7

ENGLISH
Quarter 4-Module 1

FEATURES OF ACADEMIC
WRITING

Department of Education ● Republic of the Philippines

English – Grade 7
Alternative Delivery Mode
Fourth Quarter- Module 1: Features of Academic Writing
First Edition, 2020
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Assistant Regional Director: Dr. Victor G. De Gracia Jr., CESO V

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Authors: Elvin B. Laput Michelyn C. Aranjuez
Cathrine B. Pielago Silmarie E. Actub
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 7
English
Fourth Quarter-Module 1

Features of Academic
Writing

This instructional material is collaboratively developed and

reviewed by educators from public schools. We encourage teachers
and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education – Region 10 at
[email protected].

Your feedback and recommendations are highly valued.

Department of Education ● Republic of the Philippines

 Introductory Message

To our dear learners,

Welcome to the first module of Quarter 4! You will be learning many things in
this module that will help you develop your communication skill, particularly in
academic writing.

This module will provide you with an overview in the world of academic writing.
A brief discussion about its features or characteristics will also be provided. Writing
academically will help you analyze, convey understanding, think critically, and focus
on technique and style.

Before you will do the activities, you must familiarize the different set of
headings and learning icons that will help you understand the lesson.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If
you get all the answers correct ( 100%), you may
decideto skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New 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.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
.
What’s More This comprises activities for independent practice to
solidify your understanding and skills of the topic

You may check your answers to the exercises using

the Answer Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraphto be filled in to process what
you learned from the lesson.
 What I Can Do This section provides an activity which will help you
transfer your new knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.
.

Additional Activities In this portion, another activity will be given to you

to enrich your knowledge or skill of the lesson
learned. This also tends retention of learned
concepts.

Answer Key This contains answers to all activities in the module.

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. Write your answers of the tests and exercises in your English
activity notebook.
2. Don’t forget to answer What I Know 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!
 TABLE OF CONTENTS

What I Need to Know ---------------- 1

What I Know ---------------- 1

What’s In ---------------- 2

Activity 1: Remember Me! ---------------- 2

What’s New ---------------- 2

Activity 2: Spot the Difference! ---------------- 2

What Is It ---------------- 3

What’s More ---------------- 7

Activity 3: Expanded over Contracted ---------------- 7

What I Have Learned ---------------- 7

Activity 4: Watch Out! ---------------- 7

What I Can Do ---------------- 8

Activity 5: Complete Me ---------------- 8

Assessment ---------------- 9

Additional Activity ---------------- 11

Activity 6: Think It Over ---------------- 11

Answer Key ---------------- 12

References ---------------- 15
 What I Need to Know

After reading this module, you should be able to distinguish the features of
academic writing. (EN7WC-I-c-4.2)

Specifically, you should also be able to:

a. describe what academic writing is;

b. identify the different features or characteristics of academic writing; and
c. apply the unique features of academic writing.

Prepare yourself for a wonderful learning experience. Be extra patient in

accomplishing the tasks. But more importantly, have time to enjoy in answering them.
Just remember that this will enrich you with important knowledge and skills in your
academic journey.

What I Know

Directions: Draw a smiley face ( ) if the item is an example of an academic

writing, or put a sad face ( S ) if it is not.

1. novel 9. movie script

2. poem 10. personal diary
3. riddle 11. nursery rhyme
4. thesis 12. myth or legend
5. textbook 13. abstract report
6. song lyric 14. research paper
7. short play 15. idiomatic expression
8. news article

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 Lesson
Features of Academic Writing
1
What’s In

Activity 1: REMEMBER ME!

Before you start, I would like you to recall the past lesson. You have learned
about asking thought provoking questions. This time, formulate three (3) thought
provoking questions based on the topic in the box below. Write your answers in your
English activity notebook.

COVID-19 Pandemic

My three thought provoking questions:

1. _________________________________________________________?
2. _________________________________________________________?
3. _________________________________________________________?

What’s New

You are about to start learning more exciting activities. Have fun!
Study the boxes of information below.
A B
Across the globe, suicide is a serious Suicide is a serious problem. This is
public health issue (Mann et al, 2005). There because if you lose somebody close to you, this
are severe emotional costs through loss of an can be very hard for you. It is also because
acquaintance or loved one in addition to suicide costs a lot of money to the economy due
to losing members of the workforce and the cost
significant economic costs through loss of
of treating people who have attempted suicide.
income and medical treatment (Corso et al, The number of people committing suicide. The
2007). In the last 45 years, worldwide suicide number of people committing suicide has gone
rates have increased by 60% (World Health up a lot. It has gone up by 60% over the past 45
Organization, 2008). Consequently, the years. This means that people who work in
development of suicide prevention initiatives public health all over the world need to come up
has become a global public health priority. with ideas that will prevent people from
committing suicide.

Source: univ-biskra.dz

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Activity 2: SPOT THE DIFFERENCE

Compare the paragraphs in Boxes A and B. Which paragraph is clearer,

more formal, concise, focused, structured, and backed up by evidence? Which
paragraph is more conversational, informal and subjective?

What Is It

Based on Activity 2, you have observed that the paragraph in Box A is clearer,
more formal, concise, focused, structured, and backed up by evidence. On the other
hand, Box B is more conversational, informal and subjective.
Therefore, Box A is more academic than Box B.

What is Academic Writing?

Academic writing is a formal style of writing. Its general purpose is to present

information in order to display a clear understanding of a particular subject.

The following are some examples of documents where academic writing is used:
1. Books 5. News Articles
2. Thesis 6. Research Paper
3. Abstract 7. Conference paper
4. Journals

Features of Academic Writing

1. Formality is using formal language rather than everyday common language.

It is achieved through:

1.1 Choosing expanded forms over contracted forms.

Poor examples Improved

can’t cannot
doesn’t does not
won’t will not
I’ve I have

Sentence:
The policy does not permit illegal dealings.

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 1.2 Choosing one verb form over two-word verbs.

Poor examples Improved

mess up damage
brought up raised
give back return

Sentence:
The business sectors raised the questions of excluding tax
payment from the dialogue.

1.3 Avoiding colloquial/trite/idiomatic expressions

Examples of colloquial/trite/idiomatic expressions

“stuff” “thing”
“a lot of” “you know what I mean”
“sort of” “kind of like”

“It’s raining cats and dogs.”

Sentence:
With women, there is a great deal (instead of a lot of) pleasure to
conform to a certain physical shape.

1.4 Choosing expanded terms over their abbreviated equivalents.

Poor examples Improved

ASAP as soon as possible
romcom romantic comedy

Sentence:
The government wants it done as soon as possible.

2. Objectivity means that the writing must be impersonal. The main emphasis
should be on the presented information and/or arguments rather
than what you think about the issue.

It is achieved through:

2.1 Avoiding the use of personal pronouns such as you, I and we.
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 Poor example Improved
1. We need to conduct the The researchers need to conduct
experiment. the experiment.
2. You can easily forget how It is easy to forget how different life
different life was 50 years ago. was 50 years ago.

2.2 Avoiding rhetorical questions.

Poor example Improved

1. How can these problems be Certain measures must be
solved? discovered to solve problems.

2.3 Avoiding “emotive language” that shows biases.

Poor example Improved

1. The investigators were very The investigators did not expect the
shocked to see the outcome of the result.
tests.

3. Explicitness is the responsibility of the writer in English to make it clear to the

reader how the various parts of the text are related.

It is achieved through:

3.1 Using different signaling words

Comparison/similar ideas
 Similarly, in the same way
Contrast/opposite ideas
 But, however, on the contrary
Cause and effect
 Consequently, as a result, because
Sentence:
One should notify any change of address to the Bonds and Stocks Office.
Similarly, savings certificates should be re-registered with the Post Office.

3.2 Citing/acknowledging sources of ideas

Example:

Suicide is a serious public health issue (Mann et al, 2005).

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 4. Caution is an important feature of academic writing which is the concept of
cautious language, often called “hedging” or “vague language”.
Caution is needed to avoid sweeping generalizations.

It is achieved through:

4.1 Using devices such as modal verbs, adverbs, or verbs

Examples:
Modal verbs would, may, can, might, should
Adverbs of frequency often, sometimes, usually
Verbs tend, suggest, think, believe, doubt

Other devices:

Modal adverbs e.g. certainly, definitely, clearly, probably, possibly,

perhaps

Modal adjectives e.g. certain, definite, clear, probable, possible

Modal nouns e.g. assumption, possibility, probability

That clauses e.g. It could be the case that…

e.g. It might be suggested that…

e.g. There is every hope that…

To-clause + e.g. It may be possible to obtain sufficient…

adjective
e.g. It is important to develop an active…
e.g. It is useful to study possible…

Sentence NOT observing Sentence observing caution

caution

1. The commitment to some of the It may be said that the commitment to

social and economic concepts some of the social and economic
was less strong than it is now. concepts was less strong than it is now.

2. Nowadays the urinary Nowadays the urinary symptoms seem

symptoms are of a lesser order. to be of a lesser order.

Source: Harley, J. Academic Writing and Publishing. New York; Routledge, 2008.

6
 What’s More

As given earlier, one important feature of academic writing is

FORMALITY. One way to achieve it is by choosing expanded forms over
contracted ones. Consider this activity below:

Activity 3: EXPANDED OVER CONTRACTED

Directions: In your English activity notebook, rewrite the following sentences by

expanding the underlined contracted words.

1. We aren’t giving up.
2. Winning isn’t everything.
3. We didn’t want to have a dog.
4. Mr. Reyes doesn’t like snake.
5. We hadn’t played their team before.
6. They weren’t afraid to play our team.
7. Our class didn’t have any good ideas.
8. Our class couldn’t decide on a mascot.
9. Our school colors aren’t black and gold.
10. The crowd mustn’t forget to applaud both teams.

What I Have Learned

This time, let us check your ability on using the features of academic writing.

Activity 4: WATCH OUT!

Directions: Put a check () if the sentence observes the features of academic
writing or put an ( ×) if it does not. Write your answers in your English
activity notebook.
1. You should cite the sources you use properly.
2. You should avoid using different signaling words.

3. You should use slang words (e.g. wanna, gonna, fab).

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4. You should avoid emotive language that shows biases.
5. You should place the main emphasis on the information.

6. You should make use of idiomatic expressions more often.

7. You should not demonstrate your understanding of the source material.

8. You should justify your position and provide evidence for the claims you make.
9. You should use one word verbs (e.g. educate) rather than phrasal verbs (e.g.
bring up).

10. Simpler words are preferable than complex words (e.g. make is better than
produce or manufacture).

What I Can Do

Activity 5: COMPLETE ME
Directions: The table below is composed of sentences that are examples of
academic writing. Some of the words are underlined for you to
analyze what feature of academic writing it indicates, and give
evidence that proves your point. Copy and complete the table in your
paper. Number 1 is already done for you.

Sentence Feature of Academic Evidence

Writing
1. Consequently, the
development of
suicide prevention Explicitness Using different
initiatives has signaling words.
become a global
public health
priority.
2. Staying at home
during this
pandemic probably
stops the spreading
of COVID 19.
3. The President did
not expect about the

8
 fast spreading of the
virus.
4. Young people
should obey the
government health
protocols.
5. This issue has been
raised by many
scientists.

Assessment

Congratulations!

You are done with your lesson about the different features of academic
writing.Let us now try to check your understanding by answering the following
activities.

A. Directions: Read the statements below and answer the questions that follow.
For items 1, 3, 5, & 7 choose only the letter of the answer. For items 2, 4, 6, &
8 identify what feature of academic writing is used.

A. The patient needs to be rushed to the hospital ASAP.

B. The patient needs to be rushed to the hospital as soon as possible.

1. Which of the above statements observes good academic writing?

2. What feature of academic writing is used?

A. The researchers need to conduct an experiment to find the cure for the
virus.
B. We need to conduct an experiment to find the cure for the virus.

3. Which of the above statements observes good academic writing?

4. What feature of academic writing is used?

A. The coronavirus is transmitted through droplets from one infected

individual to another.
B. According to the study conducted by the World Health Organization,
coronavirus is transmitted through droplets from one infected individual to
another.

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5. Which of the above statements observes good academic writing?
6. What feature of academic writing is used?

A. During this time, issues about non-communicable disease are of less

importance.
B. During this time, issues about non-communicable diseases seem to be of
less importance.

7. Which of the above statements observes good academic writing?

8. What feature of academic writing is used.

B. Directions: Read the selection below and answer the questions that follow.

Test Anxiety

(1) Test anxiety is normally understood as a form of debilitating anxiety,

although how it is measured varies. Certain measures must be discovered in order
to address the problem.

(2) Evidence points to the fact that in general, test anxiety lowers performance
slightly. During that time, some studies have reported that test anxiety does not
lead to lower results. However, these findings are not likely to be true for all
students.

(3) Evidence points to the fact that in general, there is a possibility that test
anxiety lowers performance slightly. This relationship has been studied well for
over sixty years.

(4) While the question of anxiety has been studied for many years, researchers
need to further conduct the study as soon as possible in order to address the issue.
Test anxiety is of special interest to educators and students.

Source: examples.com/education/academic-essay-examples.html

9. Which paragraph can you find the academic writing feature of formality?
10. Copy the sentence that supports your answer.

11. Which paragraph can you find the academic writing feature of objectivity?
12. Copy the sentence that supports your answer.

13. Which paragraph can you find the academic writing feature of explicitness?
14. Copy the sentence that supports your answer.

15. Which paragraph can you find the academic writing feature of caution?
16. Copy the sentence that supports your answer.

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 Additional Activity

The following activity is designed to enrich your learning on Features of

Academic Writing. Use your critical thinking skills in analyzing sentences and
paragraphs.

Activity 6: THINK IT OVER

Directions: Copy the table below that has columns of the four features of academic
writing. Then, read the news article entitled “How the Philippines is
Fighting COVID-19” by Anna Malindog-Uy dated July 5, 2020. Pick out
the word/s or sentences that are indicators of the Features of Academic
Writing and write them in the column where they belong.

Formality Objectivity Explicitness Caution

How The Philippines Is Fighting COVID-19

After more than three months of hard lockdowns, the Philippines is now trying to
ease quarantine restrictions for its economy to bounce back. While the focus is on saving
lives and looking after the health and well-being of every Filipino, developing economies
like the Philippines with a population of around 109 million people – a high percentage of
which come from hand-to-mouth households – simply cannot afford the use of containment
measures like hard lockdowns for the entire country indefinitely. Hence, the government
has considered steps to safety and gradually reopen the economy.

As the Philippines reopens its economy by easing out restrictions after successful
lockdowns, it has experienced a reversed trend in the number of COVID-19 positive cases.
The number of deaths has been reduced to single-digit, while the number of positive cases
has increased significantly to three-digit.

This reversal is somewhat expected because more people are now back on the
streets. One of the contributing factors to the rise in COVID-19 positive cases is the influx
of returning Overseas Filipino Workers (OFWs), of which some have tested positive upon
arrival in the Philippines. For instance, as of July 2, out of the 99,353 returning OFWs,
2,424 were confirmed as being COVID-19 positive.

Source: https://theaseanpost.com/article/how-Philippines.fighting-covid-19?amp

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 12
What I Know What’s In
1.
2. Possible answers:
3.
4. 1. How does COVID-19 affect the economy?
5. 2. Why does COVID-19 spread so fast?
6. 3. How does the government respond to the COVID-19
7. pandemic?
8.
9.
10.
11.
12.
What’s New
13. Box A is clear, formal, concise, focused, structural
14. and backed up by evidence. On the other hand, Box B is
15. conversational, informal, and subjective.
What’s More
1. We are not giving up.
2. Winning is not everything.
3. We did not want to have a dog.
4. Mr. Reyes does not like snakes.
5. We had not played their team before.
6. They were not afraid to play our team.
7. Our class did not have any good ideas.
8. Our class could not decide on a mascot.
9. Our school colors are not black and gold.
10. The crowd must not forget to applaud both teams.
Answer Key
 13
What I Can Do
Sentence Feature of Evidence
Academic
Writing
1. Consequently, the development of Explicitness Using different
suicide prevention initiates has signaling words.
become a global public health priority.
2. Staying at home during this pandemic Caution Using modal verbs,
probably stops the spreading of adverbs or verbs
COVID 19.
3. The President did not expect about Objectivity Avoiding emotive
the fast spreading of the virus. language that
shows biases.
4. Young people should obey the Caution Using modal verbs,
government health protocols. adverbs or verbs.
5. This issue has been raised by many Formality Choosing one verb
scientists. form over two-word
verbs.
Additional Activities
Formality Objectivity Explicitness Caution
can not The Philippines is now trying to Hence somewhat
ease out quarantine restrictions
for its economy to bounce
back.
The government has
considered steps to safety &
gradually reopen the economy.
It has experienced a reverse
trend in the number of COVID-
19 positive.
 14
What I Have Learned
1. 
2. ×
3. ×
4. 
5. 
6. ×
7. ×
8. 
9. 
10.
Assessment
Test A:
1. B
2. Formality
3. A
4. Objectivity
5. B
6. Explicitness
7. B
8. Caution
Test B:
9. Paragraph 4
10. While the question of anxiety has been studied for many years,
researchers need to further conduct the study as soon as possible in order
to address the problem.
11. Paragraph 1
12. Certain measures must be discovered in order to address the problem.
13. Paragraph 2
14. However, these findings are not likely to be true for all students.
15. Paragraph 3
16. Evidence points to the fact that in general, there is a possibility that test
anxiety lowers performance slightly.
 References

Book

Bailey, S. Academic Writing: A Handbook for International Students. New York:

Routledge, 2011.
Bowker, N. Academic Writing: A Guide to Tertiary Level Writing. New Zealand:
Massey University, 2007.
Harley, J. Academic Writing and Publishing. New York; Routledge, 2008.

Hasbrouck, Jan E. McGraw-Hill Language Arts. New York, MacMillan/McGraw-Hill,

2001.

Jordan, R. R. Academic Writing Course: Study Skills in English. England: Pearson

Education Limited. Longman, 1999.

Electronic

Davis, Suzanne. Academic Writing. Accessed June 13, 2020.

http://www.academicwritingsuccess.com

LoveToKnow, Corp. Accessed June 16, 2020.

https://www.grammar.yourdictionary.com

Samigullina, Anna D. Teaching First Year Students Features of Academic Writing.

Accessed June 12, 2020.https://www.rulb.org/en/article/obuchenie

Scribbr. The Do’s and Dont’s of Academic Writing. https://www.scribbr.com

University of Leeds. Accessed June 16, 2020. https://www.library.leeds.ac.uk

University of Massey: Online Writing and Learning Link. Accessed June 16, 2020.
Last updated November 29, 2018. https://www.owll.massey.ac.nz

Valdes, Olivia. An Introduction to Academic Writing: Characteristics and Common

Mistakes to Avoid. Last updated June 16, 2020.https://www.thoughtco.com

Accessed July 27, 2020.

examples.com/education/academic-essay-examples.html

Accessed July 15, 2020.

https://www.mesacc.edu/.~paoih30491/RubricNameEssay.html

Accessed July 26, 2020.https://theaseanpost.com/article/how-Philippines.fighting-covid-

19?amp

15
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Department of Education – Bureau of Learning Resources

Zone 1, DepEd Building Masterson Avenue, Upper Balulang
Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: [email protected]
16