WEST PRIME HORIZON INSTITUTE, INC.

V. Sagun cor. M. Roxas St.

San Francisco Dist., Pagadian City

1 | Page
Leads PURPOSES
ENGLISH FOR ACADEMIC AND PROFESIONAL Your Way to Success!
│ MODULE 1
 Name of Student Strand

Module 1

2 | Page
ENGLISH FOR ACADEMIC AND PROFESIONAL PURPOSES │ MODULE 1
 PREFACE
Academic writing is usually seen as a lonely, frightening and serious.
Most of the time, students and even professionals feel disgust when asked to
hand in academic papers. They seem to have a common idea that academic
papers require skills that very few possess.
However, the manner of looking at academic writing has to be changed;
you, students have to see that academic writing is an activity you can enjoy and
can understand. In this module, we hope to make academic writing accessible
to senior high school students and to make students realize that academic
writing is personal and not difficult to make.
This module includes examples and activities to make complicated ideas
simple and relatable. This module introduces you to the world of academic
writing-its definitions, its differences towards other kinds of writing, its
standards and its requirements. It also leads you to the different kinds of
academic papers that are important to academic and professional writing.
This module hopes to help you lay the foundations of your studying
years and beyond and introduces you a way of seeing, a way of thinking and a
way of writing that could help you in the future.

3 | Page
ENGLISH FOR ACADEMIC AND PROFESIONAL PURPOSES │ MODULE 1
Dear student,
Always believe in yourself. You have the ability to do any kind of work whatever it is easy or
tough. So be confident and work hard to get your dream. Good luck!

Our commitment is to all students who come through our doors, without regard to their
academic skill or life’s challenges, offering innovative, high quality instruction and student support
services. I believe that people have the capacity to change and that education can positively
transform individuals, enriching their lives and contributing to our community.

God bless.
#staysafe

Respectfully,
Mr.Abarquez

Instructor’s Info:
JANE BOY C. ABARQUEZ
Mobile nos.:09517935773/09673787838
FB account: Sup La Do
Gmail account: [email protected]

4 | Page
ENGLISH FOR ACADEMIC AND PROFESIONAL PURPOSES │ MODULE 1
5 | Page
ENGLISH FOR ACADEMIC AND PROFESIONAL PURPOSES │ MODULE 1
 Table of Contents

Contents Page Number

Cover Page 1
Preface 2
Teacher’s Letter 2
Table of Contents 3
Subject Outline 4

Module 1 A Glimpse at the World of Writing 5

Introduction
Lesson 1: Nature of Academic Text 7
Lesson 2: Reading Texts Critically 9
Evaluation 13
References 14

6 | Page
ENGLISH FOR ACADEMIC AND PROFESIONAL PURPOSES │ MODULE 1
 Subject Outline
Subject Name Reading Academic Texts
Subject Description This subject involves the development of
communication skills in English for academic and
professional purposes.

Learning Outcomes Achieves Excellence

1. Acquire knowledge of appropriate reading
strategies for a better understanding of academic
texts.
2. Determines the structure of a specific academic
text;
3. Differentiates language used in academic texts
from various disciplines; and

GRADING SYSTEM
Written Works 25%
Performance Tasks 50%
Quarterly Assessment 25%
Total 100%

FIRST QUARTER GRADE

First Quarter Grade = Prelim Grade + Midterm Grade
2

SECOND QUARTER GRADE

Second Quarter Grade = Pre-final Grade + Final Grade
2

FINAL GRADE
Final Grade = First Quarter Grade + Second Quarter Grade
2

Prepared by: Approved by:

Jane Boy C. Abarquez ARIEL S. BINAG

Faculty Acting School President

7 | Page
ENGLISH FOR ACADEMIC AND PROFESIONAL PURPOSES │ MODULE 1
 WEST PRIME HORIZON INSTITUTE, INC.

- Senior High-

Module1 READING ACADEMIC TEXT

Week 1 (4 Hours)
You are now about to start the first lesson of the Week. Read the learning materials
below then complete/answer the given task.

You would probably think that academic

writing is difficult and that is readily accessible. You
seem to have notion or idea that writing in the
academic setting requires a certain kind of skill that
only few have. In a way, you are right, but not quite.

In this lesson will introduce academic writing

to you on how it is different from other kinds of
writing and although it has certain standards, it is a
personal activity that your voice as a writer should
still be in the product of your research and
documentation.

LESSON 1: Structure of Academic Text

LEARNING OUTCOMES:

A. Define academic text;

B. Identify the different type of academic text; and
8 | Page
ENGLISH FOR ACADEMIC AND PROFESIONAL PURPOSES │ MODULE 1
 C. Evaluate different type of academic text.

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

EXAMPLES OF ACADEMIC TEXTS
1. ARTICLES
2. CONFERENCE REPORTS
3. REVIEWS
4. THESIS/ DISSERTATIONS

ARTICLES
⮚ Published scholarly journals. This type of academic text offers results of
research and development that can either impact the academic community or
provide relevance to nation building.
CONFERENCE REPORTS
⮚ These are papers presented in scholastic conferences, and maybe revised as
articles for possible publication in scholarly journals.
REVIEWS
⮚ These provide evaluation or reviews of works published in scholarly journals.
THESES/ DISSERTATIONS
⮚ These are personal researches written by a candidate for a college or university
degree.

STRUCTURE OF ACADEMIC TEXTS

1. Typically formal.
2. Clearly structured introduction.
3. Clearly structured body.
4. Clearly structured conclusion.
5. Information from credible source which in turn, properly cited.
6. Include list of references.

CONTENT AND STYLE OF ACADEMIC TEXTS

1. …state critical questions and issues.
2. …provide facts and evidence from credible source.
3. …use precise and accurate words.
4. …take an objective point-of-view.
5. …list references.
6. ..use hedging or cautious language to tone done claims.

READING GOALS/ PURPOSE OF READING

1. …to better understand an existing idea.
2. …to get ideas that can support a particular writing assignment.
3. …to gain more information.
4. …to identify gaps in existing studies.
5. …to connect new ideas to existing ones.

CRITICAL READING STRATEGIES

3 STAGES OF READING
1. BEFORE READING
2. DURING READING
3. AFTER READING

BEFORE READING
Ask the following questions.
1. Why am I reading this text?
2. What information or pieces of information do I need?
3. What do I want to learn?

9 | Page
ENGLISH FOR ACADEMIC AND PROFESIONAL PURPOSES │ MODULE 1
BEFORE READING
● Determine which type of academic text you are reading.
● Determine and establish your purpose for reading.
● Identify the author’s purpose for writing.
● Infer the main idea or argument of the text based on the title.
● Identify your attitude towards the author and the text.
● State what you already know and what you want to learn.
● Determine the target audience.
● Check the publication date for relevance. (5 year earlier)
● Check the reference list while making sure and consider the correctness of
formatting style.
● Use a concept map or graphic organizer to note your existing ideas and
knowledge on the topic.

DURING READING
ANNOTATE IMPORTANT PART OF THE TEXT.
● Write keywords/phrases in bullet form.
● Write something on the page margin where important information is found.
● Write a brief notes on the margin.
● Write questions on the information you find confusing.
● What you already know about the ideas.
● Write limitations of the author’s arguments.
● Write notes on the reliability of the text.
● Comment on the author’s biases.
● Identify the evidence or supporting arguments presented by the author and
check their validity and relevance.
● Identify the finding and note the appropriateness of the research method used.
● Use concept map or graphic organizers.
● React on the arguments presented in the text.
● Underline important words/phrases.
● Underline or circle meanings or definitions.
● Mark or highlight relevant/essential part of the text.
● Use heading and transition words to identify relationships in the text.
● Create a bank of unfamiliar/technical words.
● Use context clues to define unfamiliar/technical words.
● Determine the main idea.
● Synthesize the author’s arguments at the end of the section/chapter.

Read the following excerpt from the conclusion of Dhiraj et al’s study. To understand
the text better, apply any of the “During Reading” previously discussed.

Given that the influence of mobile technologies on tweeting patterns has been
understudied, we sought to bridge this gap by examining whether tweets from mobile
and web-based sources differ significantly in their linguistic style. We studied 6 weeks
of Tweeter spritzer stream data, containing 235 million tweets. We focused on the
analysis of tweets by source – specifically mobile versus web-based sources by the
time of day. This involved evaluating several categories or subsets in which mobile
sources may be similar to or different from the we sources. We used word lists from
social psychology to test for levels of egocentricity, gender style, emotional content,
and the agency in both mobile and web tweets.
Ultimately, we found that mobile tweets are not only more egocentric in
language than any other group, but that the ratio of egocentric to non-egocentric
tweets is consistently greater for mobile tweets than from non-mobile sources. We did
not find that mobile tweets were particularly gendered. Regardless of platform, tweets
tendered to employ words traditionally associated as masculine. We did find that
negative language is used more frequently by mobile users at any point of time, a
finding that would benefit from further research. The ratio of negative to positive
unigrams was also found to be consistently greater for mobile tweets than web tweets.
Lastly, we did not find that mobile-based tweets are more agentic than web-based
tweets. Rather, both platforms tended to employ language that was associated with
communal behaviour.

10 | Page
ENGLISH FOR ACADEMIC AND PROFESIONAL PURPOSES │ MODULE 1
AFTER READING
● Reflect on what you learned.
● React on some part through writing.
● Discuss some parts with your teacher or classmate/s.
● Link the main idea of the text to what you already know.

OTHER READING STRATEGIES SQ3R

● SURVEY
● QUESTION
● READ
● RECITE
● REVIEW

SURVEY
⮚ Skim the text.
⮚ Check the headings, tables, diagrams, or figures presented in the text.
⮚ Read the first few and last sentence of the text to determine the key
information.
⮚ Get a feel of the text.
QUESTION
⮚ Annotate the headings with your questions.
⮚ Develop questions on the types of the information you expect from the text.
READ
⮚ Look for answers to your questions as you read.
⮚ Stop and slow if the passage is not clear.
⮚ Make sure to proceed reading only when already understand the previous texts.
RECITE
⮚ Recount the main points of the text.
⮚ Recall by writing a summary or synthesize based on what you understand on
the text.
⮚ Highlight or underline the important points you read.
REVIEW
⮚ After finishing the text, go back and re-read the questions you wrote and see if
you can answer them; if not, refresh your memory.
⮚ Evaluate what you learned to ensure that you are convinced and satisfied with
the information presented in the text.

Reference:

https://www.slideshare.net/JojoTahimic/structure-of-academic-text-before-during-
and-after-reading?qid=75c41cfa-95e5-4ad7-8f59-
b5219f339d97&v=&b=&from_search=2

LESSON 2: Language of Academic Text

11 | Page
ENGLISH FOR ACADEMIC AND PROFESIONAL PURPOSES │ MODULE 1
LEARNING OUTCOMES:

a. Discuss the main languages use in academic text

b. Appreciate the use of main languages in academic text

Eight Main Language of Academic Texts

COMPLEX
⮚ Written language has longer words, it is lexically denser and it has a more
varied vocabulary.
⮚ Written texts are shorter and the language has more grammatical complexity,
including more subordinate clauses and more passives.
FORMAL
⮚ Academic writing is relatively formal.
⮚ In general, this means that you should AVOID:
a) colloquial words and expressions: stuff, a lot, thing
b) abbreviated forms: can’t, doesn’t, shouldn’t
c) two-word verbs: put off, bring up
d) d. subheadings, numbering, and bullet points
e) e. asking questions
The question of what constitutes “language proficiency” and the nature of its cross-
lingual dimensions is also at the core of many hotly debated issues in the areas of
bilingual education and second language pedagogy and testing. Research have
suggested ways of making second language teaching and testing more
“communicative” ( e.g., Canale and Swain, 1980; Oller, 1979b) on the grounds that a
communicative approach better reflects the nature of language proficiency than one
which emphasizes the acquisition of discrete language skills.

We don’t really know what language proficiency is, but many people have talked
about it for a long time. Some researchers have tried to find ways for us to make
teaching and testing more communicative because that is how language works. I think
that language is something we use for communicating, not an object for us to study
and we remember that when we teach and test it.

Which is more objective?

b. In general, avoid words like I, me, myself
⮚ “You can A reader will normally assume that any idea not referenced is your
own.
⮚ It is, therefore, unnecessary to make this explicit.
Don’t write: In my opinion, this is a very interesting study.
Write: This is a very interesting study.
⮚ Avoid “you to refer to the reader or people in general.”
Don’t write “you can easily forget how different life was 50 years ago.”
Write: “It is easy to forget how difficult life was 50 years ago.”
c. Examples
▪ Clearly, this was far less true of France than…
▪ This is where the disagreements and controversies begin…
▪ The data indicates that…
▪ This is not a view shared by everyone; Jones, for example, claims that…
▪ …very few people would claim
▪ It is worthwhile at this stage to consider…
▪ Of course, more concrete evidence is needed before…
▪ several possibilities emerge…
▪ A common solution is…

PRECISE

12 | Page
ENGLISH FOR ACADEMIC AND PROFESIONAL PURPOSES │ MODULE 1
 ⮚ Facts are given accurately and precisely
OBJECTIVE
⮚ objective rather than personal
⮚ has fewer words that refer to the writer or the reader
⮚ main emphasis should be on the information that you want to give and the
arguments you want to make, rather than you
EXPLICIT
⮚ it is the responsibility of the writer in English to make it clear to the reader how
the various parts of the text are related
⮚ Academic writing is explicit about the relationships in the text.
⮚ Furthermore, it is the responsibility of the writer in English to make clear to the
reader how the various parts of the text are related.
⮚ These connections can be made explicit by the use of different signalling words.
⮚ Academic writing is explicit in several ways.
⮚ It is explicit in its signposting of the organization of the ideas in the text.
⮚ As a writer of academic English, it is your responsibility to make it clear to your
reader how various parts of the text are related.
⮚ These connections can be made by the use of different signalling words.

a. For example, if you want to tell your reader that your line of argument is going to
change, make it clear.
The Bristol 167 was to be Britain’s great new advance on American types
such as the Lockheed Constellation and Douglas DC-6, which did not have the
range to fly the Atlantic non-stop. It was also to be the largest aircraft ever built
in Britain. However, even by the end of the war, the design had run into serious
difficulties.
b. If you think that one sentence gives reasons for something in another sentence,
make it explicit.

While an earlier generation of writers had noted this feature of the

period, it was not until the recent work of Cairncross that the significance of
this outflow was realized. Partly this was because the current account deficit
appears much smaller in current ( 1980s ) data than it was thought to be by
contemporaries.

c. If you think two ideas are almost the same, say so.
Marx referred throughout his work to other systems than the capitalist
system, especially those which he knew from the history of Europe to have
preceded capitalism; systems such as feudalism, where the relation of
production was characterized by the personal relation of the feudal lord and his
serf and a relation of subordination which came from the lord’s control of the
land. Similarly, Marx was interested in slavery and in the classical Indian and
Chinese social systems, or in those systems where the ties of local community
are all important.

d. If you intend your sentence to give extra information, make it clear.

He is born into a family, he marries into a family, and he becomes the
husband and father of his own family. In addition, he has a definite place of
origin and more relatives than he knows what to do with, and he receives a
rudimentary education at the Canadian Mission School.

e. If you are giving examples, do it explicitly.

This has sometimes led to disputes between religious and secular clergy,
between orders and bishops. For example, in the Northern context, the previous
bishop of Down and Connor, Dr. Philibin, refused for most of his period of
leadership in Belfast to have Jesuits visiting or residing in his diocese.

ACCURATE
⮚ most subjects have words with narrow specific meaningsυ uses vocabulary
accurately
▪ Academic writing uses vocabulary accurately.

13 | Page
ENGLISH FOR ACADEMIC AND PROFESIONAL PURPOSES │ MODULE 1
 ▪ Most subjects have words with narrow specific meanings.
▪ In academic writing, you need to be accurate in your use of vocabulary.
▪ Do not confuse, for example, “phonetics” and “phonology” or “grammar” with
“syntax.”
▪ Choose the correct word, for example, “meeting,” “assembly,” “gathering,” or
“conference.”
▪ Or from: “money,” “cash,” “currency,” “capital,” or “funds”

HEDGING
⮚ it is necessary to make decisions about your stance on a particular subject, or
the strength of the claims you are making
⮚ In any kind of academic writing you do, it is necessary to make decisions about
your stance on a particular subject or the strength of the claims you are
making. ▪ Different subjects prefer to do this in different ways. ▪ A technique
common in certain kinds of academic writing is known by linguists as a
“hedge.”
⮚  It is often believed that academic writing, particularly scientific writing, is
factual, simply to convey facts and information.
⮚ However, it is now recognized that an important feature of academic writing is
the concept of cautious language, often called “hedging” or “vague language.”
⮚ Language used in hedging:
Introductory Verbs
▪ seem ▪ appear to ▪ doubt
▪ tend be ▪ be sure
▪ look like ▪ think ▪ indicate
▪ believe ▪ suggest
⮚ Certain Lexical Verbs
▪ believe ▪ assume ▪ suggest
⮚ Certain Modal Verbs
▪ will ▪ would ▪ might
▪ must ▪ may ▪ could
⮚ Adverbs of Frequency
▪ often ▪ sometimes ▪ usually
⮚ Modal Adverbs
▪ certainly ▪ probably ▪ conceivabl
▪ definitely ▪ possibly y
▪ clearly ▪ perhaps
⮚ Modal Adjectives
▪ certain ▪ clear ▪ possible
▪ definite ▪ probable
⮚ Modal Nouns
▪ assumption ▪ probability
▪ possibility
⮚ That clauses
▪ It could be the case that ▪ There is every hope that
▪ It might be suggested that
⮚ To clause + adjective
▪ It may be possible to ▪ It is important to develop
obtain ▪ It is useful to study

EXAMPLES ▪ Compare the following.

1. A. It may be said that the commitment to some of the social and
economic concepts was less strong than it is now.
B. The commitment to some of the social and economic concepts was
less strong than it is now.
⮚ 2. A. The lives they chose may seem overly ascetic and self-denying to most
women today.
B. The lives they chose seem overly ascetic and self- denying to most
women today.
⮚ 3. A. Nowadays, the urinary symptoms seem to be of a lesser order.
B. Nowadays, the urinary symptoms are of a lesser order.

14 | Page
ENGLISH FOR ACADEMIC AND PROFESIONAL PURPOSES │ MODULE 1
 ⮚ 4. A. There are certainly cases where this would seem to have been the only
possible method of transmission.
B. There are cases where this would have been the only possible method
of transmission.
⮚ 5. A. Weismann suggested that animals become old because, if they do not,
there could be no successive replacement of individuals and, hence, no
evolution.
B. Weismann proved that animals become old because, if they do not,
there could be no successive replacement of individuals and, hence, no
evolution.

RESPONSIBLE
⮚ You must be responsible for, and must be able to provide evidence and
justification for, any claims you make.
⮚ You are also responsible for demonstrating an understanding of any source
texts you use

REFERENCES:

MISS EAP, 2016 These are some of the topics from English for Academic Purposes
Retrieved: https://www.slideshare.net/pokray/structure-and-features-of-academic-
text

Gian Romano, 2016 The language of academic writing

Retrieved: https://www.slideshare.net/Gian_romano/the-language-of-academic-
writing

Date of Submission: August 29, 2020

I hope that the discussion above helps provide you with a more workable road

END OF1.
map that you can use to understand what we mean when we talk about English

MODULE
for Academic and Professional Proposes. ☺

15 | Page
ENGLISH FOR ACADEMIC AND PROFESIONAL PURPOSES │ MODULE 1