Ms. Dianne Christia M. Vega
(Subject Teacher)
DIVINE WORD COLLEGE OF CALAPAN
CALAPN CITY, ORIENTAL MINDORO
BASIC EDUCATION
SENIOR HIGH SCHOOL DEPARTMENT
XCDC
EDITION
Module 1
2020
English for Academics &
Professional Purposes
BASIC EDUCATION DEPARTMENT
SCHOOL YEAR 2020-2021
1ST QUARTER
Subject: English for Academic and Professional Purposes
Module No.: 1
Topic: Language used in Academic Texts
Module Duration: 1 Week
A globally competitive institution, faithful to the teachings and tradition of the Catholic
Church working together towards the total development of the person following the
examples of St. Arnold Janssen and St. Joseph Freinademetz.
Vision
Mission
To develop and enhance the capabilities of the person to become Witness to the Word
and responsive to the demands of the society.
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Goals
Global Competence
Cultural Preservation
Academic Excellence
SVD Spirituality
Content Standard
The learner acquires knowledge of appropriate reading strategies for a better understanding of academic
texts.
Performance Standard
The learner produces a detailed abstract of information gathered from the various academic texts read.
Learning Competencies
1. Differentiate language used in academic texts from various disciplines
2. Uses knowledge of text structure to glean the information he/she needs (CS_EN11/12A-EAPP-Iac4)
Learning Objectives
1. Determine the structure of specific academic texts;
2. Differentiate language used in academic texts from various disciplines;
3. Explain the specific ideas contained in various academic texts
Learning Materials
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Power point Presentation
Worksheets/Activity Sheets
DWCC LMS (Moodle)
Learning Procedures:
A. Routinary Activities

Prayer
“Heavenly Father and Your Beloved Son Jesus Christ,
We thank you for giving us another life,
We thank you for another beautiful morning.
As we go on through our lessons today,
May you make us instruments to do good things.
Please enlighten our minds,
Give us strength to participate in our subject today, Amen”

Checking of Attendance
The subject teacher checks the attendance on their meeting day through the DWCC LMS MOODLE. The
students who chose online/ blended learning are encouraged to be online.
B. Review of the Previous Lesson
C. Motivation
D. Lesson Proper
a. Presentation of the Lesson
o
Academic Texts

Purpose of Academic Writing

Features of Academic Texts

Structure of Academic Texts
o
Patterns of Paragraph Development
o
Classifications of Paragraph
b. Language used in Academic Texts
LESSON 1: Academic Texts
Learning Objectives:
1. Determine the structure of specific academic texts;
2. Differentiate language used in academic texts from various disciplines;
3. Explain the specific ideas contained in various academic texts
Answer the following questions.
1. Where do you get your ideas in writing a paragraph?
2. How do you come up with your titles when writing a paragraph?
3. What inspires you to write?
Discussion:
Academic Texts
Definition:
￮
Text is defined in linguistic as “a stretch of language which is perceived as a purposefully connected
whole.
￮
A text may be spoken or written, produced by one person or more, and is created by text-internal cohesion
and text external coherence.
￮
Some linguist uses the term text interchangeably with discourse.
An academic text, therefore, is a product of communication or a piece of language used for academic
purposes or in relation to academic courses (subjects).
An academic text may come in the form of minor grammatical units such as words, phrases, clauses, and
sentences. Moreover, they may come in the form of major grammatical units such as paragraphs and compositions.
Also, academic text is the process of breaking down ideas and using deductive reasoning, formal voice and
third person point of view. It is a scholarly act of presenting or concepts about specific topic.
It is generally quite FORMAL, OBJECTIVE (IMPERSONAL) and TECHNICAL.
Example: “Alone one is never lonely,” says the poet and author Mary Sarton in praise of living along.
Most people, however, are terrified of living alone. They are used to living with others — children with
parents, roommates with roommates, friends with friends, husbands with wives. When the statistics
catch up with them, therefore, they are rarely prepared. Chances are high that most adult men and
women will need to know how to live along, briefly or longer, at some time in their lives.
It is a process that starts with a posing question, problematizing a concept, evaluating an opinion and ends
in answering the questions or questions posed, identifying the problem and or arguing a stand.
Purpose of Academic Writing

to inform

to argue a specific point

to persuade

to entertain
Features of Academic Texts
1. COMPLEX
 Written language has longer words, it is lexically more dense and it has a more varied vocabulary.
 Written texts are shorter and the language has more grammatical complexity, including more subordinate
clauses and more passives.
2. FORMAL
 The writer should avoid colloquial words and expressions
3. PRECISE
 Facts are given accurately and precisely
4. OBJECTIVE
 Objective rather than personal
 Has fewer words that refer to the writer or the reader
 The main emphasis should be on the information that you want to give and the arguments you want to
make, rather than you
5. EXPLICIT
 It is the responsibility of the writer in English to make it clear to the reader how the various parts of the text are
related.
6. ACCURATE
 Uses vocabulary accurately
 Most subjects 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.
 You are also responsible for demonstrating an understanding of any source texts you use.
Structures of Academic Texts
A paragraph is a set of related sentences having only one idea embodied in a topic sentence and a
supporting sentence or sentences.
Parts of a Paragraph
1. Topic Sentence
- the sentence that contains the thesis or main idea of a paragraph.
2. Supporting Sentence
-the sentence that develops or supports the thesis or main idea of a paragraph.
Paragraphs are presented in different ways. Some paragraphs have the topic sentence started in the
beginning. Others have it in the end. The placement of the topic sentence determines the patterns of developing
paragraphs as shown in the table that follows.
Patterns of Paragraph Development
Kinds
Meanings
Deductive Pattern
a paragraph whose topic sentence is stated in the beginning
Inductive Pattern
a paragraph whose topic sentence is stated in the end
Deductive-Inductive Pattern
a paragraph whose topic sentence is stated in the beginning and
restated in the end
Inductive-Deductive Pattern
a paragraph whose topic sentence is stated in the middle
Hinted Pattern
a paragraph whose topic sentence is not stated, but implied
Classifications of Paragraph
 Independent Paragraph
A paragraph that stands on its own; it usually serves as a composition perse, having a thesis of its
own
 Introductory Paragraph
A paragraph that introduces the thesis (main idea) of the entire composition; it is also called first,
opening, starting, or beginning.
 Developmental Paragraph
A paragraph that develops/ supports the thesis of the entire composition; it is also called
developing or supporting paragraph.
 Transitional Paragraph
A paragraph that connects two or more paragraphs; it is also called connecting, linking, or joining
paragraph.
 Concluding Paragraph
A paragraph that serves to end the entire composition; it is also called closing, ending, finishing or
last paragraph.
Name: ____________________
ID Number: _________________
Strand/Track: ______________
Date: ____________________
Task 1
Directions: Identify what kind of patterns of paragraph development are the following.
__________________1. The cura parroco seemed to have a finger in every pie. He called the meeting of
all the young ladies to organize a benefit parish pair, with a beauty contest, if you please, where chest
measurements were not even mentioned. He ran the parish school and set quotas for distributions to the procession
and other religious festivals.
__________________2. The cura parroco called the meeting of al the young ladies to organize a benefit
parish pair, with a beauty contest, if you please, where chest measurements were not even mentioned. He seemed to
have a finger in every pie. He ran the parish school and set quotas for contributions tp procession and other
religious festivals.
__________________3. The cura parroco called the meeting of all the young ladies to organize a benefit
parish pair, with a beauty contest, if you please, where chest measurements were not even mentioned. He ran the
parish school and set quotas for distributions to procession and other religious festivals.
Lesson 2: Language used in Academic Texts
Learning Objectives:
1.Differentiate language used in academic texts from various disciplines;
2. Explain the specific ideas contained in various academic texts
Ordinarily, the language used in writing academics texts such as those in language and social sciences
courses is language used by laymen. However, among the natural sciences and technical fields, a language specific
to tat discipline is used; such language is called JARGON, the language of a certain profession or occupation.
Terminologies:
 Medicalese - Language of doctors, terms used in the field of medicine
Examples : osteoporosis, scoliosis, meningococcemia, dysmenorrhea, vasectomy, ulcer, insomnia
 Legalese - Language of lawyers; terms used in the field of law
Examples: criminologist, penology, habeas corpus, bona fide, complainant
 Journalese - Language of journalists; terms used in the field of journalism/ newspapering
Examples: yellow journalism, lead, headline, banner, byline, layout artist
 Commercialese/ Mercantilese - Language of businessmen; term used in the field of commerce and
industry
Examples: expenditures, revenue, merchandising, ceiling price, collateral, liabilities
 Technicalese - Language of technocrats; terms used in the field of science and technology
Examples: halogen, kinetic energy, aerodynamics, barometer, solar energy, altitude
 Diplomatese - Language of diplomats; terms used in the field of foreign service
Examples: ambassador of good will, courtesy call, deportee, state visit, immigration, diplomatic corps
 Computerese - Language of computer specialists; terms used in information technology
Examples: kilobyte, octal system, website designer, cybercrime, database, memory, programming
 Teacherese - Language of teachers; terms used in the field of education
Examples: special education, teaching strategy, assessment, classroom performance, open university
 Telegraphese - Language of texters; terms used in telegraphy/ texting
Examples: low batt, wifi, sms, http, www, txtmsg
 Computerese - Language of computer specialists; terms used in information technology
Examples: kilobyte, octal system, website designer, cybercrime, database, memory, programming
Name: ____________________
ID Number: _________________
Strand/Track: ______________
Date: ____________________
Task 2
Directions: Identify the words that are being used in different texts from various disciplines in
the box below.
A. Legalese
D. Commercialese
G. Teacherese
B. Medicalese
E. Technicalese
H. Telegraphese
C. Journalese
F. Diplomatese
I. Computerese
______1. Insomnia
______11. Bona fide
______2.Liabilities
______12.Layout artist
______3. Kinetic energy
______13. Solar energy
______4. Habeas corpus
______14.Cybercrime
______5. Data base
______ 15. Vascular system
______6. Special education
______16.Wifi
______7. Grading system
______17. Immigration
______8.WWW
______18. Defendant
______9. Programming
______19. Headline
______10.University
______20. Leukaemia
Name: ____________________
3
IDTask
Number:
_________________
Strand/Track: ______________
Date: ____________________
Directions: Identify the words that are being used in different texts from various disciplines in the
box below.
Task 3
Directions: Analyze sample texts using the standards of academic writing.


Text A: Why Do They Say That Our English Is Bad?
Text B: A Letter of Invitation
Text A: Why Do They Say That Our English Is Bad?
(An Excerpt)
Grace M. Saqueton
English teachers in the Philippines often find themselves in a very frustrating situation – no matter how
hard they try to teach the rules of written English to their students, the students still commit errors in word order,
word choice, subject – verb agreement, tenses, prepositions, articles, punctuations, and the like. Teachers get
frustrated when they hear or read sentences such as “They decided to got married,” “What did the students
watched”?” or “Ana go to the canteen.” It is also alarming because the rules that apply to these sentences are
supposedly simple rules that the students should have learned in grade school. Yet, here they are in college, still
committing those same errors.
Teachers and linguists alike have sought and probably are still seeking for ways and strategies to teach
English effectively especially in the light of teaching English as a second language or as a foreing language.
Different research studies have been conducted and different theories have been used to address the situation. One
of the tpics that the researchers have explored is the recurring errors in phonology, morphology, syntax, semantics,
Insomia
______11.
Bona fide
and______1.
discourse
of second language learners.
They believe
that studying these recurring errors is necessary to
address the supposed grammar problems of the Filipino college students.
In a paper titled, “Why Does They Say That Our Sentences Is Wrong When We Knows English? An
______2.Liabilities
______12.Layout artist
Analysis of The ‘Common Errors’ of Freshmen Compositions,” Saqueton (2008) identified some of the common
errrors found in the essays of first year college students. She provided explanations, using error analysis, language
acquisition theories, and Fairclough’s paradigm on the appropracy of “appropriateness,” as to what caused the
“errors.”
This
is the energy
hope of helping English
teachers develop
teaching materials and devise teaching strategies that
______3.
Kinetic
______13.
Solar energy
are appropriate for Filipino first year college students of different linguistic backgrounds.
Saqueton (2008) found out that among the student’s essays, errors in the use of verns are the most
common,
by errors in the use of______14.Cybercrime
perpositions, problems in word choice, and problems in subject-verb
______4.followed
Habeas corpus
agreement. There are also errors in the use of articles, conjunctions, pronouns; spelling problems are also evident.
These “errors” are considered errors because of certain standards that language teachers want their students
15. Toddlers
to______5.
follow. Data
Thesebase
standards are the ones______
prescribed
by grammarians. Educators want their students to master
Standard English as second language learners of English. The problem here lies in the definition of “Standard”
English. Is there really a common standard? If there is, who uses it? Whose standard should be followed?
______6.
Special education
______16.Wifi
Answering
the question would entail
a lot of problems. First, there should be a clear definition of what
standard is. What kind of English is Standard English? Dr. Andrew Moody, when asked during the International
Conference on World Englishes and Second Language Teahcing on how to maintain correctness and consistency
when teaching English in the Philippines, said that it would be honest to teach Standard English as if it exists.
______7. Baby talk
______17. Immigration
______8.WWW
______18. Defendant
That answer alone could raise a lot of issues. It only shows that the concept of standard is problematic.
According to Faikrclough (1995), there is a need for a particular standard in order to rationalize policies on teaching of
Standard English. He further stated that appropriateness figures within dominant conceptions of language variations
(234).
Is there an implied claim then that students of English as a second language or as a foreign language speak a
substandard kind of English because they do not follow the standards of General American variety? What if they
(Filipinos, for example) have accepted English and appropriated it to fit their needs and the context of situation in their
own places?
Andrew Gonzales (1985), in his paper, “When Does an Error Become a Feature of Philippine English?”
pointed out that until Philippine English is really creolized English is still a second language in the Philippines, and he
believed that in teaching any second language, one must accept a standard. However, he also stressed that no matter
how hard the English teacher tries, a local variety will continue to develop (186).
There will always be different perspectives on this matter, especially that language issues seem to be a highly
emotional matter. Should language education then go for mutual intelligibility rather that subscribe to a certain
standard? Educators and language policy planners could go back to Fairclough’s model of language learning. They
have to decide how relevant English is to their students, and from there they have to decide what to teach and how to
teach it.
Text B: Letter of Invitation
To: Jones Cruz
Smiths & Parsons Quarter,
Quezon City, Manila, Philippines
7th July, 2020
Subject: Wedding invitation letter
Dear Ms. Cruz,
I, Stanley Clark, your cousin am writing you today to invite you to visit me in the Los Angles, California, to join me
and my family for the wedding ceremony of my son and you cousin. It will be our pleasure to be your host during your
stay in the city.
My son is getting married on 1st September 2020 but the other functions will start about a week in advance. So, I am
inviting you from 25th August till 4th September 2020, so that you can plan accordingly and apply for US visa and
request leave from work. For your confirmation, my address is:
4714-4600 Saturn St
Los Angeles, CA 90019, United States of America.
If possible, do ask your parents to come along too as it will be great if I could meet them for this occasion, after all
these years.
Madeleine, your cousin has requested to bring along her favorite cake (Brarzo de Mercedes) made by my favorite
bakery in Manila, so please bring it along when you come.
Sincerely,
Stanley
Name: ____________________
ID Number: _________________
Strand/Track: ______________
Date: ____________________
After reading the text, identify the elements of an academic text by filling out the table below:
Text A
What is the text about?
(subject/focus)
What is the writer’s goal in
writing the text? (purpose)
Who is the target reader of the
text?
(audience)
What is the point of view of
used in text? (first person,
second person, third person)
How much does the writer
know the subject (writer’s
knowledge)
How did the writer organize the
text? (style)
Did the writer write in a formal
or informal manner (tone)
How did the writer choose the
words and organize the
sentences? (Was the language
formal, informal, or casual)
Text B
Name: ____________________
ID Number: _________________
Strand/Track: ______________
Date: ____________________
Assignment:
Answer each of the following questions in one paragraph. Each paragraph is worth 5 points.
1. What is academic writing? What are its features?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2. What is the importance of academic writing?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
3. Why is academic writing equated to thinking?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Schedule for Online Learning :
Grade and Section
Day
Time
Grade 12- HUMSS A
MONDAY
10:00 – 11:00 AM
Grade 12- ABM A
MONDAY
12:00 – 1:00 PM
Grade 12- STEM C
TUESDAY
8:00 – 9:00 AM
Grade 12- ABM B
TUESDAY
10:00 – 11:00 AM
Grade 12- STEM B
TUESDAY
2:00 – 3:00 PM
Grade 12- STEM A
TUESDAY
4:00-5:00 PM
Assessment:
The teacher will announce an online assessment/ quiz / quarterly assessment. Please be online at
the time of our online learning which is listed on the Assignment section.
References:
 English for Academics and Professional Purposes: A Multidisciplinary Approach,
Jesus Z. Menoy, PhD
 English for Academics and Professional Purposes, Rex Bookstore 2017
Prepared and Reviewed by:
DIANNE CHRISTIA M. VEGA
EAPP, Teacher/ Subject Coordinator
Checked by:
Recommended by:
JENNY LIZ J. ANYAYAHAN
Academic Coordinator
DR. FEDELIZA A. NAMBATAC
Principal, Basic Education
Approved by:
BRO. HUBERTUS GURU, SVD
Director, Basic Education