CO QAH + MELC LW

HANDOUT No. 1
Course Outline & Quality
Assured Handouts paired with
MELC-Based Learner's
in ENGLISH FOR ACADEMIC AND
Worksheets PROFESSIONAL PURPOSES

MELCS: The learner differentiates language used in Academic text from various disciplines
Semester:________1ST____________ Week No._______1________ Day:_____1-4_____
Lesson: Reading Academic Text

In your academic journey, you are required to submit written texts – critical essays, reports,
research papers, and more. This lesson will help you gain functional knowledge on the requirements of
writing texts across disciplines. This will enable you to improve your academic writing style and your ability
to read academic texts. This lesson contains tasks that develop your competencies in writing effective
academic texts essential in various fields and for future professions. It is geared towards helping you gain
knowledge, enhance skills in reading and writing an academic text, and develop critical thinking. The
discussion is grounded on the definition of academic text, its essential components, some illuminating
examples, and critical reading strategies to understand the whole text's content better.
u have______________________________________________________________________________________

Topic 1: ACADEMIC TEXT VS NONACADEMIC TEXT

What is an Academic Text?
According to Barrot and Sipacio (2016), Academic text is a formally structured written material that
critically discusses a concept using extensive knowledge and research.

This kind of writing is usually scholarly texts that revolve in concepts, ideas, theories, problems, and
solutions that are related to the specific discipline

Academic Text vs. Nonacademic Text

Academic text can be differentiated from a nonacademic text in terms of five aspects: authorship,
language, citation, duration, and purpose.

Academic Nonacademic
Authorship Experts/Professionals Anyone/experts/non-experts
Inform, Argue, Persuade (with Entertain, inform, persuade, argue
Purpose
evidence) (even without evidence)
Audience Academe/ Scholarly audience Public/non-specified audience
Structure Formal Non-standard/not rigid
Formal, Discipline-specific, Can be formal or informal,
Language
objective freestyle, subjective

Why should we recognize types of academic texts?

- There is a variety of types
- They are meant for different purposes
- They are written and used in different ways
- They have various reliability

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Below are some examples of Academic Texts

ACADEMIC TEXT DESCRIPTION

These texts aim to condense more extensive work to

present only the key ideas precisely. They tell the
ABSTRACT, PRECIS, SUMMARY
audience/reader the gist of what has been read, listened
to, or viewed.

They are specialized forms of writing in which a reviewer

REACTION PAPER, REVIEW, CRITIQUE or reader evaluates any of the following: A scholarly
work, a work of art, designs, graphic designs, etc.

Before submitting a project proposal, proponents are

requested to submit a summary of what the project is all
about, the reasons for conducting the project, and how it
will be carried out. Concept paper provides an overview
CONCEPT PAPER
of the project, and help funding agencies eliminate
proposal that is e likely to be disapproved. Hence, it helps
save time and effort for both the proponents and the
funding agencies.

A Position paper presents the writer's stand or viewpoint

POSITION PAPER on a particular issue. Writings a position paper entails
outlining arguments and proposing a course of action.

It is an academic text ideally done to generate and

RESEARCH PAPER contribute new ideas or perspectives to a given field of
study.

This is an informative report that discusses a book from

an objective stance. This focuses more on a summary of
BOOK REPORT the work. It commonly describes what happened in work.
Focus is primarily on giving an account of the central plot,
character, thesis, and main idea of the work.

To further understand academic text, let us look into its components.

Components of Academic Text

A. Purpose - It is imperative to know that every time an author writes a text, he or she has a goal of
informing or persuading an audience or simply arguing about or expressing an idea. Similarly, when
you read academic text, you must know your purpose early on.
 To become a critical reader, you should learn to recognize your purpose in reading
academic text. Before you read, ask yourself the following questions: Why am I reading
this text? What information or pieces of information do I need? What do I want to learn?

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  Some general purposes for reading an academic text include: to better understand an
existing idea, to get ideas that can support a particular writing assignment, to gain more
knowledge, to identify gaps in existing studies, to connect new ideas to existing ones.

B. Audience - As you consider the purpose of reading and writing an academic text, you should also
keep in mind that a writer of an academic text has an intended audience when he or she writes a
text. Various factors, such as gender, educational attainment, professional background, social
status, and age level, are considered.
 As a writer, your audience is not whoever reads the text or even simply your instructor.
Instead, the audience is the group of people you want to educate or persuade.
 According to Saqueto and Uychoco (2016), knowing the audience for a particular text is
important because it determines the content in writing. The content will vary depending
on the intended audience.
 A reader can tell to whom the text is written based on different factors such as the
vocabulary used, the length of the sentences, the nature of the topic, the depth of the
discussion, and the way the topic is presented.
 For example, the younger the audience, the shorter the texts and the simpler the
vocabulary words. The older the audience, the longer the text, and the more complicated
the vocabulary words. Academic journals cater to a specific discipline. There are
journals or magazines for those in the hospitality industry, for communication specialists,
business people, politicians, academicians, scientists, and soon. These publications
cater to a specific group of people.

C. Language
1. Formal
- This is serious business and a
formal writing style reflects the
importance and sincerity of this
work.   contractions (e.g., it's, you're) Use the full form instead
- If an academic text contains
informal casual language, the
credibility of the writer is
weakened.
2. Objective
- Academics focus on information
and argumentation. In other
words, they establish the facts
by writing about what they have
learned from others and their
research, and how this has led
to new conclusions.
- It is unbiased, based on facts
and evidence, and is not
influenced by personal feelings.
- It, therefore, has fewer words
that refer to the writer or the
reader.
What to avoid:
 conversational or casual language
 colloquial words and expressions, slang, idiomatic
expressions (e.g., stuff, lots of)
 two words verb such as bring up, put off, etc.
What to avoid:
 intensifiers that can tend to exaggerate your writing in
an imprecise, subjective way:
(e.g., awfully, very, really)
 making value judgments through the use of words
(e.g., amazing, dreadful)
 1st/2nd person pronoun
e.g. I, me, my, us, we, our, etc. Use the third
person instead.
First-person: I, we, me, Second person: you
X In my opinion, this is an interesting study
✓ This is an interesting study

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  "You" refer to the reader or people in general
X You can easily forget how different life was 50 years
- This means that the main ago
emphasis should be on the ✓ It is easy to forget how difficult life was 50 years
information that you want to give ago.
and the arguments you want to
make, rather than you.
- It tends to use nouns and
adjectives, rather than verbs
and adverbs
3. Concise What to avoid:
- Conciseness is a matter of using
the fewest words to produce the Crutch words/filler words such as 'definitely'
most meaning. It is often the
excess of words and ideas, not Example: The movie definitely presents a realistic view of
the lack of them, that dilutes the the 21st-century world.
power of your writing.
Revision: The movie presents a realistic view of the 21 st-
century world.

Redundancy/repetition

Example: For each and every book you buy, you will
receive a free bookmark

Revision: For every book purchased, one receives a free

bookmark

Unnecessary uses of "which is" and "that is…"

Example: Katherine hates shopping during the Christmas

season, which is the busiest shopping season of the year.
Revision: Katherine hates shopping during the Christmas
season, the busiest shopping season of the year.

Writing in the negative

Example: If you do not have more than five years of

experience, do not call for an interview if you have not
already spoken to the human resource team.

Revision: Applicants with more than five years of

experience can bypass the human resource team and call
for an interview

Using many punctuations mark

Example: Jonathan didn't like reading;  he thought it was a
waste of time.
Revision: Jonathan rarely reads because he thought it
was a waste of time.

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4. Complex Guidelines:
- Written language is relatively more  Formal written English uses nouns and nominal
complex than spoken language groups (noun-based phrases) more than verbs.
(Biber, 1988; Biber, Johansson,
Leech, Conrad & Finegan, 1999; Example:
Chafe, 1982; Cook, 1997; A: Like all other forms of life, human beings are the
Halliday,1989). product of evolution.
B: Like all other forms of life, human beings are the
- Written texts are lexically dense product of how we have evolved.
compared to spoken language -
they have proportionately more  Lexical density- Written English generally has a much
lexical words than grammatical denser pattern of words. It is more lexically dense. If we
words. define lexical density as the number of content words in a
clause, then written English has a higher lexical density than
- Written texts are shorter and have spoken English (Halliday, 1996, p. 347).
longer, more complex words and
phrases. They have more noun- Example:
based phrases, more Written Text:
nominalizations, and more lexical The government is frightened of the union's reaction
variation. to its move to impose proper behavior on unions.

- Written language is grammatically Spoken version:

more complex than spoken The government is frightened of how the unions
language. It has more subordinate will react if it tries to make them behave properly.
clauses, more "that/to" complement
clauses, more long sequences of
prepositional phrases, more
attributive adjectives, and more
passives than spoken language.

5. Hedged Example of Hedged Language

- In academic writing, it is extremely
important for the researcher to be a. Introductory Words: seem, tend, look like, appear to,
aware that he/she may not always indicate, suggest
be entirely correct in their b. Certain lexical verbs: believe, assume, suggest
conclusions. There is always c. Modal Adverbs: Possibly, perhaps, conceivably
another opinion or there may be d. "That" Clause: It could be that…, It might be suggested
several reasons why the data that…
obtained may not be entirely
reliable. In academic writing, it is Consider the following example:
therefore expected that the writer is "Research proves that drinking a large volume of fizzy
truthful, does not generalize, and drinks containing sugar leads to the development of type II
expresses caution about their diabetes."
claims. This is achieved with the Revision: "Research suggests that high consumption of fizzy
use of hedging devices. drinks containing sugar may contribute to the development of
type II diabetes."
- Hedging is the use of linguistic  In sentence 1, the statement is presented as a proven
devices to express hesitation or fact: that a high volume of sugary fizzy drinks will lead
uncertainty as well as to to type II diabetes. This leaves no room for doubt or
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 demonstrate politeness and criticism or the fact that some people may drink large
indirectness. volumes of fizzy drinks and never develop type II
diabetes.

People use hedged language for

different purposes  In sentence 2, the writer has used 'hedging language'
– 'suggests' and 'may contribute' – to show that while
1. to tone down their statements to there is evidence to link sugary drinks and type II
reduce the risk of opposition and avoids diabetes, this may not be true for every person and
personal accountability for statements. may be proven to be incorrect in the future.
Boosters
2. to conform to the currently accepted You might want to express a measure of certainty or
style of academic writing. conviction in your writing and this is when 'booster' language
can help.
3. to let readers know that writers do
not claim to have the final word on the Some useful booster words and phrases to use in your work
subject. (Expression of lack of are:
certainty). This would also show writers "Clearly" (only use if you are certain, it is clear)
reduce the strength of their claims "There is a strong correlation..."
simply because stronger statements "Results indicate..."
would not be justified by the data or Take the same sentence as used in the previous section:
evidence presented. 1. "Research suggests that high consumption of fizzy drinks
containing sugar may contribute to the development of
4. to enable the author to devise a type II diabetes."
politeness strategy where they can Revision: "Research indicates a clear link between the high
acknowledge that there may be flaws in consumption of a large volume of fizzy drinks containing sugar
their claims. and the development of type II diabetes."

In sentence 1, the writer has used the hedging language

'suggested' and 'may contribute', to show that while there is
evidence to link sugary drinks and type II diabetes this may
not be true for every person and may be proven to be
incorrect in the future.

In the revised sentence, the writer still uses language to allow

for doubt and argument but it is clear that this writer is more
convinced by the research.

CRITICAL READING STRATEGIES

Reading academic texts requires focus and understanding. You have to interact with the text by
questioning its assumptions, responding to its arguments, and connecting it to real-life experiences and
applications. Critical or reflective reading helps you identify the key arguments presented by the author and
analyze concepts presented in the text.
To adopt a critical reading approach, practice the strategies to be employed during each stage of
reading

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Stages of Critical Reading:
Stages of Reading Things to do
 Determine which type of academic text you are reading
 Determine and establish your purpose for reading
 Identify the author's purpose for writing
 Predict or infer the main idea or argument of the text based on
its title
1. Before  Identify your attitude towards the author and the text
reading  State what you already know and what you want to learn about
the topic
 Determine the target audience/intended audience
 Check the publication date for relevance.
 Use a concept map or a graphic organizer to note your existing
ideas and knowledge on the topic
Annotating a text - can help you determine essential ideas or information,
main ideas or arguments, and new information or ideas. Here are some ways
to annotate a text:
 Write brief notes on the margin
 Write questions on information that you find confusing
 Write the limitations of the author's arguments
 Comment on the author's biases
 Use a concept map or any graphic organizer to note down the
ideas being explained
2. During  Underline/encircle important words, phrases, sentences
reading  Mark or highlight relevant/essential parts of the text
 Create a bank of unfamiliar or technical words to be defined
later
 Use context clues to define unfamiliar or technical words
 Determine the main idea of the text
 Identify the evidence or supporting arguments presented by the
author and check their validity and relevance
 Identify the findings and note the appropriateness of the method
used.
 Reflect on what you learned
 React on some parts of the text through writing
3. After reading  Discuss some parts with your teacher/classmates
 Link the main idea of the text to what you already know

OTHER CRITICAL READING STRATEGIES

Employing critical reading strategies will sharpen both your reading and your writing skills. Most of
your writing assignments—from brief response papers to in-depth research projects—will depend on your
understanding of course reading assignments or related readings you do on your own. And it is difficult, if
not impossible, to write effectively about a text that you have not understood. Even when you do
understand the reading, it can be hard to write about it if you do not feel personally engaged with the ideas
discussed

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KWL METHOD
- The KWL method guides you in reading and understanding a text. To apply the KWL
method, simply make a table with three columns. In the first column, write what you
know about the topic (K); in the second, list down what you want to learn (W); and in
the last column, write down what you learned (L).

Below is a sample KWL chart using an article that focuses on language and gender.
K W L
What I Know What I Want to Learn What I
Have Learned
 There is a connection  Are women more  Women are reported to speak
between language talkative than men? 20,000 words a day while men
and gender  What accounts for the speak an average of 7,000 words
 Women and men are difference in the  Foxp2 protein is one of the genes
on different levels of frequency of associated with language
talkativeness language use  It was shown that women have
between men and higher levels of this protein than
women? men

SQ3R METHOD
- The SQ3R method stands for Survey (or Skim), Question, 3R – Read, Recite/Recall,
Review

STAGE GUIDELINES
 Skim the target text
 Check the headings and tables, diagrams, or figures presented in the
text
Survey
 Read the first few and last sentences of the text to determine key
information
 Get a feel of the text
 Annotate the headings with your questions
Question  Develop questions on the types of information you expect from the text

 Look for answers to your questions as you read the text
 Stop and slow down if the passage is not clear
Read
 Make sure to proceed reading only when you already understand the
previous texts
 Recount the main points of the text
 Recall by writing a summary or synthesis based on what you
Recite
understand of the text
 Highlight or underline the important points you read
 After finishing the text, go back and re-read the questions you wrote
and see if you can answer them; if not, refresh your memory
Review
 Evaluate what you learned to ensure that you are convinced and
satisfied with the information presented in the text

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Reflect on the learning that you gained after taking this lesson by completing the chart below.

What were your

misconceptions about the
topic before taking up this
lesson?
In terms of skills, content, and
attitude, what new or
additional learning have you
had after taking up this
lesson?

Why are critical reading

strategies needed in reading
an academic text?

Reference/s:
Barrot, J., & Sipacio, P. J. (2016). English for academic and professional
purposes (p.4). Quezon City, Philippines: C & E Publishing, Inc.
Mondez, R.G. (2016). English for Academic and Professional Purposes (p.19).
Makati City, Philippines: Diwa Learning System, Inc.
Saqueton, G. M. & Uychoco, M. T. (2016). Academic Text. In English for
Academic and Professional Purposes. (p. 10). Manila, Philippines: Rex Book Store

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 CO QAH + MELC LW LEARNING ACTIVITY SHEET No. 01
in ENGLISH FOR ACADEMIC AND
Course Outline & Quality
Assured Handouts paired with
PROFESSIONAL PURPOSES
MELC-Based Learner's
Worksheets Quarter _____
01 Week ______
01

Name: ____________________________________ Grade and Section: __________________________

Teacher: __________________________________ Date of Submission: _________________________

MELCS: The learner differentiates language used in Academic text from various disciplines
Lesson: Reading Academic Text
References: (refer to handout no. 1)

I. Read the following text excerpts. After each text excerpt is read, determine whether it is an excerpt from
an academic text or an excerpt from a nonacademic text. On the space provided before the text, write AT if
it is from an academic text and write NAT if otherwise.

______Excerpt 1 Given that the influence of mobile technologies on tweeting patterns has been
understudied, the researchers sought to bridge this gap by examining whether tweets from mobile and
web-based sources differ significantly in their linguistic styles.

______Excerpt 2 This study examines the viewpoints of Macau and Singapore residents on the
development of casino gambling and the social, economic, and environmental impacts that are thought to
arise.

______Excerpt 3 Using celebrities in advertising dates back to the late nineteenth century, and this
common advertising practice has drawn a considerable amount of academic and practical attention. Most
academic investigations of celebrity endorsement have been contextualized in the realm of source
credibility and attractiveness model, and suggest that celebrities exert their influence on consumers
through perceptive attributes such as expertise, trustworthiness, attractiveness, familiarity, and likability
(Ohanina 1990, 1991)

______Excerpt 4 In the evenings, I would lie in bed, listening to the music from the cocktail lounge
downstairs, and to the quick footsteps muffled by the carpet n the hall, imagining the dancing and laughter,
and wishing I were group up and part of it all

______Excerpt 5 In High School, I discovered the perilous thrill of chasing after girls. Going to soirees,
meeting them, getting their phone numbers, calling them up – how crazy it all was, to daydream an entire
afternoon away, my books on the living room coffee table, my head in the clouds. The studying could go to
hell as my mind floated in its hormone-induced bliss. It was a heady time, reveling in the rush of taking
risks, then wallowing in the crushing despair of rejection.

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II. Choose two academic texts from various disciplines such as Science, Business, Humanities, etc., from
any of your other classes such as texts from Practical Research, Philippine Politics and Governance,
Reading and Writing etc., or from the internet. (Keep in mind that you may need to spread the reading over
more than one day/session, especially if the text is long. Then, do the following:

1. Read the text with your purpose in mind. Choose one from the following purposes. Mark (/) on the
space provided before the choices.
to locate the main idea/key theme or argument
to scan for information
to identify the gaps in the existing studies
to connect the new idea to the existing studies
to gain more pieces of information
to get ideas that can support a particular writing assignment
to understand deeply the existing idea
Others

2. Determine the intended audience of this text. To whom did the writer intend this text for?
3. Write in details the differences between two texts in terms of language used. Check the
characteristics of the text such as formality, objectivity, hedged language, conciseness, and complexity.
Write your answer on the space provided below

Example of academic texts: Research manuscript, Academic Essays, Reaction Paper

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Prepared by:

KRESTA YSOBELLE C. GANTUANGCO – SHST II

RAYMOND P. COBOCOB – SHST II

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