ENGLISH FOR ACADEMIC

12
AND PROFESSIONAL
PURPOSES
Quarter 1

LEARNER’S MATERIAL
 Module

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES Grade 12

1
PIVOT IV-A Learner’s Material
Quarter 1 Module 1 WEEK
First Edition, 2020
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Published by: Department of Education Region IV-A CALABARZON
Regional Director: Wilfredo E. Cabral
CLMD Chief: Job S. Zape, Jr.

GRADE 12
ENGLISH FOR ACACDEMIC AND
PROFESSIONAL PURPOSES

Development Team of the Module

Author: Mary Grace Catuira Talavera

Editor:
Reviewer:
Illustrator:
Layout Artist:
Management Team: , CID Chief
, SDO EPS In-charge of LR
Romyr L. Lazo, EPS In-charge of LR
, EPS Subject Area In-charge
Fe M. Ong-ongowan, Librarian
Lhovie A. Cauilan, Teaching Aid Specialist

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal
Landline: 02-868-257-73, Local 420/421
Email Address: lrmd.calabarzon@deped.gov.ph

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 I What I Need to Know?

Think about this:

As a student, writing as an activity is not new to you. You probably have done
this every single day of your schooling. These writing activities in the past must
have also helped you a lot, especially here in your Senior High School. Whenever
your teacher gives a writing task, do you find this enjoyable and easy? If yes,
what makes it so? If no, what makes it hard to do? Do you use any techniques or
strategies to make your writing tasks easier?

Writing is one of the most essential skill you will need as you deal with your eve-
ryday life. If you find writing a little challenging at this point, there are strategies
which you can learn to help you improve this skill.

Hence, to help you improve your writing skills, at the end of this lesson you
should be able to:
1. use various techniques in summarizing a variety of academic texts;
2. state the thesis statement of an academic text; and
3. outline reading texts in various disciplines.

Activity 1: Word in Numbers

To begin your quest to becoming a better writer, let’s start of by figuring out some
of the most important aspects that will help you improve and develop your writing
skills. Using the sequence on the letters of the alphabet, identify the hidden
word/s on each box. Take note of the words you formed because you will use
them on your next activity. Do this activity on a separate piece of paper and com-
pile this on your portfolio.
1 2 3
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
15 21 20 12 9 14 5 19 21 13 13 1 18 25 17 8 5 19 9 19
___ ___ ___ ___ ___ ___ ___ ___ ___
19 17 1 17 5 13 5
14 17
I What is New?

Activity 2: Word Wide Web

Are you familiar with the words you formed? Tell something about it by writing at
least 4 words associated with the words you identified in the previous activity.
Write the word/s you figure out in the inner-most circle.

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 1 2 3

How are the words you wrote associated in each word in the inner circle? Briefly
describe their connections by filling out the blanks below.

1. (Word #1) ______________ _________________________________

2. (Word #1) ______________ _________________________________
3. (Word #1) ______________ _________________________________

Activity 3: Read on, Move on

At this point, let us test your reading skills and see how much you understand the
text below. Answer the questions that follow and remember to analyze this text
carefully as this will help you to the next tasks ahead.

The Digital Divide: The Challenge of Technology and Equity

Information technology has influenced the way many of us live and work today.
We use the internet to look and apply for jobs, shop, conduct research, make
airline reservations, and explore areas of interest. We use Email and internet to
communicate instantaneously with friends and business associates around the
world. Computers are commonplace in homes and the workplace.

Although the number of internet users is growing exponentially each year, most
of the world’s population does not have access to computers of the internet. On-
ly 6 percent of the population in the developing countries are connected to tele-
phones. Although more than 94 percent of U.S households have telephones, on-
ly 56 percent have personal computers at home and 50 percent have internet
access. The lack of what most of us would consider a basic communication ne-
cessity -the telephone-does not occur just in developing nations. On some Native
American reservations only 60 percent of the residents have a telephone. The
move to wireless connectivity may eliminate the need for telephone lines, but it
does not remove the barrier to equipment costs.

Who has internet access? The digital divide between the populations who have
access to the internet and information technology tools and those who don’t is
based on income, race, education, household type, and geographic location, but
the gap between groups is narrowing. Eighty-five percent of households with an
income over $75,000 have internet access, compared with less than 20 percent
of the households with income under $15,000.

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Over 80 percent of college graduates use the internet as compared with 40 per-
cent of high school completers and 13 percent of high school dropouts. Seventy-
two percent of household with two parents have internet access; 40 percent of
female, single parent households do. Differences are also found among house-
holds and families from different racial and ethnic groups. Fifty-five percent of
white households, 31 percent of black households, 32 percent of Latino house-
holds, 68 percent of Asian or Pacific Islander households, and 39 percent of
American Indian, Eskimos, or Aleut households have access to the internet. The
number of internet users who are children under nine years old and persons
over fifty has more than triple since 1997. Households in inner cities are less
likely to have computers and internet access than those in urban and rural are-
as, but the differences are no more than 6 percent.

Another problem that exacerbates these disparities is that African-American, La-

tinos, and Native Americans hold few of the jobs in information technology.
Women about 20 percent of these jobs and receiving fewer than 30 percent of
the Bachelor’s degrees in computer and information science. The result is that
women and members of the most oppressed ethnic group are not eligible for the
jobs with the highest salaries at graduation. Baccalaureate candidates with de-
gree in computer science were offered the highest salaries of all new college
graduates.

Do similar disparities exist in schools? Ninety-eight percent of schools in the

country are wired with at least one internet connection. The number of class-
rooms with internet connection differs by the income level of students. Using the
percentage of students who are eligible for free lunches at a school to determine
income level, we see that the higher percentage of the schools with more affluent
students have wired classrooms than those with high concentrations of low-
income students.

Access to computers and the internet will be important in reducing disparities

between groups. It will require higher equality across diverse groups whose
members develop knowledge and skills in computer and information technolo-
gies. The field today is overrepresented by white males. If computers and the in-
ternet are to be used to promote equality, they have to become accessible to
schools cannot currently afford the equipment which needs to be updated regu-
larly every three years or so. However, access alone is not enough; Students will
have to be interacting with the technology in authentic settings. As technology
has become a tool for learning in almost all courses taken by students, it will be
seen as a means to an end rather than an end in itself. If it is used in culturally
relevant ways, all students can benefit from its power.

After reading the selection, answer the questions on the next page in a separate
piece of paper. Keep in mind that you have to compile all your answers to the differ-
ent activities in your portfolio.

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Without looking at the text you have read, answer the following questions on your
paper:
1. What is the reading selection all about?
2. What are the details that support your answer?
3. How is this similar to the Philippine setting? Elaborate your answer.
4. As a student, what can you do to address this kind of situation?

D What I Know?

Activity 4: Testing Familiarity

From the words in each balloon, which among these are you familiar with? Can you
tell something about each word? Copy and do this activity on a separate piece of
paper.

D What is in?

How many answers did you get correct? Do not worry if you score low. This activi-
ty was done to assess how much you know about the lesson to be discussed. It is
hoped that you will be more familiar with these terms after reading this module.

To develop your writing skill, you need to learn how to organize your ideas in an
order that makes sense. Thus, you must be able to identify the big idea, or the
controlling idea, as this is serve as the spine for every written work. Further, to
help you stay focused in your writing you should know how to prepare an outline
so that you can include all the good ideas that will help you explain or prove your
point in your paper.

The next activity will let you assess your ability to write an outline, identify the
thesis statement, and write a summary of a given text.

Activity 5: Write it up!

Recall your answers on the previous
activity, let us see if you can apply the concepts you have written about each word
in writing. Go back and scan the reading text “The Digital Divide: The Challenge
of Technology and Equity” on page 4 and 5 and do the next activity on another
sheet of paper.
1. Write an outline of the text read.
2. Identify the thesis statement used in the text.
3. In 5 sentences, summarize the text read.

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 D What is it?

Were you able to do the tasks easily? Why? What were your considerations in do-
ing each activity? It is okay if by now, you are still confused on how to extract an
outline from a text, identify its thesis statement, and summarize an entire reading
statement and the claims text. The discussion that follows will guide you through.

Outlining
Creating an outline helps you organize your thoughts easier before writing any
paper. An outline is a plan for your writing. It shows what information each sec-
tion or paragraph will contain, and in what order. It also includes the main ide-
as and show how they are organized and the overall structure.
An outline has two kinds: the topic outline and the sentence outline. A topic out-
line helps you see a larger picture through a series of short phrases, while a sen-
tence outline goes into the detail of the paper, hence, makes use of full sentenc-
es. These two types of outline follows a certain format as well, using Roman and
Arabic numerals along with capital and small letters of the alphabet.

Creating the Outline

1. Place your introduction and thesis statement at the beginning, under ro-
man numeral I.
2. Use roman numerals (II, III, IV, V, etc.) to identify main points that develop
the thesis statement.
3. Use capital letters (A, B, C, D, etc.) to divide your main points into parts.
4. Use arabic numerals (1, 2, 3, 4, 5, etc.) if you need to subdivide any As, Bs,
or Cs into smaller parts.
5. End with the final roman numeral expressing your idea for your conclusion.

Refer to the sample format below.

_______________________________________ (Topic/ Title)

I. Main Categories/ Main Heading

A. First Category / First Supporting Detail
1. __________________________________
Subcategories of A
2. __________________________________
B. Second Category/ Second Supporting Detail
1. __________________________________
2. __________________________________ Subcategories of B

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 Thesis Statement
As mentioned in the previous discussion, thesis statement is a very important
and helpful guide in providing a written message. However, a thesis statement is
naturally hidden, underlying the paper. Whether you are a writer or a reader, it
is important that you know how to identify it within the composition.

To identify the thesis statement in a paper consider the following as you read:
• may tell the reader the importance of the topic under discussion
• tells the reader what to expect from the rest of the paper.
• directly answers the question being asked. A thesis is an interpretation of
a question or subject, not the subject itself.
• makes a claim that others might disagree
• is usually a single sentence in or near the beginning of a paper (most of-
ten, at the end of the first paragraph) that presents an argument. The rest
of the paper, the body of the essay, gathers and organizes evidence that
will persuade the reader of the logic of your interpretation.

Read the sample below to help you better understand thesis statement.
Proposed Thesis Statement: The internet has improved the lives of many.
-Although many will agree with the statement, the question “How has the internet
improved people’s lives?” should be contained in the statement.

Improved Thesis Statement: The internet serves a means of connecting people

around the world, fostering new friendships and strengthening relationships and
an exchange of ideas that wouldn't have occurred prior to its beginning.

- While the internet offers a host of benefits, we're choosing to emphasize its abil-
ity to foster new friendships, strengthen relationships, and exchange ideas. The
statement also shows how the writer wants to prove that it is through the inter-
net that these aspects exist. Hence, the tighter your focus, the better your paper.

Summary
Since stepping into senior high school, you may have noticed that there are a va-
riety of text you come across with. There may be times that you find some texts
easy to understand, while others are difficult.
One of the ways to assess how much someone understood a text is through sum-
marizing. If you can write a one-or two-sentence summary of a paragraph you
have read, then it is a positive sign that it was understood. However, if someone
cannot identify the main idea of even a paragraph, comprehension will be a con-
cern.

A summary or précis tells the main idea of a piece of writing. When you summa-
rize, you compact the main ideas in a passage into your own words.

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Now that you have learned how to create an outline and how to identify the thesis
statement in a given text, you will be needing all these in summarizing. The fol-
lowing are some of the steps in summarizing a text:
Step 1:
Read the text to identify its main ideas.
Step 2:
Reread carefully and make an outline of the text you read.
Step 3:
Write the thesis statement of the text.
Step 4:
Identify the text's major divisions or chunks. Each division develops one
of the stages needed to make the whole main point.
Step 5: Try summarizing each part in one or two sentences.
Step 6: Combine your summaries of the parts into a coherent whole, creating a
condensed version of the text's main ideas in your own words.
—(John C. Bean, Virginia Chappell, and Alice M. Gillam, Reading Rhetorically. Pearson Education, 2004)

You may want to check out a newspaper or a magazine at home. Look for a partic-
ular article and try to summarize it using the steps given above. Remember when
you summarize, you condense its content using your own words.

What is more?
E

Activity 6: Read More, Write More

Now that we have discussed outlines, thesis statement and summarizing, let us
find out how much you have learned from the discussion through the next activi-
ty.

Read and understand the article provided. Applying what you have learned from
the discussions, do the given tasks on a separate sheet of paper.
1. Write an outline of the text read.
2. Identify the thesis statement used in the text.
3. In 5 sentences, summarize the text read.

Telco company: Staying at home puts kids at greater risk for cybercrime
(Philstar.com) - July 7, 2020

MANILA, Philippines (As released) — With community quarantine guidelines in

place, families are expected to use the Internet more as they stay safe at home.
This puts them at greater risk for bullying, threats, and crimes, according to tele-
communications giant Globe.

To help minimize the risk and promote responsible digital citizenship, the compa-
ny recently held its first "Kids & Tech: Parenting in the Digital Age," an exclusive
webinar that taught families to become savvy consumers of social media and
technology.

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Together, the panelists shared the Parent Module, a family-oriented approach to
digital citizenship. It follows the framework of the Digital Thumbprint Program
(DTP), a series of workshops taught to students on how to help cultivate a safer
online environment. In the webinar, guests learned about the common risks of
going online and how to protect themselves.
A United Nations International Children's Fund (UNICEF) study found that cyber
bullying affects 70% of youth around the world. Children may feel embarrassed
to open up about it to their parents, so adult figures must be careful in dealing
with this type of situation.
“We need to clarify what happened, why it happened, and who is involved,”
shared Dizon. “We also need to offer support in a positive way. It’s important for
children to talk to a trusted adult, whether it’s a parent, a teacher, or an organi-
zation like Bantay Bata.”
Hackers can get into users’ accounts by using the information users share
online. These include private details like full names, birthdays and phone num-
bers, which can be linked to passwords.
To prevent this, Dizon advised having a strong password that has uppercase and
lowercase letters, numbers and symbols. Avoid passwords related to birthdays
and other important dates.
“Always remember to log out of your account, set your accounts to private, and
be mindful of your surroundings when typing your password,” he added.

What I can do?

E
As mentioned earlier, identifying the thesis statement, being able to draw the out-
line of a text and summarize it will eventually help you better understand any
reading material. Likewise, the same goes with writing. Knowing how to write the
outline, express thesis statement and summarize all ideas together is the begin-
ning towards becoming a better writer.

How do you do with the activities so far? Do you still find it difficult to identify
thesis statement, write an outline and summarize given text/s? If so, do not worry
because we still have activities provided that can help you better understand
these lessons.

Activity 7: I am Aware and I Care

Look for any academic text found in your home. Check out some magazines,
newspapers or journals, and even online sources. Just make sure that the web-
site you will visit are legitimate sources of information. Pick an article about a
topic related to your chosen specialization.
Read and understand its content. Do this activity on a piece of paper without
looking back at the copy of the text. Compile this on your portfolio together with a
copy of the article that you have chosen.

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 Tasks:
1.Write an outline of the article they have read.
2.Identify and write the thesis statement used in the article;
3.Write a summary of the article read.

As you do the activities keep in mind that your outputs will be assessed using
the following criteria:
Outline: Thesis Summary:
Content 35 Statement Content 35
Organization 35 Content 50 Organization 30
Mechanics 30 Organization 50 Language and style 20
Mechanics 15

What I have learned?

A
The series of activities provided to you should have helped you better under-
stand outlining, thesis statement and summarization. Hence, by this time, you
are expected to be able to discuss these and apply as well. Let us see how much
you have improved after doing the next task.

Activity 8: Learning in Print

Before you start this activity, close all the materials you used from the previous
parts of the module. Do this in a separate piece of paper.

Recall all the ideas and concepts you have learned in this module. Discuss each
terms comprehensively:

1. thesis statement
2. outline
3. summarization

Again, keep in mind that your output will be assessed using the rubric below:

Content 35
Organization 30
Language and style 20
Mechanics 15

What I can achieve?

A

Activity 9: Learning Check

Identify what is described in the statements given. Write O if the answer is Out-
line, TS for thesis statement, and S for Summary.

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 1. This refers to the synopsis or digest of the essence of an entire text.
2. It is writing a brief overview that includes only key ideas and details.
3. It uses numbers and/or bullet points to arrange information and convey
points.
4. It is the central idea of an essay, which all other ideas revolve.
5. It is a tool for organizing ideas.
6. It has to be shorter than the original text and must contain the main idea
of the text
7. It gives an overview of the topic and enables reader to see how various
subtopics relate to one another.
8. It is an abridgement expressing the main ideas of a text through reported
speech and relating to paraphrasing.
9. It shows what information each section or paragraph will contain, and in
what order.
10. It is a synthesis of the key ideas of a piece of writing, restated in your own
words.

Reflection

On your journal, write your learning, realization and commitment by

completing the phrases below:

My journey through this lesson enabled me to learn

____________________________________________________________________

It made me realize that

____________________________________________________________________
I therefore commit to
____________________________________________________________________

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 Reference

English for Academic and Professional Purposes Reader, First Edition 2016
https://www.ereadingworksheets.com/text-structure-worksheets/text-
structure-worksheet-8.pdf

John C. Bean, Virginia Chappell, and Alice M. Gillam, Reading Rhetorically. Pear-
son Education, 2004

Telco company: Staying at home puts kids at greater risk for cybercrime ( July 7,
2020) Retrieved @ https://www.philstar.com/lifestyle/
gadgets/2020/07/07/2026310/telco-company-staying-home-puts-kids-
greater-risk-cybercrime on July 9, 2020

Thesis statements. Retrieved from https://writingcenter.unc.edu/tips-and-tools/

thesis-statements/

Thesis statements. (2020) Retrieved from https://examples.yourdictionary.com/

thesis-statement-examples.html on July 8, 2020

Wyson, J. B. (2016) English for Academic and Professional Purposes. Vibal Group
Inc., Quezon City

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