Name: Ermino, Andre Jose A.

Date: March 12, 2022 Rating/Score: _

NATURE & STRUCTURE OF ACADEMIC TEXTS

This Learning Activity Sheet (LAS) will assess your knowledge about the nature and
structure of academic texts. Follow the instructions stated in each part accordingly and write
your answers legibly.
Part 1: Academic or Non-Academic?

A. Directions: Study the pool of words below then place them under the column to
which they belong.

Letters to editors Digital Media Translations

Abstract Magazines Conference Papers

Book Reports Research Articles

Memos Academic Journal

ACADEMIC TEXTS NON-ACADEMIC TEXTS

Letters to editors Translations Digital Media

Abstract Conference Papers Magazines
Book Reports Research Articles
Memos Academic Journal

B. Directions: Determine whether the language used in each passage is ACADEMIC

or NON-ACADEMIC. Write AT if is an Academic Text and NAT if it is not.

Item Academic/Non- Passage

academic
Non-academic Hold on to dreams
1 for they are fleeting
like moonbeams in spring
Academic As it is evident, a consumer goes through a set of stages
that determine a final buying decision and the first step is
2 the identification of a need, which is a catalyst that creates
a decision for a purchase of a good or service.

3 Academic This research was conceptualized to analyze the typical

Specific Week: Weeks 1 and 2

Target Competency: Differentiates language used in academic texts from various disciplines
Uses knowledge of text structure to glean the information he/she needs
Uses various techniques in summarizing a variety of academic texts
Note to the Teacher: This Learning Activity Sheet (LAS) was designed to assess learners’
understanding of the concept and therefore should be given subsequently from your discussion.
(This is a Government Property. Not For Sale.)
 situation of a household with the head of the family
working overseas. Results revealed that the benefits of
having the head of the family work abroad exceeds the
disadvantages that the respondents experienced with the
set-up.
Academic The bottom line is that the youth will inherit the world and it
4 is our duty to our predecessors to allow the youth to have
a say of what kind of world they would like to live in.
Academic The link for the product evaluation form will be sent to you
by the end of this week. Please take a couple of minutes
5 to answer the form based on your personal assessment of
our product. Should you have questions, please contact
Mr. Eron Manuel, our brand coordinator.

C. Directions: A. Read the academic text below then complete the questions that
follow to identify the text’s subject, purpose, audience, language, perspective

The historical events that change a generation are the most interesting because both the
event and reaction have separate consequences. Such events and reactions are why both
Strauss-Howe and Mannheim’s generational theories must be used simultaneously.
Furthermore, the influences on the Millennial Generation were magnified because
millennials were able to see what many generations did not see: photographs and footage,
in vast quantity. While the GI Generation read about Pearl Harbor in newspapers and
listened to commentators on the radio and the Baby Boomers watched day old footage of
the Vietnam War, the Millennial Generation watched the second plane hit the South Tower
of the World Trade Center on live television. Millennials also saw how other generations
reacted to events and millennials learned from them. Millennials did not learn what to do,
but they learned
what not to do
--A Unified Theory of Generational Change: Explaining the Millennials
http://www.inquiriesjournal.com/articles/878/2/how-to-explain-the-millennial-generation-understand-the-context

1. What is the topic discussed in the journal article?

2. What is the purpose of the academic text?
3. Who is its intended audience?
4. What characteristics of academic texts are manifested in the abstract? Justify your
answers.

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Part 2: Understanding text structures

Specific Week: Weeks 1 and 2

Target Competency: Differentiates language used in academic texts from various disciplines
Uses knowledge of text structure to glean the information he/she needs
Uses various techniques in summarizing a variety of academic texts
Note to the Teacher: This Learning Activity Sheet (LAS) was designed to assess learners’
understanding of the concept and therefore should be given subsequently from your discussion.
(This is a Government Property. Not For Sale.)
A. Directions: Write a paragraph using the ideas in each graphic organizer. Be sure to follow
the indicated text structure per item. Note: Use the appropriate signal words.
Text structure: Chronological
Topic: Developing good communication skills

Make eye Take time to

Body respond
contact language is
important
Know whoLearn how to
you arelisten
talking to

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B. Directions: Read the article below then complete the diagram that follows to determine the
cause and effect relationship presented in the text.
COVID-19 vaccination will help keep you from getting COVID-19
 All COVID-19 vaccines that are in development are being carefully evaluated in clinical trials
and will be authorized or approved only if they make it substantially less likely you’ll get
COVID-19. Learn more about how federal partners are ensuring COVID-19 vaccines work.
 Based on what we know about vaccines for other diseases and early data from clinical trials,
experts believe that getting a COVID-19 vaccine may also help keep you from getting
seriously ill even if you do get COVID-19.
 Getting vaccinated yourself may also protect people around you, particularly people at
increased risk for severe illness from COVID-19.

Specific Week: Weeks 1 and 2

Target Competency: Differentiates language used in academic texts from various disciplines
Uses knowledge of text structure to glean the information he/she needs
Uses various techniques in summarizing a variety of academic texts
Note to the Teacher: This Learning Activity Sheet (LAS) was designed to assess learners’
understanding of the concept and therefore should be given subsequently from your discussion.
(This is a Government Property. Not For Sale.)
COVID-19 vaccination is a safer way to help build protection
 COVID-19 can have serious, life-threatening complications, and there is no way to know how
COVID-19 will affect you. And if you get sick, you could spread the disease to friends, family,
and others around you.
 Clinical trials of all vaccines must first show they are safe and effective before any vaccine
can be authorized or approved for use, including COVID-19 vaccines. The known and
potential benefits of a COVID-19 vaccine must outweigh the known and potential risks of the
vaccine for use under what is known as an Emergency Use Authorization (EUA). Watch a
video on what an EUA is.
 Getting COVID-19 may offer some natural protection, known as immunity. Current evidence
suggests that reinfection with the virus that causes COVID-19 is uncommon in the 90 days
after initial infection. However, experts don’t know for sure how long this protection lasts, and
the risk of severe illness and death from COVID-19 far outweighs any benefits of natural
immunity. COVID-19 vaccination will help protect you by creating an antibody (immune
system) response without having to experience sickness.
COVID-19 vaccination will be an important tool to help stop the pandemic
 Wearing masks and social distancing help reduce your chance of being exposed to the virus
or spreading it to others, but these measures are not enough. Vaccines will work with your
immune system so it will be ready to fight the virus if you are exposed.
 The combination of getting vaccinated and following CDC’s recommendations to protect
yourself and others will offer the best protection from COVID-19.
 Stopping a pandemic requires using all the tools we have available. As experts learn more
about how COVID-19 vaccination may help reduce spread of the disease in communities,
CDC will continue to update the recommendations to protect communities using the latest
science.

Source: https://www.cdc.gov/coronavirus/2019-ncov/vaccines/vaccine-benefits.html

*Note: you may expand the diagram below based on the number of effects indicated in the text.

CAUSE EFFECT

References:
https://blog.thepensters.com/research-article-example/
http://www.inquiriesjournal.com/articles/878/2/how-to-explain-the-millennial-generation-understand-the-context

Specific Week: Weeks 1 and 2

Target Competency: Differentiates language used in academic texts from various disciplines
Uses knowledge of text structure to glean the information he/she needs
Uses various techniques in summarizing a variety of academic texts
Note to the Teacher: This Learning Activity Sheet (LAS) was designed to assess learners’
understanding of the concept and therefore should be given subsequently from your discussion.
(This is a Government Property. Not For Sale.)
https://www.cdc.gov/coronavirus/2019-ncov/vaccines/vaccine-benefits.html

Specific Week: Weeks 1 and 2

Target Competency: Differentiates language used in academic texts from various disciplines
Uses knowledge of text structure to glean the information he/she needs
Uses various techniques in summarizing a variety of academic texts
Note to the Teacher: This Learning Activity Sheet (LAS) was designed to assess learners’
understanding of the concept and therefore should be given subsequently from your discussion.
(This is a Government Property. Not For Sale.)