English for Academic and Professional Purposes  emphasis: information that the writer wants to give and

arguments that the writer wants to make, rather than

Module 1 his personal view
5. Explicit
Academe
 the responsibility of the writer to make it clear to the
 place where instruction happens
reader how the various parts of the text are related
Texts
 cohesiveness or cohesion
 example of written manuscripts
 clear presentation of the ideas
Objective
 well-organized structure and be easy for the readers to
 information based on facts/factual sources
follow
Descriptive
 transitional devices
 introduce facts, information, etc.
 signposts - words and phrases that one can use in a text
Critical
to guide the readers
 having comprehensive understanding
6. Accurate
Academic Texts
 ThoughtCo: how close a value is to its true value
 critical, objective, specialized texts that are written by
 the use of vocabulary accurately
professionals and experts using formal language
 most subjects have words with narrow specific
 scientific
meanings
 objective
7. Hedging
 employ formal language and may incorporate technical
 the content of academic text is written with full
terms specific to a particular field
conviction and support towards the claim
 undergo extensive writing and review processes,
 allows one to be academically cautious to acknowledge
leading to extended publication timelines
the degrees of uncertainty
 take years to publish
 specialized - only given to a specific group
Types of Academic Texts
 jargon - words unfamiliar to people who are not in the
1. Descriptive
field
 simplest type of academic writing
 purpose: provide information and facts based on
Features of Academic Texts
observation
1. Complex
 no need to dig deeper or think critically to provide
 uses longer words, has a higher lexical density, and
information
more diverse vocabulary
 example: summary of an article and report of the
 greater grammar complexity
results of an experiment
 academic texts are short as academic texts should
 kinds of instructions: identify, report, record,
thoroughly describe the information inside the texts
summarize, and define
 level of complexity of words and kind of sentences
 report - simply telling what is transparent
 lexical - related to vocabulary or linguistics
2. Analytical
2. Formal
 includes descriptive as the characteristics of descriptive
 free of colloquial words and expressions
writing
 less personal than informal language, used when
 requires you to re-organize the information or facts you
writing for a professional or academic purposes
describe into categories, groups, types, parts, and
 does not use colloquialisms, contractions, 1st person
relationships
pronouns
 classify the information
Colloquial - slangs
 kinds of instructions: analyze, compare, contrast,
Contractions - shortened words
relate, and examine
Principle of Alignment
 analyze - breaking down of content
- if the academic text is formal in nature, the author should
3. Persuasive
use formal language as well
 has all the features of analytical writing (provide
3. Precise
information and re-organize the information) with the
 facts are given accurately and precisely
addition of your own point of view
 choose the right words for intended purposes
 most essays are persuasive
4. Objective
 there is persuasive element in at least the discussion
 unbiased rather than personal
and conclusion of research article (Chapter 5-
 has fewer words refer to the writer or the reader
Recommendation)
  point of view must be based on weighted/balanced
evidences (pro con chart)
 further supported by factual evidences
 kinds of instructions: argue, evaluate, discuss, and take
a position
 Pro Con Chart - a list that helps you look at the
advantages and disadvantages of a situation
4. Critical
 highest level of complexity and difficulty among the
types of academic writing
 has all the features of analytical with the addition of
one other point of view
 persuasive writing requires you to have your own point
of view while critical writing requires you to have at
least two points of view, including your own
 you can add whatever point of view you have (either
affirmative or negative)
 example: explain a researcher’s interpretation and then
evaluate the merits of the argument or give your own
alternative interpretation
 kinds of instructions: critique, debate, disagree,
evaluate