Academic Text
> Text is defined in linguistics as "a stretch of language which
is perceived as a purposeful connected whole.”
> A text may be spoken or written, produced by one person
or more, and is created by text-internal cohesion and text-
external coherence.
> Moreover, a text is not a grammatical unit, but "a product
of communication or piece of language whose shape is
motivated by its semantic purposes and pragmatic roles
(Collins & Hollo, 2000)."
> An academic text, therefore, is a product of
communication or piece of language used for academic
purposes or in relation to academic courses (subjects).
FEATURES OF ACADEMIC TEXTS
> Precision – facts and figures are given precisely.
> Explicitness – academic writing is explicit about the
relationships in the text.
• It is the responsibility of the writer in English to make it
clear to the reader how the various parts of the text are
related.
• These connections can be made explicit by the use of
different signal words.
Responsibility – you must be responsible for, and must be
able to provide evidence and justification for, any claims you
make.
• You are also responsible for demonstrating an
understanding of any source texts you use.
Organization – academic writing is well-organized. It flows
easily from one section to the next in a logical fashion
Planning – it usually takes place after research and
evaluation, according to a specific purpose and plan.
ACADEMIC LANGUAGE
> more formal than everyday language
> its major purposes are to explain
> analyze knowledge from theories and/or research findings
> to persuade readers that your analysis about the
theoretical knowledge and/or the research findings is
reasonable or justifiable.
> The tone of academic language is usually formal, meaning
that it should not sound conversational or casual.
• You should particularly avoid using colloquialisms, idioms,
slang, phrasal verbs or journalistic expressions because they
are often imprecise, leading to misinterpretation.
> Another feature of academic language is objectivity.
- This means it is unbiased, based on facts and evidence and
is not influenced by personal feelings.
- When personal beliefs or emotions influence your writing,
it is subjective and thus less convincing.
NOTE:
Academic language is often impersonal. This means you do
not have to refer to yourself as the performer of actions.
LANGUAGE USED IN ACADEMIC TEXTS
KINDS OF JARGON
• Medicalese - Language of doctors; terms used in the field
of medicine. (Osteoporosis, scoliosis, leukemia)
• Legalese - Language of lawyers; terms used in the field law.
(Rhinoplasty, Criminologist, penology)
• Journalese - Language of journalists; terms used in the field
or journalism/newspapering (headline, banner, editorializing)
• Commercialese/Mercantilese - Language of businessmen/
terms used in the field of commerce and industry. (revenue..)
• Technicalese - Language of technocrats;term used in the
field of science and technology (solar energy, electron)
• Diplomatese - Language of diplomants; terms used int the
field of foreign service (courtesy call, diplomatics corps)
• Teacherese - Language of teachers; terms used in the field
of education (assessment, class performance)
• Motherese - Language of mothers; terms used in parenting
(baby talk, breast-feeding, feeding bottles)
• Telegraphese - Language of texters; terms used in
telegraphy/texting (ur, emo, low batt, sms, WiFi)
• Computerese - Language of computer specialist; terms
used in information technology (debugging, love bugging)
DISCIPLINE
> It is defined by the Oxford English Dictionary as a branch or
learning or scholarly instruction.
READING IN SCIENCE
• Comprehension of scientific texts also often requires
mathematical literacy or an ability to understand what
mathematical tables and figures convey.
• Many scientific texts also require visual literacy, using
diagrams, drawings, photographs and maps to convey
meanings. (Lee & Spratley, 2010).
Remember: Reading in the field of science is extensive in
nature.
> Thus, you must have a good foundation of general science
before one can fully understand readings of the specific
branches of science.
READING IN HISTORY
In examining primary source documents, historians as
themselves:
• The text is examined by focusing on the word choice and
what information is included and excluded.
NOTE: HISTORIANS SEEK CORROBORATION ACROSS
MULTIPLE SOURCES.
They assume such texts have subtexts that reflect the:
• access to the experiences about which they write
• how the text is organized to appeal to what audience
• authors’ point of view
> In reading a work of history, the place to begin is to seek
out the author’s main points—to find out what the author is
trying to tell you.
> One must rely on the distinction between fact and
interpretation.
✓ Understanding the rhetorical tools that authors employ in
narratives (fictional, autobiographical or semi-
autobiographical, biographical) is necessary to understand a
range of warrantable interpretations of complex literary
works (Scholes, 1985).
✓ We say warrantable interpretations because literature
invites multiple points of view (Jacquenod, 1987; in Lee &
Spratley, 2010).
> What is specific to this discipline is the nature of what
counts as evidence and what kinds of questions are valued
(Applebee, et al., 2000).
> Evaluation of such works also requires, in an ideal sense,
that you understand how the author goes about shaping an
imaginary world (Lee & Spratley, 2010).
READING IN MATHEMATICS
✓ Research has shown that mathematics texts contain more
concepts per sentence and paragraph than any other type of
text.
✓They are written in a very compact style; each sentence
contains a lot of information, with little redundancy.
✓ There may also be graphics that must be understood for
the text to make sense; these may sometimes include
information that is intended to add to the comprehension of
a problem but instead may be distracting.
✓ The text can contain words as well as numeric and non-
numeric symbols to decode.
NOTE: You have to visualize the problem’s context and then
apply strategies that they think will lead to a solution, using
the appropriate data from the problem statement (Metsisto,
2005).
Structures of Academic Texts
> Academic texts may come in the form of minor
grammatical units such as words, phrases, clauses, and
sentences. Moreover, they may come in the form of major
grammatical units such as paragraphs and compositions.
> A paragraph is a set of related sentences having only one
idea embodied in a topic sentence. It consists of a topic
sentence and a supporting sentence or sentences.
• Topic Sentence - The sentence that contains the thesis or
main idea of a paragraph.
• Supporting Sentence - The sentence that develops or
supports the thesis or main idea of a paragraph.
✓Paragraphs are presented in different ways. Some
paragraphs have the topic sentence stated in the beginning.
Others have it stated in the end. The placement of the topic
sentences determines the patterns of developing paragraphs
Patterns of Paragraph Development
• Deductive Pattern - A paragraph whose topic sentence is
stated in the beginning
• Inductive Pattern - A paragraph whose topic sentence is
stated in the end.
• Deductive- Inductive Pattern - A paragraph whose topic
sentence is stated in the beginning and restated in the end.
• Inductive Deductive Pattern - A paragraph whose topic
sentence is stated in the middle.
• Hinted Pattern - A paragraph whose topic sentence is not
stated, but implied.
Classification of Paragraphs
> Paragraphs are also classified according to function.
> Some serve to introduce the thesis or main idea of the
entire composition.
> Most of them support the thesis.
> A number of them serve to link paragraphs or end the
composition.
> However, those that serve as complete compositions like
most parables and fables are considered independent.
• Independent Paragraph - A paragraph that stands on its
own; it usually serves as a composition perse, having a thesis
of its own.
• Introductory Paragraph - A paragraph that introduces the
thesis (main idea) of the entire composition: it is also called
first, opening, starting, or beginning par.
• Developmental Paragraph - A paragraph that
develops/supports the thesis of the entire composition; it is
also called developing or supporting par.
• Transitional Paragraph - A paragraph that connects two or
more paragraphs, it is also called connecting, linking or
joining paragraphs.
• Concluding Paragraph - A paragraph that serves to end the
entire composition; it is also called closing, ending, finishing,
or last paragraph
Academic Texts as Entire Compositions
> Most academic texts exhibit the IBC format, that is, the
Introduction-Body-Conclusion format shown below.).
> The introductory and concluding paragraphs are written in
any manner presented in Appendix B. However, texts of a
technical nature exhibit the ABC format (Pfeiffer, 1998), that
is, Abstract-Body-Conclusion format also shown below.
> The format follows the principle of good technical writing,
that is, "Tell the reader what you are going to tell him, then
tell him, and then tell him what you have told him." The ABC
or IBC format can also be translated to the PRV (Preview-
View-Review) format.
> Thus, the writer tells the reader in the preview or
introduction, then tells him in the view or body, and then
tells him again in the review or conclusion.
• Abstract • Introduction
• Body • Body
• Conclusion • Conclusion
Language Used in Academic Texts
> Ordinarily, the language used in writing academic texts
such as those in language and social science courses is the
language used by laymen. However, among the natural
sciences and technical fields, a language specific to that
discipline is used; such language is called jargon, the language
of a certain profession or occupation.
Thesis Statements and Forms of Discourse
> Every composition has a controlling idea in the form of a
declarative sentence. Such idea is called a thesis statement.
More often than not, a thesis statement is conceptualized
and written before a discourse is spoken or written.
> Discourse is defined in linguistics as "any stretch of
language larger than a sentence, whether spoken or written,
and having a logically consistent and unified structure (e.g., a
book, a glossary entry, a lecture, or a speech. The term is
often used as an equivalent of text (Collins & Hollo, 2000)."
> Discourse is classified under any of the four forms-
exposition, description, narration, and argumentation, based
on the purpose of the language producer (speaker or writer).
He has only one intent or purpose; if his purpose is to tell a
story, his speech or writing is narrative, and not descriptive,
argumentative, nor expository.
 Forms of Discourse Alphanumeric and Decimal Systems of Outlining
• Exposition - A form of discourse that serves to explain or > Outlines are classified into topic, sentence, and paragraph
inform; it appeals to the intellect outlines. The three types of outlines primarily differ based on
• Description - A form of discourse that serves to describe or the structures used as entries.
state the qualities or characteristics of something someone, it > Topic outlines have words and phrases as entries, whereas
appeals to the senses sentence and paragraph outlines have sentences.
• Narration - A form of discourse that serves to narrate or tell > The last type, however, has topic sentences containing the
a story, it appeals to the emotions main ideas of the paragraphs in the composition.
• Argumentation - A form of discourse that serves to argue Classification of Outlines
(to cite reasons for or against a proposition) or to persuade Point of Contrast Topic Outline Sentence Outline Paragraph Outline
Entries Words, phrases, sentences Topic sentences
(to let the audience change his mind [to convince] and/or clauses
take an action [to actuate]) Number of Levels 4-6 2-4 1
Mechanics No period at the Period mark the Period mark the
end of entries end of entries end of entries
Summarizing and Paraphrasing Academic Texts Application Used for long or Used for short Used for short
> Summarizing is writing a condensed or shorter version of short composition composition composition
Parallelism Parallelism of Parallelism of Parallelism not
the original material; it is simply putting together all the words, phrases, or coordinate essential
important ideas contained in the original material. clauses of sentences
coordinate heads
> On the other hand, paraphrasing is writing a "new" version
of the original material; it is restating all ideas contained in
the original material such that the original and the Definition of Reaction Paper
paraphrased materials are substantially similar but > According to WikiHow, It is a reaction or response paper
structurally different. requires the writer to analyze a text, and then develop
Paraphrase commentary related to it.
Points of Contrast Summary or Precis Paraphrase > It is a popular academic assignment because it requires
Length Shorter than the original Almost the same of the original thought reading research and writing.
material material
Idea Similar to the original material; Similar to original material;
> As the term suggests, a reaction paper is a written
however, only the main ideas moreover, both the main and discourse which expresses the writer’s reaction to a certain
are included subordinate ideas are included
piece of writing or a response to an event, incident, program,
Wordings Different from orignal material Different from orignal material
Procedures 1. Read the selected original 1. Read the selected original project, etc.
material carefully. material carefully in order to Facts, Opinions, and Claims
2. Reread the selection. under- stand its full and exact
3. Write the summary as a meaning
> A reader is bombarded with ideas as he reads an article or
whole unit of composition. 2. Write the paraphrase in your text.
4. Do not use too many words. own words.
5. Follow the order of the 3. Restate the ideas of the
• A good reader is able to classify ideas encountered through
original selection. original entirely. reading into facts and opinions.
6. Compare your summary with 4. Do not add personal views or • A fact is a truth, a reality, or a thing that exists or existed
the original selection. reactions to the ideas in the
7. After doing the comparison, original selection. whereas an opinion is a person’s view, appraisal, or judgment
revise your summary if there is 5. Compare your para- phrase about, or attitude toward a certain thing.
a need for additions and/or with the original selection.
omissions. 6. After doing the comparison,
• Truly, one of his tasks is to distinguish between facts and
8. Remember that a good revise your paraphrase if there opinions.
summary is grammatically is a need for additions and/or
correct. omissions.
> Another task of a reader is to criticize what he reads. To
7. Remember that a good criticize is to analyze and evaluate, to judge the merits and
paraphrase is grammatically the demerits of the reading material.
correct.
• Thus, a critical reader formulates evaluative statements
Outlining Academic Texts
after he has carefully and thoroughly read the material.
> Writing is a process consisting of three stages-pre-writing,
These statements come in these forms:
writing, and post-writing.
1. Claims or assertions about the content and properties of
> One of the steps in the pre-writing stage is organization of
a text read. ‘These textual properties include statements
ideas or outlining.
about the length and complexity of the text, its structure and
> The writer lists down all ideas relevant to the topic, sorts
organization, readership, authorship, the author’s writing
them all into major and minor ones, and creates an outline
style, language, diction, point of view, and similar items.
out of them.
2. Meaningful counterclaims in response to claims made in
> A good writer, whether technical or not, uses an outline to
a text. These include the reader’s claims (fact, policy, and
serve as a skeletal framework for his composition.
value) that counteract the claims made by the author in his
> Materials are well-organized when an outline is made prior
text.
to collecting information or writing the draft.
Sources to Support Claims
> Indeed, an outline helps the writer present his ideas in an
> Evidence to validate assertions and counterclaims can be
orderly fashion.
gathered from primary and secondary sources of information.
There are two systems of outlining.
• Primary sources are those which provide first-hand
• The first is the alphanumeric (number-letter) system which
information to the researcher; these include persons,
makes use of Roman and Hindu-Arabic numbers as well as
organizations, plants and animals, artifacts, documents, and
uppercase and lowercase letters.
the like.
• The second one, the decimal system, makes use of symbols
• On the other hand, secondary sources are those which
that look like decimal numbers.
provide second-hand information to the researcher; these
include books, periodicals (newspapers and magazines),
Internet or online materials, and other sources not included
among the primary sources.
Language Use
> Generally, language use is associated with register, “a term
many linguists use to describe what is also known as “style,”
that is, the variations in language which reflect such factors
of “use” as whether the language used is spoken or written,
formal or informal, everyday or belonging to a particular
occupation. Register varieties are defined according to their
social and occupational origins; for instance, we can speak of
a religious register, a register of advertising, or a formal
register (Collins & Hollo, 2000).”
Registers may be identified and defined in terms of three
Dimensions:
1. Field is the dimension of register which is associated with
occupational varieties, also known as jargons. Broadly
speaking, it refers to the subject matter of the text.
2. Tenor is the dimension of register which is associated with
the participants and their relationship in the communication
Situation. It refers to the social roles filled by the people
taking part and the personal relationships between them.
3. Mode is the dimension of register which is associated the
medium or channel of communication, that is, primarily
spoken or written.
Presenting Views
> The writer of a reaction paper, review, or critique may have
favorable and unfavorable views regarding a literary piece,
book, newspaper or magazine article, film or movie, or
artwork.
> Positive views may be presented ahead of the negative
ones, and vice versa. However, a general view must be
arrived at after weighing the two sets of views. If there is a
preponderance of the positive views, then the overall
impression is favorable. If there is a preponderance of the
negative views, then the overall impression is unfavorable.
Approaches in Writing a Critique
> To appreciate a literary work better, a student should learn
the inventory of approaches to literary study and choose one
that is appropriate to the reading selection.
> Asuncion David-Maramba, in her Book Philippine
Contemporary Literature, offers seven of these approaches.
Among them are cultural approach, formalistic or literary
approach. Historical approach, impressionistic approach,
moral or humanistic approach, psychological approach, and
sociological approach.
• Cultural Approach - A student uses the cultural approach
when he is concerned about the culture of the race or
group described in the selection.
• Formalistic or Literary Approach - A student employs the
formalistic or literary approach when focused on the
structure or form of the reading selection.
• Historical Approach - A student should make use of the
historical approach if the reading selection deals with events
having historical significance. Some written selections are
based on actual happenings; however, writers modify real
occurrences to create fiction. This approach is especially
useful if the selection emphasizes an event having great
importance or influence or impact.
• Impressionistic Approach - A student expresses his
impression of the entire reading selection or of a portion or
element of it, for example, his impression of the protagonist.
• Moral or Humanistic Approach - A student concerned
about morals or the morality of a character or of his acts
studies a reading selection moralistically or humanistically
• Psychological Approach - A student who investigates on
the mental framework of the author as he wrote the reading
selection or on the psychological make-up of one or some of
the characters in the narrative uses the psychological
approach.
• Sociological Approach - A student who is concerned about
societal problems or social relationships as they find
expression in a reading selection uses the sociological
approach.
> Related to these approaches are the different schools of
literary criticism. Opposed to an analysis done by a student
who uses any of the above approaches, a critic does more
than an analysis, he comments positively and/or negatively
on certain aspects of the reading selection. His focus depends
largely on the school of thought chosen by the critic.
There are several schools of thought of literary criticism
(C. John Holcombe, 2007) and they are listed below:
1. Biographical Criticism. A literary critic depends on the life
story of the author in doing his critical analysis.
2. Cognitive Scientific Criticism. A literary critic is guided by
his knowledge of some processes to explain how the
narrative is structured
3. Deconstruction/Deconstructive/Post structuralist
Criticism. Opposed to formalistic or structural criticism, this
criticism involves not the manner by which the reading
selection was formed or constructed Derived from the word
"deconstruct, it begins with the assumption that "the world is
unknowable and that language is unstable, elusive, and
unfaithful" (Pascua and Roque, 2001)
4. Formalist Criticism or New Criticism or Structural Criticism.
A literary critic concerns himself with the form or structure of
the reading selection in doing his critical Analysis.
5. Gender Criticism (Feminist Criticism, LGBT Criticism)
A literary critic comments on the treatment of the female,
gays or lesbians in the reading selection.
6. Historical Criticism. A literary critic deals with the past
events and criticizes the manner by which the events
influenced the reading selection.
7. Impressionistic or Reader-response Criticism. A literary
critic investigates on the positive and negative responses of
the readers to the reading selection holistically or analytically
8. Linguistic Criticism or Rhetorical Criticism. A literary critic
focuses on the etymology or origin of the words by the writer.
He is concerned with the linguistic aspect of the literary text
9. Marxist Criticism. A literary critic centers on the struggles
of the working class to upgrade their living standards.
10. Moral Criticism or Ethical Criticism. A literary critic delves
on moral or ethical issues affecting the reading selection.
11. Myth Theory or Archetypal Criticism. A literary critic
emphasizes the role of archetypes (universal themes, images,
and patterns often occurring in literary works) in the
production of the reading selection.
12. Political Criticism. A literary critic deals with the manner
by which politics, political systems, political parties, and the
like affect the lives of the characters in the story or the
ideology of the writer
13. Psychoanalytic Criticism or Freudian Criticism. Derived 4. Proper Complementation - Coherence through proper
from the word psychoanalysis, this criticism deals with collocation of verbs/verbals and complements.
Sigmund Freud’s concept of fantasies and dreams and how 5. Proper Coordination - Coherence through effective
these affect the psychology of the character in the reading coordination of the following:
selection or of the author of the same selection. Word parallelism – coordinate words are joined
14. Psychological Criticism or Jungian Criticism - allied to the Phrase parallelism – coordinate phrases are joined
psychoanalytic criticism, this criticism deals with Carl Jung’s Clause parallelism – coordinate clause are joined
concept of analysis of the character’s psychology 6. Proper Subordination - coherence through proper
15. Sociological Criticism. A literary critic investigates the collocation of dependent units and subordinators.
way society affects the lives of the characters in the reading
selection CONCRETENESS OR SPECIFICITY
16. Stylistic Criticism. A literary critic is concerned with the Cat - Cheetah, puma, jaguar, lynx, lion, tiger, bobcat, tomcat
manner by which the writer presents his ideas in the reading House - tenement, apartment, condominium, bungalow,
selection. mansion, palace
Attach - clip, paste, glue, staple, nail, tack, tie, tape, band,
Principles of Effective Writing screw, weld manufacturer/producer
ACCURACY Artist - Painter, sculptor, architect, musician, actor, dancer,
• Concord/Agreement Error • Coordination Error designer
• Predication Error • Subordination Error
• Modification Error • Factual Error Clarity or Clearness
• Complementation Error • Organization Error Vague/Ambigous - Flying planes can pose danger
Clear - Flying planes poses dangers. (S-Flying)
BREVITY OR CONCISENESS - Flying planes pose dangers. (S-planes)
1. Redundancies Vague/Ambigous - Breastfeeding babies may be a nuisance.
2. Hiccups Clear - Breastfeeding babies is a nuisance. (S-breastfeeding)
3. Smoothered verbs - Breastfeeding babies are a nuisance. (S-babies)
4. Roundabout or Inflated Construction
5. Deadwood COMPLETENESS
Fragmentary/Incomplete
CONSISTENCY OR UNITY - The children reciting the Lord’s prayer.
• Unity of Idea • Unity of Number - The books which were placed on the shelves.
• Unity of Subject • Unity of Tense - The magazines on the table.
• Unity of Gender • Unity of Voice Complete
• Unity of Person • Unity of Mood - The children are/were reciting the Lord’s Prayer.
- The books which were placed on the shelves were covered
UNITY OF LEVEL OF LANGUAGE with plastic.
Consistency in the use of the following: - The magazines are/were on the table. The magazines on the
> Standard/Formal English-for formal writing and speech table are mine.
Substandard/Informal English-for informal writing and
speech DICTION OR WORD CHOICE
Unity of Purpose - Consistency in the intention or purpose of Denotation and Connotation - Words have both denotative
writing. and connotative meanings.
Note: When a writer is writing an informative article, his only • The denotative meaning of a word is that which is found in
intention is to inform, not to persuade nor to entertain the dictionary. It is also known as the literal meaning of a
word.
COHERENCE • On the other hand, the connotative meaning of a word is
WAYS TO PROVIDE COHERENCE that which is assigned by the writer to a word as it is used in
1. Proper Pronoun Reference - Coherence through avoidance the context of his text. It is also known as the figurative
of the following: meaning of a word
• Multiple reference - the pronoun refers to two or more
antecedents Hyperonyms and Hyponyms
• Absent reference - the pronoun does not refer to any > Words show a genus-species relationship. When a word
antecedent embraces other words, it is a hyperonym (genus or class),
• Wrong reference - the pronoun refers to a wrong that is, a word superior (over or above) to the words it
antecedent embraces.
2. Proper Predication - Coherence through proper > The words embraced are its hyponyms (species).
collocation of subjects and predicates. - For example, the word “animal” includes worms, mollusks,
3. Proper Modification - Coherence through avoidance of the birds, insects, mammals, reptiles, amphibians, and so forth.
following: Thus, it serves as a hyperonym. However, it is one of the
Dangling modifier – modifier describers an absent headword hyponyms of an “organism, which includes not only animals
Misplace modifier – modifier is places far from the headword but also plants, protists, monerans, and so on
Squinting Modifier - modifier describes headword before and
after it Idiomatic Expressions
> An idiomatic expression (idiom in short) is a number of
words which, when taken together.
> Have a meaning different from the individual meanings of
each word.
> It is an expression (a word, a phrase, or a sentence) that
does not mean what it says literally or an expression in the
usage of a language that is peculiar to itself either
grammatically or in having a meaning that cannot be derived
from the conjoined meanings of its elements.
Figures of Speech
> are connotative presentations of words to produce a
literary effect. These are classified into figures of comparison,
contrast, representation or reference, order, omission,
addition, substitution. Repetition, and order.
This classification is presented in the table below.
• Position - An idea, for example, a subject or the main/
principal clause, is emphasized by placing it first or last.
• Proportion - An idea is given greater importance by giving it
a bigger space or proportion.
Note: The idea most emphasized is contained in the longest
paragraph, while the one least emphasize is found in the
shortest paragraph.
• Conversation - An idea is made significant with the use of a
conversation or a dialogue.
• Balance - Ideas are given equal importance by means of a
balanced construction.
• Variation - An idea that is stated or presented in a different
manner is given emphasis.
• Repetition - An idea that is repeated several
times is given emphasis.
• Conciseness - An idea that is stated in a terse or concise
manner, like a pithy saying, is given emphasis
• Climactic Order - Ideas are arranged in their order of
importance such that the least important comes first and the
most important last.
ORDER
• Chronological or Time Order - Order that is based on time,
e.g., from the earliest time to the latest time as in a narrative,
or from the first stage to the last stage as in a process
explanation
• Geographical, Spatial, or Space order - Order that is based
on space (place, location, or position)
• Logical Order - Order that is based on logical reasoning
Irregular verbs→ go, run, set, bring, drink,think
• Deductive Order (exrul) - Logical order that proceeds from
general to particular (from rule to examples)
• Inductive Order (exrul) - Logical order that proceeds from
particular to general (from examples to rule)
• Climactic order - Logical order that proceeds from the least
important world to the most important
• Anticlimactic order - Logical order that proceeds from
the most important to the least important
• Simple to Complex order - Logical order that proceeds
from the simplest to the most complex
• Causal order - Logical order that proceeds either from
cause to effect/s or from effect to cause/s
• Enumerative Order - Order that is usually used in a list or
an enumeration of items
• Alphabetical Order - Enumerative order that proceeds from
A to Z of the English alphabet
• Numerical Order - Enumerative order that proceeds from
one to infinity or vice versa. May be ascending or descending.
DEFINITION OF CONCEPT PAPER
> A concept paper is a summary of projects or issues that
reflect the interests, experiences, and expertise of the writer
or organization.
> It generally aims to provide an in depth discussion of a
topic on which the writer has a strong position; it is intended
to obtain funding for that project from donors.
> The term concept paper is used to interchangeably with
proposal because both serve the same function.
> A concept paper is a brief paper that outlines the
important components of a research or project before it is
carried out.
> Its purpose is to offer an overview.
> As a consequence, the importance is based on the fact that
it should help the examiner determine whether the research
is relevant, practicable, and useful.
> If not, they may suggest looking into a different research
area. It also allows the examiner to assess your ]
comprehension of the research and, as a result, if you are
likely to require assistance in completing the research.
Concept paper’s elements for an academic research
To produce an effective concept paper, you must first
comprehend the essential elements of academic research:
1. Title page: Mention the applicant’s name, institution,
project title, and submission date.
2. Background for the research: The second section should
be the purpose section, which should be able to clear out
what has already been stated about the subject, any gaps in
information that need to be filled or problems to be solved,
as well as the reason why you wish to examine the issue.
3. Literature review: In this section, you should provide a
theoretical basis and supporting material for your chosen
subject.
4. State the problem and your goals: Describe the overall
problems, including the research questions and objectives.
5. Methodology: Provide the data analysis system to be
utilized, data collecting method, tools to be used, and
research participants in this section.
6. Timeline: Include a realistic timeline estimate that is
defined in months and years.
7. References: Add a list of all sources cited in your concept
paper, such as books, journals, and other resources.
USES OF CONCEPT PAPER
• A concept paper is used as instructional tool that may have
developed as a result of extensive research, committee input
and/or as a result of the outcome of a current project.
• It is used to provide guidance for implementation of a
program and to discuss best practices, philosophies and
other related issues that the writer believes action should be
taken on in the near future.
WAYS OF ELUCIDATING A CONCEPT
To elucidate a concept, a writer can resort to any of the
following ways
1. Definition – He may give the meaning of a certain term or
concept.
2. Explication – He may explain the concept by using the
simple terms.
3. Illustration – He may give examples or instances.