English Language Arts

Key Concepts/Understanding to be
Developed
Academic Writing is a crucial skill that learners must
develop. The focus of this session is to brush up on
participants’ knowledge in academic writing. By establishing
a common ground as regards to the present concepts, the
teachers can then effectively deliver the competency to the
students at the same time be able develop academic texts.
 Learning Objectives:
Knowledge: Hypothesize principles of academic writing
using the norms and standards.
Skills: Construct an academic text on Communicative
Competence and Multiliteracies Conceptual Framework
Attitude : Practice Critical Thinking in academic writing
Value: Display integrity and honesty in writing academic
text
PRELIMINARY ACTIVITY (by group):

1.Twelve words/phrases will be flashed on the screen.

2.Each group will classify these into what is
ACADEMIC and what is NOT ACADEMIC.(Write
your answers on the cartolina provided for your group).
3.The first group to finish must give a loud single clap
to be identified.
4.Only one group will present the answers to the big
group.
Classify these into what is ACADEMIC and what is NOT
ACADEMIC.
1. Argument 9. Research
2. Case Study 10. Objectivity
3. Characters 11. Sensory Images
4. “Studies show…” 12. Iambic Pentameter
5. Local Color 13. Outline
6. Humor 14. Moral Lesson
7. “incomparable beauty…” 15. Citations
8. “80% of the population…”
ANSWERS
ACADEMIC NON-ACADEMIC
Argument Characters
Case Study Local Color
“Studies show…” Humor
“80% of the population…” “incomparable beauty…”
Research Sensory Images
Objectivity Iambic Pentameter
 Insights …
1. What is your basis in classifying the
given words/phrases?
2. How do you relate your answers to the
idea of academic writing?
Choose1 from the given topics that interests
you the most.
1. What are the most important characteristics of
a classroom Filipino teacher?
2. What are the 3 most important subjects that
students should study in high school to
prepare them for the future?
3. What are the challenges met in the
implementation of the K-12 Curriculum?
(5 mins.)
1. Write down 25 words in your paper.
2. Let your ideas flow and write down
everything. Don’t censor.
Answer the following questions by filling up
the binary column:
What do I know about What do I need to find
the topic? out?
 Processing Questions:
1. What made you decide to choose the topic?

2. Where did you get the ideas related to the topic?

3. What are the preliminary steps made before writing?

4. How did you organize your ideas?

5. In what way can you improve your output?

 Academic writing
-is generally
quite formal, objective
(impersonal) and technical.
-has one central point or theme
Definition with every part contributing to
the main line of argument,
without digressions or repetitions.
 Academic Writing Academic
is an objective, writing is a
factual, and special genre
formal type of of writing that
writing on a prescribes its
specific body of
own set of
knowledge done by
Definition students or rules and
researchers practices
(Cequena, Canlas, De (Bowker,
Vera, 2017). 2007).
 CONCEPTS ASSOCIATED IN
ACADEMIC WRITING

AW is done AW is devoted AW should

by scholars to topics and present readers
questions that with informed
for other are of interest arguments with
scholars. to the academic evidence.
community.
Examples of Academic Writing
a. Case study h. annotation
b. Movie Review i. News report
c. Technical report j. Lab report
e. Book Report
f. Action Research
g. Analysis/Critique
 Examples of Academic Writing
1. Term paper 10. Oral presentation of written
2. Research paper report
3. Position/opinion paper 11. Evaluation Report
4. Essay 12. Historical research
13. Examination essays
5. Subject outline
14. Resume
6. Statistical summary 15. ‘business’ writing
7. Senior thesis
8. Aknowledgement
9. Web writing
Features
of Academic
Writing
 Written language is relatively more
complex than spoken because it has
longer words, lexically denser and has
more varied vocabulary. It uses more
noun-based phrases than verb-based
phrases. Written texts are shorter and the
language has more grammatical
1.Complexity complexity, including more subordinate
clauses and more passives.
 • Academic writing is
relatively formal. In
general this means that in an
essay you should avoid
colloquial words and
2.Formality expressions.
INFORMAL FORMAL
ask inquire
ask for request
book reserve
check verify
get receive
give provide
help assist
need request
say sorry apologize
say hello to give my regards to
tell Inform
 Avoid Contractions
Are not= aren’t he had= he’d
Could not=couldn’t Did not=didn’t
Do not=don’t Does not=doesn’t
Have not=haven’t Had not=hadn’t
He has= he’s He is=he’s
He will=he’ll He would- he’d
Here is= here’s I am=I’m
I have-I’ve I will=I’ll
I would=I’d She is=she’s
I had-I’d Is not= isn’t
It is= it’s it will=it’ll
Must not=musn’t
 • In academic
writing, facts
and figures are
3.Precision given precisely.
 • Written language is in general
objective rather than
personal. It has fewer words
that refer to the writer or the
reader. This means that the
main emphasis should be on
the information that you want
4.Objectivity to give and the arguments you
want to make, rather than
you.
 • Academic writing is explicit about
the relationships in this text.
Furthermore, it is the responsibility of
the writer in English to make it clear
to the reader how the various parts of
the text are related. These
connections can be made explicit by
5. the use of different signaling words.
Explicitness
 • Academic writing uses
vocabulary accurately. Most
subjects have words with
narrow specific meanings.
Linguistics distinguishes
clearly between "phonetics"
6. Accuracy and "phonemics"; General
English does not.
 • In any kind of academic writing you
do, it is necessary to make decisions
about your stance on a particular
subject, or the strength of the claims
you are making. Different subjects
prefer to do this in different ways.
• A technique common in certain kinds
of academic writing is known by
7. Hedging linguists as a ‘hedge’.
 • In academic writing you
must be responsible for, and
must be able to provide
evidence and justification
for, any claims you make.
You are also responsible for
8. demonstrating an
Responsibility understanding of any source
texts you use.
 • Academic writing is well
organized. It flows easily
from one section to the
next in a logical fashion. A
good place to start is the
genre of your text. Once
you have decided on the
9.Organization genre, the structure is
easily determined...
 • Academic writing is well
planned. It usually takes
place after research and
10. evaluation, according to a
specific purpose and plan.
Planning
TYPES OF ACADEMIC
WRITING
1. Descriptive
• The simplest type of academic writing is
descriptive. Its purpose is to provide
facts or information. An example would
be a summary of an article or a report
of the results of an experiment.
• The kinds of instructions for a purely
descriptive assignment include:
identify, report, record, summarize
and define.
 2. Analytical
It’s rare for a university-level text to be
purely descriptive. Most academic writing is
also analytical. Analytical writing includes
descriptive writing, but you also re-organize
the facts and information you describe into
categories, groups, parts, types or
relationships.
For example, if you’re comparing two
theories, you might break your
comparison into several parts, for
example: how each theory deals with
social context, how each theory deals
with language learning, and how each
theory can be used in practice.
The kinds of instructions for
an analytical assignment
include:
• analyze
• compare
• contrast
• relate
• examine
To make academic writing more
analytical:
• Spend plenty of time planning. Brainstorm the
facts and ideas, and try different ways of
grouping them, according to patterns, parts,
similarities and differences. You could use
color-coding, flow charts, tree diagrams or
tables.
• Create a name for the relationships and
categories you find. For example, advantages
and disadvantages.
3. Persuasive
• Persuasive writing has all the features
of analytical writing (that is,
information plus re-organizing the
information), with the addition of your
own point of view. Most essays are
persuasive, and there is a persuasive
element in at least the discussion and
conclusion of a research article.
Points of view in academic writing can
include an argument, a
recommendation, and interpretation of
findings or evaluation of the work of
others. In persuasive writing, each
claim you make needs to be supported
by some evidence, for example a
reference to research findings or
published sources.
The kinds of instructions for a persuasive
assignment include: argue, evaluate, discuss, and
take a position.

To help reach your own point of view on the facts

or ideas:
Read some other researchers' points of view on
the topic. Who do you feel is the most
convincing?
Look for patterns in the data or references. Where
is the evidence strongest?
To develop your argument:
list the different reasons for your
point of view
think about the different types and
sources of evidence which you can
use to support your point of view
4. Critical
• is common for research, postgraduate and
advanced undergraduate writing. It has all the
features of persuasive writing, with the added
feature of at least one other point of view. While
persuasive writing requires you to have your own
point of view on an issue or topic, critical writing
requires you to consider at least two points of
view, including your own.
Examples of Critical Writing

- a critique of a journal article, or a

literature review that identifies the strengths
and weaknesses of existing research.
The kinds of instructions for critical writing
include: critique, debate, disagree, evaluate.
Provide evidence for your point
of view. Depending on the
specific assignment and the
discipline, different types of
evidence may be appropriate,
such as logical reasoning,
reference to authoritative sources
and/or research data.
 3-Process of Writing
1. Pre-writing Stage
Reading
Researching
Interviewing
Brainstorming
Incubation of ideas
Conditioning Stage
2. Drafting Stage
Planning
Outlining
Elements of academic writing
Introduction
Body
Conclusion
3. Writing Stage
Language in academic text
Hedging
Paraphrasing
Transitional signal
Editing
Logical lapses
Conventions of writing
Proofreading
Revising
Incorporating corrections
4. Publishing stage
Checking of text & referencs
Copy editing
Proof reading
Printing
Guess What?
Example 1:
Each group of animals will undergo surgery to place a mini-
pump subcutaneously. Some of these animals will also have
an intracerebral cannula connected to the minpump for drug
delivery, while the others will have the drug delivered
subcutaneously. After two to eight weeks of drug
administration, groups may begin behavioral studies
(procedure A, B, C, or D), which may occur as frequently as
daily for up to 4 weeks, or twice weekly for up to 6 months. 
 Some animals may undergo a second surgical
procedure to replace the min-ipump after 4 weeks of
delivery, to provide a total of 8 weeks of continuous
drug administration. Some animals will be euthanized
at intervals after drug delivery without further testing,
while others will be euthanized following behavioral
testing of up to 6 months. The maximum time from the
start of studies to euthanasia will be 8 months.
Experimental Design Summary

Answer:
DESCRIPTIVE
Example 2

The poem, “The Road Not Taken” by Robert Frost

states that in life we come upon many decisions, and
there are points where we have to let fate take the lead.
“The Road Not Taken” uses two paths as a symbol of a
life decision. To understand this poem you have to
have understanding of life’s meaning. The author helps
us better understand the message by his use of tone
and literary devices such as metaphors and symbolism.

In this poem we come to realize that life is a
combination of decisions and fate. The two paths
symbolize the life of the traveler and all his life
decisions. This poem expresses life, because in
life, there are important decisions that in some
instances can make a really big change, sometimes
it’s hard to find your way out of something, and
there are many possible ways you can do it.
The Road Not Taken By Robert Frost

Answer: ANALYSIS
ESSAY
Example 3:

Some kids like wearing uniforms in school.

But it is not also fair to make everyone dress
the same. It would be boring to wear the
same thing to school everyday. I do not think
kids should have to wear uniforms if they
don’t want to.
I don’t want to wear a school uniform in going
to school, I like my own clothes. I don’t like
uniforms. Everyone shouldn’t have to wear the
same thing in school because people might get
mixed up. Some uniforms are really ugly, others
look okay.
Answer:
Persuasive
 Example 4:

English has already been an international language

for many years, and it has proven that this status wasn’t
awarded to it without a reason. Thousands of people
learn it as their second language, and many choose it as
their main specialty. The main reason of people’s
desire to master English is the wealth of opportunities
it provides to them. Some of them I will describe in
this paper.
Firstof all, knowledge of the English language provides
an opportunity to travel to different parts of the world
and to understand the cultures of many countries. Our
world is full of unique interesting places and it is so
great to see them and understand what people of other
cultures experience and feel, as well as how they
communicate between each other. It is practically
impossible to learn languages of all the countries that
are interesting travelling sites, but English allows to
communicate with people from different backgrounds.
In all the countries it is possible to find those who
can tell you everything you want to know in this
language. So, in this way you can not only
understand more people and cultures, but also make
new acquaintances and expand your world
perception.
For business English allows to attract more
customers and business partners, as well as get to
know all the latest developments in different
spheres. In this way, all the global trends can also be
known to the company’s employees, which will
ensure that the company meets the standards
currently needed in the world.
To sum up, English is the key to communication
and information – …
ANSWER:

CRITICAL ESSAY
 PARTS OF AN ACADEMIC PAPER

1. • give brief background to the

topic
• address definition of key words
and issues
• state your thesis
• outline your main points, and
1. • provide transition into body
Introduction paragraphs.
 • provide a topic sentence which says what the
main point of each paragraphs paragraph is
• provide supporting details for your topic
sentence (based on your research)
• synthesize what you have read; that is, show
what different people think about the same point
• how some critical thinking; that is, tell the
readers what you think of what you have read,
and

2. Body • provide in-text citations for your information.

 3. • recap your main points
• reiterate your thesis, and
• give your final word, if
any.
3. Conclusion
 list the references for each of
your in-text citations.

4. References
What is an OUTLINE?
An outline is usually in the form of a list
divided into headings and subheadings
that distinguish main points from
supporting points. Most word processors
contain an outlining feature that allows
writers to format outlines .
 BASIC OUTLINE  FORM  
Below is a synopsis of the outline form. The main ideas take Roman Numerals. Sub-
points under each main idea take Capital Letters and are indented. Sub-points under the
capital letters, if any, take Italic Numbers and are further indented.
Thesis Statement:
     I.  MAIN IDEA
               A. Subsidiary idea or supporting idea to I
               B. Subsidiary idea or supporting idea to I
                   1. Subsidiary idea to B
                   2. Subsidiary idea to B
                       a) Subsidiary idea to 2
                       b) Subsidiary idea to 2
     II.  MAIN IDEA
               A. Subsidiary or supporting idea to II
               B. Subsidiary idea to II
               C. Subsidiary idea to II
      III.  MAIN IDEA
 Details about aids
Suppose you are outlining a speech on
AIDS, and these are some of the ideas
you feel should be included:

AZT, Transmittal, AIDS babies,

Teenagers, Safe sex, Epidemic
numbers, Research.    
To put these ideas into outline form, decide
first on the main encompassing ideas. 
These might be:
I. Transmittal, II. Societal Consequences, III.
Research.
Next, decide where the rest of the
important ideas fit in. Are they part of
AIDS transmittal or AIDS societal
consequences or AIDS research solutions? 
The complete outline might look like this:
Major Aspects of AIDS                
   I. Transmittal of AIDS
           A. Transfusions
           B. Body fluids
               1. Sexual
               2. Non-sexual
  II.  Societal Consequences of AIDS 
            A. Epidemic disease pattern
                1. Teenagers
                2. Women
                3. Homosexuals
            B. AIDS babies
            C. Increased homophobia
            D. Overburdened health care
   III.  Research Solutions to AIDS
            A. AZT
            B. HIV virus
 Activity/Strategy
1. Work in small groups.
2. You will be given yellow papers,
manila papers and marking pens.
3.Assign a facilitator, a scribe, and a
rapporteur.
 COMMUNICATIVE COMPETENCE
and MULTILITERACIES

VI SPON
RE ING ING
VI KIN ING
IN and

RE
THINKIN

EW
AD
G

EA EN
EW G
G

IN nd
SP IST

FEEDBACK
G
D
L

a
ASSESSMEN

MAKING
MEANING
THROUGH
LANGUAGE
T

N TH
NKI IN
K
I G IN
TH G

WRITING and
REPRESENTING

THEORIES of LANGUAGE TEACHING

THEORIES of LANGUAGE LEARNING and
ACQUISITION
THEORIES of LANGUAGE
Group Activity/Strategy

Step 1: Brainstorm and identify the important ideas

found in the diagram.
Step 2: Formulate a thesis statement.
Step 3: Make an outline for a 3-paragraph essay.
Step 4: Post your final outline.
Step 5: Make a rubric to be used in critiquing another
group’s output.
(Rubric should be based on the guidelines how to make an outline.)
 • How did you find the activity?
• Which part of the activity did you find
challenging? Why?
• What new items did you discover from the
outputs of the other group?
• What does it tell about you as a learner
and as a teacher?
• What insights did you gain from the
Processing activities?
Questions: • What is the importance of brainstorming
and outlining?
Individual
Activity/Strategy

Based on your group output, write a full-

blown essay expressing all the ideas
about Communicative Competence and
Multiliteracies Conceptual Framework
Framework.
 This is how we do it!
Include the following in your essay:
1. Title
2. Thesis Statement
3. Introduction
4. Body
5. Conclusion
 Projected Answer to the Activity:
to the Framework Given
 Introduction

The Kto12 Curriculum aims to develop the Filipino

learners' communicative competence and multiliteracies
which is anchored by the varied theories of language
learning and teaching. With proper assessment and feedback,
the system shall be able to produce learners who are thinking
and are making meaning through the use of the language.
I. Theories of Language Teaching

A. Spiral Progression
B. Integration
C. Learner-centeredness
D. Contextualization
E. Construction
II. Theories of Language Learning and
Acquisition

A. Understanding Cultures
B. Processes and Strategies
C. Understanding Language
 III. Theories of Language

A. Listening, Speaking and Viewing

B. Reading, Viewing and Reporting
C. Writing and Representing
 
 
 

CLOSURE
 
Participants will be asked to write
down 1 or 2 “ahas” (something they
learned) and 1 or 2 “huhs” (things they
still have questions about).
“ I touch the future,
I teach.”
-Mc Auliffe