EAPP_MODULE01.

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ACADEMIA SYSTEM GLOBAL COLLEGES

Brgy. Tabunok, City of Talisay, Cebu, Philippines
Subject Code: APLD06 Subject Title: English for Academic and
Professional Purposes
Module No: 1 Topic: Academic Texts

Teacher:

I. OVERVIEW

A. Learning Competency

Learners will be able to:

1) Differentiate language used in academic texts from various disciplines
2) Uses knowledge of text structure to glean the information he/she needs.

B. Specific Learning Objectives

The learners will be able to:
1. Determine how language is used in an academic texts

2. Apply knowledge of text structure

II. LET’S BEGIN

III. LET’S DIG DEEPER

Examine the sample sentences and consider how they could have been improved by observing the
characteristics of an academic paper.

Formality
1. Uses expanded model forms
Example:
a. The president can’t take a call at the moment. (incorrect)
The president cannot take a call at the moment. ( correct)
b. She doesn’t answer calls. (incorrect )
She does not answer calls. (correct)
2. Uses one Verb ( Avoiding phrasal Verbs / two-word verbs )
a. The personnel need to back up this file for security measures. (incorrect )
The personnel need to copy this file for security measures. (correct )
b. Don’t hang up the phone call. ( incorrect )
Do not end the phone call. (correct )

3. Uses expanded terms

Example:
a. The principal needs the documents ASAP. ( incorrect )
The principal needs the documents as soon as possible. ( correct )
b. Mr. Dela Cruz requires his employees to submit their SSS numbers.
Mister Dela Cruz requires his employees to submit their Social Security System numbers.

( Take note: Abbreviation such as SSS is considered when the abbreviated word was spelled out
before or in the previous sentence )

4. Avoid colloquial expressions ( idiomatic expressions/trite )

Example:
a. The child really wanted to go to the John.
The child really wanted to go to the restroom.
b. It is okay.
It is all right.

Poor example Improved version

1. In 2001, the bridge was built. This was
good politically. Two countries united.
1. When considering staffing in hospitals
in the future, it's difficult not be
concerned.
1. Sweden's Prime Minister, Fredrik
Reinfeldt, totally flipped out when he
read the latest report from the press.
The bridge was completed in 2001, which
resulted in a positive political move that
united two countries
When considering staffing in hospitals in the
future, it is difficult not be concerned.
The Prime Minister of Sweden, Fredrik Reinfeldt,
expressed his concern when he viewed the
most recent report from the press

Objectivity
1. Avoid using personal pronouns like ( I, You, We )- Replace with a word that represent it. Other
pronouns like 2nd person personal pronouns can then be used in the following sentences if the
noun is mentioned before. )

Example:
a. We are practicing the health protocols amended by the IATF.
Filipinos are practicing the health protocols amended by the Inter-Agency
Task Force.
b. You shouldn’t leave your things unattended.
Customers should not leave their things unattended.

2. Avoid rhetorical questions

Example:
a. How can these problems be solved?
Certain measures must be discovered to solve the problems.
b. Are you ready to know the truth behind the situation?
People should know the truth behind the situation

3. Avoid emotive language

Example:
a. The investigators were very shocked to see the outcome of the tests.
The investigators did not expect the results.
b. The authorities felt hurt about the situation.
The authorities’ attention was caught by the situation.

Study the example sentences in the table:

Poor Example Improved Version

1. In this report I revealed the true
picture of corruption in Pakistan.
1. How can these problems be
solved
1. We expect the train strike will
begin tomorrow
This report reveals the true picture of
corruption in Pakistan.
Certain measures must be discovered to
solve the problems.
The Train Strike is expected to begin
tomorrow.

Explicitness
Uses signposts to allow readers to trace the relationships of ideas in the parts of the study.
TYPE OF TRANSITIONS THAT HELP IDENTIFY THEM
RELATIONSHIP
ADDITION again, also, and, besides, finally, further, last, moreover, equally
important, furthermore, in addition, likewise
CLARIFICATION as a matter of fact, clearly, evidently, in fact, too, obviously, in
other words, of course
COMPARISON also, likewise, in like manner, similarly, both/and
CONTRAST after all, although, conversely, at the same time, however,
but, for all that, still, in spite of, yet, nevertheless, in contrast, on the
contrary, on the one hand, on the other hand, notwithstanding
EXEMPLIFICATION for example, for instance, that is, thus, including
or EXAMPLE
LOCATION above, adjacent to, below, beyond, close by, elsewhere, inside,
or SPATIAL ORDER nearby, next to, opposite, within, without
CAUSE / EFFECT or accordingly, as a result, because, then, hence, in short,
CONDITION / consequently, thus, therefore
CONCLUSION
SUMMARY
in brief, in conclusion, in short, to sum up, on the whole,
to summarize
TIME after, after a short time, afterward, before, during, of late, at last,
at that time, immediately, formerly, while, presently, since, shortly,
now, thereupon, until, temporarily

Caution
Avoid sweeping generalizations.
Academic writing, particularly scientific writing, is frequently assumed to be factual, conveying only facts
and information. However, it is now widely acknowledged that cautious language, sometimes known as
"hedging" or "vague language," is an important aspect of academic writing.
In other words, you must decide on your position on a certain subject or the validity of the statements you
are making. This is done in a variety of ways depending on the issue.
Languages used in hedging:
1. Introductory verbs: e.g. seem, tend, look like, appear to be, think, believe, doubt, be sure,
indicate, suggest

2. Certain lexical e.g. believe, assume, suggest

verbs
3. Certain modal e.g. will, must, would, may, might, could
verbs:

4. Adverbs of e.g. often, sometimes, usually

frequency
4. Modal adverbs e.g. certainly, definitely, clearly, probably, possibly, perhaps,
conceivably,

5. Modal adjectives e.g. certain, definite, clear, probable, possible

6. Modal nouns e.g. assumption, possibility, probability

7. That clauses e.g. It could be the case that .

e.g. It might be suggested that .
e.g. There is every hope that .

8. To-clause + e.g. It may be possible to obtain .

adjective e.g. It is important to develop .
e.g. It is useful to study .

IV. WE’RE ON OUR WAY

True or False.
Directions: Write T if the statement is true and modify the underlined word if it is false. Write your
answer on the space provided before each number.

_________1. When writing an academic texts. It is all right to ask questions.

_________2. Do not abbreviate words.
_________3. To sound intelligent, use two-word verbs or phrasal verbs in writing.
_________4. You can easily convey the message when you include emotive language in writing.
_________5. Colloquial, idiomatic language is very good words to be utilized in an academic text.

Activity 1.2
Directions: Improve the text below by rewriting it into a more objective, impersonal version.
1. I believe that incidence of drug overdose has indeed become prevalent nowadays.

2. 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.

Activity 1.3
Based on the examples given, write a sentence for each of the following expressions that would
make your idea explicit.

1. However

2. This is due to the

V. HOW FAR HAVE WE GONE

We are now here.
Sentence Analysis
A. Direction: Mark check (√) on the statements that observe the feature of academic writing.
1. ______This is a very interesting study.
2. ______Government officials are corrupt.
3. ______We wanna use it but we messed it up.
4. ______The investigators did not expect the results.
5. ______The results appear to be different for Mayer’s findings.
6. ______You can easily forget how different life was 50 years ago.
7. ______The company is believed to have stolen over a million pounds.
8. ______The rapid increase in crime was causing concern among the police.
9. ______Writing can’t be done effectively, if you don’t burn the midnight oil.
10. ______Crime was increasing rapidly and the police were becoming concerned

B. Directions: Improve the text below by rewriting it into a more objective, impersonal version.
1. I believe that incidence of drug overdose has indeed become prevalent nowadays.

2. 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.

VII. REFERENCES
Tiongson, M. T., & Rodriguez, M. R. (2019). Reading and writing skills (2nd ed., Vol. 2). Rexbook store.

Valdez, P. N. M. (2016). English for the globalized classroom series - English for Academic and Professional Purposes (1st ed.).
Phoenix Publishing House
http://www.uefap.com/writing/feature/hedge.htm