SLG No.

1: Chapter 1: Reading Academic Texts

Subject Code/Number: APLD 01
Subject Description: The development of communication skills in English for academic and professional
purposes.
Time Frame: Week 1 / First Quarter

I. Introduction
Are you fond of reading? Well, if not, perhaps, that might have an effect to your reading
comprehension skill. Meanwhile, if you make it a habit, then that would surely be a very
challenging hobby. Reading has never been easy, especially decoding various academic texts.
However, worry no more! This module will help you love reading uncoercively. Let’s explore the
world of reading academically, for us to be able to distinguish language used in academic texts
from various disciplines, and to be able to use various techniques in summarizing and outlining
texts. Let’s get started! 

A. Learning Competency
1. Differentiates language used in academic texts from various disciplines
2. Uses knowledge of text structure to glean the information he/she needs
3. Uses various techniques in summarizing a variety of academic texts

B. Learning Outcomes
Objectives: At the end of this lesson, you will be able to:
1. acquire knowledge of appropriate reading strategies for a better understanding of academic
texts;
2. summarize academic texts by finding the main idea and/or reading between the lines.

II. Learning Content

LET’S READ THIS!
Reading Academic Texts

Reading is one skill that is put into good use every day. As soon as we go to the kitchen and
open the cupboard to prepare our first meal for the day, we start reading the labels on the
boxes and cans found on the shelves. We pick a box of cereals and read the instructions
written on the package. With proper understanding of these directions, we can enjoy a hearty
breakfast. This section aims to enhance the students’ skills in reading academic texts. In the
earlier years the students were taught reading strategies. These strategies can give them a
better grasp of the reading texts. The first two selections provide an account of the history of
language; one discusses language development from gestures to speech, the other gives a
broad perspective of the periods in the history of the English Language. The chronological
presentation of facts can help explain how languages change through time. The four
selections that follow are a sharp contrast to the first two in terms of length. These selections
though brief, provide sufficient information on a variety of topics. The longer selections
require skills that enable the reader to determine text structures as the key to understanding
meaning and gathering information. This section also contains texts that illustrate the use of
the English language in different disciplines. The language registers as these varieties of
English in the different fields of learning are called, are distinctly shown in the selections that
include the language of medicine, law, journalism, and literature.

Academic Texts
Academic texts are defined as critical, objective, specialized texts written by experts or
professionals in a given field using formal language. These are typically formal. They have
clearly structured introduction, body and conclusion. They include information from credible
sources which are, in turn, properly cited. They also include list of references used in
developing the academic paper.

Characteristic of academic text:

1. being formal
2. studied
3. researched
4. objective
5. exact
6. direct
7. has the ability to influence its readers

Examples of Academic Texts:

 Conference Papers
 Articles
 Reviews
 Theses

Conference Papers – these are papers presented in scholastic conferences, and may be
revised as articles for possible publication in scholarly journals.

Articles – published in scholarly journals, this type of academic text offers results of research
and development that can either impact academic community or provide relevance to nation-
building.

Reviews – these provide evaluation or reviews of works published in scholarly journals.

Theses –These are personal researches written by a candidate for a college or university
degree

Structure of Academic Texts

 Introduction
 Several questions
 A quote from a famous work or person
 Some interesting facts or information
 A definition of an important term related to the work
 Body
 Conclusion
 References
Contents and Style of Academic Texts
In general, authors observe the following when writing academic texts:
• They state critical questions and issues.
• They provide facts and evidence from credible sources.
• They use precise and accurate words while avoiding jargon and colloquial expressions.
• They take an objective point-of-view and avoid being personal or subjective.
• They list references.
• They use cautious language to tone down their claims.

Reading Goals
Before you read an academic text, ask yourself the following questions:
1. Why am I reading this text?
2. What information or pieces of information do I need?
3. What do I want to learn?

General Purpose
• To better understand an existing data
• To get ideas that can support a particular writing assignment
• To gain more information
• To identify gaps in existing studies
• To connect new ideas to existing ones

Critical Reading Strategies

Before Reading
• Determine which type of academic text (article, review, thesis, etc.) you are reading.
• Determine and establish your purpose for reading.
• Identify the author’s purpose for writing.
• State what you already know and what you want to learn about the topic.
• Determine the target audience.
• Check the publication date for relevance.
• Use a concept map or graphic organizer to note your existing ideas and knowledge on
the topic.

During Reading
 Write key words or phrases on the margins in bullet form.
 Write something on the page margin where important information is found.
 Write brief notes on the margin.
 Write questions on information that you find confusing.
 Write what you already know about the ideas.
 Write the limitations of the authors of the author’s arguments.
 Write notes on the reliability of the text.
 Comment on the author’s biases.
 Use a concept map or any graphic organizer to note down the ideas being explained.
 React on the arguments presented in the text.
 Underline important words, phrases, or sentences.
 Underline or circle meanings or definitions.
 Mark or highlight relevant/essential parts of the text.
 Use the headings and transition words to identify relationships in the text.
 Create a bank of unfamiliar or technical words to be defined later.
 Use context clues to define unfamiliar or technical words.
 Synthesize author’s arguments at the end of chapter or section.
 Determine the main idea of the text.
 Identify the evidence or supporting arguments presented by the author and check their
validity and relevance.
 Identify the findings and note the appropriateness of the research method used.
After Reading
 Reflect on the article you read.
 React on some parts of the text through writing.
 Discuss some parts with your teacher or classmates.
 Link the main idea of the text to what you already know.

Based on the information you learned from the conclusion of the study, answer the
following questions below within your mind.
 What do you think is the implication of this new knowledge on how you use Twitter?
 Do you think one’s personality affects the use of technology? Or do you think
technology affects one’s personality? Why?
 How does this knowledge affect your notions about Twitter users?

Other Reading Strategies

SQ3R Method of Reading
S –urvey (Skim)
Q –uestion
R –ead
R –ecite (Recall)
R –eview

Stage GUIDELINES
Survey • Skim the target text.
• Check the headings and tables,
diagrams, or figures presented in
the text.
 • Read the first few and last sentences
of the text to determine key
information.
• Get a feel of the text.

Question • Annotate the headings with your

questions.
• Develop questions on the types of
information you expect from the
text.
Read • Look for answers to your questions
as you read the text.
• Stop and slow down if the passage is
not clear.
• Make sure to proceed reading only
when you already understand the
previous texts.
Recite • Recount the main points of the text.
• Recall by writing a summary or
synthesis based on what you
understand the text.
• Highlight or underline the important
points you read.
Review • After finishing the text, go back and
re-read the questions you wrote and
see if you can answer them; if not,
refresh your memory.
• Evaluate what you learned to ensure
that you are convinced and satisfied
with the information presented in
the text.

KWL Method
K W L
What I (K)now What I (W)ant What I Have (L)earned

III. Self-Learning Activities

(serves as PRE-LESSON ACTIVITY)
“FROM HAND TO MOUTH”
 1. Look for a two-person conversation at home (if they are not observing preventive
measures, ask them to politely to do so).
2. Observe them talking to each other. Pay attention to the hand movements of these
people in conversation.
3. Try to ask them to allow you communicate with them without using oral language.
4. Cite the advantages and disadvantages of the speech or vocal language, and of gesture or
signed language.
SPEECH GESTURE
Advantages Disadvantages Advantages Disadvantages

5. Please do the documentation.

Documentation:

IV. Assessment
FORMATIVE ASSESSMENT
Write T if the statement is true and F if the statement is false.
1. Academic reading requires concentration and comprehension._____
 2. Academic texts are completely different from non-academic texts in terms of structure,
content, and style._____
3. Authors of academic texts usually present facts to support their main argument._____
4. Completing academic readings appears to be a challenge in which students fail.______
5. Critical reading strategies lead the readers to a full understanding of the text._____
6. Essentially, the language of academic texts is precise and accurate.______
7. One has to determine his/her purpose before reading.______
8. Reading strategies differ from one person to another.______
9. Successful readers of academic texts generally integrate valuable information or ideas from
one source to another.______
10. Through writing annotations, readers are guided on important ideas presented in the
text.______

V. Extension of Learning
Assignment
Research on “Planning Essays and Presentations”. Do study in advance. Oral recitation about it
will be done next meeting.

VI. REFERENCES
Do We Tweet Differently From Our Mobile Devices? A Study of Language Differences on
Mobile Devices and Web-Based Twitter Platform
https://onlinelibrary.wiley.com/do/10.1111/jcom.12176/pdf

https://English%20TG%20SHS%20v.1.pdf