EAPP

reviewer by: @dinoreign on ig ror ● A statement drawn from all the ideas and
analysis of what you have read.
LESSON 1: READING PROCESS
● A decision reached after a careful thought.

Reading – A cognitive process that involves INFERENCE AND CONCLUSION

decoding symbols to arrive at meaning
Inference requires A conclusion comes to
● An active process of constructing meanings
moving from the end of the reading
of words. information of some process. It can involve
● Reading is a thinking process kind to a developing a summary
● Reading is a receptive skill generalization. The of what you have gone
interpretations do not through so far to reach
Reading Process represent your final that conclusion.
● Involves recognizing words, leading to the opinion on a matter:
they just help you to
development of comprehension. According
get there.
to the research, reading is a process that
negotiates the meaning between the text
and its reader. Thesis Statement
3 Stages of the Reading Process: ● Is a complete sentence that contains the
“Pre-Reading” main idea. This idea controls the content of
● This allows the reader to activate the entire essay. It also contains sub points
background knowledge, preview the text that help the readers know how the essay
and develop a purpose of reading. will be organized.
“During Reading” How to make a thesis statement?
● The reader makes predictions as he/she 1. Start with a research question. What do you
reads and then confirms or revises the want to find about?
predictions. 2. Research enough to be able to take a stand
“After Reading” 3. Ask questions for each thesis statement.
● This allows the reader to retell the story,
discuss the elements of a story, answer Types of Thesis Statement:
questions and/or compare it to another text. 1. Analytical Thesis Statement – An
analytical thesis states the topic of your
Reading Comprehension paper, what specifically you analyzed, and
● Is the level of understanding of a text or the conclusion(s) you reached as a result of
message. This understanding comes from that analysis.
the interaction between the words that are
written, and how they trigger knowledge
outside the text or message.
Techniques in Improving your Reading
Comprehension:
“Skimming” 2. Explanatory/Expository Statement – An
● The process of speedy reading for general expository thesis statement states the topic
meaning. of your paper and lists the key aspects of
“Scanning” your topic that will be discussed in the
● Reading speedily over a section of text in paper.
order to find particular works that are
relevant to your current task.
“Detailed Note Taking”
● Once you have selected useful information,
you can begin to read in detail. Note taking
techniques provide useful aid to reading.
3. Argumentative Thesis Statement – An
Inferences argumentative thesis states the topic of your
● We try to figure out something based on an paper, your position on the topic, and the
experience, we make inferences. Making reasons you have for taking that position.
inferences is to foresee and unravel the
meaning between, behind and beyond
words that we read.
Conclusion
● The end, finish, close or last part of
something.
EFFECTIVE STRATEGIES AND TECHNIQUES pursue community projects before entering
FOR READING college.
1. Predict – Determine what you think will
happen in the text. Academic Writing
2. Visualize – Create mental images of the ● An academic text is a written material in an
characters, settings and events in the text. organized way and in a specific manner.
3. Question – Stop and ask yourself questions ● Academic writing or scholarly writing is
to see if the text makes sense. nonfiction writing produced as part of
4. Connect – Think about what you already academic work.
know about the text. ● Clear in all levels
5. Identify – Determine the author’s purpose.
6. Infer – Use clues in the text and your own Text Structure
knowledge to fill in the gaps and draw ● It is how the ideas, facts, and other
conclusions. information within the written text are
7. Evaluate – Think about the text as a whole organized.
and form opinions about what you read. ● Taylor (1992) emphasized that students who
have been taught on how to identify the
structure of expository and narrative texts
have better comprehension than those who
LESSON 2: THESIS STATEMENT,
have not received such instruction.
ACADEMIC TEXT, AND ORGANIZATIONAL
PATTERNS
How can we identify text structure?
● The guides, also known as organizational
Thesis Statement patterns.
● A thesis statement is a sentence that bears ● These patterns definitely aid writers,
the main idea of an article or an essay. professional or not, in organizing their ideas
● It helps control the ideas within the paper. It that make sense which eventually exhibit
is not just a topic. understanTransition or signal words
● A thesis statement tells the reader how he ● 13 organizational patterns commonly used
will interpret the significance of the subject in acading of the material being presented
matter under discussion. to its specific audience.
● It serves as the map for the paper. Thus, it
gives the reader the idea on what to expect Organizational Patterns
from the material he is reading. ● Transition or signal words
● 13 organizational patterns commonly used
Example of an analytical thesis statement: in academic text
● An analysis of the college admission
process reveals one challenge facing
counselors: accepting students with high ORGANIZATIO PURPOSE TRANSITIONAL
NAL PATTERN DEVICES
test scores or students with strong
extracurricular backgrounds. The paper Is, refers to, can
should: be defined as,
● Explain the analysis of the college means, consists
admission process. Explains the of, involves, is a
● Explain the challenge facing admissions Definition meaning of new term that, is
words or called, is
counselors.
phrases. characterized by,
occurs when, are
Example of an expository (explanatory) thesis those that,
statement: entails,
● The life of the typical college student is corresponds to
characterized by time spent studying,
Classified as,
attending class, and socializing with peers.
comprises, is
The paper should: composed of,
● Explain how students spend their time Divides a topic several varieties
studying, attending class, and socializing into parts based of, different
with peers Classification on shared stages of,
characteristics. different groups
Example of an argumentative thesis statement: that, includes,
one, first,
● High school graduates should be required to
second, another,
take a year off to pursue community service finally, last
projects before entering college in order to
increase their maturity and global Chronological Describes the after, afterward,
awareness. The paper should: Order sequence in as soon as, at
● Present an argument and give evidence to which events last, at that time,
occur in time. before, during,
support the claim that students should
 eventually, opposed to
finally, first,
second,
following,
formerly, The following,
immediately, several, for
in/on (date), last, example, for
later, next, now, Listing/Enumer Organizes lists instance, one
meanwhile, ation of information another, also too,
shortly, since, characteristics in other words,
then, until, when features parts or first, second,
categories numerals
Describes the First , second, (1,2,3…) letters
order in which next, then, (a,b,c..) most
Process things are done following, after important, the
or how things that, last, finally largest, the least,
work. finally

Less more, Clarification Explaining a Clearly,

Describes ideas primary, next, concept or idea evidently,
Order of in order of priority last, most, will follow obviously
Importance or preference. important,
primarily, Summary Indicates that a In summary, in
secondarily. condensed conclusion, in
review of an idea brief, to
Above, below, or piece of writing summarize, to
Spatial Order Describes beside. Next to, is to follow sum up, in short,
physical location in front of, on the whole
or position in behind, inside,
space. outside, Generalization Provides for example, for
opposite, within, and Example examples that instance, that is,
nearby clarify a broad to illustrate, thus,
general such as,
Causes: statement including,
because, typically, an
because of, for, illustration broad
since, stems general
from, one cause statement
is, one reason is,
leads to, causes Addition Indicates that Furthermore,
Describes how creates, yields, additional additionally, also,
Cause and one or more produces, due information will besides, further,
Effects things cause or to, breeds, for follow in addition,
are related to this reason moreover, again
another. Effects:
consequently,
results in, one
result is, LESSON 3: STRUCTURE OF ACADEMIC
therefore, thus, TEXTS
as a result,
hence
Qualities of Text Structure:
● Organized
Similarities: ● Specific
both, also,
● Clear
similarly, like,
likewise, too, as ● Well-defined
well as,
resembles, These qualities of the structure make it easier for
correspondingly, the reader to explore the text so that one can fully
in the same way, grasp the message it tries to convey.
Comparison Discuss to compare in, This particular structure must be clear on all levels
and Contrast similarities and/or comparison,
of the academic text such as the whole text, each
theories concepts share
object of person Differences: section of the text, every paragraph, and even
unlike, differs every sentence that makes up the text.
from, in contrast,
on the other Most academic texts in science utilize the IMRAD
hand, instead, model. The acronym stands for Introduction,
despite,
Methods and Materials, Results, and Discussion.
nevertheless,
how ever, in
spite, of The model should however be complemented with
whereas, as sections for aims and research questions, as these
make up the very backbone of the academic The rest of the discussion should analyze and
text. discuss your results. It may be helpful to keep the
following questions in mind:
Aim ● What do your results mean?
● Totality of the text and components in all the ● How do they relate to previous research?
text’s parts. What are the reasons for potential
● This encapsulates what you intend to differences between your study and
achieve in your study. previous research? What do potential
similarities indicate? •How may your method
Research questions have affected your results?
● are specific questions that will enable you to ● What are the strengths and weaknesses of
reach your aim. the study? How do they affect your results?
Research questions can be arranged in: ● How are your results important to future
● According to importance development? What are the clinical
● Logical order implications, for example?
● Place the research questions in an order ● What kind of research is needed in the field
that makes sense to you and then keep to in the future, and why?
the order in the rest of your thesis.
CONCLUSION
● This is an expression of the fulfillment of
INTRODUCTION your aim and what you have found in your
● The introduction of the text must start with study
something much more general than your ● This provides you the opportunity to assess
research questions. whether all parts of your academic writing
● It should start in a broad and general are interrelated with one another
manner and then gradually zoom in on your ● Conclusion is not a brief repetition of your
own specific and narrow topic. results; it is expressing the implications of
● The text needs to start with something that your study.
your reader can relate to, and something
that shows what field your research will
contribute to, and how.
LESSON 4: RESEARCH SKILLS
BODY
The ideas, concepts and results are discussed in RESEARCH
the body of the academic text. ● Research is the systematic investigation
● Unified and study of materials, sources, etc, in
● Coherent order to establish facts and reach new
● Cohesive conclusions.
● It is an endeavor to discover new or collate
METHODS AND MATERIALS old facts etc by the scientific study of a
● Discuss about what you have done in order subject or by a course of critical
to accomplish your aim and to address the investigation. [Oxford Concise Dictionary].
research questions.
● The reader must understand what you do to What are the reasons why we are conducting
get the results, and that secondly, they will researchers?
be given the opportunity to conduct the ● Students, as researchers, must first master
same study, if the reader is interested in the art of summarizing, paraphrasing and
doing so. directly quoting the original sources since
they have to look for opportunities when
RESULTS they can link the information they have from
● Present the results in an objective way. outside sources to their ideas.
● Do not make any interpretation here since
interpretation is done in the discussion part. In reading articles needed for research, a student
● Using graphical aids like tables, charts, and has to consider the text in its different forms
other illustrations can definitely aid readers through three lenses:
in understanding the result. ● What does it say?
● How does it say?
DISCUSSION ● What does it mean to me?
● Interpretation of the results
● It requires in-depth analysis, assessment,
and explanation of the results obtained from Summarizing
the study. ● Summarizing is defined as taking a lot of
● Write and analyze what you have information and creating a condensed
researched. version that covers the main points.
 Techniques in Summarizing:
1. Selection
● It is essential to select major ideas, key
words and phrases, special terms and
interpretations presented in the original
resource.
2. Rejection
● It is a process of removing unnecessary
data.
● Try to reject repetitions, examples,
illustrations, anecdotes, redundant,
expressions, tables and statistical data.
3. Substitution
● It is a mode of combining several sentences
into one sentence.
● It is recommended to use sentence
substitutions, short sentences to replace
lengthy sentences.

Paraphrasing
● Paraphrasing is using your own words to
express someone else's ideas while still
preserving the main ideas of the original
source.
● This is a restatement of the meaning of a
text or passage using other words.

WHEN TO PARAPHRASE:
Try to simplify the article that you are
reading that might be difficult for others to
understand especially when the writer has
utilized a language that confuses the topic.
If the writer just writes the quote as it is
(direct quotation) without any analysis or
further discussion.
Keep up the flow of writing.
Always remember that in paraphrasing, you
communicate the relevant ideas the source
is trying to convey to its readers.
Do away with less important details when
you paraphrase.
Be mindful of the significant statistics and
numerical data.

Paraphrasing and summarizing are very similar.

Both involve taking ideas, words or phrases from a
source and crafting them into new sentences within
your writing.

best of luck!!