Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
MURCIA NATIONAL HIGH SCHOOL
Dela Rama St., Brgy. Blumentritt, Municipality of Murcia, Negros Occidental
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Summative Test
English for Academic and Professional Purposes

I. Identification: Identify what is being asked. Choose your answer on the box below.
Introduction Conclusion Academic Text Business writing Topic
Summary Critique Paper Criticize Social Language Position
Marxist Approach Structure Tone Thesis Statement Outline Topic sentence
Critical Approaches Feminist Approach Explicit Implicit
____________1. The different perspective we can consider in analyzing or interpreting a text.
____________2. Focuses on female representation in literature, paying attention to female points of
view, concerns, and values.
____________3. Examines the relationship of a literary product to the actual economic and social
reality of its time and place.
____________4. Parts of a critique that state the title of the work and the author’s name.
____________5. It summarizes the main idea and if possible, with new and stranger words.
____________6. Use a formal, academic writing style and has a clear structure.
____________7. A written language that provides information, which contain ideas and
concepts that are related to the discipline.
____________8. Used by an academic text is consist of three (3) parts introduction, body, and
conclusion which is formal and logical.
____________9. The set of vocabulary that allows us to communicate with others in the context of
regular daily conversations.
____________10. The central idea of a text.
____________ 11. A written plan that serves as a skeleton for the paragraphs you write.
____________ 12. The main idea of one paragraph only.
____________13. The readers will formulate the thesis statement based on their understanding of the
text.
_____________14. The subject of the text
_____________15. Your stand on the topic
II. Enumeration:
1 -4 Parts of Critique
6 -7 (2) structure formats of Academic writing
8 – 11 Parts of thesis statement
12 – 13 outlining systems
14 -15 give only 2 purposes in reading an academic text

III. Direction: Summarize the paragraph below in 2-3 sentences.

“The Northern Lights”

There are times when the night sky glows with bands of color. The bands may begin
as cloud shapes and then spread into a great arc across the entire sky. They may fall in
folds like a curtain drawn across the heavens. The lights usually grow brighter, then
suddenly dim. During this time the sky glows with pale yellow, pink, green, violet, blue,
and red. These lights are called the Aurora Borealis. Some people call them the Northern
Lights. Scientists have been watching them for hundreds of years. They are not quite sure
what causes them. In ancient times people were afraid of the Lights. They imagined that
they saw fiery dragons in the sky. Some even concluded that the heavens were on fire.

SUMMARY
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The Digital Divide: The Challenge of Technology and Equity
-anonymous-
(1) Information technology influences the way many of us live and work today.
We use the internet to look and apply for jobs, shop, conduct research, make airline
reservations, and explore areas of interest. We use E-mail and internet to
communicate instantaneously with friends and business associates around the world.
Computers are commonplace in homes and the workplace. Although the number of
internet users is growing exponentially each year, most of the world’s population do
not have access to computers of the internet. Only 6 percent of the population in the
developing countries are connected to telephones. Although more than 94 percent of
U.S households have telephones, only 56 percent has personal computers at home
and 50 percent has internet access. The lack of whatmost of us would consider a basic
communication necessity -the telephone-does not occur just in developing nations. On
some Native American reservations only 60 percent of the residents have a telephone.
The move to wireless connectivity may eliminate the need for telephone lines, but it
does not remove the barrier to equipmentcosts.
(2) Who has internet access? The digital divide between the populations who
have access to the internet and information technology tools and those who don’t is
based on income, race, education, household type, and geographic location, but the
gap between groups is narrowing. Eighty-five percent of households with an income
over $75,000 have internet access, compared with less than 20 percent of the
households with income under $15,000. Over 80 percent of college graduates use the
internet as compared with 40 percent of high school completers and 13 percent of high
school dropouts. Seventy-two percent of household with two parents have internet
access; 40 percent of female, single parent households do. Differences are also found
among households and families from different racial and ethnic groups. Fifty-five
percent of white households, 31 percent of black households, 32 percent of Latino
households, 68 percent of Asian or Pacific Islander households, and 39 percent of
American Indian, Eskimos, or Aleut households have access to the internet. The
number of internet users who are children under nine years old and persons over fifty
has more than triple since 1997. Households in inner cities are less likely to have
computers and internet access than those in urban and rural areas, but the differences
are no more than 6 percent.
(3) Another problem that exacerbates these disparities is that African
American, Latinos, and Native Americans hold few of the jobs in information
technology. Women about 20 percent of these jobs and receiving fewer than 30
percent of the Bachelor’s degrees in computer and information science. The result is
that women and members of the most oppressed ethnic group are not eligible for the
jobs with the highest salaries at graduation. Baccalaureate candidates with degree in
computer science were offered the highest salaries of all new college graduates. 12
CO_Quarter 1_ SHS English for Academic
and Professional Purposes _Module 3
(4) Do similar disparities exist in schools? Ninety-eight percent of schools in the
country are wired with at least one internet connection. The number of classrooms with
internet connection differs by the income level of students. Using the percentageof
students who are eligible for free lunches at a school to determine income level, wesee
that the higher percentage of the schools with more affluent students have wired
classrooms than those with high concentrations of low-income students.
(5) Access to computers and the internet will be important in reducing
disparities between groups. It will require higher equality across diverse groups whose
members develop knowledge and skills in computer and information technologies. The
field today is overrepresented by white males. If computers and the internet are to be
used to promote equality, they have to become accessible to schools cannot currently
afford the equipment which needs to be updated regularly every three years or so.
However, access alone is not enough; Students will have to be interacting with the
technology in authentic settings. As technology has become a tool for learning in
almost all courses taken by students, it will be seen as a means to an end rather than
an end in itself. If it is used in culturally relevant ways, all students can benefit from its
power.
Source: English for Academic and Professional Purposes Learner’s Material, Laurel, M., Lucero, A.,
Bumatay-Cruz, R., DepEd,2016
Directions: Summarize the text by completing this ORGANIZER with details about
the text.
Paragraph 1
paragraph 2
paragraph 3
•main idea:
•details:
•main idea:
•details:
•main idea:
•details:
Paragraph 4
paragraph 5
paragraph 6
• main idea:
• detail