EAPP

12 Quarter 1 Module 1
Reading Academic Texts

LEARNER’S MATERIAL
 Module
EAPP Grade 12 1
PIVOT IV-A Learner’s Material
Quarter 1 – Module 1
_________________________________________
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
CLMD Chief: Job S. Zape, Jr.

EAPP
Quarter 1 Module 1

Development Team of the Module

Authors: Jerry L. Manela
Editor:
Reviewers:
Illustrator:
Layout Artist:
Management Team: Elpidia Bergado
SDO Cavite Province
Romyr L. Lazo, EPS In-charge of LR
Ferdinand V. Marquez, EPS In-charge

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal
Landline: 02-868-257-73, Local 420/421
Email Address: [email protected]

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Guide in Using PIVOT Learners Material Module

For the Parents/Guardian

As a result of years of teaching among senior high school students, and
through listening to comments of English teachers in almost any available semi-
nars, reading and writing academic texts must be taught intensively if we wish to
achieve the desired goals in teaching English for specific purposes.
For almost half a decade now, reading and writing academic texts are inter-
twined, and have been introduced to the senior high school students. The author
believes that both can be given emphasis and thereby making the students enjoy
both reading and writing academic texts that will certainly provide the senior high
students opportunities in their probable work place soon.

Image of a Parent/
guardian

For the Learner

In this module, it is hoped that after undergoing some texts, you become an expert in under-
standing reading and writing academic texts. At the same time, you, too, can be part of a successful
work place.

Image of a learner

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 I What I need to know?

This module was written to help you comprehend more the English for Academic
and Professional Purposes as a branch of English for Specific Purposes.

Absolute Characteristics of ESP:

designed to meet specific needs of the learner;

related in content (i.e. in themes and topics) to particular disciplines, occupations and activities;

centred on language appropriate to those activities in syntax, lexis, register, discourse and genres etc.
and analysis of discourse;

In contrast with General English. Dudley-Evans (1997)

Variable Characteristics of ESP:

used in specific teaching situations, a different methodology from that of general English;

designed for adult learners, secondary school level or professional work situation;

generally designed for intermediate or advance students; and

assumed some basic knowledge of language system, but it can be used with beginners.

This module presents:

Lesson 1 – Reading Academic Texts
After learning through this module, you are expected to:

1. define academic writing and distinguish it from other kinds of writing.

2. differentiate language used in academic texts from various disciplines.
(CS_EN11/12A-EAPP-Ia-c-2)
3. appreciate sample texts by analysing the standards of academic writing.

Strand: Academic/Technical Vocational Livelihood

Subject: English for Academic and Professional Purposes
Content Standard: The learner acquires knowledge of appropriate reading strategies for a better
understanding of academic texts.

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 I What is new?

Moving on through this module, remember that we have to resolve our key objec-
tive and that is – To differentiate language used in academic texts from various disci-
plines. This keynotes might have enlightened you on how the English language improved
or changed.

1. Old English usually refers to the period in the history of the English language covering
the years from its introduction by the Anglo-Saxon to around 1100. In the middle of the
fifth century, England was invaded by the Germanic tribes (the Angles, the Saxons, and
the Jutes) that are regarded as ‘the founders of the English nation” [Albert C. Baugh and
Thomas Cable, A History of the English Language (London: Routledge, 2002)]. The ac-
count of these invasions is found in the Benedictine monk Bede’s work Ecclesiastical
History of the English People, which was completed in 731 (Baugh and cable 2002). The
earliest records of the language date back to about 700.
2. Middle English covers the period from 1100 to 1450 or 1500. William of Normandy, a
French territory, conquered England in 1066. The French rule brought changes to the
English language. The Anglo-Saxon Chronicle existed until 1154. By that time, the Eng-
lish language had taken on new features different from the ones of Old English.

3. Modern English covers the period 1500 to the present in the history of the English
language. The introduction of the movable printing process into England by William
Caxton in 1476 made possible the production of uniform copies of big number of books.
The increase in the number of schools, in literacy production, and in travel and explora-
tions brought change to the language from the time of the Renaissance in the 1500s.
4. Anglo-Saxon is the term that came about with reference to the Teutonic tribes that
invaded England. The term is often used to refer to “the earliest period of Eng-
lish” (Baugh and Cable 2002).
5. Indo-European is the term used to refer to the family of languages to which English
belongs.

6. The Celts were “the original inhabitants of the British Isles before the arrival of the
Romans” [Phillip, The Story of English (London: Quercus, 2009)].

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D What I know?

Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

1. What is the essential language used in an academic text?

A. Precise
B. Casual
C. Accurate
D. Both A&C

2. Julius Caesar and his legions landed on the south-eastern coast of Britain.
A. army
B. constitute
C. band
D. ex-servicemen

3. The earl was deeply loyal to his king.

A. servant
B. nobleman
C. viscount
D. assassin

4. But this was tampered by a system of blood money whereby a fine could be given
by the killer to the family of the man he killed.
A. salary
B. payment
C. penalty
D. cost

5. The Danes were defeated by the Anglo-Saxon king until the middle of the 11th centu-
ry.
A. feudal barons
B. Scottish lord
C. Danish ground
D. inhabitants of Denmark

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 D What is in?

Reading is one skill that is put into good use every day. As soon as we go to the kitch-
en and open the cupboard to prepare our first meal for the day, we start reading the labels on
the boxes and cans found on the shelves. We pick a box of cereals and read the instructions
written on the package. With proper understanding of these directions, we can enjoy a hearty
breakfast.
This section aims to enhance the students’ skills in reading academic texts. In the
earlier years, the students were taught reading strategies. These strategies can give them a
better grasp of the reading texts. (EAPP-TG, 2016)
The love of reading begins early in life; it comes with the first awareness of beau-
ty. The first stirrings of youth, the first pangs of heartache. Reading involves you in expe-
riences that appeal to the senses and to reason. It makes you more sensitive, more com-
passionate, and more capable of achieving the fullness of life.

Moreover, reading, as an integral component, plays an active role in the transfor-

mation of society because it is a dynamic synthesis of the spiritual, material and histori-
cal reality of a society.
WHY WE NEED TO READ?

When we read, we get pleasure in entering into a new world so different from our
possessed world. We get pleasure of reading and we get the pleasure of having built our
own knowledge, emotions, and imaginations stipulated, and most importantly, we come
to know man and later become one.
Man has a dual nature: he is a dreamer of dreams and a doer of deeds. His
dreams are recorded and his accomplishments, too. History records man’s deeds, his
outward nature, but to know man well, we search deeper beyond his history. Only when
we read that we understand man’s deeds and ideals.

The same experience awaits us when we begin to read seriously. This module has
two aspects: one, of simple enjoyment and appreciation; the other, of analysis and de-
scription. When we read an academic text that appeals to our senses, we discover new
world, a world so different from ours. To enter and enjoy this new world, we must learn
to love reading academic texts. To analyse and explain them is less joyous but still an
important thing in this very modern and challenging world in the first quarter of the 21st
century.

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 D What is in?

Text A
THE BEGINNING OF ENGLISH LITERATURE:
A BRIEF OVERVIEW
Fifty-five years before Christ was born, Julius Ceasar and his legions landed on
the south-eastern coast of Britain. At that time, various Celtic tribes settled in Britain.
They spoke the language called Celtic. The Romans after a few successful military en-
gagements, withdrew. About a hundred years later, in 43 A.D., an army was sent to pre-
pare England for permanent settlement as a Roman province. The Celts then were under
the influence of Romans. Some of them fled to the mountainous regions of Scotland and
Wales.

The conquering Romans found an established civilization. The people, Celts

(selts), lived in houses, cultivated lands, raised cattle and sheep, and worked metals ob-
tained from the rich tin, lead, and copper mines.
In the 5th century, the Romans left Britain. But the Germanic tribes, the Jutes,
Angles, and Saxons from Denmark and the North Sea Coast of Germany came to occupy
the land. They murdered and plundered, drove away the Celts back to the rough country
of Wales, Scotland and Cornwall. Like other barbarians of Northern Europe, the Anglo-
Saxons brought with them a well-developed society organized around the family, the
clan, the tribe and finally, the kingdom.

The people were divided into two social classes – the earl, the ruling class and the
churl, who traced his ancestry to some war captive of the tribe. The earl was deeply loyal
to his king, who was a brave and a reversed leader in times of war and in times of peace,
a wise judge and a generous giver of material rewards of services rendered. However, the
king, although he was considered an absolute ruler, relied on advice from the council
called the witan (wise man).
The social system was very simple. Justice was founded on the spirit of an eye for
an eye and a tooth for a tooth. But this was tampered by a system of blood money where-
by a fine could be given by the killer to the family of the man he killed.
In those troubled times when might was right, the warrior was the most im-
portant of human beings. He was the man who solved all problems. War was the general
way of life.

The churl tilled the soil, hunted, and fished for his earl to whom his services were
bound by a special favour. He could attain the status of a freeman, but the freeman were
few.

Even less important in this primitive society were the women, who were consid-
ered valuable only for domestic duties and as marriageable commodities or purely deco-
rative elements of society.

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 D What is in?

Until the end of the 6th century, the Anglo-Saxons worshiped various pagan gods.
Christianity was established in Britain before 400 A.D. but did not have much impact on
these people. In 957, Pope Gregory the Great sent St. Augustine, a monk, as a mission-
ary to England. Augustine christianized the country. Monasteries were established and
became the centres for learning and of faith.

Latin became the language of the courts and churches.

During the second half of the 9th century, the Viking Danes began to attack Brit-
ain. Led by Alfred, the Great (871-899) and later, his grandson, Athelsan (925-940), the
Danes were defeated by the Anglo-Saxon king until the middle of the 11th century.

In 1066, William of Normandy, who later became William I, the Conqueror of Eng-
land, conquered the English forces at Hastings. He instituted the Norman culture thus
bringing to a close the Anglo-Saxons epoch of the English history. Before the Anglo-
Saxons were absorbed by conquering Normans, they had produced the grim epic –
“Beowulf”. It is the only one-full-length epic which has survived in English literature. It is
the best example of warrior literature although its author is unknown.

Notes to the Teacher

Have your learners follow the given instructions:
1. Use your dictionary or any downloaded dictionary application in your gadgets, and
look for the origin of the following words:

a. earl b. cattle c. clan d. churl e. blood money

f. pagan g. monk h. grim i. epic j. kingdom

(If you missed some item in the What I Know part, go over it and improve your answer.
You may also check some unfamiliar words that will help your vocabulary.)
2. To fully comprehend this lesson, answer these questions using the provided answer
sheet:

a. What have you noticed about the origin, and the similarities or differences in the defi-
nition of terms?

b. How does the specified context help you define the assigned terminologies?

c. Why is it essential to comprehend and use language registers in various fields?

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 D What is it?
Another task will surely make you embrace this lesson. Please follow the given
directions below, and express fully your thoughts about it.
1. Use the text presented above, Text A - THE BEGINNING OF ENGLISH LITERATURE:
A BRIEF OVERVIEW, and then answer well the provided sheet.

Aspect Text Title:____________________

Topic
What is the text about?

Purpose
What is the writer’s goal in writing
the text?

Audience
Who is the target reader of the text?

Vocabulary
List down special vocabulary found
in the text.

Grammar
List down the language features of
the text.

Field/Profession
Identify the Discipline
(medicine, law, journalism, etc.)

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 E What is more?

Now that you are progressing about our lesson, remember these:

Academic Writing
Academic writing is what scholars do to communicate with other scholars in their
fields of study, their disciplines.

It is the research report a biologist writes, the interpretive essay a literary scholar
composes, the media analysis a film scholar produces.

Academic Writing is a process.

Posing a question
Problematizing a concept
Evaluating an opinion
Answering the question/s posed

Academic writing has a specific purpose.

To inform
To argue a specific point
To persuade

Academic writing addresses a specific audience.

Teacher (for the most part)
Peers (read and evaluate the work)
Academic community (read the work)

For a little academic writing analysis, create a three – paragraph essay that will de-
termine your clear understanding for the following questions below:
1. What words or terms helped you better understand the text?
2. What made the text easy or difficult to understand?
3. How were the sentences developed into paragraph or paragraphs?

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 E What I can do?

Let’s enjoy writing more. You may ask the assistance of any of your family mem-
ber for this one. Just follow the instructions below and use a clean intermediate pad for
your answer. Enjoy writing!

For the Academic Track:

Construct well-woven sentences that will be developed into paragraphs that will
narrate the chronological history of your life that includes the origin and meaning/s of
your name. Use vocabulary words appropriate for your writing.

For the TVL Track:

Recall a known local or foreign story. Revise the dialogues in modern English.

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 E What else can I do?

Text B
BEOWULF
(An excerpt as translated by Clarence G. Child)

In the dark night came striding the monster, the walker in shadow. Those set
to watch slept, all saved but one. But that single one, watching with swelling anger,
awaited the battle.
Then from the moor from under the misty fells, came Grendel striding. He
planned to trap one of the race of men in the *mead hall. Under the clouds he went until
he could see the *wine hall, the treasure house of men. This was not the first time he
had sought the home of Hrothgar, the king of Heorot.
The door, fastened with band forged in the fire, soon gave way beneath his
mighty hands. Bent on evil, Grendel broke open the mouth of the hall. Quickly then he
trod the shinning floor with a light like flame in his eyes. When he saw many sleeping
warriors in the hall, his heart laughed with him. He thought, this grisly monster, to tear
life from the body of each one of them.
Beowulf, the kinsman of Hygelac, watched the fell spoiler about to start his sud-
den onslaughts. The monster Grendel, for a first start, seized quickly on a sleeping
thane, bit into his bone frame, drank the blood from the veins, and swallowed down
piece by piece.
Soon, he had bolted all the lifeless body, hand and foot. Then Grendel stepped
forward, took next in his hands, Beowulf, bold in heart. Then fiend reached for him with
his claws but Beowulf grasped it and threw his weight on Grendel’s arm. Soon, the mon-
ster found that never in any other man, in any corner of the earth, had he met with a
mightier handgrip. He was afraid, but he could not get away. His one thought was to flee
into the darkness.
Then Beowulf stood up and laid fast hold upon the monster. The fingers of the
giant snapped. He was getting free, and the hero stepped forward.
The hall was filled with noise of the battle, and panic fell on all the Danes. Mad-
dened were the raging strugglers. It was a great wonder that the wine hall stood firm
during the battle. When they fought in their fury, mead benches, decked with gold, fell
over from the raised floor. An uproar rose on high. Terror lay upon the Danes who heard
the outcry.
Beowulf, the protector of earls, would not let the monster that came with murder
in his heart go from him alive. Those who had met Grendel before knew not that no prick
of blades could touch the fell spoiler, for he had laid his spell on every keen-edged weap-
on. But the grisly monster now suffered bodily hurt, for Beowulf gripped him by the
hand. In Grendel’s shoulder a fearful would began to show; the sinews sprang apart; the
bone frame cracked asunder. Beowulf had won the battle. Grendel must flee away sick
unto death. He knew then that his life’s end had come. The prince of the Geats had
made good his boast to the Danes. A token of his victory it was when Beowulf laid down
the hand, arm, and shoulder beneath the broad roof.
In the morning, from far and near came people to see the marvel, the tracks of
Grendel. No one sorrowed to see how in weariness of heart, beaten in battle, he

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 E What else can I do?

fled to the mere. Its waters were seething with blood where Grendel laid down his life.
Back then from the mere on their joyful way went the warriors on their dapple-
grays. There was Beowulf’s mighty fight remembered. Many a one said that south or
north, between the seas, over the wide earth none other was better or more worthy of
kingdom. And in no way did they cast blame upon this good lord and friend Hrothgar,
for he was a good king. A thane of the king began to tell Beowulf’s deed with cunning
skill.
Now and again, the warriors striving against one another, raced their horses over
the yellow roads. Many a brave-minded warrior went to the hall to see the strange won-
der. The queen, with her train of women, paced up the path beside Hrothgar to the mead
hall.
Hrothgar went to the hall, stood beside the pillar, looked on Grendels’ hand and
said that much of evil and harm he had suffered from Grendel. He told Beowulf that now
would he love him, best of men, as a son of his heart. No lack of valued gifts would Beo-
wulf have that Hrothgar had at his bidding. He told Beowulf that his fame should live
forever and ever.
Beowulf answered that glad was he to have carried through the mighty task. He
wish mightily that Hrothgar might have seen the foe, bowed to his fall.
Thus was the warrior quieter concerning deeds of war. The athelings had seen
before them proof of Beowulf’s might, the hands and fingers of the fiend. Like to steel
was each strong nail, the monstrous claws of the foeman. Each one said that no blade of
man, though ever so good, could have cut off the battle fist of the monster.
Then it was hidden that Heorot be decked in honor of the occasion; men were
there who made ready the wine hall and the guest house. Gleaming with gold shone the
hangings in the wall. The bright house was much broken, the hinges were wrenched
away. The roof alone was left whole when the monster had turned to flee.
Then it was an hour for the feast. Many a mead-cup was drunk. Heorot was filled
within with friends.
Then in reward for his victory, Hrothgar gave to Beowulf a golden standard, a
broidered war-banner; a helmet and a burnie; a mighty treasure sword was carried to
the soldier. Then the safeguard of earls bade eight steeds, their bridles heavy with gold,
be led indoors on the floor of the hall. On one of them rested a saddle that had been the
battle set of the high king when the son of Haelfdene has wished to wage the sword play.
Further then, Hrotgar gave treasures, swords handed down from old, to each of
the earls who had come over the seaway with Beowulf. He bade the payment be made
with gold for the one Grendel had slain.
Song and sound of playing were then joined together there before the battle lead-
er of the Danes, and stories were told of great deeds.
Again rose the clamor in the hall; rose the bearers brought wine in vessels of
wondrous workmanship. Then came forth Weatheow, the queen of Heorot, under her
golden diadem, going where uncle and nephew were seated. She offered Hrothgar the
cup to take it and be glad of heart. She told him to speak to the Geats with words of
kindness. She had heard that Hrothgar wished to hold Beowulf as his son. She knew
that Beowulf would repay their children with good.

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 E What else can I do?

Instructions:

How then do you distinguish language used in academic texts from various disci-
plines? Below is a table that will help you answer this question. Reread the two texts (A
and B) and fill out this table based on your analysis of the texts.

Text A Text B
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 per-
son, 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 for-
mal or informal manner?
(tone)
How did the writer choose
the words and organize the
sentences? Was the lan-
guage formal, informal, or
casual?

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 A What I have learned?
You are almost showing mastery for this lesson. Please use the same answer
sheet that you used in the What’s More part, and write your thoughts for the following
statements. You may go over again to the previous topics above so that you can fully ex-
pressed your ideas. Make sure that your response will exhibit the different language used
in academic texts from various disciplines.

1. How did the English language change?

2. Complete the following statements:

a. Academic writing is a …

b. Academic writing considers...

c. Academic writing is backed up/supported with...
d. Academic writing addresses specific…

3. How do you differentiate the language used in an academic texts?

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 B What I can do? do?

Multiple Choice: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. The founders of the English nation are _____

A. the Angels
B. the Saxons
C. the Jutes
D. all of these

2. It is a process that starts with posing a question, problematizing a

concept, evaluating an opinion, and ends in answering the question.
A. Academic Writing
B. Publishing
C. Prewriting
D. Revising

3. Which of the following is the subject of the paragraph?

A. collect B. speaking C. writing D. words

A. He must collect words as enthusiastically as others collect coins or

paintings.
B. A student of speaking and writing must put a high premium on
words.
C. He must also remember that “a man whose diction is constantly be-
coming more varied and more exact is, beyond question, a man
whose mind is improving”.
D. He must scrutinize the speech and the writings of reputable speak-
ers and writers remembering of course, that “a large vocabulary is
valuable only in so far as it makes for effective speech and writing”.

4. Refer to the choices above. What is the topic sentence of the para-
graph?
A. A B. B C. C D. D

5. How will you arrange the given four lettered sentences above into a
well-woven paragraph?
A. BCDA
B. BDAC
C. BACD
D. BADC

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 Answer

What I Know

1. D
2. A
3. B
4. B
5. D

What's More

Answers may vary.

Assessment

1. D
2. A
3. B
4. B
5. D

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 Reference

English for Academic and Professional Purposes Teacher’s Guide – Academic/Technical

Vocational Livelihood. First Edition 2016

Mercado, Felix (2016), Session Presentation for Mass Training of Grade 11 Teachers on
Content and Pedagogy.

Merriam-Webster’s Collegiate Dictionary, Tenth Edition. 2002.

Navarro, Henry C. Interactive Learning Through English. Manila: St. Augustine Publica-
tions, Inc., 1998.

Saqueton, Grace M and Marikit Tara A. Uychoco. 2016. English for Academic and Profes-
sional Purposes. Manila: REX Book Store.

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Para sa mga katanungan o puna, sumulat o tumawag sa:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal

Landline: 02-8682-5773 local 420/421

Email Address: [email protected]

19