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Magarao, National High School

San Isidro Magarao Camarines Sur
S/Y 2021-2022

Sample
of
Academic Texts

Compiled by:
Jeanly R. Olidana 12- Iron
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TABLE OF CONTENTS

INTRODUCTION 3

ESSAY 4

CONCEPT PAPER 7

REACTION PAPER 11

POSITION PAPER 13

REPORT 16

RESEARCH 17

RESOURCES 20

INTRODUCTION
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Academic writing is clear, concise, focused, structured and

backed up by evidence. Its purpose is to aid the reader's understanding. It
has a formal tone and style, but it is not complex and does not require the
use of long sentences and complicated vocabulary. Academic texts is
that they are organized in a specific way; they have a clear structure.
This structure makes it easier for your reader to navigate your text and
understand the material better. It also makes it easier for you to organize
your material.

Academic text is defined as critical, objective, specialized texts

written by experts or professionals in a given field using formal
language. Academic texts are objective. This means that they are based
on facts with solid basis. The emotions of the authors cannot be felt from
texts or materials. Is a kind of text that is commonly characterized with
being formal, studied, researched, objective, exact, direct, and has the
ability to influence its readers.

The three-part essay structure is a basic structure that consists

of introduction, body and conclusion. The introduction and the
conclusion should be shorter than the body of the text. The characteristics
of academic texts are simple, concise, objective, and logical. The four
characteristics of the text, linguistically, are able to reveal to the reader the
level of scholarly an academic text.
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THE "FIVE FAMILIES"

COLLEGE ESSAY EXAMPLE

This essay could work for prompts 1, 2, 5 and 7 for the Common App.

When I was 16, I lived with the Watkins family in Wichita, Kansas. Mrs.
Watkins was the coordinator of the foreign exchange student program I
was enrolled in. She had a nine year old son named Cody. I would babysit
Cody every day after school for at least two to three hours. We would play
Scrabble or he would read to me from Charlotte’s Web or The Ugly
Duckling. He would talk a lot about his friends and school life, and I would
listen to him and ask him the meanings of certain words. He was my first
friend in the New World.

My second family was the Martinez family, who were friends of the
Watkins’s. The host dad Michael was a high school English teacher and the
host mom Jennifer (who had me call her “Jen”) taught elementary school.
She had recently delivered a baby, so she was still in the hospital when I
moved into their house. The Martinez family did almost everything together.
We made pizza together, watched Shrek on their cozy couch together, and
went fishing on Sunday together. On rainy days, Michael, Jen and I would
sit on the porch and listen to the rain, talking about our dreams and
thoughts. Within two months I was calling them mom and dad.

After I finished the exchange student program, I had the option of returning
to Korea but I decided to stay in America. I wanted to see new places and
meet different people. Since I wasn’t an exchange student anymore, I had
the freedom--and burden--of finding a new school and host family on my
own. After a few days of thorough investigation, I found the Struiksma
family in California. They were a unique group.

The host mom Shellie was a single mom who had two of her own sons and
two Russian daughters that she had adopted. The kids always had
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something warm to eat, and were always on their best behavior at home
and in school. It would be fair to say that this was all due to Shellie’s
upbringing. My room was on the first floor, right in front of Shellie’s hair
salon, a small business that she ran out of her home. In the living room
were six or seven huge amplifiers and a gigantic chandelier hung from the
high ceiling. The kitchen had a bar. At first, the non-stop visits from
strangers made me nervous, but soon I got used to them. I remember one
night, a couple barged into my room while I was sleeping. It was awkward.

After a few months I realized we weren’t the best fit. In the nicest way
possible, I told them I had to leave. They understood.

The Ortiz family was my fourth family. Kimberly, the host mom, treated me
the same way she treated her own son. She made me do chores: I fixed
dinner, fed their two dogs Sassy and Lady, and once a week I cleaned the
bathroom. I also had to follow some rules: No food in my room, no using
the family computer, no lights on after midnight, and no ride unless it was
an emergency. The first couple of months were really hard to get used to,
but eventually I adjusted.

I lived with the Ortiz family for seven months like a monk in the deep forest.
However, the host dad Greg’s asthma got worse after winter, so he wanted
to move to the countryside. It was unexpected and I only had a week to find
a new host family. I asked my friend Danielle if I could live with her until I
found a new home. That’s how I met the Dirksen family, my fifth family.

The Dirksen family had three kids. They were all different. Danielle liked
bitter black coffee, Christian liked energy drinks, and Becca liked sweet
lemon tea. Dawn, the host mom didn’t like winter, and Mark, the host dad,
didn’t like summer. After dinner, we would all play Wii Sports together. I
was the king of bowling, and Dawn was the queen of tennis. I don’t
remember a single time that they argued about the games. Afterward, we
would gather in the living room and Danielle would play the piano while the
rest of us sang hymns.
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Of course, those 28 months were too short to fully understand all five
families, but I learned from and was shaped by each of them. By teaching
me English, nine year-old Cody taught me the importance of being able to
learn from anyone; the Martinez family showed me the value of spending
time together as a family; the Struiksma family taught me to reserve
judgment about divorced women and adopted children; Mrs. Ortiz taught
me the value of discipline and the Dirksen family taught me the importance
of appreciating one another’s different qualities.

Getting along with other people is necessary for anyone and living with five
families has made me more sensitive to others’ needs: I have learned how
to recognize when someone needs to talk, when I should give advice and
when to simply listen, and when someone needs to be left alone; in the
process, I have become much more adaptable. I’m ready to change, learn,
and be shaped by my future families.
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Poverty, Inequality and Violence:

is there a human rights response?
Documents of the international conference

Concept Paper

An International Conference to respond to the question,

How can we prevent or reduce violence, including torture, by acting on the

root causes found in violations of economic, social and cultural rights?

The International Conference “Poverty, Inequality and Violence, is there a

human rights response?” will take place from Tuesday 4 October to
Thursday 6 October 2005 at the Geneva International Conference Centre
in Geneva, Rue de Varembé 15, CH-1211 Geneva 20, Switzerland. More
details are provided below.

The Conference is part of a wider project being carried out by the World
Organization Against Torture (OMCT) within the framework of the Geneva
International Academic Network (GIAN) and with the financial support of
the GIAN, the Dutch Foundation ICCO, the Fondation des droits de
l’homme au travail and the Swiss Federal Government (Swiss Agency for
Development and Cooperation).

The project is aimed at examining the causal connection between

inequalities, poverty, violations of economic, social and cultural rights and
violence. Violence in the context of the project is understood in its broad
sense as state sponsored (torture, summary executions, disappearances,
etc.), social and domestic violence. The project’s ultimate objective is to
identify specific actions which the various actors can take to reduce
violence by acting on its economic, social and cultural root causes.
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The Conference will base its work on a study currently being carried out by
OMCT as part of the project. More details on this study are provided below.

The context
The fight against torture, summary executions, forced disappearances and
other cruel, inhuman or degrading treatment within the international human
rights framework has essentially developed through the denunciation of
cases, the establishment of a normative system, as well as through the
search for mechanisms - legal or other - that enable adequate protection
and reparation of victims to be guaranteed.

These efforts have brought about significant improvements. Today, for

instance, torture is defined and prohibited by international instruments with
universal scope as well as by specific legislation in a number of countries.
Further, national, regional and international institutions endeavor to prevent
and punish torture, as well as to compensate the victims.

Shifting emphasis in the fight against torture; the need to look at root
causes
Nevertheless, a very large number of individuals are still subjected to
torture, ill-treatment, forced disappearances and summary executions.
Furthermore, the cases that are being reported and documented are no
longer so much the result of imposed ideologies, but rather, increasingly
come as the consequence of growing social tensions, which often lead to
violent clashes. This paradigm change requires a new look at how we
combat torture and other forms of violence.

Deep socio-economic imbalances, poverty and the growing number of

excluded who see their absolute and relative income diminishing, depriving
them of their basic needs, cause frustration and produce such tensions.
Claims for basic economic, social and cultural rights, in turn, are often met
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with severe repression, as they endanger a system based on privileges,

whose beneficiaries do not want to abandon their favoured positions. As a
result, the overwhelming majority of those who are being subjected to
torture and ill-treatment are, today, persons that come from the poorest
strata of society.

Similarly, the violence perpetrated against women and children is

significantly influenced by their socio-economic marginalisation. Indeed,
violence against children mostly affects socially and economically
marginalised minors (often street children or working children). Similarly,
violence affecting women is often related to their socio-economic role in
societies where they are often considered as second-class individuals. This
violence is often not recognised by States as being part of their
responsibility.

While the impact of socio-economic factors on the emergence of violence

has already been the subject of much research, the question has not been
approached from a human rights perspective. In other words, the
relationship between the enjoyment of economic, social and cultural rights
and violations of civic and political rights -- such as the right to life and the
protection against torture -- still needs to be examined.

The study
The first part of this project consists of a study being carried out by OMCT
and which will form the basic working document of the Conference. The
study contains an extensive (84 page) academic analysis investigating the
correlations between violence and socio-economic inequalities based on
information from a total of 63 countries and using survey data from the
People’s Security Survey of the ILO’s InFocus Programme on Socio-
Economic Security. A further paper deals with the relation of women’s
access to resources and domestic violence in South Africa and another
examines the relationship between economic recession and violence as
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they affect developed countries.

The study also includes an in depth analysis of the human rights situation
in five countries (Argentina, Egypt, Nepal, South Africa and Uzbekistan)
together with case studies examining specific instances in those countries
of the relationship between violations of economic, social and cultural rights
and violence prepared in collaboration with a national human rights partner
in each country.

Further, the study will examine how selected international human rights
mechanisms and selected international institutions and development and
financial agencies approach the issue.

TheConference
The Conference will provide the occasion for a critical review of the study
and its conclusions. It will be an opportunity to agree that failure to respect
economic, social and cultural rights and the resulting inequality and poverty
can cause or contribute to violence, including torture. The study should also
lead to a better understanding of how well national and international
authorities, including international human rights bodies and international
financial and development institutions understand this relationship and how
adequately they react.

Finally, the Conference will be asked to propose ways in which the wide
range of actors involved can contribute to the elimination of violence,
including torture, by promoting respect for economic, social and cultural
rights. Particular attention will be given to how a network of national NGOs,
such as the OMCT SOS-Torture Network, can respond to the need to act
on the economic, social and cultural root causes of violence.
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REACTION PAPER

Technology integration was the topic of this week’s chapter

assignment. The chapter discussed two learning theories for a foundation
to integration: Directed models and Constructivist models. The directed
theory revolves around behavior and the processing of information. The
constructivist theory deals with more of a “hands on” and social aspect
approach. I would imagine most students at the early levels of learning are
more visual and social learners taking more from experiences than a book.
I guess it just depends on your beliefs and how you can best implement a
strategy based upon your classroom. I personally feel that the classrooms
in Piaget’s day were a lot less diverse than today’s. I think a teacher’s
theory should be like a floating floor adjusting to its new room constantly.
Integrating technology into a classroom can be very tedious and there are
many things that teachers need to take under consideration. The (TIP) or
Technology Integration Planis a model that is used to “help teachers
(especially those new to technology) plan for effective classroom uses of
technology” (Roblyer & Doering, 2010). I was pretty impressed with the
model and how it went into detail with each of its phases. The phases are
broken down easy with the teacher in mind. The first stage allows teachers
to set learning goals for themselves. The next phase assists the teacher in
deciding whether the lesson would be better with or without technology. I
mean, it really breaks it down very well with each of its six stages. There is
also a lot of information in books and online. I found a pretty cool article
that discussed seven different ways teachers could integrate technology
into the classroom. Create a clear vision of what a technological classroom
looks like, build an on-campus and online learning network, and invest in
yourself as teacher. These are just a few things that will help in integrating
technology into the classroom. The chapter discusses vital conditions to be
present before and during integrating technology. Just as I have learned to
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create a clear vision of what a classroom integrated with technology looks

like. It is also important to share your vision so that all levels Of the School
and district can properly plan for what will be needed. Policies have to be
put in place to ensure safe and ethical use of the internet. There are so
many things that can happen these days with viruses and hackers. You
definitely would not want to have a parent file a lawsuit on you or the school
for inappropriate matter on the internet. Schools also have to implement
technical assistance and skilled personnel that would help mentor, train,
coach, and model how the technology works. Unfortunately, that is one
area where teachers are at a loss. The training department for teachers is
not what it should be. Teachers are constantly taking training courses that
are more like daily workshops. Technology should be set up differently
because of the many facets that it entails. Finally, teaching strategies are
the key to success. Teachers have to find an accurate and efficient way to
teach and assess their students. I believe that once a teacher has many of
these things in place the classroom will be transformed into a new, more
advanced classroom; A classroom that works with the teacher and for the
students. It is easy to see how fast technology is growing. It is a decision of
the schools to decide what kind of technology program to implement. It is
the schools responsibility to stick with the plan and back that plan so that it
has the best chance for success. The teacher’s role is a vital one while
integrating technology. They are the ones that will be using, teaching, and
assessing students. There are several resources available to teachers
outside of the school. Teachers who really want a classroom integrated
with technology will have to work for it. There is a place for technology in
every classroom around the world no matter the size.
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Sample Position Paper

Russian Federation Position Paper

Example used in Model United Nations of Alaska 2015. 

As the Representatives of the Russian Federation, we are immensely

interested in thoroughly discussing the topic of отходы (waste). Our nation,
lead by President Vladimir Putin, has made it a priority to properly manage
waste. Our tireless efforts with the United Nations Environmental Program
(UNEP), the World Health Organization (WHO), the International Atomic
and Energy Agency (IAEA), the United Nations Industrial Development
Organization (UNIDO), and the United Nations High Commission for
Refugees (UNHCR) are a token of our commitment to improving world
waste standards and ensuring safe and secure development by
cooperating with the United Nations Security Council. 

The Russian Federation encourages all states to continually take steps

towards a more sustainable green economy and planet. Russia leads the
globe as one of the top five highest ranked states for waste management;
therefore, we are greatly interested in sharing our wealth of knowledge with
the rest of the world. We take a special interest in the exploration and
preservation of the Arctic in order to support our persistent efforts towards
a greener state. We will continue to create new programs, exemplified by
our national scoping studies that identify our country’s needs and vast
potential for transformation towards a greener economy. 

We urge foreign leaders to take a more vested interest in the long term
global impacts caused by the use of nuclear energy and possible health
concerns, such as those seen in Fukushima, Japan. The leaking of
radioactive waste has adversely affected Russia environmentally,
commercially, and politically. We remain supportive of our friends in Japan
who face the potential ill health effects caused by long term exposure
to radiation. This situation all too closely mirrors our own struggles with the
Chernobyl disaster and subsequent loss of life, due to both physical and
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psychological factors, that resulted thereafter. Therefore, Russia strives to

increase global research into the effects of nuclear waste on human health
and the technology needed to clean up affected areas.

Nuclear waste is a global issue and all countries with nuclear capability will
benefit from scientific research into this matter. As such, we firmly request
the cooperation of the United Nations in dealing with this grave issue
before further disasters occur. The Russian Federation is committed to
safely researching and developing the tremendous capabilities of nuclear
energy. We are moving steadily forward with plans of expanding the role of
nuclear energy in our country, including the development of new reactor
technology. Progressing beyond the minor errors of the past, the efficiency
of nuclear technology in Russia has increased dramatically since the mid-
1990s. Over 20 nuclear power reactors are confirmed or planned for
energy exportation. The Russian Federation is continually striving to
develop safer and more effective ways of disposing nuclear waste. The
Russian Federation envisions nuclear power providing 45-50% of our
country’s electricity demands by 2050, with that number rising to 70-80%
by the end of the century. 

The Russian Federation is committed to advancing industrial development

that results in economic growth and prosperity for our people. Supporting
projects, policies, and technologies that reduce energy costs, eliminate
regulatory burdens, and save taxpayers money are our key priorities.
Russia holds the largest natural gas reserves in the world, and, in 2013,
was ranked third in terms of global oil production.[3] Given our abundance
of natural resources, we are in a prime position to supply the Eurasian
region with affordable energy that has been developed and produced in the
most environmentally sound of ways. In 2013, we established a partnership
with UNIDO to advance environmentally sustainable solutions to enhance
global economic development. Last year, in conjunction with UNIDO, the
Russian Federation provided funding for a fisheries and marine training
institute in Sierra Leone. The institute is enhancing and contributing to the
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growth of Sierra Leone’s fishing industry, creating new jobs, increasing total
fish yield, and helps to combat the illegal fishing industry. Looking towards
the future, the Russian Federation is excited to strengthen and expand our
partnership with UNIDO to foster economic growth with our allies around
the world. 

Due to growing political instability in surrounding Middle Eastern countries,

the Russian Federation is striving to cooperate with the United Nations
High Commission for Refugees (UNHCR), in order to assist with the mass
influx of refugees seeking asylum. The conflict in the Syrian Arab Republic
has impacted Eastern regions of the Russian Federation, placing
considerable pressure on our country’s ability to secure and defend our
people. In addition to Syrian refugees, thousands of displaced Ukrainians
are entering our nation. Given these unique challenges, we seek to
strengthen our national asylum systems, prevent and reduce the problem
of statelessness for refugees, and further  develop partnerships with
governments and other stakeholder on refugee protection and mixed
migration.

The Russian Federation, as a founding member of the United Nations, has

always upheld the values, stability, and unity brought forth by the UN. We
firmly believe that these global goals can be achieved by all nations
through primary discourse and secondary action, and we believe that our
position in the Security Council allows us to propagate and maintain these
objectives. The Russian Federation wishes to help set standards
concerning the topic of waste in every definition of the term. One major
concern for our delegation is the waste of economic and resource-related
opportunities, which is why we believe an in-depth scrutinization of OPEC
and global oil production is a necessary mission for Security Council to take
on. We believe that discussion on these issues will be beneficial to the
international community, and can help clarify the motivations and
aspirations of all involved. 
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EXAMPLE OF REPORT TEXT

Venice is a city in northern Italy. It is the capital of region Veneto.

Together with Padua, the city is included in the Padua-Venice Metropolitan
Area. Venice has been known as the “Queen of the Adriatic”, “City of
Water”, “City of Bridges”, and “The City of Light”. The city stretches across
117 small islands in the marshy Venetian Lagoon along the Adriatic Sea in
northeast Italy.

Venice is world-famous for its canals. It is built on an archipelago of 117

islands formed by about 150 canals in a shallow lagoon. The islands on
which the city is built are connected by about 400 bridges. In the old center,
the canals serve the function of roads, and every form of transport is on
water or on foot.

You can ride gondola there. It is the classical Venetian boat which
nowadays is mostly used for tourists, or for weddings, funerals, or other
ceremonies. Now, most Venetians travel by motorised waterbuses
(“vaporetti”) which ply regular routes along the major canals and between
the city’s islands. The city also has many private boats. The only gondolas
still in common use by Venetians are the traghetti, foot passenger ferries
crossing the Grand Canal at certain points without bridges.

You can see the amusing city’s landmarks such as Piazza San Marco,
Palazzo Contarini del Bovolo, Saint Mark’s Cathedral or villas of the
Veneto. The villas of the Veneto, rural residences for nobles during the
Republic, are one of the most interesting aspects of Venetian countryside.

They are surrounded by elegant gardens, suitable for fashionable parties of

high society. The city is also well known for its beautiful and romantic view,
especially at night.
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Research Paper

Abstract

There are few facts about the role of obedience when committing acts
against one’s personal conscience (1961). Most theories suggest that only
very disturbed people are capable of administering pain to an ordinary
citizen if they are ordered to do so. Our experiment tested people's
obedience to authority. The results showed that most obey all orders given
by the authority-figure, despite their unwillingness. The conclusion is that,
contrary to common belief, personal ethics mean little when pitted against
authority.
 

[Page 3-X - text starts in the top, left corner, no extra spacing to align text]

Introduction

Current theories focus on personal characteristics to explain wrong-doing

and how someone can intentionally harm others. In a survey, professionals
such as doctors, psychologist and laymen predicted that a small proportion
of a population (1-3%) would harm others if ordered to do so.
In the recent war trial with Adolph Eichmann, he claims to only have been
“following orders". The author wanted to test this claim. Can people harm
others because they are merely obeying orders? Can people be ordered to
act against their moral convictions?
The experiment will test whether a person can keep administering painful
electric shocks to another person just because they are ordered to do so.
The expectation is that very few will keep giving shocks, and that most
participants will disobey the order.
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Methods

Participants
There were 30 male participants. They were recruited by advertisement in
a newspaper and were paid $4.50.
Instruments
A "shock generator" was used to trick the participants into thinking that they
were giving an electric shock to another person in another room. The shock
generator had switches labeled with different voltages, starting at 30 volts
and increasing in 15-volt increments all the way up to 450 volts. The
switches were also labeled with terms which reminded the participant of
how dangerous the shocks were.
Procedures
The participant met another "participant" in the waiting room before the
experiment. The other "participant" was an actor. Each participant got the
role as a "teacher" who would then deliver a shock to the actor ("learner")
every time an incorrect answer to a question was produced. The participant
believed that he was delivering real shocks to the learner.
The learner would pretend to be shocked. As the experiment progressed,
the teacher would hear the learner plead to be released and complain
about a heart condition. Once the 300-volt level had been reached, the
learner banged on the wall and demanded to be released. Beyond this
point, the learner became completely silent and refused to answer any
more questions. The experimenter then instructed the participant to treat
this silence as an incorrect response and deliver a further shock.
When asking the experimenter if they should stop, they were instructed to
continue.

Results

Of the 40 participants in the study, 26 delivered the maximum shocks. 14

persons did not obey the experimenter and stopped before reaching the
highest levels. All 40 participants continued to give shocks up to 300 volts.

Discussion/Conclusion
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Most of the participants became very agitated, stressed and angry at the
experimenter. Many continued to follow orders throughout even though
they were clearly uncomfortable. The study shows that people are able to
harm others intentionally if ordered to do so. It provides evidence that this
dynamic is far more important than previously believed, and that personal
ethics are less predictive of such behavior.
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Resources

https://www.collegeessayguy.com/blog/college-essay-examples
https://www.omct.org/en/resources/events/concept-paper-poverty-
inequality-and-violence-is-there-a-human-rights-response-international-
conference
https://www.slideshare.net/jwalts/sample-reaction-paper
http://di-copy.blogspot.co.id/2013/01/example-of-report-text-definition.html
https://explorable.com/example-of-a-research-paper