OSMEÑA

COLLEGE
OSMEÑA ST.,
MASBATE CITY
S

ENGLISH FOR
ACADEMIC
AND
PROFESSIONAL
PURPOSES

Martin Dave Ramirez Enopequis, LPT

EAPP Teacher
Student’s
Profile
NAME: ____________________________________________________
ADDRESS: _________________________________________________
YEAR LEVEL AND STRAND: ________________________________
MOBILE NUMBER: ________________________________________
PARENT/GUARDIAN: ______________________________________
MOBILE NUMBER:
________________________________________

________________________________________________
____ Over Printed Name of Student
Signature

________________________________________________
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____ Over Printed Name of Guardian

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 OSMEÑA COLLEGES
SENIOR HIGH SCHOOL DEPARTMENT
5400, Masbate City, Philippine

Mahal naming mga magulang,

Isang mapagpalang araw sa ating lahat.

Tayong lahat ay nahaharap ngayon sa isang mapanghamong sitwasyon dulot ng Covid 19 Pandemic. Apektado lahat
ng kalagayan ng bawat pamilya gaya ng kalusugan, trabaho, kabuhayan lalo na ang edukasyon ng ating mga anak.
Hindi maaaring ipagwalangbahala ang pag-aaral ng mga kabataan sa kabila ng hamong ito.

Bawal pa ngayon ang “face to face” na paraan ng pagtuturo kaya ang mga paaralang pampubliko man o pampribado
sa pamamatnubay ng DepEd ay gagamit ng bagong sistema ng pagtuturo , ang “Modular”.

Sa modyul nakapaloob ang lahat ng gawain , mga aralin, pagtataya (assessment), takdang aralin at iba pa. Hindi
harapan ang pagtuturo –pagkatuto at pamamatnubay ng mga guro sa mga mag-aaral.

Sa ganito, kakailanganin namin ang taos-puso ninyong pakikiisa sa amin upang lubos na matulungan ang inyong
mga anak na matutuhan ang mga aralin at maisagawa ang mga pangangailangan sa pagkatuto. Sa pamamagitan ng
ating pagkakaisa at pagtutulungan, patuloy na magiging matagumpay ang pag-aaral ng mga kabataan.

Hinihiling po namin sa mga magulang na gabayan ang mga anak sa pagtutok sa mga aralin sa modyul . Pagkatapos
ng isang buwan ay kukunin na ang modyul at magbibigay ng panibagong kopya.

Inaasahan namin ang walang alinlangan ninyong suporta para sa kapakanan at kinabukasan ng ating mga anak. Sa
pagpapala ng Poong Maykapal, sana malampasan natin ang pagsubok na ito.

Maraming salamat at ingat po kayo.

Sumasainyo,

MARTIN DAVE R. ENOPEQUIS

EAPP Teacher

Tagapayo

ROQUEA F. DAEP
K to 12 Headmaster

PLEASE CONTACT ME THROUGH

MESSENGER OR FACEBOOK. JUST SEARCH
FOR MY NAME. THANK YOU!
LET’S RACE!!!

Unit 1

A GLIMPSE AT
THE WORLD OF
WRITING

“(Students) believed essays were ‘creative writing’ and research papers were a different beast altogether”
(quoted by Ballenger in Langan, Nadell, and Comodromos 2005).

This is true for most students and maybe for you as well. You probably equate academic writing to
research writing and you think that academic writing is boring and difficult and that is not really accessible.
There is a big possibility that you dread writing papers, be it a reaction paper, argumentative essay, or
proposal. You seem to have a notion that writing in the academic setting requires a certain kind of skill that
only a few have. In a way, you are right, but not quite.

This unit will reintroduce academic writing to you. You will find out what it is and how it is different from
other fields of writing. You will know that although academic writing adheres to certain standards it is a
personal activity and that your voice as a writer should still surface despite the product of your research and
documentation.
 Chapter 1

“ Nature of Academic Texts “

How many times have you been asked to write about what your summer vacation or your Christmas vacation? How
many times have you been assigned to do a book review or a reaction paper? Maybe at some point, you were also
asked to write poems, skits, letters, etc. You have had different writing assignments.
But have you really pondered on the differences of the various writing assignments that you have done? Would you
know the difference between an academic essay and a personal narrative? Can you distinguish a news report from an
editorial?
You will know the answers to these questions in this chapter.

WHAT YOU KNOW

1. What is the easiest writing assignment you have done so far?
2. How about the most the difficult writing assignment you have done?
3. What do you think made the writing assignment difficult or easy?
By the end of this lesson, you are expected to:
 CS_EN11/12A-EAPP-Iac-4 - Use knowledge of text structure to glean the information
he/she needs
 Know academic writing and distinguish it from other kinds of writing.
 Define and explain Academic Texts
 Know the importance of English language
 Determine general, academic and professional aspects of this subject – English for
Academic & Professional Purposes.
 Identify the purpose, strategy and execution of this subject.

HOW ARE YOU GOING TO LEARN???

This icon represents a trivia. You better watch out for this. This may at least add a bit of new
knowledge to your schema.

This icon signals a pre-test or a quiz that you need to answer to determine how much you about the
topic. At every pre-test, you will find a question to answer. Write your answers in the blank
provided for or as instructed in the pre-test/quiz.

You will find this icon before some chunks of text in the following pages. It tells you to carefully
study the concepts, principles, or processes discussed in the text. It also tells you that there is a
question to answer or an idea to think about it.

This icon introduces a list of important ideas to remember. Read it carefully and keep it in mind.
From the good habit of reviewing the text and how much time, effort, interest and patience you
invest in your learning will determine how sure you are in having good scores in the checkpoint.
Your attitude will help you learn more and effectively that makes you a better learner.

You will find this icon at the end of every lesson. It signals a self-test to determine how well you
have achieved the objectives set in the unit. Study the lesson well and you will perform quite well
in the self-test. This will be submitted to your teacher after you answering the self-test. Write
legibly and always follow instructions properly

This icon tells you of an assignment you have to perform. The quality of your output from this
assignment will show the extent to which you can apply what have you learned from the lesson.
Submit this also to your teacher at the date specified.

This icon introduces a stage where you will be asked about your insight or reflection regarding the
previous activity. You’ll be given either a bubble thought or lines where you can write your
answers.
 Chapter 1
What is an ACADEMIC TEXT?

Academic Text means a text that is specifically written for use by college
instructors or students, or it is a text your instructor has assigned because of its
usefulness in your college course.

Let’s WARM UP!

Directions: Identify if the terminologies given below are academic texts. Write YES if the term is a sample of academic
texts, NO if it is not an academic text.

1. Binomials 11. Entrepreneurship

2. Animals 12. 3 dimensional
3. Trees 13. Non-verbal
4. Personal development 14. Baby
5. Subject-Verb agreement 15. Graphic organizers
6. Dinosaurs 16. Family tree
7. Shoes 17. Laptop
8. Classroom 18. Pronouns
9. Language 19. Tayutay
10. Antecedents 20. Definite numbers

Key Takeaways! LET’S WORK AND

LEARN!!!
How can we distinguish that Academic Writing is different from other kinds of writing?

• Academic Writing is a process that starts with posing a question, problematizing a concept, evaluating an
opinion, and ends in answering the questions or questions posed, clarifying the problem, and/or arguing for a
stand.

Purpose of Academic Writing

• Just like other kinds of writing, academic writing has its specific purpose, which is to inform, to argue a specific
point, and to persuade.

Audience of Academic Writing

• It also addresses a specific audience; the audience is your teacher (for the most part), your peers who will read and
evaluate your work, and the academic community that may also read your work
• The assumption is that your audience is composed of people who are knowledgeable on the subject that you are
writing about; thus, you have to demonstrate a thorough understanding of your subject at hand.
• By those mentioned, this makes academic writing from a personal narrative or a creative essay, or a legal
document, in which the knowledge of the writer is assumed to be greater than that of the readers.
•
Features and Requirements of Academic Writing
 Academic writing is thinking; you just write anything that comes to your mind. You have to abide by the set of
rules and practices in writing.
 You have to write in a language that is appropriate and formal but not too pretentious.
 You also have to consider the knowledge and background of your audience.
 You have to make sure that you can back up your statement with a strong and valid evidence.
 Writing academic papers requires deliberate, thorough, and careful thought and that is why it involves research.

Things to Remember!
 It was mentioned earlier that a formal but not pretentious language is required. It is a
misconception, however, the big and difficult words (highfalutin) have to be used because the
purpose of academic writing is to engage the readers,
 You are not just expected to inform or persuade but you are also expected to engage the readers in
a conversation by giving them clear ideas and points to evaluate and question.

 You have to make sure that your purpose (i.e., to react to an issue or an event, to convince readers to take
your side) is clear and that your language, style, and tone are appropriate to convey your purpose to your
target audience.
 Your audience is varied and you have to make sure that when you write, you keep the readers in mind.
 Also, your audience will determine the language of your paper. For example, your audience is a group of
experts on language policies, it is acceptable that you use jargons such as vernacular, mother tongue, first
language, English's.

The reasons WHY?

General Aspects – Why?
 Languages play great role in thinking.
 Part of our intelligence is ability to communicate effectively.
 A major aspect of our social life.
 It is important in interpersonal relationships.

Academic Aspects – Why?

 Education is two way communication process.
 Learning and understanding depends on effective listening, reading and comprehension skills.
 Passing exams and getting good result for assignments need effective writing and oral
communication.

Professional Aspects – Why?

 Quality - Effective communication influence the quality of product/service.
 Satisfaction - The world see your professionalism not only through your product/service but on how
you communicate throughout effectively.
 Marketing - Important for business success.
Importance of English Language
  Expand your thinking capacity.
 The great wealth of knowledge and information is in English
 The business language of the world.
 Travel and work anywhere in the world.
 More opportunities for relationships, entertainment and enjoy life.

The strategy HOW?

 You learn and use English as a second/business language.

 English is another tool to use, not an ornament to boast or
weapon for envy.

The EXECUTION

 Professionals who need to boost their confidence in English

and at the same time their communication skills.
 Those who are planning to work abroad for work/study and
need fast revision and boost confidence.

  Directions: Assemble the jumbled letters below and give its direct meaning
Clue: These words were given and mentioned above. (You can use any dictionary in looking for
meanings)
 
1. SCETNENE _______________ : ___________________________________________________
2. LNGUEGAA _______________ : ___________________________________________________
3. TLLGNCEINEIE _______________ : ___________________________________________________
4. OMCTNIOMUMA _______________ : ___________________________________________________
5. LIKLSS
_______________ : ___________________________________________________
6. FORPSSOLANEI
_______________ : ___________________________________________________
7. DAICENUE _______________ : ___________________________________________________
_______________ : ___________________________________________________
8. FDECNEONI
_______________ : ___________________________________________________
9. RAGMRAM
_______________ : ___________________________________________________
10. SEECHP
_______________ : ___________________________________________________
 MY THOUGHTS:

After undergoing the whole

lesson, use the bubble thought to
make your own explanation or
definition of Academic Writing.

ASSESSMENT:

Directions: Using the diagram below, differentiate the 3 (three) aspects of English for
Academic and Professional Aspects based on your understanding.

General Aspects
 Academic Aspects Professional Aspects

MY TAKEAWAYS!!!

1. Being a student, how important is Academic Writing?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
___________________________________________________________________
2. Among the 3, what for you is the most effective and essential aspect of EAPP? Why?

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________
3. What is the essence of determining your purpose before writing?
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
_________________________________________________________________
 Using a separate sheet of paper, answer/explain the following
HOMEWORK!!! questions given below.

1. What is the easiest writing assignment you have done so far?

2. How about the most difficult writing assignment you have
done?
3. What do you think made the writing assignment difficult or
easy?

Reference: Kto12 book first edition 2016, EAPP-English for

Academic and professional purpose
https://www.slideshare.net/auroracslk/english-for-professional-and-academic-purposes?
fbclid=IwAR0AQD5c0eD3sYhD1O4PyyZHIv9j1QJwQzO2Ae-H4IXOL0bS2iQQRPaJEUU

LET’S RACE!!!

Chapter 2

READING
TEXTS
CRITICALLY
By the end of this lesson, you are
expected to:

 CS_EN11/12A-EAPP-Iac-4- Use various techniques in summarizing a variety of

academic texts
 Explain what critical reading is.
 Annotate, outline, summarize, and question the writer’s claim in a text.

Chapter 2
Let’s WARM UP!

Using these graphic organizers (concept map), give at least 5 (five)

words that spring on your mind which you think is related to each
given concept.

1. __________________________
2. __________________________
ACTIVE 3. __________________________
4. __________________________
5. __________________________

1. __________________________
PROCESS 2. __________________________

OF 3. __________________________
4. __________________________
 Hint: Active + Process of Discovery = Critical Reading

KEY LET’S WORK

TAKEAWAYS!!!
AND LEARN!!!

Imagine that you are reading a magazine and you see the following statements:
• Girls most likely do well in academics during high school years but boys ahead
of them in college.
• Female teenagers are more concerned with their physical appearance than male
teenagers.
What have you noticed?
 Do you believe and agree with the statements after reading them? How would you
react after reading the statements?
 If you question the validity of the statements by asking the person to give the basis
for his/her assertions, then you are one step closer to becoming a CRITICAL
READER.

What is Critical Reading?

“Critical Reading is an active process.” – Gary Goshgarian
“Critical” in context means “to analyse and evaluate”
Critical Reading – Order
The order in which you do something has an impact on its:
 Effectiveness
 Efficiency

• Critical Reading is an active process of discovery because when you read critically, you are not
just writing information but also making an interaction with the writer.
• The interaction happens when you question the writer’s claims and assertions when you comment
on the writer’s ideas.
• Critical reading is an analytic activity.

Critical Reading
- Involves scrutinizing any information that you read or hear. It means not easily
believing information offered to you by a text.
- “Read not to contradict and confute; nor to believe or take and take for
granted; but to weigh and consider.” – Francis Bacon

Requirements in Critical Thinking

Ramage, Bean, and Johnson (2006) identified the following requirements in critical thinking:
1. The ability to pose problematic questions.
2. The ability to analyse a problem in all its dimensions – to define its key terms, determine
its causes, understand the history, appreciate its human dimension and its connection to
one’s personal experience, and appreciate what makes it problematic or complex.
3. The ability find, gather, and interpret data, facts and other information relevant to the
problem.
4. The ability to imagine alternative solutions to the problem, to see different ways in which
the question might be answered and different perspectives for viewing it.
5. The ability to write an effective argument justifying your choice while acknowledging
counter-arguments.
6. The ability to analyse competing approaches and answers, to construct arguments for and
against alternatives, and to choose the best solution in the light of values, objectives, and
other criteria that you determine and articulate.
 Ways to become a CRITICAL READER

The following are some suggested ways to help you become a critical reader:
1. Annotate what you read.

- One of the ways to interact with the writer is to write on the text. You can underline,
circle, or highlight words, phrases, or sentences that contain important details, or you can write
marginal notes asking questions or commenting on the ideas of the writer.

Example:
Why Do They Say That Our English Is Bad?
Who wrote
this essay? Grace M. Saqueton
What is the
writer’s stand English teachers in the Philippines often find themselves in a very
on the subject frustrating situation- no matter how hard you try to teach the rules
matter? of 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
applies to these sentences are supposedly simple rules that the
Yeah, I also
notice that these students should have learned in grade school. Yet, here they are in
What
are common college, still committing those same errors.
errors.
account
for these
errors?

2. Outline the text.

For Example:

3. Summarize the Text.

- Aside from outlining, you can also get the main points of the text you are reading and
write its gist in your own words. They will test how much you have understood the text
and will help you evaluate it critically.
A summary is usually one paragraph long.

4. Evaluate the text.

- The most challenging part in critical reading is the process of evaluating what you are
reading. This is the point where the other three techniques- annotating, outlining, summarizing
– will be helpful. When you evaluate a text, you question the author’s purpose and intentions,
as well as his/her assumptions in the claims. You also check if the arguments are supported by
evidence and if the evidence are valid and are credible sources.
 Identify what ways to become a critical reader in each of the
sentences given below. Write your answers on the space provided
SHORT QUIZ: before each number.

_________________ 1. Getting the main points of the text.

_________________ 2. The most difficult or challenging part.
_________________ 3. You can underline, circle, or highlight words, phrases, or sentences
that contain important details.
_________________ 4. Listing down all gathered ideas.
_________________ 5. Writing marginal notes on the text you are reading.
_________________ 6. A usually one paragraph long.
_________________ 7. Writing concepts in bullet or in numbers.
_________________ 8. Questioning the author’s purpose and intentions.
_________________ 9. Checking if the arguments are supported by evidence.
_________________ 10. This test how much you have understood the text and will help you
evaluate it critically.

After undergoing the whole lesson, use the bubble

MY THOUGHTS: thought to explain what you have learned about Critical
Reading.
 ASSESSMENT:

EXPLAIN BRIEFLY (On a separate sheet of paper)

1. What is the Critical Reading and Thinking?

2. Can you explain why we need to read texts critically?
3. Differentiate effectiveness and efficiency of Critical Reading?
4. Were the requirements in Critical Thinking effective?
5. Among the 4, what for you is the best way in Critical Reading?

MY TAKEAWAYS!!!

1. How important Critical Reading is?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________
2. Explain why “Critical Reading is an ANALYTIC ACTIVITY” ?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________

HOMEWORK!!!

Using the back of this sheet, please leave a comment, suggestion or

recommendation on how we can improve the module. Please let us know
whether the module is easy to understand or not. Any comment will be
much appreciated!!! Thank you!!!
 Reference: Kto12 book first edition 2016, EAPP-English for
Academic and professional purpose
https://www.slideshare.net/auroracslk/english-for-professional-and-academic-purposes?
fbclid=IwAR0AQD5c0eD3sYhD1O4PyyZHIv9j1QJwQzO2Ae-H4IXOL0bS2iQQRPaJEUU

LET’S RACE!!!

Chapter 3

WRITING
ACADEMIC
TEXTS

By the end of this lesson, you are expected to:

CS_EN11/12A-EAPP-Iac-6 State the thesis statement of an academic

text
Illustrate that writing is a process and that re-writing is part of that
process;
Construct a clear thesis statement;
Know the pre-writing process
 Chapter 3
Let’s WARM UP!
Using this graphic organizer (concept map), surround as many
words/ideas as you can that springs on your mind which you think
is related to the given concept.

Pre-Writing Process

Lesson 1
The Pre-Writing Process

- In the previous chapter, you were taught to be a critical reader. It was

emphasized that critical reading is a requirement in order to become a critical
Question 1.
Do you find writing easy or hard?
What makes writing easy? What makes it hard?

?
Question 2.
Do you follow a process when you write?
Can you describe your writing process?
Question 3.
If you follow a certain process, which step in that process do
you think is the hardest?

To fully understand the process of writing,

follow each of the steps in this activity:

1. Jot down different terms or ideas that each of your classmates mentioned. Write two
paragraphs using two ideas. Do not worry about coherence and clarity; just write
anything that you can think of. You will be given ten minutes to write freely.

2. Reread what you have written and decide which of the ideas are connected to each
group. Group similar ideas in one category. You may use graphic representations (chart,
map, arrows, table) to show relationships of the ideas.

3. Examine ideas that you mapped out and identify which ideas are broad and/or general
and which ideas are specific. Separate the broad topics from the specific ones.

4. Understand why you are writing the paper.

In other words, pinpoint your goal for writing the paper. Are you writing to inform, to
describe, to persuade, or to entertain?

5. Think of people who will possibly read your paper. Try to envision who they are,
what they know about the topic, what they need to know about the topic, how they feel
about your topic, what their attitudes are toward your topic, and what would be the
reasons they would read your paper.
Did you realize that you have already followed the
steps in pre-writing?
As mentioned earlier, one of the hardest tasks in writing is finding the topic to write about.

STEPS IN CHOOSING A TOPIC

Brainstorming
- When you responded with ideas and concepts related to the broad concept that your
teacher gave you, you were already generating possible topics for your paper. The activity
aims to generate as many topics as you can in 10 to 15 minutes so that these random topics
can be made into a focused topic.

Freewriting
- Aside from brainstorming, you can also use freewriting to generate ideas.
Freewriting is a similar to brainstorming in that you just write any idea that comes to your
mind. The catch is to put down into writing the ideas that you think of so far that later on you
will be able to generate ideas and narrow them down into a single topic for your paper.

Clustering
- The other step that you did in the activity is called clustering, or
ballooning, or mapping. The technique provides a graphic representation of your ideas,
allowing you to visualize the connections and/or relationships of your ideas.

Note: The last step in pre-writing is one of the most crucial steps, knowing your
purpose and identifying your reader or audience.
 Identify what ways to become a critical reader in each of the
SHORT QUIZ: sentences given below. Write your answers on the space provided
before each number.

_________________ 1. Generating possible ideas and concepts in mind.

_________________ 2. Visualizing the connection or relationships of your ideas.

_________________ 3. Talking different concepts with your group mates.

_________________ 4. Listing down all gathered ideas.

_________________ 5. Writing notes on your scratch paper.

_________________ 6. Narrowing down a lot of concepts into single topic.

_________________ 7. Similar in ballooning or mapping.

_________________ 8. Provides a graphic representation of your ideas.

_________________ 9. Aims to generate as many topics as you can think.

_________________ 10. This is similar to brainstorming in that you just write any idea that

MY THOUGHTS:

After undergoing the

whole lesson, use the bubble
thought to explain what you
have learned about Pre-
Writing Process.

ASSESSMENT:
Discuss Briefly. (Use the back part of this sheet/paper for your
answers)
1. If you were to write an essay, do you think brainstorming is
 MY TAKEAWAYS!!!

1. How important Pre-Writing Process is?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
____________________________________________________
2. Which steps in choosing a topic is you thin most convenient and helpful?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________
3. After undergoing the whole lesson, how did you find writing EASY? Why?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________
4. After undergoing the whole lesson, how did you find writing HARD? Why?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________
5. Did the previous lesson helps you to become an effective writer?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________

HOMEWORK!!! Assignment:
Have an advance study/research/reading about the
next topic to be discussed which is all about
Lesson 2: Avoiding Plagiarism and
Lesson 3: Writing and Rewriting