11
English for
Academic and
Professional
Purposes
Quarter 1 – Module 1:
Language Used in Academic
Texts from Various Disciplines
English for Academic and Professional Purposes 11
Self-Learning Module (SLM)
Quarter 1 – Module 1: Language Used in Academic Texts from Various Disciplines
First Edition, 2020
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Development Team of the Module
Writers: Niza B. Ponteras
Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
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Layout Artist: John Arvin B. Genosa
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Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
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11
English for
Academic and
Professional
Purposes (EAPP)
Quarter 1 – Module 1:
Language Used in Academic
Texts from Various Disciplines
Introductory Message
For the facilitator:
Welcome to the English for Academic and Professional Purposes –Grade 11 SelfLearning Module (SLM) on Language Used in Academic Texts from Various
Disciplines!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
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For the learner:
Welcome to the English for Academic and Professional Purposes- Grade 11 SelfLearning Module (SLM) on Language used in Academic Texts from Various
Disciplines!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
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 decide to 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 the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned
This
includes
questions
or
blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
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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
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.
Answer Key
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. Use a separate sheet of paper in answering the exercises.
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!
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What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the language used in academic texts from various disciplines. Do you know
that language is the strongest and most effective but complex form of communication
either written or spoken? Yes, it is. In this module, you will learn the language used
in the academic texts in various discipline. How does language differ from various
discipline? Let us find it out!
In this module, you will be able to:
Differentiate language used in academic texts from various disciplines
Specifically, you are expected to:
1. Identify language used in the essay/article/selection;
2. Distinguish the general, specific and operational meaning of the language
used in academic texts; and,
3. Create flyers using language from various disciplines.
5
What I Know
Before we start with our learning journey, let us answer the following
questions to check your prior knowledge on the topic that will be discussed in this
module.
Directions: Read each question carefully. Choose the letter of the correct answer
and write it on a separate sheet of paper.
1. This refers to the method of human communication consisting the use of
words in a structured and conventional way.
a. vocabulary
b. texts
c. language
d. academic
2. This is defined as critical, objective, specialized texts and relatively formal in
structure and style.
a. academic text
b. language
c. comprehension
d. structure
3. The following are characteristics of academic text, except;
a. direct
b. figurative
c. exact
d. researched
4. Which of the following characteristics of language is NOT true?
a. systematic
b. conventional
c. arbitrary
d. arbitrary
5. The following are functions of language, except;
a. communication
b. expression of identity
c. emotional release
d. respiration
6. The following suggest the ways in determining the language used in academic
text from various discipline, except:
a. Identify the text and then analyze the genre, academic structure and
academic vocabulary
b. Identify and analyze the explicit instruction/deconstruction concerning
the text; consider multiple models if necessary
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c. Bring academic language to the surface: identify its usage to a
particular discipline.
d. Consult immediately an expert of language
7. Academic text is usually written by
a. poet
b. experts or professional in a given field
c. well-known official
d. anonymous individual
8.
Academic language includes language used in
a. textbooks
b. classrooms
c. each discipline
d. elsewhere
9. Academic texts include
a. research paper
b. reviews
c. singing competition
d. critiques
10. Language may be used as
a. spoken
b. written
c. spoken or written
d. none of the above
For items 11 to 15, identify the discipline on which the following descriptions of term
belong.
11. Mass is a measure of the amount of matter in an object.
a. Chemistry
b. Biology
c. Law
d. Politics
12. Order is an authoritative mandate, command, or direction issued by a court
under its seal.
a. Law
b. Politics
c. Business
d. Finance
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13. Process is a summons or writ requiring a person to appear in court.
a. Politics
b. Business
c. Law
d. Biology
14. Data are known or assumed as facts which serve as the basis of calculation.
a. Law
b. Philosophy
c. Politics
d. Statistics
15. Trade is the action of buying and selling goods and services.
a. Commerce
b. Law
c. Politics
d. Finance
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Lesson
1
Language Used in Academic
Texts from Various
Disciplines
In this lesson, you will be taught to differentiate the language used in different
disciplines such as Business, Law, Art, Philosophy, Politics, Religion, Science, Sports
and TechVoc. Learning about the language as used in context will improve your
understanding and widen your knowledge on the varied academic texts from various
disciplines.
What’s In
Language plays a vital role in our daily conversation. This language may be
used in communicating with other people either spoken or written. Taking into
accounts, academic language takes place in our professional dealings. This language
varies especially when used in various disciplines. For instance, the word ‘division’
may be used differently in parliament, mathematics and sports. Read and analyze
the short text below to learn about this matter.
Which process is stronger and more important? Which process we shall
encourage and which discourage? A competition which makes sure that humans
are still going forward or cooperation which assures that we are still human beings
and can solve common problems together. A dilemma that has always existed, a
natural choice that human beings has been confronted. Fortunately it was the
greatest skill of humans to combine these two paradoxically contradictory
processes to produce the world we are living now and to keep improving it.
Competition can be defined as a process where one being rivals the other in
reaching certain objective faster and smarter. It is a force that has been given by
nature and has assured that only those who deserve to survive will be able to do it.
Long before the human beings have appeared on earth other creatures were
competing with each other for a single aim of survival. Advent of humans didn't
change the basic import of competition. They started to compete not only with
other animals environing them but also with animals of the same kind, namely,
humans. Competing with environment allowed humans to take control of it and
produced improvements, innovations and modernizations that humans have
enjoyed throughout their evolution.
However, competition and cooperation are merely one side of the same
coin. When competition is a rival between two or more to reach an aim, cooperation
is an agreement to reach that aim together. Competition makes sure that only
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strongest survive regardless of the purpose, cooperation insures that that the
survival is adhered to the purpose. An organization of people to reach a common
aim can be narrowly called as a society, and society was enabled only by
cooperation. Cooperation is a force that assured a leading role of humans on this
planet, a continuation of a progress of human beings.
Guide
1.
2.
3.
4.
Questions:
In what particular discipline the text you read belongs?
How are the insights in the text presented?
How do the underline terms in the text being used?
How do the underline terms being used in the other disciplines?
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What’s New
How are you coping with our lesson? I hope you are curious about the
activities we are about to do in this module. Can you tell the different usage of PPE
in various disciplines? Kindly write your answers on the space provided.
COOKERY
HAT
APRON
GLOVES
NON-SLIP SHOES
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
MEDICINE
RESPIRATOR MASK
DISPOSABLE GOOGLES
FULL-FACE VISOR
FACEMASK
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________
SMAW
LEATHER SHOES
LEATHER APRON
GLOVES
SAFETY GLASSES
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
EIM
PROTECTIVE HELMET
EYE WEAR
EAR PROTECTION
VIS CLOTHES
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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What is It
Now, let us study the concepts related to your activity.
Language Used in Academic Texts from various Disciplines
Academic language represents the language demands of school (academics).
Academic language includes language used in textbooks, in classrooms, on tests,
and in each discipline. It is different in vocabulary and structure from the everyday
spoken English of social interactions. Each type of communication (both academic
and social) has its purpose, and neither is superior to the other.
Academic vocabulary is used in all academic disciplines to teach about the
content of the discipline, e.g., a water table is different from a periodic elements table.
Before taking chemistry, for example, some students know the technical words used
in chemistry, while others do not. Pre-teaching of vocabulary and subject-specific
terminology helps to address that need. Teaching academic language can be
challenging because struggling readers and English learners do not always know the
vocabulary used to learn specific academic terms or key concepts.
Academic structure also includes the established ways of organizing writing
(which can affect how one reads) in a discipline. Different genres,
paragraph/sentence structure, level of text difficulty, purpose, intended audience,
overall organization, and knowledge of outside resources for the text all affect how
one writes and reads in that discipline.
In determining the language used in academic text from various discipline, be
reminded of the following:

Identify the text and then analyze the genre, academic structure and
academic vocabulary. For example, a lab report for chemistry requires
different academic structure and vocabulary than a newspaper article for
social studies or a food recipe for home economics.

Identify and analyze the explicit instruction/deconstruction concerning
the text; consider multiple models if necessary. Example: Deconstruct a
word problem in algebra that requires different academic language from
deconstructing a proof in geometry, a poem in English, or a musical
symphony. Use textual evidence to support their ideas in speaking and
writing.
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

Use explicit, scaffolded instruction: a clear instructions, both auditory
and visual, and make models of expected or possible outcomes.
Bring academic language to the surface: identify its usage to a particular
discipline.
At this point, you probably have understood that academic language includes
language terms used in textbooks, in classrooms, on tests in each discipline.
What’s More
Now, let us check how far you have gone with our lesson.
Activity 1. Guess the Word
Directions: Arrange the jumbled letters to form words that are used variedly in
different disciplines. Identify the words being described/defined by rearranging the
scrambled letters.
1. YSTSME
- __________________________
A set of things working together as parts of a mechanism or an
interconnecting network
A set of rules, an arrangement of things, or a group of related things that
work toward a common goal
In astronomy, this refers to a group of celestial objects connected by their
mutual attractive forces, especially moving in orbits about a center.
2. ARTTCSBA - __________________________
Existing in thought or as an idea but not having physical or concrete existence
A brief summary of a research article, thesis, review, conference proceeding
This is a self-contained, short, and powerful statement that describes a larger
work.
3.LILB - __________________________
An amount of money owed for goods supplied or services rendered, set out in
a printed or written statement of charges
A proposed legislation under consideration by a legislature
A draft of proposed law presented to parliament for discussion.
4.UDORPTC - __________________________
In mathematics, this is result of multiplying, or an expression that identifies
factors to be multiplied.
In marketing, this is an object or system made available for consumer use.
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In chemistry, this is a substance that is formed as the result of a chemical
reaction.
5.ECROF - __________________________
In Physics, this is any interaction that, when unopposed, will change the
motion of an object.
An organized body of military personnel or police.
Strength or energy as an attribute of physical action or movement.
Activity 2. I Mean It!
In the given article, give the meaning of the highlighted academic terms as
used in the article. Also, give the meaning of the terms when used in other
disciplines. Item number one is given as an example.
Chronic Traumatic Encephalopathy
Concussions are brain injuries that occur when a person receives a blow to
the head, face, or neck. Although most people who suffer a concussion experience
initial bouts of dizziness, nausea, and drowsiness, these symptoms often disappear
after a few days. The long-term effects of concussions, however, are less understood
and far more severe. Recent studies suggest that people who suffer multiple
concussions are at a significant risk for developing chronic traumatic
encephalopathy (CTE), a degenerative brain disorder that causes a variety of
dangerous mental and emotional problems to arise weeks, months, or even years
after the initial injury. These psychological problems can include depression, anxiety,
memory loss, inability to concentrate, and anger. In extreme cases, people suffering
from CTE have even committed suicide or homicide. The majority of people who
develop these issues are athletes who participate in popular high-impact sports,
especially football. Although both new sports regulations and improvements in
helmet technology can help protect players, the sports media and fans alike bear
some of the responsibility for reducing the incidence of these shocking injuries.
Improvements in diagnostic technology have provided substantial evidence to link
severe—and often fatal—psychological disorders to the head injuries players receive
while on the field. Recent autopsies performed on the brains of football players who
have committed suicide have shown advanced cases of CTE in every single victim.
In response to the growing understanding of this danger, the National Football
League (NFL) has revised its safety regulations. Players who have suffered a head
injury on the field must undergo a "concussion sideline assessment"—a series of
mental and physical fitness tests—before being allowed back in the game. In an effort
to diminish the amount of head and neck injuries on the field, NFL officials have
begun enforcing stricter penalty calls for helmet-to-helmet contact, leading with the
head, and hitting a defenseless player. Furthermore, as of 2010, if a player’s helmet
is accidentally wrenched from his head during play, the ball is immediately whistled
dead. There is hope that these new regulations, coupled with advances in helmet
design, will reduce the number of concussions player endure, and thus curb the
number of CTE cases.
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1. Assessment- A series of mental and physical fitness tests.
 In other discipline refers to the process of evaluating the
learners for the attainment of national certificate especially
to the skilled strand such as SMAW, COOKERY, EIM,
AUTOMOTIVE SERVICING.
2. ____________ -_______________________________________________________
 _________________________________________________________
3. ____________ -_______________________________________________________
 _________________________________________________________
4. ____________ -_______________________________________________________
 _________________________________________________________
5. ____________ -_____________________________________________________
 _______________________________________________________
ACTIVITY 3. They Mean It!
Provide at least two meanings for the following terms as used in various
discipline.
1. Treatment
 _________________________________________________________
 _________________________________________________________
2. Measurement
 _________________________________________________________
 _________________________________________________________
3. Assessment
 _________________________________________________________
 _________________________________________________________
4. Position
 _________________________________________________________
 _________________________________________________________
5. Proposal
 _________________________________________________________
 _________________________________________________________
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What I Have Learned
Now, let us sum up what you have learned from our lesson by completing
the given phrases below.
1. Language is…
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Academic text is…
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Language in different discipline means…
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What I Can Do
Now, it’s about time for you to use your knowledge about language used in
academic texts. In the space provided, write a two-paragraph text on the topic that
interests you. Please be guided by the suggested criteria for scoring.
Suggested Criteria for Scoring:
Mechanics………….…………...15pts.
Organization.…….……………...15pts.
Relevance of Content……….….20pts.
Total……………………………….50pts.
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Assessment
It’s about time to assess your learning. Do the following activity below.
ACTIVITY 1. MY VARIOUS MEANINGS
Directions: Read a feature article from your school paper or from newspaper. Pick
out the academic terms used in the article and give their general and specific
meaning. Please be guided by the table below.
Discipline
Academic
Terms
General
Meaning
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Specific Meaning
(Operational Meaning in
the Discipline)
Additional Activities
Congratulations! You have come this far. I know you have learned something
about academic language as used in various disciplines. For your additional
activities, create a flyers and evaluate your learning journey using PMI Strategy as
shown below.
Activity 1. Understanding Your Discipline
1. Create a flyer that contains language used in your discipline and its meaning.
Please be guided by the suggested criteria for evaluation.
Suggested Criteria for Evaluation
Informative Content
25 pts.
Organization
15 pts.
Creativity
10 pts.
Total
50 pts.
KEY TO
UNDERSTANDING
Put the language used in
your discipline here and its
meaning.
SMAW
Sample Lay-out of Flyers
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Activity 2. PMI Your Journey
Evaluate your learning journey of the lesson. Using PMI (Plus, Minus,
Interesting) strategy, provide the good, negative and interesting points of your
learning journey in an appropriate space in the graphic organizer below.
Language Used in Academic Texts from Various Disciplines
PLUS
MINUS
INTERESTING
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1. C
2. A
3. B
4. D
5. D
6. D
7. B
8. D
9. C
10.D
11.A
12.A
13.C
14.B
15.A
What I Know
Answer Key
References
Online Sources
http://www.englishforeveryone.org/PDFs/11_Chronic_Traumatic_Encephalopathy
_Free_Sample.pdf
Worktext
Otero, R. (2016). English for academic and professional purposes.
Laurel, M. et.al (2016). English for Acdemic and Professional Purposes: Teacher’s
Guide
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DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.
For inquiries or feedback, please write or call:
Department of Education – SOCCSKSARGEN
Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083) 2281893
Email Address: region12@deped.gov.ph