English for Academic Purposes

(Modular Learning Material)

Name: Grade &

Strand:
REQUIREMENTS FOR EAP:

You should have a notebook for EAP, where you will write all the other written activities
which you need to accomplish for EAP. At the end of each module, your teacher shall collect your
notebook and give you a grade based on the completeness, neatness, quality of your work, and
other special requirements that you agree on in the beginning of the semester.

On the cover, write the subject title: ENGLISH FOR ACADEMIC PURPOSES in the middle
and put your name: (LAST NAME, FIRST NAME, MI.) on the lower left and your Grade & Strand
below your name.

Example:

ENGLISH
FOR
ACADEMIC PURPOSES

SONG, JOONG, K.
11 GAS

Introduction

EAP – English for Academic Purposes – refers to the language and associated practices
that people need in order to undertake study or work in English medium higher education. The
objective of an EAP course, then, is to help these people learn some of the linguistic and cultural
– mainly institutional and disciplinary – practices involved in studying or working through the
medium of English.

It is goal-oriented, thus, learners are not learning the English language for the sake of it,
but because they need, or will need, to use English in their professional or academic lives.
 CHAPTER 1 MODULE 1: NATURE OF ACADEMIC TEXT

How many times have you been asked to write about your summer vacation or your
Christmas vacation? How many times have you been assigned to do a book review or a reaction
paper? Maybe, at some point, you were also asked to write poems, skits, letters, etc. You have
had different writing assignments. But have you really pondered on the differences of the various
writing assignments that you have done? Would you know the difference between an academic
essay and a personal narrative? Can you distinguish a news report from an editorial? You will
know the answers to these questions in this module.

At the end of this module, you are expected to:

1. Differentiate language used in academic texts from various disciplines; and

2. Use knowledge of text structure to glean the information from text.

LESSON 1: ACADEMIC WRITING

Academic Writing is the process of
breaking down ideas and using deductive
What is Academic Writing?
reasoning, formal voice and third-person
point-of-view. It's what your thinking and
what evidence has contributed to that
thinking.

Academic Writing VS. Non-Academic Writing

ACADEMIC WRITING NON-ACADEMIC WRITING

Definition It is a formal and impersonal style of
Non-academic writing is an informal
writing that is intended for a scholarly
and often subjective style of writing that
or academic audience aims the mass public
Audience Academia Mass public
Purpose Inform the readers with solid Inform entertain or persuade the
evidence readers
Style Precise, semi-formal, impersonal, Personal, impressionistic, emotional,
and objective. or subjective
Structure Standard structure No rigid structure
Language Formal language avoids
Informal and casual language, may
colloquialism (informal expressions)
contain colloquialism
Citations and Contains citations and references Often do not contain citations and
Reference references
Examples Research papers, dissertations, Magazine articles, personal journal
scholarly articles, textbooks, entries, reader-response writing,
conference paper, reviews, essays, memoirs, any kind of autobiographical
etc. writing, letters, e-mails, and text
messages, etc.
Areas in Academic Writing:

• Content - clarity of the purpose and statement, relevance of the supporting points to the
statement, knowledge on the subject matter.
• Structure - coherence and logical sequences of ideas
• Language - word choice, sentence constructions
• Mechanics - grammar, punctuations, capitalizations, formatting documentation

Structure of Academic Texts

An important feature of academic texts is that they are organized in a specific way; they
have a clear structure. This structure makes it easier for your reader to navigate your text and in
that way understand the material better, but it also makes it easier for you to organize your
material. The structure should be clear on all levels of the academic text: the entire text, each
section, every paragraph, and even sentences.

1. IMRAD (Introduction, Methods and materials, Results, and Discussion)

Most academic texts in the sciences adhere to the model called IMRAD, which is an
acronym for Introduction, Methods and materials, Results, and Discussion. The model should
however be complemented with sections for aims and research questions, as these make up the
very backbone of the academic text. They often appear towards the end of the introduction, but
sometimes after a separate heading.
An overview of what should be included in each of the sections of the academic text, as
well as advice on how you can make the text coherent and how to structure your text will be shown
on the next page.
Aim
The aim determines the entire academic text and the content in all its parts. The aim
captures what you intend to achieve with your study. One example could be that the aim was “to
investigate how effective nursing interventions are for smoking cessation”. It is crucial that the aim
is the exact same in every part of the academic text. The title should highlight the same aspects
as the explicit aim, and all the subsequent parts should have the same focus.

Research questions
The aim is often rather general, and may have to be narrowed down with research
questions. Research questions are, in other words, specific questions that will enable you to reach
your aim.
For the example above, the research questions could be “What nursing interventions
exist?” and “How many patients are still smoke free after one year?”. Remember that there must
be a clear link between your aim and your research questions, but they should not be identical.
Only ask questions that will help you to fulfill your aim.
If you have several research questions, you should consider the order of these. Is there
a logical order, so that some questions may only be understood after having read others? Are
some questions more important than others? Place the research questions in an order that makes
sense to you and then keep to the order in the rest of your thesis. Your aim and your thesis must
be delimited and narrow, as we can only research a small part of the world in our studies. That is
the reason that the parts that concern what we have done in our study – methods and results –
are narrow in the IMRAD model.
 Introduction
In order to make our
narrow research interesting
to others we must however
place it in a larger context.

Methods And Materials

In the methods
section you should show your
reader exactly how you have
conducted your research,
that is, what you have done to
be able to fulfill your aim and
answer your research
questions.

Results
In the results section
you should account for your
results in an objective
manner, without interpreting
them (that you do in the
discussion part).

Discussion
The discussion part is
the part in which you interpret
your results, and it is also the
part that takes longest to
write.

2. Three-Part Essay Structure (Introduction, Body, Conclusion)

• The reader is introduced to the topic that will be discussed and to the argument that will
be presented.
• The discussion/analysis is carried out and the results is summed up and conclusions are
drawn.
• The argument is summed up and conclusions are drawn.

A. Introduction
• To provide a reader with a clear idea of the focus and aim of the text
• The topic of the essay/article will be presented in the introduction,
• Often accompanied by a thesis statement (the claim that the writer wishes to make)
• Provides the context/background of the argument
• Introduces the theoretical perspectives, terminology, etc. that will be used
• Explains how the writing will be organized
 B. Body
Where the essay’s (or article’s) argument, ideas and results are developed and discussed.
C. Conclusion
Should not contain any new facts or ideas, but rather function as a brief restatement of
the main arguments and facts that have been treated in the essay.

Some Tips for Academic Writing:

• Always use formal language. Avoid using colloquialism or slang.

• Don’t use contractions shortened verb forms).
• Use third-person point-of-view and avoid the first-person point of view
• Don’t pose questions; convert the questions into statements o Avoid
exaggerations or hyperbole.
• Don’t make sweeping generalizations
• Be clear and concise and avoid repeating

Activity no.1: Academic Writing

Read and analyze each question. Answer it in 3-5 sentences only. Write your answer in your
notebook.
1. Why do you think it is important to identify what type of text you are reading or writing?
2. Which academic structure is more appropriate In writing a thesis? Why?

Keep in Mind:

Academic writing - a formal and impersonal style of writing that is intended for a scholarly or
academic audience
Non-academic writing - an informal and often subjective style of writing that aims the mass
public
Areas in Academic Writing:
• Content - clarity of the purpose and statement, relevance of the supporting points to
the statement, knowledge on the subject matter.
• Structure - coherence and logical sequences of ideas
• Language - word choice, sentence constructions
• Mechanics - grammar, punctuations, capitalizations, formatting documentation
Structure of Academic Texts:
1. IMRAD (Introduction, Methods and materials, Results, and Discussion) - mostly
used for academic texts in the sciences and may include Aim and Research questions
2. Three-Part Essay Structure (Introduction, Body, Conclusion) - the argument is
summed up and conclusions are drawn
Some Tips for Academic Writing:
• Always use formal language. Avoid using colloquialism or slang.
• Don’t use contractions shortened verb forms).
• Use third-person point-of-view and avoid the first-person point of view
• Don’t pose questions; convert the questions into statements o Avoid exaggerations or
hyperbole.
• Don’t make sweeping generalizations
• Be clear and concise and avoid repeating
LESSON 2: LANGUAGE USED IN ACADEMIC WRITING

Academic text or language is typically used for textbooks, tests, in classrooms and any
other discipline related to academic. It is very different from the structure of vocabulary and
structure from everyday conversations through social interactions. Academic text is a formal way
to present words and terms typical for the field.
The specific ideas in various academic text are dependent on the field of academic text
one is reading in. Knowing what type of academic text you are reading helps you adjust your
reading strategies to understand the material better. For instance, Humanities texts discuss more
about the various human expressions, such as art and languages, while the sciences contain the
scientific method that discuss the objective result of an experiment or the specific research
methodology. The specific ideas in various academic text can be understood after skimming and
closely reading the text.

Other Examples:
Account – For call center agents, the word “account” means company while for accountants, it
means money.
Table – For a receptionist, “table” means simply furniture but for a statistician, it is used for
showing numbers and results.
Vessel – For doctors, it is a part of the body where blood flows. On the other hand, it is also a
large kind of water transportation.
Program – For the event organizers, it is an occasion but for IT experts, it is a computer system.
Love – For most people, it is a feeling or affection. Meanwhile for tennis players, love means zero
(score)

Types of Academic Writing

1. Descriptive – It is the simplest form of academic writing. Its purpose is to provide

facts/information. The kinds of instruction for a purely descriptive assignment include: identify,
report, record, summarize, and define.
ex. Summary of an article or report of the results of an experiment

(sample paragraph)

On observation of each strain of E. Coli, it was apparent that all treatments used a
deterring effect on the growth of E. Coli colonies but some treatments were more effective on
particular strains than others (See Figure 1).

2. Analytical – It includes descriptive writing, but also requires you to re-organize the facts and
information you describe into categories, groups, parts, types or relationships. The kinds of
instruction for an analytical assignment include: analyze, compare, contrast, relate, and examine.
ex. How each theory deals with social context, how each theory deals with language
learning, and how each theory can be used in practice
(sample paragraph)

Alexander the Great was a successful ruler because he created long lasting effects on
cultures that still continue to this day. An example of his legacy would be the creation of a
Hellenistic Society. Hellenistic is the combination of Greek, Persian, and Egyptian cultures. During
this remarkable time, people were encouraged to pursue a formal education and develop many
different kinds of art. New forms of math, science, and art design make a great impact on
contemporary society. If this new way of life hadn’t been as successful as it was, Alexander’s
legacy wouldn’t be as memorable and groundbreaking. By conquering many countries and
merging cultures, Alexander the Great will be credited in history for his many achievements.

3. Persuasive – It has all the features of analytical writing, with the addition of your own point of
view. It can include an argument, recommendation, interpretation of findings or evaluation of the
work of others. Each claim you make needs to be supported by some evidence. The kinds of
instruction for a persuasive assignment include: argue, evaluate, discuss, and take a position.
ex. A reference to research findings or published sources

(sample paragraph)

Florence Kelley’s use of imagery, as well as her distinct appeal to the pathos of her all-
women audience, helped her make her argument that if women had the right to vote, the child
labor, laws would improve. And moreover, being aware of her audience, Kelley called those
women to action by trying to convince them to sway their husbands into voting for women’s
suffrage.

4. Critical – It has all the features of persuasive writing, with the added feature of at least one
other point of view. You may explain a researcher’s interpretation or argument and then evaluate
the merits of the argument, or give your own alternative interpretation. The kinds of instruction for
critical writing include: critique, debate, disagree, and evaluate.
ex. A critique of a journal article, a literature review that identifies the strengths and
weaknesses of existing research

(sample paragraph)

Poverty is a major component in the causes of malaria in African children. Malaria is a

disease that can be prevented and treated. In his article, “The Billion-Dollar Malaria Moment”,
Mark Grabowsky describes poverty as a challenge against the treatment of malaria. Since most
African rural families can afford only just enough food to sustain them, which is as a result of the
high rate of poverty in the majority of the African rural population (1052). For example, a typical
rural African family will find it almost impossible to get access to mosquito nets for the prevention
of the disease due to the shortage of income. Also, when someone get infected with malaria,
treatment becomes a major problem since they cannot afford the treatment because of the state
of poverty in which they live in.
Activity no. 2: Tell Me What Your Words Are, and I will Tell You Who You Are

List down at least 10 words that you think are uniquely used on the profession you dream.
1. __________________________________ 6. __________________________________
2. __________________________________ 7. __________________________________
3. __________________________________ 8. __________________________________
4. __________________________________ 9. __________________________________
5. __________________________________ 10. _________________________________

Activity no.3: Types of Academic Writing

Write the capital letter of your answer on the space provided before each number.
A. Persuasive U. Critical S. Analytical G. Descriptive

______1. It requires you to re-organize the facts and information you describe into categories,
groups, parts, types or relationships.
______2. In this type of writing, you may explain a researcher’s interpretation or argument
and then evaluate the merits of the argument, or give your own alternative
interpretation.
______3. It is the simplest type of academic writing.
______4. In this type of writing, each claim you make needs to be supported by some
evidence.

Keep in Mind:

The specific ideas in various academic text are dependent on the field of academic text one is
reading in. Knowing what type of academic text you are reading helps you adjust your reading
strategies to understand the material better.

Types of Academic Writing

1. Descriptive – It is the simplest form of academic writing. Its purpose is to provide

facts/information. The kinds of instruction for a purely descriptive assignment include: identify,
report, record, summarize, and define.
2. Analytical – It includes descriptive writing, but also requires you to re-organize the facts
and information you describe into categories, groups, parts, types or relationships. The kinds
of instruction for an analytical assignment include: analyze, compare, contrast, relate, and
examine.
3. Persuasive – It has all the features of analytical writing, with the addition of your own point
of view. It can include an argument, recommendation, interpretation of findings or evaluation
of the work of others. Each claim you make needs to be supported by some evidence. The
kinds of instruction for a persuasive assignment include: argue, evaluate, discuss, and take a
position.
4. Critical – It has all the features of persuasive writing, with the added feature of at least one
other point of view. You may explain a researcher’s interpretation or argument and then
evaluate the merits of the argument, or give your own alternative interpretation. The kinds of
instruction for critical writing include: critique, debate, disagree, and evaluate.
LESSON 3: TEXT STRUCTURE

Text Structure refers to the internal organization of a text. As authors write a text to
communicate an idea, they will use a structure that goes along with the idea (Meyer, 1985). For
instance, an author wanted to show how cats and dogs compare. The author would help the
readers to understand the similarities and differences by using words and phrases such as:
similarity, difference, on the other hand, also, and as well. In this case, the structure used is
compare and contrast.
An academic text can have one overall text structure, or several different text structures.
For example, a page from a social studies textbook may be written in chronological order, but
contain a paragraph that explains a cause and effect. It is important to understand that there is
no “official” list of text structures. Different writers have different lists of text structures.
Learning about text structures can be very helpful for readers especially when they do not
have a strong knowledge of the topic of a text, they depend more on the structure (Cataldo and
Oakhill, 2000). A well-written text guides the reader through the content. The structure of a text
can help readers find answers to questions to their questions. It is also an important component
to summarizing a text.

Common Text Structures

1. Chronological order – It is also known as

time order, sequence, or temporal order.
This structure is organized from one
point in time to another. Transition words
such as first, next, later, and finally are
included to help the reader understand
how events relate to one another. Dates
and times are also used. This is one of
the easiest text structures to understand
since it matches everyday life.

2. Sequence/ Order of
Importance – Ideas or steps are
prioritized by the writer
according to a hierarchy of
value. When using this structure,
information can be structured
from most important to least
important or least important to
most important. It is also used to
explain steps that occur in a
process.
3. Cause and Effect – This text structure
shows how one or more causes led
to one or more effects. This text
structure also has a strong time
component, since causes come
before effects. Transition words such
as cause, effect, as a result,
consequently, and because are used.
Time order transitions are also used,
which can lead to some confusion.
Another complication is that many
texts do not include just one cause
leading to one effect – instead, there
may be several causes and several
effects.

4. Problem and
Solution – This presents a
problem, and shows how it can
be (or has been) solved. This
text structure can be confused
with cause and effect. The key
difference is that problem and
solution always has a solution,
while cause and effect does not.
Some of the transitions are
problem, solution, solve, effect,
etc.

5. Compare and Contrast – This text structure

shows how two or more ideas or items are
similar or different. This is also fairly easy to
understand. The text may use a clustered
approach, with details about one topic
followed by details about the other. The text
may also show alternating approach, with
the author going back between the two
topics. Transition words may include like,
similar, unlike, on the other hand, also and
too. The paragraphs are often embedded in
other text structures as an author needs to
explain a similarity of difference.
Activity no.4: Text Structure

Read and identify the text structure used in each paragraph. Write your answer on the space
provided.
___________________ 1. Deviled Eggs
Pop out (remove) the egg yolks to a small bowl and mash with a
fork. Add mayonnaise, mustard powder, vinegar, salt and pepper
and mix thoroughly. Fill the empty egg white shells with the
mixture and sprinkle lightly with paprika. Cover lightly with plastic
wrap and refrigerate for up to one day before serving.
___________________ 2. Sports at Ericson
There are two popular sports played at Ericson, basketball and
volleyball. Both take place inside of the gym at Ericson. Also,
each sport has two teams of people. In basketball, however, the
ball can be played off of the floor, and in volleyball, the ball cannot
touch the floor or it is out of play. Basketball and volleyball are
popular sports at Ericson.
___________________ 3. The Lazy Student
When Tim woke up, he didn’t want to go to school. His mom took
him anyway. So, he went to school, but he didn’t do any work.
The days passed, and Tim still didn’t do any work. Mr. Morton
called Tim’s house, but Tim still wouldn’t do any work. Finally the
report cards came out, and Tim failed his classes. Tim was sad.
___________________ 4. Failing Classes
Lots of students fail classes. Some students fail because the work
is too hard for them. Other times they may fail because they are
lazy, and don’t do any work. Another reason why students may
fail is if they don’t go to school. If you’re not in class you may miss
a lot. Many students fail classes every quarter.
___________________ 5. Passing Classes
A lot of students have been failing classes. These students
wouldn’t be failing classes if they studied more, asked questions,
tried harder, and came in for extra help. Even though a lot of
students fail classes, they have many options if they want to pass.

Keep in Mind:

Text Structure refers to the internal organization of a text.

Common Text Structures
1. Chronological order – It is also known as time order, sequence, or temporal order. This
structure is organized from one point in time to another.
2. Sequence/ Order of Importance – Ideas or steps are prioritized by the writer according
to a hierarchy of value.
3. Cause and Effect – This text structure shows how one or more causes led to one or
more effects.
4. Problem and Solution – This presents a problem, and shows how it can be (or has
been) solved.
5. Compare and Contrast – This text structure shows how two or more ideas or items are
similar or different.
REFERENCE:
Sequeton, Grace and Uychoco, Marikit Tara.(2016).English for Academic and Professional
Purposes.Manila, Philippines. Rex Bookstore.
https://www.google.com/amp/s/www.differencebetween.com/difference-between-academic-writing-and-
non academicwriting/amp/
https://www.readingrockets.org/article/implemetating-text-structure-startegy-your-classroom
https://www.sydney.edu.au/students/writing/types-of-academic-writing.html
https://www.slideshare.net/mobile/MAriechrisDavid1/eapp-first-lesson
Assessment no.1

I. Multiple Choice. Instructions. Write the capital letter of your answer on the space
provided before each number. (10pts.)

Use the following choices for questions 1-4.

S. academic text A. non-academic text G. research questions E. aim

______1. These are specific questions that help you reach your purpose in your paper.
______2. It is personal, emotional, impressionistic, and subjective in nature.
______3. It determines the entire academic text and the content in all its parts.
______4. It is the process of breaking down ideas and using deductive reasoning, formal
voice and third-person point-of-view.

What is the title of the reading material in which one should consult for a particular topic.

______5. Reading Comprehension Skills

a. Home b. Introduction to c. Modern Guide to
Economics Language Health
______6. The police power of the government
a. Worshipping b. Philippine c. The History of
God Constitution Architecture
______7. Diesel Engines
a. Selling Skills b. Mechanical c. The History of
Engineering Architecture
______8. Systematic functional grammar
a. Prose and b. Pathway to c. Introduction to
Poetry Reading Language
______9. The 18th century buildings
a. Pathway to b. The History of c. Prose and
Reading Architecture Poetry
______10. Inductive vs. deductive reasoning
a. Man’s Cognitive b. Modern Guide to c. Pathway to
Faculties Health Reading

II. Acronyms. Instructions. Give the meaning of the following acronyms. Write the
answer on the space provided. (4pts.)
11-14. IMRAD
I - ___________________________
M - ___________________________
R - ___________________________
AND
D - ___________________________
 III. Identification. Instructions. Read and analyze each passage. Identify the text structure
on each passage. Write your answer on the blank. (2pts. each)

___________________________ 15-16. Chemical and Physical Changes

All matter, all things can be changed in two ways: chemically and physically. Both
chemical and physical changes affect the state of matter. Physical changes are those that do not
change the make-up or identity of the matter. For example, clay will bend or flatten if squeezed,
but it will still be clay. Changing the shape of clay is a physical change, and does not change the
matter’s identity. Chemical changes turn the matter into a new kind of matter with different
properties. For example, when paper is burnt, it becomes ash and will never be paper again. The
difference between them is that physical changes are temporary or only last for a little while, and
chemical changes are permanent, which means they last forever. Physical and chemical changes
both affect the state of matter.

___________________________ 17-18. Bobby Fischer

Robert James Fischer was born in Chicago but unlocked the secrets of chess in a
Brooklyn apartment right above a candy store. At the age of six he taught himself to play by
following the instruction booklet that came with his chess board. After spending much of his
childhood in chess clubs, Fischer said that, “One day, I just got good.” That may be a bit of an
understatement. At the age of 13 he won the U.S. Junior Chess Championship, becoming the
youngest Junior Champion ever. At the age of 14 he won the U.S. Championship and became
the youngest U.S. Champion in history. Fischer would go on to become the World Champion of
chess, but he would also grow to become his own worst enemy. Instead of defending the title, he
forfeited it to the next challenger without even making a move, and the rise of a chess superstar
ended with a fizzle.

___________________________ 19-20. The Great Recession

Many people are confused about why our economy went to shambles in 2008. The crisis
was actually the result of a combination of many complex factors. First, easy credit conditions
allowed people who were high-risk or unworthy of credit to borrow, and even people who had no
income were eligible for large loans. Second, banks would bundle these toxic loans and sell them
as packages on the financial market. Third, large insurance firms backed these packages,
misrepresenting these high-risk loans as safe investments. Fourth, because of the ease of
acquiring credit and the rapid growth in the housing market, people were buying two or three
houses, intending to sell them for more than they paid. All of these factors created bubbles of
speculation. These bubbles burst, sending the whole market into a downward spiral, causing
employers to lose capital and lay off employees. Consumer spending then plummeted and most
businesses suffered. The economy is like a big boat, and once it gets moving quickly in the wrong
direction, it’s hard to turn it around.