Learning Task 1: Read the following texts and identify the type of writing present in these examples.

Text A

Tom. Wazz up dude, It's been two weeks since I left and It feels like jeezzz. I know it is very hard but adjusting to this place is just simply amazing. You know what, I already made new friends and I know that nobody can replace my best pal in the world. You know what I mean, it will be a totally different world now that you are not by my side. No free popcorn. Anyways, I'd been preparing for a presentation about our place and I would like you to be my starting point. I'd like to have to hear from you soon, I know that your connection there right now is poor because of the rain. I'd love to make a video call after later, if that's ok? Til later...

Your beshie, Jorge

TEXTB

Another lesson we leamed is this: democracy in its tum does not automatically mean prosperity. For prosperity also has a mind of its own and does not follow democracy around like a faithful dog. Prosperity foo must be samed... by land reform and industrialization by postponing consumption to build up savings and investments, passing up the temporal joys of English Leather for an extra clink into the piggy bank: by patronizing our local industries; and most of all by a policy of protectionism that promotes economic development and national self-reliance. To be free is to be responsible for one's self. When you come home at night from your school, office or factory, and lay your head on the pillow to claim the rest you eamed at the end of a long day, between the closing of your eyes where thought and plant and prayers dwell: Think. Think of the role you play in the great task before us, building a nation destined to be a force in a free and better world. Plan. Measure out new possibilities that none shall suffer for lack of work and that hope shall come sooner than our people have a right to expect. And Pray. Pray that our nation may, under God, survive to greatness through its Awkward Age.

TEXT C.

Phillippine Scouts from Calamba City Council gathered for this environment activity which allow them to leam and apply knowledge toward how to take care of the environment. The activity was conducted at Canlubang Bementary School, Calamba City, Laguna, Philippines, one of the oldest public elementary school in the area and has a long history of scouting activities that were conducted started more than fifty years ago. Boy scouts and Senior Scouts attended different modules and were asked to complete different challenges that are anchored on the five general aims of the World Scout Environment Program (WSEP). Some of the activities that were conducted include a garbage challenge which taught the students on how to take care of waste through the 5R: Refuse, Repair, Reduce, Reuse and Recycle. The scouts were also asked to collect garbage within the activity area and were asked to segregate thern into biodegradable and non biodegradable. The activity also featured a special clap and yell that promoted WSEP in general. The activity ended with the scouts being reminded to conduct an activity that is related to taking care of the environment.

TEXT D

The study is an attempt to show how one can improve vocabulary in research through exposing oneself to explicit peer instruction of using words that are related to research on a daily basis. The respondents are grade twelve students of Majada In Integrated School and has utilized the words as subject in research. This study has used quantitative research design as it gathers data through conducting experimental design in order to establish the usefulness of the intervention being implemented in the course of the study. The data has been analyzed using t-test for dependent samples and the result has shown a significant difference in the performance of the student strengthening the claim of the importance of explicit instruction in order to improve students' vocabulary.

Answer the given questions based on the examples given.

1. Based on the texts presented, which are considered academic texts? And which considered non-academic texts?

2. For you, what makes academic text different from non-academic text?

Learning Task 2:

Evaluate the given texts and complete the table by answering the questions below:

What is the subject of the text
Text A:

Text B:

Text C:

Text D:

What is the purpose of the writer in writing the text
Text A:

Text B:

Text C:

Text D:

Who are the intended audience of the text
Text A:

Text B:

Text C:

Text D:

Does the text use formal or informal language?
Text A:

Text B:

Text C:

Text D:

Does the text use personal impersonal style of writing? Is the text written using the proper structure? (Yes/No)
Text A:

Text B:

Text C:

Text D:

Learning Task 3:

Reduce the informality of the following words by substituting the informal two-ward verb phrase with a more formal one word equivalent. Use the given choices.

below:

implement

require

return endure

manage

Repeat

1. These leg exercises can easily be incorporated into the patient's course of therapy, with each done again a number of times. 

2. The judge ruled that it is only fair and equitable to give back the property to the aggrieved party

3. The participants carefully read the guidelines on how to carry out the experiment.

4. One key factor that contributed to the problem is their inability to put up with diversity in others.

5. This pandemic has required us to make out all of our resources responsibly.