literary VS. Academic.pptx

Presentation Outline
The nature of
Literature
Functions of
Literature
Genres of Literature
Elements of Fiction
Academic Writing
Defined
Concepts associated with
AW
Features of AW
Types of AW
Tips in Writing AW

The nature of Literature
• The language that is used by literature differs from ordinary spoken or
written language.
• Literature uses special words, structure, and characteristics. Primarily
the language of literature differs from ordinary language in three
ways:
• language is concentrated and meaningful;
its purpose is not simply to explain, argue, or make a point but rather
to give a sense of pleasure in the discovery of a new experience; and
it demands intense concentration from the readers.
• It indicates that the language of literature has originality, quality,
creativity, and pleasure.
• Literary competence is the ability to unlock the “grammar” of
literature.
Sources: Literature: Definition, nature, and function. (2017). Retrieved from
https://anelepapers.wordpress.com/2017/01/03/literature-definition-nature-and-function/
NTOT Session 6-7 A guide

Functions of Literature
Dulce and Utile
Dulce – to entertain; to give pleasure and enjoyment
Literature: Definition, nature, and function. (2017). Retrieved from https://anelepapers.wordpress.com/2017/01/03/literature-definition-nature-and-function/

Genres of Literature
FICTION
NON-
FACTUAL
NON-
FICTION
FACTUAL

Activity: Game
1. Go to your micro-groups
2. List down all subgenres of fiction and non-fiction in
three minutes.
3. Exchange your work with another micro group.
4. The group with the highest number of listed genres
under fiction and non-fiction will be declared winner
(with a price).

Fiction common genres
• Comics/Graphic novel – comic magazine or book based on a sequence of pictures (often hand drawn) and
few words.
• Crime/detective – fiction about a crime, how the criminal gets caught, and the repercussions of the crime
• Fable – legendary, supernatural tale demonstrating a useful truth
• Fairy tale – story about fairies or other magical creatures
• Fan fiction – fiction written by a fan of, and featuring characters from, a particular TV series, movie, or book
• Fantasy – fiction with subplot(s), theme(s), major and minor characters, in which the narrative is presented
in verse form (usually free verse)
• Folklore – the songs, stories, myths, and proverbs of a people or "folk" as handed down by word of mouth
• Historical fiction – story with fictional characters and events in an historical setting
• Horror – fiction in which events evoke a feeling of dread and sometimes fear in both the characters and the
reader
• Humor – usually a fiction full of fun, fancy, and excitement, meant to entertain and sometimes cause
intended laughter; but can be contained in all genres
• Legend – story, sometimes of a national or folk hero, that has a basis in fact but also includes imaginative
material
• Magical realism – story where magical or unreal elements play a natural part in an otherwise realistic
environment

Fiction common genres
• Mystery – fiction dealing with the solution of a crime or the revealing of secrets
• Mythology – legend or traditional narrative, often based in part on historical events, that
reveals human behavior and natural phenomena by its symbolism; often pertaining to the
actions of the gods
• Mythopoeia – fiction in which characters from religious mythology, traditional myths,
folklore and/or history are recast into a re-imagined realm created by the author
• Picture book – picture storybook is a book with very little words and a lot of pictures;
picture stories are usually for children
• Realistic fiction – story that is true to life
• Science fiction – story based on the impact of actual, imagined, or potential science, often
set in the future or on other planets
• Short story – fiction of great brevity, usually supports no subplots
• Suspense/thriller – fiction about harm about to befall a person or group and the attempts
made to evade the harm
• Tall tale – humorous story with blatant exaggerations, such as swaggering heroes who do
the impossible with nonchalance
• Western – fiction set in the American Old West frontier and typically in the late
eighteenth to late nineteenth century

Non-fiction common genres
• Biography – a narrative of a person's life; when the author is also the main sub, this is an autobiography.
• Essay – a short literary composition that reflects the author's outlook or point.
• Owner's manual (also Instruction manual, User's guide) – an instructional book or booklet that is supplied
with consumer products such as vehicles, home appliances, firearms, toys and computer peripherals
• Journalism – reporting on news and current events
• Lab Report – a report of an experiment
• Memoir – factual story that focuses on a significant relationship between the writer and a person, place, or
object; reads like a short novel
• Narrative nonfiction/personal narrative – factual information about a significant event presented in a
format that tells a story
• Reference book – such as a dictionary, thesaurus, encyclopedia, almanac, or atlas
• Self-help book – information with the intention of instructing readers on solving personal problems.
• Speech – public address or discourse
• Textbook – authoritative and detailed factual description of a topic.
Source: List of writing genres (n.d). Retrieved from https://en.wikipedia.org/wiki/List_of_writing_genres

Elements of
Fiction
Setting
Atmosphere
Local color
Characters
Ways of
revealing
Types
roles
Plot
elements
types
Theme Principles in
stating
Point of
View
1st, 2nd, 3rd

Setting
Time and place—
social and
environmental
context of the story
Atmosphere– the
aura or the mood
of the story
Local color—superficial
elements of setting,
dialect, customs

Characters
•Characters are the representations of a
human being – the complex combination of
both inner and outer self.
• For characters to be true to life, an author
must provide them with sufficient reason to
behave as they do. This is referred to as a
character’s Motivation.
DepEd Session Guide

Four ways of Revealing Characters
What they do, how
they react
How they are
described
What other characters say
about them
What they say and
think about others and
themselves

Types of Characters
Type Definition Provide an
Example
1. Major the plot and resolution of conflict revolves around these
characters.
2. Minor complement the major characters and help move the plot
events forward.
3. Dynamic A dynamic character is a person who changes over time, usually
as a result of resolving a central conflict or facing a major crisis.
4. Static Does not change over time
5. Round Has a complex personality
6. Flat Only one kind of personality
7. Stock Conventional or stereotypical through repeated use

Types of Characters
Type Definition Provide an Example
1. Major the plot and resolution of conflict revolves around these characters. Cinderella
2. Minor complement the major characters and help move the plot events
forward.
Cinderella’s step sisters
3. Dynamic A dynamic character is a person who changes over time, usually as a
result of resolving a central conflict or facing a major crisis.
Malificent, Marimar,
Beast/Prince, Harry Potter
4. Static Does not change over time Gaston
5. Round Has a complex personality Lead Character in Pirates of
the Caribean
6. Flat Only one kind of personality Belle
7. Stock Conventional or stereotypical through repeated use Proud, evil, deceitful

Types of Characters
Type Definition Example
PROTAGONIST Central Character, faced with conflict to
resolve
Belle, Sleeping
Beaty
ANTAGONIST Opposition to the protagonist Gaston, The Witch
ANTI-HERO A major character, usually the protagonist
who is self-centered
FOIL Usually the antagonist, his character
contrasts with another
Gaston
SYMBOLIC Major or minor character, symbolizes
aspects of society
Source: Types of Characters. (n.d.) Retrieved from http://learn.lexiconic.net/characters.htm

Plot--refers to the series of events that occur in the story. The plot
is the underlying pattern of the story that gives it unity and order.
Source: https://study.com/academy/lesson/plot-analysis-example-lesson-quiz.html

Types of Plot
structures
•Linear –arranged chronologically, the most
common plot because it follows the natural
order of events.
•Circular –combines linear with flashback. The
opening scene will be repeated in the series
toward or at the end.
•En Medias Res – the story begins in the
middle part of the action.

Activity:
Draw the plot of Cindirella’s story
Draw the plot of Beauty and the Beast
Draw the plot of Sleeping Beauty

Conflict
•Conflict is the dramatic struggle between two
forces in a story.
•No conflict, no plot.
•May be external: the character vs outside
forces
•May be internal: the character vs something
in himself/herself
Source:
https://docs.google.com/presentation/d/1w649SDYb4fljgE9JhWTOBn5qBGDfKSGUdwDSASTEFZY/edit#slide=
id.p8

Types of External Conflicts
Person
Nature
Society
Technology
God
Reality

Activities for students
1. Show pictures with conflict and ask
students to identify the conflict depicted.
2. Show lines in literature and ask students to
identify the type of conflict in the text.

Theme
•refers to the general point that the story attempts to
make.
•The theme is not merely limited to the fictional reality of
the character’s lives, but often comments upon the
reality of our own existence as well.
• The theme is described as the significant truth about life
and human nature reflected in actions, preoccupations,
and decisions of the characters.
Source: SG 6-7A provided by DepEd

Principles in stating the theme
•It should be expressed in complete
statements.
•It must be stated as a generalization about
life.
•It must account for all major details of the
story.
•It may be stated in more than one way.
•It should avoid statements that reduce the
theme to some familiar saying or moral.

Sample Theme Statements
People rarely change their values and beliefs unless influenced by
a traumatic event.
People create their own beliefs in reaction to personal
experience.
A child's sense of identity is formed through interaction with
others.
Source:Sample Theme Statements (n.d.). Retrieved from
www.mccoyhighschool.ca/documents/.../1%20Sample%20Theme%20Statements.doc

Point of View -- the narrative technique or the
vantage point that the writer uses to tell the story
• First Person: A narrator who is a character in the story &
refers to him/her/itself as I. When First Person Point of
View is used, it is important to realize that the story is being
told from that character’s individual perception of reality.
• Second Person: A narrator who addresses “you” directly.
Reading a story that uses this point of view is similar to the
experience of reading a letter.
• Third Person: A narrator who does not appear in the story
as a character. There are three types of third person
narrators:

Three types of 3rd person narrators
• Omniscient: A non-participating narrator who sees into the
mind of all other characters, moving from one to the other
when necessary. This is often referred to as an “all-knowing”
narrator.
• Limited Omniscient: A non-participating narrator who sees the
events of the story through the eyes of a single character.
• Objective: A non-participating narrator who does not enter the
mind of any characters but merely describes the events as they
occur. This type of narration is similar to the way a movie
camera would record the events of a story.

Students must be taught how to spot the ff:

Interdependence of the Elements of Fiction
Source:
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BHNlYwNzYw--
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ak0.pinimg.com%2F736x%2Fed%2F29%2F92%2Fed
299234c4cbdc3b4c50cde4762bfcf5--writing-help-
writing-resources.jpg&action=click

Language of Literary texts
Figurative Language
Figurative language uses figures of speech to be more
effective, persuasive, and impactful. Figures of speech such
as metaphors, similes, and allusions go beyond the literal
meanings of the words to give readers new insights. On the
other hand, alliterations, imageries, or onomatopoeias are
figurative devices that appeal to the senses of the readers.
Source: Literary Devices (n.d.). Retrieved: https://literarydevices.net/figurative-language/

Activity: Figures of Speech Exercise
1.The righteous shall flourish as the palm
tree. (simile, metaphor, euphemism).
2.Substituting the word “euthanasia” for
“mercy killing" or "killing the terminally
ill“ (simile, euphemism, litotes)
3. The camel is the ship of the desert.
(Simile, Metaphor, Oxymoron)

4. Let's just say that Bozo the Clown is not the
brightest bulb on the Christmas tree. (litotes,
Personification, Metaphor)
5. Pride goeth forth on horseback, grand and
gay. (Oxymoron, Apostrophe,
Personification).
6. O Solitude! Where are the charms that
sages have seen in thy face? (Personification,
Hyperbole, Apostrophe)

7. Death lays his icy hands on kings. (Epigram,
Apostrophe, Personification)
8. We talked with each other about each other
Though neither of us spoke — (Emily Dickinson).
(Alliteration, Paradox, Onomatopoeia).
9. Pitching pennies with the Pittsburgh Pirates in a
pitter-patter of rain outside the Pitti Palace. (James Thurber,
Lanterns and Lances, 1961) ( Onomatopoeia, Apostrophe,
Alliteration)

10. Man proposes, God disposes. (Antithesis,
Hyperbole, Oxymoron)
11. 6. The chug-a, chug-a, chug-a of the train
echoed down the hill, while a cloud of smoke
rose up to the blue western sky. (Onomatopeia,
Apostrophe, Personification )
12. Here is the smell of blood still; all the
perfumes of Arabia will not sweeten this little
hand. (Euphemism, Oxymoron, Hyperbole)

Answers
Answers
1. The righteous shall flourish as the palm tree. (Simile)
2. Substituting the word “euthanasia” for “mercy killing" or
"killing the terminally ill“ (euphemism)
3. The camel is the ship of the desert. (Metaphor)
4. 5. Let's just say that Bozo the Clown is not the brightest bulb
on the Christmas tree. (litotes)
5. Pride goeth forth on horseback, grand and gay.
(Personification)
6. O Solitude! Where are the charms that sages have seen in thy
face? (Apostrophe)

7. Death lays his icy hands on kings. (Personification)
8. We talked with each other about each other Though neither of us spoke
— (Emily Dickinson). (Paradox).
9. Pitching pennies with the Pittsburgh Pirates in a pitter-patter of
rain outside the Pitti Palace. (James Thurber, Lanterns and Lances,
1961) (Alliteration)
10. Man proposes, God disposes. (Antithesis)
11. 11. 6. The chug-a, chug-a, chug-a of the train echoed down
the hill, while a cloud of smoke rose up to the blue western sky.
(Onomatopeia)
12. All the perfumes of Arabia will not sweeten this little hand.
(Hyperbole)
• Source: Figures of Speech Exercises(n.d.). Retrieved from https://www.englishgrammar.org/figures-
speech-exercise/

Examples from literature
Source: Source: Literary Devices (n.d.). Retrieved: https://literarydevices.net/figurative-language/
Example #1: The Base Stealer (By Robert
Francis)
Poised between going on and back, pulled
Both ways taut like a tight-rope walker,
Now bouncing tiptoe like a dropped ball,
Or a kid skipping rope, come on, come on!
…

Example #2: I Know Why the Cage Bird Sings (By Maya Angelou)
But a BIRD that stalks down his narrow cage
Can seldom see through his bars of rage
His wings are clipped and his feet are tied
The caged bird sings with a fearful trill …
And his tune is heard on the distant hill for
The caged bird sings of freedom.

Example #3: She Sweeps with Many-Colored Brooms (By
Emily Dickinson)
She sweeps with many-colored Brooms
And leaves the Shreds behind
Oh Housewife in the Evening West
Come back, and dust the Pond!

Example #4: The Raven (By Edgar Allen Poe)
Once upon a midnight dreary while I pondered weak and weary;
rare and radiant maiden;
And the silken sad uncertain rustling of each purple curtain …
Deep into that darkness peering, long I stood there wondering,
fearing,
Doubting, dreaming dreams no mortal ever dared to dream
before.

Example #6: The Bluest Eyes (By Toni
Morrison)
She ran down the street, the green knee
socks making her legs look like wild dandelion
of stems that had somehow lost their heads.
The weight of her remark stunned us.
Personification, Consonance,
and Simile

Simile Shows similarities between two different things.
Metaphor Compares two unlike things having similar characteristics
Personification an idea or an animal – is given human attributes.
Onomatopoeia a word which imitates the natural sounds of a thing.
Oxymoron
two opposite ideas are joined to create an effect (e.g. cruel
kindness)
Hyperbole overstatement
Allusion
a brief and indirect reference to a person, place, thing or
idea of historical, cultural, literary or political significance.

idiom the expression is not interpreted literally.
Symbolism
use of symbols to signify ideas and qualities, by
giving them symbolic meanings that are different
from their literal sense.
Alliteration
a word group with the same consonant or sound
group
Synecdoche
a part of something represents the whole, or it
may use a whole to represent a part.
Metonymy
replaces the name of a thing with the name of
something else with which it is closely associated

Irony
used in such a way that their intended meaning is
different from the actual meaning of the words.
Sarcasm Somehow, in simple words it means to speak bitterly.
Litotes
that employs an understatement by using double
negatives or, in other words, a positive statement
expressed by negating its opposite expressions (e.g.
not doing badly)
Tautology
Use of words with similar meanings (“If I perish,
I perish.”
(Esther 4:15)

Basic categories of response strategies for
literature (Purves and Beach)
• Engaging: defining one’s emotional experience or relationship with
the text.
• Connecting: relating similar experiences, attitudes, knowledge of
other texts to the text.
• Describing: describing the nature of character’s acts, traits, beliefs,
plans, goals or an author’s use of language.
• Interpreting: inferring, explaining or interpreting the symbolic
meaning of acts, author’s intentions, character’s perspectives,
themes, social norms, predictions, or difficulties in understanding
the text.
• Judging: Judging the character or the quality of the text.
Source: SG 67-A provided by DepEd

Academic Writing Defined
Academic Writing is an objective, factual, and
formal type of writing on a specific body of
knowledge done by students or researchers
(Cequena, Canlas, De Vera, 2017).
Academic writing is a special genre of writing
that prescribes its own set of rules and
practices (Bowker, 2007).

Three Concepts associated with Academic
Writing
AW is done by
scholars for
other scholars
AW is devoted
to topics and
questions that
are of interest
to the academic
community
AW should present
readers with
informed
arguments with
evidence.
Source: Odegaard Writing and Research Center

The Writing Process
Source: The Writing Process. (n.d.) Retrieved from https://owl.excelsior.edu/wp-
content/uploads/sites/2/2016/03/writing-process-2.jpg

Pre-writing
 Reading
 Outlining
 Generation of ideas
 Conditioning Stage
 Planning
 Researching
 Interviewing
 Brainstorming
 Free-writing

Drafting First Draft
Self edit
Second Draft
Peer Evaluate
Third Draft
Teacher evaluation
Final Draft

Revising the First Draft
1. Organization
Introduction
Is the opening grabber catchy?
Is the background clear?
Is the thesis statement clear with supporting points?
Body
Are the body paragraphs directed by the points in the thesis statements.
Do all have topic sentences.
Conclusion
Does it have a clear summary, restatement of the thesis, and concluding
grabber?

Revising the draft for the deep-level items
2. Message content
Are all information correct and well-researched?
Are all the points well-argued or well expressed?
Do you have enough support for each point?
Are the ideas logically arranged?
3. Vocabulary/Word choice
Did you use appropriate and formal language?
4. Sentence Structure: Did you vary the way you use your sentences to
avoid choppy, stringy, or very long sentences?
5. Documentation.
Did you document
your sources?

Editing
Conventions of writing
Proofreading

Publishing
•Final copy for
submission to the
teacher
•Online copy in digital
portfolio
•Facebook page
•Personal blogs

Features of Academic Writing
Complexity Formality Precision Objectivity
Explicitness Accuracy Hedging Organization
Planning Responsibility
Source: Features of Academic Writing: (n.d.). Retrieved from
https://www.york.ac.uk/media/study/schoolsandcolleges/sixth-form-resources/features-of-academic-writing.pdf

Complexity
•more complex than spoken language.
•longer words-- it is lexically more dense and
it has a more varied vocabulary.
•has more grammatical complexity

Formality
•Academic writing is relatively formal.
•In general this means that in an essay you
should avoid colloquial words and
expressions.
• Avoid informal words associated with
casual conversation

Formal language
Formal
Vocabulary—
used in formal
writing and in
formal speech
Informal
Vocabulary—used
in writing friendly
letters and informal
essay; used in
informal speeches,
conversations,
discussions

Digitalk
•Do we understand digital in
Philippine English
•Do we accept the words in
digitalk in formal English usage?

Development of Philippine English Lexicon in
the Internet
•Borrowed words: bundok
•English words with new forms: routinary,
cellfish,
•English words with new meaning not used in L1
Dictionary: salvage
•New words, new forms– churva,

•What is our attitude towards these newly-
coined words in the internet?
•Are they likely to die or become accepted?
•Why

Give the formal word for the following informal
words:
1. ask
2. ask for
3. book
4. check
5. get
6. give
7. help
8. need
9. say sorry
10. say hello to
11. Tell
1. Don’t
2. A lot of
3. Bad points
4. Besides
5. Good point
6. Get better
7. Just
8. Kids
9. Kind of/sort of
10. Nowadays, theses days
11. OK/okay
12. Pretty, cute
13. Really
14. Till

INFORMAL FORMAL
ask
ask for
book
check
get
give
help
need
say sorry
say hello to
Tell
inquire
Request
Reserve
Verify
Receive
Provide
Assist
Request
Apologize
Give my regards to
inform

iNFORMAL FORMAL
Don’t
A lot of
Bad point
Besides
Good point
Get better
Just
Kids
Kind of/sort of
Nowadays/those days
Okay/OK
Cute/pretty
Really
Till
Do not
Much/many
Disadvantage
Furthermore/ moreover/in addition to
Advantage
Recover/improve
Simply/merely
Children
Rather/somewhat
Currently/presently
Reasonable/acceptable
Appealing/Attractive
Very
until

Avoid Contractions
Are not= aren’t
Cannot=can’t
Could not=couldn’t
Did not=didn’t
Do not=don’t
Does not=doesn’t
Had not=hadn’t
Have not=haven’t
He is=he’s
He has= he’s
He will=he’ll
He would- he’d
he had= he’d
Here is= here’s
I am=I’m
I have-I’ve
I will=I’ll
I would=I’d
I had-I’d
Is not= isn’t
It is= it’s
it will=it’ll
Must not=musn’t
She is=she’s

Precision
•In academic writing, facts and figures are
given precisely.

Objectivity
•Objective rather than personal.
•It therefore has fewer words that refer to the writer or
the reader. This means that the main emphasis should be
on the information that you want to give and the
arguments you want to make, rather than you.
•For that reason, academic writing tends to use nouns
(and adjectives), rather than verbs (and adverbs).

Objective language
• Although academic writing usually requires you to be objective and
impersonal (not mentioning personal feelings), often you may still have
to present your opinion.
• For example you may need to:
• interpret findings
• evaluate a theory
• develop an argument
• critique the work of others.

Objective Language
Ideas
The findings indicate
that the model is
valid’
Not feelings
I feel that the model
is erroneous

Objective language:
• Avoid evaluative words that are based on non-technical judgements
and feelings. For example, do not use ‘wonderful’, ‘amazing’, ‘pretty,’;
• Avoid intense or emotional evaluative language.
Poorly written: Strict parents abused their children.
More effective: Strict parents tend to be more disciplinarian.
• Use modality to show caution about your views, or to allow room for
others to disagree.
Poorly written: Strict parents produce rebellious children.
More effective: Research has established that children become
rebellious in homes with stricter parents.

Explicitness
1. Signposts the organization of the text to show relationships
in the text.
Writing is the most difficult language skill to learn. However,
with proper instruction, AW can be mastered by students.
2. Acknowledges sources.
Gustilo and Dino (2018 in press) claims that Digitalk can be an
authentic resource in teaching language.
.

Accuracy
•Accurate words
•Accurate grammar usage
•Accurate facts

Hedging
In AW, you reduce or minimize risks by using devices that
can mitigate your claims
Expresses hesitation and uncertainty to express politeness
and indirectness
Cautious language
Use of Modals help: can, could, may, might, would,

Source: https://www.academic-englishuk.com/hedging-
cautious-language

Responsibility
•be able to provide evidence and justification for
any claims you make.
• demonstrate understanding of the facts
communicated and sources of information
* Avoid plagiarism

Organisation
•Academic writing is well organised.
•Smooth flow of ideas from one section to
another.
•Logically arranged.
•Appropriate according to genre conventions

Planning
•Academic writing is well planned.
• It usually takes place after research
and evaluation, according to a
specific purpose and plan
SOURCE: Features of Acadeic Writing. (n.d.). Retrieved from http://www.uefap.com/writing/feature/featfram.htm

Types of Academic Writing
• a) Information writing
assignment
• b) ‘Extended’
assignment
• c) Case study
• d) Review
• e) Technical report
• f) Lab report
Types of Academic Writing (2007). Retrieved from
http://www2.indstate.edu/academicintegrity/docs/writingcategories.pdf
g) Book report
h) Critical
analysis/critique
i) Bibliography
j) Annotated
bibliography
k) Literature review

Types of Academic Writing
l) Term paper
m) Research paper
n) Position/opinion
paper
o) Essay
p) Subject outline
q) Statistical summary
r) Senior thesis
s) Grant writing
t) E-mail
u) Web writing
v) Oral presentation of
written report
w) power point
presentation
x) Historical research
Y) Examination essays
z) Resume & other
‘business’ writing
Types of Academic Writing (2007). Retrieved from
http://www2.indstate.edu/academicintegrity/docs/writingcategories.pdf

Types of Academic Texts
• The four main types of academic writing are descriptive, analytical,
persuasive and critical.
• Each of these types of writing has specific language features and purposes.
• In many academic texts you will need to use more than one type. For
example, in an empirical thesis:
• you will use critical writing in the literature review to show gaps
• the methods section will be mostly descriptive to summarise the methods
used to collect and analyse information
• the results section will be mostly descriptive and analytical as you report
on the data you collected
• the discussion section is more analytical, as you relate your findings back to
your research questions, and also persuasive, as you propose your
interpretations of the findings.
Source: Types of Academic Writing (n.d.) Retrieved from https://sydney.edu.au/students/writing/types-of-
academic-writing.html

Descriptive
• The simplest type of academic writing.
• to provide facts or information.
• Examples: a summary of an article or a report of the
results of an experiment.
• Example instructions: identify, report, record,
summarise and define.

Analytical
• Analytical writing includes descriptive writing
• Reorganizes facts and information you describe into
categories, groups, parts, types or relationships.
• Examples: comparing two stories/
• The kinds of instructions for an analytical assignment
include: analyse, compare, contrast, relate, examine.

Analytical
• To make your writing more analytical:
• Try different ways of grouping ideas, according to patterns, parts,
similarities and differences.
• You could use colour-coding, flow charts, tree diagrams or tables.
• create a name for the relationships and categories you find. For
example, advantages and disadvantages.
• build each section and paragraph around one of the analytical
categories.
• make the structure of your paper clear to your reader, by using topic
sentences and a clear introduction.

Persuasive
• Combination of analytical writing plus your own point of
view.
• Points of view in academic writing can include an argument,
a recommendation, interpretation of findings or evaluation
of the work of others.
• Each claim is supported by evidence (e.g. findings, studies,
experts’ opinion)
• The kinds of instructions for a persuasive assignment
include: argue, evaluate, discuss, take a position.

Persuasive
• To present your argument, make sure:
• all the individual claims work together to support your
overall point of view
• your reasoning for each claim is clear to the reader
• your assumptions are valid
• you have evidence for every claim you make
• you use evidence that is convincing and directly
relevant.

Critical
• Critical writing is common for research, postgraduate and advanced
undergraduate writing.
• It has all the features of persuasive writing, with the added feature of
at least one other point of view.
• While persuasive writing requires you to have your own point of view
on an issue or topic, critical writing requires you to consider at least
two points of view, including your own.
• For example, you may explain a researcher's interpretation or
argument and then evaluate the merits of the argument, or give your
own alternative interpretation.
• The kinds of instructions for critical writing include: critique, debate,
disagree, evaluate.

Critical
Critical writing requires strong writing skills. You
need to thoroughly understand the topic and the
issues. You need to develop an essay with a
paragraph structure that allows you to analyse
different interpretations and develop your own
argument, supported by evidence.

Summary
Academic Writing
•Rigid
•Procedural
•Conveys knowledge,
data and information
•Orderly
•Organized
•Objective/Subjective
Literary Writing
•Inspired, artistic
•Entertaining
•With word pictures
•Enjoyable to read
•Art form/artistic
•Subjective

Summary: Things to consider in writing
Academic Texts
•Audience
•Purpose
•Genre conventions
•Objective Language
•Factual
•Research

Activity: Going through the Writing Process
Individual Task:
1. Spend some 15 minutes in pre-writing activities. Use bullet points or
outlined points
2. Write a paragraph on the importance of National Trainers of Teachers
Workshop (minimum of 12 sentences). Have at least three points in
your paragraph/outline. This can be a part of your report. Apply the
lessons you learned on the tips on writing AW
3. After drafting your first draft, exchange your paper with a seatmate
4. Evaluate each other’s work.
5. Revise your paragraph based on the comments of your seatmate
6. Submit both the first and second draft to your Cluster president.

Caveat: This slide presentation contains copyrighted texts which are
allowed for educational purposes but not for mass reproduction and
commercial purposes. Please do not use this presentation for
commercial purposes.

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