UNIVERSITY OF SANTO TOMAS-LEGAZPI

SENIOR HIGH SCHOOL DEPARTMENT

S.Y. 2020-2021

FLEXIBLE DOMINICAN EDUCATION

MODULE

MODULE 1
“READ… (READY)… TEXTS… (GO)…”

TOPIC 1:
PRELIMINARIES OF READING AND
WRITING FOR ACADEMIC TEXTS
WRITER: JEAN PAULINE D. TRILLES

1. Pray before reading and

In our community, an organization or unit of society has to answering the module.
2. READ ALL THE
obtain necessary aspects for their goals, roles and influence to
INSTRUCTIONS
many. Language creates relations, binds a common context CAREFULLY.
through discourse. Writing is one way to create this bind and 3. Click the links and watch the
expound in control the context for meaning. How do videos one-at-a-time.
purpose/goal, audience and topic influence the production and 4. Write notes.
consumption of text? In what ways can language represent 5. If question arises, do not
concepts, create relationships, and evaluate things? hesitate to seek help from
your subject teacher.
6. Answer the activities with
Write notes. Read and honesty.
learn the lesson.

Answer the activity.

Watch the video.

Lesson/s Subtopics LEARNING OUTCOMES Estimated

“I SHOULD BE ABLE TO” … time
 Introduction to DETERMINE the purpose/goal, topic
SUBTOPIC 1 Academic and topic of a text 2 hrs
Writing
The Academic DIFFERENTIATE language used in
SUBTOPIC 2 Writing Style academic texts from various disciplines 4 hrs
Aspects of WRITE a text employing the style
SUBTOPIC 3 Professional expected of the discourse community 4 hrs
and Academic
Language

Activity 1: Let’s find out how much you

already know about this module. Write
some key pointers on what you already
know about the following concepts. Use
the table below and answer honestly “What I
Already Know” only. The other table will be filled
up on the latter part. Answer this before and after
you answered/read the module. Write in sentence
form.

WHAT I ALREADY WHAT I HAVE

TOPIC/S KNOW LEARNED
WRITING

ACADEMIC WRITING

LANGUAGE FOR NON-

ACADEMIC TEXT

LANGUAGE FOR NON-

ACADEMIC WRITING

STYLE OF WRITING
ACADEMIC TEXTS

What were your difficulties in

QUESTIO writing instructions for your audience?
Do you think the recipients of your
(STUDY): instructions will easily get to
understand you? How do you set your
instructions to different audience?
(
 (Activity 2) INSTRUCTION: Given the picture below, write a set of directions for
the following persons from library who need to get to the entrance of the fire
station. Write the set of directions on the table provided. Write in sentence form.

INSTRUCTIONS/DIRECTIONS
1. a five-year-old
girl

2. a deaf woman

3. a man on a
wheelchair

QUESTIO

(https://courses.lumenlearning.com/sac-businesscommunication/chapter/5-1-
purpose-audience-tone-and-content/)

Imagine reading one long block of text, with each idea blurring into the
next. Even if you are reading a thrilling novel or an interesting news article, you
will likely lose interest in what the author has to say very quickly. During the
writing process, it is helpful to position yourself as a reader. Ask yourself whether
you can focus easily on each point you make. One technique that effective writers
use is to begin a fresh paragraph for each new idea they introduce.

Paragraphs separate ideas into logical, manageable chunks. One paragraph focuses on
only one main idea and presents coherent sentences to support that one point. Because all the
sentences in one paragraph support the same point, a paragraph may stand on its own. To create
longer assignments and to discuss more than one point, writers’ group together paragraphs.

Three elements shape the content of each paragraph:

1. Purpose. The reason the writer composes the paragraph.
2. Tone. The attitude the writer conveys about the paragraph’s subject.
3. Audience. The individual or group whom the writer intends to address.

Purpose, Audience, Tone, and Content Triangle

Identifying Common Academic Purposes

The purpose for a piece of writing identifies the reason you write a particular document.
Basically, the purpose of a piece of writing answers the question “Why?” For example, why
write a play? To entertain a packed theater. Why write instructions to the babysitter? To inform
him or her of your schedule and rules. Why write a letter to your congressman? To persuade him
to address your community’s needs.

In academic settings, the reasons for writing fulfill four main purposes: to summarize, to
analyze, to synthesize, and to evaluate.

“SET… TEXTS… GO…”

Activity 3: After watching the video, be able to explore more ideas about academic
writing styles through https://www.youtube.com/watch?v=n9d9EXWIkuI. Write
notes if necessary or you may use the content below to answer the questions. Refer
to the guide questions below and answer on a separate sheet:

1. What makes academic writing different from other types of writing?

2. What are the qualities of academic writing in terms of style?

3. What are the major considerations in writing academic text?

ACADEMIC WRITING

Academic writing in English is linear, which means it has one central point or theme with
every part contributing to the main line of argument, without digressions or repetitions. Its
objective is to inform rather than entertain. As well as this it is in the standard written form of the
language. There are ten main features of academic writing that are often discussed. Academic
writing is to some extent: complex, formal, objective, explicit, hedged, and responsible. It uses
language precisely and accurately. It is also well-organized and planned.

MAIN FEATURES OF DEFINITIONS

ACADEMIC WRITING

Written language is relatively more complex than spoken

language. Written language has longer words, it is lexically
 Complexity denser and it has a more varied vocabulary. It uses more noun-
based phrases than verb-based phrases. Written texts are
shorter and the language has more grammatical complexity,
including more subordinate clauses and more passives.

Formality Academic writing is relatively formal. In general, this means

that in an essay you should avoid colloquial words and
expressions.

Precision In academic writing, facts and figures are given exactly.

Objectivity Written language is in general objective rather than personal. It

therefore has fewer words that refer to the writer or the reader.
This means that the main emphasis should be on the
information that you want to give and the arguments you want
to make, rather than you. For that reason, academic writing
tends to use nouns (and adjectives), rather than verbs (and
adverbs).

Explicitness Academic writing is explicit about the relationships int he text.

Furthermore, 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. These connections can be made explicit by the use of
different signaling words.

Accuracy Academic writing uses vocabulary accurately. Most subjects

have words with narrow specific meanings. Linguistics
distinguishes clearly between "phonetics" and "phonemics";
general English does not.

Hedging In any kind of academic writing you do, it is necessary to

make decisions about your stance on a particular subject, or
the strength of the claims you are making. Different subjects
prefer to do this in different ways.

A technique common in certain kinds of academic writing is

known by linguists as a ‘hedge’.

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 demonstrating an
understanding of any source texts you use.

Organization Academic writing is well-organized. It flows easily from one

section to the next in a logical fashion. A good place to start is
the genre of your text. Once you have decided on the genre,
the structure is easily determined.

Planning Academic writing is well planned. It usually takes place after

research and evaluation, according to a specific purpose and
plan.
 - End of Questio –
Your understanding of the aspects of academic writing style will be amplified as you
study the lessons and perform the activities in the OBJECTIO phase.

Your main goal in this section is to learn and understand some

key concepts by working on the following questions:
• What makes academic writing different from other
forms of writing?
• How do purposes/goal, audience, role and topic
OBJECTIO •
influence the production and consumption of text?
In what ways can language represent concepts, create
(RESEARCH): relationships, and evaluate things?
Also, you will learn and understand what makes academic
writing different from other forms of writing. This section will
help you understand how language can represent concepts,
create relationships and evaluate things. But first, let us
identify academic writing and its forms or styles in writing
process.

Lecture on the Preliminaries in Reading and Writing

Academic Texts
Academic writing is clear, concise, focused, structured and backed up by evidence. Its purpose is
to aid the reader’s understanding.

It has a formal tone and style, but it is not complex and does not require the use of long sentences
and complicated vocabulary.

Each subject discipline will have certain writing conventions, vocabulary and types of discourse
that you will become familiar with over the course of your degree. However, there are some general
characteristics of academic writing that are relevant across all disciplines.

Characteristics of Academic Writing

 Academic writing is:

Planned and focused: answers the question and demonstrates an understanding of the subject.

Structured: is coherent, written in a logical order, and brings together related points and material.

Evidenced: demonstrates knowledge of the subject area, supports opinions and arguments with
evidence, and is referenced accurately.

Formal in tone and style: uses appropriate language and tenses, and is clear, concise and
balanced.

- End of Objectio –

Your goal on this section is to

take a closer look at some
aspects of the topics.

In the next activity, you will learn

how to differentiate academic
writing style and determine the

SED CONTRA
goal/ purpose, role, audience and
language used.

Be able to answer this question:

(ANALYSIS): “how will the learning from the
previous activities show
importance of considering the
purpose, audience, and your
own role in writing a text?”
after doing the activity below.

Activity 4: Examine the three (3) texts below and fill out the table that follows. Discuss
your findings and present your observations. Write in sentence form.

Excerpt 1
 Recent research on learner-centered
education and qualitative inquiry into student
cognition have indicated the importance of
students’ processing of concepts to metaphor
analysis can be attributed the growth of applied
linguistic research happening today. The present
investigation is anchored on metaphorical analysis
espoused by Lakoff and Johnson (1980). Attempts
to draw images associated with different
mathematical operations of grade pupils in the
Philippines. For systematic sampling, the data
used in the analysis were drawn from the journal
entries of 35 students written over three (3)
months. The investigation reveals the different
metaphorical images associated with four
mathematical operations. Moreover, strategies for
independent learning and applied linguistic
methods to improve cognition are suggested
(Valdez & Villorente-Saulo, 2014).

Excerpt 2

Excerpt 3
 EXCERPT 1 EXCERPT 2 EXCERPT 3

(Abstract) (Comic Strip) (Poster)

PURPOSE

CONVERSATIONA
L OR TECHNICAL
LANGUAGE USED
 AUDIENCE

ROLE OF THE
WRITER/ARTIST

Your goal here is to apply what you learned in real-life

RESPONDIO situation. You will be given a practical task which will

(ACTION/TRANSFER):
demonstrate your understanding in this area at the last part of the
quarter. With this, as part of your Midterm Project, you will be
creating a name in Bicol Term, a one-word name of your
portfolio. An example will be given together with the sample
project. You are going to write a rationale/ background as to why
did you choose the term as your title. This must be connected
with “compilation” as in compiling of your academic works as
your final output for final term. Your writing must show the
appropriate style of writing for academic purposes.

CLOSURE (Self-Assessment)

Success! I

Learning Skills

learned from it. Got it but need to I still need help.

read it again.
 I can DETERMINE the
purpose/goal, topic and topic of a
text.

I can DIFFERENTIATE language

used in academic texts from various
disciplines.

I can WRITE a text employing the

style expected of the discourse
community.

REFERENCES

Academic Writing Styles. (n.a.). www.youtube.com/watch?v=93eA7cttZCM,

www.youtube.com/watch?v=n9d9EXWIkuI.
library.leeds.ac.uk/info/14011/writing/106/academic_writing.

Miciano, M. et al. (2016). Enhanced English engagements English for academic and
professional purposes. Don Bosco Press, Inc.

Sarza-Barrot, J. et al. (2016). Communicate today english for professional purposes for senior
high school. C & E Publishing, Inc.

Valdez, P.N. (2016). English for the globalized classrooms series English for academic and
professional purposes. Phoenix Publishing House.
FOR WORKSHEETS GUIDELINES:

 For activities to be done on February 8-12, you must accomplish Activities 1 to 2 only.
Submission of this must be on February 12 (Friday) from 8AM to 5PM through Aralinks
E-Portfolio.

 For activities to be done on February 15-19, you must accomplish Activities 3 to 4 and
add a one-page reflection for Module 1. Submission of this must be on February 19
(Friday) from 8AM to 5PM through Aralinks E-Portfolio.

 Format for submission must be in PDF. There must be labels on the document with your
name, section, module number and activity number (like Module 1- Activity 1, 2, etc.).
This time, you may use your own format and style of writing your answers. Only that you
must use short bond/ letter (or size 8.5 x 11) paper.

 Submission of file must contain file name format on E-Portfolio: Grade and Section,
Surname, Given Name and Middle Initial, Module number and activity name e.g.
12Bl.Benedict.Trilles,JeanPaulineD.Module1-Act1-3
Failure to use the format above will have deduction points.

 Strictly no copying of answers. All of your answers will be checked. Rest assured that
your answers will undergo PlagScan.

 No early or late submission if possible. If given the time (refer to the given subject
schedules), make sure to prioritize sending the files on-time. If difficulty arises, be able
to contact your subject teacher during class hours at least before 5PM. Considerations
will be given but not all the time (to be fair).

 In Synchronous class, you are not all required; hence, you are encouraged to join our
Synchronous class. Also, the purpose of having Synchronous class is to raise questions
and to clarify necessary implications from the module.

 Do not forget to pray the DOMINICAN PRAYER before and after doing tasks.
Once done, “let’s call it a day!” 😊
Philippians 4:13