What is the structure of academic text?

The three-part essay structure is a basic structure that consists of introduction, body
and conclusion. The introduction and the conclusion should be shorter than the body of
the text. For shorter essays, one or two paragraphs for each of these sections can be
appropriate.

Text Structure – refers to the way an author arranges information in is

writing.
- How an information is organized
- Enables authors to organize their thoughts as they write.
- It also helps the reader that provides a structure in which
information can be found and understood as it is read.

6 common patterns:
1. Chronological
2. Cause and effect
3. Compare and contrast
4. Problem solution
5. Sequence / process
6. Spatial / descriptive

CHRONOLOGICAL – information is organized in order of time.

Chrono – time logic – order
- This pattern is found in most narrative texts, where the plot
unfolds over time; more complex texts use literary devices,
such as flashback and foreshadowing to implicitly establish
time order.

Jack and Jill ran

Jack fell down
up the hill to Jill came
and broke his
fetch a pail of tumbling after.
crown.
water.

All stories are told chronologically.

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 CAUSE AND EFFECT
- This pattern carries the implication that the effect is produced by a
specific cause or that the consequences follow from the specified
antecedents; this might be found in a discussion of science
investigation results or historical articles linking multiple causes and
effects.

- The cause and effect text structure. tells why something happened
(cause) and what happened (effect). Examples: A book about weather
shows how specific weather patterns can cause extreme weather such
as a blizzard or a hurricane.

- Cause and effect is the relationship between two things when one
thing makes something else happen. For example, if we eat too much
food and do not exercise, we gain weight. Eating food without
exercising is the “cause;” weight gain is the “effect.” There may be
multiple causes and multiple effects.

COMPARE AND CONTRAST

- This pattern shows similarities and dissimilarities between

objects, actions, ideas or processes; headings and
subheadings generally provide extra support/signals to
readers about this structure; often one paragraph is dedicated
to similarities and another to differences.

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PROBLEM AND SOLUTION

A problem-solution paragraph is a common type of academic writing that identifies a

specific issue and proposes one or more ways to address it. It can be part of an essay,
a report, a proposal, or a case study.

What is a problem and solution example?

Problem: My brother is sick, and he has a high fever. Solution: I should give him
medicine to cure his fever and soup to ease him, or I could take him to the nearest
hospital if it does not work. Problem: Her bedroom is such a mess. Solution: She should
clean her bedroom and make it tidy.

How do you write a problem and solution essay?

How does one write a problem-solution essay? Generally, there are three components
to a problem-solution essay: describing the problem, explaining the solution, and
evaluating the outcome. These three components are addressed in three separate
paragraphs in the main body of the essay.

The signal words for problem are words like issue, factor, ailment, quandary, puzzle,
dilemma and predicament. Signal words for solutions are words like possibility, remedy,
resolution, answer and proposition.

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 NATURE AND CHARACTERSITICS OF AN ACADEMIC TEST

Academic writing is clear, concise, focused, structured and backed up by

evidence. Its purpose is to aid the reader’s understanding.
It has a formal tone and style, but it is not complex and does not require the
use of long sentences and complicated vocabulary. Characteristics of
academic writing
Planned and focused: answers the question and demonstrates an
understanding of the subject.
Structured: is coherent, written in a logical order, and brings together
related points and material.
Evidenced: demonstrates knowledge of the subject area, supports opinions
and arguments with evidence, and is referenced accurately.
Formal in tone and style uses appropriate language and tenses, and is clear,
concise and balanced.

The following are

considered as academic
texts: Research Paper,

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Conference Paper,
Feasibility Study,
Thesis/Dissertation,
Reviews, Essay, Academic
Journals, Reports.
1. Structure
Unlike fiction or journalistic
writing, the overall
structure of an academic
text is formal and logical
(Introduction,
Body,Conclusion). It must
be cohesive and possess a
logically organized flow of
ideas; this

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means that various parts
are connected to form a
unified whole.
2. Tone
The overall tone refers to
the attitude conveyed in a
piece of writing. The
arguments of others are
fairly
presented and with an
appropriate narrative tone.
When presenting a position
or argument that disagrees
with one’s perspectives,
describe the argument
accurately without loaded
or biased language.
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3. Language
It is important to use
unambiguous language.
Clear topic sentences
enable a reader to follow
your line of
thinking without difficulty.
Formal language and the
third person point-of view
should be used. Technical
language appropriate to the
area of study may also be
used, however it does not
mean using “big words”
just for the sake of doing
so.
4. Complexity
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An academic text addresses
complex issues that require
higher-order thinking skills
to comprehend.
5. Evidence-based
Arguments
The following are considered as academic texts: Research Paper, Conference
Paper, Feasibility Study, Thesis/Dissertation, Reviews, Essay, Academic
Journals, Reports.

1. Structure - Unlike fiction or journalistic writing, the overall structure of

an academic text is formal and logical
(Introduction, Body,Conclusion). It must be cohesive and possess a logically
organized flow of ideas; this
means that various parts are connected to form a unified whole.
2. Tone - The overall tone refers to the attitude conveyed in a piece of
writing. The arguments of others are fairly
presented and with an appropriate narrative tone. When presenting a
position or argument that disagrees
with one’s perspectives, describe the argument accurately without loaded or
biased language.
3. Language - It is important to use unambiguous language. Clear topic
sentences enable a reader to follow your line of
thinking without difficulty. Formal language and the third person point-of
view should be used. Technical
language appropriate to the area of study may also be used, however it does
not mean using “big words”
just for the sake of doing so.
4. Complexity - An academic text addresses complex issues that require
higher-order thinking skills to comprehend.
5. Evidence-based Arguments - What is valued in an academic text is
that opinions are based on a sound understanding of the pertinent
body of knowledge and academic debates that exist within, and often
external to a specific discipline.
6. Thesis-driven - The starting point of an academic text is a particular
perspective, idea or position applied to the chosen

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research problem, such as establishing, proving, or disproving solutions to
the questions posed for the
topic.

Academic Language

Refers to the oral, written, auditory, and visual language proficiency required
to learn effectively in schools and academic programs. It is also the language
used in classroom lessons, books, tests, and assignments.
It is the language that students are expected to learn and achieve fluency in.

Why is academic language so important?

Students who master academic language are more likely to be successful in

academic and professional settings.

What is difference between academic language and social

language?

Social language is the simple, informal language we use when talking face to
face with family members and friends. It allows us to use contemporary or
slang terms like “cool,” “awesome,” or “dude.” We can also communicate
feelings, needs, and wants using symbolic hand gestures for drink, eat, hot,
cold, hurt, or tired. Social language also includes writing emails, friendly
letters, and texts or retelling stories.

Academic language is different from everyday social language. It is the

vocabulary students or adults must learn to succeed in the classroom or in
the workplace. We use academic language to describe and comprehend
complex ideas, process higher-order thinking, and understand abstract
concepts. Academic language is what students read in textbooks and on
tests and what they hear during instruction in the classroom. Students with
limited or low academic language skills are more than likely to have low
academicperformance in classroom settings.

TEXT STRUCTURE
- Refers to the internal organization of a text. According to
Meyer (1985), as authors write a text a text to communicate

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 an idea, they will use a structure that goes along with the
idea.

Common Text Structures

1. CHRONOLOGICAL ORDER: It is also known as time order. This structure
is organized from one point in time to another.
2. SEQUENCE: Steps described in the order they occur. It does not take
place in a specific point in time.
3. CAUSE AND EFFECT: This structure shows how one or more causes led to
one or more effects. Many texts do not include just one cause leading to one
effect– instead, there may be several causes and several effects.
4. PROBLEM-SOLUTION: The text structure presents a problem, and shows
how it can be (or has been) solved. The key difference between cause-effect
and problem-solution is that the latter always present a solution while the
former does not.
5. COMPARE-CONTRAST: This text structure shows how two or more ideas
or items are similar or different. The text may use a clustered approach, with
details about one topic followed by the details about the other. It may also
show an alternating approach, with the author going back between the two
topics.
6. EXEMPLIFICATION/CLASSIFICATION: An exemplification paragraph
develops a general
statement--the topic sentence--with one or more specific examples. A
classification paragraph divides things into groups, classes, or categories. It
also organizes ideas into divisions based on criteria or standards.
7. PERSUASION: This text structure convinces readers to agree to an
argument or claim about a particular topic.

HOW DOES TEXT

STRUCTURE HELP
READERS?
Research shows that
efficient searchers use the
structure of the text can

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help them find specific
information
and make and interpret
arguments. The structure of
the a text can help readers
find answers to questions,
as well. Text structure is
also an important
component to summarizing.
When readers summarize,
they
need to reflect the text
structure in the summary.
HOW DOES TEXT STRUCTURE HELP READERS?
Research shows that efficient searchers use the structure of the text can help
them find specific information and make and interpret arguments. The
structure of the a text can help readers find answers to questions, as well.
Text structure is also an important component to summarizing. When readers
summarize, they need to reflect the text structure in the summary.

SUMMARIZING ACADEMIC TEXT

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 Buckley (2004), in her popular writing text Fit to Print, defines
summarizing as reducing text to one-third or one-quarter its original size,
clearly articulating the author’s meaning, and retaining main ideas.
Summarizing is also essential skill that is needed in the workplace and
in the community. In some cases, writing a summary is an excellent learning
strategy that allows students to monitor their own progress in learning
course material.

BASIC RULES IN SUMMARIZING

RULE #1: Erase things that don’t matter. Delete trivial material that is
unnecessary to understanding.
RULE #2: Only write down important points. If it is not something that will
help you understand or
remember, then don't write it down.
RULE #3: Erase things that repeat. Delete redundant material. In note
taking, time and space are precious.
RULE #4: Trade, general terms for specific names. Substitute superordinate
terms for lists (e.g., flowers for daisies, tulips for roses). Focus on the big
picture. Long, technical lists are hard to remember. If one word will give you
the meaning, then less is more.
RULE #5: Use your own words to write the summary. Do not just copy the
sentences from the original text.

TECHNIQUES IN SUMMARIZING
1. OUTLINING
2. SOMEBODY WANTED BUT SO THEN: Each word represents a key question
related to a text’s essential elements:
Somebody—Who is the text about?
Wanted—What did the main character want?
But—What was the problem encountered?
So—How was the problem solved?
ohen—How did it end?

3. SAAC METHOD: This method is particularly helpful in learning the format of

a summary. This includes the title and author’s name.
State— The name of the article, book, movie
Assign—the name of the author
Action—what the author is doing (ex. Tells, explains)
Complete-complete the summary with important details
4. 5W S, 1H: This technique relies on six crucial questions: Who, What, When,
Where, Why, How.
5. FIRST THEN FINALLY.

THESIS STATEMENT

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A thesis statement is the claim or stand that you will develop in your paper.
It is the controlling idea of your essay.
A thesis statement gives direction to an essay
An essay without a thesis statement is like a car without a driver

EVERY THESIS NEEDS 3 THINGS…

IDENTIFICATION – what is the topic you are talking about?

CLAIM – what do you believe about the topic?
DIRECTION – what are the 3 main reasons you can use to support your
claim? (these 3 reasons will become the body paragraphs of your essay)
A THESIS STATEMENT IS NOT…
A factual statement
A topic sentence

ELEMENTS OF A THESIS STATEMENT

addresses the prompt clearly
makes a claim or presents an argument
is arguable
is in the first & last paragraphs of essay
does not use first person (NO “I” “me” “my”)
WEAK THESIS STATEMENTS
Are vague – raise an interesting topic or question but do not specify an
argument
Offer a plot summary or obvious truths instead of an argument
Offer an opinion rather than an argument (opinions cannot be proven with
text evidence)
Are too broad or too complex for the length of the paper

EAPP- Notes - Sample lang ni - ACADEMIC WRITING THE WRITING PROCESS 1

a topic 4 your thesis 7 2 5 - Studocu

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