ENGLISH FOR ACADEMIC AND

PROFESSIONAL PURPOSES
UNDERSTANDING RESEARCH SKILLS 1

UNDERSTANDING RESEARCH SKILLS WEEK 11

Citing Sources Using a Summary:A summary is a shortened form of facts from an

original piece of writing. It is a third of the original text depending on the purpose of the
writer. Summarizing involves putting the main ideas into your own words, including only
the main points. Once again, it is necessary to attribute summarized ideas to the
original source. Summaries are significantly shorter than the original with a complete
overview of the source material.

Glossary You have learned in this module that summarizing is one of the ways of citing
sources. You summarize if it is a longer passage and don’t forget to cite the source. You
also learned the two aspects of past tense. Citation – any academic material taken from
other sources, incorporating it into one’s work and commending the author or writer
whom the original work was adapted. Summary - a shortened form of an original text.
Past participle - are a nonfinite verb form in English that perform, also referred to as -en
participles, passive participles, and perfect participles.

Ways of Citing Sources through Writing a Summary Summarizing A shortened version of

a longer piece of writing that tells the important facts from an original text. It is usually
one third of the original passage.

What to remember in summarizing:

-Telling just the main idea or plot of a story.

 The summary needs to be brief.

 Don't use unnecessary details and don't repeat things.

The Simple Past Tense Uses of PAST TENSE:

1. A completed action in the past. Example: I attended a meeting of that committee

last week.

2. Habitual or repeated action in the past. Example: It snowed almost everyday last
year.
3. A finished action in the past that is no longer applies in the present. absent so often.
Example: Dr. Perez served as UN Peace Corp volunteer in Haiti last year.

4. Imaginative conditional in the subordinate clause. Example: If he took care of

himself, he wouldn’t be

The Past Perfect Tense USES OF PAST PERFECT TENSE:

1. An action completed in the past before another past event. Example: She had worked
as a house helper before she finished her college degree.

2. Imaginative conditional in the subordinate clause(referring to past time). Example: If

Sally had studied harder, she would have passed the exam

UNDERSTANDING RESEARCH SKILLS 2

UNDERSTANDING RESEARCH SKILLS WEEK 12

Citing Sources Using Quotation: • If using a direct quotation from an author:  copy the
exact words.  enclose this in quotation marks  give the author, date and page
number(s) that the quotation was taken from, in brackets.  If quoting from a website or
webpage that does not have page numbers, do not need to include anything to indicate
this in the citation

For quotation of more than two lines:

 Separate the quotation from the rest of the paragraph

by one free line above and below.

 It is indented at left and right margins (block form) .

 It may be in a smaller point size .

 It is preceded by a colon

 It does not use quotation marks.

 The citation includes author, date and page number(s)

that the quotation was taken from.

Despite the Philippines supposedly high literacy rate of 88.6 %, many Filipinos can
barely read and write. He noted: This is true especially of those living in remote areas as
well as the slum areas of the country. Someone once remarked that we are not a nation
of readers; we are a nation of storytellers.

If you omit parts of the quotation, use an ellipsis. An ellipsis consists of three dots (...).
Do not begin or end a direct quotation with ellipsis points. The reader already assumes
that the quote has been excerpted from a larger work.  If you want to insert your own
words, or different words, into a quotation, put them in square brackets [ ]  If you want
to draw attention to an error in a quotation, for example a spelling mistake or wrong
date, do not correct it; write [sic] in square brackets .  If you want to emphasize
something in a quotation that is particularly relevant to your essay, put the emphasized
words in italics, and state that the emph

Between QUOTE and PARAPHRASE

 Use a direct quote when words or lines are iconic. Then switch to a paraphrase for
explanation and added effect.

 On the other hand, a paraphrase without any direct quotations may lack context and
support.

 Quote when you can't say it any better than they did, but paraphrase when you can.

Simple Future Tense Form: We will cover the first half of the book this year. Jeremy is
going to report this week. will + verb (base form) or be going to + verb (base form)

The Simple Future

Tense

An action to take place at some definite time in

Ex. Joe will take the bar exam next month.

A future habitual action or state.

the future.

Ex. After October, Judy will take the 7:30 schedule of classes

at the university.

Main clause of future conditionals.

Ex. If you go, you’ll be sorry.

Future Perfect Tense a. A future action that will be completed prior to specific future
time. Ex. I will have finished all these word processing by 5 p.m. b. An action that will be
completed in the future prior to some other future time or event. Ex. At the end of the
summer, the Perez’s will have been in the US for 10 years.

Future Progressive Tense

a. An action that will be in progress at a specific time in the future. Ex. I will be fixing
the broken fence tomorrow at 3 p.m.
b. Duration of some specific future action or event. Ex. Malia will be fighting against
Santino in the next episode.

Future Perfect Progressive Tense

Habitual action that is taking place in the present and that

will continue into the future until a specific future time.

Ex. On Christmas Eve we will have been living in the same

house for 20 years.

He will have been keeping a journal for ten years

next month.

Citing Sources Using Direct Quotation Direct quotation is using an author’s exact words
to support your claim. Quotations must match the source document word for word and
must be attributed to the original author. Ways of Using Quotation: Direct Quotations
should be used sparingly. They should be significant to your argument. You may quote a
whole sentence or just a few words. Quotation marks are used around the quotation.

a) Dr. Tim Sung, chairperson of the engineering department, said that the budget
cuts were a “disaster for the university. Our department will not be able to
compete for the best new faculty.
b) ” b) Psychologists reveal the following reasons why people fall in love: couples
believe that they are created for one another; they believe that they find a
perfect partner to raise babies together; they want to extend their domain and
increase their effectiveness as individuals; they find chemistry in a romantic
relationship and; they are deeply attracted to one another. Simply put, Albert
Enstein once said, “ Gravitation is not responsible for people falling in love.”
c) 2. You may quote a whole sentence or just a few words. Example: Pippa
Longstocking, one critic complained, is not a girl at all “but a boy in disguised.”
d) 3. If it helps you make your point, you may quote an entire passage.    In
quoting more than five lines, start the quote on a new line after double-spacing
and indenting ten spaces. Single –space the quotation. No quotation marks are
used around the quote – its block form identifies it as a quotation.

In using direct quotation, you must: a. Choose quotation that fits smoothly into y our
writing. b. Discuss it. c. Use active verbs to introduce it. (refer to table 1 below) d. Put it
in the most strategic place in the composition. e. Sometimes, leave out some words to
condense the quote. f. Use parenthetical documentation or in-text citation to avoid
plagiarism.

When to use Direct Quotation

 a. When the writer wants to show that an authority supports his

idea most especially in research.

b. When the author wants to present a position or argument to

evaluate or comment.

c. When the quote has symbolic language historically.

d. When a quote’s meaning distorted when summarized or

paraphrased.

____________________________________________________________________________

Quote if you use another person's words. You must not use another

person's words as your own; do not quote if the information is

well-known in your subject area. Please note, that some

subjects, for example chemistry, hardly ever use direct quotation.

____________________________________________________________________

Aspects of the Future Tense: The Simple Future Tense; The Future Continuous Tense;
and The Future Perfect Tense Setting the Context Read the passage and underline all
verbs. Family Life in the 21st Century What are photos of a family gathering in 2050
going to look like? Will families in urban areas across the world grow smaller? Will the
very poor in rural areas continue to have large number of children? Will there be mostly
older people in such a photo? Probably.

The Simple future tense expresses intentions, and it can be used

to express requests, promises, offers, and predictions.

A. Uses of Simple Future Tense

1. Simple future with will is used for :

a. Future predictions : Hannah will be 8 years old next year.

b. Spontaneous decision: I’ll the phone.

2. Be going to is used for the following:

a. Future predictions ( more informal than will):

Hannah is going to be 8 years old next year.

b. Future intentions ( based on prior decisions):

Rudy and Ruby are going to get married in October.

c. Future certainly based on current condition or present

evidence: Pauline is going to have a baby.

3. Present progressive is used for the following:

English for Academic and Professional Purposes

Understanding Research Skills 5

a. Future plans that have already been made: I am

marching in parade next week.

4. Simple present is used for the following:

a. Fixed scheduled events: We get paid next Friday.

If the train arrives, we’ll beat rush hour getting home.

 In using the simple present or present progressive

indicating future aspect, the simple present is more

formal and impersonal and is not very common

except with travel arrangements .

Ex. Ann arrives today.

 With present progressive and be going to –

 Present progressive is more common and emphasizes

that the arrangement have already been made.

 Be going to focuses on the speaker’s plans and intentions.

Examples:

I’m staying at Solaire. ( arrangement is already made)

I’m going to stay at Solaire. ( plan/ intention)

B- Simple Future Versus Future Progressive

 The future progressive is used for the possibility of change

with regard to some future event.

Example:

Simple Future: We will go to Everglades National Park on

our vacation. (definite plan)

Future Progressive: We will be going to Everglades National

Park on our vacation.

( less definite in that it allows for a change in plans)

C – Simple Future Versus Future Perfect

 The future perfect marks an event, an activity that is

complete before some other time in the future or some

other future event:

Course Module

Example: By the year 2030, nanotechnology will have

become accessible to all.

Megan will have moved by the time she

completes her studies.

 Simple Future alone suggests that the event/ activity

begins with the time mentioned:

Example: Nanotechnology will become accessible to all by

the year 2030.

Megan will move when she completes her

studies.

Glossary

References

____________________________________________________________________

Lessons in this module have provided you with the definition of

direct quotation and the ways of using quotation. Also, grammar

points highlighting the different aspects of Future Tense is added

to the lessons for language mastery. Remember the basic forms

of the different aspects of the future tense :

Simple future tense : will + verb (base form)

Be going to + verb (base form)

Future progressive tense : will be + verb (-ing form)

Be going to + verb (-ing form)

Future perfect tense: will have + verb (base form)

___________________________________________________________________________

Direct Quotation - restatement of the author’s exact words. Uses

quotation marks around the quotation.

Quotation marks - with the symbol ( “ “ ) , are used to enclose all

parts of a direct quotation, quoted words and phrases within a

sentence, titles of short works of music and poetry, lectures,

technical terms in non-technical writing and well –known

expressions.

Books

Celce – Murcia, M. and Larsen Freeman, D. (200). An ESL/ EFL

Teacher’s Course. 2nd Edition. Singapore. Heinle .

Dapat, JR, O( 2013) Applied English for Academic and

Professional Services. Manila , Philippines. JFS Publishing

English for Academic and Professional Purposes

WEEK 13 UNDERSTANDING RESEARCH SKILLS

UNDERSTANDING RESEARCH SKILLS Lesson 1: Paraphrasing A Paraphrase means…

Write it in your own words.
 Your own rendition of essential information and ideas expressed by someone else,
presented in a new form.

 A legitimate way to borrow from a source.  A more detailed restatement than a

summary, which focuses concisely on a single main idea.

Week 0013:Understanding Research Skills 7 Steps of Effective Paraphrasing  Reread

the original passage until you understand its full meaning.

 Set the original aside, and write your paraphrase on a note card.

 Jot down a few words below your paraphrase to remind you later how you envision
using this material. At the top of the note card, write a key word or phrase to indicate
the subject of your paraphrase.

 Check your rendition with the original to make sure that your version accurately
expresses all the essential information in a new form.

Understanding Research Skills Continuation: 7 Steps of Effective Paraphrasing

 Use quotation marks to identify any unique term or phraseology you have borrowed
exactly from the source.

 Record the source (including the page) on your note card so that you can credit it
easily if you decide to incorporate the material into your paper.

 Use a thesaurus to check for synonyms.

Example: Understanding Research Skills Original passage: Students frequently overuse

direct quotation in taking notes, and as a result they overuse quotations in the final
[research] paper. Probably only about 10% of your final manuscript should appear as
directly quoted matter. Therefore, you should strive to limit the amount of exact
transcribing of source materials while taking notes. Lester, James D. Writing Research
Papers.

2nd ed., 1976, pp. 46-47. A paraphrase: In research papers students often quote
excessively, failing to keep quoted material down to a desirable level. Since the problem
usually originates during note taking, it is essential to minimize the material recorded
verbatim (Lester 46-47).

Lesson 2 English Words with Foreign Origin Week 0013:Understanding Research Skills
Vis a vis French : face to face Pot-pourri French: medley, mixture Robot Czech: a
machine made in imitation of a human being. Vox Populi Latin: voice of the people
Pincenez French: eyeglasses kept in a place by a spring clipped onto bridge of the nose.

Improve-Your-Vocabulary-for SSC-ExamS. English words with foreign origin Epitome

Greek: a condensed account; person or thing typical of something.
Nemesis Greek: a just punishment; anything that seems to defeat or frustrate a person.
Poltergeist German: a noisy ghost Prima Facie Latin: at first glance; adequate to
establish a fact

WEEK 14 CITATIONS AND DOCUMENTATION IN ACADEMIC WRITING

PARENTHETICAL CITATION

• Also called internal citations , appear in the report body and provide just

enough information to locate the appropriate source in the comprehensive

A CITATION clearly identifies the source of the work.

• Ways of citing sources:

1. Quoting

2. Paraphrasing

3. Summarizing

CITATION AND DOCUMENTATION IN ACADEMIC WRITING:

When to Cite a Source

 Quote directly from a source.

 Summarize or paraphrase another writer’s ideas, concepts or

opinions.

 Anywhere you find data, facts and information used in your

paper.

 Images, visuals, graphs and charts you use in your work.

How to Cite a Source:

• Cite your sources both in-text and at the end of

your paper.

• Explain all related aspects of the work clearly and

concisely using your own words.

• Always provide a reference to the work directly

following the information you have provided.

Distinguishing between the MLA and APA Format

• APA – American Psychological Association

1.A format of identifying sources in writing a paper usually used in

for education, psychology, sociology and other social sciences.

[Link] author and date format.

[Link] Reference List at the end of your paper.( Bibliography)

[Link] – text citation

[Link] documentation

• MLA – Modern Language Association

a.A format of identifying sources in writing a paper

usually used in arts, literature and the humanities.

[Link] Work Cited at the end of your paper.

(Bibliography)

[Link] author and work format

[Link] – text citation

[Link] documentation

WEEK 0015 Developing Skills in Writing a Research Paper, and Critique

A Research Paper is a formal writing that involves systematic exploration of a subject to

understand it further, establish facts, and reach conclusions.

IMRAD FORMAT:

INTODUCTION

METHOD

RESULT

AND

DISCUSSION

STEPS:

[Link] THE TOPIC

[Link] THE TOPIC

[Link] THE TOPIC

[Link] THE FINAL OUTLINE

Writing a Critique

A CRITIQUE

WRITING A CRITIQUE

is a careful analysis of an argument to

determine what is said, how well the points

are made, what assumptions underlie the

argument, what issues are overlooked, and

what implications are drawn from such

observations.

• A critique is not presenting the negative side of the subject

A critique is presenting both the “strength” and

“weaknesses” of the work .

WEEK 16 WRITING A REPORT

A Survey Report

- a type of formal report which involves collecting and gathering of

data and information from a particular group of people through

personal interview and questionnaires.

-present and analyze the results /findings of research (information gathered

from door-to-door surveys/questionnaires) concerning reactions to a product,

plan , etc, including general assessment, conclusions and suggestions or

recommendations.

Considerations in Writing a Survey Report:

- written in formal style ( complex sentences, non colloquial English, frequent use of
passive, linking words/phrases.
- who the report is being written by and who the report is addressed to.

1. The purpose/aim/intention of this report is to

examine/assess/evaluate the results of a survey in

which…..people/residents/viewers were asked

about/whether/what….

2. This report outlines the results of a survey

conducted/carried out to determine/discover the

reaction/popularity/attitudes/opinion of….

3. As requested, this survey report was

gathered/obtained by means of a

questionnaire/a telephone survey/door-to- door

interviews…

4. The information below summarizes statistics

compiled by….

USEFUL LANGUAGE TO END REPORTS - to conclude… - to sum up… - In conclusion… -

the survey clearly shows…. - on the basis of these findings.. - it would seem that… -
results of this survey suggest/indicate/demonstrate/reveal that…

A Scientific Report Definition: is a document that describes the process, progress, and
or results of technical or scientific research or the state of a technical or scientific
research problem. It might also include recommendations and conclusion of the
research.

Elements of a Scientific Report:

A. Title Page
B. Table of Contents
C. Abstract
D. Introduction
E. Materials and Methods (Experimental)
F. Results
G. Discussion
H. Conclusion
I. References
i. Title Page:
 ii. Title of the report:
iii. Usually 4-12 words in length.
iv. Should be short, specific and descriptive, containing
v. the keywords of the report.

Authorship:

vi. Always publish under the same name.

vii. Include author addresses.
viii. Indicate the corresponding author and their contact
ix. details.

Date:

x. The date when the paper was submitted.

Table of Contents

• A Table of Contents is only required for length reports (usually

6 pages or more).

Abstract

• The Abstract is a self-contained synopsis of the report - an

informative summary of what you did and what you found out.

Introduction

• This provides a summary of the analysis to be

undertaken. The purpose of the Introduction is to put

the reader in the picture and place the

research/experiment within a context.

•Materials and Methods

a description of the materials and procedures used -

what was done and how. Describe the process of

preparation of the sample, specifications of the

instruments used and techniques employed.

•Method should include :

1. sample size,
2. apparatus or equipment used,

3. experimental conditions,

4concentrations, times, controls etc..

The Method:

Method must be written in the

past tense and the passive voice.

•Results

The following will be included in your Results:

[Link] and spectra.

[Link] and graphs whenever practical.

[Link] statements of the results in the text (without repeating

b.(Figure 1).

[Link] data in the graphs and tables). When writing about each

picture, graph or table, refer to it parenthetically e.g.

Discussion:

1. State your interpretation of your findings, perhaps

comparing or contrasting them with the literature.

Reflect on your actual data and observations.

[Link] answer the question "What do the results

mean?" It is an argument based on the results.

Conclusion: This is the summing up of your argument or experiment/research, and

should relate back to the Introduction. The Conclusion should only consist of a few
sentences, and should reiterate the findings of your experiment/research.

References:

1. Cite any references.

[Link] that the references are formatted according

to the style required by your institution

 WEEK 17 WRITING A POSITION PAPER

The POSITION paper  is a composition that highlights an opinion of an author or

specified entity about an issue. As a debate, it presents one side of an arguable
opinion and persuades the readers or audience that the author has well- founded
knowledge about an issue.

• OUTLINE OF POSITION PAPER

• Non - restrictive Clause

An adjective clause that is not needed to

make the meaning of a sentence clear. It

adds meaning to a sentence, but the

sentence would be perfectly logical

without it.

• Restrictive Clauses

 An adjective clause that is essential to a sentence;

called an essential or restrictive clause .

• that is, it is needed to make the meaning of the sentence clear.

WEEK 18 WRITING CONCEPT PAPER

Lesson 1: The Concept Paper Definition  is a document written to convince potential

funders to sponsor a product, program or service. Concept papers vary in format and
specifics depending on the organization, but are generally concise documents
containing information, statistics and persuasive arguments

Steps in Writing a Concept Paper:

1. Acknowledge the role of the sponsoring organization.

2. Describe your team or organization.

3. Identify the problem.

4. Include an assessment of previously applied methods.

5. Explain how you will meet the need.

6. Outline your intended objective.

7. List the resources necessary to offer the services.

Writing a Concept Paper FORMAT of a CONCEPT PAPER Introduction Rationale Project
Description Evaluation Budget:

Writing a Concept Paper Lesson 2 :

Gerunds and Infinitives

 A participial form of the verb used as a noun.

 A gerund phrase includes the gerund and other words that complete its meaning.

GERUNDS AND GERUND PHRASES GERUND : Verb + ing (NOUN)

=the+concept+paper&source Writing a Concept Paper Examples:

1. Cheer dancing is Janel’s passion.

2. Reading is a skill.

3. Jimbert tries writing his ideas about the story. Photo credited from Christine Yase
Writing a Concept Paper

• INFINITIVE AND INFINITIVE PHRASE An infinitive looks like a verb, but it begins with
“TO”, and it functions as a noun (subject, direct object, predicate nominative), adjective,
or adverb. Writing a Concept Paper

• INFINITIVE AND INFINITIVE PHRASE An infinitive phrase = to + verb BUT IT NEVER

FUNCTIONS AS THE VERB IN A SENTENCE!!!!! Writing a Concept Paper

• INFINITIVE AND INFINITIVE PHRASE Role # 1 Infinitive = Noun 3 different types

Example:

To learn with the group makes these kids better readers. (infinitive as the subject )
They like to study.

(infinitive as the Direct Object ) Her goal is to win. (infinitive as the Predicate
Nominative or Predicate Noun ) Photo by Christine B. Yase. Writing a Concept Paper
INFINITIVE AND INFINITIVE PHRASE

Role #2 Infinitive = Adjective Samuel White is the candidate to watch this election.

(To watch …infinitive as an adjective Which candidate is Samuel…the one to watch).

 To watch gives more info. about candidate – a big hint is the adj. comes just after the
noun it modifies. Writing a Concept Paper

• INFINITIVE AND INFINITIVE PHRASE Role #3 Infinitive = Adverb 1. He sat down to

sleep. (To sleep …infinitive as an adverb . Why did he sit down... to sleep)

 To sleep gives more information about the verb. Writing a Concept Paper
 • INFINITIVE AND INFINITIVE PHRASE An infinitive phrase begins with the infinitive
(starts with “to + verb”) and includes all of its modifiers. Writing a Concept Paper

Examples of INFINITIVE PHRASE

1. To fix the Rubik’s cube in one minute is their goal.

2. To complete the puzzle is to focus on the cubes.

WEEK 19 WRITING AN ABSTRACT

The Abstract Paper

Purpose of an

Abstract

1. Introduces a study, research, journal articles.

2. Presents overview of the article, research,

conference program

3. Gets the readers ‘ interest to read the article.

 It should state the main objective and

rationale of your project.

 It should outline the methods you used to

accomplish your objectives.

 It should list your project’s results or

product.

 It should draw conclusions about the

implications of your project.

What are

included in

the

abstract?

Techniques in Writing Effective Abstracts

• 1. Avoid jargon.
• 2. Be concise.

• 3. Use past tense when describing what you

have already done.

• 4. Don’t cite sources, figures, or tables, and

don’t include long quotations.

• 5. Be straightforward.

• 6. Follow strictly the chronology of the report.

• 7. Don’t add new information.

Prepositional Phrase and Participial Phrase

• Prepositional Phrase

 is ―to + noun/pronoun‖

1. I wanted to walk to the beach.

2. The ability for toddlers to speak clearly happens after four

years of age.

3. We went to Italy to see our grandparents

Participle and Participial Phrase

 A participle is a verb form that can be used as an adjective.

 It ends in –ing or –ed.

• Participial phrase

 The participle and all of its modifiers (the modifiers are all of the words

related to the participle—such as prepositional phrases)

 The participial phrase functions as an adjective in the sentence.

Examples of Participles

• Rushing, Steph hurried to class.

• Confused, Sara looked at the map.

• Broken, the vase lay on the hallway floor.

Examples of a Participial Phrase

1. Rushing through the halls at breakneck speed, Steph ran to class.

2. Confused by the strange directions in the letter, Sara looked at the map.

3. Broken into a thousand pieces, the vase lay on the hallway floor.

4. Looking at the cats competing for the title, Sue chose the lovely Siamese.

5. Enchanted by its adorable personality, Deb played with the little

Persian kitten.