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PASSIONIST TECHNOLOGICAL INSTITUTE, INC.

ENGLISH FOR ACADEMIC AND

PROFESSIONAL PURPOSES (EAPP)
SEMESTER 1 – MODULE 1

SELF-LEARNING MODULE

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 11

English for Academic

and Professional
Purposes (EAPP)
QUARTER 1 – LESSON 1:
Language Used in Academic
Texts from Various Disciplines
and Reading Academic Texts

Self-Learning Module

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 Introductory Message

Welcome to the English for Academic and Professional Purposes Self-Learning Module about
Language Used in Academic Texts from Various Disciplines and Reading Academic Texts!

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the contents of
the learning resource while being an active learner.

This module has the following parts and corresponding icons:

LET’S DISCOVER! This will give you an idea of the skills or competencies you are
expected to learn in the module.

PRETEST This part includes an activity that aims to check what you
already know about the lessons to take. If you get all the
answers correct (100%), you may decide to skip this module.

LET’S WARM UP! In this portion, the new lesson will be introduced to you in
various ways such as a story, a song, a poem, a problem opener,
an activity or a situation. These activities will activate your prior
knowledge and provide you motivations for learning.

KEY TAKEAWAYS This section provides a brief discussion of the lesson. This aims
to help you discover and understand new concepts and skills.

LET’S PRACTICE! This comprises activities for independent practice to solidify

your understanding and skills of the topic. You may check the
answers to the exercises using the Answer Key at the end of the
module.

LET’S REFLECT! This includes questions or blank sentence/paragraph to be filled

in to process what you learned from the lesson.

POSTTEST This is a task which aims to evaluate your level of mastery in

achieving the learning competency.

ANSWER KEY This contains answers to all activities in the module.

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 At the end of this module, you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a
separate sheet of paper for drafting or if instructed to do so in the activity.
2. Don’t forget to answer the Pre-test before moving on to the other activities included in the
module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 LET’S DISCOVER!

How many times have you been asked to write about your summer vacation or your Christmas
vacation? How many times have you been assigned to do a book review or a reaction paper? Maybe,
at some point, you were also asked to write poems, skits, letters, etc. You have had different writing
assignments. But have you really pondered on the differences of the various writing assignments that
you have done? Would you know the difference between an academic essay and a personal narrative?
Can you distinguish a news report from an editorial?

Photo source: https://www.barnesandnoble.com/blog/5-ways-to-fake-having-read-a-book/

You will know the answers to these questions in this unit. By the end of this unit, you should be
able to:

1. differentiate language used in academic texts from various disciplines

2. use knowledge of text structure to glean the information you need

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 PRETEST
Before we start with our learning journey, let us answer the following questions to check your
prior knowledge on the topic that will be discussed in this module.

Name: ________________________________________________Score: _________________

Section: ______________________________________________ Date: _________________

Directions: Read each question carefully. Encircle the letter of the correct answer.

1. This refers to the method of human communication consisting the use of words in a structured
and conventional way.
a. Vocabulary
b. Texts
c. Language
d. Academic

2. This is defined as critical, objective, specialized texts and relatively formal in structure and
style.
a. Academic text
b. Language
c. Comprehension
d. Structure

3. The following are characteristics of academic texts, EXCEPT;

a. Direct
b. Figurative
c. Exact
d. Researched

4. Which of the following characteristics of language is NOT true?

a. Systematic
b. Conventional
c. Rational
d. Arbitrary

5. The following are functions of language, EXCEPT;

a. Communication
b. Expression of identity
c. Emotional release
d. Respiration

6. The following suggest the ways in determining the language used in academic text from
various discipline, EXCEPT;
a. Identify the text and then analyze the genre, academic structure and academic vocabulary
b. Identify and analyze the explicit instruction/deconstruction concerning the text; consider
multiple models if necessary
c. Bring academic language to the surface: identify its usage to a particular discipline
d. Consult immediately an expert of language

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7. Academic text is usually written by
a. Poet
b. Experts or professional in a given field
c. Well-known official
d. Anonymous individual

8. Academic language includes language used in the following EXCEPT;

a. Textbooks
b. Classrooms
c. Each discipline
d. Markets

9. Academic texts include the following EXCEPT;

a. Research paper
b. Reviews
c. Singing competition
d. Critiques

10. Language may be used as

a. Spoken
b. Written
c. Spoken or written
d. None of the above

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 LESSON 1
Language Used in Academic Texts from Various Disciplines

In this lesson, you will be taught to differentiate the language used in different disciples such
as Business, Law, Art, Philosophy, Politics, Religion, Science, Sports and TechVoc. Learning about
the language as used in context will improve your understanding and widen your knowledge on the
varied academic texts from various disciplines.

LET’S WARM UP!

Activity 1: “Read All You Can”

A. Read and evaluate these four texts to distinguish an academic text from other texts.

Text A

Photo source: https://booksforthebarrios.org/

Why Do They Say That Our English Is Bad?

(An Excerpt)
Grace M. Saqueton

(1) English teachers in the Philippines often find themselves in a very frustrating situation-no matter
how hard they try to teach the rules of written English to their students, the students still commit
errors in word order, word choice, subject-verb agreement, tenses, prepositions, articles, punctuations,
and the like. Teachers get frustrated when they hear or read sentences such as "They decided to got
married," "What did the students watched?" or "Ana go to the canteen." It is also alarming because
the rules that apply to these sentences are supposedly simple rules that the students should have
learned in grade school. Yet, here they are in college, still committing those same errors.

(2) Teachers and linguists alike have sought and (probably) are still seeking for ways and strategies to
teach English effectively especially in the light of teaching English as a second language or as a
foreign language. Different research studies have been conducted and different theories have been
used to address the situation. One of the topics that the researchers have explored is the recurring
errors in phonology, morphology, syntax, semantics, and discourse of second language learners. They
believe that studying these recurring errors is necessary to address the supposed grammar problems of
the Filipino college students.

(3) In a paper titled, "Why Does They Say That Our Sentences Is Wrong When We Knows English?
An Analysis of the 'Common Errors' of Freshmen Compositions," Saqueton (2008) identified some of

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the common errors found in the essays of first year college students. She provided explanations, using
error analysis, language acquisition theories, and Fairclough's paradigm on the appropriacy of
"appropriateness," as to what caused the “errors." This is in the hope of helping English teachers
develop teaching materials and devise teaching strategies that are appropriate for Filipino first year
college students of different linguistic backgrounds.

(4)Saqueton found out that among the students' essays, errors in the use of verbs are the most
common, followed by errors in the use of prepositions, problems in word choice, and problems in
subject-verb agreement. There are also errors in the use of articles, conjunctions, pronouns; spelling
problems are also evident.

(5) These "errors" are considered errors because of certain standards that language teachers want their
students to follow. These standards are theories prescribed by grammarians. Educators want their
students to master Standard English as second language learners of English. The problem here lies in
the definition of "Standard" English. Is there really a common standard? If there is, who uses it?
Whose standard should be followed?

Text B

My Family

The family is a valuable god gift which plays a most crucial role in every individual’s life. I
love my family very much because all of my family members stand in my good as well as bad times.
From moral teachings to love and support, my family has always helped me without any demand.
There is no doubt that we experience our biggest triumphs when we really connect to them.

My family is like a strong pillar for me, on which I can rely blindly anytime I require support.
From my family, I have learned the social graces of loyalty & cooperation.

My family consists of my grandfather, my grandmother, my mother, my father, two young

sisters and myself. My grandparents are the pillars of my family and my grandfather is the head of my
family. He is the one whose decision relating to any matter is final and all of us do respect it.

Right from my childhood, my family members have prepared me for the challenges that I’ll
face in the years ahead. In addition to this, all of my family members help and serve each other at
times of need. These qualities that I have learnt from my family have helped me to shape my adult
life in a right manner.

I am really very attached to my grandfather. He holds an excellent life experience because he

has already faced so many ups and downs. My Grandfather has helped me to build my perception &
vision towards society.

My family has always been there to motivate and encourage me to overcome all difficulties in
life and achieve success. The role of every member in my family is unique and important in their own
way. I thank God that I have grown up in a family full of love and discipline. My family values will
definitely help me in becoming a better person.

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Text C

Dear Prof. Lanuza:

Congratulations for being chosen as one of the recipients of the ASEAN Educational Program Award.
You are invited to the 5th Annual ASEAN English Teachers' Conference. Our sponsors value the
important work done by English language teachers and they are willing to support your professional
endeavors by giving financial aid in the conference.

The conference organizers and sponsors want to know more about your work and how the ASEAN
English Teachers' Conference will be able to help you. May we ask you to complete the attached
questionnaire to help us provide that information? Also, we would appreciate the opportunity for
members of our Sponsorship Profile team to talk with you about your work and the challenges and
opportunities that you have identified in your study.

If you have questions, just send me an email or check this link to the conference website. Thank you
and we look forward to meeting you.

Best regards,

Prof. Hannah Lee

Text D

Republic of the Philippines

REGIONAL TRIAL COURT
____________Judicial Region
Branch _______,___________City

EX-PARTE MOTION FOR EXTENSION

TO SUBMIT COMPROMISE AGREEMENT

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 a
Sunday, the Parties have until the networking day, 16 January 2015, to submit said Compromise
Agreement.

(2) 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.

(3) 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.

(4) This Motion is not intended to delay the instant proceedings but filed solely by reason of the
foregoing. Moreover, the filing of the same will not result in any injustice or prejudice to any of the
parties herein.

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 B. Fill out this table based on your evaluation of the texts.

Text A Text B Text C Text D

What is the text
about?
(subject/focus)
What is the writer’s
goal in writing the
text? (purpose)
Who is the target
reader of the text?
(audience)
What is the point of
view used in the
text? (first person,
second person, third
person)
How much does the
writer know of the
subject? (writer’s
knowledge)
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?

KEY TAKEAWAYS

Language Used in Academic Texts from various Disciplines

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 vocabulary is used in all academic disciplines to teach about the content of the
discipline, e.g, a water table is different from a periodic elements table. Before taking chemistry, for
example, some students know the technical words used in chemistry, while others do not. Pre-
teaching of vocabulary and Subject-specific terminology helps to address that need. Teaching
academic language can be challenging because struggling readers and English learners do not always
know the vocabulary used to learn specific academic terms or key concepts.

Academic structure also includes the established ways of organizing writing (which can
affect how one reads) in a discipline. Different genres, paragraph/ sentence structure, level of text

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difficulty, purpose, intended audience, overall organization, and knowledge of outside resources for
the text all affect how one writes and reads in that discipline.

In determining the language used in academic text from various discipline, be reminded of the
following:

 Identify the text and then analyze the genre, academic structure and academic
vocabulary. For example, a lab report for chemistry requires different academic structure and
vocabulary than a newspaper article for social studies or a food recipe for home economics.

 Identify and analyze the explicit instruction/deconstruction and concerning the text;
consider multiple models if necessary. Example: Deconstruct a word problem in algebra that
requires different academic language from deconstructing a proof in Geometry, a poem in
English, or a musical symphony. Use textual evidence to support their ideas in speaking and
writing.

 Use explicit, scaffolded instruction: a clear instructions, both auditory and visual, and
make models of expected or possible outcomes.

 Bring academic language to the surface: identify its usage to a particular discipline.

At this point, you probably have understood that academic language includes language terms used
in textbooks, in classrooms, on tests in each discipline.

LESSON 2
Reading Texts Critically

What is Critical Reading?

Critical reading involves scrutinizing any information that you read or hear. Critical reading
means not easily believing information offered to you by a text. Critical reading is an active process
of discovery because when you read critically you are not just receiving information but also making
an interaction with the writer. The interaction happens when you question the writer's claims and
assertions and when you comment on the writer's ideas.

Ramage, Bean, and Johnson (2006) identified the following requirements in critical thinking:

 The ability to pose problematic questions.

 The ability to analyze a problem in all its dimensions-to define its key terms,
determine its causes, understand its history, appreciate its human dimension and its
connection to one's own personal experience, and appreciate what makes it
problematic or complex.

 The ability to find, gather, and interpret data, facts, and other information relevant to
the problem

 The ability to imagine alternative solutions to the problem, to see different ways in
which the question might be answered and different perspectives for viewing.

 The ability to write an effective argument justifying your choice while acknowledging
counter-arguments

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 The following are some suggested ways to help you become a critical reader:

1. Annotate what you read. One of the ways to interact with the writer is to write on the text.
You can underline, circle, or highlight words, phrases, or sentences that contain important
details or you can write marginal notes asking questions or commenting on the ideas of the
writer. You can use the sample annotated essay below as your guide.

Who wrote this essay?

Why Do They Say That Our English Is Bad?
What is the writer’s
(An Excerpt)
stand on the subject
Grace M. Saqueton
matter?
English teachers in the Philippines often find themselves in a very frustrating situation—no
Yeah, I also matter how hard they try to teach the rules of written English to their students, the students still What
noticed commit errors in word order, word choice, subject-verb agreement, tenses, prepositions, articles, accoun
that these t for
are some
What punctuations, and the like. Teachers get frustrated when they hear or read for sentences such as
these
common “They decided to got married" “What did the students watched?” or "Ana go to the canteen." It is also errors?
errors alarming because the errors notice that rules that apply to these sentences are supposedly simple rules
that the students should have learned in grade school. Yet, here they are in college, still committing
those same errors.

Teachers and linguists alike have sought and (probably) are still seeking English for ways and
strategies to teach English effectively especially in the light of teaching English as a second language
or as a foreign language. Different research studies have been conducted and different theories have
been used to address the situation. One of the topics that the researchers have explored is the
recurring errors in phonology, morphology, syntax, semantics, and discourse of second language
learners. They believe that studying these recurring errors is necessary to address the supposed
grammar problems of the Filipino college students. look these terms up

In a paper titled, "Why Does They Say That Our Sentences Is Wrong When We Knows
English? An Analysis of the Common Errors of Freshmen Compositions," Saqueton (2008) identifiedWho is
some of the common errors round in the essays of first year college students. She provided this?
explanations, using error analysis, language acquisition theories, and Fairclough's paradigm on the
appropriacy of "appropriateness," as to what caused the "errors." This is in the hope of helping
English teachers develop teaching materials and devise teaching strategies that are appropriate for
Filipino first year college students of different linguistic backgrounds.

Saqueton (2008) found out that among the students’ essays, errors in the use of verbs are the
How did the
most common, followed by errors in the use of prepositions, problems in word choice, and problems writer know
of these
in subject-verb agreement. There are also errors in the use of articles, conjunctions, pronouns; errors?
spelling problems are also evident.

These "errors" are considered errors because of certain standards that language teachers want What
their students to follow. These standards are the ones prescribed by grammarians. Educators want certain
their students to master stand a Standard English as second language learners of English. Thestandards?
problem here lies in the definition of "Standard" English. Is there really a common standard?
Does this
Answering the question would entail a lot of problems. First, there should be a clear definition
mean that
of what standard is. What kind of English is Standard English? Dr. Andrew Moody, when asked there
Whois is
no
Who is during the International Conference on World Englishes and Second Language Teaching on how Standard to he?
Fairclough
maintain correctness and consistency when teaching English in the Philippines, said that it would be English?
and what
does dishonest to teach Standard English as if it exists.
appropriate
ness mean?

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 That answer alone could raise a lot of issues. It only shows that the concept of standard is
problematic. According to Fairclough (1995), there is a need for a particular standard in order to
rationalize policies on the teaching of Standard English. He further stated that appropriateness figures
within dominant conceptions of language variations (234).

General Is there an implied claim then that students of English as a second language or as a foreign
American language speak a substandard kind of English because they do not follow the standards of General
English, the American variety? What if they (Filipinos, for example) have accepted English and appropriated it to
Standard
fit their needs and the context of situation in their own places?
English?
What does
Andrew Gonzalez (1985), In his paper, “When Does an Error Become a Feature of this mean?
Philippine English?” pointed out that until Philippine English is really creolized, English is still a
second language in the Philippines, and he believed that in teaching any second language, one must This
So what is seems
the
accept a standard. However, he also stressed that no matter how hard the English teacher tries, a local to
standard? variety will continue to develop (168). contra-
dict the

There will always be different perspectives on this matter, especially that language issues early
state-
seem to be a highly emotional matter. Should language education then go for mutual intelligibility ment.
His model
rather than subscribe to a writer certain standard? Educators and language policy planners could go
was not
really back to Fairclough's model of language learning. They have to decide how relevant English is to their
Is the writer
saying that
discussed students, and from there they have to decide what to teach and how to teach it. there are
in this different
kinds of
English?
He/She can
2. Outline the text. In order to fully engage in a dialogue with the text or with the writer, you
collaborate
more
need to identify the main points of the writer and list them down so you can also identify the
because it is
confusing.
ideas that the writer has raised to support his/her stand. Look at the example below.
Thesis statement:

Supporting details:

Point 1:
Point 2:
Point 3:

3. Summarize the text. Aside from outlining, you can also get the main points of the tem you are
reading and write its gist in your own words. This will test how much you have understood
the text and will help you evaluate it critically. A summary is usually one paragraph long.

4. Evaluate the text. The most challenging part in critical reading is the process of evaluating
what you are reading. This is the point where the other three techniques annotating, outlining,
summarizing will be helpful. When you evaluate a text, you question the author's purpose and
intentions, as well as his/her assumptions in the claims. You also check if the arguments are
supported by evidence and if the evidence is valid and are from credible sources.

LET’S PRACTICE!

Activity 2: “Read Me First”

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 1. Read the essay, "Beyond Identity," and pay close attention to its development.
2. Apply the four ways of reading critically. Annotate as you read then rewrite the essay by
summarizing the important details. Write your summary on the space provided.

Beyond Identity

We often think of ourselves as our body, mind, and emotions. We take these three elements
and make an amalgamation. However, we also often talk about a person’s soul. Is there any
scientific basis for the soul? Surprisingly, there is. Each unique personality a person has (even in
circumstances of amnesia and other illnesses), the feeling and identity of the self beyond age
(especially experienced as we grow older), and our inevitable subjective experience as an
individual comprise a scientific foundation for the soul.

Despite neuroplasticity, or the constant shift in the links between our brain cells, we remain
essentially the same personality. This consistency is most stark in the case of mentally ill patients
or people who have experienced memory loss. According to Scientific American:

In his book The Perpetual Now: A Story of Amnesia, Memory and Love, science journalist
Michael Lemonick tells the story of Lonni Sue, a commercial artist who suffered brain damage as
a result of a viral infection. She was left unable to recall her past or to form new memories. Hence
the book’s title. Lemonick assumed that Lonni Sue, when she lost her memories, lost her self.
Because what are we but our memories? But once he got to know Lonni Sue, as well as people
who knew her before and after her injury, Lemonick discovered that her self had not been
destroyed. She was still cheerful in a way that made people around her feel better, and she was still
creative and playful, drawing pictures crammed with visual and verbal puns. (Horgan, John)

So, despite memory loss, we still retain the essence of our personality. Basically, no matter
what happens to our brain, our unique personality seems to shine through.

Besides one’s personality being present despite memory loss, the soul of a person can be
identified through one’s consciousness. Though we commonly identify with our body and what we
see in the mirror, we also have a sense that we are not a certain age—as our sense of self usually
leans less on age and rather on our subjective feeling of who we are in essence. As author Cate
Montana explains:

Yes, my body is definitely older. But “I” am not. The essence that I call my “self” has not
aged a day. Of course, anybody over forty knows this phenomenon. At some point every human
being on the planet looks in the mirror and says, “I can’t believe I’m 42 (or 62 or 74 or 87 or…).
I’m the exact same person on the inside. What the hell happened?” (“Proof of the Soul.”)

So, we have an identity that is more of a physical manifestation, and another identity that
encapsulates our character. Often, behaviorally, people see their character as eternal rather than
bound by age.

Lastly, each person is inevitably subjective about his or her experience. Despite humans being
very, very similar to each other in DNA and overall composition, our perception of reality is vastly
different from individual to individual. According to Psychology Today, “While neuroscience has
made tremendous progress illuminating the functioning of the brain, why we have a subjective
experience remains mysterious. The problem of the soul lies exactly here, in understanding the
nature of the self, the “I” in existence that feels and lives life. Although the current scientific
paradigm is based on the belief that the world has an objective observer-independent existence,
real experiments suggest just the opposite” (“Does The Soul Exist? Evidence Says ‘Yes’”). As the
two-slit experiment has shown, when existence is observed, it changes its composition. This is
only one piece of the puzzle that shows how “objective” reality is not easy to come by.

Summary:

______________________________________________________________________________
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______________________________________________________________________________

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______________________________________________________________________________
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Teacher’s note:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

LET’S REFLECT!

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 Now, let us sum up what you have learned from our lesson by completing the given phrases
below.

1. Language is…
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

2. Academic text is…

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

3. Language in different discipline means…

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Teacher’s note:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 POSTTEST
You are doing great! It is time for you to display your understanding of the topics in this
module.

Name: ________________________________________________Score: _________________

Section: _______________________________________________Date: __________________

Directions: Read each question carefully. Encircle the letter of the correct answer.

1. Which of the following is NOT a trait of a critical reader?

a. putting oneself in a reading frame of mind
b. examining the text for clues about what to expect in the reading
c. considering purpose for reading
d. only reading challenging texts

2. Authors may choose to include graphics for all of the following reasons EXCEPT ____.
a. to make sense of complicated information
b. to pictorially represent abstract ideas
c. to fill up the page and make it more pleasing to the eye
d. to help the reader form a picture or image of the subject about which they are writing

3. Critical readers consider all of the following about a text EXCEPT ____.
a. the subject it covers
b. the length of time it took the author to publish the text
c. the source from which it comes
d. the author who wrote it

4. Before reading, you should consider ____.

a. vocabulary, source, author, and length
b. time, source, author, and subject
c. length, author, subject, and purpose
d. source, subject, author, and purpose

5. Critical readers know that, as they read, they should do all of the following EXCEPT ____.
a. write a summary of what they read in their own words
b. engage in active reading activities like annotating the text
c. stop to think about what they are reading
d. just try to absorb as much as they can from the text

6. Critical readers understand that annotating requires ____.

a. drawing pictures in the margins, typing up the notes after reading, underlining key
vocabulary, and timing how long the reading takes to complete
b. highlighting, underlining, making short comments, and asking brief questions in the
margins
c. writing summaries after every paragraph, highlighting, using symbols only, and
developing five interview questions you’d want to ask the author
d. counting words, identifying main ideas and supporting details, highlighting, and using full
sentences to comment on the text

7. After you read, you should ____.

a. take a nap and let what you read sink in, then prepare a list of things you liked and things
you didn’t like about the text and be ready to share those thoughts with your classmates
b. discuss the content of the text with a classmate or peer and tell them what ideas you
agreed with and what ideas you disagreed with, comparing their thoughts with your own

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 c. close the text and write down everything you can remember from it without looking back
at the text, draw a picture to represent the text’s main idea, and compare it with your
memory list
d. write a summary of the main ideas, develop a list of questions you have about what you
just read, and use your notes to reflect on the reading as a way to solidify its message in
your head

8. When analyzing a text, critical readers ____.

a. wait until the end of the reading to question anything, draw conclusions, and evaluate the
effectiveness of graphics used
b. question the text, analyze what it says and what it does, and look for bias
c. read to understand the text and prepare to write about it, take careful notes, and consider
vocabulary
d. question every claim made by an author, develop counterarguments to those claims, and
write a summary

9. Which of these sentences is an opinion and not a fact?

a. The number of homeless people in America is on the rise.
b. Thousands of military veterans are homeless.
c. Homeless people are dangerous to public safety, and cities must do more to help with the
crisis.
d. According to a HUD report in 2014, one quarter of homeless people are children.

10. When analyzing a text, a critical reader will consider the author’s ____.
a. style, use of graphics, tone, and diction
b. purpose, audience, tone, and argument
c. audience, background, age, and gender
d. argument, sources, publication affiliation, and diction

11. This is defined as critical, objective, specialized texts and relatively formal in structure and
style.
a. Academic text
b. Language
c. Comprehension
d. Structure

12. The following are functions of language, EXCEPT;

a. Communication
b. Expression of identity
c. Emotional release
d. Respiration

13. Academic text is usually written by

a. Poet
b. Experts or professional in a given field
c. Well-known official
d. Anonymous individual

14. The following are characteristics of academic texts, EXCEPT;

a. Direct
b. Figurative
c. Exact
d. Researched

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15. Which of the following characteristics of language is NOT true?
a. Systematic
b. Conventional
c. Rational
d. Arbitrary

16. The following suggest the ways in determining the language used in academic text from
various discipline, EXCEPT;
a. Identify the text and then analyze the genre, academic structure and academic vocabulary
b. Identify and analyze the explicit instruction/deconstruction concerning the text; consider
multiple models if necessary
c. Bring academic language to the surface: identify its usage to a particular discipline
d. Consult immediately an expert of language

17. This refers to the method of human communication consisting the use of words in a structured
and conventional way.
a. Vocabulary
b. Texts
c. Language
d. Academic text

18. Academic language includes language used in the following EXCEPT;

a. Textbooks
b. Classrooms
c. Each discipline
d. Markets

19. Academic texts include all of the following EXCEPT;

a. Research paper
b. Reviews
c. Singing competition
d. Critiques

20. Language may be used as

a. Spoken
b. Written
c. Spoken or written
d. None of the above

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ANSWER KEY

Post Test

1. D
2. C
3. B
4. D
5. D
6. B
7. D
8. B Pretest
9. C
10. B 1. C
11. A 2. A
12. D 3. B
13. B 4. D
14. B 5. D
15. D 6. D
16. D 7. B
17. A 8. D
18. D 9. C
19. C 10. C
20. C

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 References

Online sources

https://libguides.gatech.edu/c.php?g=54271&p=350394

Worktext
Saqueton, G., & Uychoco, M. (2016). English for Academic and Professional Purposes
Laurel, M. et.al(2016). English for Academic and Professional Purposes

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