Learning Module IN English For Academic and Professional Purposes (Eapp) (Third Quarter)

Our Lady of the Pillar College- San Manuel, Inc.
San Manuel, Isabela

Basic Education Department
Senior High School
S.Y. 2021-2022
LEARNING MODULE
IN
ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES (EAPP)
(THIRD QUARTER)
ELVIS P. VIERNES
English Teacher
09984853637
elvishakerpabroviernes@gmail.com
1|M O D U L E I N E N G L I S H F O R A C A D E M I C A N D P R O F E S S I O N A L P U R P O S E S 1 1
OLPC-SMI PVMGO
OLPC-SMI VISION:
OLPCC, a Catholic college, as an evangelizing arm
of the local church, envisions a totally
transformed community.
OLPC-SMI MISSION:
Thus, OLPCC as a sharer in the life and mission of the local church commits to:
a. Provide equal opportunity and access to quality education integrating Gospel
and Filipino values, responsive and relevant to the needs of the times;
b. Create in the school community an atmosphere and opportunities for individual
transformation that lead to Christian community living; and
c. Reach out to people enriching their faith-life experience needed in building a just
and humane society.
OLPC-SMI CORE VALUES:

People-oriented with preferential option for the poor
Insistent passion for excellence
Loyal to the school and team work oriented
Life-long learners
Accountable and Christ-centered
Responsible Filipino citizen with social concern for gender equality and
environmental consciousness
AUTHOR’S NOTE:
Welcome to this course! Before you begin, I have here some reminders about this
course and this module.
• This module is for your learning purposes only. Reproducing, destroying, and selling of
this module will be punishable.
• Although there are allotted number of hours and weeks for each chapter, this
module is a self-paced module. You may go in advance but be sure to inform the
teacher.
• Any queries and feedback about the subject will be catered during the consultation
hours (Mondays to Thursday-11:00 AM-12:00 PM).
• Each lesson has guide questions or essential questions which you need to answer at
all times.
• Read and analyze instructions before accomplishing any task.
• In doing the tasks and assessment, write neatly and legibly.
• Video clips, sound clips, and other online materials are accessible by using the given
links. If you prefer save them in your drives, please inform the teacher.
• Always use the given rubric. They are your guide for creating your output.
• Date of submission of performance task is to be announced and non-negotiable.
• Quizzes will be given after every three lesson using our Learning Management
System (Aralinks).
• Have fun as you learn.
-Your teacher
Chapter 1: Reading Academic Texts
INTRODUCTION:
Studying has always been an important thing when ensuring your future. The
academic world offers and enables us to think critically and creatively. Hence, crucial and
rigid tasks of reading and writing are assigned for you to exhibit communication skills essential
to academic and professional purposes.
This course will introduce you to the complex process of reading and writing
academic texts and how you will use them to produce similar ones.
STUDENT LEARNING OUTCOMES: At the end of this chapter, you should be able to:
1. differentiate language used in academic texts from various disciplines;
2. use knowledge of text structure to glean the information he/she needs;
3. use various techniques in summarizing a variety of academic texts;
4. state the thesis statement of an academic text; and
5. outline reading texts in various disciplines.
Lesson 1. Academic Texts
EXPLORE. In this part, you will be introduced to the topic’s overview,

objectives, and guide questions. You are expected also to finish the pre-
assessment task. Start now!
• INTRODUCTION:
In this lesson, you are going to understand what academic texts are, how to read
them properly, and how to use them as information giving materials.
• STUDENT LEARNING OUTCOMES: At the end of this lesson, you should be able to:
1. differentiate language used in academic texts from various disciplines.
• GUIDE QUESTIONS: Answer the following questions after this lesson.
1. What is academic text and how does it differ from other types of text?
2. How do the languages of academic texts of various disciplines differ from one another?
• PRE-ASSESSMENT: Fill out the table to differentiate academic text from non-academic text.
Choose your answers from the box.
Formal Related literature To inform and/or validate idea

To entertain Subjective Research papers, Reports
Has slang and colloquialisms Diaries, Informal essays Introduction-Body-Conclusion
Objective No fixed structure Public Scholarly audience
Everyday events
Characteristics Academic Texts Non-academic Texts

Audience
Purpose
Structure
Language
Style
Source of Content
Examples
FIRM-UP AND DEEPEN. In this part, you are expected to read and
analyze the given contents then, proceed to answer the given learning
activities and wrapping up session. Work it out!
Read the passages below. Then, identify whether each passage can be an academic text or
non-academic text. Write A for academic text and B for non-academic text.
______ 1. Just as the sun rises and peeps from the east, and as the roosters of the
neighborhood crow, the man gathered his belongings and left his house.
______ 2. When synthesizing information, a new understanding about a topic is developed

by using information from more than one source.
______ 3. Depression is one of society’s prevailing issues that requires attention. One’s mental
health is as important as one’s physical health.
______ 4. I want to obtain answers to the questions that are swarming in my mind. But, it
seems everything in life is just a cycle of questions with no answers in sight.
______ 5. He saw the pure crystal water turned crimson red as the monster devoured the
victim. He cried for help but it was too late.
______ 6. Statistics show that the higher percentage of the population prefer dogs over cats.
______ 7. Yesterday was a beautiful day. It was warm enough to feel comfortable in shorts. A
nice breeze made the air feel fresh. The flowers vibrated with color. It felt good to be
alive.
______ 8. Antibiotics are prescribed to fight infections. Sore throats, earaches, and other
symptoms may be caused by the growth of bacteria in your body. As the antibiotics fight
to destroy the bacteria, the bacteria struggle to become stronger.
Read and examine an excerpt of a book review written by a Grade 11 student for her
Reading and Writing class.
...I don’t think that the author of the book gave justice to the
characters. I was appalled with the idea that Sienna died at
the end. It was heart-breaking. I cried my heart out as I finished
reading the book. The book became my new favorite and I
don’t think I will be able to love another book as much as I
love this one...
Process Questions:
1. Is her choice of words appropriate for a book review? Why or why not?
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2. Point out 3 words that are inappropriate. Suggest a more appropriate alternative for each
word.
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3. What do you think should she do to improve her writing task?

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Carefully read the text below and answer the questions that follow.
Using celebrities in advertising dates back to the late nineteenth century, and this
common advertising practice has drawn a considerate amount of academic and practical
attention (see Erdogan 1999 for an extensive review). Most academic investigations of
celebrity endorsement have been contextualized in the realm of source credibility and
attractiveness models, and suggest that celebrities exert their influence on consumers through
perceived attributes such as expertise, trustworthiness, attractiveness, familiarity and likeability
(Ohanian 1990, 1991).
Another stream of research on celebrity endorsement, which is labeled the “match-
up hypothesis,” has examined the fit or match between a celebrity and the product being
endorsed, and maintains that celebrity endorsement is more effective when the images or
characteristics of the celebrity are well matched with the endorsed products (Kahle and
Homer 1985; Kamins 1990; Kamins and Gupta1994; Till and Busier 2000). In similar vein,
McCracken suggests that a “celebrity who best represents the appropriate symbolic
properties” of the product should be selected, thus highlighting the importance of the cultural
meanings of the celebrities in the endorsement process. Celebrities embody a collection of
culturally relevant images, symbols, and values. As images of the celebrities become
associated with products through endorsement, the meanings they attach to the products
are transferred to consumers through purchase and consumption (McCracken 1989, 316).
Therefore, the practice of celebrity endorsement should be closely related to the cultural
context in which the images of celebrities are formed and individual celebrities are selected
to be linked with particular products.
For advertising practitioners, employing an appropriate celebrity endorser to promote
a product is important but a difficult task. For instance in the theoretical literature,
professionals at advertising agencies and their client companies in the United States and the
United Kingdom cited celebrity attributes such as image, trustworthiness, and familiarity, as
well as the fit between the celebrity and the product, as important factors for choosing the
appropriate endorsers (Erdogan, Baker, and Tagg 2001; Miciak and Shanklin 1994).
Other highly ranked decision factors include celebrity/target-audience congruence,
costs of securing the celebrity, the celebrity’s risk of controversy, and the celebrity’s prior
endorsement. As suggested by Erdogan, Baker and Tagg (2011), the perceived importance
and the actual use of endorser selection criteria may vary from culture to culture. Differences
in the entertainment industry and agency business, and more broadly, in the cultural
environments are likely to influence the execution of the celebrity endorsement strategy
across countries.
Arguing for standardized advertising across countries, some contend that consumer
demands and tastes have become similar on a global scale (Levitt 1983; Taylor and Johnson
2002) and that using celebrities with worldwide recognition in advertising is an effective
means of overcoming cultural difficulties (Erdogan 1999; Kaikati 1987; La Ferla 2001). Others
claim that despite some observed convergence among consumers around the world,
fundamental values still remain divergent across cultures. Therefore, international advertisers
cannot assume that the same advertising technique should be uniformly applied or that it will
be equally effective in different counties (De Mooji 1998, 2003; Onkvisit and Shaw 1999). Yet
research on similarities and differences between cultures in the use of celebrity endorsement
in advertising is scarce, despite the potential cultural influence on this technique as
speculated in the literature.
Source: Seijung Marina Choi, Wei Na Lee, Hee-Jung Kim, LESSONS FROM THE RICH AND FAMOUS: A Cross-cultural
Comparison of Celebrity Endorsement in Advertising. Journal of Advertising. Summer 2005, vol. 34, Iss 2.
Process Questions:
What is the tone and purpose of the text?
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Who is the target audience of the text?

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How would you describe the language used in the text?

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What is the impact of citing references in a text?

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How does the structure of the text help you to understand more about celebrity endorsement
in different countries?
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Study the discussions below. Then, do the given tasks.
Nature and Characteristics of an Academic Text

An academic text is a reading material that provides information which include concepts
and theories that are related to the specific discipline. The following are considered as
academic texts: Research Paper, Conference Paper, Feasibility Study, Thesis/Dissertation,
Reviews, Essay, Academic Journals, Reports.
Structure
Unlike fiction or journalistic writing, the overall structure of an academic text is formal and
logical (Introduction, Body, Conclusion). It must be cohesive and possess a logically
organized flow of ideas; this means that various parts are connected to form a unified whole.
Tone
The overall tone refers to the attitude conveyed in a piece of writing. The arguments of
others are fairly presented and with an appropriate narrative tone. When presenting a
position or argument that disagrees with one’s perspectives, describe the argument
accurately without loaded or biased language.
Language
It is important to use unambiguous language. Clear topic sentences enable a reader to
follow your line of thinking without difficulty. Formal language and the third person point-of
view should be used. Technical language appropriate to the area of study may also be
used, however it does not mean using “big words” just for the sake of doing so.
Citation
Citing sources in the body of the paper and providing a list of references as either footnotes
or endnotes is a very important aspect of an academic text. It is essential to always
acknowledge the source of any ideas, research findings, data, or quoted text that have
been used in a paper as a defense against allegations of plagiarism.
Complexity
An academic text addresses complex issues that require higher-order thinking skills to
comprehend.
Evidence-based Arguments
What is valued in an academic text is that opinions are based on a sound understanding of
the pertinent body of knowledge and academic debates that exist within, and often external
to a specific discipline.
Thesis-driven
The starting point of an academic text is a particular perspective, idea or position applied to
the chosen research problem, such as establishing, proving, or disproving solutions to the
questions posed for the topic.
Characteristics Academic Texts Non-academic Texts

Audience Academia Mass public
Purpose Inform readers with solid Inform, entertain, or persuade

evidence readers
Style Formal and impersonal Personal, impressionistic, emotional

or subjective
Structure Standard structure No rigid structure
Language Formal language avoids Informal and casual language, has

colloquialisms colloquialisms
Source of Content Shared historical events or Personal life and everyday events
literature or other forms of
knowledge
Academic Language
Academic Language refers to the oral, written, auditory, and visual language proficiency
required to learn effectively in schools and academic programs. It is also the language used
in classroom lessons, books, tests, and assignments. It is the language that students are
expected to learn and achieve fluency in.
Why is academic language so important?
Students who master academic language are more likely to be successful in academic and
professional settings.
What is difference between academic language and social language?

Social language is the simple, informal language we use when talking face to face with
family members and friends. It allows us to use contemporary or slang terms like “cool,”
“awesome,” or “dude.” We can also communicate feelings, needs, and wants using
symbolic hand gestures for drink, eat, hot, cold, hurt, or tired. Social language also includes
writing emails, friendly letters, and texts or retelling stories.
Academic language is different from everyday social language. It is the vocabulary students
or adults must learn to succeed in the classroom or in the workplace. We use academic
language to describe and comprehend complex ideas, process higher-order thinking, and
understand abstract concepts. Academic language is what students read in textbooks and
on tests and what they hear during instruction in the classroom. Students with limited or low
academic language skills are more than likely to have low academic performance in
classroom settings.
Source: www.handyhandouts.com
Some of the differences between social and academic language that students should look
for include:
Social Language Academic Language

Repetition of words variety of words, more sophisticated
vocabulary
Sentences start with “and” and “but” sentences start with transition words, such as
“however,” “moreover,” and “in addition”
Use of slang: “guy,” “cool,” and “awesome” No slang
CHARACTERISTICS OF ACADEMIC LANGUAGE
FORMAL
It should not be conversational and casual. Avoid colloquial and idiomatic expressions,
slang, and contractions. Do not use words like dig in, cup of tea, dude, and don’t.
IMPERSONAL
Do not refer to yourself as the performer of actions. Do not use personal pronouns. For
example:
“It is commonly said that”… instead of “Many of my friends and colleagues say that…”
“Research revealed that…” instead of “I discovered that”
PRECISE
The facts are presented accurately. The choice of words are appropriate. The use of
technical terms to achieve precision is applied. For example: “85% of the population”, “The
results are okay (satisfactory).”, asphyxiation (medical term)
OBJECTIVE
It is unbiased, based on facts and is not influenced by personal feelings. For example: “The
essay on… is distressing.” instead of “I do not like the essay”
TASK 1: READING ACADEMIC TEXTS. Read the sample academic texts below and identify the
errors in the use of the academic language.
1. I decided to write an extended essay on how hip-hop works as protest of

the lower classes because I think the music is cool and really gets people
dancing, inspiring those people who wouldn’t normally think there’s any point
in being against anything to listen to the message. Being an enthusiastic hip-
hop dancer myself, I really wanted to find out some more about this.
2. Biology has always been a passion of mine. Ever since I was

searching for frogspawn in my grandparent’s pond as a four-
year-old and annoying my mom with a battery of jam jars on
the window sill in which I was trying to raise tadpoles I have
been fascinated with observing nature in detail. Even in
English, reading Death of a Naturalist Seamus Heaney, I found
myself thinking up an experiment to do with dragonflies and
fireflies. I have a fish tank at home with three different sorts of
fish. I've noticed that they all respond differently when I feed
them. I'm wondering what else is different in their behavior so,
in this extended essay, I'm going to find out how they react to
light.
3. When I go into a supermarket there is always gentle background music playing,

although in the clothes shop I like it is always pop music. At breakfast my dad likes to
listen to Apo Hiking Society, while my little brother has rock songs on his phone and
will head bang his way through the dining area. My essay is trying to research why
people rely on certain types of music to influence their mood and how music is used
in this way for advertising. I am not sure if there is a connection and whether the
music does affect, for example, people’s shopping habits, but it will be interesting to
try to find out, especially to see if different peoples’ brains are wired differently when
it comes to music.
10 | M O D U L E I N E N G L I S H F O R A C A D E M I C A N D P R O F E S S I O N A L P U R P O S E S 1 1
Texts Errors in the use of the academic language.
Text 1
Text 2
Text 3
TASK 2: MORE ON READING ACADEMIC TEXTS. Using the criteria, evaluate the language of
the following sample of academic texts from various disciplines.
A. This essay intends to investigate whether there is a causal relationship between music
listened to and the mood of individuals. Additionally, it will seek to explore whether this
relationship is used in advertising to encourage people to spend money.
B. This essay on how the lyrics of hip-hop developed as a form of protest against a society
segregating the working classes based on the premise of the music having a distinct and
energizing rhythm that really inspires people to move, thereby reaching out to audiences
who wouldn’t normally believe in protest, let alone speak out in public. Thus, the music
becomes a vehicle for words of protest that can and indeed have changed the world.
C. The researcher found out that the male population has a higher chance of being hired
compared to the females. Eighty percent of the employers stated that since females are
privileged with maternity leave, they leave their work for some time resulting to a decline on
the overall production of the company. I think this is very judgmental on the part of the
employers. It goes against the Women Empowerment Movement. I strongly urged the
employers to rethink their choices because women are great workers.
D. This essay is focused on investigating the photo tactic responses of three different species
of fish that occupy different areas of an aquarium: danios (Danio rerio), which group near
the surface of the water, black skirt tetra (Gymnocorymbus ternetzi), which swim in the
middle of the tank, and kuhli loach (Pangio kuhlii), which swim near the bottom of tank. It is
anticipated that they will respond differently to light according to their niche with the tank.
E. As a student, I want to understand how Multiple Intelligences Theory affect students’

learning. For example, I learn better when I listen to music while my circle of friends learn best
when they discuss the lesson together. I believe that all of us are unique. We have our own
ways to excel in school. That’s why I want to conduct a study on this particular matter.
Characteristics of Academic Language A B C D E
Does the text use a formal language?

(Yes/No)
Is the language impersonal? (Yes/No)
Are the choice of words appropriate for

an academic text? (Yes/No)
Does the text use technical terms? (If

yes, write 1 term found in the text./No)
Is the academic text objective? (Yes/If

No, write 2 phrases that indicate
subjectivity.)
WRAPPING UP. Answer the guide questions below. Write your answer on the space provided
below.
1. What is academic text and how does it differ from other types of text?
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2. How do the languages of academic texts of various disciplines differ from one another?
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TRANSFER. In this part, you will be tested based on your learning of the
lesson. Do your best!
• POST-ASSESSMENT.
A. Read each statement carefully and identify whether each statement is true or false.
Write T if it is true and F if it is false.
______ 1. An academic text should clearly state its thesis, argument or proposition.
______ 2. It is acceptable to include one’s judgment but should be supported by
evidence.
______ 3. Both academic and non-academic texts can be used to inform.
______ 4. Both academic and non-academic texts employ the use of informal
language.
______ 5. Academic texts can use first person point-of-view and include one’s
emotional attachment to the topic.
______ 6. The language used in academic texts should be conversational.
______ 7. Language used in academic texts employ technical terms specific for each
field and/or discipline.
______ 8. Academic language should be objective, precise, impersonal and formal.
______ 9. Slangs and colloquialisms are used in academic texts.
______ 10. Students who master academic language are more likely to be successful in
academic and professional settings.
B. Read the academic texts from various disciplines and evaluate each text using the
table provided.
1. Infection after consumption of fresh duck blood and undercooked poultry products
has been suspected in some cases of illness. Indeed, transmission to felids was
observed after experimental feeding of infected chickens to domestic cats, and
feeding tigers raw infected chicken led to outbreaks of illness in Thai zoos, in which
felid-to-felid transmissions were also implicated. Infected birds shed high
concentrations of virus in feces. Direct intranasal or conjunctival inoculation while
swimming in contaminated water or, perhaps, inhalation or ingestion of water could
have been potential modes of transmission to some H5N1– infected patients. As for
human influenza, hand contamination from fomites and self-inoculation into the eye
or upper respiratory tract remain possible modes.
2. The number of calories burned during an exercise depends on various factors
including body weight and the type of exercise. For example, an individual weighing
59 kilograms (130 pounds) would expend roughly 500 calories per hour swimming or
playing basketball. However, this same person would burn an estimated 200 walking
or playing table tennis. In order to survive and maintain body weight, the average
individual requires approximately 2000 to 2500 calories per day. Gaining or losing
weight is a simple process. Add and subtract 7,700 calories over the course of time to
gain or lose a kilogram. Nutrition has nothing to do with it. It is all about calories.
3. As a learner-centered process to second language (L2) writing, peer response has
been widely adopted and studied since the 1990s (Hyland &Hyland, 2006). The
dialogic nature of peer response seems to foster multiple support systems (Hyland,
2000) and communicative behaviors (Villamil & de Guerrero, 1996). L2 research has
shown that peer response can increase chances for meaning negotiation and
language practice (Lockhart & Ng, 1995; Mendonca & Johnson, 1994), encourage
collaborative reading and writing (Tsui & Ng, 2000), and promote writing revisions
(Berg, 1999; Mendonca & Johnson, 1994;; Min, 2006, 2008; Stanley, 1992). These
interactive practices appear to draw upon and enhance interactional and writing
skills.
A B C
1. In what discipline
could this text belong
to?
2. What type of
language does the
article use?
3. Who are the target

audience of the
text?
4. Is the text
objective or
subjective?
5. What is the
purpose of the text?
C. REFLECTION PAPER. Write a reflection paper about the differences of the use of language in academic texts
for various disciplines. Use the rubric below as your guide.
Sophisticated (4) Very Competent (3) Fairly Competent (2) Not yet competent (1)
Accuracy Paper represents the Paper represents the Paper represents the Paper misrepresents
(Grasp of authors’ ideas, author’s ideas, authors’ ideas, the authors’ ideas,
readings) evidence or evidence and evidence and evidence and/or
conclusions conclusions conclusions conclusions. Major
accurately, fairly and accurately. accurately but not inaccuracies. Or does
eloquently. Shows a sufficiently clearly. not distinguish
firm understanding of Minor inaccuracies. between major ideas
the implications of and less relevant
each author’s points
argument(s).
Argument Paper fully meets Paper fully meets the Paper does not Paper does not
(depth of requirements of requirements but address some address the
analysis) assignment. Explores does not exceed aspects of the assignment Selects
implications of them. Makes good assignment. Makes minor rather than key
chosen ideas for the case for why somewhat ideas, and/or does not
arts in classical selected key ideas unconvincing case show why the
Greece or today in connect (or for why selected selected ideas
thoughtful and/or contradict) two texts, ideas connect connect (or
original ways. Makes and/or connect (contradict) two contradict) texts,
convincing case for (contradict) texts texts, and/or and/or connect
why selected key and lectures. connect (contradict) (contradict) texts and
ideas connect (or texts and lectures. lectures.
contradict) two texts,
and/or connect
(contradict) texts
and lectures.
Clarity Consistently precise Mostly precise and Imprecise or Consistently imprecise
and unambiguous unambiguous ambiguous wording. or ambiguous
wording, clear and wording, mostly clear Confusing sentence wording, confusing
lucid sentence sentence structure. structure. Poorly sentence structure.
structure. All Mostly effective chosen quotations, Quotations contradict
quotations are well choice of quotation. or ineffective framing or confuse student’s
chosen, effectively Mostly effective and explication of text. Quotations used
framed in the text framing and quotations. to replace student’s
and explicated explication of writing.
where necessary. quotation where
necessary
Presentation Paper is clean, Paper is clean, Paper is clean, Paper is sloppy or
correctly formatted correctly formatted correctly formatted incorrectly formatted,
(12-point font, Times (12-point font, Times (12-point font, Times not written in full
New Roman, normal New Roman, normal New Roman, normal sentences. Many
margins), written in margins), written in margins), written in improperly attributed
full sentences. full sentences. full sentences. Some quotations or
Quotations are all Quotations are all improperly attributed inconsistent style of
properly attributed properly attributed quotations and/or citation. Many spelling
and cited in a and cited in a inconsistent citation or grammatical errors.
consistent style. consistent style. A style. A number of
Virtually no spelling or few minor spelling or spelling or
grammatical errors. grammatical errors. grammatical errors.
Source: https://www.cmu.edu/teaching/assessment
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❖ HOW DO YOU FEEL ABOUT THIS LESSON? Share how you felt in this lesson by checking
on the box with emoticon. You can check as many as you can.
You have reached the end of the lesson. Congratulations!
Lesson 2. Text Structure
EXPLORE. In this part, you will be introduced to the topic’s overview, objectives,
and guide questions. You are expected also to finish the pre-assessment task.
Start now!
• INTRODUCTION:
Welcome to lesson two! In this part, you will know about text structures and how do
they help you gather information that you need.
1. use knowledge of text structure to glean the information he/she needs.
• GUIDE QUESTION: Answer the following question after this lesson.

1. How are you going to use your knowledge of the text structures to gain information
from texts?
• PRE-ASSESSMENT: Read the following passages and identify the text structure being used.
Choose your answer from the box.
Problem and Solution Exemplification/Classification Persuasion

Comparison and Contrast Cause and Effect Chronological Order
Sequence
1. Many people are confused about why our economy went to shambles in 2008. The crisis
was actually the result of a combination of many complex factors. First, easy credit
conditions allowed people who were high-risk or unworthy of credit to borrow, and even
people who had no income were eligible for large loans. Second, banks would bundle these
toxic loans and sell them as packages on the financial market. Third, large insurance firms
backed these packages, misrepresenting these high-risk loans as safe investments. Fourth,
because of the ease of acquiring credit and the rapid growth in the housing market, people
were buying two or three houses, intending to sell them for more than they paid. All of these
factors created bubbles of speculation. These bubbles burst, sending the whole market into
a downward spiral, causing employers to lose capital and lay off employees. Consumer
spending then plummeted and most businesses suffered. The economy is like a big boat, and
once it gets moving quickly in the wrong direction, it’s hard to turn it around.
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2. All matter, all things can be changed in two ways: chemically and physically. Both
chemical and physical changes affect the state of matter. Physical changes are those that
do not change the make-up or identity of the matter. For example, clay will bend or flatten if
squeezed, but it will still be clay. Changing the shape of clay is a physical change, and does
not change the matter’s identity. Chemical changes turn the matter into a new kind of
matter with different properties. For example, when paper is burnt, it becomes ash and will
never be paper again. The difference between them is that physical changes are temporary
or only last for a little while, and chemical changes are permanent, which means they last
forever. Physical and chemical changes both affect the state of matter.
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3. From airplanes to forklifts, hydraulic power is the strength behind many amazing
technologies that affect our daily lives, even the breaks on your school bus, but how do they
work? First, fluid is rapidly released into a chamber through a valve. As the fluid collect, the
valve is slammed shut which causes a pressure spike. Because the chamber is sealed, the
pressure has nowhere to go. The hydraulic mechanism channels the pressure and provides
great power.
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4. Due to the increasing number of population in the community, the volume of garbage has
drastically increased as well. This has greatly concerned the people living near the
riverbanks. This has put their health in great jeopardy; thus, the residents of Barangay
Maligaya urge the local officials to investigate this issue in order to prevent health problems
that threat the well-being of the residents.
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Process
Common Text Structures
It is important to note that there are no official list of text structures. Different writers have
different lists of text structures. A nonfiction text can have one overall text structure or several
different text structures.
What is a text structure?

A text structure refers to the internal organization of a text. According to Meyer (1985), as
authors write a text to communicate an idea, they will use a structure that goes along with
the idea.
Common Text Structures

1. Chronological Order
It is also known as time order. This structure is organized from one point in time to
another.
2. Sequence
Steps described in the order they occur. It does not take place in a specific point in
time.
3. Cause-Effect
This structure shows how one or more causes led to one or more effects. Many texts
do not include just one cause leading to one effect– instead, there may be several
causes and several effects.
4. Problem-Solution
The text structure presents a problem, and shows how it can be (or has been) solved.
The key difference between cause-effect and problem-solution is that the latter
always present a solution while the former does not.
5. Compare-Contrast
This text structure shows how two or more ideas or items are similar or different. The
text may use a clustered approach, with details about one topic followed by the
details about the other. It may also show an alternating approach, with the author
going back between the two topics.
6. Exemplification/Classification
An exemplification paragraph develops a general statement--the topic sentence--
with one or more specific examples. A classification paragraph divides things into
groups, classes, or categories. It also organizes ideas into divisions based on criteria or
standards.
7. Persuasion
This text structure convinces readers to agree to an argument or claim about a
particular topic.
How does text structure help readers?

As it turns out, a knowledge of text structure can be very helpful for readers. When readers
do not have a strong knowledge of the topic of a text, they depend more on the structure
(Cataldo & Oakhill). A well-written text guides the reader through the content. Research
shows that efficient searchers use the structure of the text can help them find specific
information, and make and interpret arguments. The structure of a text can help readers find
answers to questions, as well. Text structure is also an important component to summarizing.
For these reasons, it is important that students are exposed to the various text structures.
TASK 1: GRAPHING A TEXT. Put the necessary information on the appropriate graphic
organizer.
1. Posttraumatic amnesia is usually due to a head injury (like a serious fall or knock on
the head). The degree of memory loss may be related to the force of the injury. A
simple whiplash may cause a person to forget the moments before the accident, but
a more severe injury may cause a greater loss. For example, the victim may not
remember who certain people are or may forget details about their own identities.
SERIOUS FALL
POST TRAUMATIC AMNESIA
HEAD INJURY
KNOCK ON HEAD
-FORGETTING DETAILS
ABOUT OWN IDENTITY
SIMPLE
WHIPLASH
SEVERE INJURY
2. The term “amnesia” refers to complete or partial memory loss. Almost all of us will
experience some form of amnesia in our lives, even if it’s just a simple case of verbal
amnesia, like forgetting someone’s name. Fortunately, there are things that you can do to
prevent amnesia. Here is a list of foods that you can eat to improve your memory: almonds,
walnuts, bananas, honey, apples, and black pepper. Though these foods may not reverse
post-traumatic amnesia, they should improve your memory in daily life if you eat them
regularly enough.
TASK 2: EXTRACTING INFORMATION. Read the text below and answer the questions that
follow.
The Golden Age of Comics
(1) The period from the late 1930s to the middle 1940s is known as the golden age of comic
books. The modern comic book came in the early 1930s in the United States as a giveaway
premium to promote the sale of the whole range of household products such as cereal and
cleanser. The comic books, which are printed in bright colors to attract the attentions of
potential customers, proved so popular that some publishers decided to produce comic
books that would come out on a monthly basis and would sell for a dime each. Though
comic strips had been reproduced in publications prior to this time, the Famous Funnies
comic book, which was started in 1934, marked the first occasion that a serialized book of
comics was attempted.
(2) Early comic books reprinted already existing comic strips and comics based on known
characters, however, publishers soon began introducing original characters developed
specially for comic books. Superman was introduced in Action Comics in 1938, and Batman
was introduced a year later. The tremendous success of these superhero comic books led to
the development of numerous comic books on a variety of topics, though superhero comic
book predominated. Astonishingly, by 1945, approximately 160 different comic books were
being published in the United States each month, and 90 percent of US children were said to
read comic books on a regular basis.
Process Questions:
1. Why was 1930s - 1940s considered as the golden age of comic books?
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2. How were comic books used before?

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3. Why do you think comic books become so popular?

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4. Do Filipinos also enjoy reading comic books?

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5. How did the author arrange the information in the text?

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6. Does the said arrangement help you comprehend the text? Explain.
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7. Using an appropriate graphic organizer, highlight the significant information that can be
found in the text.
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TASK 3: WHAT TEXT STRUCTURE IS THIS? Read the following passages and identify the text
structure being used. Write only the letter of your choice.
a. problem and solution d. cause and effect

b. compare and contrast e. sequence / process
c. chronological f. persuasion
g. exemplification/classification
1. Making ice-cream is not easy. Cream and sugar have to first be mixed in a frozen
container. Ingredients may be added at this point, if desired. The mixture must be stirred and
whipped until the cream and sugar mixture is frozen. Depending on the equipment, this may
take as long as an hour. After the ice-cream is prepared, it must be kept frozen until it is
ready to be enjoyed. Making ice-cream is difficult, but most people would agree that it is
worth the trouble.
2. There are two types of people in this world: cat people and dog people. Which type are
you? Well, if you like a pet that is low maintenance, you might be a cat person. Cats are
easier to take care of than dogs because cats are very independent. Since they use litter
boxes, they do not have to be taken outside to go potty like dogs. Also, cats clean
themselves while dogs need occasional baths. If you prefer a pet that requires more
attention, you may be a dog person. Most dogs are very loyal and obedient. You can play
games like fetch or tug of war with a dog. Dogs will also alert you when someone is outside of
your home, whereas cats will usually just stay quiet. Both cats and dogs like to be petted, and
they both make excellent pets, but it takes a certain kind of person to own them. Which kind
of person are you?
3. Fireworks are beautiful; but as with many beautiful things, they are also dangerous.
Misusing fireworks can result in property damage, injury, and even the loss of life. Such
accidents usually happen for one of two reasons. The operators may be using poorly
manufactured products, such as fireworks with fuses that burn too quickly. A defective
firework can cause even the most skilled operator to have an accident. Other times,
however, it is the operator who is at fault. The operator may be unskilled or distracted and
make a mistake, such as setting up an explosion sequence improperly or not accounting for
conditions in the environment, like soundproof foaming. For these reasons even the most
beautiful fireworks display can turn really ugly really quickly.
4. Working on a computer may be easier and safer than working in a mine, but it does not
come without risks. Using a computer for a long time can lead to poor eyesight, muscle
loosening, back pain, and injuries to the hands and wrists. If you find yourself working or
playing on a computer quite regularly, take a few steps to prevent these problems. When
you are computing for a long time, take frequent breaks. Get up and walk around every
once and while. Exercise a little bit. Take your eyes off of the computer screen. Stretch your
hands and wrists. Straighten your back. It can be hard to pull yourself away from your
computer once you get into a zone, but your body will thank you later if you do. Make your
health a priority.
5. Imagine a child as young as ten years old on the website Facebook chatting with a grown
man or grown woman. Should parents let their children as young as ten years old be on
Facebook? Parents should not let their children or child be on Facebook because on
Facebook there are a lot of things that are said and done that a child of that age should not
be able to see. If a parent approves of a child being on Facebook it is very inappropriate.
Because that child may tell a story about their age and someone much older may see it and
think their telling the truth and start sending them messages and the child might not like it at
all. When a child that young is on a website like Facebook they might get excited and go
overboard. For example, the child might tell where they live, their address, and a lot more
information that is not needed. In conclusion, parents should not let children under age get
on Facebook because many different things can happen.
6. There are four main levels of the Boy Scouts of America. Boys who are in first grade or are
seven years old can enter the Tiger Cubs. Each Tiger Cub has an adult partner. Uniforms are
optional for Tiger Cubs. Scouts and adults may wear orange Tiger T-shirts and hats. Boys who
are in second grade or are at least eight years old can join the Cub Scouts. The Cub Scouts
wear blue uniforms with blue and gold scarves. Boys who are 11 to 17 years old can join the
Boy Scouts. Boy Scouts wear khaki uniforms that include caps, scarves, shirts, and pants. Boys
and girls who are 14 to 20 years old can join the Venturing program. This program helps
young people develop leadership skills. Members of the Venturing program wear green
uniforms.
❖ WRAPPING UP. Answer the guide question below. Write your answer on the space
provided below. You are given ten minutes to answer.
1. How are you going to use your knowledge of the text structures to gain information
from texts?
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❖ POST ASSESSMENT. Identify how the information in the text are organized. Create an
appropriate graphic organizer of your choice that highlights the author’s idea about
competition and cooperation.
Competition and Cooperation
(1) Explanations of the interrelation between competition and cooperation have evolved
over the time. Early research into competition and cooperation defined each of them in
terms of the distribution of rewards related to each. Competition was defined as a
situation in which rewards are distributed unequally on the basis of performance,
cooperation on the other hand, was defined as a situation in which rewards are
distributed equally on the basis of mutual interactive behavior among individuals. By this
definition, a competitive situation requires at least on competitor to fail for each
competitor that wins, while a cooperative situation offers a reward only if all members of
the group receive it.
(2) Researchers have found definitions of competition and cooperation based upon
rewards inadequate primarily because definitions of these two concepts based upon
rewards depict them as opposite. In current understanding, competition is not viewed as
opposite of cooperation, instead, cooperation is viewed as integral component of
competition. Cooperation is necessary among team members, perhaps in a sporting
event or in a political race, in order to win the competition, it is equally important to
understand that cooperation is of great importance between teams in that same
sporting event or ground rules of the game or election in order to compete.
(3) Interestingly, the word competition is derived from a Latin verb which means “to seek
together.” An understanding of the derivation of the word competition supports the
understanding that cooperation, rather than evoking a characteristic at the opposite
extreme of human nature from competition, is in reality a necessary factor in
competition.
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Lesson 3. Summarizing Academic Texts
Start now!
• INTRODUCTION:
One way to check if you have understood a text is if you can summarize it. In this
lesson, you will know the various techniques to summarize it.
1. Use various techniques in summarizing a variety of academic texts.

1. What are the various techniques in summarizing an academic text?
2. What is the importance of using any of the techniques in summarizing an academic
text?
• PRE-ASSESSMENT: Read the following statements written below. Put a cross (X) before the
statements that do not describe proper summarization and put a check (/) after each
statement that does describe proper summarization.
______ 1. Use own words to write the summary.

______ 2. Include trivial details in the summary.
______ 3. A summary should be a word or two.
______ 4. One’s summary may contain one’s opinion of the text.
______ 5. Cover main points and key ideas.
______ 6. Erase repetitive ideas.
______ 7. Use specific names instead of general terms.
______ 8. A summary should be a paragraph long.
______ 9. Examples should be written in a summary.
______ 10. Vagueness is acceptable in a summary.
Process
Summarize the paragraph below in two to three sentences.
“The Northern Lights” There are times when the night sky glows with bands of color. The
bands may begin as cloud shapes and then spread into a great arc across the entire sky.
They may fall in folds like a curtain drawn across the heavens. The lights usually grow brighter,
then suddenly dim. During this time the sky glows with pale yellow, pink, green, violet, blue,
and red. These lights are called the Aurora Borealis. Some people call them the Northern
Lights. Scientists have been watching them for hundreds of years. They are not quite sure what
causes them. In ancient times people were afraid of the Lights. They imagined that they saw
fiery dragons in the sky. Some even concluded that the heavens were on fire.
Source: Long Beach City College WRSC 6 SUMMARY
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Study the discussion below.
Definition, Purpose, Rules and Techniques in Summarizing Academic Texts
Buckley (2004), in her popular writing text Fit to Print, defines summarizing as reducing
text to one-third or one-quarter its original size, clearly articulating the author’s meaning, and
retaining main ideas. Diane Hacker (2008), in A Canadian Writer’s Reference, explains that
summarizing involves stating a work’s thesis and main ideas “simply, briefly, and accurately”
(p. 62).
Summarizing is also essential skill that is needed in the workplace and in the
community. In some cases, writing a summary is an excellent learning strategy that allows
students to monitor their own progress in learning course material.
Basic Rules:
A. Erase things that don’t matter. Delete trivial material that is unnecessary to understanding.
B. Only write down important points. If it is not something that will help you understand or
remember, then don’t write it down. Think of it this way . . . If you had to pay money for every
word you write down, which words would you choose to include in your notes?
C. Erase things that repeat. Delete redundant material. In note taking, time and space are
precious. If a word or phrase says basically the same thing you have already written down,
then don’t write it again!
D. Trade, general terms for specific names. Substitute superordinate terms for lists (e.g.,
flowers for daisies, tulips for roses). Focus on the big picture. Long, technical lists are hard to
remember. If one word will give you the meaning, then less is more.
E. Use your own words to write the summary. Do not just copy the sentences from the original
text. However, do not inject your opinion in your summary.
Techniques:
1. Outlining. An outline is a map of your essay. It shows what information each section or
paragraph will contain and in what order.
I. Main Idea
A. Supporting Details
B. Supporting Details
II. Main Idea
A. Supporting Details
B. Supporting Details
2. Somebody Wanted But So Then. Each word represents a key question related to a text’s
essential elements:
Somebody—Who is the text about?
Wanted—What did the main character want?
But—What was the problem encountered?
So—How was the problem solved?
Then—How did it end?
3. SAAC Method. This method is particularly helpful in learning the format of a summary. This
includes the title and author’s name.
State— The name of the article, book, movie
Assign—the name of the author
Action—what the author is doing (ex. Tells, explains)
Complete—complete the sentence or summary with keywords and important details.
4. 5W’s, 1 H. This technique relies on six crucial questions: Who, What, When, Where, Why,
How. These questions make it easy to identify the main character, important details and main
idea. Your summary may not necessarily follow this order as long as it contains all of these
information.
Who is the text about?
What did he/she do?
When did it happen?
Why did he/she do it?
How did he/she do what he/she did?
5. First Then Finally. This technique helps summarize events or steps in chronological order or in
sequence.
First– What happened first?
Then– What key details took place during the event/action?
Finally– What were the results of the event/action?
TASK 1: SUMMARIZING WITH TECHNIQUE. Read the following texts. Write a 3-5 sentence
summary of the following text using the assigned technique.
A. HEALTHY EATING
It is important to enjoy the food you eat. And eating in a healthier way may even be
cheaper! Some traditional beliefs of what makes up a healthy diet may be really good, such
as eating home-preserved vegetables, but other traditional beliefs are disease-promoting,
e.g. eating large quantities of fatty meat daily. Recent evidence has shown that eating too
much meat with animal fat is risky to our health. Only very small amounts of lean meat are
needed – and not every day. In fact, the less meat and animal fat we eat the better!
Eating too much animal fat is a main cause of ill health. Our bodies need very little but
most of us eat too much. You may have heard of SATURATED FATS. These are found mainly in
the meat of cows, pigs and sheep and in products which include their meat and fat, such as
sausages, meat pies and beef burgers. Eating too much saturated fat can lead to coronary
heart disease and being overweight. UNSATURATED FATS, however, are found in oily fish,
chicken, eggs, turkey, duck, beans and lentils and foods made from these. Unsaturated fat
may be better for you, but eating TOO MUCH FAT of any type can increase your weight. It is
better to buy a small amount of lean meat rather than fatty meat or solid fat. It is even better
to EAT MORE FISH of all kinds.
And don’t forget to increase your IRON intake by eating liver. Traditional meals using
peas, beans and lentils provide good nourishment. Remember to cut down on any animal
fat used in cooking, e.g. in soups do not add fat and do not fry food for. Where FAT is
involved, LESS IS BEST.
Write the summary using the outlining technique:
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B. The Hacksaw Ridge Movie In Lynchburg, Desmond Doss and his brother Hal are raised by
a dysfunctional family since their father Tom Doss is an alcoholic war veteran of World
War I that beats their mother Bertha. After a naughty fight with his brother Hal turns awry,
Desmond Doss reads the Bible and vows not to harm another human in his life thereafter.
Desmond then saves the life of a worker, experiencing a wholesome satisfaction in the
process. In the hospital, he is smitten by a nurse, Dorothy Schutte, whom he then dates.
After the United States enters the Second World War, both sons enlist, adding to the ire of
the father who despises his sons joining the Army. The rigorous regimen of training in the
Army requires Desmond to clear his firearms training, but after a huge tiff with his seniors,
his father, an old corporal, intervenes to save Desmond from being court-martialed and
serve with the Army as a medic. Then, got posted to Hacksaw Ridge, Okinawa. Desmond
saved 75 men during the battle without firing a single shot. As an army medic with a
strong desire to save lives, Desmond single-handedly evacuated wounded near enemy
lines despite his own wounds. He was awarded with the Congressional Medal of Honor.
Write the summary using the 5 W’s, and 1 H technique:

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C. Coronavirus in the Philippines: The COVID-19 risk, impact and measures

By Praveen Duddu (an excerpt)
Preventive measures by the Philippine government
The Philippine government is taking several steps to control the spread of the
virus, including travel restrictions, closure of schools and colleges, as well as training
schools of the Philippine National Police.
Educational institutes in the country are announced to be closed from March
9 to March 15, whereas in Metro Manila the classes will be suspended until April 12.
Stringent social distancing measures will be in place in the National Capital Region
(NCR) for 30 days from March 15.
The government announced earlier on February 2, 2020 that all persons
except Filipino citizens and permanent resident visa holders were temporarily barred
from entering the country.
A temporary ban on Filipinos from traveling to China or its special
administrative region was also imposed. A mandatory 14-day quarantine for Filipinos
returning to from China or its special administrative region was announced.
Write the summary using the SAAC technique:

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D. HOW TO CHANGE ENGINE OIL

Changing the engine oil at a regular interval is very essential to achieve quality
engine performance. In so doing, the following tools and materials should be
prepared: drive-on ramps, jack and jack stands, socket wrench or box end wrench to
fit drain plug, droplight or flashlight, pour spout, drain pan, rags, fender covers, fresh
motor oil, work gloves, and safety goggles.
With these tools and materials ready on hand, the process could be started. First, raise
the front of the car and support it with jack stands (unless working clearance under
the car is adequate). Place a basin beneath the drain plug. Loosen oil drain into the
basin.
Clean the drain plug and washer with rags (some plugs are magnetized to trap metal
particles). Next, replace the plug and washer as soon as old oil had drained. Start
plug by hand and tighten it as far as possible. When the plug is seated, tighten it
another half-turn with a wrench. Finally, find oil filter. Add amount of oil given in the
owner’s manual, 1qt. Less filter is not changed. Start engine and check for leaks at
the drain plug. Lower the car, check oil level, and adjust if necessary.
The completion of this process with the other pars in excellent working condition
ensures a satisfying journey.
Write the summary using the First, Then, Finally technique:

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❖ WRAPPING UP. Answer the guide question below. Write your answer on the space
1. What are the various techniques in summarizing an academic text?

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2. What is the importance of using any of the techniques in summarizing an
academic text?
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❖ POST ASSESSMENT. Read the text below. Using your chosen technique/s, write a 5-8
sentence summary of the given text.
If you are reading this right now, you are taking part in the wonder of literacy. Because of
printed words, people can send information across both time and space. Ideas are put in
writing and sent to readers across thousands of miles and years. Because of writing, the
words of distant people can influence events, offer knowledge, and change the world.
Much of the credit for the development of this phenomenon can be attributed to one
man.
Johannes Gensfleisch zur Laden zum Gutenberg, better known as 13 14 Johannes

Gutenberg, was born in the German city of Mainz. Though most of Gutenberg’s early life
is a mystery, historians believe that he studied at the University of Erfurt in 1418 and spent
much of his young adult life practicing the profession of his father: goldsmithing.
Gutenberg borrowed money from investors in 1439 and found himself in financial trouble.
In the year 1439 the city in which Gutenberg lived was planning to exhibit its large
collection from Emperor Charlemagne (a famous ruler who had united much of Western
Europe around 800 AD). The exhibit was expected to bring many visitors to the town, so
Gutenberg took investments and create polished metal mirrors which were to be sold to
the visitors (it was a common belief at that time that mirrors were able to capture holy
light from religious relics).
The mirrors which Gutenberg produced probably would have sold well, but due to severe
flooding the event was delayed by one year. The impatient investors demanded that
Gutenberg return their investments, but he had already spent the money on producing
the unsaleable mirrors. He was trapped in a difficult situation. Gutenberg decided to
share his greatest secret with them.
This secret would forever change the world, all of history, and even the process of
keeping history. It’s been argued that Gutenberg’s idea was one of the greatest of all
mankind. This one idea would lead to the spread of countless others. It would play a key
role in the development of the Renaissance, Reformation, the Age of Enlightenment, and
the Scientific Revolution. This idea would bring learning to the masses. Gutenberg had
created the mechanical printing press with movable type.
Before the spread of Gutenberg’s idea, literature was handwritten. That means that each
copy of the bible and all of its 73 books were tediously hand scribed, and this was done
before the invention of the ballpoint pen. Given the amount of detail that went into each
text, creating a single copy of a bible could take years. Because of the effort that went
into producing them, books were extremely rare and valuable. Because of the value of
books, there was little reason for common people to learn to read or write since it was
unlikely that they would ever handle a book in their lifetimes. Gutenberg’s invention
would change that. His printing press allowed literature to be produced on a mass scale.
His movable metal type could be arranged once to form a page, and he could print the
page again and again.
The first major text that Gutenberg produced was a 42 line copy of the bible. Scholars
estimate that Gutenberg produced between 165 and 185 of these bibles, which sold out
almost immediately. Most copies went to churches and universities, though one was sold
to a private individual. Copies are known to have sold for 30 florins (about three years of
wages for a clerk at the time), which may seem expensive but was much cheaper than a
hand produced copy. Purchasing a Gutenberg Bible in the 1450s would have been a
good investment if you and your descendants were able to maintain it. Only twenty one
complete Gutenberg Bibles exist today and the last one traded hands in 1987 for 4.9
million dollars, the highest price ever paid for a book at the time.
Gutenberg’s brilliant idea would soon change the world, but in the short term he bungled
a large and risky investment. He found himself in financial trouble once again and was
sued by one of his investors, who accused Gutenberg of mismanaging money meant for
the production of books. The courts ruled against Gutenberg and he lost the shop that he
had created. He was effectively bankrupt.
Though he had failed as a businessman, the technologies that he had created spread
rapidly. As these printing technologies spread, news and books began to travel much
faster than previously possible. The world has not been the same since. Though
Gutenberg was financially unsuccessful in his own lifetime, he made the world a much
richer place.
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Lesson 4. Thesis Statement and Reading Outline
Start now!
• INTRODUCTION:
Reading is an essential skill that many students need to master. Reading enhances
your comprehension. Through reading, one can know deduce the main idea of an
academic text
1. state the thesis statement of an academic text;
2. outline reading texts in various disciplines.

1. What is a thesis statement?
2. What is/are the importance of outlining?
• PRE-ASSESSMENT: Read each question carefully and choose your answer from the given
choices. Write only the letter that corresponds to your answer.

A. It is a declarative sentence which states the focus or argument of the essay.
B. It is a sentence that elaborates the topic sentence.
C. It is a sentence that tells the reader the main idea of the paragraph.
2. Which among the following is the best thesis statement?

A. Some athletes take steroids.
B. Athletes should not take steroids.
C. Steroids should be banned from athletic competitions because they not only
endanger the health of the athletes, but also give athletes an unfair advantage.
3. Which among the following is a better thesis statement?

A. The censoring of movies shown on television is an invasive practice since it violates
the producer’s right to freedom of artistic expression and the viewer’s right to
freedom of choice.
B. I am opposed to the censoring of movies shown on television. Movies made for
theatres should not be censored before being shown on television.
C. The censoring of movies shown on television is a controversial topic.
4. Which among the following is NOT true about a thesis statement?
A. It is a claim or stand that needs to be developed in an essay.
B. It acts as an adequate support to expound the main idea.
C. It must be debatable and supported with evidence.
5. What is an outline?
A. A technique that uses free flow of ideas by listing down everything that comes to
mind.
B. A technique that shows how the parts of the text are related to one another as
parts or sections that are subordinate to a main idea.
C. A technique that links a word or phrase to different related topics or ideas.
6. What is the difference between reading outline from a writing outline?

A. A reading outline is used as a guide to organize ideas for an essay, while a writing
outline is used to get the main ideas of the text.
B. A reading outline is used to before writing the first draft of an essay, while a writing
outline is used to understand the connection of ideas in a reading text.
C. A reading outline is used to better comprehend a text’s structure while a writing
outline is used to organize ideas for a cohesive and coherent text.
7. What are the two types of outlines?

A. Topic and Sentence outlines
B. Letter and Number outlines
C. Heading and Subheading outlines
Process
Read the following discussions.
Thesis Statement
A thesis statement is the claim or stand that you will develop in your paper. It is the controlling
idea of your essay.
A strong thesis statement usually contains an element of uncertainty, risk or challenge

(Ramage, Bean, and Johnson 2006:34). This means that your thesis should offer a debatable
claim that you can prove or disprove in your essay. The claim should be debatable enough to
let your readers agree or disagree with you. Also, you will have to gather evidence in order for
you to back up your thesis statement.
Guidelines on writing an effective thesis statement

1. Avoid making overly-opinionated stands
While a thesis statement needs to reveal your attitude toward the topic, be careful not to go
to the extremes and write a thesis statement with an exaggerated claim. This is because you
need to prove your thesis first, and avoid imposing your opinion on the reader, lest you affect
their disposition toward you. Example: The officers of the ROTC are merciless slave drivers who
abuse their fellow students.
2. Avoid making announcements
Sometimes, it is easier to tell your reader what you intend to write about. However, sometimes
it makes a weak thesis statement for it lacks your attitude or stand in a particular topic.
Example: In this essay, I will talk about the benefits of having a healthy lifestyle.
3. Avoid stating facts alone
If you rely only on facts in your thesis statements, you will not have much room for discussion,
because facts are generally not as debatable as opinions. Example: Coronavirus is an
unseen threat to mankind.
Outline
An outline is a summary that gives the essential features of a text. It shows how the parts of a
text are related to one another as parts that are of equal importance, or sections that are
subordinate to a main idea.
There are two kinds of outlines: the reading outline and writing outline. A reading outline is
used to get the main ideas of a text that is already written. It helps you understand the text’s
structure more critically because you will have to find the text’s thesis statement and
supporting details. You will better understand how a writer connects and sequences the
information in the reading text.
Meanwhile, a writing outline is a skeletal version of your essay. It is used as a guide to

organize your ideas. It is usually done before you write the first draft of your essay.
Steps in creating a reading outline

1. Read the entire text first. Skim the text afterward. Having an overview of the reading’s
content will help you follow its structure better.
2. Locate the thesis statement.
3. Look for the key ideas in each paragraph of the essay.
4. Look at the topic sentence and group related ideas together.
5. Arrange the contents according to chronological order, spatial order, and general to
specific order. 6. Go back to the text and make sure you have not miss any important
information.
Rules for outlining

1. Subdivide topics by a system of numbers and letters, followed by a period. In a formal
outline, Roman numerals can be used to represent paragraphs. Capital letters can be used
to represent supporting details for the paragraphs.
2. Each heading and subheading must have at least two parts.
3. Use either brief phrases or complete sentences. Do not use both in one essay.
Types of Outlines:
1. Topic outline—the headings are given in sing words or brief phrases
2. Sentence outline– all headings are expressed in complete sentences
Sample format
TITLE
Thesis Statement:
I.
A.
1.
a.
b.
B.
1.
2.
a.
b.
II.
A.
B.
1.
a.
2.
a.
b.
Note: The use of roman numerals, capital letters , numbers and lower case letters will vary
depending on the length of the section or paragraph.
TASK 1: WHAT’S THE THESIS STATEMENT? Identify the thesis statement in each of the following
passages.
1. It is commonplace to say that nationalism is one of the most potent factors in the
cultural development of a people. Love of one’s own is essential in the equipment of
all truly civilized human beings; it is only safe and sensible basis for the appreciation of
things that pertain to others. Only those who truly love their own country and
people—their tradition, history, and destiny—can develop a sincere interest in, and
admiration for, the tradition, history, and destiny of other countries and peoples. Only
they can become genuine and cosmopolites, or “citizens of the world.” -S.P. Lopez,
“Return of the Primitive”
Thesis Statement:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. The K12 program has allowed for more students to learn new language, apart from
English and Filipino. There are many benefits of learning a language, that is, why you
should see learning a new language as a welcome challenge instead of a burden.
There is the fact that it boosts a student’s brain power because your reading,
memory, and problem solving skills are sharpened. It also allows us to be exposed to
new cultures and thus increases our cultural sensitivity. There are a lot of people who
are more confident because they can express themselves in different languages.
Many career opportunities await those who know another language. And these are
just some of the reasons why you should learn a new language.
Thesis statement:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. Tailgating another vehicle is unsafe and illegal. Many rear-end collisions are caused
by drivers following too close to the vehicle in front of them. The rule states that the
driver must keep sufficient distance from the vehicle in front in order to stop safely
and avoid a collision. Drivers should allow a minimum two second’s gap between
their vehicle and the one ahead. At sixty kilometers an hour, this equates to thirty-
three meters; at a hundred it equates to fifty-five meters. More distance is needed to
safely stop in rain or poor visibility.
Thesis statement:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
TASK 2: OUTLINING ACTIVITY. Create a reading outline for each of the texts.
Text A
STRESS AND STRAIN In engineering, stress and strain describe the conditions of a material
under varying circumstances. Stress is the material’s resistance to external forces, measured
in terms of the force exerted per unit of area, and strain is the material’s change resulting
from those external forces. Every force that acts on a material creates a type of stress, and
each stress has an accompanying type of strain. The three basic types of stress are tensile,
compressive, and shearing. Tensile stress occurs when a pair of forces act on opposite ends
of the material and attempt to pull it apart. The resistance the material offers to this action is
known as the tensile stress in the material. Tensile stress is most easily demonstrated by puling
on the ends of a rubber band. The type of stretching (strain) taking place in the rubber band
occurs to some degree in all other materials which are this type of force.
Compressive stress results from forces pushing in on the ends of a material. A simple example
of a compressive force is pressure exerted to push an accordion together. An accordion has
only a small compressive stress because the accordion bag offers little resistance to being
forced together. Reduction is the length of the material (strain) accompanies a compressive
stress.
Shearing stress occurs when a force acts downward on a material, causing a piece of it to
bend or break off. This type of force, known as shearing force, is resisted by shearing stress.
Shearing force and stress can be demonstrated by slicing a loaf of bread. Although
amplified by the knife’s cutting edge, the force can still be considered a shearing force. Like
all other materials, the bread offers resistance (stress) but tends to break (strain) under such
force.
Text B
AUDIO– VISUAL SYNAESTHESIA Audio-visual synaethesia is a perceptual effect which

simultaneously stimulates the senses of vision and hearing. Each sound is perceived as
harmoniously interdependent with a visual sensation.
Synaethesia is an art form which stems directly from technological roots. The advances in
electronics have made possible the simulation more than one sense at a time, and future
technological advances may allow the creation of a total perceptual environment.
One of the simplest deices for demonstrating the effect of audio-visual synaethesia is the
color organ. A color organ is an electronic circuit which converts the varying beats and
intensities of recorded music to a corresponding light display. The lights flash with the beat of
the music, and their brightness varies with the volume. Some color organs have circuitry
which displays the high tones of a musical passages one color, the medium tones as another
color, and the low tones as yet another. The overall effect of watching the display while
simultaneously listening to the music is that one can sense that he is “seeing” the music, or
“hearing” the visual display.
In audio-visual synaesthesia, two usually separate sensations are fused into one harmonious
perceptual effect. Synaesthesia may be art form of the future.
❖ WRAPPING UP. Answer the guide questions below. Write your answer on the space

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________
2. What is/are the importance of outlining?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________
❖ POST ASSESSMENT. Read critically the texts below. Identify the thesis statement and make
an outline for this essay. You may modify the sample outline format presented before.
DIVERSITY: HELP OR HINDRANCE TO GROUP PERFORMANCE?
In an increasingly complex and competitive business world, how is a company to

generate the creative ideas needed for ongoing success? Many managers believe that
forming teams with cross-functional diversity is the answer (Sethi et al., 2002), and this is
becoming increasingly common (Mu & Gnyawali, 2003). However, while diversity in group
membership may lead to the diversity of ideas needed for innovative problem solving, it
is argued here that that managers need to be aware that there are many ways that
diversity can in fact hinder team performance, though there are strategies that both
teams and their managers can use to reduce the potential negatives and enhance the
potential positives.
Aside from the cross-functional diversity, many other types of diversity can have effects
on team performance and some of these types of diversity can have inherently negative
effects. For example, any negative stereotyping by group members resulting from
diversity in terms of gender, age or ethnicity will reduce team social cohesion and hence
group performance (Fiske & Neuberg, 1990, as cited in Harrison et al., 2002) because a
certain amount of social cohesion has been found to be correlated with effective group
performance (Harrison et al., 2002). Other aspects of diversity, such as in attitudes
towards the group’s tasks, in values, and in time management styles, can also negatively
affect group social cohesion and hence group performance (Fiske & Neuberg, 1990, as
cited in Harrison et al., 2002).
The sorts of diversity that are most likely to be beneficial to group performance, such as
diversity in relevant knowledge, experience and skills (Harrison et al., 2002), can
unfortunately also cause problems for group performance. Having too many diverse
views and opinions to coordinate can, for example, cause cognitive overload amongst
group members and so impede its decision making processes (Mu & Gnyawali, 2003;
Sethi et al., 2002). This is especially likely to be a problem when the team has a limited
amount of time to complete its tasks (Mu & Gnyawali, 2003). The cross-functional diversity
mentioned above can also cause problems if group members have difficulty
understanding and coordinating the differing world views and values of group members
from different functional areas (Colbeck et al., 2000 and Gallos, 1989, as cited in Mu &
Gnyawali, 2003).
Given all the above-mentioned problems associated with diversity, are there strategies
that a team and its managers can implement to reduce the potential negatives and
enhance the potential positives? Regard-ng cognitive overload, evidently a team needs
to be given an adequate amount of time to complete its task. Scheduling frequent
collaboration can also be used to build social cohesion and overcome the potential
negative impacts of stereotypes (Harrison et al., 2002) provided “team psychological
safety” is fostered in the group (Mu & Gnyawali, 2003). And since too much social
cohesion can cause teams to avoid the robust debate needed to generate the best
thinking in order to protect social relationships, management encouragement of the
group to be “venturesome” in its work can also be helpful (Sethi et al., 2002).
In conclusion, it appears that if managers wish to create especially effective teams, they
should seek to minimize diversity in terms of task and time management values, while
looking to maximize differences in relevant knowledge and skills. They should further aim
to foster as much collaboration as possible so as to develop team social cohesion, have
rules about interactions which foster team psychological safety, and encourage the
team to be venturesome. Unless these things are done, managers will likely find diversity
more a hindrance than a help for group performance.
THESIS STATEMENT:
__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________________________________
OUTLINE:
❖ HOW DO YOU FEEL ABOUT THIS LESSON? Share how you felt in this lesson by checking on
the box with emoticon. You can check as many as you can.
Lesson 5. Critical Approached to Writing a
Review/Reaction Paper/Critique
Start now!
• INTRODUCTION:
This lesson is essential for the achievement of an effectively written review, reaction,
or critique paper. The varied approaches will be your guide to express properly your thoughts
and craft your ideas.
1. use appropriate critical approaches* in writing a critique such as formalism, feminism,
etc.

1. What are the different approaches to writing Review/Reaction Paper/Critique?
2. What is/are the benefits of looking at the different approaches before writing?
• PRE-ASSESSMENT: Read and analyze the statements below. Write TRUE if the statement is true
and FALSE if the statement is false.
________________1. Marxist criticism focuses understanding how power, politics, and money
play a role in arts, texts, movies, etc..
________________2. Formalism reveals how aspects of our culture are patriarchal, i.e., how our
culture views men as superior and women as inferior.
________________3. Feminism emphasizes on the form or structure of an 1 WHAT I KNOW
________________4. Reader-response criticism argues that the meaning of a text is dependent
upon the reader’s response to it.
________________5. Historical criticism emphasizes the importance of the author/ artist’s life
and background into account when analyzing a text or an object.
________________6. Biographical criticism posits that every literary work is the product of its
time and its world.
________________7. Formalism examines texts out of the context of their time period, social
setting, and author’s background.
________________8. Marxist criticism focuses on the act of reading and how it affects readers’
perceptions of a text.
________________9. Historical criticism examines how literary texts reflect the ideas, beliefs, and
attitudes of the time in which they were created.
________________10. Biographical criticism states that understanding an author’s background
can help readers
Process
Read the following discussions.
Critical Approaches to Writing a Review/ Reaction Paper/Critique
A very important expository discourse that you must learn how to write is the reaction
paper, review, or critique. It is mainly written to communicate a fair assessment of
situations, people, events, literary and artistic works and performances. Whether a social
commentary, or a critical judgment, it conveys incisive insights into its analysis of events,
its interpretation of the meaning or importance of a work or artifact, or its appreciation of
the moral or aesthetic values reflected in the work or performance. It may include the
main purpose of the event; the devices and strategies employed; an evaluation of its
success or failure; and an assessment of its significance and relevance, timeliness or
timelessness.
As a reviewer and critic you must not simply rely on mere opinions; rather, you must use
both proofs and logical reasoning to substantiate your comments. You must process
ideas and theories, revisit and extend ideas in a specific field of study, and present an
analytical response to the subject of your review.
The following critical approaches will guide you on writing your review, reaction paper or
critique. These approaches will help you focus on the more important aspects to
examine, analyze and evaluate.
1. Formalism emphasizes the form of a literary work to determine its meaning, focusing
on literary elements and how they work to create meaning.
• Focus on the elements, structure and principles that govern a certain text, artworks,
movie, book, poems, etc.
Poem (meter, figurative devices, imagery, theme)
Books/stories (setting, characters, plot)
Movies (sound effects, transition, shots)
2. Biographical Criticism emphasizes the importance of the author’s life and

background into account when analyzing a text.
• Focus on the life and background of the writer/artist and connect it to the subject of
your review or critic.
How did the life of Dr. Jose Rizal affect his written works?
How did Pablo Picasso’s life experiences shape his painting style?
3. Historical Criticism posits that every literary work is the product of its time and its world.
• Focus on the era and significant events that happened during the time the
text/movie/book/art/poem was produced.
How did Juan Luna’s ‘Spoliarium’ depict the happenings during the time it was painted?
How did Victor Hugo show the hardships and triumph during the French revolution, in his
work, ‘Les Miserables’?
4. Marxist Criticism emphasizes on how power, politics, and money play a role in literary
texts and amongst literary societies and characters.
• Focus on how class, power, race and economic status affect the content and
theme of a certain work.
In what way did the story/movie reflect the socio-economic status of the characters?
5. Feminism emphasizes on the roles, positions, and influences of women within literary
texts. • Focus on how women are portrayed in a certain literary work, in arts, in
commercials, in movie, etc.
Are women viewed as inferior beings in the movie?
How were they portrayed?
What aspect of the painting mirrors the patriarchal ideology in our society?
6. Reader-response criticism emphasizes that the meaning of a text is dependent upon

the reader’s response to it.
• Focus on the meaning you created while reading a text, watching a movie or
looking at a certain object. It focuses on your personal connection with and
understanding of the subject of your review.
What emotion did you experience after reading the poem?
What is your interpretation of the painting?
TASK 1: WRITING TASK. Write a short critique (8-10 sentences) on the following works using the
specified approach.
A. Ang Probinsyano (TV series) using the Marxist Criticism
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
B. “Sympathy” by Paul Laurence Dunbar using the Reader-response Critical Approach criticism
I know what the caged bird feels, alas!
When the sun is bright on the upland slopes;
When the wind stirs soft through the springing grass,
And the river flows like a stream of glass;
When the first bird sings and the first bud opes,
And the faint perfume from its chalice steals—
I know what the caged bird feels!
I know why the cage bird beats his wing
Till its blood is red on the cruel bars;
For he must fly back to his perch and cling
When he fain would be on the bough a-swing;
And a pain still throbs in the old, old scars
And they pulse again with a keener sting—
I know why he beats his wing!
I know why the caged birds sings, ah me,
When his wing is bruised and his bosom sore, -
When he beats his bars and would be free;
It is not a carol or joy or glee,
But a prayer that he sends from his heart’s deep core,
But a plea, that upward Heaven, he flings—
I know why the caged bird sings!
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
C. Luneta Park using the Historical Criticism
Source: https://www.google.com/
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
❖ WRAPPING UP. Answer the guide questions below. Write your answer on the space
1. What are the different approaches to writing Review/Reaction Paper/Critique?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2. What is/are the benefits of looking at the different approaches before writing?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
POST ASSESSMENT. . Write a short critique (5-8 sentences long per critical approach) of
your chosen text. Fill your answers in the table.
Critical
Approach Text: _______________________________________________________________
FORMALISM
FEMINISM
MARXISM
READER-
RESPONSE
❖ HOW DO YOU FEEL ABOUT THIS LESSON? Share how you felt in this lesson by checking on
the box with emoticon. You can check as many as you can.
References:
Academic Language of the English-Language Arts-Higher Education. Retrieved from

https://www.pearsonhihered.com. Retrieved date June 24, 2020.
Academic Writing vs. Non Academic Writing. Retrieved from www.diffrencebetween-

com.cdn.ampproject.org. Retrieved date June 30, 2020.
Extended Essay: Formal vs. Informal Writing. Retrieved from

www.libguides.westoundacademy.org Retrieved date June 25, 2020.
Sample academic texts. Retrieved from https://portal.uea.ac.uk. Retrieved date June 24,
2020 Scarcella, R. Academic Language for English Language Learners. Retrieved from
www.colorincolorado.org. Retrieved date June 25, 2020
Spivey, B. 365 Social & Academic vocabulary– What’s the Difference? Retrieved from
www.superduperinc.com. Retrieved date June 25, 2020.
The English Effect. Retrieved from www.britishcouncil.org. Retrieved date June 26, 2020.
Tools for Assessment. Reflection Writing Rubric. Retrieved from
https://www.cmu.edu/teaching/assessment. Retrieved January 26, 2021.
Using Academic Language. Retrieved from www.monash.edu. Retrieved date June 25, 2020.
Kissner, E. Teaching Text Structure: A Quick Guide for Teachers. Retrieved from Slideshare.
Retrieved date July 7, 2020.
Identifying Text Structure Worksheets. Retrieved from https://

www.ereadingworksheets.com/text-structure/. Retrieved date July 7, 2020.
Text Structure| Ereading Worksheets. Retrieved from https://

www.ereadingworksheets.com/text-structure/. Retrieved date July 7, 2020.
Text Structure PPT. Retrieved from https://www.ereadingworksheets.com/textstructure/.

Retrieved date July 7, 2020.
Bales, K. July 2020. 5 Easy Summarizing Strategies for Students. Retrieved from
thoughtco.com. Retrieved date July 29, 2020
Duddu, P. March 2020. Coronavirus in the Philippines: The COVID-19 Risk, Impact and
Measures. Retrieved from pharmaceutical-technology.com. Retrieved date August 4, 2020.
Evangelista, A. Basics of Summarizing. Retrieved from Slideshare. Retrieved date July 29, 2020
Summarizing Strategies. Retrieved from www.google.com Retrieved date July 29, 2020
Summarizing Worksheets. Retrieved from https://www.ereadingworksheets/ summarizing-

worksheets-and-actiities/. Retrieved date July 29, 2020.
Rodriguez, M.R., and Tiongson, M.T.2016. Reading and Writing Skills. Quezon City: Rex Printing
Company, Inc.
Saqueton, G. and Uychoco, M.T. 2016. English for Academic and Professional Purposes.
Quezon City: Rex Printing Company, Inc.

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Our Lady of the Pillar College- San Manuel, Inc.

San Manuel, Isabela

OLPC-SMI CORE VALUES:

1. differentiate language used in academic texts from various disciplines;

2. use knowledge of text structure to glean the information he/she needs;

3. use various techniques in summarizing a variety of academic texts;

4. state the thesis statement of an academic text; and

5. outline reading texts in various disciplines.

Lesson 1. Academic Texts

EXPLORE. In this part, you will be introduced to the topic’s overview,

• GUIDE QUESTIONS: Answer the following questions after this lesson.

Formal Related literature To inform and/or validate idea

Characteristics Academic Texts Non-academic Texts

______ 2. When synthesizing information, a new understanding about a topic is developed

3. What do you think should she do to improve her writing task?

Who is the target audience of the text?

How would you describe the language used in the text?

What is the impact of citing references in a text?

Study the discussions below. Then, do the given tasks.

Nature and Characteristics of an Academic Text

Characteristics Academic Texts Non-academic Texts

Purpose Inform readers with solid Inform, entertain, or persuade

Style Formal and impersonal Personal, impressionistic, emotional

Structure Standard structure No rigid structure

Language Formal language avoids Informal and casual language, has

What is difference between academic language and social language?

Social Language Academic Language

CHARACTERISTICS OF ACADEMIC LANGUAGE

1. I decided to write an extended essay on how hip-hop works as protest of

2. Biology has always been a passion of mine. Ever since I was

3. When I go into a supermarket there is always gentle background music playing,

E. As a student, I want to understand how Multiple Intelligences Theory affect students’

Does the text use a formal language?

Is the language impersonal? (Yes/No)

Are the choice of words appropriate for

Does the text use technical terms? (If

Is the academic text objective? (Yes/If

3. Who are the target

You have reached the end of the lesson. Congratulations!

• GUIDE QUESTION: Answer the following question after this lesson.

Problem and Solution Exemplification/Classification Persuasion

Common Text Structures

What is a text structure?

Common Text Structures

How does text structure help readers?

The Golden Age of Comics

2. How were comic books used before?

3. Why do you think comic books become so popular?

4. Do Filipinos also enjoy reading comic books?

5. How did the author arrange the information in the text?

a. problem and solution d. cause and effect

Competition and Cooperation

You have reached the end of the lesson. Congratulations!

• GUIDE QUESTION: Answer the following question after this lesson.

______ 1. Use own words to write the summary.

Summarize the paragraph below in two to three sentences.

Source: Long Beach City College WRSC 6 SUMMARY