ENGLISH FOR ACADEMIC

AND PROFESSIONAL
PURPOSES-12
1st Quarter Week 1

Development and Quality Assurance Team

Developer: Sharmaine D. Degamo

Evaluators: Elaine Grace P. Plaza
Jecel Marie A. Consigna
Learning Area Supervisor: Camela G. Lerio

Illustration Credits:
Title Page: Marieto Cleben V. Lozada
Title Page Graphics: Bryan L. Arreo
Visual Cues: Ivin Mae M. Ambos
Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
0
 Competency:
o Differentiate language used in academic texts from various disciplines.
(CS_EN11/12A-EAPP-Iac-2)

Objectives: At the end of the lesson, the learners must have: o distinguished academic
texts from non-academic texts; o evaluated academic texts based on its use of language;
and o expressed appreciation on the importance on the use of academic language in real-
life settings.

Learner’s Tasks

Lesson Overview

Our daily life faces different settings. There are instances that we must deal with our friends,
colleagues, or other individuals whose positions are ahead of us. In these kinds of situations, the use
of language should be considered. When we write academic texts such as research paper and reports,
we must use formal language. But when we are dealing with our friends, we may use colloquial words
for casual conversations.
In this lesson, you will know the aspects of professional and academic language. The ways on
how you use the language depend on the setting, goal, or work that you are into. You will also be
guided as to the language that you will be using facing your friends, teachers, manager, and other
individuals in your life. It will help you appreciate the beauty of language on your daily living.
Nature and Characteristics of an Academic Text
An academic text is a reading material that gives information and contains concepts or
theories. These concepts or theories are connected to the discipline. The following are considered as
academic texts: Research Paper, Conference Paper, Feasibility Study, Thesis/Dissertation, Reviews,
Essay, Academic Journals and Reports.

Structure
➢ The structure of an academic text is formal and logical from its introduction, body up to its
conclusion. It must show cohesiveness and must have a reasonably organized sequence of
ideas which entails that in every part of the text, it will lead to a holistic idea of the topic.

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
1
Tone
➢ The tone is the attitude conveyed in a text. It is what the readers feel as to how the text has been
written by the author. The tone in academic writing should be precise and engaging to the
readers.

Language
➢ In writing, you should be careful about the language that you are using for the readers to get the
central message of your text. Formal language and the third person point-of-view should be
considered. However, technical use of language is applicable only when your target audience
is a group of people in a specific field. The use of difficult words should be avoided when
your sole reason is for your reader to appreciate your vocabulary.

Citation
➢ Researching ideas, data or quoted text is advisable in an academic text. Hence, citing sources in
the body of the paper and providing a list of references as either footnotes or endnotes is very
important. It is fundamental to consistently recognize the source of any idea, research
discoveries, information, or cited text that have been utilized in a paper as a safeguard against
charges of plagiarism.

Complexity
➢ Complex issues should be written systematically to avoid complications, misunderstanding,
and misconception.

Evidence-based Arguments
➢ Propositions and opinions on an academic text are based on reasonable sources and specific
areas of discipline.

Thesis-driven
➢ In establishing the starting point, there should be a specific point of view in the chosen research
problem, which implies either you are going to agree or disagree with the posed topic.

Characteristics Academic Text Non-academic Text

Audience Academia Mass or public
Notify the readers with strong evidence Inform, entertain or encourage
Purpose
the readers
Personal, impressionistic,
Style Formal and objective
emotional or subjective
Structure Standard structure No rigid structure
Informal, casual language and
Language Formal language avoids colloquialisms may use
slang
Historical events or literature or other Personal life and everyday
Subject/Content
forms of knowledge events

Academic Language Definition

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
2
 It refers to the spoken, written, auditory, and visual language skill that is essential in learning efficiently
whether it is in school and other academic areas. This is also the language used in teaching the students
and in crafting the test and books used in the classroom. Hence, this is also the language that is expected
for the students to acquire
where fluency and preciseness are achieved.

Importance of Academic Language

➢ Being proficient in the use of academic language is essential since it results in comprehension
and understanding of the text.
➢ Students who know how to use and comprehend academic language are more likely to
achieve great things in life in terms of professional growth.

Difference between academic language and social language

Social language
➢ It is the language we use in dealing with our family and friends. The use of vernacular language
or slang is shown. This is an easy way on how to communicate your feelings and needs. You
can use any gestures of which your listeners can understand.

Academic language
➢ It is the vocabulary used in the classroom setting or workplace. The use of academic language
is for the understanding of complex issues and ideas. It should be mastered to avoid
misunderstanding the topic.

Some of the differences between social and academic language that students should look for
include:

Social Language Academic Language

Repetitive use of words Use various words and more formal language

sentences start with transition words, such as

sentences start with “and” and “but” “however,” “moreover,” and “in
addition”
use of slang: “guy,” “cool,” and “awesome” No slang

Characteristics of Academic Language

Formal
The use of language should be formal. It requires clear, precise, and legitimate output which
reflects your capability as an academic writer.
Formality can be achieved through the following ways:

1. Do not use contracted modal forms. Spell out the more expanded term such as using cannot
instead of can’t, do not instead of don’t.

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
3
 2. Do not use abbreviated words. Use the expanded terms such as, as soon as possible instead of
ASAP.
3. Avoid using two-word verbs such as mess up, instead, use one-word verb such as damage.
4. Avoid using colloquial/ trite/ idiomatic expressions, such as kind of like, as a matter of fact, I
need to go to the John.
Impersonal
Avoid using personal pronouns.
For example:
“It is commonly said that…” instead of “Many of my friends and colleagues say that…”
“Research revealed that…” instead of “I discovered that…”
Precise
The facts must be presented accurately. The choice of words should be appropriate and the
use of technical terms to achieve precision should be applied.
For example:
“70% of the students…” instead of “Most of the students…”
“The autopsy showed that the cause of death was asphyxiation.”
Asphyxiation – is a medical term

Objective
To avoid biases in academic writing, the written output should be impersonal.
It should not mirror the mere opinion of the writer, but it should be theory-driven ideas. Through this,
the data will be factual.
Objectivity can be achieved by:

1. Avoiding the use of personal pronouns such as you, I and we. Poor example: You need to
conduct the experiment.
Improved version: The researchers need to conduct the experiment.

2. Avoiding rhetorical questions as it marks “closeness” with the reader, and constantly seek his/
her attention.
Poor example: How can these problems be solved?
Improved version: Certain measures must be discovered to solve the problems.

3. Avoiding emotive language that shows biases and lessens objectivity. Poor example: The
investigators were very shocked to see the outcome of the test.
Improved version: The investigators did not expect the results.
Structure
One of the crucial ways of making an academic text is its structure. You need to organize
your idea to deliver the message with no complications, confusions and misunderstandings. It should
be interrelated so that the main message will be easily grasp.

Consider the following examples:

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
4
 The earthquake caused loss of life.
The earthquake caused massive property damage.
The earthquake changed the landscape of the village.
Redundancy should be avoided. Though these sentences are grammatically correct, it is not
the way how academic text should appear. This will be better by continuing similar ideas which leads
to more complex construction, yet it possesses easy comprehension. Thus, it can be revised in this
manner:
The earthquake was a disaster that caused loss of life, property damage, and permanent
changes in the landscape.

Disclaimer: This Learning Activity Sheet (LAS) is based from the Self-Learning Modules, Learner’s Materials, Textbooks and Teaching Guides
released by DepEd Central Office. Furthermore, utilization of duly acknowledged external resources is purely of non-profit, for educational
use and constitutes fair use. All Rights Reserved.
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