Final Eapp q1 Module 1 Eapp 11

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Final EAPP Q1 Module 1 - EAPP 11
hope (P. E)- 11 (Arellano University)
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Senior High School
English for Academic

and Professional Purposes
Quarter 1 – Module 1:
Differentiating Language Used in Academic
Texts from Various Disciplines

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English – Grade 11
Applied Subject - English for Academic and Professional Purposes
Supplementary Learning Material
Quarter 1 – Differentiating Language used in Academic Text from Various Disciplines
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
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wherein the work is created shall be necessary for exploitation of such work for profit. Such
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks
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over them.
Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Author : Syralyn Ann M. Sanchez

Language Reviewer : Joselito G. Milan/ Rolando N. Javier, Jr.
Content Editor : Cherilyn R. Goyena, PhD
Marciano V. Cruz, Jr.
Illustrator : Rolando N. Javier, Jr.
Layout Artist : John Reniel D. Mendoza
Management Team:
Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator
Jay Arr V. Sangoyo, PhD

EPS – English
Glenda S. Constantino
Project Development Officer II
Joannarie C. Garcia
Librarian II
Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.goc.ph

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11
English for Academic

and Professional Purposes
Quarter 1 – Module 1:
Differentiating Language Used in
Academic Texts from Various Disciplines

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Introductory Message
For the Facilitator:
Welcome to the English for Academic and Professional Purposes Supplementary Learning
Material (SLM) on Differentiating Language Used in Academic Texts from Various
Disciplines.
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 the learners as they do the tasks
included in the module.
For the Learner:
Welcome to the English for Academic and Professional Supplementary Learning Material
(SLM) on Differentiating Language Used in Academic Texts from Various Disciplines.
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:
This will give you an idea of the skills or

competencies you are expected to learn in
the module.
This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip this
module.
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This is a brief drill or review to help you link

the current lesson with the previous one.
In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
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.
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.
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 instructions 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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This module encourages you to Differentiate Language Used in Academic Text from
Various Disciplines. Different activities are provided that will help you gain knowledge
and understanding of the topic given.
At the end of this module, you are expected to:

1. define academic writing;
2. differentiate language in academic text from various discipline;
3. identify the purpose, language, audience and style of academic text; and
4. write a specific academic text with correct usage of language.
Directions: Read the following questions and choose the letter of the CORRECT answer.
Write your answers on the space before each number.
_______ 1. When you write an academic paper, what point of view will you use?
a. first person
b. second person
c. third person
_______ 2. What kind of language should be used in writing academic text?

a. colloquial
b. formal
c. informal
_______ 3. What is the meaning of layman’s term?

a. words that are hard to understand.
b. words that are easy to understand
c. words that are having a lot of meaning.
_______ 4. The following are examples of academic text except _______.

a. Journal
b. Research Paper
c. Short Stories
_______ 5. Which of the following elements deals with the writer’s goal in writing a text?
a. audience
b. purpose
c. style

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_______ 6. What feature of language requires the writer not to include personal emotions
in the text?
a. Caution
b. Formality
c. Objectivity
_______ 7. What feature of language requires the writer to be careful on writing?
a. caution
b. formality
c. objectivity
_______ 8. How do you determine your language when you write an academic paper?
a. consider the rules in writing

b. consider the audience
c. consider your knowledge
_______ 9. What does “to persuade” mean in academic writing?

a. To let the audience argue with the author
b. To let the audience believe in the author
c. To let the audience discredit the author
_______ 10. Which of the following deals with the way the writer organize a text?
a. audience
b. purpose
c. style
_______ 11. It reflects your dignified stance in writing as a member of academic

community.
a. Caution
b. Formality
c. Objectivity
_______ 12. In this feature of language, written language should not be personal.
a. Caution
b. Formality
c. Objectivity
_______ 13. The author in this writing style is explaining a concept.

a. Expository
b. Descriptive
c. Persuasive
_______ 14. The author in this kind of writing style is convincing the reader to believe in
his/her position or belief in writing.
a. Expository
b. Descriptive
c. Persuasive

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_______ 15. What kind of description should be used in descriptive writing style?
a. vivid
b. vague
c. unrealistic
As a student, you experience to write various kind of writing from your primary years
until today. You became familiar with the different formats and styles in writing. In this
activity, try to remember the kinds of writing you have written in your previous studies.
Directions: Check the kind/s of writing you are familiar with.
___1. Essay ___6. science writing

___2. Journal ___7. fiction stories
___3. Diary ___8. biography
___4. reaction paper ___9. bibliography
___5. invitation letter ___10. research paper
In this part you are about to think of a word or term that has something to do with writing.
You can think of the different terms that you used during your previous years about writing
and try to incorporate them in this activity.
Directions: Unscramble the letters to form new word/s. Write your answer on the
space after each item.
1. ADECACIM INGWTRI __________ 6.DEIUANCE ________________
2. CUBJSET __________________ 7. NIOPT FO WEIV ____________
3. NETO ____________________ 8.LESTY_____________________
4. RUPPEOS _________________ 9.NOWLEKGED ______________
5. GAGEUANLA ________________ 10.PLIEXCIT__________________

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Language Used in Academic Text from Various Disciplines
Writing is one of the Four Macro Skills that a student should possess. It is one of
the media of communication in order for us to pass information to people. One of
these writings that a student should know is Academic Writing. In this module you as a
student will learn Academic Writing and the language that should be used in writing
academic text.
Let us define key terms you will meet in this discussion.
Academic Writing - is a kind of writing that can be used in academia or school.
1. Subject – pertains to the topic of the text.
2. Tone – pertains to the attitude of the writer about the text. It can be
distinguished through the words used by the author.
3. Purpose – is information that an author wants to imply to the reader.
4. Language – are the words used by the author in writing an academic text.
Academic writing requires formal language.
5. Audience –pertains to the reader in writing.
6. Point of View – refers to how the writer tells the information in the reading text.
An academic text is always in the third person point of view.
7. Style – refers to how the author arranges his or her writing.
8. Knowledge – is the amount of information that an author knows about his or
her topic. The reader is the one who can distinguish how much knowledge an
author has in the topic he or she is writing.
9. Explicit – means that the information should be precise and clear.
Academic Writing
Academic Writing is a kind of writing that can be used in academia or school. It
has a process that starts with posing a question, conceptualizing a problem,
evaluating an opinion and ends in answering a question posed, clarifying a problem or
arguing for a stand. The specific purposes of academic writing are to inform, to
persuade and to argue that address specific audience or the teacher. To inform means
supplementing a lot of information about the topic. To persuade means having the
credibility to make your audience or readers believe in you. To argue means making
your readers or audience respond on the information you are telling them.

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Academic writing also requires formal language or word that does not contain
colloquial or jargon words. It usually uses layman’s term or the term that is easy to
understand. It avoids the use of hifalutin words or words that have deep meaning.
Academic writing is all about thinking:
 It follows certain rules and standards.

 Language to be used in writing academic text should be formal.
 Audience should be first taken into consideration.
All the information included in this kind of text should be backed up by valid
evidences.
Four Features of Language
1. Formality reflects your dignified stance in writing as a member of an academic

community. This means that in your writing, you should avoid colloquial words and
expressions.
The language use requires precision to make it a legitimate piece of writing.
Formality can be achieved through the following ways:

• Choosing expanded modal forms over contracted forms, such as using cannot
instead of can’t, do not instead of don’t.
• Choosing one verb form over two-word verbs, such as damage instead of mess
up.
• Choosing expanded terms over their abbreviated equivalents, such as as soon as
possible instead of ASAP.
• Avoiding colloquial/idiomatic expressions, such as kind of like, as a matter of fact,
sort of.
Other examples of one verb over two-word verbs:
• Calculate - James added up the number of attendees in his party.

• Purchase (someone’s assets) - The large company bought out the smaller ones.
• Cancel - The teacher was to call off the noisy students immediately.
• Continue - The meeting will carry on even without your presence.
• Discover - The purpose of this meeting is to find out what would be your idea
about our new project.

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2. Objectivity means that the focus of the information is on the topic rather on the
writer itself. Written language should not be personal but rather in general objective.
It can be achieved by:

a. Avoiding the use of personal pronouns such as you, I, my, and we.
Poor example: You need to follow instructions.
Improved version: The researchers need to follow instructions.
b. Avoiding rhetorical questions because academic writing should not assume that
the readers know the answer in the statement and the author should express the
information strongly and clearly.
Poor example: How can these problems be solved?
Improved version: Certain procedures must be discovered to solve problems.
c. Avoiding emotive language that shows biases. Giving an overly favorable opinion
of someone can eliminate objectivity.
Poor example: The police investigators were shocked to see the outcome of the
tests.
Improved version: The police investigators did not expect the results.
3. Explicitness in academic writing demands the use of signposts that allow readers to
trace the relationships in the parts of the study. If you intend to show a change in your line
of argument, make it clear by using however.
Example:
It is apparent that the school institutions hope to provide quality education to the
learners. However, having this COVID-19 pandemic requires a lot of effort to reach
out students.
The following phrases may be useful in making ideas explicit:

1. This is due to the…
A number of MERALCO consumers trooped to the City Hall to claim a P500 cash
incentive. This is due to the Supreme Court ruling that overcharges must be returned to
the end users whose electric consumption for the April-May period was below 100kw/hr.
2. This resulted in…
With the Supreme Court ordering MERALCO to return overcharges to the end users,
government offices have been tapped to operate as claim centers. This resulted in a

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number of MERALCO consumers trooping to the City Hall to claim the P500 cash
incentive.
• When two ideas seem the same, express each one clearly.
The study showed that eighty percent of the 200 participants involved in the study were
dissatisfied with the operations of MERALCO. Similarly, the data revealed that majority of
the participants were not aware of the charges imposed on them by MERALCO.
• If you intend to give extra information in your sentence, make it clear by
writing “In addition...”
MERALCO has been operating as a business conglomerate involving foreign
stakeholders and independent power producer or IPP. In addition, MERALCO owns major
IPPs operating in the region.
• If you are giving examples, do so explicitly by writing “For example…”
The MERALCO issue has led to disputes between opposition and administration
senators. For example, those who have been labeled as against the president considered
the issue as the administration/s way of avoiding the NBN-ZTE scandal.
4. Caution in academic writing requires care since knowledge is built on proven theories
and concepts. Caution is needed to avoid sweeping generalizations.
Government officials are corrupt.

The statement is not completely true and the rhetorical impact of the statement may
be misleading. The statement can be improved through the use of devices such as modal
verbs, adverbs, or verbs.
Improved versions:
Some government officials may be corrupt.
Corruption is commonly linked to some key government officials.
Types of Writing Styles

There are four main types of writing: expository, descriptive, persuasive and narrative.
Each of these writing styles is used for a specific purpose. A single text may include more
than one writing styles.

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Expository
This means that the author is trying to
explain a concept, imparting information to the
audience. It is not subjective but rather focuses
on facts that are supported by evidence.
Examples of Expository Writing:

• textbooks
• articles
• recipes
• news stories (not editorials or op-eds)
• business, technical or scientific writing
Descriptive Writing
Descriptive style means painting a picture of a person, place, or thing through words.
It is often found in fiction, though it can make an appearance to non-fiction as well Memoirs,
first-hand accounts, and events or travel guides are examples of descriptive writing. The
author might employ metaphor or other literary devices in order to describe the author’s
impressions using their five senses.
Persuasive Writing
It is the main style of writing you will use in academic papers. When an author writes in a
persuasive style, he/she is trying to convince the audience of a position or belief. Persuasive
writing contains the author’s opinions and biases, as well as justifications or reasons given
by the author as evidence of the correctness of their position. Any “argumentative” essay
you write in school should be in the persuasive style of writing. The examples of persuasive
writing include cover letters, op-eds and editorial newspaper articles, reviews of items,
letters of complaint, advertisements, and letters of recommendation.
Narrative Writing
Narrative writing is used in almost every longer piece of writing, whether fiction or
non-fiction. When an author writes in a narrative style, he/she is not just trying to convey
information, rather tries to construct and communicate a story, complete with characters,
conflict and settings. The examples of narrative writing include oral histories,
novels/novellas, poetry (specifically, epic sagas or poems), short stories, and anecdotes.
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Independent Activity 1 True or False
Directions: Write T if the statement is true, otherwise write F if it is false. Write your answer
on the space before each number.
_____ 1. Academic writing has three main purposes.

_____ 2. Formality in language means avoiding the use of colloquial terms.
_____ 3. Objectivity is more on personal matters of the writer.
_____ 4. To persuade means to make your readers believe in you.
_____ 5. It is possible to write academic text without presenting evidence.
Independent Assessment 1
Directions: Identify what is being described in the following statements. Write your answer
on the space before each number.
_______________ 1. Academic writing demands the use of signposts that allow

readers to trace the relationships of the parts of the study.
_______________ 2. It requires formal language that does not contain colloquial or
jargon words.
_______________ 3. Written language should not be personal but rather objective.
_______________ 4. Academic writing requires care since knowledge is built on
proven theories and concepts.
_______________ 5. Avoiding emotive language that shows biases.
_______________ 6. It has a process that starts with posing a question,
conceptualizing a problem, evaluating an opinion and ends in
answering a question posed, clarifying a problem or arguing for
a stand.
_______________ 7. It reflects your dignified stance in writing as a member of the
academic community.
_______________ 8. This is how the author arranges his or her writing.
_______________ 9. Academic writing should not assume that the readers know the
answer in the statement, and the author should express the
information strongly and clearly.
_______________ 10. It instructs choosing expanded terms over their abbreviated
equivalents, such as, as soon as possible instead of ASAP.
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Independent Activity 2
Directions: Read the text carefully. Fill in the matrix below with the features of academic
writing.
Sample Text 1:
The Effects of Technology on Our World
Technology affects people all over the world, both positively and negatively. While I
do agree that advances in technology have made our countries safer and our lives easier,
they have also negatively affected our lives. My parents did not grow up in front of a
computer or a PlayStation. They did not spend hours each day looking at what their virtual
friends are doing on Facebook, Instagram and Twitter. Instead, they went out with flesh and
blood friends, played football, or simply took a walk in the woods. But, of course, they didn’t
pay for an ice cream using a credit card and didn’t buy movie tickets online.
Advances in technology have brought us online banking, smart cars, smart TVs,
lightning fast computers, and the latest buzz: virtual reality. However, they also brought us
cyber warfare, hackers, identity theft, cyber stalking, and a host of other bad things. Also,
people started getting lazy and more ignorant. Long gone are the days when people were
flocking to the library – if only to do some research for a school assignment. Nowadays, one
can find everything on the Internet. Instead of playing some football or having a fun snowball
fight, children are playing video games for hours.
Bicycles have been replaced by e-bikes (electric bikes). Rollerblades have been
replaced with electric motorized skates. Yes, they’re fun; can’t argue with that! However,
they are making children more sedentary. And, as you know, a sedentary lifestyle has major
negative health consequences. People are slowly forgetting that physical activity is an
important part of a balanced and healthy lifestyle. Consequently, advances in technology are
having negative effects on our health.
I agree that technology has taken us to Mars. Many crimes no longer go unpunished
due to innovative technologies that help criminal investigators find the culprits. Thousands of
lives are saved each year by the latest medical technologies (used to perform complex
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surgeries and identify life-threatening diseases). There is no question about it: technology is
an integral part of our daily lives.
In conclusion, it all depends on how you use technology. It is slowly taking over the
world and you can find it everywhere around you. How you use technology is important. It is
designed to make our lives easier, but should never be replacing physical exercise, walking,
reading, and socializing with real human beings.
Sample Text 2:
July 28, 2020

JOHN DEE
Dee Consulting
56 Liway Street, Novaliches Quezon City
Dear Dr. John Dee:
HYML is a group of business minded youths living in the City area. Each of our members
started their business at the age 20 from which they already earn a living, having with the
same perspectives we gather to help achieve our dream together.
We follow set of structures from the good books that we are reading and tracking our
business’ progress from time to time. Your book entitled “Go Let’s, Go!” is one of the
books that we have used and majority of our members experienced progress while
learning it.
Among other things on your website, I appreciate one of your goals that has to do with
‘helping novice people succeed’. And in this regard I would like to formally invite you to
be the main speaker at our annual year-end party dinner. This is schedule for Sunday the
2nd of August, 2020 at the Quezon City Hall. I know that our members will be excited to
meet you in person.
Kindly confirm your acceptance for the date. However, if you are not available to speak
for that day, we still have ample time to make some date changes to accommodate your
availabilities. I could be reached by phone at 09236415537 or via email
at Arys@HYML.org.
Our website is www.HYML.org to give you more information about the group.
Sincerely,
ARYS SANCHEZ
President
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Sample Text 3:
What Is Reading?
An Excerpt from Reading for Understanding
By: Christine Cziko, Cynthia Greenleaf, Lori Hurwitz, and Ruth Schoenbach
It is probably self-evident that the conceptions educators hold about the

nature of reading shape their approaches to helping students improve their reading abilities.
Some current approaches to supporting adolescent reading improvement address students'
word-level reading problems as a precondition for working on other levels of reading
improvement. Our reading apprenticeship approach is different because our understanding
of the nature of reading is different. Here is a brief outline of
what we have learned from existing research and our
own observation.
Reading is not just a basic skill.

Many people think of reading as a skill that is taught
once and for all in the first few years of school. In this
view of reading the credit (or blame) for students'
reading ability goes to primary grade teachers,
and upper elementary and secondary school
teachers at each grade level need teach only new
vocabulary and concepts relevant to new content. Seen this
way, reading is a simple process: readers decode (figure out how to
pronounce) each word in a text and then automatically comprehend the meaning of the
words, as they do with their everyday spoken language. This is not our understanding of
reading.
Reading is a complex process.

Think for a moment about the last thing you read. A student essay? A school bulletin? A
newspaper analysis of rising conflict in another part of the world? A report on water quality in
your community? A novel? If you could recapture your mental processing, you would notice
that you read with reference to a particular world of knowledge and experience related to the
text. The text evoked voices, memories, knowledge, and experiences from other times and
places—some long dormant, some more immediate. If you were reading complex text about
complex ideas or an unfamiliar type of text, you were working to understand it, your reading
most likely characterized by many false starts and much backtracking. You were probably
trying to relate it to your existing knowledge and understanding. You might have stumbled
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over unfamiliar words and found yourself trying to interpret them from the context. And you
might have found yourself having an internal conversation with the author, silently agreeing
or disagreeing with what you read.
As experienced readers read, they begin to generate a mental representation, or gist, of the
text, which serves as an evolving framework for understanding subsequent parts of the text.
As they read further, they test this evolving meaning and monitor their understanding,
paying attention to inconsistencies that arise as they interact with the text. If they notice they
are losing the meaning as they read, they draw on a variety of strategies to readjust their
understandings. They come to texts with purposes that guide their reading, taking a stance
toward the text and responding to the ideas that take shape in the conversation between the
text and the self (Ruddel and Unrau 1994).
While reading a newspaper

analysis of global hostilities, for
example, you may silently argue
with its presentation of "facts,"
question the assertions of the
writer, and find yourself revisiting
heated debates with friends over
U.S. foreign policy. You may
picture events televised during
earlier wars. Lost in your
recollections, you may find that
even though your eyes have
scanned several paragraphs, you
have taken nothing in, so you reread these passages, this time focusing on analysis.
Reading is problem solving.

Reading is not a straightforward process of lifting the words off the page. It is a complex
process of problem solving in which the reader works to make sense of a text not just from
the words and sentences on the page but also from the ideas, memories, and knowledge
evoked by those words and sentences. Although at first glance reading may seem to be
passive, solitary, and simple, it is in truth active, populated by a rich mix of voices and
views—those of the author, of the reader, and of others the reader has heard, read about,
and otherwise encountered throughout life.
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Fluent reading is not the same as decoding.

Skillful reading does require readers to carry out certain tasks in a fairly automatic manner.
Decoding skills—quick word recognition and ready knowledge of relevant vocabulary, for
example—are essential to successful reading. However, they are by no means sufficient,
especially when texts are complex or otherwise challenging.
Yet many discussions about struggling readers confuse decoding with fluency. Fluency
derives from the reader's ability not just to decode or identify individual words but also to
quickly process larger language units. In our inquiries into reading—our own and that of our
students—we have seen that fluency, like other dimensions of reading, varies according to
the text at hand.
When readers are unfamiliar with the

particular language structures and features of
a text, their language-processing ability
breaks down. This means, for example, that
teachers cannot assume that students who
fluently read narrative or literary texts will be
equally fluent with expository texts or primary
source documents.
Fluency begins to develop when students

have frequent opportunities to read texts that
are easy for them. Multiple rereadings of more difficult texts help broaden a reader's fluency
(Pikulski 1998). Perhaps most important for adolescent readers, fluency grows as they have
opportunities, support, and encouragement to read a wide range of text types about a wide
range of topics.
Reading is situationally bounded.

A person who understands one type of text is not necessarily proficient at reading all types.
An experienced reader of dessert cookbooks can understand what is meant by "turn out on
a wire rack to finish cooling" but may be completely unable to make sense of a legal brief. A
political science undergraduate can understand that the phrase "on the other hand I will
argue" leads into the author's main point and that the main point will be in contrast to the
earlier discussion. But that same undergraduate may feel lost when trying to read the poetry
recommended by a friend. A good reader of a motorcycle repair manual can make sense of
directions that might stump an English literature professor but may be unable to
comprehend her son's chemistry text. And a chemistry teacher may feel completely insecure
when trying to understand some of the original source history materials on a colleague's
course reading list.
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In other words, reading is influenced by situational factors, among them the experiences
readers have had with particular kinds of texts and reading for particular purposes. And just
as so-called good or proficient readers do not necessarily read all texts with equal ease or
success, a so-called poor or struggling reader will not necessarily have a hard time with all
texts. That said, researchers do know some things about those readers who are more
consistently effective across a broad range of texts and text types.
Proficient readers share some key characteristics.

Different reading researchers emphasize different characteristics of good or proficient
reader. However, despite contention in many other areas of reading research, when it
comes to proficient readers, widespread agreement has emerged in the form of a set of key
habits of proficient readers. This consensus could be summarized as follows (Baumann and
Duffy 1997):
Good readers are . . .
➢ Mentally engaged,
➢ Motivated to read and to learn,
➢ Socially active around reading tasks,
➢ Strategic in monitoring the interactive processes that assist
comprehension:
➢ Setting goals that shape their reading
processes,
➢ Monitoring their emerging understanding of a text,
and
➢ Coordinating a variety of comprehension strategies
to control the reading process.
Matrix:
Identify the following in the Sample Text 1 Sample Text 2 Sample Text 3
given text.
1. Purpose
2. Language
3. Audience
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4. Tone (Formal/Informal)
Explain
4. Style in Writing
Directions: Using the Venn Diagram, differentiate academic text from non-academic text.
ACADEMIC TEXT NON-ACADEMIC TEXT
Directions: From the given scenarios below, choose one and write a sample of academic
text that best suit to the scene. Following the given rubrics, write your answer on the space
provided for.
1. Scene 1.
Mario is about to go to school then suddenly he felt dizzy and wasn’t able to get
up so he’s mother just asked him to take a rest and said that she will just send a
letter to his adviser.
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2. Scene 2.
Teacher Jessica is planning to have a culminating activity for her sections in
English subject, but she needs to ask first permission to her school head.
3. Scene 3.
The adviser of Joseph asked them to write an essay about the pandemic that they
are experiencing.
____________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Directions: Write a five-sentence paragraph about what you have learned about the lesson.
____________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Rubric:
Content 5 points – The 3 points – the 1 point – the content
content is clear and content is somewhat is far from the given
suits to the given clear and somewhat scene.
scene. suit to the given
scene.
Style 5 points – can easily 3 points – the style is 1 point – no clear
identify the style hard to distinguish. writing syle was
used in writing. applied.
Language 5 point – language 3 points – have 1 point –have
was used correctly committed 5 or more committed 10 or
without incorrect incorrect spelling and more incorrect
grammar and punctuations. spelling and
punctuations. punctuations
Purpose The purpose of the 3 points – the 1 – the purpose of
author is easy to purpose of the the author is not
understand. author is somewhat visible.
vague.
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Directions: Write a five-sentence paragraph explaining the guidelines in academic writing.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
20

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Rubric:

scene.
Directions: Write the letter of the CORRECT answer on the space before each number.
_______ 1. How do you determine your language when you are writing academic
paper?
A. consider the audience B. consider the rules in writing
C. consider your purpose or topic D. consider your knowledge
_______ 2. When you write an academic paper, what point of view will you use?
A. first person B. second person C. third person D. none of these
_______ 3. What kind of writing requires a writer to have more knowledge about a
chosen topic?
A. academic writing B. creative writing C. free writing D. letter writing
_______ 4. What language is used in academic writing?

A. casual B. colloquial C. formal D. informal
_______ 5. Which of the following deals with the way the writer organizes a text?
A. audience B. purpose C. style D. tone
_______ 6. Which of the following deals with the writer’s goal in writing a text?
_______ 7. Which of the following is considered as the target readers of the text?
_______ 8. It is the process that starts in posing question, conceptualizing a problem,

evaluating an opinion and ends in answering the question posed.
A. academic writing B. creative Writing
C. essay writing D. Free Writing
_______ 9. What feature of language is applied when a writer does not include
personal emotions in the text?
A. caution B. explicitness
C. formality D. objectivity
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lOMoARcPSD|18803032
_______ 10. What feature of language is requiring you to take a lot of care on your
writing?
A. caution B. explicitness C. formality D. objectivity
_______ 11. What kind of description should be used in descriptive writing style?
A. vivid B. vague C. unrealistic D. imaginary
_______ 12. The author in this kind of writing style is convincing the reader to believe in
his/her position or belief.
A. Expository B. Descriptive C. Persuasive D. Narrative
_______ 13. The author in this writing style is explaining a concept.

A. Expository
B. Descriptive
C. Persuasive
D. Narrative
_______ 14. A feature of language that tells that a written language should not be
personal.
A. Caution
B. Formality
C. Objectivity
D. Explicitness
_______ 15. It reflects your dignified stance in writing as a member of an academic

community.
A. Caution
B. Formality
C. Objectivity
D. Explicitness
Directions: Do a little research among your classmates about COVID-19 virus and write
an academic text about it with the purpose of giving information. Follow the rubric below
on how are you going to do your writing.
____________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
22

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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Rubric:
scene.
Style 5 points – can easily 3 points – the style is 1 point – no clear
identify the style hard to distinguish. writing syle was
used in writing. applied.
Purpose The purpose of the 3 points – the 1 – the purpose of
author is easy to purpose of the the author is not
understand. author is somewhat visible.
vague.
23

24
A. What I Need to Know
B. What I Know
1. c 6. b 11. b
2. a 7. c 12. c
3. b 8. b 13. a
4. b 9. b 14. c
5. a 10. c 15. a
C. What’s In – Answers may vary depending on the learners.
D. What’s New
1. ACADEMIC WRITING 6. AUDIENCE
2. SUBJECT 7. POINT OF VIEW
3. TONE 8. STYLE
4. PURPOSE 9. KNOWLEDGE
5. LANGUAGE 10. EXPLICIT
E. What Is It
F. What’s More
Independent Activity 1 Independent Assessment 1
1. T 1. Explicitness
2. T 2. Academic Text
3. F 3. Objectivity
4. T 4. Caution
5. F 5. Objectivity
6. Academic Writing
7. Formality
8. Style
9. Objectivity
10. Formality
lOMoARcPSD|18803032
25
Identify the following in the Sample Text 1 Sample Text 2 Sample Text 3
given text.
1. Purpose To Inform To inform To inform
2. Language Formal Formal Formal
3. Audience Students/Teachers Workers Students/Teachers
4. Tone (Formal/Informal) Explain Formal in giving Formal – because the Formal – because it is
information sender explains well the for the school use.
content of the letter.
4. Style in Writing Informative Persuasive Informative/Persuasive
Sample answers (Answers may vary.)
Academic Text Similarity Non Academic Text
Language is formal and follows Both can be used in school Can use informal or colloquial
certain rules ans standards. words.
Independent Activity 3 (Answers may vary)
Sample letter for Scene 1.
August 3, 2020
NANCY SANCHEZ
HUMSS Aristotle Adviser
San Miguel National High School
Scuala St., San Juan, San Miguel, Bulacan
Dear Mrs. Sanchez:
I am writing to explain that my son Mario, studying in your school, grade 11 will not be able to attend your class today.
He was about to go to school then suddenly he felt dizzy. I will bring him to the hospital today and hopefully he will get
better.
Thanks for your consideration.
Sincerely,
ARLENE BARTOLOME
Mother
Answers may vary.
lOMoARcPSD|18803032
26
I. Assessment
1. A 11. A
2. A 12. C
3. A 13. A
4. C 14. C
5. C 15. B
6. A
7. A
8. A
9. D
10. A
What I Have Learned
1. It is a kind of writing that can be used in academia or school.
2. Its process starts with posing a question, conceptualizing a problem, evaluating an opinion and ends in answering a
question posed, clarifying a problem or arguing for a stand.
3.
• Formality – The use of formal words
• Objectivity – not being subjective
• Explicitness – giving clear information
• Caution – being careful in writing information
4.
Narrative - Novels
Descriptive - Poetry
Persuasive – Cover Letters
Expository – Textbooks
5. Academic writing is different to other forms of writing because it requires a lot of thinking while following set of rules
and standards.
What I Can Do (Answers may vary)
J. Additional Activity
Answers may vary.
lOMoARcPSD|18803032
lOMoARcPSD|18803032
References
“Academic Writing Language to Avoid.” Uni Learning, Accessed July 24, 2020.
https://unilearning.uow.edu.au/academic/2e.html
“Academic Writing Style.” Quizlet, Accessed July 23, 2020.
https://quizlet.com/216926213/the-academic-writing-style-flash-cards/
Cziko et.al. 2000. Reading for Understanding,, The Quarterly, Vol. 22, No. 3.
“Features of Academic Writing.” UEFAP, Accessed July 22, 2020.
http://www.uefap.com/writing/feature/objectiv.htm
“Explicitnes.” Course Hero Inc., Accessed July 23, 2020. https://www.coursehero. com/fi
le/152 04892/Explicitness/
Merriam-Webster, s.v. “explicit,” accessed July 25, 2020, https://www.merriam-
webster.com/dictionary/explicit
“Sample Invitation Letter.” Word Press, Accessed July, 23, 2020.
http://letters.sampleinvitationletter.info/guest-speaker-invitation-letter/
Saqueton and Uychoco. 2016. English for Academic and Professional Purposes. Manila
Philippines, Rex Book Store Inc.
“Types of Writing Styles.” Open Oregon, Accessed July 23, 2020. .
https://openoregon.pressbooks.pub/aboutwriting/chapter/types-of-writing-styles/
“Writing an Amazing Technology Essay.” My Essay Writing, Accessed July 25, 2020.
https://myessaywriting.com/samples/technology.html
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For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email Address:lrmdsbulacan@deped.gov.ph
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Final EAPP Q1 Module 1 - EAPP 11

hope (P. E)- 11 (Arellano University)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Senior High School

English for Academic

Downloaded by Jessica Yayong (jessicayayong2006@gmail.com)

Published by the Department of Education

Development Team of the Module

Author : Syralyn Ann M. Sanchez

Gregorio C. Quinto, Jr., EdD

Rainelda M. Blanco, PhD

Agnes R. Bernardo, PhD

Jay Arr V. Sangoyo, PhD

Department of Education, Schools Division of Bulacan

Downloaded by Jessica Yayong (jessicayayong2006@gmail.com)

English for Academic

Downloaded by Jessica Yayong (jessicayayong2006@gmail.com)

Downloaded by Jessica Yayong (jessicayayong2006@gmail.com)

Notes to the Teacher

For the Learner:

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

This part includes an activity that aims to

Downloaded by Jessica Yayong (jessicayayong2006@gmail.com)

This is a brief drill or review to help you link

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:

Downloaded by Jessica Yayong (jessicayayong2006@gmail.com)

At the end of this module, you are expected to:

_______ 2. What kind of language should be used in writing academic text?

_______ 3. What is the meaning of layman’s term?

_______ 4. The following are examples of academic text except _______.

Downloaded by Jessica Yayong (jessicayayong2006@gmail.com)

_______ 7. What feature of language requires the writer to be careful on writing?

a. consider the rules in writing

_______ 9. What does “to persuade” mean in academic writing?

_______ 11. It reflects your dignified stance in writing as a member of academic

_______ 13. The author in this writing style is explaining a concept.

Downloaded by Jessica Yayong (jessicayayong2006@gmail.com)

Directions: Check the kind/s of writing you are familiar with.

___1. Essay ___6. science writing

1. ADECACIM INGWTRI __________ 6.DEIUANCE ________________

2. CUBJSET __________________ 7. NIOPT FO WEIV ____________

3. NETO ____________________ 8.LESTY_____________________

4. RUPPEOS _________________ 9.NOWLEKGED ______________

5. GAGEUANLA ________________ 10.PLIEXCIT__________________

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Language Used in Academic Text from Various Disciplines

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 It follows certain rules and standards.

Four Features of Language

1. Formality reflects your dignified stance in writing as a member of an academic

Formality can be achieved through the following ways:

Other examples of one verb over two-word verbs:

• Calculate - James added up the number of attendees in his party.

_ 4. The following are examples of academic text except _.

_1. Essay _6. science writing

1. ADECACIM INGWTRI 6.DEIUANCE ______

2. CUBJSET ______ 7. NIOPT FO WEIV

3. NETO 8.LESTY_

4. RUPPEOS ___ 9.NOWLEKGED

5. GAGEUANLA 10.PLIEXCIT__