English for Academical and Professional Purposes-Module-1 PDF

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English for Academic andProfessional PurposesQUARTER 1 – MODULE 1:Academic LanguageEnglish for Academic and Professional Purposes Alternative Delivery Mode Quarter 1- Module 1: Academic Language First Edition, 2020Republic Act 8293. Section 176 states that: No copyright shall subsist in any work of ...

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English for Academic and Professional Purposes QUARTER

MODULE 1

Academic Languag

English for Academic and Professional Purposes Alternative Delivery Mode Quarter 1-Module 1: Academic Language First Edition, 2020 Republic Act 8293. Section 176 states that: No copyright shall subsist in any work of the 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, bra names, trademarks, etc.) included in this learning resource are owned by the spective copyright holders. DepEd is represented by the Filipin opyright Licensing Society (FILCOLS), Inc. in seeking permission to use the als from their respective copyright owners. All means have be ted in seeking permission to use these materials. The publisher 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

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Writer: Ma. Ragie P. Tabotabo Editor: Paterno A. Verano Desiree T. Roberts Reviewers: Marivic Yballe (Moder Dr. Clavel D. Salina Illustrator: Ma. Ragie P. Tabot Layout Artist: Ma. Ragie P. ment Team Schools Division Su Assistant Schools Chief, CID: Chief, SG EPS—L SHS D

Pr

inator:

Dr. Marilyn S. Andales, CESO V erintendents: Dr. Cartesa M. Perico Dr. Ester A. Futalan Dr. Leah B. Apao Dr. Mary Ann P. Flores Dr. Novie O. Mangubat Mr. Isaiash T. Wagas Dr. Clavel D. Salinas

hilippines by: epartment of Education– Region VII, Division of Cebu Province ess: IPHO Bldg. Sudlon, Lahug, Cebu City (032) 255-6405 Address: [email protected]

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English for Academic and Professional Purposes QUARTER

MODULE 1

Academic Languag

iii

Key Message

For the Facilitator: Learning is a constant process. Amidst inevitable circumstances, Department of Education extends their resources and looks for varied ways to cater your needs and to adapt to the new system of Education as a fortress of Learning Continuity Plan. One of the probable solutions is the use of Teacher-made Educational Modules in teac ing. You are reading the English for Academic and Professional Pur High School First Quarter Alternative Delivery Mode (ADM) Module language used in academic texts from various disciplines (CS_E c-2)” as written and found in the K-12 Most Essential Learning Co The creation of this module is a combined effort of c different levels and various schools of Department of E addition, this module is meticulously planned, organiz knowledgeable educators to assist you in imparting t considering the physical, social and economical restra

—Senior erentiate EAPP-Ia.

ucators from bu Province. In and verified by o the learners while ng process.

The use of Teacher-made Educational Mo surpass the challenges of teaching in a new normal education set -up. Th odule, the students are given independent learning activities, which e the Most Essential Learning Competencies based from the K-12 Curric tencies, to work on in accordance to their capability, efficiency and time. T he learners acquire the prerequisite 21st Century skills needed with emph ost effort in considering the whole well being of the learners. In addition to the materia the module:

text, you will also see this box in the body of

Notes to the Teacher! This part of the module gives you helpful tips, suggestions or strategies that will make the learning process easy and efficient to the learners.

e main source of learning, it is your top priority to explain clearly on how to use ule to the learners. While using this module, learner ’s progress and development be recorded verbatim to assess their strengths and weaknesses while doing the ities presented independently in safety of their homes. Moreover, you are anticipated t persuade learners to comply and to finish the modules on or before the scheduled time. iv

For the Learner: As a significant stakeholder of learning, Department of Education researched and explored on innovative ways to address your needs with high consideration on social, economic, physical and emotional aspects of your well being. To continue the learning process, DepEd comes up with an Alternative Delivery mode of teaching using Teacher-Made Educational Modules. You are reading the English for Academic and Professional Purpo High School First Quarter Alternative Delivery Mode (ADM) Module on language used in academic texts from various disciplines (CS_EN c-2)” as written and found in the K-12 Most Essential Learning Comp This module is especially crafted for you to grasp the learning even at home. Using guided and independent learni that you will be able to take pleasure as well as to deeply un lesson presented; recognizing your own capacity and cap

This module has the following parts and corresp

v

—Senior erentiate EAPP-Ia-

o continue rest assured contents of the ring knowledge.

:

At the end of this module you will

References

In using this mo

Print res

art is a list of all reliable and valid in crafting and designing this module.

ote of the fundamental reminders below. module is government owned. Handle it with care. necessary marks are prohibited. Use a separate sheet of aper in answering all the given exercises. This module is organized according to the level of understanding. Skipping one part of this module may lead you to confusion and misinterpretation.

3.

The instructions are carefully laden for you to understand the given lessons. Read each items cautiously.

4.

This is a Home-Based class, your reliability and honor in doing the tasks and checking your answers are a must.

5.

This module helps you attain and learn lessons at home. Make sure to clearly comprehend the first activity before proceeding vi

to the next one. 6.

This module should be returned in good condition to your teacher/ facilitator once you completed it.

7.

Answers should be written on a separate sheet of paper or notebook especially prepared for this subject.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch with him/ her for further discussion. Know that even if this is a home-based class, your teacher is only a call away. Good communication between the teache and the student is our priority to flourish your understanding on the given lessons

We do hope that in using this material, you will gain ample know you to be fully equipped and ready to answer the dema competitive world. We are confident in you! Keep soaring high!

vii

d skills for globally

WHAT I NEED TO KNOW

Good day, dear learner! This module is solely prepared for you to access and to acquire lessons befitted in your grade level. The exercises, drills and assessments are carefully made to suit your level of understanding. Indeed, this learning resou e is for you to fully comprehend the Language Used in Academic Texts f various Disciplines. Independently, you are going to go through module following its proper sequence. Although you are going to do i his is a guided lesson and instructions/directions on how to do ever plotted for your convenience. Using this learning resource, you are ought to di in academic texts from various disciplines (CS_E inculcated in the K-12 Most Essential Learning C At the end of this module, you are e objectives:

nguage used APP-Ia-c-2), as es. achieve the following

A. Differentiate academic tex academic texts; B. Examine an academic t ish its nature and characteristics; C. Recognize the cha f language used in academic texts; D. Analyze academ rding to its language use; and E. Evaluate acad ased on its use of language.

WHAT I KN I. Directio non-aca

ut the table to differentiate academic text from Choose your answers from the box.

To inform and/or validate idea tain

Subjective

ted literature

Research papers, Reports

Contains slang and colloquialisms

Diaries, Informal essays

1

Introduction-Body-Conclusion

Objective

No fixed structure

Public

Scholarly audience

Everyday events

Characteristics

Academic Text

Non-academic T xt

Audience Purpose Structure

Language Style Source of content

Examples

II. Directions: Read t

g sentences and check the box that

best fit the category.

FORMAL My essay good. The pro

clear that the use of marijuana as a medicinal drug is not er will clarify that the use of marijuana as a medicinal drug northodox.

NAL esearchers found out the leading factor of students’ absenteeism. My classmates and I found out the leading factor of students’ absenteeism.

2

PRECISE Approximately 75% of the group agreed to join the rally. Around half of the group agreed to join the rally.

OBJECTIVE In my opinion, the method involved to obtain the needed information was frustrating. The method involved to obtain the needed information proved to be c

llenging.

A. Directions: Read the passages

Then,

identify whether each passage can be or

non-academic

text.

AT

academic text and NAT for non

______1. Just as the sun rises and peeps from of the neighborhood crow, the m

mic text for

xt.

nd as the roosters his be longings and

left his house. ______2. When synthesizing informa

understanding about a topic

is developed by using in

m more than one source.

______3. Depression is one

s prevailing issues that requires

attention. One’s m

is as important as one’s physical

health. ______4. I want to o

rs to the questions that are swarming in my

mind. B

everything in life is just a cycle of questions with

no a ______5.

ght. e pure crystal water turned crimson red as the evoured the victim. He cried for help but it was too late.

____

ics show that the higher percentage of the population prefer gs over cats. Yesterday was a beautiful day. It was warm enough to feel comfortable in shorts. A nice breeze made the air feel fresh. The flowers vibrated with color. It felt good to be alive.

______8. Antibiotics are prescribed to fight infections. Sore throats,

earaches, and other symptoms may be caused by the growth of 3

bacteria in your body. As the antibiotics fight to destroy the bacteria, the bacteria struggle to become stronger.

B. Directions: Read and examine an excerpt of a book review written by a Grade 11 student for her Reading and Writing class.

...I don’t think that the author of the book gave justice to the char ters. I was appalled with the idea that Sienna died at the end. It was hear aking. I cried my heart out as I finished reading the book. The book me my new favorite and I don’t think I will be able to love another bo h as I love this one... Questions: 1.

Is her choice of words appropriate for a book not?

2.

Point out 3 words that are inappropriate alternative for each word.

3.

What do you think should she do

y or why more appropriate er writing task?

Carefully read the text below and

A.

questions that follow.

Using celebritie ertising dates back to the late nineteenth century, and this co rtising practice has drawn a considerate amount of academic and pr ion (see Erdogan 1999 for an extensive review). Most academic inve celebrity endorsement have been contextualized in the realm of sou y and attractiveness models, and suggest that celebrities exert their n consumers through perceived attributes such as expertise, trustwor activeness, familiarity and likeability (Ohanian 1990, 1991). ream of research on celebrity endorsement, which is labeled the “ pothesis,” has examined the fit or match between a celebrity and the eing endorsed, and maintains that celebrity endorsement is more when the images or characteristics of the celebrity are well matched with ndorsed products (Kahle and Homer 1985; Kamins 1990; Kamins and ta1994; Till and Busier 2000). In similar vein, McCracken suggests that a “celebrity who best represents the appropriate symbolic properties ” of the product 4

should be selected, thus highlighting the importance of the cultural meanings of the celebrities in the endorsement process. Celebrities embody a collection of culturally relevant images, symbols, and values. As images of the celebrities become associated with products through endorsement, the meanings they attach to the products are transferred to consumers through purchase and consumption (McCracken 1989, 316). Therefore, the practice of celebrity endorsement should be closely related to the cultural context in which the images of celebrities are formed and individual celebrities are selected to be linked with particular p oducts. For advertising practitioners, employing an appropria celebrity endorser to promote a product is important but a difficult task. For ce in the theoretical literature, professionals at advertising agencies eir client companies in the United States and the United m cited celebrity attributes such as image, trustworthiness, and fami ll as the fit between the celebrity and the product, as important choosing the appropriate endorsers (Erdogan, Baker, and Tagg 2 and Shanklin 1994). Other highly ranked decision factors ebrity/target -audience congruence, costs of securing the celebrity, th risk of controversy, and the celebrity’s prior endorsement. As sugg rdogan, Baker and Tagg (2011), the perceived importance and the of endorser selection criteria may vary from culture to culture. Diffe he entertainment industry and agency business, and more broadly tural environments are likely to influence the execution of the celeb ment strategy across countries. Arguing for standardized across countries, some contend that consumer demands and tast ome similar on a global scale (Levitt 1983; Taylor and Johnson 2 that using celebrities with worldwide recognition in advertisin ctive means of overcoming cultural difficulties (Erdogan 1999; Kaik a Ferla 2001). Others claim that despite some observed converge consumers around the world, fundamental values still remain diver cultures. Therefore, international advertisers cannot assume that th ertising technique should be uniformly applied or that it will be equa in different counties (De Mooji 1998, 2003; Onkvisit and Shaw 199 arch on similarities and differences between cultures in the use of ndorsement in advertising is scarce, despite the potential cultur on this technique as speculated in the literature. S

Choi, Wei Na Lee, Hee -Jung Kim, LESSONS FROM THE RICH AND FAMOUS: A l Comparison of Celebrity Endorsement in Advertising. Journal of Advertising. 05, vol. 34, Iss 2.

stions: 1

What is the tone and purpose of the text? 5

2.

Who is the target audience of the text?

3.

How would you describe the language used in the text?

4.

What is the impact of citing references in a text?

5.

How does the structure of the text help you to understand more about celebrity endorsement in different countries? B. Directions: Match the informal language vocabulary with th appropriate formal options. 1.

Look at ____

A.

confirm, determine, ve

2.

Show _____

B.

demonstrate, indica

3.

Begin ____

C.

consider, monit

4.

Make sure ____

D.

commence,

5.

Go over ____

E.

revise, re

C. Directions: Put a check before th academic texts.

_____1. We used a standa

_____4. The resu

ertake

hat are appropriate for

representation to…

_____2. A survey of the _____3. I researched

more

vealed that… ns to the problems… hat…

all the precise words from the box on the left on the right.

D. Directions: and write the Tw

of… egetables r part of the popula-

ice stake out Very hungry Not allowed

6

E. Directions: Underline the subjective wording on the text below. The results are as I expected. Majority of the class agreed to join the field trip. I think the students agreed to join because of the low projected expenses of the field trip destination. Personally, I am glad that most of us can join the field trip.

Nature and Characteristics of an Academic Text An academic text is a reading material that provides information which include concepts and theories that are related to the specific discipline. The following are considered as academic texts: Research Paper, Conference Paper, Feasibility Study, Thesis/Dissertation, Reviews, Essay, Academic Journals, Reports. Structure Unlike fiction or journalistic writing, the overall structure of an academic text is formal and logical (Introduction, Body, Conclusion). It must be cohesive and possess a logically organized flow of ideas; this means that various parts are connected to form a unified whole. Tone The overall tone refers to the attitude conveyed in a piece of writing. The arguments of others are fairly presented and with an appropriate narrative tone. When presenting a position or argument that disagrees with one’s perspectives, describe the argument accurately without loaded or biased language. Language It is important to use unambiguous language. Clear topic sentences enable a reader to follow your line of thinking without difficulty. Formal language and the third person point-of view should be used. Technical language appropriate to the area of study may also be used, however it does not mean using “big words” just for the sake of doing so. Citation

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Citing sources in the body of the paper and providing a list of references as either footnotes or endnotes is a very important aspect of an academic text. It is essential to always acknowledge the source of any ideas, research findings, data, or quoted text that have been used in a paper as a defense against allegations of plagiarism. Complexity An academic text addresses complex issues that require hig thinking skills to comprehend.

r -order

Evidence-based Arguments What is valued in an academic text is that opinions are understanding of the pertinent body of knowledge and a exist within, and often external to a specific discipline.

a sound bates that

Thesis-driven The starting point of an academic text is position applied to the chosen research prob or disproving solutions to the questions pos

perspective, idea or s establishing, proving, pic.

Characteristics

Academ

Non-academic Text

Audience

Aca

Mass public

Purpose

readers with idence

Infor...