ENGLISH FOR ACADEMIC

AND PROFESSIONAL
PURPOSES-12
3rd Quarter
Week 1

Development and Quality Assurance Team

Developer: Sharmaine D. Degamo

Evaluators: Elaine Grace P. Plaza
Jecel Marie A. Consigna
Learning Area Supervisor: Camela G. Lerio

Illustration Credits:
Title Page: Marieto Cleben V. Lozada
Title Page Graphics: Bryan L. Arreo
Visual Cues: Ivin Mae M. Ambos
Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
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 Competency:
o Differentiate language used in academic texts from various
disciplines. (CS_EN11/12A-EAPP-Iac-2)

Objectives: At the end of the lesson, the learners must have:

o distinguished academic texts from non-academic texts;
o evaluated academic texts based on its use of language; and
o expressed appreciation on the importance on the use of
academic language in real-life settings.

Learner’s Tasks

Lesson Overview

Our daily life faces different settings. There are instances that we must deal with
our friends, colleagues, or other individuals whose positions are ahead of us. In these
kinds of situations, the use of language should be considered. When we write
academic texts such as research paper and reports, we must use formal language.
But when we are dealing with our friends, we may use colloquial words for casual
conversations.

In this lesson, you will know the aspects of professional and academic
language. The ways on how you use the language depend on the setting, goal, or
work that you are into. You will also be guided as to the language that you will be
using facing your friends, teachers, manager, and other individuals in your life. It will
help you appreciate the beauty of language on your daily living.

Nature and Characteristics of an Academic Text

An academic text is a reading material that gives information and contains

concepts or theories. These concepts or theories are connected to the discipline. The
following are considered as academic texts: Research Paper, Conference Paper,
Feasibility Study, Thesis/Dissertation, Reviews, Essay, Academic Journals and Reports.

Structure
➢ The structure of an academic text is formal and logical from its introduction,
body up to its conclusion. It must show cohesiveness and must have a
reasonably organized sequence of ideas which entails that in every part of the
text, it will lead to a holistic idea of the topic.

Tone
➢ The tone is the attitude conveyed in a text. It is what the readers feel as to how
the text has been written by the author. The tone in academic writing should
be precise and engaging to the readers.

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
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Language
➢ In writing, you should be careful about the language that you are using for the
readers to get the central message of your text. Formal language and the third
person point-of-view should be considered. However, technical use of
language is applicable only when your target audience is a group of people
in a specific field. The use of difficult words should be avoided when your sole
reason is for your reader to appreciate your vocabulary.

Citation
➢ Researching ideas, data or quoted text is advisable in an academic text.
Hence, citing sources in the body of the paper and providing a list of references
as either footnotes or endnotes is very important. It is fundamental to
consistently recognize the source of any idea, research discoveries,
information, or cited text that have been utilized in a paper as a safeguard
against charges of plagiarism.

Complexity
➢ Complex issues should be written systematically to avoid complications,
misunderstanding, and misconception.

Evidence-based Arguments
➢ Propositions and opinions on an academic text are based on reasonable
sources and specific areas of discipline.

Thesis-driven
➢ In establishing the starting point, there should be a specific point of view in the
chosen research problem, which implies either you are going to agree or
disagree with the posed topic.

Characteristics Academic Text Non-academic Text

Audience Academia Mass or public
Notify the readers with strong Inform, entertain or
Purpose
evidence encourage the readers
Personal, impressionistic,
Style Formal and objective
emotional or subjective
Structure Standard structure No rigid structure
Informal, casual
Formal language avoids
Language language and may use
colloquialisms
slang
Historical events or literature or Personal life and
Subject/Content
other forms of knowledge everyday events

Academic Language Definition

It refers to the spoken, written, auditory, and visual language skill that is essential
in learning efficiently whether it is in school and other academic areas. This is also the
language used in teaching the students and in crafting the test and books used in the
classroom. Hence, this is also the language that is expected for the students to acquire
where fluency and preciseness are achieved.

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
2
Importance of Academic Language
➢ Being proficient in the use of academic language is essential since it results in
comprehension and understanding of the text.
➢ Students who know how to use and comprehend academic language are
more likely to achieve great things in life in terms of professional growth.

Difference between academic language and social language

Social language
➢ It is the language we use in dealing with our family and friends. The use of
vernacular language or slang is shown. This is an easy way on how to
communicate your feelings and needs. You can use any gestures of which your
listeners can understand.

Academic language
➢ It is the vocabulary used in the classroom setting or workplace. The use of
academic language is for the understanding of complex issues and ideas. It
should be mastered to avoid misunderstanding the topic.

Some of the differences between social and academic language that students
should look for include:

Social Language Academic Language

Use various words and more formal
Repetitive use of words
language
sentences start with transition words,
sentences start with “and” and “but” such as “however,” “moreover,” and “in
addition”
use of slang: “guy,” “cool,” and
No slang
“awesome”

Characteristics of Academic Language

Formal
The use of language should be formal. It requires clear, precise, and legitimate
output which reflects your capability as an academic writer.

Formality can be achieved through the following ways:

1. Do not use contracted modal forms. Spell out the more expanded term such
as using cannot instead of can’t, do not instead of don’t.
2. Do not use abbreviated words. Use the expanded terms such as, as soon as
possible instead of ASAP.
3. Avoid using two-word verbs such as mess up, instead, use one-word verb such
as damage.
4. Avoid using colloquial/ trite/ idiomatic expressions, such as kind of like, as a
matter of fact, I need to go to the John.
Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
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Impersonal

Avoid using personal pronouns.

For example:

“It is commonly said that…” instead of “Many of my friends and colleagues say
that…”

“Research revealed that…” instead of “I discovered that…”

Precise

The facts must be presented accurately. The choice of words should be

appropriate and the use of technical terms to achieve precision should be applied.

For example:

“70% of the students…” instead of “Most of the students…”

“The autopsy showed that the cause of death was asphyxiation.”

Asphyxiation – is a medical term

Objective

To avoid biases in academic writing, the written output should be impersonal.

It should not mirror the mere opinion of the writer, but it should be theory-driven ideas.
Through this, the data will be factual.

Objectivity can be achieved by:

1. Avoiding the use of personal pronouns such as you, I and we.

Poor example: You need to conduct the experiment.
Improved version: The researchers need to conduct the experiment.

2. Avoiding rhetorical questions as it marks “closeness” with the reader, and

constantly seek his/ her attention.
Poor example: How can these problems be solved?
Improved version: Certain measures must be discovered to solve the problems.

3. Avoiding emotive language that shows biases and lessens objectivity.

Poor example: The investigators were very shocked to see the outcome of the
test.
Improved version: The investigators did not expect the results.

Structure

One of the crucial ways of making an academic text is its structure. You need
to organize your idea to deliver the message with no complications, confusions and
misunderstandings. It should be interrelated so that the main message will be easily
grasp.

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
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 Consider the following examples:

The earthquake caused loss of life.

The earthquake caused massive property damage.

The earthquake changed the landscape of the village.

Redundancy should be avoided. Though these sentences are grammatically

correct, it is not the way how academic text should appear. This will be better by
continuing similar ideas which leads to more complex construction, yet it possesses
easy comprehension. Thus, it can be revised in this manner:

The earthquake was a disaster that caused loss of life, property

damage, and permanent changes in the landscape.

Activity 1: Com-Con
Directions: Using the Venn diagram, compare and contrast the characteristics of
academic texts from non-academic texts. Write your answer on a separate sheet of
paper.

Academic Non-academic
Text Text

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
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Activity 2: Time to Evaluate!
Directions: Read the academic texts from various disciplines and evaluate each text
using the table provided. Write your answer on a separate sheet of paper.

A. Infection after consumption of fresh duck blood and undercooked poultry

products has been suspected in some cases of illness. Indeed, transmission to
felids was observed after experimental feeding of infected chickens to
domestic cats and feeding tigers raw infected chicken led to outbreaks of
illness in Thai zoos, in which felid-to-felid transmissions were also implicated.
Infected birds shed high concentrations of virus in feces. Direct intranasal or
conjunctival inoculation while swimming in contaminated water or, perhaps,
inhalation or ingestion of water could have been potential modes of
transmission to some H5N1– infected patients. As for human influenza, hand
contamination from fomites and self-inoculation into the eye or upper
respiratory tract remain possible modes.

B. The number of calories burned during an exercise depends on various factors

including body weight and the type of exercise. For example, an individual
weighing 59 kilograms (130 pounds) would expend roughly 500 calories per
hour swimming or playing basketball. However, this same person would burn
an estimated 200 walking or playing table tennis. To survive and maintain body
weight, the average individual requires approximately 2000 to 2500 calories per
day. Gaining or losing weight is a simple process. Add and subtract 7,700
calories over the course of time to gain or lose a kilogram. Nutrition has nothing
to do with it. It is all about calories.

C. Wrigley’s chewing gum was developed as a premium to be given away with

other product rather than as a primary product for sale. As a teenager, William
Wrigley Jr. was working for his father in Chicago selling soap that has been
manufactured in his father’s factory. The soap was not very popular with
merchants because it was priced at 5 cents, and this selling price did not leave
a good profit margin for the merchants. Wrigley convinced his father to raise
the price to ten cents and to give away cheap umbrellas as a premium for the
merchants. This worked successfully, confirming to Wrigley that the use of
premium was an effective sales tool.

D. As a learner-centered process to second language (L2) writing, peer response

has been widely adopted and studied since the 1990s (Hyland &Hyland, 2006).
The dialogic nature of peer response seems to foster multiple support systems
(Hyland, 2000) and communicative behaviors (Villamil & de Guerrero, 1996). L2
research has shown that peer response can increase chances for meaning
negotiation and language practice (Lockhart & Ng, 1995; Mendonca &
Johnson, 1994), encourage collaborative reading and writing (Tsui & Ng, 2000),
and promote writing revisions (Berg, 1999; Mendonca & Johnson, 1994;; Min,
2006, 2008; Stanley, 1992). These interactive practices appear to draw upon
and enhance interactional and writing skills.

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
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 A B C D

1. In what discipline could

this text belong to?

2. What type of language

does the article use?

3. Who are the target

audience of the text?

4. Is the text objective or

subjective?

5. What is the purpose of

the text?

Activity 3: Across Academic

Directions: Below is a word “ACADEMIC” in acrostic form. Express your appreciation
on the importance of academic language in a real life setting by writing your ideas
in each letter. Write your answer in the answer sheet.

Example: A – Academic language is important for academic success.

A–

C–

A–

D–

E –

M–

I –

C-

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
7
 Formative Assessment
Directions: Read each question carefully and choose the most appropriate answer.
Write your answers in your answer sheet.

1. What point-of-view is used in writing academic texts?

A. first person point-of-view
B. second person point-of-view
C. third person point-of-view
D. omniscient point of view

2. Which type of language is used in writing academic texts?

A. formal
B. informal
C. casual
D. conversational

3. How can a writer avoid biases in writing academic texts?

A. The written of output should be personal.
B. The text should mirror the mere opinion of the writer.
C. It should be about theory-driven ideas.
D. The writer must use personal pronouns such as I.

4. Pedro is gathering related literature and studies for his research paper, what’s
the best thing that he must do for him not to be charged of plagiarism?
A. He must not cite sources in the body of the paper.
B. He must not include a list of references in his paper.
C. He must consistently recognize the sources of the ideas he’ll utilize in the
paper.
D. He must claim authorship of the concepts and information utilized in the
paper.

5. How is academic different from non-academic text?

A. Academic text is written in informal language while non-academic text is
written in formal language.
B. The structure of the academic text is formal and logical while non-
academic text’s structure is informal and intended for the lay audience.
C. The tone of academic writing is not precise and engaging to the readers
while the tone of non-academic writing is accurate and interesting.
D. The style used in academic text writing is informal and subjective while the
style used in non-academic text writing is formal and objective.

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
8
 Answers Key:

Activity 1: Answers may vary.

Activity 2:
A B C D
1. In what Health (other Health (other Business Education
discipline could related related (other related (other related
this text belong answers answers) answers) answers)
to?

2. What type of Formal Formal Formal Formal

language does
the article use?

3. Who are the Academia/ Mass Public Mass Public Academia/

target Scholarly Scholarly
audience of Audience Audience
the text?
4. Is the text Objective Objective Objective Objective
objective or
subjective?
5. What is the To inform To inform To inform To inform
purpose of the (Other (Other (Other (Other
text? related related related related
answers) answers) answers) answers)

Activity 3: Answers may vary.

References:

Valdez, Paolo Niño. English for Academic and Professional Purposes. Quezon Avenue,
Quezon City, Philippines: Phoenix Publishing House Inc., 2016.
Learner’s Material. English for Academic and Professional Purposes. First Edition.
Department of Education - Region VII Cebu Province.

Learner’s Material. English for Academic and Professional Purposes - Reader. First
Edition. Department of Education, 2016.

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
9