NEW NORMAL!

MODULE NO.11
in
English for Academic and
Professional Purposes

SENIOR HIGH SCHOOL

Learning Anytime @ Home

PREPARED BY: CRESELDA D. GILIG, LPT

MODULE NO. 11: WRITING CONCEPT PAPER

LESSON AND COVERAGE

In this module, you will take the following:

Lesson 11: Writing Concept Paper

Academic Text: “Months of the Year” and “Days of the Week” Clarifying Concepts
Through Etymological Narratives

In this lesson, you will learn the following:

- know clarifying concept through etymological narratives;

Lesson 11
- understand the origin of terms such as the names of the months and
the days of the week; and
- write two-sentence description of the origin of the given terms

EXPECTED LEARNING OUTCOME

To do well in this module, you need to do this:

1. prepares a well-organized concept paper in a specific discipline

LEARNING EXPERIENCES

LEARNING ACTIVITIES SPECIAL INSTRUCTIONS

- Please read academic text “Months of the Year” and

- Read information sheet No.
“Days of the Week” Clarifying Concepts Through
11.1
Etymological Narratives”
- Read information sheet No.
- Answer TASK SHEETS, submit your output on our
11.2
scheduled meeting.
-

INFORMATION SHEET 11.1

 “Months of the Year” and “Days of the Week” Clarifying Concepts
Through Etymological Narrative

Months of the Year

JANUARY
When the clock strikes twelve on New Year’s Eve and December passes into January, we
say farewell to the year just gone and we hail the New Year ahead. It is fitting that this first
month should be called January, for the Roman god Janus who gave this month its name was
always represented with two faces, one that gazed at the past and one that looked to the
future. However, before the name January was adopted in England, this month was called
Wulf-Mōnath, or “wolf-month,” because at this time of the year the bitter cold brought wolves
into the villages to forage for food.

FEBRUARY
The middle of the month of February was marked in ancient Rome for a religious
ceremony in which women were beaten for barrenness. This was called the festival of
Lupercalia and was held in a cave by the river Tiber. Two youth were selected to play the
leading role in the celebration. After the goats were sacrificed, thongs were cut from their hides
and given to the youths. These thongs were called februa, or “instruments of purification,” and
should they strike a woman, she would no longer be barren. The two young men in question
would run around the city with the sacred thongs and give smart and “curative” slaps to any
barren girl they saw. No one knows just how they knew whom to hit although the barrenness of
a woman would probably be common knowledge in any village. However this may be, the
magic power of the thongs came from Juno, whose epithet as the goddess of fertility was
Februaria, and from this word we took the name of our month. February had 29 days, but the
Roman Senate took one away and gave it to August, so that August would not be inferior to
July. It’s a long step down from all this romance to the original native name for February. The
factual English simply called it Sprote-Kalemonath because the cabbages were sprouting.

MARCH
Before the time of Julius Caesar, the Roman New year began in the month of March. This
was not only the beginning of the year but was the open spring season for waging of war, so
the month was dedicated to Mars, the god of war, and was named after him. Its Old English
name was HlydMōnath, that is, “boisterous-month,” because of the winds. And, by the way, the
expression “mad as a March hare” comes from the fact that March is the mating season for
hares, and they are supposedly full of whimsy all month.

APRIL
 This was the month of the first flowers in ancient Italy, as it is with us, and the opening
spring buds gave the month its name. The Roman name was Aprilis, based on the Latin word
aperio which means “open.” The early Britons, on the other hand, lacked the poetry of the
Mediterranean. They rather flat-footedly called April Ēaster-Mōnat, or “Easter-month.” Of
course, April brings in April Fool’s Day, and this recalls the festivities held by all ancient peoples
at the vernal equinox, beginning on their New Year’s Day, March 25th, and ending on April 1st.
It was not until the 18th century in Great Britain that April Fool’s Day, as we know it, was
created. The theory about this day traces the tradition back to the medieval miracle plays that
used to represent the sending of Christ from Pilate to Herod.

MAY
This is when “the time of the singing birds is come, and the voice of the turtle is heard in
our land.” Sir Thomas Malory called it “the lusty moneth of May.” It is strange that the romantic
time of May has always been considered unlucky for marriage. The Romans objected to it for
the quite understandable reason that it contained the feast in honor of Bona Dea who was the
goddess of chastity. Also the festival of the unhappy dead fell in the month of May. The name
May, in Latin, Maius, is believed by many to have come from Maia who was the mother of the
god Hermes. The native English had a less romantic but much more practical name for the
month. They called it Thrimilce because, in the long, spring days, the cows could be milked
three times between sunrise and evening.

JUNE
This name is probably from Junius, the name of a Latin family to which the murderers of
Julius Caesar belonged. Some scholars believe, however, that the name June came from the
goddess Juno who was the protectress of women since June has been the favourite month for
marriages all the way down from earliest Rome. It can be that the ancient taboos against May
marriages are responsible for our modern June rush to the altar. The English name for June was
Sēre-Mōnath, or “dry-month.”

JULY
The name of this month was proposed by Mark Antony, the Roman general and famous
lover of Cleopatra. Antony suggested that this birthday month of Caius Julius Caesar be named
Julius in his honor, and the name came into use the year of Caesar’s assassination. In English,
the spelling became first Julie, then July. But before the English adopted the Latin name, they
had called the month Mæd-Mōnath, or “meadow-month,” since the meadows were in bloom
and the cattle were in pasture.

AUGUST
Octavian, the first Roman emperor, was the nephew of Julius Caesar, and longed to gain
the fame and power of his uncle. He wanted, among other things, to have a month named after
him. His birthday was in September, but he selected what is now known as August, for this
particular month had been fortunate one in his career. The Senate had given Octavian the
official title of Augustus in honor of his distinguished services to the state, so the month he had
chosen became Augustus, which we have shortened to August. The prosy and downright
English had called this the Wēod-Mōnath, or “weedmonth,” although, in fairness, the word
“weed” then applied to greenery in general.

SEPTEMBER
Inasmuch as the Roman year originally started in March, September was their seventh
month, and the name is taken from the Latin word septem which meant “seven.” When the
calendar was changed and September became the ninth month, the name was not altered.
Charlemagne, who was Emperor of the West at the beginning of the 9th century, refused to
accept the Roman name and called September the “harvest-month.” England followed suit, and
for a long time September was known as Hærfest-Mōnath. The harvest then was largely barley,
which the thirsty English promptly converted into ale.

OCTOBER
This is the season when the smoke of burning leaves is apt to be in the air. Even the
Roman poet Martial called October “fumosus,” or “smoky,” because the time for lighting fires
was at hand. Officially though, the name remained October from the Latin octo, “eight,” for this
month was the eighth on the list before the calendar was altered. The Roman general
Germanicus Caesar wanted the month named after him, but he never got very far with his wish.
The English first gave the name Wīn-Mōnath, or “wine-month,” to October, and probably a little
elderberry wine and such were concocted, but the real preoccupation was the “Brown October
Ale” that we still sing about today.

NOVEMBER
Since the Emperor Augustus had his month and Julius Caesar his, the polite and politic
Romans thought it only proper to propose that November be renamed for the Emperor
Tiberius. But Tiberius objected and said rather wittily, “What will you do if you have eleven
Caesars?” So the name remained November, from the Latin novem, “nine.” To the forthright
English November was the Blōt-Mōnath, or “sacrifice-month” as it was the time when the
heathen Anglo-Saxons sacrificed cattle to their gods. Sometimes they called it the Wind-
Mōnath, for obvious reasons.

DECEMBER
Lucius Aelius Aurelius Commodus, Emperor of Rome toward the end of the 2nd century,
once asked his mistress how she would like to see her name on the calendar. “Amazonius,” was
the name the emperor had in mind, since the lady had once been painted as an Amazon, but
the Senate was not sympathetic and apparently told him to go watch the gladiators and lions
instead. So December went on being called by its old name from decem, “ten,” since December
was originally the tenth month. The common name among the English for December was Mid-
Winter-Mōnath, although the Christmas of the day called it Hāligh-Mōnath, or “Holy-Month,”
because of the birth of Christ.

Days of the Week

MONDAY
In mythology, the moon was the wife of the sun, and so had to have her day in the
week, which in Old English was Mōnandæg, or “moon day,” a translation of the Latin luane dies,
“day of the moon.” In the superstitious England of those times people believed that the phases
of the moon affected crops and disturbed the potency of medicine, and they were sure too that
bacon killed on the old of the moon would shrivel in the pan.

TUESDAY
In Norse mythology, there was a god named Tyr. A wolf spirit called Fenrir was troubling
the world and Tyr volunteered to bind him. He used a chain made of strange substances, the
footsteps of a cat, the beards of women, the roots of stones, and the breath of fishes. Tyr put
his hand in Fenrir’s mouth and bound him, but his hand, in the process, was bitten off. In Old
English the god’s name Tyr appears as Tiw. He was really a Germanic deity, one very much like
Mars, the Roman god of war, and his name gave us the Old English word Tiwesdæg, “the day of
Tiw,” our Tuesday, which is a rendering of the Latin dies martis, “day of Mars.”

WEDNESDAY
In Old English Wednesday was spelled Wōdnesdæg, which was the day of the great
Germanic god Woden, who corresponded to the Roman divinity Mercury. Both were swift in
movement and noted for their eloquence. Woden was the father of Tyr, who gave us the name
Tuesday, and was the god of storms. He welcomed brave warriors to the heaven of Valhalla and
treated them to the pleasures that they most loved on earth. He also slew Chaos and created
earth from his body, his flesh making the dry land, his bones the mountains, his blood the sea,
his skull the vault of the heavens. In Latin “Woden’s day” was Mercurii dies, the “day of
Mercury,” and the French took this over as Mercredi, their name for Wednesday.

THURSDAY
Thor was the strongest and bravest of the Norse deities, and corresponded in the
heavenly hierarchy to the Roman god Jupiter, who also handled the lightning bolts. Thor, you
see, was the god of thunder which he made with a chariot drawn by he-goats across the sky.
Thor owned a massive hammer which the giant Thrym once stole from him and refused to give
up unless Freya, the goddess of love, world marry him. Thor dressed up in her clothes,
wheedled the hammer from Thrym, and then slugged his host. It was the name of this same
Thor that formed the Old English word thūresdæg, or Thursday, :the day of Thor,” which equals
the Roman dies jovis, or “day of Jupiter.”

FRIDAY
In Old English, Friday was frīgedæg, the day of the Norse goddess Frigg, wife of Woden
and the goddess of marriage. She was the Norse counterpart of the Roman goddess Venus, and
her day, Friday, was like the Latin dies Veneris, or “day of Venus.” Wednesday and Thursday
had been named for her husband Woden and her son Thor, so Friday was assigned to her as
appeasement. The Norsemen regarded Friday as their lucky day, but not so the Christians since
the Crucifixion took place on Friday.

SATURDAY
In Old English sæternesdæg, merely “Saturn’s day,” is a halftranslation and half-adoption
of the Latin Saturni dies, or “day of Saturn,” the Roman god of sowing.

SUNDAY
Sunday replaced Saturday as the Sabbath because the Resurrection took place on a
Sunday. It was around the 4th century that the church made it a holiday and forebade anyone
to work. In Old English it was spelled sunnandæg, literally the “sun’s day ,” a translation of the
Latin dies solis, or “day of the sun.”

From: Page 332 Word Origins and their Romantic

TASK SHEET 11.1

Name :___________________________ Score:_______________________
Year & Section :___________________ Date:_______________________
Test I: Months of the Year
Directions: Complete the following table summarizing the origins of the months of the
year. Include both the Latin/Italian and English origins.

Month Roman Meaning English Meaning

/Italian Origin /Description Origin /Description
January Janus Two-faced God Wulf-monath The bitter cold
looking to the or wolf month made wolves
past and the forage for food
future in the village
February Februaria- Thong (februa) Sprote - Cabbage –
Goddess of beating of Kalemonath sprouting
Fertility barren women month
by two young
men
March

April

May

June

July

August
 September

October

November

December

Test II: Days of the Year

Directions: Complete the following table summarizing the origins of the days of the
week. Include both the Latin/Italian and English origins.

Days Roman Meaning English Origin Meaning

/Italian Origin /Description /Description
Sunday

Monday
 Tuesday

Wednesday

Thursday

Friday

Saturday

INFORMATION SHEET 11.2

 The other origins of words include the Greek or Latin root words, modified by
the prefix and suffixes.
 Examples given are words for time, place, size, and shape: Anachronism,
Antediluvian, Antipode, Primeval, and Archipelago. Geographical names include
mesa, Delta, Estuary, Longitude, Latitude, and Cloud.

 Etymology of a word as the origin of that Word: The word etymology is derived
from the Greek word ἐτυμολογία, etymologia, itself from ἔτυμον, etymon,
meaning "true sense," and the suffix -logia, denoting "the study of."

 Around seventy-five per cent of English words come from Greek and Latin roots.
Hence, you can multiply your word bank a hundredfold if you are familiar with
these roots. Below are thirty common root words from Greek and Latin.

Thirty Useful Greek and Latin Roots

Greek and Latin Roots Meaning Examples
Bios Life Biography, biology
Capt Take, hold, seize Capture, Captive
Cede, Cess Yield, give away Concede, recede
Chron Time Chronology, chronic
Cred Believe Credit, credible
Culpare Blame Culpable
Cosm World, universe Cosmic, cosmos
Dem People Democracy, endemic,
pandemic
Dic, dict Speak, say Dictator, dictate
Duc, Lead Induct, conduct
Fac, fec Do, make Factory
Gamos Marriage Bigamy
Geo Earth Geographic, geocentric
Graph Write Graphic, graphology
Metron Measure Metronome, geometry
Mit, miss Send Remit, dismiss
Logos Study of, science of Biology, astrology
Pon, pos, posit Place Postpone, position
Ped Foot Pedestrian, biped
Phobia Fear Hydrophobia
Por Carry Portable, transport
Psyche Mind, life, soul Psyche, psychology
Pyr, pyros Fire Pyrotechnic, anti-pyretic
Scrip, script Write Scripture, inscribe
Spec Look Spectator, inspect
Stat Stand, put in place Statue, stature
Vers, vert Turn Versatile, convert
Vid, vis See Video, visualize
Voc, vok Call Invoke, vocation
Vol Wish Voluntary, benevolent
Terra Earth Terrain, terrestrial

 Prefixes change the meaning of the root word. Hence, recognizing prefixes and
their meanings would help the learners build bigger word stores.

Prefixes Meanings Examples

Ab Away from Absent, abdicate
Bene Good Benefactor
Circum Around Circumference
Equi Equal Equidistant
Extra Outside Extra-curricular
Intra Within Intramural
Inter Among Intercontinental
Intro Into Introduce
Mal Bad Maltreat
Multi Many Multimillionaire
Mis Wrong Mistake
Non Not Non-existent
Syn Together with synagogue
Pre Before Premarital
Poly Many Polygon
Post After Postgraduate
Dis Opposite of Disrespectful
Dis Depriving of, away Disappear, disrobe
In (ie/il/im) Not, in, towards Insignificant, inbreed, infer
Pro Before, in favor, moving Prophet, propel, pro-labor
forward
Sub Under, below, lower in rank Submarine, subordinate,
subhuman
Super Over and above, beyond Superman, supersonic
Hyper Over, above, excessive Hyperbolic, hyperacidic
Hypo Under, beneath, below Hypodermal, hypoglycemic
Trans Across, beyond Transcontinental,
transcendental
Un Not, the opposite of Unclear
Com, con With, together Compartment, committee
Ex Out of, former Export, ex-mayor
 De Down, away
Re Back, again, anew
Anti Against, reverse, prevents,
cures, neutralizes
A, an Of, off, not, without Of, off, not, without
Descend, deport
Repay, restore, re-elect
Anti-labor, antiperistalsis,
antitoxin, antacid
Akin, amentia, agnostic

 Another affix, the suffix, changes the meaning and use of the word. It is usually
placed after the root of the word. This chart could help the learners master how
suffixes indicate the uses of the words.

Suffix Meanings Part of Speech Examples

formed by Suffix
-ate To become, to Verb Vaccinate, salivate
produce
-ment -ness Act of, state of Noun Enjoyment
firmness
-ity -sion, -cion Act of, state of Noun Propensity
Diversion
-ian One skilled in Noun Pediatrician
-ly In the manner of Adverb Politely
-able Worthy of, capable Adjective Adorable
-ible of Sensible
-ful Characterized by, full Adjective Deceitful,
-ous of tremendous,
-ic, -ty, --y atrocious,
Toxic,
handy
-less Without Adjective Senseless
Ize, ise To do, to perform Verb Apologize
Yze Chastise
paralyze
-or A person who Noun Actor
-ess Preacher,
-ee actress
-ist Honoree,
Pharmacist
-ian A person who Noun Custodian
-ant Assistant
-ore Commodore
-yer lawyer
  Suggestion, there are myriad possibilities of combining roots, prefixes, and
suffixes.

TASK SHEET 11.2

Name :___________________________ Score:_______________________
Year & Section :___________________ Date:_______________________

Test I: Breaking Down Words

General Directions: Break down the following words into their prefixes, suffixes, and roots.
Then guest their meanings. An example is provided for you.

Words Roots Prefixes Suffixes Meaning

Microcosmic Cosm Micro -ic Being or like a
(world) (small) (characterized miniature world
by, being)

 For ACADEMIC TRACK

Words Roots Prefixes Suffixes Meaning

1. Subterranean

2. predictability

3. biogenetical

4. pandemic

5. inscription

6. blitzkrieg

 For TECH-VOC TRACK

Words Roots Prefixes Suffixes Meaning

1. apprenticeship

2. flexicurity

3. benchmarking

4. pan frying

5. infertility

Test II: Etymology Discovery

Directions: After consulting a dictionary or the internet for the history of each word below,
write a two-sentence description of the origin of each.

 For ACADEMIC TRACK

1. chauvinism
2. malapropism
3. forum
4. gerrymander
5. gargantuan

 For TECH-VOC TRACK

1. sandwich
2. French fries
3. chickpea
4. hackneyed
5. boycott

NEW NORMAL!
 MODULE NO.12
in
English for Academic and
Professional Purposes

SENIOR HIGH SCHOOL

Learning Anytime @ Home

PREPARED BY: CRESELDA D. GILIG, LPT

MODULE NO. 12: WRITING POSITION PAPER

LESSON AND COVERAGE

In this module, you will take the following:

Lesson 12: Writing Position Paper

In this lesson, you will learn the following:

 - understand the guidelines, and the modes of reasoning in writing
Lesson 12
position paper.
- Know the qualities of a convincing position paper
- know the main purpose of the position paper

EXPECTED LEARNING OUTCOME

To do well in this module, you need to do this:

1. prepares a well-organized outline on the position paper in a specific discipline

LEARNING EXPERIENCES

LEARNING ACTIVITIES SPECIAL INSTRUCTIONS

- Answer TASK SHEET NO. 12.1 and submit thru

- Read information sheet No.
giligcreselda92@gmail.com messenger account at
12.1
daño creselda or submit your output on our
scheduled meeting.

INFORMATION SHEET 12.1

A Position Paper

Every now and then, we find the need to take a stand on an issue. How do we
defend this stand? How do we convince others about the soundness of our position?
This section trains the students to write an effective position paper.
 An author who writes a position paper is making an argument which has to be
built upon evidence. The structure used to do this is very similar to that used when
writing a critical essay.

Purpose

The purpose of a position paper is to generate support on an issue. It describes the

author's position on an issue and the rational for that position and, in the same way that a
research paper incorporates supportive evidence, is based on facts that provide a solid
foundation for the author's argument. It is a critical examination of a position using facts and
inductive reasoning, which addresses both strengths and weaknesses of the author's opinion.

Elements of the Position Paper

The classic position paper contains three main elements:

- An Introduction, which identifies the issue that will be discussed and states the author's
position on that issue.

- The Body of the paper, which contains the central argument and can be further broken up
into three unique sections:

 Background information
 Evidence supporting the author's position
 A discussion of both sides of the issue, which addresses and refutes arguments
that contradict the author's position

- A Conclusion, restating the key points and, where applicable, suggesting resolutions to the
issue.
Guidelines for Writing the Position Paper
1. Values Communicated
a. Logical Thinking
b. Objective expression of ideas
c. Balanced assignments of conflicting opinions

2. Modes of Reasoning
a. Inductive
 Inductive reasoning derives a generalization from specific
examples and situations. Through an organized presentation
of factual evidence and proofs, the reader is convinced of the
soundness of the arguments that lead to a well-founded
general conclusion.
b. Deductive
Deductive reasoning proceeds from a general statement that
leads to particular or specific inferences.

3. Qualities of a Convincing Position Paper

a. Contains a clear proposition or statement that must be defended
b. Assesses conflicting opinions or opposing views on the issue.
c. Takes a firm stands on the issue.
d. Lists arguments in an organized manner to defend the stand.
e. Presents factual evidence or proofs to support each argument.

TASK SHEET NO. 12.1

Name :__Joey_Arendain____________ Score:_______________________

Year & Section :___________________ Date:_______________________

Test I:

Directions: Summarize this module in a form of outline. (50 pts.)

I’ve learned that position paper is making an argument which has to be built upon evidence.
The purpose of a position paper is to generate support on an issue. The elements of position
paper are ; 1.)Introduction, 2.)body, and 3.) conclusion. The qualities that needed in
position paper should be; a.) Contains a clear proposition or statement that must be
defended, b.) Assesses conflicting opinions or opposing views on the issue, c.) Takes a firm
stands on the issue, d.) Lists arguments in an organized manner to defend the stand, and e.)
Presents factual evidence or proofs to support each argument.
 NEW NORMAL!

MODULE NO. 13
in
English for Academic and
Professional Purposes

SENIOR HIGH SCHOOL

Learning Anytime @ Home

PREPARED BY: CRESELDA D. GILIG, LPT

MODULE NO. 13: WRITING POSITION PAPER

LESSON AND COVERAGE

In this module, you will take the following:

Lesson 13: Writing Position Paper

Academic Text: The Case for Short Words

In this lesson, you will learn the following:

- to list reasons given in the selection

Lesson 13
- express stand on the issue of using short words
- look for evidence, cite sources to support your position

EXPECTED LEARNING OUTCOME

To do well in this module, you need to do this:

1. Presents a initial position on a selected issues

LEARNING EXPERIENCES

LEARNING ACTIVITIES SPECIAL INSTRUCTIONS

- Please read academic text “The Case for Short

- Read information sheet No.
Words”
13.1
- Answer TASK SHEETS, submit your output on our
scheduled meeting.
-

INFORMATION SHEET 13.1

The Case for Short Words

 Richard Lederer

(1) When you speak and write, there is no law that says you have to use big words.
Short words are as good as long ones, and short, old words-like sun and grass and
home-are best of all. A lot of small words, more than you might think, can meet your
needs with a strength, grace, and charm that large word do not have.

(2) Big words can make the way dark for those who read what you write and hear
what you say. Small words cast their clear light on big things night and day, love and
hate, war and peace, and life and death. Big words at times seem strange to the eye and
the ear and the mind and the heart. Small words are the ones we seem to have known
from the time we were born, like the heart fire that warms the home.

(3) Short words are bright like sparks that glow in the night, prompt like the dawn.
That greets the day, sharp like the blade of a knife, hot like salt tears that scald the
cheek, quick like moths that flit from flame to flame, and terse like the dart and sting a
bee.

(4) Here is a sound rule: Use small, old words where you can. If a long word says just
what you want to say, do not fear to use it. But know that our tongue is rich in crisp,
brisk, swift, short words. Make them the spine and the heart of what you speak and
write. Short words are like fast friends. They will not let you down.

(5) The title of this essay and the four paragraphs that you have just read are wrought
entirely of words of one syllable. In setting myself this task, I did not feel especially
cabined, cribbed, or confined. In fact, the structure helped me to focus on the power of
the message I was trying to put across.

(6) One study shows that twenty words account for twenty-five percent of all spoken
English words, and all twenty are monosyllabic. In order of frequency they are: I, you,
the, a, to, is, it, that, of, and, in, what, he, this, have, do, she, not, on, and they. Other
studies indicate that the fifty most common words in written English are each made of a
single syllable.

(7) For centuries, our finest poets and orators have recognized and employed the
power of small words to make a straight point between two minds. A great many of our
proverbs punch home their points with pithy monosyllables: “Where there’s a will,
there’s a way,””A stitch in time saves nine,” Spare the rod and spoil the child, “A bird in
the hand is worth two in the bush.”
(8) Nobody use the short word more skillfully than William Shakespeare, whose dying
King Lear laments:

And my poor fool is hang’d! No, no, no life!

Why should a dog, a horse, a rat have life,
And thou no breath at all?
Do you see this? Look on her, look, her lip.
Look there, look there!

(9) Shakespeare’s contemporaries made the King James Bible a centrepiece of short
words-“And God said, Let there be light: and there was light .And God saw the light, that
it was good.” The descendants of such mighty lines live on in the twentieth century.
When asked to explain his policy to parliament, Winston Churchill responded with these
monosyllables:” I will say: it is to wage war, by sea, land, and air, with all our might and
with all the strength that God can give us,” In his “Death of Hired Man” Robert Frost
observes that “Home is the place where, when you have to go there ,They have to take
you in.” And William H. Johnson uses ten two-letter words to explain his secret of
success: “If it is to be, it is up to me.”

(10) You don’t have to be a great author, statesman, or philosopher to tap the
energy and eloquence of small words. Each winter I asked my ninth graders at St. Paul’s
School to write a composition composed entirely of one syllable words. My students
greeted my request with obligatory moans and groans, but, when they returned to class
with their essays, most felt that, with the pressure to produce high-sounding
polysyllables relieved, they had created some of their most powerful and luminous
prose. Here are submissions from two of my ninth graders:

What can you say to a boy who has left home?

You can say that he has done wrong, but he does not care.
In spite of the breeze that made the vines sway.
We all wished we could hide from the glare in a cool,
white house. But, as here was no one to help dock the boat,
we had to stand and wait.

At last the head of the crew leaped from the side and
strode to a large house on the right.
He shoved the door wide, poked his head through
the gloom, roared with fierce voice.
 Five or six men came out, and soon the port was
loud with the clank of chains and creak of planks as
the men caught ropes thrown by the crew;
pulled them taut, and tied them to posts.
Then they set up a rough plank so
we could cross from the deck to the shore.
We all made for the large house while the crew watched, glad to be rid of us.

TASK SHEET NO. 13.1

Name :_Joey Arendain______________ Score:_______________________
Year & Section :___________________ Date:_______________________

Test I :
Directions: Read each statement/question. Answer this briefly.

1. What is the proposition of this selection?

Students of the English language are often under a preconceived false notion that by
using a more complex vocabulary in writing and by using long words in conversation,
others might consider them as being ‘well educated’, and perhaps even a little more
‘intelligent’. Richard Lederer says that the student of the English language should rather
strive for ‘simplicity’ and ‘ease of understanding’ in using words. Getting others to
understand your ideas, thoughts and feelings is not an easy thing to do; even for native
speakers. By keeping things simple, clear and precise, we encourage greater
understanding.

2. Prepare a list of the reasons given in the selection for using short words.
1.) For centuries, our finest poets and orators have recognised and employed the
power of small words to make a straight point between two minds. Even a great many
of our proverbs punch home their points with short monosyllables: “Where there’s a
will, there’s a way,” “A Stitch in time saves nine”, “Spare the rod, spoil the child”, “A bird
in the hand is worth two in the bush” etc.

2.) Nobody used the short word more skilfully than William Shakespeare, whose
plays abound with short, pithy phrases and sayings. Shakespeare’s contemporaries
made the King James Bible a centrepiece of short words – “And God said, Let there be
light: and there was light. And God saw the light, that it was good.” Even the famous
Prime Minister of England, Sir Winston Churchill responded to Parliament with these
ringing monosyllables:

“I will say: it is to wage war, by sea, land, and air, with all our might and with all our
strength that God can give us.”

3. Express their stand on the issue of using short words whenever.

Lederer feels that one need not be a great author, statesman, or philosopher to tap the
energy and eloquence of small words. He demonstrates this thought, with an exercise
he had given his ninth graders at St.Paul’s School to write a composition composed
entirely of one-syllable words, which they did with aplomb.

Thus, according to Lederer, by using short words we can express the idea that we are
trying to get across to our reader or listener in a much easier way. We do not have to
strain to think about what intricate and complex words to use, but instead focus more
 on what is to be said - the message. After all, the main reason for writing is usually to
get an idea across. So, by using small words, Lederer opines that, one will be able to
express one’s ideas more clearly and precisely.

TASK SHEET NO.13.3

Name :_Joey Arendain___________________ Score:_______________________
Year & Section :___________________ Date:_______________________

Test I : Position Paper Writing

1. Express your initial position on one of the following issues:

 School uniforms should no longer be required.

 The Mother-Tongue-Based-Multilingual Education (MTBMLE) policy
should be implemented up to Grade 6.

2. Look for evidences to support your position.

3. Write a position paper. Don’t forget to mention the evidences you found to support
your reasons. Cite your sources properly.
 SCHOOL UNIFORM SHOULD NO LONGER BE REQUIRED
Dress Codes and Uniforms: Aren’t you comfortable?

As a student we all knew that feeling every first day of our school. The excitement,
because we were finally have to wear our new school uniform. But for many years that has been
past, modernity influences the way we should think about the school uniform. Some people think
that it was just a waste of money and take away the right of self-expression and that was a
different viewpoint for me, because I believed it was not.

This issue was already accustomed from us as it was talk-about also in our country that
school uniform should no longer be required, wherein I did not agree with. Other people say
“Oh, yes! I can now express myself and wear whatever I want” and “It must be in law because,
it’s just dictating what students have to wear that violates their right to freedom of expression”.
In a study by Lumsden and Miller (2002), students asserted also that the procedures for choosing
out of the policy violated their religious freedom by allowing school officials to assess the
sincerity of people’s religious beliefs. As said in one argumentative essay (Anonymous, 2004),
the author said “yes” and did not denied that students freedom are in limit because of the
uniforms, but it doesn’t limit them from learning. Learning that students have to focus with than
thinking what they should wear. School uniforms are not a negative thing to have. Like one of a
study found in the U.S. Department of Education’s Manual on School Uniforms notes saying
that, “Uniforms by themselves cannot solve all of the problems of school discipline, but they can
be one positive contributing factor to discipline and safety.” (Lumsden & Miller, 2002). The
passage means that uniforms are supposed to be looked upon in a positive thing because students
are the one will benefits in many perspectives.
Bully-free environment, combine social classes, provided as our security, unite us as one
identity and gives the school campus a professional look better presentation wise
and academically (SUTC, n.d.). Are those of some contributing factor of wearing school
uniform that leads to self-discipline, respect the feelings of others, and learn how to operate in
the real world in order to be successful.

In conclusion, there are many important reasons for our schools to have unifroms. I
preferred to say school should required uniform because I see those reasons. Let education not be
about fashion. Since we all know that getting an education is hard enough without being
distracted by inappropriate attire, we must new the importance of it not the ignorance. As said by
Tom Ford, “Dressing well is a form of a Good Manners”. Learning how to dress-up properly or
in any particular occasions see what behavior we have that we are handling to face our day-to-
day living.

Sources:

Lumsden, L. & Miller, G. (2002). Dress Codes and Uniforms

A position paper on the use of MTB-MLE as a standard medium of  teaching

Education in the Philippines have long been influenced by Western ways of teaching.
Such is evident in the use of the English language as the primary medium of teaching
in a large majority of academic institutions in the Philippines. However, why is the
subject matters we learn not rooted on our own mother tongue and culture? Such a
method is known as the Mother Tongue-Based Multilingual Education (MTB-MLE)
used in countries such as Japan and Korea. This has been implemented in small
schools in the Philippines using the standard Filipino language or in various other
local dialects of its respective region. However, there are too few schools adopting
such a method and it is important to be taught in one’s own mother language for it is
proven to improve the understanding of concepts in addition to upholding cultural
roots.
In the Philippines, the awareness of the existence of localized versions of subjects
such as Mathematics and Sciences is close to none. Education in the Philippines was
heavily influenced by the implementation of an English monolingual system
prohibiting the use of Philippine languages in the 1900’s during the American
occupation (Sibayan, 1985). This proliferated throughout the major areas of the
country and persisted as an official language, thus the lack of knowledge of most
Filipinos today of official Filipino translations of these technical terms and concepts.
Several years of using English as the primary medium of teaching makes it difficult
now to make linguistic adjustments in the country’s teachers’ medium of instruction.
However, it is still possible for this paradigm shift to occur with proper
implementation of relevant policies and sufficient resources to train or retrain
educators on the use of the mother tongue in their lectures. The Department of
Education has already started promoting this idea through Department Order 94
wherein MTB-MLE was instituted with the several local dialects as the mediums of
instruction (Llaneta, 2018).

MTB-MLE is an ideal method of improving the Filipinos’ knowledge of our own

mother tongue as well as understanding of the concerned topics. Teachers who
participated in experiments conducted by DepEd in the use of the mother tongue
testified that such a method seemed difficult initially, but once discussions began, the
children became more confident in relaying their ideas and explaining content
(DepEd, 2016). The Ife project conducted in Nigeria proved that students with more
years of instruction using the mother tongue demonstrated higher overall academic
achievement gains compared to students who have been taught in their mother
language for fewer years (Fafunwa, Macauley, & Sokoya, 1989).

It is not an impossible idea to implement for the Filipino language to be used as the
primary medium of instruction of teachers in the country. Such use nurtures cultural
roots in our educational system, increases confidence in understanding new concepts,
and promotes the students’ proficiency in our own language. The present generation
have demonstrated proficiency in the English language in conversation, academic
papers, and media so why not our own language? It is through education can we bring
back the greater awareness of our mother tongue among the youth before the day
comes in the future that we lose the purity of our mother tongue.

Sources:
Sibayan, B. P. (1985). The Filipino people and English. In K.R. Janowsky (Ed.),
Scientific and humanistic dimensions of language (pp. 581-593). Amsterdam: John
Benjamins
Llaneta C. (2018 Feb 6). Teaching in mother tongues. University of the Philippines.
Retrieved from https://www.up.edu.ph/index.php/teaching-in-mother-tongues/
Department of Education. (2016 Oct 10).  Mother Tongue-based learning makes
lessons more interactive and easier for students. Department of Education. Retrieved
from http://www.deped.gov.ph/press-releases/mother-tongue-based-learning-makes-
lessons-more-interactive-and-easier-students
Fafunwa, A. B., Macauley, J. I. and Sokoya, J. A. F. (Eds.). (1989). Education in
mother
tongue: The Ife primary education research project. Ibadan: University Press
Limited.
[Gif] Retrieved from https://aminoapps.com/c/russkii-anime/page/blog/koro-
sensei/mvqB_8VUkuR7qBk5ZzPRGWglZgWBJm3rq1