language appropriate to area of study may also be used, however, it does not mean using "big words" just

for the
EAPP QUARTER 1 sake of doing so.

LESSON 1 : ACADEMIC LANGUAGE IN ITS VARIOUS 3.) Citation

FORM - Citing sources in the body of the paper and providing a list of references as either footnotes or endnotes is a very
important aspect of an academic text. It is essential to always acknowledge the source of any ideas, research
findings, data, or quoted text that have been used in a paper as a defense against allegations of plagiarism.
Formal language
- used for professional and academic purposes • No colloquialism and 4.) Complexity
contractions involved - An academic text addresses complex issues that require higher-order thinking skills to comprehend.
- no using of personal pronouns
- less personal
5.) Evidence-based arguments
Informal language - What is valued in an academic text is that opinions are based on a sound understanding of the pertinent body of
- used when communicating, writing or having conversations with family and friends knowledge and academic debates that exist within, and often Evidence-based external to a specific discipline.
- more casual and spontaneous
- more personal
6.) Thesis-driven
NATURE AND CHARACTERISTICS OF AN ACADEMIC TEXT ⁃ The starting point of an academic text is a particular perspective, idea or position applied to the chosen research
STRUCTURE problem, such as establishing, proving, or disproving solutions to the questions posed for the topic.
- The basic structure that is used by an academic text is consist of three (3) parts introduction, body, and
conclusion which is formal and logical. This kind of structure enables the reader to follow the argument and
navigate the text. In academic writing a clear structure and a logical flow are imperative to a cohesive text. FEATURES OF AN ACADEMIC TEXT
 FORMALITY
RECOGNIZING SOCIAL VS. ACADEMIC LANGUAGE  COMPLEXITY
 OJECTIVITY
SOCIAL (INFORMAL) ACADEMIC (FORMAL)  EXPLICITNESS
Repetition of words Variety of words, more sophisticated vocabulary  HEDGING
 PRECISION
Sentences start with "and" and "but" Sentences start with transition words, such as  ACCURACY
"however," "moreover," and "in addition"

Use of slang: "guys," "cool," and "awesome" No Slang A.) Formality

- Use of language appropriate in academic and professional settings
- Follows accepted rules, forms, and conventions of writing in a particular community or discipline
1.) Tone
- This refers to the attitude conveyed in a piece of writing. The arguments of others are fairly presented and with
an appropriate narrative tone. When presenting a position or argument that disagrees with one's perspectives, THINGS TO AVOID TO ACHIEVE FORMALITY
describe the argument 1. Colloquial words and expressions
accurately without loaded or biased language. 2. Contractions and abbreviations
3. Two-word verbs
4. Asking questions
5. Sub-headings, numbering, bullet-points (in essays)
2.) Language
- It is important to use unambiguous language. Clear topic sentences enable a reader to follow your line of
thinking without difficulty. Formal language and the third person point- of-view should be used. Technical
FORMAL INFORMAL
Full sentences Short sentences
 Correct grammar and vocabulary Lack formal grammar and vocabulary Contractions second in contrast in particular
No contractions (e.g. I'd...) finally in spite of
(e.g. I would...) Idioms not only instead
No idioms (e.g. On point) but also nevertheless, nonetheless
Passive voice Active voice following on the contrary
(e.g. The application form is complete.) (e.g. I completed the application form.) on the other hand
No phrasal verbs Phrasal verbs
(e.g. To investigate) (e.g. Look into)
No abbreviations Abbreviations CAUSE AND EFFECT TIME PLACE GENERALIZATION
(e.g. As soon as possible) (e.g. ASAP)
No exclamation marks Exclamation marks as a result Until Here Commonly
No imperatives. Imperatives (start with a verb) because As long as There at this point Generally
(e.g. You may complete the form.) (e.g. Complete the form.) consequently Later Below In general
for this reason So far Beside For the most part
hence When Next to On the whole
if so Before Behind Usually
B.) Complexity then After In front Typically
- Use of more lexical words than grammatical words therefore Soon Outside
- Shorter in length, but uses longer, more complex words and phrases thus Now Inside
accordingly
EXAMPLES for this purpose
The participant was admitted to the graduate program. It came to him as a surprise. thereupon
The participant's admission to the graduate program came to him as a surprise. to this end

C.) Ojectivity
- Emphasis should be on the information that you want to give and the arguments you want to make, rather than
you • Characterized by the use of the third person rather than first person

EXAMPLES Summary word

In my opinion, this is a very interesting study. - A catch-all noun that functions as a lexical tie between sentences
This is a very interesting study. - Follow the pattern : This/These + summary word

EXAMPLES
The University decided to use English as a medium of instruction in Literature classes. This decision was met with
Impersonality negative reactions from the faculty.
The study revealed that the scores in reading comprehension did not increase after using the approach. This
- Avoid making statements that are not supported by examples and evidence. finding resulted in changes in certain policies in the teaching of reading.
- Avoid adverbs or adjectives that tend to exaggerate

D.) Explicitness Hedging

- Expresses tentativeness and possibility in communication
- Refers to the organization of the ideas in the text - Cautious or vague language
- Shows relationship and connection of the ideas in the text - Enables you to express a perspective on claims that have not been acclaimed yet by others
- Indicates the source of the idea

ADDING IDEAS SEQUENCE CONTRAST EXAMPLES REASONS FOR HEDGING

1. When there are exceptions to the findings or results are inconclusive
Furthermore First Although Thus 2. When they are sure about what they are saying but want to appear more modest or show deference to their
In addition to second But Illustrate readers or colleagues
moreover finally Despite for example 3. When they want to open up possibilities for discussions
besides next Even though for instance
first then However provided that
 - is about ensuring that your writing is free from errors in spelling, grammar, punctuation, and usage. Errors can
Precision undermine the credibility of your work, so careful proofreading and editing are essential.
- Specifying information, dates, or figures
– Example: Do not use 'a lot of people' when you can say '50 million people'
6.) Concision
EXAMPLES - While similar to conciseness, it specifically focuses on eliminating redundancies and using clear and precise
Chemists had attempted to synthesize quinine for the previous hundred years but all they had achieved was to language. It encourages brevity and clarity by avoiding unnecessary repetition.
discover the extreme complexity of the problem.
The volatile oily liquid beta-chloro-beta-ethyl sulphide was first synthesized in 1854, and in 1887 it was reported
to produce blisters if it touched the skin. It was called mustard gas and was used at Ypres in 1917, when it caused
many thousands of casualties 7.) Completeness
- means that you've addressed all the necessary points and provided adequate support for your arguments. Ensure
that you haven't left any critical questions unanswered and that your paper stands on a solid foundation of
Accuracy evidence and reasoning.
- Sentences are free from grammatical errors
- Correct and appropriate words are used
LESSON 3 : VARIOUS TECHNIQUES IN SUMMARIZING AN
ACADEMIC TEXT

Summary
LESSON 2 : 7C’s OF ACADEMIC WRITING - is a brief or short statement or account of something that consists of the main ideas and important details of a text
- The length of your summary depends on the main idea and key points you
The 7 Cs of academic writing are principles that guide writers in producing clear, concise, coherent, have covered. There is no definite or exact length of a summary.
consistent, correct, concise, and complete academic texts. These principles help ensure that academic writing is
effective and meets the standards of scholarly communication. Here's an overview of each of the 7 Cs:
WHAT A SUMMARY IS NOT?
 It is NOT a place for opinions.
1.) Clarity  It is NOT copy-pasted. Copy-paste is when you just copy few sentences from the text, word for word,
- This principle emphasizes the importance of making your writing clear and easily understandable to your and delete (take out) other sentences when there is already no space in your paper.
readers. To achieve clarity, use straightforward language, avoid jargon and unnecessary complexity, and structure  It is NOT writing down everything
your sentences and paragraphs logically.
According to Buckley (2004) , in her popular writing text Fit to Print, summarizing is
2.) Conciseness reducing text to one-third or one-quarter its original size, clearly articulating the author’s meaning, and retaining
- means conveying your message using the fewest words necessary. Avoid unnecessary wordiness, repetition, and main ideas.
redundancy. Be precise and to the point while maintaining clarity.
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”.
3.) Coherence From dictionaries, it is defined as taking a lot of information and creating a
- Coherence refers to the logical flow of ideas and the arrangement of information within a text. Ensure that your condensed version that covers the main points; and to express the most important facts or ideas about something or
ideas are connected in a way that makes sense to the reader. Use transitional words and phrases to guide the reader someone in a short and clear form.
through your argument.
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
4.) Consistency 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
- involves maintaining a uniform style, tone, and formatting throughout your paper. It includes consistency in
outlines, use flow charts or infographics.
citation style (e.g., APA, MLA), verb tense, and formatting elements such as headings and fonts
3. To avoid difficulty, you need first to know the main points and the supporting details. You can exclude any
illustrations, examples or explanations.
5.) Correctness 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 •Action: tells
using the original words of the author instead; use your own vocabulary but be sure to retain the information. •Complete: what happens when a shepherd boy repeatedly lies to the villagers about seeing a wolf
7. You will fully understand what the document is when you organize all ideas. Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf" in complete sentences:
8. One of the things you can do is to write down all information in a coherent and precise form. Keep in mind The Boy Who Cried Wolf, by Aesop (a Greek storyteller), tells what happens when a shepherd boy
that a summary is a condensed version of the original paper, so avoid making it long. repeatedly lies to the villagers about seeing a wolf. After a while, they ignore his false cries. Then, when a wolf
9. You can also decide to represent information through using dimensional constructions in representing really does attack, they don’t come to help him.
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. 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.
Another 5 Easy Techniques in Summarizing Various Academic Texts ➢Who is the story about?
Technique 1: Somebody Wanted But So Then ➢What did they do?
“Somebody Wanted But So Then” is an excellent summarizing strategy for ➢When did the action take place?
stories. Each word represents a key question related to the story's essential elements: ➢Where did the story happen?
Somebody: ➢Why did the main character do what he/she did?
Who is the story about? ➢How did the main character do what he/she did?
•Wanted: What does the main charter want?
•But: Identify a problem that the main character encountered. Try this technique with a familiar fable such as "The Tortoise and the Hare."
•So: How does the main character solve the problem? ➢Who? The tortoise
•Then: Tell how the story ends.. ➢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.
Here is an example of this strategy in action: ➢Where? An old country road
•Somebody: Little Red Riding Hood ➢Why? The tortoise was tired of hearing the hare boast about his speed.
•Wanted: She wanted to take cookies to her sick grandmother. ➢How? The tortoise kept up his slow but steady pace
•But: She encountered a wolf pretending to be her grandmother. Then, use the answers to the 5 W's and 1 H to write a summary of incomplete
•So: She ran away, crying for help. sentences.
•Then: A woodsman heard her and saved her from the wolf 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.
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,
Technique 4: First, Then, Finally
The "First Then Finally" technique helps students summarize events in
but she realized what he was doing and ran away, crying for help. A woodsman heard the girl’s cries and saved
chronological order. The three words represent the beginning, main action, and
her from the wolf.
conclusion of a story, respectively:

Technique 2: SAAC Method ➢First. What happened first? Include the main character and mainevent/action.
The SAAC method is another useful technique for summarizing any kind of text (story, article, speech, ➢Then. What key details took place during the event/action?
etc). SAAC is an acronym for "State, Assign, Action, Complete." Each word in the acronym refers to a specific ➢Finally. What were the results of the event/action
element that should be included in the summary.
•State: name of the article, book, or story Here is an example using "Goldilocks and the Three Bears." First, Goldilocks entered the bears' home while they
•Assign: the name of the author were gone. Then, she ate their food, sat in their chairs, and slept in their beds. Finally, she woke up to find the
•Action: what the author is doing (example: tells, explains) bears watching her, so she jumped up and ran away.
•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
LESSON 3 : THESIS STATEMENT OF ACADEMIC TEXT
The thesis is the main idea or main point of an informational text. It serves as a roadmap of the text you
details to include, which some students might find tricky. If you use SAAC with your students, remind them of the
are reading. Simply, the thesis statement provides direction or purpose to the text. It can be expressed anywhere in
types of details that belong in a summary before instructing them to work independently. Here is an example of
the selection or passage you are reading. It can be seen at the beginning, middle or end of the text.
SAAC in action:
•State: The Boy Who Cried Wolf
•Assign: Aesop (a Greek storyteller)
If the thesis is stated at the beginning, then the reader may expect that the following sentences support or develop Strong: Owning a pet brings good than burden because they can lower stress
it. The ideas are said to be organized in deductive order. However, if the thesis is stated at the latter part of the levels, make one feels safe and teach their owners responsibility.
text, then the preceding statements are the details or the specifics. This follows the inductive order.
Remember that, thesis statements require proof or evidences to make your stand more convincing and
effective. 4. It is not too broad.
- Avoid making vague and confusing thesis statements by making specific and focused thesis.
Weak: Too much alcohol consumption is not good for the health.
What is thesis statement? Strong: Excessive alcohol consumption increases the risk to health problems
• It is a statement that summarizes your topic and declares your position on it. as it may cause liver damage, stomach distress and even cancer.
• 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,
5. It is a complete sentence.
- A phrase does not convey complete ideas or thought. Stating the thesis in complete sentence makes it easier for
controls and unifies ideas when writing a paper. In simple terms, all the other ideas present in an easy
the reader to understand the main idea of the text.
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 6. It requires support.
the paper is about and also help guide your writing and keep your argument focused. - To make your thesis statement persuasive, facts, surveys, reports etc. should be used as proof or evidences to
support your claim or opinion on the topic.
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
7. It takes a stand.
conclusion. - The thesis should clearly show your claim about a subject/topic.
• Journalism and reporting also rely on explicit thesis statements that appear very early in the piece–the
first paragraph or even the first sentence. 8. It is arguable.
• Works of literature, on the other hand, usually do not contain a specific sentence that sums up the core - The thesis should be contestable, debatable or argumentative. Again, the
concept of the writing. However, readers should finish the piece with a good understanding of what the thesis statement should never be a factual statement.
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.) LESSON 4 : OUTLINING READING
• However, academic writing sometimes relies on implicit thesis statements, as well

THE FOLLOWING ARE THE KEY ELEMENTS FOR A STRONG THESIS

What is an outline?
An outline is a map of your essay or a blueprint. It shows what information each section or paragraph will
STATEMENT: contain, and in what order.
1. It is not a fact. Most outlines use numbers and/or bullet points to arrange information and convey points.
- A fact is irrefutable. Writing a fact as a thesis makes no argument. Weak: Cats spend most of their time sleeping. It is a tool we use in the writing process to help organize our ideas, visualize our paper’s potential structure, and
Strong: Cats are better than dogs because they keep pests at bay and they to further flesh out and develop points. It allows the writer to understand how he or she will connect information
require less work than puppies. to support the thesis statement and the claims of the paper. An outline provides the writer with a space to consider
ideas easily without needing to write complete paragraphs or sentences.
2. It is not a question.
- A question simply does not express one’s claim or comment about a topic. Weak: What are the advantages of Importance of an outline
keeping a pet at home? An outline allows a writer to categorize the main points, to organize the paragraphs into an order that makes
Strong: A person who wants to live happily in life should own a pet because sense, and to make sure that each paragraph/idea can be fully developed. Essentially, an outline helps prevent a
of their ability to help decrease depression, stress and anxiety. writer from getting stuck when performing the actual writing of the essay.

3. It is not an announcement. USE VARIOUS OUTLINES BASED ON THE STRUCTURE YOU PREFER
- Avoid saying what you will discuss in the text.
Weak: This paper discusses the advantages and disadvantages of owning a
i.) Sentence outline – Using complete sentences as entries.
pet. ii.) Topic outline – Using words and phrases as entries.
iii.) Paragraph outline – Using paragraphs as entries. THE FOLLOWING ARE THE KEY ELEMENTS FOR A STRONG THESIS
STATEMENT:
GUIDELINES IN WRITING AN OUTLINE: 1.) It is not a fact.
 Place the title at the center above the outline. - A fact is irrefutable. Writing a fact as a thesis makes no argument.
 Every level of the outline must have at least two items (I and II, A and B, 1 and 2). Weak: Cats spend most of their time sleeping.
 Put a period after each numeral and letter. Strong: Cats are better than dogs because they keep pests at bay and they require less work than puppies.
 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. 2.) It is not a question.
 The terms Introduction, Body, and Conclusion do not have to be included in the outline. They are not - A question simply does not express one’s claim or comment about a topic.
topics; they are merely organizational units in the writer’s mind Weak: What are the advantages of keeping a pet at home?
Strong: A person who wants to live happily in life should own a pet because of their ability to help decrease
depression, stress and anxiety.
HOW TO DO IT?
 Put the thesis statement at the top: it should be polished and be a complete sentence.
 Use Roman numerals (I, II, III, IV, V, etc.) to indicate the main points/topic sentences which should be 3.) It is not an announcement.
written in specific phrases or complete sentences (this is the “P” or Point of PIE). - Avoid saying what you will discuss in the text.
 Use capital letters (A, B, C, D, E, etc.) for the major supporting details; typically, writers should have at Weak: This paper discusses the advantages and disadvantages of owning a pet.
least two main supporting details for each point/topic sentence (the “I” or information of PIE providing Strong: Owning a pet brings good than burden because they can lower stress levels, make one feels safe and teach
evidence and the“E” or explanation of PIE providing analysis). their owners responsibility.
 Use numbers (1, 2, 3, 4, 5, etc.) for sub-details clarifying and specifying your main supporting details
4.) It is not too broad.
What is thesis statement? - Avoid making vague and confusing thesis statements by making specific and focused thesis.
Weak: Too much alcohol consumption is not good for the health.
- It is a statement that summarizes your topic and declares your position on it. Strong: Excessive alcohol consumption increases the risk to health problems as it may cause liver damage,
- tells the reader how you will interpret the significance of the subject matter under discussion. stomach distress and even cancer

- 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 5.) It is a complete sentence.
unifies ideas when writing a paper. In simple terms, all the other ideas present in an easy revolve around the thesis
- A phrase does not convey complete ideas or thought. Stating the thesis in complete sentence makes it easier for
statement.
the reader to understand the main idea of the text.
- 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. 6. It requires support.
To make your thesis statement persuasive, facts, surveys, reports etc. should be used as proof or evidences to
LOCATING EXPLICIT AND IMPLICIT THESIS STATEMENTS support your claim or opinion on the topic.
• 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. 7. It takes a stand.
• Journalism and reporting also rely on explicit thesis statements that appear very early in the piece–the The thesis should clearly show your claim about a subject/topic.
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
8. It is arguable.
The thesis should be contestable, debatable or argumentative. Again, the
work was trying to convey. This is what’s called an implicit thesis statement: the primary point of the
thesis statement should never be a factual statement.
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.