What I Know
Test I.
Characteristics Academic Text Non-Academic Text
Audience
Purpose
Structure
Language
Style
Source of content
Examples
What’s In
A. Direction: Read the passages below. Then, identify whether each passage can be
academic text or non-academic text. Write A if it is academic and N if it is non-academic.
1. Some educators suggest that the distinction between conversational and academic language is
somewhat arbitrary and that it is the situation, community, or context that is either predominantly
social or academic.
2. The current study showed that COVID-19 pandemic lockdown affected the academic
performance of most participants with varying degrees.
3. In his reverie he remembers how nature marked the season it happened.
4. I believe they are the first and last and the closest things I have to say about my own life.
5. The current study showed that the most popular device that students used to access the online
materials was the smart phone followed by laptop, while the least used tool was the personal
computer.
What’s New
Direction: Read and answer the questions below. Write your answers on a separated sheet of
paper.
1. What is the easiest writing assignment you have done so far?
2. How about the most difficult writing assignment you have done?
3. Based on your answer, what do you think is academic writing and its differences from
other kinds of writing?
What’s More
Instruction: Write TRUE is the statement is correct and FALSE if is not.
1. Students who master academic language are more likely to be successful in academic and
professional settings.
2. An academic text makes use of complex jargons to promote a higher level of comprehension.
3. Academic text uses words which tones up claims expressing certainty.
4. Both academic and non-academic texts can be used to inform.
5. The language used in academic texts should be conversational.
6. In reading an academic text, it helps acquire new information.
7. An academic text needs less concentration and focus because the terms are simple.
8. It is in academic text that issues are stated to provoke information discussion.
9. A magazine is an academic text.
10. Academic language should be objective, precise, impersonal, and formal.
What I Have Learned
Getting Deeper!
Lesson:
What I want to say about the lesson:
What I found out:
What I Can Do
Test 1. Instructions: Using the criteria given, evaluate the language of the following sample
academic texts from various disciplines. Write your answers on a separate sheet required by the
teacher.
A. This essay intends to investigate whether there is a causal relationship between music
listened to and the mood of individuals. Additionally, it will seek to explore whether this
relationship is used in advertising to encourage people to spend money.
B. This essay intends to investigate whether there is a causal relationship between music
listened to and the mood of individuals. Additionally, it will seek to explore whether this
relationship is used in advertising to encourage people to spend money.
C. This essay intends to investigate whether there is a causal relationship between music
listened to and the mood of individuals. Additionally, it will seek to explore whether this
relationship is used in advertising to encourage people to spend money.
D. This essay is focused on investigating the photo tactic responses of three different species
of fish that occupy different areas of an aquarium: danios (Danio rerio), which group near
the surface of the water, black skirt tetra (Gymnocorymbus ternetzi), which swim in the
middle of the tank, and kuhli loach (Pangio kuhlii), which swim near the bottom of the
tank. It is anticipated that they will respond differently to light according to their niche
with the tank.
E. This essay is focused on investigating the photo tactic responses of three different species
of fish that occupy different areas of an aquarium: danios (Danio rerio), which group near
the surface of the water, black skirt tetra (Gymnocorymbus ternetzi), which swim in the
middle of the tank, and kuhli loach (Pangio kuhlii), which swim near the bottom of the
tank. It is anticipated that they will respond differently to light according to their niche
with the tank.
Characteristic of Academic
A B C D E
Language
Does the text use formal language?
(Yes/No)
Is the language impersonal?
(Yes/No)
Are the choice of words appropriate
for an academic text? (Yes/No)
Does the text use technical terms?
(If yes, write 1 term found in the
text/No)
Is the academic text objective?
(Yes/If No, write 2 phrases that
indicate subjectivity)
Test II. Instructions: Using the Venn diagram, compare and contrast the characteristics of
academic texts from non-academic text.
ACADEMIC TEXT NON-ACADEMIC TEXT
What’s In
Activity 1. Direction: Match the informal vocabulary in the list below with the more appropriate
formal options from the box.
Revise, review Commence, initiate, undertake Solve, repair, amend
Confirm, determine Satisfactorily, positive, favorable Consider, monitor, analyze
Somewhat, fairly Demonstrate, indicate, illustrate A great deal of, many
Reasonable
1. Go over – 6. A lot of –
2. Show – 7. A bit –
3. Begin – 8. Fix –
4. Good – 9. Make sure –
5. Look at – 10. Quite good –
What’s New
Activity 2. Direction: Classify the signal words given below based on how they are used. Write
your answers on a separate sheet of paper.
Since because However For instance
Such as Although So that Important
powerful Due to finally Later
Narrative Sequence Cause & Problem & Compare & Definition or
Effect Solution Contrast Description
What’s More
Activity 3. Direction: Identify the text structure based on the given statement. Write your
answers on a separate sheet.
1. This text structure is “how are things in the text similar or different.”
2. The text structure that discusses what is specifically being described.
3. The text structure that is written in a style that tells what happened ang why it happens.
4. This text structure tells what the conflict is, or problem, and how it was solved.
5. The text structure that shows events taking place over time or gives steps is…
6. “Similar, same, alike, both, on the other hand, instead” are signal words for…
7. Before putting the model car together, we gathered our supplies. Then we were able to read
and follow the directions. Before long, our car was done.
8. Which type of text structure answers the question of what happened and why?
9. Which type of text structure shows how two or more things are alike and different?
10. The sentence structure that narrates a story.
Activity 4. Direction: Read the passages and determine what sentence structure is used. Choose
your answer from the list of words below. Write only the letter of your choice. You may use a
separate sheet in writing your answers.
a. Narrative d. Descriptive
b. Chronological/Sequence e. Problem-Solution
c. Cause-Effect f. Compare-Contrast
1. There are two popular sports played at Milton, basketball, and volleyball. Both take place
inside of the gym at Milton. Also, each sport has two teams of people. In basketball, however,
the ball can be played off the floor, and in volleyball, the ball cannot touch the floor, or it is out
of play. Basketball and volleyball are popular sports at Milton. What text structure is this?
2. Lots of students fail classes. Some students fail because the work is too hard for them. Other
times they may fail because they are lazy, and don’t do any work. Another reason why students
may fail is if they don’t go to school. If you’re not in class, you may miss a lot. Many students
fail classes every quarter. What text structure is this?
3. Dr. Knapp doesn’t want people to sit back and let the toad vanish. He believes that everyone is
responsible for restoring the toad species. Dr. Knapp thinks we could help restore the toad
population if we stop mowing parts of our lawns and let the grass grow wild to reserve space for
the toad. He also believes we need to stop using pesticides and fertilizers. The chemicals kill the
insects that toads eat. If we preserve some spaces in our lawns and stop using fertilizers, Dr.
Knapp believes we can save the toads. What text structure is this?
4. Devers experienced the highlight of any sprinter’s career, as she stood on the huge platform in
the giant stadium and received an Olympic gold medal. Eighteen months earlier she wasn’t
thinking about running. She was hoping that she would be able to walk again. Just four years
earlier, in the summer of 1988, as Devers was training for the Olympic Games, to be held in
Seoul, South Korea, she began to feel very tired all the time and failed to make the Olympic
finals. What text structure is this?
5. The Eiffel Tower is divided into three sections. I. The lowest section of the tower contains the
entrance, a gift shop, and a restaurant. II. The middle section of the tower consists of stairs and
elevators that lead to the top. III. The top section of the tower includes an observation deck with
a spectacular view of Paris.
What I Have Learned
Getting Deeper!
Lesson:
What I want to say about the lesson:
What I found out:
What I Can Do
Activity 5. Direction: Write an essay about your experience during COVID – 19 pandemic
using a specific text structure of your choice. Use a separate sheet of paper.
What’s In
Activity 1. Direction: Match the group of words in Column A to their meanings in Column B.
Write only the letter of your choice. Use a separate sheet in writing your answers.
Column A Column B
1. Compare – Contrast : a. Explains how to do it or how it happens
2. Cause – Effect : b. Specifies only the consequences of the
3. Sequence : action
4. Problem – Solution : c. Shows what is in common and what is
5. Descriptive : different
6. Narrative : d. Give the reader a mental picture
e. Narrates a story or an event
Activity 2. Direction: Try to recall one of the f. presents the action and its result
novels or short stories you discussed in one of g. suggests appropriate actions to address
your previous classes in English; choose one certain issue
selection out of the several you tackled
throughout your school life. Then, on a separate sheet of paper, try to rewrite the story using your
own words.
What’s More
Activity 3. Direction: Read the text below. Write a 3-5 sentence summary of the following text
using any of the techniques mentioned above. Use a separate sheet in writing your summary.
Understanding Calories
(1) A calorie, also known as kilocalorie, is a unit of energy. This unit represents the energy
required to heat a kilogram of water on degree Celsius. While people generally link the term
calorie with food, it is a unit of measurement that can be applied to any substance possessing
energy. For instance, there are 8200 calories in a litter (about one quart) of gasoline.
(2) Calories describe the potential energy in food to maintain bodily functions, grow or repair
tissue, and perform mechanical work such as exercise. Food calories may take the form of fat,
carbohydrates, or proteins. Once consumed, enzymes act on these nutrients through metabolic
processes and break them into their perspective categories of fatty acids, glucose, and amino
acids. These molecules travel through the blood stream to specific cells where they are absorbed
for immediate use or sent on to the final stage of metabolism where they release their stored
energy through the process of oxidation.
(3) 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 500calories per hour swimming or playing basketball. However, this same
person would burn an estimated 200 walking or playing table tennis. In order 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.
What I Have Learned
Getting Deeper!
Lesson:
What I want to say about the lesson:
What I found out:
What I Can Do
Activity 4. Direction: In a paragraph, summarize your personal experiences during the
COVID19 pandemic. Use a technique the best fits the nature of the summary you are writing.
Assessment
Test I. Direction: Read the text entitled “From the Autopsy Surgeon’s Report” and answer
the questions that follow. Write your answers on a separated sheet.
From the Autopsy Surgeon’s Report
Death occurred from the effects of asphyxia, cerebral anemia, and shock. The victim’s hair was
used for the constriction ligature. Local marks of the ligature were readily discernible: there were
some abrasions and a slight ecchymosis in the skin. But I found no obvious lesion in the blood
vessels of the neck. Cyanosis of the head was very slight and there were no pronounced
hemorrhages in the galea of the scalp. I should judge that very great compression was affected
almost immediately, with compression of the arteries as well as of the vein, and that the superior
laryngeal nerve was traumatized in the effect of throwing the victim into profound shock… The
lungs revealed cyanosis, congestion, over aeration, and subpleural petechial hemorrhages…
1. What does the author want to convey to the readers?
2. How does the author present his ideas?
3. What are the signal words used in the text?
4. How do the signal words helped in organizing the author’s ideas?
Test II. Direction: From the same reading text above, titled “From the Autopsy Surgeon’s
Report”, write a 2-3 sentences summary using any technique of your choice. Use a separate sheet
of paper.
Additional Activities
Test I. Direction: Read the following sentence from a student’s essay:
1. Articles on women’s sports were placed on the left page and often at the bottom,
which is a place skipped by many readers.
Which two sentences below express the same idea using more formal language?
a. Articles on women’s sports were placed on the left page and often at the bottom, which is an
area most readers jump over.
b. Articles on women’s sports were placed on the left page and often at the bottom, which is a
less prominent position.
c. Articles on women’s sports were placed on the left page and often at the bottom, which is an
area often overlooked by readers.
