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Activity 1
Briefly define the following terms in their specified contexts.

Group 1 Group 2 Group 3 Group 4 Group 5

retainer retainer damage mouse chop
(dentistry) (law) (business) (computer) (table tennis)

mouse damage asset asset assist

(zoology) (humanities) (entrepreneurship) (beauty care) (basketball)

abstract strike assist chop strike

(research) (society) (humanities) (cookery) (bowling)

ISO 9001: 2015 CERTIFIED

 Analysis 1
• What have you noticed about the similarities or
differences in the definition of terms assigned to
your group?

• How does the specified context help you define

the assigned terminologies?

• Why is it essential to comprehend and use

language registers in various fields?

ISO 9001: 2015 CERTIFIED

English for Academic and
Professional Purposes
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EAPP Defined
English for Academic and Professional
Purposes is a branch of ESP – English for
Specific Purposes.

- Teaching content is matched to the

requirements of the learners.

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What it covers?
 Reading Academic Text
 Writing the Reaction
Paper/Review and Critique
 Writing Concept Paper
 Writing the Position Paper
 Writing the Report
Survey/Field Report
SUB- Laboratory/Scientific Technical
TOPICS Report
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 Two Quarters
1st Quarter 2nd Quarter

 Reading Academic  Writing the Position

Text Paper
 Writing the Reaction  Writing the Report
Paper/Review and Survey/Field Report
Critique Laboratory/Scientific
 Writing Concept Paper Technical Report

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 Learning Competencies
(Reading Academic Text)
The learner…
1. determines the structure of a specific
academic text
2. differentiates language used in academic texts from various disciplines
3. explains the specific ideas contained in various academic texts
4. uses knowledge of text structure to glean the information he/she
needs
5. uses various techniques in summarizing a variety of academic texts
6. states the thesis statement of an academic text
7. paraphrases/ explains a text using one’s own words
8. outlines reading texts in various disciplines
9. summarizes the content of an academic text
10. writes a précis/abstract/summary of texts in the various disciplines
 ACTIVITY 2
1. The class will be divided into five (5) smaller
groups.
2. Each group will be given text to read.
3. The group will accomplish the Activity Sheet 1 the
teacher will give.
4. Be ready to present the output before the class.

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 ACTIVITY SHEET 1

Aspect Text
Title:________________________
Topic
What is the text about?
Purpose
What is the writer’s goal in writing the text?

Audience
Who is the target reader of the text?

Writer’s Knowledge
How much does the writer know of the subject?

Tone
Did the writer write in formal or informal manner?

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 ANALYSIS 2
1. What is the text all about?
2. What have you noticed with the target audience of
the texts given?
3. How were the texts written or developed?

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 ABSTRACTION
Academic writing is what scholars do to
communicate with other scholars in their fields
of study, their disciplines.

It is the research report a biologist writes, the

interpretive essay a literary scholar composes,
the media analysis a film scholar produces.

Source: Mercado, Felix (2016), Session Presentation for Mass

Training of Grade 11 Teachers on Content and Pedagogy
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 Academic Writing is a process.

 Posing a question
 Problematizing a concept
 Evaluating an opinion
 Answering the question/s posed

Source: Mercado, Felix (2016), Session Presentation for Mass

Training of Grade 11 Teachers on Content and Pedagogy
13
 Academic writing has a specific purpose.

 To inform
 To argue a specific point
 To persuade

Source: Mercado, Felix (2016), Session Presentation for Mass

Training of Grade 11 Teachers on Content and Pedagogy
14
 Academic writing addresses a specific audience

 Teacher (for the most part)

 Peers (read and evaluate the work)
 Academic community (read the work)

Source: Mercado, Felix (2016), Session Presentation for Mass

Training of Grade 11 Teachers on Content and Pedagogy
15
 Learning Competencies
(Reading Academic Texts)
The learner…
1. determines the structure of a specific academic text
2. differentiates language used in academic texts
from various disciplines
3. explains the specific ideas contained in various
academic texts
4. uses knowledge of text structure to glean the
information he/she needs
5. uses various techniques in summarizing a variety of academic texts
6. states the thesis statement of an academic text
7. paraphrases/ explains a text using one’s own words
8. outlines reading texts in various disciplines
9. summarizes the content of an academic text
10. writes a précis/abstract/summary of texts in the various disciplines
 ACTIVITY 2
1. Go to your respective groups again.
2. Using the same text given in Activity 1, accomplish
the Activity Sheet 2 the teacher will distribute.
3. Be ready to present the output before the class.

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 ACTIVITY SHEET 2

Aspect Text
Title:___________________________
Vocabulary
List down special vocabulary found in the text.

Grammar
List down the language features of the text.

Field/Profession
Identify the Discipline
(medicine, law, journalism, etc.)

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 ANALYSIS 2
1. What words or terms helped you better understand
the text?
2. What made the text easy or difficult to understand?
3. How were the sentences developed?
4. For what specific field or profession was the text
written?

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 ABSTRACTION
Academic writing is thinking – we cannot just write
anything that comes to our mind.

 Abide by the set of rules and practices in writing.

 Write in a language that is appropriate and
formal but not too pretentious.
 The sentences in academic writing are often
longer and more intricate than the sentences in
popular magazines (Lexical density).

Source: Mercado, Felix (2016), Session Presentation for Mass

Training of Grade 11 Teachers on Content and Pedagogy
 Academic writing considers knowledge and
background of the audience
 Use of jargons – if the readers belong to the
same field/discipline to which the writer belongs
 Use layman’s terms – if the readers are
outsiders

Academic writing is backed up/supported with strong

and valid evidence.
 deliberate, thorough, and careful thought
 involves research
Source: Mercado, Felix (2016), Session Presentation for Mass
Training of Grade 11 Teachers on Content and Pedagogy
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 Literary Text vs. Academic Text
Aspect Literary Text Academic Text

Tone Reflective and personal Serious and impersonal

Style Symbolic and imaginative Formal and authoritative

Choice of Words Simple but may be figurative Uses specialized language of

discipline
Organization of Flows freely and Follows a pattern of
Ideas spontaneously presenting ideas
Purpose To show/tell unfolding of To inform, to explain, to
details/events argue/assert
Intended Varies, depending on Discipline-specific
Audience complexity of text

Source: Mercado, Felix (2016), Session Presentation for Mass

Training of Grade 11 Teachers on Content and Pedagogy
22
 Learning Competencies
(Reading Academic Texts)
The learner…
1. determines the structure of a specific academic text
2. differentiates language used in academic texts from various disciplines
3. explains the specific ideas contained in various academic texts
4. uses knowledge of text structure to glean the information he/she needs
5. uses various techniques in summarizing a variety
of academic texts
6. states the thesis statement of an academic text
7. paraphrases/ explains a text using one’s own
words
8. outlines reading texts in various disciplines
9. summarizes the content of an academic text
10. writes a précis/abstract/summary of texts in the various disciplines
 ACTIVITY 3
1. Go to your respective groups again.
2. Using the same text given in Activity 1 and 2,
accomplish the Activity Sheet 3 the teacher will
distribute.
3. Be ready to present the output before the class.

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 ACTIVITY SHEET 3

Aspect Text
Title:___________________________
Thesis Statement

Topic Outline

Summary

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 ANALYSIS 3
1. How did you come up with thesis statement?
2. How did the topic outline help you write the
summary?
3. What summarizing techniques did your group use?

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ABSTRACTION

Stating your Thesis

Paraphrasing
Writing an Outline
Summarizing techniques
 Stating Your Thesis
A thesis is a one-sentence statement about your topic.

It's an assertion about your topic, something you

claim to be true. Notice that a topic alone makes no
such claim; it merely defines an area to be covered.

To make your topic into a thesis statement, you need

to make a claim about it, make it into a sentence. Look
back over your materials--brainstorms, investigative
notes, etc.--and think about what you believe to be
true.
 Stating Your Thesis
Think about what your readers want or need to know. Then write a
sentence, preferably at this point, a simple one, stating what will be the
central idea of your paper. The result should look something like this:

Original Subject: an important issue in my major field

Focused Topic: media technology education for communication majors
Thesis: Theories of media technology deserve a more
prominent place in this University’s
Communication program

It's always good to have a thesis you can believe in.

NOT a Thesis: This University has a Communication major.

 Stating Your Thesis
 A thesis is the evolutionary result of a
thinking process, not a miraculous creation.
 Formulating a thesis is not the first thing you
do after reading the essay assignment.
 You may have a "working thesis," an
argument that you think will make sense of
the evidence but that may need adjustment
along the way.
 Paraphrasing
• To rewrite something in a different way
• To paraphrase is to say the same thing in
another way, using your own words.

• Can successfully be done using a

combination of techniques.
 Method 1:
Use Different Vocabulary with the Same Meaning
 Method 2:
Change the Order of Words
 Method 3:
Use Different Grammar
 6 Steps to Effective Paraphrasing
• Reread the original passage until you understand its full meaning.
• Set the original aside, and write your paraphrase on a note card.
• Jot down a few words below your paraphrase to remind you later
how you envision using this material.
• Check your rendition with the original to make sure that your
version accurately expresses all the essential information in a new
form.
• Use quotation marks to identify any unique term or phraseology
you have borrowed exactly from the source.
• Record the source (including the page) so that you can credit it
easily if you decide to incorporate the material into your paper.
 Writing an Outline
An outline is a tool for improving writing. An outline can
help you:
• determine a logical organization (sequence) of your
main ideas and supporting evidence and
explanation
• check that all your ideas and information are on-task
and relevant to your thesis
• see at a glance where you need more evidence to
make your point

An outline also saves you time and frustration. It provides

a “picture” of your essay which allows you to predict many
of its strengths and weaknesses before you write it.
 Writing an Outline
Title:_________________________
Thesis Statement: ______________________________________________________
Main Idea #1__________________________________________________________
* Support: ____________________________________________
* Support: ____________________________________________
* Support: ____________________________________________
Main Idea #2__________________________________________________________
* Support: ____________________________________________
* Support: ____________________________________________
* Support: ____________________________________________
Main Idea #3__________________________________________________________
* Support: ____________________________________________
* Support: ____________________________________________
* Support: ____________________________________________
Conclusion :___________________________________________________________
 Summarizing
• involves putting the main idea(s) into
your own words, including only the
main point(s).
• Summaries are significantly shorter
than the original and take a broad
overview of the source material.
 Example
• The original passage (the quote):
Students frequently overuse direct quotation
in taking notes, and as a result they overuse
quotations in the final paper. Probably only about
10% of your final manuscript should appear as
directly quoted matter. Therefore, you should
strive to limit the amount of exact transcribing of
source materials while taking notes.
Lester, James D. Writing Research Papers. 2nd ed.
(1976): 46-47.
 Example
• An acceptable summary:
Students should take just a few notes in
direct quotation from sources to help
minimize the amount of quoted material in
a research paper (Lester 46-47).
Summarizing
Strategies
 Learning Competencies
(Reading Academic Texts)
The learner…
1. determines the structure of a specific academic text
2. differentiates language used in academic texts from various disciplines
3. explains the specific ideas contained in various academic texts
4. uses knowledge of text structure to glean the information he/she
needs
5. uses various techniques in summarizing a variety of academic texts
6. states the thesis statement of an academic text
7. paraphrases/ explains a text using one’s own words
8. outlines reading texts in various disciplines
9. summarizes the content of an academic text
10.writes a précis/abstract/summary of
texts in the various disciplines
 Precis Abstract Summary Overview Synopsis
A concise A summary A condensed A brief A brief
summary most presentation of summary, as of summary of
commonly the substance a book the major
Gives the 10% used in of a body of presentation points of a
gist or most scientific and material written work
important part technical
of the text context
Restating the
Using one or author’s the
two concise main points of
sentences to a text in your
give the own words. It
essence of an omits all
entire text examples and
evidences
used.
 Rubrics Criteria in Writing
Summary of Academic Texts
Thesis Statement
Supporting Details
Analysis of Content
Proper Use of Quotes
Organization/Logical Order
Paraphrasing
Mechanics/Format
 Application
• Complete the Budget of Work (Part 1 of 5)

Competency Codes Target/Performance Activities/Pedagogies Assessment

Standards

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Thank you!

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