MODULE 1: Lesson title: Determining the Structure of Academic Texts

“Text structure” refers to how information is organized in a passage. The structure of a

text can change multiple times in a work, and even within a paragraph. You are often
required to identify text structures on reading tests; therefore, it is important that you are
given exposure to the various patterns of organization.

Here are seven commonly used patterns of organization:

1. Cause and Effect- The results of something are explained.

2. Chronological- Information in the passage is organized based on time.
3. Compare and Contrast- Two or more things are described. Their similarities and
differences are discussed.
4. Order of Importance- Information is expressed as a hierarchy or in priority.
5. Problem and Solution- A problem is described and a response or solution is
proposed or explained.

6. Sequence/ Process Writing- Information is organized in steps or a process is explained

in the order in which it occurs.
7. Spatial / Descriptive Writing- Information is organized in order of space (top to bottom,
left to right).

MODULE 2: Lesson title: Summarizing and Paraphrasing Academic Texts

Summary is a short or abbreviated version of a longer text (about a quarter of its

original length).
Purpose of summary:
(1.) to help you understand the main points and structure of the author's
argument,
(2.) to convey understanding to others,
(3.) to present background information quickly, and
(4.) to refer to another writer's ideas in the course of making your own original
statement.

Three important summarization techniques:

● Selection- select major idea, key words and phrases, special terms and
interpretations presented in the original text.
● Rejection- remove unnecessary data or the specifics.
 ● Substitution- replace long sentences/ phrases with shorter ones.
Combines several sentences into one.
Paraphrase is a restatement and restructuring of ideas to clarify the meaning of
a text. Restatement means that you rephrase the original using your own words.
However, you do not just change some words in the material; you also need to
change the flow of ideas to make the original meaning clearer.

Steps in paraphrasing:

MODULE 3: Lesson title: Stating the Thesis Statement and Textual Evidence

Thesis statements
– It is a sentence or two that tell/s the reader your topic and what you say about it
e.g. Biological need, social environment, and psychological satisfaction are three
reasons why people take risks.
Textual evidence
– It is a piece of evidence from a text that you can use to illustrate your ideas and
support your arguments. All textual evidence should:
● Support a specific point
● Be cited with a page number at the end of the sentence
● Be followed by a “connection” that explains the relationship of the evidence to
your main point.

Types of thesis statement

Direct (stated) Thesis Outline the main idea and the organization of
Statement the essay for the reader
 Indirect (Implied) Thesis Introduce the topic, but they do not outline the
Statement supporting ideas

Components of Thesis Statement

● Topic | The general subject of the essay | Teenage smokers

● Controlling Idea | Your opinion/belief/view/feeling about the topic | Public health
departments need aggressive promotional campaigns
● Sub-topics | The areas you will focus on to support your idea | Damages the
lungs, increases the risk of cancer, raises the chance of heart disease

MODULE 4: Forming Opinions Based on Facts

Facts vs. Opinions:

● Facts:
o Objective statements of truths.
o Can be proven true or false with evidence (supporting details).
o Examples: The Earth is round. The capital of France is Paris.
● Opinions:
o Subjective statements based on beliefs or attitudes.
o Cannot be proven true or false.
o Not acceptable as support for an argument.
o Examples: Chocolate is the best candy. Math is a boring subject.
Skill-Building Activity:
● Identifying Facts and Opinions:
o Look for words indicating beliefs, views, or feelings ("generally," "I
believe," "sad").
o Facts can be made into opinions by adding beliefs ("The house looks
great since it was painted").
o Opinions often use descriptive words ("extremely," "awful").
Bias:
● An opinion or attitude favoring or opposing something.
● Usually based on feelings, not reason.
● We all have biases (both positive and negative).
● Biases can lead to dangerous actions if uncontrolled.
 Important Notes:
● Opinions can be based on facts or emotions.
● It's crucial to understand the author's purpose and word choices.
● Facts and opinions can be challenging to separate when dealing with bias.
● Many biases are formed from opinions handed down by others.
MODULE 5: Lesson title: Describing the Content and Structure of the
Critique/Reaction Paper

Critique Paper
● Formal analysis and evaluation of a text, production, or performance.
● Can be a self-critique or a critique of someone else's work.
Content of the Critique/Reaction Paper
● Accurate: Provides a clear and correct description of the work.
o Includes basic details (who, what, when, where, why).
● Evaluative: Offers an overall judgment of the work.
o Supports judgment with multiple evaluations of specific elements.
● Balanced: Presents both strengths and weaknesses of the work.
Parts of a Critique Paper
Introduction
● Name, date, and creator of the work.
● Describe the work's main argument or purpose.
● Explain the context of the work's creation.
● Conclude with a hint of your overall evaluation (positive, negative, or mixed).
Summary
● Briefly summarize the main points of the work.
● Objectively describe how the creator portrays these points using techniques,
styles, media, characters, or symbols.
Critical Evaluation
● Systematically assess different elements of the work.
● Evaluate how well the creator achieved the purpose through these elements.
● Identify both strengths and weaknesses.
● Consider questions like:
o Who is the creator? Objective or subjective?
o What are the aims? Were they achieved?
o What techniques were used? Effective or not?
o What assumptions underlie the work? Affect validity?
o What evidence is used? Fair interpretation?
o How is the work structured? Effective?
 o Does the work enhance understanding of key ideas?
● Write in formal academic style with logical presentation.
Conclusion
● State overall evaluation of the work.
● Summarize key reasons for the evaluation.
● May include recommendations for improvement (optional).
Reference List
● Include all cited sources.
● Follow the required referencing style.

MODULE 6: Lesson title: Using Appropriate Critical Approaches in Writing

a Critique
Critical Approaches
Overview
● Literary criticism is the analysis and interpretation of literary works.
● Critical approaches are different lenses through which to view and analyze a
text.
Key Approaches
Formalism
● Focuses on the text itself, examining literary elements like:
o Form
o Style
o Structure
o Tone
o Imagery
● Seeks to understand how these elements work together to create meaning.
● Key question: How do literary elements contribute to the overall effect of the
text?
Psychoanalytic Criticism
● Explores the psychological depths of characters and authors.
● Based on Freud's theory of the psyche (id, ego, superego).
● Examines unconscious desires, motivations, and conflicts.
● Key questions:
o How do psychological factors influence characters' behavior?
o Are there any underlying psychological patterns or symbols?
Feminist Criticism
● Examines how gender is represented in literature.
● Challenges patriarchal norms and stereotypes.
● Focuses on women's experiences and perspectives.
● Key questions:
o How are women portrayed in the text?
o What role does gender play in power dynamics?
Lesbian/Gay/Queer Criticism
● Explores how sexuality and gender identity are represented in literature.
● Challenges heteronormative assumptions.
● Examines the experiences of LGBTQ+ characters and authors.
● Key questions:
o How are LGBTQ+ characters portrayed?
o What role does sexuality play in the text?
Marxist Criticism
● Examines the relationship between literature and society.
● Focuses on economic and class structures.
● Explores how power and inequality are represented.
● Key questions:
o How does the text reflect social and economic conditions?
o How do class differences impact characters and events?
Additional Notes
● Different critical approaches can be combined to offer multiple perspectives on a
text.
● Critical analysis helps to deepen understanding and appreciation of literature.
● By applying these approaches, readers can develop their own interpretations and
insights.

YOU CAN DO IT!

GOOD LUCK