E-ACADS

2ND SEMESTER | 3RD QUARTER

-​ It requires careful close reading of one or
MAIN TOPIC multiple texts and often focuses on a specific
SUBTOPIC I characteristic, theme, or motif.
SUBTOPIC II
KEYWORDS II. RESEARCH PAPER
-​ It uses outside information to support a thesis or
LESSON 1: ACADEMIC TEXT make an argument.
What is an academic text? -​ Are written in all disciplines and may be
-​ It is defined as critical, objective, specialized texts evaluative, analytical, or critical in nature.
written by experts or professionals in a given field -​ Writing a research paper involves synthesizing
using formal language. this external information with your own ideas.
-​ based on facts with a solid basis.
-​ It is generally quite formal, objective (impersonal) III. DISSERTATION (THESIS)
and technical. -​ a document submitted at the conclusion of a Ph.D.
program.
●​ Formal -​ It is a book-length summarization of the doctoral
-​ avoiding casual or conversational language candidate's research.
such as contractions or informal vocabulary. -​ Academic papers may be done as a part of a
●​ Objective (Impersonal) class, in a program of study, or for publication in
-​ It is impersonal and objective by avoiding an academic journal or scholarly book of articles
direct reference to people or feelings, and around a theme, by different authors.
instead emphasizing objects, facts and ideas.
●​ Technical STRUCTURE
-​ It is technical by using vocabulary specific to
the discipline.
1. The Three-Part Essay Structure
-​ Is a basic structure that consists of introduction,
★​ To be a good academic writer, you will need to
body and conclusion.
learn the specific styles and structures for your
discipline, as well as for each individual writing
I.​ INTRODUCTION
task
-​ The purpose is to clearly tell the reader the topic,
purpose and structure of the paper.
Additional definition:
-​ 10 - 20% of the length of the whole paper.
-​ Academic writing is typically used for: textbooks,
3 Main Parts:
tests, in classrooms and any other discipline
●​ The most general information, such as
related to the field of academics
background and/or definitions.
-​ It is very different from the structure of vocabulary
●​ The core of the introduction, where you show the
and structure from everyday conversations
overall topic, purpose, your point of view,
through social interactions
hypotheses and/or research questions (depending
-​ It’s a formal way to present words and terms
on what kind of paper it is).
typical for the fields
●​ The most specific information, describing the
-​ The specific ideas are dependent on the field of
scope and structure of your paper.
academic text one is reading in.
-> can be understood after skimming through
text
II.​ BODY
-​ Details
Examples of Academic Text: -​ Develop the question “what is the topic about?”
-​ It may elaborate directly on the topic sentence by
I. LITERARY ANALYSIS giving definitions, classifications, explanations,
-​ It examines, evaluates, and makes an argument contrasts, examples and evidence.
about a literary work. -​ It usually is the largest part of the essay (70%)
-​ It goes beyond mere summarization.
 III.​ CONCLUSION 1. STRUCTURE
-​ Described as “mirror image” -​ Basic structure that is used by an academic text
-​ Briefly summarize the main scope or structure of consists of three (3) parts: introduction, body, and
the paper. conclusion which is formal and logical.
-​ This takes the form of an evaluation of the -​ This kind of structure enables the reader to follow
importance of the topic, implications for future the argument and navigate the text.
research or a recommendation about theory or -​ In academic writing a clear structure and a logical
practice. flow are imperative to a cohesive text.

2. IMRaD FORMAT 2. TONE

-​ Acronym for introduction - methods - result - and -​ refers to the attitude conveyed in a piece of
- discussion writing.
-​ Way of structuring scientific articles. -​ The arguments of others are fairly presented and
-​ It is often used in healthcare and natural sciences. with an appropriate narrative tone.
-​ Usually short and concise. -​ When presenting a position or argument that
-​ Unlike thesis in social sciences, it does not include disagrees with one's perspectives, describe the
a separate theory chapter argument accurately without loaded or biased
-​ The language will be plain and as unambiguous language.
as possible.
-​ There is no place in this type of writing for 3. LANGUAGE
personal views and fanciful language.
-​ It is important to use unambiguous language.
-​ Clear topic sentences enable a reader to follow
●​ Introduction
your line of thinking without difficulty.
-​ usually depicts the background of the
-​ Formal language and the third person
topic and the central focus of the study.
point-of-view should be used.
●​ Methodology
-​ Technical language appropriate to the area of
-​ lets your readers know your data
study may also be used, however, it does not
collection methods, research instruments
mean using "big words" just for the sake of doing
employed, sample size and so on.
so.
●​ Results and Discussion
-​ states the brief summary of the key
findings or the results of your study. 4. THESIS DRIVEN
-​ Starting point of an academic text is a particular
CONTENT AND STYLE OF ACADEMIC TEXT perspective, idea, or position applied to the
●​ Include concepts and theories related to the chosen research problem, such as establishing,
specific discipline they explore prosing, or disproving solutions to the questions of
●​ Have clearly structured introduction, body, and the topic.
conclusion
●​ Include information from credible sources that are 5. CITATION
properly cited. -​ Citing sources in the body of the paper and
●​ Usually exhibit all properties of a well-written text, providing a list of references as either footnotes or
organization, unity, coherence, and strict endnotes is a very important aspect of an
adherence to the rules of language and academic text.
mechanics. -​ It is essential to always acknowledge the source
of any ideas, research findings, data, or quoted
Why do we need to know the content or structure of text that have been used in a paper as a defense
Academic Text? against allegations of plagiarism.
-​ To validate if you are reading an academic text
-​ To prepare yourself 6. COMPLEXITY
-​ An academic text addresses complex issues that
NATURE AND CHARACTERISTICS OF AN ACADEMIC require higher-order thinking skills to comprehend.
TEXT
ACADEMIC TEXT EVIDENCE-BASED ARGUMENTS
-​ Is a written language that provides information, -​ What is valued in an academic text is that opinions
which contains ideas and concepts that are are based on a sound understanding of the
related to their particular discipline.
 pertinent body of knowledge and academic -​ It usually takes place after research and
debates that exist within, and often external to a evaluation, according to specific purpose and
specific discipline. plan.
-​ Based on facts PURPOSE IN READING AN ACADEMIC TEXT
FEATURES OF ACADEMIC TEXT 1.​ To locate a main idea
2.​ To scan for information
1. COMPLEX 3.​ To identify gaps in existing
-​ Written language has no longer words, it is 4.​ To connect new ideas to existing ones
lexically more varied vocabulary. 5.​ To gain more pieces of information
-​ Written texts are shorter and the language has 6.​ To support a particular writing assignment
more grammatical complexity, including more 7.​ To deeply understand an existing idea
subordinate clauses and more passives.
FACTORS TO CONSIDER IN WRITING ACADEMIC TEXT
2. FORMAL 1.​ State critical questions and issues
-​ Should avoid colloquial words and expressions. 2.​ Provide facts and evidence from credible sources
3.​ Use precise and accurate words while avoiding
3. PRECISE jargons
-​ Facts are given accurately and precisely. 4.​ Take an objective point of view
5.​ List references
4. OBJECTIVE 6.​ Use cautious language
-​ Has fewer words that emphasize the information
you want to give and the given arguments you ACADEMIC VS. SOCIAL LANGUAGE
want to make.
-​ Mostly use nouns (adjectives), rather than verbs Academic Language Social Language
(adverbs).
formal Everyday conversations;
5. EXPLICIT informal
-​ It is the responsibility of the writer in English to Language needed by the
students to do the work in
make it clear to the reader how the various parts
school
of the text are related.
It includes The set of vocabulary that
6. ACCURATE discipline-specific allows us to communicate
-​ Uses vocabulary accurately vocabulary, grammar and with others in the context
-​ Most subjects have words with narrow specific punctuation, and of regular daily
applications of rhetorical conversations
meanings
conventions and devices
that are typical for a
7. HEDGING content area
-​ If it is necessary to make decisions about your
stance on a particular subject, or the strength of Students who master
the claims you are making. academic language are
more likely to be
successful in academic
8. RESPONSIBLE and professional settings
-​ You must be responsible for and must be able to
provide evidence and justification for any claims
LESSON 2: TEXT STRUCTURES
you make.
Text Structure:
-​ Text structure refer to the way author organize
9. ORGANIZE
information in text
-​ Well-organized.
-​ Recognizing the underlying structure of the texts
-​ It flows easily from one section to the next in a
that can help students focus attention on key
logical fashion.
concepts.

10. PLAN
-​ Well-planned.
 Common Text Structure
Questions:
What is the problem?
Why is this a problem?
NARRATIVE Definition: Narrates an
Is anything being done to try
event/story with characters,
to solve the problem?
setting, conflict, point of view,
What can be done to solve the
and plot
problem?
Signal words: adjective,
COMPARE AND Definition: Discuss two ideas,
adverbs, similes, and
CONTRAST events, or phenomena,
metaphors showing how they are different
and how they are similar
Questions:
Who is the narrative about? Signal words: however, yet,
Where is it set? but, where, similarly,
What is the conflict? nevertheless, although, on the
Who is telling the narrative? - other, also/likewise, etc.
What is happening?
Questions:
CHRONOLOGICAL Definition: Present ideas or What items are being
PROCESS, OR events in the order in which compared?
SEQUENCE they happen In what ways are they similar?
Different?
Signal words: first, second, What conclusion does the
third, later, next, before, then, author reach about these
finally, after, when, since, now, items?
previously, actual use of dates What conclusion does the
author reach about these
Questions: items?
What items, events, or steps
are listed? DEFINITION OR Definition: Describes a topic
Do they have to/ always DESCRIPTION by listing characteristics,
happen in this order? features, attributes, and
What sequence of events is examples
being described?
What are the major incidents Signal Words: for example,
that occur? characteristics, for instance,
How is this structure revealed such as, including, to illustrate
in the text?
Questions:
CAUSE AND EFFECT Definition: Provide What are the most important
explanations or reasons for characteristics?
phenomena how is it being described
(what does it look like, how
Signal words: if, then, does it work, etc.)?
reasons, why, as a result, What is important to remember
therefore, because, about it?
consequently, since, so that,
for
LINGUISTIC REGISTER
Questions: -​ Described as:
What happened? -​ Linguistic varieties that are linked to occupations,
Why did it happen?
professions, or topics have been termed registers.
What caused it to happen?
-​ Registers are usually characterized solely by
PROBLEM/SOLUTION Definition: Identify problems vocabulary differences.
and pose solutions -​ Registers are simply a rather special case of a kind
of language being produced by the social
Signal words: problem is, if, situation.
then, so that, dilemma is,
-​ According to Harold Schiffman (1997) it is a set of
because, question / answer
specialized vocabulary and preferred (or
dispreferred) syntactic and rhetorical
 devices/structures, used by specific socio
judgments and feelings.
professional groups for special purposes
For example, use 'valid' or 'did not demonstrate' instead
of 'amazing' or 'disappointment'.
SOME OF THE LANGUAGE REGISTER ARE AS FOLLOWS:
●​ Language of media / medical science (medical Avoid intense or emotional evaluative language.
terminologies) For example, instead of writing 'Parents who smoke are
●​ Law (legal language) obviously abusing their children', write 'Secondhand
smoke has some harmful effects on children's health'.
●​ Journalism (journalistic language)
●​ Literature (literary language)
Show caution about your views, or to allow room for
others to disagree.

LESSON 3: LANGUAGE USE IN ACADEMIC WRITING For example, instead of writing 'I think secondhand
smoke causes cancer', write 'There is evidence to
support possibility secondhand the that smoke
Four Sentence Structure:
increases the risk of cancer'.
1.​ Simple - 1 independent clause
2.​ Compound - 2 or more independent clauses Find authoritative sources, such as authors, researchers
3.​ Complex - 1 independent clause and 2 or more and theorists in books or articles, who support your
dependent clauses point of view, and refer to them in your writing.
4.​ Compound-complex - 2 or more independent
clauses and 1 or more dependent clauses For example, instead of writing 'Language is, in my
view, clearly something social', write 'As Halliday (1973)
argues, language is intrinsically social'.
★​ You can make your writing more formal, objective,
and technical by following examples below:

Formal Technical

Choose formal instead of informal vocabulary. You need to develop a large vocabulary for the concepts
specific to the discipline or specialization you're writing
For example, 'somewhat' is more formal than 'a bit', for. To do this, take note of terminology used by your
'insufficient' is more formal than 'not enough'. lecturer and tutor, as well as in your readings.

Avoid contractions. Be careful about the meaning of technical terms. Often

the same word has a different meaning in another
For example, use 'did not' rather than 'didn't'. discipline.

Avoid emotional language. For example, 'discourse' is a technical term used in

multiple disciplines with different meanings.
For example, instead of strong words such as
'wonderful' or 'terrible', use more moderate words such
as 'helpful' or 'problematic'. Use the key categories and relationships in your
discipline, that is, the way information and ideas are
Instead of using absolute positives and negatives, such organized into groups.
as 'proof or 'wrong', use more cautious evaluations,
such as 'strong evidence' or 'less convincing' For example, in the discipline of Law, law is separated
into two common law and statute law.

Objective LESSON 4: ACADEMIC READING STRATEGIES

Move information around in the sentence to emphasize

Strategies
things and ideas, instead of people and feelings.
-​ Differ from reader to reader
For example, instead of writing 'I believe the model is -​ The same reader may use different strategies for
valid, based on these findings', write 'These findings different contexts because their purpose for
indicate that the model is valid'. reading changes

Avoid evaluative words that are based on non-technical

 ●​ Inferring- you make intellexual guesses based ●​ Define words on your vocabulary list and practice
from lues using them
●​ Making connections - connects ideas from the
present & past experiences. LESSON 5: SUMMARIZING
-​ connecting what you have recently What is summarizing?
learned with what you have learned -​ According to Buckley (2004):
before ➔​ summarizing is reducing text to one-third
●​ Visualizing- picturing what had happened or one-quarter its original size, clearly
-​ can be through imagery articulating the author's meaning, and
●​ Synthesizing - combine info from the text to form retaining main ideas.
new ideas and thoughts -​ According to Diane Hacker (2008):
●​ Determining Importance - how could this article ➔​ summarizing involves stating a work's
help you? thesis and main ideas "simply, briefly, and
-​ make elaborations and try to apply this accurately.
info in real life -​ Dictionaries:
●​ Questioning - making counterclaim questioning ➔​ it is defined as taking a lot of information
the ideas of the writer = learning and creating a condensed version that
covers the main points; and to express
BEFORE READING the most important facts or ideas about
●​ Establish your purpose for reading something or someone in a short and
●​ Speculate about the author's purpose for writing clear form.
●​ Review what you already know and want to learn
about the topic Why is summarizing a significant critical reading?
●​ Preview the text to get an overview of its Barrot and Sipacio (2017) argues that summarizing is an
structure, looking at headings, figures, tables, important skill because it helps you
glossary, etc. ●​ deepen your understanding of the text;
●​ Predict the contents of the text and pose ●​ learn to identify relevant information or key ideas;
questions about it. If the authors have provided ●​ combine details or examples that support the main
discussion questions, read them and write them idea and key words presented in the text; and,
on a note-taking sheet ●​ capture the key ideas in the text and put them
●​ Note any discussion questions that have been together clearly and concisely.
provided (sometimes at the end of the text)
What is NOT Summarizing?
DURING READING You are NOT summarizing when you:
●​ Annotate and mark (sparingly) sections of the text ●​ write down everything;
to easily recall important or interesting ideas ●​ write down ideas from the text word-for-word;
●​ Check your predictions and find answers to posed ●​ write down incoherent and irrelevant ideas;
questions ●​ write down ideas that are not stated in the text; or
●​ Use headings and transition words to identify ●​ write down a summary that has the same length or
relationships in the text is longer than the original text.
●​ Create a vocabulary list of other unfamiliar words
to define later STRATEGIES/TECHNIQUES IN SUMMARIZING
●​ Try to infer unfamiliar words' meanings by
identifying their relationship to the main idea 1. Finding the Main Idea
●​ Connect the text to what you already know about -​ Every coherent text has one central idea, which
the topic connects the different parts of the text.
●​ Take breaks (split the text into segments if -​ You need to find this main idea for you to
necessary) understand and summarize the text.
-​ However, there is not a single way to find the main
AFTER READING idea because every text is different. Instead, you
●​ Summarize the text in your own words (note what
need to look at the whole thing.
you learned, impressions, and reactions) in an
outline, concept map, or matrix (for several texts)
Some things you should look at in finding the main idea:
●​ Talk to someone about the author's ideas to check
your comprehension
●​ Identify and reread difficult parts of the text
 a.​ Is there a title or headings? These often highlight 2.​ Next, look for words that tell you that an idea is
important points. important. You could look for words like
b.​ What is the first sentence about? 'important', 'notable', 'significant' or 'essential'.
-> Often, the first sentence of a text or a 3.​ Another strategy in finding key words is looking
paragraph will summarize the main ideas. But for repeated words.
main ideas can also be located in the middle or at -> If words are often repeated in a text, that means
the last sentence of the text. that word is significant in giving meaning to a text.
c.​ What does most of the text talk about? Look at
each sentence and paragraph. Is there a single Other Easy Ways to Summarize:
topic that connects them?
Technique 1: Somebody Wanted But So Then
2. Separating General Ideas from Details/Examples -​ Somebody Wanted But So Then" is an excellent
-​ To summarize a text, you need to distinguish summarizing strategy for stories.
general ideas from details or examples. -​ Each word represents a key question related to the
-​ It is important that you do not confuse the general story's essential elements:
idea from the details because you might
misunderstand the overall meaning of what you Somebody: Who is the story about?
are reading. Wanted: What does the main charter want?
-​ Unfortunately, there are no clear markers which But: Identify a problem that the main character
show you what is general or not. A single encountered.
sentence might mix general ideas and details So: How does the main character solve the problem?
together. Then: Tell how the story ends.

Ways on how you are going to separate general ideas Example:

from details:
a.​ First, skim the text, reading fast and trying to Somebody: Little Red Riding Hood
understand the overall idea in a simple way. Wanted: She wanted to take cookies to her sick
grandmother.
-> In order to distinguish general ideas from
But: She encountered a wolf pretending to be her
details, you need some context. Until you've read grandmother.
the whole thing, you will not get the text's context So: She ran away, crying for help.
or background. Then: A woodsman heard her and saved her from the
b.​ Second, look for linking phrases like 'for example'. wolf.
'for instance', 'specifically', or in 'particular'.
-> Linking phrases like these show you that what Technique 2: SAAC Method
follows is an explanation of a more general idea
-​ The SAAC method is another useful technique for
that was mentioned before.
summarizing any kind of text (story. article,
c.​ Third, remember that one sentence can contain
speech, etc).
both general ideas and details mixed together.
-​ SAAC is an acronym for "State, Assign, Action,
Complete." Each word in the acronym refers to a
3. Identifying key words specific element that should be included in the
-​ One of the problems you may often encounter summary.
when reading English texts is that there are words
which you do not understand. State: name of the article, book, or story
-​ You might have several words which you do not Assign: the name of the author
know and that makes things more difficult Action: what the author is doing (example: tells, explains)
Complete: complete the sentence or summary with
Strategies in identifying keywords: keywords and important details
1.​ First, look for proper nouns, which start with a
capital letter.
-​ This method is particularly helpful for students
-> Sometimes you might think that you do not
who are learning the format of a summary and
understand a word, but you do not realize that it is
need reminders to include the title and author's
actually a proper noun like a person's name or a
name. However, SAAC does not include clear
place name.
guidance about which details to include, which
some students might find tricky. If you use SAAC
with your students, remind them of the types of
 details that belong in a summary before instructing
Finally, she woke up to find the bears watching her, so
them to work independently she jumped up and ran away.

Example:
Technique 5: Give Me the Gist
State: The Boy Who Cried Wolf -​ When someone asks for "the gist" of a story, they
Assign: Aesop (a Greek storyteller)
want to know what the story is about.
Action: tells
Complete: what happens when a shepherd boy -​ In other words, they want a summary-not a
repeatedly lies to the villagers about seeing a wolf retelling of every detail.
-​ To introduce the gist method, explain that
summarizing is just like giving a friend the gist of a
Technique 3: 5 W's, 1 H
story, and have your students tell each other about
-​ The 5 W's, 1 H strategy relies on six crucial
their favorite books or movies in 15 seconds or
questions: who, what, when, where, why, and
less.
how.
-​ You can use the gist method as a fun, quick way
-​ These questions make it easy to identify the main
to practice summarizing on a regular basis
character, the important details, and the main idea.

●​ Who is the story about?

LESSON 6: THESIS STATEMENT
●​ What did they do?
What is Thesis Statement?
●​ When did the action take place?
-​ It is a statement that summarizes your topic and
●​ Where did the story happen?
declares your position on it.
●​ Why did the main character do what he/she did?
-​ tells the reader how you will interpret the
●​ How did the main character do what he/she did?
significance of the subject matter under
discussion.
Example:
-​ is a road map for the paper, in other words, it tells
Try this technique with a familiar fable such as "The the reader what to expect from the rest of the
Tortoise and the Hare." paper.
-​ It is the central idea of a multiple-paragraph
Who? The tortoise
composition.
What? He raced a quick, boastful hare and won.
When? When isn't specified in this story, so it's not -​ It is one sentence summary that guides, controls
important in this case. and unifies ideas when writing a paper. In simple
Where? An old country road terms, all the other ideas present in an easy
Why? The tortoise was tired of hearing the hare boast revolve around the thesis statement.
about his speed. -​ It focuses your ideas into one or two sentences.
How? The tortoise kept up his slow but steady pace. -​ It should present the topic of your paper and also
make a comment about your position in relation to
Technique 4: First, Then, Finally the topic. Your thesis statement should tell your
-​ The "First Then Finally" technique helps students reader what the paper is about and also help
summarize events in chronological order. guide your writing and keep your argument
-​ The three words represent the beginning, main focused.
action, and conclusion of a story, respectively:
Generating a thesis statement can be done through
First. What happened first? Include the main character and various methods. Consider the following:
main event/action.
❖​ Topic: Jogging
Then. What key details took place during the event/action?
❖​ Question: Why Jogging is beneficial?
Finally. What were the results of the event/action?
❖​ Thesis Statement: Jogging is beneficial because it
positively affects physical well-being and mental
Example:
fitness.
“Goldilocks and Three Bears”
➔​ As shown above, one strategy that you can use in
First, Goldilocks entered the bears' home while they
writing a thesis statement is through asking a question.
were gone.
Then, she ate their food, sat in their chairs, and slept in After identifying the topic, ask questions that would
their beds. answer multiple details.
➔​ The answer to this question is most likely your thesis
DON'T DO
statement.
I will tell you about how An increase in the number
Consider another example. the Increase in the number of squatters in Metro
of squatters in Metro Manila can be attributed to
❖​ Topic: Tagaytay Manila can be attributed to the effects of
❖​ Question: (1) Is Tagaytay City an enthralling city the effects of overpopulation and
of the South overpopulation and gentrification.
(2) Why is Tagaytay City considered an gentrification.
enthralling city of the South?
❖​ Thesis Statement: (1) Tagaytay City Is an
4.​ Enumerated details should have the same level of
enthralling city of the South.
significance. If one of the details can be classified
(2) Tagaytay City is an enthralling city of the
under another detail, you cannot omit.
South because of its beautiful landscape,
amazing people and sumptuous food.

➔​ The topic in the example above is "Tagaytay City. DON'T DO

"The first question which was generated may be
answered by a thesis statement with implied or Overseas Filipino Workers Overseas Filipino Workers
abstract detalls. The second question, on the other (OFWs) help raise the (OFWs) help raise the
hand, may be answered by a thesis statement with country's economy, add economy and promote the
explicit and concrete details. Note that both more revenues and hospitality of Filipinos
versions of the thesis statement are acceptable. promote the hospitality of
Filipinos.

HOW TO WRITE AN EFFECTIVE THESIS STATEMENT

5.​ It should not state an absolute fact, because it will

1.​ It should be written in a complete sentence with
not present any central idea that can developed
clearly stated subject.
further. It should have a point.

DON'T DO
DON'T DO
Computers as helpful tools Computers can help a
Rizal Park is located in Rizal Park, which is located
in teaching and teacher effectively Import
Manila. in Manila, is a reminder of
researching. the lesson and research
our nationalism and
Information.
revolution.

2.​ It should not be too narrow nor too broad, and it

should contain at least two details. If the details
you generate are already definite examples, then Locating Explicit and Implicit Thesis Statements
your thesis statement is too specific. If you can
only write general statements because there are ➔​ In academic writing, the thesis is often explicit: it is
too many details, then it should be broad. included as a sentence as part of the text. It might be
➔​ You can also try to list ideas to check the near the beginning of the work, but not always-some
scope of your topic. If you cannot list at least types of academic writing leave the thesis until the
two details, it is too narrow, if you list too conclusion.
many information to be able to discuss it well ➔​ Journalism and reporting also rely on explicit thesis
your topic is too broad. statements that appear very early in the piece-the
first paragraph or even the first sentence.
3.​ Avoid an awkward thesis statement which states ➔​ Works of literature, on the other hand, usually do not
the obvious. These statements usual start with the contain a specific sentence that sums up the core
phrase "I will tell you..." or "I will talk about..." concept of the writing However, readers should finish
the piece with a good understanding of what the
work was trying to convey. This is what's called an
 implicit thesis statement: the primary point of the 2.​ Locate the thesis statement of the whole text.
reading is conveyed indirectly, in multiple locations 3.​ Look for key phrases in each paragraph of the
throughout the work. (In literature, this is also referred text.
to as the theme of the work.) 4.​ Locate the topic sentence of each paragraph.
➔​ However, academic writing sometimes relies on 5.​ Look at the topic sentences and group these with
implicit thesis statements, as well. related ideas together.
6.​ Arrange the contents according to levels.
LESSON 7: OUTLINING 7.​ Evaluate the supporting details.
8.​ Go back to the text to check whether you have
-​ Outlining as a skill in reading, will be your vessel followed the sequence closely and you have not
as you journey the realm of understanding missed any important information.
academic text.
STEPS IN FINALIZING YOUR OUTLINE
2 TYPES OF OUTLINE a.​ Place your thesis statement at the beginning
●​ Reading b.​ List the major points that supports your thesis
●​ Writing c.​ List supporting ideas for each major point
d.​ If applicable, continue to subdivide each
OUTLINE supporting idea until your outline is fully
-​ A design to follow when writing a structure, a developed
discourse, or an article.
-​ It arranges a material in a logical way into main MECHANICS FOR ALPHANUMERIC OUTLINE
ideas, supporting ideas, and supporting details. 1.​ Indicate main headings and subheadings using
-​ An outline can be a sentence outline (written in a Roman numerals and capital letters To divide the
full sentence) or topic outline (in words or subheadings further, Arabic numbers are used.
phrases) Fourth degree ideas are indicated by numbers and
-​ A summary that gives the essential features of a small letters followed by a close parenthesis
text. It shows the parts of a text are related to one 2.​ Place a period after each number and letter
another as parts that are of equal importance, or heading and subheading
sectors that are subordinate to a main idea. 3.​ Do not place a period after each number or letter
with close parenthesis
SENTENCE OUTLINE 4.​ Do not place a period after each item unless it is a
-​ Written in a full sentence complete sentence
5.​ Begin each item with a capital letter
TOPIC OUTLINE 6.​ Be sure that the corresponding main divisions are
-​ In words or phrases of the same level importance and that
corresponding sub-divisions are of the same level
➔​ The main idea or topic is the main topic of the of importance also
outline. 7.​ Use parallel grammatical structure for headings
➢​ All main ideas are indicated in or by 8.​ Avoid the use of the words "Introduction", "Body"
roman numeral "Conclusion" to substitute headings
➢​ Subtopics are noted by letters and
supporting details are indicated by arabic GUIDELINES IN WRITING AN OUTLINE
numerals. ●​ Place the title at the center above the outline.
●​ Every level of the outline must have at least two
WRITING OUTLINE items (I and II, A and B, 1 and 2).
-​ Outline serves as your guide or blueprint in writing ●​ Put a period after each numeral and letter.
to ensure organization of your ideas. ●​ Indent each new level of the outline.
●​ All items of one kind (roman numerals, capital
letters, Arabic numerals) should line up with each
READING OUTLINE
other.
-​ You will make an outline after you read a text (post
●​ Capitalize the first letter of each item.
- reading)
●​ The terms Introduction, Body, and Conclusion do
not have to be included in the outline. They are not
STEPS IN CREATING A READING OUTLINE
topics; they are merely organizational units in the
1.​ Read the entire text first. Skim the text afterward.
writer's mind.