Republic of the Philippines

Department of Education
Region V (Bicol)
Division of Catanduanes
BAGAMANOC RURAL DEVELOPMENT HIGH SCHOOL
Bagamanoc, Catanduanes

Name: Catherine Bonifacio__ Date: _________

Year & Section: 12- PIETY___ Score: ________

1st Summative Examination in English for Academic and Professional Purposes

(EAPP)
Grade 12
I. Directions: Write TRUE in the blank space provided before each number if the
statement is correct and if not, underline the word/phase that made it incorrect and
write the connect answer on the space provided.
NOTE: Write your accomplished answers on this provided paper.
TRUE 1. The basic structure that is used by an academic text is consist of three (3) parts
introduction, body, and conclusion which is formal and logical.

TRUE 2. In an academic text it is important to use ambiguous language. Clear topic

sentences enable a reader to follow your line of thinking without difficulty.

FALSE 3. Mood refers to the attitude conveyed in a piece of writing. The arguments of others
are fairly presented and with an appropriate narrative tone.

FALSE 4. Academic language is the set of vocabulary that allows us to communicate with
others in the context of regular daily conversations.

TRUE 5. Explicit is one of the features of Academic text that refers to the responsibility of
the writer in English to make it clear to the reader how the various parts of the text are
related.

TRUE 6. An academic text must be formal. It should not should not sound conversational or
casual. Colloquial, idiomatic, slang or journalistic expressions should particularly be avoided.

FALSE 7. Students who master the literary language are more likely to be successful in
academic and professional settings.

TRUE 8. Use precise and accurate words while avoiding jargon is one of the six factors to
consider in writing academic text.

TRUE 9. In making an academic text, the author’s ways of organizing information in known
as text structure.

TRUE 10. There are six commonly used text structures these are: Narrative,
Chronological/Sequence, Cause & Effect, Problem-Solution, Compare & Contrast, and
Descriptive.
 Republic of the Philippines
Department of Education
Region V (Bicol)
Division of Catanduanes
BAGAMANOC RURAL DEVELOPMENT HIGH SCHOOL
Bagamanoc, Catanduanes

II. Directions: Rewrite the paragraph below to make its language sound more academic.
Take into consideration the kind of language required for research writing.
NOTE: Use the space provided to write your answer. (30 points)

The rice storage that recently affected a number of countries in the Asian region showed how
unpredictable nature can be if we continue being apathetic about improving rice production. Call it
the calm before the storm, we see now a lot of people queuing for a bag or two of NFA rice.
Worse, for some, observing a full square meal a day is no longer possible. This leads us to reflect
on how we can help to counter this strongly felt problem. At restaurant, we see a lot of leftover
serving of rice knowing that hungry tummies in resettlement areas exist. On my way to school, I
witness families sheltered in shanties at the town pulling through lunch with mere kropek and
noodles at hand. Along the area, I see youngsters satisfying themselves with least modest
skewers sold by hawkers. Yet, at the square canteen, I see the tradeoff – students disregarding
the value of rice serving and modest viands where left on the table just that.

Answer:
Recently, a number of Asian countries have been affected by rice shortages. It
shows how unpredictable the situation can be if we continue to be insensitive to improving
rice production. There were a lot of people waiting in line for a bag or two of National Food
Authority (NFA) rice. A full square meal every day is no longer possible, which exacerbates
the situation. This prompted us to consider how we might contribute to addressing this
serious issue.

There are a lot of leftover servings of rice at restaurants, knowing that there are
hungry tummies in the resettlement area. On my way to school, I see families sheltered in
town shanties squeezing through lunch with only kropek and noodles. Along the area, I see
young people filling their bellies with the most basic skewers sold by hawkers. However, at
the square canteen, students disregard the value of rice servings and modest appetizers,
where plates are left on the table.

Prepared by:

MIKAELA T. RIMA
Subject Teacher