DIVINE GRACE SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT

Ilang-ilang St. Maligaya Park Subd. Novaliches Quezon City
(+632)7369-47-42 * info@divinegraceschool.edu.ph

LEARNING MODULE NO. 2

Subject: English for Academic and Professional Purposes
All Grade 12
Week: 3-4 First Semester - Midterm

Name: ________________________________ Grade level: ___________ Strand: _________

Subject Teacher: _______________________ Score: ____/185

I. Instruction and Focus Question

Good day! This module is your guide in accomplishing this lesson on English for Academic
and Professional Purposes to SHS students. Read carefully and do the activities as you go
through the pages. You are expected to finish this module within two weeks.
Focus question to be answered at the end of the module:
1. Why is a thesis statement significant in a literary text?
2. Why is outlining a text an important skill especially for students?
3. How can critiquing a text help one to be a better writer?

II. Expectations

Quarter TITLE: You will learn to:

1. define thesis statement

1 Thesis 2. enumerate the characteristics of a good thesis statement
Statement 3. identify the factors to be considered in writing a thesis
statement
Outlining Texts 4. define outlining
5. cite the steps in outlining
Literary criticism 6. explain the importance of having a good thesis statement
approaches and outlining
7. differentiate the approaches in critiquing an academic text
8. relate an academic text to specific approach
9. explain the importance of critiquing an academic text
EXPECTED LEARNING COMPETENCIES: (MELC)

1. States the thesis statement of an academic text

2. Outlines reading texts in various disciplines
3. Uses appropriate critical writing critique such as formalism, feminism, etc.

III. Pre-Test
Instructions: Read the statements carefully and identify whether it is true or false. Write your answer
on the blank.

__________1. The thesis statement contains one main point.

__________2. Criticism is the expression of approval of someone or something.
__________3. Outlining simply means to draw, trace, or define the outer edge or shape of (something).
__________4. Writers use outlines when writing their papers in order to know which topic to cover in
proper order.
__________5. Peanut butter and jelly sandwiches are the best type of sandwich because they are
versatile easy to make, and taste good. -This is an example of a thesis statement.

LEARNING MODULE 2: WEEK 3-4 – EAPP 1

 IV. Discussions and Activities

A. THESIS STATEMENT AND ITS ROLE IN THE ACADEMIC WRITING

In your academic writing, you are often expected to provide a “thesis statement” in the paper,
presentation, online post or other composition assignment. In many writing contexts, especially instructive,
academic, and professional contexts, a thesis or thesis statement is very important and helpful to guide
the written message. Thus a good quality thesis statement is crucial for good quality writing because
intentional composition should equal clear and focused communication.

The thesis statement is the brief articulation of your paper's central argument and purpose. You
might hear it referred to as simply a "thesis." Every scholarly paper should have a thesis statement, and
strong thesis statements are concise, specific, and arguable.

1. Concise means the thesis is short: perhaps one or two sentences for a shorter paper.
2. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper's
length.
3. Arguable means that a scholar in your field could disagree (or perhaps already has!).

Strong thesis statements address specific intellectual questions, have clear positions, and use a
structure that reflects the overall structure of the paper.
Finding the thesis statement:

The thesis statement is naturally hidden, underlying the composition. You, the writer, must
identify it and draw it out. Identifying a good quality thesis statement requires careful thought and
perhaps several revisions. What factors help you determine your thesis statement?

Consider the following factors involved in what you are writing:

1. What kind of composition is it? (research paper, essay, discussion post, group presentation, case
study, book review, meeting report, journal article, etc.)
2. What is your tone in this writing? (formal, informal, academic, non-academic, professional, poetry,
narrative, instructive, counseling, coaching, etc.)
3. What is your intent for this composition? (inform, persuade, evaluate, motivate, etc.)
4. What kind of audience or reader is involved? (academic, professional, informal/personal, artistic,
etc.)
5. How long and involved is this composition? (300 words, 5 pages, 20 pages, 40 pages, one chapter
of a book, etc.)

Constructing a strong thesis statement:

1. Being Specific - means the thesis deals with a narrow and focused topic, appropriate to the paper's
length.
Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and
differences. (This thesis statement has no specific argument)
This statement is concise, but it is neither specific nor arguable—a reader might wonder, "Which
scholarly articles? What is the topic of this paper? What field is the author writing in?" Additionally, the
purpose of the paper—to "examine…to find similarities and differences" is not of a scholarly level.
Identifying similarities and differences is a good first step, but a strong academic argument goes further,
analyzing what those similarities and differences might mean or imply.
Better: In this essay, I will argue that Bowler's (2003) autocratic management style, when coupled with
Smith's (2007) theory of social cognition, can reduce the expenses associated with employee turnover.
The new revision here is still concise, as well as specific and arguable. We can see that it is specific
because the writer is mentioning (a) concrete ideas and (b) exact authors.

2. Making a Unique Argument - argumentative essays should have a straightforward structure so they
are easy for readers to follow.

LEARNING MODULE 2: WEEK 3-4 – EAPP 2

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational
program for its strengths and weaknesses. Then, I will provide suggestions for improvement. ( This thesis
draft repeats the language of the writing prompt without making a unique argument )
You can see here that the student has simply stated the paper's assignment, without articulating
specifically how he or she will address it. The student can correct this error simply by phrasing the thesis
statement as a specific answer to the assignment prompt.
Better: Through a series of student interviews, I found that Kennedy High School's anti-bullying program
was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School
should embrace policies outlined by the California Department of Education (2010).
Words like "ineffective" and "argue" show here that the student has clearly thought through the
assignment and analyzed the material; he or she is putting forth a specific and debatable position.
language.

3. Creating a Debate - to engage in argument or discussion.

Needs Improvement: Leadership is an important quality in nurse educators. (This thesis statement
includes only obvious fact or plot summary instead of argument)
A good strategy to determine if your thesis statement is too broad (and therefore, not arguable) is
to ask yourself, "Would a scholar in my field disagree with this point?" Here, we can see easily that no
scholar is likely to argue that leadership is an unimportant quality in nurse educators.
Better: Roderick's (2009) theory of participatory leadership is particularly appropriate to nurse educators
working within the emergency medicine field, where students benefit most from collegial and kinesthetic
learning.
Here, the student has identified a particular type of leadership ("participatory leadership"),
narrowing the topic, and has made an arguable claim (this type of leadership is "appropriate" to a specific
type of nurse educator). The student's paper can now proceed, providing specific pieces of evidence to
support the arguable central claim.

4. Choosing the Right Words - words in a thesis statement must be accurate and suitable to the topic.
Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-
based networks to empower collaborative infrastructures. ( This thesis statement uses large or scholarly-
sounding words that have no real substance).
There are many words in this sentence that may be buzzwords in the student's field or key terms
taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes
students think scholarly writing means constructing complex sentences using special language, but actually
it's usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas
should be complex, not your sentence structure.
Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local
and national green organizations to create a widespread communication plan.
Notice in the revision that the field is now clear (ecology), and the language has been made much
more field-specific ("conservation methods," "green organizations"), so the reader is able to see concretely
the ideas the student is communicating.

5. Leaving Room for Discussion - means have something to talk about

Needs Improvement: There are always alternatives to illegal drug use. (This thesis statement is not
capable of development or advancement in the paper)
This sample thesis statement makes a claim, but it is not a claim that will sustain extended
discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in
the beginning of the paper, the student is left with nowhere to go.
Better: The most effective treatment plan for methamphetamine addiction may be a combination of
pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).
In the revised thesis, you can see the student make a specific, debatable claim that has the potential to
generate several pages' worth of discussion.

B. WRITING OUTLINES

An outline is an ordered list of the main points of your essay. Outlining helps you define and
organize your topic and subtopics so that you bring the reader on a logical journey from your thesis,
through your supporting evidence, to your conclusion. Many writers use outlines to better visualize their
ideas and to have a way to share them with others in the planning stage of their writing process.

LEARNING MODULE 2: WEEK 3-4 – EAPP 3

Characteristics of Outlines

Crafting your outline with these four characteristics will help you write more clearly.

1. Parallelism: That is, the headings should match in form.

2. Coordination: The headings at one level should all have the same level of significance.
3. Subordination: The headings should be more general than the subheadings.
4. Division: Each heading should be subdivided into at least two subheadings.

Before You Outline

1. Define the purpose of your essay. Why did the teacher assign this paper? What do you want to
learn from this? What do you want your reader to understand?
2. Define the audience for your essay. Knowing your audience allows you to focus your paper better.
3. Write your thesis statement. Once you have read the primary materials on your topic, write out a
working thesis statement.

Steps in Outlining

1. Brainstorm all of the ideas you want to include in your paper.

2. Group related ideas.
3. Sequence the ideas in a logical order.
4. Label your ideas with headings and subheadings. The labels should be precise enough that they
help you develop a topic sentence for each section of the outline. An effective outline is not a list
of topics, but rather a framework for a set of ideas.
5. Write a draft of your outline.

Level of Detail in an Outline

Outlines can be simple or detailed, depending on your needs. A simpler outline might be
appropriate if you just need an organization guide and are ready to write. On the other hand, a more
detailed outline can show you gaps in your logic or knowledge. Probably, the most helpful outline details
the main idea of each paragraph, without going overboard. The trick is to capture the essence of the
paper; too much detail as well as too little detail can limit the usefulness of your outline.

Sample Outline Structure

Thesis statement:

1. Introduction
a. What is the controversy? Who? What? Why? When? Where?
b. What analytical tool(s) will be used to analyze it?
c. What claim(s) will be defended?
2. Body
a. Evidence from science/methodology
b. Evidence from the theoretical literature
c. Evidence from parallel fields
d. Relevance to the analytical model
e. Problems or weakness in the evidence or model
3. Conclusion
a. Review and synthesis of the evidence
b. Appropriateness of the approach to the research question
c. Call for additional research in specific areas
d. Restatement of the thesis and its significance
May check this link to see an outlining sample:
https://academicguides.waldenu.edu/writingcenter/writingprocess/outlining

C. APPROACHES TO LITERARY CRITICISM (CRITIQUING)

Literary criticism encompasses much more than just book reviews, it includes essays and in-depth
studies including many theories of literary criticism belonging to perhaps more academic circles. Criticism
of literature is not only a way of promoting works and increasing popularity of authors, it has also always

LEARNING MODULE 2: WEEK 3-4 – EAPP 4

been a way of digesting and dissecting information by applying our own perspective and experience whilst
processing that of the author’s.
Thanks to social media, we live in an incredibly critical era. The ability to constantly scrutinise and
compare through apps like Instagram and Twitter can make for culturally brutal surroundings. The
accessibility and ability for anyone to comment about virtually anything on social media has in some
instances created a hostile environment.

Approaches to Literary Criticism

The work itself (literary piece) is in the center of the map because all approaches must deal, to some
extent or another, with the text itself. To critique a piece of work, one must first read the text. After which,
one may utilize any of the following literary approaches below:

1. Formalist criticism is placed at the center because it deals primarily with the text and not with
any of the outside considerations such as author, the real world, audience, or other literature.
Meaning, formalists argue, is inherent in the text. Because meaning is determinant, all other
considerations are irrelevant.
2. Deconstructionist criticism also subject texts to careful, formal analysis; however, they reach
an opposite conclusion: there is no meaning in language. They believe that a piece of writing does
not have one meaning and the meaning itself is dependent on the reader.
3. Historical criticism relies heavily on the author and his world. In the historical view, it is
important to understand the author and his world in order to understand his intent and to make
sense of his work. In this view, the work is informed by the author’s beliefs, prejudices, time, and
history, and to fully understand the work, we must understand the author and his age.
4. Inter-textual criticism is concerned with comparing the work in question to other literature, to
get a broader picture. One may compare a piece of work to another of the same author, same
literary movement or same historical background.
5. Reader-response criticism is concerned with how the work is viewed by the audience. In this
approach, the reader creates meaning, not the author or the work. Once the work is published,
the author is no longer relevant.
6. Mimetic criticism seeks to see how well a work accords with the real world. How does a piece
of literature accurately portray the truth is the main contention of this literary approach.
7. Psychological criticism attempts to explain the behavioral underpinnings of the characters
within the selection, analyzing the actions and thoughts committed fall under any of the identifiable
neuroses, whether a psychological disorder is evident among them. Aside from the characters, the
author and even the reader may be criticized as why they exhibit certain behavior during the actual
writing and reading experience.
8. Archetypal criticism assumes that there is a collection of symbols, images, characters, and
motifs (i.e. archetypes) that evokes basically the same response in all people which seem to bind
all people regardless of culture and race worldwide. This can also be labelled as Mythological and
Symbolic criticisms. Their critics identify these archetypal patterns and discuss how they function
in the works.
9. Marxist criticism concerns with the analysis of the clash of opposing social classes in society,
namely; the ruling class (bourgeoisie) and the working class (proletariat) as it shaped the events
that transpired in the story.
10. Feminist criticism concerns with the woman’s role in society as portrayed through texts. It
typically analyzes the plight of woman as depicted in the story. Generally, it criticizes the notion of
woman as a construct through literature.

Formatting a Critique

To critique a piece of writing is to do the following:

● describe: give the reader a sense of the writer’s overall purpose and intent
● analyze: examine how the structure and language of the text convey its meaning
● interpret: state the significance or importance of each part of the text
● assess: make a judgment of the work’s worth or value

LEARNING MODULE 2: WEEK 3-4 – EAPP 5

The Critique Format for Nonfiction/Academic Text
Introduction
● name of author and work
● general overview of subject and summary of author's argument
● focusing (or thesis) sentence indicating how you will divide the whole work for discussion or
the particular elements you will discuss
Body
● objective description of a major point in the work
● detailed analysis of how the work conveys an idea or concept
● interpretation of the concept
● repetition of description, analysis, interpretation if more than one major concept is covered
Conclusion
● overall interpretation
● relationship of particular interpretations to subject as a whole
● critical assessment of the value, worth, or meaning of the work, both negative and positive
May check this link to see a sample critique paper:
https://writingcenter.ashford.edu/sites/default/files/inline-
files/Sample%20Article%20Critique_Neutral.pdf

ACTIVITY #1 THESIS STATEMENT

Direction: Read and understand the essay “Independent Learning”.
Click the link to see the text: file:///C:/Users/User/Downloads/Independent_Learning.pdf (20pts)

A. State the thesis statement of the essay “Independent Learning” and explain its characteristic/s
briefly.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________
B. Choose (2) branches for each discipline and write a good thesis statement about it. (24pts)
Note: TS must be (1) specific, (1)concise, and (1)arguable = 3pts/thesis statement

Business 1.

2.

Humanities 1.

2.

Natural and Applied 1.

Sciences
2.

Social Sciences 1.

2.

LEARNING MODULE 2: WEEK 3-4 – EAPP 6

ACTIVITY #2 OUTLINING A TEXT
Direction: Read and understand the articles below. Write an outline referring to the article following the
characteristics mentioned above. Click the link to read the file. Do this activity on a separate sheet of
paper.
Note: (4) Parallelism, (4) Coordination, (4) Subordination and (4) Division= 20pts/outline
★ Screen Time and Insomnia: What It Means for Teens
https://www.sleepfoundation.org/teens-and-sleep/screen-time-and-insomnia-for-teens
★ Adolescent Pregnancy is a Serious Social Problem
https://www.peertechzpublications.com/articles/JGRO-4-149.php
★ Climate Change: What You Need to Know https://www.nrdc.org/stories/global-climate-
change-what-you-need-know

ACTIVITY #3 WRITING A CRITIQUE

Direction: After reading the articles above, critique each text by choosing from the literary criticism
approaches presented. One approach, per text. Follow the critiquing format - introduction, body, and
conclusion. Do this activity on a separate sheet of paper.
Rubrics: (4) Describe, (4)Analyze, (4)Interpret, and (4)Assess=20pts/critique

V. Guided Generalization
Direction: Read the question carefully and answer on the space provided.
Rubrics: (3) Content and (3) Structure = 6pts

Cite one good reason you need to encourage yourself in becoming a linguistically intelligent student.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______

VI. Post Test

Directions: Read each question carefully and answer in a complete sentence.

1. Why is a thesis statement significant in a literary text? (5pts)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______
2. Why is outlining a text an important skill especially for students? (5pts)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______
3. How can critiquing a text help one to be a better writer? (5pts)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______

References:
Week 1 https://academicguides.waldenu.edu/writingcenter/writingprocess/thesisstatements
https://www.liberty.edu/media/1171/What_is_a_Thesis_Statement.pdf
https://library.prescott.edu/writing-center/organization-outlines.php
https://academicguides.waldenu.edu/writingcenter/writingprocess/outlining

Week2 https://exepose.com/2020/02/02/the-importance-of-literary-criticism/
https://salirickandres.altervista.org/approaches-literary-criticism/
http://www.hunter.cuny.edu/rwc/handouts/the-writing-process-1/invention/Writing-a-Critique

Prepared by: T. Princess Lorraine Balando, Subject Teacher

LEARNING MODULE 2: WEEK 3-4 – EAPP 7