11/12

English for Academic

and Professional
Purposes (EAPP)

Q1/Q3-Module 1
Language Used in Academic Text

Name and se
What I Need to Know
Most Essential Learning Competency (MELC):
Differentiates language used in academic texts from various disciplines.
(CS_EN11/12A-EAPP-Ia-c-2)

Objectives:
At the end of this module, you are expected to:
1. define academic language;
2. differentiate academic language from non-academic language;
3. recognize the characteristics of language used in academic texts;
and,
4. construct paragraphs using academic language.

What I Know
To check what you already know about our new topic/ lesson, answer the pre-
test below.
PRE-TEST
Directions: Fill this diagram with your ideas about the characteristics of an
academic language. Copy the diagram and write your answers in a separate sheet
of paper.

ACADEMIC
LANGUAGE

LESSON 1 LANGUAGE USED IN ACADEMIC TEXT

What’s New
Language is the most powerful and dominant system of communication. In
addition, language is the system of conventional, spoken and written symbols by
means of which human beings communicate with each other, from one country to
another country or from one culture to another culture. It is the best way to express
emotions, thoughts, feeling and desires. With the change of time, language also
changed its form. Language is for human so it differs from animal communication in
a few different ways. Every language has its own characteristics and objectives.
However, let us know the characteristics of the language in brief. Language is
arbitrary, productive, creative, symbolic, systematic, vocalic, social, non-instinctive
and conventional. Language is a mean of communication. Language is human,
structurally complex and modifiable.

EAPP Module 1 – Quarter I/III, Page 1 of 9

 Language plays a vital role in our daily conversation. Taking into accounts,
academic language takes place in our professional dealings. This language varies
especially when used in various disciplines. For instance, the word ‘division’ may
be used differently in parliament, mathematics and sports. In this module, you will
learn the language used in the academic texts. How does academic language differ
from non-academic? Let us find it out!

What Is It
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.

Comparison between Academic Language to Non- academic Language:

Academic Non-academic

The general public or

Audience Academics
friends and family
Of general interest or
Content Serious thought
personal
Complex sentences with Mostly simple sentences
considerable variety in joined by conjunctions
construction such as “and” or “but”

Style Colloquial words or

Formal language is expected and expressions are
colloquial expressions are not acceptable (“stuff”
acceptable
“sort of” or “thing”)

Clear and well-planned, logical Less likely to be as clear

Structure
flow and organized

Freer use of grammar.

Grammar Likely to be error free Not always complete
sentences

Everyday vocabulary.
Subject-specific terms and
Use of short forms,
Vocabulary academic language used
idioms and slang to some
accurately
extent

Source: Chart adapted from Hamp-Lyons and Heasley (2006).

Academic vocabulary is used in all academic disciplines to teach about the

content of the discipline. Pre-teaching of vocabulary and subject-specific terminology
helps the students to further understand the content of the discipline that they are
studying. Teaching academic language can be challenging because struggling readers
and English learners do not always know the vocabulary used to learn specific
academic terms or key concepts.

EAPP Module 1 – Quarter I/III, Page 2 of 9

 Academic discipline is a subdivision of knowledge that is taught and
researched at the college or university level. It is conventionally divided into the
humanities, including language, art and cultural studies, and the scientific disciplines,
such as physics, chemistry, and biology. The social sciences are sometimes
considered a third category.
In determining the language used in academic text from various
discipline, be reminded of the following:
• Identify the text and then analyse the genre, academic structure and academic
vocabulary. For example, a lab report for chemistry requires different academic
structure and vocabulary than a newspaper article for social studies or a food recipe
for home economics.
• Identify and analyse the explicit instruction/deconstruction concerning the text;
consider multiple models if necessary. Example: Deconstruct a word problem in
algebra that requires different academic language from deconstructing a proof in
geometry, a poem in English, or a musical symphony. Use textual evidence to support
their ideas in speaking and writing.
• Use explicit, scaffolded instruction: a clear instruction, both auditory and
visual, and make models of expected or possible outcomes.
• Bring academic language to the surface: identify its usage to a particular
discipline.
In academic writing the language that we should use are 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.

Furthermore, you can make your writing more formal, objective and technical
by following examples below.
Formal Objective Technical

Choose formal instead Move information around in You need to develop a

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

Avoid contractions. Avoid evaluative words that Be careful about the

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

EAPP Module 1 – Quarter I/III, Page 3 of 9

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

Instead of using Show caution about your Knowing these

absolute positives and views, or to allow room for distinctions will help you
negatives, such as others to disagree. structure your writing
‘proof’ or ‘wrong’, use For example, instead of and make it more
more cautious writing ‘I think secondhand technical and analytical.
evaluations, such as smoke causes cancer’, write
‘strong evidence’ or ‘There is evidence to
‘less convincing’. 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’.

What’s More
Directions: Match the informal vocabulary in column A with the formal
vocabulary in column B. Write the letter of your answer in a separate sheet of paper.

COLUMN A COLUMN B

1. a lot of A. somewhat, fairly, quite

2. a bit B. consider, monitor, analyze
3. fix C. commence, initiate, undertake
4. make sure D. satisfactory, favourable, positive
5. seem E. a great deal of, many
6. good F. confirm, determine, verify
7. begin G. solve, repair, amend
8. show H. demonstrate, indicate, illustrate
9. go over I. revise, review
10. look at J. apparently, appear

EAPP Module 1 – Quarter I/III, Page 4 of 9

 What I Have Learned
Directions: Read each statement carefully and identify whether the statement
is true or false. Write T if it is TRUE and F if it is FALSE. Write your answer in a
separate sheet of paper.

_____1. Students who master academic language are more likely to be successful in
academic and professional settings.
_____2. Slangs, idioms and colloquialisms are used in academic texts.
_____3. Academic language should be objective, precise, impersonal and formal.
_____4. Language used in academic texts employ technical terms specific for each
field and/or discipline.
_____ 5. Academic language is used for general public readers.
_____ 6. An academic text should clearly state its thesis, argument or proposition.
_____ 7. It is acceptable to include one’s judgment but should be supported by
evidence.
_____ 8. Both academic and non-academic texts can be used to inform.
_____ 9. Academic texts can use first person point-of-view and include one’s
emotional attachment to the topic.
_____10. Both academic and non-academic texts employ the use of informal
language.

What I Can Do
Directions: Now, it is about time for you to use your knowledge about language
used in academic texts. Write a three-paragraph essay on the topic that is related to the
strand that you are taking in your Senior High School. Write your essay on a separate
sheet of paper.
Scoring Rubrics:

Criteria 1 2 3 4 Score
The essay is The essay is The essay is
The essay
focused on topic focused on the focused,
poorly
Focus/ Main and includes topic and purposeful,
addresses topic
Point few loosely includes and reflects
and includes
related ideas relevant ideas clear insight
irrelevant ideas
and ideas
Persuasively
supports
Supports main Supports main main
Provides little or point with some point with point with
Support no support for underdeveloped developed well
the main point reasons and/or reasons and/or developed
examples examples reasons
and/or
examples
Organization Effectively
& Format organizes
Little or no Some
(Paragraphs, Organizes ideas
organization of organization of
Transitions) ideas to build an to build a
ideas to build an ideas to build an
argument logical,
argument argument
coherent
argument

EAPP Module 1 – Quarter I/III, Page 5 of 9

 Effective and
creative use
Language Little or no use of
Use, of elements of Some use of Appropriate use elements of
Style & style elements of of elements of style to
Conventions Many errors in style style enhance
(Sentence grammar, Contains Uses correct meaning
structure, word spelling, and frequent errors grammar, Uses correct
choice, punctuation, in grammar, spelling, and grammar,
grammar, makes reader’s spelling, and punctuation spelling,
spelling, comprehension punctuation with few errors punctuation
punctuation) difficult throughout
with very few
errors
Distinctive
experimentati
on with
Sufficient language
No experimentation and usage to
Very little
experimentation with language enhance
Originality experimentation
nor and usage to concepts
(Expression of to enhance
enhancement of enhance Applies
the theme in a concepts
concepts concepts higher order
creative way) Does not exhibit
No adherence Applies basic thinking
creativity
to the theme creative skills to and creative
relay ideas skills
to relay
complex
ideas

Assessment:
Post Test
Directions: Read each item carefully. Choose the letter of the best answer,
and write it on a separate sheet of paper.

1. Which of the following refers to the method of human communication consisting the
use of words in a structured and conventional way?
a. vocabulary b. texts c. language d. academic
2. Academic text is usually written by ______________?
a. poet
b. experts or professional in a given field
c. well-known official
d. anonymous individual
3. What is an academic language?
a. is a set of vocabulary terms used in schools
b. includes language used in textbooks
c. is the linguistic register that students are expected to use in school subjects
d. all of the above
4. What are contractions in academic language?
a. forms of idiomatic expressions
b. when someone says the opposite to you
c. when something is too narrow to understand
d. a shortened form of a word

EAPP Module 1 – Quarter I/III, Page 6 of 9

5. When do you use formal language?
a. When writing an academic essay
b. When you talk to a friend
c. When you write a text message
d. When sending emails
For items 6 to 10, identify the discipline on which the following underlined terms
belong.
6. Mass is a measure of the amount of matter in an object.
a. Chemistry b. Biology c. Law d. Politics
7. Order is an authoritative mandate, command, or direction issued by a court under
its seal.
a. Law b. Politics c. Business d. Finance
8. Summons is a process requiring a person to appear in court.
a. Politics b. Business c. Law d. Biology
9. Data are known or assumed as facts which serve as the basis of calculation.
a. Law b. Philosophy c. Politics d. Statistics
10. Trade is the action of buying and selling goods and services.
a. Commerce b. Law c. Politics d. Finance

Additional Activities
Directions: Read the following academic texts from different disciplines and
evaluate each text by answering the given questions below. Write your answers in
a separate sheet of paper.

A. Infection after consumption of fresh duck blood and undercooked poultry

products has been suspected in some cases of illness. Indeed, transmission to felids
was observed after experimental feeding of infected chickens to domestic cats, and
feeding tigers raw infected chicken led to outbreaks of illness in Thai zoos, in which
felid-to-felid transmissions were also implicated. Infected birds shed high
concentrations of virus in feces. Direct intranasal or conjunctival inoculation while
swimming in contaminated water or, perhaps, inhalation or ingestion of water could
have been potential modes of transmission to some H5N1– infected patients. As for
human influenza, hand contamination from fomites and self-inoculation into the eye or
upper respiratory tract remain possible modes.

B. As a learner-centered process to second language (L2) writing, peer

response has been widely adopted and studied since the 1990s (Hyland &Hyland,
2006). The dialogic nature of peer response seems to foster multiple support systems
(Hyland, 2000) and communicative behaviors (Villamil & de Guerrero, 1996). L2
research has shown that peer response can increase chances for meaning negotiation
and language practice (Lockhart & Ng, 1995; Mendonca & Johnson, 1994), encourage
collaborative reading and writing (Tsui & Ng, 2000), and promote writing revisions
(Berg, 1999; Mendonca & Johnson, 1994;; Min, 2006, 2008; Stanley, 1992). These
interactive practices appear to draw upon and enhance interactional and writing skills.

Guided Questions:
1.In what discipline could this text belong to?
2. What type of language does the article use?
3. Who are the target audience of the text?
4. Is the text objective or subjective?
5. What is the purpose of the text?

EAPP Module 1 – Quarter I/III, Page 7 of 9

 References
Department of Education. Curriculum and Instruction Strand. K to 12 Most
Essential Learning Competencies with Corresponding CG Codes.
Department of Education. English for Academic and Professional Purposes.
(2016). Teacher’s Guide. First Edition.
Department of Education. English for Academic and Professional Purposes.
(2016). Reader. First Edition.
Online Sources:
Academic Language of the English-Language Arts-Higher Education. Retrieved
from https://www.pearsonhihered.com. Retrieved date June 24, 2020.
Academic Writing vs. Non Academic Writing. Retrieved from
www.diffrencebetween-com.cdn.ampproject.org. Retrieved date June 30, 2020.
Extended Essay: Formal vs. Informal Writing. Retrieved from
www.libguides.westoundacademy.org Retrieved date June 25, 2020.
Sample academic texts. Retrieved from https://portal.uea.ac.uk. Retrieved date
June 24, 2020
Scarcella, R. Academic Language for English Language Learners. Retrieved from
www.colorincolorado.org. Retrieved date June 25, 2020
Spivey, B. 365 Social & Academic vocabulary– What’s the Difference? Retrieved
from www.superduperinc.com. Retrieved date June 25, 2020.
The English Effect. Retrieved from www.britishcouncil.org. Retrieved date June 26,
2020.
Using Academic Language. Retrieved from www.monash.edu. Retrieved date
June 25, 2020

EAPP Module 1 – Quarter I/III, Page 8 of 9

Answer Key

WHAT I WHAT’S MORE: WHAT I HAVE

KNOW: 1. E LEARNED:
2. A 1. T
Answers 3. G
may vary. 4. F 2. F
5. J 3. T
6. D 4. T
7. C 5. F
8. H 6. T
9. I 7. T
10. B 8. T
9.F
10.F
WHAT I CAN DO:
Answers may vary.

ASSESSMENT
1. C
2. B
3. D
4. D
5. A
6. A
7. A
8. C
9. D
10. A

ADDITIONAL ACTIVITIES

Answers may vary.

EAPP Module 1 – Quarter I/III, Page 9 of 9