1.

From Hand to Mouth

(Michael C. Coraballis)

1. Structure of the said text.

 Description and definition, process.
2. Language used from various disciplines.
 This text uses explanations from the views of cognitive and
evolutionary neuroscience to present the author’s thesis statement.
3. Specific ideas contained in the text.
 the viewpoint of cognitive and evolutionary neuroscience, that
language originated with a system of manual gestures.
 There could have been a gradual evolution of a capacity for grammar,
although language remained primarily gestural until relatively late in
our evolutionary history.
 The shift from visual gestures to vocal ones would have been gradual,
and largely autonomous speech likely arose following a genetic
mutation between 100,000 and 50,000 years ago.
 Oral communication and gestures both has advantages and
disadvantages.
4. Thesis Statement.
 Language originated with a system of manual gestures.
5. Paraphrasing text from the text.
Original Text: The question now is what were the selective pressures
that led to the eventual dominance of speech?

Paraphrased Text: What compelled the result of gradual speech

emergence? That’s the question now.
 2.

6. Summary.
 This chapter claims, from the viewpoint of cognitive and evolutionary
neuroscience, that language originated with a system of manual
gestures. It reviews a broad range of data, including studies of
language and communicative abilities in apes, the skeletal remains and
artefacts in the archaeological record, and the language abilities of
hearing, deaf, and language-impaired human populations. Whereas
nonhuman primates tend to gesture only when others are looking, their
vocalisations are not necessarily directed at others — perhaps because
of differences in voluntary control over gestures and vocalisations.
One of the first steps in language evolution may have been the advent
of bipedalism, which would have allowed the hands to be used for
gestures instead of locomotion. There could have been a gradual
evolution of a capacity for grammar, although language remained
primarily gestural until relatively late in our evolutionary history. The
shift from visual gestures to vocal ones would have been gradual, and
largely autonomous speech likely arose following a genetic mutation
between 100,000 and 50,000 years ago.
 3.

A Brief History of English

( [Paul Roberts)

1. Structure of the said text.

 Chronological structure and description.
2. Language used from various disciplines.
 This text uses explanations from history recorded events to present its
context about how English language developed.
3. Specific ideas contained in the text.
 There are three classifications of the period were English developed
through history, namely: Old English, Middle English, and Modern
English.
 English language started with the Anglo-Saxons and Jutes in England
and later through events, came the middle English which appeared to
be still Germanic and culminated with Modern English which we are
using until the present time.
4. Thesis Statement.
 No understanding of the English language can be very satisfactory
without the notice of the history of the language.
5. Paraphrasing text from the text.
 Original Text: No understanding of the English language can be very
satisfactory without the notice of the history of the language.

 Paraphrased Text: The absence of regards to the history of English

language implies unfulfilling understanding of it.
6. Summary.

7. The history of the English language really started with the arrival of three
Germanic tribes who invaded Britain during the 5th century AD. These
tribes, the Angles, the Saxons and the Jutes, crossed the North Sea from
what today is Denmark and northern Germany. At that time the
inhabitants of Britain spoke a Celtic language. But most of the Celtic
 4.

speakers were pushed west and north by the invaders – mainly into what
is now Wales, Scotland and Ireland. The Angles came from “Englaland”
[sic] and their language was called “Englisc” – from which the words
“England” and “English” are derived.The invading Germanic tribes spoke
similar languages, which in Britain developed into what we now call Old
English. Old English did not sound or look like English today. Native
English speakers now would have great difficulty understanding Old
English. Nevertheless, about half of the most commonly used words in
Modern English have Old English roots. The words be, strong and water,
for example, derive from Old English. Old English was spoken until
around 1100.n 1066 William the Conqueror, the Duke of Normandy (part
of modern France), invaded and conquered England. The new conquerors
(called the Normans) brought with them a kind of French, which became
the language of the Royal Court, and the ruling and business classes. For
a period there was a kind of linguistic class division, where the lower
classes spoke English and the upper classes spoke French. In the 14th
century English became dominant in Britain again, but with many French
words added. This language is called Middle English. It was the language
of the great poet Chaucer (c1340-1400), but it would still be difficult for
native English speakers to understand today.Towards the end of Middle
English, a sudden and distinct change in pronunciation (the Great Vowel
Shift) started, with vowels being pronounced shorter and shorter. From
the 16th century the British had contact with many peoples from around
the world.This, and the Renaissance of Classical learning, meant that
many new words and phrases entered the language. The invention of
printing also meant that there was now a common language in print.
Books became cheaper and more people learned to read. Printing also
brought standardization to English. Spelling and grammar became fixed,
and the dialect of London, where most publishing houses were, became
the standard. In 1604 the first English dictionary was published.

-Edward Arriola
 5.

Understanding Calories

1. Structure of the said text.

 Definition, Process and description.
2. Language used from various disciplines.
 This text uses explanations using health disciplines in presenting the
context of the subject matter, which is all about calories.
3. Specific ideas contained in the text.
 Calorie is a unit of energy which means, it refers not only to foods but
including those also that are not edible.
 Calories describe potential energy in food essential for specific body
functions.
4. Thesis Statement.
 Nutrition has nothing to do with gaining or losing weight. It is all
about calories.
5. Paraphrasing text from the text.
 Original Text: The number of calories burned during an exercise
depends on various factors including body weight and the type of
exercise.

 Paraphrased Text: Body weight and the type of exercise are included
as factors which affect the rate calorie burned.
6. Summary.

Calories is a unit of energy and also known as kilo-calories. It describe

the potential energy in food to maintain bodily functions, grow on repair
tissue, and perform mechanical work such as exercise. The number of
calories burned during an exercise depends on various factors including
body weight and the type of exercise.

by: Minniela Aira Merillo

 6.

Wrigley’s Chewing Gum

1. Structure of the said text.

 Process, description or it can be a problem- solution.
2. Language used from various disciplines.
 This text uses ideas from the disciplines of business and entrepreneur
which presents creative ideas in its field.
3. Specific ideas contained in the text.
 Describes the early life of William Wrigley, the businessman whose
use of premiums in marketing made him a leader in the chewing gum
business, explains how he built his company, and discusses his later
life and ownership of the Chicago Cubs.

4. Thesis Statement.
 Wrigley’s chewing gum was actually developed as a premium to be
given away with other product rather than as a primary product for
sale.

5. Paraphrasing text from the text.

 Original Text: Wrigley’s chewing gum was actually developed as a
premium to be given away with other product rather than as a primary
product for sale.

 Paraphrased Text: Supposedly, the original purpose of Wrigley’s

chewing gum is to be given away as an extra freebie and not as a
primary product for sale.
6. Summary.

 William Wrigley Jr. came to Chicago in the spring of 1891. He was 29

years old, had $32 in his pocket, and possessed unlimited energy and
great talent as a salesman. He started out selling soap. As an extra
incentive to merchants to carry Wrigley's soap, he offered them free
 7.
baking powder. When baking powder proved to be more popular than
soap, he switched to the baking powder business. One day, Mr.
Wrigley got the idea to offer merchants free chewing gum with each
can of baking powder. The rest is history. In 2008 Wrigley merged
with Mars.

7.
 8.

The Golden Age of Comics

1. Structure of the said text.

2. Language used from various disciplines.
3. Specific ideas contained in the text.
4. Thesis Statement.
5. Paraphrasing text from the text.
6. Summary.