7

English
Quarter 4 – Module 1:
The Features of Academic
Writing

CO_Q4_English 7_ Module 1
English – Grade 7
Alternative Delivery Mode
Quarter 4 – Module 1: The Features of Academic Writing
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Mae Ann M. Ferrer

Editors: Charmaine Rose T. Estandarte and Chona L. Bernabe

Reviewers: Reviewers: Evelyn C. Frusa PhD, Delia B. Mabalot, Rolex H. Lotilla and Arvin M. Tejada

Layout Artist: Nesly Jane A. Publico

Management Team: Allan G. Farnazo

Gilbert B. Barrera

Arturo D. Tingson Jr.

Peter Van C. Ang-ug

Prima A. Roullo

Evelyn C. Frusa

Bernardita M. Villano

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax: (083) 2288825/ (083) 2281893
E-mail Address: [email protected]
 7

English
Quarter 4 – Module 1:
The Features of Academic
Writing
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you
 What I Need to Know

Writing is a form of communication that allows you to put your feelings and
ideas on paper, to organize your knowledge and beliefs into convincing arguments,
and to convey meaning through well-constructed text. Academic writing specifically
becomes more important since it is required of you in various academic subjects from
your analysis papers in the languages, to your research reports in the sciences. In
improving your academic writing skills, you prepare yourself to hurdle the writing
demands of the various subjects, but also the future demands of the world of work.

This module was designed to help you master the features of academic writing.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. However, the order in
which you read them can be changed to correspond with the textbook you are now
using.

The module contains only one lesson stated below:

 Lesson – Distinguish Features of Academic Writing

In this lesson, you’ll congregate communicative competence that is:

Distinguish Features of Academic Writing (EN7WC-I-c-4.2)

After going through this module, you are expected to:

1. define academic writing;
2. distinguish features of academic writing; and
3. show appreciation of the importance of academic writing through writing
essays on topics of interest.

1 CO_Q4_English 7_ Module 1
 What I Know

Let’s see what you know about the present topic. Work on Activity 1 and find
out your initial knowledge about academic writing.

Activity 1
A. Directions. Read each statement carefully. Write T if the statement is TRUE and
F if the statement is FALSE. Write your answers in a separate answer sheet.

1. Logical organization, precise word choice, formal tone and evidence-based

arguments are important characteristics of academic writing.
2. In academic writing, it is necessary to use clichés and slangs.
3. Academic writing requires precise language that clearly conveys the author’s
ideas and important concepts.
4. Academic writing is typically written in first person point of view.
5. Proper citation of all the sources and inclusion of bibliographies are required
in academic writing.

B. Directions. The statements do require you to draw on your previous knowledge

of the different writing activities. Write the corresponding letter of the correct
answer in your answer sheet.
1. Which of the following characterizes academic writing?
a. It is a method of breaking down different concepts and ideas.
b. It is about what you believe and how evidence have influenced that
belief.
c. Deductive reasoning, formal speech, and third-person point-of-view
are all employed.
d. All of the above

2. What is the main difference between and normal writing and academic
writing?
a. Academic writing uses longer words.
b. Academic writing is harder to understand.
c. Academic writing summarizes the key ideas.
d. Academic writing needs to be precise and unbiased.

3. In order to actively participate in academic discussion, you must

____________________.
a. know, accept, and use the terms, values, and rules of academic
discussion
b. know how to revise terms, values, and rules of academic discussion
c. know how to create and use the terms, values, and rules of academic
discussion
d. All of the above

2 CO_Q4_English 7_ Module 1

2
4. Choose three words to describe academic writing
a. talented, stylish, inspiring
b. decisive, disruptive, sarcastic
c. exact, clear, objective
d. subjective, unclear, blurred

5. A good topic sentence should always be ____________________.

a. boring
b. detailed
c. interesting
d. long

For numbers 6-10, identify the feature of academic writing described in the
given statement. Select only the letter of the correct answer.

6. You should avoid colloquial words and expressions, abbreviations and two-
word verbs.
a. accuracy
b. complexity
c. formality
d. precision

7. It uses accurate terminologies and requires avoiding the use of inappropriate

or wrong words and phrases.
a. accuracy
b. complexity
c. formality
d. precision

8. You need to be specific especially in dealing with facts, figures, and dates.
a. accuracy
b. complexity
c. formality
d. precision

9. It prohibits the use of personal point of views and biases. It is more concerned
with facts and arguments which are based on a thorough examination of the
evidence.
a. accuracy
b. complexity
c. formality
d. objectivity

10. It is composed of texts which are more difficult to comprehend in terms of

subject matter, language, arrangement of words and grammar. It has
advanced vocabularies because it requires longer words and more formal
terms.
a. accuracy
b. complexity
c. formality
d. precision

3 CO_Q4_English 7_ Module 1
 Lesson
Distinguish Features of
1 Academic Writing
Academic writing is used by students like you, as well as teachers and scholars in
every field, to communicate concepts, express opinions, and participate in scholarly
discussion.

Any formal written work generated in an academic setting that is distinguished by

evidence-based claims, precise word use, consistent logical organization, and formal
tone and style is referred to as academic writing. It is not difficult and does not
require the use of long sentences or a large vocabulary.

In this lesson, you will be able to determine the different features of the academic
writing, its examples, characteristics, and methods on how to write academically.

What’s In

Do you still remember the previous lesson? Focus on Activity 2 and check how
much you have learned from the previous topic.

Directions. Write a question to match the answer. The underlined word is the
answer you wish to know.

Example:
They went to a party. Where did they go?

1. He will buy wine. ______________________________________

2. He has visited Italy. ______________________________________
3. They are students. ______________________________________
4. She can come tomorrow. ______________________________________
5. We should buy tickets. ______________________________________

Congratulations! Last time you learned about how to formulate WH-questions, raise
sensible, challenging thought-provoking questions in public forums and panel
discussions. Your creative and critical thinking skills were developed especially in
formulating questions that require higher-order-thinking skills. With this, you
learned how to convey relevant and factual information that may serve as evidence
in communicating to educated audience.

In this lesson, you will learn more about the features of academic writing so that
eventually you would be able to write effective paragraphs for academic purposes.

4 CO_Q4_English 7_ Module 1
 What’s New

Activity 2

Directions. The illustration below shows the result of a survey on the favorite beach
activities of grade 7 students. Study the graph and formulate three factual
statements based on what the picture depicts.

Source: https://www.mathworksheets4kids.com/pie-graph/percent1.pdf

Statements of Facts

1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________
Congratulations! You formulated statements of facts. Facts are very important in
dealing with academic writing because these serve as evidences, which strongly
support your claims to make the information more valid and reliable.

5 CO_Q4_English 7_ Module 1
 What is It

Caulfield (2020) describes academic writing as a formal mode of writing that is

intended for an educated audience. It is usually written in the third person objective
point of view and makes use of details supported by research, factual
experimentation, and strong evidence. Thus, it is not based on the writer’s own
opinions alone.

It should be clear, concise, focused, structured, and backed up by evidences. Its

purpose is to aid the reader’s understanding academic papers, critical essays, and
research. Academic writing follows the same writing process as other types of texts,
but it has specific conventions in terms of content, structure, and style.

Academic Writing is … Academic Writing is not …

 Formal and unbiased
X Personal
 Clear and precise
X Long-winded
 Focused and well-structured
 Well-sourced X Emotive and impressive

 Correct and consistent

Source: Base, Knowledge, and Academic writing. 2020. "What Is Academic Writing? | Dos And Don’ts For
Students". Scribbr. https://www.scribbr.com/category/academic-writing/

Source:https://www.google.com/search?q=the+features+of+academic+writing&source=lnms&tbm=isch&sa=X&ved=2ahUK
EwjQx6vlyZ_tAhXMw4sBHX_gAkwQ_AUoAXoECAkQAw&biw=984&bih=612#imgrc=8LPetbXDq7ExdM

6 CO_Q4_English 7_ Module 1
The Features of Academic Writing
1. Complexity
Academic writing tends to be more complicated and has longer words. The
texts becomes more difficult to comprehend in terms of subject matter, language,
arrangement of words and grammar. The vocabulary used to express high level of
complexity is more advanced because it requires more formal words and the phrasing
is more noun-based. Longer sentences containing clauses are important, and the
passive voice is essential to establish the objective style desired in academic works.

Examples:
1. Filipinos are trained to be courteous from the moment they are born by utilizing these
basic catchphrases: po and opo, which are words that end sentences when addressing
the elders.
2. Catholicism was introduced to the Philippines during Spanish control, with
missionaries establishing churches, schools, hospitals, and universities, displacing the
formerly dominant Hindu, Islamic, and Buddhist faiths.

2. Formality
In academic writing, more formal words and phrases are used.
The following characteristics contribute to this higher level of formality:
 a more formal vocabulary choice
 correct use of grammar
 accurate use of vocabulary
 a more objective style

In general, this means you should avoid the following in your writings:
 colloquial words and expressions: " same here", " no worries”, " gonna",
"cheesy"
 abbreviated forms: "wouldn't", "don't", "can't", “won’t”
 two-word verbs: "hand in", "break up”, “fill out”, “keep off”
Colloquial Words and Expressions:
Informal: My cousin invited me to eat a lot during our recess.
Formal: My cousin invited me to eat excessive amount of food during our recess.

Informal: We considered that performance to be an epic fail.

Formal: We considered that performance to be a complete failure.

Abbreviations:
Informal: Filipinos don’t forget to have fun together with their relatives and friends.
Formal: Filipinos do not forget to have fun together with their relatives and friends.
Informal: Majority of car accidents occur because of drivers who aren’t paying
attention.
Formal: Majority of car accidents occur because of drivers who are not paying
attention.

Two-word Verbs:
Informal: The police officers told the protesters to back off.
Formal: The police officers told the protesters to retreat.
Informal: I gave up doing unnecessary things which wasted my time.
Formal: I stopped doing unnecessary things which wasted my time.

7 CO_Q4_English 7_ Module 1
3. Accuracy

It is necessary to use accurate terminologies in academic writing. You will be using

a lot of technical language, so make sure you are not using the improper words and
phrases.

You must carefully select the correct word. Here are some examples:

"assembly", "conference", "gathering" or "meeting"

The barangay captain called for a general assembly.
The PNP Chief called for a conference.
We had a simple gathering together with my high school friends.
The teachers had a short meeting in the office.

"capital", "cash", "currency", "funds" or "money"

I have sufficient capital to put up a business.
I paid the groceries in cash.
A new currency has been introduced in the foreign exchange market.
We diverted funds from armaments to education.
That boy had taken my money from my drawer.

4. Objectivity
Being objective means that you are concerned with facts rather than personal
feelings or biases. Being fair in your work is a part of being objective. Avoid making
value judgments by using terms like amazing or horrible to describe both sides of an
argument. Being objective also improves the professionalism and credibility of your
work.

Always remember that:

 Clear and evidence-based information should be the focus of your
presentation.
 Your position should be based on a thorough examination of the evidence.

In general, you must avoid using terms like "I," "me," and "myself"

Any concept that is not cited would be assumed to be your own by the reader. As a
result, it is useless to state this clearly.
Don't write: "In my opinion, this would be a very interesting topic."
Write: "This would be a very interesting topic."

Don't write: "I believe money and other tangible incentives have a limited impact.”
Write: "Clearly, money and other tangible incentives have a limited impact."

 When addressing the reader or people in general, avoid using the word
"you."

Don't write: "You can easily forget how different things were 30 years ago."
Write: "It is easy to forget how different things were 30 years ago."

8 CO_Q4_English 7_ Module 1
5. Precision
In academic writing, you need to be specific especially in dealing with facts,
figures, and dates. Inappropriate word combinations, such as "someone said" or "a
lot of people," are not acceptable academic writing expressions. 75 thousand, 90%,
2,015 miles, September 11, 2013 – these are the data that are more appropriate for
academic content.

Don't write: There were many people died in an ambush.

Write: There were 15 people died in an ambush.

Don't write: Pope John Paul II visited the Philippines sometime in 1995.
Write: Pope John Paul II visited the Philippines on January 12, 1995.

Different types of academic writing include:

a. abstract
b. academic journal article
c. book report
d. dissertation
e. essay
f. research paper/summaries
g. textbook
h. thesis

Here is an example of an abstract made by Mary E. Jones of 123 Main St., Hometown
Middle School about her study entitled, “Do Vitamin A Tablets Affect Plants.” An
abstract presents a short summary of the research paper. It is usually about a
paragraph long and it provides the gist or essence of the paper or article. Read
carefully the abstract and study the embedded features of academic writing. Observe
the underlined features of the academic text and study the explanation that follows.

Do Vitamin A Tablets Affect Plants

The purpose of this project (Accuracy) was to determine if Vitamin A tablet have
any effect on tomato plants. A total of twelve Rutgers tomato plants each two inches
(Precision) tall were planted in identical individual plastic pots using two cups
(Precision) of potting soil. Each plant received the same amount of water and sunlight
during the three week experiment.
The twelve plants (Precision) were divided into four groups (Precision) of three
plants each. One vitamin A tablet was added to each of the three plants in the first
group by burying the tablet one inch from the stem and one inch deep while two vitamin
A tablets were added to the second group of three plants in a similar manner.
(Complexity) The third group of three plants had three tablets planted in the soil. The
fourth group of three plants had no vitamin A tablets added to the soil and served as
the control group. The height of each plant was measured and recorded at the start of
the experiment and every 7 days thereafter. At the end of the experiment (21 days) the
stems were cut across at a height of 3 inches. Experimental groups showed less
development and slower growth rates than plants in the control group. (Objectivity)
The data was analyzed and the conclusion was drawn that giving vitamin A tablets to
tomato plants did not (formality) improve growth as each of the three experimental

9 CO_Q4_English 7_ Module 1
groups failed to produce plants that were taller or had thicker stems than those in the
control group.
Source:https://www.npsri.net/site/handlers/filedownload.ashx?moduleinstanceid=3422&d
ataid=5973&FileName=abstract_examples.pdf

Explanation:

1. project (Accuracy) – There are many terms related to the word “project” such
as study, program, task, plan, undertaking and activity but the word
“project” is the most accurate term to be used.
2. two inches (Precision) – The number of inch was specified.
3. two cups (Precision) – The number of cup was detailed.
4. twelve plants (Precision) – The number of plant was identified.
5. four groups (Precision) – The number of group was exactly stated.
6. One vitamin A tablet was added to each of the three plants in the first
group by burying the tablet one inch from the stem and one inch deep
while two vitamin A tablets were added to the second group of three
plants in a similar manner. (Complexity) – The sentence is composed of
both independent and subordinate clauses.
7. Experimental groups showed less development and slower growth rates
than plants in the control group. (Objectivity) – This idea is objective
because it was based on the findings of the study and not from the personal
opinion of someone.
8. did not (formality) – This is a formal term for didn’t.

What’s More

Let us see how far you have understood the features of academic writing.
Activity 3
A. Directions. Identify which sentence applies correct feature of academic
writing. Write the letter of your choice in a separate sheet of paper.

______1. Which sentence possesses complexity?

A. When it was promised that things would change in this way, the people
in the community rejoiced.
B. The people in the community greeted the promised change with
enthusiasm.
______2. Which sentence observes formality?
A. The stranger doesn't know how to drive a fire truck.
B. The stranger does not know how to drive a fire truck.
______3. Which sentence is accurate?
A. That was the best practice in an ancient Greece.
B. That was the best practice in an obsolete Greece.

10 CO_Q4_English 7_ Module 1
______4. Which sentence observes objectivity?
A. Old people must be supported by the government.
B. In my own point of view, old people must be supported by the
government.
______5. Which sentence is precise?
A. There were many American teachers known as Thomasites who
visited the Philippines.
B. There were 240 American teachers known as Thomasites who visited
the Philippines.

B. Directions. Here is an example of a research summary written by J.P. Meyer

and R.D. Goffin in 1989 in their Journal of Applied Psychology. It is about
Organizational Commitment and Job Performance: It’s the Nature of the
Commitment that Counts. Identify what feature of academic writing is shown
by the underlined words/sentences.

Organizational Commitment and Job Performance: It’s the Nature of the

Commitment that Counts

(1) The authors in this study assessed the relationship between job performance in
first-level managers as rated by their supervisors and their affective commitment,
continuance commitment, and job satisfaction. Affective commitment is defined as
an emotional attachment to the organization (Meyer & Goffin, 1989). Alternatively,
continuance commitment is based on the costs that employees associate with
leaving the organization. Job performance was (2) assessed according to (3) 3
dimensions which are (a) composite performance, according to an average on (4) 6
specific activities, (b) overall performance, based on a subjective rating given by the
immediate supervisor, and (c) promotability. The participants were (5) 23 district
managers and (6) 65 unit managers from a large food service organization. Crews
in the organization (7) were not included in this study. (8) The researchers found
that affective commitment was positively related to overall performance and
promotability. The correlations between continuance commitment and all (9) 3
performance dimensions were negative and significant. (10) It was revealed from
this article and these findings that supervisor ratings of performance and
promotability increase as the employees’ affective commitment increases; on the
other hand, supervisor ratings of performance and promotability decrease as
continuance commitment increases.
Source: Meyer, J. P., & Goffin, R. D. (1989). Organizational commitment and job performance:
It’s the nature of the commitment that counts. Journal of Applied Psychology, 74, 152-156

11 CO_Q4_English 7_ Module 1
 What I Have Learned

Activity 4
A. Directions: Fill in the blanks with the appropriate word that best completes the
statement.

1. A formal mode of writing intended for an educated audience is called

______________________.

2. Academic writing is generally written in ___________________ person.

3. Academic writing should be clear, concise, focused, structured and backed up by

____________________.

4. Academic writing is relatively formal. This means that you should avoid
______________ words and expressions.

5. Written language is in general objective rather than __________________.

B. Directions: Match column A with Column B. Column A consists of the

descriptions of the features of academic writing while column B contains the features
of academic writing. Write the letter of your choice on the separate sheet.

A B

__________ 1. Preciseness especially in dealing with A. Accuracy

facts, figures, and dates is needed in this feature of
academic writing.
B. Complexity
__________ 2. This prohibits the use of colloquial
words and expressions, abbreviations and two-word
verbs. C. Formality
__________ 3. It uses accurate terminologies. It avoids
the use of inappropriate or improper words and
phrases. D. Precision
__________ 4. It contains texts which are difficult to
comprehend in terms of subject matter, arrangement E. Objectivity
of the words, language and grammar.
__________ 5. It prohibits the use of personal point of
views and biases. It is more concerned with facts and F. Responsibility
arguments which are based on a thorough
examination of the evidence.

12 CO_Q4_English 7_ Module 1
 What I Can Do

Activity 5
Directions: Exhibit your understanding of the features of academic writing by
writing a 3-paragraph essay on one of the following topics. Do not forget to apply the
writing techniques that you have learned in this module. A writing rubric is provided
to guide you in preparing your essay. Write your output on a separate sheet of paper.

1. Children should be supervised when using the Internet.

2. Learning online is just as good as learning in a traditional classroom.
3. Social Media's Role during the Quarantine Period
4. Parents should restrict their children's media exposure.
5. Picnicking is a perfect way for families to spend time together.

Rubrics in Writing an Essay following the Features of Academic Writing

Criteria Not Proficient Nearing Proficiency Proficient

(2 points) (4 points) (5 points)
Organization There is no evident The information Throughout the
structure. structure is essay, the student
evident, but it is structured the
not well structured. details well.
Information The student did not In each paragraph, Student provided
given about provide enough the student sufficient
topic information about the provided an information without
subject. There was average amount of going overboard with
little detail in each information. paragraphs of
section, or they information that
provided information were not restated in
overload by copying their own terms.
paragraphs that
included words they
didn't understand and
were uninteresting to
the reader.
Application of The students did not The students The students always
Features of the pay attention to how seldom observed observed the use of
Academic academic writing the use of features features of the
Writing features were used. of the academic academic writing.
More than 10 errors writing. There are Less than 3 errors
(informal statements) more than 4-10 (informal statements)
have been identified. errors (informal spotted.
statements)
spotted.
Bibliography Student did not Name and topic Name and topic were
provide bibliography. were not clearly both clearly written.
written.
Source: "Irubric: Survival Guide: Group Video Presentation Rubric - K36W84: Rcampus". 2020. Rcampus.Com

13 CO_Q4_English 7_ Module 1
 Assessment

A. Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following is a form of communication that helps you to write
down your thoughts and emotions, organize your knowledge and opinions into
persuasive arguments, and express meaning through well-written text.
a. speaking
b. viewing
c. writing
d. listening

2. The following are the important aspects that you must consider in writing
EXCEPT
a. spelling
b. design
c. vocabulary
d. grammar

3. Academic writing should be clear, concise, focused, structured and backed up

by ________________.
a. evidence
b. long text
c. personal comments
d. more examples

4. Which of the following reasons why students, teachers and researchers in

every discipline use academic writing?
a. to convey ideas
b. amuse the audience
c. make impressive arguments
d. engage in an entertaining conversation

5. Academic writing is any structured written work developed in an academic

setting that meets the following criteria: EXCEPT
a. arguments based on evidence
b. precise word choice
c. clear logical organization
d. informal style and tone

6. Generally, academic writing uses ________________ person point of view.

a. first
b. second
c. third
d. neutral

14 CO_Q4_English 7_ Module 1
 7. Academic writing is ____________________.
a. long-winded
b. well-structured
c. impressive
d. personal

8. The following are the features of academic writing EXCEPT

a. formality
b. complexity
c. objectivity
d. subjectivity

9. Academic writing is relatively formal. In general, this means that in an essay

you should avoid ___________________.
a. colloquial words
b. passive sentences
c. subordinate clauses
d. noun-based phrases

10. In academic writing, which of the following should be avoided?

a. formal language
b. abbreviations
c. proper choice of words
d. well-structured sentences

B. Directions: Read each statement carefully and transform the underlined words
to its formal language. Write the answer in the answer sheet provided for you.

1. These exercises can easily be incorporated into an exercise routine, with each
exercise done again a number of times.
a. repeated
b. frequent
c. many
d. numerous

2. The total of outstanding balances went up and down quite violently.

a. collapsed
b. fluctuated
c. changed
d. transformed

3. “You said that the possible solution to that problem is to return all the properties.
a. I
b. Myself
c. They
d. We

4. On September 11, 2001, the militants attacked that place.

a. mall
b. market
c. World Trade Center
d. park

15 CO_Q4_English 7_ Module 1
5. The manager never thought that his wife would make his life ______________.
a. depressed
b. melancholy
c. miserable
d. sad

Additional Activities

Congratulations 21st Century learner! For your additional activity, look for
any published essay, research, reaction paper, journal, book review, synthesis, or
review of literature and evaluate/critique it as to whether or not the material
followed/observed the features of academic writing. Write your observations on a
separate sheet. Use the rating rubric below to evaluate your chosen material.

Rubrics in Evaluating an Academic Writing

Criteria Not Proficient Nearing Proficiency Proficient
(2 point) (3 points) (4 points)
Organization There is no evident The information Throughout the
structure. structure is evident, essay, the writer
but it is not well structured the
structured. details well.
Information A writer failed to In each paragraph, A writer provided
given about provide sufficient the writer provided an sufficient details
topic details on the topic. average amount of without going
There was little data. overboard with
description in each paragraphs of data
section, or he/she that were not
provided information rephrased in his or
overload by copying her own terms.
paragraphs that
included vocabulary
he/she didn't even
know and was
uninteresting to the
reader.
Application of A writer failed to The use of academic The use of academic
Features of the adequately observe the writing features is writing features was
Academic use of academic writing rarely observed by a often noticed by the
Writing functionality. More writer. More than 4- researcher. There
than 10 errors (informal 10 errors (informal were less than 3
statements) have been statements) have been errors (informal
identified. discovered. statements) found.
Bibliography A writer did not provide Name and topic were Name and topic were
bibliography. not clearly written. both clearly written.
Source: "Irubric: Survival Guide: Group Video Presentation Rubric - K36W84: Rcampus". 2020. Rcampus.Com.

16 CO_Q4_English 7_ Module 1
CO_Q4_English 7_ Module 1 17
What I Know B.
Activity 1 (Pre-test) 1. complexity
Part 1: T or F 2. accuracy
1. T 3. precision
2. F 4. precision
3. T 5. precision
4. F 6. precision
5. T 7. formality
Part II: 8. objectivity
1. D 6. C 9. precision
2. D 7. A 10. complexity
3. D 8. D
4. C 9. D What I have Learned
5. C 10. B Activity 4
What’s In 1. Academic Writing 6. D
1. What will he buy? 2. Third 7. C
2. Where has he visited? 3. Evidence 8. A
3. Who are they? 4. Colloquial 9. B
4. When can she come? 5. Personal 10. E
5. What should we buy? What's I Can Do
What's New Activity 5 Answers may vary
Activity 2 Answers may vary Assessment
What's More 1. C 11. B
Activity 3 2. B 12. B
A. 1. A 3. A 13. C
2. B 4. A 14. C
3. A 5. D 15. C
4. A 6. C
5. B 7. B
8. D
9. A
10. B
Answer Key
References

2020. https://www.nps.gov/pefo/learn/education/upload/Language-Arts-
Packet.pdf.
2020. Study.Com. https://study.com/academy/practice/quiz-worksheet-
characteristics-of-academic-writing.html.
2020. https://www.york.ac.uk/media/schools-and-colleges/sixth-form-
resources/features-of-academic-writing.pdf.
"Definition Of Academic Writing With Examples".
2020. Grammar.Yourdictionary.Com.
https://grammar.yourdictionary.com/word-definitions/definition-of-
academic-writing.html.
"One". 2020. Msu.Edu. https://msu.edu/course/cep/886/Writing/page1.htm.
"Academic Writing". 2020. Library.Leeds.Ac.Uk.
https://library.leeds.ac.uk/info/14011/writing/106/academic_writing.
Base, Knowledge, and Academic writing. 2020. "What Is Academic Writing? | Dos
And Don’ts For Students". Scribbr.
https://www.scribbr.com/category/academic-writing/.
"7 Fun Creative Writing Exercises To Boost Your Learners' Writing Skills".
2020. Wabisabi Learning. https://wabisabilearning.com/blogs/critical-
thinking/7-fun-creative-writing-exercises.
"Features Of Academic Writing".
2020. Uefap.Com.http://www.uefap.com/writing/feature/featfram.htm.
"Academic Writing Style". 2020. Uefap.Com.
http://www.uefap.com/writing/exercise/feature/styleex1.htm.
"Irubric: Survival Guide: Group Video Presentation Rubric - K36W84: Rcampus".
2020. Rcampus.Com.
https://www.rcampus.com/rubricshowc.cfm?code=K36W84&sp=yes&.

https://www.npsri.net/site/handlers/filedownload.ashx?moduleinstanceid=3422&
dataid=5973&FileName=abstract_examples.pdf.
https://www.npsri.net/site/handlers/filedownload.ashx?moduleinstanceid=3422&
dataid=5973&FileName=abstract_examples.pdf
"Example Summary Of A Research Article". 2021. Web.Pdx.Edu.
http://web.pdx.edu/~deh/psy204/example_summary.htm.

18 CO_Q4_English 7_ Module 1
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]