ACTIVITY SHEET IN ENGLISH 10

Worksheet No. 3, Quarter 4

Learner’s Name: ________________________________________________

Strand/Track/Section:________________________________________________
Date: ________________________________________________

LET’S EXPAND IT!

I. LEARNING SKILLS
A. Most Essential Learning Competency
Give expanded definition of words

B. Objectives
1. Identify the type of expanded definition used in the text.
2. Use patterns or techniques and the sources of expanded definition in
writing.

II. INTRODUCTORY CONCEPT

In preparing a research paper, defining words is necessary. Properly

defined words make your manuscript accurate and presentable. But, defining a
word completely is a difficult task. You have to do so much researching for you
to be able to define the words correctly. Equipping yourself with the necessary
skill on how to give the expanded definition of words is a must. This will help you
define words and concepts in your research paper or any writing projects clearly
and accurately.
In this worksheet, you will discover that defining is easier if you know the
technique on how to do it. Let’s find out what are those!
First, let us define what definition is? Definition is a formal and concise
statement of the meaning of a word, phrase or concept. When we define, we give
the essential properties of something. In expanded definition, we give the specific
essential properties of a word or concept. We provide more information to make
the definition more precise.
How do you write expanded definition? In using expanded definition, we
follow and observe certain structure. The first thing that you need to know is how
to write a formal sentence definition of the term you are writing about. Write the
term in the beginning of the extended definition. It establishes the focus for the
rest of the discussion. According to McMurrey (2017), it is "formal" because it
uses a certain form.

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 Take a look at this sample.

Expanding a word into a sentence.

Word/Term + Class+ characteristics (Differences)
Example:
Herbivores are animals that feed on plants.
Term class distinguishing characteristics

Formal sentence definitions are composed of the term being defined,

the class it belongs to, and its distinguishing characteristics.

What are the patterns or techniques that you can use in writing expanded
definitions? McMurrey also called these as sources of extended or expanded
definitions. Here are some of the common pattern/techniques or sources:
1. Etymology. The etymology (the origin of the word) is a common way to
begin an extended definition. In addition to giving the origin, it can be helpful
to show how the meaning or usage has changed over time.
2. Exemplification. Giving examples is a common way to extend the definition
of a word.
3. Comparison. If the word being defined is complex, it can be compared to
something which is simpler (by giving an analogy).
4. Contrast. The word can be contrasted with others in the same category
which are close in meaning.
5. Classification. If the word being defined can be divided into different types,
classification can be used to extend the definition.
6. Process. If the word being defined is a process, or is used to carry out a
process, then the definition can be extended by explaining the process.
7. Negation. It is sometimes helpful to extend the definition of the word by
explaining what it is not, in order to explain what it is.
8. Description. If the word being defined is something physical, then a
description of its characteristics, possibly including a diagram, might be
appropriate.
9. Enumeration. If the word being defined has many characteristics, then it
might be helpful to enumerate (i.e. list) each of these characteristics in
detail.

In writing a research paper, you will discover that you need to explain
certain words or concepts in your research clearly and accurately. You need to
define it conceptually (the dictionary meaning of the word) and theoretically or
how you will use that term in your research paper. This is where you can apply
the skill on expanded definitions of word. In the example below, sources of

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 extended definitions are elaborately used. Guide questions were provided to help
and guide you how these sources contribute in writing manuscripts and reports
including research papers.

Sources of Extended Definition

Description Does anything related to the term being defined need to be
described?
Process Is there some process (natural, social) associated with the
narration term that should be discussed?
Additional Do unfamiliar terms occurring in the definition also need
definitions definition?
Historical Is there some history, some key individuals related to term
background being defined? Would that discussion contribute to the
definition of the term?
Cause, causes Does the reader need to know about causes related to the
term being defined?
Effects, results, Does the reader need to know about effects related to the
consequences term being defined?
Problems, Does the term being defined represent a problem or a
solutions solution?
Statistics Should you discuss numerical data related to the term
defined- percentages, amounts, etc.?
Uses, Would it help to discuss uses or applications related to the
applications term?
Similarities, Is the term similar to or different from something else?
differences, Would an analogy help define the term?
analogies
Classes, types, Are there categories that the term can be divided into Does
categories it belong to a certain category?
Examples Would examples contribute to the definition of the term?
Future Would an understanding of the roots, the etymology of the
developments, word help define it?
implications
Word origins Should future developments related to the term be
discussed? Does it have implications-good, bad, both?
Negatives Would explaining what the term is not, what it does not refer
to help?
Advantages, Are there advantages and disadvantages related to the term
disadvantages that can be discussed?
Figure 1: Sources of Extended Definitions by David McMurrey

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 The next example shows an outline of a report where in various sources of
extended definitions were applied.

I. Introduction
II. Alzheimer’s Figure
Disease:2: A sample
Overview outline
of Current where sources of extending definitions is
Knowledge
A. Two Main Types of Alzheimer’s Disease stated on
Classification: thethe right isside
disease
1. Alzheimer’s disease (pre-65) defined according to its main
2. Senile dementia of the Alzheimer’s type (post-65) two types
What are some of
B. Demography the techniques
of Alzheimer’s used in the outline?
Disease
1. Age distribution Description: demographic
_______________________________________________________________
2. Gender distribution statistics are used in the
3. Other demographics definition.
C. Process and Characteristics of Alzheimer’s Disease
1. Forgetfulness Process: the stages of the
2. Speech disorders disease are identified along
3. Difficulty calculating with the effects of the disease
4. Visual disorientation at each stage.
5. Abnomal judgement and social behavior
D. Brain Pathology of Alzheimer’s Disease Victims
1. Reduced brain size Effects: clinical effects of the
2. Neurofibriallary tangles disease.
3. Neuritic plaques
4. Loss of specific populations of nerve cells
E. Etiology of Alzheimer’s Disease
1. Aging Causes: various possible
2. Inheritance causes of the disease.
3. Infectious agents and toxins
III. Current Alzheimer’s Disease Treatment

Good Job! Now, take a look at Figure 3. It is the report written based on the given
outline above.

Formal sentence First described in 1907 by Alos Alzheimer, a German physician,

definition begins this
extended definition
Quick parenthetical
definition of the potentially
unfamiliar term
Supplementary definitions
used within this extended
definition
Demographics (statistics)
used to further define the
term
Alzheimer’s disease is an adult-onset neurological disorder of
unknown etiology (cause) manifested by loss of memory,
impaired thought processes, and abnormal behavior. When the
illness begins before the age of 65, it is termed Alzheimer’s
disease; when onset is after 65, it is referred to as senile
dementia of the Alzheimer’s type.
Approximately 5% of the U.S. population over 65 have severe
dementia; an additional 10% have a mild-to-moderate impairment
in memory and cognition. Of these demented individuals,
approximately 40-50% have Alzheimer’s disease, making this
disorder the most common cause of dementia in middle and later
life.

Affected individuals are, at first, forgetful. As the memory disorder

Process of the disease
(Should “incurrent” be
defined for nonspecialist
readers?”
gradually worsens, the individuals, although able to recall
occurrences in the distant past, are unable to remember recent
events. Subsequently, speech, the ability to calculate, visual
orientation, judgment, and social behavior become progressively
abnormal. Eventually, the individuals become profoundly
demented and frequently die of intercurrent infection.

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 Figure 3: Sample Report applying extended definitions based on the outline on Figure 2.

Does the report clearly state the concept being defined based on the outline?
____________________________________________________________
Did it give the audience adequate information about the topic being discussed?
__________________________________________________________________
How does the knowledge on expanded definition help the writer?

__________________________________________________________________

Great! It’s time for some activities!

III. ACTIVITIES
A. Practice Tasks
Task 1: Read the paragraph below and answer the questions that follow.
Write your answer on a separate sheet of paper.
The subordinate image of women is suggested in this passage by the
way they are treated and addressed by the male characters. (2)The language
Falstaff uses in addressing the hostess of the tavern , for example, echoes the
treatment of women in other parts of the play.(3) In this passage, instead of
apologizing to the hostess for his rudeness towards her, Falstaff says that he
“forgives” (3.3.176) her and orders her with commands.(4) In addition, the
brusqueness of his manner is accentuated by short, terse phrases —“go make
ready,” “love thy husband,” “look to thy servants,” “cherish thy guests” and “be
gone” (3.3.176-180).
1. What technique of extended definition is used in the paragraph?
a. Exemplification b. Comparison c. Contrast d. Etymology

Friendship is a state of acquaintance between or among people characterized

by a strong bond of shared concern and caring. In true friendship the bond is
mutually shared. This is, if either one of two friends is involved in a difficulty, such
as problem is with failing courses at school, problems with parents at home, or
even problems of a much more serious nature, the other friend will provide help,
encouragement, condemn, and perhaps even direct intervention.
2. How is friendship defined in the paragraph?
a. Exemplification b. Cause and Effect c. Description d. Negation

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 Task 2: Below are excerpts from a Research Introduction. Underline the
words/phrases/sentences that show the techniques of expanding definition then,
identify its type. Write your answer on a separate sheet of paper.

1. South Africa is a diverse society with multi-racial, multi-cultural, multi-

ethnic, and multi-lingual attributes. It is a country that has a rich history, a
history that has contributed to how people of this society construct their
lives, their identities, their behaviors and their world-views. This study
made use of this diverse context by choosing a sample from the wide
population that could be experiencing similar challenges. The target
population for this study was Black women who have professional careers.
__________________________________________________________

2. Nwoye further argues that in traditional African societies individuals

operate within a community and one’s identity is largely influenced by
sharing and acknowledging cultural principles. He also suggests that the
communal identification comes with multiple obligations and loyalties. For
example, amongst Black South Africans in particular, there are cultural
practices relating to marriage, which will be discussed in detail in
subsequent sections. These cultural practices can be seen as socially
constructed loyalties to which people adhere.
________________________________________________________

Task 3: Using the outline below, write a paragraph using the guide in the
parenthesis. You can add and choose techniques or sources of extended
definitions on the pictures.

I. Introduction (should contain the formal sentence definition)

II. Environment at Present (description)
III. Environmental Issues (Classification of environmental issues)
IV. Proposed Solutions (Problem Solutions)

Be guided by the rubric below.

B. Assessment
Write a 3-paragraph introduction on any of the following possible
research topics suggested below using the patterns or techniques and the
sources of extended definition. Do this on a separate sheet of paper.
a. Global Warming
b. Pregnancy in adolescent age
c. Communication in Times of Pandemic

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IV. RUBRIC FOR SCORING
Your work will be graded based on the following rubric.

Extended Definition Rubric

Achievement
Descriptor
Level
The paragraphs do not use any of the patterns or techniques and
1-3 without source in writing expanded definition
The paragraphs use only the sources in writing expanded
4-6
definition without the use of patterns and techniques.
The paragraphs use the patterns and techniques and some
7-8 sources in writing expanded definition
The paragraphs use patterns or techniques and use several
9-10 sources in writing expanded definition

V. REFERENCES
Definition by David McMurrey licensed under (CC BY 4.0) retrieved at
https://www.
prismnet.com/~hcexres/textbook/def.html
https://repository.up.ac.za/bitstream/handle/2263/25564/01chapter1.pdf?sequence=
2&isAllowed=y
Self-Learning Modules in English 10 Quarter 4-Module 3: Let’s Expand It!
(2020) DepEd Region V, pp. 11-14

Congratulations! You have completed your learning adventure! Good luck

on your next learning journey!

Prepared by:
CHRISTINE V. ADAYO, T-III, Polangui General Comprehensive HS, SDO Albay
Quality Assured by:
GENEBIEVE D. SABILE, T-III, SDO Albay
ROSE ANN REONAL, T-I, SDO Albay

Reviewed by:
MITADEL T. AUREUS, MT-I, San Juan NHS, SDO Cam. Sur

Validated by:
GILDA A. CASTAÑEDA, P-I, Homobono H. Gonzales NHS, SDO Cam. Sur
ANGUSTIA P. ORAA, P-I, Visita de Salog HS, SDO Cam. Sur
PRECIOSA R. DELA VEGA, EPS-I, SDO Cam. Sur

Illustrator/Layout Artist:
MARY JANE S. SAN AGUSTIN, T-II, Fundado ES, SDO Cam. Sur