Mindanao State University

SENIOR HIGH SCHOOL

Marawi City

READING FOR ACADEMIC

AND PROFESSIONAL
PURPOSES

Module 2 Reading Academic Text

LESSON 1: Determining the Writer’s Purpose

LESSON 2: Thesis Statement
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
At the end of the lesson, you will be able to:

✓ Understand academic texts and their relevance

✓ Determine the writer's purpose and tone
✓ Analyze the literal, implied, and inferred meaning of academic texts
✓ Use skimming and scanning to analyze key information
✓ State the thesis statement of an academic text
✓ Use the thesis statement as a writing strategy
✓ Formulate an arguable thesis statement

Examine
Answer the questions that follow. Please answer briefly.
1. Do you thin writers are consciously aware of their intended readers and purpose each
time they write? Why or why not?
2. Is it possible for writers not to have anybody in mind when writing an article? Explain
your answer briefly.
3. What words can you associate with the word “thesis”?
4. What is the role of a thesis statement in an academic text?

Explore
LESSON 1 ‫׃‬Determining the Writer’s Purpose

Determining the Writer’s Purpose

To Inform
Academic writing seeks to inform, to teach, to add to the reader's knowledge by way of new
ideas. Articles that seek to inform are often serious in tone, and are unmistakably academic
in their intent to impart learning. Note how the following article consists of ideas like those
found in a news article.
 A three-day retooling seminar titled "Navigating the Path towards Excellence" was held last December 5-7,
2017 at the Blessed Garrido Padua, OP Building.

Aimed at providing the senior high school faculty with a fresh perspective on current trends and future
innovations in 21st century teaching and learning, the seminar boasted of topnotch speakers, both considered stalwarts
in their respective fields: Dr. Elizabeth Paredes, an educator and a published author and Dr. Charlemagne Ty, a
SEAMEO grantee, scientist and mathematician.

Dr. Paredes shared her expertise on Classroom-based Assessment and Test Construction while Dr. Ty expounded
on "Issues and Challenges in the Implementation of PETA (Performance Task) and Rubrics Making". Both speakers
gave participants time for the open forum and the sharing session.

Emphasizing the importance of tests in determining what students have learned, Dr. Paredes reiterated the
importance of constructing tests that are valid, reliable, fair, and practical. Further, she pointed out the teachers' role in
preparing students for real-life tasks in the context of their future careers.

The second seminar topic focused on performance tasks and rubrics making and emphasized that assessment
is one of the important competencies of teachers. Dr. Ty claimed that teachers should be skilled in developing valid
grading procedures and communicating these assessment results to students, parents, and lay audiences.

Note‫ ׃‬Determining the writer’s purpose involves finding out why a text was written and helps
you to think critically about the information presented to you.

To Entertain
Academic writing that seeks to entertain may take the form of creative nonfiction
whose intent—in addition to telling a story—would be to state a narrative in an academic
way. Writing that takes this form uses the conventions of formal writing while writing about
a personal experience. In the following example, although the experience being narrated is
personal, it is straightforward and follows grammar conventions.
I was 13 when I first turned to writing as an escape from boredom and loneliness. Even then, I thrived on
solitude and found it easier to articulate my thoughts on paper than to verbalize them. My writing during this phase
was nothing more than mere scribbling: purple verses with a profusion of grand words, journal entries bordering on the
melodramatic. My writing during this phase was more therapeutic and cathartic than anything. For instance,
whenever my mother scolded me, I would write about it in my journal instead of telling my sister or best friend about
it. By the time I was 15, I had accumulated several journals made from recycled bond paper which I tied together with
an abaca twine, and whose cover I adorned with pictures of movie stars.

To Persuade
Persuasive writing aims to influence readers to take a particular stance or belief. This form
of writing uses persuasive techniques such as illustration, as well as cause-and-effect to
convince readers. In the following short article, note how the writer tries to dissuade you
from eating canned food.
 The Healthier Choice

Some of us may have gone to the grocery to get our stash of food and realize that at least three-fourths of what
we brought home are instant noodles, canned goods, cured meat and chips. These foods normally don't require cooking
and can be eaten as soon as they have been opened, making them a convenient choice for people who maintain a busy
lifestyle and have no time to cook. They also last longer so you don't have to worry if that can of tuna has gone uneaten
for months.

The secret to long shelf life is preservatives. But constantly bombarding your body with foods that are rife with
these can be destructive. Fresh products are obviously the healthier choice because you are in control of what you put in.
There is also no need to add preservatives since fresh food is meant to be consumed right away. However, it requires
preparation time, and if you're a busy person, you would rather reach for those instant noodles. Cooking can also be
expensive—preparing a pasta dish will cost more than a can of tuna.

So if canned goods are bad, and making your own food eats up more time and resources, what is the best thing
to do for people who spend most of the time at work? For one, preserved goods aren’t made to poison people; they are still
food and go through the standards. They won't end up in the grocery shelves if the amount of chemicals in them exceeds
safe levels. Go ahead and have them, but remember to have them in moderation. Take time as well to check the food
nutrition labels so you can make more healthful choices. And if you are too busy to cook, you can always have those
fruits that are ready to eat. Grab a banana or an apple on the way to work, or have a bunch of grapes to satisfy your
cravings for an afternoon snack. However you do it, taking the route to a healthy diet is always the better choice if you
want to reap the benefits of overall health and well-being for many years to come.

To Inspire
Another aim of writing would be to inspire. To inspire means to uplift, to make
someone feel better or be enlightened. This form of writing aims to reach out to its readers
regardless of religious affiliation. Without being hardcore religious, this form of writing
explores themes that resonate with most readers. In the following example, note how the
writer tries to make the readers realize a fundamental truth about self-love and contentment.
How would you feel when compared with someone? Are there people you hold in high stead because they are
richer, stronger, and more intelligent? What is it about them that makes you feel less intelligent or less accomplished?

Teddy Roosevelt was right when he said “comparison is the thief of joy." In the words of Desiderata, "If you
yourself with someone, you will end up feeling vain or bitter." When we compare ourselves with those who have less, our
ego is gratified; but if it's with others who have more, we end up feeling disappointed. Is your self-esteem like a leaf
being tossed by the wind? Is it only stable as the person with whom you are being compared?

Remember that each of us is unique. We each have a talent unlike that of others, and we will be held accountable
for how we use our gifts. You and I—we are all being called our gifts in the best way we know. Our comparison should
be with ourselves, and how well we use our gifts from day to day–not how we feel when compared with others.

Note‫ ׃‬A writer often creates the tone he wants to convey through his choice of words.
Determining the Writer's Tone
Each time you read, do you try to determine the writer's tone? Are you aware that every piece
of writing uses a particular tone? Most often, the tone is explicit. As a reader, you should be
able to detect it. Other times however, a piece of writing may try to hide its tone, and the tone
might be identified only subtly. The writer's tone may be formal, casual, sarcastic,
condescending, or angry.
Formal
The tone used by the writer complements the subject and purpose for which it is written.
This tone is used in academic writing to distinguish it from informal types of writing that use
colloquial or slang expressions, such as blogs, personal letters or essays.
Casual
A more casual tone may be used by the writer for non-academic topics. Because this tone is
more conversational, it is more favored by readers who prefer a casual and a more intimate
approach. Note how the writer seems to be speaking directly to the readers in the following
example.
"Whatever approach you use to connect with your audience, remember to be sincere; your audience can surely
sense whether you're sincere or just faking it. You might think your audience cannot sense it, but they do; they do."

Sarcastic
In cases when the writer is expressing dissatisfaction over certain issues, he or she may use
a sarcastic tone. Sarcasm is sometimes used to lighten the impact of what could have been
a harsh statement. On the contrary, it may also be used to heighten the impact a statement.
In the following example note how sarcasm is evident.
“You call this urban living? This is hell with trees torn down to give way to bridges to ease this carmageddon!”

Determining the Relevance of the Text

As a reader, you are expected to weigh the importance of the texts you are reading.
All texts have something to teach you, but some are more valuable than others in terms of
the information and relevance they offer. As a reader, you might have your own standards in
assessing the importance of a text. As with all forms of writing, academic texts need to be
evaluated on the basis of their content, quality of writing and appropriateness to your needs.
Most readers read through an academic text, assessing its relevance through the abstract.
Some skim and scan the first few pages to determine what it has to offer. Others rely on
what others have to say about it. Some read the entire article before making any assessment.
As an intelligent reader, you need to determine the worth of what you're reading so as not to
waste your time on materials that have little value to you.
Analyzing key Information
To assess how well you understood the text, you might wish to use the following reading
strategy called SQRRR. S stands for Survey; Q for question; the first R for Read; second R
for Recall, and the third R for Review. This method enables you to complete the cycle of
reading form the initial phase of browsing to evaluating what you’ve learned. By following
this method, you will be more active in reading. This method does not only teach you to “feel”
the text by inspecting its preliminary parts; it also trains you to retain useful information.
The following chart lists the activities pertaining to each task‫׃‬

Survey Browse through the article (inspect the tables and key information).
Question Ask pertinent questions.
Annotate the margins.
Read Answer the questions you have raised.
Be mentally engaged with what you’re reading.
Recite Recall important details.
Summarize important details based on what you remember.
Review Try to answer those questions that you failed to answer correctly.
Evaluate what you have learned.

Literal Meaning
A text consists of layers of meaning, and as a reader you need to determine its meaning
beyond what is stated in the title. A text's literal meaning is what is directly stated by the
writer. It is what appears in the text itself. Meaning is said to be literal when what is stated
equals what actually appears in the text. It is the surface meaning of the text, what you see
as you read through the text. No hidden meanings are disguised in the form of satire or
sarcasm, double meanings or puzzling statements. What you see is what is actually meant
by the writer. As a reader also, you need to evaluate the merit of an academic text so it will
be useful to you.
Implied Meaning
A text is said to have an implied meaning when what is directly stated is not its real
meaning. Instead, the intended meaning is stated more obliquely. This kind of meaning can
only be arrived at after analysing the hidden or implied meaning of the text. Because it is the
more perplexing kind, implied meaning has to be drawn from the layers of meaning hidden
in subtle language.
The dictionary defines implication as “the conclusion that can be drawn from something,
although it is not explicitly stated.” Implication involves drawing conclusions about a topic
as suggested by something you have read or seen. For instance, when you say, “This research
has implications for educators and guidance counsellors,” you are claiming that the results
of the research should be taken seriously by these sectors, and the results directly affect the
way they shape the policies they will be making.
Skimming and Scanning
Skimming and scanning are two activities related to academic reading. Chances are,
you have done these two activities. Most readers are unaware that each time they make an
initial assessment of an academic text, they are actually skimming and scanning it.
Some students use skimming and scanning to get key information about the text with the
intent to read it more thoroughly later. When you browse or leaf through a book, you are
skimming and scanning it. Skimming and scanning might also include reading only the
chapter heading or the entire chapter, reading the blurb, or analysing the abstract. The
activity may also involve getting preliminary information about the text to determine its
usefulness. In other words, when you “review” a text to determine how well you like it, you
are actually skimming and scanning it. It is important to pay attention keywords and phrases
to get a general overview of the reading material.
On the other hand, skimming and scanning also involve a more scholarly approach to
assessing a text. For example, when reading a long academic paper, you might wish to skim
and scan to separate the main idea from the minor ones so you can analyze it better.
It takes skill to be able to skim and scan correctly. Because these activities involve
getting at the gist of the text, it requires the ability to distinguish the main idea from the less
important ones. In short, skimming and scanning involve focusing on the key ideas to help
you understand a text better.
In the following excerpt from an unpublished thesis titled "An Analysis of the Communication
Skills of the Business Education Students of MC University" only the important ideas are
highlighted.

Dunbar (2006), responding to the need to assess the oral communication competence of
students, used the "Competent Speaker"” rubric developed by the National Communication
Association to evaluate students’ performance in general education public speaking courses
as a case study of students' skills and program assessment. The results showed that students
were below satisfactory in 5 out of the 8 competencies as defined by the National
Communication Association, and the implications cannot be overlooked in designing reforms
for communication across curriculum in general education.

LESSON 2‫ ׃‬Thesis Statement

Thesis Statement Defined
Thesis statement gives the reader particular focus on the writer’s perspectives. It is
the main idea of your paper that is usually conveyed in one declarative sentence. It serves
as a summary of your writing and gives your viewpoint about a particular topic. It is like a
signpost that tells your readers what to expect from your essay. Through the thesis
statement, you guide your readers by briefly explaining your argument, giving cues on how
you defend your claim.
As a writing strategy, thesis statement helps you determine what significant ideas to
emphasize in your writing. You may evaluate your essay using your thesis to see if it is
consistent with the ideas you have expressed. You might wish to revise your writing if there
are unnecessary information present in your writing. Whether the thesis statement is
placed in the introduction or conclusion, the thesis statement will serve as the basis for
your outline.
Parts of a Thesis statement
The thesis statement should be concise enough to include only the important parts.
An arguable thesis statement consists of the following‫ ׃‬the claim or conviction, objective,
position, and issue. An important element of thesis statement is the problem or the issue
that the writer wants to discuss. It may be lined with the claim or conviction, which reflects
the writer’s argument. The claim may be a short phrase that expresses what the writer
wants to prove. The position is an expression of what the writer believes should be done
about the issue.
Claim/Conviction Objective Position Issue/s
(What do you want (What do you want (What do you believe (What are the
to prove?) to accomplish?) in and what should problem/s?)
be done about it?)
That junk food That school That the government The proliferation of
contains authorities should should impose junk food; the
carcinogenic ban junk food from stricter regulations deception committed
substances that food establishments concerning foods by food
jeopardize a person’s within and near that are made manufacturers to
health schools available to school lure school children
children. to buy junk food
packaged in
attractive
containers.
Thesis‫ ׃‬Due to the health risks posed by attractively packaged junk food containing harmful
substances, authorities should ban those zero‐nutrient food items within and near schools.

Or‫׃‬
Thesis‫ ׃‬Attractively packaged foods containing toxic substances pose health risks to school
children; thus, authorities should ban those zero‐nutrient foods within and near schools.

Functions of a Thesis Statement

1. The thesis statement expounds on an answer to an issue or topic.
Poor‫ ׃‬E‐books are useful learning resources.

Improved‫ ׃‬E‐books have significantly influenced students’ positive perception about reading
and learning; therefore, educators should explore more avenues and programs for the use of
e‐books in classrooms.
The first thesis statement below is a weak thesis statement. Although it seems to have a
stand, no reasons were included to explain why they are useful as learning resources. The
improved thesis has a clear claim that can be defended.
2. A thesis statement gives direction to the academic text. It is usually compared to a
road map since it gives direction to an essay.
Poor‫ ׃‬In the Philippines, many people are poor.
Improved‫ ׃‬According to a 2015 study, 22% of the Philippine population are poor despite the
poverty alleviation program of the government due to a number of factors‫ ׃‬ineffective
implementation of government programs, widespread corruption, and the continued poverty
mentality among the marginalized sector.
In the example above, the first thesis does little to advance the essay’s direction. Not
only is it vague, it also contains no specific detail explaining why poverty is prevalent in the
Philippines. The improved thesis on the other hand gives a clearer picture as to which
aspects of poverty in the Philippines the writer will discuss.
3. A thesis statement defends a writer’s claim.
It should be strong enough to stand the “So what?” test. Try asking yourself this
question each time you write a thesis. Keep asking the question until you are sure your thesis
is complete and debatable. If your thesis fails to answer this basic question, rewrite it until
you have exhausted the “So what?” question.
The thesis statement below contains the writer’s claim but fails the “So what?” test.
Poor‫ ׃‬Television may be your child’s worst enemy.
Ask yourself‫ ׃‬So what if television is a child’s worst enemy? So what should be done about
it?
Improved‫ ׃‬Due to the adverse effects of watching television, parents should strictly monitor
the amount of time children spend in front of the television, as well as the programs they
watch.
Guidelines in Formulating a Thesis Statement
1. Your thesis should be expresses as a declarative sentence, not as a question.
It should not be a mere statement of fact, but should answer the question, “How” or “Why?”.
In the following example, you need to explain why you believe the use of social media
has become ubiquitous and what you believe should be done about the issue.
Fact or Observation‫ ׃‬Access to social media has reached ubiquity.
Improved Thesis‫ ׃‬Parents and educators should impose restrictions on social media use so
as not to compromise the physical and mental health of young citizens.
2. Your thesis statement should be more than just a statement of fact about a topic.
Statement‫ ׃‬My paper will show the complexity of the traffic problem in Metro Manila.
Improved‫ ׃‬The traffic problem in Metro Manila is a multi‐sectoral problem that must be
solved with the combined effort of private individuals and the government.
3. Your thesis should contain enough supporting details and should be more than just
a title.
Because a thesis statement is the single most important statement in your essay, it
should contain an argument that can be defended.
Title‫ ׃‬Change in Study Habits of Millennials
Improved‫ ׃‬Parents should exert stricter supervision over their children whose study habits
have changed as a result of their changing priorities.
4. Your thesis statement should be specific enough to be defended.
A thesis statement should be specific in details explaining the important aspect/s of
the topic. Without specific details, the thesis statement loses its focus.
Broad‫ ׃‬The ROTC has been re‐implemented.
Specific‫ ׃‬Senior high school graduates should be required to take ROTC or pursue
community service projects before entering college in order to increase their maturity,
discipline, and love of country.
Broad‫ ׃‬I enjoy exercising.
Specific‫ ׃‬Pilates does wonders for the body and soul, making one more resilient and able to
handle stress.
Broad‫ ׃‬Eric Gamalinda’s “My Sad Republic” is a riveting depiction of Filipinos during the turn
of the Spanish‐American regime.
Expanded‫ ׃‬Eric Gamalinda’s “My Sad Republic” is a riveting historical novel using magical
realism to depict how war and personal strife can impact personal relationships.
5. Your thesis should reflect your opinion, giving enough arguments that can be proven.
It is a reflection of what you believe in; it should contain your conviction combined with
your proposed solution.
Without Opinion‫ ׃‬Some video games contain violent fight scenes.
Debatable, with opinion‫ ׃‬Some video games depict violent fight scenes and may cause
behavioural problems among young gamers; therefore, strict regulations should be imposed
on video games and apps.
Difference of Thesis Statement and a Topic Sentence
The thesis statement and topic sentence have similarities but they differ in several
aspects. Topic sentence gives a glimpse of what the paragraph talks about, while the thesis
statement contains the writer’s conviction. The topic sentence connects to the thesis
statement; the thesis statement encompasses all the other sentences in the essay. Because
the thesis covers the entire essay or research paper, it is broader in scope than the topic
sentence. Two or more ideas may be presented in a thesis statement, while only one idea
should be contained in a topic sentence.
 Check
The activity may be given in a form of test or an oral recitation which will be given to you next
meeting.

Equip
To help you understand the nature of academic texts better, access these link ‫׃‬
1. “Purpose, Audience, Tone, and Content”
https‫׃‬//open.lib.umn.edu/writingforsuccess/chapter/6‐1‐purpose‐audience‐tone‐and‐
content/
2. “Writing for an Audience”
http‫׃‬//www.umuc.edu/current‐students/learning‐resources/writing‐center/writing‐
resources/getting‐started‐writing/writing‐for‐an‐audience.cfm
3. “Developing Strong Thesis Statements”
https‫׃‬//owl.english.purdue.edu/owl/resource/588/01/
4. “Writing Tips‫ ׃‬Thesis Statements”
http‫׃‬//www.cws.illinois.edu/workshop/writers/tips/thesis/
5. “Writing a Thesis Statement”
http‫׃‬//www.crlsresearchguide.org/13_Thesis_Statement.asp