Work-Book EAPP Week1-3

PAMANTASAN NG CABUYAO |ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES 1
Course Material No. 1
English for Academic and

Professional Purposes
Diorene Nica T. Serrano

Course Instructor
Reading Academic
Text 1
LEARNING OUTCOMES
Here’s what I will teach you in this course material:
 Differentiates language used in academic text from various

discipline
 Use knowledge of text structure to glean information he/she
needs.
 Uses various techniques in summarizing a variety of
academic texts
 States the thesis statement of an academic text
 Outlines Reading text in various discipline

RESOURCES NEEDED
For this lesson, you would need the following resources:
 Reading Academic Text Present

 Links to videos
 Links to websites
 English for Academic and Professional Purposes: A
Multidisciplinary Approach
WHAT YOU KNOW…
1. What is the easiest writing you have done so far? MODULE CONTENTS
_____________________________________________
_____________________________________________
Write it DOWN!
_____________________________________________
4
2. How about the most difficult writing assignment you
have done?
_____________________________________________
5 Definition of Academic
Text
_____________________________________________
_____________________________________________
3. What do you think made the writing assignment

18 Activity 1
difficult or easy?
_____________________________________________
_____________________________________________
18 Activity 2
_____________________________________________
_____________________________________________
19 Activity 3
18 Activity 4
20 Key Terms
21 References
WRITE it DOWN!
Write 5 technical terms for each catergory and give short description into
it.
Law
1.
2.
3.
4.
5.
Education
1.
2.
3.
4.
5.
INTRODUCTION
As a student, you are expected to come up with different types of texts. As you finish your studies, and
start seek for employment, you are expected to be proficient in writing different texts for a specific field.
This lesson will help you broaden your knowledge regarding academic texts and its concepts.
Academic text is a type of text or writing that is written by professionals in a given filed and is also
intended for a scholarly audience, while non-academic text is a type of text or writing that is written for a
non-academic audience. They are for the general public. It can be written by anyone with writing talent
or skills, regardless of whether they are a professional in the field or area they are writing about.
It is vita to know first the most essential word I our subject,
Definition of a Academic Text
Text is defined in linguistics as "a stretch of language which is perceived as a purposeful connected
whole. A text may be spoken or written, produced by one person or more, and is created by text-
internal cohesion and text-external coherence. Some linguists use the term text interchangeably with
discourse (Collins & Hollo, 2000)." This book, this lesson, a poem, an essay, and a play are examples of
texts which may come in various forms and vary in length (as short as a one-word notice Danger, a one-
sentence slogan, or a two-line proverb or as long as a 20-part television series or a five-act play).
Moreover, a text is not a grammatical unit, but "a product of communication or piece of language whose
shape is motivated by its semantic purposes and pragmatic roles (Collins & Hollo, 2000)."
An academic text, therefore, is a product of communication or piece of language used for academic
purposes or in relation to academic courses (subjects).
FEATURES OF ACADEMIC TEXTS
Upon writing academic texts, the following features must be considered:
•Precision – facts and figures are given precisely.
• Explicitness – academic writing is explicit about the relationships int he text. Furthermore, it is the
responsibility of the writer in English to make it 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.
• Accuracy – academic writing uses vocabulary accurately. Most subjects have words with narrow
specific meanings.
• Responsibility – 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.
• Organization – academic writing is well-organized. It flows easily from one section to the next in a
logical fashion
• Planning – it usually takes place after research and evaluation, according to a specific purpose and
plan.
ACADEMIC LANGUAGE
It is more formal than everyday language, and its major purposes are to explain and analyze knowledge
from theories and/or research findings and to persuade readers that your analysis about the theoretical
knowledge and/or the research findings is reasonable or justifiable.
The tone of academic language is usually formal, meaning that it should not sound conversational or
casual. You should particularly avoid using colloquialisms, idioms, slang, phrasal verbs or journalistic
expressions because they are often imprecise, leading to misinterpretation.
Another feature of academic language is objectivity. This means it is unbiased, based on facts and
evidence and is not influenced by personal feelings. When personal beliefs or emotions influence your
writing, it is subjective and thus less convincing.
Academic language is often impersonal. This means you do not have to refer to yourself as the
performer of actions.
LANGUAGE USED IN ACADEMIC TEXTS
KIND OF JARGON MEANING EXAMPLES
Medicalese Language of doctors; Osteoporosis, scoliosis, leukemia,

terms used in the field of meningococcemia,
medicine dysmenorrhea, peptic ulcer,
antacid, insomnia, vasectomy,
Legalese Language of lawyers; rhinoplasty

terms used in the field Criminologist, penology, habeas corpus,
law. corpus delicto, illegitimate, sub judice, jus
soli, bona fide,
plaintiff, defendant, complainant
Journalese Language of journalists; terms Yellow journalism, payola, blue

used in the field or pencilling, lead, beat, headline, banner,
journalism/newspapering streamer, byline,
editorializing, libel, layout artist,
classified ads
Commercialese/ Language of businessmen/ Expenditure, revenue, purchasing power,

Mercantilese terms used in the field of merchandising, ultimate
commerce and industry. consumer, bad order, ceiling power,
accrual, collateral, liabilities
Technicalese Language of technocrats; terms Halogen, kinetic energy, centrifugal force,

used in the field of science and aerodynamics, hydrostatics, barometer,
technology solar energy,
acceleration, altitude, electron,
Diplomatese Language of diplomats; terms Attachѐ, ambassador of goodwill, courtesy

used in the field of foreign call, extradition, deportee, diplomatic
service corps, state visit, consulate, immigratiom,
press briefing
Teacherese Language of teachers; terms Normal distribution curve, feeble

used in the field of education mindedness, special education, open
university, teaching strategy, assessment,
class performance
Motherese Language of mothers; baby talk, breast-feeding, feeding bottles,

terms used in parenting baby sitter, weaning, toddlers, disposable
diapers, special children, temper tantrums
Telegraphese Language of texters; ur, low batt, txtmsg, sms, cp, re, http,
terms used in www, WiFi, hifi, asl, sop, asap, emo, lipo,
telegraphy/texting demo, chemo, con-ass, concon, ob-gyne
Computerese Language of computer specialist; Kilobyte, octal system, debugging, love

terms used in information bug, programming, flow chart, website
technology designer, cybercrime, database, memory,
chatting
Source: Menoy, J.
Let us proceed to various academic discipline.
DISCIPLINE
It is defined by the Oxford English Dictionary as a branch or learning or scholarly instruction.
5 READING IN LITERATURE
READING IN SCIENCE
• Comprehension of scientific texts also often requires mathematical literacy or an ability to understand
what mathematical tables and figures convey.
• Many scientific texts also require visual literacy, using diagrams, drawings, photographs and maps to
convey meanings. (Lee & Spratley, 2010).
Remember: Reading in the field of science is extensive in nature. Thus, you must have a good
foundation of general science before one can fully understand readings of the specific branches of
science.
READING IN HISTORY
In examining primary source documents, historians as themselves:
The text is examined by focusing on the word choice and what information is included and excluded.
NOTE: HISTORIANS SEEK CORROBORATION ACROSS MULTIPLE SOURCES. They assume such texts have
subtexts that reflect the:
• access to the experiences about which they write

• how the text is organized to appeal to what audience
• authors’ point of view
In reading a work of history, the place to begin is to seek out the author’s main points—to find out what
the author is trying to tell you. One must rely on the distinction between fact and interpretation.
✓ Understanding the rhetorical tools that authors employ in narratives (fictional, autobiographical or
semi-autobiographical, biographical) is necessary to understand a range of warrantable interpretations of
complex literary works (Scholes, 1985).
✓ We say warrantable interpretations because literature invites multiple points of view (Jacquenod,
1987; in Lee & Spratley, 2010).
What is specific to this discipline is the nature of what counts as evidence and what kinds of questions
are valued (Applebee, et al., 2000).
Evaluation of such works also requires, in an ideal sense, that you understand how the author goes
about shaping an imaginary world (Lee & Spratley, 2010).
READING IN MATHEMATICS
✓ Research has shown that mathematics texts contain more concepts per sentence and paragraph than
any other type of text. They are written in a very compact style; each sentence contains a lot of
information, with little redundancy.
✓ There may also be graphics that must be understood for the text to make sense; these may sometimes
include information that is intended to add to the comprehension of a problem but instead may be
distracting.
✓ The text can contain words as well as numeric and non-numeric symbols to decode.
NOTE: You have to visualize the problem’s context and then apply strategies that they think will lead to
a solution, using the appropriate data from the problem statement (Metsisto, 2005).
Structures of Academic Texts
Academic texts may come in the form of minor grammatical units such as words, phrases, clauses, and
sentences. Moreover, they may come in the form of major grammatical units such as paragraphs and
compositions.
A paragraph is a set of related sentences having only one idea embodied in a topic sentence. It consists
of a topic sentence and a supporting sentence or sentences exemplified in the table below.
Topic Sentence
The sentence that contains the thesis or main idea of a paragraph.
Example
As far as punctuation is concerned, a business correspondent has three alternatives to choose from.
These are the open punctuation, the closed punctuation, and the mixed or standard punctuation Except
the body of the letter which has periods at the end of sentences, the letter elements do not bear
punctuation marks at the end of lines in an open punctuation style. The reverse is true in a closed
punctuation style, in which the letter elements are punctuated at the end of the lines.
A mixture of open and closed punctuation styles, the standard punctuation has two elements with
punctuation marks, the salutation with a colon and the complimentary close with a comma.
(Menoy, 2009)
Supporting Sentence
The sentence that develops or supports the thesis or main idea of a paragraph.
An application letter is used in applying for a job. It is of two kinds: solicited (a response to an
advertisement) and unsolicited. Its body consists of four paragraphs representing the ABCD (attracting
favorable attention, building interest and desire, convincing the reader, and directing favorable action)
of an application letter. Usually accompanied by a personal resume or bio-data sheet having four
sections (personal data, scholastic record or educational background, employment record or work
experiences, and character references), it usually ends with a call for action. (Menoy, 2009)
Paragraphs are presented in different ways. Some paragraphs have the topic sentence stated in the
beginning. Others have it stated in the end. The placement of the topic sentences determines the
patterns of developing paragraphs as shown in the table that follows.
Patterns of Paragraph Development
> Deductive Pattern
A paragraph whose topic sentence is stated in the beginning
Examples
The cura parroco seemed to have a finger in every pie. He called the meeting of all the young ladies to
organize a benefit parish fair, with a beauty contest, if you please, where chest measurements were not
even mentioned. He ran the parish school and set quotas for contributions to processions and other
religious festivals. No fiesta or get-together was likely to be held without his presence. The parishioners
consulted him on whether they should learn English, or accept a job in a new American firm, whether
such and such a young man from barbarian country outside Ermita would make a good husband.
Inductive Pattern
A paragraph whose topic sentence is stated in the end.
Example: The cura parroco called the meeting of all the young ladies to organize a benefit parish fair,
with a beauty contest, if you please, where chest
Deductive- Inductive Pattern
A paragraph whose topic sentence is stated in the beginning and restated in the end.
Example:
The cura parroco seemed to have a finger in every pie. He called the meeting of all the young ladies to
organize a benefit parish fair, with a beauty contest, if you please, where chest measurements were not
even mentioned. He ran the parish school and set quotas for contributions to processions and other
such and such a young man from barbarian country outside Ermita would make a good husband. Indeed,
he was involved in almost all community activities.
Inductive Deductive Pattern
A paragraph whose topic sentence is stated in the middle.
Example:
The cura parroco called the meeting of all the young ladies to organize a benefit parish fair, with a
beauty contest, if you please, where chest measurements were not even mentioned. He seemed to have
a finger in every pie. He ran the parish school and set quotas for contributions to processions and other
such and such a young man from barbarian country outside Ermita would make a good husband.
Hinted Pattern
A paragraph whose topic sentence is not stated, but implied.
Example:
The cura parroco called the meeting of all the young ladies to organize a benefit parish fair, with a
beauty contest, if you please, where chest measurements were not even mentioned. He ran the parish
school and set quotas for contributions to processions and other religious festivals. No fiesta or get-
together was likely to be held without his presence. The parishioners consulted him on whether they
should learn English, or accept a job in a new American firm. whether such and such a young man from
barbarian country outside Ermita would make a good husband.
Classification of Paragraphs
Paragraphs are also classified according to function. Some serve to introduce the thesis or main idea of
the entire composition. Most of them support the thesis. A number of them serve to link paragraphs or
end the composition. However, those that serve as complete compositions like most parables and fables
are considered independent.
Independent Paragraph
A paragraph that stands on its own; it usually serves as a composition perse, having a thesis of its own.
Introductory Paragraph
A paragraph that introduces the thesis (main idea) of the entire composition: it is also called first,
opening, starting, or beginning par.
Examples
Strokes strike fast, rendering millions partially paralyzed or with vision, memory and speech problems.
Often, there are warning signs, called transient ischemic attacks (TIAs). when a blood clot temporarily
blocks an artery to the brain. Unfortunately, many people ignore TIA symptoms, such as numbness or
weakness on one side of the body, slurred speech, confusion, dizziness, headache, and difficulty walking.
But catching a TIA can prevent a future stroke. British researchers found that 17 percent of stroke
patients who had a TIA had it on the day of the stroke, nine per cent on the previous day, and 43 per
cent in the week before. "This confirms that warning signs shouldn't be taken lightly," says neurologist
Larry Goldstein of the American Heart Association. If you have these symptoms, call help right away;
doctors will likely run tests and give you medication to help prevent stroke.
(Medical Update)
Thirty-one-year-old Lisa Toth was 16 the night she dreamed of a beautiful evergreen forest where her
mother reigned as the evil Snow Queen. At that time in her life, Toth and her mother didn't see eye to
eye, and in the dream, Toth's mother attacked her with a tidal wave of snow. Unafraid, Toth used her
mind to resist and discovered she had power over all things white-snow, ice, even salt-and she became
the Ice Queen. (Diane Peters)
Developmental Paragraph
A paragraph that develops/supports the thesis of the entire composition; it is also called developing or
supporting par.
Example:
Toth woke up feeling strong. "I suppose I was processing that my mother was becoming more of a real
person to me, with flaws and faults, and that I was going to go further in life than she had." (Toth went
on to become the first person in her family to get a university degree.) The exhilarating feeling lasted for
the day, and the details of that dream stayed in Toth's mind still. (Diane Peters)
Transitional Paragraph
A paragraph that connects two or more paragraphs, it is also called connecting, linking or joining
paragraphs.
On this point, today's dream experts agree with Sigmund Freud and his colleague Carl Jung. both of
whom theorized that dreams were the subconscious's way of communicating with us. Jung especially
thought that getting to know our dreams was a way to learn about ourselves. (Diane Peters)
Example:
Concluding Paragraph
A paragraph that serves to end the entire composition; it is also called closing, ending, finishing, or last
paragraph
Example:
But the real secret to tapping into the power of your dream is to be open to where they're taking you
and not to shirk difficult messages or nightmares. You may not always have sweet dreams, but they're
guaranteed to be magical and insightful. (Diane Peters)
Academic Texts as Entire Compositions
Most academic texts exhibit the IBC format, that is, the Introduction-Body-Conclusion format shown
below.). The introductory and concluding paragraphs are written in any manner presented in Appendix
B. However, texts of a technical nature exhibit the ABC format (Pfeiffer, 1998), that is, Abstract-Body-
Conclusion format also shown below. This format consists of three parts, as follows: A for abstract (a
short introduction in the form of a summary of the materials to be presented in the body); B for body
(the longest part of the article or report which contains the discussion of the materials presented); and C
for conclusion (an ending in the form of a condensation of the materials presented in the body). The
format follows the principle of good technical writing, that is, "Tell the reader what you are going to tell
him, then tell him, and then tell him what you have told him." The ABC or IBC format
can also be translated to the PRV (Preview-View-Review) format. Thus, the writer tells the reader in the
preview or introduction, then tells him in the view or body, and then tells him again in the review or
conclusion.
Abstract Introduction
Body Body
Conclusion Conclusion
Language Used in Academic Texts
Ordinarily, the language used in writing academic texts such as those in language and social science
courses is the language used by laymen. However, among the natural sciences and technical fields, a
language specific to that discipline is used; such language is called jargon, the language of a certain
profession or occupation.
Thesis Statements and Forms of Discourse
Every composition has a controlling idea in the form of a declarative sentence. Such idea is called a
thesis statement. More often than not, a thesis statement is conceptualized and written before a
discourse is spoken or written.
Discourse is defined in linguistics as "any stretch of language larger than a sentence, whether spoken or
written, and having a logically consistent and unified structure (e.g., a book, a glossary entry, a lecture,
or a speech. The term is often used as an equivalent of text (Collins & Hollo, 2000)."
Discourse is classified under any of the four forms-exposition, description, narration, and
argumentation, based on the purpose of the language producer (speaker or writer). He has only one
intent or purpose; if his purpose is to tell a story, his speech or writing is narrative, and not descriptive,
argumentative, nor expository. The succeeding table shows the distinction as regards the forms of
discourse.
Forms of Discourse
Exposition
A form of discourse that serves to explain or inform; it appeals to the intellect

Example: A research paper on the causes and effects of global warming; an article on child labor and
child abuse
Description
A form of discourse that serves to describe or state the qualities or characteristics of something
someone, it appeals to the senses (visual-sight; tactile/ tactual-touch: auditory-hearing: olfactory-smell:
gustatory-taste: kinesthetic-movement; and thermal-heat)
Example: A student's description of his ideal teacher, a writer's description of a locale he has recently
visited; a descriptive article on a festive celebration of a town's patron saint
Narration
A form of discourse that serves to narrate or tell a story, it appeals to the emotions
Example: a narrative account of a student's near-death experience, a fictive story about an encounter
with a supernatural being
Argumentation
A form of discourse that serves to argue (to cite reasons for or against a proposition) or to persuade (to
let the audience change his mind [to convince] and/or take an action [to actuate])
Example: an essay expounding on the retention or cancellation/cessation of the Visiting Forces

Agreement; a commercial advertisement (print ad) endorsing a student's "manufactured" product
Summarizing and Paraphrasing Academic Texts
Most written activities in secondary schools involve summarizing and paraphrasing. Therefore, it is
imperative on the part of the students to develop these two writing skills. Summarizing is writing a
condensed or shorter version of the original material; it is simply putting together all the important ideas
contained in the original material. On the other hand, paraphrasing is writing a "new" version of the
original material; it is restating all ideas contained in the original material such that the original and the
paraphrased materials are substantially similar but structurally different.
Paraphrase
Points of Contrast Summary or Precis Paraphrase

Length Shorter than the original Almost the same of the original
material material
Idea Similar to the original material; Similar to original material;
however, only the main ideas moreover, both the main and
are included subordinate ideas are included
Wordings Different from orignal material Different from orignal material
Procedures 1. Read the selected original 1. Read the selected original
material carefully. material carefully in order to

understand its full and exact
2. Reread the selection. meaning
3. Write the summary as a whole 2. Write the paraphrase in your

unit of composition. own words.
4. Do not use too many words. 3. Restate the ideas of the

original entirely.
5. Follow the order of the
original selection. 4. Do not add personal views or
reactions to the ideas in the
6. Compare your summary with original selection.
the original selection.
5. Compare your paraphrase
7. After doing the comparison, with the original selection.
revise your summary if there is a
need for additions and/or 6. After doing the comparison,
omissions. revise your paraphrase if there is
a need for additions and/or
8. Remember that a good omissions.
summary is grammatically
correct. 7. Remember that a good
paraphrase is grammatically
correct.
Outlining Academic Texts
Writing is a process consisting of three stages-pre-writing, writing, and post-writing. One of the steps in
the pre-writing stage is organization of ideas or outlining. The writer lists down all ideas relevant to the
topic, sorts them all into major and minor ones, and creates an outline out of them. A good writer,
whether technical or not, uses an outline to serve as a skeletal framework for his composition. Materials
are well-organized when an outline is made prior to collecting information or writing the draft. Indeed,
an outline helps the writer present his ideas in an orderly fashion.
There are two systems of outlining. The first is the alphanumeric (number-letter) system which makes
use of Roman and Hindu-Arabic numbers as well as uppercase and lowercase letters. The second one,
the decimal system, makes use of symbols that look like decimal numbers. These two systems are
illustrated on the next page.
( insert format)
Alphanumeric and Decimal Systems of Outlining
Outlines are classified into topic, sentence, and paragraph outlines. The three types of outlines primarily
differ based on the structures used as entries. Topic outlines have words and phrases as entries,
whereas sentence and paragraph outlines have sentences. The last type, however, has topic sentences
containing the main ideas of the paragraphs in the composition. A table showing the differences among
the kinds of outlines, a sample of a topic outline, and a sample of a sentence outline are found below.
Classification of Outlines
Point of Contrast Topic Outline Sentence Outline Paragraph Outline
Entries Words, phrases, clauses sentences Topic sentences
Number of Levels 4-6 2-4 1
Mechanics No period at the end of Period mark the end of Period mark the end of
entries entries entries
Application Used for long or short Used for short Used for short
composition composition composition
Parallelism Parallelism of words, Parallelism of Parallelism not

phrases, or clauses of coordinate sentences essential
coordinate heads
TOPIC OUTLINE
I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age
II. Economic Problems
A. Child Support
B. Women's Job Training
C. Lower Standard of Living
D. Possible Relocation
1. Poorer Neighborhood
2. New School
III. Peer Problems
A. Loss of Friends
B. Relationships with Dates
SENTENCE OUTLINE
I. Alcohol and drug abuse can affect one economically.

A. The cost of alcohol abuse is high and getting higher.
1. The costs of DUIs can be enormous.
2. Alcohol costs are always rising because of rising production costs as well as state and
local taxes.
B. The cost of drug abuse can be high
1. Even the arrest for the possession of a minute amount of drugs can result in high bail
and court cost.
2. The cost of drugs fluctuates drastically according to the type of drug, its availability,
and the amount.
II. Alcohol and drug abuse can have severe psychological effects.
A. Alcohol abuse can damage a person psychologically.
1. Alcohol is a depressant and can alter the personality of anyone.
2. The abuse of alcohol can lead to the psychological addiction to alcohol.
B. Drug abuse can be detrimental to one psychologically.
1. Drugs impair one's ability to function normally because of the hallucinations or numbness of
"getting high."
2. Drugs can become a psychological addiction. III. Alcohol and drug abuse can affect one
physically.
A. Alcohol and drug abuse can cause physical problems
1. The most common disease among alcoholics is cirrhosis of the liver.
2. The massive consumption of alcohol can lead to alcohol poisoning and death.
B. Drug abuse has many physical implications.
1. Drug abuse has been linked to the damage of brain tissue.
2. The unpredictability of drugs can lead to an overdose and death.
ACTIVITY 1
Task: Read the What if Filipino food by

Doreen Fernandez and My
Educational Philosophy by Jesus Z.
Menoy then Compare and Contrast
the texts using Venn Diagram.
Post activity questions

1. What is academic writing? What are its
features?
2. Why is academic writing equated to
thinking?
ACTIVITY 2
Task: Choose one of the academic texts given

in this course then fill out the table
below.
Title of the Text and Author
Kind of Text (News, Article, Lab report etc)
Important Terminologies used in the Text
Observations about the Language used in the
text
Obserevation about the text structure
Manin topic of the Text
Supporting Details and Information
ACTIVITY 3
Task: Summarize the article given below. (Performance Task

1)
Art What is Art?
Business Joyce Renhold, the Best Answer to your
Cleaning Needs
Education My Educational Philosophy
Language and Literature English, a tool for World Unity and Global
Understaanding
Science On Phobias
Technology ICT Literacy among Faculty
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
ACTIVI
TY 4
Task: Outline the article given below.

(Performance Task 2)
Politics
Religion
Law
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_________________
Why to Read an Academic Text?
Most students take a surface approach to reading. They do not Text. It is a stretch of language which is
perceived as a purposeful connected whole.
question the author’s arguments. Paragraph. It is a sent of related sentences
having only one idea embodied in a topic
They take the author's ideas at face value. In her research entitled sentence.
The Importance of Teaching Academic Reading Skills in First-Year University Courses, Medicalese. Language of Doctors; terms used
she found out that most students do surface level of reading in the field of medicine
which means that they just accept and believe what is stated
in the text without even analyzing
if it is correct or if it makes any sense at all.
Reading academic texts requires more than surface reading. Hermida (2009)
explains that (r)eading an academic text does not simply involve
finding information in the text itself. Rather,
it is a process of working with the text.
When reading an academic text,
the reader recreates the meaning of the text, together with the author.
In other words, readers negotiate the meaning with the author by
applying their prior knowledge about it (Maleki & Heerman, 1992).
This process is only possible if the reader uses a series of categories of analysis,
some of which are specific to each academic discipline
. Thus, working with a text and recreating its meaning entail both non-discipline specific and specific strategies. It is
for this reason that this subject is offered in the Senior High School, that is, to make you students better academic
readers.
SUMMARY
Text is defined in linguistics as "a stretch of language which is perceived as a purposeful connected
whole. A text may be spoken or written, produced by one person or more, and is created by text-
internal cohesion and text-external coherence. And when creating an academic texts there are features
you must considered Precision,Explicitness, Accuracy, Responsibility Organization, and Planning.
In addition, we have different forms of discourse, namely: narration, description, exposition and
argumentation.
KEY TERMS
Academic Text Summary Inductive Discourse

Outline Deductive Narration Argumentation
POSTTEST
Directions: Fill in the blank with the letter corresponding to your answer.
_______ 1The term is “Blue Pencil” is classified under

a. journalese c.legalese
b. commercialese d. diplomatese
_______ 2.The term red pen is classified under

a. journalese c. diplomatese
b. commercialese d. legalese
_______ 3.The term “attache case” is under

c. journalese c. diplomatese
d. commercialese d. legalese
_______ 4.The term “binary system” is classified under

a. computerese c. medicalese
b. technicalese d. teacherese
_______ 5. The term “vascular system in plants” is classfied under

c. computerese c. medicalese
d. technicalese d. teacheres
REFERENCES
✓ Master academic language. (2022, March 30). Learn HQ.

https://www.monash.edu/learnhq/write-like-a-pro/improve-your writing/master-academic-
language#tabs__2768712-03
✓ https://www.studocu.com/ph/document/university-of-the-philippines system/english-discourse/what-is-
academic-text-lecture-notes-1/22608232
✓ Features of Academic Writing. (n.d.). UEFAP.

http://www.uefap.com/writing/feature/featfram.htm
✓ Aldaca, V.A., Bernales, R.A. & Biligan, R.J., English for Academic and Professional Purposes: A
Work-Text for the Senior High School
✓ Menoy, J.Z, English for Acdemic and Professional Purposes: A Multidisciplinary Purposes, 2016,
Books ATBP Publishing Corp.
READING MATERIALS
ACADEMIC TEXT IN HUMANITIES
What Is Art?
According to Webster, art is "human ingenuity in adapting natural things to man's use." Therefore, an
artist uses his genius in transforming God-made things into man-made things that satisfy his needs. For
instance, he converts wood into a religious image, into a house, into a piece of furniture. He transforms
plants into cloth which will later become his clothing, or he turns them into paper which will later
become an item of painting or sculpture.
Art came from the word "ars" which means skill. It is synonymous with skill, cunning, artifice, and craft,
which all mean the faculty of what is devised. Webster, however, points out, "Art may be used
interchangeably with all the other terms but, in its most distinct sense, it contrasts with them in implying
a personal, unanalyzable creative power; skill stresses technical knowledge and proficiency; cunning
suggests ingenuity and subtlety in devising, inventing, or executing; artifice suggests mechanical skill
especially in imitating things in nature; craft may imply expertness in workmanship or suggest trickery
and guile in attaining one's ends."
Coiffeurs (hairstylists), couturiers (clothes designers), chefs, wine connoisseurs (wine tasters), perfume
experts, jewelers, body painters (tattooists), milliners (hat makers), potters, musicians, terpsichoreans
(dancers), thespians (actors), litterateurs (men-of-letters), painters, sculptors, and architects share one
thing in common. They are all involved in art. While they differ in the art form, they engage in the arts
basically to earn money. To some artists, producing artworks for sale is a lucrative job. However, artists
have other purposes in engaging in art activities. Some do it to express their emotions and thoughts, real
or imaginary. Others do it to produce things of beauty, like architectural wonders (Great Pyramid of
Egypt and Eiffel Tower of France) and masterpieces ("Iliad" and "Odyssey" of Homer). A big number of
artists do it to self- actualize, for example, a poet writes poems to satisfy his passion for poetry or a
sculptor creates icons to satisfy his craving for images. A small number of artists do it to immortalize
themselves as do painters who do self-portraits (See Fig. 1.3.) or to immortalize other people as do
sculptors who erect monuments of heroes and writers who make biographies. A few artists do it to
inform as do historical dramatists and biographical essayists. Several engage in art in order to persuade;
among them are the propaganda writers, copywriters, and editorial cartoonists. But most artists intend
to entertain people. That viewers enjoy the sight of beautiful paintings, sculptures, and buildings gives
credence to the words of Ralph Waldo Emerson who says, "A thing of beauty is a joy forever." Listeners
are entertained by songs or instrumental music they hear. Theater goers are entertained by performers
on stage and in the films. *
ACADEMIC TEXT IN Business and Accountancy
Joyce Renhold, the Best Answer to Your Cleaning Needs
Established in April 2004, JOYCE RENHOLD started as a single proprietorship offering a variety of
cleaning services at reasonable rates. The cleaning company was a brainchild of the owner who realized
the necessity of serving people by rendering cleaning services after she had gained a year of experience
in Norway serving a variety of customers in hospitals, offices, schools, private homes, and similar
settings.
A holder of a degree in Business Management, the proprietress enrolled in different courses in Norway
not only to enhance her managerial skills but also to help improve the services the company has been
offering. The skills she acquired through these courses supplemented her knowledge and skills which
she developed while she was working in Asian countries, particularly Brunei and Taiwan.
After four years of operation, the company transformed into a corporation and assumed the name
JOYCE RENHOLD AS. With its expansion and better and more effective services, the number of its
customers has greatly increased because of the satisfaction they derive from the high-quality service
rendered by the company's efficient employees who are mostly Asians.
Presently, the company employs a good number of hard-working people in order to serve its customers
better. Moreover, it is equipped with all the responsible employees who have undergone a series of
rigid training in order to serve its customer service better. Moreover, it is equipped with all the needed
cleaning facilities. Now it has branches in Stavager, Randaverg. and Sandners
Within a short period of time, JOYCE RENHOLD AS has gained the reputation of a cleaning company that
offers the best service. Despite its size, it has a capability to satisfy a big number of clients who crave for
high-quality service.
So why waste time looking for a cleaning company to serve you when you already have the best answer
to your cleaning needs. That is JOYCE RENHOLD AS.
ACADEMIC TEXT IN COMPUTER SCIENCE
ICT Literacy among Faculty
ICT literacy is one of the major concerns in the educational setting. This is so because the schools, being
a catalyst of change and an agent of progress, should keep pace with the changes of the times to be able
to produce the professionals required by business and industry.
ICT encompasses all the uses of digital technology that already exist to help individuals, businesses, and
organizations use information. It covers any product (for example, personal computers such as laptops
and desktops, digital television, email, and robots) that stores, retrieves, manipulates, transmits or
receives information electronically in a digital form. Thus, it is concerned with the storage, retrieval,
manipulation, transmission or receipt of digital data, as well as with the way these different uses can
work with each other. In business, ICT is often categorized into two broad types of product-the
traditional computer- based technologies (things one typically does on a personal computer or with the
use of computers at home or at work) and the more recent and fast-growing range of digital
communication technologies which allow people and organizations to communicate and share
information digitally (http:/www.tutor2u.net/business/intro_what_is_ict.html).
Because ICT has various applications such as word processing, spreadsheets, database, graphics,
presentation, desktop publishing, and computer-aided design, the ICT-literate teacher enjoys an
advantage over the one who lacks the ICT knowledge and skills. The work of the ICT-literate teacher is
very much facilitated by its various applications.
He can prepare reports, letters, test questionnaires, and lesson plans with the use of word processing
(e.g., Microsoft Word). He can easily compute grades and create tables and similar items with the help
of spreadsheets (e.g., Microsoft Excel). He can form a database with the aid of Oracle and other
software. He can make better presentations with Microsoft PowerPoint. He can produce newsletters,
magazines, and other complex documents by means of Microsoft Publisher. He can draw pictures,
create images, and edit photos by using Adobe Photoshop. He can do designs, graphic works, and a lot
of other tasks with facility with the aid of the computer.
The teacher who possesses little or no knowledge of ICT certainly experiences the tedious work of
teaching as when there were no computers yet. His acquisition of ICT knowledge and skills can make
him realize the great extent of work that a computer does.
ACADEMIC TEXT IN Medical Professions

On Phobias
by Jesus Z. Menoy
In one of the episodes of "Celebrity Bluff," I learned that a number of people are triskaidekaphobic, that
is, afraid of number 13. The term "triskaidekaphobia" was derived from the Greek words "tris" (three),
"kai" (and), "deka" (ten), and "phobos" (fear). In another episode of the same award-winning game
show on GMA-7, I learned that there are people who have nomophobia, that is, fear of having no mobile
phone. The term "nomophobia" is a blend of the words, "no," "mobile," "phone," and "phobia." I also
learned from my Psychology class that there are people who fear high places (acrophobia), deep places
(bathophobia), enclosed spaces, e,g., elevators (claustrophobia), crowded areas, e.g.,
marketplace (agoraphobia), and so on. Many people are irrationally afraid of rats, cockroaches, snakes,
even cats and dogs. These people are said to be zoophobic. Wikipedia offers us a list of animal phobias,
as follows:
1. agrizoophobia (wild animals),
2. ailurophobia (cats),
3. alektorophobia (chickens and other fowls),
4. apiphobia (bees), arachnophobia (spiders and other arachnids),
5. bovinophobia (cattle), 6. chiroptophobia (bats),
7. cynophobia (dogs),
8. dracophobia (dragons), 9. entomophobia (insects),
10. equinophobia (horses), 11. herpetophobia (reptiles and amphibians),
12. ichthyophobia (fish);
13. mottephobia (butterflies and moths),
15. murophobia (mice and rats),
16. myrmecophobia (ants),
17. ophidiophobia (snakes),
18. ornithophobia (birds),
19. selachophobia (sharks), and 20. vermiphobia (worms).

What is a phobia? A phobia is "a type of anxiety disorder, usually defined as a persistent fear of an
object or situation in which the sufferer commits to great lengths in avoiding, typically disproportional to
the actual danger posed, often being recognized as irrational. In the event the phobia cannot be avoided
entirely, the sufferer will endure the situation or object with marked distress and significant interference
in social or occupational activities (Wikipedia)."
The most common of these anxiety disorders is social anxiety disorder (SAD). Also known as sociophobia
or social phobia, SAD is characterized by intense fear in one or more social situations, causing
considerable distress and impaired ability to function in at least some parts of daily life. One example of
social phobia is scopophobia, scoptophobia, or ophthalmophobia. Ophthalmophobia is an anxiety
disorder characterized by an intense fear of being seen or stared at by others. A person who suffers
from this disorder or any social phobia may become paranoid or become a prisoner in his own home.
An ophthalmophobe (a person with ophthalmopbobia) can be cured.
Wikihow suggests five steps to overcome his fear. These are as follows:
1. Find someone willing to practice with you. It should be a trusted friend or family member. Go into a
room alone with them, and sit at a table across from each other.
2. Have this person stare at you. Not angrily, but curiously. This is how most people stare, but it does not
mean you should only practice with this look.
3. Imagine they are staring at you because you are a king or queen of them, or as if you were any other
authoritative figure of reverence. Stare back at them, and make eye contact. Smile and tell yourself
there was nothing scary about that.
4. Look away from them for a while and take a short break, perhaps even let your friend leave the room.
Have them come back into the room, and repeat steps 2-3 again. Try to go for longer intervals of eye
contact, or have your buddy change the intensity and focus of the glare.
5. After a while, change people. They will repeat steps 2-3 with you until you again feel comfortable with
being stared at. Progress to people you are less and less close to until you are able to cope with being
stared at from almost everyone.
Besides following the five steps suggested by Wikihow, the sufferer copes with his fear either by
avoiding the situation that stimulates it or by refraining from avoiding the same situation. Moreover, he
can take medications and undergo psychotherapy.
Therefore, there is hope for one who suffers from social phobia or any other phobia. He only needs
courage and determination to overcome his fear and the care and support of his family and significant
others.
ACADEMIC TEXT IN Tourism and HRM

What Is Filipino Food? by Doreen Fernandez
The Philippines has a tropical climate divided into rainy and dry seasons and an archipelago with 7,100
islands. These isles contain the Cordillera mountains, Luzon's central plains, Palawan's coral reefs, seas
touching the world's longest discontinuous coastline, and a multitude of lakes, rivers, springs, and
brooks.
The population-120 different ethnic groups and the mainstream communities of Tagalog, Ilocano,
Pampango, Pangasinan, and Visayan lowlanders-worked within a gentle but lush environment. In it they
shaped their own life ways: building houses, weaving cloth, telling and writing stories, ornamenting and
decorating, and preparing food.
The Chinese traders who came sometimes stayed here. Perhaps they cooked their native noodles;
certainly, they used local condiments; surely, they taught their Filipino spouses the dishes they brought
with them. Thus, the Filipino-Chinese food came into being. The names identify them: pansit noodles
(Hokkien for something quickly cooked), lumpia (vegetables rolled in edible wrappers), siopao (steamed,
filled buns) and siomai (dumplings).
All, of course, came to be indigenized-Filipinized by the ingredients and by local tastes. Today, for
example, Pansit Malabon has oysters and squid since Malabon is a fishing center; and Pansit Marilao is
sprinkled with rice crisps because the town is within the Luzon rice bowl.
When restaurants were established in the 19th century, Chinese food became a staple of the
pansiterias, with the food given Spanish names for the ease of the clientele: this comida China (Chinese
food) includes arroz caldo (rice and chicken gruel); and morisqueta tostada (fried rice).
When the Spaniards came, the food influences they brought were from both Spain and Mexico, as it was
through the vice-royalty of Mexico that the Philippines was governed. This meant the production of food
for an elite, nonfood-producing class, and a food for which many ingredients were not locally available.
Fil-Hispanic food had new flavors and ingredients-olive oil, paprika, saffron, ham, cheese, cured
sausages-and new names. Paella, the dish cooked in the fields by Spanish workers, came to be a festive
dish combining pork, chicken, seafood, ham, sausages, and vegetables, a luxurious mix of the local and
the foreign. Relleno, the process of stuffing festive capons and turkeys for Christmas, was applied to
chickens, and even to bangus, the silvery milkfish.
Christmas, a new feast for Filipinos that coincided with the rice harvest, featured not only the myriad
native rice cakes, but also ensaymadas (brioche-like cakes buttered, sugared and cheese-sprinkled)
to dip in hot thick chocolate, and the apples, oranges, chestnuts, and walnuts of European Christmases.
The Americans introduced to the Philippine cuisine the ways of convenience: pressure-cooking, freezing,
pre-cooking, sandwiches and salads; hamburgers, fried chicken and steaks. Add to the above other
cuisines found in the country along with other global influences: French, Italian, Middle Eastern,
Japanese, Thai, and Vietnamese. They grow familiar, but remain "imported" and not yet indigenized.
On a buffet table today, one might find, for example, kinilaw na tanguingue (mackerel dressed with
vinegar, ginger, onions, hot peppers, perhaps coconut milk), also grilled tiger shrimp, and maybe
sinigang na baboy (pork and vegetables in a broth soured with tamarind), all from the native repertoire.
Alongside there would almost certainly be pansit, noodles once Chinese, now Filipino, still in a sweet-
sour sauce. Spanish festive fare like morcon (beef rolls), embutido (pork rolls), fish escabeche and
stuffed chicken or turkey might be there, too. The centerpiece would probably be lechon (spit-roasted
pig), which may be Chinese or Polynesian in influence, but bears a Spanish name, and may therefore
derive from cochinillo asado. Vegetable dishes could include an American salad and a pinakbet
(vegetables and shrimp paste).The dessert table would surely be richly Spanish: leche flan (caramel
custard), natilla, yemas, dulces de naranja, membrillo, torta del rey, etc., but also include local fruits in
syrup (coconut, santol, or guava) and American cakes and pies. The global village may be reflected in
shawarma and pasta. The buffet table and Filipino food today is thus a gastronomic telling of Philippine
history.
What really is Philippine food, then? The answer is "Indigenous food from land and sea, field and forest."
Also and of course: dishes and culinary procedures from China, Spain, Mexico, and the United States,
and more recently from further abroad.
What makes them Filipino? The history and society that introduced and adopted them; the people who
turned them to their tastes and accepted them into their homes and restaurants, and especially the
harmonizing culture that combined them into contemporary Filipino fare.
ACADEMIC TEXT IN Science and Technology
Endangered Species
An endangered species is a population of organisms which is at risk of becoming extinct because it is

either few in numbers, or threatened by changing environmental or predation parameters. The
International Union for Conservation of Nature (IUCN) has calculated the percentage of endangered
species.
Many nations have laws offering protection to conservation of reliant species: for example, forbidding
hunting, restricting land development or creating preserves.
Only a few of the many species at risk of extinction actually make it to the lists and obtain legal
protection like Pandas. Many more species have become extinct, or potentially will become extinct,
without gaining public notice
The IUCN Red List of Threatened Species (also known as the IUCN Red List or Red Data List), founded in
1963, is the world's most comprehensive inventory of the global conservation status of biological
species. The International Union for Conservation of Nature (IUCN) is the world's main authority on the
conservation status of species. A series of Regional Red Lists are produced by countries or organizations,
which assess the risk of extinction to species within a political management unit.
The IUCN Red List is set upon precise criteria to evaluate the extinction risk of thousands of species and
subspecies. These criteria are relevant to all species and all regions of the world. The aim is to convey
the urgency of conservation issues to the public and policy makers, as well as help the international
community to try to reduce species extinction.
The more general term used by the IUCN for species at risk of extinction is threatened species, which
also includes the less-at-risk category of vulnerable species together with endangered and critically
endangered.
IUCN categories, and some animals in those categories, include:
1. Extinct
Examples
Thylacine, Dinosaurs, Pterosaurs, Javan Tiger, Dodo, Passenger Pigeon, Caribbean Monk Seal, Steller's
Sea Cow, Aurochs, Elephant Bird, Moa, Haast's Eagle, Woolly Mammoth, Woolly Rhinoceros, Dusky
Seaside Sparrow, Golden Toad, Toolache Wallaby Western Black Rhinoceros, Zanzibar leopard, Caspian
Tiger
2. Extinct in the wild captive individuals survive, but there is no free-living, natural population.
Hawaiian Crow, Wyoming Toad, Spix's Macaw (maybe critically endangered), Socorro Dove, Scimitar
Oryx, Catarina Pupfish, Barbary Lion (maybe extinct)
3. Critically endangered faces an extremely high risk of extinction in the immediate future.
Mountain Gorilla, Bactrian Camel, Ethiopian Wolf. Saiga, Takhi, Iberian Lynx, Kakapo, Arakan Forest
Turtle, Sumatran Rhinoceros, Javan Rhino, Brazilian Merganser, Axolotl, Leatherback Sea Turtle,
Northern White Rhinoceros (may be extinct in the wild), Gharial, Vaquita, Philippine Eagle, Brown Spider
Monkey, California Condor, Island Fox, Chinese Alligator, Sumatran Orangutan, Asiatic Cheetah, African
Wild Ass, Hawaiian Monk Seal, Mediterranean Monk Seal, Red Wolf, Amur Leopard, Spix's Macaw (may
be extinct in the wild), Siamese Crocodile
4. Endangered: faces a very high risk of extinction in the near future.
Dhole, Blue Whale, Asian Elephant, Giant Panda, Snow Leopard, African Wild Dog, Green Sea Turtle,
Malayan Tapir, Tiger, Steller's Sea Lion, Asiatic Lion, Markhor, Bornean Orangutan, Grevy's Zebra,
Tasmanian Devil, Japanese Crane, Gorillas, Bonobo, Wild Water Buffalo, African Penguin, Goliath Frog,
Lear's Macaw, Rothschild Giraffe, Giant Otter, Pygmy Hippopotamus, Hyacinth Macaw, Volcano Rabbit,
Proboscis Monkey, Persian Leopard
5. Vulnerable: faces a high risk of extinction in the medium term
African Elephant, Cheetah, Gaur, Lion, Sloth Bear, a high risk of Dugong, Polar Bear, Indian Rhinoceros,
Komodo Dragon, extinction in the Great White Shark, Hippopotamus, Mandrill, Fossa, Crowned Crane,
Clouded Leopard, Far Eastern Curlew Galapagos Tortoise, Mountain Zebra, Humboldt Penguin, Golden
Hamster, Maned Sloth, Red Panda.
B. Teaching Method
Ever since I started teaching in the tertiary level, I have advocated the practical approach, that is,
learning by doing. Therefore, I employ such methods as online hands-on, project method, dramatization
or role play, and various forms of listening. reading, speaking, and writing activities, in which students
can have practical application of the different language components such as grammar, vocabulary,
mechanics, and so forth. I believe that a student learns to listen by listening, learns to read by reading.
learns to speak by speaking, and learns to write by writing. Even if I conduct lectures and engage my
students in classroom discussion, I resort to student-centered activities, in which students can develop
their skills to the fullest.
C. Assessment
Through the years I have been applying an equitable approach in assessing students, that is, students
are graded on the basis of the given criteria in the rubrics. For me, nobody is special; every student takes
the same test given to all members of the class. I don't play favorites. Never do I give exemption even to
those who excel or stand out because I believe that every skill of all students must be evaluated. If I
would exempt one or a number of students from taking a certain test, how can I equitably grade them. I
will be forced to assign grades that they do not deserve. However, I do give additional points to those
who exert extra effort or to those who make special projects.
On Disciplining Students
On the first day of classes every semester or summer, I see to it that my students take note of the house
rules and the school's policies. I believe that through telling these things to them, I can easily enforce
such rules and policies. Thus, they are disciplined. Moreover, I remind them of the rules and regulations
contained in UE Student Manual. Hence, they are aware of the different violations and their
corresponding sanctions. Knowing the sanctions for their violations, the students can easily accept the
"punishments" (sanctions). For example, there is an attendance policy that sets a limit to the number of
absences students can make so as not to be dropped from the roll. If the students exceed the limit, I will
simply tell them that they no longer form part of the class. Disciplining students does not come in the
form of corporal punishment which used to be given to elementary and secondary school students.
Traditionally and even presently, college instructors do not "beat" their students. Rewards and
punishments come in the form of additional points and deductions from their grades. To obtain rewards
and avoid punishments, students do as instructed by their teachers and by the school administration. As
a disciplinarian, I consistently enforce the house rules and the school's policies to all.
On Relating with Students
As an English instructor, I am guided by the Whole Language approach, with which students are treated
humanistically as whole individuals. The teacher tries to understand that every student is made up of
physical, mental, emotional, social, moral, spiritual, and other facets. A thorough understanding of these
facets that make up an individual is the key to dealing well with students and to teaching them in a
humanistic manner. Honestly, while I treat students humanely and professionally, I do not get too close
to them. I see to it that the social distance between teacher and students is maintained; in this way, I
elicit their respect and I am not prone to abuses from them.
ACADEMIC TEXT in Law

Chief Justice Hilario G. Davide, Jr.
by Rojan R. Cruz
There is a high average chance a Filipino will remember the names of the Philippine presidents, Senate
presidents, and speakers of the House of Representatives than other government officials. Nevertheless,
the chance someone will remember the name of the Chief Justice of the Supreme Court is slim.
However, the name Hilario Davide Jr. will remain in the memory of the Filipinos for a long period of time
because of his important role in the impeachment trial of former President Joseph Estrada.
Who would have thought that a poor boy who once walked barefoot to school would one day become
Supreme Court Chief Justice and play a significant role in the lives of many? Hilario Davide Jr., the sixth
child of a public school teacher, was born in Colawin, Argao, Cebu on December 20, 1935. He is a
product of Argao Elementary School and Abellana Vocational High School. In college, he went to the
University of the Philippines where he initially took up Associate in Arts in 1955. In the same year, he
entered the UP College of Law as an entrance scholar; in the following year, he became a member of the
Order of the Purple Feather, the college's Honor Society.
Early in his career, Davide taught at the Southwestern University College of Law in Cebu City until 1968.
He was elected as the delegate of the fourth district of Cebu to the powerful 1971 Constitutional
Convention, where he chaired the Committee on Duties and Obligations of Citizens, and Ethics of Public
Officials.
Upon assuming the highest post in the judicial branch of Philippine government, Davide initiated moves
to reorganize the judiciary by weeding out corruption, preserving the tribunal's independence and
plugging leaks in the decision-making process.
I admire Chief Justice Davide for his leadership by example. His professional life has been, for the most
part, devoted to public service. He was known to maintain his professional competence and integrity
amidst attempts to influence his official action and judgment. His service record stands as proof that a
public servant can make a difference, without being beholden to no interest other than the public.
He inspires me because of his dedication and hard work, most especially during the most crucial episode
of the year 2000, marked by the controversial impeachment trial of President Estrada. He was one of the
key figures in the People Power 2, which was responsible for driving out of Malacanang former Pres.
Estrada (who had not been successfully impeached, who had not resigned, and who was certainly not
dead but had in fact been driven from the palace, and in the assumption of President Gloria Macapagal-
Arroyo (then Vice-President) of the highest post in the land on January 20, 2001.
Indeed, during the impeachment trial, Davide performed his task with breathless clarity, compelling
sincerity, and brilliance. As a consequence, the large appreciative audience (the Filipino people)
rewarded him with several praises. He showed to the Filipino people that true justice prevails.
ACADEMIC TEXT in Language and Literature

English-A Tool for World Unity and Global Understanding
by Jesus Z. Menoy
Naimbag nga aldaw yo amin. Muray na aga sa indung gabas. Muyak a abak keka yu ngan. Masantos ya
agaw ed sikayon amen. Maayong adlaw sa inyong tanan. Maupay nga aga saiyo nga tanan. Buenos dias a
todos.
Ladies and gentlemen, a good day to all of you. You just heard an enumeration of translations of a
Filipino expression of greeting in seven of the major Philippine languages. Had I said "Magandang araw
sa inyong lahat" at once, I could have not kept you guessing what I meant by the words I uttered. What
does it show? It shows that we know Filipino inasmuch as it is our national language, it is the language
that promotes national unity and understanding and breaks language barriers in the Philippine setting.
Just like Filipino, English plays a similar role-a tool for unity and understanding in a worldwide scale. If I
render this speech in Spanish, will you understand me? What if I do it in French or German, will I put my
message across? What about in Chinese? While Spanish, French, and German are spoken in many parts
of the world, not one of the three international languages has reached the stature of English as an
International language. While Chinese is the language spoken by the biggest number of speakers,
considering China's population which is one of the largest in the world, Chinese and the rest of the
languages have not surpassed English as to popularity and universality. English remains to be the most
widely used and generally accepted universal language. As such, English is a tool for world unity and
global understanding.
English is everywhere. Attend a conference of the United Nations and you'll find the UN delegates of
different nationalities discuss international issues in English. Nations establish bilateral relations and
settle disputes in English. Go to an international, or even a national, trade fair and exhibition and you'll
see that business transactions are rendered in English. Watch an international beauty competition such
as the Miss Universe and you'll observe that the contests are conducted in English. so if one doesn't
know English well, he or she needs an interpreter. Visit a foreign land and you'll notice that you go
places and be understood if you speak English. There are proofs that English is useful in many occasions
where people of various linguistic groups convene and confer. Indeed, people as social beings gather,
and in this gathering they are one. They are united by one language and that is English.
Let's turn our eyes and minds now to the present realities. Why is there a great demand for Filipino
contract workers from managers down to laborers? For Filipino entertainers? For Filipino seafarers? It is
not that Filipino labor is cheap. That's beside the point. The answer is simple. The Filipino OCWs,
entertainers, and seafarers speak the English language. As far as the English language is concerned, we,
the Filipinos, rank next to the British and the Americans as to proficiency in the use of the language. And
because of this, we are understood by most other nations of the world.
We pride ourselves as Filipinos, a nation of heroes and patriots who love their national language-
Filipino. And we pride ourselves more as English-speaking Filipinos who use English as a second
language, the tool for world unity and global understanding.
As I leave, I'll leave you these questions: What if there is no English? Another Tower of Babel is in the
offing?
ACADEMIC TEXT IN Sports
Manny Pacquiao: A Sportsman, Congressman, and Religious Man
Emmanuel Dapidran "Manny" Pacquiao (born December 17, 1978) is a Filipino world champion
professional boxer. At 32, he was elected to the Philippine House of Representatives. He has also been
involved in basketball, acting, and singing.
He is the first and only eight-division world champion, in which he has won ten world titles, as well as
the first to win the lineal championship in five different weight classes. According to Forbes, he was the
second highest paid athlete in the world as of 2015.
He was named "Fighter of the Decade" for the 2000s (decade) by the Boxing Writers Association of
America (BWAA), World Boxing Council (WBC) and World Boxing Organization (WBO). He is also a three-
time The Ring and BWAA "Fighter of the Year, winning the award in 2006, 2008, and 2009, and the Best
Fighter ESPY Award in 2009 and 2011.
He is currently ranked number seven on the Ring and the longest reigning Top Ten on the pound-for-
pound list. BoxRec ranks him as the greatest Asian fighter of all time.
He was long rated as the best pound-for-pound boxer in the world by most sporting news and boxing
websites, including ESPN, Sports Illustrated, Sporting Life, Yahoo! Sports, About.com, BoxRec and The
Ring from his climb to Lightweight until his losses in 2012.
Beyond boxing, Pacquiao has participated in basketball, business, acting, music recording and politics. In
May 2010, Pacquiao was elected to the House of Representatives in the 15th Congress of the
Philippines, representing the province of Sarangani. He was re-elected in 2013 to the 16th Congress of
the Philippines.
Pacquiao, while mostly focused on being a boxer and a congressman, is listed as the head coach of the
basketball team Mahindra Enforcers. He was also drafted onto the team as 11th overall pick in the first
round of the 2014 PBA draft, making him the oldest rookie drafted, as well as the shortest player and
the first dual-sport athlete in the Philippine Basketball Association. He played 7 minutes of one of the
team's games. Pacquiao also owns a team in the PBA Developmental League (PBA D-League), the MP
Hotel Warriors, and partnered with Powervit, a Filipino vitamin brand, to form a team in the ASEAN
Basketball League, the Pacquiao Powervit Pilipinas Aguilas, which is named after him. However,
Pacquiao reportedly stopped giving support to the Aguilas and left the team ownership solely to the
former team co-owner Dick Balajadia, and so the team was renamed Pilipinas MX3 Kings. *

Work-Book EAPP Week1-3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Work-Book EAPP Week1-3

Uploaded by

Copyright:

Available Formats

PAMANTASAN NG CABUYAO |ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES 1

Course Material No. 1

English for Academic and

Diorene Nica T. Serrano

Here’s what I will teach you in this course material:

 Differentiates language used in academic text from various

 Reading Academic Text Present

WHAT YOU KNOW…

3. What do you think made the writing assignment

It is vita to know first the most essential word I our subject,

Definition of a Academic Text

FEATURES OF ACADEMIC TEXTS

Upon writing academic texts, the following features must be considered:

•Precision – facts and figures are given precisely.

LANGUAGE USED IN ACADEMIC TEXTS

KIND OF JARGON MEANING EXAMPLES

Medicalese Language of doctors; Osteoporosis, scoliosis, leukemia,

Legalese Language of lawyers; rhinoplasty

Journalese Language of journalists; terms Yellow journalism, payola, blue

Commercialese/ Language of businessmen/ Expenditure, revenue, purchasing power,

Technicalese Language of technocrats; terms Halogen, kinetic energy, centrifugal force,

Diplomatese Language of diplomats; terms Attachѐ, ambassador of goodwill, courtesy

Teacherese Language of teachers; terms Normal distribution curve, feeble

Motherese Language of mothers; baby talk, breast-feeding, feeding bottles,

Computerese Language of computer specialist; Kilobyte, octal system, debugging, love

Let us proceed to various academic discipline.

It is defined by the Oxford English Dictionary as a branch or learning or scholarly instruction.

In examining primary source documents, historians as themselves:

• access to the experiences about which they write

Structures of Academic Texts

The sentence that contains the thesis or main idea of a paragraph.

Patterns of Paragraph Development

> Deductive Pattern

A paragraph whose topic sentence is stated in the beginning

A paragraph whose topic sentence is stated in the end.

Deductive- Inductive Pattern

Inductive Deductive Pattern

A paragraph whose topic sentence is stated in the middle.

A paragraph whose topic sentence is not stated, but implied.

Academic Texts as Entire Compositions

Language Used in Academic Texts

Thesis Statements and Forms of Discourse

A form of discourse that serves to explain or inform; it appeals to the intellect

Example: an essay expounding on the retention or cancellation/cessation of the Visiting Forces

Summarizing and Paraphrasing Academic Texts

Points of Contrast Summary or Precis Paraphrase

material carefully. material carefully in order to

3. Write the summary as a whole 2. Write the paraphrase in your

4. Do not use too many words. 3. Restate the ideas of the

Outlining Academic Texts

Alphanumeric and Decimal Systems of Outlining

Point of Contrast Topic Outline Sentence Outline Paragraph Outline

Entries Words, phrases, clauses sentences Topic sentences

Number of Levels 4-6 2-4 1

Parallelism Parallelism of words, Parallelism of Parallelism not

I. Alcohol and drug abuse can affect one economically.

Task: Read the What if Filipino food by

Post activity questions

Task: Choose one of the academic texts given

Task: Summarize the article given below. (Performance Task

Task: Outline the article given below.

Why to Read an Academic Text?

Academic Text Summary Inductive Discourse