English for Academic and

Professional Purposes
QUARTER 1– MODULE 1:
Academic Language
English for Academic and Professional Purposes
Alternative Delivery Mode
Quarter 1-Module 1: Academic Language
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Ma. Ragie P. Tabotabo
Editor: Paterno A. Verano
Desiree T. Roberts
Reviewers: Marivic Yballe (Moderator)
Dr. Clavel D. Salinas
Illustrator: Ma. Ragie P. Tabotabo
Layout Artist: Ma. Ragie P. Tabotabo

Management Team

Schools Division Superintendent: Dr. Marilyn S. Andales, CESO V

Assistant Schools Division Superintendents: Dr. Cartesa M. Perico
Dr. Ester A. Futalan
Dr. Leah B. Apao
Chief, CID: Dr. Mary Ann P. Flores
Chief, SGOD: Dr. Novie O. Mangubat
EPS—LRMDS: Mr. Isaiash T. Wagas
SHS Division Coordinator: Dr. Clavel D. Salinas

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Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City
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Email Address: cebu.province@deped.gov.ph

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English for Academic
and Professional
Purposes

QUARTER 1– MODULE 1:
Academic Language

iii
 Key Message

For the Facilitator:

Learning is a constant process. Amidst inevitable circumstances, Department of

Education extends their resources and looks for varied ways to cater your needs and to
adapt to the new system of Education as a fortress of Learning Continuity Plan. One of
the probable solutions is the use of Teacher-made Educational Modules in teaching.

You are reading the English for Academic and Professional Purposes—Senior
High School First Quarter Alternative Delivery Mode (ADM) Module on “Differentiate
language used in academic texts from various disciplines (CS_EN11/12A-EAPP-Ia-
c-2)” as written and found in the K-12 Most Essential Learning Competencies.

The creation of this module is a combined effort of competent educators from

different levels and various schools of Department of Education-Cebu Province. In
addition, this module is meticulously planned, organized, checked and verified by
knowledgeable educators to assist you in imparting the lessons to the learners while
considering the physical, social and economical restraints in teaching process.

The use of Teacher-made Educational Module aims to surpass the challenges of

teaching in a new normal education set-up. Through this module, the students are given
independent learning activities, which embodies in the Most Essential Learning
Competencies based from the K-12 Curriculum Competencies, to work on in accordance
to their capability, efficiency and time. Thus, helping the learners acquire the prerequisite
21st Century skills needed with emphasis on utmost effort in considering the whole well
being of the learners.

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 part of the module gives you

helpful tips, suggestions or strategies
that will make the learning process easy
and efficient to the learners.

As the main source of learning, it is your top priority to explain clearly on how to use
this module to the learners. While using this module, learner’s progress and development
should be recorded verbatim to assess their strengths and weaknesses while doing the
activities presented independently in safety of their homes. Moreover, you are anticipated
to persuade learners to comply and to finish the modules on or before the scheduled
time.

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For the Learner:

As a significant stakeholder of learning, Department of Education

researched and explored on innovative ways to address your needs with high
consideration on social, economic, physical and emotional aspects of your well being. To
continue the learning process, DepEd comes up with an Alternative Delivery mode of
teaching using Teacher-Made Educational Modules.

You are reading the English for Academic and Professional Purposes—Senior
High School First Quarter Alternative Delivery Mode (ADM) Module on “Differentiate
language used in academic texts from various disciplines (CS_EN11/12A-EAPP-Ia-
c-2)” as written and found in the K-12 Most Essential Learning Competencies.

This module is especially crafted for you to grasp the opportunity to continue
learning even at home. Using guided and independent learning activities, rest assured
that you will be able to take pleasure as well as to deeply understand the contents of the
lesson presented; recognizing your own capacity and capability in acquiring knowledge.

This module has the following parts and corresponding icons:

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At the end of this module you will also find:

References Printed in this part is a list of all reliable and valid

resources used in crafting and designing this module.

In using this module, keep note of the fundamental reminders below.

1. The module is government owned. Handle it with care.

Unnecessary marks are prohibited. Use a separate sheet of
paper in answering all the given exercises.
2. This module is organized according to the level of
understanding. Skipping one part of this module may lead you
to confusion and misinterpretation.
3. The instructions are carefully laden for you to understand the
given lessons. Read each items cautiously.
4. This is a Home-Based class, your reliability and honor in doing
the tasks and checking your answers are a must.
5. This module helps you attain and learn lessons at home. Make
sure to clearly comprehend the first activity before proceeding

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 to the next one.
6. This module should be returned in good condition to your teacher/
facilitator once you completed it.
7. Answers should be written on a separate sheet of paper or
notebook especially prepared for this subject.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch with him/
her for further discussion. Know that even if this is a home-based class, your teacher is
only a call away. Good communication between the teacher and the
student is our priority to flourish your understanding on the given lessons.

We do hope that in using this material, you will gain ample knowledge and skills for
you to be fully equipped and ready to answer the demands of the globally
competitive world. We are confident in you! Keep soaring high!

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 WHAT I NEED TO KNOW

Good day, dear learner!

This module is solely prepared for you to access and to acquire lessons
befitted in your grade level. The exercises, drills and assessments are carefully
made to suit your level of understanding. Indeed, this learning resource is for
you to fully comprehend the Language Used in Academic Texts from various
Disciplines. Independently, you are going to go through this module
following its proper sequence. Although you are going to do it alone, this is a
guided lesson and instructions/directions on how to do every activity is plotted
for your convenience.

Using this learning resource, you are ought to differentiate language used
in academic texts from various disciplines (CS_EN11/12A-EAPP-Ia-c-2), as
inculcated in the K-12 Most Essential Learning Competencies.

At the end of this module, you are expected to achieve the following
objectives:

A. Differentiate academic texts from non-academic texts;

B. Examine an academic text to establish its nature and
characteristics;
C. Recognize the characteristics of language used in academic texts;
D. Analyze academic texts according to its language use; and
E. Evaluate academic texts based on its use of language.

WHAT I KNOW

I. Directions: Fill out the table to differentiate academic text from

non-academic text. Choose your answers from the box.

Formal To inform and/or validate idea

To entertain Subjective

Related literature Research papers, Reports

Contains slang and colloquialisms Diaries, Informal essays

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 Introduction-Body-Conclusion Objective

No fixed structure Public

Scholarly audience Everyday events

Characteristics Academic Text Non-academic Text

Audience

Purpose

Structure

Language

Style

Source of content

Examples

II. Directions: Read the following sentences and check the box that
best fit the category.

FORMAL
My essay will make it clear that the use of marijuana as a medicinal drug is not
good.
The present paper will clarify that the use of marijuana as a medicinal drug
proves to be unorthodox.

IMPERSONAL
The researchers found out the leading factor of students’ absenteeism.
My classmates and I found out the leading factor of students’ absenteeism.

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PRECISE
Approximately 75% of the group agreed to join the rally.
Around half of the group agreed to join the rally.
OBJECTIVE
In my opinion, the method involved to obtain the needed information was
frustrating.
The method involved to obtain the needed information proved to be challenging.

A. Directions: Read the passages below. Then,

identify whether each passage can be an academic text
or non-academic text. Write AT for
academic text and NAT for non-academic text.

______1. Just as the sun rises and peeps from the east, and as the roosters
of the neighborhood crow, the man gathered his be longings and
left his house.

______2. When synthesizing information, a new understanding about a topic

is developed by using information from more than one source.

______3. Depression is one of society’s prevailing issues that requires

attention. One’s mental health is as important as one’s physical
health.

______4. I want to obtain answers to the questions that are swarming in my

mind. But, it seems everything in life is just a cycle of questions with
no answers in sight.

______5. He saw the pure crystal water turned crimson red as the
monster devoured the victim. He cried for help but it was too late.

______6. Statistics show that the higher percentage of the population prefer
dogs over cats.

______7. Yesterday was a beautiful day. It was warm enough to feel

comfortable in shorts. A nice breeze made the air feel fresh. The
flowers vibrated with color. It felt good to be alive.

______8. Antibiotics are prescribed to fight infections. Sore throats,

earaches, and other symptoms may be caused by the growth of
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 bacteria in your body. As the antibiotics fight to destroy the bacteria,
the bacteria struggle to become stronger.

B. Directions: Read and examine an excerpt of a book review written by

a Grade 11 student for her Reading and Writing class.

...I don’t think that the author of the book gave justice to the characters. I
was appalled with the idea that Sienna died at the end. It was heart-breaking.
I cried my heart out as I finished reading the book. The book became my
new favorite and I don’t think I will be able to love another book as much as I
love this one...

Questions:
1. Is her choice of words appropriate for a book review? Why or why
not?
2. Point out 3 words that are inappropriate. Suggest a more appropriate
alternative for each word.
3. What do you think should she do to improve her writing task?

A. Directions: Carefully read the text below and

answer the questions that follow.

Using celebrities in advertising dates back to the late nineteenth

century, and this common advertising practice has drawn a considerate amount of
academic and practical attention (see Erdogan 1999 for an extensive review). Most
academic investigations of celebrity endorsement have been contextualized in the
realm of source credibility and attractiveness models, and suggest that celebrities
exert their influence on consumers through perceived attributes such as expertise,
trustworthiness, attractiveness, familiarity and likeability (Ohanian 1990, 1991).

Another stream of research on celebrity endorsement, which is labeled the

“match-up hypothesis,” has examined the fit or match between a celebrity and the
product being endorsed, and maintains that celebrity endorsement is more
effective when the images or characteristics of the celebrity are well matched with
the endorsed products (Kahle and Homer 1985; Kamins 1990; Kamins and
Gupta1994; Till and Busier 2000). In similar vein, McCracken suggests that a
“celebrity who best represents the appropriate symbolic properties” of the product

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should be selected, thus highlighting the importance of the cultural meanings of the
celebrities in the endorsement process. Celebrities embody a collection of
culturally relevant images, symbols, and values. As images of the celebrities
become associated with products through endorsement, the meanings they attach
to the products are transferred to consumers through purchase and consumption
(McCracken 1989, 316). Therefore, the practice of celebrity endorsement should
be closely related to the cultural context in which the images of celebrities are
formed and individual celebrities are selected to be linked with particular products.

For advertising practitioners, employing an appropriate celebrity

endorser to promote a product is important but a difficult task. For instance in the
theoretical literature, professionals at advertising agencies and their client
companies in the United States and the United Kingdom cited
celebrity attributes such as image, trustworthiness, and familiarity, as well as the fit
between the celebrity and the product, as important factors for choosing the
appropriate endorsers (Erdogan, Baker, and Tagg 2001; Miciak and Shanklin
1994).

Other highly ranked decision factors include celebrity/target-audience

congruence, costs of securing the celebrity, the celebrity’s risk of controversy, and
the celebrity’s prior endorsement. As suggested by Erdogan, Baker and Tagg
(2011), the perceived importance and the actual use of endorser selection criteria
may vary from culture to culture. Differences in the entertainment industry and
agency business, and more broadly, in the cultural environments are likely to
influence the execution of the celebrity endorsement strategy across countries.

Arguing for standardized advertising across countries, some contend that

consumer demands and tastes have become similar on a global scale (Levitt 1983;
Taylor and Johnson 2002) and that using celebrities with worldwide
recognition in advertising is an effective means of overcoming cultural difficulties
(Erdogan 1999; Kaikati 1987; La Ferla 2001). Others claim that despite some
observed convergence among consumers around the world, fundamental values
still remain divergent across cultures. Therefore, international advertisers cannot
assume that the same advertising technique should be uniformly applied or that it
will be equally effective in different counties (De Mooji 1998, 2003; Onkvisit and
Shaw 1999). Yet research on similarities and differences between cultures in the
use of celebrity endorsement in advertising is scarce, despite the potential
cultural influence on this technique as speculated in the literature.

Seijung Marina Choi, Wei Na Lee, Hee-Jung Kim, LESSONS FROM THE RICH AND FAMOUS: A
Cross-cultural Comparison of Celebrity Endorsement in Advertising. Journal of Advertising.
Summer 2005, vol. 34, Iss 2.

Questions:
1. What is the tone and purpose of the text?

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2. Who is the target audience of the text?
3. How would you describe the language used in the text?
4. What is the impact of citing references in a text?
5. How does the structure of the text help you to understand more about
celebrity endorsement in different countries?

B. Directions: Match the informal language vocabulary with the more

appropriate formal options.

1. Look at ____ A. confirm, determine, verify

2. Show _____ B. demonstrate, indicate, illustrate
3. Begin ____ C. consider, monitor, analyze
4. Make sure ____ D. commence, initiate, undertake
5. Go over ____ E. revise, review

C. Directions: Put a check before the phrases that are appropriate for
academic texts.

_____1. We used a standard graphical representation to…

_____2. A survey of the literature revealed that…
_____3. I researched the questions to the problems…
_____4. The results indicate that…

D. Directions: : Pick out all the precise words from the box on the left
and write them to the box on the right.

Twice the size of…

Julienned vegetables
A smaller part of the popula-
tion…
Police stake out
Very hungry
Not allowed

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 E. Directions: Underline the subjective wording on the text below.

The results are as I expected. Majority of the class agreed to join the
field trip. I think the students agreed to join because of the low projected
expenses of the field trip destination. Personally, I am glad that most of us
can join the field trip.

Nature and Characteristics of an Academic Text

An academic text is a reading material that provides information which

include concepts and theories that are related to the specific discipline.

The following are considered as academic texts: Research Paper,

Conference Paper, Feasibility Study, Thesis/Dissertation, Reviews, Essay,
Academic Journals, Reports.

Structure

Unlike fiction or journalistic writing, the overall structure of an academic text

is formal and logical (Introduction, Body, Conclusion). It must be cohesive and
possess a logically organized flow of ideas; this means that various parts are
connected to form a unified whole.

Tone

The overall tone refers to the attitude conveyed in a piece of writing. The
arguments of others are fairly presented and with an appropriate narrative tone.
When presenting a position or argument that disagrees with one’s perspectives,
describe the argument accurately without loaded or biased language.

Language

It is important to use unambiguous language. Clear topic sentences enable

a reader to follow your line of thinking without difficulty. Formal language and the
third person point-of view should be used. Technical language appropriate to the
area of study may also be used, however it does not mean using “big words” just
for the sake of doing so.

Citation

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 Citing sources in the body of the paper and providing a list of references as
either footnotes or endnotes is a very important aspect of an academic text. It is
essential to always acknowledge the source of any ideas, research findings, data,
or quoted text that have been used in a paper as a defense against allegations of
plagiarism.

Complexity

An academic text addresses complex issues that require higher-order

thinking skills to comprehend.

Evidence-based Arguments

What is valued in an academic text is that opinions are based on a sound

understanding of the pertinent body of knowledge and academic debates that
exist within, and often external to a specific discipline.

Thesis-driven

The starting point of an academic text is a particular perspective, idea or

position applied to the chosen research problem, such as establishing, proving,
or disproving solutions to the questions posed for the topic.

Characteristics Academic Text Non-academic Text

Audience Academia Mass public

Inform the readers with Inform, entertain or

Purpose
solid evidence persuade the readers

Personal,
Style Formal and impersonal impressionistic,
emotional or subjective

Structure Standard structure No rigid structure

Formal language avoids Informal and casual

Language
colloquialisms language, may contain

Shared historical events

Personal life and
Subject/Content or literature or other
everyday events
forms of knowledge

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 Academic Language
Academic Language refers to the oral, written, auditory, and visual
language proficiency required to learn effectively in schools and academic
programs. It is also the language used in classroom lessons, books, tests, and
assignments. It is the language that students are expected to learn and achieve
fluency in.

Why is academic language so important?

- Students who master academic language are more likely to be

successful in academic and professional settings

What is difference between academic language and social language?

Social language is the simple, informal language we use when talking

face to face with family members and friends. It allows us to use contemporary or
slang terms like “cool,” “awesome,” or “dude.” We can also communicate feelings,
needs, and wants using symbolic hand gestures for drink, eat, hot, cold, hurt, or
tired. Social language also includes writing emails, friendly letters, and texts or
retelling stories.

Academic language is different from everyday social language. It is the

vocabulary students or adults must learn to succeed in the classroom or in the
workplace. We use academic language to describe and comprehend complex
ideas, process higher-order thinking, and understand abstract concepts.
Academic language is what students read in textbooks and on tests and what
they hear during instruction in the classroom. Students with limited or low
academic language skills are more than likely to have low academic
performance in classroom settings. Source: www.handyhandouts.com

Some of the differences between social and academic language that

students should look for include:

Social Language Academic Language

repetition of words
sentences start with “and” and “but”
use of slang: “guy,” “cool,” and
“awesome”
variety of words, more
sophisticated vocabulary
sentences start with transition
words, such as “however,”
“moreover,” and “in addition”
No slang

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 CHARACTERISTICS OF ACADEMIC
LANGUAGE

FORMAL It should not be conversational and casual. Avoid colloquial

and idiomatic expressions, slang, and contractions.
X dig in
X cup of tea
X dude
X don’t
IMPERSONAL Do not refer to yourself as the performer of actions. Do not
use personal pronouns.
For example:
“It is commonly said that”… instead of “Many of my friends
and colleagues say that…”
“Research revealed that…” instead of “I discovered that”

PRECISE The facts are presented accurately. The choice of words

are appropriate. The use of technical terms to achieve
precision is applied.

For example:
“85% of the population”, “The results are okay
(satisfactory).”, asphyxiation (medical term)

OBJECTIVE It is unbiased, based on facts and is not influenced by

personal feelings.
For example:
“The essay on… is distressing.” instead of “I do not like the
essay”

Directions: Read the sample academic texts

below and identify the errors in the use of the
academic language.

1. I decided to write an extended essay on how hip-hop works as protest of the

lower classes because I think the music is cool and really gets people dancing,
inspiring those people who wouldn’t normally think there’s any point in being
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against anything to listen to the message. Being an enthusiastic hip-hop dancer
myself, I really wanted to find out some more about this.

2. Biology has always been a passion of mine. Ever since I was searching for
frogspawn in my grandparent’s pond as a four-year-old and annoying my mom
with a battery of jam jars on the window sill in which I was trying to raise tadpoles I
have been fascinated with observing nature in detail. Even in English, reading
Death of a Naturalist Seamus Heaney, I found myself thinking up an experiment to
do with dragonflies and fireflies. I have a fish tank at home with three different
sorts of fish. I've noticed that they all respond differently when I feed them. I'm
wondering what else is different in their behavior so, in this extended essay, I'm
going to find out how they react to light.

3. When I go into a supermarket there is always gentle background music

playing, although in the clothes shop I like it is always pop music. At breakfast
my dad likes to listen to Apo Hiking Society, while my little brother has rock songs
on his phone and will head bang his way through the dining area. My essay is
trying to research why people rely on certain types of music to influence their
mood and how music is used in this way for advertising. I am not sure if there is a
connection and whether the music does affect, for example, people’s shopping
habits, but it will be interesting to try to find out, especially to see if different
peoples’ brains are wired differently when it comes to music.

1. 2. 3.

1. How can academic texts affect your life as a student?

2. Why is learning to appropriately use the academic language
vital in uplifting your socio-economic status in life?

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 Directions: Using the criteria, evaluate the
language of the following sample of academic
texts from various disciplines.

A. This essay intends to investigate whether there is a causal relationship

between music listened to and the mood of individuals. Additionally, it will seek
to explore whether this relationship is used in advertising to encourage people
to spend money.

B. This essay on how the lyrics of hip-hop developed as a form of protest

against a society segregating the working classes based on the premise of the
music having a distinct and energizing rhythm that really inspires people to
move, thereby reaching out to audiences who wouldn’t normally believe in
protest, let alone speak out in public. Thus, the music becomes a vehicle for
words of protest that can and indeed have changed the world.

C. The researcher found out that the male population has a higher chance of
being hired compared to the females. Eighty percent of the employers stated that
since females are privileged with maternity leave, they leave their work for some
time resulting to a decline on the overall production of the company. I think this is
very judgmental on the part of the employers. It goes against the Women
Empowerment Movement. I strongly urged the employers to rethink their choices
because women are great workers.

D. This essay is focused on investigating the photo tactic responses of three

different species of fish that occupy different areas of an aquarium: danios (Danio
rerio), which group near the surface of the water, black skirt tetra
(Gymnocorymbus ternetzi), which swim in the middle of the tank, and kuhli loach
(Pangio kuhlii), which swim near the bottom of tank. It is anticipated that they will
respond differently to light according to their niche with the tank.

E. As a student, I want to understand how Multiple Intelligences Theory affect

students’ learning. For example, I learn better when I listen to music while my
circle of friends learn best when they discuss the lesson together. I believe that all
of us are unique. We have our own ways to excel in school. That’s why I want to
conduct a study on this particular matter.

Characteristics of Academic A B C D E
Language

Does the text use a formal

language? (Yes/No)

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Is the language impersonal?
(Yes/No)

Are the choice of words

appropriate for an academic
text? (Yes/No)

Does the text use technical

terms? (If yes, write 1 term
found in the text./No)

Is the academic text objective?

(Yes/If No, write 2 phrases that
indicate subjectivity.)

Test I. Directions: Read each statement

carefully and identify whether each statement is
true or false. Write T if it is true and F if it is
false.

____1. An academic text should clearly state its thesis, argument or

proposition.
____2. It is acceptable to include one’s judgment but should be supported by
evidence.
____3. Both academic and non-academic texts can be used to inform.
____4. Both academic and non-academic texts employ the use of informal
language.
____5. Academic texts can use first person point-of-view and include one’s
emotional attachment to the topic.
____6. The language used in academic texts should be conversational.
____7. Language used in academic texts employ technical terms specific for
each field and/or discipline.
____8. Academic language should be objective, precise, impersonal and
formal.
____9. Slangs and colloquialisms are used in academic texts.
____10. Students who master academic language are more likely to be
successful in academic and professional settings.
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 Test II. Directions: Using the Venn diagram, compare and contrast
the characteristics of academic texts from non-academic texts.

ACADEMIC TEXT NON- ACADEMIC

TEXT

Test III. Directions: Read the academic texts from various disciplines and
evaluate each text using the table provided.

A. Infection after consumption of fresh duck blood and undercooked poultry

products has been suspected in some cases of illness. Indeed, transmission to
felids was observed after experimental feeding of infected chickens to domestic
cats, and feeding tigers raw infected chicken led to outbreaks of illness in Thai
zoos, in which felid-to-felid transmissions were also implicated. Infected birds
shed high concentrations of virus in feces. Direct intranasal or conjunctival
inoculation while swimming in contaminated water or, perhaps, inhalation or
ingestion of water could have been potential modes of transmission to some
H5N1– infected patients. As for human influenza, hand contamination from
fomites and self-inoculation into the eye or upper respiratory tract remain
possible modes.

B. The number of calories burned during an exercise depends on various factors

including body weight and the type of exercise. For example, an individual
weighing 59 kilograms (130 pounds) would expend roughly 500 calories per hour
swimming or playing basketball. However, this same person would burn an
estimated 200 walking or playing table tennis. In order to survive and maintain
body weight, the average individual requires approximately 2000 to 2500 calories
per day. Gaining or losing weight is a simple process. Add and subtract 7,700
calories over the course of time to gain or lose a kilogram. Nutrition has nothing
to do with it. It is all about calories.
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C. Wrigley’s chewing gum was actually developed as a premium to be given away
with other product rather than as a primary product for sale. As a teenager, William
Wrigley Jr. was working for his father in Chicago selling soap that has been manu-
factured in his father’s factory. The soap was not very popular with merchants be-
cause it was priced at 5 cents, and this selling price did not leave a good profit
margin for the merchants. Wrigley convinced his father to raise the price to ten
cents and to give away cheap umbrellas as a premium for the
merchants. This worked successfully, confirming to Wrigley that the use of
premium was an effective sales tool.

D. As a learner-centered process 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.

E. The results show that there is a lack of awareness in Singaporean

Muslim towards Islamic banking products and services in Singapore. However,
Singaporean Muslims, on average still accept the operation and believe that it is
crucial to have more Islamic banking in Singapore in the future. Factors of bank
selection also are as indicators to gauge which services needed to be improved so
that local Muslims are attracted to set up an Islamic banking account.

A B C D E

1.In what discipline

could this text belong
to?
2. What type of
language does the
article use?
3. Who are the target
audience of the text?

4. Is the text objective

or subjective?

15
5. What is the purpose
of the text?

Directions: Write a short essay on

your thoughts about the use of language
in academic texts for various disciplines.

16
 17
WHAT I KNOW
Test I.
Characteristics Academic Text Non-academic Text
Audience Scholarly audience Public
Purpose To inform To entertain/To inform
Structure Introduction-Body-Conclusion No fixed structure
Contains slang and colloquial-
Language Formal
isms
Style Objective Subjective
Source of content Related literature Everyday events
Examples Research papers, Reports Diaries, Informal essays
Test II.
FORMAL
The present paper will clarify that the use of marijuana as a medicinal drug proves to be unorthodox.
IMPERSONAL
The researchers found out the leading factor of students’ absenteeism.
PRECISE
Approximately 75% of the group agreed to join the rally.
OBJECTIVE
The method involved to obtain the needed information proved to be challenging.
WHAT’S IN
A. B. 1-3 Answers may vary
1. NAT
2. AT
3. AT
4. NAT
5. NAT
6. AT
7. NAT
8. AT
 18
WHAT’S NEW
A.
1. Objective/Formal (other related answers), to inform
2. Scholarly audience/academia (other related answers)
3. Answers may vary
4. It makes an academic text reliable and credible. (other related answers)
5. Answers may vary
B. WHAT’S MORE
1. C 2. B 3. D 4. A 5. E 1-3. Informal, use of slang and col-
loquialisms, use of contractions,
C. subjective (other related answers)
1. 2. ¤ 3. 4. ¤
D.
Twice the size of, Julienned vegetables, Police stake out, WHAT I HAVE LEARNED
Restricted
1-2. Answers may vary
E.
I expected, I think, Personally, I am
WHAT I CAN DO
Characteristics of Academic A B C D E
Language
Does the text use a formal language all
through out? (Yes/No) Yes Yes No Yes No
Is the language impersonal? (Yes/No)
Yes Yes No Yes No
Are the choice of words appropriate for
an academic text? (Yes/No) Yes Yes No Yes No
Does the text use technical terms? (If
yes, write 1 term found in the text./No) Yes. Yes.
Yes.
Causal No Maternity No
Phototactic
relationship leave
Is the academic text objective? (Yes/If
No. I think, No. I
No, write 2 phrases that indicate subjec-
I strongly want/I
tivity.)
urged have
Yes Yes Yes
(Other (Other
related related
answers) answers)
 19
ASSESSMENT
Test I.
1. T 2. T 3. T 4. F 5. F 6. F 7. T 8. T 9. F 10. T
Test II.
Answers may slightly vary. Refer to the characteristics of both academic and non-academic texts.
Test III.
A B C D E
1.In what discipline could this
text belong to? Health (other Health (other Business Education Commerce
related an- related an- (other related (other related (other relat-
swers) swers) answers) answers) ed answers)
2. What type of language does
the article use?
Formal Formal Formal Formal Formal
3. Who are the target audience Academia/ Academia/ Academia/
of the text? Scholarly Mass Public Mass Public Scholarly Scholarly
Audience Audience Audience
4. Is the text objective or sub-
jective? Objective Objective Objective Objective Objective
5. What is the purpose of the To inform
To inform To inform To inform To inform
text?
(Other
(Other related (Other related (Other related (Other related
related
answers) answers) answers) answers)
answers)
Answers Vary Part.
The teacher will check all the
Notes to the Teacher!
References:
Electronic Files
Department of Education. Curriculum and Instruction Strand. K to 12 Most Es-
sential Learning Competencies with Corresponding CG Codes.
Department of Education. English for Academic and Professional Purposes.
(2016). Teacher’s Guide. First Edition.
Department of Education. English for Academic and Professional Purposes.
(2016). Reader. First Edition.

Online resources
Academic Language of the English-Language Arts-Higher Education. Retrieved
from https://www.pearsonhihered.com. Retrieved date June 24, 2020.
Academic Writing vs. Non Academic Writing. Retrieved from
www.diffrencebetween-com.cdn.ampproject.org. Retrieved date June 30, 2020.
Extended Essay: Formal vs. Informal Writing. Retrieved from
www.libguides.westoundacademy.org Retrieved date June 25, 2020.
Sample academic texts. Retrieved from https://portal.uea.ac.uk. Retrieved date
June 24, 2020
Scarcella, R. Academic Language for English Language Learners. Retrieved
from www.colorincolorado.org. Retrieved date June 25, 2020
Spivey, B. 365 Social & Academic vocabulary– What’s the Difference? Re-
trieved from www.superduperinc.com. Retrieved date June 25, 2020.
The English Effect. Retrieved from www.britishcouncil.org. Retrieved date June
26, 2020.
Using Academic Language. Retrieved from www.monash.edu. Retrieved date
June 25, 2020

For inquiries or feedback, please write or call:

Department of Education– Region VII, Division of Cebu Province

Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
Email Address: cebu.province@deped.gov.ph

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