MARY ALLYSSA SHAYNE O.

RASGO  Follow conventions of numbering,

12 - OLMC indentation, punctuation
 Basics: Arrangement, No
English for Academic and Professional
overlapping, No single sub point,
Purposes (EAPP)
Consistency
The Development of Communication Skills
TYPES
in English for Academic and Professional
Purposes 1. Scratch
2. Topic
Formal Writing
3. Sentence
 Avoid slangs, colloquialisms, etc.
HIERARCHY OF SYMBOLS
 Avoid contractions (shortening of
words) I, II, III,..
 Avoid fragments or phrases A, B, C,..
 Avoid abbreviations 1, 2, 3,..
a, b, c,..
PATTERNS OF DEVELOPMENT
i, ii, iii,..
1. Narration
READING TEXTBOOKS IN THE NATURAL AND
2. Description – appeals to the senses
SOCIAL SCIENCES
3. Definition – informative
4. Classification and Exemplification NATURAL – study phenomena
5. Persuasion (Rhetorical Devices)
SOCIAL – society, behavior of humans
6. Cause and Effect
7. Comparison and Contrast VOCABULARY
8. Problem Solution
9. Fact and Opinion  Natural Sciences
 Social Sciences
TYPES OF WRITING  Scientific Method (Process)
 Objectivity (Rely on facts)
1. Narrative
 Deduction (General to Specific)
2. Descriptive
 Rhetoric (flap t to d)
3. Persuasive/Argumentative
 Context Clues
4. Expository – to inform
 Thematic
QUALITIES  Chronological
 Thesis Statement
1. Intelligence
 Subjectivity (Personal/Interpretive)
2. Character
- Philosophy, Literature, Religion
3. Goodwill
INTEXT CITATION
OUTLINING
1. 1 AUTHOR
 Skeleton arrangement of ideas both
major and minor
 Manoban (2019) agreed that--
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-----------------------------------------.
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----------------------(Manoban, 2019).
2. 2 AUTHORS
According to Manoban and
Kim (2019)------------------------------
-----------------------------------------.
---------------- --------------------------
---------------(Manoban & Kim, 2019).
3. 3 – 5 AUTHORS
First Mention: Mention All
Manoban, Kim, Park, Jeon,
and Jung (2019)------------------------
------------------------------------------
------------------------------------------.
Subsequent Mention: Use et al.
(meaning ‘and others’)
Manoban, et al. (2019)---------
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4. 6 AUTHORS: USE et al.
Manoban, et al. (2019)---------
------------------------------------------
------------------------------------------.
APA FORMAT (AMERICAN PSYCHOLOGICAL
ASSOCIATION)
Material Reference List/Bibliography
Type
A book in Baxter, C. (1997). Race equality in health
print care and education. Philadelphia:
Ballière Tindall.
A book Haybron, D. M. (2008). Philosophy and
chapter, the science of subjective well-being. In
print M. Eid & R. J. Larsen (Eds.), The science of
version subjective well-being (pp. 17-43). New
York, NY: Guilford Press.
An eBook Millbower, L. (2003). Show biz training: Fun
and effective business training
techniques from the worlds of stage,
screen, and song. Retrieved from
http://www.amacombooks.org/
An article Alibali, M. W. (1999). How children
in a print change their minds: Strategy change can
journal be gradual or abrupt. Developmental
Psychology, 35, 127-145.
An article Carter, S., & Dunbar-Odom, D. (2009). The
in a converging literacies center: An
journal integrated model for writing
without programs. Kairos: A Journal of Rhetoric,
DOI Technology, and Pedagogy, 14(1), 38-48.
Retrieved from
http://kairos.technorhetoric.net/
An article Gaudio, J. L., & Snowdon, C. T. (2008).
in a Spatial cues more salient than color cues
journal in cotton-top tamarins (saguinus oedipus)
with DOI reversal learning. Journal of Comparative
Psychology, 122, 441-444. doi:
10.1037/0735-7036.122.4.441
Websites The World Famous Hot Dog Site. (1999,
- July 7). Retrieved January 5, 2008, from
profession http://www.xroads.com/~tcs/hotdog/hot
al or dog.html
personal
sites
Websites U.S. Department of Justice. (2006,
- online September 10). Trends in violent
governm victimization by age, 1973-2005.
ent Retrieved from
publicatio http://www.ojp.usdoj.gov/bjs/glance/va
ns ge.htm
C’S OF ACADEMIC AND PROFESSIONAL
COMMUNICATION
1. CORRECTNESS
- Errors should have no room in any
composition
2. CLARITY
- Demands the use of simple
language for easy decoding and
comprehension of messages
 3. CONCISENESS
- Conveys the message in the least
possible words
4. CONSIDERATION
- Considers the subject, tone,
diction, sentence structure, and
the degree of argumentation for a
specific type of audience or
reader
- Utilize the ‘You’ attitude instead of
the ‘I’ attitude
5. CONCRETENESS
- Reinforces confidence, validates
truthfulness and sincerity
- Helps eliminate confusion and
assures goodwill between the
writer and his reader
6. COURTESY
- Expects the writer to be sincerely
polite, judicious, reflective and
enthusiastic in conveying
message to the reader
- Use politically correct terms
7. COMPLETENESS
- Prevents miscommunication and
misinterpretation and ensures that
the purpose is carried out
HACKNEYED – OVER-USED
EPISTAXIS – NOSEBLEEDS
REASONS WHY A RESEARCHER WRITES A
THESIS STATEMENT
1. To express his/her feelings towards
an issue (Expressive)
2. To inform or present an objective
overview of the research
(Informative)
3. To persuade or take a strong stand
about a position he/she will argue
about (Persuasive)
THESIS STATEMENT
- Otherwise known as ‘Statement of
Purpose’
- Main idea of an outline
- Helps unify a paper and guides its
development
- Indicates what you will say about
your topic and signals what
approach you will use toward
your research materials
SUMMARIZING INFORMATIONAL AND
LITERARY ITEMS
SUMMARY
- A condensation of any
informational and literary items.
- Written to give the readers a clear
idea or a gist of what the literary
items is all about
3 KINDS OF SUMMARY
1. PRECIS OR FULL – LENGTH SUMMARY
2. SELECTIVE SUMMARY
3. SHORT SUMMARY QUESTIONS
“A chapter is condensed into a page, a
page into a paragraph, and a paragraph
into a sentence.”
A GOOD SUMMARY:
 In your own words
 Presents the Thesis Statement and
the main points in the same order as
they appear in the reading text
 Explains each main point by
including enough supporting details
that are the most relevant to
 understand or make sense of these
points
 Rotates the conclusion drawn by the
author of the original reading text
(Do not draw your own conclusions in the
summary)
A GOOD SUMMARY DOES NOT:
 Include entire sentences and
expressions that are copied from the
original text
 Contain personal opinions or feelings
you have about the text
 Include unnecessary details
PARAPHRASING
- Rewriting the main idea and relevant
details of a reading text in your own
original word choices and structure,
while still conveying the same
message
a) Diction
b) Syntax and Structure – can be
manipulated
LITERARY THEFT
1. Verbatim
2. Word Order
3. Mosaic
REACTION PAPER
- Otherwise known as a ‘Response
Paper’
- Type of written assignment which
requires personal opinions and
conclusion on a given article or
abstract
- Requires the writer to analyze the
text, then develop commentary
related to it.
- Requires thoughtful reading,
research and writing
- Phrases like ‘I believe’ or ‘I thought’
are used when writing a reaction
paper
PROCESS OF WRITING THE REACTION PAPER
Part 1: Prewriting and Actively Reading
1. Read and reread.
2. Jot down your thoughts.
3. Gather notes after reading.
4. Hypothesize.
Part 2: Drafting the essay
1. Outline your write-up.
2. Organize your outlines points
appropriately.
3. Write the full essay.
4. Check your language use.
Part 3: Polishing the Paper
1. Revise
2. Edit
3. Proofread
FORMAT OF THE REACTION PAPER
1. Introduction
- Identify the author and title of
the work
- Write a brief summary of the
work
- Condense the content of the
work by highlighting its main
points and key supporting
points
- Present a clear and brief thesis
statement for the work
(Note: Do not include in the first part
of the paper your personal reaction
to the work, your subjective
 impression will form the basis of the
2nd part of your paper.)
2. Body
- React
- Back up your reaction
- State possible scenarios
(Note: In your body paragraphs, start
each paragraph with a topic
sentence.)
3. Conclusion
- Link thesis statement with a
summary of ideas in the body
paragraphs
- Touch major points in
summary then wrap up
everything by clarifying your
opinion
4. List of Citations
- Include citation for the sources
used within the paper
WRITING A REFLECTION PAPER
REFLECTION PAPER
- A reflection paper is a piece of
academic writing that involves one's
feelings, responses, and analyses of
an experience using a more personal
approach than other academic
essays.
- In this kind of essay, one shares his
personal opinions about the literature
while also making connections
between his life and background,
and the work he's reflecting upon.
WHY REFLECTIVE WRITING?
 Reflection offers the opportunity to
consider how one's personal
experiences and observations shape
his/her thinking and acceptance of
new ideas.
TYPES OF REFLECTIVE WRITING
1. Experiential Reflection
2. Reading Reflection
PROCESS OF WRITING REFLECTION PAPER
Stage 1: Description of the experience
 The writer describes the experience
(reading a book, watching a film,
etc.) by providing details on the
content of the material that prompts
the reflection.
Stage 2: Examination of the experience
 The writer examines the experience
via the integration of own
experience and academic content
with the help of assumption,
evaluation, knowledge of context,
imaginative speculation, and in-
depth analysis.
Stage 3: Articulation of learning
 The writer articulates learning by
responding to the following
questions:
• What did I learn?
• What will I do in my future activities
like education, practice, or job in
light of the new learning provided by
the analyzed subject/event?
• How should the readers feel about
it?
APPROACHES TO REFLECTIVE INQUIRY
1. Assess the text
• What is the main point? How is it
developed?
 • What ideas stood out to me? Why?
Were they new or in opposition to
existing scholarship?

2. Develop your ideas

• What I know about this topic?
 Wheredoes my existing knowledge
come from?
 What are the observations or
experiences that shape my
understanding?
 Do I agree or disagree with this
argument? Why?

3. Make connections
 How does this text reinforce
my existing ideas or
assumptions?
 How does this text challenge
my existing ideas or
assumptions?
 How does this text help me to
better understand this topic or
explore this field of
study/discipline?