SHS

Let’s Learn:
ACADEMIC
TEXTS
REPORTED BY: NICOLE C. NONO
Learning Objectives
At the end of this lesson, the students are expected to:

● Define the different types of texts.

● Compare and contrast the functions of each texts.

● Know the importance of these texts; and

● Differentiate academic texts from non-academic texts.

 Let’s
Begin!
 01
Introduction
What is a Academic Text?
ACADEMIC TEXT is….
➔ a type of text or writing that is written by professionals in a
given field, and is also intended for a scholarly audience.
Language in academic texts must be. formal and contain
words and terms specific to the field.
 Examples of
ACADEMIC TEXTS
A continuation….
Examples of Academic texts
1. ARTICLES
- Published in scholarly journals,
this offers results of research and
development that can either impact
the academic community or
provide relevance to nation-
building.
 Examples of Academic texts
2. CONFERENCE PAPER
- Papers presented in scholastic
conferences, and may be revised as
articles for possible publication in
scholarly journals.
Examples of Academic texts
3. REVIEWS
- These provides evaluation or
reviews of works published in
scholarly journals.
Examples of Academic texts
4. THESIS, DISSERTATIONS
- Personal researches written by a
candidate for a college or
university degree.
 Difference of
Academic text and
Non-academic text
READING
GOALS
“Know your purpose for
reading. In that way, we
can save time and
improve our
comprehension skills.”
—The Goal
 Before reading
an Academic
Texts…..
Ask yourself the following
questions:
1. Why am I reading this text?
2. What information or pieces of
information do I need?
3. What do I want to learn?
Purpose of
Reading an
Academic
Text
➢ To better understand an existing idea.
➢ To get ideas that can support a particular writing
assignment.
➢ To gain more information.
➢ To identify gaps in existing studies.
➢ To connect new ideas to existing ones.
STRUCTURE
S
OF ACADEMIC TEXTS
In the introduction, we present
to the reader what the text will
be about. We can do this with
phrases such as The purpose is
to discuss… or In the text I will
argue for…. Such formulations
prepare the reader for what the
text will be about and makes it
easier to read.
In the main body of the text,
you do what you say you will do
in the introduction. For example,
you can present your arguments
and develop your reasoning
around them. The main body of a
text consists of paragraphs that
describe and develop the topic
introduced in the introduction.
Here you weave in references to
your course literature and other
relevant sources that substantiate
and support your statements and
any discussion that you may
have.
In the conclusion, summarise
what you have done in the text.
Remind the reader what the
purpose of the text was by using
phrases such as The purpose was
to ... or In this text I have
described and discussed….
Content and Style
of an ACADEMIC TEXT
 02 Provides facts
01 States critical and evidence
questions and issues. from credible
sources.

03 Use precise and 04 Takes an

accurate words while objective point-of-
avoiding jargon and view and avoid
colloquial being personal
expressions. and subjective.
 06 Use hedging or
05 List references cautious
language to tone
down their
claims.
 Examples of Hedging Expressions used in Academic texts
TYPE EXAMPLES
Modal Auxiliary Verbs may, might, can, could,
would, should
Modal lexical verbs to seem, to appear
doubting and (epistemic verb), to
evaluating rather than believe, to assume, to
merely describing suggest, to estimate, to
tend, to think, to, argue, to
indicate, to propose, to
speculate.
Probability objectives possible, probable,
un/likely
SENTENCE
The measure might have
negative effects on the
patients health.
The discussion appears
to have a positive
implications.
A number of significant
changes are possible.
 TYPE EXAMPLES SENTENCE

Nouns assumption, claim, There are number of

possibility, estimate, claims pertaining to the
suggestion possibility of divorce.

Adverbs perhaps, possibly, The proposal is

probably, practically, practically, an answer to
likely, presumably, the confusion.
virtually, apparently

Indicators of degree, approximately, roughly, Fever is present in about

quantity, frequency, about, often, occasionally, a third of cases.
and time generally, usually,
somewhat, somehow, a
lot of
 TYPE EXAMPLES SENTENCE

Introductory Phrases believe, to our knowledge, The committee believes

it is our view that, we feel that the issue needs to be
that explored.

“If” Clauses if true, if anything If anything, the opinion

holds a number of truths.

Compound Hedges Double Hedges: seems This probably indicates

reasonable, looks that the assigned
probable; it may suggest personnel is misinformed.
that; it seems likely that;it
would indicate that; this
probably indicates
 TYPE EXAMPLES SENTENCE

Compound Hedges Triple hedges: it seems This probably indicates

reasonable to assume that the assigned
that. personnel is misinformed.

Quadruple hedges: it
would seem somewhat
unlikely that, it may
appear somewhat
speculative that
 Critical
Reading
Strategies
Before Reading…
● Determine which type of academic text (article, review, thesis,
etc.) you are reading.
● Determine and establish your purpose for reading.
● Identify the author’s purpose for writing.
● Predict or infer the main idea or argument of the text based on
its title.
● Identify your attitude towards the author and the text.
● State what you already know and what you want to learn about
the topic.
● Determine the target audience.
Before Reading…
● Check the reference list while making sure to consider the
correctness of the formatting style.
● Use a graphic organizer to note your existing ideas and
knowledge on the topic.
During Reading…
● Annotate important parts of the text.
○ Write key words or phrases on the margins in bullet form,.
○ Write something on the page magin where important
information is found.
○ Write a brief notes on the margin.
○ Write questions on information that you find confusing.
○ Write what you already know about the ideas.
○ Write the limitations of the author’s argument.
○ Writes notes on the reliability of the text.
○ Comment on the authors biases.
During Reading…
○ Use a concept map or any graphic organizer to note down
the ideas being explained.
○ React on the arguments presented in the text.
○ Underline important words, phrases, or sentences.
○ Underline or circle meanings or definition.
○ Mark or highlight relevant or essential parts of a text.
○ Use the headings and transition words to identify
relationships in the text.
○ Create a bank of unfamiliar or technical words to be defined
later.
During Reading…
○ Use context clues to define unfamiliar or technical words
words.
○ Synthesize author’s arguments at the end of chapter or
section.
○ Determine the main idea of the text.
○ Identify the evidence or supporting arguments presented by
the author and check their validity and relevance.
○ Identify the findings and note the appropriateness of the
research method used.
After Reading…
● Reflect on what you learned.
● React on some part of the texts through writing.
● Discuss some parts with your teacher or classmates.
● Link the main idea of the text to what you already know.
Other reading strategies….
A. SQ3R METHOD OF READING
Stage Guidelines
SURVEY ● Skim the target text.
● Check the headings and
tables, diagrams, or figures
presented in the text.
● Read the first few and last
sentences of the text to
determine key information.
● Get a feel of the text.
Other reading strategies….
A. SQ3R METHOD OF READING
Stage Guidelines
QUESTION ● Annotate the headings with
your questions.
● Develop questions on the
types of information you
expect from the text.
Other reading strategies….
A. SQ3R METHOD OF READING
Stage Guidelines
READ ● Look for answers to your
questions as you read the
text.
● Stop and slow down if the
passage is not clear.
● Make sure to proceed
reading only when you
already understand the
previous texts.
Other reading strategies….
A. SQ3R METHOD OF READING
Stage Guidelines
RECITE ● Recount the main points of
the text.
● Recall by writing a summary
or synthesis based on what
you understand the text.
● Highlight or underline the
important points you read.
Other reading strategies….
A. SQ3R METHOD OF READING
Stage Guidelines
REVIEW ● After finishing the text, go
back and re-read the
questions you wrote and see
if you can answer them; if
not, refresh your memory.
● Evaluate what you learned to
ensure that you are
convinced and satisfied with
the information presented in
the text.
Other reading strategies….
B. KWL METHOD
K W L
What I know What I want to What I have
learn learned
● There is a ● Are women really ● Women are
connection more talkative reported to
between than men? speak 20,000
language and words a day
gender. while men speak
an average of
7,000 words.
 Thank
you !
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