English for Academic &

Professional Purposes This handout will serve as

11
your copy for the whole
MINDANAO MISSION ACADEMY grading.
of Seventh-day Adventists, Inc. (DO NOT GIVE THIS TO
1st Quarter The School that Offers Something Better YOUR TEACHER)
(MODULE 1) Manticao, Misamis Oriental Module Submission:
September 27, 2022
• • LEARNING MODULE FOR English for Academic & Professional Purposes • •
Teacher’s Name: Marchie T. Lagra-Mercader Facebook Account: https://www.facebook.com/marchie.mercader/
Degree: BSE-English, MA-Education (English) Gmail Account: marchiemercader@gmail.com
Subject handled: EAPP Contact number: 0905 861 2707
Grading System:
Components Percentage
Written Work 25%
Performance Tasks 50%
Quarterly Assessment 25%

STUDENT’S NAME:

HOW ARE YOU GOING TO LEARN?

ICONS DESCRIPTION
When you see this icon, it signals that you are to do a task classified as performance task. This is now a
transfer of the knowledge that you learn from the lessons. This task merits the highest percentage in the
grading system.
This icon gives you an overview of the lesson that you will be learning. It is an introduction of the lesson
and a recall of your prior knowledge regarding the topic.

This icon tells you that you are answering the first stage of the lesson which is called the “Exploratory
Phase” You are given open – ended questions or tasks that would lead you to GUESS the topic.

This icon gives you important lessons, core values integrated in the lessons. These are important
concepts and strategies that will help you in life.

You will find this icon before some chunks of text in the following pages. It tells you to carefully study the
concepts, principles, or processes discussed in the text. It also tells you that there is a question to
answer or an idea to think about it.

✎
This icon gives you important instructions to note and follow. Read every detail of instructions so you
can follow them precisely.

You will find this icon at the end of every topic. It signals a self-test to determine how well you have
achieved the objectives set in the unit. Study the lesson well and you will perform quite well in the self-
test. This will be submitted to your teacher after you answering the self-test. Write legibly and always
follow instructions properly.

☞
This icon directs you to the specific activity which you need to answer and specific lesson for you to
refer to as you answer the activity.
This icon signals process questions that you need to answer as this is also one indicator that you have
learned the lesson very well.

Content Standard:
The learner understands the principles and uses of a reaction paper/ review/ critique

Performance Standard:
The learner produces an objective assessment of an event, a person, a place or a thing.

Performance Task: Brochure

Goal: You will create a brochure

Role: Graphic/ Lay-out Artist employed under the Inter-Agency Task Force (IATF) against COVID-19
Audience: People of the Republic of the Philippines
Situation: You are a graphic artist commissioned by the IATF to create a brochure that informs the people about the
possible ethical public behaviors during pandemic. You will provide the Do’s and Don’ts of an individual when going
out in public places. In the brochure you will also put your reaction towards the IATF guidelines implemented in the
different parts of the country.
Product: You will create a brochure.
Standard: Your Brochure should be informative, organize and attractive.
 CATEGORY 5 4 3 2 1 Score
Attractiveness The brochure The brochure The brochure The brochure's The brochure
& Organization has has has some has limited hasno
exceptionally attractive formatting and formatting and formatting and
(Design) attractive formatting organized of organization of organization of
formattingand and well- information. information. material.
well-organized organized
information. information.
Content - Use of facts and Use of facts Use of facts and Use of facts Use of facts
Accuracy the quantity of and quantity of quantity of and quantity andquantity
/Quantity informationis informationis informationis of information of information
exceptional. very good. good but not is presentbut is limited.
consistent. limited.

Writing – Brochure Brochure Brochure has Brochure has Brochure has

Organization has has very good limited no
exception good organization. organization organization
al organizatio
organizati n.
on
Writing – There are no There are very There are some There are Grammatical
Gramma grammatical few grammatical several mistakes are so
r mistakesin the grammatical mistakesin the grammatic numerous that
brochure. mistakesin the brochure. al mistakes thereadability of
brochure. in the the brochure is
brochure. impaired.
Graphics Graphics go well Graphics go Graphics go well Graphics do Graphics
/Pictures withthe text and well withthe with the text, but not go with the not present
there is agood mix text, but there there aretoo accompanyin in the
(Layout) of text and areso many few and the g text or brochure.
graphics. that they brochure seems appear to be
distract from "text-heavy". randomly
the text. chosen.
Total
Score

Introduction

This module contains lessons which aims to build and enhance the academic reading skills of the learners. Various
essential topics, from the content and structure of academic texts to basic reading skills such as locating the main idea, are
discussed. These lessons are coupled with numerous exercises which strengthen the understanding of these topics.
This module will hone you writing skills specifically for the academe. Summarizing, paraphrasing, and direct quoting-
skills most useful for writing in academic setting are discussed. Mastery of these skills is promoted through diverse exercises.
Lesson Title Learning Competency
1 Reading Academic Texts 1. differentiates language used in academic texts from various disciplines
2. uses knowledge of text structure to glean the information he/she needs
3. uses various techniques in summarizing a variety of academic texts
4. states the thesis statement of an academic text
5. outlines reading texts in various disciplines

Lesson 1|Reading Academic Texts

TIME TO READ AND LEARN

s

Academic text typically formal. They have a clearly structures introduction, body and conclusion. They also include
information from credible sources which are, in turn, properly cited. They also include a list of references used in developing
the academic paper.
What writers do?
 They state critical questions and issues.
 They provide facts and evidence from credible sources.
 They use precise and accurate words
 They avoid jargon and colloquial expressions
 They take an objective point of view and avoid being personal and subjective.
 They list references
 They use hedging or cautious language to tone down their claims.

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Structure of Academic Text
 Introduction to provide the reader with a clear
idea of the focus and aim of the text, the topic of
the essay/article will be presented in the
introduction, often accompanied by a thesis
statement (the claim that the writer wishes to
make). introduction provides the
context/background of the argument introduces
the theoretical perspectives, terminology, etc.
that will be used explains how the writing will be
organized

 Body where the essay's (or article's) argument,

ideas and results are developed and discussed

 Conclusion should not contain any new facts or

ideas, but rather function as a brief restatement of
the main arguments and facts that have been
treated in the essay
★ ★ ★ ★ ★ ★ STOP ☞ ( Go to Activity 1 in Answer Sheet p. 7 ) ★ ★ ★ ★ ★ ★
Features of Academic Language
Academic language has a unique set of rules: it should be explicit, formal and factual as well as objective and analytical in
nature. Students often think that academic language should sound complex and be difficult to write and understand but
that is not necessarily the case. Instead, academic writing should be clear and concise in order to communicate its
contents in the best way.
Formal
Formal writing requires considerable effort to construct meaningful sentences, paragraphs, and arguments that make the
text easy to comprehend. In general, this means that conversational English should be avoided and facts and figures should
be presented in a clear manner. Academic texts should be factual, concise and accurate. Choose words precisely and
carefully so that the reader can accurately understand the concepts within the text.
It is important to remember that academic texts are written with an academic audience in mind and your writing style
needs to conform to the conventions of the field you are studying.
Analytical
In academic writing, the complexity of the subject matter is acknowledged through critical analysis. This can be done
through asking questions and examining and evaluating evidence. Through critical analysis we are able to add a new
perspective to a subject instead of just rewriting what has already been written.

Treating your topic and your material in an analytical manner should seep through in your language. Part of being
analytical in your writing is to compare and contrast, evaluate and consider both sides of an issue. It also means that you
explain, give reasons, draw conclusions, make suggestions and recommendations and support this with evidence.

Objective
Academic writing is based on research and not on the writer’s own opinion about a given topic. When you write objectively
you are concerned about facts and not influenced by personal feelings or biases. When presenting an argument to the
reader, try to show both sides if you can and avoid making value judgments.

At the same time, you will probably have to do an analysis or a discussion and in that manner express an attitude. In order
to convey attitude without using for example “I think”, you may use words such as apparently, arguably, ideally, strangely
and unexpectedly. Note that the attitude you are expressing should not be based on personal preferences but rather on
the evidence that you are presenting.

Explicit
Academic writing is explicit in several ways. First and foremost, it means that there is a clear presentation of ideas in the
paper. The text should have a well-organized structure and be easy for the reader to follow. One way to accomplish clarity
and structure in your text is through the use of signposts. Signposts are words and phrases that you can use in your text in
order to guide the reader along. Signposting can be divided into two different categories: major signposting and linking
words and phrases.
★ ★ ★ ★ ★ ★ STOP ☞ ( Go to Activity 2 in Answer Sheet p. 7 ) ★ ★ ★ ★ ★ ★

IFL Choose the right words. Proverbs 15: 1 “A gentle answer turns away wrath, but hard words stir up
anger.”

Text Structures
Text structures refer to the way authors organize information in text. Recognizing the underlying structure of texts can help
students focus attention on key concepts and relationships, anticipate what is to come, and monitor their comprehension
as they read.

EAPP 11 • ML MERCADER • ABM,HUMSS,STEM |PAGE 3

TEXT STRUCTURE DEFINITION GRAPHIC ORGANIZER TRANSITIONS QUESTIONS
Narrates an • Descriptive • What is the
language narrative about?
event/story with • Where is it set?
• What is the conflict?
Narrative characters,
• Who is telling
setting, conflict, the narrative?
point of view, and • What is happening?
plot
Present ideas or • First, second, third… • What items,
• later events, or steps
events in the next
• are listed?
Chronological, order in • before • Do they have
Process, or which they • then to/always happen
• finally in this order?
Sequence happen after/later
• • What
• when sequence of
• since events is being
• now/previously described?
• actual use of dates • What are the
major incidents
that occur?
• How is this structure
revealed in the text?
Provide • if/then • What happened?
explanations or • reasons why • Why did it happen?
Cause and reasons for • as a result • What caused
Effect phenomena • therefore it to happen?
• because
• consequently
• since
• so that
• for
• due to
Identify problems • problem is • What is the problem?
and pose solutions • dilemma is • Why is this a
Problem/ • if/then problem?
Solution • because • Is anything being
• so that done to try to solve
• question/answer the problem?
• puzzle is solved • What can be
done to solve the
problem?
Discuss two  However /yet  What items are
• nevertheless being
ideas, events, or
• on the other hand compared?
phenomena, • but/where as  In what ways are
Compare and showing how • similarly they similar?
• although Different?
Contrast they
• also/likewise  What conclusion
are different and • in does the author
how they are contrast/compariso reach about these
n items?
similar
• different  What conclusion
• either/or does the author
• in the same way/just reach about these
as items?
Describes a topic  for example  What are the
 characteristics most important
by listing
 for instance characteristics
Definition or characteristics,  such as ?
Description features,  including  How is it being
 to illustrate described (what
attributes, and
does it look like,
examples how does it work,
etc.)?
 What is
important to
remember
about it?

★★ ★ ★ ★ ★ STOP ☞ ( Go to Activity 3 in Answer Sheet p. 8 ) ★ ★ ★ ★ ★ ★

IFL Making thoughts for Today. Compare a life with God a life without God.

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 SUMMARIZING
SUMMARIZING
As an important skill in critical reading, summarizing is often used to determine the essential ideas in a book, article, chapter,
an article or parts of an article. These essential ideas include the gist or main idea, useful information, or keywords or phrases
that help you meet the reading purpose. Summarizing is generally done after reading. However, it can be done as well while
reading a text.
Summarizing is an important skill because it helps you
• Deepen your understanding of the text;
• Learn to identify relevant information or key ideas;
• Combine details or examples that support the main idea/s;
• Concentrate on the gist or main idea and key words presented in the text; and,
• Capture the key ideas in the text and put them together clearly and concisely.
WHAT IS NOT SUMMARIZING?
You are not summarizing when you:
• Write down everything;
• Write down ideas from the text word-for-word;
• Write down incoherent and irrelevant ideas;
• Write down ideas that are not stated in the text; or
• Write down a summary that has the same length or is longer than the original text.
Guidelines in Summarizing
• Clarify your purpose before you read
• Read the text and understand the meaning. Do not stop reading until you understand the message conveyed by
the author. Locate the gist or main idea of the text, which can usually be found either at the beginning, in the middle,
or in the end.
• Select and underline or circle the key ideas and phrases while reading; another strategy is to annotate the text.
• Write all the key ideas and phrases you identified on the margins or on your notebook in a bullet or outline form.
• Without looking at the text, identify the connections of these key ideas and phrases using a concept map.
• List your ideas in sentence form in a concept map.
• Combine the sentences into a paragraph. Use appropriate transitional devices to improve cohesion.
• Ensure that you do not copy a single sentence from the original text.
• Refrain from adding comments about the text. Stick to the ideas it presents
• Edit the draft of your summary by eliminating redundant ideas.
• Compare your output with the original text to ensure accuracy.
• Record the details of the original source
• Format your summary properly. When you combine your summaries in a paragraph, use different formats to show
variety in writing.
Formats in Summarizing
Knowledge of summary format is also a technique to make your summary good. There are three formats that you may use in
writing the summaries (idea, author and date heading).
1. Idea heading – the summarized idea comes before the citation
2. Author heading – summarized idea comes after the citation. The author’s name/s is/are connected by an
appropriate reporting verb.
3. Date heading – the summarized idea comes after the date when the material was published.
Using Reporting Verbs when Summarizing
This is another technique to make summary better. A reporting verb is a word used to discuss another person’s writing
or assertions. They are generally used to incorporate the source to the discussion in the text.
In summarizing, you are highly encouraged to vary the verbs you use to make your writing more interesting and to
show importance to each of your sources. You can use either the past or the present tense depending on your meaning.
Using the past tense usually indicates that you view the idea to be outdated and therefore want to negate it. On the other
hand, using the present tense generally indicates that you view the idea to be agreeable.
Hyland (1999) lists frequency of reporting verbs used according to discipline
Discipline Reporting verbs from left to right, most common to least common
Biology Describe Find Report Show Suggest Observe
Marketing Suggest Argue Find Demonstrate Propose Show
Linguistics Suggest Argue Show Explain Find Point Out
Sociology Argue Suggest Describe Note Analyze Discuss
Philosophy Say Suggest Argue Claim Point Out Hold Think
Overall Suggest Argue Find Show Describe Propose report

★ ★ ★ ★ ★ ★ STOP ☞ ( Go to Activity 4 in Answer Sheet p. 8-9 ) ★ ★ ★ ★ ★ ★

Thesis Statements
Locating Explicit and Implicit Thesis Statements
Thesis statements -specific sentence that sums up the core concept of the writing.
• Explicit - The Thesis statement is included as part of the text.
• Implicit - The thesis statement is implied
Readers should finish the piece with good understanding of what the work is trying to convey

In academic writing, the thesis is often explicit: it is included as a sentence as part of the text. It might be near the
beginning of the work, but not always–some types of academic writing leave the thesis until the conclusion.

Journalism and reporting also rely on explicit thesis statements that appear very early in the piece–the first paragraph or
even the first sentence.

Works of literature, on the other hand, usually do not contain a specific sentence that sums up the core concept of the
writing. However, readers should finish the piece with a good understanding of what the work was trying to convey. This is

EAPP 11 • ML MERCADER • ABM,HUMSS,STEM |PAGE 5

what’s called an implicit thesis statement: the primary point of the reading is conveyed indirectly, in multiple locations
throughout the work. (In literature, this is also referred to as the theme of the work.)

Academic writing sometimes relies on implicit thesis statements, as well.

Why Is a Thesis Statement So Important?
The thesis statement is typically that one sentence that asserts the main point, and controls and structures the essay.
Without a strong, thoughtful thesis, your paper might seem unfocused, weak, and not worth the reader’s time.

How Do I Write a Good Thesis Statement?

1. A good thesis statement will make a claim.
2. A good thesis statement will inspire
3. A good thesis will provide structure for your paper
4. A good thesis will control the entire paper.
★ ★ ★ ★ ★ ★ STOP ☞ ( Go to Activity 5 in Answer Sheet p. 9 ) ★ ★ ★ ★ ★ ★
Outline
An outline allows a writer to categorize the main points, to organize the paragraphs into an order that makes sense, and to
make sure that each paragraph/idea can be fully developed. Essentially, an outline helps prevent a writer from getting
stuck when performing the actual writing of the essay.
An outline provides a map of where to go with the essay. A well-developed outline will show what the thesis of the essay is,
what the main idea of each body paragraph is, and the evidence/support that will be offered in each paragraph to
substantiate the main points.
The following is an example of an outline:
Thesis: In order to succeed in the classroom, college students need to utilize the resources available to them throughout
their college careers.
I. Advising
A. Find the right program(s) and/or career field
B. Implement a plan for fulfilling program requirements
C. Sign up for the correct classes
1. Verify prerequisites
2. Find times that work
3. Locate proper instructor
D. Evaluate progress
II. Help with content
A. Study groups
B. Tutoring
1. Drop-in
2. Individual
C. SI sessions
III. Technology
A. Computer Labs
B. Academic websites
C. Forums and online discussions

In this example, the Roman numerals I, II, and III are each of the body paragraphs that will appear in the essay.
Next to each Roman numeral is the central idea behind each paragraph and how it relates to the essay’s main point (or
thesis). The letters that appear under each Roman numeral show the details that will be offered in each paragraph to
support the main idea of the paragraph. If some of the details require multiple explanations, these are noted with numbers
under the letters.
Notice that the above outline accomplishes: The main ideas/paragraphs of the essay have been grouped into an
order that makes sense; the main idea behind each paragraph is identified along with the support that will be offered.
Essentially, the essay is completely organized. Now the writer can simply follow the outline and turn each idea into a
paragraph by expanding on the details that are present.
While creating an outline such as this will take a small amount of time, the time put into creating this outline should
result in saving even more time during the writing phase. If following the outline, the writer should not get stuck wondering
what comes next or how to expand upon an idea.

★ ★ ★ ★ ★ ★ STOP ☞ ( Go to Activity 6 in Answer Sheet p. 9 ) ★ ★ ★ ★ ★ ★

REFERENCES AND WEBSITE LINKS USED IN THIS LESSON

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Saqueton, G., & Uychoco, M. (2016). English for Acdemic and Professional Purposes (1st edition). Rex Book Store.
Barrot, J., & Sipacio, P. (2016). Communicate Today: English for Academic and Professional Purposes for Senior High School.
C & E Publishing,Inc.
Reaction Paper on 3 Idiots Movie. (2016, Apr 05). StudyMoose.com. Retrieved from http://studymoose.com/reaction-paper-
on-3-idiots-movie-essay
Reaction Paper. (2015, February 20). Blogger. Retrieved from http://specialchildbaco.blogspot.com/2015/02/the-story-of-3-
idiots-is-one-ofthe.html
Features of Academic Language. (2021, June 03). The University Library. Retrieved from https://lnu.se/en/library/Writing-and-
referencing/academic-language/
Text Structures. (2021). Dpi.wi.gov. Retrieved from https://dpi.wi.gov/sites/default/files/imce/ela/images/Text20Structures.pdf

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