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Kodigo Sibil

This document discusses various aspects of academic writing and concepts. It defines sentence structure and provides examples of different types of sentences. It also discusses techniques for understanding academic texts such as skimming, close reading, and rereading multiple times. The document notes that a thesis statement should include a specific audience, purpose, and way to accomplish that purpose. It also mentions that an academic argument supports its claim with evidence from authorities on both sides of an issue. Finally, it briefly discusses concept papers, clarification, and how concept papers can be used, such as for research on treating a specific virus.

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149 views2 pages

Kodigo Sibil

This document discusses various aspects of academic writing and concepts. It defines sentence structure and provides examples of different types of sentences. It also discusses techniques for understanding academic texts such as skimming, close reading, and rereading multiple times. The document notes that a thesis statement should include a specific audience, purpose, and way to accomplish that purpose. It also mentions that an academic argument supports its claim with evidence from authorities on both sides of an issue. Finally, it briefly discusses concept papers, clarification, and how concept papers can be used, such as for research on treating a specific virus.

Uploaded by

honey sumalinog
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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 ( structure of text) A sentence’s “structure” is the way its words are

arranged.
In the examples, independent clauses are green, dependent clauses are purple,
and conjunctions are orange. Here are examples of each type of sentence:
1. The dog ran. Simple
Sentence
2. The dog ran and he ate popcorn. Compound
sentence
3. After the dog ran, he ate popcorn. Complex
sentence
4. After the dog ran, he ate popcorn and he drank a big
soda. Compound-complex sentence

 (language used in text) a system of communication used by a particular


country or community.
 (explains specific ideas) The specific ideas in various academic
text can be understood after skimming and closely reading the text.
 (GLEAN) Study carefully the sentence structure to extract (glean) the
understanding
 (TECHNIQUES) Read the information source several times, in fact, read
so many times as needed for you to fully understand the material.
 (STATES THE THESIS) Theisis statement is all about on how they
accomplish the specific purpose like for example "In order to succeed
in the classroom, college students need to utilize the resources
available to them throughout their academic careers." Notice how
this thesis statement includes a specific audience (college
students), a specific purpose (success in the classroom) and the
specific way this can be accomplished (utilizing avail able
resources).
 (LEGITIMATE CONTRARY VIEWS) An academic argument supports
its claim with sound reasoning, research, and evidence such as facts,
statistics, and quoted opinions from authorities on both sides of the
argument.
 (Applies the principles of writing effective reviews and critiques)
Brevity, clarity, communication emphasis and many more
 (CONCEPT PAPER) An academic concept paper is a brief summary of
a research project
 (ILUCIDATE) Clarification creates multiple meanings through: (1)
formulating purposes, (2) choosing, examining, and integrating data
sources, and (3) representing a final conceptualization that can also be
examined for adequacy. Within each of these processes, critical thinking
is engaged as: (1) assumptions are identified and challenged, (2) the
importance of context in creating meaning is revealed, (3) alternative
interpretations are imagined and explored, and (4) reflective skepticism
is cultivated. The central challenge in concept clarification is to
understand how words create things.
 (CONCEPT PAPER MAY BE USED) Example, research about on how
one specific virus can be treated.
 Implicit and explicit

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