPRETATION. Establishing the broader context. It answers the question “why the artist created it
and what does it mean?”. The various elements that constitute interpretation includes:
• Evidence
• Interpretative statement
• Main idea
• Overall meaning of the work
4. JUDGMENT. Judging a piece of work means giving it rank in relation to other work and considering the
important aspect of the visual arts which is the originality. Here are some points that will help you write
the review.
• Is it a good artwork?
• What criteria do you think are most appropriate for judging the artwork?
• What evidence inside or outside the artwork relates to each criterion?
• Based on the criteria and evidence, what is your judgment about the quality of the artwork?
ART CRITIQUE TIPS
1. Don’t focus too much on description or decoding the hidden meaning behind the artwork. Its better
to find a balance between all four elements of a critique.
 2. Focus on many different visual aspects of the object you’re discussing. This will make your analysis
varied and more complete.
3. If possible, visit the gallery or an exhibition to see the artwork for yourself. It can be especially
helpful if you’re writing about a sculpture.
4. You can use the artist’s interpretation of their work in your essay but leave room for your own ideas!
5. Once finished, read your critiqued aloud. Then, read any of the critique papers from a magazine.
You can use it as a sample. Think of can be added to your assignment to make it better.
6. Don’t forget to check your paper for grammar, spelling and punctuation marks.
7. Art critique writing should embody all your creativity, experience and knowledge.
Art Critique Example

https://sites.google.com/a/pgcps.org/nicholas-orem-art/
Description:
The painting shows a group of people standing around a beach or lake. The clothes that the people are wearing
are an older style. The skirts the women are wearing are large, and some of the men are wearing top hats. A
man is sitting on the front left side wearing a baseball hat and a sleeveless shirt. There is a woman and a man on
the right side, who are standing in the shade, with some animals around them, including a dog. There are a
number of people sitting around and looking at the water. Some of the women have umbrellas, although it is
not raining. Some of the people are in the shade.

Analyze:
The painting shows a contrast of light and dark colors. The artist creates space by having the beach and people
go back in the painting. There are no real lines in the painting because it is painted in a pointilist style. The
artist shows texture in the dresses and on the grass.
The artist uses different color values for the clothes and on the grass to show the difference between the shaded
area and sunny area. the painting shows a realistic scene.
Interpretation:
I think that the painting is about people gathering around outside on a nice day and looking at the water. Maybe
they are all there on a weekend day. There are lots of people in the picture, some are sitting down and maybe
having a picnic. There are some boats in the distance on the water and maybe the they are watching a boat race.
Judgement:
I think that this is a good painting because the artist uses a different style to create the image and uses a lot of
different colors. The contrast between the shaded area and the light area shows that it is a sunny day. The artist
uses different colors and values and creates a unique texture through his style of painting.