ENGLISH FOR

ACADEMIC
AND
PROFESSIONAL
PURPOSES

Quarter 1- Week 1-Module 1

Lesson 1: Language in Academic Text

Most Essential Learning Competency:

Differentiates language used in academic
texts from various disciplines
(CS_EN11/12A-EAPP-Ia-c_2)
HOW TO USE THIS MODULE
Before you start answering the module, I want you to set aside other tasks that will distract you while enjoying th
Follow carefully all the contents and instructions indicated in every page of this module.
Write on your notebook or any writing pad the concepts about the lessons. Writing enhances learning, which is
Perform all the provided activities in the module.
Let your facilitator/guardian assess your answers.
Analyze conceptually the posttest and apply what you have learned.
Enjoy studying!

PARTS OF THE MODULE

 Expectations - These are what you will be able to know

after completing the lessons in the module.
 Pre-Test - This will measure your prior knowledge and the
concepts to be mastered throughout the lesson.
 Looking Back - This section will measure what learnings
and skills that you understand from the previous lesson.
 Brief Introduction- This section will give you an overview
of the lesson.
 Activities - These are activities designed to develop critical
thinking and other competencies. This can be done with or
without a partner depending on the nature of the activity.
 Remember - This section summarizes the concepts and
applications of the lessons.
 Checking Your Understanding - It will verify how you
learned from the lesson.
 Post-Test - This will measure how much you have learned
from the entire module
 Lesson

1 Language in Academic Text

EXPECTATIONS
In this module, you will have to differentiate the language used in academic text
from various disciplines.

Specifically, this module will help you to:

 define what an academic language is;
 identify the characteristics of an academic language; and
 use academic language in academic writing.

Let us start your journey in learning more about the Language Used in Academic Text
from Various Disciplines. I am sure you are ready and excited to answer the Pretest. Smile
and cheer up!

PRETEST
I. Directions: Read the statements carefully. Write True if the statement is correct or False
if wrong in the blanks provided.
1. Jargons are the specific terms used in a particular course or field.
2. The words such as “haven’t”, “you’re” and “could’ve” are examples of acronyms.
3. The colloquial words are the denotative words found in the dictionary.
4. Hedges are used to express absolute certainty of a stance.
5. Grammar is one of the elements that need to be properly observed in an academic
writing.

II. Directions: Analyze the sentences carefully. Replace the italicized two- word verb in
each sentence with a single-word verb from the choices. Write the correct answers in the
blanks.
produces conducted raised eliminate tolerate
refuses produces creates established increased

1. Mothers cut down spending on grocery items.

2. Scientists come up with a good solution to the problem
3. Teachers brought up some issues on cheating during
examinations.
4. Private schools nowadays get rid of tuition fee hike.
5. The team leader turns down the first project proposal
because of its inconvenience for the members.

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Great! You finished answering the questions. You may request your facilitator to check your
work. Congratulations and keep on learning!

BRIEF INTRODUCTION
Teachers play a very important role in helping and assisting students express their
views, sentiments, thinking by merely developing academic language in them. Teachers
always want the students to use language to convey understanding in school. Learning
academic language is vital because students who master it are more likely to be successful
in academic and professional setting.
Academic writing is a challenging but satisfying activity. It needs great preparations.
One of the necessary preparations is on language use. Academic writing requires academic
language. Language use is a qualifying component of a text to be categorized as an
academic text.
Several definitions and explanations can be given to academic language which is
considered a formal way to present words on a certain field. In general, Academic
language or text is used in classroom setting
– in textbooks, teacher-made tests and other forms of academic disciplines.
Moreover, it includes variety of formal language skills such as vocabulary,
grammar, punctuation, syntax and the likes. These allow students to acquire knowledge
and academic skills needed to do the work of schools.
In other words, academic language can always be associated with academic
disciplines such as discourse features, grammatical constructions across different
language domains.
Distinctive Attributes of Academic Language

A. Formality – Generally, academic writing is formal where the following should be

avoided:
*Colloquial words and expressions and idiomatic expressions
*Abbreviated words such as can’t, doesn’t, shouldn’t and others
*Two-word verbs such as put off, bring up
*Expanded terms over their abbreviated equivalents such as “as soon as possible”
instead of ASAP
B. Precision – In academic writing, facts, figures, graphs, illustrations are given
precisely. The exactness and accuracy of the data presented are visible. Writer is
advised not to use “several workers” when he/she can use “10 million workers”.
C. Explicitness – The writer makes sure that the various parts of the text are related to
one another, free from obscurity and easy to understand.
D. Accuracy – Academic writing uses vocabulary and statistics accurately that conform to
the correct value or standard. A writer chooses the appropriate word; let us say “meeting,
assembly, gathering, and conference”.
E. Hedging – Writer makes decisions about his/her stance on a particular subject. The
strength of the claims must be considered. He/She also uses cautious language.
Language used in Hedging
*Introductory Verbs**Certain Lexical Verbs**Certain Modal Verbs*
seem, be sure believe will, must
tend, indicate assume would, may
look like suggest might, could
appear to be
think
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 believe
doubt

*Adverbs of Frequency* *Modal Nouns* *That Clauses*

often assumption It could be the case that
sometimes possibility It might be suggested that
usually probability There is every hope that
*Modal Adverbs* *Modal Adjectives* *Phrases*
Certainly certain on the whole
Definitely definite more or less
Clearly clear
Probably probable
Possibly possible
perhaps
conceivably
F. Responsibility – Writer must be responsible for demonstrating and understanding of
any source text used. All evidences and justifications are provided to support the
claims.
Moreover, the writer has to paraphrase and summarize the read academic text and
acknowledge the source of ideas and information through proper citations.
G. Organization – Academic writing is well-organized where the ideas are presented in
a logical manner.

Note: You can perform the following activities through collaborating with a partner. You can
first answer the activities individually then just communicate your results after.

ACTIVITIES
Activity 1
Directions: Study the given example. Then, rewrite each sentence by choosing the
correct hedging language from the given chart. Use the provided spaces for your
sentences.
on the whole possible (adj) more or less (phr) likely (adj)
(phr)
appear to be (v) indicates (verb) tend to (v) sometimes (adv)

Example:
People aged under 25 use the internet more frequently than older people.
Is that true for all younger/older people?
Answer: Typically, people aged under 25 tend to use the internet more

1. Despite a number of minor issues and problems, the strategy used in solving them
was very effective.
If these were issues and problems, was it completely effectively?
Answer:

2. The most critically endangered animals in the whole world are the eagle and
freshwater crocodile cause by illegal hunting and logging.
I don’t think the idea has proven 100% .
Answer:

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3. Solar power offers a solution to producing clean, cheap energy in developing countries.
Is it certain to work in all contexts? Isn’t it quite expensive to set up?
Answer:

4. The study shows that engaging students in writing research papers makes them critical
thinkers despite the hurdles.
This is only one study – can we say that it clearly proves the link? Is it true to all?
Answer:

Activity 2
Directions: Study the given sentences. Then, underline the colloquial words or expressions
in each sentence. Then, write their equivalent academic words in the blanks
1. With the growing number of covid 19 related issues, a lot of people are becoming
afraid that they might be infected.
2. It is a bit improper to post your sentiments online especially on facebook.

3. Scientists and experts determined that a lot of vaccine ingredients to fight covid 19 come
from America.
4. Teachers say that a lot of incoming senior high school students are interested in the DepEd’s
blended learning as one of the many learning modalities amid the pandemic.
5. Some students conduct an experiment on effectively enhancing muscle build up.

REMEMBER
►Students who are proficient in academic language are equipped to acquire new
knowledge and skills needed in the classroom setting.
► Teachers are significant in developing understanding and critical thinking skills among
students. Moreover, they play an important role in leading the students to attain academic
progress and eventually to become successful in the chosen field.
► Academic language is a formal way of presenting ideas and information through words. It
is also associated to the oral, written, auditory and visual language proficiency required to
learn effectively in schools.
► It is vital to a learner to develop skills in vocabulary, grammar punctuation, syntax and the
likes.
► The seven (7) distinctive attributes of academic language include the following: Formality,
Precision, Explicitness, Accuracy, Hedging, Responsibility, and Organization. Each attribute
has a unique set of rules to consider in to come up with a good academic writing that should
be clear and concise in order to communicate its content in the best way possible.

CHECKING YOUR UNDERSTANDING

Directions: In this part, you need to apply your knowledge on what academic language is.
Rewrite the given sentences by observing the characteristics of an academic language. Use
the spaces provided for your answers.
1. Parenting is a 24/7 job.

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2. The cookery class is cooking up something big and elegant.

3. The task on writing a book can’t be done successfully if you don’t burn the midnight
oil.

4. The viewers had this feeling of excitement after watching the romcom Thai movie.

5. The employees are asked to report for work ASAP.

POST TEST

I. Directions: Choose the correct term in the box that will complete the thought of each
sentence.
abbreviation claims evidences logical ideas
formal standard statistics illustrations value
1. Academic writing is formal where words should be
avoided such as doesn’t, couldn’t, and others.
2. In Academic writing, information such as facts, figures, graphs and
are given precisely.
3. Academic writing uses vocabulary and that conform to the
correct value or standard.
4. All evidences and justifications are provided to support the .
5. Academic writing is organized where the are presented on a
logical manner.

II. Directions: Analyze the sentences carefully. Replace the italicized two- word verb in
each sentence with a single-word verb from the choices. Write the correct answers in the
blanks.
refuses create tolerate eliminate reduced
raised produces conducted established increased

1. The vaccine ingredients for covid 19 give off a foul odor.

2. Some experts carried out a research about the origin of
covid 19.
3. Employees did not put up with the expectation of the company.
4. Inter Agency Task Force set up new rules on the new normal.
5. Oil price has gone up.

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 REFLECTIVE LEARNING SHEET

Name: Grade & Section:

Language in Academic Text

REFLECTIVE LEARNING SHEET No. 1

Directions: Reflect on what you have learned after taking up this lesson by completing the
chart below.

I thought…
What were your thoughts or ideas
about language in academic text
prior to the discussion of this
lesson?

I learned

What new or additional ideas did

you learn after taking up this
lesson?

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REFERENCES
Valdez, Paolo Niňo M. (2016). English for the Globalized Classroom Series English for
Academic and Professional Purposes. Quezon City, Philippines. Phoenix
Publishing House Inc.

https://elt.oup.com/student/academicvocabulary/li/sectionO
Retrieved June 21, 2020

http://www.uefap.com/writing/feature/featfram.html
Retrieved June 18, 2020

https://www.google.com/search?q=rubrics+essay+writing
Retrieved June 23, 2020

Acknowledgements Writer: Ferrnando B. Halili, MT II

Editor: Ross Marie Ann B. Gomez, MT II
Reviewer: Vicente M. Victorio Jr., Education Program Supervisor
Management Team: Maria Magdalena M. Lim, CESO V, Schools Division Superintendent-Manila
Aida H. Rondilla, CID Chief
Lucky S. Carpio, Division EPS in Charge of LRMS and Division ADM Coordinator

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