SENIOR HIGH SCHOOL

English for Academic and

Professional Purposes
Quarter 1 – Module 2 (Week 3 & 4)
Reading and Writing Academic Texts

Department of Education ● Republic of the Philippines

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 LESSON 4

THESIS STATEMENT OF AN
ACADEMIC TEXT

WHAT I NEED TO KNOW

Competency 4: States thesis statement of an academic text

Learning Objectives: At the end of the lesson, the learners shall be able to:
1. define thesis statement;
2. identify the various techniques in locating thesis statement; and,
3. formulate thesis statement of the texts.

WHAT I KNOW

Directions: In your answer sheet, write true if the statement supports the
principle of thesis statement; write false if otherwise.
1. Thesis Statement is the first sentence at the beginning of each
paragraph.
2. It makes a claim that other people may dispute, challenge, or oppose.
3. It is a question in response to the writing assignment
4. It is a road map for a paper; it tells the reader what the paper will focus
on.
5. It is a simple statement of fact

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 6. The first thing you should do after receiving your writing prompt is write
your thesis statement.
7. A good thesis statement is a broad generalization about your topic.
8. "Blue printed" thesis statement is a statement that includes the main
areas of support in the order you will introduce them in your essay and
thus acts as a blue print for the essay.
9. The Yankee Doodle Restaurant is a great place to eat, because the staff
is friendly, the food is delicious, and the atmosphere is relaxing is an
example of blue printed thesis statement.
10. A thesis statement should reflect the main idea of an essay.

WHAT IS IT

What is thesis statement?

• It is a statement that summarizes your topic and declares

your position on it.
• tells the reader how you will interpret the significance of
the subject matter under discussion.
• is a road map for the paper; in other words, it tells the
reader what to expect from the rest of the paper.
• It is the central idea of a multiple-paragraph composition.
It is one sentence summary that guides, controls and
unifies ideas when writing a paper. In simple terms, all
the other ideas present in an easy revolve around the
thesis statement.
• It focuses your ideas into one or two sentences. It should
present the topic of your paper and also make a
comment about your position in relation to the topic. Your
thesis statement should tell your reader what the paper is
about and also help guide your writing and keep your
argument focused.

Locating Explicit and Implicit Thesis Statements

• In academic writing, the thesis is often explicit: it is included as a

sentence as part of the text. It might be near the beginning of the
work, but not always–some types of academic writing leave the
thesis until the conclusion.
• Journalism and reporting also rely on explicit thesis statements
that appear very early in the piece–the first paragraph or even the
first sentence.
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 • Works of literature, on the other hand, usually do not contain a
specific sentence that sums up the core concept of the writing.
However, readers should finish the piece with a good
understanding of what the work was trying to convey. This is
what’s called an implicit thesis statement: the primary point of the
reading is conveyed indirectly, in multiple locations throughout the
work. (In literature, this is also referred to as the theme of the
work.)
• However, academic writing sometimes relies on implicit thesis
statements, as well.

To know more about locating thesis statement, click this link,

https://human.libretexts.org/Bookshelves/Composition/Book
%3A_Basic_Reading_and_Writing_(Lumen)/Module_2%3A_Critical_Reading/
2.05%3A_Identifying_Thesis_Statements

Four Questions to Ask When Formulating Thesis Statement

1. Where is your thesis statement?

You should provide a thesis early in your essay -- in the introduction, or in

longer essays in the second paragraph -- in order to establish your position and
give your reader a sense of direction.

Tips on how to write a successful thesis statement

• Avoid burying a great thesis statement in the middle of a paragraph or
late in the paper.
• Be as clear and as specific as possible; avoid vague words.
• Indicate the point of your paper but avoid sentence structures like, “The
point of my paper is…”

2. Is your thesis statement specific?

Your thesis statement should be as clear and specific as possible.

Normally you will continue to refine your thesis as you revise your argument(s),
so your thesis will evolve and gain definition as you obtain a better sense of
where your argument is taking you.

Tips on how to formulate specific thesis statement

• Are there two large statements connected loosely by a coordinating
conjunction (i.e. "and," "but," "or," "for," "nor," "so," "yet")?
• Would a subordinating conjunction help (i.e. "through," "although,"
"because," "since") to signal a relationship between the two sentences?
• Or do the two statements imply a fuzzy unfocused thesis?

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 • If so, settle on one single focus and then proceed with further
development.
3. Is your thesis statement too general?

Your thesis should be limited to what can be accomplished in the

specified number of pages. Shape your topic so that you can get straight to the
"meat" of it. Being specific in your paper will be much more successful than
writing about general things that do not say much. Don't settle for three pages of
just skimming the surface.

The opposite of a focused, narrow, crisp thesis is a broad, sprawling,

superficial thesis. Compare this original thesis (too general) with three possible
revisions (more focused, each presenting a different approach to the same
topic):

 Original thesis:
There are serious objections to today's horror movies.

 Revised theses:

Because modern cinematic techniques have allowed filmmakers to get more

graphic, horror flicks have desensitized young American viewers to violence.

The pornographic violence in "bloodbath" slasher movies degrades both

men and women.

Today's slasher movies fail to deliver the emotional catharsis that 1930s
horror films did.

4. Is your thesis statement clear?

Your thesis statement is no exception to your writing: it needs to be as clear as

possible. By being as clear as possible in your thesis statement, you will make
sure that your reader understands exactly what you mean.

Tips on how to write clear thesis statement

Unless you're writing a technical report, avoid technical language. Always

avoid jargon, unless you are confident your audience will be familiar with it.
 Avoid vague words such as "interesting,” "negative," "exciting,”
"unusual," and “difficult."
 Avoid abstract words such as "society," “values,” or “culture.”

These words tell the reader next to nothing if you do not carefully explain
what you mean by them. Never assume that the meaning of a sentence is
obvious. Check to see if you need to define your terms (” socialism,"
"conventional," "commercialism," "society"), and then decide on the most

5
appropriate place to do so. Do not assume, for example, that you have the same
understanding of what “society” means as your reader. To avoid
misunderstandings, be as specific as possible.
Compare the original thesis (not specific and clear enough) with the
revised version (much more specific and clearer):

Original thesis: Although the timber wolf is a timid and gentle animal, it is being
systematically exterminated. [if it's so timid and gentle -- why is it being
exterminated?]

Revised thesis: Although the timber wolf is actually a timid and gentle animal, it
is being systematically exterminated because people wrongfully believe it to be a
fierce and cold-blooded killer.

Original: "is, are, was, to be" or "to do, to make"

Revised: any great action verb you can connect: "to generate," "to demolish,"
"to batter," "to revolt," "to discover," "to flip," "to signify," "to endure..."

Use your own words in thesis statements; avoid quoting. Crafting an

original, insightful, and memorable thesis makes a distinct impression on a
reader. You will lose credibility as a writer if you become only a mouthpiece or a
copyist; you will gain credibility by grabbing the reader with your own ideas and
words.

A well-crafted thesis statement reflects well-crafted ideas. It signals a

writer who has intelligence, commitment, and enthusiasm.

POST ASSESSMENT

Directions: Read the following statements very carefully. Select only one more
effective thesis in the introductory paragraph of a short essay. Keep in mind that
an effective thesis statement should be sharply focused and specific, not just a
general statement of fact. Write the letter of your answer in your answer sheet.

1. A. The Hunger Games is a science fiction adventure film based on the

novel of the same name by Suzanne Collins.

B. The Hunger Games is a morality tale about the dangers of a political

system that is dominated by the wealthy.

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2. A. There is no question that cell phones have changed our lives in a
very big way.
B. While cell phones provide freedom and mobility, they can also
become a leash, compelling users to answer them anywhere and at
any time.

3. A. Finding a job is never easy, but it can be especially hard when the
economy is still feeling the effects of a recession and employers are
reluctant to hire new workers.

B. College students looking for part-time work should begin their

search by taking advantage of job-finding resources on campus.

4. A. For the past three decades, coconut oil has been unjustly criticized
as an artery-clogging saturated fat.

B. Cooking oil is plant, animal, or synthetic fat that is used in frying,

baking, and other types of cooking.

5. A. There have been over 200 movies about Count Dracula, most of
them only very loosely based on the novel published by Bram Stoker in
1897.

B. Despite its title, Bram Stoker's Dracula, a film directed by Francis

Ford Coppola, takes considerable liberties with Stoker's novel.

6. A. There are several steps that teachers can take to encourage

academic integrity and curtail cheating in their classes.

B. There is an epidemic of cheating in America's schools and colleges,

and there are no easy solutions to this problem.

7. A. J. Robert Oppenheimer, the American physicist who directed the

building of the first atomic bombs during World War II, had technical,
moral, and political reasons for opposing the development of the
hydrogen bomb.

B. J. Robert Oppenheimer often referred to as "the father of the atomic

bomb," was born in New York City in 1904.

8. A. The iPad has revolutionized the mobile-computing landscape and

created a huge profit stream for Apple.

B. The iPad, with its relatively large high-definition screen, has helped
to revitalize the comic book industry.

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 9. A. Like other addictive behaviors, Internet addiction may have serious
negative consequences, including academic failure, job loss, and a
breakdown in personal relationships.
B. Drug and alcohol addiction is a major problem in the world today,
and many people suffer from it.

10. A. When I was a child, I used to visit my grandmother in Moline every

Sunday.

B. Every Sunday we visited my grandmother, who lived in a tiny house

that was undeniably haunted.

https://www.thoughtco.com/exercise-in-identifying-effective-thesis

ADDITIONAL ACTIVITIES

Open this link below to enhance your skill in identifying thesis Statement:

https://human.libretexts.org/Bookshelves/Composition/Book
%3A_Basic_Reading_and_Writing_(Lumen)/Module_2%3A_Critical_Reading/
2.05%3A_Identifying_Thesis_Statements

LESSON 5

OUTLINING

WHAT I NEED TO KNOW

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Competency 5: Outlines Reading Texts in Various Disciplines
Learning Objectives: At the end of the lesson, the learners shall be able to:
1. define outlining;
2. identify the various techniques in outlining; and
3. make an outline of the various academic texts.

WHAT I KNOW

Directions. Identify whether or not the following statements support the

principle of outlining. In your answer sheet, write the letter of your answer.
1. Leo is writing a story about native birds in Virginia. Which fact for outlining
idea doesn't belong?
A. The amount of colors on the male Cardinal
B. Flamingos get their color from eating shrimp C. How many species are
there of the Blue Jay?

2. Which technique is used to outline a successful essay?

A. Writing down all possible essay topics
B. Finding quotes by unknown people to backup essay
C. Writing down the main idea and all paragraph topics

3. Tavis is writing an essay on the features of the ocean floor, which idea
doesn't belong in his essay?
A. The ocean floor is a very interesting part of Earth.
B. Volcanoes can spew hot lava everywhere.
C. There are many parts to the ocean floor.

4. Thesis statements should preview what each topic sentence is about.

A. True b. False

5. What is a hook?
A. opening sentence that captures the reader's attention
B. the last sentence of a paragraph
C. a tool used to catch a fish
D. a boring sentence

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 WHAT IS IT

What is Outlining?

Outlining is a tool we use in the writing process to help organize our

ideas, visualize our paper's potential structure, and to further flesh out and
develop points. It allows the writer to understand how he or she will connect
information to support the thesis statement and the claims of the paper.

It is a helpful guide in organizing your paper. Outlines give a visual

structure to your work and are used to show relationships and hierarchies within
your content.

To outline, you must create a linear, organized plan for your paper that
shows the main ideas that you will discuss as well as their relationships within
the paper.

Organizing your idea in an outline

• Begin by answering the question that leads to your thesis statement.

• Use the two or three main ideas from this technique as your main
heading.
• Write subtopics for each main idea.
• Write the supporting details for each of the subtopics.

Use various outlines based on the structure you prefer

• Sentence outline – Using complete sentences as entries.

• Topic outline – Using words and phrases as entries.
• Paragraph outline – Using paragraphs as entries.

Guidelines in Writing an Outline:

• Place the title at the center above the outline.

• Every level of the outline must have at least two items (I and II, A and B,
1 and 2).
• Put a period after each numeral and letter.
• Indent each new level of the outline.
• All items of one kind (roman numerals, capital letters, Arabic numerals)
should line up with each other.
• Capitalize the first letter of each item.

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 • The terms Introduction, Body, and Conclusion do not have to be included
in the outline. They are not topics; they are merely organizational units in
the writer’s mind.

Basic outline form

I. MAIN IDEA
A. Subsidiary idea or supporting idea to I
B. Subsidiary idea or supporting idea to I
1. Subsidiary idea to B
2. Subsidiary idea to B
a. Subsidiary idea to 2
b. Subsidiary idea to 2

II. MAIN IDEA

A. Subsidiary or supporting idea to II
B. Subsidiary idea to II
C. Subsidiary idea to II

III. MAIN IDEA

It is up to the writer to decide on how many main ideas and supporting ideas
adequately describe the subject. However, traditional form dictates that if there
is a I in the outline, there has to be a II; if there is an A, there has to be a B; and
so forth.

Example Sentence Outline

The following outline is for a 5-7-page paper discussing the link between
educational attainment and health. Review the other sections of this page for
more detailed information about each component of this outline!

I. Introduction

A. Current Problem: Educational attainment rates are decreasing in the

United States while healthcare costs are increasing.

B. Population/Area of Focus: Unskilled or low-skilled adult workers

C. Key Terms: healthy, well-educated

Thesis Statement: Because of their income deficit and general susceptibility to

depression, students who drop out of high school before graduation
maintain a higher risk for physical and mental health problems later in life.

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II. Background

A. Historical Employment Overview: Unskilled laborers in the past

were frequently unionized and adequately compensated for their work
(cite sources).

B. Historical Healthcare Overview: Unskilled laborers in the past were

often provided adequate healthcare and benefits (cite sources).
C. Current Link between Education and Employment Type:
Increasingly, uneducated workers work in unskilled or low-skilled jobs
(cite sources).

D. Gaps in the Research: Little information exists exploring the health

implications of the current conditions in low-skilled jobs.

III. Major Point 1: Conditions of employment affect workers' physical health.

A. Minor Point 1: Unskilled work environments are correlated highly with

worker injury (cite sources).

B. Minor Point 2: Unskilled work environments rarely provide healthcare

or adequate injury recovery time (cite sources).

IV. Major Point 2: Conditions of employment affect workers' mental health

A. Minor Point 1: Employment in a low-skilled position is highly

correlated with dangerous levels of stress (cite sources).

B. Minor Point 2: Stress is highly correlated with mental health issues

(cite sources).

V. Major Point 3: Physical health and mental health correlate directly with
one another.

A. Minor Point 1: Mental health problems and physical health problems

are highly correlated (cite sources).

B. Minor Point 2: Stress manifests itself in physical form (cite sources)

VI. Major Point 4: People with more financial worries have more stress and
worse physical health.

A. Minor Point 1: Many high-school dropouts face financial problems

(cite sources).

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 B. Minor Point 2: Financial problems are often correlated with unhealthy
lifestyle choices such unhealthy food choices, overconsumption/abuse
of alcohol, chain smoking, abusive relationships, etc. (cite sources).

VII. Conclusion

A. Restatement of Thesis: Students who drop out of high school are at

a higher risk for both mental and physical health problems throughout
their lives.
B. Next Steps: Society needs educational advocates; educators need to
be aware of this situation and strive for student retention in order to
promote healthy lifestyles and warn students of the risks associated
with dropping out of school.

Example of Topic Outline

Several aspects must be considered in writing a topic outline.
1. Recall that all headings and subheadings must be words or phrases, not
sentences.

2. Also, the wording within each division must be parallel.

3. Finally, as in any outline, remember that a division or subdivision cannot be

divided into one part; therefore, if there is an "A" there must be a "B," and if
there is a "1" there must be a "2."

I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age

II. Economic Problems

A. Child Support
B. Women’s Job
Training
C. Lower Standard of Living
D. Possible Relocation
1. Poorer Neighborhood
2. New School

III. Peer Problems

A. Loss of Friends
B. Relationships with Dates

WHAT'S MORE

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 Activity 1.
Directions: The column on the left contains a list of points that are not in any
specific order. Plug the unorganized points into the classic outline format on the
right to achieve a logical, organized structure. Copy the table below and write
your answer in your answer sheet following the outline on the right column.
Thesis: College provides an environment for intellectual, social, and
physical growth.

Unorganized points Outline Structure

Open recreation center
Dorm contacts I. __________________________________

Intramural program A. ______________________________

Campus sponsored events
1. ___________________________
Laboratories 2. ___________________________
Intercollegiate sports programs 3. ___________________________
B. ______________________________
Class contacts
Guest speaker’s 1. ___________________________
2. ___________________________
Physical growth
Informal social structure II. __________________________________
Discussions
A. ______________________________
Clubs in major field
Out-of-class 1. ___________________________
2. ___________________________
experiences 3. ___________________________
Greek organizations B. ______________________________
Lectures
1. ___________________________
Classroom experiences 2. ___________________________
Social growth
III. _________________________________
Intellectual growth
Formal social structure A. ______________________________
B. ______________________________
C. ______________________________

ADDITIONAL ACTIVITIES

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Activity 2.
Directions: Read and analyze the text very carefully and create a topic outline
or a sentence outline. Write your answer in your answer sheet
.
Your teeth and the structure of your mouth play important roles in your
ability to eat, speak, and stay healthy. Everyone has several different types of
teeth. Each type has a unique name with specific number of teeth, has
development, has a slightly different shape, and performs different jobs and
purpose.

The teeth in the front of your mouth, and the easiest to see, are called
incisors. There are four incisors on the top and four on the bottom. Incisors are
usually the first teeth to erupt — at around 6 months for your baby teeth, and
between ages 6 and 8 for your adult set. Incisors are shaped like tiny chisels
with flat ends that are sharp. These teeth are used for cutting and chopping
food. They are the first teeth to chew most food we eat.

The pointed teeth on either side of your incisors are called canine teeth.
People have a total of four canine teeth, two on top and two on the bottom.
Primary canines generally appear between 16 and 20 months, with the upper
canines coming in just ahead of the lower canines. Because they are pointed
and sharp, they are used to tear food.

Next to your canine teeth are the premolars. You have eight premolars in
all, four on top and four on the bottom. The first premolars appear around age
10, with the second premolars arriving about a year later. They have a
completely different shape than both the incisors and canines. That is because
premolars are bigger, stronger, and have ridges – all of which makes them
perfect for crushing and grinding food.

Finally, there are your molars. You have eight of these, four on the top
and four on the bottom. Molars are the toughest of the teeth. They are wider and
stronger than premolars, and they have more ridges. Molars work closely with
your tongue to help you swallow food. The tongue sweeps chewed food to the
back of your mouth, where the molars grind it until it is mashed up and ready to
be swallowed.

By age twenty, four more molars grow in the back of the mouth, one in
each corner. These are called the wisdom teeth. They appear between 12 and
28 months, People do not need wisdom teeth now, but many years ago these
teeth were necessary to help people chew tough plants, which were an
important part of the human diet. Now, many people get their wisdom teeth
pulled by a dentist, a doctor who takes care of teeth, to keep them from
crowding their other teeth.

15
 The next time you eat, pay attention to which teeth do which jobs. Having
a cookie? Incisors do a good job of biting into that tasty treat. What about a
carrot? Those molars get the job done, not the teeth in front. How about a slice
of pizza or a piece of bread? Your canines will help you tear at the food, and
your premolars and molars will help you grind up that pepperoni pizza or peanut
butter and jelly sandwich.

POST ASSESSMENT

Directions: Study the outlines based on the passages and answer the questions
that follow. Write the letter of your choice in your answer sheet.

Read this passage and look at the outline:

The English Lab, housed in the Administration building, consists of

two adjoining rooms which contain 70 Macintosh computers and 2 laser
printers. In addition to a server which allows instructors to make
assignments and materials available over the Internet and to the local
intranet, each computer in the lab contains a word processor, a web
browser, telnet and hundreds of commercial and teacher-authored
programs appropriate for students who are building their English skills.
There are also 3 video stations, and a terminal to the college VAX
machine which is used for record-keeping.

I. English Lab
A. Physical Plant
1. in Administration building
2. two adjoining rooms
B. Resources
1. computers
2. video stations
2.In the above outline, which is the most important idea?
A. English Lab
B. Resources
C. Computers
D. Two adjoining rooms
E. Physical Plant

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 3.In the above outline, which is the more important idea?
A. Physical Plant
B. Resources
C. Physical Plant and Resources are equal
adjoining rooms
D. Two adjoining rooms
E. computers
4.In the above outline...
A. you could substitute "in the Administration building" with "two
adjoining rooms"
B. you could flip "Resources" with "computers"
C. you could exchange "Physical Plant" with "English Lab"
D. and still not change the meaning of the outline.
E. you should be in the Administration building

Read this passage and look at the outline:

The Internet is an incalculable tool for research. It is a network of

thousands of computers across the world. Researchers, students,
government agencies, schools, businesses and individuals have left multi
gigabytes of free information on these computers, available to anyone
with a computer and an Internet connection. There are thousands of "web
sites", as they are called, with text, pictures, sounds, and movie clips.
You can see this material by simply sending out the appropriate Internet
address, and after a few moments, it appears on your screen. You can
type in the address directly, or you can automatically invoke an address
by tapping on an icon or an underlined "link" on the home page of a web
site that you already have on your screen. Often the information can be
printed or downloaded (copied) directly to your local computer and saved
on your own diskette.

I. The Internet
A. What it is
B. Web Sites
1. How to see them
2. How to save the information

4. In the above outline, which is the most important idea?

A. Web Sites
B. What it is
C. How to see them
D. How to save information
E. The Internet

5. In the above outline, which is the more important idea?

A. How to see them

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 B. What it is
C. How to save the information
D. are all equal.
E. What shall I do

6. In the above outline, you could...

A. substitute "Web sites" for "The Internet"
B. substitute "How to see them" for "How to save the information"
C. substitute "What it is" for "How to see them"
D. ….and still not change the meaning of the outline.
E. all of the above

Look at this outline

I. Types of measurement
A. Volume
1.Quarts
2.Pints
3.Gallons
B. Length
1.Miles
2.Feet
3.Inches
II. Types of money
A. United States
1.Pesos
2.Cents
B. Other Countries
1.Lira
2.Yen
3.Francs

7. In the above outline, which is the most important idea?

A. Types of money
B. Types of measurement
C. United States
D. "Types of money" and "Types of measurement" are equal
E. volume
8. In the above outline, which is the more important idea?
A. Other countries
B. Francs
C. Inches
D. they are all equal.
E. Miles
9. In the above outline, which item is in the wrong place?
A. Pesos
B. Yen

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 C. Types of measurement
D. Pints
E. Quarts
10. If you had to add the word "meters" to the outline, where would it go?
A. as number 4 under B - "Other Countries"
B. as number 4 under B - "Length"
C. as number 3 under A - "United States" D. as C under II-"Types of
Money"
D. as new section III.

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 WHAT I HAVE LEARNED

I have learned the following important points in this lesson:

Outlining is a tool we use in the writing process to help organize our
ideas, and visualize our paper's potential structure.
I can be an effective reader of any academic texts if I correctly follow the
techniques in outlining.
Outlining can be written in different styles.
I can effectively write an essay if I can successfully assign the main
ideas, supporting details, and minor points in my outline .

GETTING DEEPER!
Lesson:

What I want to say about the lesson:

What I found out:

“ A writer is someone for whom writing is more difficult than it is for

other people.”- Thomas Mann

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REFERENCES:
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https://study.com/academy/lesson/classification-division-text-structure-definition-
examples.html

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writing-exercises/

http://www.academiclanguage.org/Academic_Language.html>

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d_Writing_(Lumen)/Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis
_S tatements

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 http://www.cws.illinois.edu/workshop/writers/tips/thesis/
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thesis...

https://writingcenter.gmu.edu/guides/outlining https://www.lib.jjay.cuny.edu/how-
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https://owl.excelsior.edu/research/outlining/

http://www.hunter.cuny.edu/rwc/handouts/the-writing-
process1/organization/Guidelines-For-Outlining

https://sjsu.instructure.com/courses/943423/files/27203479?
module_item_id=604623 5

KEY TO ANSWERS!

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