11/12

ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES

Quarter 1 – Module 1:
Reading Academic Texts
English for Academic and Professional Purposes – Grade 11/12
Alternative Delivery Mode
Quarter 1 – Module 1: Reading Academic Texts

First Edition, 2020

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 11/12

English for
Academic and
Professional
Purposes
Quarter 1 – Module 1:

Reading Academic Texts

Introductory Message
For the facilitator:

Welcome to the English for Academic and Professional Purposes 11/12 Alternative
Delivery Mode (ADM) Module on Reading Academic Texts!

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 assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the English for Academic and Professional Purposes 11/12 Alternative
Delivery Mode (ADM) Module on Reading Academic Texts !

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

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:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More 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.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key 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 instruction 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!

General Instruction: Please write your answers on a separate sheet

of paper, remember that you are not allowed to write anything on this module.

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 What I Need to Know

This module is geared towards the fulfillment of the general objective of the course
which is your acquisition of appropriate reading strategies for a better
understanding of academic texts, understand the principles and uses of a reaction
paper/ review/ critique, understand the principles and uses of a concept paper.
After the acquisition of such strategies, principles and uses of the different academic
and professional texts, you are expected to craft an example for each kind of paper.

The module is divided into two lessons, namely:

 Lesson 1 – Structure of Academic Texts
 Lesson 2 – Language used in academic texts from various disciplines
This module was designed and written with you in mind. This module allows you to
gain knowledge about how academic texts are structured to help you enhance your
skills in reading academic texts. There are selections in this module that will help
you in grasping the ideas presented. Activities are also provided to provide you
practice in this particular topic.

After going through this module, you are expected to:

1. Explain the structure of the academic text read;
2. Compare the structure of the given reading selections;
3. Create an introduction of an essay; and
4. Demonstrate self—confidence in accomplishing tasks
5. Identify the hedging expressions or cautious language used in academic texts;
6. Evaluate and explain the kind of language used in an academic text; and
7. Perform honestly the tasks assigned

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 What I Know

Multiple choice: Choose the letter of your answer.

1. It is the part of the academic text that usually states the thesis statement.
a. Conclusion b. Introduction c. Body
2. It is the part of the academic text that functions as a restatement of the
main arguments and facts presented in the text.
a. Introduction b. Body c. Conclusion
3. These texts are considered as formal texts.
a. Novels b. Academic texts c. Literary Texts
4. This part of academic text includes the paper’s argument and supporting
idea and details.
a. Introduction b. Body c. Conclusion
5. Academic texts have the following structure:
a. Introduction, Thesis statement, Conclusion
b. Introduction, Body, Conclusion
c. Introduction, Body, Arguments

Lesson

1 Structure of Academic Texts

What’s In

Directions: Two different reading selection will be given. Your task is to write down
your observation as to how these selections were structured. Put your observations
in the table provided

First, A Poem Must Be Magical Importance of Education

By Jose Garcia Villa

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 First, A Poem Must Be Magical
By Jose Garcia Villa

First, a poem must be magical,

Then musical as a seagull.
It must be a brightness moving
And hold secret a bird’s flowering
It must be slender as a bell,
And it must hold fire as well.
It must have the wisdom of bows
And it must kneel like a rose.
It must be able to hear
The luminance of dove and deer.
It must be able to hide
What it seeks, like a bride.
And over all I would like to hover
God, smiling from the poem’s cover.

__________________________________________________________________________________

Importance of Education

Education is a process that involves the transfer of knowledge, habits and skills from
one generation to another through teaching, research and training. It can be in a formal or
informal setting. Formal education involves institutionalized learning based on a curriculum.
In today’s society, education and learning play an indispensable role in shaping the lives of
individuals and the society at large. The most effective way of boosting economic growth,
reducing poverty and improving people’s health is by investing in education.
Human labor is essential for economic growth. A highly educated labor force further
stimulates economic growth. Additionally, a highly educated labor force can easily adapt to
new working environments and conditions. In view of that, it is evident that education serves
as the driving force for innovation of new products and services. Educated workers exchange
ideas in the work place and come up with new ideas that help in the growth of the economy.
Education reduces poverty in a number of ways. One way is by creating employment
opportunities for educated people. Through employment, one is able to afford a decent living.
Education helps to increase economic security, create income opportunities and improve
livelihoods of the economical disadvantaged by providing sustainable environmental
management mechanisms. Education further alleviates poverty through skills acquired in the
learning process. Skills such as carpentry, plumbing and masonry are relevant in non-formal
economies. One can acquire these skills through technical and vocational training.
Educated people are health conscious and live longer than their counterparts because
they engage in healthy habits such as eating a balanced diet, exercising regularly and going for

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medical check ups. By investing in education, one will also be investing in their health.
Education serves to create room for technological advancements in the field of medicine and
agriculture. Advanced technology used for conducting surgery has replaced traditional
methods. This has seen an improvement in people’s general health and an increased life
expectancy. Most developing countries have a low life expectancy compared to developed
countries. This can be attributed to high illiteracy levels present in developing countries. This
translates to poor health and poor eating habits.
In conclusion, education is the only means of alleviating poverty, improving people’s
health and increasing economic growth. Improving literacy levels in marginalized societies
will go a long way in improving human living standards.

What’s New

1. What are your primary observations with regards to the structure of the two
selections?

2. Why are these selections written in the different structures?

3. Based on your analysis and understanding of the two selections, which of the
two can be classified as an academic text? Explain the structure of this text.

What is It

Academic texts are considered formal texts. They are structured in a way that
main idea, arguments and supporting details are presented in a logical and coherent
manner so that the flow of idea from its introduction to its conclusion is clear.
Academic texts have the same structure with that of essays. They have an
introduction, body and conclusion. These three important parts comprises an
academic text.

Introduction- it provides the context or background of the paper or the argument.

Usually the thesis statement of the text is written in the last part of the introduction.
It is also the part of the text where it introduces the theoretical perspectives and
terminologies that will be used in the text. An explanation on how the writing will be
organized can also be found in the introductory part of the paper.
Body– it is where the essay’s or the paper’s argument and supporting idea and details
are presented. Also, cited results and ideas from previous researches and books are
also discussed in this part. This part usually contains the most number of
paragraphs in the text.

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Conclusion– this part should not contain any new facts or idea because this section
of the text functions as a brief restatement of the main arguments and facts
presented in the text.

Clearly, the structure of an academic text is different from how literary texts
are written. Academic texts require supporting data and information from credible
sources which in turn, must be given a proper citation in the paper. With this, an
academic text includes a list of references.

What’s More

Arrange the following paragraphs by determining the introduction, body and

conclusion. Re-arrange and re-write the paragraphs according to your answer. And
indicate numbers 1-4.
Globalization and Development

_____Globalization and Development can contribute to the advancement of the overall

international human condition; however, the delegation of Romania recognizes that
without proper regulation the potential for advancement will remain limited to an
elite few individuals, businesses, and nations. Unless checked and aimed toward the
common good, globalization cannot effectively serve the global community. Crucial
in dealing with the complexities of globalization, good governance must act with
solidarity and responsibility. Romania believes that in involving people in
globalization we must promote moral values, democratic principals, inclusive global
political culture, institutions that safeguard both individual civil rights and inherent
freedoms, and the common good. In addition, coping with the influx of information
from globalization governments must act with solidarity and insight. Access to digital
education will undoubtedly result in the confidence of citizens in their respective
administrations and allow for a greater degree of transparency, and therefore a lesser
degree of corruption.

______Romania is party to the majority of multilateral treaties and conventions

identified as such by the Secretary General in the context of the Millennium Summit
in 2001. Romania has always supported innovative and effective ways of establishing
cooperation within and between regional organizations. As one of the newest
members of the European Union, Romania is an active member of the World Trade
Organization, and looks forward to offering its support to the redirection of
globalization to best benefit the global community.

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______In the past two decades the rapidly growing world trend has been toward
globalization. With the emergence of the internet as a means of communication and
the increasing accessibility of international trade physical barriers are not the only
barriers withering away. Protective tariffs are plummeting and free trade agreements
are becoming more prevalent. Romania appreciates that globalization creates
favorable situations for expansion of commercial as well as economic assets. In the
past year Romania has seen a foreign direct investment (FDI) increase of 199%.
Inward FDI increased from EURO 234 million in 2005 to EURO 699 million in 2006.
However, Romania realizes that increased globalization does not automatically
produce more equality.
_____Romania believes the multinational business community has the ability and
the obligation to support pertinent values in human rights, labor standards, and
environmental preservation. As stated by the president, Mr. Traion Basescu,
Romania feels a "heartfelt attachment to multilateralism, as an effective instrument
designed to identify the adequate answers to the challenges brought by
globalization."

What I Have Learned

Complete the statement below by providing your reason about how the academic text
structure differs from literary texts or other non-academic selections or articles.
Write your answer on a separate sheet.

Academic texts differ their structure from literary texts primarily because of
_________________________________________________________________________________.

What I Can Do

Now that you already know the structure of an academic text, you will be
tasked to read an academic text and identify its parts by writing it on a
separate sheet of paper.

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 Assessment

Indicate using a check mark ( ⁄ ) if you would agree to the following statements about the
structure of academic texts.

___1. Academic texts are written in formal structures.

___2. Structure of an academic text depends on its theme/ topic.

___3. An academic text has an introduction, body and conclusion.

___4. A thesis statement is necessary in academic texts.

___5. An academic text does not necessarily need to include a list of references.

___6. Poetry has the same text structure with that of the academic texts.

___7. The introduction of an academic text provides the context of the argument.

___8. In the body of an academic text, arguments, ideas and results are developed and
discussed.

CONGRATULATIONS!!!
You can now proceed to our next lesson…..

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 12
What’s more What’s new What have I
learned
1. 2 Answers may vary
2. 4 Answers may vary
3. 1
4. 3
What I know Assessment
1. B 1. /
What I can What's In
2. C 2.
3. B 3. / do Answers may
4. B 4. / vary
Answers may
5. B 5.
vary
6.
7.
8. /
Answer Key
 What I Know

TRUE or FALSE. Identify which of the statements expresses truth, and which do
not. Simply write letter T if the statement is True, if not, write letter F.
1. Academic texts do not necessarily make use of specific type or form of language.
2. Academic text writers need to be knowledgeable on how to utilize hedging
expressions.
3. Academic texts utilize informal language and expressions.
4. Hedging expressions allow the writer to make a stand on a particular argument.
5. The use of informal language in an academic text may lose the text’s credibility,
and the writer’s authority in his claim or stand.

Language used in academic

Lesson
texts in various disciplines
2

What’s In

Instruction: Read an excerpt from the selection “The Brief History of English” by
Paul Roberts. Then, answer the questions below.
The Brief History of English
Paul Roberts
No understanding of the English language can be very satisfactory without the
notice of the history of the language. But we have to make do with just a notion. The history
of English is long and complicated, and we can only hit the high spots.
The history of our language begins a little after 600 C.E. Everything before that was
pre-history, which means that we can guess at it but can’t prove much. For a thousand

13
years or so before the birth of Christ, our linguistic ancestors were savage wandering
through the forest of Northern Europe. Their language was part of the Germanic branch of
the Indo-European family.
At the time of the Roman Empire-say, from the beginning of the Christian era to
around 400 C.E/- the speakers of what was to become English were scattered along the
north coast of Europe. They spoke a dialect of Low German. More exactly, they spoke
several different dialects, since they were several different tribes. The names given to the
tribe who got to English are Angles, Saxons, and Jutes. For convenience, we can refer to
them as Anglo– Saxons.
Their first contact with civilization was a rather thin acquaintance with the Roman
Empire on whose borders they lived. Probably some of the Anglo-Saxons wondered into the
empire occasionally, and certainly Roman merchants and traders travelled among the
tribes. At any rate, this period saw the first if our so many borrowing from Latin. Such words
as kettle, wine, cheese, butter, cheap, plum, gem, bishop, church were borrowed at this
times. They show of the relationships of the Anglo-Saxons with the Romans. The Anglo-
Saxons were learning, getting their first taste of civilization.
In the fourth century, troubles multiplied for the Romans in Britain. Not only did the
untamed tribes of Scotland and Whales grow more and more restive, but also the Anglo-
Saxons began to make pirate raids on the eastern coast. Furthermore, there was growing
difficulty everywhere in the Empire, and the legions in Britain were siphoned off to fight
elsewhere. Finally, in 410 C.E. the last Roman ruler in England, bent on becoming the
emperor, left the island and took the last legions with him. The Celts were left in possession
of Britain but almost defenseless against the impending Anglo-Saxons attack.
We don’t know, however, that the Angles, Saxons, and Jutes were long time
securing themselves in England. Fighting went on for as long as a hundred years before
the Celts in Celts were all killed, driven into Wales, or reduced to slavery. This is the period
of King Arthur, who was not entirely mythological. He was a Romanized Celt, a general,
though probably not a king. He had some success against the Anglo-Saxons, but it was
only temporary. By 550 or so the Anglo-Saxon were finally established, English was in
England.
All this is pre– history so far as the language is concerned. We have no record of
the English language until after 600, when the Anglo-Saxon were converted to Christianity
and learned the Latin alphabets.
The conversion began, to be precise in 597 within thirty to forty years. The
conversion was a great advance for the Anglo-Saxons, not only of the spiritual benefits but
also because it re-established contact with what remained of Roman civilization. The
civilization didn’t amount to much in the year 600, but it was certainly, superior to anything
in England up to the time.
The history of English since 1700 is filled with many movements and counter
movements, of which we can notice only a couple. One of this is the vigorous attempt made

14
in the eighteenth century, and rather the half-hearted attempts made since, to regulate
and control the English language. Many people of the eighteenth century, not
understanding very well the forces which govern the language, proposed to polish and
prune and restrict English, which they felt was proliferating too wildly. There was much talk
on an academy which would rule on what people could and could not say and write. The
academy never came into being, but the eighteenth century did succeed in establishing
certain attitudes which, though they haven’t had much effect on the development of the
language itself, have certainly changed the native speaker’s feeling about the language.

What can you say about the language used in the selection? Did you find it
easy to understand the text based on its language used? Why or why not?

What’s New

1. What kind of language is used in academic writing?

2. Why is it important for you to know about the language used in academic text?
3. How can the language use in academic text help you in understanding the
writer’s stand on a particular topic?

What is It

Content and Style of Academic Text

Academic texts include concepts and theories that are related to the specific
discipline they explore. They usually exhibit all the properties of a well– written text
i.e., organization, unity, coherence and cohesion as well as strict adherence to the
rules of language use and mechanics.
In general, authors observe the following when writing academic texts.
· They state critical questions and issues
· They provide facts and evidence from credible sources.
· They use precise and accurate words while avoiding jargons and colloquial
expressions.

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· They take an objective point-of-view and avoid being personal and subjective.
· They list references.
· They use hedging or cautious language to tone down their claims
The language used in academic text is formal, objective and impersonal. These
features ensure that ideas and arguments are communicated in a clear, convincing
and professional manner.

Academic writing is FORMAL

Academic text is a formal way to present words and terms typical for the field
which make it very different from the structure of the vocabulary and structure of
everyday conversations through social interactions.
Þ The tone used in academic writing is formal, so it should not sound conversational
or casual. You need to avoid colloquial, idiomatic or slang expressions or words.
Academic writings require you to use full forms rather than contractions. For
example, write the full word “do not” instead of the contraction “don’t”. The use of
informal language in academic text may lose the text’s credibility and the writer’s
authority in his claim.

Academic writing is IMPERSONAL

It is impersonal in a way that you do not refer yourself as the performer of
actions. So you need to avoid the use of personal pronouns such as “I, we, us, our
and other personal pronouns”. Second person pronoun “you” must also be refrained.

Academic writing is OBJECTIVE

This means it is unbiased, based on facts and evidence and is not influenced
by personal feelings. There should be no personal beliefs or emotion that would
influence your writing.

HEDGING / VAGUE LANGUAGE in ACADEMIC TEXTS

It is one of the important feature of academic writing which refers to as the
concept of cautious or vague language. In other words, it is necessary to make
decision on your stand, or express the strength of your claim by hedging your
statements.

Here are some examples of hedging expressions:

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Types Examples As used in a sentence

Modal Auxiliary verbs may, might, can, could, should, The measure might have negative
would effects in the patient’s health.
Modal lexical verbs to seem, to appear, to believe, to The discussion appears to have a
doubting and evaluating assume, to suggest, to estimate, positive indication.
rather than merely to tend, to think, to argue, to
describing indicate, to propose, to
speculate
Probability adjectives probable, possible, un/likely A number of significant changes are
possible.

Nouns assumption, claim, possibility, There are a number of claims

estimate, suggestion pertaining to the possibility of divorce.

Adverbs Perhaps, possible, probably, The proposal is practically an answer to

practically, likely, presumably, the confusion
virtually, apparently
Indicators of degree, Approximately, roughly, about, Fever is present in about a third of the
quantity , frequency and often, occasionally, generally, cases.
time usually, somewhat, somehow, a
lot of
Introductory Phrases Believe, to our knowledge, it is The committee believes that the issue
our view that, we feel that, needs to be explored.
“If “clauses If true, if anything If anything, the opinion holds a
number of truths
Compound Hedges Double hedges: seems This probably indicates that the
reasonable, looks probable, it assigned personnel is misinformed.
may suggest that, it seems likely
that, it would indicate that, this
probably indicates
Treble Hedges:
it seems reasonable to assume
that
Quadruple Hedges:
it would seem somewhat
unlikely that, it may appear

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 somewhat speculative that

What’s More

A. Underline the seven informal language used in the text below.

These results are really quite good. The model fits very well with the
data points presented in table 1. But the method used to obtain the best values
wasn’t efficient as it involves putting lots of values into an excel spreadsheet
over and over to try to get the lowest R 2 value.

B. Identify the three instances of subjective wording in the text below. Encircle the
subjective words used in the text.
These results are what as we expected. The model fits very well with
the data points as indicated in table 1 above. However, the method used to
obtain the best values was frustrating as it involved spending long hours
entering values into an excel spreadsheet to obtain the lowest R 2 value.

What I Have Learned

Answer the question: Why can we commonly read hedging expressions in

academic texts such as research paper, journal or scientific article?

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 What I Can Do

Read any scholarly article that talks about mental health, and identify the kind of
language used in the article. Also, determine the hedging expressions that it used
by listing them down.

Assessment

Identify the hedging expressions used in an excerpt from the selection “From Hand
to Mouth”. Underline the hedging expressions that you can determine.

In the evolution of speech, the alerting component of language might

have consisted at first simply of grunt that accompany gestures to give
emphasis to specific actions or encourage reluctant offspring to attend while a
parent lays down the law. It is also possible that non-vocal sounds accompanied
gestural communication. Russell Gray has suggested to me that clicking one’s
fingers as children often do when putting their hands up in class to answer a
question, may be a sort of “missing link” between gestural and vocal language.
I know of no evidence that chimpanzees or other nonhuman primates are
able to click their fingers as humans can, although lip smacking, as observed
in chimpanzees, may have played a similar role. Sounds may therefore have
played a similar and largely alerting role in early evolution of language,
gradually assuming more prominence in conveying the message itself.

CONGRATULATIONS!!!
You can now proceed to our next lesson…..

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 20
What’s new What can I do What have I
Answers may Answers may vary learned
vary
Answers may vary
What’s more What I Know
a. Quite, 1. FALSE Assessment What's In
but, best, 2. TRUE
wasn’t, 3. FALSE Answers may Answers may
lots, over 4. TRUE vary vary
and over, 5. TRUE
try
Answer Key
 References
Barrot, J. et al., (2016). English for academic and professional purposes for senior

high school. C&E Publications

Domagsang, AG T.,(2016). Exploring literature and grammar( reading and writing

skills. Novaliches, Quezon City: Brilliant Creations Publishing Inc.

Deparment of Education.(2016) English for academic and professional purposes:

Reader.South Triangle, Quezon City: Sunshine Interlinks Publishing House

Internet Sources:

https://rcampus.com/
www.wikiHow.com
www.scribed.com
https://google.com/search.UW-Madisonwritingcenter
https://google.com/search.AcademicEnglishUK

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph