Nglish Academic Professional: Prepared by

E
ACADEMIC and
NGLISH
for
PROFESSIONAL
Prepared
P URPOSES
by:
KRISMELLEH CASSANDRA LORENZITA D.
O BJECTIVES English for Academic and
Professional Purposes
1D iscuss the content,

pedagogy and assessment needed
in teaching the subject.
2Come up with a session

guide to teach the subject.
E NGLISH for
ACADEMIC and PROFESSIONAL PURPOSE
R EADING
ACADEMIC
TEXT
CONTENT CONTENT STANDARDS PERFORMANCE LEARNING
STANDARDS COMPETENCIES
Reading Academic Texts* The learner The learner The learner …
(Weeks 1 to 3) acquires knowledge of produces a detailed 1. determines the structure of a
appropriate reading abstract of information specific academic text
* For the Tech-Voc track, the strategies for a better gathered from the various 2. differentiates language used in
academic texts may be understanding of academic texts read academic texts from various
modified to include texts academic texts disciplines
specific to their courses 3. explains the specific ideas
(Home Economics, Agri- contained in various academic texts
fishery, Information and
4. uses knowledge of text structure to
Communication Technology glean the information he/she needs
and Industrial Arts) like
instructional manuals, 5. uses various techniques in
summarizing a variety of academic
brochures, digital materials, texts
etc.
6. states the thesis statement of an
academic text
7. paraphrases/ explains a text using

one’s own words
8. outlines reading texts in various

disciplines
9. summarizes the content of an

academic text
10. writes a précis/abstract/summary

of texts in the various disciplines
E NGLISH for
ACTIVITY
SENTENCE AUCTION
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1. Academic writers do not

need to refer to other
people's work because they
become experts as they read
more about the topic.
E NGLISH for
Answer: FALSE
Academic writers regularly refer to and

acknowledge other people's research; it is an
academic's familiarity with the range of research
on a topic that makes them an 'expert'.
E NGLISH for
2. Use of colloquial expressions and

contractions is acceptable in
moderation. For example, 'sort of' and
'can't'.
E NGLISH for
Answer: FALSE
 Academic writing must be precise and

unambiguous. It must also withstand the tests of
distance and time. A formal writing style is adopted
to ensure international readers, and future readers,
can understand the writer's meaning.
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3. Academic writing uses discipline-

specific terms that a general reader may
not understand.
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Answer: TRUE
Academic writing engages with current knowledge in
a particular discipline (field of study). Each discipline
has its own methods, approaches and technical
language. The meaning of technical terms (such as
'literacy levels', 'correlation', 'intervention measures',
'academic outcomes') will be familiar to those who
work in that field of study but may not be understood
by a general reader.
E NGLISH for
4. Academic writers should avoid short

simple sentences.
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Answer: FALSE
The best writing uses a range of sentence
structures to provide variety for the reader and to
ensure the form of expression is suited to the
content. When a point is best expressed in a short
simple sentence, that is what an academic writer will
use.
E NGLISH for
5. Use of passive voice is more common

in academic writing than in many other
writing styles.
E NGLISH for
Answer: TRUE
 Traditionally, academic writing has used the
passive voice more often than other forms of
writing. This is partly because the writer's focus is
often on processes, concepts and consequences
rather than actors. It is becoming more common
to moderate the amount of passive voice and
make use of the active voice in academic writing.
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However, passive constructions are often used

to avoid the first person or to remove the need to
specify the actor or subject of a verb. For example:
I expect that... (active)
It can be expected that... (passive)
Scientists have established that... (active)
It has been established that... (passive
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6. Academic writing uses evidence and

reason to persuade rather than emotive
devices or appeals to common sense.
For example, 'as we all know', 'the result
is not surprising'.
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Answer: TRUE
While academic writing is often persuasive,

an academic argument must be supported by
reasons, examples and evidence.
English for Academic and
A
CADEMIC READING
TEXTS ACADEMIC
TEXTS
WHAT ARE THEY?
 They have clearly structured introduction, body and
conclusion.
They include information from credible sources which are
properly cited.
 They include concepts and theories that are related to the
specific discipline they explore.
 They usually exhibit all properties of a well-written text ---
organization, unity, coherence and strict adherence to the
rules of language and mechanics.
Barrot, J.S. and Sipacio, P.J.F. (2016) Communicate Today: English for Academic & Professional Purposes for Senior High School . C & E Publishing, Inc.
T
EXT READING
STRUCTURES ACADEMIC
TEXTS
Text structure refers to how the information within a written text is

organized.
Teaching students to recognize common text structures can help
students monitor their comprehension.
http://www.adlit.org/strategies/23336/
T
EXT READING
STRUCTURES ACADEMIC
TEXTS
FICTION
T
EXT READING
STRUCTURES ACADEMIC
TEXTS
NON-FICTION
T
EXT READING
STRUCTURES ACADEMIC
TEXTS
ACTIVITY
Identifying Text
Structure using Concept
Maps
L
INGUISTIC READING
REGISTER ACADEMIC
TEXTS
Stylistic Variation: Degrees of Formality in Language
Usage
Registers are marked by a variety of specialized vocabulary and
turns of phrases, colloquialisms and the use of jargon.
 A register can be considered a unique way a speaker uses

language in different circumstances.
 Registers encompass all the ways in which humans communicate

to one another in specific parameters.
L
INGUISTIC READING
REGISTER ACADEMIC
TEXTS
ACTIVITY
Exposing students to
different linguistic
registers
C
RITICAL READING
READING ACADEMIC
TEXTS
READING ACADEMIC TEXTS requires FOCUS and

UNDERSTANDING.
 Identify the thesis statement in the text.
 Use outlining techniques.
 Learn the techniques in summarizing, paraphrasing and
direct quoting.
T
HESIS READING
STATEMENT ACADEMIC
TEXTS
What is a THESIS STATEMENT?
A thesis is a controlling idea about a topic that the writer is
attempting to prove. It is usually found at the beginning of the text
or at the end of it.
Why do I have to write a THESIS STATEMENT?

to test your ideas by narrowing them into a sentence or two
to better organize and develop your argument
to provide your reader with a “guide” to your argument
How do I write a GOOD THESIS STATEMENT?

T
HESIS STATEMENT READING
ACADEMIC
TEXTS
ACTIVITY
A good thesis statement
is…
T
HESIS READING
STATEMENT ACADEMIC
TEXTS
A good thesis statement takes a stand on the prompt.
a. There are some negative and positive aspects to industrialization.
b. Because industrialization damaged the environment and
exploited workers, its effects were more negative than positive.
Which thesis statement is better? ____

Explain.
_______________________________________________
___________
T
HESIS READING
STATEMENT ACADEMIC
TEXTS
A good thesis statement does not simply state a fact, but
sets the stage for analysis of a topic.
a. The Civil War took place between 1861-1865.
b. The Civil War, which took place between 1861-1865, was the
most devastating war in United States history.
Explain.
_______________________________________________
___________
T
HESIS READING
STATEMENT ACADEMIC
TEXTS
A good thesis statement is unified, and expresses one main
idea.
a. Although some people believe that George Washington was the
best president, Abraham Lincoln was much better.
b. Abraham Lincoln was the best president because he fought to
keep the country together and fought for the elimination of slavery.
Explain.
_______________________________________________
___________
T
HESIS READING
STATEMENT ACADEMIC
TEXTS
A good thesis statement is specific.
a. The Crusades were fought because of religion.
b. The Crusades were fought due to religious fanaticism and a
struggle for power in the Holy Land.

Explain.
_______________________________________________
___________
T
HESIS STATEMENT READING
ACADEMIC
TEXTS
ACTIVITY
T
HESIS READING
STATEMENT ACADEMIC
TEXTS
Identify the THESIS STATEMENT.
Being a clown isn’t all fun and games. Rodeo clowns expose
themselves to great danger every time they perform. When
cowboys dismount or are bucked off of bulls at riding competitions,
rodeo clowns jump in front of the bulls and motion wildly to get
their attention. In this way rodeo clowns provide an alternate
target, and in doing so protect the rider. So you see, sometimes
clowning around can be serious business.
T
HESIS READING
STATEMENT ACADEMIC
TEXTS
Identify the THESIS STATEMENT.
The HIV virus is currently destroying all facets of African life. It therefore is imperative that
a new holistic form of health education and accessible treatment be implemented in
African public health policy which improves dissemination of prevention and treatment
programs, while maintaining the cultural infrastructure. Drawing on government and NGO
reports, as well as other documentary sources, this paper examines the nature of current
efforts and the state of health care practices in Africa. I review access to modern health
care and factors which inhibit local utilization of these resources, as well as traditional
African beliefs about medicine, disease, and healthcare. This review indicates that a
collaboration of western and traditional medical care and philosophy can help slow the
spread of HIV in Africa. This paper encourages the acceptance and financial support of
traditional health practitioners in this effort owing to their accessibility and affordability
and their cultural compatibility with the community.
O
UTLINING READING
ACADEMIC
TEXTS
WARM-UP
ACTIVITY
O
UTLINING READING
ACADEMIC
TEXTS
O
UTLINING READING
ACADEMIC
TEXTS
O
UTLINING READING
ACADEMIC
TEXTS
O
UTLINING READING
ACADEMIC
TEXTS
MAJOR TOPICS
•Most general or main ideas.
•They are assigned a Roman Numeral followed by a period in an
outline, i.e. I., II., III., etc.
•The Roman Numerals are placed on the left margin of the paper.
SUB-TOPICS
•The ideas that are related to the major topics.
•They are identified by upper-case letters that are indented beneath
the major topics. (A., B., C., etc.)
O
UTLINING READING
ACADEMIC
TEXTS
SUB-SUBTOPICS
•These are more details that you can include that further subdivide
the sub-topics.
•They are designated by Arabic Numerals and are indented beneath
the relevant subtopics.
O
UTLINING READING
ACADEMIC
TEXTS
O
UTLINING READING
ACADEMIC
TEXTS
ACTIVITY
BASIC OUTLINING
WORKSHEET
C
ITING SOURCES READING
ACADEMIC
TEXTS
ACTIVITY
POST OR DISCARD?
E NGLISH for
READING
ACADEMIC
TEXTS
As Shakespeare said in Sonnet 116, “Love is not love/Which

alters when it alteration finds,” so Matt, I will love you no matter
what!
E NGLISH for
READING
ACADEMIC
TEXTS
“Everything has beauty, but not everyone can see.” –either

Confucius or Lao Tzu said this. Haha. I forgot. Anyways, good
morning, everyone!
E NGLISH for
READING
ACADEMIC
TEXTS
“Everything has beauty, but not everyone can see.” –either

Confucius or Lao Tzu said this. Haha. I forgot. Anyways, good
morning, everyone!
E NGLISH for
READING
ACADEMIC
TEXTS
I wanna make you smile whenever you’re sad, carry you around
when your arthritis is bad. All I wanna do is grow old with you.
#feelingsmitten
E NGLISH for
READING
ACADEMIC
TEXTS
I wanna make you smile whenever you’re sad, carry you around
when your arthritis is bad. All I wanna do is grow old with you.
#feelingsmitten
E NGLISH for
READING
ACADEMIC
TEXTS
Was reading this from American Journal Experts. “Plagiarism is a form of

academic misconduct and can thus lead to dismissal from universities and other
research institutions, article rejections or retractions from journals, and
decreased credibility as a researcher.” How do you know if you’re plagiarizing?
Infograph.venngage.com
C
ACADEMIC
TEXTS
PURPOSE
To give credit to the original author of a work.
To promote scholarly writing.
To help your target audience identify your original source.
C
ACADEMIC
TEXTS
APA STYLE
American Psychological Association
Author-date system
C
ACADEMIC
TEXTS
IN-TEXT CITATION (APA STYLE)
C
ACADEMIC
TEXTS
REFERENCE CITATION (APA STYLE)
C
ACADEMIC
TEXTS
ACTIVITY
CITATION HUNT
C
ACADEMIC
TEXTS
C
ACADEMIC
TEXTS
C
ACADEMIC
TEXTS
ACTIVITY
SOURCE HUNT
C
ACADEMIC
TEXTS
CLAIM SOURCE
China is the largest nation in the

world.
A McDonald’s Big Mac® has 550
calories.
C
ACADEMIC
TEXTS
ACTIVITY
WRITING THE
CITATION ENTRY
???
Hopkins, D. and Cullen, P. (2007). Cambridge Grammar for IELS with answers; Self-study grammar reference
and practice. Cambridge University Press.

???
???
???
E NGLISH for
READING
ACADEMIC
S
TEXTS
UMMARIZING
P ARAPHRASING
D IRECT QUOTING
SUMMARIZING PARAPHRASING DIRECT QUOTING
Does not match the source Does not match the source Matches the source word
word for word word for word for word
Involves putting the main Involves putting a passage Is usually a short part of
idea(s) into your own from a source into your the text
words, but including only own words
the main point(s)
Presents a broad overview, Changes the words or Cited part appears
so is usually much shorter phrasing of a passage, but between quotation marks
than the original text retains and fully
communicates the original
meaning
Must be attributed to the Must be attributed to the Must be attributed to the
original source original source original source
Summarize when you want Paraphrase when you want Quote directly when you
to avoid or minimize direct to avoid or minimize direct want to begin your
quotation; or use the main quotation; or rewrite the discussion with the
idea of the text and write it author’s words by not author’s stand; or highlight
in your own words changing the message or the author’s expertise in
use your own words to your claim, argument or
state the author’s ideas discussion
E NGLISH for
READING
ACADEMIC
SUMMARY
TEXTS
Plagiarism can be defined as using ideas, data, or any relevant information
of another without giving proper credit or acknowledgement (Standler,
2012).
E NGLISH for
READING
ACADEMIC
PARAPHRASE
TEXTS
According to Standler (2012), plagiarism can occur in small cases, which
happens when small parts of a passage are used without enclosing them
in quotation marks and citing the author. It can also occur in more grave
situations. In these instances, big chunks of the original text are used.
There are changes in the format, but the original author is not attributed to
and the work is claimed as the plagiarist’s own and submitted to comply
with academic requirements or as a part of a material for publication.
E NGLISH for
READING
ACADEMIC
DIRECT QUOTATION
TEXTS
Standler (2012) states that plagiarism can be “the quotation of a sentence
or two, without quotation marks and without a citation (e.g. footnote) to the
true author.” (p. 5).
E NGLISH for
READING
ACADEMIC
TEXTS
W RITING AN ABSTRACT,
PRÈCIS OR SUMMARY
E NGLISH for
READING
ACADEMIC
TEXTS
ABSTRACT, PRÈCIS, SUMMARY OR SYNOPSIS
•These texts aim to precisely condense a larger work to present only the
key ideas.
•They may tell the audience the gist of what has been read, listened to, or
viewed.
•These depend on the expectations of a particular discipline or field.
•Two kinds: Descriptive and Summative
E NGLISH for
READING
ACADEMIC
DESCRIPTIVE ABSTRACTS
TEXTS
•Their purpose is simply to pique the interest of the target audience.
•Publishing companies, libraries and movie catalogues are some
examples.
•They do not give away actual content of the material.
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READING
ACADEMIC
SUMMATIVE ABSTRACTS
TEXTS
•Readily present the key ideas and major findings of the study.
•These are more preferred in the academic setting.
•In research papers is where you can find these kinds of abstract.
•Rationale (20%)
•Research problems (10%)
•Methodology (20%)
•Major findings (40%)
•Conclusion and implications (10%)
E NGLISH for
READING
ACADEMIC
TEXTS
ACTIVITY
SUM IT UP
E NGLISH for
READING
ACADEMIC
TEXTS
E NGLISH for
READING
ACADEMIC
TEXTS
ASSESSMENT
RUBRIC FOR AN ABSTRACT, PRÈCIS OR
SUMMARY
Content (35%)
Organization (25%)
Style (20%)
Grammar and Mechanics (10%)
E NGLISH for
READING
ACADEMIC
TEXTS
RUBRIC FOR AN ABSTRACT, PRÈCIS OR SUMMARY
Legend: VGE – To a very great extent; GE – To a great extent; LE – To a little extent; N – Not at all
VGE GE SE LE N
(5) (4) (3) (2) (1)
CONTENT (35%)
Paper accurately reflects the content of the original text while
incorporating only the key ideas.
Key ideas from the original text are rewarded without compromising
accuracy or content.
Paper incorporates the name of the author and title of the text at the
start of the summary.
The paper is free from personal comments or opinions.
Paper uses appropriate length.
ORGANIZATION (25%)
Paper employs an organizational pattern and structure appropriate for

the genre.
Cohesive devices are effectively used.
Ideas are correctly placed which improves the paper’s organization.
Flow of ideas is smooth and easy to read.
STYLE (20%)
Paper showcases the writer’s voice.
Paper uses a variety of sentence structure.
Paper eliminates sexist language.
Paper uses language appropriate to context.
Paper eliminates wordiness.
GRAMMAR AND MECHANICS (10%)
Grammar is accurate.
Spelling, capitalization, and punctuation are correctly used.
Word choice is appropriate.
Sentence s are well structured.
TOTAL
E NGLISH for
READING
ACADEMIC
TEXTS
Summarize your general evaluation using the table below.
CRITERIA EVALUATION
Good features of the summary
Bad features of the summary
Revisions needed

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E

1D iscuss the content,

2Come up with a session

7. paraphrases/ explains a text using

8. outlines reading texts in various

9. summarizes the content of an

10. writes a précis/abstract/summary

1. Academic writers do not

Academic writers regularly refer to and

2. Use of colloquial expressions and

 Academic writing must be precise and

3. Academic writing uses discipline-

4. Academic writers should avoid short

5. Use of passive voice is more common

However, passive constructions are often used

6. Academic writing uses evidence and

While academic writing is often persuasive,

Text structure refers to how the information within a written text is

 A register can be considered a unique way a speaker uses

 Registers encompass all the ways in which humans communicate

READING ACADEMIC TEXTS requires FOCUS and

Why do I have to write a THESIS STATEMENT?

How do I write a GOOD THESIS STATEMENT?

Which thesis statement is better? ____

Which thesis statement is better? ____

As Shakespeare said in Sonnet 116, “Love is not love/Which

“Everything has beauty, but not everyone can see.” –either

“Everything has beauty, but not everyone can see.” –either

Was reading this from American Journal Experts. “Plagiarism is a form of

To promote scholarly writing.

To help your target audience identify your original source.

China is the largest nation in the

and practice. Cambridge University Press.

Paper employs an organizational pattern and structure appropriate for

Ideas are correctly placed which improves the paper’s organization.

Flow of ideas is smooth and easy to read.

Paper showcases the writer’s voice.

Paper uses a variety of sentence structure.

Paper eliminates sexist language.

Paper uses language appropriate to context.

Paper eliminates wordiness.

GRAMMAR AND MECHANICS (10%)

Spelling, capitalization, and punctuation are correctly used.

Word choice is appropriate.

Sentence s are well structured.

Bad features of the summary

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