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English for Academic and, Professional Purposes, QUARTER 1– MODULE 1:, , Academic Language

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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, brand names,, trademarks, etc.) included in this learning resource are owned by their respective, copyright, holders., DepEd, is, represented, by, the, Filipinas, Copyright, Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from, their respective copyright owners. All means have been exhausted in, seeking permission to use these materials. 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, Writer: Ma. Ragie P. Tabotabo, Editor: Paterno A. Verano, Desiree T. Roberts, Reviewers: Marivic Yballe (Moderator), Dr. Clavel D. Salinas, Illustrator: Ma. Ragie P. Tabotabo, Layout Artist: Ma. Ragie P. Tabotabo, Management Team, Schools Division Superintendent:, Dr. Marilyn S. Andales, CESO V, Assistant Schools Division Superintendents:, Dr. Cartesa M. Perico, Dr. Ester A. Futalan, Dr. Leah B. Apao, Chief, CID:, Dr. Mary Ann P. Flores, Chief, SGOD:, Dr. Novie O. Mangubat, EPS—LRMDS:, Mr. Isaiash T. Wagas, SHS Division Coordinator:, Dr. Clavel D. Salinas, , Printed in the Philippines by:, Department of Education– Region VII, Division of Cebu Province, Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City, Telefax: (032) 255-6405, Email Address: [email protected], , ii

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English for Academic, and Professional, Purposes, QUARTER 1– MODULE 1:, Academic Language, , iii

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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 teaching., You are reading the English for Academic and Professional Purposes—Senior, High School First Quarter Alternative Delivery Mode (ADM) Module on “Differentiate, language used in academic texts from various disciplines (CS_EN11/12A-EAPP-Iac-2)” as written and found in the K-12 Most Essential Learning Competencies., The creation of this module is a combined effort of competent educators from, different levels and various schools of Department of Education-Cebu Province. In, addition, this module is meticulously planned, organized, checked and verified by, knowledgeable educators to assist you in imparting the lessons to the learners while, considering the physical, social and economical restraints in teaching process., The use of Teacher-made Educational Module aims to surpass the challenges of, teaching in a new normal education set-up. Through this module, the students are given, independent learning activities, which embodies in the Most Essential Learning, Competencies based from the K-12 Curriculum Competencies, to work on in accordance, to their capability, efficiency and time. Thus, helping the learners acquire the prerequisite, 21st Century skills needed with emphasis on utmost effort in considering the whole well, being of the learners., In addition to the material in the main text, you will also see this box in the body of, the module:, , 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., , As the main source of learning, it is your top priority to explain clearly on how to use, this module to the learners. While using this module, learner’s progress and development, should be recorded verbatim to assess their strengths and weaknesses while doing the, activities presented independently in safety of their homes. Moreover, you are anticipated, to persuade learners to comply and to finish the modules on or before the scheduled, time., iv

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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 Purposes—Senior, High School First Quarter Alternative Delivery Mode (ADM) Module on “Differentiate, language used in academic texts from various disciplines (CS_EN11/12A-EAPP-Iac-2)” as written and found in the K-12 Most Essential Learning Competencies., This module is especially crafted for you to grasp the opportunity to continue, learning even at home. Using guided and independent learning activities, rest assured, that you will be able to take pleasure as well as to deeply understand the contents of the, lesson presented; recognizing your own capacity and capability in acquiring knowledge., , This module has the following parts and corresponding icons:, , v

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At the end of this module you will also find:, , References, , Printed in this part is a list of all reliable and valid, resources used in crafting and designing this module., , In using this module, keep note of the fundamental reminders below., 1., , The module is government owned. Handle it with care., Unnecessary marks are prohibited. Use a separate sheet, of, paper in answering all the given exercises., , 2., , 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

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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 teacher 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 knowledge and skills for, you to be fully equipped and ready to answer the demands of the globally, competitive world. We are confident in you! Keep soaring high!, , vii

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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 resource is for, you to fully comprehend the Language Used in Academic Texts from various, Disciplines. Independently, you are going to go through this module, following its proper sequence. Although you are going to do it alone, this is a, guided lesson and instructions/directions on how to do every activity is plotted, for your convenience., Using this learning resource, you are ought to differentiate language used, in academic texts from various disciplines (CS_EN11/12A-EAPP-Ia-c-2), as, inculcated in the K-12 Most Essential Learning Competencies., At the end of this module, you are expected to achieve the following, objectives:, A. Differentiate academic texts from non-academic texts;, B. Examine an academic text to establish its nature and, characteristics;, C. Recognize the characteristics of language used in academic texts;, D. Analyze academic texts according to its language use; and, E. Evaluate academic texts based on its use of language., , WHAT I KNOW, I. Directions: Fill out the table to differentiate academic text from, non-academic text. Choose your answers from the box., , Formal, , To inform and/or validate idea, , To entertain, , Subjective, , Related literature, , Research papers, Reports, , Contains slang and colloquialisms, , Diaries, Informal essays, , 1

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Introduction-Body-Conclusion, , Objective, , No fixed structure, , Public, , Scholarly audience, , Everyday events, , Characteristics, , Academic Text, , Non-academic Text, , Audience, Purpose, Structure, , Language, Style, Source of content, , Examples, , II., , Directions: Read the following sentences and check the box that, , best fit the category., , FORMAL, My essay will make it clear that the use of marijuana as a medicinal drug is not, good., The present paper will clarify that the use of marijuana as a medicinal drug, proves to be unorthodox., IMPERSONAL, The researchers found out the leading factor of students’ absenteeism., My classmates and I found out the leading factor of students’ absenteeism., , 2

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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 challenging., , A. Directions: Read the passages below. Then,, identify whether each passage can be an academic text, or, , non-academic, , text., , Write, , AT, , for, , academic text and NAT for non-academic text., , ______1. Just as the sun rises and peeps from the east, and as the roosters, of the neighborhood crow, the man gathered his be longings and, left his house., ______2. When synthesizing information, a new understanding about a topic, is developed by using information from more than one source., , ______3. Depression is one of society’s prevailing issues that requires, attention. One’s mental health is as important as one’s physical, health., ______4. I want to obtain answers to the questions that are swarming in my, mind. But, it seems everything in life is just a cycle of questions with, , no answers in sight., ______5. He saw the pure crystal water turned crimson red as the, monster devoured the victim. He cried for help but it was too late., ______6. Statistics show that the higher percentage of the population prefer, dogs over cats., ______7. 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

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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 characters. I, was appalled with the idea that Sienna died at the end. It was heart-breaking., I cried my heart out as I finished reading the book. The book became my, new favorite and I don’t think I will be able to love another book as much as I, love this one..., Questions:, 1., , Is her choice of words appropriate for a book review? Why or why, not?, , 2., , Point out 3 words that are inappropriate. Suggest a more appropriate, alternative for each word., , 3., , What do you think should she do to improve her writing task?, , A. Directions: Carefully read the text below and, answer the questions that follow., , Using celebrities in advertising dates back to the late nineteenth, century, and this common advertising practice has drawn a considerate amount of, academic and practical attention (see Erdogan 1999 for an extensive review). Most, academic investigations of celebrity endorsement have been contextualized in the, realm of source credibility and attractiveness models, and suggest that celebrities, exert their influence on consumers through perceived attributes such as expertise,, trustworthiness, attractiveness, familiarity and likeability (Ohanian 1990, 1991)., Another stream of research on celebrity endorsement, which is labeled the, “match-up hypothesis,” has examined the fit or match between a celebrity and the, product being endorsed, and maintains that celebrity endorsement is more, effective when the images or characteristics of the celebrity are well matched with, the endorsed products (Kahle and Homer 1985; Kamins 1990; Kamins and, Gupta1994; Till and Busier 2000). In similar vein, McCracken suggests that a, “celebrity who best represents the appropriate symbolic properties” of the product, 4

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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 products., For advertising practitioners, employing an appropriate celebrity, endorser to promote a product is important but a difficult task. For instance in the, theoretical literature, professionals at advertising agencies and their client, companies in the United States and the United Kingdom cited, celebrity attributes such as image, trustworthiness, and familiarity, as well as the fit, between the celebrity and the product, as important factors for choosing the, appropriate endorsers (Erdogan, Baker, and Tagg 2001; Miciak and Shanklin, 1994)., Other highly ranked decision factors include celebrity/target-audience, congruence, costs of securing the celebrity, the celebrity’s risk of controversy, and, the celebrity’s prior endorsement. As suggested by Erdogan, Baker and Tagg, (2011), the perceived importance and the actual use of endorser selection criteria, may vary from culture to culture. Differences in the entertainment industry and, agency business, and more broadly, in the cultural environments are likely to, influence the execution of the celebrity endorsement strategy across countries., Arguing for standardized advertising across countries, some contend that, consumer demands and tastes have become similar on a global scale (Levitt 1983;, Taylor and Johnson 2002) and that using celebrities with worldwide, recognition in advertising is an effective means of overcoming cultural difficulties, (Erdogan 1999; Kaikati 1987; La Ferla 2001). Others claim that despite some, observed convergence among consumers around the world, fundamental values, still remain divergent across cultures. Therefore, international advertisers cannot, assume that the same advertising technique should be uniformly applied or that it, will be equally effective in different counties (De Mooji 1998, 2003; Onkvisit and, Shaw 1999). Yet research on similarities and differences between cultures in the, use of celebrity endorsement in advertising is scarce, despite the potential, cultural influence on this technique as speculated in the literature., Seijung Marina Choi, Wei Na Lee, Hee-Jung Kim, LESSONS FROM THE RICH AND FAMOUS: A, Cross-cultural Comparison of Celebrity Endorsement in Advertising. Journal of Advertising., Summer 2005, vol. 34, Iss 2., , Questions:, 1., , What is the tone and purpose of the text?, 5

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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 the more, appropriate formal options., 1., , Look at ____, , A., , confirm, determine, verify, , 2., , Show _____, , B., , demonstrate, indicate, illustrate, , 3., , Begin ____, , C., , consider, monitor, analyze, , 4., , Make sure ____, , D., , commence, initiate, undertake, , 5., , Go over ____, , E., , revise, review, , C. Directions: Put a check before the phrases that are appropriate for, academic texts., , _____1. We used a standard graphical representation to…, _____2. A survey of the literature revealed that…, _____3. I researched the questions to the problems…, _____4. The results indicate that…, , D. Directions: : Pick out all the precise words from the box on the left, and write them to the box on the right., Twice the size of…, Julienned vegetables, A smaller part of the population…, Police stake out, Very hungry, Not allowed, , 6

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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, , 7

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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 higher-order, thinking skills to comprehend., , Evidence-based Arguments, What is valued in an academic text is that opinions are based on a sound, understanding of the pertinent body of knowledge and academic debates that, exist within, and often external to a specific discipline., Thesis-driven, The starting point of an academic text is a particular perspective, idea or, position applied to the chosen research problem, such as establishing, proving,, or disproving solutions to the questions posed for the topic., Characteristics, , Academic Text, , Non-academic Text, , Audience, , Academia, , Mass public, , Purpose, , Inform the readers with, solid evidence, , Inform, entertain or, persuade the readers, , Style, , Formal and impersonal, , Personal,, impressionistic,, emotional or subjective, , Structure, , Standard structure, , No rigid structure, , Language, , Formal language avoids, colloquialisms, , Informal and casual, language, may contain, , Subject/Content, , Shared historical events, or literature or other, forms of knowledge, , Personal life and, everyday events, , 8

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Academic Language, Academic Language refers to the oral, written, auditory, and visual, language proficiency required to learn effectively in schools and academic, programs. It is also the language used in classroom lessons, books, tests, and, assignments. It is the language that students are expected to learn and achieve, fluency in., Why is academic language so important?, - Students who master academic language are more likely to be, successful in academic and professional settings, What is difference between academic language and social language?, Social language is the simple, informal language we use when talking, face to face with family members and friends. It allows us to use contemporary or, slang terms like “cool,” “awesome,” or “dude.” We can also communicate feelings,, needs, and wants using symbolic hand gestures for drink, eat, hot, cold, hurt, or, tired. Social language also includes writing emails, friendly letters, and texts or, retelling stories., Academic language is different from everyday social language. It is the, vocabulary students or adults must learn to succeed in the classroom or in the, workplace. We use academic language to describe and comprehend complex, ideas, process higher-order thinking, and understand abstract concepts., Academic language is what students read in textbooks and on tests and what, they hear during instruction in the classroom. Students with limited or low, academic language skills are more than likely to have low academic, performance in classroom settings. Source: www.handyhandouts.com, Some of the differences between social and academic language that, students should look for include:, Social Language, , Academic Language, , repetition of words, , variety of words, more, sophisticated vocabulary, , sentences start with “and” and “but”, , sentences start with transition, words, such as “however,”, “moreover,” and “in addition”, , use of slang: “guy,” “cool,” and, , No slang, , “awesome”, , 9

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CHARACTERISTICS OF ACADEMIC, LANGUAGE, , FORMAL, , It should not be conversational and casual. Avoid colloquial, and idiomatic expressions, slang, and contractions., , X dig in, X cup of tea, X dude, X don’t, IMPERSONAL Do not refer to yourself as the performer of actions. Do not, use 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 are presented accurately. The choice of words, are appropriate. The use of technical terms to achieve, precision is applied., For example:, “85% of the population”, “The results are okay, (satisfactory).”, asphyxiation (medical term), , OBJECTIVE, , It is unbiased, based on facts and is not influenced by, personal feelings., For example:, “The essay on… is distressing.” instead of “I do not like the, essay”, , Directions: Read the sample academic texts, below and identify the errors in the use of the, academic language., 1. I decided to write an extended essay on how hip-hop works as protest of the, lower classes because I think the music is cool and really gets people dancing,, inspiring those people who wouldn’t normally think there’s any point in being, 10

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against anything to listen to the message. Being an enthusiastic hip-hop dancer, myself, I really wanted to find out some more about this., 2. Biology has always been a passion of mine. Ever since I was searching for, frogspawn in my grandparent’s pond as a four-year-old and annoying my mom, with a battery of jam jars on the window sill in which I was trying to raise tadpoles I, have been fascinated with observing nature in detail. Even in English, reading, Death of a Naturalist Seamus Heaney, I found myself thinking up an experiment to, do with dragonflies and fireflies. I have a fish tank at home with three different, sorts of fish. I've noticed that they all respond differently when I feed them. I'm, wondering what else is different in their behavior so, in this extended essay, I'm, going to find out how they react to light., 3. When I go into a supermarket there is always gentle background music, playing, although in the clothes shop I like it is always pop music. At breakfast, my dad likes to listen to Apo Hiking Society, while my little brother has rock songs, on his phone and will head bang his way through the dining area. My essay is, trying to research why people rely on certain types of music to influence their, mood and how music is used in this way for advertising. I am not sure if there is a, connection and whether the music does affect, for example, people’s shopping, habits, but it will be interesting to try to find out, especially to see if different, peoples’ brains are wired differently when it comes to music., , 2., , 1., , 3., , 1., , How can academic texts affect your life as a student?, , 2., , Why is learning to appropriately use the academic language, vital in uplifting your socio-economic status in life?, , 11

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Directions: Using the criteria, evaluate the, language of the following sample of academic, texts from various disciplines., , A. This essay intends to investigate whether there is a causal relationship, between music listened to and the mood of individuals. Additionally, it will seek, to explore whether this relationship is used in advertising to encourage people, to spend money., B. This essay on how the lyrics of hip-hop developed as a form of protest, , against a society segregating the working classes based on the premise of the, music having a distinct and energizing rhythm that really inspires people to, move, thereby reaching out to audiences who wouldn’t normally believe in, protest, let alone speak out in public. Thus, the music becomes a vehicle for, words of protest that can and indeed have changed the world., C. The researcher found out that the male population has a higher chance of, being hired compared to the females. Eighty percent of the employers stated that, since females are privileged with maternity leave, they leave their work for some, time resulting to a decline on the overall production of the company. I think this is, very judgmental on the part of the employers. It goes against the Women, Empowerment Movement. I strongly urged the employers to rethink their choices, because women are great workers., D. This essay is focused on investigating the photo tactic responses of three, different species of fish that occupy different areas of an aquarium: danios (Danio, rerio), which group near the surface of the water, black skirt tetra, (Gymnocorymbus ternetzi), which swim in the middle of the tank, and kuhli loach, (Pangio kuhlii), which swim near the bottom of tank. It is anticipated that they will, respond differently to light according to their niche with the tank., E. As a student, I want to understand how Multiple Intelligences Theory affect, students’ learning. For example, I learn better when I listen to music while my, circle of friends learn best when they discuss the lesson together. I believe that all, of us are unique. We have our own ways to excel in school. That’s why I want to, conduct a study on this particular matter., , Characteristics of Academic A, Language, , B, , Does the text use a formal, language? (Yes/No), , 12, , C, , D, , E

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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.), , Test I. Directions: Read each statement, carefully and identify whether each statement is, true or false. Write T if it is true and F if it is, false., , ____1. An academic text should clearly state its thesis, argument or, proposition., ____2. It is acceptable to include one’s judgment but should be supported by, evidence., ____3. Both academic and non-academic texts can be used to inform., ____4. Both academic and non-academic texts employ the use of informal, language., ____5. Academic texts can use first person point-of-view and include one’s, emotional attachment to the topic., ____6. The language used in academic texts should be conversational., ____7. Language used in academic texts employ technical terms specific for, each field and/or discipline., ____8. Academic language should be objective, precise, impersonal and, formal., ____9. Slangs and colloquialisms are used in academic texts., ____10. Students who master academic language are more likely to be, , successful in academic and professional settings., 13

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Test II. Directions: Using the Venn diagram, compare and contrast, the characteristics of academic texts from non-academic texts., , NON- ACADEMIC, TEXT, , ACADEMIC TEXT, , Test III. Directions: Read the academic texts from various disciplines and, evaluate each text using the table provided., , 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. The number of calories burned during an exercise depends on various factors, including body weight and the type of exercise. For example, an individual, weighing 59 kilograms (130 pounds) would expend roughly 500 calories per hour, swimming or playing basketball. However, this same person would burn an, estimated 200 walking or playing table tennis. In order to survive and maintain, body weight, the average individual requires approximately 2000 to 2500 calories, per day. Gaining or losing weight is a simple process. Add and subtract 7,700, calories over the course of time to gain or lose a kilogram. Nutrition has nothing, to do with it. It is all about calories., 14

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C. Wrigley’s chewing gum was actually developed as a premium to be given away, with other product rather than as a primary product for sale. As a teenager, William, Wrigley Jr. was working for his father in Chicago selling soap that has been manufactured in his father’s factory. The soap was not very popular with merchants because it was priced at 5 cents, and this selling price did not leave a good profit, margin for the merchants. Wrigley convinced his father to raise the price to ten, cents and to give away cheap umbrellas as a premium for the, merchants. This worked successfully, confirming to Wrigley that the use of, premium was an effective sales tool., D. 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., E. The results show that there is a lack of awareness in Singaporean, Muslim towards Islamic banking products and services in Singapore. However,, Singaporean Muslims, on average still accept the operation and believe that it is, crucial to have more Islamic banking in Singapore in the future. Factors of bank, selection also are as indicators to gauge which services needed to be improved so, that local Muslims are attracted to set up an Islamic banking account., , A, , B, , C, , 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?, , 15, , D, , E

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5. What is the purpose, of the text?, , Directions: Write a short essay on, your thoughts about the use of language, in academic texts for various disciplines., , 16

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17, WHAT I KNOW, Test I., , Diaries, Informal essays, , Research papers, Reports, , Examples, , Everyday events, , Related literature, , Source of content, , Objective, , Style, , Contains slang and colloquialisms, , Formal, , Language, , No fixed structure, , Introduction-Body-Conclusion, , Structure, , To entertain/To inform, , To inform, , Purpose, , Public, , Scholarly audience, , Audience, , Academic Text, , Characteristics, , Non-academic Text, , Subjective, , Test II., FORMAL, The present paper will clarify that the use of marijuana as a medicinal drug proves to be unorthodox., IMPERSONAL, , The researchers found out the leading factor of students’ absenteeism., PRECISE, Approximately 75% of the group agreed to join the rally., OBJECTIVE, The method involved to obtain the needed information proved to be challenging., WHAT’S IN, , A., , B. 1-3 Answers may vary, , AT, , 8., , NAT, , 7., , AT, , 6., , NAT, , 5., , NAT, , 4., , AT, , 3., , AT, , 2., , NAT, , 1.

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18, WHAT’S NEW, A., , Answers may vary, , 5., , It makes an academic text reliable and credible. (other related answers), , 4., , Answers may vary, , 3., , Scholarly audience/academia (other related answers), , 2., , Objective/Formal (other related answers), to inform, , 1., , WHAT’S MORE, , B., 1. C, , 2. B, , 3. D, , 4. A, , 1-3. Informal, use of slang and colloquialisms, use of contractions,, subjective (other related answers), , 5. E, , C., , 1., , 2. ¤, , 3., , 4. ¤, , D., Twice the size of, Julienned vegetables, Police stake out,, Restricted, , WHAT I HAVE LEARNED, 1-2. Answers may vary, , E., I expected, I think, Personally, I am, WHAT I CAN DO, , Characteristics of Academic, Language, , A, , Does the text use a formal language all, through out? (Yes/No), , B, , Yes, , C, , Yes., Maternity, leave, , No, , No, , Yes, , No, , Yes, , No, , Yes, , D, , E, , Yes, , No, , Is the language impersonal? (Yes/No), , Yes, 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), , Yes, , Yes., Causal, relationship, , Is the academic text objective? (Yes/If, No, write 2 phrases that indicate subjectivity.), Yes, , Yes, , Yes, , No, , Yes, , No, , Yes., Phototactic, , No. I think,, I strongly, urged, (Other, related, answers), , Yes, , No, , No. I, want/I, have, (Other, related, answers)

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19, ASSESSMENT, Test I., 1. T 2. T, , 3. T, , 4. F, , 5. F, , 6. F, , 7. T, , 8. T, , 9. F, , 10. T, , Test II., , Answers may slightly vary. Refer to the characteristics of both academic and non-academic texts., Test III., A, 1.In what discipline could this, text belong to?, , B, , C, , Health (other Health (other, Business, related anrelated an- (other related, swers), swers), answers), , 2. What type of language does, the article use?, , 3. Who are the target audience, of the text?, , Mass Public, , Mass Public, , Academia/, Scholarly, Audience, , Formal, , Formal, , Formal, , To inform, , 5. What is the purpose of the, text?, , Objective, , 4. Is the text objective or subjective?, , D, Education, (other related, answers), , E, Commerce, (other related answers), , Formal, , Academia/, Scholarly, Audience, , Formal, , Academia/, Scholarly, Audience, , (Other related, answers), , (Other related, answers), , To inform, , To inform, , To inform, , Objective, , Objective, , (Other related (Other related, answers), answers), , Objective, , Objective, To inform, (Other, related, answers), , The teacher will check all the, Answers Vary Part., Notes to the Teacher!

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References:, , Electronic Files, 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 resources, 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, , For inquiries or feedback, please write or call:, Department of Education– Region VII, Division of Cebu Province, Office Address: IPHO Bldg. Sudlon, Lahug, Cebu City, Telefax: (032) 255-6405, Email Address: [email protected], , 20