EAPP REVIEWER EVIDENCE-BASED ARGUMENTS

AcAdemic LAnguAge used from VArious ❖ What is valued in an academic text is that
discipLines opinions are based on a sound understanding of
Lesson 1 the pertinent body of knowledge and academic
❖ An academic text is a written language that debates that exist within, and often external to
provides information, which contain ideas and a specific discipline.
concepts that are related to the particular
THESIS-DRIVEN
discipline.
❖ The starting point of an academic text is a
STRUCTURE particular perspective, idea or position applied
❖ The basic structure that is used by an academic to the chosen research problem, such as
text is consist of three (3) parts: introduction, body, establishing, proving, or disproving solutions to
and conclusion which is formal and logical. the questions posted for the topic.

TONE ACADEMIC LANGUAGE

❖ This refers to the attitude conveyed in a piece of
writing. ❖ is the language needed by students to do the work
❖ The arguments of others are fairly presented and in schools.
win an appropriate narrative tone. ➢ In textbooks, research papers, conferences in
spoken/written form.
LANGUAGE ➢ Used in school/work conversations
❖ Clear topic sentences enable a reader to follow ➢ Appropriate for written papers, classwork, homework
your line of thinking without difficulty. ➢ Very formal and more sophisticated in its expressions,
❖ Formal language and the third person point-of- such as words like “appropriate
view should be used. (talks about other people, ➢ Don’t use slang
he, she, it, they and their) ➢ Uses a variety of terms
❖ Technical language appropriate to area of ➢ Uses sentences
study may also be used, however, it does not ➢ Sentences don’t follow grammar conventions
mean using “big words” just for the sake of necessarily
doing so. (specific field or profession).
SOCIAL LANGUAGE
CITATION ❖ is the set of vocabulary that allows us to
❖ Citing sources in the body of the paper and communicate with others in the context of
providing a list of references as either regular daily conversations.
footnotes or endnotes is a very important ➢ In everyday interactions in spoken/written form
aspect of an academic text. ➢ For everyday conversation
❖ It is essential to always acknowledge the ➢ Used to write to friends, family, or for other social
source of any ideas, research findings, data, or purposes
quoted text that have been used in a paper as a ➢ Informal
defense against allegations of plagiarism. ➢ Can use slang expressions
➢ Can be repetitive
COMPLEXITY ➢ Can use phrases
❖ An academic text addresses complex issues ➢ Sentences begin with appropriate transitions
that require higher-order thinking skills to
comprehend.
Lesson 1.2
TEXT STRUCTURE

❖ Refers to the way of authors organize information in

text
❖ Recognizing the underlying structure of texts can
help students focus attention on key concepts and
relationships, anticipate what is to come, and Lesson 1.3
monitor their comprehension as they read.
TECHNIQUES IN SUMMARIZING ACADEMIC
TEXTS

❖ Summarizing is how we take larger selections of

text and reduce then to their bare essentials:
❖ the gist, the key ideas, the main goals.
❖ Webster’s calls a summary the “general idea in
brief form”
❖ it’s the distillation, condensation, or reduction of a
larger work into its primary notions.
 Text-oriented citation
❖ In a text-oriented citation, a paragraph or
sentence from a source is followed with the
surname of the author of the work and the year of
publication. The citation must be enclosed in
parentheses.
Lesson 2 ❖ Example: (Estacio, 2010)

PLAGIARISM Another way of citation

❖ Is a serious form of academic dishonesty and is ❖ Start the sentence or paragraph by using the
frowned upon in the academe. phrase “According to…” followed by the surname of
❖ Plagiarism is defined as the copying verbatim of the author and the year of publication enclosed in
language and ideas of other writers and taking parentheses.
credit for them. ❖ Example: According to Mendoza (1990)
❖ Similar to treating someone else’s belongings, you
need to respect the ownership of what is not yours.
❖ This respect can be preserved by using note-taking PLAGIARISM OF LANGUAGE
strategies and techniques for rephrasing materials ❖ Happens when an author uses the language of
for your work. Also, citations can be done to another writer and claims it as his or her own.
acknowledge the ownership of the work you used.
❖ Note-taking techniques such as summarizing, TYpes of noTe-TAking Techniques
using quotations, and paraphrasing are used to
address plagiarism of language. DIRECT QUOTATIONS
❖ This means that aside from citing work to attribute ❖ Using direct quotations is employed for statements
ownership of ideas, the language must observe that are so closely associated that the altering
novelty such that it expresses the ideas of works words may lose its rhetorical impact.
cited but at the same time employs the voice of the
author writing the academic paper. Below are some points to consider for employing direct
quotations:
TYpes of pLAgiArism
❖ Using direct quotations means to lift text and
PLAGIARISM OF IDEAS enclose them in quotations marks. In addition to the
❖ Occurs when credit for a work is ascribed to oneself author’s name, the page numbers are included.
untruthfully. ❖ If the text is too long, you may omit certain parts
and replace them with an ellipsis (…). If the words
Author-oriented citation omitted are at the end of the statement, another dot
is added, making it four.
❖ An author-oriented citation starts with the
❖ Interpolation may be done to insert notes within the
surname of the author, followed by the year of the
directly quoted passage to help readers understand
publication in parentheses.
the context of the statement. Interpolation is
❖ Verbs of statement such as argues, posits, and
marked by open and closed brackets.
emphasizes at the start of the paragraph or
❖ Using too many direct quotations does not reveal
sentence may be used.
your identity as an author. Specifically, it is
❖ Example: Pulido (2012) believes
important that you develop your own voice and style
of writing in expressing ideas.
SUMMARIZING ❖ A piece of writing that informs and persuades its
❖ Is a short restatement of the main idea of a text. audience by reasoned discourse.
Ideally, it is a third of the original text of your paper. THREE-PART ESSAY STRUCTURE

For developing your summary, the following tips may be

helpful:

❖ Make sure to read the text thoroughly and highlight

the important details in the text. Bear in mind that
certain details have relationships and these need to
be noted as well.
❖ After getting the main idea/s, use your own words in
your summary, make sure to check if the
relationships between ideas are established.
❖ When done with your summary, recheck your output
with the original to see if your output does not stray INTRODUCTION
from the original text. ❖ Provides the reader with the clear idea of the focus and
aim of the text.
PARAPHRASING ❖ Presents the topic of the essay or article.
❖ Is a restatement in your own words of the main idea ❖ often accompanied by a thesis statement
and supporting details of a text. ❖ Provides the context or background of the argument.
❖ A paraphrase may match the length of the original
work. BODY
❖ Where the essays or article’s argument, ideas, and
The following are also several ways in paraphrasing: results are developed and discussed.
Literal Paraphrasing – This type only replaces
CONCLUSION
vocabulary terms from the original text.
❖ Should not contain any new facts or ideas, but rather
Structural paraphrasing – This type changes the
function as brief statement of the main arguments and
sentence structure as well as the word class of key words of
facts that have been treated in the essay / article.
the original text.
Alternative Paraphrasing – The writer first poses
sTrATegies To hook reAders
questions about the text such as what the text is about, how
− question hook
the main idea is supported, and the stand of the author about
Are great way to grab a reader attention by posing a
the topic. Then, the writer answers these questions using
question that makes them thinks
his/her own words after reading the text, making sure that
all ideas are connected.
− strong statement hook
Grab the reader attention by making bold claim, posing
Lesson 3
WRITING STRATEGIES provocative question, or presenting a surpring fact

Essay − statistic or fact hook

A literary technique used in writing to immediately grab the
− Derived from the Latin verb exigere, which means
reader’s attention by presenting a surprising or relevant
to:
statistic, fact or number
• Examine
• Test
• Drive out
 − simile or metaphor hook ❖ A good thesis statement has clear boundaries.
Draw the reader in by creating a vivid comparison and Meaning, it sets limit to what the essay intends to
making the reader think about the topic in a new way explore.
OUTLINE
− description hook ❖ Together with the thesis statement, the outline is a
Grab the reader attention by vividly describing a scene, helpful tool for organizing your work.
character or event ❖ Set as a series of input, the outline shows the
logical arrangement of ideas to be included in your
− quotation hook essay.
Uses a quote to immediately the grab the reader’s attention ❖ In preparing an outline, there are two things to
and set the tone for the piece remember—outline format and principles.
TYpes of ouTLine formAT
Lesson 4 TRADITIONAL
INTRODUCTION ❖ uses roman numerals, letters, and numbers.
❖ two important components to consider—the thesis STANDARD
statement and the outline. − uses numbers alone.

THESIS STATEMENT
❖ Is the overall idea or argument of your work.
❖ It is a general statement that presents essential points
that leads the reader to the right direction.
❖ A good thesis statement should be focused and succinct,
and must be framed as a declarative sentence.
❖ Ideally, the statement should have at least three ideas
for principLes, consider The foLLowing:
that will be developed in succeeding sections of the
PARALLELISM – Entries should observe the same
work.
language structure.
COORDINATION – Entries should observe levels of
Thesis sTATemenT Vs. Topic senTence
importance.
❖ A thesis statement is different from a topic sentence in
SUBORDINATION – Entries should observe differences
two aspects.
of importance.
❖ First: the thesis statement is the main idea of the
DIVISION – Entries should at least be two to be sure
essay since an essay has several paragraphs. On the
that supporting points of a major idea are adequate.
other hand, a topic sentence serves as the main idea
PLANNING AN ESSAY
of a paragraph.
− Like thesis statements and outlines, writing essays
❖ Second: the thesis statement contains at least two
requires preparatory steps. An essay is similar to
supporting points which are developed in succeeding
research in that it requires planning and execution.
paragraphs. A topic sentence usually has just one
presenTed Are some sTeps for
supporting point.
pLAnning An essAY:
A good Thesis sTATemenT hAs seVerAL
− Determining the topic, purpose, role, and audience
quALiTies:
for the work
❖ A thesis statement is always framed as a
− Expanding subtopics
declarative statement. − Collecting sources and making notes
❖ A good thesis statement is focused, meaning it − Brainstorming, forming the thesis statement, and
provides supporting points that strengthen the main outlining
claim. − Drafting