Mindanao State University

SENIOR HIGH SCHOOL

Marawi City

READING FOR ACADEMIC

AND PROFESSIONAL
PURPOSES

Module 1 (Week 1): Reading Academic Text

LESSON 1: Structure of Academic Text

LESSON 2: Language used in Academic Texts from Various Disciplines

LESSON 3: Reading Strategies

LESSON 4: Summarizing, Identifying Thesis Statement, Paraphrasing and outlining reading
texts in various disciplines

LESSON 5: Précis Writing

HOW TO USE THIS MODULE
Before starting the module, I want you to set aside other tasks that will disturb you while reading
the lessons. Read the simple instructions below to successfully enjoy the objectives of this kit. Have
fun!

1. Follow carefully all the contents and instructions indicated in every page of this module.
2. You may write the important concepts on a separate sheet of paper for you to easily locate it
when studying. Remember that writing enhances learning.
3. Perform all the provided activities in the module.
4. After answering, make sure to review your work before submitting.
5. Don’t hesitate to ask questions or clarifications to your teacher via PM or email.

This module has the following parts and corresponding icons:

Target - This points to the set of knowledge and skills you will learn after completing the
module.

Examine - This measures your prior knowledge about the lesson at hand. It may also
include warm-up activity.

Explore - This section discusses the topic in the module.

Check - This is a set of tests or activities that you need to perform.

Equip- This provides links to additional resources.

 Target
This module will help you to:
 Determine the structure of a specific academic text
 Differentiate language used in academic texts from various disciplines
 Explain the specific ideas contained in various academic texts
 Use knowledge of text structure to glean the information you need
 Use various techniques in summarizing a variety of academic texts
 State the thesis statements of an academic text
 Paraphrase/explain a text using one’s own words
 Outline reading texts in various disciplines.

Examine
I. Multiple Choice
Direction: Choose the letter of the correct answer.

1. How long should an introduction be?

A. Every introduction should be at least five sentences.
B. The length of the introduction varies with the purpose of the essay.
C. A good introduction only needs to be one sentences.
D. All of the above

2. What should a good conclusion be?

A. reiterates the main points made in the paper.
B. states the significance of research findings.
C. calls to action.
D. All of the above

3. Which of the following statements is TRUE about introduction?

A. An introduction should set the tone and flow into the body of the paper.
B. Start with an obvious, general statement that the reader can agree with.
C. State your position by saying “In this paper, I will show…”
D. All of the above

4. Which of the following is a GOOD strategy for engaging readers in the introductory paragraph?
A. telling a brief story
B. starting with a dictionary definition
C. announcing the purpose in a formal way
D. none of the above

5. Which of the following best defines an executive summary

A. briefly covers all the main parts of the report.
B. provides a concise statement of the findings and recommendations based on those findings
C. appears on a separate page and is able to stand on its own
D. all of the above
6. What is a thesis statement?
A. It is the central idea of a paper.
B. It is the answer to the central question raised in a paper.
C. It is the first sentence of the introductory paragraph.
D. both A and B

7. What is a topic sentence?

A. It is the first sentence in a paragraph.
B. It is the discussion of each paragraph.
C. It is the sentence that expresses the main idea of the paragraph.
D. It is the transitional sentence logically connecting two paragraphs together.

8. Which of the following should NOT be included in a concluding paragraph?

A. recommendation for further exploration of the subject
B. new idea not discussed in the main body of the paper
C. short summary of the main idea
D. question about the research findings

9. Which language feature of academic writing contains fewer words that refer to the writer or the reader?
A. Complexity
B. Formality
C. Precision
D. Objectivity

10. What language features of academic writing show citations of ideas and acknowledging sources of
information?
A. Accuracy
B. Explicitness
C. Hedging
D. Responsibility

11. Which among the following is NOT a reading strategy?

A. Asking Questions
B. Infer and Predict
C. Repetition
D. Visualize

12. Making connections is one of reading strategies, thus this involves the following,
EXCEPT:
A. Text to life
B. Text to nature
C. Text to self
D. Text to text

13. Choose the best summary based from the paragraph given.
Some authorities say that the only true pyramids are the ones built in Egypt. These solid structures
have a square or a rectangular base, smooth sloping sides, and a pointed top. The Egyptian pyramids were
designed as burial places for the pharaohs. However, elsewhere in the world, pyramid-like structures were
built. These pyramids were often used as temples or building for astronomical studies. Notable examples were
the Ziggurats of Mesopotamia and many others scattered around the world.

A. The most famous true pyramids are the ones in Egypt.

B. Pyramids were built in many parts of the ancient world.
C. Although some authorities say, the only true are Egyptian; pyramid-like structures were built in other
places.
D. All of the above
14. What is the greatest benefit of using an outline to draft an essay?
A. Outlines allow the writer to compile information and set a direction for essay before jumping to a first draft.
B. An outline is the same thing as the first draft, so once the outline is written the draft is done.
C. With an outline, writers do not have to worry so much about their final product.
D. Writers who use outline always produce successful and engaging essays.

15. Why is using full sentence outline beneficial for most standard essays?
A. Full sentence outlines allow for writing that is more creative.
B. With a full sentence outline, you can guarantee an essay’s success.
C. The numbers and decimal involved in the other outline types are confusing.
D. While the sentence outline may be more time-consuming up front, it makes writing the first draft much
easier.

Explore

LESSON 1: Structure of Academic Text

What is an Academic Text?

An academic text is a written language that provides information, which contain
ideas and concepts that are related to the particular discipline. Below are the examples:

Sample Academic Text Structure and Description Example Line

1. Essay – argumentative text, Introduction Example: taken from the text
usually short (1,500 to 6,000 - gives the reader with a clear titled
words). idea of the emphasis and “Getting Married to Writing”
purpose of the writing Surviving a marriage
- It also provides the may perhaps be one of the
background of the argument, most laudable feats in the
presents the theoretical world. Before a person marries,
viewpoints, language, etc. that he or she experiences mostly
will be used, and describes jubilation and excitement
how the writing will be whenever he or she imagines
structured. himself or herself basking in
the promise of a life with a
significant other. But at the
moment a person recites the
 marital vows, he or she
becomes forever bound with
his or her spouse in a
relationship accompanied by
enumerable ordeals.
Body Example: taken from the text
- Where the essay's argument, titled
concepts and outcomes are “Getting Married to Writing”
established and discussed. For this reason, I guess
that married life, in all its ups
and downs, is the best
metaphor to describe my
experience with writing. In my
innocent mind, I had always
romanticized the idea of being
a writer. I used to think that
writers are inexhaustible
fountains of knowledge who
thrive in the comforts of their
air-conditioned offices,
wielding knowledge at
fingertips.
Conclusion Example: taken from the text
- Should not have any new titled
facts or ideas, but rather “Getting Married to Writing”
function as a brief repetition of At this point, I know
the key arguments and facts that my relationship with
that have been treated in the writing will grow even more as
essay I embark on new professional
challenges. The key to a
successful life in writing,
however, does not lie in talent
alone, but more so in
commitment.

Sample Academic Text Structure Description

2. Research Paper Title - Gives information and description of the
- longer essay involving subject matter of the research.
library research (3,000 - It must contain keywords to predict the
to 6,000 words). content and tone of the research paper.
- It must be SHORT, INFORMATIVE, made
up of only 15 to 20 WORDS.
- It must NOT be in a sentence, not all
capitalized, and not negative in tone.
- Jargons and acronyms are a big NO, NO to
research title writing.
Abstract -Concisely discusses the essential aspects of
your paper such as the Background of the
Study, Objectives, Significance, Research
Design, data collection techniques, data
analysis method, discussions of the
findings, scope, conclusions.
- Giving 100- to 150- word discussions of the
salient parts of the research paper.
 Introduction - Explains the background of the Research
Problem.
- States a set of specific Research Questions,
and of Optional hypotheses or assumptions.
- The purpose of this section is to let the
readers see the connection of the purposes of
your research questions not only with the
current world condition, but also with
theoretical principles that underlie your topic
and other aspects of your research.
Method -Explains the types and sources of data well
as the method you used in collecting and
analyzing the data you have gathered.
-Enables the readers to determine how
objective and ethical you were in conducting
the research and how possible it could be for
them to replicate your research study for
validation purposes.
Findings, Discussion -Present as finding of your study those that
and Conclusion you have analyzed and commented on. This
can be done by means of graphical
presentation, statistical method, or written
discussion.
- Findings resulting from thematically or
theoretically gathered and analysed data
with the capacity of leading you to a valid
conclusion are explained in this section.
- Any conclusions stated in this part of the
paper derive their validity or truthfulness from
factual or logically determined data.
Recommendations -To broaden the readers’ knowledge and
understanding of the area covered by the
research, recommend or let the readers
positively consider some activities they can
possibly do to extend, modify, replicate, or
validate the findings of your research work.
References - Follow a standard documentary style.
Alphabetize, identify, and list down in this
section all sources of knowledge you used in
carrying out your study.
Appendices This contains copies of table, questionnaires,
interview rates, observation checklist, and
other materials that are indispensable or
necessary in completing your research study.

Sample Academic Text Structure/Parts Description

3. Research Article Title, Author, Descriptive information that lets readers
- written to be Abstract, Keywords search for an article.
published in scientific Introduction -What is the context for this project?
journals. -How does it fit in with other research on the
topic?
- What is the research questions?
Methods What did the author(s) do to answer the
research question?
 Results -What was the answer to the question?
- This is often shown in tables and figures.
Discussion/Conclusion - What is the significance of this project?
- How does it fit in with what else is known
about the topic?
References - Materials the author(s) cited when writing
this paper
Accessed: https://www.quora.com/What-is-the-structure-of-research-papers-article

Sample Academic Text Structure/ Parts Description

4.Dissertation Cover Page This is a first page that reveals
- long essay involving study most crucial data to audience, such as
and research (6,000 to 2,000 your name, where you study and for
words). which department you are writing, name
of your supervisor, and of course title.
Acknowledgments This is structure section where you can
express your gratitude to all who
supported, helped, and encouraged you
during writing.
Abstract Briefly describe your topic, what you
did, what for, which methods were used
and what was achieved here.
Table of Contents Dissertation structure involves
chapters instead of more usual sections.
Mention each chapter, its title and its
subtopics along with page numbers.
Appendix should be present as well. Make
sure that page numbers in the table
correspond to those in the text, as it is
common problem that requires constant
re-printing.
Tables It is a complex work, so it is likely to
involve figures and tables.
Glossary It is optional. It depends on
complexity of research, so clarify whether
it should be a part of structure with your
supervisor. Make an alphabetical list of
complex terms that common audience will
not be able to understand and provide
concise explanations about their meaning.
Introduction Dissertation introduction is where
you explain your topic and its relevance.
It should feature research objectives, the
ways to achieve them, as well as their
overall and individual significance — for
example, their meaning for target
population.
Literature Review It is a backbone of structure. First,
pick only credible sources, those that will
be truly useful in research, but do not
make a mistake by just summarizing them.
Evaluate them critically by pointing out
their strengths, weaknesses, as well as
objectives.
Methodology Dissertation methodology structure
 is not difficult but it has to be detailed.
Write how you conducted your research in
particular so everyone could see for
themselves whether it is valid and
trustworthy. Include type of research (for
example, qualitative or quantitative, which
are most common kinds), how data were
collected (questionnaires, physical
interviews, etc.), what methods and tools
were used.
Results What did the obtained data
indicate? How did it support/refute your
hypotheses? Include some graphs here so
audience could see what you achieved.
Conclusion and Were your hypotheses
Discussion confirmed? What does it mean in terms of
this topic now? Provide recommendations
and admit limitations of your work that
future research could address. Conclude
by emphasizing your study relevance.
Reference List Depending on style (APA, Oxford,
MLA, etc.), list all sources you have
mentioned in text at least once.
Appendix This normally includes survey
questions or interviews’ transcripts.
Mention parts that helped in composing
research but which are not enough to
include them into main text. Detailed
figures could also be present here.
Accessed: https://uk.edubirdie.com/blog/dissertation-structure

Sample Academic Text Structure/ Parts Description

5.Thesis Abstract Write this last. It is an overview of your
- Completed over a whole thesis, and is between 200-300 words.
number of year/s. Introduction Usually longer than an abstract, and
Offers an original provides the following:
contribution to the  background to the topic;
research area. (20,000  brief review of current knowledge
words). (Can include literature review in some schools);
 indicates gap in knowledge, states aim of your
research and how it fits into the gap;
 can include hypotheses; can include an
outline of the following chapters.
Literature Review Often part of the Introduction, but can be a
separate section. It is an evaluation of previous
research on your topic, where you show that there
is a gap in the knowledge that your research will
attempt to fill. The key word here is evaluation.
Methods Often the easiest part of the thesis to
write. Outlines which method you chose and why
(your methodology); what, when, where, how and
why you did what you did to get your results.
Results Results contain the facts of your research.
Often you will include a brief comment on the
significance of key results, with the expectation
 that more generalized comments about results
will be made in the Discussion section.
Discussion The Discussion should also relate your
specific results to previous research or theory.
You should point what the limitations were of
your study, and note any questions that remain
unanswered.
Conclusion This is where you emphasize that your
research aims/objectives have been achieved.
Accessed: https://student.unsw.edu.au/thesis-structure

Sample Academic Text Structure/ Parts Description

6. Technical Report: Letter of Transmittal
- describes process,
progress and results of
the scientific research
Title Page - Report title
- Your name
- - Submission date
Executive Summary - overview of subject matter
- methods of analysis
- findings
- recommendations
Table of Contents - List of numbered sections in report and
their page numbers
Introduction - terms of reference outline of report’s
structure
Body - headings and sub-headings which
reflect the contents of each section
Conclusion - states the major inferences that can
be drawn from the discussion
Recommendations - indicates any further work that needs
to be done or identifies the alternative
you think best solves or improves the
problem
Reference Lists - list of reference material consulted
during research for report
Appendix - information that supports your
analysis but is not essential to its
explanation
Accessed from: https://unilearning.uow.edu.au/report/3b.html

Purposes in Reading an Academic Text

1. To locate a main idea;
2. To scan for information;
3. To identify gaps in existing studies;
4. To connect new ideas to existing ones;
5. To gain more pieces of information;
6. To support a particular writing assignment; and,
7. To deeply understand an existing idea.

Factors to Consider in Writing Academic Text

1. State critical questions and issues;
2. Provide facts and evidence from credible sources;
3. Use precise and accurate words while avoiding jargon;
4. Take an objective point of view;
5. List references; and,
6. Use cautious language.

LESSON 2: LANGUAGE USED IN ACADEMIC TEXTS FROM VARIOUS DISCIPLINES

Academic writing in English is linear; 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. Most of the writing you do outside of
university and the texts you read are likely to be very informal and conversational. Think
about the emails you write, the posts you share online, the messages you send on your
phone and the magazines you read. Academic subjects are generally more complex than
everyday communication and the readers of academic texts are often experts in their field
who have certain expectations about the communicative style and language used in their
specialist subject. One way of looking at the characteristics of academic writing is
summarized in the figure below.

Eight Main Language Features of Academic Writing

1. Complexity
Written language is relatively more complex than spoken language. Written texts are
lexically dense compared to spoken language - they have proportionately more lexical words
than grammatical words. Written texts are shorter and have longer, more complex words
and phrases. They have more noun-based phrases, more nominalizations, and more lexical
variation.

Example:
Spoken Written
Whenever I had visited there before, I Every previous visit had left me with a
had ended up feeling that it would be futile sense of the futility of further action on my
if I tried to do anything more. part.
Because the technology has improved it Improvements in technology have
is less risky than it used to be when you reduced the risks and high costs associated
install them at the same time, and it does with simultaneous installation.
not cost so much either.
Accessed: http://www.uefap.com/writing/feature/complex_intro.htm

2. Formality

Academic writing is relatively formal. In general, this means that you should AVOID:
a. colloquial words and expressions (stuff, a lot, thing)
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

3. Precision

In academic writing, you need to be precise when you use information, dates, or
figures. Do not use “a lot of people” when you can say “50 million people.”

4. Objectivity

Written language is, in general, objective rather than personal. It, therefore, has
fewer words that refer to the writer or the reader. This means that the main emphasis
should be on the information that you want to give and the arguments you want to make.
For that reason, academic writing tends to use nouns (and adjectives), rather than verbs
(and adverbs).

A. Compare these two paragraphs:

B. In general, avoid words like I, me, myself
A reader will normally assume that any idea not referenced is your own. It is,
therefore, unnecessary to make this explicit.
Don’t write: In my opinion, this is a very interesting study.
Write: This is a very interesting study.
Avoid “you” to refer to the reader or people in general.
Don’t write: “You can easily forget how different life was 50 years ago.”
Write: “It is easy to forget how difficult life was 50 years ago.”

5. Explicitness
Academic writing is explicit about the relationships in the text. Furthermore, it is
the responsibility of the writer in English to make clear to the reader how the various parts
of the text are related. These connections can be made explicit by the use of different
signalling words.
Academic writing is explicit in several ways. It is explicit in its signposting of the
organization of the ideas in the text. As a writer of academic English, it is your
responsibility to make it clear to your reader how various parts of the text is related.

a. For example, if you want to tell your reader that your line of argument is going to change,
make it clear.
Example:
The Bristol 167 was to be Britain’s great new advance on American types such as the
Lockheed Constellation and Douglas DC-6, which did not have the range to fly the Atlantic
non-stop. It was also to be the largest aircraft ever built in Britain. However, even by the
end of the war, the design had run into serious difficulties.

b. If you think that one sentence gives reasons for something in another sentence, make it
explicit.
Example:
 While an earlier generation of writers had noted this feature of the period, it was not
until the recent work of Cairn cross that the significance of this outflow was realized. Partly
this was because the current account deficit appears much smaller in current (1980s) data
than it was thought to be by contemporaries.

c. If you think two ideas are almost the same, say so.
Example:
Marx referred throughout his work to other systems than the capitalist system,
especially those which he knew from the history of Europe to have preceded capitalism;
systems such as feudalism, where the relation of production was characterized by the
personal relation of the feudal lord and his serf and a relation of subordination which came
from the lord’s control of the land. Similarly, Marx was interested in slavery and in the
classical Indian and Chinese social systems, or in those systems where the ties of local
community are all important.

d. If you intend your sentence to give extra information, make it clear.

Example:
He is born into a family, he marries into a family, and he becomes the husband and
father of his own family. In addition, he has a definite place of origin and more relatives
than he knows what to do with, and he receives a rudimentary education at the Canadian
Mission School.

e. If you are giving examples, do it explicitly.

Example:
This has sometimes led to disputes between religious and secular clergy, between
orders and bishops. For example, in the Northern context, the previous bishop of Downand
Connor, Dr. Philibin, refused for most of his period of leadership in Belfast to have Jesuits
visiting or residing in his diocese.

6. Accuracy

Academic writing uses vocabulary accurately. Most subjects have words with narrow
specific meanings. In academic writing, you need to be accurate in your use of vocabulary.

Do not confuse, for example, “phonetics” and “phonology” or “grammar” with

“syntax.”
Choose the correct word, for example, “meeting,” “assembly,” “gathering,” or
“conference.”
or from: “money,” “cash,” “currency,” “capital,” or “funds”

7. Hedging
In any kind of academic writing you do, it is necessary to make decisions about your
stance on a particular subject or the strength of the claims you are making. Different
subjects prefer to do this in different ways. Linguists know a technique common in certain
kinds of academic writing as a “hedge”. It is often believed that academic writing,
particularly scientific writing, is factual, simply to convey facts and information. ▪
However, it is now recognized that an important feature of academic writing is the concept
of cautious language, often called “hedging” or “vague language.”

Language used in hedging:

Introductory Verbs
▪seem ▪tend ▪look like ▪appear to be ▪indicate
▪think ▪believe ▪doubt ▪be sure ▪suggest

Certain Lexical Verbs

▪believe ▪assume ▪suggest

Language used in hedging:

Certain Modal Verbs
▪will ▪must ▪would
▪might ▪could ▪may

Adverbs of Frequency
▪often ▪sometimes ▪usually

Language used in hedging:

▪certainly ▪definitely ▪clearly ▪probably
▪possibly ▪perhaps ▪conceivably

Modal Adjectives
▪certain ▪definite ▪clear
▪probable ▪possible

Language used in hedging:

Modal Nouns
▪assumption ▪possibility ▪probability

That clauses
▪It could be the case that… ▪It might be suggested that…
▪There is every hope that…

EXAMPLES: Compare the following.

1. A. It may be said that the commitment to some of the social and economic concepts was
less strong than it is now.
B. The commitment to some of the social and economic concepts was less strong than it is
now.
2. A. The lives they chose may seem overly ascetic and self-denying to most women today.
B. The lives they chose seem overly ascetic and self- denying to most women today.

3. A. Nowadays, the urinary symptoms seem to be of a lesser order.

B. Nowadays, the urinary symptoms are of a lesser order.

4. A. There are certainly cases where this would seem to have been the only possible
method of transmission.
B. There are cases where this would have been the only possible method of transmission.

8. Responsibility

In academic writing, you must be responsible for and must be able to provide
evidence and justification for any claims you make. You are also responsible for
demonstrating an understanding of any source texts you use. This s done by
paraphrasing, summarizing what you have read, and acknowledging the source of these
information or ideas by a system of citations.

(accessed: http://www.uefap.com/writing/feature/ featfram.htm)

Check
The activity/test will be sent to you on October 15, 2020.