EAPP

QUARTER 1 – MODULE 1
ACADEMIC
LANGUAGE
EAPP
QUARTER 1 – MODULE 1
LEARNING 1 …………………..

TARGETS 2 …………………..

MODULE 1
 TEXT
/tekst/
noun
1. a book or other written or printed
TEXT work, regarded in terms of its content
rather than its physical form.
2. the main body of a book or other
piece of writing, as distinct from other
material such as notes, appendices, and
illustrations.
ACADEMIC
TEXT
IT IS THE LANGUAGE USED BY
TEACHERS AND STUDENTS IN
ACADEMIC SETTINGS AND
FOR ACADEMIC PURPOSES
TO HELP STUDENTS ACQUIRE
AND USE KNOWLEDGE.
ACADEMIC
TEXT
IT IS THE LANGUAGE OF CLASSROOM
INSTRUCTION AND IS NEEDED TO
PROVIDE STUDENTS WITH THE
KNOWLEDGE AND SKILLS NEEDED TO
ACCESS CONTENT PRESENTED IN
TEXTBOOKS, WEBSITES, AND OTHER
INSTRUCTIONAL
MATERIALS.
ACADEMIC
TEXT
IT INCLUDES THE WORDS AND
SYNTACTIC STRUCTURES THAT
STUDENTS ARE LIKELY TO
ENCOUNTER IN TEXTBOOKS
AND ON TESTS, BUT NOT IN
EVERYDAY SPOKEN ENGLISH.
 ACADEMIC LANGUAGE
Casual, Informal Formal

…and the lions they, Lions, also known as “kings

um, live in the deserts of the jungle” inhabit the
of Africa and have to large, arid, deserts of Africa.
walk long ways to find Due to the sweltering
food. There’s not temperatures and minimal
much water either. water supply they often have
They’re hot a lot. to traverse long distances to
find prey to hunt and water
to drink
 ACADEMIC LANGUAGE
Casual, Informal Formal

GENERAL SUBJECT ACADEMIC SUBJECT

Any topic maybe The subjects are for specific

discussed varying discipline wherein the
from formal to subjects are of great
informal; the content is importance to the discipline
based on the content is based on
conversational serious thought
thought.
https://www.geeksforgeeks.org/
 ACADEMIC LANGUAGE
Casual, Informal Formal

The students were very The students were terrified of

afraid of Mathematics Mathematics

VOCABULARY needs to be adjusted depending on the

level of formality of any written work.

https://www.niu.edu/
 ACADEMIC LANGUAGE
Casual, Informal Formal

Very angry Furious

Very poor Destitute
Very bright Dazzling
Very rude Vulgar
Very serious Solemn
Very beautiful Exquisite
Very roomy Spacious
Very tired Exhausted
 ACADEMIC LANGUAGE
Casual, Informal Formal

The outcomes of the The outcomes of the study

study haven't been have not been documented
documented yet. yet.

CONTRACTIONS are more casual, and if you are striving for

more formal style, they should not be used. Contractions in
negative sentences should be especially avoided since
they are easy to miss.
https://www.niu.edu/
 ACADEMIC LANGUAGE
Casual, Informal Formal

They’ll attend the They will be attending the

meeting tomorrow. meeting tomorrow.

She’s decided to She has decided to accept

accept the job. the job.

The improvements Improvements cannot be

can’t be made due to made due to budget
budget cuts. restrictions.
 ACADEMIC LANGUAGE
Casual, Informal Formal

The balloon was The balloon was inflated for

blown up for the the experiment.
experiment.

PHRASAL VERBS are two or more words that together act as

a completely new verb with a meaning separate from
those of the original words.

https://www.grammarly.com/
 ACADEMIC LANGUAGE
Casual, Informal Formal

The patient got over The patient recovered from

his illness. his illness.

The results of the study The results of the study were

were mixed up. confused.

This experiment This experiment was

worked out just fine. successful.
 ACADEMIC LANGUAGE
Casual, Informal Formal

As you examine the When examining the health

health effects of ... effects of ...

THE USE OF PRONOUNS, therefore, is restricted. In formal

writing, when addressing the audience, you may use the
passive voice or an adverbial clause in place of the
personal pronoun:
https://www.niu.edu/
 ACADEMIC LANGUAGE
Casual, Informal Formal

I believe the health It is believed that the health

effects of ... effects of ...

I considered various Various research methods

research methods for were considered for the
the study. study.
During the interview, I During the interview, students
asked students about were asked about their
their experiences. experiences.
 ACADEMIC LANGUAGE
Casual, Informal Formal

The mob was very rowdy The crowd was rowdy during
during the protest the protest against the cuts
against cuts to university to university funding.
funding

Slang includes unique words, expressions (and even

cliches) spoken in specific social groups (like teenagers),
while colloquialisms are usually spoken by everyone in a
particular geographic region.
https://smartblogger.com/
 ACADEMIC LANGUAGE
Casual, Informal Formal

Lecturers still count on Lecturers expect students to

students to use correct use correct grammar and
grammar and punctuation in essays.
punctuation in essays.

It was raining cats and It was raining heavily.

dogs.
CHARACTERISTICS OF AN ACADEMIC TEXT
1. STRUCTURE
• THE BASIC STRUCTURE THAT IS USED BY
AN ACADEMIC TEXT IS CONSIST OF
THREE (3) PARTS INTRODUCTION,
BODY, AND CONCLUSION WHICH IS
FORMAL AND LOGICAL.
• THIS KIND OF STRUCTURE ENABLES THE
READER TO FOLLOW THE ARGUMENT
AND NAVIGATE THE TEXT.
• IN ACADEMIC WRITING A CLEAR
STRUCTURE AND A LOGICAL FLOW
ARE IMPERATIVE TO A COHESIVE TEXT.
CHARACTERISTICS OF AN ACADEMIC TEXT
STRUCTURE
• THE BASIC STRUCTURE THAT IS USED BY
AN ACADEMIC TEXT IS CONSIST OF
THREE (3) PARTS INTRODUCTION,
BODY, AND CONCLUSION WHICH IS
FORMAL AND LOGICAL.
• THIS KIND OF STRUCTURE ENABLES THE
READER TO FOLLOW THE ARGUMENT
AND NAVIGATE THE TEXT.
• IN ACADEMIC WRITING A CLEAR
STRUCTURE AND A LOGICAL FLOW
ARE IMPERATIVE TO A COHESIVE TEXT.
CHARACTERISTICS OF AN ACADEMIC TEXT
STRUCTURE
• THE BASIC STRUCTURE THAT IS USED BY
AN ACADEMIC TEXT IS CONSIST OF
THREE (3) PARTS INTRODUCTION,
BODY, AND CONCLUSION WHICH IS
FORMAL AND LOGICAL.
• THIS KIND OF STRUCTURE ENABLES THE
READER TO FOLLOW THE ARGUMENT
AND NAVIGATE THE TEXT.
• IN ACADEMIC WRITING A CLEAR
STRUCTURE AND A LOGICAL FLOW
ARE IMPERATIVE TO A COHESIVE TEXT.
CHARACTERISTICS OF AN ACADEMIC TEXT
STRUCTURE
CHARACTERISTICS OF AN ACADEMIC TEXT
INTRODUCTION
• CATCH YOUR READER’S
ATTENTION.

https://www.grammarly.com/
CHARACTERISTICS OF AN ACADEMIC TEXT
INTRODUCTION
• CATCH YOUR READER’S
ATTENTION.
1. ANECDOTE
2. RHETORICAL QUESTIONS
3. DESCRIPTION
4. FACT/STATISTIC
5. QUOTE
6. COMMON MISCONCEPTION
https://www.grammarly.com/
CHARACTERISTICS OF AN ACADEMIC TEXT
INTRODUCTION
• CATCH YOUR READER’S
ATTENTION.

• GIVE BACKGROUND ON YOUR

TOPIC.

https://www.grammarly.com/
CHARACTERISTICS OF AN ACADEMIC TEXT
INTRODUCTION
• CATCH YOUR READER’S
ATTENTION.

• GIVE BACKGROUND ON YOUR

TOPIC.
1. HISTORICAL, GEOGRAPHICAL, OR SOCIAL
CONTEXT
2. AN OUTLINE OF THE DEBATE YOU’RE ADDRESSING
3. A SUMMARY OF RELEVANT THEORIES OR RESEARCH
ABOUT THE TOPIC
4. DEFINITIONS OF KEY TERMS
https://www.grammarly.com/
CHARACTERISTICS OF AN ACADEMIC TEXT
INTRODUCTION
• CATCH YOUR READER’S
ATTENTION.

• GIVE BACKGROUND ON YOUR

TOPIC.

• PRESENT YOUR THESIS STATEMENT—

THE CENTRAL POINT OF YOUR
ESSAY.
https://www.grammarly.com/
CHARACTERISTICS OF AN ACADEMIC TEXT
BODY
• BODY PARAGRAPHS ARE UNITS OF
TEXT THAT OFFER SUPPORTING
EVIDENCE TO BACK UP THE THESIS
STATEMENT OF AN ESSAY, REPORT,
OR STORY.

https://www.masterclass.com/
CHARACTERISTICS OF AN ACADEMIC TEXT
CONCLUSION
• ANSWER: THE THESIS STATEMENT,
REVISITED
• SUMMARY: MAIN POINTS AND
HIGHLIGHTS FROM THE BODY
PARAGRAPHS
• SIGNIFICANCE: THE RELEVANCE
AND IMPLICATIONS OF THE
ESSAY'S FINDINGS

https://owll.massey.ac.nz/
CHARACTERISTICS OF AN ACADEMIC TEXT
CONCLUSION
• ANSWER: THE THESIS STATEMENT,
REVISITED
• SUMMARY: MAIN POINTS AND
HIGHLIGHTS FROM THE BODY
PARAGRAPHS
• SIGNIFICANCE: THE RELEVANCE
AND IMPLICATIONS OF THE
ESSAY'S FINDINGS

https://owll.massey.ac.nz/
CHARACTERISTICS OF AN ACADEMIC TEXT
CONCLUSION
• ANSWER: THE THESIS STATEMENT,
REVISITED
• SUMMARY: MAIN POINTS AND
HIGHLIGHTS FROM THE BODY
PARAGRAPHS
• SIGNIFICANCE: THE RELEVANCE
AND IMPLICATIONS OF THE
ESSAY'S FINDINGS

https://owll.massey.ac.nz/
CHARACTERISTICS OF AN ACADEMIC TEXT
2. TONE
• THIS REFERS TO THE ATTITUDE
CONVEYED IN A PIECE OF WRITING.
THE ARGUMENTS OF OTHERS ARE
FAIRLY PRESENTED AND WITH AN
APPROPRIATE NARRATIVE TONE.
• WHEN PRESENTING A POSITION OR
ARGUMENT THAT DISAGREES WITH
ONE’S PERSPECTIVES, DESCRIBE THE
ARGUMENT ACCURATELY WITHOUT
LOADED OR BIASED LANGUAGE.
CHARACTERISTICS OF AN ACADEMIC TEXT
2. TONE
• THIS REFERS TO THE ATTITUDE
CONVEYED IN A PIECE OF WRITING.
THE ARGUMENTS OF OTHERS ARE
FAIRLY PRESENTED AND WITH AN
APPROPRIATE NARRATIVE TONE.
• WHEN PRESENTING A POSITION OR
ARGUMENT THAT DISAGREES WITH
ONE’S PERSPECTIVES, DESCRIBE THE
ARGUMENT ACCURATELY WITHOUT
LOADED OR BIASED LANGUAGE.
CHARACTERISTICS OF AN ACADEMIC TEXT
2. TONE
• OBJECTIVE
• Content is based on the cited
information
• SUBJECTIVE
• The content might change
depending on the person’s feeling.

https://www.geeksforgeeks.org/
CHARACTERISTICS OF AN ACADEMIC TEXT
2. TONE
• OBJECTIVE
• Content is based on the cited
information
• SUBJECTIVE
• The content might change
depending on the person’s feeling.

https://www.geeksforgeeks.org/
CHARACTERISTICS OF AN ACADEMIC TEXT
3. LANGUAGE
• IT IS IMPORTANT TO USE
UNAMBIGUOUS LANGUAGE. CLEAR
TOPIC SENTENCES ENABLE A READER
TO FOLLOW YOUR LINE OF THINKING
WITHOUT DIFFICULTY.
• FORMAL LANGUAGE AND THE THIRD
PERSON POINT-OF-VIEW SHOULD BE
USED. TECHNICAL LANGUAGE
APPROPRIATE TO AREA OF STUDY MAY
ALSO BE USED, HOWEVER, IT DOES
NOT MEAN USING “BIG WORDS” JUST
CHARACTERISTICS OF AN ACADEMIC TEXT
3. LANGUAGE
• IT IS IMPORTANT TO USE
UNAMBIGUOUS LANGUAGE. CLEAR
TOPIC SENTENCES ENABLE A READER
TO FOLLOW YOUR LINE OF THINKING
WITHOUT DIFFICULTY.
• FORMAL LANGUAGE AND THE THIRD
PERSON POINT-OF-VIEW SHOULD BE
USED.
• TECHNICAL LANGUAGE APPROPRIATE
TO AREA OF STUDY MAY ALSO BE
USED, HOWEVER, IT DOES NOT MEAN
CHARACTERISTICS
• ITOF AN ACADEMIC
IS IMPORTANT TO USE TEXT
UNAMBIGUOUS LANGUAGE. CLEAR
3. LANGUAGE
TOPIC SENTENCES ENABLE A READER
TO FOLLOW YOUR LINE OF THINKING
WITHOUT DIFFICULTY.
• FORMAL LANGUAGE AND THE THIRD
PERSON POINT-OF-VIEW SHOULD BE
USED.
• TECHNICAL LANGUAGE APPROPRIATE
TO AREA OF STUDY MAY ALSO BE
USED, HOWEVER, IT DOES NOT MEAN
USING “BIG WORDS” JUST FOR THE
SAKE OF DOING SO.
IT IS ONE OF THE FOUR SEASONS

IT IS DESCRIBED AS COILED METAL

A SPECIFIC PART OF THE BODY

MUSICAL INSTRUMENT
 IT MEANS THAT YOU ARE SMART

IN SCIENCE, IT IS CONNECT TO LIGHT

AN AGREEMENT BETWEEN TWO/MORE PEOPLE

TO REDUCE TO SMALLER SIZE

IT IS FOUND IN A BASKETBALL GAME

IT IS FOUND IN A BASKETBALL GAME

A LARGE ANIMAL WITH FLIPPERS

SPECIAL MARK OR DESIGN

IT IS KNOWN AS PERIOD OF GROWTH

PLATFORM IN A THEATER
GESTURE EXPRESSING A COMMAND, WISH, OR THOUGHT

SYMBOL
 TO MOVE OR FLOW QUICKLY (VERB)

PATH OR DIRECTION THAT MOVES SOMETHING (N)

 SOMETHING DIFFICULT TO DO OR DEAL

LARGE MAMMAL OF AMERICA AND EUROASIA

 IT MEANS “FLOW OF WATER”

SOMETIMES USED TO SAY “UP TO DATE”

IT MEANS BRIGHT OR LUMINOUS

EASILY HEARD
 A PIECE OF FURNITURE WITH A FLAT TOP AND ONE OR MORE LEGS

A SETOF FACTS OR FIGURE DISPLAYED IN COLUMNS

 A DROP OF CLEAR SALINE FLUID

TO SEPARATE PARTS OR PULL APART BY FORCE

USED TO DESCRIBED SOMETHING AS “HARD”

IT IS KNOWN AS AN ORGANIZATION
ACTORS IN A PLAYOR FILM

TO THROW OR MOVE
CHARACTERISTICS OF AN ACADEMIC TEXT
4. CITATIONS
• CITING SOURCES IN THE BODY OF THE
PAPER AND PROVIDING A LIST OF
REFERENCES AS EITHER FOOTNOTES OR
ENDNOTES IS A VERY IMPORTANT
ASPECT OF AN ACADEMIC TEXT.
• IT IS ESSENTIAL TO ALWAYS
ACKNOWLEDGE THE SOURCE OF ANY
IDEAS, RESEARCH FINDINGS, DATA, OR
QUOTED TEXT THAT HAVE BEEN USED IN
A PAPER AS A DEFENSE AGAINST
ALLEGATIONS OF PLAGIARISM.
CHARACTERISTICS OF AN ACADEMIC TEXT
4. CITATIONS
• CITING SOURCES IN THE BODY OF THE
PAPER AND PROVIDING A LIST OF
REFERENCES AS EITHER FOOTNOTES OR
ENDNOTES IS A VERY IMPORTANT
ASPECT OF AN ACADEMIC TEXT.
• IT IS ESSENTIAL TO ALWAYS
ACKNOWLEDGE THE SOURCE OF ANY
IDEAS, RESEARCH FINDINGS, DATA, OR
QUOTED TEXT THAT HAVE BEEN USED IN
A PAPER AS A DEFENSE AGAINST
ALLEGATIONS OF PLAGIARISM.
CHARACTERISTICS OF AN ACADEMIC TEXT
4. CITATIONS
IN-TEXT CITATION
• DIAZ (2022) EXPLAINS ……
• MONDRAGON (2021) FURTHER
DISCUSSED …….
• ………………….(RIVERA, 2020)
REFERENCE LIST CITATION
• Bologna, C. (2019, October 31). Why
some people with anxiety love
watching horror movies. HuffPost.
https://www.huffpost.com/entry/anxiet
y-love-watching-horror-
movies_l_5d277587e4b02a5a5d57b59e
CHARACTERISTICS OF AN ACADEMIC TEXT
4. CITATIONS
IN-TEXT CITATION
• DIAZ (2022) EXPLAINS ……
• MONDRAGON (2021) FURTHER
DISCUSSED …….
• ………………….(RIVERA, 2020)
REFERENCE LIST CITATION
• Bologna, C. (2019, October 31). Why
some people with anxiety love
watching horror movies. HuffPost.
https://www.huffpost.com/entry/anxiet
y-love-watching-horror-
movies_l_5d277587e4b02a5a5d57b59e
CHARACTERISTICS OF AN ACADEMIC TEXT
5. COMPLEXITY
AN ACADEMIC TEXT ADDRESSES
COMPLEX ISSUES THAT REQUIRE
HIGHER-ORDER THINKING SKILLS TO
COMPREHEND.
CHARACTERISTICS OF AN ACADEMIC TEXT
6. EVIDENCE-BASED ARGUMENTS
WHAT IS VALUED IN AN ACADEMIC
TEXT IS THAT OPINIONS ARE BASED
ON A SOUND UNDERSTANDING OF
THE PERTINENT BODY OF
KNOWLEDGE AND ACADEMIC
DEBATES THAT EXIST WITHIN, AND
OFTEN EXTERNAL TO A SPECIFIC
DISCIPLINE.
CHARACTERISTICS OF AN ACADEMIC TEXT
7. THESIS-DRIVEN
THE STARTING POINT OF AN
ACADEMIC TEXT IS A PARTICULAR
PERSPECTIVE, IDEA OR POSITION
APPLIED TO THE CHOSEN RESEARCH
PROBLEM, SUCH AS ESTABLISHING,
PROVING, OR DISPROVING
SOLUTIONS TO THE QUESTIONS
POSED FOR THE TOPIC.
SIX MAIN TEXT TYPES
OF ACADEMIC TEXTS
TEXTBOOK
• THESE ARE SPECIFICALLY DESIGNED TO HELP THE
LEARNERS FOR SPECIFIC SUBJECTS OR DISCIPLINES.

• THEY HAVE HIGHLY SET LANGUAGES DEPENDING

ON THE DISCIPLINE TO WHICH THE TEXTBOOKS WILL
BE USED FOR.
ESSAY
• ESSAYS USUALLY HELP YOU SHOW HOW DEEP YOU
HAVE LEARNED A TOPIC OR LESSON.

• STUDENT ESSAYS VARY IN LENGTH AND FORMALITY,

BUT THEY ALWAYS CONTAIN THREE PARTS:
INTRODUCTION, MAIN BODY, CONCLUSION. THEY
USUALLY NEED TO INCLUDE CITATIONS OF
SOURCES.
THESES
• YOU WILL PROBABLY HAVE TO WRITE LONGER TEXTS
WHEN AND IF YOU DECIDE TO ENROLL IN A POST
GRADUATE COURSE IN THE FUTURE. LONGER TEXTS
INCLUDE MASTER'S LEVEL AND THESES (TYPICALLY
60,000 TO 80,000 WORDS) AND DOCTOR'S LEVEL
(PH.D.) DISSERTATIONS (TYPICALLY 10,000 TO
20,000 WORDS).
RESEARCH ARTICLES
• RESEARCH ARTICLES ARE WRITTEN MAINLY FOR A
SPECIALIST AUDIENCE, MEANING OTHER
RESEARCHERS, ACADEMICS AND POSTGRADUATE
STUDENTS.
CASE STUDY
• THESE MAY BE FOUND IN ANY DISCIPLINE, THOUGH
THEY ARE MOST COMMON IN DISCIPLINES SUCH AS
HUMANITIES, EXAMPLE BUSINESS, SOCIOLOGY,
AND LAW.
• THEY ARE PRIMARILY DESCRIPTIVE. THEY ARE IN-
DEPTH STUDIES INTO THE LIVES OF PARTICULAR
INDIVIDUALS/SUBJECTS.
REPORTS
• THIS DOES NOT MEAN THE REPORT THAT YOU
USUALLY DO IN FRONT OF YOUR CLASSMATES.
• THE PURPOSE OF REPORTS IS TO DESCRIBE WHAT
HAPPENED AND DISCUSS AND EVALUATE ITS
IMPORTANCE.
• REPORTS ARE FOUND IN DIFFERENT DISCIPLINES,
SUCH AS SCIENCE, LAW, AND MEDICINE.
 EXAMPLES OF
NON-ACADEMIC TEXTS
EMAIL MESSAGES
• SIMPLE AND INFORMAL.
• THEY ARE SENT OR RECEIVED OVER A COMPUTER
NETWORK AND CAN BE SENT TO MULTIPLE
RECIPIENTS AND CARRY MULTIPLE ATTACHMENTS AT
THE SAME TIME.
PERSONAL OPINIONS
• PERSONAL OPINIONS ARE EXAMPLES OF NON-
ACADEMIC TEXTS THAT CAN BE COMMUNICATED
THROUGH ESSAY WRITING OR IN ANY OTHER FORM.
• YOU CAN EXPRESS YOUR OWN OPINION ON THE
SUBJECT. YOUR OWN OPINION MAY BE NON-
FACTUAL OR BASELESS THUS, ANYTHING THAT HAS
NO REFERENCE IS CONSIDERED NON-ACADEMIC.
NEWSPAPERS
• NEWSPAPERS ARE NON-ACADEMIC TEXTS SIMPLY
BECAUSE THE CONTENT IS NOT INTENDED FOR
ACADEMIC USE. SOMETIMES, YOU NEED TO VERIFY
THE CONTENT BEFORE ACCEPTING THE STATEMENT
IN THE NEWSPAPERS, ESPECIALLY WITH THE
PROLIFERATION OF FAKE NEWS. SOME WRITERS ARE
NOT REALISTIC AND ARE RELYING ON FICTITIOUS,
SENSATIONALIZED STORIES SO THAT THEIR
NEWSPAPERS WILL SELL.
MAGAZINE
• MAGAZINE IS ANOTHER KIND OF NON-ACADEMIC
TEXT WHICH IS USUALLY USED FOR LEISURE TIME.
THAT IS WHY MAGAZINES ARE USUALLY PLACED IN
A NOTICEABLE AREA IN THE OFFICE FOR VISITORS
TO BROWSE OR READ WHILE WAITING TO BE CALLED
IN FOR THEIR APPOINTMENT OR FOR EMPLOYEES
WHO ARE TAKING A BREAK.
BLOG ARTICLES OR SOCIAL MEDIA POSTS
• BLOG ARTICLES OR SOCIAL MEDIA POSTS ARE
NON-ACADEMIC READING OR WRITING. BLOGS OR
SOCIAL MEDIA CONTENTS CAN ADD MORE IDEAS
ABOUT A PARTICULAR THING BUT IT’S NOT GOOD
TO BE A SOURCE OF RESEARCH, LIKE FOR A THESIS,
EXCEPT IF YOUR TOPIC IS ABOUT SOCIAL MEDIA.
BLOGGERS OR SOCIAL MEDIA PERSONALITIES ARE
VERY POPULAR WHEN IT COMES TO WEBSITE
CONTENT WRITING.
KEY
TAKEAWAY
 EAPP
QUARTER 1 – MODULE 2
 WRITING
PATTERNS
EAPP
QUARTER 1 – MODULE 3
TYPES OF WRITING
01
NARRATIVE
THIS WRITING DRAWS FROM YOUR OWN LIFE AND
EXPERIENCES. IT CAN BE FICTION OR NONFICTION.

02
ARGUMENTATIVE
SOMETIMES CALLED PERSUASIVE OR OPINION
WRITING. YOU MAKE A CLAIM ABOUT A TOPIC, AND
THEN GATHER EVIDENCE TO BACK UP THE
ARGUMENTS YOU MAKE TO SUPPORT YOUR CLAIM.

03
INFORMATIONAL
EXPOSITORY – IT IS USED TO EXPLAIN, DESCRIBE AND
INFORM ABOUT A TOPIC.

https://hhsmchugh.weebly.com/
 THE STRUCTURE, COMPONENTS, AND
ORGANIZATION OF A TEXT ARE
COMMONLY REFERENCED TO AS THE
WRITING TEXT'S WRITING PATTERN.

PATTERN A WRITING PATTERN IS A METHOD OF

ARRANGING IDEAS IN ORDER TO
COMMUNICATE A SPECIFIC TYPE OF
ARGUMENT.
DEPENDING ON THE INTENDED
GOAL, AN AUTHOR'S WRITING
PATTERN MAY DIFFER. WRITING
IT IS CREATED WITH DISTINCT PATTERN
ELEMENTS THAT WORK TOGETHER TO
ACHIEVE A CERTAIN OBJECTIVE.
COMPARISION NARRATION
& CONTRAST

CAUSE & EFFECT

WRITING DESCRIPTION
PATTERN
CLASSIFICATION DEFINITION

PROBLEM - SOLUTION
NARRATION GRAPHIC ORGANIZER
• NARRATION'S GOAL IS TO CONVEY A
NARRATIVE OR RECOUNT AN EVENT OR
EXPERIENCE.
• NARRATION IS A VERY EFFECTIVE METHOD
FOR ORGANIZING INFORMATION IN A
LOGICAL, TYPICALLY CHRONOLOGICAL
ORDER.

GUIDE QUESTIONS TRANSITIONAL DEVICES

1.WHO IS THE NARRATIVE ABOUT? 1.DESCRIPTIVE LANGUAGE
2.WHERE IS IT SET?
3.WHAT IS THE CONFLICT?
4.WHO IS TELLING THE NARRATIVE?
5.WHAT IS HAPPENING?
EXAMPLE OF NARRATION
WHEN I WAS 18, MY CLASSMATES AND I ENJOYED OUR TIME BECAUSE OF
A SPECIAL CELEBRATION. I THOUGHT IT WAS JUST AN ORDINARY DAY
WHEN SUDDENLY THEY TOOK ME IN OUR ROOM. I WAS BLINDFOLDED.
WHEN I ENTERED THE ROOM, A BIRTHDAY SURPRISE PUT A BIG SMILE ON
MY FACE. WE WERE IN OUR CLASSROOM AT LUCINDA CAMPUS, TARLAC
CITY. THEY EXERTED EFFORTS FOR ME TO HAVE A MEMORABLE DEBUT
PARTY. OUR INSTRUCTOR ALSO EXPRESSED HIS WARMEST GREETINGS. WE
ENJOYED THE DAY AS IF WE WERE IN AN ELEGANT VENUE. I WON’T
FORGET THIS BLESSING FROM THE PEOPLE I LOVE WHEN I WAS IN
COLLEGE. INDEED, A BIRTHDAY IS ALWAYS A GIFT THAT WE MUST CHERISH
EVERY YEAR.
EXAMPLE OF NARRATION
It was July 29, 2024, when I learned that I will be
transferring to BABNHS. I felt nervous during the
opening of class, but I was fortunate to meet Juan
Dela Cruz, who happened to be my classmate. We
shared stories how we spent the academic break.
Then, _______________________. After a while,
_______________. Soon after, ______________. After ___
minutes, ____________. At the end _______________.
CAUSE & EFFECT GRAPHIC ORGANIZER
• IF NARRATIVE PROVIDES A TIMELINE OF
ACTIONS, CAUSE/EFFECT ESSAYS EXPLAIN
WHY THAT SEQUENCE IS IMPORTANT.
• CAUSE/EFFECT WRITING IS ESPECIALLY
EFFECTIVE WHEN THE AUTHOR CAN GIVE A
CAUSE/EFFECT LINK THAT THE READER DID
NOT EXPECT, CAUSING THE READER TO
PERCEIVE THE ISSUE IN A NEW WAY.

TRANSITIONAL DEVICES
GUIDE QUESTIONS 1. IF/THEN 7. SINCE
1. WHAT HAPPENED?
2. WHY DID IT HAPPEN? 2. REASONS WHY 8. SO THAT
3. WHAT CAUSED IT TO HAPPEN? 3. AS A RESULT 9. FOR
4. THEREFORE 10. DUE TO
5. BECAUSE
6. CONSEQUENTLY
EXAMPLE OF CAUSE & EFFECT
ACCORDING TO CASTRATI (2020), EXERCISING IS IMPORTANT
FOR THE HEALTH. IF YOU DON’T EXERCISE, YOU MAY FIND IT HARD
TO GET A GOOD NIGHT'S SLEEP. AS A RESULT, YOU MAY ALSO
DEVELOP HIGH BLOOD PRESSURE. FOR THIS REASON, EXERCISING
HAS GOOD BENEFITS FOR THE PHYSICAL AND MENTAL HEALTH AS
WELL. EXERCISE IS A WELL-ESTABLISHED DRUG-FREE TREATMENT
FOR ANXIETY DISORDERS AND DEPRESSION.
IF YOU WORK OVERTIME, THEN YOU’LL BE PAID TIME-AND-A-
HALF.
IF __________________, THEN ________________________________.

THE COMPANY WENT BANKRUPT BECAUSE IT INVESTED ALL ITS

MONEY IN A NEW FACTORY.
____________________ BECAUSE _____________________________.

BECAUSE THE ROADS WERE ICY, MANY CAR ACCIDENTS

OCCURRED.
BECAUSE __________________, ______________________________.
SOME ANIMALS ARE ENDANGERED DUE TO THESE CAUSES:
POLLUTION, LOSS OF HOME ENVIRONMENT DUE TO
DESTRUCTION OF THEIR HABITAT, WEATHER, DISEASE.
__________________ DUE TO ________________________________.

BECAUSE THE ROADS WERE ICY, MANY CAR ACCIDENTS

OCCURRED.
BECAUSE __________________, ______________________________.
COMPARE & CONTRAST GRAPHIC ORGANIZER
• THE SIMILARITIES BETWEEN OBJECTS ARE
HIGHLIGHTED IN COMPARISON, WHILE THE
DIFFERENCES ARE HIGHLIGHTED IN
CONTRAST.
• THE OBJECTIVE OF COMPARISON AND
CONTRAST IN ACADEMIC ESSAYS IS TO
DEMONSTRATE THAT ONE ITEM IS
PREFERABLE TO ANOTHER BASED ON A SET
OF ASSESSMENTS PROVIDED IN THE
WRITING.
TRANSITIONAL DEVICES
GUIDE QUESTIONS
1. WHAT ITEMS ARE BEING COMPARED? 1. HOWEVER/YET
2. IN WHAT WAYS ARE THEY SIMILAR? 2. ON THE OTHER HAND
DIFFERENT? 3. BUT/WHERE AS
3. WHAT CONCLUSION DOES THE AUTHOR 4. SIMILARLY
REACH ABOUT THESE ITEMS? 5. IN CONTRAST/COMPARISON
4. WHAT CONCLUSION DOES THE AUTHOR 6. IN THE SAME WAY/JUST AS
REACH ABOUT THESE ITEMS?
EXAMPLE OF COMPARE AND CONTRAST
ACADEMIC TEXT USES FORMAL LANGUAGE WHICH IS
DIFFERENT FROM WHAT A NON-ACADEMIC TEXT IS USING
(PHRASAL VERB, CONTRACTION, & SLANG). HOWEVER,
BOTH OF ACADEMIC AND NON-ACADEMIC TEXT ARE
PIECES OF WRITING WHICH AIM TO CONVEY INFORMATION
TO READERS.
Both Philippines and Japan are small countries. However,
Japan is more progressive than Philippines.

Both __________________ . However, ________________________.

James and Jude both attained a passing rate. However,

James worked on his essay for 15 minutes while Jude
submitted his essay, beating the time.

Both__________________, However, ______________ while

________________.
PROBLEM AND SOLUTION GRAPHIC ORGANIZER
• IF NARRATIVE PROVIDES A TIMELINE OF
ACTIONS, CAUSE/EFFECT ESSAYS EXPLAIN
WHY THAT SEQUENCE IS IMPORTANT.
• CAUSE/EFFECT WRITING IS ESPECIALLY
EFFECTIVE WHEN THE AUTHOR CAN GIVE A
CAUSE/EFFECT LINK THAT THE READER DID
NOT EXPECT, CAUSING THE READER TO
PERCEIVE THE ISSUE IN A NEW WAY.

TRANSITIONAL DEVICES
GUIDE QUESTIONS 1. PROBLEM IS 6.QUESTION/ANSWER
1. WHAT IS THE PROBLEM?
2. WHY IS THIS A PROBLEM? 2. DILEMMA IS 7. PUZZLE IS SOLVED
3. IS ANYTHING BEING DONE TO TRY TO 3. IF/THEN
SOLVE THE PROBLEM? 4. BECAUSE
4. WHAT CAN BE DONE TO SOLVE THE 5. SO THAT
PROBLEM?
PROBLEM AND SOLUTION GRAPHIC ORGANIZER
• IF NARRATIVE PROVIDES A TIMELINE OF
ACTIONS, CAUSE/EFFECT ESSAYS EXPLAIN
WHY THAT SEQUENCE IS IMPORTANT.
• CAUSE/EFFECT WRITING IS ESPECIALLY
EFFECTIVE WHEN THE AUTHOR CAN GIVE A
CAUSE/EFFECT LINK THAT THE READER DID
NOT EXPECT, CAUSING THE READER TO
PERCEIVE THE ISSUE IN A NEW WAY.

TRANSITIONAL DEVICES
GUIDE QUESTIONS 1. PROBLEM IS 6.QUESTION/ANSWER
1. WHAT IS THE PROBLEM?
2. WHY IS THIS A PROBLEM? 2. DILEMMA IS 7. PUZZLE IS SOLVED
3. IS ANYTHING BEING DONE TO TRY TO 3. IF/THEN
SOLVE THE PROBLEM? 4. BECAUSE
4. WHAT CAN BE DONE TO SOLVE THE 5. SO THAT
PROBLEM?
EXAMPLE OF PROBLEM AND SOLUTION
DUE TO RISING NUMBER OF COVID-19 CASES, THE GOVERNMENT
IDENTIFIED POSSIBLE SOLUTIONS. ONE OF THE SOLUTIONS IS THE LIFTING
OF ECQ IN METRO MANILA AND NCR. THE TRANSMISSION OF DELTA
VARIANT IS THE COUNTRY IS ALSO ALARMING. THUS, THE GOVERNMENT
IS ENCOURAGING ALL PEOPLE TO BE VACCINATED IN THEIR LOCAL
GOVERNMENTS. THE HEALTH PROTOCOLS IN OTHER PLACES BECAME
STRICTER AS WELL. ALL THESE EFFORTS ARE FOR THE AIM OF LOWER
RECORDS OF ACTIVE CASES IN THE PHILIPPINES.
DESCRIPTION GRAPHIC ORGANIZER
• THE GOAL OF DESCRIPTION IS TO CREATE,
RECREATE, OR GRAPHICALLY DEPICT A
PERSON, LOCATION, EVENT, OR ACTION
SUCH THAT THE READER MAY VISUALIZE IT.
• IT IS PRIMARILY RELIANT ON SENSORY
ELEMENTS SUCH AS SIGHT, SOUND, SMELL,
FEEL, AND TASTE.

GUIDE QUESTIONS TRANSITIONAL DEVICES

1.WHAT ARE THE MOST IMPORTANT 1. FOR EXAMPLE
CHARACTERISTICS? 2. CHARACTERISTICS
2. HOW IS IT BEING DESCRIBED (WHAT 3. FOR INSTANCE
DOES IT LOOK LIKE, HOW DOES IT 4. SUCH AS
WORK, ETC.)? 5. INCLUDING
3.WHAT IS IMPORTANT TO REMEMBER 6. TO ILLUSTRATE
ABOUT IT?
EXAMPLE OF DESCRIPTION
WHEN YOU WALK INTO MY BEDROOM THERE IS A
WINDOW FACING YOU. TO THE RIGHT OF THAT IS A
DRESSER AND TELEVISION AND ON THE OTHER SIDE OF
THE WINDOW IS MY BED.
EXAMPLE OF DESCRIPTION
I am thrilled to introduce my favorite person at this
point of my life. He is a good person. To illustrate,
________________. Whenever I am with him,
_________________. For instance, ____________________.
DEFINITION GRAPHIC ORGANIZER
• DEFINITION GOES BEYOND A DICTIONARY
DEFINITION TO EXPLORE A TERM OR
NOTION AS WE REALLY USE AND
COMPREHEND IT.
• THIS IS GENERALLY A DEFINITION AND
EXAMPLE OF A CLASS, ATTRIBUTE, OR
FUNCTION. IT MAY INCLUDE WAYS THAT
SOMETHING IS SIMILAR TO OR DIFFERENT
FROM OTHER THINGS IN SOME CASES.
TRANSITIONAL DEVICES
GUIDE QUESTIONS
1.WHAT ARE THE MOST IMPORTANT 1. FOR EXAMPLE
CHARACTERISTICS? 2. CHARACTERISTICS
2. HOW IS IT BEING DESCRIBED (WHAT 3. FOR INSTANCE
DOES IT LOOK LIKE, HOW DOES IT 4. SUCH AS
WORK, ETC.)? 5. INCLUDING
3.WHAT IS IMPORTANT TO REMEMBER 6. TO ILLUSTRATE
ABOUT IT?
EXAMPLE OF DEFINITION
IN THE FIELD OF TEACHING, A LESSON PLAN IS IMPORTANT IN THE LIFE
OF AN EDUCATOR. THE OPEN UNIVERSITY (2017) EXPLAINED ITS
MEANING. TO UNDERSTAND WHAT A LESSON PLAN IS, IT IS IMPORTANT TO
FULLY UNDERSTAND THE CONCEPT OF A LESSON. A LESSON IS THUS A
PERIOD OF INSTRUCTION OR CONTACT BETWEEN THE TEACHER AND THE
LEARNERS WHICH IS TOTALLY DEVOTED TO A PRIOR IDENTIFIED, SPECIFIED,
AND SINGLE LIMITED TITLE, SKILL, CONTENT, OR IDEA. LESSON PLANNING
IS THE ACTIVITY WHICH THE TEACHER PERFORMS BEFORE THE ACTUAL
LESSON TAKES PLACE. A LESSON PLAN IS A DETAILED DESCRIPTION OF
THE INSTRUCTIONAL STRATEGIES AND LEARNING ACTIVITIES TO BE
PERFORMED DURING THE TEACHING/LEARNING PROCESS.
 GRAPHIC ORGANIZER
CLASSIFICATION
• THIS PATTERN TAKES ONE LARGE CONCEPT
AND DIVIDES IT INTO INDIVIDUAL PIECES.
• IT HELPS THE READER TO UNDERSTAND A
COMPLEX TOPIC BY FOCUSING ON ITS
SMALLER PARTS.

EXAMPLE OF CLASSIFICATION
THE LEARNING MODALITIES IN THE NEW NORMAL ARE CLASSIFIED AS MODULAR DISTANCE
LEARNING, WHERE PRINTED OR DIGITAL MODULES WILL BE DELIVERED TO THE HOMES OF THE
STUDENTS OR PICKED UP BY THEIR PARENTS OR GUARDIANS AT DESIGNATED PLACES, WITHIN
COORDINATED SCHEDULES. ANOTHER CATEGORY IS ONLINE DISTANCE LEARNING, WHICH
HAS TWO TYPES. THE FIRST ONE IS SYNCHRONOUS ONLINE DISTANCE LEARNING, WHERE
GROUP OF STUDENTS ENGAGING IN A LEARNING EVENT WITH THEIR TEACHER AT THE SAME
TIME, AND ASYNCHRONOUS ONLINE DISTANCE LEARNING, WHERE TEACHING MATERIALS ARE
POSTED ONLINE, AND LEARNERS WORK THROUGH THEM ON THEIR OWN SCHEDULE BASED ON
THEIR AVAILABILITY TO USE THE INTERNET.
 ARE YOU A MUSICIAN? WOULD YOU LIKE TO
CONNECT WITH OTHER MUSIC MAKERS? YOU’VE

LET’S TRY
GOT CHOICES WHEN IT COMES TO MUSICAL
PROGRAMS AT MORTON UNIVERSITY. IF YOU JOIN
THE MARCHING BAND, YOU’LL PLAY IN FRONT OF

THIS!
THOUSANDS AT OUR FOOTBALL GAMES. IF YOU
JOIN THE JAZZ BAND, YOU’LL PLAY AT OUR DANCES
AND ELITE ALUMNI EVENTS. EACH OF THESE
PROGRAMS CAN HELP YOU BECOME A BETTER
MUSICIAN. THE JAZZ BAND IS A LITTLE SMALLER
THAN THE MARCHING BAND BUT THERE IS MORE
ROOM FOR IMPROVISATION. OF COURSE IF YOU
JOIN THE MARCHING BAND, YOU’LL GET TO WEAR A
COOL CAPE

COMPARE & CONTRAST

 LOUIS ARMSTRONG WAS BORN TO A POOR FAMILY
IN LOUISIANA. HE GREW UP IN A ROUGH

LET’S TRY
NEIGHBORHOOD UNDER THE CARE OF HIS
GRANDMOTHER AND UNCLE. ARMSTRONG
LEARNED TO PLAY TRUMPET BY EAR AT AGE 11.

THIS!
AFTER GETTING ARRESTED FOR FIRING A GUN IN THE
AIR WHILE CELEBRATING NEW YEARS EVE, HE WAS
SENT TO A JUVENILE CORRECTIONAL HOUSE. HE
RECEIVED MUSICAL INSTRUCTION WHILE HE WAS
DETAINED AND ARMSTRONG SOON LED THE
INTUITION’S BAND. ARMSTRONG WOULD GO ON TO
CHANGE THE FACE OF JAZZ.

NARRATIVE
 DOGS MAKE GOOD PETS, BUT YOU HAVE TO TAKE
THEM OUTSIDE ALL OF THE TIME. CATS TAKE CARE OF
THEMSELVES, BUT WHO WANTS A STINKY LITTER BOX IN

LET’S TRY THEIR HOUSE? OWNING A PET IS NOT FOR EVERYBODY.

SOME PEOPLE JUST WANT THE COMPANIONSHIP OF A
PET WITHOUT ALL THE RESPONSIBILITY. RECOGNIZING

THIS! THIS SITUATION, AN ADVERTISING EXECUTIVE NAMED

GARY DAHL CREATED THE PET ROCK. THE PET ROCK IS
JUST A REGULAR ROCK, BUT IT COMES IN A CUSTOM
BOX WITH BREATHING HOLES AND HAS A 32-PAGE
TRAINING MANUAL. MILLIONS OF PEOPLE AROUND THE
WORLD, BUT MAINLY IN AMERICA, HAVE SATISFIED
THEIR DESIRE FOR A PET WITHOUT YIELDING TO
RESPONSIBILITIES OF PET OWNERSHIP BY GETTING A PET
ROCK. YOU CAN TOO.

PROBLEM & SOLUTION

 FOR BETTER OR WORSE, THE INTERNET CHANGED THE
MUSIC INDUSTRY. THE INTERNET ALLOWED PEOPLE TO
SHARE MUSIC WITH FRIENDS AND STRANGERS AROUND

LET’S TRY THE WORLD. WITH NO LAWS TO REGULATE ONLINE

MUSIC SHARING, MANY CONSUMERS DOWNLOADED
MUSIC FOR FREE INSTEAD OF PAYING FOR IT.

THIS! CONSEQUENTLY, THE MUSIC INDUSTRY MADE LESS

MONEY AND A LOT OF ARTISTS SUFFERED; HOWEVER,
THE INTERNET ALSO BROUGHT NEW TALENT TO THE
MARKET. BEFORE THE INTERNET, ARTISTS HAD TO SIGN
WITH LABELS TO BREAK THROUGH. THESE LABELS ACTED
LIKE GATEKEEPERS, BUT THE INTERNET ALLOWED ARTISTS
TO RECORD AND DISTRIBUTE ALBUMS AND VIDEOS BY
THEMSELVES. THE INTERNET CONTINUES TO CHANGE
THE MUSIC INDUSTRY.

CAUSE & EFFECT

KEY
TAKEAWAY
 EAPP
QUARTER 1 – MODULE 3
SUMMARIZING
TECHNIQUES
EAPP
QUARTER 1 – MODULE 3
PARAPHRASING SUMMARIZING
OWN WORDS CONDENSE/BRIEF
SYNONYMS SELECTIVE
SAME MEANING MAIN POINTS
SIMPLIFIED SIMPLIFIED
READER’S
RE-STATEMENT
PERSPECTIVE
CHECKLIST FOR PARAPHRASING
• Reread the original passage carefully in
order to fully understand the concept &
author’s meaning.
• Identify the main points of the passage.
CHECKLIST FOR PARAPHRASING
• Rewrite the passage in your own words
(not just substituting synonyms or order
for some of the text).
• Compare your text to the original and
use the 5-finger test.
(If you count more than 5 exact words, you need
to change it!)
4 “MUSTS”
• Be in your own words!
• Be near or longer than the original
passage.
• Be used to explain a difficult/complex
concept or passage.
• Convey the original meaning.
ORIGINAL
Her life spanned years of incredible change for
women as they gained more rights than ever
before.

PARAPHRASED
She lived through the exciting era of women's
liberation.
ORIGINAL
Giraffes like Acacia leaves and hay, and they
can consume 75 pounds of food a day.

PARAPHRASED
A giraffe can eat up to 75 pounds of Acacia
leaves and hay daily.
ORIGINAL
Any trip to Italy should include a visit to Tuscany
to sample the region's exquisite wines.

PARAPHRASED
Be sure to make time for a Tuscan wine-tasting
experience when visiting Italy.
ORIGINAL
Symptoms of influenza include fever and nasal
congestion.

PARAPHRASED
A stuffy nose and elevated temperature are
signs you may have the flu.
ORIGINAL
The price of a resort vacation typically includes
meals, tips and equipment rentals, which
makes your trip more cost-effective.

PARAPHRASED
All-inclusive resort vacations can make for an
economical trip.
CHECKLIST FOR SUMMARIZING
• Reread the original passage carefully in
order to fully understand the concept &
author’s meaning.
• Identify the main points of the passage.
CHECKLIST FOR SUMMARIZING
• Rewrite the passage using only the main
points of the original work (e.g., thesis
statement and conclusion)
• Compare your text to the original and
use the “vision test”. (The original work must be
twice the size as your work. If not, you need to “shrink” or
cut down the number of words you use!)
4 “MUSTS”
• Be in your own words!
• Be near or longer than the original
passage.
• Be used to explain a difficult/complex
concept or passage.
• Convey the original meaning.
• Just as Peanuts seems to have
absorbed so much of the popular
culture which preceded it, the comic
strip has had a profound influence on
the society and culture of its own time.
Peanuts affects and inspires our daily
lives, and not simply because we can
open our daily newspapers and find it
there without fail.
• According to M. Thomas Inge, the
comic strip, Peanuts, has a great
influence on our present-day culture
(104).
• According to M. Thomas Inge, the
comic strip, Peanuts, has a great
influence on our present-day culture
(104).
LET’S TRY
THINK OF A SHORT STORY/MOVIE AND USE THE
GIVEN SUMMARIZING TECHNIQUE
LET’S TRY
When you buy a mobile phone, you have to take care of it. One way
to do so is applying a screen protector to lessen the impact of falling
objects on the screen and result in other damages. In applying the
screen protector, clean the surface of your phone’s screen with a
soft cloth to remove any dirt or lint. Once the surface of your screen
is clean, remove the paper backing on the screen protector. Align
the screen protector to the screen of your phone. Evenly apply the
sticky side of the screen protector to your phone’s screen using the
least amount of pressure. Smooth out any air bubble trapped in
between the protector and the phone screen using a soft cloth.
Enjoy the added protection and enjoy your gadget.

Author, May 31, 2020

CORNELL NOTE TAKING
 EAPP
QUARTER 1 – MODULE 4
OUTLINING & THESIS
STATEMENT
EAPP
QUARTER 1 – MODULE 4
 THESIS STATEMENT
/thee-sis steyt-muhnt /
noun
THESIS 1. It is the sentence that states the
STATEMENT main idea of a writing assignment
and helps control the ideas within
the paper.

2. It is not merely a topic.

 THESIS STATEMENT
/thee-sis steyt-muhnt /
noun
THESIS 3. It often reflects an opinion or
STATEMENT judgment that a writer has made
about a reading or personal
experience

4. It should be specific
 THESIS STATEMENT
/thee-sis steyt-muhnt /
noun
THESIS 5. The thesis statement usually
STATEMENT appears at the end of the first
paragraph of a paper.
6. It makes a promise to the reader
about the scope, purpose, and
direction of the paper. It summarizes
the conclusions that the writer has
reached about the topic.
 THESIS STATEMENT
/thee-sis steyt-muhnt /
noun
THESIS 7. A thesis is never a question.
STATEMENT 8. A thesis is never a list
9. A thesis should never be vague,
combative or confrontational.
10. An effective thesis has a
definable, arguable claim.
 THESIS STATEMENT
/thee-sis steyt-muhnt /
noun
THESIS 7. A thesis is never a question.
STATEMENT 8. A thesis is never a list
9. A thesis should never be vague,
combative or confrontational.
10. An effective thesis has a
definable, arguable claim.
LET’S ANALYZE THE FOLLOWING STATEMENTS

1. Cost of Living
IT SHOULD NOT BE A TITLE/TOPIC.

2. The cost of living in Mountain City is lower than

in most other cities in the United States.
IT SHOULD NOT BE A TITLE/TOPIC.
LET’S ANALYZE THE FOLLOWING STATEMENTS

3. Mountain City Elementary is a good school.

IT SHOULD NOT BE GENERAL.

4. Daily writing practice has led to improved

writing skills for the students at Mountain City
Elementary.
IT SHOULD NOT BE GENERAL.
LET’S ANALYZE THE FOLLOWING STATEMENTS

5. Some problems with Mountain City Elementary

School is that it needs a larger playground, an
air-conditioned gym, an auditorium, restrooms
connected to each classroom, running water in
the classrooms, and a number of other physical
changes to the building.
IT SHOULD NOT BE TOO WORDY/LIST.
OUTLINING
 OUTLINING
Noun
1. a line or set of lines enclosing or
indicating the shape of an object in
a sketch or diagram
2. a general description or plan
giving the essential features of
something but not the detail.
https://www.merriam-webster.com/dictionary/outline
LET’S TRY
 EAPP
QUARTER 1 – MODULE 5
WRITING A
CRITIQUE
EAPP
QUARTER 1 – MODULE 4
CRITICAL APPROACHES
BIOGRAPHICAL CRITICISM
It focuses on the author’s life. It tries to gain a
better understanding of the literary work by
understanding the person who wrote it.

Typical questions involved in this approach

include the following:
CRITICAL APPROACHES
BIOGRAPHICAL CRITICISM
• What aspects of the author’s life are relevant to
understanding the work?
• How are the author’s personal beliefs encoded into the
work?
• Does the work reflect the writer’s personal experiences
and concerns? How or how not?
• What verifiable aspects of the author’s biography show
up in his or her work?
• Do places where the author grew up appear in his or her
work?
CRITICAL APPROACHES
FEMINIST CRITICISM
It focuses on prevailing societal beliefs about
women in an attempt to expose the oppression
of women on various levels by patriarchal
systems both contemporary and historical. It also
explores the marginalization of women in the
realm of literature itself.
Typical questions involved in this approach
include the following:
CRITICAL APPROACHES
FEMINIST CRITICISM
• How does the work portray the lives of women?
• How are female characters portrayed? How are the
relationships between men and women portrayed? Does
this reinforce sexual and gender stereotypes or challenge
them?
• How does the specific language of a literary work reflect
gender or sexual stereotypes?
CRITICAL APPROACHES
HISTORICAL CRITICISM
It focuses on the historical and social
circumstances that surrounded the writing of a
text. It may examine biographical facts about
the author’s life (which can therefore connect
this approach with biographical criticism) as well
as the influence of social, political, national, and
international events. It may also consider the
influence of other literary works.
CRITICAL APPROACHES
HISTORICAL CRITICISM
• What psychological forces and factors are involved in the
words, behaviors, thoughts, and motivations of the
characters in a story?
• Do dreams or psychological disorders play a part in the
work?
• How did the author’s life experiences affect his or her
intellectual and emotional formation? How is this
psychological impact evident in the text and/or the author’s
act of writing it?
• What unintended meanings might the author have
embedded or encoded in the work?
CRITICAL APPROACHES
PSYCHOLOGICAL CRITICISM
It applies psychological theories, especially Freudian
psychoanalysis and Jungian archetypal depth
psychology, to works of literature to explore the
psychological issues embedded in them. It may
analyze a story’s characters or plot, a poet’s use of
language and imagery, the author’s motivations for
writing, or any other aspect of a literary work from a
psychological perspective.
CRITICAL APPROACHES
PSYCHOLOGICAL CRITICISM
• How (and how accurately) does the work reflect the
historical period in which it was written?
• What specific historical events influenced the author?
• How important is the work’s historical context to
understanding it?
• How does the work represent an interpretation of its time
and culture?
CRITICAL APPROACHES
READER-RESPONSE CRITICISM
It emphasizes the reader as much as the text. It
seeks to understand how a given reader comes
together with a given literary work to produce a
unique reading.
CRITICAL APPROACHES
READER-RESPONSE CRITICISM
In the words of literature scholar Lois Tyson,
“reader-response theorists share two beliefs: (1)
that the role of the reader cannot be omitted
from our understanding of literature and (2) that
readers do not passively consume the meaning
presented to them by an objective literary text;
rather they actively make the meaning they find
in literature.”
CRITICAL APPROACHES
READER-RESPONSE CRITICISM
• Who is the reader? Also, who is the implied reader (the
one “posited” by the text)?
• What kinds of memories, knowledge, and thoughts does
the text evoke from the reader?
• How exactly does the interaction between the reader
and the text create meaning on both the text side and
the reader side? How does this meaning change from
person to person, or if the same person rereads it?
CRITICAL APPROACHES
FORMALIST CRITICISM
Formalism, along with one of its more
conspicuous modern iterations, New Criticism,
focuses on a literary text itself, aside from
questions about its author or the historical and
cultural contexts of its creation. The formalist
critic therefore tries to understand that meaning
by paying attention to the specific form of the
text.
CRITICAL APPROACHES
FORMALIST CRITICISM
• How does the structure of the work reveal its meaning?
• How do the form and content of the work illuminate each
other? What recurring patterns are there in the form, and
what is their effect?
• How does use of imagery, language, and various literary
devices establish the work’s meaning?
• How do the characters (if any) evolve over the course of
the narrative, and how does this interact with the other
literary elements?
WRITING A CRITIQUE PAPER
WHAT IS CRITIQUE PAPER?
• It is a paper that gives a critical assessment of
a book or article
• It is a systematic analysis of a piece of
literature that discusses its validity and
evaluates its worth
• Its main purpose is not informational, but
analytic and persuasive
WRITING A CRITIQUE PAPER
CRITIQUE PAPER IS ALSO KNOWN AS
• Critical response
• Critical book review
• Book review

• REACTION PAPER – ELEMENTARY LEVEL

• REVIEW PAPER – BALANCES OPNIONS WITH
FACTS.
• CRITIQUE PAPER – ACADEMIC IN NATURE
WRITING A CRITIQUE PAPER
INTRODUCTION
• AUTHOR
• TITLE
• DATE IF POSSIBLE
• AUTHOR’S THESIS STATEMENT
WRITING A CRITIQUE PAPER
BODY
• SYNOPSIS
• WHAT WENT WELL?
• WHAT WENT WRONG?
CONCLUSION
• SUMMARIZE YOUT THOUGHTS
• RESTATE YOUR THESIS
• OFFER RECOMMENDATIONS