Cont.

Chapter 2: Explicitness
- Using signposts that allow readers to trace the
relationships in the parts of a study.
Tip 1. Use “however” to show a change in your line of
argument.
Ex. It is apparent that the government hopes to help
the poor. However, giving dole outs to the poorest of
the poor does not work in the long term.

--- In contrast, nevertheless, but, conversely, although

Tip 2. The following phrases may be useful in making ideas
explicit; to introduce reason, result or proof
“this is due to the”, and “this resulted in”

The following phrases may be useful in making ideas explicit:

“this is due to the”, and “this resulted in”
A number of Manila Electric Railroad And Light Company or MERALCO
consumers trooped to the City Hall to claim a PHP 500 cash incentive. This
is due to the Supreme Court ruling that overcharges must be returned to
the end users whose electric consumption for the April-May was below
100kw/hr.

With the Supreme Court ordering MERALCO to return overcharges to the

end users, government offices have been tapped to operate as claim
centers. This resulted in a number of MERALCO consumers trooping to the
City Hall to claim the PHP 500 cash incentive.
-- accordingly, consequently, thus, it could b concluded that,
hence, for this reason, etc..

Tip 3. Use “similarly” when two ideas seem the same.

The study showed that eighty percent of the 200 participants involved on
the study were dissatisfied with the operations of MERALCO. Similarly,
the data revealed that majority of the participants were not aware of the
charges imposed on them by MERALCO.
--- correspondingly, in the same way

Tip 4. Use “in addition” if you want to give extra information in

your sentence.
MERALCO has been operating as a business conglomerate involving
foreign stakeholders and independent power producers or IPP. In
addition, MERALCO owns major IPPs operating in the region.
--- moreover, also, additionally, furthermore, apart from this
Tip 5. Use “for example” if your are giving
examples.

The MERALCO issue has led to dispute between opposition and

administration senators. For example, those who have been
labeled as against the president considered the issue as the
administration’s way of avoiding the National Broadband
Network or NBN-ZTE scandal.
---as an illustration, as an example, for instance, to illustrate

Tip 6. To introduce the sequence of points in your

argument
-- firstly, secondly, to begin with, next, lastly, initially, subsequently
Tip 7. To cross-reference to other parts of the essay
-- As noted above/below, as stated previously

Tip 8. To introduce focus on specifics in more detail

-- In particular, in detail, specifically

Tip 9. To generalize
-- Usually, for the most part, on the whole, in most cases

Tip 10. To introduce a fact or state the obvious

--- clearly, obviously, naturally, of course, evidently, it is
evident
Tip 11. To rephrase or explain
--in other words, in other way, to put it more simply, to be more
precise, or rather, and that is to say

Tip 12. To conclude

-- in conclusion, finally, to sum up
 Caution
- Needed to avoid sweeping generalizations.

Poor sentence: Government officials are corrupt.

Improved sentence:
Some government officials may be corrupt. (modal verb…will,
would, may, can, might, could)

Corruption is commonly linked to some key government officials.

(adverb of frequency…often, sometimes, usually)

A number of government officials tend to be linked with cases of

corruption. (verb indicating caution …suggests, appear to be,
think, believe, doubt, indicate)
Tips to observe caution in writing

1. Use verbs indicating caution

--- tends, suggests, appear to be, think, believes, posits,
doubt, indicate, underline

2. Use modal verbs

--- will, must, would, could, may, can, might

[Link] adverbs of Frequency

---- often, sometime, usually
Caution is observed in the following parts of your paper.
1. When a hypothesis needs to be tested.
2. Drawing conclusions or predictions from your
findings that may generalize certain matters or may
not be conclusive.
3. Referencing others’ work to build on your own paper.
4. If your results show something different from
another author’s ideas.
Ex. 1. The results contradicts Meyer’s findings.
2. The results appear to be different from Meyer’s
findings.
Task 3. Examine the following expressions and think of
ways to reduce the impact of the utterances.

Direct Expression Statement Using Hedging

He has halitosis.

You need to eat this to be

healthy.

The different steps taken

led to their failure.
 Structure
- Sentences should be constructed with certain level of
complexity that reflects the sophistication of an academic
writer.
- It can be achieved through nominalization and
passivation.

The earthquake caused loss of life.

The earthquake caused massive property damage.
The earthquake changed the landscape of the village.
Improved Sentence:

The earthquake was a disaster that caused loss of life,

property damage, and permanent changes in the
landscape.
Nominalization – verbs are made central as they denote
action.
Ex. 1. The company created software to manage the
transactions successfully.

Nominalization: The creation of software to manage

transactions was a success.

2. The president announced a three-day holiday this

September.
Nominalization:
The president’s announcement of a three-day holiday
for September was released.
Passivation – the results of actions are highlighted.
Ex. 1. The researcher conducted experiments to
validate the hypothesis.

Passivation:
Experiments were conducted to validate the
hypothesis.

2. An engineer built a saltwater lamp to help

communities with no electricity.
Passivation:
A saltwater lamp was built to help communities with
no electricity.
Restructure the sentence by using nominalization’
1. The project was implemented to make sure that
services are not delayed.

Restructure the sentence by using passivation.

2. Marketers need to make a quota every month to
maintain sustainable growth.
Restructure the sentence by using nominalization’
1. The artists created a beautiful mural to pay
tribute to the survivors of the disaster.
Restructure the sentence by using passivation.
2. Guitar players constantly practice to ensure fault-
free performance.
3. The government’s deal with the public transport
company was not successful.
The government’s deal with the public transport
company will cause delays in projects.
The government’s deal with the public transport
company will result in unsatisfied citizens.
Answer: Restructure the sentence by using
nominalization’
1. The creation of a beautiful mural to pay tribute to
the survivors of the disaster was exhibited.

Restructure the sentence by using passivation.

2. A constant practice ensures fault-free
performance.

3. The government’s deal with the public transport

company was not successful for it will cause delays in
projects and/that will result in unsatisfied citizens.
 Chapter 3

WRITING ACADEMIC TEXTS

 Learning Competencies

By the end of this lesson, the students shall have:

1. Illustrated that writing is a process and that re-
writing is part of that process;
2. Constructed a clear thesis statement;
3. Distinguished between paraphrasing and quoting
and use them appropriately in the paper;
4. Documented the source properly using MLA and
APA; and
5. Written an academic paper following the
process.
 Pre-writing Process
1. Jot down ideas or terms related to the broad topic .
Write two paragraphs using those ideas.
2. Reread what you have written and decide which of the
ideas are connected to each other. Group the similar
ideas in one category. You may use a graphic
representation (chart, map, arrows, table) to show the
relationships of ideas.
3. Examine the ideas that you mapped out and identify
which ideas are broad topics from the specific ones.
4. Understand why you are writing the paper.
5. Think of the people who will possibly read your paper.
 Steps in choosing a topic

1. Brainstorming
2. Free writing
3. Clustering
4. Focus on one idea
5. Reasons why you are writing
6. Know your purpose and identify your reader
or audience
 Audience Analysis
1. Who are your readers? Are they familiar with the
topic or subject? How much do they know about
your topic?
2. What are their interests and how could you relate
your topic to their interests?
3. What is their general attitude toward your topic?
4. Do they have beliefs that you may have to consider in
writing your paper?
5. Do they have misconceptions and biases that you
have to address?
6. What are your readers’ expectations from you?
 What is Plagiarism?

- Deliberate copying of somebody else’s work

and claiming that work to be his/her own;
- Using somebody else’s work without proper
acknowledgement or citation; and
- Copying the text without paraphrasing it.
 Types of Plagiarism

*Plagiarism of ideas
*Plagiarism of language

A. Plagiarism of Ideas
- occurs when credit for a work is ascribed to
oneself untruthfully.
Citations are used to attribute ownership of
ideas to authors.
1. Author-oriented citation
surname+(year of publication)+ verbs of statement
Ege (2017) underlines/believes/posits/considers

2. Text-oriented citation
paragraph or sentence+(surname, year of
publication)

Unless educators realize the importance of reading and writing

across subject areas, problems in comprehension of subject matter
will be a prominent issue in the teaching learning process
(Tabaranza, 2017).
3. Start the sentence or paragraph with the phrase
“According to…”
according to+surname (year of publication),
according to Lamis (2017), by the end of this month,

texts, movies, images and music

author+title of work+year of publication

Images
Luna’s Spoliarium (1884)
Video
Spencer’s (2009) “The Matchmaker”
“The Matchmaker” (Spencer, 2009)

Music
The Beatles’ song “A Hard Day’s Night” (1964)

B. Plagiarism of language
- when an author uses the language of another
writer and claims it as his or her own.
copied word for word from a source
cites the author but copies the whole text verbatim
Three Types of Note-taking
A. using direct quotations
B. summarizing
C. paraphrasing
- literal paraphrasing
- structural paraphrasing
- alternative paraphrasing
A. Using direct quotations
1. To lift texts and enclose them in quotation marks.
(Author’s name, page number).
Ex. “Globalization is just a covert term for
colonization.” (Reyes, 1994, p. 2).
2. If the text is too long, you may omit certain parts
and replaced them with an ellipsis (…). If the words
omitted are at the end of the statement, another
dot is added, making it four (….).
“Smartphones resulted from global innovations in
technology… and therefore, consumers need to be
updated….” (De Claro, 2010, p. 7).
3. Interpolation may be done to insert notes
within the directly quoted passage. Interpolation
is marked by open and closed brackets.

“[Educators] believe that the education sector

should address the material conditions of
schools to improve teaching and learning.”
(Danao, 2011, p. 7).
4. Twenty percent of the total length of the work
may employ direct quotations.
B. Summarizing – a short restatement of the
main idea of a text.
C. Paraphrasing
- literal paraphrasing
- structural paraphrasing
- alternative paraphrasing
- poses questions about the text
- stand of the author about the topic.
- writer answers those questions in
his/her own words.
Studies have found that paper bags have a larger carbon
footprint compared to plastic bags because of the amount
of energy, water, and chemicals the production of paper
bags consume. In a briefing note prepared by Kirsty Bell
and Suzie Cave (2011) for the Northern Ireland Assembly,
it is reported that manufacturing paper bags requires
above four times the amount of energy plastic bags do.
Also, the production of paper bags contributes more air
and water pollution compared to plastic bags. Other than
high energy consumption during processing, it also
requires paper bags more energy to be transported. This is
because compared to plastic bags, paper bags weigh more
and take up more space, resulting in the need for more
resources to transport them (Chua-Unsu, 2014).
Planning Essays and
Presentations
 Steps for planning an essay
1. Determining the topic, role, and audience for
the work.
2. Expanding subtopics
3. Collecting sources and making notes
4. Brainstorming, forming thesis statement, and
outlining
5. Drafting
6. Peer evaluation and revision
 Process of Writing an Essay
1. Develop Your Thesis Statement
Thesis Statement – overall idea or argument of
your work. A general statement that presents
essential points to be developed in your paper.
- Contains element of uncertainty, risk or
challenge or should debatable enough.
- Should not merely announce something or
state a fact.
- Should be focused and succinct, and must be
framed as a declarative sentence.
 Ex. The ASEAN region is a dynamic system
because it capitalizes on cultural diversity, rich
resources, and a variety of perspectives.

Try:
Political Dynasty – Stifles Development –
Monopolizes Resources – Limits People’s Choices
What is the difference between a thesis
statement and a topic sentence?
Topic Sentence (TOS) – serves as the main idea of
the paragraph and usually has one supporting
point.

Thesis Statement (ThS) – main idea of an essay

and contains at least two supporting points
which are developed in succeeding paragraphs.
Sample TOS 1. The lakes of Laguna are grand
spectacles worth seeing.

Sample ThS 2. Automated elections should be

improved to minimize fraud, facilitate faster
turnout, and maximize voter participation.
2. Organizing Your Paper
a. Outline format b. Principles
Outlining – logical arrangement of ideas to be included
in the essay.
- Traditional or standard format
- Introduction- background of your topic, poses a
question regarding the topic, explains how the
question is problematic and significant, and gives the
writer’s thesis statement.
- Body – where the bulk of an essay is
- Conclusion – bring together the points and
emphasize your final point
Introduction
1.1 What is the topic about?
1.2 What is the purpose of the essay?
1.3 What is covered in the essay?
1.4 What is the thesis statement?
Body
2.1 What is the first major topic?
2.1.1 What is the first supporting idea?
2.2 What is the second major topic?
Conclusion
3.1 What are the man points of my essay?
3.2 What course of action would I like my readers
to take
For principles, consider the following:
1. Parallelism - same language structure (words,
phrases, sentences)
2. Coordination – observe levels of significance
3. Subordination – observe differences of
importance
4. Division – entries should be at least two to be
sure that supporting points of a major idea are
adequate.
 Task
Discuss the ways your school can help address
environmental problems by writing an essay
about segregating waste, saving resources
through recycling, and avoiding using harmful
materials
 Pre-writing Outline
Aspects of Planning Response

Topic

Title of your essay

Purpose

Audience

Role

Thesis statement:___________________
 Essay Format
1. Make a 3-paged essay not less than 1000 words.
1st page should include; your name, section, pre-
writing outline entries, introduction, and first
paragraph of the body.
2nd page should include the continuation of the
body.
3rd page should include at least 5 references.
2. Use 12 font size and Times New Roman font
style.
3. Use 3 short white papers and must be stapled
when submitted.
4. Submit your work on Friday, March 15, 2019.
ESSAY RUBRIC