HUMSS

Language Used in Academic

Text
Code: CS_EN11/12A-EAPP-Ia-c-2
 Learning Objective:
Language Used in Academic Texts
Code: CS_EN11/12A-EAPP-Ia-c-2

This module discusses the language used in academic texts

which is designed for use by Senior High School students who aim to
develop their skills in reading academic texts. It intends to differentiate
language used in academic texts from various disciplines.

In doing this module, please

follow these reminders…
1. Take the pretest before
working or answering the
module.
2. Perform the activities as
suggested.
3. Answer all the exercises.
4. Check your answers
against the Key to Correc-
tion.
5. Take the Post Test.

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Identify the word that is best described in each of the statement. Write your
answer on the blank before each number.

Formality Complexity Precision Responsibility

Hedging Explicitness Objectivity Accuracy
Academic Language Jargon

____________1. It is the language that is used in school or at the workplace.

____________2. This feature of academic language acknowledges the
source of these information or ideas by a system of citations
____________3. It is the use of linguistic devices to express hesitation or
uncertainty as well as to demonstrate politeness and indirectness.

.____________4. When using a word, be sure that it makes sense both in

meaning and grammatical use.
____________5. This feature of academic language does not allow the use of
colloquial words and expressions.
____________6. It is lexically dense in written language compared to spoken
language, having proportionately more lexical words than grammatical words.
____________7. It uses appropriate word with specific meaning.
____________8. It is clear to the reader how the various parts of the text are
related.
____________9. It is the language used in a certain profession or occupation.
____________10. Its main emphasis is on the information that you want to
give and the arguments you want to make.

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 As you have learned from your previous lesson, structure is an
important feature of academic text. A well-structured text enables the
reader to follow the argument and navigate the text. The structure de-
pends on the type of text assignment. Relatively, language used in an
academic text is as important as the structure because it helps you
understand further the context of the material you are reading.
Mastering the different elements of academic language is one
of the great challenges for a Senior High School students especially to
those whose first language is not English. Academic language is defi-
nitely different from the social language that you actually use to com-
municate. Academic language is the language that is used in the class-
room and workplace. It is typically found in textbooks, essays, presenta-
tion of reports and assessments. It is the language that you must master
in order to succeed in any content area.
In this lesson, you will have a more in depth understanding of the
different elements of academic language which will help you succeed in
your class and help you master the kinds of language needed in different
content areas.

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Academic language is actually the language used in classroom lessons, books,
tests, and assignments, and it is the language that students are expected to
learn and achieve fluency in. It is comprised of discipline-specific vocabulary,
grammar and punctuation, and applications of rhetorical conventions and devic-
es that are commonly used in a content area.
To better understand the language used in academic text, here are the main
features:
1. Formality
Formality in language is observed when writing for professional and academic
purposes. It is less personal than informal language.
In general, it refrains you from using the following:
a. colloquial words and expressions such as stuff, a lot, thing
b. abbreviated forms such as can’t, doesn’t, shouldn’t
c. two-word verbs such as put off, bring up
d. subheadings, numbering, and bullet points
e. asking questions

2. Complexity
The complexity of academic language depends on how it is used. Writ-
ten texts are lexically dense compared to spoken language - they have propor-
tionately more lexical words than grammatical words. Written texts are shorter
and have longer, more complex words and phrases. They have more noun-
based phrases, more nominalizations, and more lexical variation. Written lan-
guage is grammatically more complex than spoken language. It has more sub-
ordinate clauses, more "that/to" complement clauses, more long sequences of
prepositional phrases, more attributive adjectives and more passives than spo-
ken language.

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3. Precision
This relates to formality. Words and terms have very specific meanings and it
is important that you use them correctly. When using a word, be sure that it makes
sense both in meaning and grammatical use.
4. Responsibility
In academic writing, you must be responsible for and must be able to provide
evidence and justification for any claims you make. You are also responsible for demon-
strating an understanding of any source texts you use. This is done by paraphrasing and
summarizing what you have read and acknowledging the source of these information or
ideas by a system of citations.

5. Hedging
In academic writing, it is prudent to be cautious in one’s statements so as to
distinguish between facts and claims. This is commonly known as “hedging.” Hedging is
the use of linguistic devices to express hesitation or uncertainty as well as to demon-
strate politeness and indirectness.

People use hedged language for several different purposes, and the most fundamental
are the following:

1. to minimize the possibility of another academic opposing the claims that are being
made
2. to conform to the currently accepted style of academic writing
to enable the author to devise a politeness strategy where they are able to acknowledge
that there may be flaws in their claims
Language used in hedging:
a. Introductory Verbs - seem, tend, look like, appear to be, think, believe, doubt, be
sure, indicate, suggest
b. Certain Modal Verbs – will, must, would, may, might, could
c. Adverbs of Frequency – often, sometimes, usually
d. Modal Adverbs – certainly, definitely, clearly, probably, possibly, perhaps, conceiv-
ably
e. Modal Adjectives – certain, definite, clear, probable, possible
f. Modal Nouns – assumption, possibility, probability
g. That clauses - It could be the case that .., It might be suggested that ..,There is
every hope that..,
h. To clause + adjective - It may be possible to obtain…., It is important to develop…,
It is useful to study…,

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6. Explicitness
Academic writing is explicit about the relationships in the text. It is the
responsibility of the writer in English to make clear to the reader how the various
parts of the text are related. These connections can be made explicit by the use
of different signaling words.

7. Objectivity
Written language in general, is objective rather than personal. It has
fewer words that refer to the writer or the reader. This means that the main em-
phasis should be on the information that you want to give and the arguments
you want to make based on your lectures, reading, discussion and research.
8. Accuracy
Academic writing uses vocabulary accurately. Most subjects have
words with narrow specific meanings. Use specific words according to how it is
used in the context.

However, there is a language specific to that of a particular discipline or field.

Such language is called jargon, the language of a certain profession or occupa-
tion. Below are the kinds of jargon:

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 Academic language refers to English rules, structure and content for aca-
demic text and dialogue that is used in classroom lessons, books, tests, and assign-
ments, and it is the language that students are expected to learn and achieve fluen-
cy in. It is comprised of discipline-specific vocabulary, grammar and punctuation,
and applications of rhetorical conventions and devices that are commonly used in a
content area.
There are 8 main features of a language used in academic text. These are the fol-
lowing:
1. Formality – It refers to the formal style in writing according to the different pur-
poses it serves.
2. Complexity – It refers to the thorough approach to the topic where each main
point needs to be introduced, elaborated and concluded.
3. Precision - It refers to the use of specific words or terms which makes our writing
becomes clear to our readers.
4. Responsibility – It refers to providing evidence and justification for any claims
made and acknowledging the source of the information or ideas used by a system of
citations.
5. Hedging - It is the use of linguistic devices to express hesitation or uncertainty
as well as to demonstrate politeness and indirectness.

6. Explicitness - It refers to how the various parts of the text are related by the use
of signal words.
7. Objectivity - Its main emphasis is on the information and the arguments made
based on lectures, reading, discussion and research.
8. Accuracy – It refers to the degree to which the use of the language follows the
correct structures. It is the use of specific words according to how it is used in the
context.

There is also a language specific to that of a particular discipline or field. Such lan-
guage is called jargon, the language of a certain profession or occupation.

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Activity # 1

Translate each social language into an academic language in context. Observe the
use of the different features of an academic language.

Activity #2 Write a short essay on the importance of the features of academic

language in becoming good and effective academic writer.

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Activity # 3 Write a short essay on the importance of the features of academic
language in becoming good and effective academic writer.
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Read each statements below carefully. Encircle the letter of the correct answer that
corresponds to the question. Write the letter of your answer before each number.
________ 1. What language feature states the main points confidently and offer full
support arguments?
A. Hedging C. Objectivity
B. Complexity D. Formality
________ 2. Which of the following should be avoided when using formal language?

A. Abbreviated words C. Asking questions

B. Colloquial words D. All of the above
________ 3. Which one refers to the language used by a specific profession or disci-
pline?
A. Jargon C. Social language
B. Academic language D. None of the above
________ 4. Which language feature refers to the use of thorough approach to the
topic where each main point needs to be introduced, elaborated and concluded.?
A. Formality C. Complexity
B. Explicitness D. Accuracy
________ 5. Which language feature enables the author to devise a politeness strate-
gy where they are able to acknowledge that there may be flaws in their claims?
A. Hedging C. Precision
B. Objectivity D. Responsibility

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________ 6. Which feature uses specific words according to how it is used in the con-
text?

A. Explicitness C. Complexity
B. Formality D. Accuracy
________ 7. Which language feature shows how the various parts of the text are relat-
ed?
A. Responsibility C. Precision
B. Explicitness D. Complexity
________ 8. Which language feature acknowledges the source of the information or
ideas used by a system of citations?

A. Objectivity C. Accuracy
B. Responsibility D. Hedging
________ 9. Which language feature uses a word that makes sense both in meaning
and grammatical use?
A. Responsibility C. Precision
B. Explicitness D. Accuracy
________ 10. What type of language is used in school or in a workplace?
A. Academic language C. Technical Terms
B. Social language D. None of the above

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Self-Check
Pre-test Post-test
1. Academic language 1. C
2. Responsibility 2. B
3. Hedging 3. A
4. Precision 4. D
5. Formality 5. A
6. Complexity 6. D
7. Accuracy 7. B
8. Explicitness 8. B
9. Jargon 9. C
10. Objectivity 10. A
Practice Time
Activity #1 Answers may vary.
For activity 2 of the Practice Time, use the Rubric below

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Breiseth Lydia, Academic Language and ELLs: What Teachers Need to
Know
retrieved from http://www.uefap.com/writing/feature/ featfram.htm

https://www.lexialearning.com/resources/white-papers/understanding-
academic-language
https://www.seenmagazine.us/Articles/Article-Detail/articleid/3537/the-
importance-of-academic-language-in-achieving-content-area-mastery
https://opencourses.uoc.gr/courses/pluginfile.php/16673/mod_resource/
content/0/Presentation%204-Complexity%20%20Formality.pdf
https://www.gcu.ac.uk/gsbs/ldc/academicwriting/
improveyouracademicwriting/characteristicsofacademicwriting/
https://www.enago.com/academy/hedging-in-academic-writing/

PREPARED BY:

Jasmin T. Bauzon
Teacher II
Dagupan City National High School – Senior High School

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