LAN 105 Notes

St.
Paul College of Ilocos Sur

(Member, St. Paul University System)
St. Paul Avenue, 2727 Bantay, Ilocos Sur
Basic Education- Senior High School
FAAP and PAASCU Re – Accredited Level III
Maria Theresa P. Alonzo LAN 105 Reviewer

Grade 12 – St. Benedict Ms. Mariane Joyce Adviento
ACADEMIC TEXT
DIFFERENCES OF ACADEMIC TEXT
o has familiar or has a complex topic having
AND NON- ACADEMIC TEXT
long paragraphs filled with heavy text
consisting of challenging vocabulary and
composed of complex sentences. ACADEMIC TEXT
o a text that is specifically written for used
o written by academic researchers attached to
by college instructors or students, or it
universities. In the academic world, it’s
is a text your instructor assigned
considered important that quality of
because of it’s usefulness in your
material is assured and that new research
college course.
builds upon past research.
o expected to be precise, semi-formal,
impersonal, and objective.
EXAMPLES o formal, structured introduction,
including a thesis statement.
o Articles – published in scholarly journals.
o longer paragraph in the main body
– offers results of research and
o full expansion of ideas and presentation
development that can either impact the
of an argument with support from expert
academic community or provide relevance
sources.
to nation (building).
o referencing for all sources used.
o Conference papers - these are presented in
scholastic conferences, and maybe revised EXAMPLES
as articles for possible publication in
o Article
scholarly journals.
o Conference paper
o Reviews – these provide evaluation on
o Blog article
reviews of woks published in scholarly
o Thesis
journals.
o Reviews
o Theses and Dissertation - these are
o Essays
personal researchers written by a candidate
for college or university degree. NON - ACADEMIC TEXT
o written for the mass public.
FUNDAMENTALS OF READING o they are published quickly and can be
written by anyone.
o Formal Publication – facts, evidence,
o their language is informal, casual and
based on a research study.
may contain slang.
o Fictional Story – based on opinions that
evokes emotions and human perceptions.
St. Paul College of Ilocos Sur

o the author may not be provided and will not o The Reader is introduced to the topic
have any credentials listed. that will be discussed and to the
o there will be no reference list. argument that will be presented.
o can be found in periodicals, similar to time, o The Discussion or Analysis is
news week or rolling stone carried out and the results is
o maybe considered that writing is such: presented.
personal, emotional, impressionists, or o The Argument is summed up and
subjective in nature. Such writing is often conclusions are drawn.
found in personal journal entries, reader
response writing, memoirs, any kind of 1. INTRODUCTION
autobiographical writing, and letters, e-mails, o provide the reader with a clear
and text messages. idea of the focus and aim of the
text.
EXAMPLES
o topic of the essay or article will
o Short Stories be presented.
o a short contextualized introductory o often accompanied by a thesis
paragraph statement (claim that writer
o shorter paragraphs in the main body. wishes to make)
o provides the context or
background of the argument
IMPORTANCE o introduces the theoretical
o for research studies perspective, terminology, etc.
o for college (masteral) that will be used.
o more on objective o explains how the writing will be
organized.
IN ACADEMIC READING… Register – terminology used in a

particular area of interest.
o full concentration and comprehension are
required to understand the key ideas,
information, themes or arguments of the text. 2. BODY
o where the essays or articles’
STRUCTURE OF AN ACADEMIC arguments, ideas, and results are
TEXT developed and discussed.
o datas are based on facts nor
THREE-PART ESSAY STRUCTURE opinions

3. CONCLUSION 2. Formal
o should not certain any new facts or o should avoid colloquial words
ideas, but rather function as a brief and expressions.
restatement of the main arguments
and facts that have been treated in the 3. Objective
essay. o objective rather than personal
o imposes a challenge, brief restatement o has fewer words that refer to
of facts or the stand of the writer. the writer or the reader
o factual not bias
ACADEMIC WRITING PURPOSE
4. Explicit
starts with: o make it clear to the reader how
1. posing a question (develops the the various parts of the text are
critical thinking) related to each other.
2. problematizing a concept o unity and coherence
3. evaluating opinion o don’t make readers guess on
4. answering the questions posed what you’re talking
5. clarifying the problem
6. arguing a stand Unity – one main point
Coherence – connection of each
ideas
PURPOSE OF AN ACADEMIC TEXT
5. Accurate
o It is linear; tackles on one main point
o uses more vocabulary
or topic.
accurately; most subjects
o Avoid dissertations and repetitions
have words with narrow
specific meanings.
1. Complex
o free from error
o written language has longer
words, it is lexically more
6. Hedging
dense and it has more varied
o make decisions about your
vocabulary.
stance on a particular subject
o written texts are shorter and
or the strength of the claims
the language has more
you are making
grammatical complexity.
o “vague language”
o decisions about your stand

Examples: 3 STAGES
1. Before Reading
o Modal adjective
o Determine which type of
o Modal verbs
academic text you are reading
o That phrases
o Determine and establish your
o Introductory phrases
purpose of reading (expand
knowledge or just a hobby)
UNDERSTANDING ACADEMIC o Identify the authors purpose for
TEXTS: STRUCTURE AND PURPOSE writing (KWL)
o Predict or infer the main idea or
Purpose argument of the text base on its
o Writing is a form of communication title
for a reason or a purpose o Identify your attitude towards the
author and the text
Perspective o State what you already know and
o Writers opinion, point of view, what you want to learn about the
attitudes or feelings about a particular topic
idea; situation or topic o Determine the target audience
o Check the publication date for
CRITICAL THINKING relevance. It should have been
o Advancing your understanding published at most 5 years earlier
o Reading between the lines than the current year
o Think outside the box o Check the reference list while
o Exercise your judgement and not making sure to consider the
taking on the face value(shallow correctness of the formatting
thinking) style ( must be reliable, well
written, organized and well read)
CRITICAL THINKING STRATEGIES o Use concept map or graphic
o To understand easier the academic organizer to note your existing
and non-academic text ideas and knowledge on the topic
CRITICAL OR REFLECTIVE 2. During Reading

READING o ANNOTATION: to add notes
and comments
o Helps you identify the key arguments
o ANNOTATE important parts
presented by the author and analyses
of the text
concepts presented in a text

o ANNOTATING A TEXT can help you o Identify the evidence or supporting

determine essential ideas or information, arguments presented by the author
main ideas or arguments and new and check their validity or relevance
information or ideas o Identify the findings and note the
appropriateness of the research
WAYS TO ANNOTATE A TEXT
method used
o Write keywords or phrases on the margins
in bullet form 3. After Reading
o Write something on the page margin where
4 GUIDELINES
important information is found
o Write brief notes on the margin o Reflect on what you have learned
o Write question or information that you find o React on some parts of the text
confusing through writing ( comments,
o Write what you already know about the suggestions or recommendation,
ideas (do concept maps) feedbacks and notes)
o Write the limitations of the authors o Discuss some parts with your teacher
arguments or classmate
o Write notes on the reliability of the text o Link the main idea of the text to what
o Comment on the author biases you already know (locate also
o Use a concept map or any graphic organizer supporting details)
to note down the ideas being explained
o React on the argument presented in the text
OTHER READING STRATEGIES
o Underline important words, phrases or
sentences o SQ3R – stands for SURVEY (skim),
o Underline or circle meanings or definitions QUESTION, READ, RECITE
o Mark or highlight relevant or essential parts (recall) REVIEW
of the text o Survey
o Use heading and transition words to identify o Skim the target text
relationships in the text o Check the headings and
o Create a bank of unfamiliar or technical tables, diagram, or figures
words to be defined later presented in the text
o Use context clause to define unfamiliar or o Read the first view and
technical words last sentences of the text
o Synthesize (putting up together) authors to determine the key
arguments at the end of chapter or section information, details and
o Determine the main idea of the text facts

o Get a feel of the text o To apply this method make a

o Skimming( main idea ) table with three columns
o Scanning (specific details and
facts)
THESIS STATEMENT
o Question
o Annotate the headings with your o Presents or describes the point of
questions essay
o Develop questions on the types of o In the academic text the thesis
information you expect on the statement usually presented in the
text abstract or executive summary or
o Read found out the last part of the
o Look for answers to your introduction.
questions as you read the text o It is written in a declarative sentence
o Stop and slow down if the o In some cases in academic text, the
passage is not clear thesis statement is replaced with a
o Make sure to proceed reading purpose statements. Unlike the
only when you already thesis statement, the purpose
understand the previous text statement is introduce by signal
o Recite phrases that announces the purpose,
o Recount the main point of the text scope, or direction of the text as well
o Recall by writing a summary or as its focus.
synthesis base on what you
understand of the text SIGNAL PHRASES
o Highlight or underline the o This study examined…”
important points you read o This paper examines…”
o Review o The aim of this essay is to…:
o After finishing the text go back o This paper begins with…”
and re read that questions you o The primary objective of this paper is
wrote and see if you can answer to…”
them ; if not refresh your memory o The purpose of this essay is to…”
o Evaluate what you learn to ensure
that you are convince and STRATEGIES IN LOCATING
satisfied with the information THE THESIS STATEMENT
presented in the text
o Read the title of the text and make
o KWL Method (KNOW WHAT LEARN) inferences on its purpose.

o If the text has no abstract or executive o Observe the writing style of the author.
summary read the first paragraph as the thesis Focus specially on where she/he usually
statement is usually located. places his/her topic sentences.
o In other cases, you may also check the DIFFERENCES
conclusions where authors sum up and
review their main points. o The thesis statement is the basic
stand that an author takes and the
UNDERSTANDING AND LOCATING major point that he wishes to make
THE TOPIC SENTENCES about his subject.
o Contains the controlling idea of the
o The thesis statement presents or describes essay.
the points of the paragraph. o Is a single sentences that is used to
o It is the main idea of the paragraph. define purpose of your paper?
o It can be located in the beginning, middle or o Asserts the main claim or argument
last part of the paragraph. of your paper.
STRATEGIES IN LOCATING THE REMEMBER

TOPIC SENTENCES o A thesis statement is
o Not a title
o Read the first sentences of the paragraph o Not an announcement of the
very carefully because most authors state subject
their topic sentences in the beginning of the o Not a statement of absolute
paragraph. fact.
o Browse the sentences in the paragraph to
EXAMPLE
identify what they describe. The sentences
that best describes the topic of the paragraph Poor: Romeo and Juliet was written by W.
in the topic sentences. Shakespeare
o Find the concept or idea being tackled which
is colloquial term is the big word in the o A good thesis
paragraph. The sentence that defines the big o Is unified (it is linear has one
word is usually the topic sentence. major point )
o Identify the purpose of the paragraph. The o Is restricted (not too long; not to
sentence that presents or describe the purpose short.
is the topic sentence. o Is specific (not too general)

o A strong thesis statement makes a o deepen your understanding of the text

complex and unique argument that o learn to identify relevant information
someone could reasonably object to. or key ideas
o combine details or examples that
TOPIC SENTNCES support the main idea/s
o Are used in each paragraph of a paper o concentrate on the gist or main idea
o The first sentences of the paragraph that and keywords presented in the text
signals to the reader what the paragraphs o capture the key ideas in the text and
main idea will be. put them together clearly and
o The purpose of these are to develop and concisely
state the key idea to each paragraph in an o precise – exact
effort to define the point of the paragraph. o concise – brief
A TOPIC SENTENCES SHOULD WHAT IS NOT SUMMARIZING

o Relate back to the argument of the thesis; o write down everything
o Concisely summarized the key idea of the o write down ideas from the text word-
paragraph. for-word
o Can even contain key words from the thesis o write down incoherent and irrelevant
statement. ideas
o incoherent – off tangent and not
logical
BASICS OF SUMMARIZING
o write down ideas that are not stated in
SUMMARIZING the text
o write down a summary that has the
o often used in determining the essential ideas same length or is longer than the
in a book, article, book chapter, an article, original text
or parts of an article.
o done after or during reading FORMATS IN SUMMARIZING
o shortening
o three essential ideas include the gist (main 1. Idea Heading Format (summarized
idea), useful information or key words or ideas – citation)
phrases. o the summarized idea comes first
before the citation
SUMMARIZING HELPS YOU


2. Author Heading Format (authors – o find

summarized ideas) o demonstrate
o the summarized idea comes after o show
the citation. o purpose
o the name/s is/are connected by an
appropriate reporting verb. o Overall
3. Date Heading Format (date – o suggest

summarized ideas) o argue
o the summarized idea comes after o find
the date when the material was o show
published. o describe
o propose
o report
USING REPORTING VERBS WHEN
SUMMARIZING
REPORTING VERB
o a word used to discuss another person’s
writings or assertions.
o they are generally used to incorporate
the source to the discussion in the text.
In summarizing, you are highly encouraged
to vary the verbs use to make your writing
more interesting and to show importance
to each of your sources.
REPORTING VERBS ACCORDING TO

DISCIPLINE
(HYLAND 1999)
o Marketing
o suggest
o argue

COMPARING SUMMARIZING, PARAPHRASING AND DIRECT QUOTING

SUMMARIZING PARAPHRASING DIRECT QUOTING
o does not match the source o does not match the source o matches the source word-
word-for-word word-for-word for-word
o involves putting the main o involves putting a passage o usually a short part of the
idea/s into your own words from a source into your text
but including only the own words o must be attributed to the
main points o changes the words or original source
o presents a broad overview, phrasing of a passage but
usually much shorter than retains and fully
the original text communicates the original
o must be attributed to the meaning
original source o must be attributed to the
original source
WHEN TO USE REPORTING VERB
SUMMARIZING PARAPHRASING DIRECT QUOTING

1. Summarize the text that 1. Paraphrase a short text 1. Quote a text that conveys
has long sections with one or two sentence or powerful message or will
2. Summarize when you want a paragraph of a maximum show less impact if it is a
to: of five sentences paraphrased or
a. avoid or minimize 2. Paraphrase when you want summarized
direct quotation; or to: 2. Quote directly when you
use the main idea of a. avoid or minimize want to:
the text and write in direct quotation a. begin your
your own words b. rewrite the author’s discussion with the
words by not changing author’s stand
the message or use b. highlight the
your own words to the author’s expertise in
author’s ideas your claim,
argument, or
discussion

PRЀCIS WRITING REMEMBER

o sometimes called the critical summary o In précis writing it is necessary to say as
o this generally asks the writer to convey a much as possible in as few words as
deeper understanding of the overall possible.
argument rather than to simply paraphrase o (A word may substitute for a phrase and a
specific ideas of the source text. phrase for a clause.)
o critical summaries often serve as the first o Generally, a précis should be written in
step in writing a literature review. reported or indirect speech. This means
o art of summarizing a précis will be in third person, in the
o subtraction, condensation, abbreviation past tense.
o pruning
o Précis is a brief, original summary of the QUALITIES
important ideas given in a long section 1. Clarity
o mark by its brevity (brief), precision (precise) o It is the basic and essential need of a
o it is a concise and lucid (clear) summary that précis.
forsakes all unnecessary details. o The ideas should be clear and
o it seeks to articulate another author’s thoughts understandable.
by extracting the maximum amount of o To inform not to entertain
information ad carefully conveying it in a 2. Correctness
minimum number of words. o Ensure that the facts and figures are
o PURPOSE: Précis writing aims at intelligent correct.
reading and clear, accurate writing. o Structure of sentences and spellings
o a précis is NOT re-writing or interpretation of of words must be correct.
the original. 3. Objectivity
o a précis is NOT an ESSAY. It provides readers o The ability to preset or view facts
with the information about its significance and uncolored by feelings, opinions, and
worth. personal bias.
o as a rule, a précis is ¼ of the original length, o A précis should be purely a summary
except as noted. of the original text without any
o it is not written with words from the original, addition.
though you are welcome to use some quotes if 4. Coherence
appropriate. (use your own words) o This means the logical and clear
o it follows the standard format: an author’s interconnection of ideas in a written
thesis and methods he uses to represent it, work.
results, and conclusion. o Ideas are interconnected with each
other.

5. Completeness
o A précis should be complete in all aspects
o This means that you should include all the
important facts. Mentions
about history
6. Conciseness Remove the Retain the or writing
o This means to say that needs to be said and unnecessary core essence about history
. of the work. must be in
no more. Write what is necessary and
past tense.
avoid writing unnecessary details.
o In achieving this, notice the following
strategies:
o Omitting unnecessary details
o Eliminate wordy expressions
o Include only relevant materials
o Avoid unnecessary repetition
Write in 3rd
RULES IN WRITING A PRÉCIS Write in a
State the person,
reported
purpose of indirect
o DO’S IN A PRÉIS: speech
the research. form, and
format.
past tense.
Retain
Highlight Compress important
the main and clarify a concepts,
idea. lengthy text. keywords,
and data.
Review the Make sure Count the

draft and there are no words of your
precis and put
remove the language them in a
o Remove illustrations (charts, diagrams, chinks. related parenthesis at
and tables), amplifications (examples), (weak spots) errors. the end.
and embellishments (extra).

o DON’T’S IN A PRЀCIS:
o Don’t express your on opinion, wish, remark
or criticism
o Don’t insert any question in the précis.
o Don’t use the abbreviations or contractions
(can’t, don’t).
o Don’t disarrange the ideas from the original
text.
PRЀCIS
o French word for summary
o More complex than summary
PRЀCIS WRITING
o Art of summarizing
HOW TO WRITE A PRЀCIS
1. Read the original piece CAREFULLY.
2. Specify the main points and arguments.
3. Consider the evidence used by the author.
4. Research unfamiliar material.
5. Identify the appeals used by the author.
6. Evaluate how the author conveyed meaning.
7. Restate the thesis.
8. Write 1-2 sentence summary of each of the
article.
9. Describe the piece in your own words.
10. Reread the article and compare it with your
summary.
11. Write your final draft and review.

LAN 105 Notes

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St.

Paul College of Ilocos Sur

Maria Theresa P. Alonzo LAN 105 Reviewer

Maria Theresa P. Alonzo LAN 105 Reviewer

IN ACADEMIC READING… Register – terminology used in a

Maria Theresa P. Alonzo LAN 105 Reviewer

Maria Theresa P. Alonzo LAN 105 Reviewer

CRITICAL OR REFLECTIVE 2. During Reading

Maria Theresa P. Alonzo LAN 105 Reviewer

o ANNOTATING A TEXT can help you o Identify the evidence or supporting

Maria Theresa P. Alonzo LAN 105 Reviewer

o Get a feel of the text o To apply this method make a

Maria Theresa P. Alonzo LAN 105 Reviewer

STRATEGIES IN LOCATING THE REMEMBER

Maria Theresa P. Alonzo LAN 105 Reviewer

o A strong thesis statement makes a o deepen your understanding of the text

A TOPIC SENTENCES SHOULD WHAT IS NOT SUMMARIZING

SUMMARIZING HELPS YOU

Maria Theresa P. Alonzo LAN 105 Reviewer

2. Author Heading Format (authors – o find

3. Date Heading Format (date – o suggest

REPORTING VERBS ACCORDING TO

Maria Theresa P. Alonzo LAN 105 Reviewer

COMPARING SUMMARIZING, PARAPHRASING AND DIRECT QUOTING

WHEN TO USE REPORTING VERB

SUMMARIZING PARAPHRASING DIRECT QUOTING

Maria Theresa P. Alonzo LAN 105 Reviewer

PRЀCIS WRITING REMEMBER

Maria Theresa P. Alonzo LAN 105 Reviewer

Review the Make sure Count the

Maria Theresa P. Alonzo LAN 105 Reviewer

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