FUNDAMENTALS OF

READING ACADEMIC
TEXTS
 OBJECTIVES
- - determine the purpose of reading
- - identify the features of academic texts
- - differentiate academic texts from nonacademic
texts
- - use critical reading strategy in reading academic
texts
- - annotate academic texts
- - discuss key ideas or information
- - write a synthesis of information from various
academic texts read
 Let’s Warm Up
1. Form a group of three.
2. Your teacher will read
various passages from various
texts. After each passage is
read, you have to determine
whether it came from a formal
publication or from a
fictional story.
 Let’s Warm Up
3. The group that guesses the
most number of passages correctly
wins.
1.If over my tomb someday,
you would see blow,
1. A simple humble flow’r
amidst thick grasses.
2. The Philippines has
recently experienced economic
growth despite the global
economic slowdown.
3. By their fruits, you
shall know them.
4. Democracy becomes
meaningless if it fails to
satisfy the primary needs of
the common man, if it cannot
give him freedom from fear on
which a strong republic can be
built.
5. If I still think of her
today
Why didn’t I tell her long
ago?
I could have saved all
wondering
For I’d have peace if I did
know.
6. People may daydream to
accomplish in their
imagination what they cannot
accomplish in reality.
7. I shall be telling this
with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wodd,
and I –
I took the one less traveled
by, And that made all the
difference.
8. Choosing a career and
making plans to obtain the
necessary training for that
career are important steps in
preparing for your future.
9. To anyone who continues to
deny the reality that is
climate change, I dare you to
get off your ivory tower and
away from the comfort of your
armchair.
10. What my country is going
through as a result of this
extreme climate event is
madness. The climate crisis is
madness.
11. Wrap a monkey in gold; he
will stay a monkey yet.
12. As a teenager, you have
several factors working for
you.
 LET’S LEARN
The texts you read in school are
different from the texts you
read during your leisure time.
While the texts you read for
pleasure such as graphic novels
or magazines, can be likened to
the appeal of sweet desserts,
academic texts are more like the
heavy main course.
 Below are some examples
of academic texts
Academic Texts Description

Articles Published in scholarly journals, this type of academic

text offers results of research and development that can
either impact the academic community or provide
relevance to nation-building.

Conference Papers These are papers presented in scholastic conferences,

and may be revised as articles for possible publication in
scholarly journals.

Reviews These provide evaluation or reviews of works published

in scholarly journals.

Theses, These are personal researches written by a candidate

Dissertations for a college or university degree.
While watching, note the descriptions
and differences of academic and non-
academic text using the Venn diagram.

Academic text Non-academic text

• Aside from the fundamental
differences in content and form, the
difference between academic and
non-academic texts lies in the
approach you take when reading
them.
 Reading Goals

It is important that you know

your purpose for reading
early on, so you can save
time and improve your
comprehension.
1. Why am I reading this
text?
2. What information or pieces
of information do I need?
3. What do I want to learn?
 General purposes for reading an academic
text:

- - To better understand an
existing idea
- - To get ideas that can
support a particular
writing assignment
- - To gain more information
 General purposes for reading an academic
text:

- - To identify gaps in
existing studies
- - To connect new ideas to
existing ones
 Structure of Academic Texts

- Academic texts are

typically formal. They have
a clearly structured
introduction, body, and
conclusion. They also
include information from
credible sources which are,
in turn, properly cited.
 Structure of Academic Texts

- They also include a list of

references used in
developing the academic
paper.
 Content and Style of Academic Texts

- Academic texts include concepts

and theories that are related
to the specific discipline they
explore. They usually exhibit
all the properties of a well-
written text i.e.,
organization, unity, coherence
and cohesion, as well as strict
adherence to rules of language
use and mechanics.
 Content and Style of Academic Texts

In general, authors observe the

following when writing academic
texts.
 They state critical questions and
issues.
 They provide facts and evidence
from credible sources
 They use precise facts and
evidence from credible sources.
 Content and Style of Academic Texts

 They use and precise and accurate

words while avoiding jargon and
colloquial expressions.
 They take an objective point-of-
view and avoid being personal and
subjective.
 They list references. They use
hedging or cautious language to
tone down their claims.
 Here are some examples of hedging
expressions used in academic texts.
Types Examples As used in
the sentence
Modal May, might, can, The measure
auxiliary could, would, might have
verbs should negative
effects on the
patients
health.
Modal lexical to seem, to appear The discussion
verbs doubting (epistemic verbs), appears to have a
and evaluating to believe, to positive
rather than merely assume, to implications.
describing suggest, to
estimate, to tend,
to think, to argue,
to indicate, to
propose, to
speculate
Probability Possible, A of significant
adjectives probable, un/likely changes are
possible. number
Nouns Assumption, There are a
claim, possibility, number of claims
estimate, pertaining to the
suggestion possibility of
divorce.
Adverbs Perhaps, possibly, The proposal is
probably, practically an
practically, likely, answer to the
presumably, confusion.
virtually,
apparently
Indicators of Approximately, Fever is present in
degree, quantity, roughly, about, about a third of
frequency and often, cases.
time occasionally,
generally, usually,
somewhat,
somehow, a lot of
Introductory Believe, to our The committee
phrases knowledge, it is believes that the
our view that, we issue needs to be
feel that explored
“If” Clauses If true, if anything If anything, the
opinion holds a
number of truths.
Compound hedges Double hedges: This probably
seems reasonable, indicates that the
looks probable; it assigned personnel
may suggest that; it is misinformed
seems likely that; it
would indicate that;
this probably
indicates
Treble hedges: it
seems reasonable to
assume that
Quadruple hedges: it
would seem
somewhat unlikely
that, it may appear
somewhat
speculative that
“FOUR PICS ONE WORD"

S
I NETNEERI T
SNEO
CRT ICOI
N
T
“BOTH IN THE BOAT?”

A = {1, 2, 3, 4, 5, 6, 7}
C = {9, 10, 3, 8, 4, 2}

{2, 3, 4}
 “BOTH IN THE BOAT?”

B = {x│x is a distinct letter in

the word “CONFIDENCE”}
K = {R, O, Y, G, B, I, V}

{O, I}
 “BOTH IN THE BOAT?”

H = {x│x is a quadrilateral}
J = {x│x is a polygon visible
in the Philippine Flag}

{rectangle, trapezoid}
 “BOTH IN THE BOAT?”

E = { x2 | x is a negative integer}
M = {x3│x is a positive integer}

{1}
 “BOTH IN THE BOAT?”

L = {x│x is a color of the rainbow}

K = {R, O, Y, G, B, I, V}

{ } or Ø
 “JOINT TO THE WORLD!”

B = {x│x is a distinct letter in the word

A = {1, 2, 3, 4, 5, 6, 7}
“CONFIDENCE”}

C = (4, 7, 8, 1, 3, 4, 2} D = {x│x is counting number from 1 to 7}

F = {x│x is a letter equivalent of 1 to 10 in

E = {10, 8, 9, 7, 5, 6, 3, 1, 2, 4}
Roman Numeral System}

G = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9} H = {x│x is a quadrilateral}

I = {square, rectangle, J = {x│x is a single digit number in the Hindu

rhombus} Arabic System}

K = {R, O, Y, G, B, I, V} L = {x│x is a color of the rainbow}

M = {red, blue, yellow} N={ }
Prepared by: Aldrin M. Manlusoc
STE MATH TEACHER
 INTERSECTION
Definition:
Intersection of Sets:
“The intersection of two U
sets A and B, written as
A ∩ B, is the set of all A B
elements common to
sets A and B”

A ∩ B = { x I x ∈ A and x ∈ B }
 Given: U = { d, e, f, g, h, i, j }
A = { d, f, g, h, j }
B = { e, i }
C = { e, g, h }

1. A ∩ C = { g, h }
2. A ∩ U = { d, f, g, h, j } = A
3. A∩∅= { }=∅
4. B∩C= {e}
5. B ∩ U = { e, i } = B
Prepared by: Ald
6. B∩∅= { } =∅ S
 Given: U = { d, e, f, g, h, i, j }
A = { d, f, g, h, j }
B = { e, i }
C = { e, g, h }

1. A∩B= { }=∅
2. A∩ C ∩ U ={h}
3. (A ∪ U) ∩ (B ∪ C) = { e, i, g, h}
4. (A ∩ U) ∪ (B ∩ C) = { d, e, f, g, h, j }
5. True or False: B ∩ B = B ∪ B True
6. True or False: B ∩ U = B ∪ ∅ True
MISSING LINK!

oxygen
Carbon Carbon dioxide
oxygen
MISSING LINK!

HERBIVORES OMNIVORES CARNIVORES

MISSING LINK!

RED YELLOW
MISSING LINK!

FIREMAN FIREFIGHTERFIREWOMAN
MISSING LINK!

PRIME NUMBERS 2 EVEN NUMBERS

 INTERSECTION
If A = { d, f, g, h, j } and C = { e, g, h }, then
{ g, h }
A ∩ C is ____________.

d
g
A f e C
h
j
 INTERSECTION
Shade the region that corresponds to your
answer:( M ∩ A ) ∪ G
A

M GG
SOLVING USING VENN DIAGRAM
Problem 1:
Thirty elementary teachers were asked
which field/subject in Mathematics they
appreciated: algebra or geometry.
Seventeen appreciated algebra and fifteen
appreciated geometry. Of these, five said
that they appreciated both. How many
appreciated neither?
SOLVING USING VENN DIAGRAM
Solution:
First, draw two overlapping circles and
labeled A for Algebra and G for Geometry.

A G
U
SOLVING USING VENN DIAGRAM
Solution:
Since five teachers appreciated both
Algebra and Geometry, we place a “5” in
the intersection of A and G.

A G
U
SOLVING USING VENN DIAGRAM
Solution:
Seventeen must be in A circle; thus 12
must be in the remaining part of A.

12 5

A G
U
SOLVING USING VENN DIAGRAM
Solution:
Similarly, 10 must be in the G circle
outside the intersection.

12 5 10

A G
U
SOLVING USING VENN DIAGRAM
Solution:
Thus, we have accounted for 12 + 5 + 10 = 27
teachers. This leaves three of the 30 teachers who
appreciated neither Algebra nor Geometry.

12 5 10

A G
U
SOLVING USING VENN DIAGRAM
Solution:
Therefore the answer to the question:
How many appreciated neither algebra nor geometry?
3 elementary teachers
3

12 5 10

A G
U
 ENRICHMENT ACTIVITY:
2. A group of 51 teenagers were interviewed
about their preferred games. 48 of them prefer
outdoor games or indoor games. 28 prefer
outdoor games and 22 prefer indoor games.
How many teenagers prefer both?
3

28 - x x 22 - x

I O
U
 ENRICHMENT ACTIVITY:
2. A group of 51 teenagers were interviewed
about their preferred games. 48 of them prefer
outdoor games or indoor games. 28 prefer
outdoor games and 22 prefer indoor games.
How many teenagers prefer both? 51 – 48 = 3
28 – x + x + 22 –x = 48 3
50–x = 48
- x = 48 - 50 28 - x x 22 - x
- x = -2 26 2 20
x=2 I O
2 teenagers prefer both U
 QUIZ
Direction: Perform the 3. A∩B=
indicated operation on set. 4. E∩C=
Given: 5. B∩D=
6. U∩C=
U = {1, 2, 3, 4, 5, 6, 7, 8} 7. E∩U=
A = {1, 3, 4, 5, 8} 8. ∅∩C=
B = { 2, 7} 9. U∩∅=
C = {2, 7, 6} 10. { }∩D=
D = {6} 11. A∪(C∩D)=
E = {6, 7, 8} 12. (D∩C)∪(B∩C)=
13. (A∪D)∩(C∪E)=
1. B∩C= 14. B∩C∩E=
2. D∩C= 15. (A∪D)∩U=
 QUIZ
Direction: Solve the problem using Venn Diagram
A class of 40 kindergarten pupils were asked to get colored
balloons. However, only three types of colored balloons were
chosen. Seven pupils chose red, yellow and green balloons;
10 chose red and yellow; 15 chose yellow and green; 17 chose
red and green; 25 chose red balloons, 20 chose yellow
balloons and 29 chose green balloons.
Problem:
How many pupils
a. prepared not choose any balloon?
b. chose red balloons only?
c. chose green balloons only?
d. chose yellow balloons only?
e. chose red and green but not yellow balloons?
f. chose yellow and green but not red balloons?
g. chose at most 2 balloons?
h. chose at least 2 balloons?
i. chose yellow or red balloons?
 ASSIGNMENT
Answer the following:
1. What is difference of sets? What is
complement of sets? What is
relative complement of sets?
2. How is difference and complement
of sets are related to each other?
3. Study the difference and
complement of sets.
 REFERENCES
College Algebra by Renato R.
Daquioag, et.al.. (2006). pp. 1 – 13.
College Algebra with Pictograph
Models by Benjamin C. Dayrit and
Sergio E. Ymas Jr. (2007) pp. 1 – 6.