ACADEMIC

WRITING
Group Members:
Aficial, Alyssa Mae
Alega, Diana Patricia
Andaya, Noimena
Bayonito, Kamille
Caluya, Loverly
Cayabyab, Jessa
Cayabyab, Rhea
Ceralde, Beatrice Nicole
Cerezo, Jupiter
Claveria, Prences
What is Academic Writing?

Academic writing is a formal style of writing

that researchers and educators use in scholarly
publications. It focuses on evidence-based
arguments and logical reasoning to guide a
reader's understanding of a subject.
I.COMMON
SENTENCE
ERRORS
 A.FRAGMENTS
SENTENCE FRAGMENT fails to be a sentence in the sense that it cannot stand by itself. It does
not contain even one independent clause.

There are several reasons why a group of words may seem to act like a sentence but not have
the wherewithal to make it as a complete thought.

1. It may locate something in time and place with a prepositional phrase or a series of such
phrases, but it’s still lacking a proper subject-verb relationship within an independent
clause.
2. It describes something, but there is no subject-verb relationship.
3. It may have most of the makings of a sentence but still be missing an important part of a
verb string.
4. It may even have a subject-verb relationship, but it has been subordinated to another idea
by a dependent word and so cannot stand by itself.
 Dependent-Word Fragments
Some words that Dependent Words
begin with a dependent
after if, even if although, though
word are fragments.
Following is a list of in order that as since
common dependent because that so, so that before
words. Whenever you
start a sentence with unless when, whenever even though
one of these words, where, wherever until whether
you must be careful
who, whoever which, whichever how
that a fragment does
not result. while what, whatever
 B.RUN-ON SENTENCES AND
COMMA SPLICE

A run-on is two complete thoughts that are run

together with no adequate sign given to mark the
break between them. Some run-ons have no
punctuation at all to mark the break between the
thoughts. Such run-ons are known as fused sentence:
they are fused, or joined together, as if they were
only one thought.
 Three ways to correct run-on sentences:

2. Add a transitional marker: a subordinating

1. Place a semi-colon in
between the two sentences.
Jim's father passed the board
exam for merchant marine
officers; he will be the captain o f
the ship next month.
conjunction, or a coordinating conjunction (it
depends upon the nature of the sentence)
between the two sentences
Jim’s father passed the board exam for merchant marine
officers, and he will be the captain of the ship next
month.

3. Divide the sentence into two.

Jim's father passed the board exam for merchant marine officers. He will be the captain
of the ship next month.
● A comma splice is committed when a writer uses a
comma without the proper connective. This, according to
Tiempo and Tiempo, "destroys the unity of the sentence".
(Tiempo & Tiempo, 1980) The sample sentence below
looks almost the same with the sample run-on sentence.
The only difference is the fact that the sentence uses a
comma to divide the two independent clauses.
Fused Sentences
The bus stopped suddenly. I spilled coffee all over my shirt.

Mario told everyone in the room to be quiet his favorite show was on.

● In other run-ons, known as comma splices, a comma is used to connect, or “splice"

together, the two complete thoughts. Some stronger connection than a comma >■
alone is needed.

Comma Splices

The bus stopped suddenly, I spilled coffee all over my shirt.

Mario told everyone in the room to be quiet, his favorite show was on.
 C.DANGLING AND MISPLACED
MODIFIERS
We often use phrases to describe words within
sentences, and we determine the meaning of our
sentences by placing these descriptive phrases next to the
words they point to or “modify.” For example, the
sentence, “I saw a boy running down the street,” indicates
that the “boy" was doing the running. However, if we
wrote, “Running down the street, I saw the boy,” we would
be suggesting to readers that “I” was doing the running.
 Misplaced Modifier
Sometimes we become careless and place descriptive
phrases far away from the words they modify, making our
sentences unclear or inaccurate. We call these phrases misplaced
modifiers.
For example, in “On her way home, Jane found a gold man’s
watch," does the phrase mean that the man was gold or that the
watch was gold? If the watch was the one being referred to as
gold then we could make the meaning of this sentence clearer by
repositioning the phrase: “On her way home, Jane found a man’s
gold watch.”
 Dangling Modifiers
Other times we write descriptive phrases that point to or modify words
that are not clearly stated in our sentences, making our sentences illogical.
We call these phrases dangling modifiers.

For example, in "Walking to college on a subzero morning, my left ear became

frozen,” the phrase modifies "my left ear.” This doesn’t make sense; some
person must have been doing the walking. We can clarify the sentence by
putting a logical word after the phrase: for example, “Walking to college on a
subzero morning, I froze my left ear.” Or, we can change the phrase so that it
has a logical subject and verb in it: “When I was walking to college on a
subzero morning, my left ear became frozen.'’
 Examples of Dangling and Misplaced
Modifiers
1. On July 20,1969, American astronauts Neil Armstrong and Edwin "Buzz” Aldrin
landed on the moon, watched by nearly a fifth of the world’s population.
Revision:
Watched by nearly a fifth of the world’s population, American astronauts Neil
Armstrong and Edwin “Buzz” Aldrin landed on the moon on July 20,1969.
(The world was not watching the moon; the world was watching the astronauts.)
 Examples of Dangling and Misplaced
Modifiers
2. Having injured his dominant hand, it was difficult to write the exam.
Revision:

Having injured his dominant hand, John had difficulty writing the exam.
(The first sentence fails to clarify whose hand was injured – it does not state the subject of
the introductory modifier phrase. In the corrected sentence, the subject, John, appears
immediately after the modifier phrase.)
3. Smiling from ear to ear, the candles are blown out, and the novel concludes happily.
Revision:

Smiling from ear to ear, the heroine blows out the candles, and the novel concludes
happily.
 D.FAULTY PARALLELISM

Words in a pair or series should have parallel

structure. By balancing the items in a pair or
series so that they have the same kind of
structure, you will make the sentences clearer
and easier to read .
 Examples:
Nonparallel (Not Balanced)
My job includes checking the inventories, initialing the order, and
to call the suppliers.
Parallel/Balanced
My job includes checking the inventory, initializing the orders,
and calling the suppliers.
(A balanced series of -in g words: checking, initialing, calling)
 Examples:
Nonparallel (Not Balanced)
The game -show contestant was told to be cheerful, charming,
and with enthusiasm.
Parallel/Balanced
The game -show contestant was told to be cheerful, charming,
and enthusiastic.
(A balanced series of descriptive words: cheerful, charming,
enthusiastic)
 Examples:
Nonparallel (Not Balanced)
Grandmother likes to read mystery novels, to do needle point, and
browsing the Internet on her home computer.
Parallel/Balanced
Grandmother likes to read mystery novels, to do needle point, and to
browse the Internet on her home computer.
(A balanced series of to verbs: to read, to do, to browse)
E. FAULTY COORDINATION

The Coordinating Conjunction

Coordinating conjunctions connect words, phrases, and clauses.

And, but, for, nor, or, so, and yet— these are the seven coordinating
conjunctions.
 Look at the examples that follow:

1. The bowl of squid eyeball stew is hot and delicious.

2. The squid eyeball stew is so thick that you can eat it with a fork or spoon.
3. Rocky, my orange tomcat, loves having his head scratched but hates getting his
claws trimmed.
4. Rocky terrorizes the poodles next door yet adores the German shepherd across
the street.
5. Rocky refuses to eat dry cat food, nor will he touch a saucer of squid eyeball
stew.
6. I hate to waste a single drop of squid eyeball stew, for it is expensive and
timeconsuming to make.
7. Even though I added cream to the squid eyeball stew, Rocky ignored his serving,
so I got a spoon and ate it myself.
 F. SUBORDINATION

Subordination, however, emphasizes the idea in the main clause more than the

one in the subordinate clause. Generally, the patterns look like these:
main clause + Ø + subordinate clause

subordinate clause + , + main clause

Punctuate coordinating conjunctions correctly.

 Three patterns in writing use coordinating
conjunctions.
Pattern 1 — Connecting two main clauses
When you connect two main clauses with a coordinating conjunction, use a comma.

The pattern looks like this:

main clause + , + coordinating conjunction + main clause

Here is an example:

While I am at work, my dog Floyd sleeps on the bed , and my cat Buster naps

in the bathtub.
 Three patterns in writing use coordinating
conjunctions.

Pattern 2 — Connecting two items

You can also use a coordinating conjunction to connect any two items. These items

can be any grammatical unit except main clauses. The pattern looks like this:

item + O + coordinating conjunction + item

Here are some examples:

My dog Floyd has too many fleas and too much hair.

My cat Buster has beautiful blue eyes but a destructive personality.

 Three patterns in writing use coordinating
conjunctions.
Pattern 3 — Connecting three or more items in a series
When you have three or more items in a series, you generally use a comma before the
coordinating conjunction. Some handbooks and style guides will tell you that this
comma is optional, but my advice is to put it in. The pattern looks like this:
item + , + item + , + coordinating conjunction + item

Here is an example:

Swatting olives off the kitchen counter, dragging toilet paper streamers through the
house, and terrorizing Jacques Cousteau, the parakeet, have consumed another of
Buster’s days.
 Subordinating Conjunctions
A subordinating conjunction joins a subordinate clause to a main clause.
An adverb clause is always introduced by a subordinating
conjunction.
A noun clause and adjective clause sometimes are.
Adverb clause: Before you go, sign the log book.
Noun clause: He asked if he could leave early.
Adjective clause: That is the place where he was last
seen.
A subordinating conjunction is always followed by a
clause.
Many subordinating conjunctions can be other parts of
speech.
Adverb: Jill came tumbling after.
Preposition: Jill came tumbling after Jack.
Subordinating Conjunction: Jill came tumbling after
Jack had fallen.
II.THE TOPIC
SENTENCE
AND THE
PARAGRAPH
A good paragraph contains several related sentences that support
one main idea, which is limited to and focused in one sentence. This
sentence helps guide the reader through the related sentence in the
paragraph. The term used to identify this main idea is topic
sentence.

A topic sentence has two parts:

A topic (key word or phrase)

A direction or general word, which may be a conclusion an opinion,

or a statement about the topic.
 For example, the following sentences could be topic
sentences:
Doing housework can be very boring.
Browsing in a library is an exciting experience.
My trip to the botanical garden taught me a lot.
You could use each one of these sentences as a topic sentence because each main
idea is limited to and focused into two essential parts: a topic (key word or phrase)
and a general direction (conclusion or opinion) about the topic:
Topic Direction or General Word
Doing housework is very boring.
Browsing in a library is an exciting experience.
The Paragraph
A paragraph has three parts:
1. a topic sentence
2. support sentences
3. a conclusion
Elements of a Strong Paragraph
Strong paragraphs need to have the following elements: completeness, logical or sensible order,
unity and coherence.

Completeness
A paragraph must have enough information in it to give the reader a
clearer picture or a full discussion of its main idea ( the topic sentence).
A paragraph without details or examples will be vague and unconvincing
. A paragraph that does not have enough information is called
incomplete or undeveloped.
 Elements of a Strong Paragraph
Strong paragraphs need to have the following elements: completeness, logical or sensible order,
unity and coherence.

Logical Order

All the support sentences should be in clear, logical order. Sometimes the order of these
supporting details does not matter. Other times, however, it does matter because if the
sentences are not in logical order, the reader misses the main point of the paragraph.
● Illogical Order

I opened the front door of my house and went inside. I walked up the front steps to my front door.

● Logical Order

I walked up the front steps to my front door.

I opened the front door of my house and went inside.

 Elements of a Strong Paragraph
Strong paragraphs need to have the following elements: completeness, logical or sensible order,
unity and coherence.

Unity

All sentences in a good paragraph relate to the topic sentence (main idea). When any
idea doesn’t relate specifically to the topic sentence, then that paragraph lacks unity or
is not unified.

Coherence

One of the most important considerations in writing a paragraph is coherence the way
all the sentences should be clearly connected to each other. Without connecting
words or phrases, supporting ideas may be hard to follow and sometimes may even
seem to be unrelated to the topic sentence and to each other.
 Table of Transitional/Cohesive Devices
Function Transitional/Cohesive Device

To show addition again, also, and, and then, besides, equally important, finally, first,
further, furthermore, in addition, in the first place, last, likewise,
moreover, next, or, still, then, too

To compare also, in comparison, in the same way, likewise, similarly

To contrast although, and yet, at the same time, but, conversely, despite, even
so, even though, for all that, however, in contrast, in spite of,
nevertheless, nonetheless, notwithstanding, on the contrary, on the
other hand, otherwise, regardless, still, though, yet

To give examples or intensify after all, as an illustration, certainly, even, for example, for instance,
indeed, in fact, it is true that, namely, of course, specifically, that is,
to be sure, to illustrate, to tell the truth, truly
 Table of Transitional/Cohesive Devices
Function Transitional/Cohesive Device

To summarize, repeat, or conclude all in all, all together, as a result, as had been noted, basically,
finally, in brief, in conclusion, in other words, in particular, in short,
in simpler terms, in summary, on the whole, that is, therefore, to
put it differently, to summarize

To indicate place above, adjacent to, below, elsewhere, farther on, here, near, nearby,
on the other side, opposite to, there, to the east, to the left

To indicate time after a while, afterward, as long as, as soon as, at length, at that
time, before, currently, earlier, eventually, first (second, third, etc.),
finally, formerly, immediately, in the meantime, in the past (future),
lately, later, meanwhile, now, presently, shortly, simultaneously,
since, so far, soon, still, subsequently, then, thereafter, until, until
now, when, while
 Table of Transitional/Cohesive Devices

Function Transitional/Cohesive Device

To indicate cause and effect accordingly, as a result, because, consequently, for this
purpose, hence, otherwise, since, so, then, therefore,
thereupon, thus, to this end, with this object
 The Thesis Statement
In a nutshell, a thesis statement:

● tells the reader how you will interpret the significance of the subject matter under
discussion.
● is a road map for the paper; in other words, it tells the reader what to expect from the
rest of the paper.
● directly answers the question asked of you. A thesis is an interpretation of a question
or subject, not the subject itself. The subject, or topic, of an essay might be on Poverty
or a movie analysis; a thesis must then offer a way to understand the issue or the the
movie.
● makes a claim that others might dispute.
● is usually a single sentence somewhere in your first paragraph that presents your
argument to the reader. The rest of the paper, the body of the essay, gathers and
organizes evidence that will persuade the reader of the logic of your interpretation.
You can tell if your thesis is strong if you can answer
the following:

● Do I answer the question?

● Have I taken a position that others might challenge or oppose?
● Is my thesis statement specific enough?
● Does my thesis pass the "So what?” test?
● Does my essay support my thesis specifically and without
wandering?
● Does my thesis pass the “how and why?” test?
 Broadly, thesis statements can be divided into 3
categories:
● Analytical: An analytical thesis basically provides a comprehensive insight to some important
issue and the tacts that are related to the issue plus the analytical aspects of the same.

For example, “An analysis of the ferruginous hawk reveals two kinds of flight patterns:
patterns related to hunting prey and patterns related to courtship. ”

● Expository: This is the simplest of all types of thesis, the expansionary thesis principally puts
forth some facts and simplified explanations regarding a specific idea, in front of the people.

Example: Watching too much television may lead to physiological and psychological problems.

● Argumentative: The third type is that of the argumentative thesis and presents arguments
between two view points.

Example: Smoking should be banned in all public places.

III.PATTERNS OF
PARAGRAPH
DEVELOPMENT
Narration
● Use narration to establish a series of events that tells the reader what happened.
Narration follows a chronological pattern of development. It is a convincing mode of
paragraph development to the extent that it tells a coherent story.

Descriptive Essay
● The descriptive essay reties on concrete, sensory detail to communicate its point.
● When writing a descriptive essay, writers should have a broad fund of modifiers, i.e.,
adjectives. Moreover, writers should be specific in using adjectives and other words
that would describe the topic.

Process Essay
● A process essay may either be “How to do” or “How something works”
● In a “How to do” essay the objective of the writer is to tell the reader how a certain
product is produced.
Comparison-Contrast
● Acomparison-contrast essay presents the relationship between two items; this
may be in the form of similarities and differences.
● This essay may be organized by using either the “point-by-point organization”
or the “block organization

What is the point by point method of organization?

The point-by-point method of organization involves writing about both
subjects of comparison at the same time. Both subjects will be discussed for each
point of comparison and contrast.

What is the block method compare and contrast?

The block method of compare and contrast involves writing first about one
subject before transitioning to write about the second subject.
Cause-Effect
• The cause-effect essay presents the reasons or results for something.
• There are two possible ways to outline a cause-effect essay: (a) single cause,
multiple effects or (b) multiple causes, single effect.

Argumentative
• An argumentative essay presents premises and conclusions regarding an
issue. It presents the writer’s stand—-whether he/she agrees or not.
• Premises are reasons that support conclusions, while a conclusion is the key
assertion, or claim.
THANK
YOU :)