English For Academic and Professional Purposes

Senior High School
Grade 11
English for Academic and Professional Purposes
ENGLISH LEARNING KIT

First Semester
Language Used
in Academic Texts
Grade 11-English for Academic and Professional Purposes

Competency: Differentiates
Grade 11-English language
for Academic andused in academic
Professional texts from various disciplines –
Purposes
CS_EN11/12A-EAPP-Ia-c-2
Competency: Differentiates language used in academic texts from various disciplines –
English – Grade 11
English Learning Kit
Language Used in Academic Texts
First Edition, 2020
Published in the Philippines

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Development Team of English Learning Kit
Writer: Merlo Ceasar O. Francisco

Illustrators: Armand Glenn S. Lapor, Mark T. Dasa
Layout Artists: Lilibeth E. Larupay, Jun Victor F. Bactan

Ricky T.Salabe, Merlo Ceasar O. Francisco
Division Quality Assurance Team: Lilibeth E. Larupay, Dr. Ruby Therese P. Almencion
Armand Glenn S. Lapor, Jun Victor F. Bactan,
Bonafe T. Davasol, Michael D. Elisteria
Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason

Dr. Lilibeth T. Estoque, Dr. Azucena T. Falales
Ruben S. Libutaque, Lilibeth E. Larupay
Dr. Ruby Therese P. Almencion

Introductory Message
Welcome to Grade 11 English for Academic and Professional Purposes.
The English Learning Kit is a product of the collaborative efforts of the Division
of Iloilo Secondary English Teachers Association (DISETA) and the Division English
Coordinators Association (DECA) writers, illustrators, layout artists, reviewers, editors,
and Quality Assurance Team from the Department of Education, Schools Division of
Iloilo. This is developed to guide you dear learning facilitators in helping our learners
meet the standards set by the K to 12 Curriculum.
The English Learning Kit aims to guide our learners in accomplishing activities
at their own pace and time. This also aims to assist learners in developing and
achieving the lifelong learning skills while considering their needs and situations.
For learning facilitator:
The English Learning Kit is developed to address the current needs

of the learner to continue learning in the comforts of their homes or learning centers.
As the learning facilitator, make sure that you give them clear instructions on how to
study and accomplish the given activities in the material. Lerner’s progress must be
monitored.
For the learner:
The English Learning Kit is developed to help you, dear learner, in your
needs to continue learning even if you are not in school. This learning material aims
to primarily provide you with meaningful and engaging activities for independent
learning. Being an active learner, carefully read and understand to follow the
instructions given.

Language Used in Academic Texts
BEGIN
K-12 Senior High School curriculum offers distinct

tracks and strands to the learners that surely would develop
their promptness in mind, acquisition of suitable 21 st
century competencies in the level of knowledge and skills
to pursue better lives for themselves, their families, and
their community. Thus, one of its learning areas is the
English for Academic and Professional Purposes.
This subject helps learners to distinguish the
different purposes of English both in the academe and in
the workplace. It provides lesson wherein the learners
would be able to apply knowledge in grammatical rules,
writing techniques, varied professional papers, etc.
This module will differentiate language used in
academic texts from various disciplines that could guide the
learners on the do’s and don’ts in writing academic texts.
TARGET
At the end of this lesson, you should be able to:

1. differentiate the language used in academic texts from various discipline.
(CS_EN11/12A-EAPP-Ia-c-2);
2. familiarize the aspects and rules of the language used in academic texts from
various discipline; and,
3. value the proper use of language in writing academic texts.

TRY THIS
Directions: Read each item carefully and answer what is being asked. Choose the
letter of the correct answer. Write your answers in an intermediate paper.
1. An aspect of academic language in which the writer reflects his dignified stance in
writing as a member of the academic community.
A. Objectivity B. Formality C. Explicitness D. Caution
2. It is an academic language structure where verbs are made central as they denote
action.
A. Full forms of Words B. Passivization C. Nominalization D. Clichés
3. What aspect of academic language speaks of the writer maintaining his impersonal
and certain level social distance.
B. Explicitness B. Formality C. Objectivity D. Structure
4. The results of the actions are highlighted in what academic language structure?
A. Colloquialism B. Passivization C. Nominalization D. Tautology
5. The writer avoids redundancy for effective combination of ideas is the main concept
of this aspect of academic language.
A. Explicitness B. Objectivity C. Structure D. Caution
6. An aspect of academic language in which the writer acknowledges sources and
evidence to support claims.
A. Formality B. Structure C. Caution D.Objectivity
7. Which of the following is NOT an example of tentative phrases or vocabulary?
A. tends to B. occurs because C. suggests that D.appears to
8. Which of the following is NOT an example of passive phrase?
A. Anita was driven to the theatre by Carla.
B. Nowadays, black kites are protected by law.
C. The olives are stoned and crushed in this room by my son.
D. Carl sounded the alarm when David reported the smoke.
9. It is a term that refers to a style of writing that is conversational. What is it?
A. Cliché B. Redundancy C. Colloquialism D. Slang
10. A set of words or phrases that help articulate the structure of a piece of writing.
A. Signposts B. Cliché C. Colloquialism D. Slang

RECALL
You have learned about determining the

structure of a specific academic text. Before
you engage yourself to important ideas related
to the language used in academic texts from
various discipline, you need to review some
important concepts regarding your previous
lesson by accomplishing this activity first.
Find My Match!
Directions: Recall the important words in Column A and match them with the correct
definition found in column B. Write your answers in an intermediate paper.
A B
1. Descriptive The author organizes a text in a specific

order that makes sense
The author shares the relationship

2. Sequence or Process between two things which one thing
makes something else happen
The author shows the development of a

3. Compare and Contrast problem and offers one or more
solutions
The author uses lots of details for the

4. Cause and Effect reader to visualize or picture out what is
being described
The author uses a process of finding

5. Problem and Solution similarities and differences between two
things

DO THIS
Activity 1: Read me well!

Directions: Identify the structure of the academic texts presented below. Examine the
content of passage and take note of the structure used and on how words are arranged
carefully. Write your answer in an intermediate.
Educating students is the primary goal of colleges and universities. However,

reaching that goal depends on understanding those learners. Only by understanding
the NMLs can colleges and universities create learning environments that optimize
their strengths and minimize their weaknesses. The study aimed at determining the
perspectives of the NMLs in terms of the teaching learning process they undergo in
higher education. The study is a descriptive type of research which attempts to describe
the new millennium higher education learners using a researcher made instrument. A
total of 350 college students from six institutions of higher learning in Region IV-A were
the respondents of the study. Results have shown that even with the luxury of the
technological advances, there is not much change in the ways NMLs want education
should be. In the Philippines, education is still a valued activity that every youth should
be able to acquire. The traditional ways and methods still apply but with some
adjustments, modifications or additions. Technology is used as tools but the methods
and strategies still remain. The teacher is still a requirement in the classroom for the
students to follow. 1
EXPLORE
E Great! You did a wonderful job in
determining the structure of each text and signal
words. Now let’s connect your responses to the
following questions. Write your answers in your
EAPP notebook.
1. How do you find the activity?

2. What are your strategies in determining its structure?
3. How did you formulate your answer? How does the structure of words from
the text differ from your choice of words in your daily conversation?
4. Why is it important to follow standard rules when using specific language in
writing an academic text?
5. How can this activity develop your understanding in differentiating language
used in academic texts from various disciplines?
1 Merlita C. Medallon. Teaching and Learning in Higher Education: Perspectives of New Millenium Higher Education Learners (NML). Accessed
June 30, 2020.https://ejournals.ph/article.php?id=670

KEEP THIS IN MIND
Well done! You have successfully made a

meaningful connection after answering the previous
activities. Now you are all set for the discussion about
differentiating language used in academic texts from
various disciplines.
Activity 2: Skim me up!

Directions: Skim the texts A and B below and decide which one was taken from an
academic research paper. Write your answer in an intermediate paper.
Extract A Extract B
Creativity broadly refers to an ability or Creativity is a hot topic in Hong Kong
activity that produces something new and nowadays. What does being creative mean
useful. Its assessment appears to become actually? If you come up with a new and
increasingly important because creativity useful idea, we can say that you are
has enduring effects throughout the creative!! But how can we measure it? We
individual’s lifespan (Mouchiroud & Lobart, should think of a way to measure creativity
2001). However, attempts to devise a because it’s having a bigger and bigger
unitary measure of overall creativity have effect on our lives all the time. But we have
not been successful (Fishkin & Johnson, still not succeeded in finding a good way.
1998). It is therefore preferable to adopt a So instead of just using one method to
systems approach to the assessment by measure creativity we should probably
using multiple measures to tap various come up with several methods to measure
dimensions of creativity (Fishkin & Johnson, different aspects of creativity. For example,
1998). Two prominent dimensions of let’s look at two aspects of creativity –
creativity are verbal and figural (Cropley, drawing pictures and the verbal aspect. If
2000; Dacey & Lennon, 1998). Both can tap we set up tests around these two aspects,
characteristics of creativity such as fluency we can measure all sorts of different
and originality. For assessing figural creative abilities. The drawing test is a very
creativity, the drawing task is particularly useful test since it’s based on gestalt theory
useful because of its basis on gestalt theory and it can be used all over the world.
and application across cultures (Cropley, Gestalt theory gives us a better idea of
2000). Gestalt theory maintains that what being creative means. For example, it
creativity reflects the individual’s ability of means that you can improve things or ‘think
reformulation, analogical thinking, and out of the box’ or be very open-minded and
removing mental blocks that result in curious about things, etc. In a nutshell,
premature closure (Dacey & Lennon, 1998). creative people are able to use skills to fill
As such, creativity involves skills enabling in the gaps.2
an individual to reconstruct a fuller picture.
2 UGC ICOSA Project. “The Language Features of Academic Texts”. Accessed June
30,2020.http://onlineresources.elc.cityu.edu.hk/ELSS/Resource/Language%20Features%20of%20Academic%20Texts/part2/index.html

What is an Academic Language?
Academic language is the language needed by students to do the work in

schools. It includes, for example, discipline-specific vocabulary, grammar and
punctuation, and applications of rhetorical conventions and devices that are typical for
a content area (e.g., essays, lab reports, discussions of a controversial issue.) One of
the goals for the learning segment should be to further develop students’ academic
language abilities. However, it should also develop students’ abilities to produce and
understand oral and written texts typical in your subject area as well as to engage in
language-based tasks.
Some language demands are related to text types, which have specific
conventions with respect to format, expected content, tone, common grammatical
structures. The language demands of other tasks are not as predictable, and may vary
depending on the situation. All students, not only English Learners, have productive
and receptive language development needs. The discussion of language development
should address in a whole class, including English Learners, speakers of varieties of
English, and other native English speakers. 3
Activity 3: Concept Web

Directions: Write down the following things that you have learned from the discussion.
Write your answers in an intermediate paper.
Academic
Language
3 Norman Herr, “Academic Language”. Accessed July 1, 2020. http://www.csun.edu/science/ref/language/pact-academic-language.html

Amazing! You were able to formulate your
own definition of academic language using
information from various sources. Now you will
learn how to differentiate the language used in
academic texts from various disciplines.
Five Aspects of Professional and Academic Language Used in

Academic Texts:
1. FORMALITY
Reflects dignified stance in writing as a member of the academic
community.4
Rules:
a. Uses expanded modal forms.
Modal verbs are auxiliary verbs (also called helping verbs) like can, will,
could, shall, must, would, might, and should. After a modal verb, the
root form of a verb is generally used. An exception is the phrase ought to, which
is considered a modal verb.5
b. Use expanded terms not contraction

Contractions are mostly used to simplify common pronoun/verb
combinations. It is generally considered too informal for academic writing. In
this context, always write out the full words instead. Such as do not instead of
don’t and can not instead of can't. 6
c. Avoid colloquial expressions

Colloquialism is the use of informal words, phrases, or even slang in a
piece of writing. Also avoid conversational language such as cliches and
idioms. Example, a colloquial phrase easier said than done should be changed
to formal alternative word “more difficult to practice.” 7
4 Torrens University. “Academic Language”. Accessed July 1, 2020. https://prezi.com/rkn3kbhcuzty/academic-language/

5 Grammarly blog. “Modal Verbs – Definition and Usage”. Accessed July 1, 2020. https://www.grammarly.com/blog/modal-verbs/
6 Sarah Vinz. “Using abbreviations and acronyms”. Accessed July 1, 2020. https://www.scribbr.com/academic-writing/abbreviations-and-
acronyms/
7 Oxford Dictionary. “Colloquialism Definition”. Accessed July 1, 2020. https://literarydevices.net/colloquialism/

2. OBJECTIVITY
Impersonal and certain level of social distance is maintained.8

Rules:
a. Avoid using personal pronouns.
A personal pronoun is a short word we use as a simple substitute for the
proper name of a person.
Each of the English personal pronouns shows us the grammatical
person, gender, number, and case of the noun it replaces. I, you, he, she, it, we
they, me, him, her, us, and them are all personal pronouns.9
b. Avoid rhetorical questions.

A rhetorical question is a question for which no answer is expected. Such
questions are inappropriate for academic writing. Make your point clear and up
front.
Example rhetorical question is “What is a team? A team can be one
person but will usually end up including many more” should be directly stated
as “A team can include one person but usually involves many more. 10
c. Avoid emotive language

Emotive language is a word or phrases meant to evoke an emotional
response to a subject.
For example, the word 'hot,' which, like 'cool,' lexically denotes a level of
thermal energy. However, this same term can take on a wide variety of
connotations - from measures of attractiveness to identifying something as
stolen, popular, or even pushed to its limit.
Also, hearing words like “savagery” or “tyranny” are likely to pull us in
because we react to them so quickly due to their emotional baggage, as well
as the fact that we don't hear them that often in common conversation. 11

9 Grammarly blog. “Modal Verbs – Definition and Usage”. Accessed July 1, 2020. https://www.grammarly.com/blog/modal-verbs/
10 Unilearning. “Academic Writing – Language to Avoid in”. Accessed July 1, 2020. https://unilearning.uow.edu.au/academic/2e.html
11 Joshua Wimmer. “Emotive Language: Definition, Effects & Examples”. Accessed July 1, 2020.
https://study.com/academy/lesson/emotive-language-definition-effects examples.html

3. Explicitness
Uses signposts to allow readers to trace the relationships in the parts of

a study.
Signposts are words or phrases that help articulate the structure of a
piece of writing. Signposting flags the most important parts of an argument,
signal transitions, and clarify the stakes of an argument. 12
4. Structure
In combining ideas effectively, you will need to avoid redundancy.
2 Types of Structuring:
a. Nominalization
Nominalizations are nouns that are created from adjectives (words that
describe nouns) or verbs (action words). For example, “interference” is
a nominalization of “interfere,” “decision” is a nominalization of “decide,” and
“argument” is a nominalization of “argue.” 13
b. Passivization
The results of the actions are highlighted. Example, “The study on the
children reveal that food affects behavior” should be changed to “The effects of
of food on children’s behavior are revealed.” 14
5. Caution
15
To avoid sweeping generalizations.
By keeping your writing free from hasty generalizations, you increase
the chances that your work will hold up against the scrutiny of fact-checking
and will, therefore, better represent the point you are trying to make. 16
12 Erika Suffern. “Effective Signposting”. Accessed July 1, 2020. https://style.mla.org/effective-signposting/

13 Purdue University. “Sentence Clarity: Nominalizations and Subject Position. Accessed July 1, 2020.
https://owl.purdue.edu/owl/english_as_a_second_language/esl_students/nominalizations_and_subject_position
14 Shaina Dani. “Aspects of Professional and Academic Language”. Accessed July 1, 2020. https://prezi.com/hfcwzhr2vrsf/aspects-of-
professional-and-academic-language/?fallback=1
16 Masterclass. “How to W rite Better: Avoiding Hasty Generalization in W riting.” Accessed July 1, 2020.
https://www.masterclass.com/articles/how-to-avoid-hasty-generalization-in-writing#what-is-hasty-generalization

Activity 4: Sum Up!
Directions: Summarize the “five aspects of professional and academic
language.” Write your answers in an intermediate paper.
Academic Texts Uses:

 Tentative statement
 Full forms of word
 Nominalized phrasing
 Passive voice
 Third person point of view
 No clichés, redundant words or colloquialisms
1. Tentative statement
In academic writing, it is important to be cautious in your claims unless

they are proven or established beyond doubt or debate. Try to use tentative
statements such as: tends to, appears to, suggests that, would seem to, the
audience indicates rather than direct, categorical ones that overgeneralize.
Example:
a. Diet was an important factor in the health of the respondents.

b. The evidence suggests that diet was an important factor in the health of the
respondents.
The first sentence presents the findings with absolute certainty. Such a
claim would need to be supported by very strong evidence.
The second sentence is a hedged claim, indicating that the evidence is

not sufficient to make outright claim or that it could allow for other interpretations.
16
2. Full forms of Words
In academic writing, only full forms of words not contractions are used.
Words like is not, would not, should not and are not should be used instead of
isn’t, wouldn’t, shouldn’t and aren’t. 17
16 Monash University. “Using Tentative Language”. Accessed July 2, 2020. https://www.monash.edu/rlo/research-writing-

assignments/writing/features-of-academic-writing/tentative-language

Generally speaking, avoid contractions in formal writing, such as business
letters, essays, technical papers, and research papers or in any
professional writing that is meant for an audience of your peers, contractions lessen
the impact of your words and may lead to your ideas/research not being taken
seriously. 18
Example:
a. Unemployment figures won’t improve until the economy is stronger.

b. Unemployment figures would not improve until the economy is stronger.
3. Nominalized phrasing
In academic writing, it is usually a rule to have more nouns (naming words)

than verbs (action or being words).
Nominalization is a useful skill to have in academic writing because it conveys

an objective, impersonal tone. As a consequence of using nominalization,
your writing will be more abstract and more formal. Nominalization is a noun phrase
generated from another word class, usually a verb. 19
Example:
a. Germany invaded Poland in 1939. This was the immediate cause of the
Second World War breaking out.
b. Germany’s invasion of Poland in 1939 was the immediate caused of the
outbreak of the Second World War. 20
4. Passive voice
In academic writing, we don't want to focus on who is doing an action, but on

who is receiving or experiencing the action.
It allows writers to highlight the most important participants or events within

sentences by placing them at the beginning of the sentence. In addition, it is obvious,
irrelevant or repetitive to state who is the 'doer' of the sentence is. 21
Example:
a. The study of the on the children reveals that the food affects behavior.
b. The effects of food on children’s behavior are revealed. (passive)
18 Joellen Taylor. “When should I avoid contractions in writing?”. Accessed July 2, 2020.
19 Jessica Cooper. “Nominalization”. Accessed July 2, 2020.http://aeo.sllf.qmul.ac.uk/Files/Nominalization/Nom%20LOC.html
21 Unilearning. “Academic Writing – Language to Avoid in”. Accessed July 2, 2020. https://unilearning.uow.edu.au/academic/2e.html

5. Third person pronouns
In academic writing, the third person point of view is usually clearer and allows
a writer to come across as more credible.
Due to this and other reasons, the third person point of view is considered the
best in academic writing.
Example:
a. First person: I should learn how to write well. (using I is not objective)
b. Third person: College students should learn how to write well. (pronoun I was
replaced with college student to show objective reason) 22
6. Avoids clichés, redundant words and colloquialisms
In academic writing, many words and phrases that are acceptable in

conversations or informal writing are considered inappropriate in academic writing.
You should try to avoid expressions that are too informal, unsophisticated,
vague, exaggerated, or subjective, as well as those that are generally unnecessary or
incorrect. 23
Example:
Clichés
Clichés are terms, phrases, or even ideas that, upon their inception, may have
been striking and thought-provoking but became unoriginal through repetition and
overuse. Popularity made them trite, turning them into what we now know as clichés.
a. And they all lived happily ever after (common clichés saying)
b. Only time will tell (clichés that describe time)
c. As old as the hills (clichés that describe people)
d. When life gives you lemons, make lemonade, Time heals all wounds (clichés
that describe life, love and emotion) 24
Redundant Words
Redundancy in the needless repetition of words, phrases, sentences,

paragraphs or ideas.
23 Sarah Vinz. “Taboo words in academic writing. Accessed July 2, 2020. https://www.scribbr.com/academic-writing/taboo-words/
24 Your Dictionary. "Example of Clichés”. Accessed July 2, 2020. https://examples.yourdictionary.com/examples-of-cliches.html

Redundancy is when two or more words together that mean the same thing it
is also say something is redundant when a modifier’s meaning is contained in the word
it modifies, for example, ‘merge together.’
Example:
Common redundancies to avoid in business writing:
a. In my opinion, I… (Use: I…)

b. Collaborated together (Use: collaborated)
c. Past experience (Use: experience)
d. The reason why (Use: reason)
e. Plus in addition (Use: in addition) 25
Colloquialism
The term “colloquial” refers to a style of writing that is conversational. Usually,

writers discard the colloquial write - like-you-talk style and embrace a more
professional, analytical tone.
This means using precise language, sounding confident, avoiding language

with which you are unfamiliar, prioritizing clarity, and getting rid of filler words such
as “really,” “actually,” “literally,” basically,” and “quite.” 26
Example:
a. Retirement is something most of us must face sooner or later.
This could be replaced by the more formally worded:
b. Retirement is inevitable.
Other examples are: get through it – survive, got out of hand - was no longer
under control, beyond a shadow of doubt – definitely… 27
25 Amanda Patterson. “19 Examples Of Redundancy In English”. Accessed July 2, 2020. https://www.writerswrite.co.za/19-
examples-of-redundancy/#:~:text=Redundancy%20is%20when%20we%20use,example%2C%20'merge%20together'.
26 The Writing Studio. “Tone: Academic Versus Colloquial.” Accessed July 2, 2020. https://www.usf.edu/undergrad/academic-success-
center/documents/ws-academic-colloquial.pdf
27 Unilearning. “Academic Writing–Language to Avoid in”. Accessed July 1, 2020. https://unilearning.uow.edu.au/academic/2e.html

SUM UP
You are almost done with this

module; you have differentiated language
used in academic texts from various
disciplines. Now, let’s recap important
things you have learned.
Academic language is the language needed by students to do the work in

schools. It includes, for example, discipline-specific vocabulary, grammar and
punctuation, and applications of rhetorical conventions and devices that are typical for
a content area (e.g., essays, lab reports, discussions of a controversial issue.) One of
the goals for the learning segment should be to further develop students’ academic
language abilities. However, it should also develop students’ abilities to produce and
understand oral and written texts typical in your subject area as well as to engage in
language-based tasks.
There are five aspects of professional and academic language: formality,

objectivity, explicitness, structure and caution.
First is formality. It reflects dignified stance in writing as a member of the

academic community. In writing academic texts, the writer should: use expanded
modal forms, expanded terms not contraction and avoid colloquial expression.
Second is objectivity. It refers to impersonal and certain level of social distance

is maintained. In writing academic texts, the writer should: avoid using person
pronouns, rhetorical questions and emotive language.
Third is explicitness. It refers to the use of signposts to allow readers to trace

the relationships in the parts of a study. Signposts are words or phrases that help
articulate the structure of a piece of writing. Signposting flags the most important parts
of an argument, signal transitions, and clarify the stakes of an argument.
Fourth is the structure, in combining ideas effectively, you will need to avoid
redundancy. It has two ways, one is nominalization the second is passivization.
Nominalizations are nouns that are created from adjectives (words that describe
nouns) or verbs (action words). On the other hand, Passivization is the results of the
actions are highlighted.

Lastly caution. It is used to avoid sweeping generalizations. By keeping your
writing free from hasty generalizations, you increase the chances that your work will
hold up against the scrutiny of fact-checking and will, therefore, better represent the
point you are trying to make.
In all academic texts, the language follows the conventional structure of

writing by using: tentative statement, full forms of word, nominalized phrasing,
passive voice, third person point of view and avoids clichés, redundant words or
colloquialisms
In academic writing, it is important to be cautious in your claims unless they

are proven or established beyond doubt or debate. Try to use tentative statements
such as: tends to, appears to, suggests that, would seem to, the audience indicates
rather than direct, categorical ones that overgeneralize.
In academic writing, only full forms of words not contractions are used. Words
like is not, would not, should not and are not should be used instead of isn’t,
wouldn’t, shouldn’t and aren’t.
In academic writing, it is usually a rule to have more nouns (naming words)

than verbs (action or being words).
In academic writing, we don't want to focus on who is doing an action, but on

who is receiving or experiencing the action.
In academic writing, the third person point of view is usually clearer and allows
a writer to come across as more credible.
In academic writing, many words and phrases that are acceptable in

conversations or informal writing are considered inappropriate in academic writing.

APPLY WHAT YOU HAVE LEARNED
Activity 5: Fill me!

Directions: Using the table below, fill in two sample sentences for each language
used in academic text from various disciplines. Write your answers in an
intermediate paper.
Sample Sentence
Tentative statement 1.
2.
Full forms of words 1.
2.
Nominalized phrasing 1.
2.
Passive voice 1.
2.
Third person pronouns 1.
2.
No clichés, redundant words or 1.
colloquialism 2.
REFLECT
REFLECT
Well done! You have shown great

improvement after accomplishing all the tasks
in each lesson. This time, you will reflect on
your work and rate your confidence.
Activity 6: Stop, look and listen!

Directions: Finish the lines with the needed data. Write your answer in an
intermediate paper.
One thing I do not understand about the
lesson is…
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
Activity 7: Clique. Critique. Share.
Directions: Look for a partner and exchange your output which you have written in
Activity 5. Go over your partner’s work and accomplish the table that
follows. After a given period, discuss your answer with your peer. Write your
answers in an intermediate paper.
Partner’s name:
Specialization:
Title of the activity:
Sample Sentence Idea Needs to be Recommendations

improved
Tentative statement
1.
2.
Full forms of words
1.
2.
Nominalized phrasing
1.
2.
Passive voice
1.
2.
Third person pronouns
1.
2.
No clichés, redundant
words or colloquialism
1.
2.
Additional Remarks:

ASSESS WHAT YOU HAVE LEARNED
Directions: Read each item carefully and answer what is being asked. Choose the
letter of the correct answer. Write your answers in an intermediate paper.
1. It is used to avoid sweeping generalizations.

A. Caution B. Formality C. Structure D. Explicitness
2. In combining ideas effectively, you will need to avoid redundancy.

A. Formality B. Structure C. Explicitness D. Caution
3. It is a term that refers to a style of writing that is conversational.

A. Cliché B. Redundancy C. Slang D. Colloquialism
4. A set of words or phrases that help articulate the structure of a piece of writing.
A. Signposts B. Cliché C. Slang D. Colloquialism
5. It is a question for which no answer is expected.

A. Rhetorical B. Open-Ended C. Closed D. Probing
GLOSSARY
Caution - it is used to avoid sweeping generalizations.

Explicitness - refers to the use of signposts to allow readers to trace the
relationships in the parts of a study.
Formality - reflects dignified stance in writing as a member of the academic
community.
Full forms of word – refers to the importance of caution in stating claims
Nominalizations – refers to nouns that are created from adjectives (words
that describe nouns) or verbs (action words).

Nominalized Phrasing – refers to the rule to have more nouns (naming
words) than verbs (action or being words).
Objectivity - refers to impersonal and certain level of social distance is
maintained.
Passive voice – refers to the focus on who is receiving or experiencing the
action.
Passivization – refers to the results of the actions that are highlighted.
Structure - in combining ideas effectively, you will need to avoid redundancy.
Tentative statement – refers to the language follows the conventional
structure of writing by using.
Third person point of view – refers to the point of view which is usually
clearer and allows a writer to come across as more credible.


English For Academic and Professional Purposes - Week 1

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Senior High School

ENGLISH LEARNING KIT

Grade 11-English for Academic and Professional Purposes

Published in the Philippines

This English Learning Kit is published to be utilized by the Schools Division

ALL RIGHTS RESERVED. No part of this learning resource may be

Development Team of English Learning Kit

Writer: Merlo Ceasar O. Francisco

Layout Artists: Lilibeth E. Larupay, Jun Victor F. Bactan

Management Team: Dr. Roel F. Bermejo, Dr. Nordy D. Siason

Grade 11-English for Academic and Professional Purposes

For learning facilitator:

The English Learning Kit is developed to address the current needs

For the learner:

Grade 11-English for Academic and Professional Purposes

K-12 Senior High School curriculum offers distinct

At the end of this lesson, you should be able to:

Grade 11-English for Academic and Professional Purposes

Grade 11-English for Academic and Professional Purposes

You have learned about determining the

1. Descriptive The author organizes a text in a specific

The author shares the relationship

The author shows the development of a

The author uses lots of details for the

The author uses a process of finding

Grade 11-English for Academic and Professional Purposes

Activity 1: Read me well!

Educating students is the primary goal of colleges and universities. However,

1. How do you find the activity?

Grade 11-English for Academic and Professional Purposes

Well done! You have successfully made a

Activity 2: Skim me up!

Grade 11-English for Academic and Professional Purposes

Academic language is the language needed by students to do the work in

Activity 3: Concept Web

3 Norman Herr, “Academic Language”. Accessed July 1, 2020. http://www.csun.edu/science/ref/language/pact-academic-language.html

Grade 11-English for Academic and Professional Purposes

Five Aspects of Professional and Academic Language Used in

b. Use expanded terms not contraction

c. Avoid colloquial expressions

4 Torrens University. “Academic Language”. Accessed July 1, 2020. https://prezi.com/rkn3kbhcuzty/academic-language/

Grade 11-English for Academic and Professional Purposes

Impersonal and certain level of social distance is maintained.8

b. Avoid rhetorical questions.

c. Avoid emotive language

8 Torrens University. “Academic Language”. Accessed July 1, 2020. https://prezi.com/rkn3kbhcuzty/academic-language/

Grade 11-English for Academic and Professional Purposes

Uses signposts to allow readers to trace the relationships in the parts of

12 Erika Suffern. “Effective Signposting”. Accessed July 1, 2020. https://style.mla.org/effective-signposting/

Grade 11-English for Academic and Professional Purposes

Academic Texts Uses:

In academic writing, it is important to be cautious in your claims unless

a. Diet was an important factor in the health of the respondents.

The second sentence is a hedged claim, indicating that the evidence is

2. Full forms of Words

16 Monash University. “Using Tentative Language”. Accessed July 2, 2020. https://www.monash.edu/rlo/research-writing-

Grade 11-English for Academic and Professional Purposes

a. Unemployment figures won’t improve until the economy is stronger.

In academic writing, it is usually a rule to have more nouns (naming words)

Nominalization is a useful skill to have in academic writing because it conveys

In academic writing, we don't want to focus on who is doing an action, but on

It allows writers to highlight the most important participants or events within