English for Academic and Professional Purposes Grade 12 PDF

English for Academic and Professional Purposes Quarter 3-Module 1 Language Used in Academic Texts NegOr_Q3_EAPP_Module1_v2  English for Academic and Professional Purposes – Grade 12 Alternative Delivery Mode Quarter 3 – Module 1: Language Used in Academic T...

English for Academic and Professional Purposes Quarter 3-Module 1 Language Used in Academic Texts NegOr_Q3_EAPP_Module1_v2  English for Academic and Professional Purposes – Grade 12 Alternative Delivery Mode Quarter 3 – Module 1: Language Used in Academic Texts Second Edition, 2021 Republic Act 8293, section 176 states that: No copyright shall subsist in any work ofthe Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writers: Grace A. Cimafranca Editors: Ellen E. Edrial EdD/ Esteria J. Macajelos/ Teofan C. Gallosa Reviewers: Ellen E. Edrial EdD and Esteria J. Macajelos Illustrator: None Layout Artist/Typesetter: Josephine V. Austero Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera Joelyza M. Arcilla, EdD Maricel S. Rasid Nilita l. Ragay, EdD Elmar L. Cabrera Marcelo K. Palispis, EdD Anna Lee A. Amores, EdD Printed in the Philippines by Department of Education –Region VII Schools Division of Negros Oriental Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental Tele #: (035) 225 2376 / 541 1117 E-mail Address: [email protected] ii  Introductory Message This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you. Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you. iii  TABLE OF CONTENTS CONTENT PAGES TITLE PAGE i INTRODUCTORY MESSAGE --------------------------------- ii WHAT I NEED TO KNOW --------------------------------- 1 Learning Competency --------------------------------- 1 WHAT I KNOW 2 Task 1 2 WHAT’S IN 2 Task 2 2 WHAT’S NEW 3 Task 2 3 WHAT IS IT 4 WHAT’S MORE 8 WHAT I HAVE LEARNED --------------------------------- 10 WHAT I CAN DO ---------------------------------------- 10 ASSESSMENT 11 ANSWER KEY 12 REFERENCE LIST 13 iv INTRODUCTION Academic writing is usually seen as a tasking endeavor. Most of the time, students and even professionals have second thoughts when asked to hand in academic papers. They seem to have a notion that writing academic papers requires skills that very few possess. This is true for most students. They probably equate academic writing to research writing. There is a big possibility that they dread writing papers, be it a reaction paper, argumentative essay, or proposal. This imposing manner of looking at academic writing has to be changed; students have to see that academic writing is an activity that is within their grasp. Hence, it is important for students to know what academic writing is and be able to write in this style. In this module, you will be able to learn the language used in academic texts from various disciplines. MOST ESSENTIAL LEARNING COMPETENCY Differentiates language used in academic texts from various disciplines. Please take note that all answers shall be written in your activity notebook, and there should never be any markings placed in this module. 1 NegOr_Q3_EAPP_Module1_v2  WHAT I KNOW Task 1 Direction: Write T if the statement is true and write F if the statement is incorrect. 1. Academic writing is intended for a scholarly audience. 2. The main aim of academic writing is to entertain the audience. 3. The tone of academic writing is objective and formal. 4. Contractions are discouraged in an academic text. 5. Newspaper articles are some examples of non-academic writing. 6. Like academic writing, non-academic writing often does not have a rigid structure. 7. Academic writing may not be based on research. WHAT’S IN Task 2 Directions: Arrange the words/phrases where they belong. They are used to describe either academic text or non- academic text. Personal opinions Validate idea Subjective Formal No fixed structure Informal essays Objective Research paper Diaries Scholarly Audience 2 NegOr_Q3_EAPP_Module1_v2 Task 3 Direction: Read the sentence from a student’s essay: 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? 1. Articles on women’s sports were placed on the left page, often at the bottom, which is an area often overlooked by readers. 2. Articles on women’s sports were placed on the left page, often at the bottom, which is an area most readers jump over. 3. Articles on women’s sports were placed on the left page, often at the bottom, which is a less prominent position. B. Match the informal vocabulary in the list below with the more appropriate formal options underneath. English often has more than one way to express an action. The choice is usually between a phrasal verb (often verb + preposition) and a single word. Phrasal verbs (e.g. give up, write down) are often used in conversation; however, in academic writing single verbs are used wherever possible. 1. Look at – 6. A lot of - 2. Go over - 7. A bit - 3. Show - 8. Fix- 4. Begin - 9. Make sure- 5. Good - Solve , repair, amend Demonstrate, indicate, illustrate Commence, initiate, undertake A great deal of, many, an abundance Confirm, determine, verify Revise, review Consider, monitor, analyze Somewhat, fairly, quite Satisfactory, positive, favorable Excellent, perfect, accurate 3 NegOr_Q3_EAPP_Module1_v2  WHAT IS IT What is Academic Writing? Academic writing is a formal and rather impersonal mode of writing that is intended for a scholarly audience. It tends to depend heavily on research, factual evidence, opinions of educated researchers and scholars. Scholarly essays, research papers, dissertations, etc. are some examples of academic writing. All these types of writings have rigid structure and layout, which include an introduction, thesis, an overview of topics discussed, and a well-written conclusion. The main aim of academic writing is to inform the audience while providing non-biased information and backing up the writer’s claims with solid evidence. Moreover, academic writing heavily contains vocabulary typical to a specific field. Citations and a list of references or sources are another important feature in academic writing. Moreover, the tone in academic writing should always be objective and formal. Each subject discipline will have certain writing conventions, vocabulary and types of discourse that you will become familiar with over the course of your degree. However, there are some general characteristics of academic writing that are relevant across all disciplines. Sources:https://www.differencebetween.com/difference-between-academic-writing-and-non- academic-writing and https://library.leeds.ac.uk/info/14011/writing/106/academic_writing Some Tips for Academic Writing Always use formal language. Avoid using colloquialism or slang. Don’t use contractions (shortened verb forms). Use the third-person point of view and avoid the first-person point of view. Don’t pose questions; convert the questions into statements. Avoid exaggerations or hyperbole. Don’t make sweeping generalizations Be clear and concise and avoid repeating. Source:https://www.differencebetween.com/difference-between-academic- writing- and-non- academic-writing/ 4 NegOr_Q3_EAPP_Module1_v2  What is Non- A c a d e m i c Writing? Non-academic writing is writing that is not intended for an academic audience. They are written for a lay audience or the mass public. This type of writing may be personal, impressionistic, emotional, or subjective in nature. The language in non-academic writing is informal or casual. Some types of non- academic writing may even contain slang. Newspaper articles, memoirs, magazine articles, personal or business letters, novels, websites, text messages, etc. are some examples of non-academic writing. The content of these writings is often a general topic, unlike academic writing, which mainly focuses on a specific field. Furthermore, the main aim of a piece of non-academic writing is to inform, entertain or persuade the readers. Most non-academic writings do not include references, citations or a list of sources. Nor are they extensively well-researched as academic writing. Moreover, non-academic writing often does not have a rigid structure as academic writing. It is often free-flowing and reflects the style and personality of the writer. Source:https://www.differencebetween.com/difference-between-academic-writing- and- non-academic-writing/ Examples of non-academic texts are the following: 1. Email messages 2. Personal opinions 3. Newspapers 4. Magazine 5. Blog article Point of view of non-academic text Subjective and personal – It is based on personal opinions and feeling rather than on facts that comes from reliable sources. Asking rhetorical questions – It is a self-evident, and used for style as an impressive persuasive device. It may have an obvious answer, but the questioner asks it to lay emphasis to the point. 5 NegOr_Q3_EAPP_Module1_v2  Source: https://brainly.ph/question/605392 What is academic language? Academic language is the language used in the classroom and workplace, the language of text, the language assessments, the language of academic success and the language of power. The term academic language may be used to refer to formal English rules, structure, and content for academic dialogue and text, and the communicative conventions that allow students to meet the demands of school environments. “Academic English is the language of the classroom, of academic disciplines (science, history, literary analysis), of texts and literature, and of extended, reasoned discourse. It is more abstract and decontextualized than conversational English” (Gersten, Baker, Shanahan, Linan-Thompson, Collins, & Scarcella, 2007, p. 16). Features of Academic Language Academic language has a unique set of rules: it should be explicit, formal and factual as well as objective and analytical in nature. Students often think that academic language should sound complex and be difficult to write and understand but that is not necessarily the case. Instead, academic writing should be clear and concise in order to communicate its contents in the best way. It is important to remember that academic texts are written with an academic audience in mind and your writing style needs to conform to the conventions of the field you are studying. The language used at university has various features which distinguish it from the language styles used in other contexts. Consider the language used in novels, conversation, newspapers or law courts. Each has its own style, with varying degrees of formality and objectivity. Academic language is: formal objective impersonal precise These features ensure that ideas and arguments are communicated in a clear,convincing and professional manner. Formal Formal writing requires considerable effort to construct meaningful sentences, paragraphs, and arguments that make the text easy to comprehend. Choose words precisely and carefully so that the reader can accurately understand the concepts within the text. 6 NegOr_Q3_EAPP_Module1_v2  The tone used in academic writing is usually formal, meaning that it should not sound conversational or casual. You should particularly avoid colloquial, idiomatic, slang, or journalistic expressions in favor of precise vocabulary. Informal and colloquial language is often imprecise, so is open to misinterpretation, and can be inaccessible to non-native English speakers. Academic writing requires that you use full forms rather than contractions. For example, write ‘do not’ instead of ‘don't’, ‘it is’ instead of ‘it's’, ‘they have’ insteadof ‘they've’ and ‘we will’ instead of ‘we'll’. Objective Academic writing is based on research and not on the writer’s own opinion about a given topic. When you write objectively, you are concerned about facts and not influenced by personal feelings or biases. When presenting an argument to the reader, try to show both sides if you can and avoid making value judgments. At the same time, you will probably have to do an analysis or a discussion. In order to convey attitude without using for example “I think”, you may use words such as “apparently,” “arguably,” “ideally,” “strangely” and “unexpectedly.” Note that the attitude you are expressing should not be based on personal preferences but rather on the evidence that you are presenting. Impersonal Academic language is impersonal in that you generally do not refer to yourself as the performer of actions. This involves avoiding the personal pronouns ‘I’ and ‘we’. For example, instead of writing ‘I will show’, you might write ‘this report will show’. The second person, ‘you’, is also to be avoided. Avoiding personal pronouns If you need to avoid using the first or second person, in your writing, here are some ways of doing it: Using passive voice: ‘We administered the questionnaire...’ (active voice) ‘The questionnaire was administered...’ (passive voice) Using third person: ‘I discovered that…’ becomes ‘Research reveals that…’ ‘We can see that….’ becomes ‘It is evident that…’ Making things rather than people the subject of sentences: ‘I show...’ becomes ‘The report shows...’ ‘I interpret the results as...’ becomes ‘The results indicate...’ 7 NegOr_Q3_EAPP_Module1_v2 PRECISE The facts are presented accurately. The choice of words is appropriate. The use of technical terms to achieve precision is applied. Source: https://www.monash.edu/rlo/research-writing- assignments/writing/features-of-academic-writing/academic-language Directions: Read the articles below. Evaluate these two texts and answer the following questions. Write your answers on your notebook. 1. In your opinion, which of the texts is an academic text? 2. Why do you consider it as an academic text? A. The Impact of COVID-19 on Drug Testing Brian P. Feeley Although the COVID-19 pandemic has created hesitation as far as workplace drug testing is concerned, it can still be done in a safe and effective manner. The COVID-19 pandemic is responsible for what could be the greatest economic collapse of all time. Since March 1, 2020, thousands of businesses have been forced to close their doors—at least temporarily—causing literally millions of Americans to become unemployed. Now, over half a year later, employers areanxious to reopen their businesses and those who lost jobs are eager to find employment and get back to work. While states are taking plans to reopen at different speeds, one constant remains— the question of workplace drug testing and safety during the pandemic. This article will give an overview of the general impact of COVID-19on the industry, alternative testing methods during the pandemic and best practices for returning to work. B. 2021 Law and Society Association Annual Meeting 8 NegOr_Q3_EAPP_Module1_V2  Thu, 27 May 2021 12:00:00 AM – Sun, 30 May 2021 11:59:59 PM We are excited to announce the theme of the 2021 Annual Meeting that will take place in Chicago from May 27-30! Please keep an eye out for the official Call for Papers later this fall The 2021 Law and Society Association Annual Meeting will be held, we hope, in Chicago, a city that embodies inequality and violence but also has a long history of reform and re-imagination. In this setting, we invite scholars in the law and society tradition to submit panels and papers that speak to the themes of law and justice in crises and disasters, but also in healing and reparations, in building sustainable systems, in reshaping social practices and imaginaries, and in creating new possibilities. A conference focused on crisis foregrounds the present, but it also looks to the past and to the future with the themes of healing and re-imagining. As scholars, we have a special role in re-imagining law and legal institutions to make our societies and institutions more resilient and just. We can also contribute to a multi-faceted understanding of healing, which opens new and different entry points to old problems. These themes cut across disciplines and invite creative thinking beyond law and beyond social science, to encompass the humanities, the arts, medicine, and the natural sciences. Questions include, but are not limited to: ▪ Health: How has law contributed to the COVID-19 pandemic response and to the racial and economic inequities in exposure and morbidity? What might be the role for law and justice in creating a sustainable system for access to health in its wake? ▪ Democracy: What is the role of law and legal institutions in facilitating or retarding the global erosion of democracy? ▪ Race: The mass demonstrations against police brutality that followed the death of George Floyd in 2020 spread around the world. Can policing and the carceral state be re-imagined in response to what many now refer to as the pandemic of violence against racialized minorities? What might defunding look like in practice? ▪ Environment: Climate change has caused many to question whether we are reaching the limits of the planet’s ability to sustain human society in its current form. What role has law played in getting us here, and what role might it play in creating an economic system that is resilient and sustainable? ▪ Economy: The set of legal institutions that governed the expansion of trade over the past decades are being rapidly undermined. What role will law play in an economic downturn and recovery? ▪ Law: How has law contributed to the various crises we find ourselves in? How might legal institutions themselves be re-imagined? 9 NegOr_Q3_EAPP_Module1_V2  9 Task 5 Directions: Write your reflection in your notebook by completing the unfinished statements below. I have learned that. I have realized that. I will apply. WHAT I CAN DO Task 6 Directions: Paste in your notebook two (2) examples of academic texts from various disciplines. Then, evaluate the characteristics of the academic language found in the academic texts using the criteria below. Characteristics of Text A Text B Academic Language Does the text use a 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.) 10 NegOr_Q3_EAPP_Module1_V2 Task 7 Directions: Read each statement carefully and identify whether each statement is true or false. Write T if the statement is true and F if it is false. 1. Non-academic text is based on personal opinions and feeling. 2. Academic texts are written for a lay audience or the mass public. 3. Academic texts can use first person point-of-view and include one’s emotional attachment to the topic. 4. The tone used in academic writing is usually formal, meaning that it should not sound conversational or casual. 5. Academic writing is based on research and not on the writer’s own opinion about a given topic. ________6. Scholarly essays, research papers, dissertations, etc. are some examples of non-academic writing. 7. The features of Academic language are informal, objective, precise, and impersonal. 8. Both academic and non-academic texts employ the use of informal language. 9. Academic language is impersonal in that you generally don’t refer to yourself as the performer of actions. 10. The main aim of academic writing is to inform the audience while providing non-biased information and backing up the writer’s claims with solid evidence. 11 NegOr_Q3_EAPP_Module1_V2 Answer Key 12 NegOr_Q3_EAPP_Module1_V2 Author, N. ((n.d.), (n.d.) (n.d.)). MidMich. Retrieved from Michigan College : https://www.midmich.edu/student-resources/lls/library/find-articles/academic- articles Author, No. No date. University of Leeds. Accessed June 6, 2020. https://library.leeds.ac.uk/info/14011/writing/106/academic_writing. Feeley, B. (2021, March 1). OHS online. Retrieved from Occupational Health : https://ohsonline.com/articles/2021/03/01/the-impact-of-covid19-on-drug- testing.aspx Hasa. 2019. Difference Between.Com. February 1. Accessed June 6, 2020. https://www.differencebetween.com/difference-between-academic-writing-and-non- Saqueton, G (n.d.). English for Academic and Professional Purposes. Rex Book Store Publishing Company. Scarcella, R. (2021, February 25). Retrieved from Academic Language for English Language Learners:www.colorincolorado.org. 13 NegOr_Q3_EAPP_Module1_V2  For inquiries or feedback, please write or call: Department of Education – Schools Division of Negros Oriental Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental Tel #: (035) 225 2376 / 541 1117 Email Address: [email protected] Website: lrmds.depednodis.net