ENGLISH FOR ACADEMIC

AND PROFESSIONAL
12 PURPOSES
Quarter 1
Week 1

LEARNER’S MATERIAL
 Module

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES Grade 12

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PIVOT IV-A Learner’s Material
Quarter 1 Module 1 WEEK
First Edition, 2020
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Published by: Department of Education Region IV-A CALABARZON
Regional Director: Wilfredo E. Cabral
CLMD Chief: Job S. Zape, Jr.

GRADE 12
ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES

Development Team of the Module

Author: Mary Grace Catuira Talavera

Editor:
Reviewer:
Illustrator:
Layout Artist:
Management Team: , CID Chief
, SDO EPS In-charge of LR
Romyr L. Lazo, EPS In-charge of LR
, EPS Subject Area In-charge
Fe M. Ong-ongowan, Librarian
Lhovie A. Cauilan, Teaching Aid Specialist

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal
Landline: 02-868-257-73, Local 420/421
Email Address: lrmd.calabarzon@deped.gov.ph

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 I What I need to know?

Think about this:

How do you feel whenever you are asked by your teacher to write an essay, a po-
em or just a simple letter? Now, what if your teacher would ask you to write a
concept paper about your proposed project on your Entrepreneurship class or a
reaction paper about the implementation of the General Community Quarantine
in your town, how would you feel? Between writing a poem and writing a concept
paper, which is easier for you to do? Why? Can you tell the difference between a
review paper and a short story?

You will find out the answers to these questions as you go along this module. At
the end of this lesson, you should be able to:
1. Differentiate language used in academic texts from various disciplines.
2. Use knowledge of text structure to glean the information he/she needs.

Read and analyze the two texts below. Identify the similarities and differences be-
tween the two texts. You will need these as you do the next activity.

Movie Review: Heneral Luna

http://www.filmpolicereviews.com/reviews/heneral-luna

(1) Amidst pacing problems, Heneral Luna manages to tell a compelling story,
allegorical and timely tom present day-supported by a fantastic script, an im-
passioned score, and inspired cinematography.
(2) At first glance, one might mistake Heneral Luna as your run-of-the-mill his-
torical biopic that showcases a hero of yore whose bravery and passion unite
his people in the face of dastardly foreign invaders. Well, this is only partly
correct. There are invaders, Heneral Luna (John Arcilla) is indeed fiercely
brave and madly passionate, but there is no unity to be found amongst coun-
try men-only in fighting, personal interests, and politicking.
(3) Directed by Jerrold Tarog and with a script co-written by him, Henry Hunt
Francia, and E.A Rocha; Heneral Luna takes a different approach in telling the
story of how we lost the battle and got occupied by the Americans. Taking cues
from Oro, Plata, Mata; the movie deliberately puts the colonialists in the pe-
riphery, making them merely a backdrop whose presence stirred the pot. The
real focus here is the tension, the inner turmoil that brewed in the ranks of
our so-called Filipino founding fathers. Heneral Luna is a tale of how a dissent-
ing voice can get swept away and ultimately perish under a wave of egos and
personal interest.
(4) Carrying the weight of the story is the above stellar performance of John
Arcilla in the title role of Heneral Antonio Luna. Arcilla plays with the whole
spectrum of emotions in his portrayal of the larger-than-life general.

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 He is able to showcase the fierce, boisterous, and volatile man the general has
been historically known to be, yet he is also able to flip the coin and show the
passionate, sympathetic, and battle weary softer side of the character. Here’s a
man who rides head first screaming into battle just o rile up his troops’ morale,
but at the same time he is one who can share warm moments and some banter
with his mother. He is an antihero-the Wolverine of the Filipino insurrection.

(5) One prime example of just how dynamic Arcilla’s portrayal can be is
during this one scene involving a chicken vendor. Delivering virtually the
same line of dialogue on two separate moments, Arcilla was able to con-
vey anger bordering on madness at first and compassion nuanced with
frustration soon after. It is truly his performance that propels Heneral
Luna (and, sadly, he is alone).

Reflective Journal Entry

April 7, 2019
Why would I care about what they say about me? What’s the purpose for
it? So that I can be liked by others? I won’t fall for it.
Because when I open my eyes and look around – I know that I am doing
the best I can without hurting or disrespecting anyone. To be able to see
a world as inspiring, peaceful, beautiful as this – whether I am with my
family, with my friends or alone – I know life is good and beautiful. And
only good eyes can do that. Only a good mind. Only a good heart.

So I don’t care what they say about me. This life is good and beautiful.

Activity 1: Similarly Different

From the text that you have read, answer the Venn diagram below by writing at
least 3 similarities and differences between the film review and journal entry. Do
this on an extra piece of paper which you will compile in a portfolio and submit to
your teacher along with this module. Briefly explain your answers

Go over your answers in the activity. What do you think separates a journal entry
from a film review? Which one is an example of an academic text? The next activi-
ties will help you better understand the differences between academic text and
literary text.

I What is New?

This time you have another set of reading selections to read. Understand and an-
alyze each so that you will be able to answer the following questions:
1. In opinion, which of the texts is an academic text?
2. How did you consider it/them an academic text?
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 The Sob Sister’s Story
The dead girl, beautiful and peaceful in death, her scarlet lips slightly parted
as though whispering a caress to her lover, her blue eyes gentle and unques-
tioning as a baby’s, lay in the murderer’s arms like a child who has been
rocked to sleep. Her golden hair falling in profusion about her shoulder all but
concealed the cruel welt of red about her throat. The murderer, clutching is
still burden to him, like a mother holding an infant, appeared dazed. As the
police came in, he rose to meet them, still carrying his precious burden in his
arms. The officers had almost to force him to relinquish her. He could not an-
swer questions- could merely clutch the closer to his breast all that remained
of the girl he loved better than life, and mutter, “ I love her, I love her,” like a
man in a dream. A few hours later when I saw him in the sordid surroundings
of the 10th Precinct Station House, so different from the cozy cottage which
had been the abode of a tragic love, he was still dry-eyed, though his face wore
a ghastly pallor. But when tried to question him, I became aware of terrific
strain under which he suffered, and he showed all signs of a man on the verge
of hysteria. When I tried to draw from him the motive for the pitiful tragedy, he
could only rely, his pale boyish face like a mask: “I killed her, but God didn’t
say a word, a word.”
At last he managed pitifully to say: “I killed her so that she would be mine
alone for always!”

From the Autopsy Surgeon’s Report

Death occurred from the effects of asphyxia, cerebral anemia, and
shock. The victim’s hair was used for the constriction ligature. Local
marks of the ligature were readily discernible: there were some abrasion
and a slight ecchymosis in the skin. But I found no obvious lesion in
the blood vessels of the neck.
Cyanosis of the head was very slight and there were no pronounced
hemorrhages in the galea of the scalp. I should judge that very great
compression was effected almost immediately, with compression of the
arteries as well as of the vein, and that the superior laryngeal nerve was
traumatized in the effect of throwing the victim into profound shock…
The lungs revealed cyanosis, congestion, over aeration, and sub pleural
petechial haemorrhages.

What can you say about the 2 selections? Which one did you understand
easily? Why? To help you better understand the characteristics of the texts
you read, do the next activity.

D What I know?

Activity 2: On the Record

Go over the selections you have read, “Movie Review: Heneral Luna”, “Sob’s Sis-
ter”, and “From the Autopsy Surgeon’s Report”. Fill out the table on the next page
based on your evaluation of the texts given. Do this on a separate piece of paper.

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 Movie From the
Review: Autopsy
Heneral Sob’s Sister Surgeon’s
Luna Report
What is the text all about? (subject/focus)
What is the writer’s goal in writing the text?
(purpose)
Who is the target reader of the text?
(audience)
What is the point of view used in the text?
(first person, second person, third person)
How much does the writer know of the
subject? (writer’s knowledge)
How did the writer organize the text? (style)

Did the writer write in a formal or informal

manner? (tone)
How did the writer choose the words and
organize the sentences? Was the language
formal, informal or casual?

Considering your answers in the activity, can you now identify which is an exam-
ple of an academic text? Why do you say so? What do you think are the character-
istics of an academic text?

D What is in?

Activity 3: Counter Check

Let us see if you can now describe academic text. Considering your answers from
the previous activity try to define and give the features of academic writing.
Do you think the answers you wrote on the blanks are correct? You will find out
in while as you read and understand the discussion about academic writing.

Academic text is
____________________________________________________________________________.
Academic text requires _________________________________________________.
Academic text is different from a creative essay, a business letter, and a legal
documents in terms of ________________________________________________.

D What is it?

Features of Academic Writing

Distinguishing academic writing from non-academic writing is easy when you

know the features of each type of writings. These two usually differs in format,
purpose, and tone.

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Academic writing serves for different purposes, this includes to inform, to per-
suade and to argue. Further, it is also considered a formal mode of writing in-
tended for academic or scholarly type of audience. You may not be aware but
academic writing comes in popular forms like essays, themes, and even re-
search studies. The subjects within academic writing are as limitless since an-
yone could write any subject provided that it is within a scholarly context, and
that the topic, stand, or argument is clearly stated and sustained all through-
out the discussion. Keep in mind that in writing academic text you have to
make sure that you statements are backed up with strong and valid evidenc-
es. The assumption is that your audience or reader is composed of people who
are knowledgeable on the topic you are writing about. Hence, a thorough un-
derstanding of the topic is expected of you as the writer.

Texts are also classifiecd according to the nature of information it contains.

Natural sciences are concerned with natural phenomena and physical varia-
bles while social sciences deal with behavior of individuals and communities.
Mathematics texts deals with numbers and patterns while Humanities are set
of disciplines that attempt to convey human experiences through arts forms
such as literature, visual arts, and music.

Academic writing also follows a certain format which separates it from non-
academic writing. It usually includes an introduction, an overview of the top-
ics discussed within the writing piece, and a conclusion which wraps up any
final thoughts. Further, it is generally written in a third person point of view,
and tends to rely heavily on research, factual experimentation and evidence,
and the opinions of other educated scholars and researchers, rather than on
the opinions of the author.

Finally, the tone differs in academic and non-academic writing. In academic

writing, the tone should be formal and professional. Hence the guidelines

From the discussion above, go back to your answers on Activity 3 about academ-
ic writing. Did you get the correct answers? If not, write the correct information
that will make your answers right. This activity will help you recall the features of
an academic text.

Different Text Structures

Texts have organizational patterns called text structures. Text structure refers
to how the information within a written text is organized. This strategy helps
readers to understand that a text might present a main idea and details; a
cause and then its effects; and/or different views of a topic. Learning to recog-
nize common text structures will help you improve your comprehension skills.

1. Description
This type of text structure features a detailed description of something to give
the reader a mental picture.

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 2. Cause and Effect
This structure presents the causal relationship between an specific event,
idea, or concept and the events, ideas, or concept that follow. The results of
something are explained.
Example: Global warming is the tremendous increase of the global tempera-
tures, which results due to the trapping of heat in the atmosphere.
3. Comparison/Contrast
This type of text examines the similarities and differences between two or
more people, events, concepts, ideas, etc. two or more things are de-
scribed. Their similarities and differences are discussed.

Example: The Technical Vocational Livelihood or TVL Track is designed to pro-

vide students with job-ready skills that they will need in the future while the
Academic Track help students prepare for the subject specialization of the col-
lege course to be taken in the future.

4. Order/Sequence
This text structure gives readers a chronological of events or a list of steps in a
procedure.

Example: Planting cactus and succulents is easy. First, prepare your pot, soil
and plant. Next, put the soil into the pot, then dig a little hole in the middle
and put the plant in it.

5. Problem-Solution
This type of structure sets up a problem or problems, explains the solution,
and then discusses the effects of the solution. a problem is described and a
response or solution is proposed or explained.

Example: Thousand of people have died since this pandemic broke out. What
we can do for now is to stay at home, observe physical distancing, and wash
hands often.

Activity 4: Calling Recall

Now that you know the different text structures, let us check how much you
have learned through the next activity. Read the selection on the next page and
identify the discipline to which the text you have read belongs to. Write also the
signal words or clues that helped you determine each structure. Copy the table
below on a separate piece of paper and compile this on your portfolio.

Discipline:

Text Structure Clue/s

1.
2.
3.
4.

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 Understanding Calories
(1) A calorie, also known as kilocalorie, is a unit of energy. This unit repre-
sents the energy required to heat a kilogram of water on degree Celsius. While
people generally link the term calorie with food, it is a unit of measurement
that can be applied to any substance possessing energy. For instance, there
are 8200 calories in a litter (about one quart) of gasoline.
(2) Calories describe the potential energy in food to maintain bodily functions,
grow or repair tissue, and perform mechanical work such as exercise. Food
calories may take the form of fat, carbohydrates, or proteins. Once consumed,
enzymes act on these nutrients through metabolic processes and break them
into their perspective categories of fatty acids, glucose, and amino acids.
These molecules travel through the blood stream to specific cells where they
are absorbed for immediate use or sent on to the final stage of metabolism
where they release their stored energy through the process of oxidation.
(3) The number of calories burned during an exercise depends on various fac-
tors including body weight and the type of exercise. For example, an individu-
al 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. Nu-
trition has nothing to do with it. It is all about calories.

E What is more?

Activity 5: Beyond Printed Letters

Now that you are familiar with the features of an academic text and the different
text structures, it is time for you to look for any article or write-up from a news-
paper, magazine or even on the internet (legitimate source) discussing any cur-
rent events. Identify the unique features of the article taken. Find out if its fea-
tures conforms to an academic text. Copy the table below in a separate piece of
paper along with a copy of the article you have chosen. Include this activity on

Title/ Writer
Discipline
(Natural Science, Social Science,
Mathematics, Humanities)

Beginning
Ending
Purpose
Audience
Language
Is the article an example of an academic text? How did you say so?
_____________________________________________________________________________
_____________________________________________________________________________

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 E What I can do?

Activity 6: Structured Construction

From the same article you used on Activity 7, identify if any of the following text
structures were included in its content. Show the part/s which utilized any of
these structures by writing it on the appropriate column. Copy this table in a
separate sheet of paper for easy compilation in your portfolio.

Description
Chronological
Sequence
Compare and Contrast
Cause and Effect
Problem-Solution

E What else can I do?

Activity 7: Work on your Worksheets

Directions: Read the passages and
determine what discipline does each belongs to how each is mainly structured.
On an extra sheet of paper, write the specific discipline where each passage be-
longs (Natural Science, Social Science, Mathematics, Humanities) and put the
information from each passage into an appropriate graphic organizer. The fol-
lowing graphic organizers are examples.

1. Market Leaders
Most mobile phones sold today have an operating system that was either de-
signed by Apple or Google. Apple makes the iOS operating system powering their
iPhones and iPads. Google makes the Android operating system that can be
found on many different mobile phones and tablets. Both of these operating sys-
tems allow users to connect to app stores and download applications. To launch
these applications, users press small square buttons that appear on their home
screens. One major difference between these two operating systems is that Apple
makes all of its own hardware. That is to say, the iOS operating system only ap-
pears on products created by Apple. On the other hand, many different manu-
facturers like Samsung, Sony, and LG use the Android operating system. Which
one do you like better: Android or iOS?
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2. Downloading Apps

Getting a new phone is a really cool feeling, but your phone can’t do much with-
out applications. In order to get the most from your new phone, you need to
download apps. To do this you will need a data connection. Some plans allow
you to get data from your phone network. If your plan lets you to do this, you
can connect to web services anywhere that your phone gets a signal. If your plan
does not let you to do this, you will need to connect your device to a Wi-Fi net-
work. Free Wi-Fi can be found at coffee shops, laundry mats, and other public
locations. Once your phone is receiving data, go to the application store on the
device. Use the search or browse functions to find fun, interesting, or useful pro-
grams. Once you have found an application that you want to try, click the but-
ton to download and install it on your device. Not all applications are free, so
make sure that you know how much the app costs before agreeing to download
it. Also, if you are under the age of 18, get your parent’s permission before
downloading anything. You’ll like your new phone so much more once you have
some cool apps.

3. Lost and Found

A mobile phone is lost every second by some estimates. A 2011 survey shows
that about 22% of Americans have lost a mobile phone. When a person loses
their phone, they don’t just lose a device that may have cost as much as $600,
they lose phone numbers, photos, and sensitive information. If the phone isn’t
locked and it gets lost or stolen, someone may use it to commit identity theft.
Perhaps the worst part about this is that it can be prevented. Today’s smart
phones have free applications that allow you to find your lost phone using GPS
signals. Even if you cannot retrieve your phone, you can use these applications
to delete your data so that you are less likely to become a victim of identify theft.
Losing your phone feels horrible, but if you take the time to install a phone-
finding app, you’ll be much better prepared to deal with it.

4. Eyes on the Road

For better or worse, mobile phones are changing the world; however, one place
where phones are definitely making things worse is on the road. Today it is com-
mon for motorists to play with their mobile phones while driving. Drivers may
get bored or impatient while waiting in traffic and use their smart phones to
pass the time by checking sports scores, stock numbers, or news stories. Worse
still, they may engage in text messaging. Some drivers are so used to receiving
and responding to communications immediately that it does not occur to them
to wait until an appropriate time to respond. As soon as they get a message,
these drivers will try to read and respond to it. There are many reasons why peo-
ple use cell phones while driving, but none of them are good reasons.

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5. The Intelligent Telephone

A smart phone is a mobile phone with built-in computer system that can send
emails, view websites, or download applications. The first use of the term smart
phone was in 1997, when Ericson described its GS 88 as a “smart phone.” In
2003 phones got even smarter when Andy Rubin launched the Android mobile
operating system. It would take years for the first Android powered phone to
reach the market, but today over 80% of all mobile phones are powered by An-
droid. Yet, perhaps the biggest development in the history of smart phones oc-
curred in 2007, when the original iPhone was released. The first iPhone didn’t
even have an app store, but it set many of the standards that people have come
to expect from smart phones, like using the phone with just a finger on the
screen rather than with a keypad or stylus. Smart phones have changed the
world and continue to improve. I don’t know where the future will take us, but I
bet that the phones will be cooler.

6. Difficult Decisions
Since I made honor roll every quarter this year, my mom is going to buy me a
new phone for my birthday. I can’t decide whether I want to get an iPhone or a
Galaxy. They are both really cool phones, and they cost about the same, but
they are also different in a lot of ways too, like the Galaxy has a bigger screen.
The iPhone’s screen isn’t small or anything, it’s just not as big as the Galaxy’s.
However, the iPhone connects with my iTunes account. All of my music is al-
ready uploaded to iTunes, so all I have to do is sync my phone and then I can
listen to all of my music. That’d be cool. But if I got the Galaxy, I could use
Google Play to upload my old songs and buy new ones. This would give me a
chance to go through my old music collection. That’d be cool too. I’m not sure
which one I’m going to get but I’m super pumped about it either way. Maybe if
you make honor roll every quarter next year, you can get a new phone too. It’s
worth a shot.

A What I have learned?

Activity 8: Write It

From the discussions and activities done, write a 500-word essay about the sta-
tus of academic writing skills of students. Apply the different text structures to
better communicate your ideas. Include this output on you portfolio.

A What I can achieve?

Activity 9: Write It More

Considering the present situation we are experiencing right now, what proposed
actions/solutions do you have in mind in response to the COVID-19 pandemic
at present. Write a short essay about it considering the following as you write:
* Content * Language and style
* Structure * Mechanics
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 Reflection

On your journal, write your learning, realization and commitment by

completing the phrases below:

My journey through this lesson enabled me to learn _____________________

_______________________________________________________________________.

It made me realize that _________________________________________________

_______________________________________________________________________.
I therefore commit to ___________________________________________________
_______________________________________________________________________.

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