EAPP REVIEWER

Structures of Paragraphs
-Paragraphs are a collection of sentences that deal mostly with one topic or idea at a time.
Parts of a paragraph:
• Topic sentence
• Supporting sentences
Concluding and/or transitional sentences
Topic sentence: presents the main point of the paragraph
Supporting sentences: support the main idea of the paragraph
Transitional sentences pave the way to the next idea in the next paragraph.
Concluding sentences close out the main idea by summing up the main idea.

Patterns of Development of Paragraphs

• Illustration
• definition
• Classification
• Comparison and Contrast
• Process

A three-part essay is composed of three basic parts:

1. Introduction
2. Body
3. Conclusion

Introduction
The introduction starts off the essay with ideas that will be discussed in the body. The thesis
statement is usually found at the end of the introduction, and it can act as a transitional
sentence for the body.
• Introduces the topic
• Places the topic into context
• Provides background information
• Points out the aim of the text
• Describes how the aim will be fulfilled
• Provides a thesis statement for the text
• Suggests what the findings are
• Explains why the topic could be considered interesting
• Catches the readers' interest

Body
The body is the main and most substantial part of the entire essay which:
• Presents evidence to support the thesis statement
• Can be broken down into parts
The body should do the following:
• Present research and data
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• Analyze data
• Discuss data thoroughly

Conclusion
• Restates the thesis statement
• Wraps up the essay
• Gives opportunity to evaluate the topic
• Should not present new material

The conclusion should not have the exact same thesis statement as the one in the introduction.
It is best to reword it in the conclusion.

Structuring IMRAD
• IMRAD stands for Introduction, Methods, Results, and Discussion, with a Conclusion.
• IMRAD aims to discuss research topics, explaining the topic and its intended purpose.

Introduction
• Contains the context of the study and addresses what the study will entail
• Can include the background of the study rather than an introduction
• Should include the aim(s) of the study

The methods part includes the following:

• explanation of how aims and research questions were fulfilled and answered
• methods used to collect data and ways to analyze the said data
• the research design for the entire studyThe conclusion should not have the exact same thesis
statement as the one in the introduction. It is best to reword it in the conclusion.

Results
• Objectively presents results from the data collected and analyzed
• Presents data using charts, figures, and/or tables

Discussion
• Reminds readers of the topic of the study
• Analyzes and discusses presented results
• Contains recommendations

Knowing the structure of an essay can help a reader comprehend the text.
Paragraph development and the three-part essay are broken into the following parts:
introduction, body, and conclusion.
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PRETEST:
Direction: Determine the letter of the correct answer to the following multiple-type questions.

1. This refers to the method of human communication consisting the use of words in a
structured and conventional way.
A. vocabulary
B. texts
C. language
D. academic
2. This is defined as critical, objective, specialized texts and relatively formal in structure and
style.
A. academic text
B. language
C. comprehension
D. structure
3. The following are characteristics of academic text, except;
A. direct
B. figurative
C. comprehension
D. structure
4. Which of the following characteristics of language is NOT true?
A. systematic
B. conventional
C. arbitrary
D. argumentative
5. The following are functions of language, except;
A. communication
B. expression of identical
C. emotional release
D. respiration

Academic Language
•represents the language demands of school (academics)
•includes language used in textbooks, in classroom, on tests, and in each discipline.
•different in vocabulary and structure from the everyday spoken English of social interactions.
Academic Vocabulary
•is used in all academic disciplines to teach about the content of the discipline
Example: a water table is different from a periodic table.
Academic Structure
•includes the established ways of organizing writing (which can affect how one reads) in a
discipline.
•different genres, paragraph/sentence structure, level of text difficulty, purpose, intended
audience, overall organization and knowledge of 1 outside resources for the text all affect
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In determining the language used in academic text from various discipline, be reminded of the
following:
• Identify the text and then analyze the genre, academic academic vocabulary structure and
• Identify and analyze the explicit instruction/deconstruction concerning the text; consider
multiple models
•Use explicit, scaffolded instruction:
•clear instructions, both auditory and visual, and make models of expected or possible
outcomes.
•Bring academic language to the surface; identify its usage to a particular discipline.

TEXT STRUCTURES
Text Structures
• how information in a text is organized.

⚫
greatly increase students' comprehension of the material being read.
according to Taylor (1992), students who are taught to identify the structure of expository
and narrative texts have been found to have better comprehension than students who have not
received such instructions

Common Text Structures

1. Compare-Contrast Structure
•examines the similarities and differences between two or more people, events, concepts, ideas,
etc.
2. Cause-Effect Structure
• presents the causal relationship between a specific event, idea, or concept and the events,
ideas, or concept that follow. An action and its results are explained.
3. Sequence Structure
•gives readers a chronological order of events or a list of steps in a procedure.
4. Descriptive Structure
•describes something in order of space and how something looks.
• it features a detailed description of something to give the reader a mental picture.
5. Problem-Solution Structure
•sets up a problem or problems, explains the solution, and then discusses the effects of the
solution.
6. Question-Answer Structure
•starts by posing a question then goes on to answer that question.

SUMMARIZING ACADEMIC TEXTS

Summarizing
• reducing text to one-third or one-quarter its original size, clearly articulating the author's
meaning, and retaining main ideas.
•involves stating a work's thesis and main ideas "simply, briefly and accurately.
• it is also essential skill that is needed in the workplace and in the community.
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BASIC RULES IN SUMMARIZING:

1. Erase things that don't matter.
2. Only write down important points.
3. Erase things that repeat.
4. Trade, general terms for specific names.
5. Use your own words to write the summary.

TECHNIQUES IN SUMMARIZING:
1. Outlining - an outline is a map of your essay. It shows what information each section or
paragraph will contain and in what order.
I. Main Idea
A. Supporting Details
B. Supporting Details
II. Main Idea
A. Supporting Details

2. Somebody Wanted But So Then Each word represents a key question related to a text's
essential elements:
Somebody - Who is the character?
Wanted-What did the main character want?
But- What was the problem encountered?
So - How was the problem solved?

3. SAAC Method This method is particularly helpful in learning the format of a summary.
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 sentence or summary with keywords and important details

.4. 5W's, 1 H. This technique relies on six crucial questions: Who, What, When, Where, Why,
How.
What is the story about?
Who is the character?
Where did it happen?
When did it happen?
Why did he/she do it?

5. First Then Finally This technique helps summarize events or steps in chronological order or in
sequence.

First - What happen first?

Then What key details took place during the event/action?
Finally - What were the results of the event/action?
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5. First Then Finally This technique helps summarize events or steps in chronological order or in
sequence.
First - What happen first?
Then What key details took place during the event/action?
Finally - What were the results of the event/action?

OUTLINE
• is a map of your essay or a blueprint.
• it shows what information each section or paragraph will contain and in what order.
•most outlines uses numbers and/or bullet points to arrange information and convey points.
• it is a tool we used in writing process to help organize our ideas, visualize our paper's potential
structure.
• it allows the writer to understand how he or she will connect information to support the thesis
statement and the claims of the paper.
• provides the writer with a space to consider ideas easily without needing to write

IMPORTANCE OF AN OUTLINE
• allows writer to categorize the main points, to organize the paragraphs into an order that
makes sense.
• to make sure that each paragraph/idea can be fully developed.
• helps prevent a writer from getting stuck when performing the actual writing

OUTLINES ALSO HELP WRITERS:

• make the writing process easier since you have a road map of your essay to follow.
• break through writer's block.
• save time writing your essay since you have a clear, focused plan to follow for your essay.

PARTS OF AN OUTLINE

Introduction (attention grabber)

• prepares the reade on the contents of the essay
• an opening of what is to come ahead.
• the writer introduces the topic to the reader by giving background information.

Body (the content of the paper)

• contain a minimum of three paragraphs.
• each paragraph would relay an individual point or idea.
• ensure that your paragraphs contain
three parts: the topic sentence, supporting statement

PARTS OF AN OUTLINE
CONCLUSION (WRAP ALL YOUR ARGUMENTS)
• MARK THE END OF YOUR ESSAY.
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• A WRITER SUMMARIZE THE IDEAS MADE IN THE BODY AND ALSO RESTATE THE
THESIS STATEMENT.

THESIS STATEMENT
• all outlines should begin with a thesis statement of summarizing sentence.
•presents the central idea of the paper.
• it must always be a complete, grammatical sentence, specific and brief, which expresses the
point of view you are taking towards the subject.

MAIN POINTS/MAIN IDEA/SUB-POINTS/SUPPORTING DETAILS

Main points (also known as main idea).
• chief point an author is making about a topic.
• it sums up the author's primary message

SUB-POINTS (ALSO KNOWN AS SUPPORTING DETAILS OR IDEA).

• CONTAINS FACTS, STATEMENT, EXAMPLES-SPECIFICS WHICH GUIDE US TO A FULL
UNDERSTANDING OF THE MAIN IDEA.
• CLARIFY, ILLUMINATE, EXPLAIN, DESCRIBE, EXPAND, AND ILLUSTRATE

TYPES OF OUTLINES ACCORDING TO STRUCTURE

Topic Outline
• consists of a short phrase.
• it provides a quick overview of topics to be included in an essay.

Sentence Outline
• an outline is done in full sentence.
• it forces part of the essay to be written out in

Thesis Statement
• is the main idea or main point of an informational text.
• it serves as a roadmap of the text that you are reading
• provides direction or purpose to the text.
it can be seen at the beginning,
•if the thesis is stated at the beginning, then the reader may expect that the following sentences
support or develop it.
•the ideas are organized in the deductive order.
• if the thesis is stated at the latter part of the text, then preceding statements are the details or
the specifics.
• this follows the inductive order.
• thesis statements require proof or evidences to make your stand more
• can also be explicit and implicit
•Implicit thesis statements do not clearly express the main idea of a text. The reader has to infer
from all the details stated in the text.
• Explicit thesis statements express the main idea clearly and directly
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Key Elements for a Strong Thesis Statement:

1. It is not a fact.
2. It is not a question.
3.It is not an announcement.
4.It is not too broad
5. It is a complete sentence.
6. It requires support.
7. It takes a stand.
8. It is arguable.