Course Code:

Course Title: English For Academic and Professional Purposes

Course Type: Applied
Pre-requisite: N/A
Co-requisite: N/A
Quarter: 1st Course
Topic: Academic Text: Unlocking the Key Terms
Quarter 1 Week 2 Module 1

HOW TO USE THIS MODULE

Before you start answering the module, I want you to set aside other tasks that will
distract you while enjoying the lessons. Read the simple instructions below to successfully
enjoy the objectives of this kit. Have fun!
1. Follow carefully all the contents and instructions indicated in every page of this module.
2. Write on your notebook or any writing pad the concepts about the lessons. Writing
enhances learning, which is important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers.
5. Analyze conceptually the posttest and apply what you have learned
. 6. Enjoy studying!

PARTS OF THE MODULE

Expectations - These are what you will be able to know after completing the lessons in the
module.
Before Anything Else - This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.
Throwback! - This section will measure what learning/s and skills that you understand from
the previous lesson.
Firming Up! - This section provides the discussion of the lesson to help you discover and
understand new concepts and skills.
Try Me! - These are activities designed to develop critical thinking and other competencies.
This can be done with or without a partner depending on the nature of the activity.
Things to Ponder - This section summarize/s the concepts and applications of the lessons.
Comprehension Check - It will verify how you learned from the lesson.
Checkpoint! - This will measure how much you have learned from the entire module
Wait, there’s more! - In this portion, an extended activity will be given for retention and
enrichment.

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 Academic Text: Unlocking
the Key Terms
As your journey continues in English, terminologies widen as
well. It is essential that you analyze, understand and apply the different words
used in Academic writing. This will be your compass to learn better the
Academic Text and Writing.

EXPECTATIONS
After studying and understanding this module you will be able to:
1. understand the different terminologies used in Academic Text;
2. use the terms in simple to complex statements and scenarios;
3. execute knowledge of the terms in different ways in the next lessons;
4.value the importance of this terminologies in learning.

BEFORE ANYTHING ELSE!

Directions: Study the puzzle below. Look for words that may be relevant in
Academic Writing. Highlight the words that you can find.

A T E R P R E T N I Q C
B R A D E S C R I B E O
I Q G Q A P P L Y D V N
N U A U I L P E N E A T
T T R R E A C T O F L R
S C R I T I C A L I U A
S U M M A R I Z E N A S
E Z I C O M P A R E T T
D E S C R I P T I V E Z

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FIRMING UP!

Academic Text: Unlocking the Key Terms

Academic text is a type of writing that is thinking. You cannot just write
anything that comes to your mind.

- following the rules of writing

-formal but not too pretentious

- consider the target audience

- has solid evidence

- requires deliberate, thorough, and careful thought and that is why it

involves research

The following are the key terms in Academic text:

Argument.

This is a stand or point of view that a writer would place in writing. This
is usually relevant and timely. You need more than one person's experience,
and you'd need both facts (generally accepted psychological and physiological
observations about the way we learn) and expert opinion (studies done that
confirm the facts).

Relationship Between Argument and Proof

The assertion and the proof need to relate to one another logically to have
create a solid, acceptable argument. Problems commonly occur in the
relationship when there are incorrect assumptions underlying the assertion, or
incorrect conclusions drawn on the basis of inappropriate or insufficient proof.

Examples:
You cannot logically argue that adult students do not like lectures on the
basis of interviews with one or two adult students only. You cannot assume
that because this situation is true for one or two adult learners, it's true for all.

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 Another is you cannot logically argue that the weather has changed on
earth because of our forays into outer space. You cannot conclude that one
action has been the sole cause of another action.

You cannot logically argue that we have to be either for or against a

proposition. You cannot assume that only those two responses exist.

In general, the assertion and any assumptions underlying the assertion need to
be generally acceptable, while the proof needs to be sufficient, relevant to the
assertion and free of incorrect assumptions and conclusions.

A good accessible text that examines the relationship between an

assertion and proof -- the nature of argument -- is Annette Rottenberg's
"Elements of Argument," which uses Stephen Toulmin's classic "The Uses of
Argument" as its basis.

Rottenberg breaks argument down into:

claim (the argument itself)

grounds (the proof)

warrant (the underlying assumptions)

She explores the relationship among these pieces of argument within the
context of writing good arguments. Another good text is Marlys Mayfield's
"Thinking for Yourself," which has particularly useful chapters on facts,
opinions, assumptions and inferences. Still another good text is Vincent
Ruggerio's "The Art of Thinking," which looks at both critical and creative
thought.

The Role of Language in Argument

Language style and use are crucially important to argument.

 Has an attempt been made to use straightforward language, or is the

language emotionally charged?

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  Has an attempt been made to argue through reliance on evidence, or
does the argument rely on swaying your thoughts through word choice
and connotation?
 Is the language precise or vague?
 Concrete or abstract?

Argument exists not only in ideas but also in the way those ideas are
presented through language.

Compare/Contrast

Comparison ordinarily answers the question: What are the ways in which
these events, words and people are similar?

Contrast ordinarily answers the question: What are the ways in which
they are different?

Your instructor may mean "compare and contrast" when he or she tells
you to "compare." Ask questions to clarify what is expected. Try to find
interesting and unexpected similarities and differences.

You are expected to be able to answer the question: What is the exact
meaning of this word, term, expression (according to a school of thought,
culture, text, individual) within the argument?

Generally, your definition is expected to conform or agree to other

people's understanding of how the term is used within a specific discipline or
area of study. Meaning, the definition must be in an array of different fields
and different audiences. This must also must distinguish the term you are
defining from all other things. For example, although it is true that the
definition of a dog is an animal, it is not enough definition and it is somewhat
wide. Cats, pigs, horses, goats and others are animals too. So, you must give a
more precise and accurate definition.

A clear definition of a term enables a reader to tell whether any event or

thing they might encounter falls into the category designated.

Examples may clarify, but do not define, a word, term or expression.

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Tip: A definition is never "true"; it is always controversial, and depends on who's
proposing it.

Describe

Answer the question: What does or did this look like, sound like, feel like?

Describing tends to make your reader or audience experience the words

or statements in your writings.

Usually you are expected to give a clear, detailed picture of something in

a description. If this instruction is vague, ask questions so you know what level
of specificity is expected in your description. While the ideal description would
replicate the subject/thing described exactly, you will need to get as close to it
as is practical and possible and desirable.

how

Discuss

Usually you are asked to discuss an issue or controversy.

Ordinarily you are expected to consider all sides of a question with a

fairly open mind rather than taking a firm position and arguing it. Discussing
may be lengthy, so the best thing is to make a point where your discussion will
flow. It will always be easy and worth it to have a guide and a compass in doing
this.

Evaluate/Critique

You are expected to answer the question: What is the value, truth or
quality of this essay, book, movie, argument, etc....?

Typically, you are expected to consider how well something meets a

certain standard. To critique a book, you might measure it against some
literary or social value. You might evaluate a business presentation on the
basis of the results you predict it will get.

Often you will critique parts of the whole, using a variety of criteria; for
example, in critiquing another student's paper, you might consider: Where is

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it clear? not clear? What was interesting? Do the examples add to the
paper? Is the conclusion a good one? Be sure you know exactly which
criteria you are expected to consider in the assigned evaluation.

If there are no established criteria, make sure you have carefully

developed your own, and persuade the reader that you are right in your
evaluation by clarifying your criteria and explaining carefully how the text or
parts of the text in question measure up to them.

Lastly, evaluating or critiquing does not necessarily mean you are looking
for flaws or errors in a text or a piece. The task is to analyze the advantages
and disadvantages enclosed in the text. You are to check whether a piece is
worth reading or the text can give you ample of new ideas or will it be a cause
of misconceptions and confusion.

Interpret

You are expected to answer the question: What is the meaning or the
significance of this text or event, as I understand it?

This is a very common thing in literature. Interpreting is a task that is

applicable from a simple word to large volume novels. You might be asked to
interpret a poem, a slide on the stock market, a political event or evidence from
an experiment. You are not being asked for just any possible interpretation.
You are being asked for your best interpretation. So even though it is a matter
of opinion, ordinarily you are expected to explain why you think as you do. It
will be better if your opinion and thoughts are somehow anchored to
researches.

React

You are expected to go beyond summarizing, interpreting and evaluating

the text. You attach meaning that is not explicitly stated in the text by
bringing your own experiences and prior knowledge into the reading of the text.
This kind of writing allows you to develop your understanding of what you read
within the context of your own life and thinking and feeling. It facilitates a real
conversation between you and the text. This is usual or common in topics

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asking you to do a reaction papers about a topic that you can really relate and
connect it to he context of your being.

Summarize

You are expected to:

o answer the question: What are the important points in this text?
o condense a long text into a short one without plagiarizing
o boil away all the examples and non-essential details, leaving just the
central and relevant ideas and the main points

A good summary can show deep understanding of what you have read, and
actually clarifies it for yourself. This is also a requirement for deeper thinking,
as it stimulate the brain and remind you of all relevant concepts. With this, it
is an important tool for research writing.

If you're going to test whether you really understand main ideas, you'll need
to state them in your own words as completely and clearly as possible.

Synthesize

Blend information from many sources; determine which "fits together."

This is also important in analyzing and understanding the texts for this will be
an evidence of deeper understanding. Synthesizing is a good skill specially in
critiquing and doing a research.

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TRY ME!
Directions: Match the words in column A, with the definitions in column B.
Write
your answer on the space provided before each number.

A B
_____1. Define a. Blend information from many
sources
_____2. Interpret b. Enable a reader to tell whether any
event or thing they might encounter
falls into the category designated.
_____3. React c. You attach meaning that is not
explicitly stated in the text by bringing
your own experiences and prior
knowledge
_____4. Summarize d. ordinarily you are expected to
explain why you think as you do
_____5. Synthesize e. condense a long text into a short
one without plagiarizing

f. you are expected to consider how

well something meets a certain
standard.

THINGS TO PONDER!

The important terms in Academic Writing are now unlocked!

Argument - A stand
Compare/Contrast - the similarities and differences
Define - Enable a reader to tell whether any event or thing they might
encounter falls into the category designated.
Describe - readers experience the words

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Discuss - open mind in delivering content
Evaluate/Critique - identifying the worth of a text
Interpret - the meaning and significance of the text
React - attach meaning that is not explicitly stated
Summarize - condense a long text into a short one without plagiarizing
Synthesize- Blend information from many sources

COMPREHENSION CHECK!

Directions: Identify the word/s being defined in each statement. Write

your answer after each item.

1. attach meaning that is not explicitly stated ____________________

2. open mind in delivering content ____________________
3. the similarities and differences ____________________
4. A stand ____________________
5. identifying the worth of a text ____________________
6. Enable a reader to tell whether any event ____________________
or thing they might encounter falls into the
category designated.
7. readers experience the words ____________________
8. the meaning and significance of the text ____________________
9. condense a long text into a ____________________
short one without plagiarizing
10. blend information from many sources ____________________

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CHECKPOINT!

Part I: Multiple Choice

Directions: Circle the letter of the correct answer. Erasures are not allowed.

1. Alisia is trying to check the similarities of her paper with those found in
the library.

a. Compare/Contrast b. Evaluate
2. Sasha is studying the novel before she buys it. She is checking whether it
is worth it or not.
a. Interpret b. Critique
3. All the similar ideas were combined.
a. React b. Synthesize
4. Alyssa’s stand will never change.
a. Argument b. Synthesize
5. Salve used the power of words to make the listeners experience her story.
a. Define b. Describe

Part II: True or False

Directions: Write EA if the statement is TRUE; write PP if the statement is

FALSE. Write your answer before each number.

________1. Comparing is the act of identifying the differences.

________2. Contrasting g is the act of identifying the similarities.
________3. Reacting is attaching explicit meanings.
________4. To summarize is the same with doing criticisms.
________5. An argument is a stand.

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________6. Defining enables a reader to tell whether any event or thing they
might
encounter falls into the category designated.
________7. Being open is important in discussing.
________8. Critiquing is about finding flaws.
________9. Summarizing is to condense a long text into a short one without
plagiarizing.
________10. It is okay to plagiarize in summarizing.

Part III. Q and A

Directions: Choose one word in the important terms above. Write a scenario
where you can apply your chosen word. Make sure that it is realistic.
Selected Word: ______________________________ Rubric:

______________________________________________________________________________
Realistic - 5 points
Relevance- 5
______________________________________________________________________________
points
______________________________________________________________________________
Content – 5 points

_____________________________________________________________________________
Total: 15 points
____________________________________________________________

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Contemplative Learning Sheet

Name: _______________________________Grade and Strand: ______________

Quarter 1 - Week 2 – Module 2: Academic Text: Unlocking the Key

Terms

Directions: Write a reflective statement about your learnings from this module.
You may express your answers in a more critical and creative presentation of
your great learning. Have fun and enjoy!

A. What I
like the
most about
the lesson?

B. What I need
to improve in
understanding
the lesson?

C. What I
want to learn
connected to
the lesson?

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Sources:
https://www.esc.edu/online-writing-center/resources/academic-writing/key-
terms/
https://uwl.libguides.com/studysupport/academicwriting

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