7
ENGLISH
Quarter 4-Module 1
FEATURES OF ACADEMIC
WRITING
Department of Education ● Republic of the Philippines
English – Grade 7
Alternative Delivery Mode
Fourt Quarter- Module 1: Features of Academic Writing
First Edition, 2020
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7
ENGLISH
Quarter 4-Module 1
FEATURES OF ACADEMIC
WRITING
This instructional material is collaboratively developed and
reviewed by educators from public schools. We encourage teachers
and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education – Region 10 at
region10@deped.gov.ph.
Your feedback and recommendations are highly valued.
Department of Education ● Republic of the Philippines
Introductory Message
To our dear learners,
Welcome to the first module of Quarter 4! You will be learning many things in
this module that will help you develop your communication skill, particularly in
academic writing.
This module will provide you with an overview in the world of academic writing.
A brief discussion about its features or characteristics will also be provided. Writing
academically will help you analyze, convey understanding, think critically, and focus
on technique and style.
Before you will do the activities, you must familiarize the different set of
headings and learning icons that will help you understand the lesson.
This module has the following parts and corresponding icons:
What I Need to Know
This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know
This part includes an activity that aims to check
what you already know about the lesson to take. If
you get all the answers correct ( 100%), you may
decideto skip this module.
What’s In
This is a brief drill or review to help you link the
current lesson with the previous one.
What’s New
In this portion, the new lesson will be introduced to
you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.
What is It
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More
This comprises activities for independent practice to
solidify your understanding and skills of the topic
.
You may check your answers to the exercises using
the Answer Key at the end of the module.
What I Have Learned
This
includes
questions
or
blank
sentence/paragraphto be filled in to process what
you learned from the lesson.
What I Can Do
This section provides an activity which will help you
transfer your new knowledge or skill into real life
situations or concerns.
Assessment
This is a task which aims to evaluate your level of
mastery in achieving the learning competency.
.
Additional Activities
Answer Key
In this portion, another activity will be given to you
to enrich your knowledge or skill of the lesson
learned. This also tends retention of learned
concepts.
This contains answers to all activities in the module.
At the end of this module, you will also find:
References
This is a list of all sources used in developing
this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Write your answers of the tests and exercises in your English
activity notebook.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
TABLE OF CONTENTS
What I Need to Know
Objectives…………………….………………………………………………1
What I Know
Pre-Test……………………………………………………………….……...1
What’s In
Activity 1: Remember Me!….……………………………………………….2
Lesson: Features of Academic Writing
What’s New
Activity 2: Spot the Difference …………………………………………….3
What Is It
What is Academic Writing?………………………………………….……..3
Features of Academic Writing……………………………………………...3
What’s More
Activity 3: Expanded Over Contracted……………….……………………8
What I Have Learned
Activity 4: Watch Out!……………………………………………………….9
What I Can Do
Activity 6: Complete Me…………………………………………………...10
Assessment………………………………………………………………………………..11
Additional Activities
Activity 6: Think It Over
……………………………………………….13
Answer Key………………………………………………………………………………..14
References……………………………….………………………………………………..17
Now that you know the different parts of this module, you are now ready to read
and do all the activities provided to you. Please do not write your answers on the
module itself. Your notebook is an important record of your accomplishments in
English.
Good luck as you begin!
What I Need to Know
After reading this module, you should be able to distinguish the features of
academic writing. (EN7WC-I-c-4.2)
Specifically, you should also be able to:
a. describe what is academic writing;
b. identify the different features or characteristics of academic writing; and
c. appreciate the unique features of academic writing as compared to
creative writing or any other types of writing.
What I Know
Instructions: Draw a smiley face (
) if the item is an example of an academic
writing, or put a sad face (
) if it is not.
1. poem
2. textbook
3. thesis
4. short play
5. song lyrics
6. abstract report
7. news article
8. nursery rhyme
9. movie script
10. riddle
11. research paper
12. idiomatic expression
13. novel
14. myth or legend
15. personal diary
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What’s In
Activity 1: REMEMBER ME!
Before you start, I would like you to recall the past lesson. You have learned
about asking thought provoking questions. This time, formulate three (3) thought
provoking questions given the topic in the box below. Write your answers in your
English activity notebook.
COVID-19 Pandemic
My three thought provoking questions:
1. _________________________________________________________?
2. _________________________________________________________?
3. _________________________________________________________?
FEATURES OF ACADEMIC WRITING
What’s New
You are about to start learning more exciting activities. Have fun!
Study the boxes of information below.
A
B
Suicide is a serious problem. This is
because if you lose somebody close to you, this
can be very hard for you. It is also because
suicide costs a lot of money to the economy due
to losing members of the workforce and the cost
of treating people who have attempted suicide.
The number of people committing suicide has
gone up a lot. It has gone up by 60% over the
past 45 years. This means that people who work
in public health all over the world need to come
up with ideas that will prevent people from
committing suicide.
Across the globe, suicide is a serious
public health issue (Mann et al, 2005). There
are severe emotional costs through loss of an
acquaintance or loved one in addition to
significant economic costs through loss of
income and medical treatment (Corso et al,
2007). In the last 45 years, worldwide suicide
rates have increased by 60% (World Health
Organization, 2008). Consequently, the
development of suicide prevention initiatives
has become a global public health priority.
Source: univ-biskra.dz
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Activity 2: SPOT THE DIFFERENCE
Compare the paragraph in Boxes A and B. Which paragraph is clear,
formal, concise, focused, structured, and backed up by evidence? Which paragraph
is conversational, informal and subjective?
What is It
Based on Activity 2, you have observed that the paragraph in Box A is clear,
formal, concise, focused, structured, and backed up by evidence. On the other hand,
Box B is conversational, informal and subjective.
Box A is more academic than Box B.
What is academic writing?
Academic writing is a formal style of writing. Its general purpose is to present
information in order to display a clear understanding of a particular subject.
The following are some examples of
1. Books
2. Research paper
3. Journals
4. Conference paper
documents where academic writing is used:
5. Abstract
6. Thesis
7. News Articles
Features of Academic Writing
1. Formality is using formal language rather than everyday common language.
It is achieved through:
1.1 Choosing expanded forms over contracted forms.
Poor examples
Improved
can’t
doesn’t
won’t
I’ve
cannot
does not
will not
I have
Sentence:
The policy does not permit illegal dealings.
3
1.2 Choosing one verb form over two-word verbs.
Poor examples
mess up
brought up
give back
Improved
damage
raised
return
Sentence:
The business sectors raised the questions of excluding tax
payment from the dialogue.
1.3 Avoiding colloquial/trite/idiomatic expressions
Examples of colloquial/trite/idiomatic expressions
“stuff”
“thing”
“a lot of”
“you know what I mean”
“sort of”
“kind of like”
“It’s raining cats and dogs.”
Sentence:
With women, there is a great deal of (instead of a lot of) pressure
to conform to a certain physical shape.
1.4 Choosing expanded terms over their abbreviated equivalents.
Poor examples
Improved
as soon as possible
romantic comedy
ASAP
romcom
Sentence:
The government wants it done as soon as possible.
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2. Objectivity means that the writing must be impersonal. The main emphasis
should be on the presented information and/or arguments rather
than what you think about the issue.
It is achieved through:
2.1 Avoiding the use of personal pronouns such as you, I and we.
Poor example
1. We need to conduct the
experiment.
2. You can easily forget how
different life was 50 years ago.
Improved
The researchers need to conduct
the experiment.
It is easy to forget how different life
was 50 years ago.
2.2 Avoiding rhetorical questions.
Poor example
Improved
1. How can these problems be Certain
measures
must
solved?
discovered to solve problems.
be
2.3 Avoiding “emotive language” that shows biases.
Poor example
Improved
1. The investigators were very The investigators did not expect the
shocked to see the outcome of the result.
tests.
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3. Explicitness is the responsibility of the writer in English to make it clear to the
reader how the various parts of the text are related.
It is achieved through:
3.1 Using different signaling words
Comparison/similar ideas
 Similarly, in the same way
Contrast/opposite ideas
 But, however, on the contrary
Cause and effect
 Consequently, as a result, because
Sentence:
One should notify any change of address to the Bonds and Stocks Office.
Similarly, savings certificates should be re-registered with the Post Office.
3.2 Citing/acknowledging sources of ideas
Example:
Suicide is a serious public health issue (Mann et al, 2005).
4. Caution is an important feature of academic writing which is the concept of
cautious language, often called “hedging” or “vague language”.
Caution is needed to avoid sweeping generalizations.
It is achieved through:
4.1 Using devices such as modal verbs, adverbs, or verbs
Examples:
Modal verbs
Adverbs of frequency
Verbs
would, may, can, might, should
often, sometimes, usually
tend, suggest, think, believe, doubt
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Other devices:
Modal adverbs
e.g. certainly, definitely, clearly, probably, possibly,
perhaps
Modal adjectives
e.g. certain, definite, clear, probable, possible
Modal nouns
e.g. assumption, possibility, probability
That clauses
e.g. It could be the case that…
e.g. It might be suggested that…
e.g. There is every hope that…
To-clause
adjective
+
e.g. It may be possible to obtain…
e.g. It is important to develop…
e.g. It is useful to study…
Sentence NOT observing
caution
Sentence observing caution
1. The commitment to some of the
social and economic concepts
was less strong than it is now.
It may be said that the commitment to
some of the social and economic
concepts was less strong than it is now.
2. Nowadays the urinary
symptoms are of a lesser order.
Nowadays the urinary symptoms seem
to be of a lesser order.
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What’s More
Hey! I know you’re having a good time learning this lesson. So, I
prepared more activities for you.
Are you ready? Here we go…
One feature of academic writing is FORMALITY. One way to achieve it
is by choosing expanded forms over contracted ones. Consider this activity
below:
Activity 3: EXPANDED OVER CONTRACTED
Directions: In your English activity notebook, rewrite the following sentences by
expanding the underlined contracted words.
1. We hadn’t played their team before.
2. They weren’t afraid to play our team.
3. The crowd mustn’t forget to applaud both teams.
4. Winning isn’t everything.
5. We aren’t giving up.
6. Our class couldn’t decide on a mascot.
7. Mr. Reyes doesn’t like snakes.
8. We didn’t want to have a dog.
9. Our school colors aren’t black and gold.
10. Our class didn’t have any good ideas.
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What I Have Learned
This time, let us check your ability on using the features of academic writing.
Activity 4: WATCH OUT!
Instructions: Put a check () if the sentence observes the features of academic
writing or put an ( ×) if it does not. Write your answers in your English
activity notebook.
1. You should cite the sources you use properly.
2. You should avoid using different signaling words.
3. You should avoid emotive language that shows biases.
4. You should place the main emphasis on the information.
5. You should make use of idiomatic expressions more often.
6. You should use slang words (e.g. wanna, gonna, fab).
7. You should not demonstrate your understanding of the source material.
8. You should justify your position and provide evidence for the claims you make.
9. You should use one word verbs (e.g. educate) rather than phrasal verbs (e.g.
bring up).
10. Simpler words are preferable than complex words (e.g. make is better than
produce or manufacture).
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What I Can Do
Activity 5: COMPLETE ME
Instructions: The table below is composed of sentences that are examples of
academic writing. Some of the words are underlined for you to
analyze what feature of academic writing it indicates, and give
evidence that proves your point. Copy and complete the table in your
English activity notebook. Number 1 is already done for you.
Sentence
1. Consequently, the
development
of
suicide prevention
initiatives
has
become a global
public
health
priority.
2. Staying at home
during
this
pandemic probably
stops the spreading
of COVID 19.
3. The President did
not expect about the
fast spreading of the
virus.
4. Young
people
should obey the
government health
protocols.
5. This issue has been
raised by many
scientists.
Feature of Academic
Writing
Evidence
Explicitness
Using different
signaling words.
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ASSESSMENT
Congratulations!
You are done with your lesson about the different features of academic
writing.Let us now try to check your understanding by answering the following
activities.
A. Instructions: Read the statements below and answer the questions that follow.
A. The patient needs to be rushed to the hospital ASAP.
B. The patient needs to be rushed to the hospital as soon as possible.
1. Which of the above statements observe good academic writing?
2. What feature of academic writing is used?
A. The researchers need to conduct an experiment to find the cure for the
virus.
B. We need to conduct an experiment to find the cure for the virus.
3. Which of the above statements observe good academic writing?
4. What feature of academic writing is used?
A. The coronavirus is transmitted through droplets from one infected
individual to another.
B. According to the study conducted by the World Health Organization,
coronavirus is transmitted through droplets from one infected individual to
another.
5. Which of the above statements observe good academic writing?
6. What feature of academic writing is used?
A. During this time, issues about non-communicable disease are of less
importance.
B. During this time, issues about non-communicable diseases seem to be of
less importance.
7. Which of the above statements observe good academic writing?
8. What feature of academic writing is used?
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B. Instructions: Read the selection below and answer the questions that follow.
Test Anxiety
(1)
Test anxiety is normally understood as a form of debilitating anxiety,
although how it is measured varies. Certain measures must be discovered in order
to address the problem.
(2)
Evidence points to the fact that in general, test anxiety lowers performance
slightly. During that time, some studies have reported that test anxiety does not
lead to lower results. However, these findings are not likely to be true for all
students.
(3)
Evidence points to the fact that in general, there is a possibility that test
anxiety lowers performance slightly. This relationship has been studied well for
over sixty years.
(4)
While the question of anxiety has been studied for many years, researchers
need to further conduct the study as soon as possible in order to address the issue.
Test anxiety is of special interest to educators and students.
Source: examples.com/education/academic-essay-examples.html
9. Which paragraph can you find the academic writing feature of formality?
10. Copy the sentence that supports your answer.
11. Which paragraph can you find the academic writing feature of objectivity?
12. Copy the sentence that supports your answer.
13. Which paragraph can you find the academic writing feature of explicitness?
14. Copy the sentence that supports your answer.
15. Which paragraph can you find the academic writing feature of caution?
16. Copy the sentence that supports your answer.
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Additional Activity
The following activity is designed to enrich your learning on Features of
Academic Writing. Use your critical thinking skills in analyzing sentences and
paragraphs.
Activity 6: THINK IT OVER
Instructions: Draw a table with four columns on it in your English activity notebook.
Label them with the four Features of Academic Writing. Copy the table
below. Then, read the news article entitled “How the Philippines is
Fighting COVID-19” by Anna Malindog-Uy dated July 5, 2020. Pick out
the word/s or sentences that are indicators of the Features of Academic
Writing and write them in the column where the word/s or sentence/s
belong/s.
Formality
Objectivity
Explicitness
Caution
How The Philippines Is Fighting COVID-19
After more than three months of hard lockdowns, the Philippines is now trying to
ease quarantine restrictions for its economy to bounce back. While the focus is on saving
lives and looking after the health and well-being of every Filipino, developing economies
like the Philippines with a population of around 109 million people – a high percentage of
which come from hand-to-mouth households – simply cannot afford the use of containment
measures like hard lockdowns for the entire country indefinitely. Hence, the government
has considered steps to safety and gradually reopen the economy.
As the Philippines reopens its economy by easing out restrictions after successful
lockdowns, it has experienced a reversed trend in the number of COVID-19 positive cases.
The number of deaths has been reduced to single-digit, while the number of positive cases
has increased significantly to three-digit.
This reversal is somewhat expected because more people are now back on the
streets. One of the contributing factors to the rise in COVID-19 positive cases is the influx
of returning Overseas Filipino Workers (OFWs), of which some have tested positive upon
arrival in the Philippines. For instance, as of July 2, out of the 99,353 returning OFWs,
2,424 were confirmed as being COVID-19 positive.
Source: https://theaseanpost.com/article/how-Philippines.fighting-covid-19?amp
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What’s More
1. We had not played their team before.
2. They were not afraid to play our team.
3. The crowd must not forget to applaud both teams.
4. Winning is not everything.
5. We are not giving up.
6. Our class could not decide on a mascot.
7. Mr. Reyes does not like snakes.
8. We did not want to have a dog.
9. Our school colors are not black and gold.
10. Our class did not have any good ideas.
What’s New
Box A is clear, formal, concise, focused, structural
and backed up by evidence. On the other hand, Box B is
conversational, informal, and subjective.
What I Know
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
What’s In
Possible answers:
1. How does COVID-19 affect the economy?
2. Why does COVID-19 spread so fast?
3. How does the government respond to the COVID-19
pandemic?
Answer Key
Formality
can not
15
Additional Activities
Objectivity
The Philippines is now trying to
ease out quarantine restrictions
for its economy to bounce
back.
Explicitness
Hence
Caution
somewhat
The government has
considered steps to safety &
gradually reopen the economy.
It has experienced a reverse
trend in the number of COVID19 positive.
What I Can Do
Sentence
Feature of
Academic
Writing
1. Consequently, the development of Explicitness
suicide prevention initiates has
become a global public health priority.
2. Staying at home during this pandemic
Caution
probably stops the spreading of
COVID 19.
3. The President did not expect about Objectivity
the fast spreading of the virus.
4. Young people should obey the
government health protocols.
5. This issue has been raised by many
scientists.
Caution
Formality
Evidence
Using
different
signaling words.
Using modal verbs,
adverbs or verbs
Avoiding emotive
language
that
shows biases.
Using modal verbs,
adverbs or verbs.
Choosing one verb
form over two-word
verbs.
16
Assessment
Test A:
1.
2.
3.
4.
5.
6.
7.
8.
B
Formality
A
Objectivity
B
Explicitness
B
Caution
Test B:
9. Paragraph 4
10. While the question of anxiety has been studied for many years,
researchers need to further conduct the study as soon as possible in order
to address the problem.
11. Paragraph 1
12. Certain measures must be discovered in order to address the problem.
13. Paragraph 2
14. However, these findings are not likely to be true for all students.
15. Paragraph 3
16. Evidence points to the fact that in general, there is a possibility that test
anxiety lowers performance slightly.
What I Have Learned
1. 
2. ×
3. 
4. 
5. ×
6. ×
7. ×
8. 
9. 
10. 
References
Book
Bailey, S. Academic Writing: A Handbook for International Students. New York:
Routledge, 2011.
Bowker, N. Academic Writing: A Guide to Tertiary Level Writing. New Zealand:
Massey University, 2007.
Hasbrouck, Jan E. McGraw-Hill Language Arts. New York, MacMillan/McGraw-Hill,
2001.
Jordan, R. R. Academic Writing Course: Study Skills in English. England: Pearson
Education Limited. Longman, 1999.
Harley, J. Academic Writing and Publishing. New York; Routledge, 2008.
Electronic
Davis, Suzanne. Academic Writing. Accessed June 13, 2020.
http://www.academicwritingsuccess.com
LoveToKnow, Corp. Accessed June 16, 2020.
https://www.grammar.yourdictionary.com
University of Leeds. Accessed June 16, 2020. https://www.library.leeds.ac.uk
Accessed July 15, 2020.
https://www.mesacc.edu/.~paoih30491/RubricNameEssay.html
Accessed July 26, 2020.
https://theaseanpost.com/article/how-Philippines.fighting-covid-19?amp
Accessed July 27, 2020.
examples.com/education/academic-essay-examples.html
University of Massey: Online Writing and Learning Link. Accessed June 16, 2020.
Last updated November 29, 2018. https://www.owll.massey.ac.nz
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Samigullina, Anna D. Teaching First Year Students Features of Academic Writing.
Accessed June 12, 2020.https://www.rulb.org/en/article/obuchenie
Scribbr. The Do’s and Dont’s of Academic Writing. https://www.scribbr.com
Valdes, Olivia. An Introduction to Academic Writing: Characteristics and Common
Mistakes to Avoid. Last updated June 16, 2020.https://www.thoughtco.com
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For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources
Zone 1, DepEd Building Masterson Avenue, Upper Balulang
Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: region10@deped.gov.ph
19