Eapp Ilm Part 1

ASSESSMENT
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UB INDEPENDENT LEARNING MATERIALS

College / Department Senior High School
English for Academic and Course Code: EAPP3

Course Title
Professional Purposes
Lecture Units 4 units Equivalent Hours 80 hours
Laboratory units 0 Equivalent Hours 0
Course Description: This subject highlights the development of communication skills
in English for academic and professional purposes. It allows the students to
understand the rhetoric necessary for intellectual inquiry and independent research in
both academic and professional environment. It also gives the students the
opportunity to focus on critical reading, reasoning, writing, and research skills by
producing major academic and professional papers.
Subject Objectives: At the end of this course the learner should be able to:
SO1: employ practical and useful application of the English Language in both
academic and professional purposes relevant to the learner’s specific strand;
SO2: write simple connected text on topics which are familiar or of personal interest;
SO3: demonstrate proficiency, fluency, and adeptness in written English
SO4: acquire the 21st century skills: critical thinking, creativity, communication and
collaboration which will enable them to rise above the standards in the collegiate
level; and
SO5: produce clear and detailed texts on a variety of subjects related to their field of
interest
Overview
Welcome to English for Academic and Professional Purposed, this is an 80-hour

course which will span over a period of 18-20 weeks and will be delivered through
blended learning. For each of the modules you will go through five phases of learning
which we have termed as the UBIAN, meaning Uncover, Brainstorm, Instill, Apply and
Nutshell.
During the UNCOVER phase you will unlock the topic at hand as you read
through the learning materials and explore the links given. In the BRAINSTORM phase
Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | LipaTelephone

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Website: www.ub.edu.ph
we will discuss as we interact in our synchronous and asynchronous sessions. In
INSTILL you will collaborate with your fellow learners and accomplish the tasks and
activities on hand either individually or in collaboration with your fellow learners. In the
APPLY period we will assess your learning and understanding of the topic and finally in
NUTSHELL we will summarize what we have learned, provide you with references and
additional supplementary materials and assess the module that has just been
completed.
Grading Scheme
The following are the grading systems to be used:
Percentage of Final
Assessment Item Grade Source (Score or Rubric Grade)
Grade
Written works Quizzes, Seatworks, Homeworks 25%
Performance Tasks Projects, recitation, Individual Works, 45%
Group Works
Quarterly Assessments Semi-quarter test and Quarter test 30%
Getting to Know Each Other
Before we totally immerse ourselves in our learning journey let us get to know
each other first. I am Mark Christian T. Umali, LPT, I have been teaching here for 4
years. I am a graduate of Bachelor of Secondary Education with field of specialization in
English. I hold special interests in the field of Language and Literature. I am excited to
meet you and I hope we get to know each better as we travel the course together.
It’s your turn! Tell me more about yourself, what made you decide to pursue this
strand or course. As you embark on your first online learning journey, do reflect on the
reason why you are doing it. Here’s our first getting to know you. Please accomplish the
introductory activity on our LMS.
Study Guide / Study Schedule for the Semester

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This is a summary of the schedule of topics for the semester. As you go through
this ILM you will see that each topic will have its own set of UBIAN phases and the
amount of time allotted for each is not constant.
Module
Inclusive Dates Title
Number
1 Week 1 - 4 Academic and Professional Literacy
2 Week 6 - 9 Writing Reviews and Critique Papers
3 Week 11 - 14 Writing Concept and Position Papers
4 Week 16 - 19 Writing Reports
Module 1 Academic and Professional Literacy

Course topic  Institutional orientation
 Course outline and orientation
 Fundamentals of Reading Academic
Texts
 Introduction to Referencing
 Essential Writing Skills
Time allotment: ( for the week) 16 hours
Learning objectives: Expected outputs:
At the end of this module, the students To do well in this module, you need to
shall be able to: remember and do the following:
 demonstrate an understanding of the  display mastery of the subject content
University’s PVGMO and the course and performance standards; and
outline  UB PVGMO
 acquire knowledge of appropriate  identify the characteristics of various
reading strategies for a better academic texts
understanding of academic texts  locate the main idea of a text
 produce a detailed abstract of  evaluate a good reference or source
information gathered from the various  write an appropriate reference list
academic texts read  recognize plagiarism
 utilize essential writing skills such as
summarizing, paraphrasing, and
direct-quoting

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 write a Précis / Abstract/ Summary
Let’s find out how much you already know about these lessons. Read and
analyze the following questions/statements carefully. Follow the given
instructions for each part of the assessment. Please answer all items. After
taking this short test, you will see your score. Please take note of the items that you
were not able to answer correctly and look for the right answer as you go through this
module.
I. MULTIPLE CHOICE : DIRECTIONS: Read each item carefully. Identify what is being
asked or described in each item. Choose the letter of your answer.
1. This citation requires the writer to cite the details of the reference used in a certain
part of his/her essay.
A. In-text citation C. Bibliography
B. Reference citation D. Glossary
2. This refers to the complete bibliographic entries of all references used by the writer.
A. In-text citation C. Glossary
B. Reference citation D. Index
3. “According to Sipacio (2014), APA style is required for business student majors.”
This is the referencing style used by the statement above:
4. MLA is required for Humanities student majors (Sipacio and Barrot 54).
This is the referencing style used by the statement above:

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5. In this referencing style, there is no need to name the author, page number, or date
of publication in in-text citation.
A. APA style C. IEEE style
B. MLA style D. AMA style
6. This is an essential writing skill that pertains to shortening the original texts using the
writer’s own words without necessarily omitting important details and information.
A. Summarizing C. Direct-quoting
B. Paraphrasing D. Copy reading
7. When a writer expressed an idea he/she got from another source by using his/her
own words without necessarily shortening the original text, the writer used which of
the following writing skills?
8. This is the process of copying a text word-for-word from the original manuscript in
which the writer will use on his own work. This involves attributing the credits to the
original source.
9. This refers to the unethical copying of someone else’s work and presenting them as
your own. This is also called academic theft.
A. Plagiarism C. Referencing
B. Copy reading D. Identity Theft
10. These texts are typically formal. They have a clearly structured introduction, body,
and conclusion.
A. Academic texts C. Colloquial texts
B. Non-academic texts D. Vernacular texts

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II. TRUE / FALSE : DIRECTIONS : Write TRUE if the statement is correct. Otherwise,
write FALSE.
_____ 1. Academic texts are completely different from non-academic texts in terms of
structure, content, and style.
_____ 2. Essentially, the language of academic texts is precise and accurate.
_____ 3. Critical reading strategies lead the readers to a full understanding of the text.
_____ 4. A paragraph can consist of two or more topic sentences.
_____ 5. The abstract presents the thesis of the text.
_____ 6. The main idea is always stated in the first part of a paragraph.
_____ 7. The description text structure uses sensory detail to describe a thing, person,
place, or idea.
_____ 8. Comparison and contrast text structure presents a problem, its causes and
possible solution.
_____ 9. Correctness in academic or professional communication pertains to the use of
simple language for easy decoding and comprehension of the messages.
_____ 10. Informative texts are used by authors to provide information about a
particular topic.
III. SEL-AUDIT : DIRECTIONS: The statements below pertain to the practices involving
academic reading. Please rate as to how often you practice the following statements
by putting a checkmark (/) to the appropriate column of your response. Do this as
objectively as possible.
ACADEMIC READING LEVEL OF PROFICIENCY

SELF-AUDIT
U SO SE N
1. I can differentiate academic texts from non-academic texts.
2. I establish my purpose when reading academic texts.
3. I use graphic organizers to see the relationships of the ideas in
the text.
4. I read the title first then ask myself essential questions about
the topic.
5. I make inferences based on the title.
6. I check the evidence and arguments presented to prove the
main idea or thesis statement.
7. I annotate a text to identify essential information, comment on
the author’s arguments, or relate new ideas to existing ones.
8. I read to answer my own questions posed before reading.
9. I make summary or synthesis of what I read.

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10. I read and re-read the text until my questions have been
answered or until I understand its arguments.
TOTAL
GRAND TOTAL /30
SCORE LEVEL OF PROFICIENCY
28-30 Advanced
25-27 Proficient
23-24 Approaching Proficiency
21-22 Developing Proficiency
20 and below Beginning Proficiency
SCORING
U - Usually 3
SO - Sometimes 2
SE - Seldom 1
N - Never 0
| END OF PRE-ASSESSMENT |
ACTIVITY NUMBER 1 : MISSION VS. VISION (VENN DIAGRAM)ALL ABOUT

UNIVERSITY OF BATANGAS
Since its establishment in 1946, the University of Batangas has grown from 48
students of the former Western Philippine Colleges, to an enrolment of almost 14,000
students housed in modern edifices equipped with technologically advanced facilities
geared to support quality education. UB now has three (3) major campuses in the
Batangas Province found at the following locations: Hilltop, MH del Pilar, and Lipa. The
pre-elementary and elementary departments are in the Downtown campus along
M.H.del Pilar Street, beside the City Library and almost across the Batangas Basilica.
The university also has the Lipa City Campus, which is located in Marawoy,Lipa
City,Batangas. In addition to this is an ongoing construction of additional building
located at Sitio Lawas which will home the Junior High School students by the year
2018.

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The University of Batangas Lipa City (UBLC) broke ground on July 7, 2010 and
formally inaugurated exactly one year later on July 7, 2011. This begins a new dawn for
University of Batangas in Lipa City. It is located at Gov. Felliciano Leviste Road
(formerly Marawoy - Balete Road) in Lipa City. Its strategic location intends to provide
the youth of Lipa and its neighboring towns and cities the opportunity to enjoy quality
education that is not only globally competitive but also technology and research-driven
as welll. The 3.5-hectare campus is committed to intensely cater to the holistic needs of
students in business, education, technology, engineering, tourism and hospitality,
criminal justice, liberal arts and other areas of learning to assure that its graduates will
serve as competitive individuals in the crest of competitive globalization.
In response to the suspension of classes after community quarantine was placed

over the country, the Academics has arranged all the guidelines to guarantee that
learning continues despite the crisis. Online learning through UBian Learning
Management System (LMS) was used with special considerations and modifications as
regards compliance with learning outcomes and competencies. The faculty members
were reminded of realistic workload and deadlines in consideration of students who do
not have or limited access to internet connection.
SOURCE : http://ub.edu.ph/node/291
ON THE SUBJECT: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

ACTIVITY NUMBER 1 : MISSION VS. VISION (VENN DIAGRAM)
What started out as a preparatory course in college to help non-English speaking
students cope with academic requirements has now evolved into a universal service
course aimed at preparing students to engage the world using an academic register.
Regardless of the field you would like to pursue, have mastery of English for
Academic and Professional Purposes (EAPP) would prove to be a valuable tool for
career advancement. It is through mastery of the different academic and professional
genres that one can access vast resources of information and communicate to the world
innovative ideas that would bring a positive impact to the society. For this reason, this
module aims to help you become more familiar with the different text types you will
encounter in the course of your stay in the academe and even beyond and produce
different sorts of writing.
-John Daryl B. Wyson

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Each genre of writing follows certain styles and conventions. Academic and
professional writing is no exemption. This type of genre focuses on writing by people
who need to communicate academic, professional and technical information to people
of the same area of discipline, same level of education, or at least same background
relating to a particular field of specialization.
Specifically, academic writing prepares students to grasp the importance and

significance of writing a series of tasks, demonstrate critical and analytical skills in
evaluating reading ,materials, facilitate fundamentals of persuasion in some special
situations, apply research skills with proper documentation and citation, and use
standard written English for editing and revising.
Meanwhile, professional writing prepares students to comprehend and analyze

professional rhetorical scenarios and respond to them in writing, demonstrate
appropriate planning skills whenever needed, apply research skills for each writing task,
master ethical use of sources and conventions of referencing, and produce coherent,
proficient and specialized writing output needed to contribute to institutions intellectual
work.
-Rizal O. Dapat, MAT
In the following lessons, you will get familiarized with the University’s Philosophy,
mission, vision, objectives and goals. It is necessary to be informed of what kind of
institution you belong as well as the values it upholds. That being said, always keep in
mind the following questions as you go through this lesson:
As you go through this module, remember to search for the answers to the given focus
question:
 How can a student of UB value the PVMGO?
 What aspect of PVMGO connects to the course?
ACTIVITY NUMBER 1 : MISSION VS. VISION (VENN DIAGRAM)
DIRECTION : Base on you own understanding and previous knowledge, differentiate

“Mission” and “Vision” using the Venn Diagram below.
MISSION VISION

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With the use of the terms and the concepts you have written on the Venn
Diagram, formulate you own definition of “Mission” and “Vision”.
MISSION
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
VISION
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
ACTIVITY NUMBER 2 : MY MOTTO, AND I THANK YOU!
FOCUS QUESTIONS:
1. What is your motto in life?

2. Is your motto related to your mission; 3. how about your vision?
MY MOTTO : Write your motto in life the same way contestants in a pageant deliver their
introduction. Fill out the blank with your life’s motto and write “and I, thank you!” at the end.

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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
MY MISSION : As an adolescent, what do you think is your mission in life? Write your answer
on the spaces below.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
MY VISION : How do you see yourself ten (10) years from now? Write your answer on the
spaces below.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
PROCESSING : Are your motto, mission and vision related? If yes, how? If not, how do they
differ? Write your answer on the spaces below.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
LESSON TIME
REMEMBER!
Please read and familiarize yourself with the University’s Mission and Vision. Focus on
the BOLD FACED AND UPPERCASED words.

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PHILOSOPHY
The University of Batangas, a stock non-sectarian, private educational institution,

believes in the pursuit of knowledge, values and skills necessary for the preservation
and improvement of the Philippine society. It has faith in the dignity of the human
person, in the democratic process, in the reward for individual excellence, and in the
freedom of a person to worship God according to his conscience. Thus, the institution
believes that the development of the individual as a person and worker is an effective
means in building a better family, community and nation, and a better world
.
 MISSION VS. VISION EXPLAINED
The term mission refers to the core purpose of a person or an institution which
has to be pursued in order to obtain a certain accomplishment. University of Batangas’
mission, as an educational institution; mainly focuses on its purpose of providing
QUALITY EDUCATION. UB believes that the education which is superior, or if not –
comparable to any other well-known schools; both public and private, not only within the
region but also across the country, may be achieved by preparing the students for the
specific profession they would like to pursue while honing their character and behavior
to become a better person. More so, the institution aims to equip its graduates with the
21st century skills necessary for conquering the global competition and keeping up with
the fast pacing technology and research driven environment.

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Vision, on the other hand; pertains to a person or an institution’s future plans,
goals and aspirations. These are things that are set and targeted to be accomplished
within a given time frame. UB’s dream for itself is to be a CENTER OF EXCELLENCE.
As an educational institution, UB envisions itself as one of the leading schools
producing quality and competent graduates who in turn, would be the masters of their
own fields. Hence, UB will be known and will attract more students who are aiming to
obtain quality education.
Thus, this vision can only be achieved if and only if UB is able to carry out its
mission to the students. For that matter, the students have a big role for the
accomplishment of the University’s vision. In the same manner, University of Batangas
commits itself of providing quality education to the students in order for them to realize
their dreams and aspirations.

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DEEPENLET’S DO THIS!
DIRECTION : Form a group of five (5) and familiarize yourselves with UB’s mission and
vision. Prepare a short (1-2 mins) role-play showing:
1. how a student of University of Batangas can contribute to the realization of its vision?
2. how can University of help the students through its mission?
JOURNAL TIME!
JOURNAL ENTRY NUMBER 1 “UB and I”
DIRECTION : On your personal diary or journal, write an entry addressing this scenario:
As a student of University of Batangas, you were given the chance to join the
open house program to encourage the visitors who are the students from other schools
to consider UB as one of their options to enroll in Senior High. In your talk, you ware
tasked to emphasize how the mission and vision of UB realigns with your own mission
and vision and how UB fulfills its promise for you to achieve your dreams. Write your
speech on your personal journal.
TRANSFERREMEMBER!
 In the tertiary level, UB is recognized by the Commission on Higher Education as the

Center of Excellence for Teacher Education. Along with this, most of the programs
offered by the university, both in basic and college education, are accredited by
different accrediting agencies. These are proofs that UB is indeed a center of
excellence in the field of education.
 It is the vision of UB to serve primarily the Batangueno and the Filipino through its
graduates who imbibe the core values of the university.
 Faith in God (Spirit) As a non-sectarian school, UB gives freedom to a person to
practice any religion.
 Love of Wisdom (Intellect) Through its quality education, UB develops its students to
become life-long learners.
 Service to Fellowmen (Purpose) UB molds its students to become active members
of the community.

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FIRM-UPBIG QUESTION:
As you go through this module, remember to search for the answers to the given focus
question:
 How can understanding English for academic and professional purposes prepares the
students in writing various texts across different fields or disciplines?How can
understanding yourself pave the way to self-acceptance and better relationship with
others?
This unit contains lessons which aim to build and enhance the academic reading
skills of the learners. Various essential topics, from the content and structure of
academic texts to basic reading skills such as locating the main idea are discussed.
These lessons are coupled with numerous exercises which strengthen the
understanding on these topics.
UNIT 1 : Fundamentals of Reading Academic Texts
LEARNING
OBJECTIVES
At the end of this unit, the students shall be able to:

 determine the structure of a specific academic text
 differentiate language used in academic texts from various disciplines
 state the thesis statement of an academic text
Let’s warm up!
Directions : Fill out the table to differentiate academic text from non-academic text.
Choose your answer from the box below.
Formal To inform/ or validate idea
To entertain Subjective
Related literature Research papers, reports
Contains slang and colloquialisms Diaries, Informal essays
Introduction-Body-Conclusion Objective
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structure Public
Scholarly audience Everyday events
Characteristics Academic Text Non-academic Text
Audience
Purpose
Structure
Language
Style
Source of content
Examples
LESSON 1 : DEFINITION OF ACADEMIC

TEXTS
NATURE AND CHARATERISTICS OF ACADEMIC TEXT
An academic text is a reading material that provides information which include

concepts and theories related to specific discipline.
The texts you read in school are different from the texts you read during your
leisure time. While texts you read for pleasure, such as graphic novels or magazines,
can be likened to the appeal of sweet desserts, academic texts are more likely the
heavy main course. More often than not, they need to be chewed and savored for a
long time before their meanings can be fully digested.
The following are examples of academic texts: Research paper, conference

paper, feasibility study, thesis/Dissertation, Reviews, Essay, Academic Journals, and
Reports.
Academic Texts Description

Articles Published in scholarly journals, this type of academic text
offers results of research and development that can either
impact the academic community or provide relevance to

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nation-building.
Conference papers These are papers presented in scholastic conferences, and
may be revised as articles for possible publication in scholarly
journals.
Reviews These provide evaluation or reviews of works published in
scholarly journals.
Theses, Dissertations These are personal researches written by a candidate for a
college or university degree.
CHARACTERISTICS OF ACADEMIC TEXT
STRUCTURE
Unlike fiction or journalistic writing, the overall structure of an academic text is
formal and logical (Introduction-Body-Conclusion). It must be cohesive and possess a
logically organized flow of ideas; this means that various parts are connected from a
unified whole.
TONE
The overall tone refers to the attitude conveyed in a piece of writing. The
arguments of others are fairly presented and with an appropriate narrative tone. When
presenting a position or argument that disagrees with one’s perspectives, describe the
argument accurately without loaded or biased language.
LANGUAGE
It is important to use unambiguous language. Clear topic sentence enables a
reader to follow your line of thinking without difficulty. Formal language and the third
person point-of-view should be used. Technical language appropriate to the area of
study may also be sued, however it does not mean using “big words” just for the sake
of doing so.
CITATION
Citing sources in the body of the paper and providing a list of references as
either footnotes or endnotes is a very important aspect of an academic text. It is
essential to always acknowledge the source of any ideas, research findings, data, or
quoted text that have been used in a paper as a defense against allegations of
plagiarism.
COMPLEXITY
An academic text addresses complex issues that require higher-order thinking
skills to comprehend.

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EVIDENCE-BASED ARGUMENTS
What is valued in an academic text is that opinions are based on a sound
understanding of the pertinent body of knowledge and academic debates that exist
within, and often external to a specific discipline.
THESIS-DRIVEN
The starting point of an academic text is a particular perspective, idea or position
applied to the chosen research problem, such as establishing, proving, or disproving
solutions to the questions posed for the topic.

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ACADEMIC LANGUAGE
Academic Language refers to the oral, written, auditory, and visual language
proficiency required to learn effectively in schools and academic programs. It is also the
language used in classroom lessons, books, tests, and assignments. It is the language
that students are expected to learn and achieve fluency in.
Why is academic language so important?
- Students who master academic language are more likely to be successful in academic
and professional settings
What is difference between academic language and social language?
Social language is the simple, informal language we use when talking face to face with
family members and friends. It allows us to use contemporary or slang terms like “cool,”
“awesome,” or “dude.” We can also communicate feelings, needs, and wants using
symbolic hand gestures for drink, eat, hot, cold, hurt, or tired. Social language also
includes writing emails, friendly letters, and texts or retelling stories.
Academic language is different from everyday social language. It is the vocabulary

students or adults must learn to succeed in the classroom or in the workplace. We use
academic language to describe and comprehend complex ideas, process higher-order
thinking, and understand abstract concepts.
Academic language is what students read in textbooks and on tests and what they hear
during instruction in the classroom. Students with limited or low academic language
skills are more than likely to have low academic performance in classroom settings.
Source: www.handyhandouts.com
Some of the differences between social and academic language that students should
look for include:
Social Language Academic Language

variety of words, more
repetition of words
sophisticated vocabulary
sentences start with transition
sentences start with “and” and “but” words, such as “however,”
“moreover,” and “in addition”

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use of slang: “guy,” “cool,” and
No slang
“awesome”

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TYPES OF ACADEMIC TEXTS
1. Informative Texts are sued by authors to provide information about a particular

topic. These can be technical reports like research reports, laboratory reports,
feasibility reports, case study reports, etc.
2. Persuasive Texts are notification texts used to convince the reader to agree with
author’s perspective about the issue. Reading these type of academic texts
improves critical thinking, promotes research skills to validate arguments, and
encourage readers to perform an action aligned with the writer’s objectives.
Examples of these are position paper and concept paper among others.
The writer may utilize:

 Appeal to credibility – the writer should establish himself as the authority of the
subject matter.
 Appeal to logic – the writer must present substantial and tangible evidences to
affirm his claims.
 Appeal to emotions – the writer should convince the audience and get their
sympathy to address their knowledge and feeling about the subject matter.
3. Light, Amusing, Interesting and Harmonious Text is a text that speaks for itself.
They are designed to entertain, amuse, inspire, encourage, and spread good vibes
among the readers. Examples of these are anecdotes, personal experiences and
speeches of this kind.
To write this type of academic text effectively, the writer should:

 include comedic description.
 use funny comparison.
 learn the art if comedic timing.
 not exaggerate the humor.
 not tell readers about the humor.
 edit. edit. edit.
LESSON 2 : STRUCTURES OF ACADEMIC

TEXTS
Academic texts are typically formal. They have a clearly structured introduction,
body, and conclusion. They also include information from credible sources which
are, in turn, properly cited. They also include a list of references used in developing

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the academic paper.
As a writing convention, academic texts should be organized in a specific way

and should follow a clear structure. Text structure refers to how the information is
organized in a composition. This way, the reader could comprehend better the
message being conveyed by the writer. Also, by following a specific structure, the writer
could organize his material appropriate for the level of the readers.
1. Argumentative Structure
The argumentative structure of writing requires the student to investigate a topic;

collect, generate, and evaluate evidence; and establish a position on the topic in a
concise manner.
Argumentative essay assignments generally call for extensive research of

literature or previously published material. Argumentative assignments may also
require empirical research where the student collects data through interviews, surveys,
observations, or experiments. Detailed research allows the student to learn about the
topic and to understand different points of view regarding the topic so that she/he may
choose a position and support it with the evidence collected during research.
Regardless of the amount or type of research involved, argumentative essays must
establish a clear thesis and follow sound reasoning.
The structure of the argumentative essay is held together by the following:
 A clear, concise, and defined thesis statement in the first paragraph of the essay.
 Clear and logical transitions between the introduction, body, and conclusion.
 Body paragraphs that include evidential support.
 Evidential support (whether factual, logical, statistical, or anecdotal).
 A conclusion that does not simply restate the thesis, but readdresses it in light of
the evidence provided.
Source:https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html
Introduction
Background
Supporting Evidence 1
Counter Arguments
Conclusions
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2. Report Structure
Reports are a common academic genre at university. Although the exact nature
will vary according to the discipline you are studying, the general structure is broadly
similar for all disciplines. The typical structure of a report, as shown on this page, is
often referred to as IMRAD, which is short for Introduction, Method, Results and
Discussion. As reports often begin with an Abstract, the structure may also be referred
to as AIMRAD (source: https://www.eapfoundation.com/writing/reports/structure/).
Identifying the structure if a report and dividing its sections into headings and
subheadings helps the report to be effective for it directs reader to find the needed
information faster.
TITLE PAGE report title

your name
submission date
EXECUTIVE SUMMARY Abstract
TABLE OF CONTENTS Sections of the report and their
corresponding page numbers
INTRODUCTION The purpose or objectives of the report, the
prevalence of the issue and the
significance of the inquiry
BODY The very core of the report, the findings,
substantial data and their analysis
CONCLUSION The major inferences drawn from the
discussion of the findings that could be the
basis for recommendations
REFERENCE LIST List of references consulted during
research for report
3. Other text structures
TEXT STRUCTURE DEFINITION

Description This text structure uses sensory detail to describe
a thing, person, place, or idea.
Problem-solution This structure presents a problem, its causes and
possible solution.
Time/Order Chronological This structure provides information in order of
appearance or event.
Comparison/Contrast This structure provides information on the
similarities or differences of two things, persons,

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places, events, and even ideas.
Cause and Effect This structure presents a concept or problem and
provides reasons or explanation for such.
CONTENT AND STYLE OF ACADEMIC TEXT
Academic texts include concepts and theories that are related to the specific
discipline they explore. They usually exhibit all the properties of a well-written text i.e.,
organization, unity, coherence and cohesion, as well as strict adherence to rules of
language use and mechanics.
In general, authors observe the following when writing academic texts.
 They state critical questions and issues.

 They provide facts and evidence from credible sources.
 They use precise and accurate words while avoiding jargon and colloquial
expressions.
 They take an objective point-of-view and avoid being personal and subjective.
 They list references.
 They use hedging or cautious language to tone down their claims.
Here are some examples of hedging expressions used in academic texts.
TYPES EXAMPLES AS USED IN THE SENTENCE

Modal auxiliary may, might, can, could, would, The measure might have negative
verbs should effects on the patients’ health.
Modal lexical verbs to see, to appear, The discussion appears to have a
doubting and to believe, to assume, positive implications.
evaluating rather to suggest, to estimate,
than merely to tend, to think, to argue,
describing to indicate, to propose,
Probability possible, probable, un/likely A number of significant changes
adjectives are possible.
Nouns assumption, claim, possibility, There are a number of claims
estimate, suggestion pertaining to the possibility of
divorce.
LESSON 3 : READING STRATEGIES AND LOCATING MAIN IDEAS
Aside from the fundamental differences in content and form, the difference

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between academic and non-academic text lies in the approach you take when reading
them.
READING GOALS
It is important that you know your purpose for reading early on, so you can save
time and improve you comprehension.
Before you read and academic text, ask yourself the following questions:
1. Why am I reading this text?

2. What information or pieces of information do I need?
3. What do I want to learn?
Below are some general purposes for reading an academic text:
 to better understand an existing idea

 to get ideas that can support a particular writing assignment
 to gain more information
 to identify gaps in existing studies
 to connect new ideas to existing ones
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.
BEFORE READING
 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.
 Identify your attitude towards the author and the text.
 State what you already know and what you want to learn about the topic.
 Determine the target audience.

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 Check the publication date for relevance. It should have been published at most
five years earlier than the current year.
 Check the reference list while making sure to consider the correctness of the
formatting style.
 Use a concept map or graphic organizer to note your existing ideas and
knowledge on the topic.
DURING READING
 Annotate important parts of the text.
o 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 key words or phrases on the margins where in bullet form.


Write something on the page margin where important information is found.

Write brief notes on the margin.

Write questions on information that you find confusing.

Write what you already know about the ideas.

Write the limitations of the author’s arguments.

Write notes on the reliability of the text.

Comment on the author’s biases.

Use a concept map or any graphic organizer to note down the ideas being

explained.
 React on the arguments presented in the text.
 Underline important words, phrases, or sentences.
 Underline or circle meanings or definitions.
 Make or highlight relevant/essential parts of the text.
 Use the headings and transition words to identify relationships in the text.
 Create a bank of unfamiliar or technical words to be defined later.
 Use context clues to define unfamiliar or technical words.
 Synthesize author’s arguments at the end of chapter or section.
 Determine the main idea of the text.
 Identify he evidence or supporting arguments presented by the author and
check their validity and relevance.
 Identify the findings and note the appropriateness of the research method
used.
AFTER READING

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 Reflect on what you learned.
 React on some parts of the text through writing.
 Discuss some parts with your teacher or classmates.
 Link the main idea of the text to what you already know.
OTHER READING STRATEGIES
In addition to the given strategies before, during, and after reading, there are
other reading strategies that you can employ to ensure reading not only of academic
texts, but also of other texts in general.
A. SQ3R METHOD
The SQ3R method stands for Survey (or SKIM), Question, Read, Recite (or Recall),
and Review.
STAGE GUIDELINES
Survey  Skim
 Check the headings and tables, diagrams, or figures
 Read the first few and last sentences of the text to determine
key information.
 Get a feel of the text.
Question  Annotate the headings with your questions.
 Develop questions on the types of information you expect
from the text.
Read  Look for answers to your questions as you read the text.
 Stop and slow down if the passage is not clear.
 Make sure to proceed reading only when you already
understand the text.
Recite  Recount the main point of the text.
 Recall by writing a summary or synthesis based on what you
understand of the text.
 Highlight or underline the important points you read.
Review  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.

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 Evaluate what you learned to ensure that you are convinced
and satisfied with the information presented in the text.
B. KWL METHOD
The KWL method guides you in reading and understanding a text. To apply the KW
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 an example of KWL chart using an article which focuses on language and
gender.
K W L
What I [K]now What I [W]ant to learn What I have [L]earned
 There is a connection  Are women really more  Women are reported to
between language and talkative than men? speak 20,000 words a
gender. day while men speak an
 What accounts for the average of 7,000 words.
 Women and man are on differences in the
different levels of frequency of language  Foxp2 protein is one of
talkativeness. use between men and the genes associated
women? with language.
 It was shown that

women have higher
levels of this protein
than men.
UNDERSTANDING AND LOCATING THE THESIS STATEMENT
The thesis statement presents or describes the point of an essay. In an

academic text, the thesis statement is usually presented in the abstract or executive
summary or found at the last part of the introduction. It is written in declarative
sentence.

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Consider the sample abstract and introduction with the underlined thesis
statement presented below:
SAMPLE ABSTRACT
Previous studies revealed that meaning-focused instruction (MFI) and form-

focused instruction (FFI) are two of the most effective approaches in developing the
overall language skills of second language learners, separately. However, no
experimental studies have been conducted to prove their effectiveness when
integrated. This study, therefore, aims to fill in this gap by investigating the effects of
combining MFI and FFI in developing the speaking, writing, and grammar skills of
selected secondary ESL students in public high schools in the Philippines . The
participants involved in this study are 480 third year high school students. These
students were divided into four groups: Group A (n=120) received both the MFI and
FFI, Group B (n=120) received MMI only, Group C (n=120) received FFI only, and
Group D (n=120) received the Standard English program for secondary ESL
students. Findings revealed that students from Group A, B and C significantly
improved in their speaking, writing, and grammar skills but not Group D. Based on
ANOVA, findings further showed that students from Group A have outperformed
students from Groups B, C, D. From these findings, it is concluded that combining
MFI and FFI is an effective way in significantly improving the language skills of
students. Future directions and implications for teaching are also discussed.
SAMPLE INTRODUCTION
Filipinos are frequent moviegoers. Perhaps because of the comic relief that
comedy films promise, or the fairytale ending we all want to have that the rom-coms
provide, we indulge in the cinematography of moving pictures. In the 1984 Guinness
Book of World Records, the Philippines was listed as the nation with the world’s
most avid film-going public, averaging 19 trips to the cinema per year, per person
(Yeatter 4). In a more recent statistic, the country has also been known to have the
highest level of theatre admission in South-East Asia, with 63 million moviegoers in
2004 (“Phil. indie films”). More often than not, movie theatres all over the Metro are
filled with people who want to break out from their usual working routine to catch a
two-hour movie with friends. Oddly enough, however, we as constant consumers of
these motion pictures tend to patronize those that are made particularly
international.
In some cases in academic texts, the thesis statement located at the last part of
the introduction is replace with purpose statement. Unlike thesis statement, the
purpose statement is introduced by signal phrases that announce the purpose, scope,
or the direction of the text as well as its focus.

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There is a challenge posted to higher education. That is to attune its present
educational goals, objectives, and mission-vision to the demands of a globalized
world. Consequently, institutions, especially in the developing countries, have
started to reconstruct their global dynamics of knowledge production through
establishing linkage among institutions across nations. Generally, the common set
of internalization of higher education highlights the importance of promoting cultural
diversity and fostering intercultural understanding, respect, and tolerance among
people (Turner and Robinson, 2007). These reiterations of what internationalization
of higher education should emphasize are actually based on the profound belief that
the cultural heritage of people is universal and humankind shares the bond off
humanity and global citizenship in the process off advancement of knowledge
(Wing, 2010)... Exploratory in nature, this paper aims to examine the key concepts
on IHE. Specifically, this paper reviews articles which will shed light on the
significant ideas, and proposes a preliminary framework of IHE in the Philippines.
STRATEGIES IN LOCATING THE THESIS STATEMENT
The following strategies are also useful in helping you locate the thesis
statement of a text:
 Read the title of the text and make inferences on its purpose.
 If the text has no abstract or executive summary, read the first few paragraphs
as the thesis statement is usually located there.
 In other cases, you may also check the conclusion where authors sum up and
review their main points.
UNDERSTANDING AND LOCATING THE THESIS STATEMENT
The topic sentence presents or describes the point of the paragraph; in other
words, it is the main idea of the paragraph. It can be located in the beginning, middle,
or last part of a paragraph.

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The Department of Social Welfare and Development (DSWD) is the agency
responsible for human development concerns such as the provision of social
services such as those provided in day care centers. For instance, DSWD is
implementing the Supplementary Feed Programs (SFP) nationwide. This is in
addition to the regular meals served to Day Care Center children a part of DSWD’s
program to ensure that day care children are well-nourished as the attend classes.
Early Childhood Care and Development (ECCD) plays a crucial role in

ensuring that children are taught the skills and knowledge essential in building
learner’s interest to acquire education in life. Recognizing the benefits of ECCD to a
person’s well-being and the country, RA No. 8980 or the ECCD Act was legislated
to institutionalize a national ECCD system. Through the ECCD ACT, a
comprehensive, integrative, and sustainable ECCD framework of the country was
developed. This ECCD Act promotes multisectoral and inter-agency collaboration
under the coordination of a national ECCD Council.
Source: “Education for All, 2015 National Review Report: Philippines” (2015 )
STRATEGIES IN LOCATING THE TOPIC SENTENCE
The following strategies are useful in helping you locate the topic sentence in a
paragraph:
 Read the first sentence if the paragraph very carefully because most authors
state their topic sentence in the beginning of the paragraph.
 Browse the sentences in the paragraph to identify what they describe. The
sentence that best describes the topic of the paragraph is to topic sentence.
 Find the concept or idea being tackled, which in colloquial term is the “big word”
in the paragraph. The sentence that defines the big word is usually the topic
sentence.
 Identify the purpose of the paragraph. The sentence that presents or describes
the purpose is the topic sentence.
 Observe the writing style of the author. Focus specifically on where he usually
places the topic sentence.
LESSON 4 : C’S OF ACADEMIC AND PROFESSIONAL COMMUNICATIONS
Success in academic and professional pursuits is often hinged on one single

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important word – communication; and most of it happens in English. And more so in a
country where English is the official language of the academe and business, one has to
learn to communicate effectively and be understood effectively by people to facilitate
productivity and work efficiency. However; it’s not enough that one knows how to use
the language, it’s also imperative to consider its substantial content, proper usage and
applied mechanics.
C’S OF ACADEMIC AND PROFESSIONAL COMMUNICATIONS
1. CORRECTNESS
Using grammar and syntax correctly vouches for increased effectiveness and
credibility of the message. In fact, grammar and syntax mistakes make it harder for
the recipient to decode the message and understand its contents. Also, they have a
negative impact on the overall communication, as they show that the sender hasn't
taken his time to craft his messages more carefully.
2. CLARITY
To be effective, communication has also to be clear and specific. To achieve

clearness, the message should focus on a single objective, thus emphasizing its
importance and catering for a prompt understanding of its contents. Clear
communication also requires the adoption of the relevant terminology, thus reducing
ambiguities and confusion in the communication process.
3. CONCISENESS
Conciseness is not about keeping the message short, but rather about keeping it
to a point. Conciseness in communication happens when the message does not
include any redundant or irrelevant information. Concise communication prompts a
better understanding of the message, because the recipient can focus on the key
points and does not get distracted by a wealth of minor details.
4. CONSIDERATION
When engaging in communication, a sender should always consider and value

the recipient's needs, moods and points of view. Tailoring the contents and style of
your messages based on their target audience strengthens the key points delivered
within, as the sender can use argumentations and examples relevant to the
recipient's experience, thus catering for a more thorough understanding of the
message.
5. CONCRETENESS
Effective communication happens when the message is supported by facts and

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figures. Concreteness in communication is also about answering to questions timely
and consistently, and developing your argumentations based on real-life examples
and situations rather than on general scenarios or theories. Concreteness fosters
effectiveness in communication, as the recipient gets a more comprehensive
overview of the message and its implications.
6. COURTESY
Courtesy in communication implies being respectful of the recipient's culture,

values and beliefs. Also, it involves the need to adopt a register your audience can
easily relate to and understand. Courteous communication has a positive impact on
the overall communication, as it prompts a more positive and constructive approach
to the conversation.
7. COMPLETENESS
To be effective, communication should be complete, i.e. it should include all the

information the recipient needs to evaluate its content, solve a problem or make a
decision. Complete communication reduces the need for follow-up questions and
answers, and improves the quality of the overall communication process.
PERFORMANCE CHECK
WRITTEN TASK NUMBER 1

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A. CHECKING FOR UNDERSTANDING
I. TRUE or FALSE
Directions: Write TRUE if the statement is correct. Otherwise, write FALSE.
_____ 1. Academic reading requires concentration and comprehension.

_____ 2. Academic texts are completely different from non-academic texts in terms
of structure, content, and style.
_____ 3. Authors of academic texts usually present facts to support their main
argument.
_____ 4. Completing academic readings appears to be a challenge in which
students fail.
_____ 5. Critical Reading strategies lead the readers to a full understanding of the
text.
_____ 6. Essentially, the language of academic texts is precise and accurate.
_____ 7. One has to determine his purpose before reading.
_____ 8. Reading strategies differ from one person to another.
_____ 9. Successful readers of academic texts generally integrate valuable
information or ideas from one source to another.

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_____ 10. Through writing annotations, readers are guided on important ideas
_____ 11. A paragraph can consist of two or more topic sentences.
_____ 12. The abstract presents the thesis of the text.
_____ 13. By observing the writing style of the author, you can determine the
location of the topic sentence.
_____ 14. Locating the thesis statement or topic sentence while reading a text can
save time.
_____ 15. Most of the time, the author begins the paragraph with a topic sentence.
II. IDENTIFICATION
Directions: Supply the C of writing suggested by each statement.
_____ 1. The composition observes rhetorical principles in writing.

_____ 2. The content brings about desired results.
_____ 3. The composition includes only the information that is necessary.
_____ 4. The content adopts the YOU attitude in business message.
_____ 5. The composition uses specific facts and figures, clear and image building
words.
_____ 6. This is written in clear thinking.
_____ 7. This shows a mental attitude which implies difference, respect,
consideration, and helpfulness.
_____ 8. The content considers moral responsibility.
_____ 9. The composition has a blend of composure and self-respect.
_____ 10. The composition observes critical grammatical structure.
B. INDIVIDUAL DRILL
I. Directions: Give at least two supporting evidences for each claim. Do your
research if necessary.
1. President Duterte is very serious in his war against illegal drugs.

Evidence 1. _____________________________________________________

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_______________________________________________________________
______________________________________________________________.
Evidence 2. _____________________________________________________
_______________________________________________________________
______________________________________________________________.
2. The Philippines is one of the best tourist destinations in the world.

Evidence 1. _____________________________________________________
_______________________________________________________________
______________________________________________________________.
Evidence 2. _____________________________________________________
_______________________________________________________________
______________________________________________________________.
3. Filipinos are one of the happiest people in the world.

Evidence 1. _____________________________________________________
_______________________________________________________________
______________________________________________________________.
Evidence 2. _____________________________________________________
_______________________________________________________________
______________________________________________________________.
4. Filipinos love beauty pageants.

Evidence 1. _____________________________________________________
_______________________________________________________________
______________________________________________________________.
Evidence 2. _____________________________________________________
_______________________________________________________________
______________________________________________________________.
5. The world is aging.

Evidence 1. _____________________________________________________

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_______________________________________________________________
______________________________________________________________.
Evidence 2. _____________________________________________________
_______________________________________________________________
______________________________________________________________.
II. Directions: Compose five persuasive sentences that will convince foreigners to
visit the Philippines. You may use these sceneries as your springboard.
Source: https://theculturetrip.com/asia/philippines/articles/the-breathtaking-ifugao-rice-terraces-of-the-philippine-cordilleras/
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

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Source: https://www.yodisphere.com/2010/09/bohol-tour-chocolate-hills-and-nine.html
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Source: https://www.travel-palawan.com/product/legazpi-city-tour-and-culinary-experience/
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_______ ____________
_______ ____________
_______ ____________
_______ _

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Source: https://www.tripadvisor.com/Tourism-g294255-Palawan_Island_Palawan_Province_Mimaropa-Vacations.html
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Source: https://www.klook.com/blog/new-boracay-rules/
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
ALL ABOUT UNIVERSITY OF BATANGASMINI PERFORMANCE TASK 1

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A. VENN DIAGRAM
Watch the following videos from the links below.

https://www.youtube.com/watch?v=7cbMYAqBdPo
https://www.youtube.com/watch?v=Cq4J8bPBcck
Directions: While watching, note the description and differences of academic and
non-academic text using the Venn diagram below.
Academic Text Non-academic Text
B. GRAPIC ORGANIZER
Directions: Read any academic text from any of your other classes using either the
KWL chart or SQ3R strategy. Then, research another reading strategy aside from these
two and use it to read the same text. Submit a comparison of the strategies you used.
Answer the following questions:
 Which did you find more effective?
 Why do you find it more effective?
SQ3R STRATEGY
Survey Write the important headings, tables, and diagrams or figures in

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the text.
Write the first few and last sentences to get the key information.
Questions Develop questions that you want to find the answers after reading
the text.
Read Look for the answers for your questions.
Write the answers here.

Recite Recount the main points in the text.
Write a summary or synthesis based on your understanding of the

text.
Review Evaluated what you learned.
Write here what you’ve learned from the text.
KWL STRATEGY
K W L
What I KNOW What I WANT to learn What I have LEARNED
‍

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ASSESSMENT

UB INDEPENDENT LEARNING MATERIALS

English for Academic and Course Code: EAPP3

Welcome to English for Academic and Professional Purposed, this is an 80-hour

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Getting to Know Each Other

Study Guide / Study Schedule for the Semester

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Module 1 Academic and Professional Literacy

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ACADEMIC READING LEVEL OF PROFICIENCY

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ACTIVITY NUMBER 1 : MISSION VS. VISION (VENN DIAGRAM)ALL ABOUT

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In response to the suspension of classes after community quarantine was placed

ON THE SUBJECT: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

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Specifically, academic writing prepares students to grasp the importance and

Meanwhile, professional writing prepares students to comprehend and analyze

-Rizal O. Dapat, MAT

ACTIVITY NUMBER 1 : MISSION VS. VISION (VENN DIAGRAM)

DIRECTION : Base on you own understanding and previous knowledge, differentiate

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ACTIVITY NUMBER 2 : MY MOTTO, AND I THANK YOU!

1. What is your motto in life?

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The University of Batangas, a stock non-sectarian, private educational institution,

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Campuses: Hilltop | MH del Pilar | Pallocan East | Pallocan West | LipaTelephone

JOURNAL ENTRY NUMBER 1 “UB and I”

 In the tertiary level, UB is recognized by the Commission on Higher Education as the

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UNIT 1 : Fundamentals of Reading Academic Texts

At the end of this unit, the students shall be able to:

Let’s warm up!

LESSON 1 : DEFINITION OF ACADEMIC

An academic text is a reading material that provides information which include

The following are examples of academic texts: Research paper, conference

Academic Texts Description

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CHARACTERISTICS OF ACADEMIC TEXT

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What is difference between academic language and social language?

Academic language is different from everyday social language. It is the vocabulary

Social Language Academic Language

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1. Informative Texts are sued by authors to provide information about a particular

The writer may utilize:

To write this type of academic text effectively, the writer should:

LESSON 2 : STRUCTURES OF ACADEMIC

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As a writing convention, academic texts should be organized in a specific way

The argumentative structure of writing requires the student to investigate a topic;

Argumentative essay assignments generally call for extensive research of

The structure of the argumentative essay is held together by the following:

TITLE PAGE report title

3. Other text structures

TEXT STRUCTURE DEFINITION