ENGLISH FOR ACADEMIC

AND PROFESSIONAL
PURPOSES-12
1st Quarter
Week 1

Development and Quality Assurance Team

Developer: Sharmaine D. Degamo

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

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

Learner’s Tasks

Lesson Overview
Our daily life faces different settings. There are instances that we must deal with our friends,
colleagues, or other individuals whose positions are ahead of us. In these kinds of situations, the use
of language should be considered. When we write academic texts such as research paper and reports,
we must use formal language. But when we are dealing with our friends, we may use colloquial words
for casual conversations.
In this lesson, you will know the aspects of professional and academic language. The ways on
how you use the language depend on the setting, goal, or work that you are into. You will also be
guided as to the language that you will be using facing your friends, teachers, manager, and other
individuals in your life. It will help you appreciate the beauty of language on your daily living.
Nature and Characteristics of an Academic Text
An academic text is a reading material that gives information and contains concepts or
theories. These concepts or theories are connected to the discipline. The following are considered as
academic texts: Research Paper, Conference Paper, Feasibility Study, Thesis/Dissertation, Reviews,
Essay, Academic Journals and Reports.

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

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

Language
 In writing, you should be careful about the language that you are using for the readers to get
the central message of your text. Formal language and the third person point-of-view should
be considered. However, technical use of language is applicable only when your target
audience is a group of people in a specific field. The use of difficult words should be avoided
when your sole reason is for your reader to appreciate your vocabulary.

Citation
 Researching ideas, data or quoted text is advisable in an academic text. Hence, citing sources
in the body of the paper and providing a list of references as either footnotes or endnotes is
Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
1
 very important. It is fundamental to consistently recognize the source of any idea, research
discoveries, information, or cited text that have been utilized in a paper as a safeguard against
charges of plagiarism.

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

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

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

Characteristics Academic Text Non-academic Text

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

Academic Language Definition

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

Importance of Academic Language

 Being proficient in the use of academic language is essential since it results in comprehension
and understanding of the text.
 Students who know how to use and comprehend academic language are more likely to
achieve great things in life in terms of professional growth.

Difference between academic language and social language

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

Academic language

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
2
  It is the vocabulary used in the classroom setting or workplace. The use of academic language
is for the understanding of complex issues and ideas. It should be mastered to avoid
misunderstanding the topic.

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

Social Language Academic Language

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

Characteristics of Academic Language

Formal
The use of language should be formal. It requires clear, precise, and legitimate output which
reflects your capability as an academic writer.
Formality can be achieved through the following ways:
1. Do not use contracted modal forms. Spell out the more expanded term such as using cannot
instead of can’t, do not instead of don’t.
2. Do not use abbreviated words. Use the expanded terms such as, as soon as possible instead of
ASAP.
3. Avoid using two-word verbs such as mess up, instead, use one-word verb such as damage.
4. Avoid using colloquial/ trite/ idiomatic expressions, such as kind of like, as a matter of fact, I
need to go to the John.
Impersonal
Avoid using personal pronouns.
For example:
“It is commonly said that…” instead of “Many of my friends and colleagues say that…”
“Research revealed that…” instead of “I discovered that…”
Precise
The facts must be presented accurately. The choice of words should be appropriate and the
use of technical terms to achieve precision should be applied.
For example:
“70% of the students…” instead of “Most of the students…”
“The autopsy showed that the cause of death was asphyxiation.”
Asphyxiation – is a medical term

Objective

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
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 To avoid biases in academic writing, the written output should be impersonal. It should not
mirror the mere opinion of the writer, but it should be theory-driven ideas. Through this, the data will
be factual.
Objectivity can be achieved by:
1. Avoiding the use of personal pronouns such as you, I and we.
Poor example: You need to conduct the experiment.
Improved version: The researchers need to conduct the experiment.

2. Avoiding rhetorical questions as it marks “closeness” with the reader, and constantly seek his/
her attention.
Poor example: How can these problems be solved?
Improved version: Certain measures must be discovered to solve the problems.

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

Poor example: The investigators were very shocked to see the outcome of the test.
Improved version: The investigators did not expect the results.
Structure
One of the crucial ways of making an academic text is its structure. You need to organize
your idea to deliver the message with no complications, confusions and misunderstandings. It should
be interrelated so that the main message will be easily grasp.

Consider the following examples:

The earthquake caused loss of life.
The earthquake caused massive property damage.
The earthquake changed the landscape of the village.
Redundancy should be avoided. Though these sentences are grammatically correct, it is not
the way how academic text should appear. This will be better by continuing similar ideas which leads
to more complex construction, yet it possesses easy comprehension. Thus, it can be revised in this
manner:
The earthquake was a disaster that caused loss of life, property damage, and
permanent changes in the landscape.

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

Academic Text Non-academic Text

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
4
Activity 2: Time to Evaluate!
Directions: Read the academic texts from various disciplines and evaluate each text using the table
provided. Write your answer on a separate sheet of paper.

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

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

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

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
5
 worked successfully, confirming to Wrigley that the use of premium was an effective sales
tool.

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

A B C D

1. In what discipline could this

text belong to?

2. What type of language does

the article use?

3. Who are the target audience

of the text?

4. Is the text objective or

subjective?

5. What is the purpose of the

text? 7

Activity 3: Across Academic

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

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

A–

C–

A–

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

E –

M–

I –

C-

Formative Assessment
Directions: Read each question carefully and choose the most appropriate answer. Write your
answers in your answer sheet.

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

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

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

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

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

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

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

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

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

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
7
 Answers Key:

Activity 1: Answers may vary.

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

2. What type of Formal Formal Formal Formal

language does the
article use?

3. Who are the target Academia/ Mass Public Mass Public Academia/
audience of the Scholarly Scholarly
text? Audience Audience

4. Is the text Objective Objective Objective Objective

objective or
subjective?
5. What is the To inform To inform To inform To inform
purpose of the (Other related (Other related (Other related (Other related
text? answers) answers) answers) answers)

Activity 3: Answers may vary.

References:

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

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
8
Learner’s Material. English for Academic and Professional Purposes - Reader. First
Edition. Department of Education, 2016.

10

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