Immaculada Concepcion

College
Of Soldiers Hills Caloocan City, Inc.
Soldier's Hills III Subd., Brgy 180, Tala, North Caloocan City, 142

Name:_________________________________________ Strand and Section: _____________

Teacher: Week # 1 – 3

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

ACTIVITY 1: Complete the crossword puzzle below.

ACROSS DOWN
2. to search again, conduct investigation 1. beginning
4. the heart of essay 3. Personal point of view
5. result
6. words of something, passage
7. briefly summarize the main scope
8. reason

Lesson 1: Academic Text

Learning Objectives
a. Define academic text and give examples.
b. Determine the structure of an academic text.
c. Differentiate language used in academic texts from various disciplines.
d. Explain the specific ideas contained in various academic texts.

Academic Text embodies the language that is used for academic discipline.
 Academic Language- the language needed and used in school/ work
conversation.
- A language used that students are expected to learn and achieve fluency in
Nature and Characteristics:
 An academic text is a reading material that provides information which includes concepts and theories that are
related to the specific discipline
 An academic text is generally more complex than everyday communication.

Characteristics:
 Structure - formal and logical
- cohesive and possess a logically organized flow of ideas
 1. Introduction (tell the reader the topic, purpose, and structure of the paper)
2. Body (main content)
3. Conclusion (briefly summarize the main scope)
 Language- uses formal language and unambiguous
- Objective point of view
 Citation- acknowledge the source

Examples:
 Research Paper
 Conference Paper
 Thesis/ Dissertation
 Reviews/ Critique/ Reaction Paper
 Concept Paper
 Position Paper

Activity 2
Specific Instructions: Differentiate the language used in academic texts from various disciplines based on their
characteristics below by filling in the table provided. Choose your answer from the choices in the box.
CHARACTERISTICS ACADEMIC TEXT NON-ACADEMIC TEXT
Audience
Purpose
Structure
Language
Style
Source of Content
Examples

Choices:
Related Literature Subjective
Academia Mass Public
Objective Everyday events
Position Paper To inform/ validate idea
To entertain Formal
Contains slang and colloquialism Introduction-Body-Conclusion
No fixed structures Diary

Enrichment:

Activity 3 (Assignment 1): “Reading Time” 20 pts

Specific Instructions: Pair up with a classmate and read an excerpt titled, “Why Do They Say
that Our English Is Bad?” and explain the ideas contained in various academic texts.

Why Do They Say That Our English Is Bad?

 By Grace M. Saqueton
(1) English teachers in the Philippines often find themselves in a very frustrating situation– no matter how hard they try to teach
the rules of written English to their students, the students still commit errors in word order, word choice, subject–verb agreement,
tenses, prepositions, articles, punctuations, and the like. Teachers get frustrated when they hear or read sentences such as “They
decided to got married,” “What did the students watched”?” or “Ana go to the canteen.” It is also alarming because the rules that
apply to these sentences are supposedly simple rules that the students should have learned in grade school. Yet, here they are in
college, still committing those same errors.
(2) Teachers and linguists alike have sought and probably are still seeking for ways and strategies to teach English effectively
especially in the light of teaching English as a second language or as a foreign language. Different research studies have been
conducted and different theories have been used to address the situation. One of the topics that the researchers have explored is the
recurring errors in phonology, morphology, syntax, semantics, and discourse of second language learners. They believe that
studying these recurring errors is necessary to address the supposed grammar problems of the Filipino college students.
(3) In a paper titled, “Why Does They Say That Our Sentences Is Wrong When We Knows English? An Analysis of The
‘Common Errors’ of Freshmen Compositions,” Saqueton (2008) identified some of the common errors found in the essays of first
year college students. She provided explanations, using error analysis, language acquisition theories, and Fairclough’s paradigm
on the appropriacy of “appropriateness,” as to what caused the “errors.” This is the hope of helping English teachers develop
teaching materials and devise teaching strategies that are appropriate for Filipino first year college students of different linguistic
backgrounds.
(4) Saqueton (2008) found out that among the student’s essays, errors in the use of verbs are the most common, followed by errors
in the use of prepositions, problems in word choice, and problems in subject-verb agreement. There are also errors in the use of
articles, conjunctions, pronouns; spelling problems are also evident.
(5) These “errors” are considered errors because of certain standards that language teachers want their students to follow. These
standards are the ones prescribed by grammarians. Educators want their students to master Standard English as second language
learners of English. The problem here lies in the definition of “Standard” English. Is there really a common standard? If there is,
who uses it? Whose standard should be followed?
(6) Answering the question would entail a lot of problems. First, there should be a clear definition of what standard is. What kind
of English is Standard English? Dr. Andrew Moody, when asked during the 2008 International Conference on World Englishes
and Second Language Teaching on how to maintain correctness and consistency when teaching English in the Philippines, said
that it would be dishonest to teach Standard English as if it exists.
(7) That answer alone could raise a lot of issues. It only shows that the concept of standard is problematic. According to
Faikrclough (1995), there is a need for a particular standard in order to rationalize policies on teaching of Standard English. He
further stated that appropriateness figures within dominant conceptions of language variations (234).
(8) Is there an implied claim then that students of English as a second language or as a foreign language speak a substandard kind
of English because they do not follow the standards of General American variety? What if they (Filipinos, for example) have
accepted English and appropriated it to fit their needs and the context of situation in their own places?
(9) Andrew Gonzales (1985), in his paper, “When Does an Error Become a Feature of Philippine English?” pointed out that until
Philippine English is really creolized English is still a second language in the Philippines, and he believed that in teaching any
second language, one must accept a standard. However, he also stressed that no matter how hard the English teacher tries, a local
variety will continue to develop (168).
(10) There will always be different perspectives on this matter, especially that language issues seem to be a highly emotional
matter. Should language education then go for mutual intelligibility rather than subscribe to a certain standard? Educators and
language policy planners could go back to Fairclough’s model of language learning. They have to decide how relevant English is
to their students, and from there, they have to decide what to teach and how to teach it.
1. What do you think are some problems that you and/ or your classmates encounter when you write academic papers?
(5 pts)
2. What language do they use at home? Is it English or Filipino or any other language (Chinese, Cebuano, Bikolano,
etc.)? (5 pts)
3. Can you identify some words that are direct translations from Filipino which may affect the meaning of sentences?
For example, saying “open the lights” instead of “turn on the lights.” (5 pts)
4.
Thesis statement: ___________________________________________________
Supporting details
Point 1: ________________________________________________________
Point 2: ________________________________________________________
Point 3: ________________________________________________________
Criteria:
Content- 2
Organization- 2
Mechanics- 1
ACTIVITY 4
Direction: Read the following text. Summarize the given information by drawing the appropriate Graphic
Organizer in the text.

1. Comparison-Contrast - “The iPhone vs. Android comparison is a never-ending debate on which one is best. It
will likely never have a real winner, but we’re going to try and help you to find your personal pick all the same.
iOS 17 and Android 14—the latest versions of the two operating systems—both offer smooth and user-friendly
experiences, and several similar or identical features. But there are still important differences to be aware of. …
Owning an iPhone is a simpler, more convenient experience. There’s less to think about. … Android-device
ownership is a bit harder. … Yet it’s simultaneously more freeing, because it offers more choice.”
2. Cause and Effect - I always seem to fail my tests. At my school we have month-end tests, mid-term tests and
semester-end tests. I and many of my schoolmates fail because we do not pay attention in class and do not study
after class.
We do not even know what is on the test. If we do not know what is on the test, we cannot study properly for it. If
we do not study properly, we cannot answer all the questions correctly. If we cannot answer questions correctly,
we lose points. If we lose points, we get lower scores. If we lose too many points, our scores are too low and we
fail the test.
3. Chronological Order - One morning, Juan is in a hurry going to school. Suddenly, he saw an old lady, carrying a
full basket, crossing the street. Then, he thought of helping the old lady even though he will be late in school.
Finally, the old lady crossed the street safely and Juan was able to reach school on time.
Activity 5
Instructions: In writing a thesis statement, the following must be avoided: (1) too broad, (2) too wordy, (3) too general,
(4) title, and (5) fact. Now, determine if the following statements possess good characteristics of a thesis statement in
each set of thesis statements, by putting a check mark (✓) before the letter.

1. A thesis statement should not be too broad.

___1a) Good teachers make Mountain City Elementary a fantastic school.
___1b) The world is a magnificent place to live in.
2. A thesis statement should not be too wordy.
___2a) Some problems with Mountain City Elementary School are that it needs a larger playground, an air-conditioned
gym, an auditorium, restrooms connected to each classroom, running water in the classrooms, and a number of other
physical changes to the building.
___2b) Mountain City Elementary needs several changes to its facility to make it a better school.
3. A thesis statement should not be too general.
___3a) Daily writing practice has led to improved writing skills for the students at Mountain City Elementary.
___3b) Mountain City Elementary is a good school.
4. A thesis statement should not be a title.
___4a) Cost of Living
___4b) The cost of living in Mountain City is lower than in most other cities in the United States.
5. A thesis statement should not be a fact.
___5a) The average temperature for Mountain City in winter is 34 and in summer is 75 degrees.
___5b) The climate in Mountain City is ideal for outdoor sports.

ACTIVITY 6:
Instructions: Read the following paragraphs. State the thesis statement that would be appropriate for an essay on the
 same topic. Finish the task within 15 minutes.

1. People with good attitudes tend to

be more effective problem solvers, and team players which are the types of people most employers are looking for.
Being able to see the positive side of a negative situation is a valuable character trait in the workplace. Positive
thinking contributes to more productivity and workplace harmony, whereas, someone who is negative and complains a
lot could affect others with their negativity and result in less productivity in the workplace, which is why most
employers steer clear of pessimists.

2. 2 Nothing is more frustrating to an

employer than someone who cuts corners or leaves work incomplete. Employers want to hire people who are not
just positive about doing work but are willing to put in a bit of extra effort to get the work done. If you can show an
employer that you are willing to break a sweat to get a job done, they will take you more seriously as a capable
candidate for the position you are applying for.

3.
Passion and willingness to work hard can only offer a prospective employer so much. Unless you can show how your
experiences have helped prepare you for the position you are interviewing for, the employers may decide to go with a
candidate who has completed the appropriate training already. It is costly and time-consuming to train a new employee,
which may make many employers hesitate before hiring less qualified applicants.
ACTIVITY 7:
Instructions: Read the series of sample paragraphs given. Determine how each paragraphs is developed. Take note that
a paragraph may be developed using the combination of 2 or more patterns. Provide all the information asked. Write
your answers on the lines provided.

1. Pattern/s of development: ______________________________________

Proof/s or evidence/s: __________________________________________
____________________________________________________________
____________________________________________________________
Topic sentence: ______________________________________

2. Pattern/s of development: ______________________________________

Proof/s or evidence/s: __________________________________________
____________________________________________________________
____________________________________________________________
Topic sentence: ______________________________________
3. Pattern/s of development: ______________________________________
Proof/s or evidence/s: __________________________________________
____________________________________________________________
____________________________________________________________
Topic sentence: ______________________________________

4. Pattern/s of development: ______________________________________

Proof/s or evidence/s: __________________________________________
____________________________________________________________
____________________________________________________________
Topic sentence: ______________________________________