EAPP Comprehensive Module Notes (SY 2021-2022 Navotas City Division)

Module 1: The Nature of Academic Texts

  • Purpose of the module: help you master the Nature of Academic Texts; adaptable across learning contexts; recognizes diverse vocabulary levels.

  • What is an Academic Text?

    • A formal writing genre that uses strict style, register, and formats.

    • Involves breaking down ideas, using deductive reasoning, formal voice, and third-person point-of-view.

    • Written material is organized in a specific manner; Academic texts state what you’re thinking and what evidence contributed to that thinking.

  • Content and Style of Academic Texts

    • Academic texts consist of concepts and theories related to a specific discipline.

    • Must exhibit properties of a well-written text: organization, unity, coherence; adherence to rules of language and mechanics.

  • Writer obligations in academic writing

    • Questions and issues must be stated critically.

    • Credible sources provide facts and evidence.

    • Avoid jargon and colloquial expressions; use precise and accurate words.

    • Writers must avoid personal and subjective tone; maintain objectivity.

    • Include a list of references.

    • Hedge language to tone down claims (hedges).

  • Differences between Academic and Non-Academic Texts

    • Audience: Academic/Particular vs Public/General

    • Content: Serious ideas vs personal/general interests

    • Style: Complex sentences; avoid colloquialisms; no slang (e.g., stuff, sort, thing)

    • Structure: Logical, polite, vivid; clearly explained

    • Grammar: Free from mistakes; fully formed sentences

    • Vocabulary: Discipline-specific terms vs everyday vocabulary

  • Types of Academic Texts (examples)

    • Description

    • Articles (scholarly journals)

    • Conference Papers

    • Reviews

    • Theses, Dissertations

  • Hedging expressions used in academic texts (types and examples)

    • Modal auxiliary verbs:

    • may, might, can, could, would, should

    • Example: The results might have a positive effect on human health.

    • Modal lexical verbs indicating doubt/evaluation: to seem, to appear, to believe, to suggest, to estimate, to tend, to link, to argue, to propose, to speculate

    • Probability adjectives: possible, probable, unlikely

    • Nouns: the assumption, claim, possibly, estimate, suggestion

    • Adverbs: perhaps, possibly, probably, likely, virtually, apparently

    • Indicators of degree, quantity, frequency, time: approximately, roughly, about, often, generally, usually, somewhat, a lot of

    • Introductory phrases: believe, to our knowledge, it is our view that, we feel that

    • If clauses: If true, If anything

    • Hedge scales: double hedges (seems reasonable), table hedges (it seems likely that, this probably indicates), treble hedges (it seems reasonable)

  • Features of academic texts (significance and implications)

    • Formality and impersonal stance; avoidance of personal pronouns where appropriate

    • Objectivity and signposting to guide readers

    • Explicitness via clear conjunctions and transition phrases (e.g., Moreover, Furthermore, In addition, However, Thus)

  • Academic language by discipline: cross-disciplinary text types

    • Mathematics Texts: recognizable by symbols for operations; notations and formulations; used in problem-solution contexts

    • Business Texts: polite communication; conventions and practices

    • Social Science Texts: jargon (e.g., executive branch, profits, social class); interpretation of data

    • Natural Science Texts: drawings/diagrams to explain concepts; retain factual information

    • Literature and the Arts Texts: discipline-specific terms; connotative language; figures of speech; poetic license; analysis of form and style

  • Examples of academic texts and hedging usage (summary guide)

    • Hedging indicators help tone claims appropriately and avoid overstatement

    • Use of signposts to structure arguments clearly

  • Activities (as listed in the module)

    • ACTIVITY: MIX AND MATCH (matching features to hedging and other academic text features)

  • Connections and relevance

    • Links to previous lectures: understanding what constitutes academic discourse; distinguishing audience expectations; applying hedging and signposting in writing

    • Real-world relevance: professional/academic communication demands precision, credibility, and rigorous justification

Module 2: Structures of Academic Text

  • Core concept: text structure is the organizational pattern of information in a text; it can shift within a work and even within a sentence.

  • Why identify text structures?

    • Tests and comprehension; helps readers locate main ideas and supporting details

  • Types of text structures and their features

    • Descriptive: lists characteristics/attributes; keywords include for example, such as, including, is like

    • Process: lists items/events in numerical or chronological order; explicit/implicit cues like first, second, next, finally, etc.

    • Compare and Contrast: show how two or more items are alike or different; keywords such as however, on the other hand, similarly, in comparison, whereas

    • Cause and Effect: present causes and effects; cue words like if/then, reasons why, as a result, therefore, because, consequently

    • Problem and Solution: outline a problem and one or more solutions; cues like problem is, dilemma is, if/then, why, how, etc.; includes sections: problem, significance, solution(s), rationale

  • Graphic organizers and graphic-based tasks

    • Use of graphic organizers to map out problem-solution structures; example: Traffic During Rush Hours organizer

  • Practical exercises from the module

    • ACTIVITY: FILL IT IN (Problem-Solution text structure graphic organizer)

  • Cross-text connections and real-world relevance

    • Understanding structure aids in analyzing arguments, reports, and policy documents

Module 3: Techniques in Summarizing Academic Texts

  • Definition and goals of summarizing

    • Distill essential concepts into a brief form (one or two paragraphs)

    • Two aims: reproduce overarching ideas; express these ideas with precise language

  • Preview and extraction steps for effective summary

    • Preview: include title and author in the first sentence; thesis/central concept stated in your own words

    • Identify thesis, main ideas, and section-level organization; group related paragraphs

    • Omit non-central ideas; avoid reproducing exact progression; omit minor details; avoid personal opinions in the summary

    • Avoid plagiarism: quotations should be quoted; otherwise write in your own words

  • Ways of summarizing used by professionals

    • Multiple techniques for different text types; general strategies include:

    • Read more than once

    • Highlight theme and topic; restate in own words

    • Locate main arguments and summarize them concisely

    • Ensure the summary is shorter than the original

    • Specific summarizing techniques advanced in the module:

    • 3-2-1 (three facts learned, two questions, one opinion)

    • Acronyms to capture main ideas

    • Advance organizers and graphic organizers for outlines or mind maps

    • Building a model (three-dimensional representations of concepts)

    • Jigsaw (cooperative chunking of text and assignment of roles)

    • Somebody-Wanted-But-So (S-W-B-S) for narrative summarization

    • The Gist (20 base words for a gist-based summary)

    • The Cornell Method (two-column note-taking for non-chronological content)

  • Practical examples and activities

    • Activities illustrate how to apply summarizing approaches to varied texts

  • Relevance to study and professional work

    • Summaries support quick assimilation of long articles, reports, and policy documents

Module 4: Forming an Academic Thesis Statement

  • What is a thesis statement?

    • A focused, one- or two-sentence claim that tells what the paper will argue or explain

    • It is developed, supported, and explained throughout the text with evidence and examples

  • Tips for writing a thesis statement

    • Determine the kind of paper (analytical, expository, argumentative)

    • Be specific: limit the scope to what you will discuss; support with evidence

    • Position statement usually appears at the end of the first paragraph

    • Be prepared to revise as the paper’s focus evolves

  • Types of thesis statements and examples

    • Analytical: breaks down an issue into parts and evaluates them

    • Examples: explain the analysis of the college admission process; explain the challenges facing admissions counselors

    • Expository: explains something to the audience

    • Argumentative: makes a claim and justifies with evidence (claim could be an opinion, policy proposal, evaluation, cause-and-effect, or interpretation)

  • What is not a thesis statement?

    • Not an announcement; not overly broad; should present a viewpoint to support, not just state a topic

  • Activities: constructing thesis statements

    • Position paper outline example: Punish Children for their Crimes (claims about lowering criminal liability age)

    • Thesis-writing prompts: topics include class disruption in school, life challenges, traits of a good friend, favorite literary character, motorcycle regulation

  • Practical application

    • A strong thesis guides the essay structure, evidence selection, and argument development

Module 5: Outlining Academic Texts

  • The skill of outlining

    • An outline is a hierarchical organization of main topics, subtopics, and supporting details

    • Group related content by content similarity; maintain consistent organization across levels

    • Each level should have at least two subcategories as per major style manuals

  • Outline example: Thesis-centered outline

    • Thesis: To succeed in the classroom, college students need to utilize resources throughout their college careers

    • I. Advising

    • A. Find the right program and career field

    • B. Implement a plan for fulfilling program requirements

    • C. Sign up for correct classes

      • 1. Verify prerequisites

      • 2. Find times that work

      • 3. Locate proper instructor

    • D. Evaluate progress

    • II. Help with content

    • A. Study groups

    • B. Tutoring (Drop-in, Individual)

    • III. Technology

    • A. Computer labs

    • B. Academic websites

    • C. Forums and online discussions

  • Types of outlines

    • Sentence Outline: uses complete sentences; comprehensive planning

    • Topic Outline: uses keywords/phrases for quick reference

  • Forms of outline notation

    • Alphanumeric Outline: Roman numerals, capital letters, Arabic numerals, lowercase letters

    • Decimal Outline: decimal notation showing relationships between levels

  • Basic principles and rules in outlining

    • Principle of Division: every part has at least two parts/subsections

    • Principle of Classification: group similar ideas; avoid overlapping topics

    • Principle of Coordination: ideas of equal rank belong at the same level; parallel structure

    • Principle of Subordination: big ideas dominate; smaller ideas fit under big ideas

  • Activities and discipline-specific outlining

    • Building outlines from topic sentences; outlining paragraphs in Teenagers and Drugs; outlining across disciplines

Module 6: Survey Questionnaires

  • What is a survey?

    • A tool to gather information and produce statistical data about a population

    • Can identify trends, compare groups, and quantify opinions or behaviors

  • Types of surveys and questions

    • Written surveys, electronic surveys, etc.

    • Open-ended vs Closed-ended questions

  • Advantages and disadvantages of surveys

    • Advantages: easy to administer, can reach many respondents, cost-effective, flexible in question types, data suitable for statistical analysis

    • Disadvantages: potential response bias, honesty concerns, memory limitations, closed-ended questions may limit insights

  • Designing a questionnaire

    • Steps include: decide information needed, search for existing questions, draft questions, order questions, pre-test, revise

    • Five primary types of questions: behavior questions, beliefs questions, etc.

  • Survey vs Questionnaire distinction

    • Survey: broader research instrument that may include multiple data collection methods

    • Questionnaire: specific set of questions used to collect data

  • Activity and practical tasks

    • Venn diagram comparing survey vs questionnaire

    • Close-ended vs open-ended samples; pretesting; preparing an instrument; selecting sources

Module 7: Writing a Reaction Paper, Review, and Critique

  • What a reaction paper, review, or critique is

    • A critical assessment of a scholarly work, a piece of art, or a design, etc.

    • Typically 250–750 words; not a summary but an analysis with evidence and reasoning

  • Qualities of a good reaction paper, review, or critique

    • Fair and balanced commentary

    • Relevant, accurate factual information

    • Thorough contextual analysis (time, place, people, motivations)

    • Distinguish between facts and probabilities; humane understanding of human situations

  • Formats and approaches to critique

    • Nonfiction critique format: Introduction, Body, Conclusion with objective points and evidence

    • Fiction/Literature critique format: Introduction, Body (description, analysis, interpretation, connection), Conclusion

    • Critical approaches: Formalism, Feminism, Reader-Response, Marxism, Historical-Biographical, Moral-Philosophical

  • The critique process and tasks

    • Identify ideas/themes; connect with theoretical frameworks; examine perspectives; evaluate arguments; develop a substantiated position

  • Helpful hints for critiquing

    • Read thoroughly; underline unfamiliar terms; assess author credentials and sources; check bias; consider opposing arguments; decide on personal stance

  • Practice prompts

    • Art criticism, current affairs, or media pieces using various critical lenses

Module 8: Concept, Explication, and Clarification

  • The Concept Paper defined

    • Defines an idea or concept; explains its essence; clarifies gaps or “whatness”; used to develop proposals or project plans

    • A concept paper is a concise document containing information, statistics, and persuasive arguments; bases a full proposal or project plan

  • Three ways to explain a concept

    • Definition: identify the term, clarify meaning, provide illustrations, origins, descriptions, etc.

    • Types of definition include Formal Definition (Term + genus + differentia), Etymology, Contrast, Similarities, Synonym, Example, Function, Analogy, Negation, Analysis, Illustration, Analogy/Metaphor

    • Explication: take sentences/passages from a work and interpret/explain in detail; present thesis upfront and analyze a passage; explain how the text was constructed; conclude by restating thesis

    • Clarification: organize points from general abstract ideas to concrete examples; analyze concept via examples; arrive at a working definition for use throughout the paper

  • Concept paper writing activity

    • Use a real text (e.g., “How to boost your self-confidence”) to illustrate the three modes: definition, explication, clarification

  • Practical elements of a concept paper

    • Factors affecting self-confidence; practical self-help guidance; usage of quotations and citation

Module 9: Writing a Concept Paper (continued) and Related Tasks

  • Focus and purpose

    • Develop and present a concept paper that could lead to a research proposal or project plan

    • It consolidates ideas, supports feasibility, and engages potential funding or stakeholders

  • Structure and elements (revisit and expand)

    • Revisit the elements with emphasis on focus, arguments, and evidence

    • Includes examples (e.g., how concept papers contribute to problem solving in society)

  • Guidelines and best practices

    • Align budget, methodology, and timeline; avoid jargon with lay readers or tailor language to audience

    • Limit length; provide essential data and statistics; ensure clear format and proper references

Module 10: Writing and Presenting Concept Papers (Advanced)

  • What is a concept paper (in practice)

    • A concise document (roughly 500–2000 words) that introduces a concept and argues for its value and feasibility

    • Serves as a foundation for a full proposal; helps secure funding or support

  • Elements of a concept paper (summary of the formal structure)

    • Focus Title: concise and precise

    • Introduction: identifies the problem and the concept’s relevance

    • Purpose of the Study: what knowledge gaps will be addressed

    • Background: summarizes prior research and context

    • Objectives: broad and specific research questions or goals

    • Research Questions and Hypothesis: what the study will seek to test or examine

    • Research Methodology: design, population, data collection methods

    • Research Timeline: duration and funding needs

    • References: APA-style references for sources

  • Guidelines for writing a concept paper

    • Ensure budget and methodology are reasonable and clearly aligned

    • Use statistics to support rationale; keep the document focused and readable

    • Include only essential details; avoid overwhelming readers with excess data

    • Adapt language to the audience; avoid unnecessary jargon for lay readers

    • Include overview budgets if required; otherwise outline resource needs (personnel, travel, equipment)

    • Ensure basic format details (page numbers, headings) are included

  • Uses and purpose in practice

    • Foundation for the full proposal; determine feasibility; attract funders; gather early feedback

  • Activity prompts

    • Diagram conceptual relationships; provide brief mini-concept papers comparing fused ideas (e.g., Fusion vs. Fission) or other pairings (e.g., Masculine vs. Feminine livelihoods; Security vs. Privacy)

Additional Notes and Cross-Module Connections

  • Across modules, the common thread is to enable students to think, structure, and communicate ideas effectively in academic contexts:

    • Clarity of purpose (thesis, research questions, and objectives)

    • Rigor in evidence gathering and justification

    • Appropriate use of structure (outlines, text structures, and visual aids)

    • Critical thinking through summarizing, critiquing, and defending a stance

    • Ethical considerations: avoiding plagiarism, citing sources properly, acknowledging limitations and biases

  • Ethical and practical implications

    • Proper citation and avoidance of plagiarism safeguard intellectual integrity and trust

    • Transparent methodology helps others evaluate validity and reproducibility

    • Critical approaches in analysis (e.g., Formalism, Feminism, Marxism, Moral-Philosophical) broaden perspectives and ethical inquiry

  • Real-world relevance

    • The modules collectively prepare students to produce professional, research-based writing in academic, corporate, and public domains (theses, reports, position papers, concept papers, etc.)

  • Quick reference concepts (LaTeX-ready notations where relevant)

    • Types of definitions and their forms (formal, etymology, definition by example, definition by function, etc.)

    • Common outline formats: Alphanumeric, Decimal; with hierarchical coordination and subordination

    • Key thesis statement attributes: specificity, scope, evidence-based support, and audience-appropriate style

If you want, I can tailor these notes to a shorter quick-review format or expand any module with more detailed examples and sample prompts for practice.