ENGLISH FOR ACADEMIC AND

PROFESSIONAL PURPOSES

(BASED ON K-12 ENGLISH COMPETENCIES)

Prepared by:
FETTY JAMIS GILO

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 INTRODUCTION

A learning Module in English for Academic and Professional Purposes for Grade 11 Students is an

interactive module designed to meet the needs of the 21st century learners. It is anchored on a holistic approach in

developing the basic learning competencies of the K-12 Basic Education Curriculum. The lessons per quarter

focus on the development of communication skills in English for academic and professional purposes.

Academic writing is usually seen as lonely and frightening endeavour. Most of the time, students and even

professionals cower when asked to hand in academic papers. They seem to have a notion that writing academic

papers requires skills that very few possess. This imposing manner of looking at academic writing has to be

changed; students have to see that academic writing accessible to senior high school students. This module aims

to make learners realize that academic writing is personal and not just a technical and alienating endeavour.

The author’s intent with this module is to lay the foundations for an exciting career in the academe and

beyond. This is going to be the metaphorical torch of education handed down from one generation to another; it

introduces a way of seeing, a way of thinking, and a way of writing that should help our learners in the future. In

this lesson, academic writing will be introduce to you. You will find out what is and how it is different from

other fields of writing. You will know that although academic writing adheres to certain standards, it is a

personal activity and that your voice as a writer should still surface despite the product of your research and

documentation.

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FOR GRADE 11 Nature of Academic Text

“[Students] believed essays were ‘creative writing’ and research papers were a different beast altogether’
(quoted by Ballenger in Langan, Nadell, and Comodromos 2005).
This is true for most students. You probably equate academic writing to research writing and you think
that academic writing is boring and difficult and that is not readily accessible. There is a big possibility that you
dread writing papers, be it a reaction paper, argumentative essay, or proposal. You seem to have a notion that
writing in the academic setting requires a certain kind of skill that only few have. In a way, you are right, but not
quite. Maybe, at some point, you were also asked to write poems, skits, letters, book review, etc. You have had
different writing assignments. But have you really pondered on the difference of the various writing assignments
that you have done? Would you know the difference between an academic essay and a personal narrative? Can
you distinguish a news report from an editorial?
You will know the answers to these questions in this lesson.
I. Objectives:

A. Define academic writing and distinguish it from other kinds of writing,

B. identify the purpose, audience, language, and style of academic writing,
C. analyze sample texts using the standards of academic writing,
D. situate academic writing in the Philippine context, and
E. develop learners’ knowledge about the importance of academic writing to enhance their skills
and become academically competent individuals globally.

Let’s get started!

TASK 1

What you know!

What is the easiest and most difficult writing assignment you have done? What made them difficult or
easy? Answer briefly.

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 TASK 2
Eyes here!

Based on your answers above, what do you think is academic writing and its differences from other kinds
of writing?
Let’s find out in this activity. Read and evaluate these four texts and answer the following questions after
reading them.

1. In your opinion, which of the text is an academic text?

2. Why did you consider it/them an academic text?

Text A

Your answer:

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Text B

Mother Tongue
(An Excerpt)
Amy Tan

(1)
I am not a scholar of English or literature. I cannot give you much more than personal opinions on the English language and its variations
in this country or others.

(2)
I am a writer. And by that definition, I am someone who has always loved language. I am fascinated by language in daily life. I spend a
great deal of my time thinking about the power of language -- the way it can evoke an emotion, a visual image, a complex idea, or a
simple truth. Language is the tool of my trade. And I use them all -- all the Englishes I grew up with.

(3)
Recently, I was made keenly aware of the different Englishes I do use. I was giving a talk to a large group of people, the same talk I had
already given to half a dozen other groups. The nature of the talk was about my writing, my life, and my book, The Joy Luck Club. The
talk was going along well enough, until I remembered one major difference that made the whole talk sound wrong. My mother was in
the room. And it was perhaps the first time she had heard me give a lengthy speech, using the kind of English I have never used with
her. I was saying things like, "The intersection of memory upon imagination" and "There is an aspect of my fiction that relates to thus-
and-thus'--a speech filled with carefully wrought grammatical phrases, burdened, it suddenly seemed to me, with nominalized forms,
past perfect tenses, conditional phrases, all the forms of standard English that I had learned in school and through books, the forms of
English I did not use at home with my mother.

(4)
Just last week, I was walking down the street with my mother, and I again found myself conscious of the English I was using, the English
I do use with her. We were talking about the price of new and used furniture and I heard myself saying this: "Not waste money that
way." My husband was with us as well, and he didn't notice any switch in my English. And then I realized why. It's because over the
twenty years we've been together I've often used that same kind of English with him, and sometimes he even uses it with me. It has
become our language of intimacy, a different sort of English that relates to family talk, the language I grew up with.
….
(5)
Lately, I've been giving more thought to the kind of English my mother speaks. Like others, I have described it to people as 'broken"
or "fractured" English. But I wince when I say that. It has always bothered me that I can think of no way to describe it other than
"broken," as if it were damaged and needed to be fixed, as if it lacked a certain wholeness and soundness. I've heard other terms used,
"limited English," for example. But they seem just as bad, as if everything is limited, including people's perceptions of the limited
English speaker.

(6)
I know this for a fact, because when I was growing up, my mother's "limited" English limited my perception of her. I was ashamed of
her English. I believed that her English reflected the quality of what she had to say, that is, because she expressed them imperfectly her
thoughts were imperfect. And I had plenty of empirical evidence to support me: the fact that people in department stores, at banks, and
at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not
hear her.

(7)
My mother has long realized the limitations of her English as well. When I was fifteen, she used to have me call people on the phone to
pretend I was she. In this guise, I was forced to ask for information or even to complain and yell at people who had been rude to her.
One time it was a call to her stockbroker in New York. She had cashed out her small portfolio and it just so happened we were going to
go to New York the next week, our very first trip outside California. I had to get on the phone and say in an adolescent voice that was
not very convincing, "This is Mrs. Tan."

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(8)
And my mother was standing in the back whispering loudly, "Why he don't send me check, already two weeks late. So mad he lie to
me, losing me money.

(9)
And then I said in perfect English, "Yes, I'm getting rather concerned. You had agreed to send the check two weeks ago, but it hasn't
arrived."

(10)
Then she began to talk more loudly. "What he want, I come to New York tell him front of his boss, you cheating me?" And I was trying
to calm her down, make her be quiet, while telling the stockbroker, "I can't tolerate any more excuses. If I don't receive the check
immediately, I am going to have to speak to your manager when I'm in New York next week." And sure enough, the following week
there we were in front of this astonished stockbroker, and I was sitting there red-faced and quiet, and my mother, the real Mrs. Tan, was
shouting at his boss in her impeccable broken English.

Your answer:

Text C

Dear Prof. Lanuza:

Congratulations for being chosen as one of the recipients of the ASEAN Educational Program Award. You are invited to the 5th
Annual ASEAN English Teachers’ Conference. Our sponsors value the important work done by English language teachers and they
are willing to support your professional endeavour by giving financial aid in the conference.

The conference organizers and sponsors want to know more about your work and how the ASEAN English Teachers’ Conference
will be able to help you. May we ask you to complete the attached questionnaire to help us provide that information? Also, we
would appreciate the opportunity for members of our Sponsorship Profile team to talk with you about your work and the challenges
and opportunities that you have identified in your study.

If you have questions, just send me an email or check this link to the conference website. Thank you and we look forward to
meeting you.

Best regards,

Prof. Hannah Lee

Your answer:

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Text D

Republic of the Philippines

REGIONAL TRIAL COURT
Your answer:
Judicial Region
Branch , City

EX-PARTE MOTION FOR EXTENSION

TO SUBMIT COMPROMISE AGREEMENT

Defendants, by the undersigned counsel and unto Honorable Court, respectfully state that:
Your answer:
(1) On 5 January 2015, the Honorable Court, in open court, directed the Parties to submit their Compromise
Agreement within ten (10) days therefrom, or on 15 January 2015. Said day being a Sunday, the Parties have
until the next working day, 16 January 2015, to submit said Compromise Agreement.

(2) Defendant Hannah Dy is presently abroad and needs to execute a Special Power of Attorney authorizing her
Your answer:
brother and Co-Defendant Roland Dy to sign the Compromise Agreement on her behalf.

(3) Thus, the Defendants respectfully pray that the Parties be given additional fifteen (15) days from today, or
until 30 January 2015, within which to submit their Compromise Agreement.

(4) This Motion is not intended to delay the instant proceedings but filed solely by reason of the foregoing.
Moreover, the filing of the same will not result in any injustice or prejudice to any of the parties herein.

Your answer:

TASK 3
Some students think that academic essays are difficult because they are written in long sentences that are
mostly compound-complex and use words that hard to understand.
How then do you distinguish an academic text from a business letter or a personal essay? Below is a
table that will help you answer this question. Reread the four texts and fill out this table based on your
evaluation of the texts.

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 Text A Text B Text C Text D

What is the text about?

(subject/focus)

What is the writer’s

goal in writing?
(purpose)

Who is the target reader

of the text? (audience)

What is the point of

view used in the text?
(first person, second
person, third person)

How much does the

writer know of the
subject? (writer’s
knowledge)

How did the writer

organize the text?
(style)

Did the writer write I a

formal or informal
manner? (tone)

How did the writer

choose the words and
organize the sentences?
Was the language
formal, informal, or
casual?

TASK 4
Expand your knowledge
Academic writing is a process that starts with posing a question, problematizing a concept, evaluating an
opinion, and ends in answering the question or questions posed, clarifying the problem, and/or arguing for a stand.
Just like other kinds of writing, academic writing has specific purpose, which is to inform, to argue a specific
point, and to persuade. It also addresses a specific audience; the audience is your teacher (for the most part),
your peers who will read and evaluate your work, and the academic community that may also knowledgeable on
the subject that you are writing about:; thus, you have to demonstrate a thorough understanding of your subject

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at hand. This makes academic writing different from a personal narrative or a creative essay, or a legal document,
in which knowledge of the writer is assumed to be greater than that of readers.
Academic writing is thinking; you cannot just write anything that comes to your mind. You have to abide
by the set rules and practices in writing. You have to write in a language that is appropriate and formal but not
too pretentious. You also have to consider the knowledge and background of your audience. You have to make
sure that you can back up your statement with a strong and valid evidence. Writing academic papers requires
deliberate, thorough, and careful thought and that is why it involves research.
You are not just expected to inform or to persuade but you are also expected to engage the readers in a
conversation by giving them clear ideas and points to evaluate and question. You have to make sure that your
purpose (i.e., to react to an issue or an event, to convince readers to take your side) is clear and that your language,
style, and tone are appropriate to convey your purpose to your target readers.
(Saqueston, Grace & Uychoco, Marikit. 2016)

TASK 5
Ponder on this:
It was mentioned in Text A “Why Do They Say That Our English Is Bad?” that Filipino college students
encounter problems in grammar when they write papers. It would be interesting to find out if the same scenario
applies to you and your classmates, so ask at least one of your classmates and do a quick random survey on how
your classmates write their essays? Use the following questions as your guide:
1. What do you think are some problems that you and/or your classmates encounter when you write
academic papers?
2. What language do they use at home? Is it English or Filipino or any other language (Chinese, Cebuano,
Bikolano, etc.)?
3. Do you think they find it difficult to express their ideas in English if they don’t the English language
at home? How does this affect their language and style?
4. Can you identify some words that are direct translation from Filipino which may affect the meaning
of sentences? For example, saying “result to” instead of “result in” or saying “open the lights” instead
of “turn on the lights.”
Carry this out!
Based on the result of your survey and on what you know about the features, standards, and requirements
of academic writing, write a one-to two-page essay on what you think is the state of academic writing in the
Philippine context. Use your personal knowledge, what you see in the internet, on the news, and what you have
read from books to substantiate your opinion.
Consider the following areas as you write:
 Content: clarity of the purpose and the thesis statement, relevance of the supporting points to the
thesis statement, knowledge on the subject matter
 Structure: coherence and logical sequence of ideas
 Language and style: word choice, sentence construction
 Mechanics: grammar, punctuations, capitalization, formatting, documentation

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II. Evaluation:
Answer the following questions in one paragraph. Each paragraph is worth 10 points.
1. What is academic writing? What are its features?
2. What is the importance of academic writing?
3. How is academic writing different form a letter? How about from a court order/

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FOR GRADE 11 READING TEXTS CRITICALLY

The previous lesson established that writing academic papers goes hand in hand with research. Research
must be done so you can find credible sources to support your claims in your paper. Ever since Google
and Wikipedia have become readily accessible, hundreds of sources have become available, too. This is where
critical reading comes into play. You have to be able to discriminate between the valuable and not so valuable
sources if you want to write academic papers.

I. Objectives:

A. Explain what critical reading is,

B. annotate, outline, summarize, and question the writers claim in a text,
C. analyze a text by applying the different ways in reading critically,
D. uses various techniques in summarizing a variety of academic texts (CS_EN11/12A-EAPP-
Iac-4),
E. outlines reading texts in various disciplines (CS_EN11/12A-EAPP-Iac-8),
F. states the thesis statement of an academic text 9CS_EN11/12A-EAPP-Iac-6), and
G. enhance learners’ knowledge of appropriate reading strategies for a better understanding of
academic texts that will help them develop their skills to become globally competent and well-
disciplined individuals.

Let’s get started!

HOW WELL DO YOU KNOW IT

What Is Critical Reading?

Imagine that you are reading a magazine and you see the following statements:
 Girls most likely do well in academics during high school years but boys get ahead of them in
college.
 Female teenagers are more concerned with their physical appearance than male teenagers.

Do you believe and agree with the statements after reading them? Would you question their
veracity? How would you react after reading the statements?

If you question the validity of the statements by asking the person to give the basis for his/her
assertions, then you are one step closer to becoming a critical reader.

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 Critical reading involves scrutinizing any information that you read or hear. Critical reading means
not easily believing information offered to you by a texts.

It is an active process of discovery because when you read critically, you are not just receiving
information but also making an interaction with the writer. The interaction happens when you question
the writer’s claim and assertions and when you comment on the writer’s ideas.

Ramage, Bean, and Johnson (2006) identified the following requirements in critical thinking:

 The ability to pose problematic questions

 The ability to analyze a problem in all its dimensions – to define its key terms, determine its
causes, understand its history, appreciate its human dimension and its connection to one’s
own personal experience, and appreciate what makes it problematic or complex
 The ability to fin, gather, and interpret data, facts, and other information relevant to the problem
 The ability to imagine alternative solutions to the problem, to see different ways in which the
question might be answered and different perspectives for viewing it
 The ability to analyze competing approaches and answers, to construct arguments for and
against alternatives, and to choose the best solution in the light of values, objectives, and other
criteria that you determine and articulate
 The ability to write an effective argument justifying your choice while acknowledging counter-
arguments

The following are some suggested ways to help you become a critical reader:

1. Annotate what you read.

• On of the ways to interact with the writer is to write on the text. You can underline, circle,
or highlight words, phrases, or sentences that contain important details, or you can write
marginal notes asking questions or commenting on the ideas of the writer. There are no
clear and definite guideline to annotating a text; you can create your own style. For
instance, you can circle unfamiliar words or underline ideas that you think are
questionable. You can use sample annotated essay below as your guide. ( if the text/s
covered by the captions, you may refer to the first lesson in this module to uncover the
texts)

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Who wrote this essay?
What is the writer’s stand
on the subject matter? How did the
writer know of
these errors?

What What certain

account standards?
for this
error?

Yeah, I also notice that Who

these are common is he?
errors. Does this means that there
is no Standard English?
What strategy that
they are using now?

Who is Fairclough and what

does appropriateness
means?

General American
Look this terms up English, the
Standard English?

This seems to
contradict
What does this mean?
Who is this? the early
So what is the statement.
standard?

What does this mean?

This model
was not
really Is the writer saying that there
discussed in are different kinds of English?
this paper. He/she can elaborate more
because it is confusing.

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 2. Outline the text.

• In order to fully engage in a dialogue with the text or with the writer of the
text. You need to identify the main points of the writer and list them down so
you can also identify the ideas that the writer has raised to support his/her
stand. You don't necessarily have to write in bullet or in numbers. Look at the
example below.

Thesis statement:
Supporting details:
Point 1:
Point 2:
Point 3:

If we outline the essay, “Why Do They Say That Our English Is Bad?” we can come up with something like
this:

Thesis statement: The concept of Standard English is problematic because there is no clear definition of
what standard is.

Point 1: The author gives a scenario in the Philippine classrooms in which English teachers get frustrated
because of students’ grammatical errors.

Point 2: The author mentioned that research studies are being conducted in order to improve teaching English
as a second language but failed to mention what those specific studies are.

Point 3: The common errors that Filipino college students commit in their writings are mentioned

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 3. Summarize the text.

• Aside from outlining, you can also get the main points of the text you are
reading and write its gist in your own words. This will test how much you have
understood the text and will help you evaluate it critically. A summary is
usually one paragraph long.

4. Evaluate the text.

• The most challenging part in cirtical reading is the process of evaluating what
you are reading. This is the point where the other three techniques- annotating,
outlining, summarizing - will be helpful. When you evaluate a text, you
question the author's purpose and intentions, as well as his/her assumptions in
the claims. You also check if the arguments are supported by evidence and if
the evidence are valid and are from credible sources

TASK 1
Before-Reading
1. Read the story, “Love Is a Fallacy” by Max Shulman, and pay close attention to its development as well
as to the contradictions and ironic twist that you may find.
(PDF copy can be downloaded through this link: https://www.filozofia.bme.hu)
2. Apply the four ways of reading critically. Annotate as you read then write a summary after reading.

TASK 2
Comprehension Questions
1. How would you describe the narrator of the story?
2. Using your annotation and summary, identify the following:
A. Purpose/intention of the author
B. Assumptions of the author
C. Claims of the author
3. Is the author successful in accomplishing his purpose? Why or why not?
4. If you were Polly, would you fall for the narrator or for Petey?
5. Do you agree that love is a fallacy? Why or why not?

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 TASK 3
Expand you knowledge
Make an outline out of the story “Love Is a Fallacy” by Max Shulman using the format given as an example
during the discussion and kindly indicate the thesis statement clearly.

Thesis statement:

Supporting details:

Point 1:

Point 2:

Point 3:

II. Evaluation:

Answer each of the following questions in one paragraph. Each paragraph is worth ten points.

1. What does it mean and take to be a critical reader?

2. Why is critical reading considered an active process of discovery?
3. Why is critical reading important? In what way is critical reading related to critical writing?
4. What are the different ways to become a critical reader? Do you agree with them? Why or why
not?

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FOR GRADE 11
WRITING ACADEMIC TEXT

In the previous lesson, you were taught to be a critical reader. It was emphasized that critical reading is a
requirement in order to become a critical writer. Reading gives you more knowledge about the world and
makes you aware of the different issues happening around you, helps you explore and discover new things, etc.
reading, in this sense, can enrich your writing.

I. Objectives:

A. Illustrate that writing is a process and that re-writing is part of that process,
B. uses knowledge of text structure to glean the information he/she needs (CS_EN11/12A-EAPP-Iac-
4),
C. construct a clear thesis statement,
D. distinguish between paraphrasing and quoting and use them appropriately in the paper,
E. document the sources properly using MLA, and
F. develop learners’ knowledge about writing to enhance their skills to become well-disciplined and
academically competent individuals globally.

Let’s get started!

HOW WELL DO YOU KNOW IT

To fully understand the process of writing, follow each of the steps in this activity:

1. Jot down all the terms or ideas that you like or curious about. Write two paragraphs using those ideas.
Do not worry about coherence and clarity; just write anything that you can think of.
2. Reread what you have written and decide which of the ideas are connected to each other. Group the
similar ideas in one category. You may use a graphic representation (chart, map, arrows, and table) to
show the relationships of the ideas.
3. Examine the ideas that you mapped out and identify which ideas are broad and/or general and which
ideas are specific. Separate the broad topics from the specific ones.
4. Understand why you are writing the paper. Are you writing to inform, to describe, to persuade, or to
entertain?
5. Think of the people who will possibly read your paper. Try to envision who they are, what they know
about your topic, what they need to know about your topic, how they feel about your topic, what their
attitudes, are toward your topic, and what would be the reasons they would read your paper.

Did you realize that you have already followed the step in pre-writing?

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 What you actually did when you followed the first two steps is choosing a topic. Those steps include
brainstorming, freewriting, and clustering; they are all steps in choosing a topic.

1. Brainstorming
Earlier, you were allowed to think of any ideas that you like or curious about and in that case, you were
already generating possible topics for your paper. Here are some examples of ideas that you might think
about:
 Double standards for women
 Discrimination against gays and lesbians
 Marital rape
 Homosexuality
 Gender bias and stereotypes

2. Freewriting
Aside from brainstorming, you can also use freewriting to generate ideas. Freewriting is similar to
brainstorming in that you just write any idea that comes to your mind. That catch is to put down into
writing the ideas that you think of so that later on you will be able to generate ideas and narrow them
don into a single topic for your paper. For example, you want to write gender bias and stereotypes,
which is still a very broad topic. You can narrow it down through freewriting.

3. Clustering.
The other step that you did in the activity is called clustering, or ballooning, or mapping. This technique
provides graphic representation of your ideas, allowing you to visualize the connections and/or
relationships of your ideas. Write your topic at the center of your paper then circle or box it. Think of
subtopics and place them around the center circle until you feel that you have developed all the subtopics
fully.

TASK 1

HOW CAN YOU EXPAND YOUR KNOWLEDGE

Reread the paragraph/s you have written in the free writing activity. Imagine that you were asked to write an
essay to inform your readers on what is going on in that topic (The topic or subject will depend on what your
teacher will give you). Your audience is your teacher and your classmates. Do an analysis of how much they
know about your topic. You may use this checklist in analyzing your audience as your guide.

 Who are your readers? Are they familiar with the topic or subject? How much do they know about your
topic? How much background do you need to provide? Are they experts, knowledgeable on the subject,
or have a vague idea of what the topic is all about?
 What are their interests and how could you relate your topic to their interests?

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  What is their general attitude toward you topic? Are they against, for, or neutral about your topic?
 Do they have misconceptions and biases that you have to address?
 What are your readers’ expectations from you?

The results of your audience analysis, in a way, will dictate the tone of the paper. Tone refers to general mood
of the essay. If you are writing for an audience who is experts, you have to be careful and use a formal tone –
one that will convey your knowledge and expertise- in order to set the tone that is appropriate for them. Of you
are addressing an audience whose knowledge is not that vast, on the other hand. You have to be informative
and avoid language that will sound intimating to them.

TASK 2
EXPLORE!
Before you move on to the next step in the writing process, you have to be equipped with sufficient
information that will enable you to develop your thesis. With that, you can then look for sources that will help
you expound your topic. You can surf the Internet and find online articles and journals that are relevant and related
to your topic. Gather as many sources as you can so you will have a lot to write in your paper later on. Make sure
that you copy the title of the books or the articles, the name of the author(s), the date, and the place of publication
(for book), and the web address and retrieved date (for online articles).

What is plagiarism? When can you be accused of plagiarizing other people’s works?

Plagiarism could be any of the following:

 deliberate copying of somebody else’s work and claiming that work to be his/her own;
 using somebody else’s work or idea without proper acknowledgment or citation; and
 copying the text without paraphrasing it.

Paraphrasing is one of the ways to avoid plagiarism. It is rendering the essential ideas in a text
(sentence or paragraph) using your own words. Paraphrased materials are usually shorter than the
original text. It is more detailed than summary. When you paraphrase, it is advised that you first
understand what the text is about and then write your rendition of the text without referring to it as
you write.

Another way to avoid plagiarism is to directly quote the sentence or the paragraph that you will
use in your paper. Quotations must be identical to the original text. A direct quotation is preferred
to a paraphrase when the author’s ideas are so important that paraphrasing them will change the
essence of those ideas.

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 TASK 3
Expand your knowledge
A PDF copy of “Documenting Sources in MLA Style” will be given through the link below. This contains
everything you need to know about Modern Language Association (MLA) formatting style guide, which is often
used in the arts and humanities. Make sure to read the document and familiarize yourselves with the format in
citing sources.

Documenting Sources in MLA Style

https://www.mtroyal.ca

TASK 4
Organizing your Paper This part should offer a debatable claim
that you can prove or disprove in your
essay. It should introduce ideas that may
challenge your reader’s view.

Developing your
Thesis Statement

Organizing your Ideas Outlining

Introduction Body Conclusion

should bring together the

provides a background of your topic,
poses a question regarding the topic,
explains how the question is
problematic and significant, and gives
the writer's thesis statement.
answer or propose a solution
to the thesis statement. You
have to support your main
points and include details that
support the thesis statement.
points made in your paper. May
leave a thought-provoking idea
that you wish your audience
consider. Synthesize the main
points and empathize your
thesis statement.

THE NEW EL SALVADOR COLLEGES, INC. MODULES

 TASK 5
Expand your knowledge
To further expand your knowledge on how to write an effective essays, read Paul Robert’s essay, “How
to Say Nothing in Five Hundred Words” in this link provided below (Downloadable PDF:
https://www.lcps.org/cms/lib/VA1000195/Centricity/Domain/1300/How%20to%20say%nothing%in%20500%
20words.pdf). This essay was written in the 1950s but the tips that he gave are still very relevant, especially to
young writers like you.

TASK 6
The Post-Writing Process
There are two processes involved in post-writing: revising and editing. According to Murray (2005:273),
revising is “re-seeing the entire draft so that the writer can deal with the large issues that must be resolved before
he or she deals with the line-by-line, word-by-word issues involved editing.”
Murray (2005:275) provided checklist for revising in this downloadable link in PDF form
(https://wac.clostate.edu/jbw/v3n3/murray.pdf)

TASK 7
Carry this out!
Before the teacher will check your essay you to do this Self Evaluation Check. Critique the essay that you
made during the previous activities, follow the revision guide in doing so. Give comments and feedback to
yourself. Be guided by Donald Murray’s questions in the revision checklist. Add the following questions on
format and mechanics.

Format and Mechanics

 Are the sentences well-constructed?
 Are words appropriately used?
 Is grammar (agreement, tense, articles, pronouns, prepositions) correct?
 Are the paper format and conventions of style properly observed?
 Did the writer observe proper scholarly referencing and documentation?
 Are punctuations, paragraph divisions, spelling, and parallel constructions observed?

Rubrics:
 Content = 35%
 Organization = 30%
 Language and Style = 20%
 Format and Mechanics = 15%

Let’s see if we match!

THE NEW EL SALVADOR COLLEGES, INC. MODULES

II. Evaluation:

Answer the questions below:

1. What makes a writing process?
2. What is a thesis statement? What is the importance of thesis statement in your essay?
3. What are the nine pieces of advice in writing that Paul Roberts gave?

THE NEW EL SALVADOR COLLEGES, INC. MODULES

FOR GRADE 11
ABSTRACT

Some of you are aware of what abstract is all about and some are interested to know more about it
especially when it comes to academic writing. For this lesson, you will be given a gist of what abstract is
all about and what are the easy steps to construct and determine it from various academic texts.

I. Objectives:

A. Define abstract,
B. determine the steps on how to write an abstract,
C. produce a detailed abstract of information gathered from the various academic texts read and
given,
D. value the importance of academic writing in everyday life, and
E. enhance learners' knowledge regarding abstract that will help them become well-disciplined
and academically competent individuals that will be used to uplift the standard of living in the
community it serves.

Let’s get started!

HOW WELL DO YOU KNOW IT

What is abstract?

According to the Writing Center of the University of Wisconsin – Madison, an abstract is a short
summary of your (published or unpublished) research paper, usually about a paragraph (c.6-7 sentences, 150-
250 words) long. A well-written abstract serves multiple purposes:

 an abstract lets readers get the gist or essence of your paper or article quickly, in order to decide whether
to read the full paper;
 an abstract prepares readers to follow the detailed information, analyses, and arguments in your full
paper;
 and, later, an abstract helps readers remember key points from your paper.

Link will be provided below to further enhance your knowledge about abstract and its easy steps to
construct it. Examples will be given as well. It would be better to watch the video that is provided on the link
or you can research further through other sites for more reference.
Website: https://www.scribbr.com/dissertation/abstract

THE NEW EL SALVADOR COLLEGES, INC. MODULES

 TASK 1
Find me!
Read these six sample abstracts from various researchers in this downloadable PDF link provided and
study its difference and similarities based from what you know on the previous task:
Website: https://www.aises.org

TASK 2
Create your own
Using the six sample abstracts in the previous activity, produce a detailed abstract of information gathered
from them. Follow the format on your first activity.

TASK 3
Tell us what you learn!
In this chapter, tell us what you learn about academic writing and how it help you as individual in your
everyday life.

THE NEW EL SALVADOR COLLEGES, INC. MODULES

 Take note! Aside from the internet, if you have further questions, you may contact your teacher and
send your output about this topic in these information below:
Phone#: +63 953 266 1458
E-mail: fettyjamis@gmail.com
Messenger: https://m.me/fettae or simply search my full name Fetty Jamis Gilo

References:
Book/s:
Saqueton, Grace & Uychoco, Marikit Tara. 2016. English for Academic and Professional Purposes. Manila:
Rex Book Store, Inc.
Online Sources:
https://memoirsabsolute29.blogspot.com/2017/06/eapp-lesson-1-text-a.html?m=1
www.umsl.educ

https://www.filozofia.bme.hu
https://www.lcps.org
https://www.mtroyal.ca

https://www.scribbr.com/dissertation/abstract

Prepared by:

FETTY JAMIS GILO

English Teacher

Noted and Approved by:

ROSITA A. DAYA
JSHS Principal

THE NEW EL SALVADOR COLLEGES, INC. MODULES