EAPP REVIEWER

Language Used in Academic Texts from various Disciplines Academic language represents the language demands
of school (academics).
Academic language includes language used in textbooks, in classrooms, on tests, and in each discipline. It is
different in vocabulary and structure from the everyday spoken English of social interactions. Each type of
communication (both academic and social) has its purpose, and neither is superior to the other. Academic
vocabulary is used in all academic disciplines to teach about the content of the discipline, e.g., a water table is
different from a periodic elements table. Before taking chemistry, for example, some students know the technical
words used in chemistry, while others do not. Pre-teaching of vocabulary and subject-specific terminology helps to
address that need.
Teaching academic language can be challenging because struggling readers and English learners do not always
know the vocabulary used to learn specific academic terms or key concepts. Academic structure also 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 outside resources for the text all affect how one writes and reads in that discipline. 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 structure and academic vocabulary. For example, a lab
report for chemistry requires different academic structure and vocabulary than a newspaper article for social studies
or a food recipe for home economics.
 Identify and analyze the explicit instruction/deconstruction concerning the text; consider multiple models if
necessary. Example: Deconstruct a word problem in algebra that requires different academic language from
deconstructing a proof in geometry, a poem in English, or a musical symphony. Use textual evidence to support their
ideas in speaking and writing.
 Use explicit, scaffolded instruction: a 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 STRUCTURE
Common Text Structures Text structure is how information in a text is organized. Being able to identify the structure
of a text can 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 instruction. The following are the six basic structures that
are commonly found in textbooks and/or academic texts.
1.Compare-Contrast Structure.
This type of text structure examines the similarities and differences between two or more people, events, concepts,
ideas, etc.

2.Cause-Effect Structure.
This 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( ORDER SEQUENCE /CHRONOLOGICAL SEQUENCE).

This text structure gives readers a chronological order of events or a list of steps in a procedure.

4. Descriptive Structure.
This type of text 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.
This type of structure sets up a problem or problems, explains the solution, and then discusses the effects of the
solution.

6. Question - Answer Structure.

This text structure starts by posing a question then goes on to answer that question.

Example: Why do we have schools? Schools deal important role in the society and they have three main functions.
First, students learn skills that will help prepare them for society. Writing, reading, and mathematics are essential in
global market and workplace and individuals likely learn these skills in schools. Second, schools serve communities
by providing safe havens for students in temporary living situations. Third, schools provide a conducive
environment for children to engage in productive activities during many days of the year while their adult caretakers
may be working. These are the reasons why we have schools in our society.

Summarizing is a short restatement of the main idea of the text. The output is called a Summary. It is the shortened
version, ideally, only one-third of the original text. It contains the main points and important details of the text and
should be written in your own words. For you to do proper summarizing, there are tips you can actually follow.
Tips in summarizing:
1. Read the original text not just once but several times. Make sure to comprehend it well.
2. Identify the text structure (compare-contrast, cause-effect, sequence, descriptive, question-answer, and problem-
solution) by looking into how the relationships between ideas are established.
3. Take note or highlight the important details in the text.
4. After getting the main idea and important details, write your preliminary summary.
5. Make sure to use your own words. 6. Check if your work does not go stray from the original text.
7. Read it again and make necessary revision or editing.

Techniques in Summarizing: 1. Use of Graphic Organizers The first technique is using graphic organizers. You may
use “Who, What, When, Where, Why, and How” as guide questions in making or using your graphic organizer.

The first graphic organizer will require you to supply key points from the text as well as the supporting details.

Key Point 1 ___________________________________

•Supporting Details
Key Point 2 ___________________________________
•Supporting Details
Key Point 3 ___________________________________
•Supporting Details

THESIS STATEMENT

The thesis is the main idea or main point of an informational text. It serves as a roadmap of the text you are reading.
Simply, the thesis statement provides direction or purpose to the text. It can be expressed anywhere in the selection
or passage you are reading. It can be seen at the beginning, middle or end of the text. If the thesis is stated at the
beginning, then the reader may expect that the following sentences support or develop it. The ideas are said to be
organized in deductive order. However, if the thesis is stated at the latter part of the text, then the preceding
statements are the details or the specifics. This follows the inductive order. Remember that, thesis statements require
proof or evidences to make your stand more convincing and effective.

Thesis statements can also be explicit or 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. On the other hand, explicit thesis statements
express the main idea clearly and directly in the text read.

The following are the key elements for a strong thesis statement:
1. It is not a fact.
A fact is irrefutable. Writing a fact as a thesis makes no argument.

Weak: Cats spend most of their time sleeping.

Strong: Cats are better than dogs because they keep pests at bay and they require less work than puppies.

2. It is not a question.
A question simply does not express one’s claim or comment about a topic.

Weak: What are the advantages of keeping a pet at home?

Strong: A person who wants to live happily in life should own a pet because of their ability to help decrease
depression, stress and anxiety.

3. It is not an announcement.
Avoid saying what you will discuss in the text.

Weak: This paper discusses the advantages and disadvantages of owning a pet.
Strong: Owning a pet brings good than burden because they can lower stress levels, make one feels safe and teach
their owners responsibility.

4. It is not too broad.

Avoid making vague and confusing thesis statements by making specific and focused thesis.
Weak: Too much alcohol consumption is not good for the health.
Strong: Excessive alcohol consumption increases the risk to health problems as it may cause liver damage,
stomach distress and even cancer.

5. It is a complete sentence.
 A phrase does not convey complete ideas or thought. Stating the thesis in complete sentence makes it easier for
the reader to understand the main idea of the text.

6. It requires support.
To make your thesis statement persuasive, facts, surveys, reports etc. should be used as proof or evidences to
support your claim or opinion on the topic.

7. It takes a stand. The thesis should clearly show your claim about a subject/topic

8. It is arguable.
The thesis should be contestable, debatable or argumentative. Again, the thesis statement should never be a
factual statement.

Inductive - a writing method which starts from particular to general; this means that specific details are presented at
the first part of the text and conclusions or generalizations are placed at the end of the text. The text below is a
sample of an inductive writing pattern

Deductive- the opposite of induction; this writing method starts from general to specific, which means that
conclusions are presented first before presenting the support ideas or the specific details. The text below is a sample
of a deductive writing pattern.

Deductive-Inductive- a combination of the first two methods; this pattern starts from a general statement, proceeds
in discussing specific details in the middle of the text, and ends with a recapitulation of the generalized statement at
the end. Usually, this repeated general statement becomes an “intensifier” of the idea 2 presented at the beginning of
the text. The text below is a sample of a deductive-inductive writing pattern.

Inductive-Deductive- a combination of the two previous methods; this pattern starts from specific, presents a
generalized statement or conclusion at the middle and proceeds in discussing additional information or support
details towards the end. The text below is a sample of an inductive-deductive writing pattern.

Hinted/ Implied- the most different among the methods; this pattern does NOT directly present a generalized
statement or conclusion, which means that the writer leaves it to the audience to conclude and make generalized
statements about the ideas presented in the text. The text below is a sample of a deductiveinductive writing pattern