COMMUNICATION

FOR
ACADEMIC PURPOSES
English for Academic Purposes
(EAP) teaches students to use
Language appropriately to study
and publish in the academy. Also,
EAP focuses on the processing and
creation of English as it is used in
the academic context...” with the
teacher facilitating the students’
participation in the academic world”
(Hackett,2017).
 Genres are categories of texts which follow specific:

rules which simply mean the things that can

1
and cannot be done.

2 convention which refers to the traditional or

expected ways of doing things.

Offers consensual, structured ways of writing,

reading, and thinking.
Genre

Serves as a contract between the writer and reader in

which particular expectations are observed and followed.
 Genres of Academic Writing

1. ABSTRACT - An abstract is a brief summary of a research article, thesis,

review, conference proceeding or any in-depth analysis of a particular subject
or discipline and is often used to help the reader quickly ascertains the
paper’s purpose. It always appears at the beginning of a manuscript, acting
as the point-of-entry for any given scientific paper. In science, an abstract
may act as a stand alone entity in lieu of the paper.

2. BOOK REVIEW - This genre of academic writing typically evaluates

recently-written works. It offers a brief description of the key points of a text
and often provides a short appraisal of its strengths and weaknesses. Unlike
articles, book reviews tend to be solicited. They typically range from 500 to
750 words but may be longer or shorter. The length and depth of research
book reviews vary much from journal to journal.
3. LABORATORY REPORT - Experimental reports, also known as “lab reports,”
detail the results of experimental research projects and are most often
written in experimental psychology (lab) courses. Experimental reports are
write-ups of your results after you have conducted research with
participants.

4. RESEARCH ARTICLE - A research paper is the culmination and final product

of an involved process of research, critical thinking, source evaluation,
organization, and composition. We can think of the research paper as a
living thing, which grows and changes as the student explores, interprets,
and evaluates sources related to a specific topic. Sources act as evidence
to back up your thesis. Discussed in the previous chapter are the two
types of support primary and secondary. They serve as the heart of a
research paper and provide its nourishment. The names refer to the
degree of “distance” to the topic. As presented, the primary source is an
original document or account that is not about another
document or account but stands on its own (i.e.,
novel, poem, play, diary, letter). The data from a
research study also constitutes a primary source
because it comes straight from the participants’
replies. On the other hand, a secondary source gives
information about a primary source and is considered
secondhand information.
A journal article or book about a poem, novel, or play or a
commentary about what an interview signifies is a secondary
source. Your paper will then become a secondary source.

5. CONFERENCE PRESENTATION - Conferences are a major

source of cutting edge research, particularly in science and
engineering. At conferences, researchers present papers on the
research they completed and obtain feedback from the
audience. The papers presented in the conference are usually
published in a volume called a conference proceeding.
 ACADEMIC REFERENCE SKILLS

Reference skills are an umbrella term that comprises a range of

sub-skills relating to various types of reference materials.
Sometimes, the reference skills, which include efficient use of
dictionaries, books, and academic reference skills, which also
include library use, and giving reference in theses and
dissertations. At times the label “research skills” is used instead
of “academic reference skills.”
 Thinking about the Audience

Audiences may be defined as known, multiple, or unknown. Known audiences

can include people with whom you are familiar as well as people you may not
know personally but those whose needs and expectations you know.
Following are some questions you may want to answer in order to know more
your audience.
1. To whom are you writing for?
2. What is your audience’s background-their education and life experience?
3. What are their interests? Do they have advocacies? What motivates them?
4. What is their demographic information (e.g,, race, gender, sexual
orientation, disabilities, occupations, religious beliefs, economic status) you
should keep in mind that might affect what or how you write?
5. What political circumstances may affect their readings? What attitudes,
 Opinions, special interests, biases-may affect the way your audience reads

your piece? Are your readers conservative, liberal, or neutral?

6. What does your audiences already know-or believe-about your topic? What

do you need to tell them? What would be the best way to do it? You have to

consider which strategies will be effective-narrative, comparison and

contrast, cause and effect, and the like?
7. What is your relationship with your audience, and how does it affect your
language and your tone? Are they your friends, supporters, or critics? Are
they strangers or public school children? Will they likely share your
stance?
8. What does your audience need and expect from you? What genre would be

most suitable?
 To understand your audience better,
read the examples below.

Example A:

Last Saturday, I volunteered at a local hospital. The visit

was fun and rewarding. I even learned how to do
cardiopulmonary resuscitation, or CPR. Unfortunately, I think I
caught a cold from one of the patients. This week, I will rest in
bed and drink plenty of clear fluids. I hope I am well by next
Saturday to volunteer again.
 Example B:

OMG! You won’t believe this! My adviser forced me to do my

community service hours at this hospital all weekend! We
learned CPR but we did it on dummies, not even real peeps.
And some kind sneezed on me and got me sick! I was so
bored and sniffling all weekend; I hope I don’t have to go
back next week. I definitely do not NOT want to miss the
basketball tournament.
 Writing a Synthesis

A synthesis combines two or more items to create an entirely

new item. The purpose of this synthesizer is to blend together the
notes from individual instruments to from new, unique notes. An
academic synthesis paragraph considers the main points from one or
more pieces of writing and links the main points together to create a
new point, one not replicated in either document.

Remember that the synthesis paragraphs consider each

source and use information from each to create a new thesis. A good
synthesis does not repeat information. The writer uses a variety of
sources to create a new idea.
 Writing an Evaluation Paragraph

Evaluation judge the value of something and determine its

worth, often influence by opinion and prior knowledge. In
everyday experiences, supervisors evaluate employees based
on company vision, mission, and goals, while academic
evaluations communicate opinions and justifications about a
document or topic. Evaluations required critical thinking,
summary, analysis, and synthesis skills, often following
students’ evaluation, analysis, and synthesis paragraphs.
 SELECTING AN APPROPRIATE TONE

Tone is a speaker’s attitude towards a subject or person,

and it can be easily picked up in conversation. Writers can
transmit emotions through writing, ranging from excited to
serious, creating connections between the audience,
author, and subject. To stimulate these connections, writers
use devices like sentence structure, word choice,
punctuation, and formal language. It’s important to match
the writer’s attitude with the audience and purpose.
 CHOOSING AN APPROPRIATE,
INTERESTING CONTENT

Content refers to all the written substance in a document. After

selecting an audience and a purpose, you must choose what
information will make it to the page. Content may consist of
examples, statistics, facts, anecdotes, testimonies, and
observations, but regardless of type, the information must be
appropriate to purpose and interesting for the audience.

Content is also shaped by tone. When the tone matches the

content, the audience will be more engaged, and you will build
a stronger relationship with your readers.
 In writing there are two types of audience:

A. General. It applies to a topic that might concern to anyone.

B. Specific. Occasionally you will be writing to a single individual, like your
best friend, or a group, like your parents. More often a specific
audience is defined by:
1. age; 5. location;
2. culture; 6. gender;
3. education; 7. beliefs; and
4. interests; 8. experiences.
Audience is a critical consideration in writing because it affects:
1. Content is the information you chose to include or exclude in the
context.
2. Tone refers to the attitude you have about the subject.
3. Diction also means “ word choice.” You will not use slang when writing
for an educated adult audience but you would if you are writing for your
peers.

WRITING AN ANALYSIS PAPER

An analysis paper stresses that you perform many tasks:

formulate a thesis, gather sources, evaluate them, use them to
support your original ideas and meticulously document
everything you have done.

An analysis paper is a type of essay that analyzes,

examines, and interprets things such as an event, a book,
poem, play or other work of art.
 GUIDELINES IN WRITING TEXTUAL ANALYSIS

1. Choosing a text to analyze-generally, your professor might

assign a text or a type of text to analyze like a poem in a
literature class, the work of a political philosopher in a political
science class, a speech in a history or communication course ,a
painting or sculpture in an art class ,or a peace of music in a
music class .If you must choose a text to analyze, look for the
one that suits the demands of the assignment. One that is not
too large or complex to analyze thoroughly like nick Joaquin'
novels or the painting of amorsolo .
2. Considering the rhetorical situation.
a. Purpose. Why are you analyzing this text? Your purpose may be.
To demonstrate that you understand it or to persuade that the text
demonstrate a certain message.
b. Audience. Are your readers likely to know your text? How much
detail will you need to provide?
c. Stance. What interest you about your analysis? Why? What your
own believe about your topic, how will your own beliefs affect your
analysis?
d. Media/Design. Are you writing an essay for a class? Your
answers may be to publish it in a journal or magazine or to write
sometimes for the web. If you are analyzing a visual text, you will
probably need to include an image of the text.
Convention and references style
Academic writing refer to a style of expression that researcher
used to defined the intellectual boundaries of their disciplines,
and their specific areas of expertise. Characteristics of academic
writing including formal tone, use of the third -person rather than
first -person perspective, a clear focus on the research problem
under investigation and precise word choice.

A citation is a reference to a published or unpublished source

that you consulted and obtained information from while writing
your research paper .the way in which you document your
sources depends on the writing style manual your professor
wants you to use
There are 3 style we use in references style
1. MLA( modern language association) - author's Last name and page
Exp: (Smith,p.25)
Work cited
Smith, hunna, on writing well ,5th HarperCollins Publisher,1994

2. APA(American Psychological Association)-Author name, Publisher year,

page number
Exp:( Kinilitan ,2011,p 25)

3. Chicago - author's name and date

Exp: (Kinilitan,2008)
 STRUCTURE AND WRITING STYLE

Citing sources involves systematically presenting

quoting or paraphrasing information from another
author's work, identifying it's source, and identifying the
original thoughts and ideas from the researcher.
However, always speak with your professor about what
writing style for citing source should be used for the
class because it is important to understand fully the
citation style to be used in your paper and to apply it
consistently.
 GENERAL GUIDELINES IN REFERENCING

1. On referencing other people's work

Referencing other research does not indicate substandard
work or lack of originality. Incorrectly citing previous studies can
undermine the credibility of your study and undermine your
understanding of the topic. Incorporating references in
academic writing not only defends against plagiarism but also
showcases your knowledge and understanding of the research
problem.
2. On finding that your idea has already been examined by

author researcher
Avoid plagiarism by acknowledging other author's work and
citing the complete source in your list of references. Use the
discovery of prior research to demonstrate your analysis from
others.
3. On using and adapted version of someone else's work
Citing the original work is crucial when modifying or adding
new data to a table of statistic from a 2017 journal article. This
helps the reader locate the information's origin, context, and
evaluate the effectiveness of the adaptation l, as well as the
4. On citing for several authors who have published very similar
information or ideas
Referring all relevant author LS of prior studies on a topic helps readers
understand the breadth of analysis conducted. If there's extensive prior
research, but note the significant scholarship devoted to the topic to show
readers that you are aware of this.
5. On finding exactly what you want to say in the writing of another
researcher
In social science, duplicating prior research is often necessary due to
changing circumstances or conditions. If someone has already researched
the same problem, you may need to change your topic or review literature. If
someone's expression aligns with yours, you can quote them directly. This
allows you to add legitimacy and reinforce the significance of your research
problem and build on it in innovative ways.
6. On citing a source of long ago
Cite all resources used in your paper, but focus on
recently published studies to build a case for prior
research. The ideal is within five years, especially
revised edition of books. Use the research problem as
a guide for citing prior studies.
 STEPS IN WRITING AN INDEPENDENT RESEARCH

Plan the Research Process. Effective time

management may be the most important factor in
determining the success of your research project. If
you give your self plenty of time to do each step
properly, you will have the chance to savor your
deepening expertise in a particular subject – and you
will avoid the desperation that leads some students to
resort to plagiarism.
 THE RESEARCH PHASE

You cannot really begin until you have a very specific topic in
mind, not just a general subject area. Do your self a favor –
discuss your topic with your professor before you begin.
Sometimes research materials maybe difficult to obtain, for
example, you may have to wait for reserved books at the
library or there is no available study about your topic. Factor
this into your research plan.
 1. Identify a
risk problem or
ask a question
7. Disseminate 2. Conduct a
Findings literature review

6. Analyze Data 3. Form a hypothesis;

give operational
definitions to variables

4. Choose
5. Collect data research design
or method
 WAYS OF ORGANIZING A PROPOSAL

As a student you can always organize a proposal in

various ways, but you will always start with a problem.
Here are some possible solutions to a problem you
might pose (Bullock and Goggin, 2013)
 For Multiple Solutions

Identify
Introduce Propose a Call for action or
possible
solution and reiterate your posed
and explain solutions and
give reasons action
the problem consider their
why it is best
pros and cons
 For a Single Solution

Call for action

Introduce and Give reasons
Explain the or reiterate
explain the that makes it the
proposed action your proposal
problem best solution

Anticipate
and answer
questions
You must keep your records of your source materials throughout
the research phase for two reasons: (1) to avoid plagiarism in
writing your paper and (2) to compile your bibliography efficiently
and strategically.
Always keep all of your research materials.

THE WRITING PHASE

Avoid conducting your research and writing your draft

simultaneously-these are separate processes, both physically
and mentally. Each requires concentration.
A research paper is a work developed from an outline. You will
need an introduction of the topic, a well organized and
informative body and a well-reasoned conclusion. Remember
to save all your drafts.

THE REVISION PHASE

Remember that revision means “re-seeing”. You must spend enough time to
stand back from your rough draft and see it in its entirely. Take special care
that you have avoided plagiarism by following the correct procedures for
quoting, paraphrasing, and citing your sources.

Revising a research paper takes a good deal longer than revising a “normal”
essay. Besides the writing itself, you will need to double-check your
sources and assemble your bibliography, which can be a time-
consuming process if you have been careless in the research
phase of the project.