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English
Quarter 4 – Module 1:
Distinguishing Features of
Academic Writing
English – Grade 7
Alternative Delivery Mode
Quarter 4 – Module 1: Distinguishing Features of Academic Writing
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
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Every effort has been exerted to locate and seek permission to use these materials from
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ownership over them.

Published by the Department of Education – Region III

Regional Director: May B. Eclar, PhD, CESO III
Assistant Regional Director: Rhoda P. Razon, EdD, CESO VI

Development Team of the Module

Writer: Jonah Maica D. Rodriguez

Editor: Angelique E. Boadilla
Reviewers: Jay Ar Sangoyo, PhD Ma. Cecilia S. Bagsic, PhD
Madilyn C. Sangki Liezl D. De Jesus Rita P. Bundalian June D. Cunanan
Adrian P. Tamayo
Illustrator: Maricar Q. Dela Cruz
Layout Artist: Sarah Mae R. Eugenio
Management Team: Librada M. Rubio EdD
Maria Editha R. Caparas EdD
Ramil G. Ilustre PhD
Paulino D. De Pano EdD
Bobby P. Caoagdan EdD
Joel S. Guileb EdD

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Office Address: Matalino St., Government Center, Maimpis,

City of San Fernando, Pampanga
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English
Quarter 4 – Module 1:
Distinguishing Features of
Academic Writing
Introductory Message
For the facilitator:

Welcome to the English 7 Alternative Delivery Mode (ADM) Module on

Distinguishing Features of Academic Writing!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the English 7 Alternative Delivery Mode (ADM) Module on

Distinguishing Features of Academic Writing!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

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 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module is designed and written with you in mind. It is here to help you master
the features of Academic Writing. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module has only one lesson:

 Lesson 1– Features of Academic Writing

After going through this module, you are expected to:

1. explain academic writing; and
2. distinguish features of academic writing.

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 What I Know

Directions: Read the statements carefully. Decide whether the statement is

TRUE or FALSE. Write T if the statement is TRUE and F if the statement is FALSE.
Write your answers in your activity notebook.

1. Academic writing is clear, concise, focused, structured and backed up

by evidence.

2. Academic writing is procedural and aims to purely entertain the readers.

3. Academic writing has an informal tone and style.

4. Precision in academic writing uses formal vocabulary.

5. Objectivity in academic writing is written for a specific purpose and targets

particular readers.

6. Formality in academic writing presents the ideas that are easily understood
by the intended audience to avoid strong, unqualified statements that may
be easily disproven.

7. Precision in academic writing expresses the ideas clearly without too many
words that make it sound like a personal opinion.

8. Objectivity in academic writing presents and evaluates issues that are

factual, correct, and biased.

9. Formality provides the reader with all the information they need and
contains all the necessary conventions to understand the meaning.

10. Objectivity in academic writing presents a position that focuses on personal

feelings and opinions.

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Lesson

1 Features of Academic Writing

Writing is one of the necessary skills that aid understanding. It serves a

great role in communication. Along with other kinds of writing, academic writing
proves its importance in many fields. You, as a student, have to nurture this skill
for it is the channel of your thoughts and ideas which may result to great things.
Therefore, it is essential that you learn how to write in a way that will prove the
essence of your ideas and will lead to understanding.

What’s In

You have learned from your previous lesson how to raise sensible,
challenging, and thought-provoking questions in public forums/panel discussions.

Directions: Match the definition on Column A with the different types of

questions on Column B. Write the letter of the correct answers in your activity
notebook.
Column A Column B
1. It is a type of question that
has multiple possible answers A. Panel Discussion
and encourages students to
be creative. B. Open-Ended Question/Divergent
2. It is a question that causes Question
people to think seriously about
something. C. Public Forum
3. It is a type of question that
D. Closed/Convergent Question
has carefully defined correct
answers which can be recalled
E. Thought Provoking Question
from memory.
4. It is a discussion that carries on
a conversation in front of
the audience who can
also participate.
5. It is a meeting where they talk
about a problem especially of
public interest in a public place.

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 What’s New

Directions: Observe and analyze the two statements uttered by Jenny and
Mike. First observation was already given. List down more of your observations in
your activity notebook.

Jenny’s Statement:

1. Jenny talks to Mike casually as if she’s just telling a story.

2. _________________________________________________________________________
3. _________________________________________________________________________

Mike’s Statement:
1. Mike answered Jenny in a formal way.
2. _________________________________________________________________________
3. _________________________________________________________________________

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 What is It

Academic writing is clear, concise, focused, structured, and backed up by

evidence. Its purpose is to aid the reader’s understanding. It has a formal tone and
style, but it is not complex and does not require the use of long sentences and
complicated vocabulary.

It is one kind of writing which is procedural. It aims to purely convey

knowledge, data, and information. It is orderly, organized and follows a formula. It
is dull and anyone can master it. Unlike literary or journalistic writing, the overall
form of academic writing is formal and logical. It must be cohesive and possesses a
logically organized flow of ideas. It uses third-person rather than first-person
perspective. It has a clear focus on the research problem under investigation, and
precise word choice.

Key Features of Academic Writing

1. Objectivity
It presents and evaluates issues that are factual, correct, and unbiased. It is
a position that focuses on and is informed by research rather than personal
feelings and opinions. It is written for a specific purpose and targets
particular readers.

2. Formality
It provides the readers with all the information they need and contains all
the necessary conventions to understand the meaning. It uses
formal vocabulary.

3. Precision
It expresses the ideas clearly without too many words that make it sound
like a personal opinion. It follows grammatical and technical conventions.

4. Hedging
It presents the ideas that are easily understood by the intended audience to
avoid strong, unqualified statements that may be easily disproven.

Different examples of Academic Writing

1. Book Report
It is an informative report that discusses a book from an objective stance.
They are similar to book reviews but focus more on a summary of the work
than an evaluation of it. Book reports commonly describe what happens in a
work; their focus is primarily on giving an account of the major plot,
characters, thesis, and/or main idea of the work.

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 2. Research Paper
It is an expanded essay that presents your own interpretation or evaluation
or argument. Writing a research paper means building upon what you know
about the subject and making a deliberate attempt to find out what experts
say about it.
3. Research Proposal
It is a document written by a researcher that provides a detailed description
of the proposed program. It is like an outline of the entire research process
that gives a reader a summary of the information discussed in a
project.
4. Textbook
It is a book used in the study of a subject: such as the following: (1) one
containing a presentation of the principles of a subject and (2) a literary
work relevant to the study of a subject.
5. Thesis
It is a long scholarly paper that is typically used to sum up a learned
knowledge. It is a dissertation embodying results of original research and
especially substantiating a specific view.

What’s More

Activity 1
Directions: Assess the text if the features of academic writing are present by
accomplishing the table that follows. Read the statements on the first column and
put a check whether you agree or disagree on each one. Write your answers in your
activity notebook.

Formation of rift valleys and oceanic ridges are indications that the
crust is spreading or splitting apart. In this case, the plates are forming
divergent plate boundaries wherein they tend to move apart. Most divergent
boundaries are situated along the underwater mountain ranges called oceanic
ridges. As the plates separate, new materials from the mantle ooze up to fill the
gap. These materials will slowly cool to produce new ocean floor. The spreading
rate at these ridges may vary from 2 to 20 cm per year. Although a very slow
process, divergence of plate ensures a continuous supply of new materials from
the mantle. The Mid-Atlantic Ocean ridge is an example of spreading center
which causes the divergence of the South American plate and the African plate.
Reference: Science 7 Learner’s Material, page 26

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 Statements Agree Disagree

The information in the text is

untrue and not valid at all.
The sentences are
grammatically correct and
free from errors in spelling,
punctuation, etc.
The words used in the text
are clear and easy to
understand.
There are foul words used in
the text.
The ideas presented in the
text sound like personal
opinion.

Activity 2
Directions: Determine the key features of academic writing based on the
description given. Unscramble and place the letters on the lines to come up with
the correct answer. Write your answers in your activity notebook.

1. Academic writing expresses ideas

clearly in simple and P S C I E R O I N
uncomplicated words following __ __ __ __ __ __ __ __ __
correct grammar and technical
conventions.

2. Academic writing presents and

O E C J B V I T I T Y
evaluates issues that are factual,
correct, and free from bias. It is
__ __ __ __ __ __ __ __ __ __ __
written purposively for particular
readers.

3. Academic writing presents the

ideas that are easily understood by H I N G D E G
the intended audience to avoid
strong, unqualified statements __ __ __ __ __ __ __
that may be easily disproven.

4. Academic writing provides the

readers with all the necessary F L I M A T R O Y
information to understand the
__ __ __ __ __ __ __ __ __
meaning with the use of formal
language.

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Activity 3
Directions: Use the checklist below to evaluate the text if the features of
academic writing are evident in it. Write your answers in your activity notebook.

Your Friend, the Computer

A computer is an electronic system designed to manipulate data

and provide you with useful information. It is concerned with solving the
problem in its entirety. There are several terms to remember about a
computer if you want to get to know it better for it to become your friend.
The most basic of these terms are hardware, software, developers, and
end users. Hardware is the equipment that makes up a computer system.
The programs, routines, and symbolic languages essential to the
operation and maintenance of a computer are called software. The
professionals are the people who work together in helping the end user
find solutions through the computer. They are the systems analysts,
programmers and computer operators. The end user is the person who
asks for and uses the information generated by the computer.
Reference: Ventures in Communication, page 89

Questions Yes No
1. Is it easily understood by the intended audience?
2. Are the sentences grammatically correct?
3. Are the information factual, correct, and unbiased?
4. Does the text serve a specific purpose?
5. Does the text provide complete information?
6. Does the text target particular readers?
7. Are the ideas clear and direct?

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 What I Have Learned

Directions: Assess your learning progress by completing the following

statements. Write your answers in your activity notebook.
Academic writing is (1)______________, concise, focused, (2)______________,
and backed up by (3)______________. It contains all the necessary conventions to
understand the meaning. It uses (4)______________ vocabulary. It also uses
(5)______________ person rather than first-person perspective. In addition, this kind
of writing focuses on and is informed by research rather than (6)______________ and
(7)______________ . It also follows correct (8)______________ and technical
conventions. The key features to academic writing are objectivity, (9)______________,
precision and (10)______________.

What I Can Do
Directions: Read the text below and answer the following questions below.
Write your answers in your activity notebook.

PH is 3rd happiest country in the world – international pollster

By Chad de Guzman, CNN Philippines
Filipinos can smile at this survey result: the Philippines is the third happiest
country in the world.
In the 41st global annual survey conducted by Gallup International, the
Philippines ranked third in the top ten happiest countries in 2017, with a net
happiness score of +84. This is five notches higher than the 2016 score, which also
put the country in third place. At the top is Fiji (+92), followed by Colombia (+87).
The survey was done among 55 countries in October to December 2017. The
Philippines also landed fifth in the economic optimism index with a net score of 32.
According to the survey, more Filipinos believe 2018 will be a year of economic
prosperity. The country landed ninth in the hope index with a score of 40. It is
among the top 10 countries which believe 2018 will be better than 2017.
On a global scale, on the other hand, the happiness, economic optimism, and
hope indices went down. The world has a net happiness score of 49, a 10-point
decline from its score in 2017.” 2017 was a tough year with terrorist attacks over
almost each week and it may have influenced personal lives all around the world.
Nevertheless, a majority in all polled countries are happy,” Gallup International
said. Presidential Spokesperson Harry Roque said they welcome Gallup’s survey
results. “We Filipinos are known as a happy, resilient people. We even manage to
smile amid difficulties. It is therefore not surprising that we rank high in the global
happiness index,” Roque said in a statement.

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Questions:
1. What is the article all about?
2. What key feature of academic writing is evident in the following statement?
a. On a global scale, on the other hand, the happiness, economic
optimism, and hope indices went down.
b. At the top is Fiji (+92), followed by Colombia (+87). The survey was
done among 55 countries in October to December 2017.
c. We Filipinos are known as a happy, resilient people. We even manage
to smile amid difficulties. It is therefore not surprising that we rank
high in the global happiness index.
3. Can the text be considered reliable based on the features observed in the
text? Why or why not?

Assessment

Directions. Examine the paragraphs below. Answer the questions that follow.
Write your answers in your activity notebook.

For questions 1-3

Family harmony provides a sense of belonging and a feeling of

security unlike many other types of relationships. When conflict arises, it
threatens that security. Whether the disharmony initiates from within the
family unit or from external sources, individual family members and the
family as a whole can experience a range of negative emotions and
consequences. Unresolved conflict may irreparably damage a marriage and
the entire family, if family members do not seek help.
Reference: Celebrating Diversity through World Literature by Liza R. Almonte, et. al., page 120

1. Who do you think is the target audience of the text? Why?

2. What indicates the presence of the key features of academic writing in the
text? Explain your answer.
3. What key feature of academic text can be observed in this sentence:
“Whether the disharmony initiates from within the family unit or from
external sources, individual family members and the family as a whole can
experience a range of negative emotions and consequences”? Explain your
answer.

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For questions 4-6

In Biology, the relationship between species in which at least one

species benefits is called symbiosis. The relationship varies with different
species. Some may be positive, negative, or neutral. There are three basic
types of symbiosis — mutualism, commensalism, and parasitism. These
relationships can be likened to how humans deal with the environment.

The first one is mutualism. It is a relationship between two species

of organisms in which both benefit from the association. An example is
the relationship between a butterfly and a flower. Both benefit from each
other. This happens in the environment as well. There are programs that
focus on taking care of the environment. People benefit from the
resources they get from it. And the environment, on the other hand,
benefits from humans when they take care of these resources. If this type
of relationship is what is practiced all the time, then the earth would not
be in the bad shape it is in right now.

4. What is the text all about?

5. Select a statement from the text that shows the tone used by the
writer?
6. Does the text contain statements that make it sound a personal
opinion? If your answer is yes, give one sentence from the text that
indicates personal feelings and opinions.

For questions 7-10

Coronavirus
Coronavirus disease (COVID-19) is an infectious disease caused by a
newly discovered coronavirus.
Most people infected with the COVID-19 virus will experience mild to
moderate respiratory illness and recover without requiring special
treatment. Older people, and those with underlying medical problems like
cardiovascular disease, diabetes, chronic respiratory disease, and cancer
are more likely to develop serious illness.
The best way to prevent and slow down transmission is to be well
informed about the COVID-19 virus, the disease it causes and how it
spreads. Protect yourself and others from infection by washing your hands
or using an alcohol based rub frequently and not touching your face.
The COVID-19 virus spreads primarily through droplets of saliva or
discharge from the nose when an infected person coughs or sneezes, so it’s
important that you also practice respiratory etiquette (for example, by
coughing into a flexed elbow).
Reference: World Health Organization

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7. What is the author’s claim about the topic?
8. For whom is the text intended? Explain.
9. Pick a statement from the text that is based on research rather than
personal feelings and opinions.
10. What key feature of academic text can be observed in this sentence: “The
COVID-19 virus spreads primarily through droplets of saliva or discharge
from the nose when an infected person coughs or sneezes, so it’s important
that you also practice respiratory etiquette (for example, by coughing into a
flexed elbow)”? Explain your answer.

Additional Activities

A. Directions: Read an example of an academic writing that can be found in

books, magazines, or journals. Answer the following questions in your activity
notebook.

1. What is the title of the academic text?

______________________________________________________________________________
______________________________________________________________________________
2. Cite the source of where the academic text is found.
______________________________________________________________________________
______________________________________________________________________________
3. Who are the intended audience for writing the text found?
______________________________________________________________________________
______________________________________________________________________________

B. Directions: Rate the academic text found using the checklist below. Put a
check (√ ) if the features of Academic Writing are evident. Write your answers in
your activity notebook.

Questions Yes No
1. Does the text present simple, clear, and
direct ideas?
2. Is the text free from grammatical errors?
3. Are the information factual and objective?
4. Does the text provide complete information?
5. Does the text target particular readers?

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 12
What I Know What’s In What’s More
1. T 1. B Activity 1: (Students’
2. F 2. E answers may vary.)
3. F 3. D Activity 2:
4. F 4. C 1. Precision
5. T 5. A 2. Objectivity
6. F 3. Hedging
7. T What’s New
4. Formality
8. F (Students’ answers
Activity 3: (Students’
9. T may vary.)
answers may vary.)
10. F
What I Have Learned What I Can Do Assessment
1. Clear (Students’ answers may (Students’
2. Structured vary.) answers may
3. Evidence vary.)
4. Formal
5. Third
6. Personal
Feelings
7. Opinions
8. Grammatical Additional Activities
9. Formality (Students’ answer
10.Hedging may vary)
Answer Key
References

Acosta, Herma D., Liza A. Alvarez, Dave G. Angeles, Ruby D. Arre, Ma. Pilar P.
Carmona, Aurelia S. Garcia, Arlen Gatpo, Judith F. Marcaida, Ma. Regaele A.
Olarte, Marivic S. Rosales, and Niko G. Salazar. Science – Grade 10: Learner’s
Material. Pasig City: Department of Education, 2015.

Asuncion, Alvie J., Maria Helen D.H. Catalan, Leticia V. Catris, Marlene B. Ferido,
Rose M. Gutierrez, Michael Anthony B. Mantala, Cerlina M. Maramag, Ivy P. Mejia,
Elijio C. Obile, Risa L. Reyes, Dulcelina O. Sebastian, Merle C. Tan, and Rodolfo S.
Treyes. Science 7 Learner’s Material. Pasig City: Department of Education, 2013.

Fermin, Edizon A., Eric De Guia, and Aro R. Rara, eds. English – Grade 7: Learner’s
Material. Pasig City: Department of Education, 2017.

Flores, Magelende M., Edna M. Dela Cruz, and Helen D. Ladera. Ventures in
Communication. Pasig City: Department of Education, 2008.

Kabir, Syed Muhammad S. Basic Guidelines for Research: An Introductory Approach

for All Disciplines. Bangladesh: Bookzone Publication, 2016. https://www.research
gate.net/publication/325545912_RESEARCH_PROPOSAL

De Guzman, Chad. “PH is 3rd happiest country in the world — international

pollster.” CNN Philippines 2018. Accessed February 18, 2021. https://
cnnphilippines.com/news/2018/01/02/PH-3rd-happiest-country-in-
world.html?fbclid=IwAR3nSavxolLYujM1Ex-mYNP_RQJciPu6uH7-SJTML-
oOCvabSpjUdTordSk

Merriam Webster. “Textbook.” Accessed February 1, 2021. https://www.merriam

webster.com/dictionary/textbook

Purdue University. “Writing A Book Report.” Accessed February 1, 2021. https://

owl.purdue.edu/owl/general_writing/common_writing_assignments/book_reports.
html

Suny Empire State College. “What is a Research Paper?” Accessed February 1,

2021. https://www.esc.edu/online-writing-center/resources/research/research
-paper/

University of Melbourne. “Four Key Features of Academic Style.” Accessed February

8, 2021. https://students.unimelb.edu.au/academic-skills/explore-our-resources
/developing-an-academic-writing-style/key-features-of-academic-style?fbclid
=IwAR3KRE__YS3KcG8pfOLeKIRpJzMDw9lDwyFmzgIax_9esrBsTUn1p9nlBg

World Health Organization. “Coronavirus.” Accessed February 20, 2021.

https://www.who.int/health-topics/coronavirus#tab=tab_1

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World Health Organization. “Transmission of SARS-CoV-2: Implications for
Infection Prevention Precautions.” Last modified July 9, 2020. https://www.who
.int/news-room/commentaries/detail/transmission-of-sars-cov-2-implications-for-
infection-prevention-precautions

Your Dictionary. “Definition of Academic Writing With Examples.” Accessed

February 5, 2021. https://grammar.yourdictionary.com/word-
definitions/definition-of-academic-writing.html

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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