SENIOR HIGH SCHOOL

English for Academic and

Professional Purposes
QUARTER 1

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 Republic of the Philippines
Department of Education
Division of Bohol

English for Academic and Professional Purposes – Grade 11/12

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Published by the Department of Education Division of Bohol (for classroom use)

English for Academic and

Professional Purposes
Quarter 1

This learning material was collaborated by the selected senior

high school teachers of Bohol Division who are teaching the subject and
reviewed by the Technical Working Group (TWG) from the department
and quality assured by the division. We encourage all teachers who are
experts in this field and other education stakeholders to email their
feedback, comments, and recommendations to the …

We value your feedback and recommendations.

 Republic of the Philippines
Department of Education
Division of Bohol

INTRODUCTORY MESSAGE
Welcome to the English for Academic and Professional Purposes modules for Quarter 2!

This module was collaboratively designed, developed, and reviewed by educators in the
Division of Bohol to help you meet the standards set by the K to 12 Curriculum while overcoming
constraints in schooling. This learning resource hopes to engage you into guided and independent
learning activities at your own pace.

Meanwhile, this learning resource signifies that you as a learner are capable and empowered
to successfully achieve the relevant competencies and skills at your own pace. Your academic
success lies in your hands!

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning. You will be enabled to process the contents of the learning resource
while being an active learner.

GENERAL INSTRUCTIONS

For the learners: For the teacher:

To be guided in achieving the To facilitate and ensure the

objectives of this module, do the students’ learning from this module,
following: you are encouraged to do the
1. Read and follow instructions following:
carefully. 1. Clearly communicate learning
2. Answer the pretest before going competencies and objectives
through the lessons. 2. Motivate through applications and
3. Take note and record points for connections to real life.
clarification. 3. Give applications of the theory
4. Compare your answers against 4. Discuss worked-out examples
the key to answers found at the end 5. Give time for hands-on unguided
of the module. classroom work and discovery
5. Do the activities and fully 6. Use formative assessment to give
understand each lesson. feedback
6. Answer the self-check to monitor 7. Introduce extensions or
what you learned in each lesson. generalizations of concepts
7. Answer the posttest after you 8. Engage in reflection questions
have gone over all the lessons. 9. Encourage analysis through higher
8. If you encounter any difficulty in order thinking prompts
answering the activities in this 10. Provide alternative formats for
module, do not hesitate to consult student work
your teacher or facilitator. Always
bear in mind that you are not To facilitate and ensure the
alone. students’ learning from this module,
you are encouraged to do the
following:
 Lesson Academic Texts: Its Characteristics,
Content, Language and Style
1

Academic Text is defined as critical, objective, specialized text written by experts or

professionals in a given field using formal language. It is a reading material that provides
information which include concepts and theories that are related to a specific discipline.

WHAT I NEED TO KNOW

Learning Objectives:
As you go through this module, you will be able to:
 identify the language features of an academic text; and
 differentiate language used in academic texts from various disciplines

WHAT IS IT
Characteristics of Academic Texts
1. Formal- avoids casual or conversational language such as contractions and informal vocabulary.
It uses appropriate language and tenses, and is clear, concise and balanced.
2. Objective- avoids direct reference to people or feelings instead it emphasizes objects, facts and
arguments.
3. Technical- uses vocabulary wordings and references and accurate word choice.
4. Complex- more varied vocabulary, has more grammatical complexity
5. Precise- facts are given accurately
6. Explicit- the various parts of the text should be related
7. Accurate- uses accurate vocabulary
8. Hedging- has strength on its claims
Structure of Academic Texts
 formal
 clearly structured introduction, body and conclusion
 include information from credible sources which are cited
 include list of references
Content and Style of Academic Texts
Academic texts include concepts and theories related to specific discipline they explore. They
inhibit properties of a well- written text.
Generally, the following are observed in writing academic texts.
 state critical questions and issues
 provide facts and evidence from credible sources
 use precise and accurate words while avoiding jargon and colloquial expressions
 take an objective point-of-view and avoid being personal and subjective
 list references
 use hedging or cautious language
Most Popular Academic Texts:
1. Article- main type of academic writing
2. Conference Paper
3. Essay
4. Proposal
5. Report
6. Review
7. Thesis/ Dissertation
Academic language is the language used in classroom lessons, books, tests, and assignments, and
it is the language that students are expected to learn and achieve fluency in. It is comprised of
discipline-specific vocabulary, grammar and punctuation, and applications of rhetorical
conventions and devices that are commonly used in a content area.
To better understand the language used in academic text, here are the main features:
1. Formality
Formality in language is observed when writing for professional and academic purposes. It is less
personal than informal language.
In general, it refrains you from using the following:
a. colloquial words and expressions such as stuff, a lot, thing
b. abbreviated forms such as can’t, doesn’t, shouldn’t
c. two-word verbs such as put off, bring up
d. subheadings, numbering, and bullet points
e. asking questions
2. Complexity
The complexity of academic language depends on how it is used. Written texts are lexically dense
compared to spoken language - they have proportionately more lexical words than grammatical
words. Written texts are shorter and have longer, more complex words and phrases. They have more
noun-based phrases, more nominalizations, and more lexical variation. Written language is
grammatically more complex than spoken language. It has more sub-ordinate clauses, more
"that/to" complement clauses, more long sequences of prepositional phrases, more attributive
adjectives and more passives than spoken language.
3. Precision
This relates to formality. Words and terms have very specific meanings and it is important that you
use them correctly. When using a word, be sure that it makes sense both in meaning and
grammatical use.
4. Responsibility
In academic writing, you must be responsible for and must be able to provide evidence and
justification for any claims you make. You are also responsible for demonstrating an understanding
of any source texts you use. This is done by paraphrasing and summarizing what you have read
and acknowledging the source of these information or ideas by a system of citations.
5. Hedging
In academic writing, it is prudent to be cautious in one’s statements so as to distinguish between
facts and claims. This is commonly known as “hedging.” Hedging is the use of linguistic devices to
express hesitation or uncertainty as well as to demonstrate politeness and indirectness.
People use hedged language for several different purposes, and the most fundamental are the
following:
1. to minimize the possibility of another academic opposing the claims that are being made
2. to conform to the currently accepted style of academic writing
to enable the author to devise a politeness strategy where they are able to acknowledge that there
may be flaws in their claims
Language used in hedging:
a. Introductory Verbs - seem, tend, look like, appear to be, think, believe, doubt, be sure, indicate,
suggest
b. Certain Modal Verbs – will, must, would, may, might, could
c. Adverbs of Frequency – often, sometimes, usually
d. Modal Adverbs – certainly, definitely, clearly, probably, possibly, perhaps, conceivably
e. Modal Adjectives – certain, definite, clear, probable, possible
f. Modal Nouns – assumption, possibility, probability
g. That clauses - It could be the case that, It might be suggested that ..,There is every hope that..,
h. To clause + adjective - It may be possible to obtain…., It is important to develop…, It is useful to
study…,
6. Explicitness
Academic writing is explicit about the relationships in the text. It is the responsibility of the writer
in English to make clear to the reader how the various parts of the text are related. These
connections can be made explicit by the use of different signaling words.
7. Objectivity
Written language in general, is objective rather than personal. It has fewer words that refer to the
writer or the reader. This means that the main emphasis should be on the information that you
want to give and the arguments you want to make based on your lectures, reading, discussion and
research.
8. Accuracy
Academic writing uses vocabulary accurately. Most subjects have words with narrow specific
meanings. Use specific words according to how it is used in the context.
However, there is a language specific to that of a discipline or field. Such language is called jargon,
the language of a certain profession or occupation.

WHAT’S MORE
Directions: Identify which language feature of an academic text is described in each of the
statement.
Formality Complexity Precision Responsibility
Hedging Explicitness Objectivity Accuracy
Academic Language Jargon
____________1. It is the language that is used in school or at the workplace.
____________2. This feature of academic language acknowledges the source of these information or
ideas by a system of citations.
____________3. It is the use of linguistic devices to express hesitation or uncertainty as well as to
demonstrate politeness and indirectness.
____________4. When using a word, be sure that it makes sense both in meaning and grammatical
use.
____________5. This feature of academic language does not allow the use of colloquial words and
expressions.
____________6. It is lexically dense in written language compared to spoken language, having
proportionately more lexical words than grammatical words.
____________7. It uses appropriate word with specific meaning.
____________8. It is clear to the reader how the various parts of the text are related.
____________9. It is the language used in a certain profession or occupation.
____________10. Its main emphasis is on the information that you want to give and the arguments
you want to make.
WHAT I CAN DO
Directions: Read the paragraph below. Improve the text by rewriting it into a more objective
and impersonal text.

I believe that incidence of drug overdose has indeed become prevalent nowadays. When people are
faced with difficult problems, I think that they can no longer bear the problem and that is why they
get into drugs. That’s why if you are a psychologist, you should treat your patients in a way that
helps them to understand their problems and ways to deal with them. Yeah, I knew it can be very
difficult but hey, that’s why you specialized it, right?

__________________________________________________________________________________________________
__________________________________________________________________________________________________
Language used in Academic Texts Across Disciplines
Mathematics Texts
- Easily recognizable because of its unique language features
- Uses symbols in place of words, such as symbols for operations like ‘+’ for addition, ‘x’ for
multiplication
- Often uses letters with special meanings, like ‘x’, ‘y’ and ‘z’ re used to stand for variables or
the unknown
Business Texts
- Like mathematics, business has a special vocabulary (jargon), so first of all you have to learn
its jargon, like remit, obligate, loan, collateral, interest, stock, etc.
- Some compound nouns are standard expressions in business, like tax collection system,
company car, price list, and bulk buying
Social Science Texts
- Requires knowledge of the jargon of its specific disciplines
- For Example:
Political science (communism, monarchy, and executive branch)
Natural Science Texts
- Technical terms and symbols and abbreviations are common
- In understanding technical terms, know prefixes, suffixes and root word
- Diagrams and drawing are also common in science texts
- Typical sentences in science texts are dense or information- heavy
Literature and the Arts
- Have jargon such as gothic, mood, balance
- Use of connotative language and figures of speech to describe and convey content
- Vivid language is used to create images and impressions

WHAT YOU WILL DO

Directions: Read the following academic texts and then use the table below to differentiate
the language used.
A. From the Autopsy Surgeon’s Report
B. Legal Indictment
C. Local Girl Found Slain by Rejected Lover
 Title of the Text Field of Discipline Language Features Used Author’s Purpose

A. From the Autopsy Surgeon’s Report

Death occurred from the effects of asphyxia, cerebral anemia, and shock. The victim’s hair
was used for the constriction ligature. Local marks of the ligature were readily discernible: there
were some abrasion and a slight ecchymosis in the skin. But I found no obvious lesion in the blood
vessels of the neck.
Cyanosis of the head was very slight and there were no pronounced hemorrhages in the galea
of the scalp. I should judge that very great compression was effected almost immediately, with
compression of the arteries as well as of the vein, and that the superior laryngeal nerve was
traumatized in the effect of throwing the victim into profound shock…
The lungs revealed cyanosis, congestion, over aeration, and sub pleural petechial
hemorrhages…
=================================================================================
B. Legal Indictment
State of ------- Country TWENTY-FIRST JUDICIAL DISTRICT COURT
THE GRAND JURORS of the State of --- duly impaneled and sworn, in and for --- County in
the name and by the authority of the said State upon their oath, find and present:
That one John Doe late of --- County, on the 223rd day of January in the year of our Lord
One Thousand Nine Hundred and Twenty-Four, with force and arms, in -- County, aforesaid and
within jurisdiction of the Twenty First Judicial District Court of ---, for the --- County, did
unlawfully, feloniously, with malice aforethought kill and slay one Porphyria Blank by
strangulation.
Contrary to the form and the Statutes of the State of ---, in such cases made and provided
and against the peace and dignity of the same.
……………………….. District Attorney for the 21st Judicial District of ----------------
=================================================================================
C. Local Girl Found Slain by Rejected Lover (Newspaper Account)

Ms. Porphyria Blank, 21, daughter of Mr. and Mrs. R. J. Blank, of Barton Park, was found strangled
this morning in the cottage owned by John Doe, 25, who was apprehended on the scene of the
crime by officers Bailey and Hodge. Doe was found holding the body in his arms, and appeared to
be in stupor, his only reply to repeated questioning being, “I killed her because I loved her.”
According to the members of the Blank family, Doe had paid attention to Miss Blank for the last
several months, though it was strenuously denied that his regards for Miss Blank was returned.
Miss Blank’s engagement with Mr. Roger Weston was announced last month. Mr. Weston could not
be reached for a statement. Mrs. Blank was prostrated by the news of her daughter’s death.
The slain girl vanished last evening at approximately eleven o’clock from a dinner party given at her
parent’s home in honour of the approaching wedding. The family became alarmed when it was
discovered that she was not in her room, and instituted a search for her about midnight. The police,
who were promptly notified, in the course of their search knocked at Mr. Doe’s cottage, a building
some quarter of a mile from the Blank estate, at five in the morning. Receiving no answer, they
forced the door and discovered Doe sitting with the dead girl in his lap. She had apparently been
strangled, Dr. A. P. Reynolds, Autopsy Surgeon for the county, state that, from the condition of the
body, death must have occurred at about midnight.
Assessment
Directions: Identify to which discipline the following language belong. Choose from the
following choices. Write the letter of your answer.
A. literature and the arts
B. natural science
C. business
D. social science
E. mathematics
____ 1. Vivid language is used to create images and impressions.
____ 2. Graphs and tables are common features in this text.
____ 3. Use of symbols is prominent
____ 4. The dominant structure of this text is problem –solution.
____ 5. Its jargon includes remit, obligate, loan, collateral, interest, stocks etc.
____ 6. A text that uses a lot of form of letters.
____ 7. The use of connotative language and figure of speech is dominant.
____ 8. The use of abbreviation is common in this text.
____ 9. Political Science, Economics, Sociology and Psychology belong to.
____ 10. Notations, numbers and formulas are used.

ENGLISH FOR ACADEMIC AND

PROFESSIONAL PURPOSES
Lesson 1
Name: ________________________________________________ Year and Section: _________ Score: ______
What’s More
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

What I Can Do

I believe that incidence of drug overdose has indeed become prevalent nowadays. When people are
faced with difficult problems, I think that they can no longer bear the problem and that is why they
get into drugs. That’s why if you are a psychologist, you should treat your patients in a way that
helps them to understand their problems and ways to deal with them. Yeah, I knew it can be very
difficult but hey, that’s why you specialized it, right?

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

What You Will Do

Author’s
Title of the Text Field of Discipline Language Features Used
Purpose

Assessment

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.