EFFECTIVE

ACADEMIC An Excerpt

WRITING
This is a short instructional material
for students with intermediate and
advanced level of knowledge in
English academic writing.

Edelyn H. Dagñalan
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EFFECTIVE ACADEMIC WRITING

Although there is a previous part of this module which is
on persuasive idea presentation technique in writing,
other elements of effective academic writing are yet to be
discussed. This part of the module particularly focuses on
academic writing.

Learning Outcomes:

At the end of this module, you should be able to:

 differentiate various paragraph development
techniques;
 follow the process in creating persuasive
outputs specifically focused on writing
academic research; and
 produce a written output using persuasive
techniques.

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PART I: THE PARAGRAPH

Study the following sample paragraphs from different

academic papers.

Sample 1:

In explaining the voodoo effect medically, Cannon

theorized that what happens to curse victims is a case
of self-induced shock brought on by “prolonged and
intense emotion” Experiments with animals put under
intense stress and case histories of soldiers in battle
situations, he says, have shown one of the physical after-
effects of intense stress is an extreme drop in blood
pressure. Shock occurs as a result of the rush of adrenaline.
The body’s blood vessels constrict, or tighten up, cutting
down the blood supply to the body. Starved of oxygen
carrying blood, vital organs start breaking down, the heart
starts faltering and eventually death occurs. This, combined
with the fact that the victim often refuses all food and
water, is responsible for the killing effect.
- (Troyka, 1978)
Sample 2:

Numerous studies have proven that men and women

have different ways of using language in their
relationships. Aside from these, they also differ in terms
of their influence tactics or behavior. Influence tactic is the
ability to change another person’s behavior, beliefs, and
attitudes. Gender differences and influence tactic created
gender stereotypes that molded both men and women as
to how they should communicate and act based on their

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gender even at an early age. These stereotypes represent

women to have more expressive, tentative, cooperative,
and polite communication characteristics, and men to
have more aggressive, assertive, direct, and powerful
communication traits.
- (Merchant as cited in Concepcion et al., 2018)

The two presented paragraphs are examples of parts of

different academic papers. They are both well written in
their own right. But how is academic writing practiced?
This section will teach you the fundamentals of writing in
a professional field.

 Writing an Academic Paragraph

A paragraph, for one, may just be a simple collection of

sentences; but, academically, it is a set of related
sentences that are united, coherent, and logically
adequate.

The following are the characteristics of an effective

academic paragraph.

a. Unity. Your paragraph should be about one major

theme. You should avoid irrelevant sentences in
your paragraph. All sentences must be under the
same main idea.

b. Coherence. Your paragraph must be easily

understood by your readers. It should have a
mooth flow by having logical and verbal bridges.
Logical bridges are created when your paragraph

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has sentences that are constructed in a parallel

manner which means that they could be from the
most to least important or vice versa. Verbal
bridges are the key words and their synonyms that
are repeated in the strings of sentences, the
pronouns that are used appropriately, and the
transitional or signal words/phrases.

c. Adequacy. Your paragraph is adequately

developed if details that are complete. In
academic writing, the practice is that the
paragraph must be well-developed. For example,
in thesis writing, the introduction is made of
several paragraphs that are strategically written.
To help you develop your own paragraph, you can
refer to the following methods of paragraph
development (Driscoll & Brizee, On Paragraphs,
2015):

1. By example and illustrations. You

cite experiences or situations related
to the topic.
2. By data or statistical citation. You
refer to statistical or graphical results
or evidence.
3. By testimonial examination. You
include what other experts say
regarding your topic by quoting or
paraphrasing their insights.
4. By using anecdotes or story. You
narrate anecdotes and stories that
are related to your topic.

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5. By definition. You define terms that

are pertinent in the narrative.
6. By comparison and contrast. You
compare and contrast ideas or
insights.
7. By evaluation of causes and
effects. You determine the causes
and effects of a situation or
circumstance related to your topic.
8. By description. You objectively or
subjectively describe your subject or
main focus.
9. By chronological order. You
arrange your thoughts
chronologically.
10. By spatial order. You describe the
time and space related to your topic.

 Understanding the Rhetorical Situation

“Rhetoric” is any communication used to modify or

influence perspectives of other people. You identify
something as rhetorics if primarily encourages awareness
of the word choices.

In writing academic papers, the major step before the

actual “meeting of the pen and paper or fingertips and
keyboard” is the establishment of the awareness of the
rhetorical situation, the instances that call for
communication.

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Rhetorical situation has five elements, namely—text,

author, audience, purpose, and setting. The text is the
actual instance or piece of communication; therefore,
text, in this context, is not only limited to any written
material, rather, it is the actual communication
occurrence that could either be verbal or non-verbal.

The author is someone who communicates, The audience

is the recipient of the communication; the purposes are
the reasons for the occurrence of the communication; and
the setting involves time, place, and environment
surrounding the communication (Sproat, Driscoll, &
Brizee, 2018). In simple terms, the rhetorical situation is
the exact circumstance where the communication takes
place.

Once you have identified the specifics of your rhetorical

situation, then you have made a significant move towards
creating your first draft.

 Researching: The Heart and Soul of Academic

Writing

Basically, before anything would come into a full-

blown academic paper, you need to do RESEARCH.
Conducting research is a useful skill to acquire as it can
greatly supplement your writing. No writers have ever
been successful without them practicing their research
skills. You can always benefit from doing research as it can
be useful in a variety of domains such as business,
professional, science, and many others. When doing a
research for the first time, you need to consider the

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following aspects according to Driscoll and Brizee (What

is Primary Research and How do I get Started?, 2018):

1. Interviews. These are one-on-one

correspondence with question and answer
sessions. These will provide a lot of
information if done with a small group of
people and experts.
2. Surveys. These are forms that contain series of
questions that groups of people answer.
3. Observations. These involve taking organized
and structure notes about incidents within an
environment. These will provide insights about
specific subjects objectively.
4. Analysis. This involves empirical interpretation
of collected and organized data gathered
either through interviews, surveys,
observations, or the combination of two or all.

Driscoll and Brizee’s Guide Questions for Conducting a

Research

 What do I want to discover?

 How do I plan on discovering it? (This is called
your research methods or methodology)
 Who am I going to talk to/observe/survey?
(These people are called your subjects or
participants)
 How am I going to be able to gain access to
these groups or individuals?
 What are my biases about this topic?

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 How can I make sure my biases are not reflected

in my research methods?
 What do I expect to discover?

 Parts of an Academic Research (based on Your

Library Research Term Paper)

This portion refers to the structure of your paper. The

following are the parts of an academic research paper:

Introduction. There should be an introduction which

states the general problem to be addressed in your paper.
The introduction should also state what prompted you to
create the paper. Give a background about your main
topic. You could arrange it this way:

 Macro-micro (Most important to least

important) perspective about the topic
 Global-national-local approach towards the
topic

You may also include the connection of your paper

to your being a student. Why do you think topic like what
you chose is important?

The Problem. State here the PROBLEM or the

QUESTION/S that you plan to prove in your paper. The
following is an example:

My aim is to analyze the code-switching patterns in

five most popular fast-food themed advertisements

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in the Philippines. Specifically, I seek answers to the

following:
1. Which language is mostly used (in terms of the
number of words) in the advertisements?
2. What code-switching patterns are observed from
the advertisements?
For a detailed description on drafting a problem,
go to https://goo.gl/2btv8Y.

Research Methodology. In this part, you have to discuss

the following:

 Method of Research. Is it qualitative? Is it

quantitative? Is it mixed or a combination of both?
Add reasons for your answer. To know more about
the difference of the three, read
https://goo.gl/5a6i6H.

 Sources of Data. In this portion, you must discuss

whatever data you utilized and where you got
them. You have to specify the time frame of your
data collection. When did you start and end? In the
paper, this part is also where readers would know
how you gathered your data.

 Theoretical Basis. Also called Theoretical

Framework, this section is dedicated to the
discussion about the theory or model you used as
basis of your analysis. It is under Research
Methodology so that readers would easily
understand how you were able to create your
paper. If for example your paper is about

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communication patterns of DJs and callers of a

certain radio station, then your model or theory
must be about communication patterns so that
you would know how to answer your problem.

Results and Discussion. Here you will present, analyze,

and interpret the data you gathered. This section is about
the actual answers to the Statement of the Problem. You
are entitled to subcategorized them according to your
liking.

Conclusions. Here you will summarize your main

findings in relation to the results and discussion. Your
findings are the answers to your questions posted under
your study’s problem. You can also discuss remaining
issues and future directions. Finally, do not end with
meaningless rhetoric, but with a crisp sentence that gives
the reader one thing to think about.

Recommendations. Provide suggestions that are aligned

with the conclusions you made. Readers would appreciate
it more if you give suggestions related to further
investigation about areas your paper was not able to fully
figure out. In other words, good recommendations may
come from the limitations of your research or the ones
you did not intend to include in your paper.

References. The specific lesson on proper referencing is

detailed in the last part of this module.

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Authors’ Bio. Tell something about yourself. This could

be a one-paragraph summary of your education and
experiences.

Here are other reminders for effectively making a

research. They are the technicalities of the paper that you
need to know as they embody the standards of creating
a research.

Tables and Figures. Tables should be labeled and

captioned above the table as "Table N," where N denotes
the number of the table, and captioned. Material such as
photographs, images, charts, and line-drawings should
be labeled and captioned below the material as "Figure
N" where N denotes the number of the figure, and
captioned. Tables and Figures are numbered separately in
series, 1….N. Captions for each should describe briefly, in
neutral terms, the content of the table or figure.

Quotations and Paraphrasing. You should have very

few, if any, quotations in your paper. Let us repeat that,
VERY FEW QUOTATIONS. Quotations that constitute
fewer than five lines in your paper should be set off with
quotation marks [ “Lions roar” ] and be incorporated
within the normal flow of your text. For material
exceeding that length, omit the quotation marks and
indent the quoted language one inch from your left-hand
margin. Any quotation should be followed in parentheses
by the source of the quotation.

Mostly, you will paraphrase what you read, meaning that

you put it in your own words. All your own words! Do

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not use a quotation with only one or two words changed.

Doing this amounts to PLAGIARISM and will be treated as
such!! Refer to the pdf at the following web site for
additional useful information about avoiding plagiarism:
http://sja.ucdavis.edu/files/plagiarism.pdf

Also, there is a paraphrasing tool online which can help

with your writing. Just key in paraphrasing tool online on
the search engine then you will be provided with the list
of tools that can automatically paraphrase material for
you. However, it is highly recommended that you
further paraphrase the resulting paragraph or
sentences of such sites as sometimes they are
ungrammatical. You should not therefore depend too
much on them because you are much more
knowledgeable than the computer. Use it as your guide
not your research manufacturer.

 Practicing the Proper and Responsible

Referencing

Citation and proper referencing are very important in

writing academic papers especiallty that this generation
is at the height of advance technology use which makes
it easier for people to navigate and access information
online. As students, your are accountable for your actions;
thus, before you can call yourselves “professionals”, you
have to practice proper and responsible referencing and
learn the rules by heart.

In this country where, instead of committing to

responsible writing, celebrating fake news has been

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rampant, the so-called millennials and generation Z

therefore have the social obligation to do away with the
wrong practice and spread the knowledge about
maximizing the power of technology to fight against
plagiarism. This technological power, believe or not, is
just at the tip of your fingertips and is a few clicks away
from the “start” button of your personal computer or
laptop. This is because Microsoft Word has a built-in
References tab that you can utilize.

Thanks to Microsoft for this innovation, you now have no

excuse for missing out correct referencing in your
document. This next part of the module will teach you
how to maximize the power of Microsoft; all you have to
do is follow the set of procedures which apply to Word for
Office 365, Word 2016, Word 2013, Word 2010, and Word
2007 (Microsoft).

Note that these steps shall be followed before you could

create your BIBLIOGRAPHY . The good news is that once
you have indicated the details about the cited sources of
information, they will be automatically stored in the
database of the document and even if you try opening
the file via other computer, the references will still be
there. More importantly, there are several bibliographical
formats that you can choose from (MLA, APA, Chicago-
style, etc.).

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How to Create In-text Citation and Bibliography in

Microsoft Word

1. On the References tab, in the Citations &

Bibliography group, click the arrow next to Style
to choose the citation format you want. For
example, social sciences documents usually use
the MLA or APA styles for citations and sources.

2. Click at the end of the sentence or phrase that you

want to cite.

3. On the References tab, in the Citations &

Bibliography group, click Insert Citation.

4. To add the source information, click Add New

Source, then begin to fill in the source

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information by clicking the arrow next to Type of

source. For example, your source might be a
book, a report, or a Web site.

5. Fill in the bibliography information for the source.

To add more information about a source, click
the Show All Bibliography Fields check box.
Note that when there are more than one author,
click Edit beside the Author field then fill in the
blanks.

 Click OK to have this: (Arguelles,

2004).

That example is if you chose APA

format. Also, if you hover on such
citation and click on it, you will
notice that it becomes this:

That dropdown key is for you to edit the citation.

If you click it, you will see this:

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*Edit Citation – This option is for you to change

what would appear in the in-text citation like
pages, suppressed title, etc.

*Edit Source – This option will lead you to the

Bibliography fields where you added information
about the source. If you committed the mistake,
you can easily edit it.

*Convert citation to static text – This converts the

citation to editable text; that is if you want to have
a new way of citing the source like instead of
(Arguelles, 2004), you want Arguelles (2004).

*Update Citations and Bibliography – This updates

the changes that you made if there is any.

 Create your bibliography by clicking on

References tab, clicking the Bibliography
dropdown key, and clicking on Insert
Bibliography. This is what will appear:

Arguelles, D. M. (2004, June 20). Youth Speak -

Patricia Evangelista. Retrieved from PhilStar
Global: https://www.philstar.com/other-
sections/starweek-
magazine/2004/06/20/254708/youth-speak-
patricia-evangelista

The list is depending on the number of sources that you

cited in your document. Note that if you copied from
another document that was cited also using Microsoft

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Word’s References tab, the cited sources of such

document will automatically be included.

Exercises:

A. Method of Paragraph Development

Read the following paragraphs and identify the

paragraph development used. Choose from:

 By example and illustrations.

 By data or statistical citation
 By testimonial examination
 By using anecdotes or story
 By definition
 By comparison and contrast
 By evaluation of causes and effects
 By description
 By chronological order
 By spatial order

________________________1. We tend to equate saying "no" to

someone with being unlikable. Not long ago, I, myself,
realized that I was wanting to refuse invitations, but
instead I was forcing myself to suffer through boring
cocktail parties and stuffy dinner gatherings. I also found
that no matter how half-hearted I felt about doing favors
for others, I was never saying "no" to them either. Isn't it
time for friends to be honest with one another? (Troyka,
1978)

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________________________2. You can safely swim with

piranhas, but it’s important to know how and when to do
it. First, chose an appropriate time, preferably at night and
during the rainy season. Avoid piranha-infested waters
during the dry season, when food supplies are low and
piranhas are more desperate. Piranhas feed during the day,
so night-time swimming is much safer. Second, streamline
your movement. Wild or erratic activity attracts the
attention of piranhas. Swim slowly and smoothly. Finally,
never enter the water with an open wound or raw meat.
Piranhas attack larger animals only when they are
wounded. The presence of blood in the water may tempt
the fish to attack. If you follow these simple precautions,
you will have little to fear (UNC College of Arts and
Sciences).

________________________3. Learning how to ride a bike for

the first time was a nerve racking independent moment. I
was about five years old when my sister informed me that
I was too old to still be riding a bike with training wheels.
That was the time I decided not to depend on them
anymore. Even though I had some doubt, my sister and I
went outside and started to take the little wheels off my
bike. After my bike went through the transformation, I was
now ready for the big moment. With butterflies in my
stomach, I slowly got on the bike, and with my shaky hands,
I gripped the handles tightly. Meanwhile my sister was
holding on to me to help keep my balance. I was so afraid
the she would let go, yet I was determined to ride this bike
on my own. Next with a little push from her, I started to
peddle. The faster my bike went the faster my heart raced.
Finally I looked back nervously and noticed that my sister

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let go of my bike a long time ago. I was so excited that I

accomplished freedom on my bike that I forgot to peddle.
The next step I remember, I was lying on the ground, yet I
did not care because of the adrenaline rush. I will never
forget the exhilarating moment and growing up stage of
riding a bike without training wheels (Faque, 2015).

_________________________4. For many teenagers, there are

numerous negative factors that can lead them to give up
on their education and drop out of school. The first cause
is that many teenagers lack positive role models in their
lives. The lack of an encouraging adult in their lives can
cause them to think negatively about themselves and it
does not allow them to live up to their full potential. Also,
the lack of a positive role model can cause them to get
involved with the wrong kind of people and activities.
When students get involved in these types of negative
situations, they usually don't focus on school. This can lead
many impressionable young children to give up on their
education. Another factor that cause a student to give up
on school is a lack of determination. If they're not
determined to graduate, it can be very difficult for them to
stay in school. Many students find it difficult to stay focused
on school when they when they feel that getting an
education is useless. Some students only attend school
because they are forced to and they are not there to further
their education. The third and final factor is peer pressure.
Many students give into pure pressure very easily. If the
pure pressure is negative, this can lead them into drugs and
alcohol. The drugs and alcohol can cause them to drop out
very easily because that is the only thing that they are

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focused on and it can easily ruin a child's life (Sullivan,

2005).

_________________________5. Deja vu is a French word

meaning "already seen", it has also been described as a
feeling or experience that one has seen or done something
before. For example, you are waiting in line to check out at
the grocery store and the lady behind you asks you to hand
her a pack of gum. Suddenly you get an overwhelming
feeling that you have been there in that exact same spot,
talking to the same lady, even the same brand of gum. Even
though everything seems so familiar you know there is no
way that could have happened before. There are many
theories as to why and how this phenomenon happens.
One theory is that deja vu is connected with temporal-lobe
epilepsy, but people without a history of epilepsy have also
experienced deja vu. Psychiatrists believe it is something in
your brain that confuses an event that happened in the
past with the present. Another theory is parapsychologist
think it is connected with past life experiences. Whether
deja vu is an experience of the paranormal or simply some
confusion in the brain, it is a perplexing feeling of having
"already seen” (Ming, 2005).

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B. Helpless Love

Read the selection and answer the questions about it.

Helpless Love
by Stephen on September 13, 2008 ·

Once upon a time all feelings and emotions

went to a coastal island for a vacation.
According to their nature, each was having
a good time. Suddenly, a warning of an
impending storm was announced and
everyone was advised to evacuate the
island. The announcement caused sudden
panic. All rushed to their boats. Even
damaged boats were quickly repaired and
commissioned for duty.

Yet, Love did not wish to flee quickly. There

was so much to do. But as the clouds
darkened, Love realized it was time to
leave. Alas, there were no boats to spare.
Love looked around with hope. Just then
Prosperity passed by in a luxurious boat.
Love shouted, “Prosperity, could you please
take me in your boat?”

“No,” replied Prosperity, “my boat is full of

precious possessions, gold and silver. There
isno place for you.” A little later Vanity
came by in a beautiful boat. Again Love
shouted, “Could you help me, Vanity? I am

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stranded and need a lift. Please take me

with you.” Vanity responded haughtily,
“No, I cannot take you with me. My boat
will get soiled with your muddy feet.”

Sorrow passed by after some time. Again,

Love asked for help. But it was to no avail.
“No, I cannot take you with me. I am so sad.
I want to be by myself.” When Happiness
passed by a few minutes later, Love again
called for help. But Happiness was so happy
that it did not look around, hardly
concerned about anyone. Love was
growing restless and dejected. Just then
somebody called out, “Come Love, I will
take you with me.” Love did not know who
was being so magnanimous, but jumped on
to the boat, greatly relieved that she would
reach a safe place. On getting off the boat,
Love met Knowledge. Puzzled, Love
inquired, “Knowledge, do you know who so
generously gave me a lift just when no one
else wished to help?” Knowledge smiled,
“Oh, that was Time.”

“And why would Time stop to pick me and

take me to safety?” Love wondered.

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B1. Questions:

1. Who are the characters in the story?

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2. Which among them need help? Why?

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3. What do you think is the value of TIME for

LOVE?
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4. Include another feeling/character in the

story and narrate how the story would end?
Note that you may use a separate sheet for
this if you want to lengthen your narrative.
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B2. Rewrite it. (10 pts. each)

What is the definition of the following terms? Base your

definitions on at least two dictionaries or two online sources
and references. Make sure that you include the CITATION for
your definition as what was discussed in this module. If your
definition lacks CITATION, you will lose 5 points and will only
get the score of 5 for each term that is worth 10 points. You
may use a separate sheet for this exercise.

Note that although this may be found on BuzzFeed’s “32 Of The

Most Beautiful Words in the English Language”, which already
specified a simple definition for each word, such source should be
exempted from the online source that I want you to utilize.

Sample Structure of Answers:

Term: Denouement
Denouement is _____________________ (Citation). According to Author’s Surname (Year),
denouement refers to
_____________________________________________________________________________.

References: Last, F. M. (Year, Month Date Published). Article title. Retrieved from URL

Sample Sentence Using the Term:

_________________________________________________________________________________________________

1. Aquiver 14. Epiphany

2. Mellifluous 15. Supine
3. Ineffable 16. Luminescence
4. Hiraeth 17. Syzygy
5. Nefarious 18. Phosphenes
6. Somnambulist 19. Oblivion
7. Epoch 20. Ephemereal
8. Sonorous 21. Vellichor
9. Limerence 22. Defenestration
10. Bombinate 23. Sonder
11. Ethereal 24. Effervescence
12. Petrichor 25. Cromulent
13. Iridescent

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 B3. Extend the story.

Gather data from already made studies or articles about

any topic. The resources must be within 2010-present.
Once you have collected at least three sources, create a
report using the following matrix.

Report on the Gathered Data on ______________________

Bibliography General Summary of

Information of Problem or Findings or
the Sources Aim of the Results/
Study or Gerneralizations of
Article the Author/s

(You may use a separate sheet for this.)

 Page 1 of 28

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EFFECTIVE ACADEMIC WRITING BY EDELYN H. DAGÑALAN