ENGLISH FOR ACADEMIC

AND PROFESSIONAL
PURPOSES
WHAT I KNOW

Direction: Categorize the information

based on their characteristics below by
filling in the table to differentiate
academic text from non-academic text.
Write your answer on a separate sheet of
paper
Everyday Events
Diaries, Informal essays
Scholarly audience
Related literature Formal
Research papers, Reports To entertain
Public Subjective
To inform and /or validate
data No fixed
Contains slang and colloqualisms structure
Introduction-Body-Conclusion Objective
CHARACTERISTICS ACADEMIC TEXT NON-ACADEMIC TEXT

AUDIENCE
PURPOSE
STRUCTURE
LANGUAGE
STYLE
SOURCE OF CONTENT
EXAMPLES
CHARACTERISTICS ACADEMIC TEXT NON-ACADEMIC TEXT
AUDIENCE Scholarly Audience Public
PURPOSE To inform To entertain / to inform
STRUCTURE Introduction-Body- Conclusion No fixed structure
LANGUAGE Formal Contain slang and
colloquialism
STYLE Objective Subjective
SOURCE OF CONTENT Related literature Everyday events
EXAMPLES Research Paper, reports Diaries, Informal essays
NON-ACADEMIC TEXTS
• Written for the mass public
• Published quickly and can be written by anyone
• Often doesn’t involve research or sources
• Uses informal and more conversational language
• May contain slang
• Author may be unknown
• Personal, emotional, impressionistic, or subjective in nature
NON-ACADEMIC TEXTS

Examples:
 Blog posts
 Fiction books
 Letters
 Personal journals and diaries
ACADEMIC TEXTS
 Written language that provides information, which contain
ideas and concepts that are related to the particular discipline
 Well-edited and takes years to publish
 Uses formal language
 Contains words and terms specific to a particular field
 Contains list of sources and references
 Main goal is to advance human understanding in a particular
discipline
ACADEMIC TEXTS
Examples:
 School books and textbooks
 Research Proposals and papers
 Journal Articles
 Thesis and Dissertation
 Some newspaper and magazine articles
PURPOSES IN READING AN 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,
and,
7. To deeply understand an existing idea
CHARACTERISTICS OF ACADEMIC TEXT
1. Structure
Introduction-Body-Conclusion as the basic structure which is formal and logical.
2. 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.
3. 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
4. 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.
CHARACTERISTICS OF ACADEMIC TEXT

5. Complexity
An academic text addresses complex issues that require higher-order
thinking skills to comprehend.
6. 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.
7.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.
FEATURES OF ACADEMIC TEXT
1. Complex
Written texts are shorter and the language has more
grammatical complexity including more subordinate clauses.
2. Formal
Should avoid colloquial words and expressions.
3. Precise
Facts are given accurately and precisely.
4. Objective
has fewer words that emphasize on the information you want to
give and the arguments you want to make
5. Explicit
It is the responsibility of the writer 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 have words with narrow specific meanings.
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.
9. Organized
Well-organized. It flows easily from one section to the next in a logical
manner.
10. Planned
Well-planned. It usually takes place after research and evaluation, according to
specific purpose and plan.
ACADEMIC
LANGUAGE
ACADEMIC LANGUAGE

language needed by the It includes discipline-

students to do the work specific dictionary,
in schools grammar and
punctuation
Characteristics of Academic Language

A. Formal
It should not sound conversational or casual.
Colloquial, idiomatic, slang, or journalistic
expressions should be practically avoided.
Examples:
Use… Instead of…
Consider, monitor Look at
Revise, review Go over
Solve, amend Fix
Characteristics of Academic Language

B. Objective
Unbiased. It should be based on facts and evidences
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”,
you might write “this report will show”. The
second person, “you” is also avoided.
ACTIVITY 1
Instruction: Write TRUE if the statement is correct and FALSE if not

1. Students who master academic language are more likely

to be successful in academic and professional settings.
(TRUE)
2. An academic text makes use of complex jargons
to promote a higher level of comprehension.
(FALSE)
3. Academic text uses words which tones up
claims expressing certainty. (TRUE)
4. Both academic and non-academic texts can be used
to inform. (TRUE)
5. The language used in academic texts should be
conversational. (FALSE)
ACTIVITY 1
Instruction: Write TRUE if the statement is correct and FALSE if not

6. In reading an academic text, it helps acquire

new information. (TRUE)
7. An academic text needs less concentration and focus
because the terms are simple. (FALSE)
8. It is in academic text that issues are stated to provoke
information discussion. (TRUE)
9. A magazine is an academic text. (FALSE)
10. Academic language should be objective, precise,
impersonal and formal. (TRUE)
Social Language & Academic Language
SOCIAL LANGUAGE ACADEMIC LANGUAGE
In everyday interactions in spoken/written form In textbooks, research papers, conferences
in spoken/written form
For everyday conversation Used in school/work conversations
Used to write to friends, family, or for other social purposes Appropriate for written papers, classwork, homework
Informal, such as words like ''cool,'' ''guy,'' Very formal and more sophisticated in its
''kidding'') expressions, such as words like ''appropriate,''
''studies,'' ''implementation''
Can use slang expressions Don't use slang
Can be repetitive Uses a variety of terms
Can use phrases Uses sentences
Sentences don't follow grammar conventions Sentences begin with appropriate transitions,
necessarily, with phrases like, ''you're hungry?'' like, ''moreover'' or ''in addition'')
(Social & Academic Language Acquisition: Differences & Characteristics, 2020)
ACTIVITY 2
Direction: Match the informal vocabulary in the list below with the more
appropriate formal options from the box.

1. Go over - _Revise, review_ o o o o

Revise,o o o
review o o
2. o
Show - D e m o n s t r a t e , i n d i c a t e , i l l u s t r a t e Commence, initiate, undertake Solve,
3. Begin - C o m m e n c e , i n i t i a t e , u n d e r t a k e Confirm, determine
4. Good -_Reasonable Satisfactorily, positive, favorable Con
5. Look at – Consider, monitor, analyze Demonstrate, indicate, illustrate
6. A lot of - _A great deal of, many A great deal of, many Reasonable
7. A bit - _Somewhat, fairly
8. Fix - _Solve, repair, amend_
9. Make sure - _Confirm, determine
10. Quite good - Satisfactorily, positive, favorable
COMMON TEXT STRUCTURES
 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.
 According to Taylor (1992), students who are taught to identify
the structure of expository and narrative texts have been
found to have better comprehension than students who have
not received such instruction.
COMMON TEXT STRUCTURES
1. Compare and Contrast
Definition Transitions/ Signal Questions Graphic
Words Organizer
This type of text structure  However/yet  What items are
examines the similarities  Nevertheless being compared?
and differences between  on the other hand  In what ways are they
two or more people,  but/ whereas-similarly similar? Different?
events, concepts, ideas, etc.  although  What conclusion does
 also/likewise the author reach about
 in contrast/ these items?
comparison
 different
 either/or
 in the same way/
just as
COMMON TEXT STRUCTURES
1. Compare and Contrast
Example: Most mobile phones sold today have an operating system
that is either designed by Apple or Google. Both of these operating systems
allow users to connect to application stores and download applications.
However, one major difference between these two operating systems is
that Apple makes the iOS operating system powering their iPhones and
iPads. In other words, the iOS operating system only appears on products
created by Apple. On the other hand, Google makes the Android
operating system that can be found on many different mobile phones
and tablets like Samsung, Sony and LG. So, which operating system do
you prefer - Android or iOS?
COMMON TEXT STRUCTURES
2. Compare and Contrast
COMMON TEXT STRUCTURES
2. Cause-Effect Structure
Definition Transitions/ Questions Graphic Organizer
Signal Words
This structure  If/then  What happened?
presents the causal  reasons why  Why did
relationship between  as a result it
a specific event,  therefore happen?
idea, or concept and  because  What caused it to
the events, ideas, or  consequently happen?
concept that follow.  since
An action and its  so that
results are explained.  for
 due to
COMMON TEXT STRUCTURES

2. Cause-Effect Structure
Example: In the Philippines, it is the brown race that
constitutes the majority and the white or mestizo is the minority.
It follows, therefore, that the mean and measure in judging
beauty is the Malay skin, hair, eyes, nose, lips, body, and stance.
As a result, film producers and directors consciously build up stars
whose dominant features are Malay like Nora Aunor, Angel
Locsin, John Lloyd Cruz and Daniel Padilla.
COMMON TEXT STRUCTURES

2. Cause-Effect Structure
COMMON TEXT STRUCTURES
3. Chronological, Process or Sequence
Definition Transitions/ Signal Questions Graphic Organizer
Words
This text  First, second, third…  What items, events,
structure gives  Later or steps are listed?
readers a  Next  Do they have to/
chronological  Before always happen
order of events  Then in this order?
or a list of steps  Finally  What sequence of
in a  After events is being
procedure.  When described?
 Since  What are the major
 Now/ previously incidents that occur?
 Actual use of dates
COMMON TEXT STRUCTURES
3. Chronological, Process or Sequence
COMMON TEXT STRUCTURES
4. Descriptive Structure
Definition Transitions/ Questions Graphic Organizer
Signal Words
Describes a topic by  for example  What are the
listing characteristics,  characteristics most important
features, attributes,  for instance characteristics?
and examples  such as  How is it being
 including described (what
 to illustrate does it look like,
how does it
work, etc.)?
 What is important
to remember
about it?
COMMON TEXT STRUCTURES

4. Descriptive Structure
Example: Galileo was a thoughtful youth and doubtless carried on a
rich and varied reverie. He had artistic ability and might have turned out
to be a musician or painter. When he had dwelt among the monks at
Valambros, he had been tempted to lead the life of a religious. As a boy,
he busied himself with toy machines and he inherited a fondness for
mathematics. All these facts are of record.
COMMON TEXT STRUCTURES

4. Descriptive Structure
COMMON TEXT STRUCTURES
5. Problem-Solution Structure
Definition Transitions/ Questions Graphic Organizer
Signal Words
This type of structure  problem is  What is the problem?
sets up a problem or  dilemma is  Why is this a
problems, explains  if/then problem?
the solution, and  because  Is anything being
then discusses the  so that done to try to
effects of the  question/ answer solve the
solution. problem?
 What can be done to
solve the problem?
COMMON TEXT STRUCTURES

5. Problem-Solution Structure
Example: Dr. Ramos doesn’t want the eagles to vanish. These Philippine
giant birds are disappearing at an alarming rate. Dr. Ramos thinks that we
should demand the government to plan for immediate action in the
preservation of this specie. He also thinks that we should donate to Save
the Eagles. Our donations will help to support and empower those who
are fighting the hardest to preserve the eagles. With this, we can make a
difference. We owe it to our helping and caring hands to do something.
COMMON TEXT STRUCTURES

5. Problem-Solution Structure
COMMON TEXT STRUCTURES
6. Question - Answer Structure
This text structure starts by posing a question then goes on to answer that
question.
Example: Why do we have schools? Schools deal important role in the
society and they have three main functions. First, students learn skills that will
help prepare them for society. Writing, reading, and mathematics are
essential in global market and workplace and individuals likely learn these
skills in schools. Second, schools serve communities by providing safe havens
for students in temporary living situations. Third, schools provide a conducive
environment for children to engage in productive activities during many days
of the year while their adult caretakers may be working. These are the
reasons why we have schools in our society.
COMMON TEXT STRUCTURES

6. Question - Answer Structure

ACTIVITY 3
Directions: Identify the text structure based on the given
statement/ phrases
1. “How are things in the text similar or different” (Compare and contrast)
2. A text structure that discusses what is specifically being
described. (Descriptive Structure)
3. Written in a style that tells what happened and why
it happened (Question - Answer Structure)
4. This text structure tells what the conflict is, or problem,
and how it was solved. (Problem – Solution
Structure)
5. Shows events taking place over time or gives steps (Chronological,
Process or Sequence)
ACTIVITY 3
Directions: Identify the text structure based on the given statement/
phrases
6. “Similar, same, alike, both, on the other hand, instead” are signal
words for. (Compare and Contrast)
7.Before putting the model car together, we gathered our supplies.
Then we were able to read and follow the directions. Before long,
our car was done. (Chronological, Process or Sequence)
8.Which type of text structure answers the question of what
happened and why? (Question - Answer Structure)
9. Which type of text structure shows how two or more things are
alike and different? (Compare and Contrast)
10. The text structure that poses a question then goes on answering
that question. (Question - Answer Structure)
TYPES OF ACADEMIC TEXTS
DESCRIPTIVE PERSUASIVE
 Provides facts and  Includes argument, recommendation,
information interpretation, or evaluation of the work
 Identify, report,
of others with the addition of your own
record, summarize,
define point of view
 needs to be supported by evidence
ANALYTICAL
 Argue, evaluate, discuss, take a position
 Organize facts and information
CRITICAL
into categories, groups, parts
 Requires you to consider at least two
and types or relationships points of view, including your own
 Analyze, compare, contrast,  Critique, debate, disagree, evaluate
relate, examine
TYPES OF ACADEMIC TEXTS

Source: https://www.evelynlearning.com/types-of-content-writing/
STRUCTURE OF ACADEMIC TEXTS
Introduction-Body-Conclusion
Title
1. Introduction
1.1 Background of the Topic
1.2 Thesis Statement
2. Body
2.1 Main Idea 1
2.1.1 Supporting Idea 1
2.1.2 Supporting Idea 2
2.2 Main Idea 2
2.2.1 Supporting Idea 1
2.2.2 Supporting Idea 2
2.3 Main Idea 3
2.3.1 Supporting Idea 1
2.3.2 Supporting Idea 2
3. Conclusion
3.1 Restatement of the Thesis Statement
3.2 Closing Statement
4. References
Introduction-Method-Results and Discussion (IMRaD) format

Title
1. Introduction
1.1 Findings and recommendations of previous studies
1.2 Need to conduct the study
1.3 Statement of the problem or objectives of the study
2. Methods
2.1 Research methods and the materials of the study
2.2Data Procedure
2.3Data Analysis
3. Results
3.1 Presentation of the findings of the study or answers to
research questions
4. Discussion
4.1 Studies that either support or contradict the finding
4.2Inferences of the author
5.Conclusions
5.1 Summary of the research problem
5.2Inferences made to address the problem
5.3Recommendations for future work
6. References
CRITICAL READING STRATEGIES

 Reading academic texts require focus and understanding.

 You have to interact with the text by questioning its
assumptions, responding to its arguments, and connecting
it to real-life experiences and applications.
 To adopt a critical reading approach, practice the
strategies to be employed during each stage of
reading (Before, During and After reading)
CRITICAL READING STRATEGIES

BEFORE READING
 Determine the type of academic text you are reading
 Determine or establish your purpose for reading
 Identify the authors purpose for writing
 State what you already know and what you want to
learn about the topic
 Determine the target audience
 Check the publication date for relevance
 Check the reference list while making sure to consider the
correctness of the formatting style
CRITICAL READING STRATEGIES
DURING READING
Annotate important parts of the text. Here are some ways to annotate a text.
 Write key words or phrases on the margin in bullet form.
 Write a symbol on the page margin where important information is found.
 Write questions on information that you find confusing.
 Comment on the author’s biases.
 Use concept map or any appropriate graphic organizer to note down the ideas
being explained.
 Underline important words, phrases or sentences.
 Underline or circle meanings or definitions.
 Mark or highlight relevant/ essential parts of the text
 Determine the main idea of the text.
 Identify the evidence or supporting arguments presented by the author and check
for validity and relevance.
 Identify the findings and note for the appropriateness of the research method used
CRITICAL READING STRATEGIES

AFTER READING
 Reflect on what you read.
 React on some parts of the text
through writing.
 Discuss some parts with your teacher or
classmates.
 Link the main idea of the text to what
you already know.
OTHER READING STRATEGIES
A. SQ3R Method
SQ3R
KWL

Source: https://miuc.org/sq3r-study-method/
CRITICAL READING STRATEGIES

b. KWL CHART
Below is a sample of KWL chart using an article which focuses on language and gender
K W L
What I What I [W]ant to know What I have [L]earned
[K]now
• There is a connection • Are women really more • Women are reported to speak
between language talkative than men? 20,000 words a day while men
and gender. • What accounts for the speak an average of 7,000
• Women and men have difference in the words.
different levels of frequency of language • Foxp2 protein is one of the
talkativeness use between men and genes associated with
women? language.
• It was shown that women have
higher levels of Foxp2 protein
than men.
LOCATING MAIN IDEAS
Thesis statement
Topic sentence
Strategies in Locating Thesis Statement

Thesis Statement: presents or describes the point of the text.

Usually presented in the abstract or executive summary or at
the last part of introduction.
 Read the title of the text and make inferences on
its purpose.
 If the text has no abstract or executive summary, read
the first few paragraph as the thesis statement is usually
located there.
 In other cases, you may check the conclusion where
authors sum up and review their main points.
Strategies in Locating Topic Sentences

Topic Sentence: presents of describes the point of a

paragraph; in other words, it is the main idea of a
paragraph. It can be located at the beginning, middle or at
the last part of a paragraph.
 Read the first sentence of the paragraph because
most authors state their topic sentence at the
beginning of the paragraph
 Find the concept or idea being tackled.
 Identify the purpose of the paragraph. The
sentence that presents or describes the purpose is
the topic sentence.
Requirement

 Use the following

format long bond
paper Arial, font
size 12
1 inch margin on all sides
 Think of a specific topic in a field or discipline, in your
track for instance, which personally interests you. Search
and find at least 2 academic text and complete the
blank outline using the Introduction-Body-Conclusion
and IMRad format. You may use key phrases only.
1. Introduction-Body-Conclusion
Title:
1. Introduction
1.1 Background of the Topic
1.2 Thesis Statement
2. Body
2.1 Main Idea 1
2.1.1 Supporting Idea 1
2.1.2 Supporting Idea 2
2.2 Main Idea 2
2.2.1 Supporting Idea 1
2.2.2 Supporting Idea 2
2.3 Main Idea 3
2.3.1 Supporting Idea 1
2.3.2 Supporting Idea 2
3. Conclusion
3.1 Restatement of the Thesis Statement
3.2 Closing Statement
4. References (Copy three references that appear in the sample)
2. Introduction-Method-Results and Discussion (IMRaD) format
Title:_Students’ perception in the implementation of the IMRaD structure approach and its implications on the research
writing process
1. Introduction
1.1 Findings and recommendations of previous studies:

1.2 Need to conduct the study:

1.3 Statement of the problem or objectives of the study:
SOP1. What is the perception of the students in the implementation of the IMRaD Structure Approach on the
research writing process in terms of the following: teaching and learning approach, learning tasks, research
format writing process, and course outcomes?
SOP2. Is there a significant difference in the academic performance of the students during the implementation
of the IMRaD Structure Approach on the students’ research writing process?
SOP3. What are the implications in the implementation of the IMRaD Structure Approach on the students’
research writing process in terms of its advantages and disadvantages?
2. Methods
2.1 Research methods and the materials of the study:
This study used the sequential mixed method design in examining the implementation and appraisement of
the IMRaD structure approach and its implications on the research writing process among Grade 12 senior high
school students of the Humanities and Social Sciences (HumSS) academic strand, conducted at the Espiritu
Santo Parochial School of Manila, Inc. in the school year 2019-2020. In terms of data gathering, both
quantitative and qualitative methods were implemented in a sequential manner, through survey and interview,
respectively.

2.2 Data Procedure:

a) The participants of this study were determined through a stratified proportional random sampling
technique, where the number of students in each section was proportioned as to the computed given population
in each sample distribution.
b) In the first phase of the sequential mixed method design, in the quantitative method, the research instrument (survey
form) was validated by the vice principal for academics and three subject coordinators in the high school department of
the Espiritu Santo Parochial School of Manila, Inc., distributed for the survey process among 17 Grade 12 HumSS
students of legal age, the 30% of the total population of 55 Grade 12 HUMSS students
c) In the second phase, the qualitative method, a structured interview was conducted to expound the data in terms of the
implications of the IMRaD structure approach to the research writing process.
d) The researcher collected the data after the validation of the instrument.
e) The data were analyzed by applying descriptive and inferential statistics
2.3 Data Analysis:_
The data were analyzed by applying descriptive and inferential statistics; different tests were utilized such as the
frequency distribution, weighted mean, mean (average), standard deviation, and independent-sample t-test.
The respondents of the study gave their opinions on a 4-point Likerttype scale from strongly agree to strongly disagree.
The validity and reliability of the instrument were measured
by pilot testing. Experts validated the questionnaire by highlighting the strong and weak areas. After validation,
reliability was calculated.

3. Results
3.1 Presentation of the findings of the study or answers to research questions:
Table 1
Reliability of the instrument
ITEMS Cronbach’s alpha No. Of items Internal consistency
Teaching and Learning .787 5 Acceptable
Approach
Learning Tasks .795 5 Acceptable
Research Format Writing .796 5 Acceptable
Process
Course Outcomes .858 5 Good
Research Instrument .926 20 Excellent

Table 2
Response on the teaching and learning approach of the students
Indicators Weighted mean Perception Interpretation
Classroom Activities and Interaction 3.59 Strongly Agree Very Effective
motivation 3.59 Strongly Agree Very Effective
preparation 3.29 Strongly Agree Very Effective
Practice tests 3.35 Strongly Agree Very Effective
Visual aids and presentations 3.71 Strongly Agree Very Effective
Average 3.51 Strongly Agree Very Effective

Table 3
Response to the learning tasks of the students
Indicators Weighted mean Perception Interpretation
specific 3.41 Strongly Agree Very Effective
Measurable 3.41 Strongly Agree Very Effective
Attainable 3.12 Agree Effective
Result-oriented 3.12 Agree Effective
Time bound 3.35 Strongly Agree Very Effective
Average 3.28 Strongly Agree Very Effective

Table 4
Response to the research format writing process of the students

Indicators Weighted mean Perception Interpretation

specific 3.59 Strongly Agree Very Effective
Measurable 3.76 Strongly Agree Very Effective
Attainable 3.71 Strongly Agree Very Effective
Result-oriented 3.65 Strongly Agree Very Effective
Time bound 3.53 Strongly Agree Very Effective
Average 3.65 Strongly Agree Very Effective

Table 5
Response on the course outcomes of the students
Indicators Weighted mean Perception Interpretation
Course Outcome 1 3.41 Strongly Agree Very Effective
Course Outcome 2 3.24 Agree Effective
Course Outcome 3 3.53 Strongly Agree Very Effective
Course Outcome 4 3.24 Agree Effective
Course Outcome 5 3.41 Strongly Agree Very Effective
Average 3.37 Strongly Agree Very Effective
Table 6
Summary response on the implementation of the IMRaD structure approach of the students
Indicators Weighted mean Perception Interpretation
Teaching and Learning Approach 3.51 Strongly Agree Very Effective
Learning Tasks 3.28 Strongly Agree Very Effective
Research Format Writing Process 3.65 Strongly Agree Very Effective
Course Outcomes 3.37 Strongly Agree Very Effective
General Average 3.45 Strongly Agree Very Effective

Table 7
Significant difference between the grades of the students
Variables Mean SD Mean difference T-value Significant value Decision Ho
Course 1a 87.76 3.63 4.12 -3.745 2.583 rejected
Course2b 91.88 2.71

4. Discussion
4.1 Studies that either support or contradict the finding:
In this process, this would be beneficial to the students to provide them an engaging and conducive learning
environment to promote and sustain research endeavors as stated by Baker (2008) and Correa et al. (2015).
As specified by Munabi et al. (2006), there is a need to look at the teaching of research methods, since
equipping the students with research literacy skills leads to increased research output by the individual; this
IMRaD structure approach helps the students understand and apply the research concepts in the easiest way of
research writing and gives various positive implications on the research writing process.
According to Gensee and Upshur (1996), to plan and make instruction that is appropriate for individual students
or groups of students, it is necessary to understand the factors that influence student performance in class.
Chastain (1988) believes that teachers need to evaluate constantly their teaching based on student reaction,
interest, motivation, preparation, participation, perseverance, and achievement.
4.2 Inferences of the author:
The IMRaD structure approach will help the students in familiarizing themselves with the vast nature of the research
writing process as they simultaneously learn the process and the practical application of research writing.

5.Conclusions
5.1 Summary of the research problem: _
The students strongly agree that the IMRaD structure approach helped them in terms of the teaching and
learning approach, learning tasks, research format writing process, and course outcomes on the research writing
process as very effective. The t-ratio showed that there is a significant difference in the grades of students in
research courses between Practical Research 2 and Inquiries, Investigations, and Immersion during the
implementation of the IMRaD structure approach on the research writing process. In addition, the computed
t-ratio is greater than the tabular t-value thus the hypothesis of no difference in the mean grades of the students in
the specified research courses during the implementation of the IMRaD structure approach is rejected. Therefore,
the IMRaD structure approach is effective as a tool for the research writing process
5.2 Inferences made to address the problem:
5.3 Recommendations for future work:_
 further implementation and assessment of the IMRaD structure approach for the research courses;
sustain or improve the teaching and learning approach in terms of classroom activities and interaction, motivation,
preparation, practice tests, visual aids and presentations, and the learning tasks in terms of written tasks, mini and
major performance tasks, and quarterly assessment; and
further research development program for the students.
5. References (Copy three references that appear in the sample):

Aravamudhan, K., & Frantsve-Hawley, J. (2009). American dental association's resources to support
evidence-based dentistry. The Journal of Evidence-based Dental Practice, 9(3), 139-144.
https://doi.org/10.1016/j.jebdp.2009.06.011
Baker, C. N. (2008). Under-represented college students and extracurricular involvement: The effects of various
student organizations on academic performance. Social Psychology of Education, 11, 273-298.
https://doi.org/10.1007/s11218-007-9050-y
Bonett D. G., & Wright, T. A. (2015). Cronbach’s alpha reliability: interval estimation, hypothesis testing, and
sample size planning. Journal of Organizational Behavior, 36(1), 3-15. https://doi.org/10.1002/job.1969
REFERENCES
Barrot, J. & Sipacio, P. J. (2020). Communicate today: English for academic
and professional purposes. C & E Publishing, Inc.
DepED Module: English for academic and professional purposes: Quarter 1-
Module 1: Reading Academic Texts
DepED Module: English for academic and professional purposes: Quarter 1-
Module 1: Language used in academic texts from various disciplines.