English For Academic And Professional Purposes

Quarter 1

Name: John Carlo Dc. Llorente

Grade & Section: 11
Track/Strand: GAS
Adviser:

Activity – I

1 - True
2 - True
3 - True
4 - True
5 - True
6 - False
7 - True
8 - True
9 – False
10 - True
Test - 1

Characteristics A B C D E
of Academic
Language
Does the text
use a formal Yes Yes Yes Yes Yes
language?
(Yes / No)
Is the language
impersonal? Yes Yes Yes Yes Yes
(Yes / No)
Are the choice
of words Yes Yes Yes Yes Yes
appropriate for
an academic
text (Yes / No)
Does the text Yes Yes
use technical No No No “Photo tactic “Photo tactic
terms? (if yes, responses,” responses,”
write 1 term
found in the
text/No)
Is the academic
text objective? Yes Yes Yes Yes Yes
(Yes /if No, write
2 phrases that
indicate
subjectivity.)

Test – II
Academic texts

 Formal Language: Academic texts use formal and specialized vocabulary, with an
emphasis on clarity and precision.
 Citations and References: They include citations and references to support claims and
show the scholarly background.
 Objective Tone: These texts maintain an objective and impartial tone, avoiding personal
opinions and subjectivity.
 Structured Format: Academic texts follow a specific structure, including sections like
introduction, literature review, methodology, results, and conclusion.
 In-Depth Analysis: They often involve in-depth analysis, experimentation, and research
to contribute to the existing body of knowledge.

Non-Academic texts

 Informal Language: Non-academic texts often use informal language and may include
colloquialisms and idiomatic expressions.
 No Citations: They generally do not include citations or references to other scholarly
works.
 Subjective Tone: These texts can have a subjective and personal tone, expressing
opinions and emotions.
 Varied Structure: Non-academic texts have diverse structures depending on their
purpose, such as storytelling in novels or a lead-in style in news articles.
 Accessible Language: They are typically written for a broad audience and aim for
readability and engagement.

Activity – 1

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

Assessment -1
 1. Compare and contrast or comparison and contrast.
2. Problem-solution
3. Descriptive or description
4. Plot structure
5. chronological order
6. sequence
7. time" is "chronos," which is derived from the Greek language. "Chronos" refers to time
and is the root of words like "chronology
8. Cause and effect
9. Chronological or chronological order
10. Text structure

Assessment -2

1 Comparison and Contrast

Similarities
1. Both whales and sharks live in the water
2. They both have fins
3. Can swim under water

Difference
1. Whales have hair, while sharks do not. This is a notable difference in their physical
characteristics.
2. Whales need to come to the surface of the water to breathe air, indicating they are
mammals. In contrast, sharks have specialized gills that allow them to breathe
underwater.
3. Whales give birth to their young (they are viviparous), whereas sharks lay eggs (they are
oviparous)

2 Chronological Order

4, He stayed in Makati City until he graduated from senior high school.

3, He moved to Makati City.
2, He lived in Bulacan until he was five years old
1, Khaiden was born in Bulacan.

3 Couse and Effect

  Couse
1. Students having cellular phones during classroom discussions.

 Effect
1. Distraction: The presence of cell phones causes distractions in the classroom
2. Reduced Concentration: Students are unable to concentrate in class due to the presence
of cell phones

4 Problem -Solution

Problem
 Increasing nitrogen monoxide emissions in the environment.

Solutions

1. To prevent these negative effects, the passage suggests using renewable sources of
energy, such as windmills and solar energy.
2. Communities are encouraged to recycle their waste materials.

Activity -1

 Argument - he passage doesn't present a clear argument but rather discusses a cause-
and-effect relationship and suggests potential solutions to environmental issues and
climate change. An argument typically involves presenting a claim or thesis and
providing evidence and reasoning to support that claim. If you would like to see an
example of an argument, please provide a specific topic or statement that you'd like to
explore, and I can help you formulate an argument based on that.
 Attitude - The passage does not explicitly express an attitude. Attitude typically involves
an individual's feelings, beliefs, or opinions about a particular topic, situation, or issue. It
often reflects the author's stance or perspective on the subject matter. In this passage,
the focus is more on presenting information about environmental issues, climate
change, and suggested solutions rather than conveying a specific attitude or opinion. To
identify the author's attitude, we would need to have more context or explicit
statements reflecting their viewpoint on the discussed topics.
 Essay - Certainly, an essay is a written piece of text that presents a coherent and
organized discussion or argument on a particular topic. It is a common form of academic
and non-academic writing that serves to inform, persuade, or entertain readers. Essays
can vary in length and style, but they typically have the following elements:
 Idea - An "idea" refers to a concept, thought, or mental impression that represents
something, often an abstract or intellectual concept. In the context of writing, an idea
can be the central concept or message that an author wants to convey to the audience.
 Ideas form the foundation of any written work and are typically expressed through
arguments, explanations, descriptions, or narratives.
 Position - In the context of writing, "position" typically refers to the author's stance,
viewpoint, or opinion on a particular topic or issue. It represents the argument or
perspective that the author is presenting and defending in their written work. Here are
some key points related to the concept of "position" in writing
 Rationale - A "rationale" in the context of writing and decision-making refers to the
underlying reasons, justifications, or explanations that support a particular course of
action, argument, or decision. It provides the logical and reasoned basis for why
something is done, argued, or chosen. Here are key points related to the concept of
"rationale"
 Support - In the context of writing and communication, "support" refers to the use of
evidence, examples, facts, or reasoning to bolster and validate a statement, argument,
or claim. Supporting details or evidence are provided to make the message more
convincing and credible. Here are key points related to the concept of "support" in
writing
 Thesis - A "thesis" in the context of academic writing, particularly in essays and research
papers, refers to the central or main argument or claim that the author presents and
intends to support with evidence and reasoning. The thesis statement is typically found
in the introduction of the paper and serves as a concise and clear declaration of the
author's stance on the topic. Here are key points related to the concept of a "thesis" in
writing
 Topic - A "topic" in the context of writing and communication refers to the subject or
theme that a piece of writing, discussion, or presentation addresses. It's the specific
area of interest or the central idea around which the content is organized. Here are key
points related to the concept of a "topic"

Assessment -1

1. 1a) Good teachers make Mountains City elementary a fantastic school.

2. 2b) Mountain City Elementary needs several changes to its facility to make it a better
school.
3. 3a) Daily writing practice has led to improved writing skills for the students at Mountain
City Elementary.
4. 4b) The cost of living in Mountain City is lower than in most other cities in the United
States.
5. 5b) The climate in Mountain City is Ideal for outdoor sports.

Assessment -2

1. Strong - The statement "the court needs to implement stronger sentences" is a strong
thesis statement. It is clear, specific, and presents a clear stance on the issue of
 sentencing in the court system. It provides a basis for further discussion and
argumentation, which is a key characteristic of a strong thesis statement.
2. Weak - The statement "William Shakespeare is a good author" is a weak thesis
statement. It is overly general and lacks specificity. A strong thesis statement typically
provides a more focused and debatable claim, offering specific reasons or evidence to
support the assertion. To strengthen this thesis, you could specify what aspects of
Shakespeare's work make him a good author
3. Weak - The statement "English is an important subject" is a weak thesis statement.
While it conveys a general sentiment about the importance of the subject, it lacks
specificity and doesn't provide a clear focus for your argument or discussion.
4. Strong - The statement "William Shakespeare uses the setting of his novel to emphasize
the theme of class division" is a strong thesis statement. It is specific, focused, and
presents a clear and debatable claim about the relationship between setting and the
theme of class division in Shakespeare's works. This thesis statement provides a clear
direction for a discussion or analysis of Shakespeare's use of setting in his plays or novels
to highlight class divisions.
5. Strong - The statement "Socialism is the best form of government for Haiti because it
will promote equal opportunity for workers" is a strong thesis statement. It is specific,
focused, and presents a clear and debatable claim about the suitability of socialism as a
form of government for Haiti. This thesis statement outlines a specific reason (the
promotion of equal opportunity for workers) to support the assertion, providing a clear
direction for further discussion or argumentation.