English for Academic and

Professional Purposes
 READING
TEXTBOOKS
ACROSS
DISCIPLINES
 READING TEXTBOOKS IN THE
NATURAL AND SOCIAL SCIENCES
- Knowledge
presented is a result of
NATURAL rigorous application of the
scientific method social
SCIENCES- Data presented are empirical inSCIENCES
nature and had been reviewed by
- concerned with experts to ascertain credibility
- deal with behavior
natural phenomena of individuals and
and physical - Insights may improve or even
change over time if proven that communities
variables

another paradigm better

explains a given
phenomenon
the language of the NATURAL and social SCIENCES
Given the objective nature of the natural and social sciences,
academic materials in these fields are usually writtten in a
detached manner.

DETACHED MANNER
- author's personal opinions, suggestions, and other peculiar
expressions are avoided in order to create an impression that
the data presented will hold true regardless of whoever is
telling it.
DEDUCTIVE MANNER
- how pieces of information are usually
presented in these disciplines
- overaching principles are first
presented, backed up with concrete and
specific pieces of evidence
PICTURES
- unlike in Science, these
are not applications of some
general principles. Rather,
they may either be remnants
of a culture tackled in the unit
or depictions of certain
historical or social events.
UNIT NUMBER
- and title are also
indicated to situate the
discussion in the unit in
its proper context and
sequence.
FIRST PARAGRAPH
- provides the period in
history to be tackled by the
unit. Note how it sets the
expectations of the readers
and provide the scope and
limitations of the unit.
The succeeding two
paragraphs tell of the
specific topics covered in
the unit. They also contain
some details as to how
these topics will be
discussed.
PICTURE
- tells of an important
historical icon or social
image in the civilization
being discussed.
LESSON OBJECTIVES
- skills that students are
expected to manifest after
going through the lesson.
LESSON NUMBER
AND TITLE
- inform the readers
the coverage of the
lesson.
The first paragraph of
the lesson contains its
thesis statement.
Overview of what will
be tackled throughout
the lesson is stated also.
SUBTITLES
- mark the beginning
of the discussion on a
subtopic in the lesson.
The succeeding
paragraphs constitute of
the body of the lesson.
Facts, figures, and
insights from important
people are given in
support of the thesis
statement.
MAPS
- help locate specific
place where historical
events transpired.
*Geographical and
topographical feature
influence a
community's behavior.
BIBLIOGRAPHIC
CITATION
- serves to help you
locate where a piece of
information, a material,
or an image is found.
FOCUSING
QUESTION
- aims to highlight
certain aspects of the
text which the author
deems as important.
BULLET POINTS
- serve to recapitulate
and synthesize the
important points of the
lesson.
VALUING
QUESTIONS
- aim to highlight the
importance of the
lesson in day-to-day
life.
GAP FILL
ACTIVITY
- aims to refresh the
students on some
important terms
introduced in the
lesson.
DISCUSSION
QUESTIONS
- help you come up
with a comprehensive
understanding of the
lesson's content.
CONCEPT MAP or
GRAPHIC
ORGANIZER
- enable you to come
up with a bird's eye
view of the lesson.