Q1 MODULE 1 LANGUAGE USED IN ACADEMIC TEXTS

a What I Need to Know

Introduction

Have you tried to talk to someone but do not know what to say and how to say it? Or have you tried to write
something but do not know what language and structure should be used? How many times have you been assigned to do
a book review or position paper? Or was there a time where you thought that academic writing is boring, difficult and is not
readily accessible? Probably, you have a notion that academic writing requires a good skill in writing. In a way, you are
right, but remember that although it adheres to certain standards, it is still an enjoyable and personal activity where your
opinions and ideas will be freely expressed.

Specifically, this lesson shall provide you with information on enhancing your communication skills particularly in
academic and professional writing which you can use in different situations. It covers the different ways on how you will
develop your abilities in utilizing appropriate language in academic writing from various disciplines using correct text
structures.

Truly, having the ability to write is a skill which must be enhanced and be proud of. Find time to get better with time
and practice.

Learning Objectives

At the end of this module, you are expected to achieve the following objectives:
A. Identify the nature, features and characteristics of academic writing;
B. Differentiate academic texts from non-academic texts;
C. Recognize the features of language used in academic texts; and
D. Evaluate academic texts based on its use of language.

Lesson Proper

Language Used in Academic Texts from Various Disciplines

The ability to write is a skill learned. Sometimes, we take for granted the fact that we write everyday on various
mediums. Academic writing is a skill that many people refuse to learn. Before we write an academic piece, we need to
understand first what it is.
Review
Effective writing is a skill that is grounded in the cognitive domain. In order to be an effective writer, we must know
the different rules and conventions of writing that will regulate its different types. Thus, writers must be knowledgeable of
the format, organization, structure, and presentation of the points discussed.
Think of the things that should be considered when writing. What are the things that we have to bear in mind?

What is it?

Academic writing is a scholarly act of presenting ideas or concepts about a specific topic. It is scholarly because
it involves a thorough, careful, investigative and scientific study of a specific topic.

It results from one’s struggle to increase his knowledge about his carefully chosen subject matter and to present
his findings skillfully through different rhetorical or discourse patterns. It is also a process that starts with posing a question,
problematizing a concept, evaluating an opinion, and ends in answering the questions posed, clarifying a problem, and
arguing for a stand.

Features of Academic Writing:

1. Academic writing has a specific purpose.
2. It also addresses specific audience. The assumption is, your audience is composed of people who are
knowledgeable on the subject you are writing about.
3. Academic Writing is thinking. It requires deliberate, thorough, and careful thought and that is why it involves
research.
Examples of academic texts:
Research Paper, Academic Journals, Reports, Conference Paper, Feasibility Study, Thesis/Dissertation, Reviews, Essay.

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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
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
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 Inform, entertain or persuade the
evidence readers
Style Formal and impersonal Personal, impressionistic,
emotional or subjective
Structure Standard structure No rigid structure
Language Formal language avoids Informal and casual language, may
colloquialisms contain
Subject/Content Shared historical events or Personal life and everyday events
literature or other forms of
knowledge

Features of Language Use

1. Formality
It reflects your dignified stance in your writing as a member of the academic community. The language you use
requires precision to make it a “legitimate” piece of academic writing.
Formality can be achieved through the following ways:

• Choosing expanded modal forms over contracted forms such as using cannot instead of can’t, or do not instead of
don’t. Choosing one verb form over two-word verbs, such as damage instead of mess up.
• Choosing expanded terms over their abbreviated equivalents like as soon as possible instead of ASAP. Avoiding
colloquial/trite/idiomatic expressions such as kind of like, as a matter of fact, or I need to go to John.
2. Objectivity
Academic writing requires special knowledge and use of more complex language and objectivity. This means that
the writing must be impersonal and maintains a certain level of social distance.

Objectivity can be achieved by:

• 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.
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• Avoiding rhetorical questions as it marks “closeness” with the reader, and constantly seeks his/her attention.
Poor example:
How can these problems be solved?
Improved version:
Certain measures must be discovered to solve the problems.
• Avoiding emotive language that shows biases and lessens objectivity.
Poor example:
The investigators were very shocked to see the outcome of the tests.
Improved version:
The investigators did not expect the result.
3. Explicitness
Academic writing demands the use of signposts that allow readers to trace the relationships in the parts of a study.
Examples of Transitional Devices:

The following phrases may be useful in making ideas explicit:

1. This is due to the…
A number of MERALCO consumers trooped to the City Hall to claim a PHP 500 cash incentive. This is due to the
Supreme Court ruling that overcharges must be returned to the end users whose electric consumption for the April-
May period was below 100kw/hr.

2. This resulted in…

With the Supreme Court ordering MERALCO to return overcharges to the end users, government offices have been
tapped to operate as claimed centers. This resulted in a number of MERALCO consumers trooping to the City Hall
to claim the PHP 500.00 cash incentive.

3. When two ideas seem the same, express each one clearly
The study showed that eighty percent of the 200 participants involved in the study were dissatisfied with the
operations of MERALCO. Similarly, the data revealed that majority of the participants were not aware of the changes
imposed on them by MERALCO.

4. If you intend to give extra information in your sentence, make it clear by writing “In addition. . .”
MERALCO has been operating as a business conglomerate involving foreign stakeholders and independent power
producers or IPP. In addition, MERALCO owns major IPPs operating in the region.

5. If you are giving examples, do so explicitly by writing “For example. . .”

The MERALCO issue has led to disputes between opposition and administration senators. For example, those
who have been labeled as against the president considered the issue as the administration’s way of available the
NBN-ZTE scandal.

4. Caution
Academic writing requires care since knowledge is built from proven theories and concepts. Therefore, caution is
needed to avoid sweeping generalizations.
Examples:
Government officials are corrupt.
Note: The statement is not completely true and the rhetorical impact of the statement may be misleading. The
statement can be improved through the use of devices such as modal verbs, adverbs, or verbs.
Government officials are corrupt.
Improved Versions:
Some government officials may be corrupt.
Corruption is commonly linked to some government officials.
A number of government officials tend to be linked with cases of corruption.
In academic writing, caution needs to be observed in the following parts of your paper:
✓ When a hypothesis needs to be tested

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✓ Drawing conclusions or predictions from your findings that may generalize certain matters or may not be
conclusive
✓ Referencing others’ work to build on your own paper
Below are some forms that you may use in observing caution in writing:
1. Verbs indicating caution: tends, suggests, appear to be, think, believe, doubt, indicate
Example: The findings of the survey suggest that students’ use of social networking sites in their academic
work tend to be more updated on recent developments in their respective subjects.
2. Modal verbs: will, must, would, may, can, might, could
Example: The observations of students’ use of social networking sites may lead to the different behaviors
that manifest in real-life communication.
3. Adverbs of frequency: often, usually, sometimes, rarely, never.
Example: The essays that were given marks were usually high.

If your results show something different from another author’s ideas, there are possible ways in writing
these points:
The results contradict Meyer’s findings.
The results appear to be different from Meyer’s findings.
What’s the difference?
The results contradict Meyer’s findings.
Sentence 1 may be interpreted by readers as an attempt to highlight your findings as superior compared to
Meyer.
The results appear to be different from Meyer’s findings.
On the other hand, sentence 2 shows that you are distancing yourself from your work and comparing it to
previous works done by other researchers relating your contributions to other ideas in the discipline.

Remember that in academic writing, since you are part of a community, it is important that you express
ideas with openness, striking a balance between being concise and cautious.

You have just learned the languages used in academic texts from
various disciplines that will help writers apply the features of
academic writing to create a good academic text. What do you need
to remember about academic texts?

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What’s More

Activity 1: Post It
Directions: Choose one feature of language use. Explain how it contributes to the success of the academic text. Create
your own hashtag and write your ideas in one paragraph with 50 words only.

#___________________________________

Assessment 1: Check It
Directions: Put a check before the phrases that are appropriate for academic texts.

________1. The results indicate that…

________2. We used a standard graphical representation to…
________3. I researched the questions to the problems…
________4. A survey of the literature revealed that…
________5. I believe that the result…

Activity 2: Venn Diagram

Directions: Compare and contrast Academic Text from Non- academic Text using the Venn diagram below.

Academic Text Non-Academic Text

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Assessment 2: True or False

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. Academic writing results from one’s struggle to increase his knowledge about his carefully chosen subject
matter and to present his findings skillfully through different rhetorical or discourse patterns.
________2. In academic writing, it is important to use ambiguous language. Clear topic sentences enable a reader to
follow your line of thinking without difficulty.
________3. Academic language should be objective, precise, impersonal and formal.
________4. Both academic and non-academic texts employ the use of informal language.
________5. Slangs and colloquialisms are used in academic texts.

What I Have Learned

Activity 1: Let’s Tweet It

Directions: Show what you have learned creatively. Compose a Twitter post of your most important insights about the
features of academic writing and languages used in academic texts from various disciplines.

What I Can Do

Activity 1: Let’s apply what you have learned

Directions: Read the text below then, fill out the table that follows based on your evaluation of the text.

Republic of the Philippines

Regional Trial Court
Branch 1, Dagupan City

Defendants, by the undersigned counsel and unto the Honorable Court, respectfully state that:
(1) On 5 January 2015, the Honorable Court, in open court, directed the Parties to submit their
Compromise Agreement within ten (10) days therefrom, or on 15 January 2015. Said day being
Sunday, the Parties have until the next working day, 16 January 2015, to submit the said Compromise
Agreement.
(2) On 5 January 2015, the Honorable Court, in open court, directed the Parties to submit their
Compromise Agreement within ten (10) days therefrom, or on 15 January 2015. Said day being
Sunday, the Parties have until the next working day, 16 January 2015, to submit the said Compromise
Agreement.
(3) Defendant Hannah Dy is presently abroad and needs to execute a Special Power of Attorney
authorizing her brother and Co- Defendant Roland Dy to sign the Compromise Agreement on her
behalf.
(4) Thus, the Defendants respectfully pray that the Parties be given additional fifteen (15) days from today,
or until 30 January 2015, within which to submit their Compromise Agreement.
(5) This motion is not intended to delay the instant proceedings but filed solely by reason in any injustice
or prejudice to any of the parties herein.

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What is the text about? (subject/focus)

How did the writer organize the text? (style)

Did the writer write in a formal or informal manner?

(tone)
How did the writer choose the words and organize
the sentences? Was the language formal, informal,
or casual?

Assessment

Directions: Evaluate the language of the following sample academic texts from various disciplines using the
criteria given below. (25 points)

Characteristics of
Academic Language 1 2 3 4 5
Does the text use a
formal language all
through out? (Yes/No)

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 1 phrase that
indicate subjectivity)

1. A new respiratory virus called the 2019 Novel Coronavirus, or COVID-19 is making headlines for causing an
outbreak of respiratory illness throughout the world. The outbreak began in Wuhan, Hubei Province, China and
quickly spread internationally – including United States. Thousands of people have become sick and public health
officials are keeping a close watch on how the virus is spreading.

2. 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.

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3. I think one of the best ways to stay mentally well at home during this pandemic is being productive – but productivity
doesn’t mean churning out work at 100% capacity all the time. I believe we should do something mentally active
but fun and easy.

4. 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.

5. This paper describes the psychosocial effects of a program of Supported Employment (SE) for persons with severe
mental illness. The SE program involves extended individualized supported employment for clients through a Mobile
Job Support Worker (MJSW) who maintains contact with the client after job placement and supports the client in a
variety of ways.

REFERENCES

A. Books
Valdez, P. N. M. (2016). English for the globalized classroom series: English for Academic and Professional
Purposes. Quezon City: The Phoenix Publishing House.
Saqueton, G. and Uychoco, M.T. 2016. English for Academic and Professional Purposes. Quezon City: Rex
Printing Company, Inc.

B. 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.

C. Online Source
Academic Language of the English-Language Arts-Higher Education. Retrieved from
https://www.pearsonhihered.com on December 15, 2020.
Academic Writing vs. Non Academic Writing. Retrieved from www.diffrencebetween-com.cdn.ampproject.org on
December 15, 2020.
Extended Essay: Formal vs. Informal Writing. Retrieved from www.libguides.westoundacademy.org on December
15, 2020.
Sample academic texts. Retrieved from https://portal.uea.ac.uk on December 15, 2020.
Scarcella, R. Academic Language for English Language Learners. Retrieved from www.colorincolorado.org on
December 15, 2020.
Spivey, B. 365 Social & Academic vocabulary– What’s the Difference? Retrieved from www.superduperinc.com on
December 15, 2020.
The English Effect. Retrieved from www.britishcouncil.org on December 15, 2020.
Using Academic Language. Retrieved from www.monash.edu. on December 15, 2020.
Retrieved from http://www.csun.edu/science/ref/language/academic-language/academic-language-ericson.html
Retrieved from https://intermountainhealthcare.org/blogs/topics/live-well/2020/01/what-is-coronavirus-(covid-19)-
and-how-can-i-prepare,-q
Retrieved from https://www.studocu.com/ph/document/arellano-university/accountancy/lecture-notes/412823634-
differentiate-the-language-used-in-academic-text-from-various-discipline/6962965/view
Retrieved from http://thesisnotes.com/informal-reports/example-of-field-report/
Retrieved from https://americanliterature.com/author/stephen-crane/short-story/a-dark-brown-dog
Retrieved from https://conjointly.com/kb/research-sample-paper/
Retrieved from http://bnvhsmodules.com/wp content/uploads/2020/10/EAPP-Module-1.pdf
Google Images

Prepared by:
SUZETTE B. FERRER
Teacher II

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