REVIEWER EAPP
English for Academic and Professional
Purposes (EAPP) aims to enhance your
communication skills particularly in writing
academic and professional compositions. It is
designed to develop your abilities to utilize
appropriate language in academic writing from
various disciplines using correct text structures.
It provides language instruction for academic
studies. Language skills addressed include:
listening comprehension, fluency development, oral
intelligibility, reading, grammar, writing, and
vocabulary development. English for Academic and
Professional Purposes is aimed at improving the
learner's communication skills in the writing
medium in preparation for higher education where
there will be a greater demand for producing
academic papers in various fields of study.
At the end of the first lesson, the learners shall be
able to:
1. define academic text, summarizing and
summary from various writers, thesis
statement, and outlining;
2. determine text structure of an academic
text;
3. explain the components of the three-part
essay structure;
PRE-TEST
A. Write T if the statement is correct and F if it is
incorrect. Write your answer in your notebook.
1. Formality in academic writing requires
precision to make a legitimate piece of
writing.
2. Writing is a form of communication that is
shaped by the following factors: topic, role,
and audience.
3. The use of personal pronouns such as I,
you, and we is acceptable in academic
writing.
4. “How can these problems be solved?” is an
example of a critical question.
5. Because is an example of transitional
device that expresses cause and effect.
6. An abstract is a summary of a novel.
7. The conclusion is the section that
summarizes the main points of the essay.
8. A summary is a condensed form of a text
which is usually half of the original
material.
9. To introduce a topic in an essay, the writer
must be able to explain its details.
10. A research paper contains background of
the study, body, and recommendations.
B. Put the jumbled parts of a common research
paper in order by using letters to represent the
sequence. Write letters A - J.
1. Presentation of the Research Problem
2. Title of the Research Paper
3. Presentation of the Results
4. Recommendation
5. Overview of Scope of Research
6. Interpretation and Discussion of Results
7. The Reference List
8. The Abstract
9. Review of Past Research Relevant to the Paper
10. Description of Methods used to Carry out the
Research
ACADEMIC TEXT STRUCTURE
ACADEMIC TEXT
– critical, objective, specialized texts written by
experts, or professionals in a given field using
formal language.
– based on facts with solid basis
ACADEMIC WRITING, therefore, is generally quite
formal, objective (impersonal) and technical.
technical
– Uses vocabulary specific to the discipline
formal
– Avoids casual or conversational language, such
as contractions or informal vocabulary
objective
– Avoids direct reference to people or feelings, and
instead emphasizing objects, facts, and ideas.
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To be a good academic writer, you will need to
learn the specific styles and structures for your
discipline, as well as for each individual writing
task.
Some examples of academic writing are as
follow:
LITERARY ANALYSIS: A literary analysis essay
examines, evaluates, and makes an about a literary
work. As the name suggests, a literary analysis
essay goes beyond mere summarization. It
requires careful close reading of one or multiple
texts and often focuses on a specific characteristic,
theme, or motif.
RESEARCH PAPER: A research paper uses
outside information to support a thesis or make an
argument. Research papers are written in all
disciplines and may be evaluative, analytical, or
critical in nature. Common research sources
include data, primary sources (e.g., historical
records), and secondary sources (e.g., peer-
reviewed scholarly articles). Writing a research
paper involves synthesizing this external
information with your own ideas.
DISSERTATION: A dissertation (or thesis) is a
document submitted at the conclusion of a Ph. D.
program. The dissertation is a book-length
summarization of the doctoral candidate’s research.
Academic papers may be done as a part of a class,
in a program of study, or for publication in an
academic journal or scholarly book of articles
around a theme, by different authors.
STRUCTURE is an important feature of academic
writing. A well-structured text enables the reader to
follow the argument and navigate the text. In
academic writing, a clear structure and a logical
flow are imperative to a cohesive text. These are
the two common structures of academic texts that
you need to learn which depends on the type of
assignment you are required: the three-part essay
structure and the IMRaD structure.
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. For shorter
essays, one or two paragraphs for each of these
sections can be appropriate. For longer texts or
theses, they may be several pages long.
INTRODUCTION
– its purpose is to clearly tell the reader the topic,
purpose, and structure of the paper
– might be between 10 and 20 percent of the length
of the whole paper and has three main parts
A. The most general information, such as
background and/or definitions.
B. The core of the introduction, where you
show the overall topic, purpose, your point
of view, hypotheses, and/or research
questions (depending on what kind of paper
it is)
C. The most specific information, describing
the scope and structure of your paper.
• You should write your introduction after you
know both your overall point of view, (if it is a
persuasive paper) and the whole structure of
your paper. You should then revise the
introduction when you have completed the main
body.
THE BODY. It develops the question. “What is the
topic about?” It may elaborate directly on the topic
sentence by giving definitions, classifications,
explanations, contrasts, examples, and evidence.
This is considered as the heart of the essay
because it expounds the specific ideas for the
readers to have a better understanding of the topic.
It usually is the largest part of the essay.
CONCLUSION. The conclusion is closely related to
the introduction and is often described as its ‘mirror
image’. This means that if the introduction begins
with general information and ends with specific
information. The conclusion moves in the opposite
direction. It usually begins by briefly summarizing
the main scope or structure of the paper, confirms
the topic that was given in the introduction, ends
with a more general statement about how this topic
relates to its context. This may take the form of an
evaluation of the importance of the topic,
implications for future research or a
recommendation about theory or practice.
The IMRaD
(Introduction, Methods, Results and Discussion)
Introduction
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– usually depicts the background of the topic and
the central focus of the study
Methodology
– lets the readers know the data collection
methods, research instrument employed, sample
size and so on
Results and Discussion
– states the brief summary of the key findings or
the results of your study
THE LANGUAGE OF ACADEMIC WRITING
At the end of the lesson, the learners are expected
to:
1. Determine language style in academic
writing;
2. Differentiate language style used in
academic texts from various disciplines;
3. Construct paragraphs using academic
language.
Let’s Recall
❖ A well-structured text enables the reader to
follow the argument and navigate the text.
❖ A clear structure and a logical flow are
imperative to a cohesive text.
❖ Most academic texts follow established
structures such as: the three-part essay
structure and the IMRaD structure.
❖ Structure should be considered on all levels
of text so you will also find information on
structuring paragraphs.
Oral Activity
Use the given subject and verb in constructing your
own sentence. Observe subject-verb agreement in
your sentences. You may add “s” or “es” to the
verb.
1. United States ( make )
2. The students ( excel )
3. English language ( help )
4. The books ( improve )
5. The journey ( enhance )
6. The patient ( cry )
7. Mrs. Cruz ( appeal )
8. Filipino people ( provide )
9. A child ( love )
10. The lecturer ( explain )
What is the difference in the following pairs of
sentences? Explain your answer.
Pair 1
( Sentence 1 )
It was raining cats and dogs
( Sentence 2 )
It was raining very heavily.
Pair 2
( Sentence 1 )
We believe the practice is unsustainable.
( Sentence 2 )
It is believed the practice is unsustainable.
ACADEMIC LANGUAGE
represents the language demands of school
(academics). Academic language includes
language used in textbooks, in classrooms, on
tests, and in each discipline. It is different in
vocabulary and structure from the everyday spoken
English of social interactions.
Each type of communication (both academic and
social) has its purpose and neither is superior to the
other.
ACADEMIC WRITING is generally quite formal,
objective (impersonal) and technical as illustrated in
the diagram.
Furthermore, you can make your writing more
formal, objective, and technical by following the
given examples.
FORMAL
❖ Choose formal instead of informal vocabulary.
For example, ‘somewhat’ is more formal than ‘a
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bit’, ‘insufficient’ is more formal than ‘not
enough’.
❖ Avoid contractions. For example, use ‘did not’
rather than ‘didn’t’.
❖ Avoid emotional language. For example,
instead of strong words such as ‘wonderful’ or
‘terrible’, use more moderate words such as
‘helpful’’ or ‘problematic’.
❖ Instead of using absolute positives and
negatives such as ‘proof’ or ‘wrong’, use more
cautious evaluations such as ‘strong evidence’
or ‘less convincing’.
OBJECTIVE
❖ Move information around in the sentence to
emphasize things and ideas, instead of people
and feelings. For example, instead of writing ‘I
believe the model is valid, based on these
findings’, write ‘These findings indicate that the
model is valid’.
❖ Avoid evaluative words that are based on non-
technical judgments and feelings. For
example, use ‘valid’ or ‘did not demonstrate’
instead of ‘amazing’ or ‘disappointment’.
❖ Avoid intense or emotional evaluative
language. For example, instead of writing
‘Parents who smoke are obviously abusing
their children’, write ‘Secondhand smoke has
some harmful effects on children’s health’.
❖ Show caution about your views, or to allow
room for others to disagree. For example,
instead of writing ‘I think secondhand smoke
causes cancer’, write ‘There is evidence to
support the possibility that secondhand smoke
increases the risk of cancer’.
❖ Find authoritative sources such as authors,
researchers and theorists in books or articles,
who support your point of view, and refer to
them in your writing. For example, instead of
writing ‘Language is in my view, clearly
something social’, write ‘As Halliday (1973)
argues, language is intrinsically social’.
TECHNICAL
❖ You need to develop a large vocabulary for the
concepts specific to the discipline or
specialization you are writing for. To do this,
take note of terminology used by your lecturer
and tutor, as well as in your readings.
❖ Be careful about the meaning of technical
terms. Often the same word has a different
meaning in another discipline. For example,
‘discourse’ is a technical term used in multiple
disciplines with different meanings.
❖ Use the key categories and relationships in
your discipline, that is, the way information and
ideas are organized into groups. For example,
in the discipline of Law, law is separated into
two types: common law and statute law.
❖ Knowing these distinctions will help you
structure your writing and make it more
technical and analytical.
A sentence may be one of four kinds, depending
upon the number and type(s) of clauses it contains.
❖ An independent clause contains a subject, a
verb, and a complete thought.
I wrote my first novel last year
❖ A dependent clause contains a subject and a
verb, but no complete thought.
after I wrote my first novel last year
A SIMPLE SENTENCE has one independent
clause.
– NO commas separate two compound elements
(subject, verb, direct object, indirect object,
subjective complement, etc.) in a simple sentence.
A COMPOUND SENTENCE has two independent
clauses joined by:
A. a coordinating conjunction (for, and, nor, but,
or, yet, so),
B. a conjunctive adverb (e.g. however, therefore),
or
C. a semicolon alone.
Punctuation Patterns:
A. Independent clause, coordinating conjunction
independent clause.
B. Independent clause; conjunctive adverb,
independent clause.
C. Independent clause; independent clause.
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A COMPLEX SENTENCE has one dependent
clause (headed by a subordinating conjunction or a
relative pronoun) joined to an independent clause.
Punctuation patterns (to match A, B, C and D
above):
A. Dependent clause, independent clause
B. Independent clause dependent clause
C. Independent, nonessential dependent clause,
clause.
D. Independent essential dependent clause clause.
A COMPOUND-COMPLEX SENTENCE has
two independent clauses joined to one or more
dependent clauses.
Punctuation patterns:
A. Follow the rules given above for compound and
complex sentences.
B. A compound-complex sentence is merely a
combination of the two.
1. Bill loves hiking and camping. Bill loves
canoeing best.
Bill loves hiking and camping but he
loves canoeing best.
2. Relaxation can be difficult to learn. Some
people do seek help.
Relaxation can be difficult to learn so some
people do seek help.
3. Teachers don't like it when you read while they
are trying to teach. Teachers especially don't
like it when you talk while they are trying to
teach.
Teachers don’t like it when you read while they are
trying to teach, but they especially don’t like it when
you talk while they are trying to teach.
4. Hunter likes heavy metal music. Hunter enjoys
hip-hop tunes also.
Hunter likes heavy metal music, yet he enjoys hip
hop tunes also.
5. I love ice cream. I love tomatoes and healthy
foods too.
I love ice cream, tomatoes, and healthy foods, too.
6. Tim was shy. He usually refused invitations.
Tim was shy; he usually refused invitations.
Throughout history money and religion were closely
linked; there was little distinction between
government and religion.
Martha Stewart is a celebrity, but he fact that her
television show is filmed at her home irritates her
neighbors.
7. People begin to recycle. They generate much
less trash.
When people begin to recycle, they generate much
less trash.
8. Joshua pleaded with his mother. She would not
give him any money.
Joshua pleaded with his mother because she would
not give him any money.
9. I moved to Chicago. I first applied for a job. I
looked for an apartment.
I moved to Chicago, first applied for a job and
looked for an apartment.
READING ACADEMIC TEXTS: Using Various
Techniques In Summarizing A Variety Of
Academic Texts
SUMMARY
− a brief statement or account of the main points
of something
− a record in a reader's own words that gives the
main points of a piece of writing such as a
newspaper article, the chapter of a book, or
even a whole book
What is Summarizing?
According to Buckley (2004), in her popular writing
text Fit to Print, summarizing is reducing text to
one-third or one-quarter its original size, clearly
articulating the author’s meaning, and retaining
main ideas.
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According to Diane Hacker (2008), in A Canadian
Writer’s Reference, explains that summarizing
involves stating a work’s thesis and main ideas
“simply, briefly, and accurately”.
From dictionaries, it is defined as taking a lot of
information and creating a condensed version that
covers the main points; and to express the most
important facts or ideas about something or
someone in a short and clear form.
reducing text - “simply, briefly, and accurately”
clearly articulating - condensed version
thesis - most important facts or ideas
main ideas - short and clear version
Various techniques in summarizing a variety of
academic texts
1. Read the work first to understand the
author’s intent. This is a crucial step
because an incomplete reading could lead
to an inaccurate summary. Note: an
inaccurate summary is plagiarism!
2. One of the summarization techniques you
can do is to present information through
facts, skills and concept in visual formats.
You can provide the cause and effects
chart, time lines, and Venn
3. diagrams, templates for outlines, use flow
charts or
4. infographics.
5. To avoid difficulty, you need first to know
the main points and the supporting details.
You can exclude any illustrations, examples
or explanations.
6. You need to analyze the text to save time in
thinking what you will do.
7. Think what information you will put in your
summary. Be sure to cover the main points
and arguments of the document.
8. One of the best things to do in auto
summarizing to restating the words into
different one. You should avoid using the
original words of the author instead; use
your own vocabulary but be sure to retain
the information.
9. You will fully understand what the document
is when you organize all ideas.
10. One of the things you can do is to write
down all information in a coherent and
precise form. Keep in
11. mind that a summary is a condensed
version of the
12. original paper, so avoid making it long.
13. You can also decide to represent
information through using dimensional
constructions in representing concepts,
skills, or facts.
14. Paraphrasing is one of the skills you can do
in writing a summary. With it, do not use the
same words with the author.
With the tips above, you will no longer worry
whenever you need to summarize because it is
your one stop solution to having a fantastic
summary that offer nice details to readers. Follow
the tips and you will not make mistakes.
Example:
Japanese Rail Tunnel
Due to an increase in traffic between the
various island which make up Japan, and
predictions of a continuing growth in train travel, a
rail tunnel was built to connect the islands of
Honshu and Hokkaido. The Seikan Tunnel in Japan
is today the longest tunnel in the world, with a
length of almost 54km. When the tunnel was
opened in 1988, all existing trains went through it.
However, newer Japanese bullet trains have never
used the tunnel because of the cost of extending
the highspeed line through it. Consequently, the
train journey from Tokyo to Sapporo still takes
about ten hours. In contrast, the journey by air
takes only three and a half hours. This has
combined with the fall in the cost of flying, has
meant that more people travel by plane than train
and the tunnel is not used as much as forecasters
had predicted.
▪ Increase in traffic
▪ Connect islands (Honshu & Hokkaido)
▪ Predictions and continuing growth
▪ The longest rail tunnel
▪ Opened 1988
▪ 54 km
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▪ Bullet trains
▪ Never used tunnel
▪ Fall in the cost of flying
▪ Not used as much as forecasters predicted
Summary
The longest railway tunnel in the world links
the islands of Honshu & Hokkaido. This 54km
tunnel was inaugurated in 1988 to deal with the
predicted increase in rail traffic. However, the fall in
the cost of flying and the fact that high speed trains
cannot use the tunnel have resulted in the tunnel
being less widely used than expected.
Another 5 Easy Techniques in Summarizing
Various Academic Texts
Technique 1: Somebody Wanted But So Then
“Somebody Wanted But So Then” is an
excellent summarizing strategy for stories. Each
word represents a key question related to the
story’s essential elements:
Somebody: Who is the story about?
Wanted: What does the main character want?
But: Identify a problem that the main character
encountered.
So: How does the main character solve the
problem?
Then: Tell how the story ends.
Somebody: Little Red Riding Hood
Wanted: She wanted to take cookies to her sick
grandmother.
But: She encountered a wolf pretending to be
her grandmother.
So: She ran away, crying for help.
Then: A woodsman heard her and saved her from
the wolf.
After answering the questions, combine the
answers to form a summary:
Little Red Riding Hood wanted to take
cookies to her sick grandmother, but she
encountered a wolf. He got to her grandmother’s
house first and pretended to be the old woman. He
was going to eat Little Red Riding Hood, but she
realized what he was doing and ran away, crying
for help. A woodsman heard the girl’s cries and
saved her from the wolf.
Technique 2: SAAC Method
The SAAC Method is another useful
technique for summarizing any kind of text (story,
article, speech, etc). SAAC is an acronym for
“State, Assign, Action, Complete.”
Each word in the acronym refers to a specific
element that should be included in the summary.
State: name of the article, book, or story
Assign: the name of the author
Action: what the author is doing
(example: tells, explains)
Complete: complete the sentence or
summary with keywords and important details
This method is particularly helpful for
students who are learning the format of a summary
and need reminders to include the title and author’s
name. However, SAAC does not include clear
guidance about which details to include, which
some students might find tricky. If you use SAAC,
be reminded of the types of details that belong in a
summary before starting to work independently.
Here is an example of SAAC in action:
State: The Boy Who Cried Wolf
Assign: Aesop (a Greek storyteller)
Action: tells
Complete: what happens when a shepherd boy
repeatedly lies to the villagers about seeing a wolf
Using the four SAAC cues, this is a summary of
“The Boy Who Cried Wolf” in complete sentences:
The Boy Who Cried Wolf, by Aesop (a
Greek storyteller), tells what happens when a
shepherd boy repeatedly lies to the villagers about
seeing a wolf. After a while, they ignore his false
cries. Then, when a wolf really does attack, they
don’t come to help him.
Technique 3: 5 W’s, 1 H
The 5 W’s, 1 H strategy relies on six crucial
questions: who, what, when, where, why, and how.
These questions make it easy to identify the main
character, the important details, and the main idea.
Who is the story about?
What did they do?
When did the action take place?
Where did the story happen?
Why did the main character do what he/she did?
How did the main character do what he/she did?
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Let us try this technique with a familiar fable such
as “The Tortoise and the Hare.”
Who? The tortoise
What? He raced a quick, boastful hare and won.
When? When isn’t specified in this story, so it’s not
important in this case.
Where? An old country road
Why? The tortoise was tired of hearing the hare
boast about his speed.
How? The tortoise kept up his slow but steady
pace.
Using the answers to the 5 W’s and 1 H to write a
summary in incomplete sentences.
Tortoise got tired of listening to Hare boast
about how fast he was, so he challenged Hare to a
race. Even though he was slower than Hare,
Tortoise won by keeping up his slow and steady
pace when Hare stopped to take a nap.
Oral Activity:
Each student will have to tell his/her favorite book
or movie in a minute or so. This is a fun, quick way
to practice summarizing on a regular basis.
When is summarizing useful?
Summarizing is useful in many types of writing and
at different points in the writing process.
Summarizing is used to support an argument,
provide context for a paper’s thesis, write literature
reviews, and annotate a bibliography. The benefit
of summarizing lies in showing the ‘big picture’,
which allows the reader to contextualize what you
are saying. In addition to the advantages of
summarizing for the reader, as a writer you gain a
better sense of where you are going with your
writing, which parts need elaboration, and whether
you have comprehended the information you have
collected.

Technique 4: First, Then, Finally

The “First Then Finally” technique helps
students summarize events in chronological order.
The three words represent the beginning, main
action, and conclusion of a story, respectively.

First. What happened first? Include the main

character and main event/action.
Then. What key details took place during the
event/action?
Finally. What were the results of the event/action?

Here is an example using “Goldilocks and the

Three Bears.”

First, Goldilocks entered the bears’ home

while they were gone. Then, she ate their food, sat
in their chairs, and slept in their beds. Finally, she
woke up to find the bears watching her, so she
jumped up and ran away.

Technique 5: Give Me the Gist!

When someone asks for “the gist” of a story,
they want to know what the story is about. In other
words, they want a summary --- not a retelling of
every detail.

The ‘gist’ method is just like giving a friend the gist

of an ordinary story or experience.