ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

STUDY GUIDE
Academic
Writing
 Academic writing refers to a style of expression researchers and professionals use to define the
intellectual boundaries of their disciplines and specific areas of expertise.
It is characterized by its formal tone, use of third-person, clear focus on the problem under investigation,
and precise word choice (Hartley, 2008).
Academic text in English is linear, which means it has one central point or theme with every part
contributing to the main line of argument, without digressions or repetitions. Its objective is to inform rather than
to entertain. There are four main language features used in an academic text. It is to some extent: formal, objective,
explicit, and accurate ([Link]).

Four Features of an Academic Text (1)

Formality
Unlike fiction or journalistic writing, the overall structure of academic writing is formal and logical.
It must be cohesive and possess a logically organized flow of ideas; this means that the various parts
are connected to form a unified whole. This reflects the dignified stance a writer takes in an academic
text. In general, this means that in an academic text, the following are not used:

a. Colloquial, trite and idiomatic expressions: “stuff”, “a lot of”, “sort of”
b. Abbreviated forms: “can’t”, “doesn’t”, “shouldn’t”
c. Two-word verbs: put off, bring up
d. Subheadings, numbering, and bullet points
e. Asking questions in academic text, instead makes use of expanded modal forms, one-word verb forms,
and expanded terms.

(2) Objectivity
This means that the main emphasis is given on the information and arguments that the author wants to
convey rather than on personal opinion. Therefore, it has fewer words that refer to the writer or the reader such us
personal pronouns “I,” “you,” and “we”. For this reason, an academic text tends to use nouns (and adjectives),
rather than verbs (and adverbs). In addition, giving rhetorical questions which marks “closeness” with the reader
is avoided. Likewise, the use of emotive language which shows biases and lessens objectivity is also discouraged.

(3) Explicitness
An academic text is explicit about the relationships in the text. Furthermore, it is the responsibility of the
writer in English to make it clear to the reader how the various parts of the text are related. These connections can
be made explicit by the use of different signaling words or signposts that allow the readers to trace the relationships
in the parts of a study.

Examples of Signal Words:

 (4) Accuracy
Academic writing uses vocabulary accurately. Most subjects have words with narrow, specific meanings.
Words are clear and concise and not ambiguous. Awareness of the words used is important because words that
have almost the same denotation (dictionary meaning) can have very different connotations (implied meanings).
Likewise, grammar rules are also followed to avoid confusion among readers. The use of jargons or language
specific to a particular sub-group of people represents the specific language and meaning assigned to words and
phrases specific to a discipline or area of study. It is important that specialist terminology must be used accurately
and applied under the appropriate conditions.
 Text
Structure
Reading academic texts is done for different purposes. It could to locate a main idea, scan for information, identify
gaps in existing studies, or connect new ideas to existing ones. In addition it also serves as reference to support a
particular writing assignment and helps in deeply understanding an existing idea. Knowledge of the structure of
an academic text is important. The structure of the text enables you to follow the argument and navigate the text.
In an academic text, a clear structure and a logical flow are imperative to cohesive text.

An academic text consists of three major components which are the introduction, body and conclusion.

Introduction
The first part of the text usually contains the following information: introduction of the topic, context of the topic,
background information, aim of the text, manner of development, thesis statement or research question,
suggestions on what the findings are, and importance of the topic. The statements in the introduction are developed
further in the body of the text and summed up in the conclusion.

Body
The second part of the text is the body. This is the main section of an academic text and is also the longest.
Depending on the length of the text, the body might be divided into subsections. It is the most substantial part of
the text because this is where the arguments are presented that support the thesis statement or answer the question
posted in the introduction. In research, this is where the findings, are presented, discussed and analyzed.

Conclusion
In the third part, the conclusion, the thesis statement or the problem is revisited. It may include the evaluation and
explanation whether the aim was reached or the problem presented in the introduction solved or not.

Organizational Patterns
The transition words or the signal words that the writer employs in the academic text can help the reader
identify what type of organizational pattern is being utilized. This leads the reader to grasp all the facts
presented to decipher what the written text has to say. There are five patterns commonly used in academic texts.

The tabular presentation below explains the types of organizational patterns, their purposes and the transition
words used.
 Organizational Patterns Purpose Transitional Device
Definition Explains the meaning of new Is, refers to, defined as, means,
words or phrases consists of, involves, is a term
that, is called, is characterized
by, occurs when, are those
that, entails, corresponds to, is
literally

Cause and Effect Describes how one or more things Because, for, since, stems from,
cause or are related to one another one cause is, one reason is, leads
to, creates, yields, produces, due
to, breeds, for this reason,
consequently, results in, one result
is,

Therefore, thus, as a result, hence

Comparison and Contrast Discuss similarities and/or Both, also, similarly, likewise,
differences among ideas, theories, like, too, as well as, resembles,
concepts, objects, or persons correspondingly, in the same way,
to compare, in comparison, share,
unlike, differs from, in contrast, on
the other hand, instead, despite,
nevertheless, however, in spite of,
whereas, as opposed to
Problem/solution Starts with the negative The problem/dilemma
situation (a problem) and ends is, if/then, so that, solves, an
with a positive situation (a answer to, and addresses the
solution) problem of
Sequence Chronological narration of a first, second, now, before, after,
historical period, a sequential then, finally, while, meanwhile,
description of a processor a during, and other expressions of
procedure time and duration

PERFORMANCE TASK NO. 1 – DATE OF SUBMISSION: JANUARY 16, 2025

Using the concepts learned from the activities, try to write your own academic text. Choose a topic below
and develop your text using the different organizational structures.

Materials: Format
Bond paper (A4, references) Times New Roman
12
Instructions: Justified
1. Choose a topic.
2. Research information for your text.
3. Write your draft.
4. Have somebody critique your draft.
5. Edit your work and write the final text.

Possible Topics:
a. Greatest Invention
b. Human brain versus computer
c. Extinction of species
d. Supply and demand
e. Language
SUMMARIZING
TECHNIQUES
WHAT IS A SUMMARY?
✓ Summary is a brief or short statement or account of something that consists of the main ideas
and important details of a text.
✓ The length of your summary depends on the main idea and key points you have covered. There is no definite
or exact length of a summary.

WHAT A SUMMARY IS NOT?

✓ It is NOT a place for opinions.
✓ It is NOT copy-pasted. Copy-paste is when you just copy few sentences from the text, word for word, and
delete (take out) other sentences when there is already no space in your paper. ✓ It is NOT writing down
everything.
IS A SUMMARY ALWAYS IN SENTENCES OR A PARAGRAPH?
✓ Most of the time you are expected to write summaries of academic texts in sentences or in a paragraph form.
✓ BUT, there are others ways or strategies to summarize a text that do not require you to write complete sentences.
You will learn some of those strategies later on in this lesson.

WAIT, WHAT?
Before writing a summary, you need to carefully read and understand the text for you to be able to point out its
main idea and key points which are the most essential in summarizing.

1. The main idea is what the text is about. Often, you can find the main idea in the topic sentence
or thesis statement. Sometimes the main idea is explicit; sometimes it is implied. If the main idea is
explicit, it means it is directly stated in the topic sentence. If it is implied, it means the topic sentence only
suggests or gives a hint of the idea but is not directly stated in the sentence

2. Key points or sub points are arguments or information that are used to support the main idea. Key points
may be developed or elaborated with supporting details.

HOW TO SUMMARIZE?
1. Use MIDAS touch.

M Main idea: Identify main idea from the topic sentence (if there is one) or use all or any of the basic signal
words [ who (subject), what (action), where (location), when (time), why (reason), how (process)].
I Identify key points.
D Disregard unimportant information.
A Analyze redundant information.
S Simplify, categorize, and label important information.

2. GIST Strategy
According to the Merriam-Webster dictionary, gist means main point or essence. In this strategy, you fill in the
details asked of you and follow the
a. Read the article or section of text. steps given.
b. Fill in the 5 Ws and H where applicable.
Who: Where: Title of the Text:
What: Why:
When: How:
c. Write a 10-word GIST summary.
_____ _____ _____ _____ _____
_____ _____ _____ _____ _____
_________________________
Source: ______________________
3. Summary Star
Using the shape of a star, first write your preferred one-word title for the article. It can be the theme or the main
idea of the article. Then, write two feelings the text conveys in the right corner. In the lower right corner of the
star, write three words about the setting. Next, write four words to describe the problem or conflict. Lastly, write
five words about the conclusion or ending of the text in the left corner.

4. Chain of Events

5. Problem-Solution Chart
Thesis Statement
A thesis statement is a complete sentence that contains one main idea. This idea controls the content of the entire
essay. Thesis statement is the overall idea or argument of your work. It makes all parts of your work stick together.
A thesis statement contains sub-points which will support or strengthen the main idea.

FEATURES OF A THESIS STATEMENT

1. A thesis statement states the main idea of the essay in a complete sentence, not in a question. That is, it is
in a declarative form.

Poor example:
Why do I want to be a teacher? (in question form)
Improved version:
Being a teacher is a great profession because it allows me to work with students and be creative.
Poor example:
The sport of mountain climbing. (not a complete sentence)
Improved version: The sport of mountain climbing has allowed me to get in better shape and meet some interesting
people.

2. Thesis statement is typically the last sentence in your introduction.

Example:
For most of my life, I have lived with bad health, smelly clothes, and a chronic cough. My children and husband
begged me to stop the habit that caused these conditions, but I couldn’t. The habit of smoking had wrapped its
addicting arms around me and was slowly strangling me until one day I realized I had to stop. This realization
came after three terrifying events occurred in my family.

3. A good thesis statement often expresses a writer’s opinion or attitude on a particular topic. This makes the thesis
statement more specific and requires the writer to explain or prove his/her opinion in the essay.

Poor example:
I learned to play many musical instruments when I was young.
This would not be considered a good thesis statement because it is only expressing a fact. It doesn’t give the
writer’s opinion or attitude on playing musical instruments. This thesis statement doesn’t give the writer very
much to explain or prove in his/her essay.

Improved version: Learning to play many musical instruments when I was young helped me to become a more
intelligent and well- rounded person.
This thesis statement is much better because it expresses how the writer feels about the experience of learning to
play musical instruments. This thesis statement requires the writer to explain how and why playing a musical
instrument made him/her a better person.

4. A good thesis statement often lists sub-points or subtopics.

Poor example: La Union is a great place to visit.

Improved version: La Union offers various tourist attractions, delicious native cuisines, and a relaxing climate.
The underlined ideas are the sub-points that will be elaborated further in the body of the essay.

[Link] thesis statement does not state the obvious or announce directly the topic. Avoid using starters like, “The
essay will discuss…” or “I’m going to write about…”.

Poor example:
This essay is about the effects of smoking to a person. Improved version: Smoking has disastrous effects to a
person’s health, relationship with others, and to the environment.
Outlining
An outline is a summary that gives the essential features of a text. It shows how the parts of a text is related to
one another as parts that are of equal importance, or sections that are subordinate to a main idea. A reading outline
is used to get the main idea of a text that is already written. It helps you understand the structure of the text more
critically because you will have to find the articles’ thesis statements and supporting details. You will better
understand how a writer connects and sequences the information in the reading.

Basic Principles and Rules in Outlining

1. Principle of Division
You cannot claim to have divided something and have only one part, so since outlining is based on division, every
part of an outline that has subtopics should have at least two parts or subsections. Look at the example below.

2. Principle of Classification
Similar ideas should go together. This implies that there should be no overlapping of topics and subtopics in an
outline. Examine the sample below.

3. Principle of Coordination
Ideas of equal rank and value are coordinated, therefore, they belong to the same level of the outline. Coordinate
headings must be expressed in parallel construction. They must be expressed in parallel structure to form a
specific kind of outline. A topic outline uses phrases in all its headings and subheadings while a sentence outline
makes use of full statements. Look at the example below.
4. Principle of Subordination
There are big ideas and small ideas; small ideas should fall under the appropriate big ideas. Consider the example
below.

Outline Format
A traditional outline starts with a Thesis Statement (TS). This is a one- sentence statement of the main idea of the
article. Then the body of the article is divided and subdivided this way: a. Main ideas are labeled with Roman
Numerals (1st level of an outline)
b. Supporting ideas developing the main ideas are labelled with capital letters, indented. (2nd Level)
c. Details developing the supporting ideas are labelled with Arabic number, indented. (3rd Level)
d. Minor details developing the details are labelled with small letters. (4th Level)

Example:
Guidelines for Writing the Reaction Paper/Review/Critique

1. Value Communicated
a. Sound critical judgment
b. A fair and balanced assessment of situations or events, people and things
2. Basic Content
a. Ranges from an off-hand gut reaction, favorable or unfavorable, merely expressive of emotion to a more
rational impersonal critical analysis that seriously communicates some value, ethical or moral, some
hidden or forgotten truth, and some aesthetic delight
b. May take the form of a reflection, an appeal, a protest, a tribute or denunciation, a speculation
c. In general, the content would include the following topics:
(1) For human situations:
(a) A brief description of the event
(b) People involved, their roles and contributions
(c)`Other driving forces, in the open or hidden and unsuspected
(d) Implications and consequences
(e) Assessment and prognostication
(f) Some offered solutions
(2) For cultural affairs, people, works, performances:
(a) The central purposes of the event or product
(b) The means, devices, strategies employed to achieve the purposes
(c) An evaluation of the achievement: success or failure
(e) The significance (if any) beyond mere entertainment of the event or product in ethical
and/aesthetic terms, its timeliness and/or timelessness
3. Modes of Ordering (Any of the following):
a. From the event/performance/artifact/work presented an described/narrated in themselves to the writer’s
critical evaluation of the entire event, show or work in a sequence of its elements
b. Discussion that intersperses critical comments between mention or description of the details of the
event, show or work
c. From a cover statement giving an over-all judgment of the event, show or piece to a discussion of each
angle, aspect or element of the event, show or work illustrating or providing evidence for the evaluative
cover statement
4. Basic qualities of a Good Reaction Paper
a. Gives a fair and balance social commentary
b. Provides relevant and accurate factual information on the situation
c. Exhibits by means of thorough and in-depth analysis an appreciation of context (including time, place,
people, involvement, their motivation, and actuations)
d. Makes a clear distinction, through language, between what is actual and what is probable or possible
e. Exhibits a deep sense of humanity and an understanding of the human situation even while expressing
disapproval or disagreement most intensely
5. Basic Qualities of an Adequate Critical Judgment
a. Provides accurate and relevant information on the event, show, or work
b. Exhibits full appreciation of the purpose behind the event, show, or work
c. Shows a clear understanding of the means (strategies, techniques, devices, etc.) and their
appropriateness and power in achieving the purpose
d. Exhibits fairness and balance in the judgment made
e. Projects incisive and profound insights into its
(1) analysis of the event or artifact
(2) interpretation of the underlying meaning or significance of the event or artifact, and
(3) appreciation of the values “(moral and/or aesthetic) unfolded in every detail of the event or artifact
The Structure and Language of Critique

Critiques are an important rhetorical pattern in academic writing as they present a balanced view of things.
Critiques, however, are based not only on personal perspective but should be grounded on actual observations.
Here are some tips for developing your critique:

1. Remember that the critique should be accessible to the audience. Therefore, providing background
information for the readers will be helpful. Including the central ideas of the book, the concept, the event, or the
movie to be critiqued is necessary
2. Relating your critique to greater realities will also help as you ground your critique on the wider scheme of
things. For instance, what subject/theme does the movie, concept, book, or event address? Are there questions
that people constantly ask that this particular subject/theme you are reviewing can answer?

In general, the critique should be organized in the following manner:

1. Introduction: The first part should provide readers with a sense of the ideas you want to tackle. (What are
some problems people face in their daily lives? What are some heathy debated topics discussed among groups
concerning the community?)
2. Thesis statement: The next part should provide a summary of the concept.
3. Supporting details: Strengths and weaknesses should be part of the critique. Remember that this is challenging
and requires tact.
4. Conclusion: The final section of the critique should include the final recommendation of the author. For
instance, is the movie, book, gadget, event, or concept a good investment of time, effort, and money? What
background knowledge does one need to see or use them? Will other activities help to appreciate these?
 Critical Approaches In Writing a Critique:

1. Formalism claims that literary works contain intrinsic properties and treats each work as a distinct work of art.
In short, it posits that the key to understanding a text is through the text itself; the historical context, the author,
or any other external contexts are not necessary in interpreting the meaning. Following are the common aspects
looked into formalism:

a. author’s techniques in resolving contradiction within the work

b. central passage that sums up the entirety of the work
c. contribution of parts and the work as a whole to its aesthetic quality
d. relationship of the form and the content
e. use of imagery to develop the symbols in the work
f. interconnectedness of the various parts of the work
g. paradox, ambiguity, and irony in the work; unity in the work

Questions to answer when using the formalist approach:

• Who is the protagonist?
• What conflicts does the protagonist experience?
• What is the climax of the story?
• What is the protagonist’s role in the climax
• How is the setting relevant for this particular story?
• What is the theme of the story?
• How do character, plot and setting develop the story?

2. Feminism focuses on how literature presents women as subjects of socio political, psychological and economic
oppression. It also reveals how aspects of our culture are patriarchal, i.e., how our culture views men as superior
and women as inferior. The common aspects looked into when using feminism are as
follows:
a. how culture determines gender
b. how gender equality (or lack of it) is presented in the text
c. how gender issues are presented in literary works and other aspects of human production and daily life
d. how women are socially, politically, psychologically, and economically oppressed by patriarchy
e. how patriarchal ideology is an overpowering presence

Questions to answer when using the feminist approach:

• What is the protagonist’s attitude to male and female characters?
• How is this evident?
• How does this affect your response to the characters?
• How are women represented in the text?
• What roles do men and women play within family, work situations, etc. (hero,breadwinner, helper, cook,
sex object)?
• What were the social and historical conditions for women in this period that might help us understand
their roles in the text?
• How do women exercise their power in the text?
• If you were to rewrite the text’s ending, what would happen to the female protagonist? The male
protagonist?
• How and to what degree are the women’s lives limited or restricted in this text?

3. Reader - Response Criticism is concerned with the reviewers’ reaction as an audience of a work. This approach
claims that the reader’s role cannot be separated from the understanding of the work; a text does not have meaning
until the reader reads it and interprets it. Readers are therefore not passive and distant, but are active consumers
of the materials presented to them. The common aspects looked into when using reader-response criticism are as
follows:
 a. interaction between the reader and the text in creating meaning
b. the impact of the reader’s delivery of sounds and visuals on enhancing and changing meaning

Questions to answer when using the reader-response approach:

• How do you feel about this text? Why did you like/dislike it?
• Explain how the text connects to an experience you have had.
• Why do you think the characters acted as they did?
• In a similar situation, how would you have behaved?
• Who do you think is the intended reader for this selection?
• Create a poem, collage or letter to one of the characters in the text with whom you most identify. Explain
in your piece why you identify with this character

4. Marxist Criticism- is concerned with differences between economic classes and implications of a capitalist
system, such as the continuing conflicts between the working class and the elite. Hence, it attempts to reveal that
the ultimate source of people’s experience is the socioeconomic system. The common aspects looked into when
using Marxist criticism are as follows:

a. social class as represented in the work

b. social class of the writer/ creator
c. social class of the characters
d. conflicts and interactions between economic classes 1819

Questions to answer when using the Marxist approach:

• What or whose ideological values structure the text? How are these evident?
• Who has power (and of what sorts) in the texts? How does this power operate and change as the text progresses?
• What “master” or dominant social narratives are perpetuated or critiqued and disrupted in the text? (e.g. the
American Dream, whereby, with hard work and individual effort, a poor person can achieve success)
• To what degree does the protagonist or other characters believe in and live by the prevailing social order?
• At what point do characters recognize the oppressiveness of the prevailing social order?
• How do they respond? What affects their options for changing things?
• How is social objectification evident and how does it operate in the text?
• What are the social forces that affect the author’s writing or the text’s marketing and reception?

PERFORMANCE TASK NO. 2 – DATE OF SUBMISSION: JANUARY 24, 2025

Materials:
Pen and paper

What you have to do

1. Read the notes on critical approaches in writing a critique.
2. Understand what you are reading.
3. Choose one from the following articles:
a. Review: ‘Heneral Luna’ Shows Human Side of Hero
b. “Dalagang Bukid” by Fernando Amorsolo
c. The Digital Divide: The Challenge of Technology and Equity
d. “Ang Bayan Muna Bago ang Sarili” Excerpts from the Homily of Jaime Cardinal Sin at the mass
celebrating the 5th death anniversary of Ninoy Aquino)
4. Choose an approach which can be applied to your chosen article and write a reaction paper.

FORMAT:
A4
TIMES NEW ROMAN
12
JUSTIFIED
 PERFORMANCE TASK NO. 3 – DATE OF SUBMISSION: JANUARY 31, 2025

Materials:
Pen and paper

What you have to do?

Below are issues or problems that our generation is facing today. Write a possible idea with a title
for a concept paper that could possibly solve the issue or problem.
• 2. Unhealthy lifestyle of the young Adult
• 3. Dengue
• 4. Cyber Bullying
• 5. Online Gaming Addiction

FORMAT:
A4
TIMES NEW ROMAN
12
JUSTIFIED