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Chapter VI: Communication for Academic Purposes

A. Academic Integrity
- Fundamental to the university is the writing of academic works that reflect
academic integrity.
- It is the pursuit of intellectual engagement in an open, truthful and responsible
behavior.
- Whether taking a quiz, a long exam, a summative evaluation, written or oral
reports, laboratory exercises, term papers, and problem sets, it is necessary to
avoid the following forms of academic dishonesty.

B. Former Academic Dishonesty

❑ Cheating- the use of unauthorized notes, study aids, or information

during examinations. It includes the act of changing a graded work after
it has been returned, then submitting the output for reassessment; The
submission of similar outputs for credit in more than one subject without
prior consent from the teachers.

❑ Plagiarism- passing a class requirement with ideas in part or whole not

entirely one’s work without citing the correct source. It is also the
purchase of papers or having someone write for someone

❑ Fabrication- inventing or falsifying information, data, or citation. (e.g.,

a student just randomly wrote the figures in his/her data presentations
without going through the data-gathering stage of research paper
writing.)

❑ Obtaining an Unfair Advantage- a student finds ways to place

himself in a more advantageous position over his/her classmates. One
may do stealing examination materials, hide library resources with the
intention of depriving others of their use, submission of one’s work in
previous class to another class, and unauthorized collaboration in
accomplishing a task

❑ Supporting Academic Dishonesty- distribution of academic

materials or providing assistance to others with the intention of violating
any forms of academic dishonesty

❑ Misinterpretation of Records- the act of unlawful modification of

school records such as the forging of signatures of school officials,
falsification of documents such as diploma, transcript of records, and
other documents
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❑ Illegal Access- unauthorized viewing of school records, changing
computer systems, and disseminating information gained via illegal
access

* DO YOUR BEST TO AVOID DOING ANY OF THESE DIFFERENT

FORMS OF ACADEMIC DISHONESTY ☺

C. Academic Writing

- requirements that demand students to express their thoughts on an issue,

critical analyses of published information, creation of ideas and concepts based
on gathered data from credible sources, and critiques of one’s masterpieces,
among others

D. Essay

- is a composition that discusses a topic from a personal viewpoint.

- Generally, the purpose of an essay is to explain or prove a point.

❑ Types of Essays

o Persuasive- A persuasive essay is a type of academic writing where

you use logic and arguments to convince readers of your point of view,
using solid evidence such as research, stating facts, examples, and
quotes from experts.

o Descriptive-A descriptive essay provides a detailed sensory description

of something. Like narrative essays, they allow you to be more creative
than most academic writing, but they are more tightly focused than
narrative essays. You might describe a specific place or object, rather
than telling a whole story. Descriptive essays test your ability to use
language creatively, making striking word choices to convey a
memorable picture of what you’re describing.

o Narrative- A narrative essay is one that tells a story. This is usually a

story about a personal experience you had, but it may also be an
imaginative exploration of something you have not experienced.
Narrative essays test your ability to build up a narrative in an engaging,
well-structured way. They are much more personal and creative than
other kinds of academic writing. Writing a personal statement for an
application requires the same skills as a narrative essay.
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o Expository- An expository essay provides a clear, focused explanation
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of a topic. It doesn’t require an original argument, just a balanced and
well-organized view of the topic. Expository essays test your familiarity
with a topic and your ability to organize and convey information. They
are commonly assigned at high school or in exam questions at the
college level.

o Argumentative- An argumentative essay presents an extended,

evidence-based argument. It requires a strong thesis statement—a
clearly defined stance on your topic. Your aim is to convince the reader
of your thesis using evidence (such as quotations) and analysis.
Argumentative essays test your ability to research and present your
position on a topic. This is the most common type of essay at the college
level—most papers you write will involve some kind of argumentation.

❑ Three General Stages in Writing an Essay

A. Pre-Writing Stage
1. Developing a Concept
• Considered the most difficult stage in writing an essay.
• Formulate your topic (consider your interest and passion within the
parameters of your teacher).
• Identify your audience (who will be your readers).
• Establish your purpose.
• In choosing a topic, consider one that interests you and is within the
parameters set by your teacher.
• Determine your intended reader. This is important in your proper use of
language and the topic itself.
• Knowing your audience can help make sound judgments as to materials
to include, manner of organization, and supporting claims.

2. Gather Materials
• (What do I know about my topic? What do I want to know about my
topic?)
• Go to the library, and browse magazines, journals, books, and even
newspaper articles.
• You may also surf the internet.
• You may also conduct an interview with someone who expects your
topic.
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3. Develop a thesis
• Paper’s main point
• It is important that the thesis is a complete, opinion-based sentence.
▪ “The oil industry is a very large portion of the energy sector,
and it has significant impacts on the climate and economy.”
(Expository)
▪ Though the oil industry is an important part of our economy,
it has negatively impacted our environment through climate
change, smog, and the building of roads.” (Persuasive)

4. Developing a Plan
• When you have enough information at hand, you may now start
developing your plan. It could be done with the use of the following:
❑ Idea Mapping- a graphical or textual technique for visualizing connections
between several ideas or processes of information.
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❑
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Storyboarding- In this technique, every idea is placed on an index card.
This allows the researcher to experiment with changes in the sequence of
ideas before the writing stage begins. Usually, each idea has labels to
facilitate the organization and source of the information for citation
purposes.

❑ Outline- A systematic and logical representation of how the paper will look
like.
o A systematic and logical representation of how the paper will look like.
❖ Scratch Outline: habitual jotting down notes from what you
have read/ heard from speakers
❖ Topic Outline: parts and subparts are arranged according to the
importance of your notes/ ideas/ topic
❖ Sentence Outline: The entries are in the form of a complete
sentence that corresponds to the content of the order of
arrangement
❖ Paragraph Outline: More formal than the sentence outline as
each paragraph contains a topic sentence, supporting details, and
a concluding sentence.
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Scratch Outline
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Topic Outline
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Sentence Outline
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Paragraph Outline
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B. Writing Stage
• The writing of the first draft
- Establish your thesis statement at the start of your paper.
- Support it with data and information based on your research.
❑ Your notes will play an important role in this process.
❑ If you feel that there is not enough information to supplement
your paper, look for additional materials.
❑ You may rearrange the order of ideas as needed.

❖ General Parts of an Essay

1. INTRODUCTION
• Foregrounds your topic and gives a hint on the important points
within the essay.
• It mentions the thesis statement that allows readers to clearly
understand the essay’s purpose.

2. BODY
• Supports the thesis
• It is important that each paragraph convey one point.

3. CONCLUSION
• Serves as a reminder of the main idea of the essay.

C. Post-Writing Stage -The first draft may be disorganized.

❖ Editing the paper:
• rearranging and adding paragraphs
• omitting or adding information
• ensuring the flow and continuity of ideas
• checking whether all sources used are included in the
bibliography
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After the editing process, there is a need to proofread your paper.
Check for:
• Spelling Errors
• Grammatical Errors

• Typographical Errors
-Prepare the list of references following a consistent format.
-Usually, essays use the APA style in documenting a paper.

E. APA Reference Style

• The American Psychological Association (APA) is an organization

created for individuals in the psychology field. With close to 121,000
members, they provide educational opportunities, funding, guidance, and
research information for everything psychology related. They also have
numerous high-quality databases, peer-reviewed journals, and books that
revolve around mental health.

• This format was first developed in 1929 to form a standardized way for

researchers in science fields to document their sources. Prior to the

inception of these standards and guidelines, individuals were recognizing
the work of other authors by including bits and pieces of information in
random order. There wasn’t a set way to format citations and references.
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F. Academic Research
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❑ Academic Research is defined as a “Systematic investigation into a
problem or situation, where the intention is to identify facts and/or opinions
that will assist in solving the problem or dealing with the situation”. This
academic or scholarly research focuses on research goals/questions that
arise from independent researchers. It uses formal, scientific, and
systematic procedures to discover answers. The scholarly research is guided
by an already existing theory in order to reject or support the theory.
❑ Research is a systematic process of collecting, analyzing, and interpreting
information (data) in order to better understand a phenomenon about which
we are interested or concerned. It is a lengthy process, focused, specific,
intensive, accumulative, and educational, and is not mere information
gathering, transportation of facts from one location to another, and
rummaging for information.

Preliminary Parts
❑ (Title, Abstract, Keywords)

The Article
❑ (Introduction, Methods, Results, and Discussions)

Supplementary
❑ (Conclusions, Acknowledgements, References, Appendices)

Preliminary Parts

❖ The Title Page – Gets read first.

❑ The most concise summary of the main point of your paper should
contain all the key elements of your study.
❑ 100 characters and spaces or less

❖ The Abstract is an abridged version (ranging from 150 to 200 words)

of the most important results of the study, which comes after the title.
It is in one paragraph, and it includes the following:

(a) one sentence situation background of the study;

(b) objectives/problems of the study;
(c) methodology; and
(d) the salient findings.

The conclusions may be explicitly stated.

* Remember that nothing should appear in your Abstract that does not
appear elsewhere in your paper.
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❖ Keywords– significant terms or concepts related to the research study
placed below the abstract. The maximum number of keywords to be
placed is 5.

The Research Article

The gist/meat of the research article usually contains four parts: (1)
Introduction, (2) Methodology, (3) Results and Discussion, and (4)

Summary, Conclusions, and Recommendations. However, several

institutions follow the IMRAD format – Introduction, Methodology,
Results, and Discussion.

❖ Introduction
❖ This is the beginning of the paper It includes the situation analysis (or
background of the study), the framework, the statement of objectives/the
problem, and the definition of terms.

A. Situation Analysis/ Background of the Study

- What’s and Why’s
- The problem was selected and what situations under which the
problem exists
- Highlight questions, issues, problems, and disturbing observations
- Identify a gap in the field of knowledge
- Contains several literature reviews related to the study

B. Framework of the Study

- A presentation of major theories and/or concepts from which the
study was derived and anchored.
- It is drawn from the review of literature and studies that shape the
research problem.
- Use of theories, abstracts, concepts, facts, laws, variables, and their
relations that explain and predict how an observed phenomenon
exists and operates.

- In writing this part, enumerate the theories/concepts.

- Preferably, present the theory in a diagram form showing their

interrelationship and their relation to the current study.

- Your discussion of the framework should show your ability to

synthesize all these theories and assemble them in a manner that will
make the readers see clearly the foundation of your study.
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- The end part of the discussion should lead to the research paradigm.
It must comprehensively show the interrelationship of the variables
under study and the direction of the research.

C. Statement of the Problem

- Composed of two sections:
1) General objective/ problem; and
2) Specific objectives/ problems.

- The general objective/ problem is cascaded from the title and stated in
declarative form.
- Specific objectives/ problems concretize the construct into manageable
units. They are in interrogative form.
- Arrange these specific objectives/ problems logically from the first to the
last step.

D. Significance of the Study

- The significance of the study is a written statement that explains why
your research was needed. It’s a justification of the importance of your
work and the impact it has on your research field, its contribution to new
knowledge, and how others will benefit from it.
E. Scope and Delimitations
- The scope details how in-depth your study is to explore the research
question and the parameters in which it will operate in relation to the
population and timeframe. The delimitations of a study are the factors
and variables not to be included in the investigation.

F. Definition of Terms
- Contains terms relevant to understanding the study
• The definition may be conceptual or taken from the dictionary
• When the term has a peculiar use in the study or requires a more
specific definition, an operational definition is used.

❖ Review of Related Literature

- A review of related literature (RRL) is a detailed review of existing

literature related to the topic of a thesis or dissertation. In an RRL, you
talk about knowledge and findings from existing literature relevant to
your topic.

❖ Phrases To Use in Citing Sources

❑ Conclude
❑ Explain
❑ State
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❑ Propose
❑ Agree
❑ Suggest
❑ Claim
❑ Refute
❑ Contradict

❖ Methodology

❖ This part covers the research design, data sources (for social and
education research), materials and procedures (for technical research),
materials and procedures (for technical research), instrumentation and
data collection, and data analysis.

I. Research Design

- Specify the general method and specific design used in the research.

- Must include an explanation of the selected design and a justification

of its appropriateness in relation to the objectives/ problems of the
research and data to be gathered.

II. Data Sources

- Identify the population of the study and samples

- Include the sampling method/ formula/ data used, and justification

for the choice of the sampling method/ formula.

- Present the description and profiling of your respondents/ subjects in

terms of number and demographic characteristics (age, gender,
ethnicity, etc.) except when such is part of the Statement of the
Problem.

- Include the locale and time of the study.

III. Materials and Procedures

- If the study is technical, include the list of materials with

corresponding units of measure.

- Present them in the order of use in the conduct of the

experiment/study.
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IV. Instrumentation and Data Collection COMMUNICATION
- Present the instruments used (questionnaires, tests, interview
schedule, observation checklist, mechanical gadgets, etc.
- Detail the processes conducted in the adoption, modification, or
development of your research instrument, as well as the procedures
conducted, to ensure the validity and reliability of the instrument

- Justify the data collection tools

V. Data Analysis

- Specify the statistical tools you use in the treatment of the data
gathered (e.g., frequency count, percentage, mean, weighted mean,
t-test, ANOVA, chi-square, Pearson r, etc.)

- Include all the selection criteria, inclusion, and exclusion that you
used to determine the eligibility of subjects for your study.

❖ Results

- This section involves the presentation of your research data.

- Include only factual data. Fabrication of data is unethical.

- Break down data into parts and present them in the proper order and
categories: chronological, climactic, logically linked, etc.
- Reduce these data to intelligible and interpretable form so that the
relationships between the research problem and their intended answers
can be studied.
- Present data as text using graphs, tables, and other pictorial forms.
- Summarize the information in a few sentences.
- If precision is important and the data are copious, a table is the best
method of presentation.
- If the relationships or trends in the data are important, a figure would
be suitable.

❖ Discussion
- Explain the trends of data. Why did the results come out as such?
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- Make interpretations, implications, and COMMUNICATION
inferences to enhance the
meaning of the data. You can do this by observing the following
elements:

❑ condition contributing to the result

❑ cause that brings about the result
❑ effect or impact of the result
❑ suggested related to the result

- Never merely reiterate your results. Explain how they fit with those of
other studies, extending, refuting, or confirming their findings.

❖ Conclusion

- Draws generalization for the population and circumstances for which the
evidence has been collected.
- The number of conclusions should be parallel to the number of specific
findings based on the specific problems/ objectives mentioned in the
Introduction.
- Present your conclusion in a list form.
- They should not repeat the same words/statements used in the Result
and Discussion section.
- No numerical/ statistical presentations are made in this section.

❖ Acknowledgments

- As the researcher, you express here your gratitude to significant

individuals who provide you support throughout the conduct of the
research.
- Use formal language in a narrative form using a third-person point of
view.
- Avoid the use of pictures or graphics.

❖ References

- This section allows your reader to observe the scope of investigation

behind the report.

- Locating and retrieval of the full bibliographic information of the

materials cited in the text.

- Each source cited must appear in the reference list and vice versa.

- APA (American Psychological Association) Style.

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*Check this website for further readings about the APA Style:

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatti
ng_and_style_guide/general_format.html

❖ Appendices

- This section guarantees a check upon the validity and truthfulness of

the research evidence you present in the text.

- May include the following:

✓ Materials, lengthy or complex that cannot be readily reproduced
in the texts (maps, elaborate graphs, computer printouts)
✓ Samples of instruments
✓ Illustrative materials such as score tests, computation sheets
✓ Documents pertinent to the problem (laws, decrees, legal
discussions)
- Use uppercase for the label APPENDIX A and title case for the title (in
single space)
- The alphabet should be used for coding; no use of alphanumeric or
decimal coding (A-Z; AA-ZZ)

❖ Finding Sources

❖ Good research requires the use of the wealth of resources available to

answer your questions and raise new questions.

❖ These references materials include:

❑ Electronic Sources
❑ Periodicals
❑ Internet
❑ Dictionaries and Thesauruses
❑ Glossaries and Indexes
❑ Encyclopedias
❑ Atlases
❑ Journals
❑ Corporate Publications
❑ Lectures, Correspondence
❑ Multimedia
❑ Interviews
❑ Questionnaires
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❖ LITERATURE
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❑ Literature is generally any body of written works that are written and
produced in any country, language, or age for a specific purpose such as
information, education, or entertainment to the reader, which can be
fictional or non-fictional.

❑ Literature is also used to describe anything from creative writing to more

technical or scientific work, but the term is most commonly used to refer to
works of the creative imagination, poetry, drama, fiction, and non-fiction.

❖ LITERARY ANALYSIS

❑ The formal study and discussion of works of any form of literature. Its
ultimate purpose is to carefully examine and evaluate a piece of prose (e.g,
short story, biography, novel) or poetry (sonnet, ode, epic).
❑ You examine the different elements for the reader to better appreciate and
understand the literary piece.
❑ Different forms of literature call for different techniques or levels of literary
analysis.
❑ For instance, an analysis of a poem will lead you to deal with imagery and
figures of speech used by the author to bring forth the harmonious blending
of truth and beauty, or with the relationship between the form and content
of the piece.

❑ The analysis of a drama could be on the relevance of a subplot to the main

plot, or the antagonist and how his/her personality is revealed in his or her
reactions as the story unfolds.

❑ Moreover, when you analyze a short story, you delve into the theme, the
setting, and the conflicts among the characters manifested in their
dialogues, emotions, and actions; you also might want to find the dynamics
in the plot, and the use of symbolism and imagery.

❑ Examples of these themes are: women empowerment in the business world;

the patriotism of soldiers in the siege of Marawi; technologies and their
negative impact on the environment; same-sex relationships; appreciation
of nature’s beauty and harmony.
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❖ LITERARY WORKS/FORMS

• Poetry
• Drama
• Novel
• Short Stories
• Essay
• Prose
• Biography
• Lyrical/Songs

❖ LITERARY GENRE

❑ Genre- A distinctive type of category of literary composition such as epic,

tragedy, comedy, novel, and short story. A category of artistic composition,
as in music or literature, characterized by similarities in form, style, or
subject matter.

❑ Literary Fiction ❑ Fantasy

❑ Mystery ❑ Magical Realism
❑ Thriller ❑ Realist Literature
❑ Horror ❑ Drama
❑ Historical ❑ Fable
❑ Romance ❑ Fairy Tale
❑ Western ❑ Folklore
❑ Science Fiction ❑ Humor
❑ Dystopian ❑ Legend
❑ Mythology

❖ Poetry- Literary work in which special intensity is given to the expression of

feelings and ideas by the use of distinctive style and rhythm, poems collectively
or as a genre of literature.

❑ Three Main Tools

o Imagery
o Metaphor
o Music

❑ Imagery

- Compose an image using a word, phrase or line

- Language that represents sensory experience.
- Language that stimulates the senses of the readers.
- It is considered to be one of the core powers of poetry
- The main goal is to share sensory experience.
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Example: Using Imagery about someone you loss or love

• SIGHT
• SOUND
• SMELL
• TOUCH

*and even INTERAL SENSATIONS like hunger or movement of the joints.

* You can also use the absence of these sense to create a sad or painful
atmosphere
Example: Your silent phone when I did not return your last call.
❑ Comparison

- Simile: A comparison that uses like or as

- Metaphor: A more direct comparison that does not use “like” or “as”
- For your poem, you can spot comparisons to your image. Usually seen
in this format:
- (Your image) is like _________
- You can compare your image/subject to anything under the sun
- You may wish to use materials that relate or associate with your
image/subject

EXAMPLES:

What happens to a dream deferred?

Does it dry up like a raisin in a sun?
Or does it fester like a soar then run?
Eyes are birds with clipped wings.

COMPARE AND CONNECT:

The mind is like a dam that stills the raging river of the world
The mind is a raging river that bursts every dam the world builds to stop it

- A good simile or metaphor will possess a combination of surprise and aptness,

of trueness and of newness.
- An important tip: At first things might go awry, but it should not be the end or
result of the output that you should think of, just let your imagination run freely.
- Which animal is your subject related to?
- Which season is it most like?
- If your subject were a sport or game, which would it be?
- After identifying the simile/metaphor or comparison – EXPOUND. *tease out
the similarity with greater specificity
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❑ Music
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-The final power of poetry: to rouse pleasure and stir emotions with its music
-The use of rhyme
*Even though lines in poems do not rhyme, poets still do their best to make their
words sing.
To accomplish this:
Alliteration (C) and Assonance (V)

EXAMPLES:
Termite Track Trees
Birds and Berry Bunches

Breeze, Fleet and Brief

A Day of Rain

❑ Writing Your Literary Analysis

• A literary analysis is written in essay form.

• Observe following component parts:

(1) Introduction – which gives the main idea or thesis statement and
attract the reader’s interest;

(2) Body- which contains the support for the thesis statement or idea
espoused in the introduction;

(3) Conclusion – which may restate or summarize the idea, or a comment

that is relevant to what has been discussed.

• For the body, to illustrate or to support the main idea, you can use any or a
combination of the following techniques:

• Summarizing
• Paraphrasing
• Direct Quotations
• Using details of characteristics
• Using comparison and contrast
• Establish cause-effect relationship
• Using analogy
• Using ellipsis