Republic of the Philippines

Department of Education
REGION VIII
TACLOBAN CITY
LEYTE NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES (EAPP)

Learning Activity Sheets (LAS)

Name of Student: ______________________________________________________

Year Level: ____________________
Section: ________________________
Date: Week 1: Aug. 29 – Sept. 2, 2022

Week 1 Lesson 1: ACADEMIC TEXT STRUCTURES

A. Background Information for Learners/ Panimula (Susing Konsepto)

What is an Academic Text?

Academic text is defined as critical, objective, specialized texts written by experts or
professionals in each field using formal language. This means that academic texts are based on facts with
solid basis. Academic writing, therefore, is 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. To be a good
academic writer, you will need to learn the specific styles and structures for your discipline, as well as for
each individual writing task. Some examples of academic writing are as follow:
Literary Analysis: A literary analysis essay examines, evaluates, and makes an argument about a
literary work. As its name suggests, a literary analysis essay goes beyond mere summarization. It
requires careful close reading of one or multiple texts and often focuses on a specific characteristic,
theme, or motif.
Research Paper: A research paper uses outside information to support a thesis or make an
argument. Research papers are written in all disciplines and may be evaluative, analytical, or critical in
nature. Common research sources include data, primary sources (e.g., historical records), and secondary
sources (e.g., peer- reviewed scholarly articles). Writing a research paper involves synthesizing this
external information with your own ideas.
Dissertation: A dissertation (or thesis) is a document submitted at the conclusion of a Ph.D.
program. The dissertation is a book-length summarization of the doctoral candidate’s research.
Academic papers may be done as a part of a class, in a program of study, or for publication in an academic
journal or scholarly book of articles around a theme, by different authors.
Structure is an important feature of academic writing. A well-structured text enables the reader
to follow the argument and navigate the text. In academic writing a clear structure and a logical flow are
imperative to a cohesive text. These are the two common structures of academic texts that you need to
learn which depends on the type of assignment you are required: the three-part essay structure and
the IMRaD structure.

The Three-Part Essay Structure

The three-part essay structure is a basic structure that consists of introduction, body, and
conclusion. The introduction and the conclusion should be shorter than the body of the text. For shorter
essays, one or two paragraphs for each of these sections can be appropriate. For longer texts or theses,
they may be several pages long.
Introduction. Its purpose is to clearly tell the reader the topic, purpose, and structure of the
paper. An introduction might be between 10 and 20 percent of the length of the whole paper and has
three main parts:
 A. The most general information, such as background and/or definitions.
B. The core of the introduction, where you show the overall topic, purpose, your point of view,
hypotheses and/or research questions (depending on what kind of paper it is).
C. The most specific information, describing the scope and structure of your paper.

You should write your introduction after you know both your overall point of view (if it is a
persuasive paper) and the whole structure of your paper. You should then revise the introduction when
you have completed the main body.
The Body. It develops the question, “What is the topic about?”. It may elaborate directly on the
topic sentence by giving definitions, classifications, explanations, contrasts, examples, and evidence. This
is considered as the heart of the essay because it expounds the specific ideas for the readers to have a
better understanding of the topic. It usually is the largest part of the essay.
Conclusion. The conclusion is closely related to the introduction and is often described as its
‘mirror image’. This means that if the introduction begins with general information and ends with specific
information, the conclusion moves in the opposite direction. The conclusion usually begins by briefly
summarizing the main scope or structure of the paper, confirms the topic that was given in the
introduction, ends with a more general statement about how this topic relates to its context. This may
take the form of an evaluation of the importance of the topic, implications for future research or a
recommendation about theory or practice.

The IMRaD Structure

The sections of the IMRaD structure are Introduction, Methods, Results and Discussion. The
Introduction usually depicts the background of the topic and the central focus of the study. The
Methodology lets your readers know your data collection methods, research instrument employed,
sample size and so on. Results and Discussion states the summary of the key findings or the results of
your study.

B. Learning Competency with Code/ Kasanayang Pampagkatuto at Koda

Differentiates language used in academic texts from various disciplines (CS_EN11/12A-EAPP-Ia-c-2)

C. ACTIVITY 1:
Read the article written by Sharon Housley in 2012. Then, extract the essential statements of the Introduction,
Body, and Conclusion. Follow the format below. You may use another sheet of paper for your answer.

IMPACT OF TECHNOLOGY ON POLITICS by Sharon Housley

The continued growth of technology has had a significant impact on the political ratings that
candidates achieve. The article Impact of Technology on Politics attempts to analyze how these two
spheres of modern life, technology, and politics, interrelate and what the outcomes are of this
interrelationship.

Political candidates use technology in many ways. Different communication channels provided
by the Internet have the power to influence the growth of different individuals in their respective
spheres. The likes of Twitter, Facebook, and YouTube are powerful communication media platforms
that can easily raise the ratings of political candidates. Housley claims that whether we acknowledge it
or not, technology is a deciding factor in most political races. Through technology, politicians can access
funds, gain political pundits, and spend less on campaigning and pushing their candidacy.

One of the ways in which technology influences politics is the financial side. Raising funds to use
for campaigning is an important factor for political candidates. It comes with the need to create a
vertical response to the whole country or target region. This is a major hurdle experienced by political
candidates. The Internet aided Howard Dean to get donations that he required to gain access to a large
part of the campaign region. By broadcasting through technological marketing, candidates get suitable
donors to support different parts of their campaigns. Publicity on the Internet is a cheap method, as they
do not have to re-publish, unlike what is provided by the print media. This is placed in various
commonly accessed links (Housley, Par. 1).
 The Internet enables politicians to use podcasting. The act of podcasting can make anyone a
journalist. Through podcasting, politicians can portray a journalistic stature, thereby ensuring that the
information is considered credible. Self- proclamation of politicians through pundits is easily spread
through messages. It is, however, difficult for politicians to guarantee the integrity of the information
posted. The Internet can be accessed by anyone and podcasts can be posted by anyone. The integrity of
information is therefore difficult to preserve, hence, many potential candidates may have to establish a
verifiable connection with various achievements. All in all, gaining political publicity through podcasts
is a common but expensive method to use, Housley admits. However, it is logical to assume that when
correctly utilized, this is an extremely powerful political tool that pays off completely.

According to Housley, the impact of technology is great on a given generation. The young,
educated, and affluent will relate to technological innovations. A proper presentation will gain ratings
for candidates. Using the most recent technology will surely attract the youth. The older generation may
not impact the raising of presidential bids, especially if they are done through social media. The older
generation uses the Internet much less. The younger generation relates easily to these media platforms.
This differentiation is used by politicians to gain advantage in their political bids. Politicians use
technology to raise their bids among the youth, while traditional methods are used for the older
generation.

Another way to look at the matter is in relation to thinking about the Internet as a tool for free
advertising. It is no secret that presidential bids are the most expensive, as they are run to cover the
whole region. On the other hand, political videos easily generate online rating gains, and such political
Internet advertisement will reach the target audience if launched properly. Individuals perform the
needed publicity as each person shares the video, and so on. The extra generated videos are not paid
for, while on social networks even the original posting is free.

It is clear that gaining political publicity through the use of technology has become easier,
especially since technological devices are so accessible and widespread. The article analyzed is prudent
in arranging technological tools into separate groups that work as a effective means of communicating
between a political figure and the target audience. However, with the use of the Internet, any political
figure can become recognizable within just a few minutes. In only a few hours, public opinion on a
particular political figure is already formed within one of the social groups of voters. Not just the good,
but also a bad reputation can be formed in a blink of an eye using modern technology. It often happens
that the bad “gossip” spreads much faster. With the huge impact that technology has on societies and
public opinion in particular, it is crucial to be cautious in the use of information about any political
figure, or you risk making a positive advertisement into a negative advertisement with just one click.

STRUCTURE IMPACT OF TECHNOLOGY ON POLITICS

Introduction

Body
 Conclusion

D. POST ASSESSMENT

Multiple Choice
Directions: Choose the letter that best answers the given question. Write the letter of your answer in your
notebook.
1. Who are the target readers of an academic essay?
A. Parents, workers, teachers C. Students, out-of-school youth, government officials
B. Teachers, students, academic community D. None of the above
2. What are the purposes of doing an academic writing?
A. To settle, to negotiate and to inform C. To inform, to persuade and to argue a specific point
B. To defend, to challenge and to question D. To guess, to hypothesize and to make conclusions
3. Writing academic papers requires deliberate, thorough and careful thought. Therefore, what should one do
to achieve a well-crafted academic essay?
A. One must depend on his/her own opinions alone.
B. One must conduct a research on the topic at hand.
C. One must not consult the Internet for unsure sources.
D. One must depend highly on the Internet for easy information access.
4. An academic essay must use appropriate vocabulary words but not too pretentious, highfalutin words.
Which among these words is the simplified version of the term, "supercalifragilisticexpialidocious"?
A. beautiful; pretty C. extraordinarily good; wonderful
B. exquisite; one-of-a-kind D. hardworking; industrious
5. What are the three main parts of an essay?
A. The hook, the main idea, and the conclusion.
B. The introduction, the body and the conclusion.
C. The topic sentence, the body and the conclusion.
D. None of the above
6. What is the purpose of the topic sentence?
A. To give coherence to the paragraph.
B. To help with the flow of sentences.
C. To help the reader understand what the paragraph will be about.
D. None of the above
7. What is 'academic writing'?
A. A technique to write balanced, accurate and professional assignments
B. An old-fashioned way of writing.
C. How university professors write.
D. The writing you find in textbooks
8. Choose three words to describe academic writing:
A. Talented, stylish, inspiring C. Decisive, divisive, derisive
B. Precise, clear, objective D. Subjective, obscure, vague
9. What is true of the introductory paragraph?
A. ends with the thesis. C. starts with a hook
B. introduces the big idea of the essay D. all of these
10. What is the sequence of an essay?
A. Introduction, Body Paragraph, Body Paragraph, Conclusion
B. Body Paragraph, Introduction, Conclusion, Body Paragraph
C. Introduction, Body Paragraph, Conclusion, Body Paragraph
D. Conclusion, Introduction, Body Paragraph, Body Paragraph

E. Reflection / Pangwakas:
 F. References for learners/Mga Sanggunian
https://study.com/academy/lesson/classification-division-text-structure-definition- examples.html
https://sokogskriv.no/en/writing/language-and-style/
Republic of the Philippines
Department of Education
REGION VIII
TACLOBAN CITY
LEYTE NATIONAL HIGH SCHOOL SENIOR HIGH SCHOOL

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES (EAPP)

Learning Activity Sheets (LAS)
Name of Student: ______________________________________________________
Year Level: ____________________
Section: ________________________
Date: Week 2: Sept 5-9, 2022

Week 1 Lesson 2: LANGUAGE USED IN ACADEMIC WRITING

A. Background Information for Learners/ Panimula (Susing Konsepto)

What is an Academic Language?

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.

Academic Writing is generally quite formal, objective (impersonal), and technical as illustrated in
the diagram below.

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 the
examples below.
 Formal Objective Technical
Choose formal instead of Move information around in You need to develop a large
informal vocabulary. For the sentence to emphasize vocabulary for the concepts
example, ‘somewhat’ is more things and ideas, instead of specific to the discipline or
formal than ‘a bit’, people and feelings. For specialization you’re writing
‘insufficient’ is more formal example, instead of writing ‘I for. To do this, take note of
than ‘not enough’. believe the model is valid, terminology used by your
based on these findings’, write lecturer and tutor, as well as
‘These findings indicate that in your readings.
the model is valid’.
Avoid contractions. For Avoid evaluative words that Be careful about the meaning
example, use ‘did not’ rather are based on non-technical of technical terms. Often the
than ‘didn’t’. judgments and feelings. For same word has a different
example, use ‘valid’ or ‘did notmeaning in another discipline.
demonstrate’ instead of
For example, ‘discourse’ is a
‘amazing’ or ‘disappointment’. technical term used in
multiple disciplines with
different meanings.
Avoid emotional language. Avoid intense or Use the key categories and
For example, instead of strong emotional evaluative relationships in your
words such as ‘wonderful’ or language. For example, discipline, that is, the way
‘terrible’, use more moderate instead of writing ‘Parents information and ideas are
words such as ‘helpful’ or who smoke are obviously organized into groups.
‘problematic’. abusing their children’, For example, in the discipline
write ‘Secondhand smoke has of Law, law is separated into
some harmful effects on two types: common law and
children’s health’. statute law.
Instead of using absolute Show caution about your Knowing these distinctions
positives and negatives, such views, or to allow room for will help you structure your
as ‘proof’ or ‘wrong’, use others to disagree. writing and make it more
more cautious evaluations, For example, instead of writing technical and analytical.
such as ‘strong evidence’ or ‘I think secondhand smoke
‘less convincing’. causes cancer’, write ‘There is
evidence to 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’.

B. Learning Competency with Code/ Kasanayang Pampagkatuto at Koda

Differentiates language used in academic texts from various disciplines (CS_EN11/12A-EAPP-Ia-c-2)
 C. ACTIVITY 1:
Directions: What do you think is the most correct answer in the following instances. Write your
answer in your notebook or another sheet of paper.
1. Instead of the informal 'I have read', use (I think, The essay has)
2. The phrase 'turn out to be' is informal. Instead, use (become, end up)
3. Instead of 'paid for', use (given, funded)
4. ‘Job' is a little too informal. Instead, write (role, gig)
5. Instead of ‘funny’, use (laughable, ironic)
6. Instead of 'picked out', use (selected, taken)
7. Rather than “stand for” write (be, represent)
8. The term 'music fans' is informal. Instead, use (audience, goers)
9. As a substitute for 'killing', use (assassination, political murder)
10. Instead of 'given off', use (created, done)

ACTIVITY 2:
Sentence Construction
Directions: Transform the simple sentence into compound or complex sentences. Write your answer in
your notebook or another sheet of paper. The first one is done for you.
1. The exam is difficult. It is also exasperating.
Answer: The exam is difficult and exasperating.
2. Captain Lewis allowed his men to make important decisions in a democratic manner. This
democratic attitude fostered spirit of togetherness and commitment on the part Louis’ fellow
explorers.
3. He studied the biological and natural sciences. He learned how to categorize and draw animals
accurately.
4. Mark Twain is the author of Huckleberry Finn. Huckleberry Finn is a classic American novel.
5. My friend likes coffee. She likes tea. She does not like milk.
6. John F. Kennedy was inaugurated into office in January of 1961. He was assassinated in November
of 1963.
7. Some students become nervous around computers. Other students seem to enjoy new challenges.
8. Jae Hee comes from Korea. Kyung Eun comes from Korea. Jae Hyun comes from Korea.
9. I am going to buy the skateboard. It is blue. It has red wheels. It has a picture of a dragon on top.
10. My father is 45 years old. He plays football. He goes jogging. He does not play tennis anymore. His
wrist was broken. This happened two years ago.

D. POST ASSESSMENT

Multiple Choice
Directions: Choose the word that best answers the given questions. Write the letter of your answers in
your notebook.
1. As long as you know your tutor, you don't need to use a formal style of writing. It's good to be
friendly.
A. Some tutors like you to be formal but some don't mind as long as you do the work.
B. You only need to be formal in exams, not regular coursework.
C. It's good to be friendly but always use formal English when you write assignments.
D. Formal English is too old-fashioned these days
2. Contractions are:
A. what happens when you have a baby C. when something is too narrow
B. when someone says the opposite to you D. a shortened form of a word
3. Which example is correct?
A. However, the main reasons are time, money and cost.
B. However the main reasons, are time, money, and, cost.
C. However, the main reasons are time money and cost.
D. However, the main reasons, are time money, and cost.
4. Which is correct?
 A. They were effected badly by the incident C. They were affected badly by the accident.
B. The incident effected them badly. D. The affects of the incident were bad.
5. Choose the right one:
A. It's bowl's empty. C. Its' bowls' empty.
B. Its bowl's empty. D. It's bowls empty.
6. 'Information on the internet is 'free'. Anyone can use it without having to reference it.'
A. True C. It depends on how important the assignment is
B. False D. You only need to reference authors' work on the internet
7. What is an academic language?
A. It is a set of vocabulary terms used in schools.
B. It comes as second nature to native speakers, but it is difficult for ELLs to acquire.
C. It is the linguistic register that students are expected to use in school subjects
D. All the above
8. When do you use formal language?
A. In an academic essay. C. When you write a text message
B. When you talk to a friend. D. In sending emails.
9. What does it mean to write academically?
A. To write in order to pass final exams C. To write using proper English language
B. To write paper for scholars D. To avoid copy pasting from the Internet
10. The term, "VERY OFTEN" may be improved using a more appropriate academic word which is:
A. Frequently B. Rarely C. Seriously D. Stubbornly

E. Reflection / Pangwakas:

F. References for learners/Mga Sanggunian

https://writingcenter.unc.edu/faculty-resources/tips-on-teaching-writing/in-class- writing-exercises/
http://www.academiclanguage.org/Academic_Language.html>
http://www.ascd.org/publications/books/114004/chapters/Academic-Language.aspx
https://heroictechwriting.com/2018/03/29/characteristics-of-formal-and-informal- writing/

Prepared by: Checked by:

JEAROEVEM MARIE L. PACIENCIA JULIANA C. ARPON

Subject Teacher MT-I, Group Head Designate, GA