Subject Title :

English for Academic and

Professional Purposes
Subject Description:

The Development of
communication skills in
English for academic and
professional purposes.
 ACADEMIC TEXT

Presented by:
EDWIN T. SALVANERA
SHS-English Teacher
 What is an academic
text?
 means a text that is
specifically written for use by
college instructors or students,
or it is a text your instructor
has assigned because of its
usefulness in your college course.
• Academic texts
are relatively formal
in structure and
style.
What is the structure of the
text?
•  refers to how the information
within a written text is organized.
This strategy helps students
understand that a text might
present a main idea and details; a
cause and then its effects; and/or
different views of a topic.
•  
What is the organization of the
text?
 Text structure refers to the ways
that authors organize information
in text. Teaching students to
recognize the underlying structure of
content-area texts can help students
focus attention on key concepts and
relationships, anticipate what's to
come, and monitor their comprehension
as they read.
 Reading an academic
text differs in many ways
from reading comics, novels
and magazines.
Two important differences
are:
what we read – 
content and style of acad
emic texts
.

how we read – 
what readers of academi
c texts are expected to
do
.
 Content and style of
academic texts
• Academic texts
deal with concepts
and ideas related to
subjects that are
studied at college or
university.
Authors of academic texts:
• raise abstract questions and issues.

• present facts and evidence to

support their claims.

• use logic to build their arguments

and defend their positions.
Authors of academic texts:
• conform to a clearly-defined
structure.

• choose their words carefully to

present their arguments as
effectively as possible.

• try to convince us to accept

their positions.
What are readers of
academic texts
expected to do?
When you read an
academic text you
are expected to do
much more than
simply understand
the words of the
text and summarize
main ideas.
Readers at college or university
level are also expected to:
• recognize the author's purpose
and possible bias.

• differentiate between facts and

author's opinions.
Readers at college or university
level are also expected to:
• challenge questionable
assumptions and unsupported
claims.
• think about possible
consequences of the author's
claims.
Readers at college or university
level are also expected to:
• recognize the author's purpose
and possible bias.

• differentiate between facts and

author's opinions.
Readers at college or university
level are also expected to:
• integrate information across
multiple sources.

• identify rival hypotheses,

possible contradictions and
competing views.
Readers at college or university
level are also expected to:

• evaluate evidence and

draw their own conclusions
instead of simply accepting
what the author says.
CRITICAL READING
At its Core, Plain and Simple
Critical reading 
- is an analytic activity. The
reader rereads a text to identify
patterns of elements -- information,
values, assumptions, and language
usage-- throughout the discussion.
These elements are tied together in an
interpretation, an assertion of an
underlying meaning of the text as a
whole.
Critical thinking
- involves bringing
outside knowledge,
biases, and values to bear
to evaluate the
presentation and decide
what ultimately to accept
as true.
The initial step of critical
reading involves recognizing a
text as a presentation in its own
right. This step is concerned
with identifying such elements
as :
• The existence of a beginning,
middle, and end
•The use of illustrations to explicate
remarks
• The use of evidence to support
remarks
• The use of stylish language to
portray topics
• Organization, or a method of
sequencing remarks – such as
whether chronological, different
aspects of the topic, steps in a
logical sequence