S1 Q1 English for Academic and Professional Purposes ● When presenting a position or argument that

disagrees with one’s perspectives, describe

Lesson 1 the argument accurately without loaded or

ACADEMIC LANGUAGE USED biased language.

FROM VARIOUS DISCIPLINES TONE

The feelings that the
MOOD
Suggested feeling that
ACADEMIC TEXT author wants to convey. the reader received.

■ An academic text is a reading material that

3) LANGUAGE
provides information which include concepts
● It is important to use unambiguous language.
and theories that are related to the specific
● Clear topic sentences enable a reader to
discipline.
follow your line of thinking without difficulty.
● Formal language and the third person
- These may be considered writing point-of-view should be used.
which is personal, emotional, ● Technical language appropriate to the area of
impressionistic, or subjective in study may also be used, however it does not
nature. mean using “big words” just for the sake of
- It is informal in tone, and relies more
doing so.
on the emotional appeal of the
○ For example, the word virus has different
NON ACADEMIC opinions of the author.
- Therefore, anyone can write a meanings for an IT and a scientist.
non-academic text.
- Newspaper articles, e-mail messages, 4) CITATION
text messages, journal writing, and ● Citing sources in the body of the paper
letters are some examples of and providing a list of references as either
non-academic text. footnotes or endnotes is a very important
- Academic texts are critical, objective aspect of an academic text.
and specialized texts that are written ● It is essential to always acknowledge the
by professionals or experts in a given source of any ideas, research findings, data,
ACADEMIC field using formal language. or quoted text that have been used in a paper
- These are based on facts with a solid
basis.
as a defense against allegations of
plagiarism.
○ APA (American Psychological
ACADEMIC TEXTS Association) format
1. Essay
2. Research paper 5) COMPLEXITY
3. Report ● An academic text addresses complex
4. Project issues that require higher-order thinking
5. Article skills to comprehend.
6. Thesis ○ The readers need to read between the
7. Dissertation lines.
○ You make the readers analyze, not
NATURE AND CHARACTERISTICS OF AN ACADEMIC TEXT confuse them.
1) STRUCTURE ○ A technical word may be defined by the
● The basic structure that is used by an contextual clues in the text.
academic text consists of three (3) parts:
introduction, body, and conclusion which is 6) EVIDENCE-BASED ARGUMENTS
formal and logical. ● What is valued in an academic text is that
● This kind of structure enables the reader to opinions are based on a sound understanding
follow the argument and navigate the text. (suggested understanding) of the pertinent
● In academic writing, a clear structure and a body of knowledge (general knowledge) and
logical flow are imperative to a cohesive academic debates that exist within, and
text. often external to a specific discipline.

2) TONE 7) THESIS DRIVEN

● The overall tone refers to the attitude
conveyed in a piece of writing.
● The arguments of others are fairly presented
and with an appropriate narrative tone.
● The starting point of an academic text is
a particular perspective, idea or position
applied to the chosen research problem, such
as establishing, proving, or disproving
solutions to the questions posed for the topic.
 Non-Academic Other examples of one verb over two-word
Characteristics Academic Text
Text verbs:
Audience Academia Mass Public James added up the number
Calculate
Inform, entertain of attendees in his party.
Inform the readers
Purpose or persuade the
with solid evidence Purchase
readers The large company bought
(someone’s
Personal, out the smaller ones.
Formal and impressionistic,
assets)
Style
impersonal emotional or The teacher was to call off
subjective
Cancel the noisy students
Structure Standard Structure No rigid structure immediately.
Formal language
Informal and The meeting will carry on
Language avoids Continue
casual language even without your presence.
colloquialisms
Shared historical The purpose of this meeting
events or literature Personal life and is to find out what would
Subject/Content
or other forms of everyday events Discover
be your idea about our new
knowledge
project.

FEATURES OF ACADEMIC TEXT 3. Precise

1. Complex
- Facts are given accurately and precisely.
- Written language has no longer words, it is
- Straight to the point.
lexically more varied vocabulary.
- Written texts are shorter and the language
4. Objective
has more grammatical complexity, including
- The focus of the information is on the topic
more subordinate clauses and more
rather than the writer himself/herself.
passives.
- It has fewer words that emphasize the
- Subordinate clause is a clause that cannot
information you want to give and the
stand alone as a complete sentence; it
arguments you want to make.
merely complements a sentence's main
- Avoid using personal pronouns.
clause, thereby adding to the whole unit of
meaning.
- In the passive voice, the action’s target is the
❎
- Point of view: third person.

✅ We disseminated the information.

The researchers disseminated the
focus, and the verb acts upon the subject. Or,
information.
to put it in the passive voice, the subject is
- Avoid using too many rhetorical questions.
acted upon by the verb.

2. Formal
❎
- Avoid emoted language.
The bystanders were shocked to witness
- Dignified Stance in writing.
- Should avoid colloquial words and
✅
the crime scene.
The bystanders did not expect what they
witnessed in the crime scene.
expressions.

❎ Don’t
Do not
❎
- Expanded forms over contracted forms.

✅ ✅Shouldn’t
Should not
5. Explicit
- The clarity of the writing structure.
- Clear and precise language.
❎
- One-word verb over two-word verb.

✅ Mess up
Ruin or damage
- 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.
❎
✅ Dept. ❎
- Avoid using abbreviations.

✅Est.
- To achieve clarity, use conjunctions and
connections (transitional devices).
❎
✅
Department
Ave.
Avenue
❎Established
ASAP, BRB, GTG,
LOL
Example: Schools hope to provide quality
education to the learners. However, having
this COVID-19 pandemic requires a lot of
- Avoid colloquial and idiomatic
effort to reach out to students.
❎
expressions

✅ Kinda ❎
✅Sorta

❎
✅
Kind of
Gonna/gotta
Going to
Sort of
6. Accurate
- It uses vocabulary accurately.
- Most subjects have words with narrow
specific meanings.
7. Hedging ACADEMIC LANGUAGE
- This refers to how a writer expresses ● Academic language is different from everyday
certainty and uncertainty. social language.
- Often in academic writing, a writer may not be ● It is the vocabulary students or adults must
sure of the claims that are being made in their learn to succeed in the classroom or in the
subject area, or perhaps the ideas are good workplace.
but the evidence is not very strong. ● We use academic language to describe and
- It is necessary to make a decision about comprehend complex ideas, process
your stance on a particular subject, or the higher-order thinking, and understand abstract
strength of the claims you are making. concepts.
● Academic language is what students read
8. Responsible in textbooks and on tests and what they
- You must be responsible for and must be hear during instruction in the classroom.
able to provide evidence and justification ● Students with limited or low academic
for any claims you make. language skills are more than likely to have
low academic performance in classroom
9. Organized settings.
- Well-organized
- It flows easily from one section to the next Social Language Academic Language
in a logical fashion.
In everyday In textbooks, research
interactions in papers, conferences in
10. Planned spoken/written form spoken/written form
- We can say that an academic text is
well-planned if the features from 1st to 9th For everyday Used in school/work
conversation conversations
are achieved.
- It usually takes place after research and Used to write to Appropriate for written
evaluation according to specific purpose and friends, family, or for papers, classwork, and
other social purposes homework
plan.
Very formal and more
Informal, such as words sophisticates in its
ACADEMIC LANGUAGE like “cool,” “guy,” expressions, such as words
■ It is the language needed by the students to “kidding” like “appropriate,” “studies,”
do the work in schools. and “implementation”
■ It includes, for example, discipline-specific Can use slang
Don’t use slang
vocabulary, grammar and punctuation, and expressions
applications of rhetorical conventions and Can be repetitive Uses a variety of terms
devices that are typical for a content area. Can use phrases Uses of sentences
■ Why is academic language so important?
Sentences don’t follow
○ Students who master academic language Sentences begin with
grammar conventions
are more likely to be successful in appropriate transitions, like
necessarily, with phrases
academic and professional settings. “moreover” or “in addition”
like “you’re hungry?”
(Social & Academic Language Acquisition: Differences &
Characteristics, 2020)
DIFFERENCE BETWEEN ACADEMIC AND SOCIAL LANGUAGE
FOUR FEATURES OF LANGUAGE
SOCIAL LANGUAGE
● It is the set of vocabulary that allows us to
1) FORMALITY
communicate with others in the context of ● Formality reflects your dignified stance in
regular daily conversation. writing as a member of an academic
● Social language is the simple, informal language community.
we use when talking face to face with family ● This means that in your writing, you
members and friends. should avoid colloquial words and
● It allows us to use contemporary or slang expressions.
terms like “cool,” “awesome,” or “dude.” ● The language used requires precision to
● We can also communicate feelings, needs, and make it a legitimate piece of writing.
wants using symbolic hand gestures for drink,
eat, hot, cold, hurt, or tired. Formality can be achieved through the
● Social language also includes writing emails, following ways:
friendly letters, and texts or retelling stories. 1. Choosing expanded modal forms
over contracted forms, such as
 using cannot instead of can’t, do not 3) EXPLICITNESS
instead of don’t. ● Explicitness in academic writing demands the
2. Choosing one verb form over use of signposts that allow readers to trace the
two-word verbs, such as damage relationships in the parts of the study.
instead of mess up. ● If you intend to show a change in your line
3. Choosing expanded terms over their of argument, make it clear by using however.
abbreviated equivalents, such as as
soon as possible instead of ASAP. EXAMPLES
4. Avoiding colloquial / idiomatic Statement 1. It is apparent that the school
expressions, such as kind of like, as a institutions hope to provide quality education
matter of fact, sort of. to the learners.

Statement 2. Having this COVID-19 pandemic

2) OBJECTIVITY requires a lot of effort to reach out to students.
● Objectivity means that the focus of the
information is on the topic rather on the
writer itself.
✅ It is apparent that the
hope to provide quality
school institutions
education to the
● Written language should not be personal but learners. However, having this COVID-19
rather a general objective. pandemic requires a lot of effort to reach out to
students.
It can be achieved by:
Avoiding the use of personal Statement 1. Dana appreciated the beautiful
pronouns such as you, I, my, and we. painting.

You need to follow Statement 2. A poem would be a finer gift.

Poor example:
1 instructions.
The researchers
✅ Dana appreciated the beautiful painting.
Nevertheless, a poem would be a finer gift
Improved version: need to follow
instructions. The following phrases may be useful in making
ideas explicit:
Avoiding rhetorical questions
because academic writing should not 1. This is due to the… A number of
assume that the readers know the MERALCO consumers trooped to the
answer in the statement and the author City Hall to claim a P500 cash
should express the information strongly incentive. This is due to the Supreme
and clearly. Court ruling that overcharges must be
2 returned to the end users whose electric
How can these consumption for the April-May period was
Poor example:
problems be solved? below 100kw/hr.
2. This resulted in… With the Supreme
Certain procedures Court ordering MERALCO to return
Improved version: must be discovered overcharges to the end users,
to solve problems. government offices have been tapped to
operate as claim centers. This resulted
in a number of MERALCO consumers
Avoiding emotive language that
trooping to the City Hall to claim the
shows biases. Giving an overly
P500 cash incentive.
favorable opinion of someone can
eliminate objectivity.
When two ideas seem the same, express
The police each one clearly.
3 investigators were ○ The study showed that eighty percent of
Poor example: the 200 participants involved in the study
shocked to see the
outcome of the tests. were dissatisfied with the operations of
MERALCO.
The police ○ Similarly, the data revealed that the
Improved version: investigators did not majority of the participants were not
expect the results. aware of the charges imposed on them
by MERALCO.
 If you intend to give extra information Lesson 2

STRUCTURE OF ACADEMIC TEXT

in your sentence, make it clear by
writing “In addition...”
○ MERALCO has been operating as a
business conglomerate involving
PURPOSES
foreign stakeholders and independent
1. To inform
power producers or IPP.
2. To persuade
○ In addition, MERALCO owns major
3. To argue
IPPs operating in the region.
To assure the quality deliverance of the
If you are giving examples, do so explicitly
message of our academic text to our readers,
by writing “For example…”
we have to ensure that our text is
○ The MERALCO issue has led to
WELL-STRUCTURED.
disputes between opposition and
administration senators.
○ For example, those who have been STRUCTURE
labeled as against the president ■ The action of building: CONSTRUCTION.
considered the issue as the ■ A text that is arranged in a definite pattern of
administration/s way of avoiding the organization.
NBN-ZTE scandal. ■ The arrangement of the parts.
■ Structure is an important feature of academic
4) CAUTION writing. A well-structured text enables the
● Caution in academic writing requires care reader to follow the argument and navigate the
since knowledge is built on proven theories text.
and concepts. ■ In academic writing, a clear structure and a
● Caution is needed to avoid sweeping logical flow are imperative to a cohesive text.
generalizations. ■ Meaning is actually mapped onto the structure
of language.
EXAMPLE ■ While most pieces of non-academic texts follow
Government officials are corrupt. the same or similar general organizational
patterns, different academic texts can have
The statement is not completely true and the different text structures.
rhetorical impact of the statement may be ■ An academic text may present a main idea and
misleading. The statement can be improved then details, a cause and then its effects, an
through the use of devices such as modal effect and the causes, two different views of a
verbs, adverbs, or verbs. topic, etc.

Improved versions: ALL ACADEMIC TEXTS ARE ESSAYS

Some government officials may be corrupt.
1) Reaction Paper
Corruption is commonly linked to some key
● Essay with your response about something
government officials.
you have seen, watched, or experienced.
● To provide valuable information for an
audience.

2) Position Paper
● Essay with your arguments about a
debatable issue.
● Supported with valid evidence from credible
sources.

TWO COMMON STRUCTURES OF ACADEMIC TEXT

(1) THREE-PART STRUCTURE
Use at your own discretion. Thank you Gerald, Introduction
Symmon, and Eldridge! ● It provides the background of your academic
text.
https://www.studocu.com/ph/document/arellano-university/hope-p-e-11/final-e
app-q1-module-1-eapp-11/21113464 ● This is essential because it will set and
https://depedtambayan.net/english-for-academic-and-professional-purposes- prepare the mind of the readers of what the
quarter-1-module-1-reading-academic-texts/
https://www.studocu.com/ph/document/samal-national-high-school/education/ topic is all about.
eapp-1-eapp/32713695 ● “Prior knowledge”
● It may define, give examples, or provide
statistical information about JUVENILE
DELINQUENCY (example lang) which will
allow the readers to better understand the
arguments you will discuss about the topic.
● Its purpose is to clearly tell the reader the
topic, purpose and structure of the paper.
● As a rough guide, an introduction might be
between 10 and 20 percent of the length of
the whole paper.
Three (3) Main Parts of Introduction
(a) The most general information, such as
background and/or definitions.
(b) The core of the introduction, where
you show the overall topic, purpose, your
point of view, hypotheses and/or
research questions (depending on what
kind of paper it is); and describing the
scope and structure of your paper.
(c) The most specific information.
Body
● This is where the writer discusses the topic
elaborately by giving definitions, classifica-
tions, explanations, contrasts, examples and
evidence.
● It contains the major points to discuss the
topic.
● This is considered as the heart of the essay
because it expounds the specific ideas for the
readers to have a better understanding of the
topic.
● This is usually the longest part of the
essay/academic text.
Conclusion
● This is where the writer closes his/her
essay.
● Briefly summarizes the author’s major
points.
● Usually has a closing statement.
● The conclusion is closely related to the
introduction and is often described as its
‘mirror image’.
● This means that if the introduction begins with
general information and ends with specific
information, the conclusion moves in the
opposite direction.
● The conclusion usually begins by briefly
summarizing the main scope or structure
of the paper, confirms the topic that was
given in the introduction, and ends with a
more general statement about how this
topic relates to its context.
● This may take the form of an evaluation of
the importance of the topic, implications for
future research or a recommendation about
theory or practice.
(2) IMRaD STRUCTURE
I for Introduction
● The introduction details the
○ purpose of the research,
○ the research question, and
○ the hypothesis or hypotheses.
● This may include a discussion of the
current state of research in the field, with
an explanation of how the author’s study
augments or fills a gap in that research.
(a) What is the problem?
(b) Why do you want to study the problem?
(c) What did other researchers find about
the problem?
M for Methods
● The methods section describes the manner
in which the author conducted their study.
● This may include when and where the study
was done, what materials were used, who
was involved, and whether quantitative or
qualitative methods (or a mixture of the two)
were used.
(a) How did you gather the data?
(b) When and where did you gather the
data? Who are your respondents?
(c) What instrument/s did you use?
R for Results
● The results section reports the research
findings.
● This may include tables and/or graphs, with
the text pointing the reader to the most
important or noteworthy information.
(a) What are your findings?
(b) What have you collected?
(c) Did you find what you are looking for?
D for Discussion
● The discussion summarizes and analyzes
the main research findings and connects
these findings to existing research.
● The author may acknowledge the flaws and
limitations of the study and posit any
necessary future research.
(a) What is the meaning of the result?
(b) What interpretations have you gained
from the result?
(c) What future actions/s do you
recommend?
IMRaD Structure vs. Thesis Format STRUCTURE OF ACADEMIC TEXT
■ It refers to the construction or arrangement of
IMRaD STRUCTURE the parts of the text.
■ Text structure refers to the way an author
arranges information in his writing.
■ Text structure provides the format and enables
writers to organize their thoughts as they
write.
■ It also helps the reader in a way that it provides
a structure in which information can be found
and understood while it is being read.

REVIEW

1. It is the language that should be used in writing

academic texts. FORMAL LANGUAGE
2. It serves as the writer’s goal in writing an
academic text. PURPOSE
3. It is a feature of language that requires you to
be careful of your writing. PURPOSE
4. It is a feature of academic language which
prohibits you to include emotions in the text.
OBJECTIVITY
5. This refers to the attitude conveyed in a piece of
writing. TONE

https://www.scribd.com/document/537168300/EAP
THESIS FORMAT P-Q1-MODULE-2
https://depedtambayan.net/english-for-academic-a
nd-professional-purposes-quarter-1-module-2-thesi
s-statement-and-outline-reading-text/
Lesson 3 (2) CHRONOLOGICAL ORDER/SEQUENCING

USING KNOWLEDGE OF TEXT ● A chronological pattern of organization

arranges information according to a
STRUCTURE TO GLEAN INFORMATION progress of time, either forward or
backward.
TEXT STRUCTURE ● It answers the question ‘What happened?’
and ‘What happened next?
■ A text that is arranged in a definite pattern of ● A topic is best understood in terms of
organization. different segments of time when a
■ Generally, it is composed of text types, parts, chronological format works well.
transition words and phrases, patterns of ● How will this pattern work well?
organization, sentences, and paragraphs. ○ This is through driving the topic into
“past-present-future” or
“before-during-after segments.
Common Types of Text
Patterns of Organization
Structures
1. Comparison/Contrast 1. Comparison/Contrast Signal Words Example
2. Chronological 2. Chronological First, second, later, A morning in the life of a
Order/Sequence Order/Sequence before, next, as soon Disney princess. First, I fix
3. Cause and Effect 3. Cause and Effect as, after, then, finally. my hair before I fix my bed.
4. Spatial/Description 4. Spatial/Description meanwhile, Then, I open the curtains as I
5. Problem-Solution 5. Problem-Solution following, last, open my beautiful voice to
6. Classification and during, in, on, until sing, ‘I’ve been dreaming of a
Division true love's kiss…’ After this, I
7. Advantage and went straight to the bathroom
Disadvantages to fix myself using these
8. Exemplification and thingamabobs. Lastly, I went
Enumeration to the doorstep and knocked,
9. Pro’s and Con’s then I will ask my sister if she
10. Topical Pattern wants to build a snowman.”

PATTERNS OF ORGANIZATION (3) CAUSE AND EFFECT

(1) COMPARISON AND CONTRAST
● A compare and contrast pattern arranges
information according to how two or more
things are either similar to or different
from one another.
Signal Words Example
Like, Similar to, Also, Mangoes and durians are
Unlike, Similarly, Same both fruits. They both have
way, Compared to, In seeds inside of them.
contrast, on the Each has a skin,
contrary, however, but, (COMPARISON)
on the other hand,
While, at the same time but durian skins are thick
and difficult to peel.
Mango skins are thinner
and peel easily. Durians
have a distinct stench
while mangoes have a
sweet smell,
(CONTRAST)
but both fruits are
delicious.
(COMPARISON)
● This pattern is used to show the different
causes and effects of various
conditions.
● Cause and effect is one way of organizing
information in a text.
● It explains reasons why something
happened.
● It can be ordered as cause to effect or vice
versa.
● It is generally used in expository and
persuasive writing modes.
● This pattern is particularly effective
when writing a persuasive document in
which the writer advocates some action to
solve a problem, because it demonstrates
important relationships between
variables.
Signal Words Example
Causes: because, Many people think that they
because of, for, since, can acquire illness by going
stems from, one cause into. cold weather
is, one reason is, improperly dressed.
leads to, causes,
creates, yields, However, illnesses are not
produces, due to, caused by temperature.
breeds, for this reason They are caused by germs.
(CAUSE)
Effects: consequently,
results in, one result So, trembling outside in the
 is, therefore, thus, as cold probably won’t
a result, hence strengthen your immune
system, but you are likely to
acquire illness outdoors
(EFFECT)
opinion or behavior by establishing that a
problem exists, then providing a solution.
Signal Words Example

because you will greatly be Because, so, so that, It seems like there has
exposed to germs. if…then, consequently, been a surge in teen
(CAUSE) thus, since, for, for this pregnancies these days.
reason, as a result of, (PROBLEM)
therefore, due to, this is
(4) SPATIAL/DESCRIPTION how, nevertheless, and Teen pregnancies make
● This pattern of organization arranges accordingly. it very difficult for young
mothers to pursue their
information according to how things fit dreams and meet the
together in physical space. demands of an infant.
● Spatial organization may also be called
descriptive writing and it is most Fortunately, most teen
frequently used when the narrator pregnancies can be
describes how something looks. easily prevented by
● This pattern works well when a writer using birth control;
wishes to create a mental picture of (SOLUTION)
something which has various parts however, even birth
distinguished by physical location. control is not 100%
effective.
(PROBLEM)
Example
“I am sitting along the beautiful sandbars of The most effective way
Boracay. I am seeing the beautiful sun that sets to prevent teen
along with the gradient color of red and orange sky pregnancies is
that meets the sea; and with birds that’s flying high. abstinence, which is
While I feel the cold wind breezes onto my skin as I 100% effective.
was being surrounded with palm trees.” (SOLUTION)

(6) CLASSIFICATION AND DIVISION

A spatial/description should create a mental picture
in the readers’ minds. The example of
spatial/description pattern of organization pertains
to the picture above.
(5) PROBLEM-SOLUTION
● Problem and Solution is a pattern of
organization where information in a
passage is expressed as a dilemma or
concerning an issue (a problem).
● And something that was, can be, or
should be done to remedy this issue
(solution or attempted solution).
● This type of text is usually interchanged
with cause and effect type of structure but
the only thing that they should remember
is that cause and effect text structure do
not offer a solution.
● The pattern is designed to compel the
reader to make some kind of change in
● Classification and division is a rhetorical
style that, in essay format, takes a whole
and splits it up into parts and then
places the divided information into
various categories.
● It combines two different techniques.
○ First, you would divide a complex and
difficult topic into subtopics for clarity
and explanation purposes.
○ Next, you would determine what
categories are needed and what
information fits into those categories.
● You have to be very clear in a
classification and division essay. Your
reader needs to understand how you
came up with your categories and why
information fits into these categories.
Signal Words Example
First, finally, to begin, Think of a newspaper. All of
next, in addition, on the information is divided into
the other hand, for different parts: news,
example, then advertisements, and
classifieds.
Then the information is
classified into different
categories. For example,
 news may be categorized as
sports, international, local,
lifestyle, etc.
(7) ADVANTAGE AND DISADVANTAGE
● This pattern organizes information about a
topic by dividing it up into its "good" and
"bad" parts, or pro's and con's.
● It is effective to use when a writer wishes
to objectively discuss both sides of an
issue without taking a persuasive
stance.
● This allows the reader to weigh both
sides of an issue.
Example
Advantages and Disadvantages of attending a
two-year course in college.
One way to arrange the information is to divide it
into two main sections, one for the advantages and
one for the disadvantages. In this scenario, the
information contained within each main section will
represent the specific topics of analysis (cost,
accessibility, short, period of class schedule; limited
educational program, quality of instruction)
(8) EXEMPLIFICATION AND ENUMERATION
● Exemplification uses one or more
particular cases, or examples, to
illustrate or explain a general point or an
abstract concept.
● While Enumeration means counting or
reciting numbers or a numbered list. It’s
a rhetorical device that occurs when a
writer chooses to list out items, events,
ideas, or other parts of a story/setting.
(9) TOPICAL PATTERN
● A topical pattern is one of the most
commonly used patterns in all writing.
● Essentially, this is a great organizational
pattern to use if you are having difficulty
finding another pattern that will work well.
○ Best alternative pattern of
organization to use.
● One topic is often broken up into multiple
subtopics, making it easier for the reader
to follow along.
REVIEW
1. This type of structure sets up a dilemma,
explains the remedy, and discusses the effect of
the remedy. PROBLEM AND SOLUTION
2. This structure presents the causal relationship
between a specific event, idea, or concept.
CAUSE AND EFFECT
3. This type of text structure features a detailed
description of someone or something to give the
reader a mental picture.
SPATIAL/DESCRIPTION
4. This structure gives readers a progression of
events or a list of steps in a procedure.
CHRONOLOGICAL ORDER/SEQUENCING
WORD HUNT
1. It is an act of stating something again or
differently. RESTATEMENT
2. It is a general description or plan giving the
essential features of something but not all the
detail: a skeleton of something. OUTLINE
3. It refers to the capability of understanding
something. COMPREHENSION
4. It is the most important thought about the topic.
MAIN IDEA
5. It refers to a non-fiction writing that is produced
as part of academic work. ACADEMIC TEXT
6. It refers to the information to clarify, prove, or
explain the main idea. SUPPORTING DETAIL
7. It is the act of composing a text. WRITING
8. It refers to extracting the essential meaning of
something. DISTILLING
9. It means extremely important. ESSENTIAL
10. It is an exchange of diverging or opposite views.
ARGUMENTS
= SUMMARIZING
Lesson 4

USING VARIOUS TECHNIQUES IN

SUMMARIZING ACADEMIC TEXTS
SUMMARY
■ It is a brief statement or restatement of main
points.
■ Summarizing a text, or distilling its essential
concepts into a paragraph or two, is a useful
study tool, as well as good writing practice.
■ Summaries are not a place for your
opinions, background knowledge, and
personal information.
■ Summaries can range in length from two
sentences to several pages.
■ In any case, use complete sentences to
describe an author’s general points to your
reader.
■ Do not quote extensively.
■ If you quote, use quotation marks and
document the quotation.
■ If you fail to document the quotation, even one
word that author usd, you are plagiarizing
material.
EXAMPLES OF SUMMARIZING
● When retelling a move
● When recalling how your day was
● When telling stories about your love life
TWO AIM OF SUMMARIZING
1. To reproduce the main idea and the key
points of text.
2. To restate these in as few words as possible.
Main Idea Key Point
It is the topic of the These are arguments
text. used to explain the main
idea.
BENEFITS OF SUMMARIZING
1. It helps you learn to identify key ideas of a
text and ignore irrelevant information.
2. It improves our memory and by extension, our
comprehension.
3. It is an effective tool to self-evaluate what is
understood about the original text.
SUMMARIZING TIPS
1. Read the text very carefully
2. Highlight, underline, or jot down what you
think is the main point of the text.
3. Ask yourself these questions:
- What is the main idea?
- What are the crucial details necessary for
supporting the ideas?
4. Outline the writer’s argument.
5. Summarizing in chronological order.
EXAMPLE 1
A typhoon is a powerful, twisting hurricane. It
begins high in the air, among the winds of a giant
storm cloud. People who have watched a typhoon’s
howling winds reach down from the sky have said
it’s the most frightening thing they have ever seen.
In some parts of the Philippines, these tropical
storms are called cyclones.
SENTENCE SUMMARY
Typhoons are frightening, powerful, twisting
hurricanes sometimes called cyclones that start in
giant clouds.
EXAMPLE 2
Tornadoes are not the only windstorms that move
through earth’s air. Dust devils, hurricanes and
typhoons all have twisting winds, but they are
different from tornadoes in important ways.
SENTENCE SUMMARY
Dust devils, hurricanes and typhoons also have
twisting winds, but they are different from
tornadoes.
VARIOUS TECHNIQUES IN SUMMARIZING A VARIETY OF ACADEMIC
TEXT
1. Read the work first to understand the author’s
intent.
2. Present information through facts, skills and
concepts in visual formats.
3. To avoid difficulty, you need first to know the
main points and the supporting details.
4. Analyze the text to save time in thinking about
what you will do.
5. Think about what information you will put in
your summary.
6. Restate the words into different ones.
7. You willfully understand what the document
is, when you organize all ideas.
8. Write down all information in a coherent and
precise form.
9. 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.
SUMMARIZING TECHNIQUES
1. Somebody Wanted But So Then
2. SAAC Method
3. 5Ws, 1H
4. First, Then ,Finally
5. Give me the Gist
1) SOMEBODY WANTED BUT SO THEN Who The tortoise

Somebody Who is the story about? He raced a quick, boastful hare

What
and won
What does the main character
Wanted When A long time ago
want?
Identify a problem that the main Where Where did the story happen?
But
character encounters. The tortoise was tired of hearing
Why
How does the main character the hare boast about his speed
So
solve the problem? The tortoise kept up his slow but
How
Then Tell how the story ends. steady pace.

Somebody Cinderella The tortoise got tired of listening to the hare

Wanted She wants to go to the ball
But Her stepmother forbids her to go.
Cinderella’s fairy godmother
So
helped her to go to the ball.
She met the prince and they fell in
Then
love with each other.
2) SAAC METHOD
What is the name of the article,
State
book, or story?
What is the name of the
Assign
author?
Action What is the author doing?
Complete the sentence or
Complete summary with keywords and
important details.
State The Necklace
Assign Guy de Maupassant
Narrating/Telling in a Third
Action
person point of view
It is the story of a beautiful young
woman born to a non-wealthy
family; she marries but dreams of
Complete
an affluent life. Unfortunately,
these dreams of a different life
eventually lead to her downfall.
boasting about how fast he was, so he
challenged the hare to a race. Even though he
was slower than the hare, he won by keeping up
his slow and steady pace. The hare stopped to
take a nap.
4) FIRST, THEN, FINALLY
What happened first?
First
Include the main character and
the main event/action.
What happened next?
Then
Include key details that occur
during the event/action.
What were the results of the
Finally
event/action?
First, there is a very beautiful
mortal named Psyche. She is so
beautiful that Aphrodite planned to
First
make her life miserable by
commanding his son Apollo to
make her fall in love.
But then, little did Apollo know, he
Then would fall in love with this beautiful
maiden.
Finally, Aphrodite’s plan didn’t
work out as planned because
Finally
Apollo is secretly helping Psyche
to overcome these challenges.

3) 5Ws, 1H
5) GIVE ME THE GIST
Who Who is the story about?
● The gist is simply the essential meaning of
What What did they do?
a text or statement.
When did the action take ● It is different from a summary, which is an
When accounting of the main points of
place?
something.
Where Where did the story happen?
Why did the main character do
Why Gist Summary
what he/she did?
How did the main character do A gist has the nuance Whereas summary has
How of the core meaning the nuance of
what he/ she did?
or heart of an idea. including all the
bullet points.
 1) T-CHART
TWO MAIN TECHNIQUES IN SUMMARIZING AN ACADEMIC TEXT
1. Reference Citation
2. Graphic Organizer

1) REFERENCE CITATION
REFERENCE CITATION
It means the source or It means mentioning or
the author’s name. recognizing.

Has two (2) formats.

Format 1 has the author's
citation in the body of the
sentence.

Format 2 has the author’s

citation in Brackets.

EXAMPLE
From 93 million in 2015, the country has a total
population of 103.3 million today. This number is ● Comparison and Contrast
composed of 15% senior citizens, 49.5% youth ● Cause and Effect
(14-40 years old), 20.5% other adults (41-59 years ● Mnemonics/Acronyms
old), and 15% children (13 years old and below).
These percentages are estimates as they change 2) GRID
through mortality and aging.” Cojuanco, N. (2016).
Various Sectors of the Philippines, page 5

The Philippines has a population of 103.3 million,

composed of senior citizens, mid-life adults,
children and the youth as the biggest fraction.

AUTHOR CITATION IN THE BODY OF THE SENTENCE

Cojuanco (2016) states that the Philippines has a

population of 103.3 million, composed of senior
citizens, mid-life adults, children and the youth as
the biggest fraction.

According to Cojuanco (2016)…

Conjuanco (2016) stated that… ● Comparison and Contrast
● Changes overtime
● Charts
AUTHOR CITATION IN BRACKETS
3) SPIDER MAP
The Philippines has a population of 103.3 million,
composed of senior citizens, mid-life adults,
children and the youth as the biggest fraction
(Cojuanco, 2016).

2) GRAPHIC ORGANIZER
These are shapes, lines, figures, drawings, or
sketches that are used to make a visual
display or key information.

● Brainstorming Ideas
● Vocabulary
● Example of a Central Topic
 4) TIMELINE

● Historical Events
● Sequencing
● Biography

5) TABLE

● All types of data

6) VENN DIAGRAM
● Comparison/Contrast

7) H-GRAPH
● Comparison/Contrast

8) FISHBONE
● Cause and Effect

9) PIE GRAPH
● Fractions

10) BAR/LINE GRAPH

● Fractions
REVIEW FROM LAST TUESDAY
(NOT THE EXACT QUESTIONS)
Chaim is writing an academic text about the
ecosystem. She is struggling on which pattern of
organization she should apply to her text. What
kind of PoG should she use?
➢ TOPICAL PATTERN because it is the best
alternative PoD when you can’t think of a good
one to use.
It pertains to the restatement of the main points.
➢ GIST
It is a summarizing technique that gives the
essential idea or meaning of a text.
➢ GIVE ME THE GIST
What part of the IMRAD structure describes how
the author conducted the study?
➢ METHODS
What part of the IMRAD structure reports the
findings of the study?
➢ RESULTS
A characteristic of academic text that allows
readers to use higher order of thinking.
➢ COMPLEXITY
It refers to the footnotes or endnotes.
➢ CITATIONS
A pattern of organization that arranges how
something looks in a physical space.
➢ SPATIAL / DESCRIPTION
A pattern of organization that compels the readers
to take action by stating that a dilemma exists.
➢ PROBLEM-SOLUTION
The other aim of summarizing is to generate new
ideas and key points.
➢ FALSE because it should be “to restate main
ideas and key points.”
The largest part of an essay is the conclusion.
➢ FALSE because the largest part of an essay is
the body where the main ideas or main points
are explained.
These are the arguments used to explain the main
idea of the text.
➢ KEY POINTS
Which of the following is not included in the
introduction?
➢ MOST VITAL INFORMATION
➢ MOST SPECIFIC INFORMATION
➢ CORE ESSENTIAL INFORMATION (The most
vital information is already included here in core
info)
➢ MOST GENERAL INFORMATION
A characteristic of academic text that allows the
reader to follow the text.
➢ STRUCTURE
It is a summarizing technique that is similar to
chronological order.
➢ FIRST, THEN, FINALLY
Mobile phones are used to communicate with your
loved ones. However, they are also a hindrance in
socializing with other people. What pattern of
organization was used?
➢ ADVANTAGES AND DISADVANTAGES
A starting point that depends on a particular idea.
➢ THESIS-DRIVEN
A pattern of organization that paints a vivid mental
picture to the readers.
➢ SPATIAL / DESCRIPTION
In IMRAD structure, when the writer writes the
meaning of the results, what part is it in?
➢ DISCUSSIONS
What part of the IMRAD structure highlights the
research question/s, research topic, and the
hypothesis?
➢ INTRODUCTION
What do you mean by the gist of a text?
➢ CENTRAL TOPIC OF THE TEXT
A venn diagram is best used for?
➢ COMPARISON / CONTRAST
A critical, objective paper written by a professional?
➢ ACADEMIC TEXT
A pattern of organization that counts or recites
numbers or a numbered list.
➢ ENUMERATION
It refers to the attitude conveyed by the text.
➢ TONE

A text structure used in thesis or research.

➢ IMRAD STRUCTURE

What point of view should an academic text use?

➢ 3RD PERSON POV

It refers to the construction or arrangement of the

parts of an academic text.
➢ STRUCTURE OF AN ACADEMIC TEXT

A feature of an academic text that shows the

writer’s certainty or uncertainty on the topic
➢ HEDGING

All academic texts are basically essays.

➢ TRUE

Students who memorize academic language are

more likely to succeed.

➢ FALSE because the word “memorize” should

be “master.”

Exemplification and Enumeration can be used with

other patterns of organization.
➢ TRUE

Summarizing aims to restate the original text in

fewer words.
➢ TRUE

Exemplification cites examples to explain the

abstract.
➢ TRUE

Summarizing a story can be used to retell the

whole story.
➢ TRUE

Colloquial words can be used as long as they are

backed up by evidence.
➢ FALSE because colloquial words or slang
should not be used in academic texts.

Objectivity reflects the author’s dignified stance.

➢ FALSE because it should be “Formality”

Sitting alone during the sunset by the beach.

➢ SPATIAL / DESCRIPTION
QUIZ 1
“Men are naturally polygamous” Which feature of
academic language is being violated?
➢ ACCURATE/CAUTION/OBJECTIVE
What do you call a specialized text written by
experts?
➢ ACADEMIC TEXT
“The researchers are kinda confused about their
topic” What feature of academic text is being
violated in this text?
➢ FORMAL
It’s a set of vocabularies being used in
communication in the context of daily conversation.
➢ SOCIAL LANGUAGE
Sasa always makes sure to give credit for the texts
she uses as evidence for her position paper. What
characteristics of academic text is she utilizing?
➢ CITATION
What do you call a text that is subjective in nature?
➢ NON-ACADEMIC TEXT
“The author yearns to cajole the readers to discern
his stance” In this statement, what characteristic of
academic text is violated?
➢ LANGUAGE
Lulu is Lala’s friend. Lele, Lala’s younger sister,
would like to make an academic text that can make
her readers analyze her text, and utilize their
critical thinking skills. What characteristic of
academic text should Lele utilize more?
➢ COMPLEXITY
This reflects the dignified stance of the author in
writing.
➢ FORMAL
What do we call it when we use the attributes of
one to generalize the whole??
➢ SWEEPING GENERALIZATION / HASTY
GENERALIZATION
It is a feature of academic language that required
care since knowledge is built from proven theories
and concepts.
➢ CAUTION
Before the reader analyzes your academic text,
what is the first thing that your reader will notice in
the face of your academic text?
➢ GRAMMAR AND PUNCTUATION
[Contradiction] Bowling is a sport in which the
player with the highest score wins _______, the
goal in golf is to get the lowest score
➢ HOWEVER
[Summary/Conclusion] The schedule of every
subject was shortened, as well as the end-of-day
schedule ______, it’s clearly time to consider some
changes.
➢ GIVEN THESE POINTS
This feature of academic text talks about the clarity
of the writing structure
➢ EXPLICIT
Use at your own discretion. Thank you Symmon
and Gerald!

What do you call a characteristic of academic text

that tells the author that opinions should be based
on suggested understanding of the pertinent body
of knowledge?
➢ EVIDENCE-BASED ARGUMENTS

A feature of academic text that states that the

writer should use lexical vocabulary.
➢ COMPLEX

Aside from using varied terminologies, what are.

other terms that we can use to avoid redundancy?
➢ SUBORDINATE CLAUSES