LEARNING ACTIVITY SHEET

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES 11

GENERAL DIRECTIONS
1. Read each lessons.
2. Answer all learning tasks, assessments, and reflection.
3. Write your answer on one (1) whole sheet of paper. Write clearly.
4. Write your complete information: Subject, Your Complete Name(LN, FN, MI), Section, Date, Teacher’s
Name, and Date
5. Write the correct lesson information: Lesson #, Lesson Title, Activity Name.

Sample Answer Sheet on one whole sheet of paper:

EAPP
Dela Cruz, Juan A. April 5-9, 2021
HUMSS 11C Ms. ABC Cruz

Lesson 1: Reading Academic Text

Learning Task 1. Assessment

1. 1.
2. 2.
3. 3.

Learning Task 2 Reflection

1. I learned that…
2.
3.

Lesson 1: Reading Academic Texts

Most Essential Learning Competency: Differentiate language used in academic texts from various
discipline.

Introduction
Language is crucial for communication. It is being used as part of our everyday lives. You have to use it at
home, in school and in the future, your workplace. For each of these, the language that we use varies. This
means the way we communicate at home and at school requires us to choose words that are appropriate.

To begin with, try to answer the following questions honestly:

• What language do you use at home? Is it easy to use?

• What language do you use at school? Do you find it convenient to use?
• What do you think is the kind of language that is to be used in the workplace? Why did you say so?

Development
What is Academic Text?

Academic text is an example of a text produced for academic purposes. This is done by students to meet the
standard which the senior high school or college curriculum may require in order to develop students’ strong
command of the language set in an academic context.

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What is Academic Writing?

Saqueton & Uychoco (2016) defined academic writing as “a process that starts with posing a question,
problematizing a concept, evaluating and opinion, and ends in answering the questions or question posed
clarifying the problem, and/or arguing for a stand”. It has to be noted that not all writing can be considered
academic writing as their features do not subscribe to the criteria of academic writing. The table presented
below by Plata et.al (2012) presented some of the features that may highlight the difference between academic
and non – academic writing.

What are examples of Academic Writing?

Examples of Academic Texts include essay, concept paper, reaction paper, reaction paper, position paper,
education reports and research paper.

What are the factors to consider when doing academic writing?

The following are the different considerations when doing academic writing:

a. ROLE – refers to who you are as the writer; Example is the role of the writer in Text A (writing a letter to
a friend) is different from the role of the writer in Text B (delivering a formal speech)
b. AUDIENCE – refers to the intended reader for one’s piece of writing
c. PURPOSE – refers to the reason why a piece of writing is produced; these purposes may include
informing, persuading, or arguing for something
d. FORMAT – refers to the form most appropriate for one’s piece of writing; this is shaped by one’s
purpose for writing and intended writing.

What are the different Academic Writing Conventions?

When doing academic writing, one has to consider the following conventions which we should remember using
the acronym FISH:
F is FORMAL,
I is for IMPERSONAL
S is for STRUCTURED and
H is HEDGED.

ACADEMIC WRITING IS FORMAL – this refers to how we use a different phraseology or words that we
carefully chose to suit a particular idea or concept. This means not writing immediately the first thing that
comes to mind and avoiding a conversational tone in writing. The following example will point this difference.
INFORMAL - If users know how search engines work, they can deal better with them. FORMAL - An
understanding of the fundamental operations of the search engine will provide improve user interface.

ACADEMIC WRITING IS IMPERSONAL – this refers to wording and expression that conveys a sense of non –
familiarity and objectivity. In other words, it’s how we maintain a certain distance between the reader and the
writer the way we implement social distancing during this pandemic. That way, we communicate a sense of
detachment making it impersonal. This example is given:

PERSONAL - If you don’t know to navigate through an e-commerce site, you will waste a lot of time.
IMPERSONAL - Navigating through an e-commerce site can be time consuming for those who may be
unfamiliar with the process.

ACADEMIC WRITING IS STRUCTURED – this refers to certain structural elements that set academic writing
apart from others. These two can be given as examples:

• Avoiding Nominalization – nominalization is replacing an action word with a noun counterpart that
makes the sentence less active like:

Do this – The economy did not perform well.

Not this – The performance of the economy was miserable

• Avoiding Passive Voice – the passive voice allows the doer of the action to be relegated to the
background.

Do this – The company can use the cost savings to add value to their products.

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 Not this – The cost savings can be used to add value to a company’s product.

ACADEMIC WRITING USES HEDGED LANGUAGE – this refers to the use of cautious language in order not
to sound condescending or too proud about a certain claim. Academic writing that uses hedged language
allows for an objective and impersonal language and thus may provide greater interaction with the readers.

WITHOUT HEDGED LANGUAGE: A repeat of terrorist attacks, as massive as 9/11, is just a matter of
time.

WITH HEDGED LANGUAGE: It is possible that the threat of terrorism is more serious than ever before,
and that a massive attack like September 11, may be just a matter of time.

For more discussion about this lesson you may click the link below https://www.youtube.com/watch?v=E02ynJhVtFg

Engagement

Learning Task 1
Read the following texts and complete the table by answer the questions.

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

Your beshie, Jorge

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

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

TEXT D
The study is an attempt to show how one can improve vocabulary in research through exposing oneself to
explicit peer instruction of using words that are related to research on a daily basis. The respondents are
grade twelve students of Majada In Integrated School and has utilized the words as subject in research.
This study has used quantitative research design as it gathers data through conducting experimental
design in order to establish the usefulness of the intervention being implemented in the course of the
study. The data has been analyzed using t – test for dependent samples and the result has shown a

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significant difference in the performance of the student strengthening the claim of the importance of
explicit instruction in order to improve students’ vocabulary.

Assimilation

Learning Task 2

One of the things that people miss at this point is being reminded on how to follow the safety protocols to avoid
contracting or getting COVID – 19. Your task is to write a post on your FB wall or in a clean sheet of paper
containing a reminder for the community to continue observing the safety protocols in order to reduce the
number of cases in your locality.

The post should follow the academic writing conventions and should be at least a hundred words expressing
the desire that if we do this together, we can defeat the spreading of the virus.

Assessment
Answer the following items with the knowledge you have gained from the lesson. Write only the letter of your
choice in a clean sheet of paper.

1. Which of the following is NOT a characteristic of academic writing?

a. Avoiding contractions
b. Uses the impersonal style of writing
c. The passive voice of the verb is used
d. Personal pronouns are not used in writing
2. Which among the following is an example of academic writing?
a. Anecdote c. Friendly letter
b. Autobiography d. Reaction paper
3. What consideration of academic writing refers to the reason why a particular writing is produced?
a. Audience c. role
b. Format d. Purpose
4. What does formal academic writing mean?
a. Avoiding biases in writing.
b. Avoiding mistakes in grammar.
c. Avoiding conversational tone in writing.
d. Avoiding irrelevant or insignificant ideas in writing
5. 5. What could be the most formal substitute for the underlined colloquial expression below. The most
recent military offensive finally managed to drive back the enemy forces.
a. advance c. retreat
b. b. negotiate d. salvage

Reflection

Write your personal insights about the lesson using the prompts below:
• I understand that…
• I realize that…
• I need to learn more about…
Lesson 2: Text Structure
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Most Essential Learning Competency: Uses knowledge of text structure to glean the information
he/she needs

Introduction
Text structure refers to how the information within a written text is organized. This strategy helps you
understand that a text might present a main idea and details; a cause and then its effects; and/or different
views of a topic among others. Knowing to recognize common text structures can help you monitor your
comprehension.

Development
Two Common Academic Text Structure

A. 3 Part Essay Structure- This is the basis of all formal writing.

1. Introduction- states the issue or topic, reason or purpose, and structure or the
manner in which the writer wants the readers to get the information of the
paper.
2. Body Paragraph-elaboration or explanation of the topic. It is in the body that
comprehensive discussion of the topic is done by citing evidences that support the writer’s perspectives
on the topic being discussed through examples, definitions, etc.
3. Conclusion-summary of the ideas presented in the paper and explains briefly how these ideas are
connected to one another. This connection of ideas is generally known as the general statement.

B. IMRad Text Structure- This is commonly used in writing scientific articles or reports
1. Introduction-states the status of a current phenomenon. It includes what the author know and what
he/she wanted to know about It is also in the introduction where the writer states his/her thesis
statement, hypothesis or
research question
2. Methods- explains the process on an author reach the results of his/her study or
investigation.
3. Results and Discussion-explains the findings of the study or investigation. Here,
the author can compare the result of his/her work with other existing studies or investigations and posts
his/her recommendation/s based on his/her findings.

What are the different types of text structures?

There are five (5) text structures: these are description, cause and effect, comparison and contrast, sequence
or order, and problem – solution. The table listed below shows their respective definition and specific
examples.

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Engagement

Learning Task 1
Identify the type of text structures presented below using the choices below

Assimilation

Learning Task 2
Read the following texts and answer the following questions.

Which of the text:

1. Tells a description _____
2. Shows a sequence _____
3. Compares and contrasts _____
4. Establishes cause and effect _____
5. Shows problem and solutions _____

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Reflection
Write your personal insights about the lesson using the prompts below:
• The lesson made me realize that…
• I therefore commit to…

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 Lesson 3: Summarizing texts

Most Essential Learning Competency: Uses various techniques in summarizing a variety of

academic texts

Introduction
Summarizing is a skill that you need to possess as learners of academic writing. Aside from the fact that
summarizing improves one’s memory of a reading text, it also helps a lot in identifying relevant information and
integrating essential ideas in making meaningful write ups.

Development
What is summarizing?

As an important skill in critical reading, summarizing is often used to determine the essential ideas in a book
chapter, an article. These essential ideas include the gist or main idea, useful information, or key words or
phrases that help you meet your reading purpose.

Summarizing is generally done after reading. However, it can be done as well while reading a text.

Summarizing is an important skill because it helps you deepen your understanding of the text; you Learn to
identify relevant information or key ideas; Combine details or examples that support the main ideas/s; you
Concentrate on the gist or main idea and key words presented in the text; and Capture the key ideas in the text
and put them together clearly and concisely.

The following are the things to be considered in summarizing:

1. Clarify your purpose before you read. The purpose refers to the reason why the reading text was made.
Does it aim to inform, entertain or persuade?
2. Read the text and understand the meaning. Do not stop reading until you understand the message
conveyed by the author. Locate the gist or main idea of the text, which can usually be found either at
the beginning, in the middle, or in the end.
3. Select and underline or circle the key ideas and phrases while reading; another strategy is to annotate
the text.
4. Write all the key ideas and phrases you identified on the margins or on your notebook in a bullet or an
outline form.
5. Without looking at the text, identify the connections of these key ideas and phrases using a concept
maps, graphic organizers or thinking maps.
6. List your ideas in sentences into a paragraph. Use appropriate transitional devices to improve
cohesion.
7. Combine the sentences into a paragraph. Use appropriate transitional devices to improve cohesion.
8. Ensure that you do not copy a single sentence from the original text.
9. Refrain from adding comments about the text. Stick to the ideas it presents. 10.Edit the draft of your
summary by eliminating redundant ideas.
10. Compare your output with the original text to ensure accuracy.
11. Record the details of the original source (author’s name/s, date of publication, title, publisher, place of
publishing, and URL [if online]).

Tips in Summarizing

1. Re-read the text to be summarized repeatedly.

2. Identify the main idea of the text.
3. Put yourself in the situation of the reader.
4. Use appropriate transitional devices.
5. Limit your summary to a few sentences.
6. Proofread your work.

Summarizing is synthesizing important ideas in a piece of writing. This means that a writer shortens a
particular text but covers all the significant points in it.

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 Example 1: Taken from the excerpt Understanding Calories

A calorie, also known as kilocalorie, is a unit of energy. This unit represents the energy
required to heat a kilogram of water on degree Celsius. While people generally link the term
calorie with food, it is a unit of measurement that can be applied to any substance possessing
energy. For instance, there are 8200 calories in a liter (about one quart) of gasoline.

Sentence summary...

A calorie is a unit of energy that represents the energy required to heat a kilogram of water on degree
Celsius. This is also a unit of measurement where 1 liter of gasoline is composed of 8200 calories.

For more discussion of the lesson, you may opt to visit the link below
https://www.youtube.com/watch?v=IFWLhG7Z7e8

What is Paraphrasing?

Paraphrasing is restating text giving the meaning in another form.

What are the steps to paraphrase?

1. Repeatedly read the passage to be paraphrased until you have completely understood what it
says.
2. Do not look at the passage while you are writing your paraphrase.
3. After writing your paraphrase, read the original passage once again to check if you were able
to accurately capture its meaning. By doing this, you will avoid misquoting your source.
4. Check whether your paraphrase has errors in grammar or mechanics.
5. Always cite your source.

Example 1
Original: Giraffes like Acacia leaves and hay and they can consume 75
pounds of food a day.

Paraphrase: A giraffe can eat up to 75 pounds of Acacia leaves and hay

everyday.

Example 2
Original: Usually, female kangaroos give birth to one joey at a time. Newborns weigh as little
as 0.03 ounces at birth. After birth, the joey crawls into its mother’s pouch, where it will nurse
and continue to grow and develop. Red Kangaroo joeys do not leave the pouch for good until
they are more than eight months old.

Paraphrase: After a female kangaroo gives birth to a joey, the newborn crawls into its
mother’s pouch where it feeds and grows until its eight months old.

REMEMBER:

• A paraphrase must also be attributed to the original source.

• paraphrase includes both the main idea and minor details from the text.
• If rewording is too similar to the original, it is plagiarism.

Engagement
Learning Task 1

A. Read the selection below and answer the activity that follow.

First e-sports college degree in the Philippines now in the works

By Vince Ferreras, CNN Philippines

Metro Manila — Online gaming might not be an after-school pastime anymore in the future as the first degree

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program in electronic sports (esports) in the country is being developed.
The Lyceum of the Philippines University (LPU) and esports and gaming agency Tier One Entertainment
collaborated to develop the curriculum of the four-year degree on Bachelor of Science in ESports. It will be
offered this coming school year once approved by the Commission on Higher Education.
“We will be passing the curriculum to the Commission on Higher Education (CHED) on March this year. If this
goes well, we might have a full course available by 2020,” said Tier One Entertainment in a post on social
media.
The gaming agency’s chief executive officer Tryke Gutierrez said that the new degree program will have two
tracks namely: game development and esports management. However, he did not disclose yet the subjects
under the program. “The goal has always been to create more opportunities for gamers in Asia. If this
curriculum gets approved, we won't just be providing post career opportunities for gaming, but we will have a
new generation of graduates ready to work in the esports industry,” said Gutierrez in an online post.

Summary:

___________________________________________________________________________________

B. Practice paraphrasing the following sentences:

1. We need more proof that active learning really works.

2. They will build a huge medical center on the old site in the near future.
3. The organizers cancelled the talk because the main speaker was ill.

Assimilation
Learning Task 2:
Based on the previous activities and discussion, answer the following questions.

1. What is summarizing? Cite examples where this can be used.

2. What other skills do you think should be developed when summarizing?
3. What is the difference between summarizing ang paraphrasing
4. In what ways can summarizing and paraphrasing be useful in your other subjects? Elaborate your
answer.

Reflection

Write your personal insights about the lesson using the prompts below:
• My journey through this lesson enabled me to learn…
• I therefore commit to…

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 Lesson 4: Thesis Statement

Most Essential Learning Competency: States the thesis statement of an academic text.

Introduction
Whenever you are asked to write, it is important that you know how to formulate your thesis statement in order
for you to have a clear direction in writing.

Development
What is a thesis statement?

A thesis statement is a sentence used in an essay that serves as the guide for the essay and directly answers
the question or task asked of you. An essay must have a main point, main idea or central message. There are
other specific arguments in it and they should support or reflect the main idea and such main point or central
message is the thesis. It is written as the thesis statement. Remember a thesis statement is simply a factual
statement nor is not just a topic sentence. It has to be noted that the thesis statement is also considered the
main idea.

What are the characteristics of a thesis statement?

A thesis statement has the following characteristics:

a. It addresses the prompt clearly.

b. It makes a claim or presents an argument
c. It may be arguable if the thesis an opinion.

Where can we find the thesis statement / main idea?

There are five (5) ways on how thesis statement or main idea can be written or developed: these are inductive,
deductive, inductive-deductive, deductive – inductive and hinted.

1. Inductive - a writing method which starts from particular to general; this means that specific details are
presented at the first part of the text and conclusions or generalizations are placed at the end of the text. The
text below is a sample of an inductive writing pattern

Example:

The typical Filipino is short, brown, flat-nosed. He cannot live without his rice but he isn’t allergic to
bread, arroz a la valenciana, pancit, and spaghetti. He educates his youth in foreign languages;
furnishes his home with G.E., Hoover, RCA; apes the latest fashion from New York and Paris; argues in
world for a in almost flawless English. His Zalameda is almost a Parisiene by now, and his Villa has
found his home in America. Indeed, the Filipino maybe Oriental in looks but Occidental in more
ways than one.

2. Deductive- the opposite of induction; this writing method starts from general to specific, which means that
conclusions are presented first before presenting the support ideas or the specific details. The text below is a
sample of a deductive writing pattern.

Example:

There are many kinds of movie “pests”. There are the story tellers who have developed the habit of
seeing the movie in two sittings so that they can inform the latecomers what happens next. There are
the nutcrackers who have to munch something- peanuts, walnuts, popcorn, or anything else that can
spoil one’s fun. There are the mimics who are Tarzans one minute, Madonnas the next, and the
Incredible Hulks later. There are the mother hens who are accompanied by a squadron of “retazos” or
“chikitings” whose noise can drive one crazy. And lastly, there are the wandering Jews who can’t make
up their minds where to sit and can’t stay put in one place!

3. Deductive-Inductive- a combination of the first two methods; this pattern starts from a general statement,
proceeds in discussing specific details in the middle of the text, and ends with a recapitulation of the

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generalized statement at the end. Usually, this repeated general statement becomes an “intensifier” of the idea
presented at the beginning of the text. The text below is a sample of a deductive-inductive writing pattern.

Example:

The growing army of the homeless continues to clutter Philippine cities in spite of demolitions of
shanties and repeated warnings from the government. And these squatters fight tooth and nail in order
to survive. As with Egypt’s fellahins and Calcutta’s bustees, the same fight is being waged against
hunger, disease and ignorance every single day of the year. Indeed in the slums of the 3rd world as
in the Ghettos in the United States of America and France, a daily battle for the pitifully simple
but basic necessities of life goes on. In Mexico’s El Troche, for example, life dehumanizes its
unfortunate peasant migrants called paracaidistas (paratroopers). El Troche’s inhabitant crowd into
dingy, single-room, windowless shacks called jacales for the night, use undergrowths of trees for toilets,
and their front doorsteps for garbage, where pigs wait to gobble them up. Even affluent France has her
share of homelessness and poverty – the poorest of her poor sleeping under cardboard sheeting, or
hips of rags, alleyways, empty warehouses and construction sites.

4. Inductive-Deductive- a combination of the two previous methods; this pattern starts from specific, presents
a generalized statement or conclusion at the middle and proceeds in discussing additional information or
support details towards the end. The text below is a sample of an inductive-deductive writing pattern.

Example:

Flowers occupy a very important role in man’s life. he beautifies his home with the loveliest daisies,
welcomes a visitor with the sweetest leis, conveys his congratulations with sprays of orchids. he
gladdens his sick friends with the daintiest carnations, offers his prayers with the purest lilies, says
“remember me” with the most fragile pansies. when man is dumb with emotions, flowers speak out
what his lips cannot. poets find inspiration in dancing daffodils; painters capture the beauty of a
woodland orchid with their brushes; composers immortalize the roses, gardenias, and sampaguitas in
their songs. The story of love is in every petal of a forget-me-not, and the fairness of a maiden is in
every violet almost hidden from the eye. Indeed, man is born and welcomed in to this world with
bouquets of flowers; to commemorate his birthday with the fragrant nosegay, says “I love you” with a
red, red rose, marries with orange blossoms scenting the air, and finally dies with the wreath of flowers
in his grave!

5. Hinted/ Implied- the most different among the methods; this pattern does NOT directly present a
generalized statement or conclusion, which means that the writer leaves it to the audience to conclude and
make generalized statements about the ideas presented in the text. The text below is a sample of a deductive-
inductive writing pattern

Example:

I sank into the first chair at the entrance hall proffered to me by an unsmiling guard. I waited as he
checked his list of expected visitors, after which he pressed a button in front of his desk and a voice
came through. They talked in whispers. I was asked to present my I.D., and the guard looked me over,
looked at my I.D. and he smiled this time. He motioned me to enter but not until I surrendered my I.D. to
him, and in return he gave me a Visitor’s I.I. to wear instead. The same ritual took place at the entrance
to the building itself; but this time another guard asked me to open my bag for inspection. I was asked
to walk through an X-ray type of gadget; and since no sound came through, I was finally given the nod
to enter. “So this is Malacanang Social Hall”, I muttered to myself, as I joined the others already seated
in immaculate white covered chairs.

For more discussion of this topic, you may visit the link below
https://www.youtube.com/watch?v=Rvo_f6E-tB4

Engagement
Learning Task 1

Identify the thesis statement present in the following paragraphs below. If there is NO topic and concluding
sentence, write NONE.

1. Driving under the alcohol influence isn’t a good practice for professional drivers. Nowadays, professional
drivers who always find themselves partying till midnight will drive home drunk. Because they are very eager to
go home, they will insist that they can drive. After some moments of driving, they will feel sleepy and
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eventually, they will be vulnerable to accidents and worse, even death. Therefore, it may be a cliché to say but
still it is better not to drink and drive!

2. “It’s summertime! No doubt, people are dreaming of the ideal vacation: walking leisurely along the beach, or
filling one’s lungs with fresh mountain air; waking up in the morning without being harassed by a list of things to
do, or whiling away the hours without guilt or regret. For those with money to spend, the ideal vacation means
endless shopping, touring, or partying. For people who are cash-strapped, vacation means staying at home,
relishing the company of loved ones, watching TV, reading a book, or rearranging the furniture. For those bent
on improving spiritual life, vacation means the time for retreats, recollections, or more intense personal
prayers.”

3. Are you in love? Don’t have enough confidence to tell your feelings to someone special to you? Want to say
sorry? Just want to request a song? Want to say thank you? Or you just want to say hello to your friends? Well,
that is not a problem. Speaker’s bureau dedication booth is here. Let your message accompanied with your
favorite song be heard dedicated to your special someone!

4. “I recall that even before I learned how to write my name, I was already into drawing. First, my mother would
tell me that she doesn’t know how I learned to draw, every time I ask her. But she remembers that my joy then
was to scribble anything that would smear itself on any surface. That meant pencils, chalks, pen, crayons,
coloring pencils, even adobe stones and charcoals. Second, I remember too that every time I used these
instruments on the wall, paper, floor, fence or pavement, I would always be stopped, scolded, spanked,
reprimanded or at the very least, cautioned. But I did really love to see those smear tools do their dirtying job
under the whim and every movement of my hand. That, I called drawing.”

5. We have a future in the present generation of Filipino “techies” in computer technology. If their talents are
further refined, their creative aptitude can be extracted for productive, not destructive uses. Technology can
either improve lives or ruin them. Recently, a bunch of kids flew back home with a plum prize for winning a
computer game software development contest. They make us proud of their talents as home-grown success in
computer science. But remember, it was also a Filipino who introduced the home made “I love you” virus that
virtually destroyed many business and government files of information around the globe which negatively
affected their basic operations. Should we be proud of him?

Assimilation
Learning Task 2

Based on the previous activities and discussion, answer the following questions. Write your answer in a
separate sheet of clean paper.

What is the importance of learning thesis statements?

______________________________________________________________________________________

Which do you think is the most useful method of paragraph development to student writers like you? Why do
you say so?

______________________________________________________________________________________

Assessment
Direction: Read the questions below then choose your answer by writing the letter of your choice.
1. Which from the following statement is not a characteristic of a thesis statement?
a. It can be arguable.
b. It presents an argument.
c. It addresses the prompt clearly.
d. It can always be found at the beginning of a paragraph.

2. What word BEST defines thesis statement?

a. Central idea c. precis
b. Conclusion d. prelude

3. What writing method starts from specific to general ideas?

a. Deductive c. Narrative
b. Inductive d. Hinted

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4. What writing method is used when the writer does not present a thesis statement and leaves it to the
audience to make conclusion and generalization?
a. Deductive c. Narrative
b. Inductive d. Hinted

5. Why is the importance of a thesis statement?

a. It magnifies ideas.
b. It awakens the interest of the readers.
c. It helps to the readers formulate conclusions.
d. It tells the readers what they will be reading about.

Reflection

Write your personal insights about the lesson using the prompts below:
• This lesson made me realized that…
• I therefore commit to…

Reference:
Learner’s Packet, PIVOT 4A

14
 Lesson 5: Outlining texts

Most Essential Learning Competency: Outlines reading texts in various disciplines

Introduction

QUOTE TO PONDER
“If I try to articulate every little detail in drawing, it would be like missing the forest for the trees,
so it is just about getting the outline of the forest.”
· Jeff Koons
Development
What is outlining?

It is the process of organizing one’s ideas in a logical way. In writing, it helps the writer what to include and not
to include.

What are the common outline patterns that are being used in writing?
There are two common outline patterns that are being used in writing:

a. Introduction-Body- Conclusion or the IBC format

I. Introduction
1. Back ground
2. Thesis Statement
II. Body
1. Major Support 1

A. Minor Support
B. Minor Support
2. Major Support 2
A. Minor Support
B. Minor Support
3. Major Support 3

A. Minor Support
B. Minor Support
III. Conclusion

b. Introduction-Methodology-Results-Discussion or the IMRD format (usually use in research)

I. Introduction
1. Back ground
2. Research Problem
3. Scope and Limitation
4. Significance of the Study
II. Materials and Methods
1. Participants
2. Procedure
3. Instruments
III. Results
IV. Discussion, Summary, Conclusions, Recommendations

What are the general principles in outlining?

The following are the general principles we follow when we create or write an outline:
1. Parallelism - Nouns should be made parallel with nouns, verbs with verbs; This will enable the reader to
recognize similarity and function. This will enable the outline to be expressed in parallel sentence structure.

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Example:

Blessed are the poor in spirit; for theirs is the kingdom of heaven.
Blessed are they that mourn; for they shall be comforted.
Blessed are the meek; for they shall inherit the earth

2. Coordination - Items of equal significance in the same category or label. Headings = using Roman
Numerals Subheadings = Arabic Letters

I. Definition of Communication
II. Functions of Communication
III. Forms of Communication
A. Oral
B. Written

3. Subordination – Though its most important and least important details Writer should distinguish major and
minor components of the outline

4. Division - Basic rule is to have two or more parts and this division should be based on rank/level/category.
Example:

I. Preparing for a Test

A. Review the lessons
B. Take down notes
C. Sleep early
D. Have a good breakfast
II. Taking the Test
A. Concentrate
B. Read the questions
C. Answer the test

What are the general rules when writing an outline?

The following are the rules when writing an outline?

1. Follow this format:

MAIN TOPICS = ROMAN NUMERALS (I, II, III)

Sub – topics = CAPITAL LETTERS (A,B,C)
Details under capital letters = Arabic numbers (1, 2, 3)
Details under Arabic numbers are shown by small letters (a, b, c)
Details under small letters = ((1), (2), (3))
Details under Arabic numbers in parentheses (a) (b)

2. First letter must be capitalized.

3. Any point must have at least two (2) sub points
4. Use either the sentence or phrase (topic/words) for each point.
5. Be consistent.

Engagement
Learning Task 1

Read the short paragraph below and prepare an outline of the thesis statement and its supporting details using
the format presented below.

Many people don’t know the difference between a patent and a trademark. However, the terms trademark and
patent aren't synonyms, they refer to different things. Granted for a specific number of years, a patent protects
both the name of a product and its method of manufacture. In 1928, for example, Jacob Schick invented and
then patented the electric razor in an effort to maintain complete control of his creation. Similarly, between
1895 and 1912, no one but the Shredded Wheat company was allowed to make shredded wheat because the
company had the patent. A trademark is a name, symbol, or other device that identifies a product and makes it
memorable in the minds of consumers. Kleenex, JELL-O, and Xerox are all examples of trademarks. Aware of
the power that trademarks possess, companies fight to protect them. They do not allow anyone else to use one
16
without permission. Occasionally, though, a company gets careless and loses control of a trademark. Aspirin,
for example, is no longer considered a trademark, and any company can call a pain-reducing tablet an aspirin.

Thesis Statement: ______________________________________

Support1 ________________________________
a. ____________________
b. ___________________
Support 2 _________________________________
a. ____________________________
b. ____________________________

Assimilation
Learning Task 2

Look for any academic text found in your home. Check out some magazines, newspapers or journals, and
even online sources. Just make sure that the web-sites you will visit are legitimate sources of information. Pick
an article about a topic related to your chosen specialization. Read and understand its content. Then do the
tasks below:

1. Write an outline of the article that you have read. Use any of the format in outlining that you have
learned in this lesson.
2. Identify and write the thesis statement used in the article;
3. Write a summary of the article you read

Reflection

Write your personal insights about the lesson using the prompts below:
• This lesson made me realized that…
• I therefore commit to…

17
 Lesson 6: Critique Writing

Most Essential Learning Competency: Uses appropriate critical writing a critique such as
formalism, feminism, etc. and qrites an objective/balanced review/critique of a work of art, an event or
a program

Introduction
Have you seen the commercial of RC Cola with a kid that has 4 glasses at his back and a mother that hides a
bottle inside her head? Are you one of the 3 million viewers who scratched their heads? Have you asked
yourself its relevance? How did the ads creators come up with such an idea and what were they thinking?
Have you posted your interpretation in your social media accounts?

https://drive.google.com/file/d/1kwSgtt14fmPNXEDtMlDGe8c7n0iO1Ccw/view?u sp=sharing

You may not have put stock on your reaction but every time you see a catchy advertisement or just a tagline
and questions everything about it, you are already criticizing the work. And when you put that into writing you
might as well consider the Critical Approaches in Writing to keep you on the right path.

Development
What is critical approach in writing?

Critical Approaches are different perspectives we consider when looking at a piece of literature. They seek to
give us answers to these questions, in addition to aiding us in interpreting literature.

1. What do we read?
2. Why do we read?
3. How do we read?

The following are the types of critical approaches in writing:

1. Reader-Response criticism - This approach asserts that a great deal of meaning in a text lies with how the
reader responds to it. It focuses on the act of reading and how it affects our perception of meaning in a text
(how we feel at the beginning vs. the end). More so, it also deals more with the process of creating meaning
and experiencing a text as we read.

There are two important ideas about the reader response criticism:
a. An individual reader’s interpretation usually changes over time;
b. Readers from different generations and different time periods interpret texts differently.

It answers the questions

“How do YOU feel about what you have read? What do YOU think it means?”

2. Formalist Criticism - This approach emphasizes the form of a literary work to determine its meaning,
focusing on literary elements and how they work to create meaning. It examines a text as independent from its
time period, social setting, and author’s background. This approach focuses on the text as an independent
entity.

Two emerging principles are the things that we have to remember when performing a formalist criticism
approach:

a. literary text exists independent of any particular reader and, in a sense, has a fixed meaning;
b. The greatest literary texts are “timeless” and “universal.”

3. Psychological/ Psychoanalytic criticism - This approach views a text as a revelation of its author’s mind
and personality. It is based on the work of Sigmund Freud. It also focuses on the hidden motivations of literary
characters. It looks at literary characters as a reflection of the writer.

4. Biographical Criticism - This approach argues that we must take an author’s life and background into
account when we study a text. This approach refers to how the author has direct influence over the writing.
Because of this, it has the following benefits:

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 1. Facts about an author’s experience can help a reader decide how to interpret a text.
2. A reader can better appreciate a text by knowing a writer’s struggles or difficulties in creating that text.
3. A reader can understand a writer’s preoccupation by studying the way they apply and modify their own
life experiences in their works.

5. Sociological criticism - This argues that social contexts (the social environment) must be considered when
analyzing a text. It focuses on the values of a society and how those views are reflected in a text. It also
emphasizes the economic, political, and cultural issues within literary texts. The core belief in this approach is
that “Literature is a reflection of its society.” It has two sub approaches:

a. Feminist Criticism - concerned with the role, position, and influence of women in a literary text. It asserts
that most “literature” throughout time has been written by men, for men. This approach examines the way that
the female consciousness is depicted by both male and female writers.

This approach subscribes to 4 Basic Principles of Feminist Criticism

i. Western civilization is patriarchal.
ii. The concepts of gender are mainly cultural ideas created by patriarchal societies.
iii. Patriarchal ideals pervade “literature.”
iv. Most “literature” through time has been gender-biased.

b. Marxist Criticism - emphasizes economic and social conditions. It is based on the political theory of Karl
Marx and Friedrich Engels. This approach is concerned with understanding the role of power, politics, and
money in literary texts. It examines literature to see how it reflects:

i. The way in which dominant groups (typically, the majority) exploit the subordinate groups (typically,
the minority)
ii. The way in which people become alienated from one another through power, money, and politics

6. Historical Criticism - Argues that every literary work is a product of its time and its world.

1. Provides background information necessary to understand how literary texts were perceived in their
time.
2. Shows how literary texts reflect ideas and attitudes of the time in which they were written.
3. New historicist critics often compare the language in contemporary documents and literary texts to
reveal cultural assumptions and values in the text

What is critiquing?
Critiquing is a systematic way of highlighting weakness and strengths and weaknesses and its applicability to
practice. Experts affirm that almost every reader can identify the strengths and weaknesses of a masterpiece.

Why write a critique?

A critique is an exercise in judging the value of a piece of writing or research. It is also a way of improving your
own skills by looking at the way other writers and researchers work. It is a valuable exercise in the careful
reading of text that will increase your understanding of a particular subject.

What are the functions of being a critic?

1. to introduce the author/work
2. ignite interest on a neglected work
3. show relationship between ages and cultures
4. contribute to better understanding of a work
5. make a study on art and its "making"
6. introduce the relationship of art and life

(Note: A critique is the paper that exercises the value of a piece of writing or research while a critic is a person
who writes a critique)

It needs to be clarified that when one performs criticism, it’s NOT SIMPLY FINDING FAULT/MISTAKES
OR WRONG, but it aims to find excellence and perfections.
What are the steps that we need to do to write a critique?

It is important that your critique has a definite structure and is easy to follow. You will need to think logically
about how you sequence your work. Below is a pattern that you might like to use.

1. Analyze the text

This should include some or all of the following:

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 • set out the main purpose of the author’s book or article.
• identify the main point that the author is making
• discuss the arguments that are used to support the main point and the evidence that supports them.
• explain the conclusions reached by the author and how they have been reached.

2. Evaluate the text

You will need to comment not only on the content of the piece but also on the way in which it has been written.
Consider the following:

• is the argument logical?

• is the text well organized, clear and easy to read?
• have important terms been clearly defined?
• are the facts accurate?
• do the arguments support the main point?
• is there sufficient evidence for the arguments?
• does the text present and consider opposing points of view? does the material help you understand the
subject?
• what questions/observations does this article suggest?
• what does this text make you think about?

3. Write in standard essay form

A critique should be written in an essay format. It will need an introduction, a main body of text and a
conclusion. You will need to prepare a rough draft of your essay.

What are the parts of a critique?

The following is the different section of a critique:
I. Introduction
• Define the subject of your critique and your point of view
• Background to Research
II. Main body
• Begin with a brief summary describing the project.
• Discuss the strengths of the article
• Discuss the weaknesses of the article
III. Conclusion
• Re-emphasize your argument/point of view
• Make final suggestions and/or positive and negative criticisms on the book or article you critiqued
• What questions/observations does the article suggest? (the final paragraph)

Engagement

Learning Task 1
Write TRUE if the statement is correct, FALSE if otherwise.

1. A critic looks for errors and wrongdoings in a certain article.

2. When one writes, one can look at it only using one perspective.
3. Reader response criticism considers the reader to be an important element in the understanding of the
text.
4. Psychological criticism is strongly influenced by Friedrich Engels.
5. For Sociological criticism, the social environment is an important element in understanding the text.
6. For feminists, they believe that gender biased literature should be avoided.
7. Karl Marx is a strong influenced for Marxist criticism.
8. A writer’s life becomes part in the better of the text under biographical criticism.
9. Real essence of criticism focuses on the positive side of things.
10. The text is an important element for formalist criticism.

Assimilation
Learning Task 2

Choose one from the news clips presented below and write your critique using any of the given critical writing
approaches. Put your answers on a whole sheet of paper.

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News clip # 1

Philippine President Rodrigo Duterte appeared to pour cold water on his daughter’s political ambitions this
week when he suggested that women are ill- suited for the presidency, the latest in a string of disparaging
remarks the leader has made against women.

News clip #2

All minors in areas under general community quarantine (GCQ) will be allowed to go out and shop in malls for
the coming holidays as long as the are accompanied by their parents, Interior Sec. Eduardo Año said Monday.

News clip #3

Many claims have attempted to compare the COVID-19 pandemic with prior pandemics, such as the Spanish
flu in 1918 or the swine flu in 2009. Others have tried to brush off the novel coronavirus symptoms and rate of
infection as akin to the seasonal flu.

Reflection

Write your personal insights about the lesson using the prompts below:
• I understand that…
• I realize that…
• I need to learn more about…

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 Lesson 7: Concept Paper

Most Essential Learning Competency: Determines the ways a writer can elucidate on a concept by
definition, explication and clarification and presents a novel concept or project with accompanying
visuals/graphic aids

Introduction
Writing is a very crucial task to do. It requires enough knowledge for the topic that you are going to write on
and you need to be equipped with the different strategies in your writing skill. This lesson will bring you to the
broader aspect to develop further your writing ability, specifically in writing one of the most required outputs in
classes, the concept paper.

Development
CONCEPT PAPER AND ITS PARTS

What is a Concept Paper?

Concept Paper is an academic writing that presents a short summary that tells the reader what the project is,
why it is important, and how it will be carried out. Even if no one else ever reads it, the concept paper helps a
researcher spot hole in her or his project that might later prove fatal (Kimper, nd).

Typically, a concept paper contains these elements:

1. A title in the form of a question. This may be the last part of the concept paper that you write, but it should
appear at the heading of the paper.

2. A clear description of the research topic, including a summary of what is already known about that topic.

3. A one-sentence statement of the research question that the project will seek to answer. (This is
almost always something that is not known.) The concept paper should elaborate on how this question can be
answered -- something that almost always takes more than one sentence to accomplish.

4. A demonstration of why it is important to answer this research question. What good comes of this
answer? Why is this project worth writing?

5. A description of how the researcher plans to answer the research question. This includes: a. a
description of the data or evidence that the researcher plans to gather or use; b. a description of how the
researcher will analyze these data; and c. a demonstration of how these data and this analytic method will
answer the research question.

What are the Parts of a Concept Paper?

INTRODUCTION – It is to present the scope and purpose of your paper. This section explains the overall idea
of your claim.

BODY – It is the main section of the concept paper. In this part, you will elaborate on the specific claims made
in your thesis statement. To make your work manageable, consider developing topic sentence for each
supporting point from your thesis statement. These topic sentences will then be used as the main idea of each
paragraph to make up the body of the essay.

CONCLUSION – This part reemphasizes the thesis statement, provides a summary of the body of the paper,
and relates the importance of the concept in a specific field. It is the easiest to write since you will be referring
to the previous parts you drafted.

MODES OR PATTERNS IN PRESENTING A CONCEPT

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A concept paper may be explained through different modes or patterns. This may be in the form of definition,
explication, and explanation.

Using Definition in Developing Concept

- Providing the meaning of a particular word or term

Three Types of Definitions

1. Formal Sentence Definition – this includes the term, class, and distinguishing features. Below is the
diagram presentation on formal definition.

Term Class Distinguishing Features

An orange is a type of fruit is rich with vitamin C.

2. Informal Definitions – do not include distinguishing features. Below is the diagram presentation on
informal definition.

Term Class

A table is a piece of

furniture.

3. Extended Definitions – are essay length texts use which used different rhetorical patterns to present the
meaning of a particular term or concept. This type of definitions do not just define but describe the
concept, compare and contrast the concept, show cause and effect relationships to provide the
reader a complete definition of term.

Tips to clearly define your concept:

1. In formal definitions, avoid using the same term to be defined

Example: “A cell phone is a phone…”

2. In writing definitions, observe the concept of mutual exclusivity. Meaning, make sure that the features of
the term do not overlap with other similar concepts of the same class.

Example: “A skateboard is a mode of transport that has four wheels.”)

Using Explanation in Developing Concept

- A concept can be developed through explanation by providing varied examples or situations in the
given text or paragraph.

Using Explication in Developing Concept

23
 - Explication provides another perspective of a concept. It interprets another work by examining the
concept/s presented. A richer explanation of the concept is given to readers through critical analysis of
points raised in a text. The diagram below shows how explication may be done.

EXPLICATION

Rhetorical modes Comparison and contrast

Cause and effect Description

Engagement

Learning Task 1

Read the paragraph below and answer the questions that follow.

Every Filipina is a source of endless possibilities. Her person embraces the roles of responsible
daughter, steadfast sister, generous aunt, indifferent employee, consistent ex-lover, bill settler, a
person who knows exactly how to uncomplicated matters for each member of the family; yet, she knows
not how to identify what she has long wanted for herself. She may have won the battle against men for
equal opportunity; but, she has lost and forgotten the spirit that drove her to win the battle. She can
hardly recognize herself, perhaps, who she had been, as an individual who once had an underrated
self-image. But declining economy remains clear to her.

Now, her true objective in her display of deliberate obsession to fair in the formerly man’s world then
needs disambiguation. Did she fight for self-actualization because she wanted to pursue a career in
the field of her choice or, did she fight for the inadequacies of men in her family that cripple its function?
Her present actions seemingly prove her presence for the latter. Perhaps she thinks of herself as
messiah, and uses the same strength and freedom that she has acquired from her battle for equality to
save and rescue her family. She has become indifferent to her needs again caged, caged in her
pretense. She flaunts her strength, her talents, her unwavering confidence; she uses her resources
and takes responsibility of her family; she exercises her freedom to penetrate fields she can be good
at; she works hard for others and forgets about her own self, again. She has turned into an unimaginably
powerful person, who does everything she can possibly think of and defies anyone who challenges her
otherwise. She is the spirit who overshadows even the real person within herself. She has enough
comparison for her family; yet, she has not left any for herself.

Questions:
1. What concept is being explained in this piece?
2. What examples are given to explain the concept?
3. Do these examples reflect realities in life?
4. If you are the writer of this concept paper, what is the best title for the paper?

Assimilation

Learning Task 2

Think of a certain topic that suits your interest and make a concept paper out of it following one mode/pattern
in presenting a concept. Your concept paper will be rated using the rubric below.

Features of the Concept Paper Evident (5 pts) Partially Evident (2 pts)

The introduction covers the background for the concept and the thesis statement.
24
The paragraph of the body explains, explicate, or define the concepts.

Each paragraph uses at least two supporting details to clarify the concept.

The conclusion presents the summary of the concept paper and restates the thesis.

Adequate transitions make sure that paragraphs and ideas in the sentences are connected and organized.

Uses simple language in order for the reader to easily understand the piece.

The essay is free of grammatical errors and all sources were listed in the reference.

Assessment
Answer the following items with the knowledge you have gained from the lesson. Write only the letter of your
choice in a clean sheet of paper.

1. It refers to a short summary that tells the reader what the project is, why it is important, and how it
will be carried out.
A. Position paper C. Research paper
B. Concept paper D. Thesis
2. One of the advantages in writing a concept paper includes
A. You may be able to organize your ideas
B. It gives an opportunity to stand out and receive a positive response from reviewers
C. You are sure to get funding
D. ‘a’ and ‘b’
3. Which of the following is not true about references in the concept paper?
A. We can cite references in Introduction and Methods section
B. It is important to write references following standard guidelines
C. Statements should be linked to references
D. We can have as many references as possible
4. How many parts does a concept paper have?
A. 2 C. 4
B. 3 D. 5
5. It is known as the easiest part of the concept paper since most of your ideas will be referred to the
once you drafted.
A. Title C. Body
B. Introduction D. Conclusion
6. Which part of the concept paper that describes the core ideas of the claim?
A. Title C. Body
B. Introduction D. Conclusion
7. Which of the following is NOT included in developing the paragraph of writing the concept paper.
A. labelling C. definition
B. explication D. explanation
8. This mode of presenting the concept uses examples to develop the ideas in the paragraph.
A. labelling C. definition
B. explication D. explanation
9. Why do you need to include the distinguishing feature in formal sentence definition?
A. To present the unique qualities of a term.
B. To recognize it from the other terms.
C. To be different in some terms.
D. None of the above
10. This is the main section of your concept paper.
A. Introduction C. Conclusion
B. Body D. Title

25
Reflection

Write your personal insights about the lesson using the prompts below:
• I understand that…
• I realize that…
• I need to learn more about…

26
References:

EAPP Learner’s Packet, PIVOT 4A

Ybanez, Angela Rose Marie, et.al., Self-Learning Module in English for Academic and Professional
Purposes, Department of Education, Region 10

Answer Key:

Lesson 1
Answer key: 1. Driving under the alcohol influence isn’t a good
Learning Task 1 practice for professional drivers.
2. Vacation means the time for retreats, recollections,
or more intense personal prayers.
3. Speaker’s bureau dedication booth.
4. Even before I learned how to write my name, I was
already into drawing.
5. We have a future in the present generation of
Filipino “techies” in computer technology.

Learning Task 2 – answers may vary

Assessment
Learning Task 2 – answers may vary
Assessment 1. D 2. A 3. B 4. D 5. D

Lesson 5 – answers may vary

Lesson 6

Lesson 2 Learning Task 1:

Reference:
Learner’s Packet, PIVOT 4A 1. FALSE 2. FALSE 3.TRUE 4.FALSE 5.TRUE 6.
TRUE 7. FALSE 8.TRUE 9.FALSE 10.TRUE
Answer Key:
Learning Task 1 Learning Task 2 – answers may vary
A B DC E
Learning Task 2
Sequence, Cause -effect, Problem and solution Lesson 7
,Description, Comparison, and contrast Answer Key:

Lesson 3 – answers may vary Learning Task 1 – answer may vary

Learning Task 2 – answer may vary
Lesson 4
Learning Task 1 Assessment:

1. B 2.D 3.D 4.B 5.D 6.D 7.A 8.D 9.A 10.B

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