English for Academic

and Professional
Purposes

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English for Academic and Professional Purposes
Quarter 3 – Self-Learning Module 1: Language Used in Academic Text
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Ryan S. Tamayao
Editor: Julius Cezar D. Napallatan
Reviewers: Julius Cezar D. Napallatan and Joselito E. Calios
Illustrator:
Layout Artist:
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, CESE
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Chief Curriculum Implementation Division
Victor M. Javena, Ed. D.
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Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
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 English for Academic
and Professional
Purposes

Quarter 3
Self-Learning Module1
Language Used in Academic
Text

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Introductory Message

For the Facilitator:

Welcome to the English for Academic and Professional Purposes Self-

Learning Module on Language Used in Academic Text!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character 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. Moreover, 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 Self-

Learning Module on Language Used in Academic Text!

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 material while being an
active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.

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 EXPECTATIONS

This is your self-instructional learner module in EAPP 12. All the activities
provided in this lesson will help you learn and understand: Language Used in
Academic Text.

Specifically, you will learn about the following:

1. familiarize with the language used in academic text;

2. analyze the two texts from different disciplines; and
3. write a text applying all the languages used in academic text.

PRETEST

Identify the language used in academic text in the sentences. On the space before
the number, write F if the answer is formality, O for objectivity, E for explicitness
and C for caution. Also, underline the correct answer in the parenthesis.

1. The material amenities of life have (gone up, increased) in cities in the
Philippines.
2. (I have found, The data indicates) that it is easy to forget read information in
digital than in printed.
3. The Bristol 167 was to be Britain's great new advance on American types
such as the Lockheed Constellation and Douglas DC-6, which did not have
the range to fly the Atlantic non-stop. It was also to be the largest aircraft
ever built in Britain. (However, Nevertheless), even by the end of the war, the
design had run into serious difficulties.
4. For example, it (is, may be) necessary for the bird to leave the branch on
which it is nesting.
5. (It’s, It is) easy to forget how difficult life was 30 years ago.

RECAP
In a nutshell, Academic Language is the language typically found in
textbooks, used daily in our classrooms, and presented on tests we regularly give.
It is the language that students must master in order to succeed in any content
area. 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.

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 LESSON

Academic text or language is commonly used for textbooks, essays, research

paper, book report, academic journal, in classroom and any other discipline related
to academic.
Today, let us talk about academic text and analyze the language used in
academic texts from various disciplines.
Academic text is a formal genre of writing and one is expected to use strict
style, registers, and formats. Also, it presents words and terms typical for the field
in a formal way where it is known for its formality, objectivity, caution, and
explicitness.

1. Formality reflects the dignified stance in writing as a member of the

academic community where the language use requires precision.
To attain formality of the academic text one should avoid:
a. Colloquial words and expressions: “stuff”, “a lot of”, “thing”, “sort of”
b. Abbreviated forms and contractions: “can’t”, “doesn’t”, “shouldn’t”, ‘cause
c. Two word verbs: “put off” , “bring up”

2. Objectivity refers to the main emphasis should be on the information that

one wants to give and the arguments one wants to make, rather than
oneself. Readers would like to know what someone has studied and learned.
The thoughts and beliefs should be based on lectures, reading, discussion
and research.
a. Avoid the use of personal pronouns like you, I and we.
Don’t write: We use active voice to make our blog entry sound subjective.
Write: The active voice makes blog sound subjective.
b. Use “it” constructions” such as; It has been suggested that, it was
found that, it appears that, it is widely accepted that and many more.
Don’t write: I also found that the results of this study concurred with
Berg’s (1975) hypothesis that seeds are protected from fire through their
burial in ants’ nests.
Write: It was also found that the results of this study concurred with
Berg’s (1975) hypothesis that seeds are protected from fire through their
burial in ants’ nests.
c. Use passive voice- The passive voice should be used when the ‘doer’ of
the action in the sentence is unknown or irrelevant to the discussion.
Passive sentence construction emphasizes events and processes the
sentence describing.
Active: We cut a segment of the apple and place it in agar solution.
Passive: A segment of the apple was cut and placed in agar solution.

3. Explicitness uses appropriate signposting strategies which allow readers to

trace the relationship of various parts in the study.

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 Signaling words:
▪ Time/order: at first, eventually, finally, first, firstly, in the end, in the first
place, in the second place, lastly, later, next, second, secondly, to begin
with
▪ Comparison/similar ideas: in comparison, in the same way, similarly
▪ Contrast/opposite ideas: but, despite, in spite of, even so, however, in
contrast, in spite of this, nevertheless, on the contrary, on the other
hand, still, whereas, yet
▪ Cause and effect: accordingly, as a consequence, as a result, because,
because of this, consequently, for this reason, hence, in consequence, in
order to, owing to this, since, so, so that, therefore, thus
▪ Examples: for example, for instance, such as, thus, as follows
▪ Generalization: as a rule, for the most part, generally, in general,
normally, on the whole, in most cases, usually
▪ Summary/conclusion: finally, in brief, in conclusion, in short, overall, so,
then, to conclude, to sum up
▪ Explanation/equivalence: in other words, namely, or rather, that is to
say, this means, to be more precise, to put it another way
▪ Addition: apart from this, as well as, besides, furthermore, in addition,
moreover, nor, not only...but also, too, what is more
▪ Emphasis: chiefly, especially, in detail, in particular, mainly, notably,
particularly

4. Caution is needed to avoid sweeping generalizations because an academic

writing requires care since knowledge is built from proven theories and
concepts.
“The result seems to suggest that in less industrialized countries the
extensive use of land to grow exportation products tends to impoverish these
countries’ populations even more”.
▪ Introductory verbs: seem, tend, look like, appear to be, think, believe,
doubt, be sure, indicate, suggest
▪ Certain lexical verbs: believe, assume, suggest
▪ Certain modal verbs: will, must, would, may, might, could
▪ Adverbs of frequency: often, sometimes, usually
▪ Modal adverbs: certainly, definitely, clearly, probably, possibly, perhaps,
conceivably,
▪ Modal adjectives: certain, definite, clear, probable, possible
▪ Modal nouns: assumption, possibility, probability
▪ That clauses: It could be the case that, It might be suggested that, there
is every hope that.
▪ To-clause + adjective: It may be possible to obtain, it is important to
develop, it is useful to study.

Try to read and analyze the two texts from different disciplines.

Academic text or not?

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 Second Language

(An excerpt)

As a learner-centered process approach to second language (L2) writing, peer

response has been widely adopted and studied since the 1990s (Hyland & Hyland,
2006). The dialogic nature of peer response seems to foster multiple support
systems (Hyland, 2000) and communicative behaviors (Villamil & de Guerrero,
1996). L2 research has shown that peer response can increase chances for
meaning negotiation and language practice (Lockhart & Ng, 1995; Mendonca &
Johnson, 1994), encourage collaborative reading and writing (Tsui & Ng, 2000),
and promote writing revisions (Berg, 1999; Mendonca & Johnson, 1994; Min, 2006,
2008; Stanley, 1992). These interactive practices appear to draw upon and enhance
interactional and writing skills.

The Sob Sister’s Story

(An excerpt)

A few hours later when I saw the murderer, he was so different from the old
him that abode of a tragic love. When I tried to ask questions him, I become aware
of terrific strain under which he suffered. When I tried to draw from him the motive
for the pitiful tragedy, he could only rely, his pale boyish face like a mask. He killed
the girl, the girl he loved because of his own good ’cause he wants the girl to be
with him alone.

Let us analyze the two texts if they used the language in academic text.

Second Language The Sob Sister’s Story

Formality There was no colloquial, Contracted form of because
abbreviations and two-word verbs. was used and ‘boyish’ is a
It has formality. colloquial word. It has no
formality.
Objectivity There were no personal pronouns The writer used personal
pronoun I, this is subjective.
Explicitness A signal word ‘since’ was used to The word ‘later’ as referred
emphasize cause and effect to time was used.
Caution ‘Seems’ and ‘appear’ were used as The modal ‘could’ was used.
hedge words.

We therefore conclude that “Second Language” used the language in

academic text in the English field while, “The Sob Sister’s Story” as a short story
did not completely use the language in academic text.

Guided Practice

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 Let’s try a few items as practice exercise. Make thumbs up if you think
that the sentence is example of academic text. Do the thumbs down if the sentence
is not academic text. Here is the first one:

Saqueton found out that among the students’ essay, errors in the use of
verbs are most common, followed by errors in the use of prepositions, problems in
word choice, and problems in subject-verb agreement.

It is an academic text. The speaker used formality and objectivity. Also, it

discusses relevant issues in the field/discipline. How about in this sentence?

It was also found that the results of this study concurred with Berg’s (1975)
hypothesis that seeds are protected from fire through their burial in ants’ nests.

The use of “it was also found” is “it construction” that eliminates the use
of personal pronouns. Let’s do a more difficult one.

“When we put our hope in God's promises, we find peace.”

It’s not an academic text, because the speaker uses personal pronouns that
make the sentence sound subjective.

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 ACTIVITIES

A. Identify what language is used in each of the following sentences. On

the space before the number, write F if the answer is formality, O for
objectivity, E for explicitness and C for caution.

1. Jake omitted many important details.

2. It has been suggested that there are several reasons why plants are
dispersed by ants.
3. Weismen seems to suggest that the animals become old because, if they
did not, there could be no successive replacement of individuals and
hence no evolution.
4. It is widely accepted that having faith with God will make things possible.
5. Bowling is a sport in which the player with the highest score wins.
Conversely, the goal in golf is to get the lowest score.
6. Writing cannot be done if someone does not study hard.
7. The boy liked dogs, but he was afraid of cats.
8. There are certainly cases where this would seem to have been the only
possible method of the transmission.
9. The offcuts are transported to the waste station.
10. Zac didn't have enough money to buy his mom flowers because he wasn't
old enough to get a job. Nevertheless, he felt sad on Mother's Day.

B. Write 450-600 words paragraphs considering formality, objectivity,

explicitness and caution about what you have discovered or realized in
your life.
RUBRIC 10 7 4 1
Language Applied all the Three of the Two of the One of the
used languages languages languages languages
necessary in necessary in necessary in necessary
academic academic academic in academic
writing writing were writing were writing was
used used used
Grammar, No errors in Few errors in A number of So many
usage and spelling, spelling, errors in errors in
mechanics punctuation punctuation spelling, spelling,
and grammar and grammar punctuation punctuation
and grammar and
grammar
Length 450 words Under the Under the Under the
minimum minimum or minimum or minimum
600 words over the over the or over the
maximum maximum by maximum by maximum

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 15 words 25 words by more
than 50
words
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WRAP-UP

The following are the things I have learned about the lesson: _______________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________________________________.

VALUING

Let us always put in ourselves, “For nothing will be impossible with God.” -
Luke 1:37.

POSTTEST

Choose the word that will complete each of the following sentences
considering the language (formality, objectivity, explicitness, and caution).
Write the letter of your answer before the number.

1. The government will _____ interest rates.

A. slash B. reduce C. cut

2. Major oil players’ _____ oil price hike.

A. suspend B. put off C. slip

3. She asked for the report; _____, I could not give it to her.
A. therefore B. besides C. however

4. In the majority of Covid 19 cases, older people _____ to be more

vulnerable.
A. tends B. seems C. appears

5. A relationship is stronger if it is bound by faith in God _____ by belief.

A. also B. indeed C. rather than

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 KEY TO CORRECTION

10. E
9. O
8. C
7. E
vary. 6. F
C 5. answers may 5. E 5.F- It is
A 4. Learner’s 4. O 4.C- may be
C 3. 3. C 3.E- However
A 2. 2. O 2.O- The data indicates
B 1. 1. F 1.F- increased

Posttest Activity B Activity A Pretest

References

“Department of Education Image Bank.” Google Drive. Google. Accessed July 2,

2020. https://drive.google.com/drive/folders/1xmFmQBOoXRtwxgvtmm1Xdc-
krFT3pzO?fbclid=IwAR2C4mvxxjyLuAfaRNupPf2ik9ZRL2UOkiQrwIB39zn0aAyGjblx
3DbMNpo.

“TG English for Academic and Professional Purposes.” Scribd. Scribd. Accessed
June 26, 2020. https://www.scribd.com/document/443388491/TG-English-for-
Academic-and-Professional-Purposes.

“THE IMPORTANCE OF ACADEMIC LANGUAGE in Achieving Content Area

Mastery.” SEEN Magazine - SouthEast Education Network, December 18, 2013.
https://www.seenmagazine.us/Articles/Article-Detail/ArticleId/3537/THE-
IMPORTANCE-OF-ACADEMIC-LANGUAGE-in-Achieving-Content-Area-Mastery.

Eapphumssfanboys. “The Sob Sister's Story Summarized By: Jolly Ann Villarosa.”
English for academic and Professional Purposes (FANBOYS), September 6, 2016.
https://eapphumssfanboys.wordpress.com/2016/09/06/the-sob-sisters-story-
summarized-by-jolly-ann-villarosa/.

Features of Academic Writing. Accessed June 26, 2020.

http://www.uefap.com/writing/feature/featfram.htm.

Gillett, Andy. Features of Academic Writing. Accessed June 26, 2020.

http://www.uefap.com/writing/feature/featfram.htm.

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Hutchinson, T., & Waters, A. (1987). English for Specific Purposes A Learner-
Centered Approach. Cambridge University Press. - References - Scientific Research
Publishing. Accessed June 26, 2020.
https://www.scirp.org/(S(i43dyn45teexjx455qlt3d2q))/reference/ReferencesPapers.
aspx?ReferenceID=1164865.

Introduction in Academic Writing Exercises. Accessed June 27, 2020.

https://portal.uea.ac.uk/documents/6207125/6488950/introduction_academic_w
riting_exercise.pdf/6c9780ed-13b3-4eb1-aa84-b35de17bf33b

Reading Academic Text. Accessed June 27, 2020.

http://www.screencast.com/users/UniRdg_Library/folders/Study%20Advice/medi
a/898c4360-f86d-4808-812a-758d4ef4ac02

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