Reading Academic Texts (EAP Ia-c 1 to 4)
Academic texts are texts specifically written for use of teachers and students. It might also be texts that are assigned by teachers to students because of their usefulness to their subject.
Academic texts in the subject include: 1) reaction/reflection papers; 2) critiques; 3) concept papers; 4) position papers; 5) report surveys/field reports; and 6) laboratory/scietific technical reports.
The first part of this subject is on the reading of academic texts so that the learner will be able to write academic texts in the later part of the semester.
The structure of academic texts
A. The thesis structure. The writer presents a “thesis” (or main idea), which is his/her position on a certain subject, then proceeds by giving supporting details that supports the main idea.
Introduction. Where the writer presents his/her topic and his her main argument on the topic. The thesis statement is usually given at the beginning of an essay but may also be given at the end.
Major details or points. There may be one or more main sections or points which serve as supporting details to the thesis statement or main idea.
Minor details. Each major detail may be supported one or more supporting details.
Conclusion. In the final paragraph(s), the writer may summarize the ideas presented in the essay and present his/her conclusion on the subject.
B. The problem-solution structure. Here, the writer presents the problem and lists possible solutions to the problem. An example of this structure is the scientific method. The scientific method is defined as “a way to ask and answer scientific questions by making observations and doing experiments.” The steps of the scientific method are to:
Presentation of the Problem. The writer of a problem-solution text first presents the scientific problem making observations about the problem. It is important to clarify the problem before looking for solution.
Reviewing of previous research. Next, the writer may present researches from other writers that will help better understand the problem.
Formulation of hypotheses (singular: hypothesis). The writer may present one or more more possible answers to the problem.
Conducting experiment(s). The writer then presents one or more experiments that can prove or disprove his/her hypotheses.
Analyzing the data and drawing generalizations. The writer presents the results of the experiments and finally explains how the results can be used to solve the problem.
C. Factual report structure. The writer presents the who, what, where, when, why, and how of an event. Examples of factual reports are narratives and newspaper articles.
Chronological order. Narratives are usually written in chronological (time) order: introduction, first event, second event, (and so on) and conclusion. Some narratives are written in media res (in the middle of things) in order to arouse curiosity, e.g., next-to-the-last event, introduction, first event, second event, (and so on), and finally the conclusion.
Inverted pyramid order. Newspaper articles are usually writen not according to time order but in order of importance; starting with the most important details (who, what, where, when) to specific details (why, how) and finally to lesser important details.
Language of academic texts
Academic language possesses the following characteristics:
Complex. Words and sentences used in academic texts are usually more complicated than those used in everyday conversation. writers may also use a wider variety of words in their essays. Academic texts also use more complicated patterns of grammar: simple sentences (subject + predicate) are usually used in everyday language but complex sentences (those using independent clauses, dependent clauses, and subordinate clauses) are used in academic texts.
Formal. Academic language does not use colloquial expressions (or slang, street language) which may be used in everyday language. The words used tend to be longer (e.g., use better vs. improved utilization) and contractions are not allowed. (e.g., won’t vs. would not).
Precise. Academic language is exact. This includes the use of factual information and the use of words that avoid ambiguity.
Objective. This refers to the writing based on known facts and not on the writer’s feelings and bias on the matter. This also includes impersonality in writing (e.g., avoiding words such as you and referring to oneself not as “me” but as “the researcher”).
Explicit. Academic language is direct and clear in order not to leave room for ambiguity or misinterpetation.
Hedged. This refers to cautious language as to not to be perceived as being presumptuous. Strong claims are tempered down with words such as probably, possibly, may, peraps, theoretically, it appears that, and so on.
Responsible. Everything stated sould be accompanied by evidence and sources of information are properly cited. The writer makes sure that the information he/she publishes will not lead to misinformation.
Prepared by Gilmartin T. Guerrero with material from Wayleen Anarna.
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