SENIOR HIGH SCHOOL

English for Academic and

Professional Purposes
Quarter 1 – Module 1
Reading and Writing Academic Texts

Compilation of Lessons and Activities

 LESSON 1

ACADEMIC TEXT STRUCTURES

WHAT I NEED TO KNOW

Learning Competency 1:
Differentiates language used in academic texts from various disciplines

Learning Objectives: At the end of this lesson, the learners are expected to:

1. define academic text;

2. determine text structure of an academic text; and 3. explain the components
of the three-part essay structure.

General Instructions Now that you are holding this module, do the
following:

1. Read and follow instructions carefully in each lesson.

2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and exercises.

WHAT I KNOW

Let’s Answer This!

TRUE OR FALSE
Directions: Write T if the statement is correct and F if it is wrong. Write your answer in your
big notebook.

1. Formality in academic writing requires precision to make a legitimate piece of writing.

2. Writing is a form of communication that is shaped by the following factors: topic, role, and
audience.
3. The use of personal pronouns such as I, you, and we is acceptable in academic writing.
4. “How can these problems be solved?” is an example of a critical question.
5. Because is an example of transitional device that expresses cause and effect.
6. An abstract is a summary of a novel.
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7. The conclusion is the section that summarizes the main points of the essay.
8. A summary is a condensed form of a text which is usually half of the original material.
9. To introduce a topic in an essay, the writer must be able to explain its details.
10. A research paper contains background of the study, body and recommendations.

WHAT'S NEW

Let’s Move On

Directions: Below are jumbled parts of a common research paper. Put them into the correct
order by using numbers to represent the sequence. Write your answer in your notebook.

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 WHAT IS IT

What is an Academic Text?

Academic text is defined as critical, objective, specialized texts written by experts or
professionals in a given field using formal language. This means that academic texts are based
on facts with solid basis. Academic writing, therefore, is generally quite formal, objective
(impersonal) and technical. It is formal by avoiding casual or conversational language, such as
contractions or informal vocabulary. It is impersonal and objective by avoiding direct reference
to people or feelings, and instead emphasizing objects, facts and ideas. It is technical by using
vocabulary specific to the discipline. To be a good academic writer, you will need to learn the
specific styles and structures for your discipline, as well as for each individual writing task. Some
examples of academic writing are as follow:
Literary Analysis: A literary analysis essay examines, evaluates, and makes an
argument about a literary work. As its name suggests, a literary analysis essay goes beyond
mere summarization. It requires careful close reading of one or multiple texts and often focuses
on a specific characteristic, theme, or motif.

Research Paper: A research paper uses outside information to support a thesis or make
an argument. Research papers are written in all disciplines and may be evaluative, analytical,
or critical in nature. Common research sources include data, primary sources (e.g., historical
records), and secondary sources (e.g., peer- reviewed scholarly articles). Writing a research
paper involves synthesizing this external information with your own ideas.

Dissertation: A dissertation (or thesis) is a document submitted at the conclusion of a

Ph.D. program. The dissertation is a book-length summarization of the doctoral candidate’s
research.
Academic papers may be done as a part of a class, in a program of study, or for publication in
an academic journal or scholarly book of articles around a theme, by different authors.

Structure is an important feature of academic writing. A well-structured text enables the

reader to follow the argument and navigate the text. In academic writing a clear structure and a
logical flow are imperative to a cohesive text. These are the two common structures of academic
texts that you need to learn which depends on the type of assignment you are required: the
three-part essay structure and the IMRaD structure.
The Three-Part Essay Structure
The three-part essay structure is a basic structure that consists of introduction, body
and conclusion. The introduction and the conclusion should be shorter than the body of the
text. For shorter essays, one or two paragraphs for each of these sections can be appropriate.
For longer texts or theses, they may be several pages long.

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 Introduction. Its purpose is to clearly tell the reader the topic, purpose and structure of the
paper. As a rough guide, an introduction might be between 10 and 20 percent of the length of
the whole paper and has three main parts:
A. The most general information, such as background and/or definitions.
B. The core of the introduction, where you show the overall topic, purpose, your point of
view, hypotheses and/or research questions (depending on what kind of paper it is).
C. The most specific information, describing the scope and structure of your paper.
You should write your introduction after you know both your overall point of view (if it is
a persuasive paper) and the whole structure of your paper. You should then revise the
introduction when you have completed the main body.

The Body. It develops the question, “What is the topic about?”. It may elaborate directly on the
topic sentence by giving definitions, classifications, explanations, contrasts, examples and
evidence. This is considered as the heart of the essay because it expounds the specific ideas
for the readers to have a better understanding of the topic. It usually is the largest part of the
essay.

Conclusion. The conclusion is closely related to the introduction and is often described as its
‘mirror image’. This means that if the introduction begins with general information and ends
with specific information, the conclusion moves in the opposite direction. The conclusion usually
begins by briefly summarizing the main scope or structure of the paper, confirms the topic that
was given in the introduction, ends with a more general statement about how this topic relates
to its context. This may take the form of an evaluation of the importance of the topic, implications
for future research or a recommendation about theory or practice.

The IMRaD Structure

The sections of the IMRaD structure are Introduction, Methods, Results and Discussion.
The Introduction usually depicts the background of the topic and the central focus of the study.
The Methodology lets your readers know your data collection methods, research instrument
employed, sample size and so on. Results and Discussion states the brief summary of the key
findings or the results of your study.

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 WHAT I CAN DO

Let’s Do It!

Directions: Read carefully the article, “The Future Gender Equality”. Respond to the article by
writing an essay. Use the Three-part structure you have learned in the lesson. Write your
response to the article in your notebook.

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 WHAT I HAVE LEARNED

Let’s Remember This!

Directions: Complete the paragraph with the necessary words or sentences that best describe
what you have learned from the discussion. Write your paragraph in your notebook. Follow the
format below.

I have learned that academic writing

Congratulations!

You successfully did it. Now, let’s move to lesson 2.

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 LESSON 2

LANGUAGE USE IN ACADEMIC

WRITING

WHAT I NEED TO KNOW

Learning Objectives: At the end of the lesson, the learners are expected to:

1. determine language style in academic writing;

2. differentiate language style used in academic texts from various disciplines;
and 3. construct paragraphs using academic language.

WHAT'S IN

Let’s Recall!

☺ A well-structured text enables the reader to follow the argument and

navigate the text.

☺ A clear structure and a logical flow are imperative to a cohesive text.

☺ Most academic texts follow established structures such as: the three-
part essay structure and the IMRaD structure.

☺ Structure should be considered on all levels of text so; you will also find
information on structuring paragraphs.

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 WHAT I KNOW

Let’s Answer This!

Directions: Use the given subject and verb in constructing your own sentence. Observe
subject-verb agreement in your sentences. You may add “s” or “es” to the verb. Write your
answer in your notebook.

SUBJECT VERB SENTENCE

United States Make

The students Excel

English language Help

The books Improve

The journey Enhance

The patient Cry

Mrs. Cruz Appeal

Filipino people Provide

A child Love

The lecturer Explain

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 WHAT'S NEW

Let’s Move On!

Spot the Difference!

Directions: What is the difference in the following pairs of sentences? Explain your answer.
Write your answer in your notebook.

Pair 1
S1: It was raining cats and dogs.
S2: It was raining very heavily.

Pair 2
S3: We believe the practice is unsustainable.
S4: It is believed the practice is unsustainable.

WHAT IS IT

What is an Academic Language?

Academic language represents the language demands of school (academics).

Academic language includes language used in textbooks, in classrooms, on tests, and in each
discipline. It is different in vocabulary and structure from the everyday spoken English of social
interactions. Each type of communication (both academic and social) has its purpose, and
neither is superior to the other.

Academic writing is generally quite formal, objective (impersonal) and technical as illustrated
in the diagram below.
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 Objective
-avoid personal or
direct reference to
people or feelings

Formal
Technical
-avoid casual or
-use vocabulary
conversational such
specific to the
as contractions and
discipline
informal vocabulary

Academic
Language

It is formal by avoiding casual or conversational language, such as contractions or

informal vocabulary. It is impersonal and objective by avoiding direct reference to people or
feelings, and instead emphasizing objects, facts and ideas. It is technical by using vocabulary
specific to the discipline.
Furthermore, you can make your writing more formal, objective and technical by following
examples below.

Formal Objective Technical

Choose formal instead of Move information around in the You need to develop a large
informal vocabulary. For sentence to emphasize things vocabulary for the concepts
example, ‘somewhat’ is more and ideas, instead of people specific to the discipline or
formal than ‘a bit’, ‘insufficient’ and feelings. For example, specialization you’re writing
is more formal than ‘not instead of writing ‘I believe the for. To do this, take note of
enough’. model is valid, based on these terminology used by your
findings’, write ‘These findings lecturer and tutor, as well as in
indicate that the model is valid’. your readings.

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Avoid contractions. For Avoid evaluative words that are Be careful about the meaning
example, use ‘did not’ rather based on non-technical of technical terms. Often the
than ‘didn’t’. judgments and feelings. For same word has a different
example, use ‘valid’ or ‘did not meaning in another discipline.
demonstrate’ instead of For example, ‘discourse’ is a
‘amazing’ or ‘disappointment’. technical term used in multiple
disciplines with different
meanings.

Avoid emotional language. For Avoid intense or emotional Use the key categories and
example, instead of strong evaluative language. For relationships in your discipline,
words such as ‘wonderful’ or example, instead of writing that is, the way information
‘terrible’, use more moderate ‘Parents who smoke are and ideas are organized into
words such as ‘helpful’ or obviously abusing their groups.
‘problematic’. children’, For example, in the discipline
write ‘Secondhand smoke has of Law, law is separated into
some harmful effects on two types: common law and
children’s health’. statute law.

Instead of using absolute Show caution about yourviews, Knowing these distinctions will
positives and negatives, such or to allow room for others to help you structure your writing
as ‘proof’ or ‘wrong’, use more disagree. and make it more technical
cautious evaluations, such as For example, instead of writing and analytical.
‘strong evidence’ or ‘less ‘I think secondhand smoke
convincing’. causes cancer’, write ‘There is
evidence to support the
possibility that secondhand
smoke increases the risk of
cancer’.

Find authoritative sources,

such as authors, researchers
and theorists in books or
articles, who support your
point of view, and refer to
them in your writing. For
example, instead of writing
‘Language is, in my view,
clearly something social’, write
‘As Halliday (1973) argues,
language is intrinsically social’.

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 WHAT I CAN DO

Let’s Do It!

Sentence Construction
Directions: Transform the simple sentence into compound or complex sentences. Write your
answer in your notebook. The first one is done for you.
1. The exam is difficult. It is also exasperating.

Answer: The exam is difficult and exasperating.

2. Captain Lewis allowed his men to make important decisions in a democratic manner. This
democratic attitude fostered spirit of togetherness and commitment on the part Louis’ fellow
explorers.
3. He studied the biological and natural sciences. He learned how to categorize and draw
animals accurately.
4. Mark Twain is the author of Huckleberry Finn. Huckleberry Finn is a classic American novel
5.My friend likes coffee. She likes tea. She doesn’t like milk.
6. John F. Kennedy was inaugurated into office in January of 1961. He was assassinated in
November of 1963.
7. Some students become nervous around computers. Other students seem to enjoy new
challenges.
8. Jae Hee comes from Korea. Kyung Eun comes from Korea. Jae Hyun comes from Korea.

9. I am going to buy the skateboard. It is blue.It has red wheels. It has a picture of a dragon on
top.
10. My father is 45 years old. He plays football. He goes jogging. He does not play tennis
anymore. His wrist was broken. This happened two years ago.

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 WHAT I HAVE LEARNED

Let’s Remember This!

To be a good academic writer, I need to learn the specific styles and structures for my
own discipline, as well as for each individual writing task. Some ways to do this are to:

☺ask for more information from your lecturer or teacher

☺study the writing style of the academic articles in the most prestigious journals in your
discipline

☺look at the successful writing by other students in your subject area.

☺Different disciplines often have quite different expectations about how objective or
subjective my writing can be. For example, in some fields it is fine to use first person,
such as 'my view is that...', while in other fields this is not acceptable. I should look at
the convention used in published articles in my discipline area.

Congratulations!

You successfully did it. Now, let’s move to lesson 3.

Ay wait, nakuratan. Pause sa ta diri na part.

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