EAPP

Please review the following:

Lesson 1: Features of Academic Writing

1. Formality - avoid the use of colloquial words, abbreviated forms, two-word verbs, subheading and
asking questions
2. Complexity - written language has longer words, it is lexically more dense (noun, verb, adjective,
adverb) and it has a more varied vocabulary. It uses more noun-based phrases than verb-based phrases.
3. Objectivity - the main emphasis should be on the information that you want to give and
the arguments you want to make, rather than you.
4. Impersonality - avoid making statements that are not supported by evidences or examples.
5. Explicitness - it is the responsibility of the writer in English to make clear to the reader how
the various parts of the text are related.
6. Hedging - refers to how a writer expresses certainty or uncertainty.

English for Academic Purposes activity provides students with the appropriate skills and competences
for innovation and creates new knowledge within the “knowledge triangle” of education, research and
innovation.

Lesson 2: Academic Text Structures

1. Academic Texts - are critical, objective, and specialized texts written by professionals or experts in a
particular field.
2. Differences between Academic Text and Non-Academic Text
- Academic text is intended for the scholarly and the research community in society while non-
academic text is intended for the general public in society.
- While the academic text is formal and factual, the non-academic text is informal and personal.
- Academic texts always contain citations, whereas non-academic texts may or may not contain
citations.
3. Thesis Statement - is the main point of an essay. It sums up the main point of your paper, just one or
two sentences long and usually appears at the end of your introduction.
4. Topic Sentence - is the main idea for a paragraph. (This idea is sometimes referred to as an
‘argument’)
5. IMRaD
Introduction - the structured beginning of a research paper; presents the problem, purpose, and
focus of the paper and summarizes the writer’s position.
Methodology - The methods section of your research paper should describe in detail what
methodology and special materials if any, you used to think through or perform your research. You
should include any materials you used or designed for yourself, such as questionnaires or interview
questions, to generate data or information for your research paper. You want to include any
methodologies that are specific to your particular field of study, such as lab procedures for a lab
experiment or data-gathering instruments for field research. The methods section is usually written in
the past tense.
Results - Quantitative information—data that can be measured—can be presented
systematically and economically in tables, charts, and graphs. Quantitative information includes
quantities and comparisons of sets of data.
Discussion - Your discussion section should generalize what you have learned from your
research.

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Lesson 3: Reading Strategies
1. Scanning - used when you are looking for names, places, date, etc.
2. Skimming - It involves reading quickly to get the main idea of a text.
- is used when you are reading through an email to see if it’s spam.
3. Intensive Reading - is used in following the instructions for an examination question.
- The goal of this reading strategy is to understand all the language and details in
the text.
4. Extensive Reading - In this reading strategy the content must be interesting to the reader.

Lesson 4: Various Techniques in Summarizing

(Learn how to summarize a short story in one sentence only.)

Lesson 5: Thesis Statement

Three Simple Ingredients of a Great Thesis Statement:
1. Mention the main topic of your paper.
2. Take a position and state your argument.
3. Summarize the evidence you will use to support your argument.
Characteristics of a Strong Thesis Statement:
1. It is coherent.
2. It is consice.
3. It is disputable.
Types of Thesis Statement:
1. Argumentative - should take a clear position, since the goal is to persuade your reader of a claim.
2. Explanatory or Expository - based solely on factual information. It doesn’t contain personal opinions
or make claims that are unsupported by evidence.
3. Analytical - analyzes or breaks down an issue or idea into its different parts.

Lesson 6: Outlining
Outlining - is a tool we use in the writing process to help organize our ideas, visualize our paper's
potential structure, and to further flesh out and develop points.
Guidelines in writing an outline:
 Place the title at the center above the outline.
 Every level of the outline must have at least two items (I and II, A and B, 1 and 2).
 Put a period after each numeral and letter. Indent each new level of the outline.
 All items of one kind (Roman Numerals, capital letters, Arabic Numerals) should line up
with each other.
 Capitalize the first letter of each item.
 The terms Introduction, Body, and Conclusion do not have to be included in the
outline. They are not topics. they are merely organizational units in the writer's mind.
Types of Outlines:
Sentence Outline - using complete sentences as entries
Topic Outline - using words and phrases as entries
Paragraph Outline - using paragraphs as entries

Lesson 7: Concept Paper

Concept Paper - is an academic text which provides an overview of a project.

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A concept paper is sometimes known as a proposal or abstract. The purpose of a concept paper is to
convince the party evaluating it that the research project is worthwhile.
Structure of a Concept Paper:
Title Page - should fully summarize the project that you will carry out.
Introduction and Statement of the Problem - this serves as the most important part of the concept
paper.
Value of the Study - who may benefit and how it will benefit them
A Preliminary Literature Review - to back up your passion for the topic under research with solid
literature that supports the topic.
Research Goals or Objectives - is broad in statement or statements of what the research seeks to
achieve.
Research questions - questions for the research
Research Hypothesis - is a statement of the situation you anticipate based on some prior knowledge you
have.
Methodology - the research design
Timeline- for the completion of each element of the research project - lays out just how much time you
may need to complete each element of the research project.
Outline Citations - give credit to any sources.

Lesson 8: WRITING THE REACTION PAPER/REVIEW /CRITIQUE

Approaches to Literary Criticism:
FORMALIST CRITICISM - regards literature as a unique form of human knowledge that needs to be
examined on its own terms.
DECONSTRUCTIONIST CRITICISM - rejects the traditional assumption that language can accurately
represent reality.
HISTORICAL CRITICISM - critical approach which seeks to understand a literary work by investigating the
social, cultural, and intellectual context.
READER-RESPONSE CRITICISM - takes as a fundamental tenet that "literature" exists not as an artifact
upon a printed page.
PSYCHOLOGICAL CRITICISM - reflects the effect that modern psychology has had upon both literature
and literary criticism.
MARXIST CRITICISM- concerns with the analysis of the clash of opposing social classes in society,
namely; the ruling class (bourgeoisie) and the working class (proletariat) as it shaped the events that
transpired in the story.
FEMINIST CRITICISM - concerns with the woman’s role in society as portrayed through texts. It typically
analyzes the plight of woman as depicted in the story. Generally, it criticizes the notion of woman as a
construct through literature.
GENDER CRITICISM - critical approach which examines how sexual identity influences the creation and
reception of literary works.
MYTHOLOGICAL CRITICISM - emphasizes the recurrent universal patterns underlying most literary works
BIOGRAPHICAL CRITICISM - focuses on explicating the literary work by using the insight provided by
knowledge of the author's life
SOCIOLOGICAL CRITICISM - examines literature in the cultural, economic and political context in which it
is written or received.

QUARTER 2 REVIEWER
LESSON 1: POSITION PAPER

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POSITION PAPER - is an essay that expresses a position about an issue.

[Link]- this part of the paper identifies an issue that is being discussed by the author
emphasizing his position about the issue
B. BODY of the paper this part illustrates the central argument which can be presented through a brief
description of the argument. Details, point of view, evidences are used to support the claim.
C. CONCLUSION this part restates the main points, then summarizes the arguments made in the paper
and then provides a call of action

MANIFESTO
-is a document publicly declaring the position or program of its issuer
- is a statement published by a person or group of people, especially a political party, or a government, in
which they say what their aims and policies are

LESSON 1.2: WRITING POSITION PAPER

1. PERSUASION -appeals to readers’ emotions to make them believe something or take specific action.
Persuasion can also use logic and evidence.
CLAIM-Based on opinion
PURPOSE-Ask audience to do something
BASIS- Based on character and emotion
2. ARGUMENTATION- relies on logic and evidence to build a case for a specific claim. Argumentation de-
emphasizes appeals to emotion.
CLAIM-Based on factual evidence
PURPOSE-proves a point to the audience
BASIS- Based on stabilized position and logic

LESSON 4 : KINDS OF REPORT

REPORTS
- are essential to keep an updated account of an event, situation, and organization.
These are documents that wish to inform, analyze, or recommend.
-are often expressed through oral presentations or written. The common medium of these reports are
speeches, televisions, radios, and films.
- Report writing is making a detailed statement about the company, an event, a situation, and/or an
occurrence which is based on observation, investigations, and inquiries.

FORMAL
Formal Report is a complex account either written or oral that uses formal and structured language and
is usually applied in major projects and organizations.
● Informational - presents results, information, and updates and explains
Examples:
▪ attendance reports
▪ annual budget reports
▪ monthly financial reports
● Analytical - presents, analyzes, and draws conclusions from reports and shows the why and the how of
an occurrence
Examples:
▪ scientific research
▪ feasibility reports
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▪ employee appraisals
● Recommendatory- presents recommendation based on the results and conclusions
Example:
▪ recommendation report

INFORMAL
communicates, updates information using free-flowing,
casual and short formats usually about routines and everyday business
Examples:
▪ progress reports
▪ literature review
▪ personnel evaluation
▪ report on sales

LESSON 3: Designing the Survey Questionnaire

SURVEY - A survey is a general view, examination, or description of someone or something. It also refers
to looking carefully and thoroughly at (someone or something), especially to assess them.
. A good questionnaire should be
Valid - it asks what it intends to ask.
Reliable – it gets the same answer if the same question is posed repeatedly in a short time.
Clear – it is easily understood.
Interesting – it is completed by the respondents and gets better response rate

DESIGN
CLOSE ENDED- questions provide options to the respondents and require them to choose one or more
items from the list. This is used if the range of answers are well known and the options are limited.
OPEN ENDED- questions allow the respondent to express their opinions freely and they are not
restricted by the options. This is used if the answer options are multiple and unknown. The answers to
the open-ended questions require re-grouping before analysis

AVOID DOUBLE BARRELED QUESTION- It is a common mistake that refers to asking two things in one
question.
USE APPROPRIATE FORMAT- The title should be highlighted and should reflect the main objective of the
research. If possible, divide the questionnaire into sections according to the content (e.g. boxes with
bold headings) and it should flow smoothly from one section to another with appropriate filtering.
ARRANGE THE QUESTION LOGICALLY- The order of the questions should flow in a logical sequence. Start
with simple questions and move to more complex questions. You can start with the demographic profile
like age, address, and others.
MAKE INSTRUCTION CLEAR- Instructions should be very clear and introductory comments should be
appropriate. Short instructions help the respondents understand easily and help them set their mind on
answering the questions.
A PILOT TEST is a crucial step in the design of a questionnaire before data collection begins. It will help
detect flaws in the questionnaire in terms of content, grammar, and format.
REVISE- You will evaluate for general content, organization, and tone, by adding, deleting, and organizing
information if necessary

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 LESSON 4.1: Conducting the Survey

1. Personal Approach
A. Face-to-Face Structured Interview
Pros: When respondents are asked directly, the response rates are actually good especially if visual
materials are required during the survey. The researcher can also observe the participants in this
method.
Cons: There might be bias because of the interaction. There is also no anonymity involved. This is also
not good if the participants live in different locations.
B. Telephone Survey
Pros: This is applicable for asking consequential questions. Unlike face-to-face interviews, there is
anonymity in this approach.
Cons: This method is not good if the participants need to see visual materials and if the questions are
long.

2. Self-Administered Approach
A. Paper-and-Pencil Survey
Pros: This is a traditional survey method and this is good for those who do not know how to use the
computer or access the internet.
Cons: This requires a bigger budget in terms of reproduction. This also involves the distribution of the
questionnaires which can be exhausting. The researcher must also be present during the administration
B. Online Survey
Pros: This is best if the sample size is huge and they live on different locations. There is less expense
compared to mail survey. There are also survey companies that can help conduct the survey online with
accuracy
Cons: The respondents must know how to use the computer to be able to answer this method. There
might even be incentives to be given to the respondents.
C. Mail Survey
Pros: This method can be easily administered and you can even review the mails before you send them
so that the visual quality is good. There is also anonymity in this kind of survey method.
Cons: Mail surveys are less chosen by many because only a few responses are collected. People also have
more access to the internet so they no longer prefer the mail survey.

KISS principle
“Keep It Short and Simple"

 Better response rates are associated with concise, simple, and easy-to-answer survey
questionnaires.
 Ensure confidentiality
 Be professional, courteous, and polite.
OBSERVATIONAL STUDY
The researcher observes the subjects and measures variables, but does not influence the population in
any way or attempt to intervene in the study, data are simply gathered and correlations are investigated.
NO CAUSE AND EFFECT
EXPERIMENTAL STUDY
the researcher purposely attempting to influence the results. The goal
is to determine what effect a particular treatment has on the outcome. Researchers take measurements
or surveys of the sample population.
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WITH CAUSE AND EFFECT

LESSON 4.2: Gathering Information

Data are referred to as a collection of facts, such as values or measurements, observation or

even just descriptions of things. Data can be classified into Primary and Secondary Data.
Primary data are those that you have collected yourself or the data collected at source or the
data originally collected by individuals, focus groups, and a panel of respondents specifically set up by
the researcher whose opinions may be sought on specific issues from time to time (Matt, 2001), (Afonja,
2001).
Secondary data research project involves the gathering and/or use of existing data for which
they were originally collected.

Quantitative data are mainly numbers. It refers to the information that is collected as, or can
be translated into, numbers, which can then be displayed and analyzed mathematically. Quantitative
data are Structured and Unstructured in nature.
 CLOSED QUESTION
Qualitative data are data which consist of mainly words, sounds or Images. Unlike numbers or
“hard data”, qualitative information tends to be “soft,” meaning it can’t always be reduced to something
definite.
 OPEN QUESTION
Tally marks are often used to make a frequency distribution table.
A Pictograph is a way of showing data using images
A Bar graph is a graphical display of data using bars of different heights
A Pie graph is a special chart that uses "pie slices" to show relative sizes of data

LESSON 5 - Summarizes Findings and Writing a Report

There are many different types of reports, including business, scientific and research reports, but the
basic steps for writing them are the same. These are:

1. Decide on the 'Terms of reference'

To decide on the terms of reference for your report, read your instructions and any other
information you've been given about the report, and think about the purpose of the report:
• What is it about?
• What exactly is needed?
• Why is it needed?
• When do I need to do it?
• Who is it for, or who is it aimed at?
2. Decide on the procedure
This means planning your investigation or research, and how you'll write the report. Ask
yourself:
• What information do I need?
• Do I need to do any background reading?
• What articles or documents do I need?
• Do I need to contact the library for assistance?
• Do I need to interview or observe people?
• Do I have to record data?
• How will I go about this?
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3. Find the information
Make sure the information you find is relevant and appropriate. Check the assessment
requirements and guidelines and the marking schedule to make sure you're on the right track. If you're
not sure how the marks will be assigned, contact your teacher. What you will find out will form the
basis, or main body, of your report – the findings. You have already done this in the previous lessons.
4. Decide on the structure
Reports generally have a similar structure, but some details may differ. How they differ usually
depends on:
• The type of report – if it is a research report, laboratory report, business
report, investigative report, etc. • How formal the report has to be.
• The length of the report.
Depending on the type of report, the structure can include:
• A title page
• Executive summary
• Contents
• An introduction
• Terms of reference
• Procedure
• Findings
• Conclusions
• Recommendations
• References/Bibliography
• Appendices
• The sections, of a report usually have headings and subheadings, which
are usually numbered
5. Draft the first part of your report
Once you have your structure, write down the headings and start to fill these in with the
information you have gathered so far. By now you should be able to draft the terms of reference,
procedures and findings, and start to work out what will go in the report’s appendix.
As you are writing your draft decide what information will go in the
appendix. These are used for information that:
• is too long to include in the body of the report, or
• supplements or complements the information in the report. For example, brochures,
spreadsheets or large tables.
6. Analyze your findings and draw conclusions
The conclusion is where you analyze your findings and interpret what you have found. To do
this, read through your findings and ask yourself:
• What have I found?
• What's significant or important about my findings?
• What do my findings suggest?
For example, your conclusion may describe how the information you
collected explains why the situation occurred, what this means for the
organization, and what will happen if the situation continues (or doesn't
continue).
Don’t include any new information in the conclusion.
7. Make recommendations
Recommendations are what you think the solution to the problem is and/or what you think should
happen next. To help you decide what to recommend:
• Reread your findings and conclusions.
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• Think about what you want the person who asked for the report should
to do or not do; what actions should they carry out?
• Check that your recommendations are practical and are based logically
on your conclusions.
• Ensure you include enough detail for the reader to know what needs to
be done and who should do it.
Your recommendations should be written as a numbered list, and
ordered from most to least important.
8. Draft the executive summary and table of contents
Some reports require an executive summary and/or list of contents. Even
though these two sections come near the beginning of the report you won't be
able to do them until you have finished it, and have your structure and
recommendations finalized.
An executive summary is usually about 100 words long. It tells the
readers what the report is about, and summarize the recommendations.
9. Compile a reference list
This is a list of all the sources you've referred to in the report and uses APA referencing.
10. Revise your draft report
It is always important to revise your work. Things you need to check include:
• If you have done what you were asked to do. Check the assignment
question, the instructions/guidelines and the marking schedule to make
sure.
• That the required sections are included, and are in the correct order.
• That your information is accurate, with no gaps.
• If your argument is logical. Does the information you present support your
conclusions and recommendations?
• That all terms, symbols and abbreviations used have been explained.
Following is a sample report made by a maintenance personnel for the head of the department. This is
an example of a very simple and basic report which you would also make someday when you work.
Check whether these have the essential parts

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