Eapp Las 2021 2022

English for Academic and Professional Purposes – Grade 12
Learning Activity Sheets

Quarter 1
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Published by the Department of Education – Schools Division of Tacloban City

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ENGLISH FOR ACADEMICS AND PROFESSIONAL PURPOSES●Learner’s Activity Sheet
Name: _______________________________ Date: _________

Grade and Section: _____________________ Score: _________
Q1
Writing Across Disciplines
Differentiates language used in academic texts from various disciplines
W1
CS_EN11/12A-EAPP-Ia-c-4
Let’s kick it off!
Study the differences of perspectives in the following paragraphs.
HUMANITIES
The mountain stands above all that surrounds it. Giant Timbers---part of a college of evergreen and
deciduous trees---conceal the expansive mountain’s slope, where the cattle once grazed. At the base of the
mountain, a cool stream flows over rocks of all sizes, colors, and shapes. Next to the outer bank of the stream
stands a shingled farmhouse, desolate, yet suggesting its active past. Unfortunately, the peaceful scene is
interrupted by billboards and chairlifts, landmarks of a modern, fast-paced life.
SOCIAL SCIENCES
Among the favorite pastimes of American city dwellers is the “return to nature.” Many outdoor
enthusiasts hope to enjoy a scenic trip to the mountains, only to be disappointed. They know they have arrived
at the mountain that they have travelled hundreds of miles to see because huge billboards are directing them to
its base. As they look up the mountain, dozens of people are riding over the treetops in a chairlift, littering the
slope with paper cups and food wrappers. At the base of the mountain stands the inevitable refreshment stand,
found at virtually all American tourist attractions. Land developers consider such commercialization a way to
preserve and utilize natural resources, but environmentalists are appalled.
NATURAL SCIENCES
The mountain rises approximately 5,600 feet above sea level. The underlying rock is igneous, of
volcanic origin, composed primarily of granites and feldspars. Three distinct biological communities are present
on the mountain. The community at the top of the mountain is alpine, dominated by very short grasses and
forbs. At middle altitudes, the community is a typical northern boreal coniferous forest community, and at the
base and lower altitudes, deciduous forest is the dominant community. This community has, however, been
highly affected by agricultural development along the river at its base and by the recreational development.
Troyka, Lynn Quitman. Simon & Schuster Handbook for Writers, 6th Edition. New Jersey: Prentice Hall, 2002.
Are you taking it?
What do each of these paragraphs illustrate in terms of perspective and emphasis?

What do these perspectives tell us?
What concept can be developed from the activity?
The paragraphs illustrate the unique perspective and emphasis in each discipline.
For instance, the paragraph for the humanities describes the mountain from the personal
perspective of the writer. Incidentally, this view is shared by the general public.
The paragraph for the social sciences focuses on the behavior of people, while the
paragraph written for the natural sciences records an observation based on natural
phenomena.
This means that in writing for various academic disciplines, varied perspectives are
required. As your perspectives expands, so too your skills in writing. You will discover that
whatever differences exist between academic disciplines, the requirement for writing are
similar. Academic writing involves planning, developing and organizing ideas, providing
evidence, developing ideas into paragraphs, critical reading and thinking, argumentative
skills, and grammar skills.
Key Concept: Writing for different academic disciplines requires the ability to incorporate
varied perspectives. While each discipline is unique, the requirement for academic writing
is similar across disciplines.
Now, do it!
Directions: Please answer both the Study Guide Question (s), and the Output (s) of each
lesson using intermediate paper. Because the subject is a technical writing course, you are
expected to demonstrate application of your writing skills. In answering, indicate your
complete name (Family Name, First Name, Middle Initial), your grade and section in
CAPITAL LETTERS. Indicate the lesson number, date, the study guide question, and output
accordingly as you go along.
History
Magellan left Spain on September 20, 1519. Soon afterward, his father-in-law sent him a warning that
three Portuguese boats had set out to waylay him. He kept the information to himself but changed direction,
without consulting the captains of the boats. He sailed closer to the African coast and soon reached “the
doldrums,” a spot near the equator line that navigators always avoided. There the winds died, and for weeks the
fleet was becalmed as it wallowed and sweltered in the tropical heat.
At this time, a sailor was caught in a criminal act and tried by a court made up of ship captains. At the
end of the trial, when only the captains were in the cabin, Cartagena blamed Magellan for ineptitude, for leading
the ships to becalmed waters. Magellan kept quiet.
Arcilla, Jose S. Kasaysayan: The Story of the Filipino People. Hongkong: Asia Publishing Company Limited, 1998.
Study Guide Question (s):

1. When did Magellan set sail? What did his father-in-law warn him about? Who charged
Magellan for ineptitude? Where did this happen? Why did Magellan sail closer to the
African coast?
Output (s):
1. Explain in a paragraph, how the (study guide) questions help set the purpose of your
reading, and determine how history accounts are usually organized.
Geography
https://www.google.com/url
Population Patterns
Some families live in the same town or on the same land for generations. Other people move frequently
from place to place. In some cases, people choose to leave the country in which they were born. They
emigrate, or move, to another country. You may know of people who are forced to flee their country because of
wars, food shortages, or other problems. They become refugees, or people who flee to another country for
refuge from persecution or disaster.
Population Distribution
People live on only a small part of the earth. As you learned earlier, land covers only about 30 percent
of the earth’s surface, and half of this land is not useful to humans. People cannot make homes, grow crops, or
graze animals on land covered with ice, deserts, or high mountains. Even on usable land, population is not
distributed, or spread, evenly. One reason is that people naturally choose to live in places with plentiful water,
good land, and a favorable climate. Other reasons may lie in a people’s history and culture.
Armstrong, David, Boehm, R., Hunkins, F. Geography: The World and Its People. USA: McGraw Hill Companies, Inc., 2000.
Study Tip (s):

There are two important features to remember in reading geography: Topic organization, and use of
graphics. Geography books are often organized around several key concepts or topics. Besides
paying attention to topics, geography books make extensive use of graphics.

1. What do you think geography is about?
2. Why does reading geography require a bit more preparation to get more out of what you are
reading?
Output (s):
1. After reading the short account on population, explain in a paragraph why climate, culture, and jobs
help determine where people live.
Science
Imagine going on a voyage around the world lasting three and a half years. Your assignment: to
investigate “everything about the sea.” Your vessel: a former warship, powered by sails and a steam engine. Its
guns have been removed to make room for scientific gear. On board there are thermometers for measuring the
temperature of ocean water and hundreds of kilometers of cable for lowering dredges to the bottom of the ocean.
With the dredges, you scrape sand, muck, and rock from the ocean floor. You drag trawl nets behind the ship to
collect ocean organisms.
The crew of a British ship, HMS Challenger, began such a voyage in 1872. By the end of the journey,
the scientists had gathered enough data to fill 50 volumes and had collected more than 4,000 new organisms! It
took 23 years to publish all the information they learned about ocean water chemistry, currents, ocean life, and
the shape of the ocean floor. The voyage of the Challenger was so successful that it became the model for
many later expeditions.
Study Tip (s):
The structure of writing science texts explains why things happen, how things are divided
into types, and how problems are or might be solved. This way, readers are able to look into
the way a scientist thinks.

1. What is the purpose of articles, explanations, and definition in a science text?
2. How are the paragraphs organized in a science text?
3. Why do you think much of science focus on these patterns?
Output (s):
1. In Exploring the Ocean, create sequence notes highlighting the steps scientists aboard
the HMS Challenger did in studying the ocean.
Ace It!
Directions: On a yellow paper, answer the following questions comprehensively.
1. How do disciplines across subject areas compare? How do they differ?

2. Why is the ability to distinguish the perspectives across subject area important?
3. Identify the perspective and academic skill/(s) required in your specific Track/Strand.
Scoring criteria for each item:

1. Articulation of ideas that are being assessed: 8 points
2. Logical presentation of ideas: 8 points
3. Correctness of grammar and form in writing: 4 points
Total: 20 points
Name: _______________________________ Date: _________

Q1
Paragraph Development
Uses knowledge of text structure to glean the information he/she needs
W2
The first impressions you have walking into a restaurant will determine whether you
stay or leave and dine somewhere else. Your impressions might be influenced by the way
the restaurant smells, how it looks, and the noticeable efficiency of the service. In the same
way, an essay will bring out a strong impression from your teacher. In determining the
quality of your output, your teacher will look at three areas: The introduction, the body, and
conclusion. Each of these areas help shape your essay. The introduction is like an
appetizer before the main course which is the body, and conclusion is like dessert that follow
the meal.
Are you taking it?
Why is the appearance of an essay liken to the appearance of a restaurant? How do

you organize the introduction, the body, and the conclusion of your essay in such a way that
they are appealing?
Because the appearance of your essay could affect your academic performance, it is
important to study how this can be written in such a way that creates a very good
impression.
An introductory paragraph leads the reader to sense what is ahead. A Thesis

Statement is an important component in an introduction. A very important discipline students
can learn in school is to state the thesis statement at the end of the opening paragraph.
Doing so sets immediately the central point of the essay. Ideally, the sentences leading to
the thesis should hook the reader with one of the following: A startling statistic or unusual
fact, a vivid example, a description, a paradoxical statement, a quotation or bit of dialogue, a
question, an analogy, a joke or an anecdote.
A body paragraph consists of a main idea and support to that idea. To be effective, a
body paragraph requires three characteristics: unity, development, and coherence. To
achieve unity, you ask the question: Have you made clear the connection between the main
idea of the paragraph and the sentences that support that idea?
To ensure development, you ask: Have you included detailed and sufficient support
to the main idea? Coherence is a result to the question: Do you have a smooth and logical
progression from one sentence to the next?
Use the RENNS Test to check whether you are providing sufficient detail to your
body paragraph. RENNS stand for: Reasons, examples, names, numbers and senses.
The conclusion should echo the main idea, without dully repeating it. By the end of
the essay, readers should already understand your main point; your conclusion simply drives
it home.
Key Concept: A well-developed paragraph consists of an efficient introduction, body, and

conclusion.
Now, do it!
.
Writing an Introduction
As a child, everyone has a dish that he or she loves so much it becomes an essential to survive. It’s
usually “fun” food like French fries and chicken fingers, which can be picked up and eaten at any time. Yet every
once in a while, a child comes along that enjoys eating entrees and side dishes other than the usual simple
deep-fried meals. My favorite childhood dish was my grandmother’s red cabbage.
Cadbury, Vivian C. Taste for Writing. Philippines: CENGAGE, 2010.

1. How does the introduction begin?
2. What is highlighted in the second sentence?
3. What is signaled in the third sentence? How is this achieved?
4. What is being narrowed down in the fourth sentence in terms of focus?
5. Based on this introduction, what do you think the next paragraph would be about?
Output (s):
1. Write an introduction on the idea that success is 10% talent and 90% hard work that
moves from general to specific.
Writing the Body Paragraph
The cockroach lore that has been daunting us for years is mostly true. Roaches can live for twenty
days without food, fourteen days without water; They can flatten their bodies and crawl through a crack thinner
than a centavo; they can eat huge doses of carcinogens and still die of old age. They can even survive “as much
radiation as an oak tree can,” says William Bell, the University of Kansas entomologist whose cockroaches
appeared in the movie The Day After. They will eat almost anything--- regular food, leather, glue, hair, paper,
even the starch in the bookbinding. (The New York public Library has quite a cockroach problem.) They sense
the slightest breeze, and they can react and start running in .05 second; they can also remain motionless for
days. And if all this isn’t creepy enough, they can fly too.

1. How does the paragraph begin?
2. What is highlighted in sentences 2 to 8?
Output (s):
1. Identify the RENNS in the example paragraph.
Writing the Conclusion

If someone were to approach me one day looking for the secret to running a good bar, I suppose I
would offer the following advice: Get your customers to pour out their ideas at a greater rate than you pour out
the liquor. You will both win in the end.
Hacker, Diana. Rules for Writers: A Concise Handbook, Eight Edition. USA: St. Martin’s Press, Inc.,
1988.

1. What was the primary goal of the writer in the paragraph above?
Output (s):
1. Applying what you have learned in the previous lessons, write the body, and concluding
paragraphs to the sample introductory paragraph.
Ace It!
1. What are the characteristics that make a very impressive introductory paragraph, body
paragraph, and concluding paragraph?

Total: 30 points
Name: _______________________________ Date: _________

Q1
W3 Reading Paragraphs
States the thesis statement of an academic text CS_EN11/12A-EAPP-Ia-c-6
In many ways, reading requires the same skills in navigation. Navigational skills rely
on the ability to FIND such as finding the correct coordinates as these are plotted in the map.
In reading paragraphs, there are two things a reader must find: The subject and the main
idea.
Are you taking it?
The paragraph, like the sentence is a basic unit in writing. Each sentence contains a
single thought, and each paragraph centers around a single idea. As a reader, you want to
find out what each sentence says and what each paragraph is about.
Robb, Laura. Reader’s Handbook: A Student Guide for Reading and Learning. Massachusetts: Houghton Mifflin Co., 2002.
Because the paragraph is a basic unit of writing, it helps to know how to analyze a
paragraph when reading. Learning this important skill makes reading easier.
In finding the subject of the paragraph, pay attention to the title or heading, the first
sentence, and any key or repeated words or names. In finding the main idea always
remember, writers like variety in the way they present their idea. As a result, you need to
look at a number of places in the paragraph to find the main the idea. An implied main idea
on the other hand refers to an idea that is not directly stated in any one sentence, but rather
comes from parts of many sentences. As a reader, you need to infer the main idea. That is,
you consider what all the sentences in the paragraph say about the subject and then decide
what the writer wants you to know.
Key Concept: Finding the subject and finding the main idea are the two most important
steps in understanding a paragraph.
Now, do it!
.
LIVING LIKE WEASELS
Finding the Subject
A weasel is wild. Who knows what he thinks? He sleeps in his underground den, his tail draped over
his nose. Sometimes he lives in his den for two days without leaving. Outside, he stalks rabbits, mice, muskrats,
and birds, killing more bodies than he can eat, and often dragging the carcasses home. Obedient to instinct, he
bites his prey at the neck, either splitting the jugular vein at the throat or crunching the brain at the base of the
skull, and he does not let go. One naturalist refused to kill a weasel who was socketed into his hand deeply as a
rattlesnake. The man could in no way pry the tiny weasel off, and he had to walk a half a mile to water, the
weasel dangling from his palm, and soak him off like a stubborn label.
Dillard, Annie. Living like Weasels. Last modified August 5, 2016, https://public.wsu.edu.

1. Does the title of the passage help determine the subject of the paragraph? In what way?
Output (s):
1. List down in chronological order the key words that help show the subject of the
paragraph.
Locating the Main Idea

When I reported for duty in a small town of Dubno, on the Russian border, my Second Squadron of
Horse Artillery had already left and was in its battle position on the opposite side of the country, facing the
German frontier. The reserve soldiers were collected in the barracks. When I left early in the morning to have
breakfast in the officers’ mess on Friday, September 1, 1939, I saw another officer running toward me. Waving
his hands he shouted excitedly: “The war has started --- the fighting started at 5 A.M.!”
Nowak, Jan J. Courier from Warsaw. USA: Wayne State University, 1982.

1. How do you determine the main idea of a paragraph?
2. Where is this located in the paragraph?
Output (s):
1. On a paper, write down the main idea of the passage, and
2. List down the details.
Implied Main Idea
The First People in America
…Some ancient people may have crossed a land bridge that joined Asia and North America during the
last Ice Age. The Ice Age was a time of extreme cold that lasted for thousands of years. Glaciers trapped so
much water that ocean levels dropped. A bridge of land, now called Beringia, appeared where the Bering Strait
is now. (See map, page 28.) When the earth grew warm again, the glaciers melted and flooded Beringia. Some
scientists believe humans came to the Americas by many routes, over thousands of years. Some came by boat,
sailing distances from island to island. This theory may also change as scientists find more evidence of ancient
America.
Garcia, Jesus, Ogle, D., et al. Creating America: A History of the United States USA: McDougal Littell Inc.,
2001.

1. What theory is being suggested by the writer in the heading and the first sentence?
2. What theory is suggested in the details?
3. Why are two different theories discussed?
4. Based on these theories, what is the main idea of the passage?
5. How do you determine the main idea of a paragraph if this is implied?
Output (s):
1. Fill out the Main Idea Organizer below:
SUBJECT:
Detail #1 Detail #2 Detail #3 Detail #4
MAIN IDEA:
Ace It!
1. Which part of your academic training is the skill in finding the subject and finding the main
idea in reading texts most useful? Explain why you think it is one indispensable tool in your
academic training.

Total: 20 points
Name: _______________________________ Date: _________

Q1
W4 Patterns of Paragraph Development
Uses knowledge of text structure to glean the information he/she needs

Part of the trouble with reading paragraphs comes in understanding the different
kinds of paragraphs and the ways they are organized. At this point, you are probably
familiar with the types of paragraphs such as the narrative, persuasive, descriptive, and
expository. What may be less familiar are the many ways paragraphs can be organized.
While each sentence in a paragraph fits together around a single, central idea, the details
can be organized differently.
Are you taking it?
Paying attention to how details are organized can help in several ways. First, it can
show what’s important and what’s not. It can also help understand the writer’s purpose.
Lastly, it can help remember what you read.
Robb, Laura. Reader’s Handbook: A Student Guide for Reading and Learning. Massachusetts: Houghton Mifflin Co.,
2002.
An efficient way to understanding paragraphs is to study how they are organized.

You will immediately notice there is no single way to writing them. Some paragraphs are
long, while others may consist of a sentence. Your experience in reading can reveal how
the order of details in many paragraphs are written. In this lesson, we will study six ways of
organizing paragraphs:
1. Time Order
2. Order of Importance
3. Classification Order
4. Location Order
5. Cause-Effect Order
6. Comparison-Contrast Order
2002.
Key Concept: Paragraphs can be organized in different ways.

Now, do it!
.
Time Order
But [Dave] held out till camp was reached, when his driver made a place for him by the fire. Morning
found him too weak to travel. At harness-up time he tried to crawl to his driver. By convulsive efforts he got on
his feet, staggered, and fell. Then he wormed his way forward slowly toward where the harnesses were being
put on by his mates. He would advance his forelegs, and hitch ahead again a few more inches. His strength left
him, and the last his mates saw of him, he lay gasping in the snow and yearning toward them. But they could
hear him mournfully howling till they passed out of sight behind a belt of river timber.
London, Jack. The Call of the Wild. USA: Simon & Schuster, 2005.

1. What is the subject of the paragraph?
2. How did Jack London describe the death of a dog-sled dog named Dave in Call of the
Wild?
Output (s):
1. On a paper, list down in time order key sentences that help put this paragraph together.
Location Order
I was asleep on the second floor of our narrow, gabled green house in Willemstad, on the island of
Curacao, the largest of the Dutch islands just off the coast of Venezuela. I remember that on the moonless night
in February 1942, they attacked the big Lago oil refinery on Aruba, the sister island west of us. Then they blew
up six of our small lake tankers, the tubby ones that still bring crude oil from Lake Maracaibo to the refinery,
Curacaoshe Petroleum Maatshappij, to be made into gasoline, kerosene, and diesel oil. One German sub was
even sighted off Willemstad at dawn.
Taylor, Theodore. The Cay. USA: Laurel Leaf,
2003.

1. What details in the paragraph could be used to draw a map of what the writer is
describing?
Output (s):
1. Draw a map of what the writer is describing in the passage.
Cause-Effect-Order
When [the slave traders] put us in irons, to be sent to our place of confinement in this ship, the men who
fastened the irons on these mothers, took the children out of their hands, and threw them over the side of the
ship, into the water. When this was done, two of the women leaped overboard after their children---the third was
already confined by a chain to another woman, and could not get into the water, but in struggling to disengage
herself she broke her arm, and died a few days after, of a fever. One of the two women who were in the river,
was carried down by the weight of her irons, before she could be rescued; but the other was taken up by some
men in a boat, and brought on board. This woman threw herself overboard one night, when we were at sea.
Ball, Charles. Slavery in the United States: A Narrative of the Life and Adventures of Charles Ball, A Black Man. USA: Kessinger Publishing,
LLC, 2010.
1. How did Charles Ball organize the paragraph?
Output (s):
1. Write inside a box the single cause why captured slaves threw themselves overboard, and
list down opposite it the series of chilling effects it created.
Order of Importance
As the native Americans of the Plains battled to remain free, the buffalo herds that they depended upon
for survival dwindled. At one time, 30 million buffalo roamed the Plains. However, hired hunters killed the
animals to feed crews building railroads. Others shot buffalo as a sport or to supply Eastern factories with
leather for robes, shoes, and belts. From 1872 to 1882, hunters killed more than one million buffalo each year.
Garcia, Jesus. Creating America: A History of the United States. USA: McDougal Little, 2002.

1. How did the writers write the details to the main idea? Where is the main idea located?
Output (s):
1. Using an organizer, write the details of the paragraph and the main idea.
Least Important to Most Important

During the height of the fur trade, mountain men worked some streams so heavily that they killed off the
animals. This forced the trappers to search for new streams where beaver lived. The mountain men’s
exploration provided Americans with some of the earliest firsthand knowledge of the Far West. This knowledge,
and the trails the men blazed, made it possible for late pioneers to move west.
Garcia, Jesus. Creating America: A History of the United States. USA: MCDougal Little, 2002.

How did the writer write the details to the main idea? Where is the main idea located?
Output (s):
1. Using an organizer, identify the main idea, and
2. Write the details of the paragraph from least important to most important.
Comparison-Contrast Order
Wolves look similar to German Shepherd and husky dogs, but their legs are longer, their chests
narrower, and their feet are bigger. Wolf tails generally hang down, while dog tails often curl up over their backs.
Wolves have a scent gland located on top of their tails that dogs lack.
Patent, Dorothy H. Gray Wolf, Red Wolf. USA: Houton Mifflin Company, 1990.

1. How did the writer organize the paragraph using comparison-contrast order?
Output (s):
1. On a table, list down the body parts that show the difference between wolves and dogs.
Classification Order
Up high and shallow, or down low and deep, everywhere you go in the ocean you find living things. And
fish aren’t the only things out there. Birds (like penguins), reptiles (like sea turtles), mammals (like whales), not
to mention tons of animals without backbones, called “invertebrates” [in-VERT-uh-brits] (like squid), and tons and
tons of plants (like seaweed) all depend on the ocean to survive.
Nye, Bill. Big Blue Ocean. USA: Disney-Hyperion, 2003.

1. How did the writer organize the paragraph?
Output (s):
1. Using a table, classify the main categories, and ocean creatures underneath each
creature.
Ace It!
1. How will the various ways of organizing paragraphs help improve your reading, and
writing skills?

Total: 20 points
Name: _______________________________ Date: _________

Q1
W5 Accurate Text Reporting
Uses various techniques in summarizing a variety of academic texts


“And what did the professor say the theory is about again?” The question is a
familiar one. Everyone has faced a similar question before. In school, questions of this kind
are asked on a daily basis. These are knowledge-based questions that seek to test one’s
memory. In previous lessons, you learned how to better understand reading texts. In this
lesson, you will learn how to report accurately what the reading text is all about.
Are you taking it?
Accurate reporting is an integral part of academic training. In 1958, Benjamin Bloom

published a framework for categorizing educational goals. The framework consisted of six
major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and
Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the
understanding that knowledge was the necessary precondition for putting these skills and
abilities into practice. Because knowledge make up the foundation of thinking skills, it is
important therefore to keep the accuracy of information at a high level.
Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved: 08/14/2021 from
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy.
Paraphrasing and summarizing are two efficient ways to recall and organize ideas
about a text.
Paraphrasing is concerned with restating the original text using one’s own words.
Some reasons for paraphrasing include: Citing important ideas of an author, and making
complicated text comprehensible.
Barrot, Jessie. S. Reading to Think, Thinking to Write: A Guide to Critical Reading and Writing. Manila, Philippines: REX Book Store,
2013.
Here are some practical steps:

1. Preview
Get a sense of the general topic or subject of the selection. Ask questions such as:
-What is the selection about?
-What clues hint at the main idea?
-What other important facts and details stand out?
2. Take Notes
3. Put the material in your own words.

To illustrate, below is a paraphrase written by a student. Its aim is to support one of
the key contentions in their essay on learning motivation among older students studying off
campus.
Paraphrase written by a student

In the research study undertaken by Kahu (2014), students struggled to learn material that did not interest
them. However, they were highly motivated to learn, and more successful, when studying topics they
chose themselves. Kahu concludes that student interest in learning is greatly influenced by the design and
content of the curriculum.
Original Text
Course design and content were critical influences on interest. For instance, courses that students chose to
do, or that offered opportunities for choice of sub‐topics or assessments, enabled them to follow their
interests and therefore experience that positive spiral. On the other hand, compulsory courses and topics
that did not interest the students often led to boredom and frustration. Boredom was consistently linked with
lower behavioral and cognitive engagement. Bored students procrastinated more, studied less, and,
importantly, found the learning more difficult.
“
“ Paraphrasing.” Monash University. Accessed: 08/14/2021. https://owl.purdue.edu.
The model shown here is an example of good paraphrasing. The original text has
been changed substantially in terms of vocabulary and sentence structure without changing
the original meaning. The paraphrase has also been referenced correctly.
A summary is a condensed version of a voluminous and lengthy text. A good

summary is both complete and concise, usually 15 percent to 30 percent of the original text.
Summarizing requires the reader to identify the thesis statement, main ideas, and most
important details.
Barrot, Jessie. S. Reading to Think, Thinking to Write: A Guide to Critical Reading and Writing. Manila, Philippines: REX
Book Store, 2013.
The model below shows the original text and the properly summarized text.
With respect to daily intakes of specific micronutrients, 40% of adolescent girls and 8% of adolescent boys
were at risk for inadequate intakes of iron. While protein intakes were adequate in these subpopulations, the
top two sources of iron were from plant-based, iron fortified sources (breakfast cereals and breads and bread
rolls). With regard to higher iron bioavailability and density, animal-based protein sources may be another
strategy to address iron intake, particularly among females, as it has been previously shown to be a less
popular food choice among Australian children and adolescents and avoided by young female adults (Fayet-
Moore et al., 2017).
Fayet-Moore et al. (2017) found that 40% of adolescent girls, compared to 8% of boys, are likely to have an
inadequate amount of iron in their diets, in spite of a sufficient protein intake. They attribute this to a tendency
to avoid foods derived from animals.
“
“Summarizing.” Monash University. Accessed: 08/14/2021.
https://owl.purdue.edu.
Key Concept: Paraphrasing and summarizing are two important skills in conducting
accurate reporting.
Now, do it!
Directions: Please answer both the Study Guide Question (s), and the Output (s) of each lesson
using intermediate paper. Because the subject is a technical writing course, you are expected to
demonstrate application of your writing skills. In answering, indicate your complete name (Family
Name, First Name, Middle Initial), your grade and section in CAPITAL LETTERS. Indicate the lesson
number, date, the study guide question, and output accordingly as you go along.
.
Study Guide (s):
1. How can paraphrasing and summarizing help recall information and organize ideas within
text?
2. Distinguish paraphrasing with summarizing.
Output (s):
1. On a piece of paper, paraphrase this text:
Original Text Paraphrased Text
The use of a helmet is the key to reducing
bicycling fatalities, which are due to head
injuries 75% of the time. By cushioning the head
upon impact, a helmet can reduce accidental
injury by as much as 85%, saving the lives of
hundreds of victims annually, half of whom are
school children.
Source taken from "Bike Helmets: Unused Lifesavers," Consumer Reports (May 1990):
348.
2. On a piece of paper, summarize this text in one sentence:

Original Text Summarized Text
Verbal Communication carries a lot of meaning
during communication. Our voice conveys and
shapes ideas through speaking and listening.
But according to Mehrabian’s research, it is our
physical behavior that contributes much to the
total communication process. If so, we need to
understand these physical behaviors called
nonverbal communication. Nonverbal
communication includes proxemics, posture and
stance, appearance, facial expression, gestures,
and paralinguistic cues.
Barrot, Jessie. S. Reading to Think, Thinking to Write: A Guide to Critical Reading and Writing. Manila, Philippines: REX Book Store,
2013.
Ace It!
1. Why is paraphrasing and summarizing important to learn?

Total: 20 points
Name: _______________________________ Date: _________

Q1
W6 Text Outline: Nonfiction
Outlines reading texts in various disciplines CS_EN11/12A-EAPP-Ia-c-8

In assembling a bicycle, one relies on the manual for directions. The manual shows
you all the parts of the bicycle, and the relationship of each part. In a way, a manual is
required when we read and write. Studying the structure of a text gives the reader a better
grasp of the writer’s main point. The structure likewise show the quality of support to the
main point, and the relationship from one point to the other. This structure is referred to as
an outline. An outline serves as a manual in reading and writing.
Are you taking it?
Creating an outline is very good writing practice. It allows for brainstorming of new
ideas and ensure that your paper will be organized, focused, and well supported. Writing an
outline is a basic step in pre writing. However, this process can also take place during or
after writing your paper to make sure your points are organized and make sense.
“Creating an Outline”. Indiana University of Pennsylvania Writing Center. Retrieved 08/14/2021 from
https://www.iup.edu.
Outlining is a strategy that works well for expository essays. It can help you identify
the three parts of an essay (introduction, body, and conclusion), and also how an author
develops and supports an argument.
An essay is a short work of nonfiction that deals with a single subject. Essays can be
lighthearted or serious, formal or informal. Sometimes they are meant to entertain, and
sometimes they persuade, teach, or reveal an interesting idea. Essays often appear in
magazines and newspapers.
There are two kinds of essays that are often used in schools. These are the
narrative essays and expository essays. In narrative essay, the writer tells a story, often in
order to make a point or express a personal opinion. The writer of an expository essay
explains something. He or she makes a point and then supports that point in the body of an
essay.
2002.
Key Concept: Outlining shows the way a text is structured. It identifies the parts, and how
a writer develops and supports and argument.
Sample Essay
America the Not-so-Beautiful
Andy Rooney
Next to saving stuff I don’t need, the thing I like to do best is to throw it away. My idea of a good time is
to load up the back car with junk on a Saturday morning and take it to the dump. There is something satisfying
about discarding almost anything.
Throwing things out is the American way. We don’t know how to fix anything, and anyone who does
know how is too busy to come, so we throw it away and buy a new one. Our economy depends on doing that.
The trouble with throwing things away is, there is no “away” left.
Sometime around the year 5000 B.C., the Greeks in Athens passed a law prohibiting people from
throwing their garbage in the street. This Greek law was the first recognition by civilized people that throwing
things away was a problem. Now, as the population explodes and people take up more room on earth, there is
less room for everything else.
The more civilized a country is, the worse the trash problem is. Poor countries don’t have the same
problem because they don’t have much to discard. Prosperity in the United States is based on using things up
as fast as we can, throwing away what’s left, and buying new ones.
We’ve been doing that for many years that (1) we’ve run out of places to throw things because houses
have been built where dump was and (2) some of the things we’re throwing away are poisoning the earth and will
eventually poison all of us and all living things.
Ten years ago most people thought nothing of dumping an old bottle of weed or insect killer in a pile of
dirt in the back yard or down the drain in the street, just to get rid of it. The big companies in America had the
same feeling, on a bigger scale. For years the chemical companies dumped their poisonous wastes in the rivers
behind the mills, or they put it in fifty-gallon drums in the vacant lots, with all the old, rusting machinery in it,
behind the plants. The drums rusted out in ten years and dumped their poison into the ground. It rained, the
poisons seeped into the underground streams and poisoned everything for miles around. Some of the
manufacturers who did this weren’t even evil. They were dumb and irresponsible. Others were evil because
they knew how dangerous it was but didn’t want to spend the money to do it right.
The problem is staggering. I often think of it when I go in a hardware store or a Sears, Roebuck and
see shelves full of poison. You know that, one way or another, it’s all going to end up in the earth or in our rivers
and lakes.
I have two-pint bottles of insecticide with 5 percent DDT in them in my own garage that I don’t know
what to do with. I bought the years ago when I didn’t realize how bad they were. Now I’m stuck with them.
The people of the city of New York throw away nine times their weight in garbage and junk every year.
Assuming other cities come close to that, how long will it be before we trash the whole earth?
Of all household waste, 30 percent of the weight and 50 percent of the volume is the packaging of food
than all our farmers together make in income growing it. That’s some statistic.
Trash collectors were a lot more independent than they used to because we’ve got more trash than
they’ve got places to put it. They have their own schedules and their own holidays. Some cities try to get in
good with their trash collectors or garbage men by calling them “sanitation engineers.” Anything just so long as
they pick it up and take it away.
We often call the dump “the landfill” now, too. I never understood why land has to be filled, but that’s
what it’s called. If you’re a little valley just outside town, you have to be careful or first thing you know you’ll be
getting “filled.”
If five billion people had been living on earth for the past thousand years as they have been in the past
year, the planet would be nothing but one giant landfill, and we’d have turned America the beautiful into one
huge landfill.
The best solution may be for all of us to pack up, board a spaceship, and move out. If Mars is
habitable, everyone on earth can abandon this planet we’ve trashed, move to Mars, and start trashing that. It’ll
buy us some time.
Rooney, Andrew A. “Not That You Asked”. Essay Productions, Inc.,
1989.
Now, do it!
.
Study Guide (s):
1. What is the main point of the writer in this essay?
2. What are the support the writer gave to his main point?
Output (s):
1. Using the sample outline, write the outline to America the Not-so-Beautiful highlighting the main
ideas, the supporting ideas, and the parts of the essay.
I. Introduction
A. introductory detail
B. introductory detail
C. thesis statement (if it appears here)
II. Body
A. support for thesis
1. example
2. example
B. support for thesis
1. example
2. example
C. support for thesis
1. example
2. example
III. Conclusion
A. concluding detail
B. concluding detail
C. thesis statement (if it appears here)
Ace It!
Directions: On a yellow paper, answer the questions comprehensively.
1. What are the most common types of essay in school? How are they distinguish from the
other?

Total: 20 points
Name: _______________________________ Date: _________

Q1
W7 Writing a Review: Nonfiction
Writes an objective/balanced review or critique CS_EN11/12A-EAPP-Idf-18

Your academic training will often require you to talk about the nonfiction you are
reading. For this reason, there is a need to be familiar with how essays, biographies,
magazines, or news articles are organized. Calibrating your skills to a level expected of
professionals will make it easier for you to accomplish this task.
Are you taking it?
To illustrate, while you may have read newspaper articles many times in the past, it
may not have been directed towards assessing the arguments made by the writer. Reading
and writing for professional purposes is directed towards the development of critical thinking.
Hartwell, Patrick. Open to Language: A New College Rhetoric. USA: Oxford University Press, 1982.
At the heart of any argument is a clear, strong opinion.
Argument or persuasive writing attempts to persuade the reader to consider the

viewpoints of the writer as something true.
When reading persuasive writing, watch for the writer’s viewpoint. Look carefully at
the support to the statement.
2002.
Key Concept: Good persuasive writing contains a clear opinion statement and at least
three supporting details.
Reading Newspaper Article
End of the Road for ‘The King’

Alexandria Denise San Juan
The Pinoy jeepney, fondly known as the “king of the road,” is about to step into the pages of history,
pushed by the uncompromising situation created by the pandemic.
It is a sad exit, with many of its loyal subjects, the drivers, converting their jeepneys into living spaces
just to survive in the time of the lockdowns to prevent the spread of the coronavirus disease (COVID-19).
Meanwhile many drivers have resorted to begging beside large signs stating their plight.
But the plight of the jeepney drivers started long before COVID-19. The jeepney’s inefficient engine and
lack of safety features started the countdown to the end of the jeepney.
And then came the Public Utility Vehicle Modernization Program which was initiated in June 2017.
Described by the Department of Transportation (DOTr) as the “biggest transformational initiative” of the
administration, the program aims to modernize PUVs to improve the country’s transport system and lessen air
pollution brought by old and dilapidated units.
The DOTr said modern PUJs conform with the existing environmental and product standards set by the
Bureau of Standards, are equipped with safety features, as well as a Euro-4 compliant engines which will
produce less emission and cause less pollution, or none at all.
Still, the jeepneys stubbornly stood their ground, supported by a loyal group of drivers whose livelihoods
depend on that vehicle.
But the COVID-19 pandemic changed all that. In March this year, the government imposed a lockdown
in Luzon island, and was followed in the other islands. All forms of public transportation were suspended, the
jeepney included.
Even before the pandemic, life has been hard for the jeepney driver. But Ricardo Legaspi 56, who has
worked as a jeepney driver for almost his entire life still found it a bearable life.
For 15 hours a day, Ricardo, or Mang Ric, transported commuters in his 12-seater jeepney along the
Vito Cruz-Cubao route. The income he got could provide the needs of his wife, four children, and three
grandchildren.
But Mang Ric’s life took a hard turn when the pandemic came and the government imposed a strict
lockdown mid-March. Suddenly, his only source of income – and that of thousands of PUV drivers and their
families – disappeared because all modes of public transportation were suspended.
When travel restrictions were lifted during the general community quarantine (GCQ) in June, traditional
San Juan, Alexandria Denise. “End of the Road for ‘The King’“. Manila Bulletin, August 27,
2020.
Now, do it!
.
Study Guide (s):
1. How are newspaper articles organized?
2. What kind of reading is involved in reading newspaper articles?
3. How helpful is evaluating information to form opinion important to a reader as he/she
reads a newspaper article?
Output (s):
Based on the article, give your thoughts, and answer the following questions:
Questions Your Thoughts

1. Is the main idea or viewpoint clear?
2. What evidence is presented?
3. Are the sources authoritative and reliable?
4. Is the evidence convincing?
5. Is there another side of the story?
Reading Magazine Article
Eating Bread May Make You Live Longer

by Paulo Chua
Science has not been kind to us this year.

Photo courtesy of Boris Pineda Pescubillo
A study conducted by Jiaqui Huang, PhD.,

Linda J. Liao, PhD MPH, Stephanie M. Weinstein, PhD, and published in JAMA Intern Medical Journal in July
this year suggests, bread may help you live longer. Researchers looked at data from over 400,000 men and
women and found that those that ingested plant protein had lower mortality rates—which is obviously a rare good
thing.
"Our study findings represent one piece of evidence regarding a possible beneficial role for greater plant protein-
based diets in the prevention of cardiovascular disease mortality, and healthcare providers could consider the
totality of available evidence as it relates to their individual patients with their specific risk factor profiles," the
researchers explained to Med Page.
Not only do plant-based food such as pasta and bread lowers your risk of dying, but it also decreases the risk of
cardiovascular disease. And, that's even after researchers took into account each individual's lifestyle including
smoking, diabetes, vitamins, and more.
Chua, Paolo. “Eating Bread May Make You Live Longer.” Esquire Magazine, August
2020.
Study Guide (s):

1. How does the author think or feel about the subject?
2. How does the author support or develop his or her main idea?
3. What do I think about it?
Output (s):
On a paper, write your answers to the following questions:
1. Why does the writer begin with the line: “Science hasn’t been kind to us this year?”
2. What effect does a photograph of pandesal help create?
3. Why did the writer include information about the research findings?
4. Why did the writer mention what researchers took account at the end of his article?
5. Is there enough evidence to support the article? Why?/Why not?
Persuasive Writing
Editorial
Parents, Not Cash, Can Enrich a School

by Mike Royko
December 1, 1992
I hate statistics, but when Chicago’s school tests are published, as they were yesterday, I wade through
and find my old grammar school. The scores were depressing.
Then I look up the school where my two older sisters went. The scores were just as bad.
After that, it’s the grammar school my kid brother attended. Oh, his was even worse.
There was a time when all three schools would have done well, if they had conducted tests in those
days. If not excellent, at least adequate.
I’m confident, because the kids in my class could all read and write, some quite well; my sisters were
voracious readers by the time they graduated, and my brother’s fundamentals were good enough to get him to
college and a successful business career.
So what’s changed? Why were we able to get the basics out of these inner-city schools, as they are
now called, but today’s kids barely learning to read a street sign?
Money? That’s the first thing that will come to many minds. The children going to those schools today
are from poor families. And that’s true.
But it was true when we were in the same schools. My sisters graduated at the height of the Great
Depression, when relatives and neighbors borrowed coal from those lucky enough to work, when the only
welfare was called “relief” and it meant standing in line for boxes of groceries.
My brother and I had it a little better, but by today’s standards, we were close to or below the poverty
level. So were the families of many of our classmates.
But there was a difference, although it can’t be found in any of the statistics, including how much each
community spends on students.
It’s called family. The families weren’t perfect. For perfection, there were the “Andy Hardy” movies,
which wasn’t the way life was in cold-water flats around Humboldt Park.
But in most of the flats, there was some semblance of a family life, even if the parents spoke broken
English or none at all.
And if you look hard enough, that’s what those long tables of statistics tell us.
You have to skip beyond the obvious. Sure, in the wealthy suburbs, where they spend $9,000 or
$10,000 a year per pupil, compared with Chicago’s $6,000, the results are excellent. But should that be a
surprise?
So forget the wealthy suburbs. Look at the middle-class working-class suburbs, where there are as
many blue collars as white collars, where they aren’t spending any more on each student than Chicago does. In
many, they spend even less.
Yet they get results. Most are at the state and national averages or above.
Eldon Gleichman is superintendent of an elementary school district in Des Plaines, which is seldom
compared with, say, the affluent Lake Forest. He has 3,360 pupils. “This year, one-third of our kindergartners
don’t speak English… In fact, 58 percent of our kids don’t speak English at home.”
But despite being more fluent in Spanish, Polish, and Russian, the kids scored above average.
It isn’t easy, Gleichman says, “Parents are busier, and busier in their lives. It’s getting harder and
harder, but we get the parents involved. Parental involvement --- that’s really where it’s all at. The key is
whatever goes on in the living room. It’s a team effort.”
Or the superintendent of a district in a southwest suburb, who said: The parents are here. They listen to
kids read, they get involved in our reading contests --- book weeks --- where children read to parents who must
verify their children are reading.
The parents are an extension of the school, just as we here at school are an extension of the parent.
We have similar expectations, and the children know it.
“But one thing to keep in mind about spending. Yes, we don’t spend any more [than Chicago], but we
have the luxury of spending directly on kids. We don’t have security guards. We don’t need building security or
money to clean up vandalism or fix broken windows.”
Just about every suburban school superintendent or principal says the same thing. From the principal
of a middle-class district ij the western suburbs:
“When we have an open house, it’s packed. Parents give visible support for what their kids are involved
in. Parents give their time to be at the school, to call the teacher, to be with their kids.
“You can focus on how much we spend on students, just looking at the simple numbers doesn’t tell the
whole story.”
Exactly. And crying out for more money for Chicago’s schools isn’t the answer, unless the money is
spent in a way that will get results.
But how do you use money to replace a family structure that isn’t there? If you know the answer to that
question, then pass it along to the eighth-grade teacher at West Side school who wearily told me:
I try to teach, but it isn’t easy when my smartest student is a girl who is already pregnant with her
second child.”
So when you hear the educational experts talk about the problems of Chicago’s school, tossing program
plans in every direction, unless they use words like “family” and “parents” tune them out.
And get ready for next year’s bleak statistics.

Royko, Mike. “Parents, Not Cash, Can Enrich A School.” Chicago Tribune: December 1,
1992.
Study Tips:
Every good argument is made up of three parts: The viewpoint, support, and opposing
viewpoint. The three parts of an argument can appear in any order. They can also be mixed
together. Note the three basic parts below:
VIEWPOINT SUPPORT OPPOSING VIEWPOINT
This is a statement of This is the facts, Since every

belief that the author figures, statistics, and argument has two
wants to explain and examples used to sides, the writer
support. It is also support the assertion must anticipate how
called the “opinion
readers might object
statement” or
to his or her views
“assertion”
and then answer
Here are a few more tips:

1. With persuasive writing, begin by looking for the topic and the author’s viewpoint--- ---a
statement of belief that the author wants to explain and then support.
2. The viewpoint is just one sentence long and may include such phrases as “I think we
should…”; “The point is…; or “What it means in the end is…”
3. The viewpoint can appear almost anywhere in the text.
Study Guide (s):

1. What clues did you find about RoyKo’s topic and viewpoint?
2. Why is it important to have an idea about the topic and viewpoint to be able to read
critically?
3. What are your own feelings about Royko’s topic and viewpoint?
4. Do you have any experience with what the writer is talking about?
Output (s):
1. After reading Mike Royko’s editorial, identify the three parts of the argument.
2. Write your opinion of how persuasive Royko’s argument was. Show your viewpoint, the
support, and your opposing view.
Viewpoint Support Opposing Viewpoint
Facts and Opinion

An estimated 2,898,304 would serve in the Union army during the war, while the Confederate side
would see almost 1,500,000 join.
Creating good soldiers began with the officers. Many men had become officers through political
favoritism or because they had been able to sign up enough recruits to make a regiment. Others were elected by
the soldiers themselves, usually because they were popular, easygoing fellows.
Murphy, Jim. The Boys’ War: Confederate and Union Soldiers Talk About the Civil War. USA: Clarion Books, 1993.
Study Tip (s):

We can define a fact as a statement that can be proved while an opinion is a statement that
reflects a writer’s belief. An opinion cannot be proved, but should be supported with strong,
compelling facts and details. For this reason, a reader needs to evaluate facts and opinions
constantly. This can be made by checking source of information. In reading opinions, be
sure they are supported with facts, experiences, accounts of experts, and other reliable
sources.
Study Guide (s):

1. Why does differentiating facts from opinions matter?
2. How do facts and opinions help you understand a text and write an argument?
3. How do you use facts and experiences to form opinions?
Output (s):
1. On a paper, write the lines from the example paragraph containing fact, and those
containing opinion. Label these accordingly.
Connotation and Denotation
I returned to Manila alert, wearing a new pair of glasses, and disinclined to rejoin the hassle of
journalism. It was a ‘no-no” to work in a weekly where circulation figures were the law. The only possible place
of employment was the university. Juan Cabreros Laya, who had won the First Commonwealth Literary prize for
the Novel, with his Native Soil, remarked, “I see that you prefer to do the telling now. It didn’t seem too long ago
that it was you being told something to do!”
He himself had been doing a considerable amount of telling already , in his role as superintendent of
schools of Bataan. He was soon to say, “Let’s go Tagalog, fellows!”
He had by then already written This Barangay, his celebration of the ethic of productive and cooperative
life which alas, appeared to have lost its base in social actuality. Nor its fictive guise could it appear attractive
enough.
Gonzalez, NVM. Work on the Mountain. Manila, Philippines: University of the Philippines Press, 1998.
Study Tip (s):
The words a writer chooses can say a little or a lot. Words with almost the same dictionary
meaning, or denotation, can have very different connotations, or expanded meanings.
Writers often use certain words because of their emotional meanings.
Study Guide (s):

Examine the highlighted words, and lines in the text above and answer the following:
1. What hassle of journalism work was the writer pointing? What evidence in the text
suggests this?
2. What is suggested by the lines: “I see that you prefer to do the telling now. It didn’t seem
too long ago that it was you being told something to do!”?
3. Do you notice a hint of sarcasm? If you do, which line is this found? What is it all about?
Output (s):
1. In a sentence, explain what NVM Gonzales trying to drive at.
Ace It!
Directions: On a yellow paper, answer the question comprehensively.
1. What important lesson have you learned in making argument or persuasive writing?

Total: 20 points
Name: _______________________________ Date: _________

Q1
W8 Models for Writing about Literature
Determines the ways a writer can elucidate on a concept CS_EN11/12A-EAPP-Ig-j-

20

After watching a movie, the question often asked by friends is: “What is the story
about?” This might be true also to reading a book. However, in literature study, the more
important questions to ask are: “What is the meaning of the story?” “What was the author
trying to say?” “What is the structure of the story?” It’s quite obvious that to become efficient
in this study, one needs to pay attention to the literary elements.
Are you taking it?

All methods of inquiry into literature require critical reading and critical thinking. The
uniqueness of literary inquiry compared to other disciplines is that it sometimes includes the
reaction or response to the work being studied. A student is expected to reflect knowledge
of the work and must be thorough, well-reasoned, and well-supported by evidence.
2002.
The types of papers about literature include:

1. A reaction paper is an essay in which a student responds to a work of literature.
This involves answering the central question of a particular work or present a problem that
the student sees in the work. Here the student is required to use quotations as evidence for
reactions.
2. A book report first informs readers about the content of a book, using summary.
This summary is followed by a discussion of the purpose and significance of the book, its
structure and style. In the discussion of the book’s significance, one might relate it to his/her
field of study.
3. An interpretation discusses on of two things: what you think the author means
by the work or what the work means personally to you. Here are things to keep in mind
when writing an interpretation paper:
1. What is the theme of the work?
2. How are particular parts of the work related to the theme?
3. If patterns exist in various elements of the work, what do they mean?
4. What message does the author convey through the use of major aspects of the
work (e.g. plot, theme, structure, characterization, setting, point of view)?
5. Why does the work end as it does?
While many teachers require students to use the FIRST PERSON (I, we, our) when
they are writing their personal point of view; they want students to use the THIRD PERSON
(he, she, it, they) for all other content.
Use the present tense when you describe or discuss a literary work or any of its
elements. The same is also observed when discussing what the author has done in specific
work. In contrast, use the past-tense verb to discuss historical events or biographical
information.
Very seldom will assignments ask for personal ideas about a subject of your essay.
Most assignments require students supporting their ideas using secondary sources.
Secondary sources include books and articles in which an expert discusses material related
to your topic.
The following model essay by Valerie Cuenco interprets a plot element in Edgar Allan
Poe’s “The Tell-Tale Heart”.
Born in 1809, Edgar Allan Poe was a journalist, poet, and fiction writer of some prominence. In his
short life, Poe gambled, drank, lived in terrible poverty, saw his young wife die of tuberculosis, and died himself
of mysterious circumstances at age forty. Poe is credited for creating the detective novel and wrote short stories
that continue to be studied today.
Interpreting the heartbeat as the victim’s ghostly retaliation against the narrator also presents
difficulties. Perhaps most important, when the narrator first hears the heart, the old man is still alive. The
structure of the story also argues against the retaliation interpretation. Poe uses the first-person point of view
to give readers immediate access to the narrator’s strange thought processes, a choice that suggests the
story is a form of psychological study. If “The Tell-Tale Heart” were truly a ghost story, it would probably be
told in the third person, and it would more fully develop the character of the old man and explore his
relationship with the narrator. If the heartbeat that torments the narrator is his own, however, these
inconsistencies are avoided.
The strongest evidence that the tell-tale heart is really the narrator’s is the timing of the heartbeat.
Although it is the driving force behind the entire story, the narrator hears the beating heart only twice. In both
of these instances, he is under immense physical and psychological stress---times when his own heart would
be pounding. The narrator first hears the heartbeat with the shock of realizing that he has accidentally
awakened his intended victim:
Meantime the hellish tattoo of the heart increased.

It grew quicker and quicker, and louder every instant.
Valerie Cuenco The old man’s terror must have been extreme!
English 4A It grew louder, I say, louder every moment!—do you mark me well?
Leyte Colleges I have told you that I am nervous: so I am.
February 2002 And now at the dead hour of the night, amid the dreadful silence of the old house,
so strange a noise as this excited me to uncontrollable terror. (791)
The Sound of a Murderous Heart
AsInthe narrator’s
Edgar anxietyshort
Allan Poe’s increases, so does
story “The the volume
Tell-Tale Heart,”and frequency
several of the sound,
interpretations an eventaseasily
are possible to the
explained if the heartbeat is his own. Also, the sound of the heart persists even after the old man
source of the beating heart that causes the narrator-murderer to reveal himself to the police. The noise could is dead,
fading slowly
simply be ainto the background,
product as the
of the narrator’s murderer’s
obviously own heartbeat
deranged mind. Orwould
perhapsafterthe
hismurder
short, violent
victim’sstruggle with
spirit lingers,
theheart
old man.
beating,Thistoreasoning can also
exact revenge uponexplain why theAlthough
the narrator. narrator either
did notofhear
thesetheinterpretations
heart on any of the sevenmost of
is possible,
previous nights in
the evidence when he looked
the story into the
suggests thatold
theman’s bedchamber.
inescapable beatingBecause
heart thatthe old man
haunts the slept andisthe
narrator his“Evil
own.
Eye” was closed, no action was necessary (according to the narrator-murderer’s twisted logic), and therefore,
he did not experience the rushthat
The interpretation of adrenaline
the heartbeatthatstems
set hisfrom
heart pounding
some kind ofonauditory
the fatalhallucination
eighth visit.is flawed. The
narrator is clearly insane--- his killing a kind old man because of an “Evil Eye” demonstrates this--- and his
Thebehavior
psychotic heart also followsthan
is more a predictable pattern
sufficient cause foratreaders
the endtoofquestion
the storyhis when police officers
truthfulness. Evencome to
so, nowhere
investigate
else in thea story
neighbor’s report
does the of theimagine
narrator dying oldthings
man’sthat
scream.
do not In this encounter,
exist. Nor is it likelythethat
narrator’s
he would initial calm
intentionally
slowly gives way to irritation and fear. As he becomes increasingly agitated, he begins
attempt to mislead us since the narrative is a confessional monologue through which he tries to explain and to hear the heart
again.
justifyThe
his narrator
actions. closely identifies
He himself it as the
describes his same sound
“disease” as he heard previously,
a heightening as shown
of his senses, notbyofthe
hisalmost
imagination.
word-for-word repetition of the language he uses to describe it, calling it “a low, dull, quick
Moreover, his highly detailed account of the events surrounding the murder seems to support this claim. Near sound—much
such
theaendsound as story,
of the a watch he makes
refuteswhen enveloped
his notion that heiniscotton” [Poe’s
inventing the emphasis]
sound in his (792).
mind As the he
when narrator-
says, “I found
murderer focuses his attention on the sound, which ultimately overrides all else, his
that the noise was not within my ears” (792). Although the narrator’s reliability is questionable, therepanic escalates until,
seems to
ironically, he is betrayed by the very senses
be no reason to doubt this particular observation. that he boasted about at the start of the story.
Work Cited
Poe, Edgar Allan. “The Tell-Tale Heart.” American Literature: A Prentice Hall
Anthology. Vol.1. Ed. Emory Elliott, Linda K. Kerber, A. Walton Litz, and Terence Martin.
Englewood Cliffs: Prentice, 1991. 798-92.
Now, do it!
Study Guide(s):
1. Observe the first paragraph. How did the writer start her essay?
2. What did the writer do in paragraph 2?
3. What did the writer highlight in paragraph 3?
4. How did the writer present her evidence?
5. What do you think the highlighted lines in quotations/numbers are for?
6. How important is critical reading and critical thinking in writing a good essay?
Model for Analyzing Characters in a Drama
Analyzing characters typically requires students to describe the character in the

context of the story. This can be fulfilled by analyzing the relationship between the character
in question and other characters. The following essay analyzes actions and interactions of
the male and female characters in Trifles, a one-act play written by Susan Glaspell (1882-
1948). Glaspel was a feminist and social activist who wrote many plays for the
Provincetown Players, a theater company she cofounded on Cape Cod, in Massachusetts.
She wrote Trifles in 1916, four years before women were allowed to vote in the United
States.
After reading Trifles, Philip De Veyra commented that “No male today could get away
with what the men in that play said.” Encouraged to analyze that reaction further, he wrote
this essay in 2002.
Philip De Veyra
English 4A
Leyte Colleges
November 2007
Gender Loyalties: A Theme in Trifles
Susan’s Glaspell’s play Trifles is a study of character even though the two characters most central to
the drama never appear on stage. By excluding Minnie and John Wright from the stage as speaking
characters, Glaspell forces us to learn about them through the observations and recollections of the group
visiting the farmhouse where the murders of Minnie Wright’s canary and of John Wright took place. By
indirectly rounding out her main characters, Glaspell invites us to view them not merely as individuals but also
as representatives in a conflict between the sexes. This conflict grows throughout the play as characters’
emotions and sympathies become increasingly polarized and oriented in favor of their own gender. From this
perspective, each of the male characters can be seen to stand for the larger political, legal, and domestic
power structures that drive Minnie Wright to kill her husband.
George Henderson’s speaking the first line of the play is no accident. Although his power stems
from his position as country attorney, Henderson represents the political, more than the legal, sphere. With a
job similar to a city prosecutor, he is quite powerful even though he was the youngest person present. He
takes control of the action, telling the other characters when to speak and when not to and directing the men
in their search for evidence that will establish a motive for the murder. As the person in charge of the
investigation, George Henderson orders the other characters about. Mrs. Peters acknowledges his skill at
oratory when she predicts that Minnie Wright will be convicted in the wake of his “sarcastic” cross-examination
(speech 63).
Glaspell reveals much of the conflict in the play through the heated (but civil) exchanges between
George Henderson and Mrs. Hale. His behavior (according to the stage directions that the gallant young
Subject
politician) does notinmask
literature refers
his belittling to twoWright
of Minnie things:
andconcrete
of women inand abstract. Concreate subject
general:
answers COUNTY the question, “What is the story about?” While the
ATTORNEY. I guess before we’re through she may have something concrete subject answers
more serious than the
question,
preserves “What
to worryisabout.
the meaning of the story?”
Hale. Well, women are used to worrying about trifles. [The two women move a little closer together.]
The
COUNTYFormATTORNEY.
of a story refers
[With thetogallantry
how the of awriter
youngstructured theyet,
politician.] And story.
for allFor
theirexample,
worries, whatshort
stories
would wewoulddo withouthave conflict,[Thecomplication,
the ladies? climax,Heand
women do not unbend. goes resolution.
to the sink, takesSome stories
a dipperful of wateruse
flashback in presenting sequence of events, while others are presented
from the pail, and pouring it into the basin, washes his hands. Starts to wipe them on the roller-towel, turns it in a straight
chronological
to a cleaner place.]order.
Dirty towels! [Kicks his foot against the pans under the sink.] Not much of a
housekeeper, would you say, ladies? (speeches 29-31)
Then
As thethere is shows,
excerpt Point of View.
George As an element
Henderson in literature,
seems to hold the student
that a woman’s place is inwill
the take note
kitchen, evenof
itswhen
twoshe meanings.
is locked upFirst, it can
far away in jail.refer to the
He shows so technical
much emotion point of discovery
at the view theof author
the dirty uses
towels to tell a
in the
story
kitchen(first
thatperson, third
it as though person,
he has found anda realso on).
piece Finally,that
of evidence it he
cancanrefer toconvict
use to the “tone”
Minnieor attitude
Wright. It is of
the writer.
apparent that his own sense of self-importance and prejudicial views of women are distracting him from his
Malarkey, Stoddard, Drake, B., McRae, D. Viewpoints in Literature. USA: Holt, Rinehart and Winston, 1969.
real business at the farmhouse.
Sheriff Henry Peters, as his title suggests, represents the legal power structure. Just like the county
attorney, he is quick to dismiss the “trifles” that his wife and Mrs. Hale spend their time discussing while the
men conduct a physical search of the premises. When the sheriff overhears the women talking about the
quilt, his instinctive reaction is to ridicule them, saying, “They wonder if she was going to quit it or just knot
Now,
it!”(speech 73) do it!
Of course, the fact that Minnie Wright was going to knot the quilt is probably the single most
important piece of evidence that the group could uncover, as John Wright was strangled by what we deduce
is a quilting
using knot. Although
intermediate paper. heBecause
understands
the the law, the
subject is sheriff seems to
a technical know very
writing little you
course, of people, and this to
are expected
prevents him application
demonstrate from crackingofthe case.
your writing skills. In answering, indicate your complete name (Family
Rounding out the male characters, is Lewis Hale, a husband and farmer who represents the
domestic sphere. Although not an ideal individual, he provides a strong foil for John Wright’s character. We
.
Study Guide/Output (s):
(Continuation)
The great irony of the drama is that the women are able to accomplish what the men cannot: They
establish the motive for the murder. They find evidence suggesting that John Wright viciously killed his
wife’s canary---her sole companion through long days of work around the house. More important, they
recognize the damaging nature of the marriage based on the unequal status of the participants. Mrs. Hale
and Mrs. Peters decide not to help the case against Minnie Wright, not because her husband killed a bird,
but because he isolated her, made her life miserable for years, and cruelly destroyed her one source of
comfort. Without help from various misogynistic, paternalistic, and uncomprehending political, legal, and
domestic power structures surrounding her, Minnie Wright took the law into her own hands. As the
characters of George Henderson, Henry Peters, and Lewis Hale demonstrate, she clearly could not expect
understanding from the men in her community.
Work Cited
Glaspell, Susan. Trifles. Literature: An Introduction to Reading and Writing.
4th ed. Ed. Edgar V. Roberts and Henry Jacobs. Englewood Cliffs: Prentice, 1995.
1038-48.
Now, do it!

1. How did the writer describe the characters in the drama?
Ace It!
1. What important lesson have you learned in writing a concept paper for literature?

Total: 20 points
Name: _______________________________ Date: _________

Q2
W9 Writing the Literary Paper
Presents a convincing position paper based on properly cited factual evidence
CS_EN11/12A-EAPP-IIa-d-3

Teachers, especially college teachers, often expect students to show an intelligent
exploration of a piece of literature along with a straightforward discussion of one or two of its
techniques. A student might therefore be asked to analyze a sonnet, and to comment briefly
on its prosody; or to discuss the theme of a short story and to examine the actions and
attitudes of a principal character; or to explain the social customs upon which a certain play
is based (See previous lesson). Unfortunately, literature is a difficult subject to write about.
First, it is a subject about which there is no shortage of opinions. Second, the beginning
writer is often unaware of the tradition or era into which a piece of literature falls. But
perhaps the most common mistake of the student-critic is a tendency to serve up
inconsistent, unproven, and fanciful interpretations of a literary work.
Are you taking it?

These challenges are what students will face in college and beyond. While it takes
time to become an expert in writing about literature, as mentioned in the previous lesson, all
methods of inquiry into literature require critical reading and critical thinking. A
student is expected to reflect knowledge of the work and must be thorough, well-reasoned,
and well-supported by evidence. These skills therefore, are what students must aim to
develop.
2002.

One of the ways to better understand (and appreciate) literature is to examine certain
elements in it. Here, we start with the following: Subject, Form, and Point of View.
Subject in literature refers to two things: concrete and abstract. Concreate subject
answers the question, “What is the story about?” While the concrete subject answers the
question, “What is the meaning of the story?”
The Form of a story refers to how the writer structured the story. For example, short
stories would have conflict, complication, climax, and resolution. Some stories use
flashback in presenting sequence of events, while others are presented in a straight
chronological order.
Then there is Point of View. As an element in literature, the student will take note of
its two meanings. First, it can refer to the technical point of view the author uses to tell a
story (first person, third person, and so on). Finally, it can refer to the “tone” or attitude of
the writer.
My Father’s Tragedy
Carlos Bulosan
It was one of those lean years of our lives. Our rice field was destroyed by locusts that came from the
neighboring towns. When the locusts were gone, we planted string beans but a fire burned the whole plantation.
My brothers went away because they got tired working for nothing. Mother and my sisters went from house to
house, asking for something to do, but every family was plagued with some kind of disaster. The children walked
in the streets looking for the fruit that fell to the ground from the acacia tree. The men hung on the fence around
the market and watched the meat dealers hungrily. We were all suffering from lack of proper food.
But the professional gamblers had money. They sat in the fish house at the station and gave their
orders aloud. The loafers and other bystanders watched them eat boiled rice and fried fish with silver spoons.
They never used forks because the prongs stuck between their teeth. They always cut their lips and tongues with
the knives, so they never asked for them. If the waiter was new and he put the knives on the table, they looked at
each other furtively and slipped them into their pockets. They washed their hands in one big wooden bowl of
water and wiped their mouths with the leaves of the arbor trees that fell on the ground.
The rainy season was approaching. There were rumors of famine. The grass did not grow and our
carabao became thin. Father’s fighting cock, Burick, was practically the only healthy thing in our household. Its
father, Kanaway, had won a house for us some three years before, and Fathers had commanded me to give it
the choicest rice. He took the soft-boiled eggs from the plate of my sister Marcela, who was sick with meningitis
that year. He was preparing Burick for something big, but the great catastrophe came to our town. The peasants
and most of the rich men spent their money on food. They had stopped going to the cockpit for fear of
temptation; if they went at all, they just sat in the gallery and shouted at the top of their lungs. They went home
with their heads down, thinking of the money they would have won.
It was during this impasse that Father sat every day in our backyard with his fighting cock. He would not
go anywhere. He would not do anything. He just sat there caressing Burick and exercising his legs. He spat at
his hackles and rubbed them, looking far away with a big dream. When mother came home with some food, he
went to the granary and sat there till evening. Sometimes he slept there with Burick, but at dawn the cock woke
him up with its majestic crowing. He crept into the house and fumbled for the cold rice in the pot under the stove.
Then, he put the cock in the pen and slept on the bench all day.
Mother was very patient. But the day came when she kicked him off the bench. He fell on the floor face
down, looked up at her, and then resumed his sleep. Mother took my sister Francisca with her. They went from
house to house in the neighborhood, pounding rice for some people and hauling drinking water for others. They
came home with their share in a big basket that Mother carried on her head.
Father was still sleeping on the bench when they arrived. Mother told my sister to cook some of the rice.
The dipped a cup in the jar and splashed the cold water on Father’s face. He jumped up, looked at mother with
anger, and went to Burick’s pen. He gathered the cock in his arms and went down the porch. He sat on a log in
the backyard and started caressing his fighting cock.
Mother went on with her washing. Francisca fed Marcela with some boiled rice. Father was still caressing Burick.
Mother was mad at him.
“Is that all you can do?” she shouted at him.
“Why do you say that to me?” Father said, “I’m thinking of some ways to become rich.”
Mother threw a piece of wood at the cock. Father saw her in time. He ducked and covered the cock with his
body. The wood struck him. It cut a hole at the base of his head. He got up and examined Burick. He acted as
though the cock were the one that got hurt. He looked up at Mother and his face was pitiful.
“Why don’t you see what you are doing?” he said, hugging Burick.
“I would like to wring that cock’s neck,” mother said.
“That’s his fortune,” I said.
Mother looked sharply at me. “Shut up, idiot!” she said. “You are becoming more like your father every
day.”
I watched her eyes move foolishly. I thought she would cry. She tucked her skirt between her legs and
went on with her work. I ran down the ladder and went to the granary, where Father was treating the wound on
his head. I held the cock for him.
“Take good care of it, son,” he said.
“Yes, Sir,” I said.
“Go to the river and exercise its legs. Come back right away. We are going to town.”
I ran down the street with the cock, avoiding the pigs and dogs that came in my way. I plunged into the
water in my clothes and swam with Burick. I put some water in my mouth and blew it into his face. I ran back to
our house slapping the water off my clothes. Father and I went to the cockpit.
It was Sunday, but there were many loafers and gamblers at the place. There were peasants and
teachers. There was a strange man who had a black fighting cock. He had come from one of the neighboring
towns to seek his fortune in our cockpit.
His name was Burcio. He held her our cock above his head and closed one eye, looking sharply at
Burick’s eyes. He put it on the ground and bent over it, pressing down the cock’s back with his hands. Burcio was
testing Burick’s strength. The loafers and gamblers formed a ring around them, watching Burcio’s deft hands
expertly moving around Burick.
Father also tested the cock of Burcio. He threw it in the air and watched it glide smoothly to the ground.
He sparred with it. The black cock pecked at his legs and stopped to crow proudly for the bystanders. Father
picked it up and spread its wings, feeling the tough hide beneath the feathers.
The bystanders knew that a fight was about to be matched. They counted the money in their pockets
without showing it to their neighbors. They felt the edges of the coins with amazing swiftness and accuracy. Only
a highly magnified amplifier could have recorded the tiny clink of the coins that fell between deft fingers. The
caressing rustle of the paper money was inaudible. The peasants broke from the ring and hid behind the coconut
trees. They unfolded their handkerchiefs and counted their money. They rolled the paper money in their hands
and returned to the crowd. They waited for the final decision.
“Shall we make it this coming Sunday?” Burcio asked.
“It’s too soon for my Burick,” Father said. His hand moved mechanically into his pocket. But it was
empty. He looked around at his cronies. But two of the peasants caught Father’s arm and whispered something
to him. They slipped some money in his hand and pushed him toward Burcio. He tried to estimate the amount of
money in his hand by balling it hard. It was one of his many tricks with money. He knew right away that he had
some twenty-peso bills. A light of hope appeared in his face.
“This coming Sunday is all right,” he said.
All at once the men broke into wild confusion. Some went to Burcio with their money; others went to
Father. They were not bettors, but inventors. Their money would back up the cocks at the cockpit.
In the late afternoon the fight was arranged. We returned to our house with some hope. Father put
Burick in the pen and told me to go to the fish ponds across the river. I ran down the road with mounting joy. I
found a fish pond under the camachile tree. It was the favorite haunt of snails and shrimps. Then I went home.
Mother was cooking something good. I smelled it the moment I entered the gate. I rushed into the house
and spilled some of the snails on the floor. Mother was at the stove. She was stirring the ladle in the boiling pot.
Father was still sleeping on the bench. Francisca was feeding Marcela with hot soup. I put the nails and shrimps
in a pot and sat on the bench.
Mother was cooking chicken with some bitter melons. I sat wondering where she got it. I knew that our
poultry house in the village was empty. We had no poultry in town. Father opened his eyes when he heard the
bubbling pot.
Mother put the rice on a big wooden platter and set it on the table she filled our plates with chicken meat
and ginger. Father got up suddenly and went to the table. Francisca sat by the stove. Father was reaching for the
white meat in the platter when Mother slapped his hand away. She was saying grace. Then we put our legs
under the table and started eating.
It was our first taste of chicken in a long time. Father filled his plate twice and ate very little rice. He
usually ate more rice when we had only salted fish and some leaves of tress. We ate “grass” most of the time.
Father tilted his plate and took the soup noisily, as though he were drinking wine. He put the empty plate near the
pot and asked for some chicken meat.
“It is good chicken,” he said.
Mother was very quiet. She put the breast on a plate and told Francisca to give it to Marcela. She gave
me some bitter melons. Father put his hand in the pot and fished out a drumstick.
“Where did you get this lovely chicken?” he asked.
“Where do you think I got it?” Mother said.
The drumstick fell from his mouth. It rolled into the space between the bamboo splits and fell on the
ground. Our dog snapped it and ran away. Father’s face broke in great agony.
He rushed outside the house. I could hear him running toward the highway. My sister continued eating,
but my appetite was gone.
“What are you doing, son?” Mother said. “Eat your chicken.”
Now, do it!
Writing Assignment 1: Focus on the Subject
Study Guide(s):
1. What is the concrete subject of the story?
2. What is the general attitude of the writer towards the subject of the story?
Writing Assignment 2: Focus on Characters
Study Tip (s):

1. Check background of writer and material all the time. For instance, Carlos Bulosan was
born in Binalonan, Pangasinan sometime around 1911-1913. Most of his youth was spent in
the countryside as a farmer. It is during his youth that he and his family were economically
impoverished by the rich and political elite.
2. Describe each character as they are portrayed in the story My Father’s Tragedy.
3. Observe contrasts of characters (e.g., father and son; husband and wife; rich and poor)
5. Observe the attitude of the writer through the characters.
Study Guide and Output (s):

1. Describe each character in the story. Focus on authenticity of characters as they are
presented by the writer.
2. Discuss what could have possibly influenced the writer to come up with these
descriptions.
3. Compare-contrast the characters in the story
Writing Assignment 3: Focus on Dialogue
Study Tip (s):

For a more comprehensive academic discussion of fiction such as a short story, a more
detailed reading is required, according to NVM Gonzalez. Characterization, plot, and
atmosphere for instance, could be determined best by going over the lines (dialogue). For
this reason, a writer is required to always cite the lines as reference point when making a
discussion.
Gonzalez, NVM. Work on the Mountain. Manila, Philippines: University of the Philippines Press, 1998.
In My Father’s Tragedy, the reader is supplied with a full background of the story. Locusts,
and fire ravaged the crops in town and with it, the eradication of the livelihood of many.
Worse, the rainy season was approaching, and food and money was scarce. That is,
except the professional gamblers… It is in this context that the father is introduced. He
wouldn’t go anywhere… and won’t do anything… except caress his fighting cock.
“Is that all you can do?” The mother shouted.
1. What do you think the wife meant with what she said?
“Why do you say that to me?” The father retorted. “I am thinking of some ways to become rich,”
answered the father.
2. What do you think the father meant with what he said? What contrast is being presented
by the writer at this point?
3. What contrast was being presented here by the writer?

…As the father gulped the soup noisily... he then asks for some chicken meat. “It’s a good chicken,” he
said… The mother couldn’t have agreed more.
Writing Assignment 4: Focus on Plot
Study Tip (s):

Plot is the “meat” of the story. It has five parts. These are:
1. The exposition (or opening) is the first part of the plot. Here the author describes the
setting, introduces the characters, and gives background information.
2. The rising action is the part in which the author describes the conflict or problem that the
characters must face. In most stories, the characters don’t solve the problem on their first
try. As they struggle, tensions rise.
3. The climax is the turning point of a story. At this point, the problem is at its worst, and the
characters may have begun to think of a way to solve it.
4. The falling action is the part where the author describes how the problem is solved.
5. The resolution (or ending) comes after the falling action and brings the story to a
satisfactory end.
Study Guide Output (s):

In three sentences, discuss your answers to these questions:
1. What is the conflict of the story?
2. What was the turning point of the story?
Writing Assignment 4: Focus on Theme
Study Tip (s):

A writer’s message, or main idea is the theme of the work. The theme is what the writer
wants you to remember most. When you understand the story’s theme, you understand the
underlying idea or the message of the work.

1. What do you think is the message Carlos Bulosan wanted to convey in My Father’s
Tragedy?
Ace It!
1. What important lesson have you learned in writing about literature?

Total: 20 points
Name: _______________________________ Date: _________

Q2
W10
Writing the Research Report
0
Determines the objectives and structures of various kinds of reports CS_EN11/12A-
EAPPIIe-j-6

The Philippines just won its first gold medal in the recently concluded Olympics. This
feat was achieved after many decades of trying. The gold medal thus allowed for the playing
of the country’s national anthem for the first time also. The honor belonged to Hidilyn Diaz,
who literary lifted the hopes of a nation in weight lifting by setting a new world standard.
The gold medal symbolizes the highest standard for achieving perfection in ones skills.
Standards are a norm in the academic world where students are always expected to strive
for gold. Writing the research paper subscribes to certain standards too, when it comes to
form and structure; consequently, this will be the focus of this study.
Are you taking it?

Research writers should take particular interest on how to write the parts of a
research paper, and the techniques required based on a particular research approach.
Developing these skills will make college life, and life beyond college easier. You see, all
major professions require some forms of research. Salesmen research markets to analyze
trends, lawyers track down facts and organize them in preparing briefs and contracts,
journalists depend on investigative research in writing their stories. Engineers, nurses,
secretaries, educators and virtually all professions rely on the use of research techniques.
Mc Cuen, Jo Ray, Winkler, Anthony C. Readings for Writers, 9th Edition. USA: Henle & Henle, 1998.

Key to conducting research is the determination of research procedures and
how to write each procedure. Research procedures are plans and the procedures for
research that span the steps from broad assumptions to detailed methods of data collection,
analysis, and interpretation.
Creswell, John W. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4th
Edition. Boston, MA: Pearson Education, Inc., 2012.
Now, do it!
Creswell (2012), suggested that research involves procedures that help writers
determine the answers to their research investigation, and to better understand their topic.
These procedures consist of the following steps:

1. Identifying a research problem
2. Reviewing the literature
3. Specifying a purpose for research
4. Collecting data
5. Analyzing and interpreting the data
6. Reporting and evaluating research
Creswell, John W. Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research, 4th Edition. Boston, MA: Pearson Education, Inc., 2012.
How to Identify Research Problems
There are a number of areas that a researcher can look into in identifying research
problems. For instance, you may want to identify existing organizational problems; or you
may examine opportunities available to the organization such as a new trend in marketing
strategy or an introduction of a cutting-edge technology. The recommendation section of a
research study always leaves room for improvement, and is another excellent source for
finding researchable problems.
Muganda, Nixon (2019). What is your Research Problem? Discovering a Research(able) Problem or
Topic. https://www.researchgate.net/publication.
Writing the Statement of the Problem
A statement of the problem is used in research work as a claim that outlines the
problem addressed by a study. The statement of the problem briefly addresses the question:
What is the problem that the research will address?
The ultimate goal of a statement of the problem is to transform a generalized problem

into a targeted, well-defined problem; one that can be resolved through focused research
and careful decision-making.
Writing a statement of the problem should help you clearly identify the purpose of the
research project you will propose. Often, the statement of the problem will also serve as the
basis for the introductory section of your final proposal, directing your reader’s attention
quickly to the issues that your proposed project will address and providing the reader with a
concise statement of the proposed project itself.
A statement of problem need not be long, and usually takes one page. A good
research problem should have the following characteristics:
1. It should address a gap in knowledge.

2. It should be significant enough to contribute to the existing body of research
3. It should lead to further research
4. The problem should render itself to investigation through collection of data
5. It should be of interest to the researcher and suit his/her skills, time, and resources
6. The approach towards solving the problem should be ethical
The format for writing a statement of the problem usually makes use of a persuasive
statement. A persuasive statement of problem is usually written in three parts:
Part A (The ideal): Describes a desired goal or ideal situation; explains how things
should be.
Part B (The reality): Describes a condition that prevents the goal, state, or value in
Part A from being achieved or realized at this time; explains how the current situation falls
short of the goal or ideal.
Part C (The consequences): Identifies the way you propose to improve the current
situation and move it closer to the goal or ideal. Here is an example:
Statement 1
The Ministry of Youth is dedicated to allocating enterprise development funds to both the youth and
women. These funds are made available in order to start entrepreneurial ventures that create and expand
employment. (Provide relevant statistics and quote)
Statement 2
One of the main focuses of the ministry is consistency. Unfortunately, consistency in allocating funds to
the next generation of recipients requires prior knowledge of previous allocations and established practices. The
current continuous disbursement method does not allow for adequate analysis of previous disbursements before
a current disbursement is done.
Statement 3
Continuing with this current disbursement method prevents consistency and causes decisions to
become grossly political, which in turn inhibits the achievement of the goals of the funds. Developing a more
informed disbursement system could help better implement the consistency focus of the ministry and at the same
time help the ministry better monitor and evaluate its funds.
Bwisa, Henry. “The basics of writing a statement of the problem for your research proposal”.
https://www.editage.com.
This proposed research aspires to explore options for a new funds disbursement
system that would focus on consistency. To do this, the researcher will carry out a full
stakeholder analysis and use it to propose appropriate policy interventions.
Sample Statement of a Problem
An established trend in the small business start-up financing in Kenya is to establish funds. Some of
these funds include the youth fund and women fund. These funds have helped improve the rate of start-ups in
the country. However, after the start-up stage, the ventures start developing problems. First, they face problems
in management which lead to a marketing problem and eventually to stagnation and early exit.
A study by the Institute of Development Studies (RoK, 2004) revealed that only 38% of the businesses
are expanding while 58% have not added workers. According to the survey, more enterprises are likely to close
in their first three years of operation. Four years later the same institute conducted another study in Central
Kenya. This study revealed that 57% of small businesses are in stagnation with only 33% of them showing some
level of growth.
In our current project, we propose to examine factors that have an impact on small business
sustainability. We will employ both qualitative and quantitative approaches to gather both primary and secondary
data and information with the objective of determining success factors for the growth of small business in Kenya.
Specifically, we shall employ the product life cycle (PLC) model to identify the needs of a small business
at the various stages of the PLC.
Bwisa, Henry. “The basics of writing a statement of the problem for your research proposal”.
https://www.editage.com.
Literature Review
A literature review is the summary of journal articles, books, and other documents
that describes the past and current state of information on the topic of your research study.
Creswell, John W. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4 th
Edition. Boston, MA: Pearson Education, Inc., 2012.
Writing the Literature Review
Every research report/ thesis/research article begins with an introduction to the topic
of research. The main purpose of the review is to introduce the readers to the need for
conducting the said research.
After gathering the relevant literature they should be organized as follows:
1. Background literature about the broad research topic to introduce the readers to
the field of study.
Ageism in the Workplace
Generally, older workers are more likely than workers of other ages to remain unemployed long
term (Barrington 2015). Barrington (2015) suggests that ageist thinking is very much present in workplaces
across America, and more supportive, inclusive workplaces are needed for older employees. Older women
may be set a further disadvantage because they tend to face additional discrimination based on gender
(Barrnett 2005). This literature review examines the social factors that lead to ageism in the workplace.
Additionally, it illustrates how gender discrimination also intersects with ageism and creates more dimensions
to discrimination experienced by aging women in the workplace.
The introduction of a literature review should:
1. Introduce the topic (placed on the second page)
2. Identify all trends about what has been published about the topic
3. Include a thesis statement stating the overall purpose and the factors discussed in the literature
review
Literature Review. https://westoahu.hawaii.edu.
2. Recent progress on the study topic which can be organized thematically or

chronologically. Ideally, separate themes should be discussed in a chronological manner to
describe how research in the field has evolved over time and to highlight the progress in the
field.
THE SOCIAL CONSTRUCTION OF AGE 2
While age is often viewed as a purely biological process, age is socially constructed. A person's
birth date dictates their chronological age, societies differ in their perceptions of what "old" means (Overall
2006). Overall (2006) illustrates the idea that age is socially constructed by drawing on the baby boomers--
the cohort of people born in the years following World War II. The baby boomers support this idea of age as
a social construction because as they have aged, American society's definitions of "oldness" have changed.
Sayings like "60 is the new 50" show that age is more social than it is biological. While views on aging have
been improving in America, aging is primarily seen as being synonymous with decline, whether it be in
relation to the bodily function, work, skill, or productivity (Barnett, 2005).
. Literature Review. https://westoahu.hawaii.edu
AGEISM IN THE WORKPLACE

Ageism is discrimination based on age, including negative stereotyping and prejudice and is
typically targeted against those who are of older age (Jyrkinen 2014). Reskin (2000) elaborates that in
order to evaluate age discrimination, explanations must be grounded in conflict theory. Conflict theory
perspective posits that ageism is due to intergroup competition--where those who benefit from the systems
of inequality protect their privileges so that they may continue to reap the benefits (Reskin 2000). For
instance, in the workplace, younger workers reap benefits due to positive stereotypes associated with their
age, whereas older workers are disadvantaged due to the negative stereotypes associated with old age
(Malinen and Johnston 2013). Several studies have shown evidence that older workers' productivity do not
differ from younger workers' productivity, yet older workers are still thought to be less productive (Barrington
2015). Overall, many studies suggest ageism in the workplace is due to intergroup competition and
stereotyping based on age perception.
Literature Review. https://westoahu.hawaii.edu
3. The review should include a comparison and contrast of different studies.

Discussing the controversial aspects helps to identify the main gaps that need to be worked
upon. This is essential for defining the problem statement of the study and highlighting the
significance of the research under question.
An increased focus has been placed on research and polices that surround age in the workplace
because of the prevalence of ageist thinking across workplaces in the U.S. (Barrington 2015). While
research shows that older people in the workplace are just as capable as their younger colleagues, negative
stereotyping o older workers are still prevalent. Additionally, gender roles inform the differences in attitudes
placed on aging women and aging men. The term "double jeopardy" is often used to describe the way aging
women are discriminated against based on both gender and age (Barnett 2005). Jyrkinen (2014) suggests
that more studies should be conducted to evaluate the way that men's gender intersects with their age in a
workplace environment, since most age discrimination studies focus only on women’s disadvantages in the
workplace.
4. Once a problem statement has been defined, the strengths and difficulties of other
studies that have tackled the problem statement should be discussed. This is important for
outlining the need and novelty of the research.
Ace It!
Directions: On a yellow paper, write the statement of a problem and the literary review to
your topic in Research I following the procedures highlighted in the lesson.

Total: 20 points

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English for Academic and Professional Purposes – Grade 12

Learning Activity Sheets

Published by the Department of Education – Schools Division of Tacloban City

Development Team of the Activity Sheet

Writers: Ferdinand A. Negros and Manit B. Dapadap

Evaluator: Geraldine Reina S. Piandong, Ph.D.

CID Chief: Mark Chester Anthony G. Tamayo

Division EPS of LRMS: Gretel Laura M. Cadiong

Division Learning Area EPS: Charlemagne T. Escobarte

Office Address: Real St., Tacloban City

ENGLISH FOR ACADEMICS AND PROFESSIONAL PURPOSES●Learner’s Activity Sheet

Name: _______________________________ Date: _________

Let’s kick it off!

Study the differences of perspectives in the following paragraphs.

Are you taking it?

What do each of these paragraphs illustrate in terms of perspective and emphasis?

Study Guide Question (s):

Study Tip (s):

Study Guide Question (s):

Study Guide Question (s):

Directions: On a yellow paper, answer the following questions comprehensively.

1. How do disciplines across subject areas compare? How do they differ?

Scoring criteria for each item:

ENGLISH FOR ACADEMICS AND PROFESSIONAL PURPOSES●Learner’s Activity Sheet

Name: _______________________________ Date: _________

Let’s kick it off!

Are you taking it?

Why is the appearance of an essay liken to the appearance of a restaurant? How do

What concept can be developed from the activity?

An introductory paragraph leads the reader to sense what is ahead. A Thesis

Key Concept: A well-developed paragraph consists of an efficient introduction, body, and

Study Guide Question (s):

Study Guide Question (s):

Writing the Conclusion

Study Guide Question (s):

Directions: On a yellow paper, answer the following questions comprehensively.

Scoring criteria for each item:

Name: _______________________________ Date: _________

States the thesis statement of an academic text CS_EN11/12A-EAPP-Ia-c-6

Let’s kick it off!

Are you taking it?

What concept can be developed from the activity?

Study Guide Question (s):

Locating the Main Idea

Study Guide Question (s):

Study Guide Question (s):

Directions: On a yellow paper, answer the following questions comprehensively.

Scoring criteria for each item:

Name: _______________________________ Date: _________

Uses knowledge of text structure to glean the information he/she needs

Let’s kick it off!

Are you taking it?

What concept can be developed from the activity?

An efficient way to understanding paragraphs is to study how they are organized.

Key Concept: Paragraphs can be organized in different ways.

Study Guide Question (s):

Study Guide Question (s):

Study Guide Question (s):

Least Important to Most Important

Study Guide Question (s):

Study Guide Question (s):

Study Guide Question (s):

Directions: On a yellow paper, answer the following questions comprehensively.

Name: _______________________ Date: _

Name: _______________________ Date: _

Name: _______________________ Date: _

Name: _______________________ Date: _

Name: _______________________ Date: _

Name: _______________________ Date: _

Name: _______________________ Date: _

Name: _______________________ Date: _

Name: _______________________ Date: _