English for Academic and Professional Purposes PDF

ACADEMIA SYSTEM GLOBAL COLLEGES Tres de Abril Street, V Rama Corner Bacalso Avenue, Cebu City, Philippines Subject Code: APLD02 Subject Title: English for Academic and Professional Purposes Module...

ACADEMIA SYSTEM GLOBAL COLLEGES Tres de Abril Street, V Rama Corner Bacalso Avenue, Cebu City, Philippines Subject Code: APLD02 Subject Title: English for Academic and Professional Purposes Module No: 01 Topic: ACADEMIC TEXTS FROM VARIOUS DISCIPLINES Teacher: I. OVERVIEW Have you ever struggled to formulate a sentence in an academic setting? Have you ever struggled to comprehend content written in the languages of medicine, law, journalism, literature, and other fields? If you answered yes, this lesson will assist you in recognizing and comprehending how. This will assist you in understanding that academic writing demands standards and makes use of their features to guarantee that ideas and language is essential for students to be able to write effectively. A. Learning Competency Learners will be able to: 1) Differentiate language used in academic texts from various disciplines 2) Uses knowledge of text structure to glean the information he/she needs. B. Specific Learning Objectives The learners will be able to: 1. Determine how language is used in an academic texts 2. Apply knowledge of text structure II. LET’S BEGIN  III. LET’S DIG DEEPER Examine the sample sentences and consider how they could have been improved by observing the characteristics of an academic paper. Formality 1. Uses expanded model forms Example: a. The president can’t take a call at the moment. (incorrect) The president cannot take a call at the moment. (correct) b. She doesn’t answer calls. (incorrect) She does not answer calls. (correct) 2. Uses one Verb (Avoiding phrasal Verbs / two-word verbs) a. The personnel need to back up this file for security measures. (incorrect) The personnel need to copy this file for security measures. (correct) b. Don’t hang up the phone call. (incorrect) Do not end the phone call. (correct) 3. Uses expanded terms Example: a. The principal needs the documents ASAP. (incorrect) The principal needs the documents as soon as possible. (correct) b. Mr. Dela Cruz requires his employees to submit their SSS numbers. Mister Dela Cruz requires his employees to submit their Social Security System numbers. (Take note: Abbreviation such as SSS is considered when the abbreviated word was spelled out before or in the previous sentence ) 4. Avoid colloquial expressions (idiomatic expressions/trite ) Example: a. The child really wanted to go to the John. The child really wanted to go to the restroom. b. It is okay. It is all right. Poor example Improved version 1. In 2001, the bridge was built. This was The bridge was completed in 2001, which good politically. Two countries united. resulted in a positive political move that united two countries 2. When considering staffing in hospitals When considering staffing in hospitals in the in the future, it's difficult not be future, it is difficult not be concerned. concerned. 3. Sweden's Prime Minister, Fredrik The Prime Minister of Sweden, Fredrik Reinfeldt, totally flipped out when he Reinfeldt, expressed his concern when he read the latest report from the press. viewed the most recent report from the press Objectivity 1. Avoid using personal pronouns like ( I, You, We )- Replace with a word that represent it. Other pronouns like 2nd person personal pronouns can then be used in the following sentences if the noun is mentioned before. ) Example: a. We are practicing the health protocols amended by the IATF. Filipinos are practicing the health protocols amended by the Inter-Agency Task Force. b. You shouldn’t leave your things unattended. Customers should not leave their things unattended. 2. Avoid rhetorical questions Example: a. How can these problems be solved? Certain measures must be discovered to solve the problems. b. Are you ready to know the truth behind the situation? People should know the truth behind the situation 3. Avoid emotive language Example: a. The investigators were very shocked to see the outcome of the tests. The investigators did not expect the results. b. The authorities felt hurt about the situation. The authorities’ attention was caught by the situation. Study the example sentences in the table: Poor Example Improved Version 1. In this report I revealed the true This report reveals the true picture of picture of corruption in Pakistan. corruption in Pakistan. 2. How can these problems be Certain measures must be discovered solved to solve the problems. 3. We expect the train strike will The Train Strike is expected to begin begin tomorrow tomorrow. Explicitness Uses signposts to allow readers to trace the relationships of ideas in the parts of the study. TYPE OF TRANSITIONS THAT HELP IDENTIFY THEM RELATIONSHIP ADDITION again, also, and, besides, finally, further, last, moreover, equally important, furthermore, in addition, likewise CLARIFICATION as a matter of fact, clearly, evidently, in fact, too, obviously, in other words, of course COMPARISON also, likewise, in like manner, similarly, both/and CONTRAST after all, although, conversely, at the same time, however, but, for all that, still, in spite of, yet, nevertheless, in contrast, on the contrary, on the one hand, on the other hand, notwithstanding EXEMPLIFICATION for example, for instance, that is, thus, including or EXAMPLE LOCATION above, adjacent to, below, beyond, close by, elsewhere, inside, or SPATIAL nearby, next to, opposite, within, without ORDER CAUSE / EFFECT accordingly, as a result, because, then, hence, in short, or CONDITION / consequently, thus, therefore CONCLUSION SUMMARY in brief, in conclusion, in short, to sum up, on the whole, to summarize TIME after, after a short time, afterward, before, during, of late, at last, at that time, immediately, formerly, while, presently, since, shortly, now, thereupon, until, temporarily Caution Avoid sweeping generalizations. Academic writing, particularly scientific writing, is frequently assumed to be factual, conveying only facts and information. However, it is now widely acknowledged that cautious language, sometimes known as "hedging" or "vague language," is an important aspect of academic writing. In other words, you must decide on your position on a certain subject or the validity of the statements you are making. This is done in a variety of ways depending on the issue. Languages used in hedging: 1. Introductory verbs: e.g. seem, tend, look like, appear to be, think, believe, doubt, be sure, indicate, suggest 2. Certain lexical e.g. believe, assume, suggest verbs 3. Certain modal e.g. will, must, would, may, might, could verbs: 4. Adverbs of e.g. often, sometimes, usually frequency 4. Modal adverbs e.g. certainly, definitely, clearly, probably, possibly, perhaps, conceivably, 5. Modal adjectives e.g. certain, definite, clear, probable, possible 6. Modal nouns e.g. assumption, possibility, probability 7. That clauses e.g. It could be the case that. e.g. It might be suggested that. e.g. There is every hope that. 8. To-clause + e.g. It may be possible to obtain. adjective e.g. It is important to develop. e.g. It is useful to study. IV. WE’RE ON OUR WAY! True or False. I. Directions: Write T if the statement is true and write F if it is false. Write your answer on the space provided before each number. 1. When writing an academic texts. It is all right to ask questions. _________2. Do not abbreviate words. _________3. To sound intelligent, use two-word verbs or phrasal verbs in writing. _________4. You can easily convey the message when you include emotive language in writing. _________5. Colloquial, idiomatic language is very good words to be utilized in an academic text. _________6. The writer must use personal pronouns when writing an academic paper. II. Directions: Improve the text below by rewriting it into a more objective, impersonal version. 1. I believe that incidence of drug overdose has indeed become prevalent nowadays. 2. When people are faced with difficult problems, I think that they can no longer bear the problem and that is why they get into drugs. III. Based on the examples given, write a sentence for each of the following expressions that would make your idea explicit. 1. However 2. This is due to the  V. HOW FAR HAVE WE GONE? A. Directions: Mark check (√) on the statements that observe the feature of academic writing. 1. Government officials are corrupt. 2. We wanna use it but we messed it up. 3. The investigators did not expect the results. 4. The results appear to be different for Mayer’s findings. 5. You can easily forget how different life was 50 years ago. 6. The company is believed to have stolen over a million pounds. B. Underline the words or expressions considered as colloquial or informal and replace the underlined word to make the statement formal. Example: The technical equipment needed a lot of turning up. Answer: The technical equipment needed a lot of turning up. 1. Experts determine that a lot of ingredients come from China. 2. Writing can’t be done effectively if you don’t burn the midnight oil. 3. Parenting is a 24/7 job. 4. The council brought up the issue on awarding special recognition to students. VI. WALKING THE EXTRA MILES! Let’s strengthen your analytical abilities! ACADEMIC TEXTS REVISIONS We use English as a medium of instruction, especially in English-related subjects. It has been an issue in education. The effectiveness of conveyance determines the learning outcomes of the students. Proficiency in English skills has been brought up as a great determinant in becoming employed. English skills proficiency includes writing. Also, it includes reading comprehension, and a good working vocabulary. This could be applied or used in practical working environment such as writing communications, interpersonal activities and interpretation and relaying instructions. There are students who are really bad at grammar, so teaching grammar among students of English has become more stressful over the years as both teachers and students face the need to constantly use varying teaching styles and strategy to conform to the students' learning styles. Traditionally, English teachers would go all-out English in teaching grammar - any use of code-switching was frowned upon. This is due to the belief that a student should adapt to the language even while learning it. VII. REFERENCES Tiongson, M. T., & Rodriguez, M. R. (2019). Reading and writing skills (2nd ed., Vol. 2). Rexbook store. Valdez, P. N. M. (2016). English for the globalized classroom series - English for Academic and Professional Purposes (1st ed.). Phoenix Publishing House http://www.uefap.com/writing/feature/hedge.ht m