GRADE 12

ENGLISH FOR
ACADEMIC
PROFESSIONAL
PURPOSES
OBJECTIVE/COMPETENCIES
CONTENT STANDARD:
• The learner acquires knowledge of appropriate reading strategies for a better
understanding of academic texts

PERFORMANCE STANDARD:
• The learner produces a detailed abstract of information gathered from the various
academic texts read

LEARNING COMPETENCIES:
• Determines the structure of a specific academic text
• Differentiates language used in academic texts from various discipline
• Explains the specific ideas contained in various academic texts
01 ACADEMIC TEXT
• An academic text is a written language that provides information,
which contain ideas and concepts that are related to the particular
discipline. Essay, Research Paper, Report, Project, Article, Thesis,
and Dissertation are considered as academic texts.
 ACADEMIC TEXT
Structure

The basic structure that is used by an academic text is consist of

three (3) parts introduction, body, and conclusion which is
formal and logical.

This kind of structure enables the reader to follow the argument

and navigate the text.

In academic writing a clear structure and a logical flow are

imperative to a cohesive text.
 ACADEMIC TEXT
Tone

• This refers to the attitude conveyed in a piece of writing.

• The arguments of others are fairly presented and with an
appropriate narrative tone.
• When presenting a position or argument that disagrees with
one’s perspectives, describe the argument accurately without
loaded or biased language. .
 ACADEMIC TEXT
Language

• It is important to use unambiguous language.

• Clear topic sentences enable a reader to follow your line
of thinking without difficulty.
• Formal language and the third person point of-view
should be used.
• Technical language appropriate to area of study may
also be used, however, it does not mean using “big
words” just for the sake of doing so.
 ACADEMIC TEXT
1. Third-Person Pronouns:
1. Singular: Use pronouns like “he,” “she,” “it,” or “one.”
2. Plural: Use “they” for a group of people or “it” for non-human
subjects.
3. Example: Instead of saying “I think,” opt for “The author argues” o
r “Research shows”
2. Avoid First Person (I/We):
1. First-person point of view (using “I” or “we”) is common in
narratives or personal experiences.
2. In academic writing, avoid first person to maintain objectivity.
3. Example: Instead of saying “I found,” use “The study found” 1.
3. Second Person (You):
1. Second-person point of view directly addresses the reader.
2. It’s suitable for giving advice or explaining processes.
3. However, avoid it in formal academic writing.
4. Example: Instead of saying “You should,” use “One should” or “Th
e reader should”
 ACADEMIC TEXT
Citation
• Citing sources in the body of the paper and providing a
list of references as either footnotes or endnotes is a
very important aspect of an academic text.

• It is essential to always acknowledge the source of any

ideas, research findings, data, or quoted text that have
been used in a paper as a defense against allegations of
plagiarism.
 ACADEMIC TEXT
Complexity
An academic text addresses complex issues that require
higher-order thinking skills to comprehend.

Evidence-based Arguments
What is valued in an academic text is that opinions are
based on a sound understanding of the pertinent body of
knowledge and academic debates that exist within, and
often external to a specific discipline.
 ACADEMIC TEXT
Thesis-driven

The starting point of an academic text is a

particular perspective, idea or position applied to
the chosen research problem, such as
establishing, proving, or disproving solutions to
the questions posed for the topic.
 ACADEMIC TEXT

is is not
• Formal and unbiased • Personal
• Clear and precise • Long-winded
• Focused and well • Emotive and grandiose
structured
• Well sourced
• Correct and consistent
Features of Academic
1. Complex Text
Written language has no longer words,
it is lexically more varied vocabulary. -
Written texts are shorter and the
language has more grammatical
complexity, including more subordinate
clauses and more passives.
Features of Academic
Text
2. Formal - Should avoid colloquial
words and expressions.

3. Precise - Facts are given accurately

and precisely.
Features of Academic
Text
4. Objective - has fewer words that
emphasize on the information you want
to give and the arguments you want to
make - mostly use nouns (adjectives),
rather than verbs (adverbs)
Features of Academic
Text
5. Explicit - It is the responsibility of
the writer in English to make it clear
to the reader how the various parts
of the text are related.
Features of Academic
Text
6. Accurate - Uses vocabulary
accurately - Most subjects have
words with narrow specific
meanings.
Features of Academic
Text
7. Hedging - It is necessary to make decisions
about your stance on a particular subject, or the
strength of the claims you are making.

8. Responsible - You must be responsible for

and must be able to provide evidence and
justification for any claims you make.
Features of Academic
Text
9. Well-organized. - It flows easily from
one section to the next in a logical
fashion.

10. Well-planned. - It usually takes

place after research and evaluation,
according to specific purpose and plan.
Purpose of Academic
Text
1. To locate a main idea
2. To scan for information
3. To identify gaps in existing studies
4. To connect new ideas to existing ones
5. To gain more pieces of information
6. To support a particular writing assignment
7. To deeply understand an existing idea.
Factors to consider in writing Academic
Text
1. State critical questions and issues
2. Provide facts and evidence from
credible sources
3. Use precise and accurate words
while avoiding jargon
4. Take an objective point of view
5. List references
6. Use cautious language.
 Academic Language
Academic language is the language needed by students to do the
work in schools. It includes, for example, discipline-specific vocabulary,
grammar and punctuation, and applications of rhetorical conventions
and devices that are typical for a content area (e.g., essays, lab
reports, discussions of a controversial issue.) Students who master
academic language are more likely to be successful in academic and
professional settings.

Social language is the set of vocabulary that allows us to

communicate with others in the context of regular daily conversations.
 Characteristics of Academic Language
A. Formal
It should not sound conversational or casual. Colloquial,
idiomatic, slang or journalistic expressions should particularly
be avoided.

Examples:
Use… Instead…
Consider, monitor Look at
Revise, review Go over
Solve, repair, amend Fix
 Characteristics of Academic Language
B. Objective
This means it is unbiased. It should be based on facts and
evidence and are not influenced by personal feelings.

C. Impersonal
This involves avoiding the personal pronouns ‘I’ and ‘we’. For
example, instead of writing ‘I will show’, you might write ‘this
report will show’. The second person, ‘you’, is also to be
avoided.
02EXAMPLE/TYPES OF ACADEMIC TEXT

• Essays
• Concept Papers
• Reaction Papers
• Position Papers
• Reports (Educational)
• Research Papers
 02 EXAMPLE OF ACADEMIC TEXT

Essays - an academic essay is a structured form of writing students

face in school, college, and university as a part of their curricula.

The most common purposes of such writing are to either present some
new pieces of information or to use existing facts and knowledge to
deliver specific ideas.

This type of assignment allows students to demonstrate their knowledge

and creativity and encourages them to develop their ideas to
communicate a message.
 02 EXAMPLE OF ACADEMIC TEXT

Concept paper - is a brief paper that outlines the important

components of a research or project before it is carried out.

Its purpose is to offer an overview.

Entrepreneurs working on a business idea or product, as well as students

and researchers, frequently write concept papers.

Researchers may be required to prepare a concept paper when

submitting a project proposal to a funding authority to acquire the required
grants.
 02 EXAMPLE OF ACADEMIC TEXT

Reaction Paper - Reaction paper is a formal type of academic writing

in which the writer shows his reaction to a certain piece of literature (text) or
artwork.

A reaction essay is about reading, understanding and expressing one’s opinion

about a particular text.

Reaction papers require synthesis and analysis, i.e. the writer has to
understand the intellectual work of others and use synthesis to bring the pieces
of material together to make a smooth-flowing, integrated whole.
 02 EXAMPLE OF ACADEMIC TEXT

Position Paper – is written after reading about and discussing a

particular issue.

It covers more than one issue, and as a writer you must choose a particular
area of focus

The central goal of writing a position paper is not only to state and defend your
position on the issue but also to show how your stance relates to other
positions.
 02 EXAMPLE OF ACADEMIC TEXT

Research Paper - require students and academics to

locate information about a topic (that is, to conduct research), take a stand on
that topic, and provide support (or evidence) for that position in an organized
report.

The term research paper may also refer to a scholarly article that contains the
results of original research or an evaluation of research conducted by others.

Most scholarly articles must undergo a process of peer review before they can
be accepted for publication in an academic journal.
 02 TEXT STRUCTURE

Text structures (WDPI, 2012) refer to the way authors organize

information in text.

Recognizing the underlying structure of texts can help students

focus attention on key concepts and relationships, anticipate
what is to come, and monitor their comprehension as they
read.
02 TEXT STRUCTURE
02 TEXT STRUCTURE
02 TEXT STRUCTURE
02 TEXT STRUCTURE
02 TEXT STRUCTURE
02 TEXT STRUCTURE
 02Why is TEXT STRUCTURE important?

The readers can significantly improve their comprehension and retention of information
when they can identify and recognize the text structure of a text. It can also help them:

1. Organize information and details they are learning in their minds while reading.
2. Make connections between the details being presented in a text
3. Summarize the important details shared in a text.

At this stage, you should have several ideas on the common text structures
used in academic texts. Keep in mind these ideas because you are going to use your
knowledge on text structures for enhancing your skills in gleaning information.
 Techniques
Techniques in
in Summarizing
Summarizing Variety
Variety of
of Academic
Academic
Texts
Texts

Summarizing is how we take larger selections of text and reduce them

to their bare essentials: the gist, the key ideas, the main points that are
worth noting and remembering.

Webster's calls a summary the "general idea in brief form"; it's the
distillation, condensation, or reduction of a larger work into its primary
notions. (“Reading Quest Strategies | Summarizing”)
 Techniques
Techniques in
in Summarizing
Summarizing Variety
Variety of
of Academic
Academic
Texts
Texts

Simple Steps in Summarizing Text

1. Read the text comprehensively. The very first step in making a summary is to
have a comprehensive reading skill.
2. Write the main statements. Underlining or marking the main ideas from a text
is the next step.
3. List down supporting details. Look for the details that support the main idea.
4. Create a summary. Prepare the first draft of the summary.
5. Adjust summary as needed. Omit or add any piece of information that is
appropriate for making the summary
Techniques
Techniques in
in Summarizing
Summarizing Variety
Variety of
of Academic
Academic
Texts
Texts
 Techniques
Techniques in
in Summarizing
Summarizing Variety
Variety of
of Academic
Academic
Texts
Texts

After answering the questions, combine the answers to form a

summary:

Little Red Riding Hood wanted to take cookies to her sick

grandmother, but she encountered a wolf. He got to her
grandmother’s house first and pretended to be the old woman. He
was going to eat Little Red Riding Hood, but she realized what he
was doing and ran away, crying for help. A woodsman heard the
girl’s cries and saved her from the wolf.
Techniques
Techniques in
in Summarizing
Summarizing Variety
Variety of
of Academic
Academic
Texts
Texts
 Techniques
Techniques in
in Summarizing
Summarizing Variety
Variety of
of Academic
Academic
Texts
Texts

Use the four SAAC cues to write out a summary of "The Boy
Who Cried Wolf" in complete sentences:

"The Boy Who Cried Wolf," by Aesop (a Greek storyteller),

tells what happens when a shepherd boy repeatedly lies to
the villagers about seeing a wolf. After a while, they ignore
his false cries. Then, when a wolf really does attack, they
don’t come to help him.
 Techniques
Techniques in
in Summarizing
Summarizing Variety
Variety of
of Academic
Academic
Texts
Texts

3. 5 W's, 1 H. This technique relies on six crucial questions: who, what,

when where, why, and how. These questions make it easy to identify the
main character, important details, and main idea.
 Techniques
Techniques in
in Summarizing
Summarizing Variety
Variety of
of Academic
Academic
Texts
Texts

4. First Then Finally.

This technique helps students summarize events in chronological order.

First: What happened first? Include the main character and main event/action.
Then: What key details took place during the event/action?
Finally: What were the results of the event/action?
Here is an example using "Goldilocks and the Three Bears.
" First, Goldilocks entered the bears' home while they were gone. Then, she ate
their food, sat in their chairs, and slept in their beds. Finally, she woke up to find
the bears watching her, so she jumped up and ran awa
 Techniques
Techniques in
in Summarizing
Summarizing Variety
Variety of
of Academic
Academic
Texts
Texts

5. Give Me the Gist.

This type of techniques is like giving a friend the gist of a story. In other
words, they want a summary – not a retelling of every detail.
 Techniques
Techniques in
in Summarizing
Summarizing Variety
Variety of
of Academic
Academic
Texts
Texts

Basic Rules:
A. Erase things that don’t matter. Delete trivial material that is unnecessary to
understanding.
B. Erase things that repeat. Delete redundant material. In note taking, time and space is
precious. If a word or phrase says basically the same thing you have already written
down, then don’t write it again!
C. Trade, general terms for specific names. Substitute superordinate terms for lists (e.g.,
flowers for daisies, tulips for roses). Focus on the big picture. Long, technical lists are
hard to remember. If one word will give you the meaning, then less is more.
D. Use your own words to write the summary. Write the summary using your own words
but make sure to retain the main points.
 THESIS STATEMENT

• The thesis statement is called the “heart of the essay.”

• The idea of an essay without a thesis statement is akin to a
body without its heart.
• It also is called the “central point” or the “core” of an essay.
• It is comprised of evidences that the writer uses to
elaborate on his topic further.
• Each of these evidences is then elaborated and discussed
in the body paragraphs.
 THESIS STATEMENT

 a statement that captures the main idea of the paper. It is a sentence

that sums up the central point of your paper or essay
 it makes an assertion about the topic and predicts how the topic will
be developed
 it summarizes the conclusion that the writer has reached about the
topic
 It gives your writing direction and focus.
 Without a clear thesis statement, an essay can end up rambling and
unfocused, leaving your reader unsure of exactly what you want to
say.
 THESIS STATEMENT

You can write your thesis statement by following four simple steps:
 Start with a question
 Write your initial answer
 Develop your answer

A basic thesis statement has two main parts:

1. Topic: What you’re writing about
2. Angle/Position: What your main idea is about that topic
***Evidence/Reason
 THESIS STATEMENT

Example:

Thesis: A regular exercise regime leads to multiple benefits, both

physical and emotional.

Topic: Regular exercise regime

Angle/Position: Leads to multiple benefits
 THESIS STATEMENT

Example:

Thesis: Adult college students have different experiences than typical,

younger college students.

Topic: Adult college students

Angle/Position: Have different experiences
THESIS STATEMENT
 THESIS STATEMENT

Types of Thesis Statement

 Analytical Thesis Statements

 Expository (Explanatory) Thesis Statement
 Argumentative Thesis Statements
QUALITIES OF A GOOD THESIS STATEMENT

1. It should be factual. A strong thesis statement requires solid evidence to

support and develop it because without evidence, a claim is merely an
unsubstantiated idea or opinion.

2. It should be interesting. Avoid generic arguments and formula

statements. They work well to get a rough draft started, but will easily bore a
reader. Keep revising until the thesis reflects your real ideas.
QUALITIES OF A GOOD THESIS STATEMENT

3. It should be limited. The thesis statement should be limited to what can

be accomplished in the specified number of pages. Being specific will be
much more successful than writing about general things that do not say much.

4. It should be manageable. Similar to the specificity guideline, a good

thesis statement must also be manageable. Manageability will vary according
to the length of the paper you are writing.

5. It should be researchable
 HOW TO IMPROVE YOUR WRITING
03 STYLE

GROUP ACTIVITY
• DEDUCTIVE
• INDUCTIVE
• INDUCTIVE-DEDUCTIVE
• DEDUCTIVE-INDUCTIVE
 HOW
HOW TO
TO IMPROVE
IMPROVE YOUR
YOUR WRITING
WRITING
STYLE
STYLE

INDUCTIVE- DEDUCTIVE-
DEDUCTIVE INDUCTIVE
DEDUCTIVE INDUCTIVE
 INDUCTIVE/DEDUCTIVE APPROACH

INDUCTIVE STYLE
• create suspense by delaying the thesis statement until the
end
• prefers to move from the general to the specific, from
general principles to facts.
• The paragraph begins with examples and builds up
illustrative support for the main point which is summarized
at the end of it.
• examples – summary/generalization
 INDUCTIVE/DEDUCTIVE APPROACH

DEDUCTIVE STYLE
• presents a claim/thesis/hypothesis in introductory
sentences/paragraphs
• then uses subsequent paragraphs to explicate, question, or
extend the claim/thesis/hypothesis.
• Summary/generalization - example
 WHAT IS
IT?
Years ago in a remote part of a Pacific island nation, an international aid
agency donated a hospital. The architecture was of the highest modern
standards and the hospital was built on land well away from the river to
avoid seasonal flooding. It was constructed of materials which were able
to withstand the extremes of temperature and climate in the region. Sadly,
however, it was never used. The government lacked the funds to equip or
staff the hospital. Moreover, the building itself was located far away from
the river, which was the main means of transport for local people, so
access was almost impossible. This health facility remained empty and
unused. Many foreign aid projects fail because of poor planning, thereby
wasting huge amounts of money.

INDUCTIVE
 WHAT IS
IT?
Years ago in a remote part of a Pacific island nation, an international aid
agency donated a hospital. The architecture was of the highest modern
standards and the hospital was built on land well away from the river to
avoid seasonal flooding. It was constructed of materials which were able
to withstand the extremes of temperature and climate in the region. Sadly,
however, it was never used. The government lacked the funds to equip or
staff the hospital. Moreover, the building itself was located far away from
the river, which was the main means of transport for local people, so
access was almost impossible. This health facility remained empty and
unused. Many foreign aid projects fail because of poor planning,
thereby wasting huge amounts of money.
 WHAT IS
IT?
Many foreign aid projects fail because of poor planning, thereby
wasting huge amounts of money. Years ago in a remote part of a
Pacific island nation, an international aid agency donated a hospital. The
architecture was of the highest modern standards and the hospital was
built on land well away from the river to avoid seasonal flooding. It was
constructed of materials which were able to withstand the extremes of
temperature and climate in the region. Sadly, however, it was never used.
The government lacked the funds to equip or staff the hospital. Moreover,
the building itself was located far away from the river, which was the main
means of transport for local people, so access was almost
impossible. This health facility remained empty and unused.

DEDUCTIVE
Arrange the ff. sentence using inductive and deductive writing
approach
• Nevertheless, the lives of those who need help have not improved much at all.
• Aid agencies like Oxfam are monitoring the situation and have evidence of
politicians stealing directly from aid money and act out of self-interest setting up
bank accounts overseas.
• In many poor regions, aid from rich donor countries like the U.S. has been
pouring in for many years.
• It is normal and almost expected that bags of food aid go missing.
• Uganda is a country like this.
• Despite decades of aid, people there remain hungry, and life continues to be
unbearably hard for those who live in poverty.
• The missing food is then sold for profit in street markets.
• The main reasons why foreign aid does not help the poor is wide-scale,
systemic corruption.
• Local officials take a large share of the money that comes through public sector
budgets.
 DEDUCTIVE

The main reason why foreign aid does not help the poor is wide-
scale, systemic corruption. In many poor regions, aid from rich donor
countries like the U.S. has been pouring in for many years. Nevertheless,
the lives of those who need help have not improved much at all. Uganda is
a country like this. Despite decades of aid, people there remain hungry,
and life continues to be unbearably hard for those who live in poverty.
Local officials take a large share of the money that comes through public
sector budgets. It is normal and almost expected that bags of food aid go
missing. The missing food is then sold for profit in street markets. Aid
agencies like Oxfam are monitoring the situation and have evidence of
politicians stealing directly from aid money and act out of self-interest
setting up bank accounts overseas.
 INDUCTIVE-DEDUCTIVE or DEDUCTIVE-
INDUCTIVE APPROACH

INDUCTIVE-DEDUCTIVE
• examples – summary/generalization – example
• Supporting idea – thesis statement – support ideas

DEDUCTIVE-INDUCTIVE
• Supporting idea – thesis statement – support ideas
• examples – summary/generalization – example
 INDUCTIVE - DEDUCTIVE

In many poor regions, aid from rich donor countries like the U.S. has been
pouring in for many years. Nevertheless, the lives of those who need help
have not improved much at all. Uganda is a country like this. Despite
decades of aid, people there remain hungry, and life continues to be
unbearably hard for those who live in poverty. The main reason why
foreign aid does not help the poor is wide-scale, systemic corruption.
Local officials take a large share of the money that comes through public
sector budgets. It is normal and almost expected that bags of food aid go
missing. The missing food is then sold for profit in street markets. Aid
agencies like Oxfam are monitoring the situation and have evidence of
politicians stealing directly from aid money and act out of self-interest
setting up bank accounts overseas.
 DEDUCTIVE - INDUCTIVE

The main reason why foreign aid does not help the poor is wide-scale,
systemic corruption. In many poor regions, aid from rich donor countries like the
U.S. has been pouring in for many years. Nevertheless, the lives of those who need
help have not improved much at all. Uganda is a country like this. Despite decades
of aid, people there remain hungry, and life continues to be unbearably hard for
those who live in poverty. Local officials take a large share of the money that comes
through public sector budgets. It is normal and almost expected that bags of food aid
go missing. The missing food is then sold for profit in street markets. Aid agencies
like Oxfam are monitoring the situation and have evidence of politicians stealing
directly from aid money and act out of self-interest setting up bank accounts
overseas. Clearly, the purpose of eliminating poverty through international
assistance is directly abused by problematic government.
 Sentence length and
complexity

Common problems in sentence length and

complexity

a. Choppy writing
 Combining sentences
b. Stringy and long sentences
 Varying sentence length
CHOPPY WRITING
UK polling data throughout the 1950s shows that happiness levels were
above what they are today. The proportion of people saying they are "very
happy" has fallen from 52% in 1957 to just 36% today (GfK NOP,
2011). Survey results in Britain are similar to data from America. In the U.S.,
social scientists have done a great deal of research into levels of life
satisfaction. Their survey findings reveal that happiness levels have gradually
declined over the last quarter of a century. But Britain and America are
wealthy countries. In fact, in almost every developed country in the Western
world, happiness levels have remained largely static over the past 50 years.
This is despite huge increases in income. Britain, for example, is three times
richer than in the 1950's. Clearly, happiness and well-being do not
necessarily depend on material wealth.
What do you think about the
paragraph?
What do you think?
• writing like this means that you take longer to express your ideas and the
reader might get a bit impatient because there is a lack of flow in the
writing.

• Short sentences might convey the impression that you are not developing
your ideas or connecting them in meaningful ways.

• It might just read like a series of unconnected facts and pieces of

information.

• Your reader (your academic tutor) might consider that you are writing too
simply, and therefore that your thinking is also simplistic .
 COMBINING SENTENCE

1. Queen Elizabeth II came to the throne in 1952. This was when her father King George VI
died. He died of lung disease.

2. In Britain, the crown normally passes from monarch to eldest son. King George VI had no
son. The crown passed to his eldest daughter, Elizabeth.

3. Queen Elizabeth II is a 'constitutional monarch'. This means that she is officially the head of
the state. However, the country is actually run by the government.

4. In the British monarchy system, the husband of a female monarch does not have any
recognized special status. This is why the present Queen’s husband is not called King Philip.

5. Every day, the Queen’s office receives official ‘red boxes’.. These boxes are full of
documents and reports from government ministers and officials. They must all be read and
signed by the Queen.
 COMBINING SENTENCE
1. Queen Elizabeth II came to the throne in 1952, when her father, King George VI, died of
lung disease.

2. In Britain, the crown normally passes from monarch to eldest son, so as King George VI
had no son, the crown passed to his eldest daughter, Elizabeth.

3. Queen Elizabeth II is a 'constitutional monarch', which means that she is officially the head
of the state, although the country is actually run by the government.

4. In the British monarchy system, the husband of a female monarch does not have any
recognized special status, which is why the present Queen’s husband is not called King Philip.

5. Every day, the Queen’s office receives official ‘red boxes’ full of documents and reports from
government ministers and officials, which must all be read and signed by the Queen.
 STRINGY AND LONG SENTENCE
Where possible, it is better to combine short sentences to create more grammatically complex
sentences with a few clauses. However, sometimes sentences can be too long and the reader
may therefore not follow the point being made.

EXAMPLE:
Issues of gender, like those associated with race, are often highly complex given that they
arise in contexts of human interaction, which are often unpredictable and also determined, to a
great extent, though not exclusively so, by emotional response, which makes people react in
unexpected and unplanned ways.

DO IT THIS WAY…
Issues of gender, like those associated with race, are often highly complex given
that they arise in contexts of human interaction. Such contexts are often
unpredictable and also very much determined by emotional response, which
makes people react in unexpected and unplanned ways .
  VARYING SENTENCE LENGTH

One common piece of advice about improving writing style is to try and use
sentences of differing lengths; this will make your writing more reader-friendly and
lively. This doesn't mean writing overly long sentences , nor does it mean including
lots of short and choppy sentences.

Many people take a coffee break while at work. They believe that this will ease
their stress. Research has been conflicting on the effects of caffeine. Some studies
suggest that it can worsen anxiety and trigger stress. However, others show it
boosts confidence and alertness. Recently, however, a study was done by
psychologists at Bristol University in the UK. Their research suggests that taking
coffee breaks while working may actually negatively affect employees' ability to do
their jobs. It also undermines, rather than boosts, teamwork. So this raises the
question: do the classic American coffee breaks hurt more than help?
  VARYING SENTENCE LENGTH

DO IT THIS WAY…

Many people take a coffee break while at work, believing that this will ease
their stress. (16 words) Research has been conflicting on the effects of
caffeine. (9 words) Some studies suggest that it can worsen anxiety and
trigger stress, whereas others show it boosts confidence and alertness. (20
words) Recently, however, a study done by psychologists at Bristol
University in the UK suggests that taking coffee breaks may actually
negatively affect employees' ability to do their jobs. (28 words) It also
undermines, rather than boosts, teamwork. (7 words) So this raises the
question: do the classic American coffee breaks hurt more than help? (15
words)
AVOIDING REPETITION AND REDUNDANCY

• If you are writing an academic text, it is not appropriate to keep

repeating the same words and phrases because this is poor style.
• one way to avoid using the same words and expressions too often
within the same text is to use synonyms (similar vocabulary).
• You can avoid repeating words and improve your writing style by
using grammatical substitution; this just means replacing one
grammatical item for another.
  Repetition and redundancy

Here are just a few examples:

1. You can replace a noun with a pronoun:

There is always a safe way to do something, but the more dangerous something is
usually more fun

There is always a safe way to do something, but the more dangerous something
is usually more fun

There is always a safe way to do something, but the more dangerous one is, is
usually more fun.

There is always a safe way to do something, but the more dangerous it is, is
usually more fun.
  Repetition and redundancy

Here are just a few examples:

.
2. You can replace a noun phrase with a pronoun:

Climbing a mountain without a rope sounds foolish, but climbing a

mountain is just what some extreme climbers do.

Climbing a mountain without a rope sounds foolish, but this is just

what some extreme climbers do.
  Repetition and redundancy

Here are just a few examples:

.
3. You can replace a verb with the appropriate form of the verb 'do' and the
word 'so':

By law, people have to wear seatbelts. Failing to wear seatbelts will incur a heavy
fine.

By law, people have to wear seatbelts. Failing to do so will incur a heavy fine.
  Repetition and redundancy

Here are just a few examples:

.
4. You can replace a whole clause by using the word 'so':

Everyone seems to think he’s guilty. If everyone seems to think he’s guilty, he will
have to resign

Everyone seems to think he’s guilty. If everyone seems to think he’s guilty,
he will have to resign

Everyone seems to think he’s guilty. If so, he will have to resign.

  Repetition and redundancy

The owners of small businesses claim that there is no way that small
businesses can compete with massive companies like Wal-Mart. There
are many reasons why they cannot compete with these companies,
such as the fact that small businesses do not have as much access to
advertising as large businesses like Wal-Mart. Small businesses also
have limited hours of operation compared to large businesses.
Also, small businesses have fewer staff and a lack of
specialized staff. Small businesses also have a smaller inventory, and
having a small inventory means that they cannot lower prices to the
extent that large businesses like Wal-Mart reduce their prices. Small
businesses are also usually not given the opportunity to experiment with
new retailing methods. Finally, small businesses also often suffer from a
lack of building space.
 RESOURCES

https://www.sydney.edu.au/students/writing.html

https://essayplant.com/reaction-paper/

https://writing.colostate.edu/guides/teaching/co301aman/pop8a1.cfm#:~:text=A%20P
osition%20Paper%20is%20a,a%20particular%20area%20of%20focus
.

https://www.sydney.edu.au/students/writing/types-of-academic-writing.html#:~:text=T
he%20four%20main%20types%20of,specific%20language%20features%20and%20pu
rposes
.