Making Inferences

When we try to figure out something based on an experience, we make an inference.

Making inference is the ability of understanding implicit messages conveyed by a writer based on
the readers schema or background knowledge.
One of the reading strategies and techniques that help improve the critical comprehension skill of
the readers as they try to unravel the meaning between, behind, and beyond words they read.

Example

When we see a boy quietly seated inside the library reading a book, we infer that the boy might be
reviewing something for his examination or quiz. How did we say that?

Drawing Conclusions

Drawing conclusion is another reading strategy that gives the reader an experience to explore after reading
the text. It is when the readers are given the opportunity to utilize visual clues to figure out something not
directly stated. When one draws a conclusion, he/she develops the skill of putting together various pieces
of information to come up with an acceptable conclusion.
Open-ended story

Thesis statement

Is a sentence that bears the main idea of an article or an essay.

It helps control the ideas within the paper.
It is not just a topic. It tells the reader how he/she will interpret the significance of the subject
matter under discussion.
It serves as the map for the paper. Thus, it gives the reader the idea on what to expect from the
material he/she is reading.

LESSON 2: STRUCTURE OF ACADEMIC TEXT

Academic text - is a written material in an organized way and in a specific manner. One salient feature of this
writing is that it has a clear structure. This structure makes it easier for the reader to explore the text and to
navigate with it for him to better understand the piece. It must be clear on all levels of academic text such as the
entirety of the material, each section it presents, every paragraph it provides, and even in each sentence that bears
a concept or an idea.

Identifying text structure

How the ideas, facts, and other information within a written text are organized make up the text structure.
This particular strategy makes one understand that a text might present the central idea as well as the details.
Recognizing the text structure can genuinely help students scrutinize their comprehension of the academic text.

Identifying organizational patterns

The transition words or the signal words that the writer employs in the academic text can help the
reader identify what type of organizational pattern being utilized. This leads the reader to grasp all the facts
presented to decipher what the written text has to say.
 The tabular presentation below explains the types of organizational patterns, their purposes as well as the
transition words used.
Organizational Purpose
Pattern
Definition Explains the meaning of new words
or phrases.
Classification Divides a topic into parts based on
shared characteristics.
Chronological Order Describes the sequence in which
events occur in time.
Process Describes the order in which things
are done or how things work.
Order of Importance Describes ideas in order of priority
or preference.
Spatial Order Describes physical location or
position in space.
Cause and Effect Describes how one or more things
cause or are related to another.
Comparison and Contrast Discusses similarities and/or
differences among ideas, theories,
concepts, objects, or persons.
Transitional Devices
is, refers to, can be defined as,
means, consists of, involves, is a
term that, is called, is characterized
by, occurs when, are those that,
entails, corresponds to, is literally.
classified as, comprises, is composed
of, several varieties of, different
stages of, different groups that,
includes, one, first, second, another,
finally, last
Describes the sequence in which
events occur in time.
first, second, next, then, following,
after that, last, finally
less, more, primary, next, last, most
important, primarily, secondarily
above, below, beside, next to, in
front of, behind, inside, outside,
opposite, within, nearby
Causes: because, because of, for,
since, stems from, one cause is, one
reason is, leads to, causes, creates,
yields, produces, due to, breeds, for
this reason Effects
consequently, results in, one result
is,
therefore, thus, as a result, hence
Similarities: both, also, similarly, like,
likewise, too, as well as, resembles,
correspondingly, in the same way, to
compare, in comparison, share
Differences: unlike, differs from, in
contrast, on the other hand, instead,
despite, nevertheless, however, in
spite of, whereas, as opposed to
Listing/Enumeration Organizes lists of information:
characteristics, features, parts, or
categories.
the following, several, for example,
for instance, one, another, also, too,
in other words, first second,
numerals (1, 2, 3), letters (a, b,
c), most important, the largest, the
least, finally

Statement and Indicates that information in fact, in other words,

Clarification Explaining a concept or idea will
follow.
Summary Indicates that a condensed review of
an idea or piece of writing is to
follow.
Generalization and Example Provides examples that clarify a
broad, general statement.
Addition Indicates that additional information
will follow.
clearly, evidently, obviously
in summary, in conclusion, in brief,
to summarize, to sum up, in short,
on the whole
Provides examples that clarify a
broad, general statement.
furthermore, additionally, also,
besides, further, in addition,
moreover, again

STRUCTURE OF ACADEMIC TEXT-The most salient feature of an academic text is that, it is organized in a specific
way. Such text has a clear and well-defined structure. These qualities of the structure make it easier for the reader
to explore the text so that one can fully grasp the message it tries to convey.

IMRAD structure- is the most prominent norm for the structure of a scientific journal article of the original
research type.

Original research articles are typically structured in this basic order:

Introduction Why was the study undertaken? What was the research question, the tested hypothesis or the
purpose of the research?
Methods When, where, and how was the study done? What materials were used or who was included in the
study groups (patients, etc.)?
Results What answer was found to the research question; what did the study find? Was the tested
hypothesis true?
Discussion What might the answer imply and why does it matter? How does it fit in with what other
researchers have found? What are the perspectives for future research?

AIM- This encapsulates what you intend to achieve in your study. It is very significant that the aim is the exactly the
same in every part of the academic text

RESEARCH QUESTIONS- The aim in the academic text is usually general; hence, the aim can be trimmed down into
research questions. Research questions are specific questions that will enable you to reach your aim.

INTRODUCTION- the text must start with something much more general than your research questions. It is often
said that the introduction should be shaped like a funnel (as it is in the IMRAD model above) that means that you
should start in a broad and general manner and then gradually zoom in on your own specific and narrow topic

- Please note that the introduction may also be called background.

BODY- The ideas, concepts and results are discussed in the body of the academic text. The writer must make it a
point to develop and organize ideas that absolutely support the articles argument or stance.

METHODS AND MATERIALS- you have to discuss about what you have done in order to accomplish your aim and to
address the research questions. Your reader must understand what did you do to get the results, and that
secondly, they will be given the opportunity to conduct the same study, if the reader is interested in doing so.

RESULTS-it is relevant that you present the results in an objective way. You do not make any interpretation here
since interpretation is done in the discussion part.

DISCUSSION-This requires you, as the researcher, your in-depth analysis, assessment, and explanation of the
results obtained from the study. That is, you just dont write something about you have done; instead, you write
and analyze what you have researched.

The first paragraph reminds your reader about the aim, preferably hinting at how you will contribute to the
field. Then you briefly account for the most important parts of your results, perhaps linking them to your
hypothesis if you have one.

The rest of the discussion should analyze and discuss your results. It may be helpful to keep the following
questions in mind:

What do your results mean?

How do they relate to previous research? What are the reasons for potential differences between your
study and previous research? What do potential similarities indicate?

How may your method have affected your results?

What are the strengths and weaknesses of the study? How do they affect your results?
How are your results important to future development? What are the clinical implications, for example?
What kind of research is needed in the field in the future, and why?

CONCLUSION-This is an expression of the fulfilment of your aim and what you have found in your study. This
provides you the opportunity to assess whether all parts of your academic writing are interrelated with one
another. This is a reassurance that you have done what you intended to do.
Conclusion is not a brief repetition of your results; it is expressing the implications of your study.