A c a de mi c N on- a c a dem ic t ex t

Language: it is important to use clear

Differentiate of Academic Text and Non-Academic Text
and plain language

Audience
Academic Public
Academic Text
A c a de mi c N on- a c a dem ic t ex t Citation :citing sources in the body of the
Reading material that provides in-
paper and providing a list of references as Inform the read-
formation w/c includes concepts

Purpose
Audience
scholarly audi- either footnotes or endnotes is a very im- ers with solid Info
and theories that are related to the public
ence portant aspect of an academic text. evidence
specific discipline. (i.e. Sciences,
Personal, impres-
Math, etc.) Complexity: academic text addresses Formal and im-

style
Purpose
to inform and/or sionistic, emotion-
to entertain complex issues that require higher-order personal
validate al or subjective
Academic Vocabulary thinking skills to comprehend

Structure
Used in all academic disciplines to Standard struc-
Structure
introduction-body Evidence-based Arguments: opinions are No rigid structure
teach about the content of the dis- no fixed structure ture
-conclusion based on sound understanding of the perti-
ciplines, e.g., a water table is differ-
nent body of knowledge and academic de- Informal and casu-

Language
ent from a periodic elements table.
Language

contains slang and bates that exist with in a discipline (often Formal language al language, may
formal language
olloquialisms external to a specific discipline) containslangs
Academic Structure

Subject/content
Format

comprises techniques of structur- objective style subjective stlyle Thesis Driven: stand point of an academic Shared historical
events or literature or Personal life and
ing writing in a field (which affects text is a particular perspective, idea, or posi- other forms of everyday events.
reading). Different genres, para- tion applied to the chosen research pro- knowledge.

graph/sentence structure, text sources from re- sources from eve- gram, such as establishing, proving, or dis-
Source

complexity, purpose, audience, or- lated literature ryday events proving solutions to the questions posed for the topic.
ganization, and outside resources
impact how one writes and reads in Academic Language
Examples

that field. research papers, diaries, informal spoken, written, auditory, and visual language needed to study in schools and
reports essays academic programs. Lessons, books, examinations, and assignments are all
in academic language. It's the language students expected to be learn and
Academic Texts include:
achieve fluency in.
Research papers, Conference paper, Feasibility study, Thesis/Dissertaiton,
Reviews, Essays, Academic journals, Reports,
Difference between academic language and social language
Social language is the informal language we use with family and friends.
Structure
Academic writing is formal and rational, unlike fiction or journalism (intro,
Academic Language is the vocabulary students or adults must master to ex-
body conclusion). Must be coherent and logical.
cel in school or the profession. Academic language helps us grasp difficult
tone
ideas, higher-order thinking, and abstract notions. Academic language is used
-overall tone refers to teh attidue conveyed of a writing. arguments of other
in textbooks, examinations, and classroom teaching.
are fairly presented and with an appropriate narrative tone.
 Social La ngu age Acad emic la ngu age

Repetition of words Variety of words, more sophisticated vocabulary

Sentences starts with “and” and “but” Sentences start with “however” “moreover” and “in addition”

Use of slang “guy” “cool” and “awesome” No slang

Ch aract erist ics of academic langu age

It should not be conversational and casual. Avoid colloquial and idiomatic expressions, slangs, and con-
Formal

tractions.
Impersonal

Do not refer yourself as the performer and do not use personal pronouns
Precise

Facts are presented accurately; choice of words are appropriate; technical terms for precision is applied

Unbiased, based on facts, not influenced by personal feelings.

objective

“The essay on __ is distressing” instead of “ I do not like this essay”

“The essay showed negative information that affected rest of the participants”
 Paraphrase technique is based on the premise that when an individual ex-
presses an idea is restated in another way by the listener, the initiator of te
Common Text Structure statement will clarify, expanded upon, or further explore the ideas and feelings
text structure refers to the internal organization of text (Meyer 1985) embodied in the statement.
as authors write a text to communicate an idea, they will use a structure that Paraphrasing technique works because it increases accuracy and clarity in
goes along with the idea. communication by reducing the problems that are created by selective per-
ception.
 Chronological Order
time order; organized one point in time to another Guidelines
 Sequence 1. restate the text or expressed ideas
steps described in they order they occur. it does not take place in a specif- 2. avoid indication of disapproval
ic point of time 3. wait for other's response
 Cause and Effect 4. paraphrase the other's response in order to secure the most accurate un-
this structure shows how one or more causes lead one or more effects. derstanding possible
many texts do not include just one cause leading to one effect-instead.
there may be several causes and several effects SUMMARIZING
 Problem-Solution only important ideas and key points are included. summarizing a text, or distil-
the text structure presents a problem, and shows how it can be (or has ling its essential concepts into a paragraph or two, is useful study tool as well
been) solved. Presents a solution unlike cause and effect as good writing practice
 Persuasion
text structure convinces readers to agree to an argument or claim about a A summary is a rewrite of a piece's core concepts (paraphrased). Summary
particular topic can be a solo assignment or part of a lengthier paper. When summarizing,
 Compare-contrast don't replicate the original's words.
Text structure shows how two or more ideas or items are similar or differ-
ent. Clustured approach, with details about one topic followed by details A summary has two aims:
about the other may show alternating with the author going back between 1. To reproduce overall ideas in a text; identifying general concepts that run
two topics through the entire price.
 Exemplification/Classification
Exemplification paragraph develops a general statement-- topic sentence Guidelines
with one or more specific examples. 1. the student must read and comprehend the text
Classification paragraph divides into groups, classes or categories. It also 2. They must identify main ideas and key points
organizes ideas into divisions based on criteria or standards 3. Finally must express this information into their own words
4. Summaries should not contain opinions ,background knowledge or person-
al information; rather a summary should be entirely text based.
PARAPHRASING
Restating your own words what the other person means. Paraphrasing pro-
vides the other person with one’s own interpretation.
 covered.
Differences between Thesis Statement and Topic Outline
THESIS STATEMENT Thesis statement is the main idea of an essay while topic sentence serves as
Thesis statement is the claim or stand that you will develop in your paper the main idea of a paragraph.
Thesis statement is the overall idea or argument of your work. It is a general Thesis statements contains at least two supporting points which are devel-
statement essential points that leads the reader to the right direction. It makes oped in succeeding paragraphs. A topic sentence meanwhile usually has just
all parts of your work stick together. one supporting point.
Qualities of a good Thesis Statement
The thesis statement is your main argument. It's a general statement that 1. Thesis statements are declarative.
guides the reader as it binds your work. 2. A excellent thesis statement focuses on supporting the key claim.
A strong thesis statement is focused, concise and declarative. It should con- 3. A good thesis has clear limits. It limits the essay's scope.
tain three ideas for further sections.
OUTLINE
“The ASEAN region is a dynamic system because it capitalizes on cul- An outline summarizes a text. It displays how text pieces are related as equal
tural diversity, rich resources, and a variety of perspectives.” or subservient to a core theme.
Contains:
 Main idea Reading Outline - Used to get the main concept of a text.
 Three points that need elaboration 1. Read the entire text
A strong thesis statement usually contains an element of uncertainty, risk, or 2. Locate the thesis statement
challenge (Ramage, Bean, and Johnson 2006:34). 3. Look for key ideas in each paragraph of the essay
4. Look at the topic sentence and group related ideas together
Guidelines for Thesis Statement 5. Arrange the contents according to the chronological order, spatial order,
1. Avoid making overly opinionated stands and general specific order.
Don’t exaggerate opinions while showing your viewpoint on the regarding 6. Go back to the text and make sure you have not missed any important
topic. information.
2. Avoid making announcements
Telling readers what you'll write is easy. It's a weak thesis statement since Writing Outlines - Skeletal version of an essay. Organizes ideas.
it lacks your opinion or stance. Rules of Outlining
3. Avoid stating facts alone 1. Subdivide topics by a system of numbers and letters followed by a period.
If you solely employ facts in your thesis statements, you won't have much Numerals for paragraph; capital letters for supporting details
space for debate. 2. Each heading and subheading must have atleast two parts.
3. Use either brief phrases or complete sentences. Do not use both in one
Types of Thesis Statement essay.
Argumentative Thesis—take a clear position, persuades a reader of a claim
Types:
Expository—analyze, interpret, evaluate different aspects of a topic, maps out
Topic Outline - headings are given in single words or brief phrases
key points of an analysis
Sentence Outline - headings are expressed in complete sentences.
Analytical—explain and discuss facts of a topic, summarizes main points
 WAYS TO AVOID PLAGIARISM
Note-taking techniques
Plagiarism summarizing; quotations; paraphrasing
 Type of cheating that involves using another person's ideas, words, de-
sign , art, music, etc., as one's own in whole or in part without acknowl- Citation
edging the author or obtaining his or her permission. acknowledging the ownership of the work you used.
 Not just restricted to written text; such as ideas, design, art, and music. quotation from or reference to a book, paper, or author, especially in a
 The copying of verbatim of language and ideas of other writers and taking scholarly work
credit for them. " there were dozens of citations from the works of Byron"

TYPES OF PLAGIARISM Author-oriented citation (APA style)

1. Plagiarism of Ideas starts with the surname of the author, followed by the year of publication
credit for a work is ascribed to oneself untruthfully in parenthesis.
citations should be done to address this  Verbs of statement such as argues, posits, and emphasizes at the start of
paragraph or sentence may be used.
2. Plagiarism of Language Example:
happens when an author uses the language of another writer and claims it Pulido (2012) believes that language in an online environment can be
as his own. understood if ...
Types:
Copied word-for-word from a source Text-Oriented Citation
person borrowed but did not put the language in quotation  in this citation, a paragraph or sentence from a source is followed with the
marks nor cite correctly. surname of the author of the work and the year of publication. Citation
Copied word-for-word of a text must be in closed parenthesis.
the writer simply cites the author but copies the whole text  in-text citations appear throughout your paper at the end of a sentence
verbatim you are citing. they tell your reader where you found the information used
Patchwork Plagiarism to come up with a particular idea.
Examples:
3. Patchwork Plagiarism Unless educators realize the importance of reading and writing across
mosaic plagiarism subject areas, problems in comprehension of subject matter will be a
copying phrases, passages, and ideas from different sources and putting prominent issue in the teaching learning process (Estacio, 2010).
them together to create a new text.
incorporating some of your original wording to a piece that was largely Another way of Citation
written by someone else would represent mosaic plagiarism.  start the sentence by using the phrase "According to..." followed by sur-
name of the author and the year of publication enclosed in parenthesis.
According to Mendoza (1990), by the end of the century, our fuel re-
serves will be reduced to half, and scarcity of energy supplies will be a
big problem.
APA (American Psychological Association) QUOTATION MARKS
mostly used in social science and education fields Direct Quotations
employed for statements that are so closely associated that altering the
MLA Handbook (Modern Language Association) words may lose its rhetorical impact.
humanities fields For instance, the statement of Meriam Defensor Santiago "A true
teacher does not terrorize" is too short to be summarized, and the
* parenthetical citation rhetorical impact of the work is lessend if the statement is para-
* full reference at the end of paper phrased.

Citations look slightly different in each style, with different rules for things like Short quotations (fewer than 40 words)
title capitalization, author names, placement of date and even in layout and Quotations of fewer than 40 words, add quotation marks around the words
formatting. General rule is that Author, title of work (may it be music, image, or and incorporate the quote into your own text-there is no additional formatting
movie) and year it was produced (if applicable) be included in the citation. needed. Do not insert an ellipsis at the beginning and/or end of a quotation
unless the original source includes an ellipsis
In-text citations in APA and MLA Ex: Effective teams can be difficult to describe because “high perfor-
APA: mance along one domain does not translate to high performance
+ include author's last name and publication year. along another” (Ervin et al., 2018, p. 470).
+ page number for quoting and paraphrasing
+ separate with ampersand (&) two authors; "et al." for three
Block quotations (40 words or more)
MLA:  format quotations of 40 words or more as block quotations
+ include author last name and page number  do not use quotation marks to enclose a block quotation
+ "and" for two authors  start a block quotation on a new line and indent a whole block 0.5 inch.
from the left margin.
APA Reference List vs. MLA Works Cited List  double-space the entire block quotation
Both APA and MLA style, you list full details of all cited sources on a separate  do not add extra space before or after it
page at the end of your paper.  if there are additional paragraphs within the quotation, indent the first line
APA usually called the "reference list" of each subsequent paragraph an additional 0.5 inches
Reference Entry  do not add a period after the closing parenthesis in either case.
Author's Lastname, Initial(s). (Year of publication.). *Title of Book*
(Edition ed.) Publisher.
MLA - usually called the "Works Cited"
Author's last name, First name. *Title of Book*. Edition, Publisher, Year
of publication.