CHAPTER 1

WORKSHEET 1.1: Nature of Academic Texts

(60 minutes)

Time Started: ________________________ Time Finished: ____________________

Read the text below then answer the questions that follow

Why Do They Say That Our English Is Bad? (An Excerpt) Grace M. Saqueton

(1) English teachers in the Philippines often find themselves in a very frustrating situation---no
matter how hard they try to teach the rules of written English to their students, the students
still commit errors in word order, word choice, subject-verb agreement, tenses, prepositions,
articles, punctuations, and the like. Teachers get frustrated when they hear or read sentences
such as “They decided to got married,” ”What did the students watched?" or “Ana go to the
canteen.” It is also alarming because the rules that apply to these sentences are supposedly
simple rules that the students should have learned in grade school. Yet, here they are in
college, still committing those same errors.

(2) Teachers and linguists alike have sought and (probably) are still seeking for ways and
strategies to teach English effectively especially in the light of teaching English as a second
language or as a foreign language. Different research studies have been conducted and
different theories have been used to address the situation. One of the topics that the
researchers have explored is the recurring errors in phonology, morphology, syntax, semantics,
and discourse of second language learners. They believe that studying these recurring errors is
necessary to address the supposed grammar problems of the Filipino college students.

(3) In a paper titled, “Why Does They Say That Our Sentences Is Wrong When We Knows
English? An Analysis of the 'Common Errors' of Freshmen Compositions,” Saqueton (2008)
identified some of the common errors found In the essays of first year college students. She
provided explanations using error analysis, language acquisition theories, and Fairclough’s
paradigm on the appropriacy of “appropriateness," as to what caused the “errors." This is in the
hope of helping English teachers develop teaching materials and devise teaching strategies that
are appropriate for Filipino first year college students of different linguistic backgrounds.

(4) Saqueton found out that among the students' essays, errors in the use of verbs are the most
common, followed by errors in the use of prepositions, problems in word choice, and problems
in subject-verb agreement. There are also errors in the use of articles, conjunctions, pronouns;
spelling problems are also evident.

(5) These “errors” are considered errors because of certain standards that language teachers
want their students to follow. These standards are the ones prescribed by grammarians.
Educators want their students to master Standard English as second language learners of
English. The problem here lies in the definition of “Standard" English. Is there really a common
standard? If there is, who uses it? Whose standard should be followed?

(6) Answering the question would entail a lot of problems. First, there should be a clear
definition of what standard is. What kind of English is Standard English? Dr. Andrew Moody,
when asked during the International Conference on World Englishes and Second Language

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Teaching on how to maintain correctness and consistency when teaching English in the
Philippines, said that it would be dishonest to teach Standard English as if it exists.

(7) That answer alone could raise a lot of issues. It only shows that the concept of standard is
problematic. According to Fairclough (1995), there is a need for a particular standard in order
to rationalize policies on the teaching of Standard English. He further stated that
appropriateness figures within dominant conceptions of language variations (234).

(8) Is there an implied claim then that students of English as a second language or as a foreign
language speak a substandard kind of English because they do not follow the standards of
General American variety? What if they (Filipinos, for example) have accepted English and
appropriated it to fit their needs and the context of situation in their own places?

(9) Andrew Gonzalez (1985), in his paper, "When Does an Error Become a Feature of Philippine
English?” pointed out that until Philippine English is really creolized, English is still a second
language in the Philippines, and he believed that in teaching any second language, one must
accept a standard. However, he also stressed that no matter how hard the English teacher
tries, a local variety will continue to develop (168).

(10)There will always be different perspectives on this matter, especially that language issues
seem to be a highly emotional matter. Should language education then go for mutual
intelligibility rather than subscribe to a certain standard? Educators and language policy
planners could go back to Fairclough’s model of language learning. They have to decide how
relevant English is to their students, and from there they have to decide what to teach and how
to teach it.

What is the text about? (2 pts.) What is the writer’s goal in writing the text? (2
pts.)

Who is the target reader of the text? (2 pts.) What is the point of view used in the text? (2
pts.)

How did the writer choose the words and Did the writer write in a formal or informal
organize the sentences? (2 pts.) manner? Justify (3 pts.)

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 WORKSHEET 1.2: Reading Texts Critically
(60 minutes)

Time Started: ________________________ Time Finished: ____________________

1. Read the story, “Love is a Fallacy”, and pay attention to its development as well as to the
contradictions and ironic twist that you may find.

2. Apply the four ways of reading critically. Annotate as you read (using a highlighter), answer
the questions that follow then write a summary.

Max Shulman: Love is a Fallacy

Cool was I and logical. Keen, calculating, perspicacious, acute and astute—I was all of these.
My brain was as powerful as a dynamo, precise as a chemist’s scales, as penetrating as a
scalpel. And—think of it!—I only eighteen.

It is not often that one so young has such a giant intellect. Take, for example, Petey Bellows,
my roommate at the university. Same age, same background, but dumb as an ox. A nice
enough fellow, you understand, but nothing upstairs. Emotional type. Unstable.
Impressionable. Worst of all, a faddist. Fads, I submit, are the very negation of reason. To be
swept up in every new craze that comes along, to surrender oneself to idiocy just because
everybody else is doing it—this, to me, is the acme of mindlessness. Not, however, to Petey.
One afternoon I found Petey lying on his bed with an expression of such distress on his face
that I immediately diagnosed appendicitis. “Don’t move,” I said, “Don’t take a laxative. I’ll get a
doctor.”
“Raccoon,” he mumbled thickly.
“Raccoon?” I said, pausing in my flight.
“I want a raccoon coat,” he wailed.
I perceived that his trouble was not physical, but mental. “Why do you want a raccoon coat?”
“I should have known it,” he cried, pounding his temples. “I should have known they’d come
back when the Charleston came back. Like a fool I spent all my money for textbooks, and now I
can’t get a raccoon coat.”
“Can you mean,” I said incredulously, “that people are actually wearing raccoon coats again?”
“All the Big Men on Campus are wearing them. Where’ve you been?”
“In the library,” I said, naming a place not frequented by Big Men on Campus.
He leaped from the bed and paced the room. “I’ve got to have a raccoon coat,” he said
passionately. “I’ve got to!”
“Petey, why? Look at it rationally. Raccoon coats are unsanitary. They shed. They smell bad.
They weigh too much. They’re unsightly. They—”
“You don’t understand,” he interrupted impatiently. “It’s the thing to do. Don’t you want to be
in the swim?”
“No,” I said truthfully.
“Well, I do,” he declared. “I’d give anything for a raccoon coat. Anything!”
My brain, that precision instrument, slipped into high gear. “Anything?” I asked, looking at him
narrowly.
“Anything,” he affirmed in ringing tones.
I stroked my chin thoughtfully. It so happened that I knew where to get my hands on a raccoon
coat. My father had had one in his undergraduate days; it lay now in a trunk in the attic back
home. It also happened that Petey had something I wanted. He didn’t have it exactly, but at
least he had first rights on it. I refer to his girl, Polly Espy.
I had long coveted Polly Espy. Let me emphasize that my desire for this young woman was not
emotional in nature. She was, to be sure, a girl who excited the emotions, but I was not

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one to let my heart rule my head. I wanted Polly for a shrewdly calculated, entirely cerebral
reason.
I was a freshman in law school. In a few years I would be out in practice. I was well aware of
the importance of the right kind of wife in furthering a lawyer’s career. The successful lawyers I
had observed were, almost without exception, married to beautiful, gracious, intelligent
women. With one omission, Polly fitted these specifications perfectly.
Beautiful she was. She was not yet of pin-up proportions, but I felt that time would supply the
lack. She already had the makings.
Gracious she was. By gracious I mean full of graces. She had an erectness of carriage, an ease
of bearing, a poise that clearly indicated the best of breeding. At table her manners were
exquisite. I had seen her at the Kozy Kampus Korner eating the specialty of the house—a
sandwich that contained scraps of pot roast, gravy, chopped nuts, and a dipper of sauerkraut
—without even getting her fingers moist.
Intelligent she was not. In fact, she veered in the opposite direction. But I believed that under
my guidance she would smarten up. At any rate, it was worth a try. It is, after all, easier to
make a beautiful dumb girl smart than to make an ugly smart girl beautiful.
“Petey,” I said, “are you in love with Polly Espy?”
“I think she’s a keen kid,” he replied, “but I don’t know if you’d call it love. Why?”
“Do you,” I asked, “have any kind of formal arrangement with her? I mean are you going steady
or anything like that?”
“No. We see each other quite a bit, but we both have other dates. Why?”
“Is there,” I asked, “any other man for whom she has a particular fondness?”
“Not that I know of. Why?”
I nodded with satisfaction. “In other words, if you were out of the picture, the field would be
open. Is that right?”
“I guess so. What are you getting at?”
“Nothing , nothing,” I said innocently, and took my suitcase out the closet.
“Where are you going?” asked Petey.
“Home for weekend.” I threw a few things into the bag.
“Listen,” he said, clutching my arm eagerly, “while you’re home, you couldn’t get some money
from your old man, could you, and lend it to me so I can buy a raccoon coat?”
“I may do better than that,” I said with a mysterious wink and closed my bag and left.
“Look,” I said to Petey when I got back Monday morning. I threw open the suitcase and revealed
the huge, hairy, gamy object that my father had worn in his Stutz Bearcat in 1925.
“Holy Toledo!” said Petey reverently. He plunged his hands into the raccoon coat and then his
face. “Holy Toledo!” he repeated fifteen or twenty times.
“Would you like it?” I asked.
“Oh yes!” he cried, clutching the greasy pelt to him. Then a canny look came into his eyes.
“What do you want for it?”
“Your girl.” I said, mincing no words
“Polly?” he said in a horrified whisper. “You want Polly?”
“That’s right.”
He flung the coat from him. “Never,” he said stoutly.
I shrugged. “Okay. If you don’t want to be in the swim, I guess it’s your business.”
I sat down in a chair and pretended to read a book, but out of the corner of my eye I kept
watching Petey. He was a torn man. First he looked at the coat with the expression of a waif at
a bakery window. Then he turned away and set his jaw resolutely. Then he looked back at the
coat, with even more longing in his face. Then he turned away, but with not so much resolution
this time. Back and forth his head swiveled, desire waxing, resolution waning. Finally he didn’t
turn away at all; he just stood and stared with mad lust at the coat.
“It isn’t as though I was in love with Polly,” he said thickly. “Or going steady or anything like
that.”
“That’s right,” I murmured.
“What’s Polly to me, or me to Polly?”
“Not a thing,” said I.

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“It’s just been a casual kick—just a few laughs, that’s all.”
“Try on the coat,” said I.
He complied. The coat bunched high over his ears and dropped all the way down to his shoe
tops. He looked like a mound of dead raccoons. “Fits fine,” he said happily.
I rose from my chair. “Is it a deal?” I asked, extending my hand.
He swallowed. “It’s a deal,” he said and shook my hand.
I had my first date with Polly the following evening. This was in the nature of a survey; I
wanted to find out just how much work I had to do to get her mind up to the standard I
required. I took her first to dinner. “Gee, that was a delish dinner,” she said as we left the
restaurant. Then I took her to a movie. “Gee, that was a marvy movie,” she said as we left the
theatre. And then I took her home. “Gee, I had a sensaysh time,” she said as she bade me good
night.
I went back to my room with a heavy heart. I had gravely underestimated the size of my task.
This girl’s lack of information was terrifying. Nor would it be enough merely to supply her with
information. First she had to be taught to think. This loomed as a project of no small
dimensions, and at first I was tempted to give her back to Petey. But then I got to thinking
about her abundant physical charms and about the way she entered a room and the way she
handled a knife and fork, and I decided to make an effort.
I went about it, as in all things, systematically. I gave her a course in logic. It happened that I,
as a law student, was taking a course in logic myself, so I had all the facts at my fingertips.
“Poll’,” I said to her when I picked her up on our next date, “tonight we are going over to the
Knoll and talk.”
“Oo, terrif,” she replied. One thing I will say for this girl: you would go far to find another so
agreeable.
We went to the Knoll, the campus trysting place, and we sat down under an old oak, and she
looked at me expectantly. “What are we going to talk about?” she asked.
“Logic”
She thought this over for a minute and decided she liked it. “Magnif,” she said.
“Logic,” I said, clearing my throat, “is the science of thinking. Before we can think correctly, we
must first learn to recognize the common fallacies of logic. These we will take up tonight.”
“Wow-dow!” she cried, clapping her hands delightedly.
I winced, but went bravely on. “First let us examine the fallacy called Dicto Simpliciter.”
“By all means,” she urged, batting her lashes eagerly.
“Dicto Simpliciter means an argument based on an unqualified generalization. For example:
Exercise is good. Therefore everybody should exercise.”
“I agree,” said Polly earnestly. “I mean exercise is wonderful. I mean it builds the body and
everything.”
“Polly,” I said gently, “the argument is a fallacy. Exercise is good is an unqualified
generalization. For instance, if you have heart disease, exercise is bad, not good. Many people
are ordered by their doctors not to exercise. You must qualify the generalization. You must say
exercise is usually good, or exercise is good for most people. Otherwise you have committed a
Dicto Simpliciter. Do you see?”
“No,” she confessed. “But this is marvy. Do more! Do more!”
“It will be better if you stop tugging at my sleeve,” I told her, and when she desisted, I
continued. “Next we take up a fallacy called Hasty Generalization. Listen carefully: You can’t
speak French. Petey Bellows can’t speak French. I must therefore conclude that nobody at the
University of Minnesota can speak French.”
“Really?” said Polly, amazed. “Nobody?”
I hid my exasperation. “Polly, it’s a fallacy. The generalization is reached too hastily. There are
too few instances to support such a conclusion.”
“Know any more fallacies?” she asked breathlessly. “This is more fun than dancing even.”
I fought off a wave of despair. I was getting nowhere with this girl, absolutely nowhere. Still, I
am nothing if not persistent. I continued. “Next comes Post Hoc. Listen to this: Let’s not take
Bill on our picnic. Every time we take him out with us, it rains.”

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“I know somebody just like that,” she exclaimed. “A girl back home—Eula Becker, her name is.
It never fails. Every single time we take her on a picnic—”
“Polly,” I said sharply, “it’s a fallacy. Eula Becker doesn’t cause the rain. She has no connection
with the rain. You are guilty of Post Hoc if you blame Eula Becker.”
“I’ll never do it again,” she promised contritely. “Are you mad at me?”
I sighed. “No, Polly, I’m not mad.”
“Then tell me some more fallacies.”
“All right. Let’s try Contradictory Premises.”
“Yes, let’s,” she chirped, blinking her eyes happily.
I frowned, but plunged ahead. “Here’s an example of Contradictory Premises: If God can do
anything, can He make a stone so heavy that He won’t be able to lift it?”
“Of course,” she replied promptly.
“But if He can do anything, He can lift the stone,” I pointed out.
“Yeah,” she said thoughtfully. “Well, then I guess He can’t make the stone.”
“But He can do anything,” I reminded her.
She scratched her pretty, empty head. “I’m all confused,” she admitted.
“Of course you are. Because when the premises of an argument contradict each other, there
can be no argument. If there is an irresistible force, there can be no immovable object. If there
is an immovable object, there can be no irresistible force. Get it?”
“Tell me more of this keen stuff,” she said eagerly.
I consulted my watch. “I think we’d better call it a night. I’ll take you home now, and you go
over all the things you’ve learned. We’ll have another session tomorrow night.”
I deposited her at the girls’ dormitory, where she assured me that she had had a perfectly terrif
evening, and I went glumly home to my room. Petey lay snoring in his bed, the raccoon coat
huddled like a great hairy beast at his feet. For a moment I considered waking him and telling
him that he could have his girl back. It seemed clear that my project was doomed to failure.
The girl simply had a logic-proof head.
But then I reconsidered. I had wasted one evening; I might as well waste another. Who knew?
Maybe somewhere in the extinct crater of her mind a few members still smoldered. Maybe
somehow I could fan them into flame. Admittedly it was not a prospect fraught with hope, but I
decided to give it one more try.
Seated under the oak the next evening I said, “Our first fallacy tonight is called Ad
Misericordiam.”
She quivered with delight.
“Listen closely,” I said. “A man applies for a job. When the boss asks him what his
qualifications are, he replies that he has a wife and six children at home, the wife is a helpless
cripple, the children have nothing to eat, no clothes to wear, no shoes on their feet, there are
no beds in the house, no coal in the cellar, and winter is coming.”
A tear rolled down each of Polly’s pink cheeks. “Oh, this is awful, awful,” she sobbed.
“Yes, it’s awful,” I agreed, “but it’s no argument. The man never answered the boss’s question
about his qualifications. Instead he appealed to the boss’s sympathy. He committed the fallacy
of Ad Misericordiam. Do you understand?”
“Have you got a handkerchief?” she blubbered.
I handed her a handkerchief and tried to keep from screaming while she wiped her eyes.
“Next,” I said in a carefully controlled tone, “we will discuss False Analogy. Here is an example:
Students should be allowed to look at their textbooks during examinations. After all, surgeons
have X-rays to guide them during an operation, lawyers have briefs to guide them during a
trial, carpenters have blueprints to guide them when they are building a house. Why, then,
shouldn’t students be allowed to look at their textbooks during an examination?”
“There now,” she said enthusiastically, “is the most marvy idea I’ve heard in years.”
“Polly,” I said testily, “the argument is all wrong. Doctors, lawyers, and carpenters aren’t taking
a test to see how much they have learned, but students are. The situations are altogether
different, and you can’t make an analogy between them.
“I still think it’s a good idea,” said Polly.

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“Nuts,” I muttered. Doggedly I pressed on. “Next we’ll try Hypothesis Contrary to Fact.”
“Sounds yummy,” was Polly’s reaction.
“Listen: If Madame Curie had not happened to leave a photographic plate in a drawer with a
chunk of pitchblende, the world today would not know about radium.”
“True, true,” said Polly, nodding her head “Did you see the movie? Oh, it just knocked me out.
That Walter Pidgeon is so dreamy. I mean he fractures me.”
“If you can forget Mr. Pidgeon for a moment,” I said coldly, “I would like to point out that
statement is a fallacy. Maybe Madame Curie would have discovered radium at some later date.
Maybe somebody else would have discovered it. Maybe any number of things would have
happened. You can’t start with a hypothesis that is not true and then draw any supportable
conclusions from it.”
“They ought to put Walter Pidgeon in more pictures,” said Polly, “I hardly ever see him
anymore.”
One more chance, I decided. But just one more. There is a limit to what flesh and blood can
bear. “The next fallacy is called Poisoning the Well.”
“How cute!” she gurgled.
“Two men are having a debate. The first one gets up and says, ‘My opponent is a notorious liar.
You can’t believe a word that he is going to say.’ … Now, Polly, think. Think hard. What’s
wrong?”
I watched her closely as she knit her creamy brow in concentration. Suddenly a glimmer of
intelligence—the first I had seen—came into her eyes. “It’s not fair,” she said with indignation.
“It’s not a bit fair. What chance has the second man got if the first man calls him a liar before
he even begins talking?”
“Right!” I cried exultantly. “One hundred per cent right. It’s not fair. The first man has poisoned
the well before anybody could drink from it. He has hamstrung his opponent before he could
even start … Polly, I’m proud of you.”
“Pshaws,” she murmured, blushing with pleasure.
“You see, my dear, these things aren’t so hard. All you have to do is concentrate. Think—
examine—evaluate. Come now, let’s review everything we have learned.”
“Fire away,” she said with an airy wave of her hand.
Heartened by the knowledge that Polly was not altogether a cretin, I began a long, patient
review of all I had told her. Over and over and over again I cited instances, pointed out flaws,
kept hammering away without letup. It was like digging a tunnel. At first, everything was work,
sweat, and darkness. I had no idea when I would reach the light, or even if I would. But I
persisted. I pounded and clawed and scraped, and finally I was rewarded. I saw a chink of
light. And then the chink got bigger and the sun came pouring in and all was bright.
Five grueling nights with this took, but it was worth it. I had made a logician out of Polly; I had
taught her to think. My job was done. She was worthy of me, at last. She was a fit wife for me,
a proper hostess for my many mansions, a suitable mother for my well-heeled children.
It must not be thought that I was without love for this girl. Quite the contrary. Just as
Pygmalion loved the perfect woman he had fashioned, so I loved mine. I decided to acquaint
her with my feelings at our very next meeting. The time had come to change our relationship
from academic to romantic.
“Polly,” I said when next we sat beneath our oak, “tonight we will not discuss fallacies.”
“Aw, gee,” she said, disappointed.
“My dear,” I said, favoring her with a smile, “we have now spent five evenings together. We have
gotten along splendidly. It is clear that we are well matched.”
“Hasty Generalization,” said Polly brightly.
“I beg your pardon,” said I.
“Hasty Generalization,” she repeated. “How can you say that we are well matched on the basis
of only five dates?”
I chuckled with amusement. The dear child had learned her lessons well. “My dear,” I said,
patting her hand in a tolerant manner, “five dates is plenty. After all, you don’t have to eat a
whole cake to know that it’s good.”
“False Analogy,” said Polly promptly. “I’m not a cake. I’m a girl.”

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I chuckled with somewhat less amusement. The dear child had learned her lessons perhaps too
well. I decided to change tactics. Obviously the best approach was a simple, strong, direct
declaration of love. I paused for a moment while my massive brain chose the proper word. Then
I began:
“Polly, I love you. You are the whole world to me, the moon and the stars and the constellations
of outer space. Please, my darling, say that you will go steady with me, for if you will not, life
will be meaningless. I will languish. I will refuse my meals. I will wander the face of the earth, a
shambling, hollow-eyed hulk.”
There, I thought, folding my arms, that ought to do it.
“Ad Misericordiam,” said Polly.
I ground my teeth. I was not Pygmalion; I was Frankenstein, and my monster had me by the
throat. Frantically I fought back the tide of panic surging through me; at all costs I had to keep
cool.
“Well, Polly,” I said, forcing a smile, “you certainly have learned your fallacies.”
“You’re darn right,” she said with a vigorous nod.
“And who taught them to you, Polly?”
“You did.”
“That’s right. So you do owe me something, don’t you, my dear? If I hadn’t come along you
never would have learned about fallacies.”
“Hypothesis Contrary to Fact,” she said instantly.
I dashed perspiration from my brow. “Polly,” I croaked, “you mustn’t take all these things so
literally. I mean this is just classroom stuff. You know that the things you learn in school don’t
have anything to do with life.”
“Dicto Simpliciter,” she said, wagging her finger at me playfully.
That did it. I leaped to my feet, bellowing like a bull. “Will you or will you not go steady with
me?”
“I will not,” she replied.
“Why not?” I demanded.
“Because this afternoon I promised Petey Bellows that I would go steady with him.”
I reeled back, overcome with the infamy of it. After he promised, after he made a deal, after he
shook my hand! “The rat!” I shrieked, kicking up great chunks of turf. “You can’t go with him,
Polly. He’s a liar. He’s a cheat. He’s a rat.”
“Poisoning the Well ,” said Polly, “and stop shouting. I think shouting must be a fallacy too.”
With an immense effort of will, I modulated my voice. “All right,” I said. “You’re a logician. Let’s
look at this thing logically. How could you choose Petey Bellows over me? Look at me—a
brilliant student, a tremendous intellectual, a man with an assured future. Look at Petey—a
knothead, a jitterbug, a guy who’ll never know where his next meal is coming from. Can you
give me one logical reason why you should go steady with Petey Bellows?”
“I certainly can,” declared Polly. “He’s got a raccoon coat.”

A. COMPREHENSION QUESTIONS:

1. How would you describe the narrator in the story?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

2. How was Petey Bellows described in the story? How about Polly? Do you think that they are
really dumbed as they were described?
_____________________________________________________________________________________________

_____________________________________________________________________________________________
3. What is the narrator’s reason for wanting Polly?
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_____________________________________________________________________________________________

4. From whose point of view is the story told? Is the telling of the story logical? Why or why
not?
_____________________________________________________________________________________________

_____________________________________________________________________________________________
5. Using your annotation and summary, identify the following:
a. Purpose/intention of the author
_____________________________________________________________________________________________

b. Assumption of the author

_____________________________________________________________________________________________

c. Claims of the author

_____________________________________________________________________________________________
6. Do you agree that love is a fallacy? Why or why not?
_____________________________________________________________________________________________

_____________________________________________________________________________________________

CHAPTER TEST (90 minutes)

Time Started: ________________________ Time Finished: ____________________

I. Identify what is being asked in the following statements. (5 pts.)

____________ 1. It is an academic process that starts with posing a question.

____________ 2. An active process of discovery

____________ 3. It means writing on the text by underlining, circling or highlighting words,

phrase or sentences that contain important details.

____________ 4. The most challenging part in critical reading

____________ 5. It contains the main part of an academic writing.

II. Answer the following questions substantially. (5 pts. each)

1. Why is critical reading considered an active process of discovery?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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2. What does it take to be a critical reader?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. How is academic writing different from a letter? court order?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

III. Rewrite the paragraph below to make its language sound more academic. Take into
consideration the kind of language required for academic writing. (15 pts.)

The rice shortage that recently affected a number of countries in the Asian region
showed how unpredictable nature can be if we continue being apathetic about improving rice
production. Call it the calm before the storm; we see now a lot of people queuing for a bag or
two of NFA rice. Worse, for some, observing a full square meal a day is no longer possible. That
leads us to reflect on how we can help to counter this strongly felt problem. At restaurants, we
see a lot of leftover servings of rice knowing that hungry tummies in resettlement areas exist.
On my way to school, I witness families sheltered in shanties at the town pulling through lunch
with mere kropek and noodles at hand. Along the area, I see youngsters, satisfying themselves
with least modest skewers sold by hawkers. Yet, at the square canteen, I see the tradeoff—
students disregarding the value of rice servings and modest viands where plates are left on the
table just that.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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 CHAPTER 2
WORKSHEET 2.1: Pre Writing Process
(30 minutes)

Time Started: ________________________ Time Finished: ____________________

Choose one among the steps in pre writing process. Explore your ideas and write it on the
given space below.

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 WORKSHEET 2.2: Avoiding Plagiarism
(30 minutes)

Time Started: ________________________ Time Finished: ____________________

A. Identify what is being asked in the following statements. Write only the letter of the
correct answer.

_____ 1. It starts with the surname of the author, followed by the year of publication in
parentheses
a. plagiarism b. author oriented c. text oriented

_____ 2. It occurs when credit for a work is ascribed to oneself untruthfully

a. plagiarism of ideas b. plagiarism of language c. plagiarism

_____3. It is a serious form of academic dishonesty and is frowned upon in the academe
a. plagiarism of ideas b. plagiarism of language c. plagiarism

_____ 4. A paragraph or sentence from a source is followed with the surname of the author of
the work and the year of publication
a. author oriented b. text oriented c. another way

_____ 5. This happens when an author uses the language of another writer and claims it as his or her
own
a. plagiarism of ideas b. plagiarism of language c. plagiarism

B. Paraphrase the given paragraph

As I have noted earlier, the interviewers were partly responsible for some
differences between the two interviewees. For instance the opening signal in
Mike’s interview presupposes that Mike is good in other sport too aside from
basketball, and the interviewer just asked what sport he is lousiest at. In
Gretchen’s interview, however, the opening signal is presupposing that karate
is a man’s game so the first question was how she got into this man’s game.
She was also asked if she has ever used her charm to win against guys; again
presupposing that women use their charm to get what they want from men.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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 WORKSHEET 2.3: Writing Process
(30 minutes)

Time Started: ________________________ Time Finished: ____________________

A. Summarize the following text in twenty words or less. Be sure to include appropriate
citations.

Studies have found that paper bags have a larger carbon footprint compared to plastic bags
because of the amount of energy, water and chemicals the production of paper bags consume.
In a briefing note prepared by Kirsty Bell and Suzie Cave (2011) for the Northern Ireland
Assembly, it is reported that manufacturing paper bags requires above four times the amount
of energy plastic bags do. Also, the production of paper bags contributes more air and water
pollution compared to plastic bags. Other than high energy consumption during processing, it
also requires paper bags more energy to be transported. This is because compared to plastic
bags, paper bags weigh more and take up more space, resulting in the need for more resources
to transport them (Chua-Unsu, 2014)

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

B. Do this
You were tasked to discuss the ways your school can help address environmental problems by
writing an essay about segregating waste, saving resources through recycling, and avoiding
using harmful materials. The essay should be at least 500 words. (20 pts.)

EAPP WORKSHEET Page 13

 CHAPTER TEST (60 minutes)

Time Started: ________________________ Time Finished: ____________________

I. Identify what is being asked in the following statements. Write only the letter of the
correct answer.

_____1. It happens when ideas from the source are mixed with interpretations of the writer
a. patchwork b. interpolation c. copied word-for-word

_____ 2. Is a short restatement of the main idea of a text; it is a third of the original text of
paper
a. summarizing b. brainstorming c. paraphrasing

_____ 3. It may be done to insert notes within the directly quoted passage to help readers
understand the context; it is marked by open and closed brackets
a. patchwork b. interpolation c. copied word-for-word

_____ 4. It is employed for statements that are so closely associated that altering the words may
lose its rhetorical impact
a. direct quotation b. citation c. interpolation

______5. Is a restatement in your own words of the main idea and supporting details of a text
a. summarizing b. brainstorming c. paraphrasing

_____ 6. This type only replaces vocabulary terms from the original text
a. literal b. structural c. alternative

_____ 7. Is the main idea of an essay; contains at least two supporting points
a. topic sentence b. thesis statement c. reaction paper

_____ 8. Are important rhetorical pattern in academic writing as they present a balance view of
things
a. thesis writing b. essay writing c. critique

_____ 9. Putting down into writing the ideas that you think of do that later on it could be
narrowed down into a single topic
a. brainstorming b. freewriting c. clustering

_____ 10. This aims to generate as many topics as you can in 10 to 15 minutes; responding
with ideas and concepts related to broad concept
a. brainstorming b. freewriting c. clustering

II. Read the following statements and write ThS if the sentence is a thesis statement and
ToS if the sentence is a topic sentence.

_____ 1. Automated elections should be improved to minimize fraud, facilitate faster turn out,
and maximize voter participation

_____ 2. The lakes of Laguna are grand spectacles worth seeing.

_____ 3. Creating comics involves several steps.

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_____ 4. Despite some risks, online businesses can be sustainable models for doing business
since they minimize operating costs and provide greater options for consumers

_____ 5. Writing requires careful planning.

_____ 6. Plagiarism can be explained from cultural and socio-political perspectives.

_____ 7. Excellent guitar playing require countless hours of practice, strategic decisions in
purchasing equipment and tireless dedication.

_____ 8. Effective dissemination of information and efficient resource management are

indicators of effective local governance

III. Read and identify the key points in the text

Filipino children use mobile and computer technology in their daily lives for numerous
activities including surfing the net, playing computer games, logging in social networking sites,
and doing homework, the question of how this can affect their well-being and lifestyle becomes
even more relevant in the present time. This study aims to identify the positive and negative
effects that could possibly arise from the early exposure of Filipino children to these
technologies in three areas: (1) physically, (2) socially, and (3) educationally. This article
finishes with an evaluation of the advantages and disadvantages of computer exposure tackled
and a recommended use of such devices.

More often than not, positive effects on physical well-being associated with mobile and
computer technology are not direct results of their actual use, but are brought about when
these gadgets are utilized as a medium by programs and software dedicated to promoting
overall physical wellness. Examples of which are activity-promoting gaming systems and
mobile games that promote healthy eating (Subia & Tatel, 2014)

A. Complete the notes of the key points from the text (3 pts. each)

1. Filipino children use mobile technology for ________________________________________________

_____________________________________________________________________________________________

2. Using technology does not directly lead to positive effects but rather _______________________
_____________________________________________________________________________________________

3. The present investigation aims to examine ________________________________________________

_____________________________________________________________________________________________

B. Given your preliminary summary above, revise your work by writing a summary in no more
than fifty words. (8 pts.)

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 CHAPTER 3
WORKSHEET 3.1: Presenting Ideas for Reaction Paper

Time Started: ________________________ Time Finished: ____________________

Read the following paragraphs and answer the questions that follow.

The book is a valuable resource as it provides interesting theoretical and methodological means
for analyzing news discourse. For instance, analyzing the combination of images and text
allows greater understanding of values encoded in the news. In addition, the book adequately
discusses means for addressing methodological problems in analyzing data in different forms of
media. Moreover, since the book draws on different perspectives, readers will find a range of
options to work with when confronting their own data. To illustrate, news may not only be seen
on the national/international scene but also in specific locales. Therefore, this can help in
making sense of one’s data through adequate examples.

The book is intended as a suitable introduction for graduate students and researchers
interested in exploring the complexities of news discourse, as it provides input, a list of
readings and additional activities for research. It also integrates several theoretical and
methodological perspectives, giving readers a free hand on deciding which approach to employ
in analyzing their own data. Overall, this book, which is part of the Continuum series of books
covering areas of discourse, is a valuable contribution for the enrichment of scholarship
concerning news discourse (Valdez, 2014).

GUIDE QUESTIONS:

1. Is the recommendation of the book positive or negative? Cite specific information.

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

2. What considerations did the author mention for readers to consider in reading the book?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Prepare a draft for the conclusion of your review. Fill out the table below to help in writing your
draft.

Points for Recommendation Responses

1. What are the positive and
negative features of the item?
2. What background knowledge is
needed for users to fully maximize
the use of the item or enjoy the
event/movie?
3. Would you recommend this to
other people?

EAPP WORKSHEET Page 16

 CHAPTER 3
WORKSHEET 3.2: Writing the Reaction Paper

Time Started: ________________________ Time Finished: ____________________

Write a reaction paper based on the movie you have watched. (use a yellow paper for
this). Remember to follow the guidelines discussed. Rubrics for grading will be presented

CHAPTER TEST
(60 minutes)

Time Started: ________________________ Time Finished: ____________________

I. Answer the following questions substantially. 5 pts. each)

1. What is a reaction or critique paper?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

2. Why should people write a reaction or critique paper?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

3. Why are reviews important? How do reviews change the way you look at a movie, product or
event?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

4. Can reviews influence the world? Why or why not?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

II. Write a critique or reaction paper.

Think of a social phenomenon or current event that you deeply care about. Research about it
in the newspapers and online news sources. If you cannot think of any topic or current event,
you can choose from the following: (20 pts.)

 COVID 19 Pandemic
 Taal Volcano eruption
 widespread of fake news

EAPP WORKSHEET Page 17

 CHAPTER 4
WORKSHEET 4.1: The Art of Defining
(30 minutes)

Time Started: ________________________ Time Finished: ____________________

Try to identify the techniques in defining as used in each sample below.

1. “Mother-Tongue-based Multilingual Education (MTB-MLE) is a curriculum and teaching

methodology that enables learners to participate well in education through the use of the first
language. MTB-MLE provides a strong foundation in the learners’ first language, enabling them
to build on the knowledge and experience they bring to the classroom. MTB-MLE also provides
a good bridge to listening, speaking, reading, and writing the second languages of the
classroom using sound educational principles fir building fluency and confidence in using the
other languages for lifelong learning.”

2. “Another way to grasp the concept of animatism is to differentiate the Cebuano terms gahum
and kusog. Gahum comes closer to the Tagalog galing, acquired power or skill as in the case of
politics, while kusog comes closer to the Tagalog lakas, an almost innate power with
connotations of dynamism and energy. Kusog and lakas are also adjectives that are used in
other contexts as in voice projection, where it means ‘loud’ and ‘heavy.’ Lakas or kusog is a
closer approximation of a powerful mystical firce which is an important attribute if health itself,
as reflected in malakas ang katawan, ‘the body is strong.’”

3. “Earth science literacy is one of the types of literacy defined for Earth systems; the qualities
of an Earth-science-literate person are representative of the qualities for all the Earth system
literacy definitions. According to the Earth Science Literacy Initiative, an Earth-science-literate
person:
 understands the fundamental concepts of Earth’s many systems;
 knows how to find and assess scientifically credible information about Earth;
 communicates about Earth science in a meaningful way; and
 is able to make informed and responsible decisions regarding Earth and its resources
All types of literacy in Earth systems have a definition like the above. Ocean literacy is further
defined as “understanding our impact on the ocean and the ocean’s impact on us.” Similarly,
the climate literacy websites includes a guiding principle for decision-making: “humans can
take action to reduce climate change and its impacts.” Each type of Earth systems literacy then
defines the concepts students should understand upon graduation from high school. Current
educational efforts in Earth systems literacy tend to focus more on the scientific concepts than
on the decision-making aspects of literacy, but environmental action remains as a stated goal.”

Term to be defined Technique used in defining

EAPP WORKSHEET Page 18

 WORKSHEET 4.2: The Art of Defining a Concept
(30 minutes)

Time Started: ________________________ Time Finished: ____________________

Using the words below, supply the definitions as prescribed ( formal and extended)

1. pandemic

2. time management

3. planning

4. budgeting

5. physical fitness

WORKSHEET 4.3: The Art of Writing a Concept Paper

(60 minutes)

Time Started: ________________________ Time Finished: ____________________

With all the points learned from the lesson, write your concept paper. Don’t forget to
cite your sources. (use a yellow paper)

CHAPTER TEST (90 minutes)

Time Started: ________________________ Time Finished: ____________________

I. Read the following statements. Write the letter of the correct answer on the space
provided.

____ 1. It defines an idea and explains its essence in order to clarify the “whatness” of that
idea.
a. critique paper b. position paper c. concept paper
____ 2. It is needed to define abstract concepts.
a. extended definition b. formal definition c. informal definition
____ 3. It is a mode of paragraph development that answers the questions: what is it? what
does it mean?
a. definition b. genus c. differentia
____ 4. The author of the reading text entitled “Being a Man?”
a. Paul Thoreux b. Paul Therox c. Paul Theroux
____ 5. It is comparing the term by to another object, idea or concept that shares the same
characteristics
a. by analogy b. by etymology c. by example

EAPP WORKSHEET Page 19

____ 6. The ___ of a concept paper reemphasizes the thesis statement, provides a summary and
relates the importance of the concept in a specific field
a. introduction b. body c. conclusion
____ 7. It is developed into argumentative thesis that states the stand of the author.
a. topic b. issue c. critique
____ 8. It is devoted to the discussion of one side of an issue.
a. critique paper b. position paper c. concept paper
____ 9. These are statements that support the author’s stand
a. issue b. topic c. claims
____10. These are proofs to strengthen the author’s claims
a. topic b. issue c. evidence

II. Answer the following substantially. (5 pts. each)

1. How would you describe a definition as a mode of paragraph development?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

2. What is the importance of defining?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

3. How is concept paper different from reaction paper?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

4. What is the purpose of a concept paper?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

5. What is the significance of learning to write about a concept paper in the academic and
professional world?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

III. Read the following and answer the question that follows. (3 pts. each)

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,

EAPP WORKSHEET Page 20

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 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 compassion for her family; yet, she has not left any for herself.

1. What concept is being explained in this piece?

_____________________________________________________________________________________________
_____________________________________________________________________________________________

2. What examples are given to explain the concept?

_____________________________________________________________________________________________
_____________________________________________________________________________________________

3. Do these examples reflect the realities in life? How?

_____________________________________________________________________________________________
_____________________________________________________________________________________________

4. Create your own thesis statement for the piece.

_____________________________________________________________________________________________
_____________________________________________________________________________________________

5. Identify the techniques used in defining.

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

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 CHAPTER 5
WORKSHEET 5.1: Identifying Significant Issues in the Society
(30 minutes)

Time Started: ________________________ Time Finished: ____________________

I. Choose one from the list of the topic below. Then do the following
a. Mass Promotion of Students in School
b. Readiness of Students and Stakeholders for Online/Virtual Classroom
c. Mass Testing for Covid-19 Pandemic
d. Luzon Lockdown during the Pandemic
e. Social Amelioration Program

1. Issue: ____________________________________________________________________________
Stand: ____________________________________________________________________________
Claims: ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Thesis Statement: _________________________________________________________________
_________________________________________________________________
_________________________________________________________________

WORKSHEET 5.2: Presenting a Position paper

(90 minutes)

Time Started: ________________________ Time Finished: ____________________

From your chosen topic from Worksheet 5.1, write a position paper. Online sources are
allowed to be used just don’t forget to cite, and paraphrase if needed.

EAPP WORKSHEET Page 22

 CHAPTER TEST (90 minutes)

Time Started: ________________________ Time Finished: ____________________

I. Read the essay, and then answer the questions that follow.

The Importance of Being Persuasive

Marikit Tara Alto Uychoco

The world we live in is filled with people, products, and movements that aim to
persuade individuals and groups toward their own ends. This is seen in television commercials,
political speeches, election campaigns, and homilies in church. This is done even in the
institutions that are closest to us, such as the school and the family. Everywhere, everyone
wants us to do something, whether it is to follow the Ten Commandments, to buy the latest
gadget, or to go against an ideology.

The truth is, many of the arguments and positions that we are given can be
unreasonable, deceitful, or just plain wrong. Sometimes, we can have the uneasy feeling that
we are forced into believing or doing something that isn’t right, and many times that feeling
would be proven to be true. It is important to be able to fully articulate the problems and
concerns one may have when it comes to grappling with several positions to discover their
societal and political significance and to be able to use this skill in every instance of our lives.
According to water Lipman, we need to hear the opinion of others, since “freedom of discussion
improves our own opinions” (Malaya and Uychoco 1999:8).

You are at the point in your life where your parents can no longer shelter you from the
evils of this world, and the best weapon you have in this competitive and chaotic society is your
mind. The ability to appreciate and create sophisticated positions in this world is one that will
guide you in every endeavor, whether it is in choosing the right university, profession, and later
marriage partner.

One does not have to be a lawyer or a politician to be able to analyze arguments and
positions. These skills regarding argumentation and persuasion have been put to good use by
parents, teachers, priests, reporters, writers, and businessmen, in short, anyone who wants to
persuade, influence, or control anyone else. Among the Greeks, the art of argumentation,
rhetorike, was an essential part of liberation education.

As citizens of the nation, it is imperative that we are equipped with the skills necessary
in understanding, analyzing, and constructing these different positions. This is an academic
exercise that, when acquired correctly, should be applicable to your understanding of the
world. According to former US President Bill Clinton, “For any country to succeed in the long
term, it is imperative that citizens understand the workings of government and also become
active participants in it. . . We must take every opportunity to examine our political life and to
debate the grand issues of our time” (qtd. in Malaya and Uychoco 1999:13).

1. Issue:

EAPP WORKSHEET Page 23

_____________________________________________________________________________________________

2. Claims:

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

3. Thesis Statement:

_____________________________________________________________________________________________
______________________________________________________________________________________

4. Evidences:

_____________________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

5. Conclusion:

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
______________________________________________________________________________________

EAPP WORKSHEET Page 24