TEACHER-MADE LEARNER’S HOME TASK
School: BIASONG NATIONAL HIGH SCHOOL Date: July 28 ,2020
Grade/Section: 11-CANA Subject Area/s: English for Academic and Professional Purposes
[Link]: CS_EN11/12A-EAPP-Ia-c-2: Differentiates language used in academic texts from various disciplines
II. Objective/s:
Knowledge: recognize features of academic texts
Skills: differentiate language used in academic texts from various disciplines
Values/Attitude: understand that writing is a skill to be learned
III. Subject Matter: Importance of academic writing.
Characteristics of good academic text
Features of academic writing.
IV. References: [Link]
purposes/10156009116966673/?
hc_ref=ART2m_KApCK_MZ5hUJSZKyKzY65w7eKwjrXvVqMYXXBGZ2wAQhEp8ivSqg6SXodUYyg
Source:
Hyland, K. (2000). Disciplinary discourses: social interactions in academic writing.
Essex, England: Pearson Education Limited
IV. Procedure:
What is an Academic Text?
… the process of breaking down ideas and using deductive reasoning, formal voice and third person point-of-view. It is
about what you think and what evidence has contributed to that thinking.
[Link]
When we look at the following text extract, most of us would in all likelihood classify it as a sample of academic
writing. But what in fact are the characteristics that lead us to this conclusion?
(Please consider the text for a few minutes and note down what linguistic features and other characteristics in your
opinion make this an example of academic English.)
Nature of Academic Texts
At first sight, most of us would probably mention some of the following:
• the use of sources
• quotations
• vocabulary characteristic of a specific field
• formal language and format
• vocabulary
• structures
• absence of features of spoken language
• layout
• matter-of-fact style
Let us first look in more detail into the style of the passage and academic writing more generally.
• No matter what style manual or other source on academic writing
you consult, you are likely to come across the following adjectives
describing the style of academic writing:
• formal
• impersonal
• precise
• cautious
• unemotional
• The reasons for citing such stylistic characteristics arise from the traditional view of science, according to which issues
should be handled objectively, precisely, and neutrally. According to the same principle, it is often said that the style of
academic writing should be as objective, precise, and neutral as possible.
• The degree to which such features apply depends on different variables, such as the topic, the audience that one is
writing to, and the type of document that is being produced. Generally speaking, however, when writing something for
study or professional purposes it is always the safer alternative to be formal, impersonal, precise and so on—the
opposite may puzzle or annoy a reader who is expecting ’true’ academic or otherwise matter-of-fact style.
• In academic writing, then, we typically think about three variables when we determine how we should write: topic,
audience, and purpose of writing.
• How does my own topic area affect language use?
• What kind of audience am I writing for?
• What is the purpose of writing?
• How do the audience, topic and purpose of writing together affect my use of language?
• Each topic area has its own special characteristics, which may vary from the type of terminology used to various other
issues, such as the structure of academic writings and the use of [Link] is difficult to give rules which would apply to
all subject areas. Therefore, you are stylistically best off by following the guidelines of your school and by looking closely
at the conventions used in for example books, journals, and other previous writings in your topic area.
• When writing a Bachelor’s thesis, you can presume that your reader is educated in the same field as yourself and
his/her general knowledge of the field in question is of at least the same level as your own.
• There are various purposes for writing a Bachelor’s thesis. From an educational perspective, it is a demonstration of
your ability carry out and report a study of your own field of expertise. On the other hand, more and more theses also
have a practical function insofar as they are commissioned by companies or other organizations. The needs of the
commissioning party may also have an effect on the form that a thesis takes.
• In all, the language and content of all Bachelor’s theses depend on a combination of the factors mentioned, and
ultimately the effect of the different factors is a question to be resolved by the writer, often through a negotiation with
the supervisors of the thesis.
Exercises for skill subjects/Analysis questions using HOTS for content subjects.
Exercise 1: Directions: Below is a spoken, informal attempt at defining what ‘marketing’ means. Please write a more
formal written version of the definition, using full sentences.
Marketing? Yes, well… marketing is, I guess, about someone trying to… let me see… get people interested you know,
in things they … oh, yes, want them to buy.
Exercise 2. Directions: Try making these more academic:
1. This test isn’t good enough.
2. The results were a lot better than I originally thought.
3. The methodological problem is a tough nut to crack.
4. We want to sort out how old geezers get along with teenagers.
5. I have a hunch that the bosses are to blame for the company’s troubles.
Assessment/Application:
Directions: From a book or an article find a text that you would like to convert into a more academic one. You can
pick a paragraph and rephrase it.
ORIGINAL TEXT
CONVERTED TEXT
Prepared by:
MARIE ELLENGRID L. COPAS Verified by:
Teacher
ANNA RIZA A. PATIÑO
School Head
