The document provides information about a module on features of academic writing published by the Department of Education of the Philippines. It includes details such as the authors and reviewers involved in developing the module, copyright information, and contact details for the publishing department. The module is intended to teach learners about the characteristics of academic writing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. English – Grade 7
Alternative Delivery Mode
Fourth Quarter- Module 1: 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, payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by the 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 author do not represent nor claim ownership over them.
Published by the Department of Education – Region 10
Regional Director: Dr. Arturo B. Bayocot, CESO III
Assistant Regional Director: Dr. Victor G. De Gracia Jr., CESO V
Printed in the Philippines by
Department of Education – Region 10
Office Address: Zone 1, DepEd Building, Masterson Avenue, Upper Balulang,
Cagayan de Oro City
Contact Number: (088) 880-7072
E-mail Address: region10@deped.gov.ph
Development Team of the Module
Authors: Elvin B. Laput Michelyn C. Aranjuez
Cathrine B. Pielago Silmarie E. Actub
Reviewers: Rolando T. Luna Crystalyn S. Ledesma
Shirley N. Bayon-on Maria Corazon C. Jumawan
Illustrator and Layout Artist: Thessa Lore C. Tercera Alpha Omega Michelle O. Casino
Chairperson: Dr. Arturo B. Bayocot, CESO III
Regional Director
Co-Chairpersons: Dr. Victor G. De Gracia Jr., CESO V
Asst. Regional Director
Edwin R. Maribojoc, EdD, CESO VI
Schools Division Superintendent
Eugene I. Macahis,
Assistant Schools Division Superintendent
Members: Mala Epra B. Magnaog, Chief ES, CLMD
Marie Emerald A. Cabigas, PhD., EPS-LRMS
Bienvenido U. Tagolimot, Jr., EPS–ADM
Samuel C. Silacan, EdD, CID Chief
Joanette Clarpondel M. Caparaz, EPS – English
Rone Ray M. Portacion, EdD, EPS – LRMS
Maurita B. Barquez, EPS – MTB/Kindergarten
Loida A. Intong, EdD, PSDS
Agnes P. Gonzales, PDO II
Vilma M. Inso, Librarian II
3. 7
English
Features of Academic
Writing
Department of Education ● Republic of the Philippines
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
region10@deped.gov.ph.
Your feedback and recommendations are highly valued.
Fourth Quarter-Module 1
4. 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.
5. 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:
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!
References This is a list of all sources used in developing
this module.
7. 1
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 ( ) 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
S
8. 2
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.
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
Source: univ-biskra.dz
Lesson
1
Features of Academic Writing
Across the globe, suicide is a serious
public health issue (Mann et al, 2005). There
are severe emotional costs through loss of an
acquaintance or loved one in addition to
significant economic costs through loss of
income and medical treatment (Corso et al,
2007). In the last 45 years, worldwide suicide
rates have increased by 60% (World Health
Organization, 2008). Consequently, the
development of suicide prevention initiatives
has become a global public health priority.
Suicide is a serious problem. This is
because if you lose somebody close to you, this
can be very hard for you. It is also because
suicide costs a lot of money to the economy due
to losing members of the workforce and the cost
of treating people who have attempted suicide.
The number of people committing suicide. The
number of people committing suicide has gone
up a lot. It has gone up by 60% over the past 45
years. This means that people who work in
public health all over the world need to come up
with ideas that will prevent people from
committing suicide.
COVID-19 Pandemic
9. 3
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.
10. 4
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.
11. 5
Poor example Improved
1. We need to conduct the
experiment.
The researchers need to conduct
the experiment.
2. You can easily forget how
different life was 50 years ago.
It is easy to forget how different life
was 50 years ago.
2.2 Avoiding rhetorical questions.
Poor example Improved
1. How can these problems be
solved?
Certain measures must be
discovered to solve problems.
2.3 Avoiding “emotive language” that shows biases.
Poor example Improved
1. The investigators were very
shocked to see the outcome of the
tests.
The investigators did not expect the
result.
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:
3.1Using 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.
3.2Citing/acknowledging sources of ideas
Example:
Suicide is a serious public health issue (Mann et al, 2005).
12. 6
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:
4.1Using 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 +
adjective
e.g. It may be possible to obtain sufficient…
e.g. It is important to develop an active…
e.g. It is useful to study possible…
Sentence NOT observing
caution
Sentence observing caution
1. The commitment to some of the
social and economic concepts
was less strong than it is now.
It may be said that the commitment to
some of the social and economic
concepts was less strong than it is now.
2. Nowadays the urinary
symptoms are of a lesser order.
Nowadays the urinary symptoms seem
to be of a lesser order.
Source: Harley, J. Academic Writing and Publishing. New York; Routledge, 2008.
13. 7
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).
14. 8
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
Writing
Evidence
1. Consequently, the
development of
suicide prevention
initiatives has
become a global
public health
priority.
Explicitness Using different
signaling words.
2. Staying at home
during this
pandemic probably
stops the spreading
of COVID 19.
3. The President did
not expect about the
15. 9
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.
1. Which of the above statements observes good academic writing?
2. What feature of academic writing is used?
3. Which of the above statements observes good academic writing?
4. 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.
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.
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.
16. 10
5. Which of the above statements observes good academic writing?
6. What feature of academic writing is used?
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.
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.
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.
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.
17. 11
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
Source: https://theaseanpost.com/article/how-Philippines.fighting-covid-19?amp
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.
21. 15
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
22. 16
For inquiries or feedback, please write or call:
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: region10@deped.gov.ph
