ENGLISH FOR ACADEMIC AND PROFESSIONAL
PURPOSES (EAPP) – REVIEWER
11 – STEM D
LESSON 1:
ACADEMIC LANGUAGE
• Represents the language demands of school.
• Academic language includes language in
textbooks, in classrooms, on tests, and in each
discipline.
• It is formal by avoiding casual or conversational
language, such as contractions or informal
vocabulary.
• It is objective by avoiding direct reference to
people or feelings, and instead emphasizing
objects, facts, and ideas.
• It is technical by using vocabulary specific to the
discipline.
• Jargons: Words that are used in a specific
discipline.
• Hypaluthen Words: Words with complex
meaning.
LESSON 2:
ACADEMIC TETX STRUCTURE
• Academic text is defined as critical, objective,
specialized text written by experts or
professionals in each field using formal language.
• This means that academic texts are based on
facts with solid basis.
EXAMPLES:
Literary Analysis: A literary analysis essay examines,
evaluates, and makes an argument about a literary work.
• As it names suggests, a literary analysis essay
goes beyond mere summarization.
• It requires careful close reading of one or
multiple texts and often focuses on a specific
characteristic, theme, or motif.
Research Paper: A research paper uses outside
information to support a thesis or make an argument.
• It is written in all discipline.
• Includes data, primary sources, and secondary
sources.
• Involves synthesizing external information with
your own idea.
THREE-PART ESSAY STRUCTURE
Introduction: Its purpose is to clearly tell the reader the
topic, purpose, and structure of the paper. (General)
• Background/ definition
• Show the overall topic
• Describing the scope and structure
Body: It develops the question, “What is the topic
about?” (Specific)
• Considered as the heart of the essay because it
expands the specific ideas for the readers to have
a better understanding of the topic.
• Largest part of the essay.
Conclusion: Often describe as its “Mirror image”.
(Specific to General Statement)
• Means that if the intro begins with general
information and ends with specific information,
the conclusion moves in the opposite direction.
• Begins by summarizing the information.
IMRAD STRUCTURE
• The sections of the IMRAD structure are
Introduction, Methods, Results and Discussion.
• The Introduction usually depicts the background
of the topic and the central focus of the study.
• The Methodology lets your readers know your
data collection methods, research instrument
employed, sample size and so on.
• Results and Discussion states the brief summary
of the key findings or the results of your study.
LESSON 3:
SUMMARIZING
According to Buckles (2004), in her 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 ideas.
Why do we summarize?
• Research
• Avoiding Plagiarism
• Professional Communication
Techniques in Summarizing Variety of Academic Text:
SOMEBODY WANTED BUT SO THEN
“Somebody Wanted But So Then” is an excellent
summarizing strategy for stories.
• Somebody: Who is the story about?
• Wanted: What does the main character want?
• But: Identify the problem that the main character
encountered.
• So: How does the main character solve the
problem?
• Then: Tell how the rest of the story goes.
SAAC METHOD
The SAAC method is another useful technique for
summarizing any kind of text. SAAC is an acronym for
“State, Assign, Action, Complete.”
• State: name of the article, book, or story
• Assign: the name of the author
• Action: what the author is doing (for example:
tells, explains)
• Complete” complete the sentence or summary
with keywords and important details.
5W’S 1H
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 they did?
• How did the main character do what they did?
FIRST, THEN, FINALLY
The "First Then Finally" technique helps students
summarize events in chronological order.
• 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.
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 lie giving a friend the gift of a story.
LESSON 4:
THESIS STAMENT
• It is a statement that summarizes your topic and
declares your position on it.
• Tells the reader how they 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.
Explicit Thesis Statement: Directly states the writer’s
main ideas/ position and provides a clear direction for
the essay.
Implicit Thesis Statement: The primary point of the
reading is conveyed indirectly, in multiple location
throughout the work.
4 QUESTIONS TO ASK WHEN
FORMULATING THESIS STAEMENT
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.
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.
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.
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.
LESSON 5:
OUTLINE
• A map of your essay or a blueprint
• shows what information each section or
paragraph will contain, and in what order.
• a tool we use in the writing process to help
organize our ideas, visualize our paper’s
potential structure.
TYPES OF OUTLINES
• Topic Outline – using words and phrases as
entries.
• Sentence Outline – using complete sentences as
entries.
• Paragraph Outline – using paragraphs as entries.
HOW TO DO AN OUTLINE?
1. Put the thesis statement at the top.
2. Use Roman numerals (I, II, III, IV, V, etc.) to
indicate the main points/topic sentences.
3. Use capital letters (A, B, C, D, E, etc.) for the major
supporting details.
4. Use numbers (1, 2, 3, 4, 5, etc.) for sub-details
clarifying and specifying your main supporting
details.
IV. MARXIST CRITICISM
• It emphasizes on how power, politics, and
money play a role in literary texts and
amongst literary societies and characters.
• Focus on how class, power, race, and
economic status affect the content and
theme of a certain work.
V. FEMINISM
• It emphasizes on the roles, positions, and
influences of women within literary texts.
• Focus on how women are portrayed in a certain
literary work, in arts, in commercials, in movie,
etc.
VI. READER-RESPONSE CRITICISM
• Emphasizes that the meaning of a text is
dependent upon the reader’s response to it.
• Focus on the meaning you created while reading
a text, watching a movie, or looking at a certain
object. It focuses on your personal connection
with and understanding of the subject of your
review.

LESSON 6:

LITERARY CRITICISM

I. FORMALISM
• It emphasizes the form of a literary work to
determine its meaning, focusing on literary
elements and how they work to create meaning.
• Focus on the elements, structure and principles
that govern a certain text, artworks, movie, book,
poems, etc.

II. BIOGRAPHICAL CRITICISM

• It emphasizes the importance of the author’s life
and background into account when analyzing a
text.
• Focus on the life and background of the
writer/artist and connect it to the subject of your
review or critic.

III. HISTORICAL CRITICISM

• It assumes that every literary work is the product
of its time and its world.
• Focus on the era and significant events that
happened during the time the
text/movie/book/art/poem was produced.