PHILIPPINE CENTRAL ISLANDS COLLEGE

San Jose, Occidental Mindoro

ENGLISH FOR ACADEMIC

AND PROFESSIONAL
PURPOSES
Quarter 1 Module 3&4: Week 5-8

Our School Hymn

VERSE 1:

Over pearl of the Orient Seas Central Isles

Arose a beacon of light of learning

A glow that gives hope and good tidings

That illuminates the way of our new beginning

CHORUS:

Shine Philippine Central Islands College

Vision burning, Mission sustaining

Shine, March towards the zenith of success

Shine, rejoice and to Thee for we are blest.

VERSE 2:

Since fruits of wisdom are now ripe and good,

We’re able to face the plights of the world

We will always be loyal and fruitful

Let those who come behind us find us faithful

Repeat Chorus 2x

Shine rejoice and to Thee for we are blest.

LESSON 1 : ACADEMIC TEXT STRUCTURES

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What I Need To Know
Learning Competency 1:
Differentiates language used in academic texts from various disciplines
Learning Objectives: At the end of this lesson, the learners are expected to:
1. define academic text;
2. determine text structure of an academic text; and
3. explain the components of the three-part essay structure.

General Instructions
Now that you are holding this module, do the following:
1. Read and follow instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and exercises.

What Is It
What is an Academic Text?
Academic text is defined as critical, objective, specialized texts written by experts or professionals in a
given field using formal language. This means that academic texts are based on facts with solid basis.
Academic writing, therefore, is generally quite formal, objective (impersonal) and technical. It is formal by
avoiding casual or conversational language, such as contractions or informal vocabulary. It is impersonal and
objective by avoiding direct reference to people or feelings, and instead emphasizing objects, facts and ideas.
It is technical by using vocabulary specific to the discipline. To be a good academic writer, you will need to
learn the specific styles and structures for your discipline, as well as for each individual writing task. Some
examples of academic writing are as follow:
Literary Analysis: A literary analysis essay examines, evaluates, and makes an argument about a
literary work. As its name suggests, a literary analysis essay goes beyond mere summarization. It requires
careful close reading of one or multiple texts and often focuses on a specific characteristic, theme, or motif.
Research Paper: A research paper uses outside information to support a thesis or make an argument.
Research papers are written in all disciplines and may be evaluative, analytical, or critical in nature. Common
research sources include data, primary sources (e.g., historical records), and secondary sources (e.g., peer-
reviewed scholarly articles). Writing a research paper involves synthesizing this external information with your
own ideas.
Dissertation: A dissertation (or thesis) is a document submitted at the conclusion of a Ph.D. program.
The dissertation is a book-length summarization of the doctoral candidate’s research.
Academic papers may be done as a part of a class, in a program of study, or for publication in an academic
journal or scholarly book of articles around a theme, by different authors.
Structure is an important feature of academic writing. A well-structured text enables the reader to
follow the argument and navigate the text. In academic writing a clear structure and a logical flow are
imperative to a cohesive text. These are the two common structures of academic texts that you need to learn
which depends on the type of assignment you are required: the three-part essay structure and the IMRaD
structure.

The Three-Part Essay Structure

The three-part essay structure is a basic structure that consists of introduction, body and
conclusion. The introduction and the conclusion should be shorter than the body of the text. For shorter
essays, one or two paragraphs for each of these sections can be appropriate. For longer texts or theses, they
may be several pages long.
Introduction. Its purpose is to clearly tell the reader the topic, purpose and structure of the paper. As a rough
guide, an introduction might be between 10 and 20 percent of the length of the whole paper and has three
main parts:
A. The most general information, such as background and/or definitions.
B. The core of the introduction, where you show the overall topic, purpose, your point of view,
hypotheses and/or research questions (depending on what kind of paper it is).
C. The most specific information, describing the scope and structure of your paper.
You should write your introduction after you know both your overall point of view (if it is a persuasive
paper) and the whole structure of your paper. You should then revise the introduction when you have
completed the main body.
The Body. It develops the question, “What is the topic about?”. It may elaborate directly on the topic sentence
by giving definitions, classifications, explanations, contrasts, examples and evidence. This is considered as the
heart of the essay because it expounds the specific ideas for the readers to have a better understanding of the
topic. It usually is the largest part of the essay.
Conclusion. The conclusion is closely related to the introduction and is often described as its ‘mirror image’.
This means that if the introduction begins with general information and ends with specific information, the
conclusion moves in the opposite direction. The conclusion usually begins by briefly summarizing the main
scope or structure of the paper, confirms the topic that was given in the introduction, ends with a more general
statement about how this topic relates to its context. This may take the form of an evaluation of the importance

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of the topic, implications for future research or a recommendation about theory or practice.

The IMRaD Structure

The sections of the IMRaD structure are Introduction, Methods, Results and Discussion. The Introduction
usually depicts the background of the topic and the central focus of the study. The Methodology lets your
readers know your data collection methods, research instrument employed, sample size and so on. Results
and Discussion states the brief summary of the key findings or the results of your study.

What’s More
Let’s Practice!
Directions: Read the Article written by Sharon Housley in 2012. Then, extract the essential statements of the
Introduction, Body and Conclusion. Write them in your notebook. Follow the format below.

Impact of Technology on Politics

The continued growth of technology has had a significant impact on the political ratings that candidates
achieve. The article Impact of Technology on Politics attempts to analyze how these two spheres of modern
life, technology and politics, interrelate and what the outcomes are of this interrelationship.
Political candidates use technology in many ways. Different communication channels provided by the
Internet have the power to influence the growth of different individuals in their respective spheres. The likes of
Twitter, Facebook, and YouTube are powerful communication media platforms that can easily raise the ratings
of political candidates. Housley claims that whether we acknowledge it or not, technology is a deciding factor
in most political races. Through technology, politicians are able to access funds, gain political pundits, and
spend less on campaigning and pushing their candidacy.
One of the ways in which technology influences politics is the financial side. Raising funds to use for
campaigning is an important factor for political candidates. It comes with the need to create a vertical response
to the whole country or target region. This is a major hurdle experienced by political candidates. The Internet
aided Howard Dean to get donations that he required to gain access to a large part of the campaign region. By
broadcasting through technological marketing, candidates get suitable donors to support different parts of their
campaigns. Publicity on the Internet is a cheap method, as they do not have to re-publish, unlike what is
provided by the print media. This is placed in various commonly-accessed links (Housley, Par. 1).
The Internet enables politicians to use podcasting. The act of podcasting can make anyone a journalist.
Through podcasting, politicians are able to portray a journalistic stature, thereby ensuring that the information
is considered credible. Self-proclamation of politicians through pundits is easily spread through messages. It is,
however, difficult for politicians to guarantee the integrity of the information posted.
The Internet can be accessed by anyone and podcasts can be posted by anyone. The integrity of
information is therefore difficult to preserve, hence, many potential candidates may have to establish a
verifiable connection with various achievements. All in all, gaining political publicity through podcasts is a
common but expensive method to use, Housley admits. However, it is logical to assume that when correctly
utilized, this is an extremely powerful political tool that pays off completely.
According to Housley, the impact of technology is great on a given generation. The young, educated,
and affluent will relate to technological innovations. A proper presentation will gain ratings for candidates.
Using the most recent technology will surely attract the youth. The older generation may not impact the raising
of presidential bids, especially if they are done through social media. The older generation uses the Internet
much less. The younger generation relates easily to these media platforms. This differentiation is used by
politicians to gain advantage in their political bids. Politicians use technology to raise their bids among the
youth, while traditional methods are used for the older generation.
Another way to look at the matter is in relation to thinking about the Internet as a tool for free
advertising. It is no secret that presidential bids are the most expensive, as they are run to cover the whole
region. On the other hand, political videos easily generate online rating gains, and such political Internet
advertisement will reach the target audience if launched properly. Individuals perform the needed publicity as
each person shares the video, and so on. The extra generated videos are not paid for, while on social
networks even the original posting is free.
It is clear that gaining political publicity through the use of technology has become easier, especially
since technological devices are so accessible and widespread. The article analyzed is prudent in arranging
technological tools into separate groups that work as a effective means of communicating between a political
figure and the target audience. However, with the use of the Internet, any political figure can become
recognizable within just a few minutes. In only a few hours, public opinion on a particular political figure is
already formed within one of the social groups of voters. Not just the good, but also a bad reputation can be
formed in a blink of an eye using modern technology. It often happens that the bad “gossip” spreads much
faster. With the huge impact that technology has on societies and public opinion in particular, it is crucial to be
cautious in the use of information about any political figure, or you risk making a positive advertisement into a
negative advertisement with just one click.

STRUCTURE IMPACT OF TECHNOLOGY ON POLITICS

Introduction
Body
Conclusion
What I Can Do

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 Let’s Do It!

Directions: Read carefully the article, “The Future Gender Equality”. Respond to the article by writing an
essay. Use the Three-part structure you have learned in the lesson. Write your response to the article in your
notebook
.

POST ASSESSMENT
Multiple Choice
Directions: Choose the letter that best answers the given question. Write the letter of your answer in your
notebook.
1. Who are the target readers of an academic essay?
A. Parents, workers, teachers
B. Teachers, students, academic community
C. Students, out-of-school youth, government officials
D. None of the above
2. What are the purposes of doing an academic writing?
A. To settle, to negotiate and to inform
B. To defend, to challenge and to question
C. To inform, to persuade and to argue a specific point
D. To guess, to hypothesize and to make conclusions

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3. Writing academic papers requires deliberate, thorough and careful thought. Therefore, what should one do
to achieve a well-crafted academic essay?
A. One must depend on his/her own opinions alone.
B. One must conduct a research on the topic at hand.
C. One must not consult the Internet for unsure sources.
D. One must depend highly on the Internet for easy information access.
4. An academic essay must use appropriate vocabulary words but not too pretentious, highfalutin words.
Which among these words is the simplified version of the term, "supercalifragilisticexpialidocious"?
A. beautiful; pretty C. extraordinarily good; wonderful
B. exquisite; one-of-a-kind D. hardworking; industrious
5. What are the three main parts of an essay?
A. The hook, the main idea and the conclusion.
B. The introduction, the body and the conclusion.
C. The topic sentence, the body and the conclusion.
D. None of the above
6. What is the purpose of the topic sentence?
A. To give coherence to the paragraph.
B. To help with the flow of sentences.
C. To help the reader understand what the paragraph will be about.
D. None of the above
7. What is 'academic writing'?
A. A technique to write balanced, accurate and professional assignments
B. An old-fashioned way of writing.
C. How university professors write.
D. The writing you find in textbooks
8. Choose three words to describe academic writing:
A. Talented, stylish, inspiring C. Decisive, divisive, derisive
B. Precise, clear, objective D. Subjective, obscure, vague
9. What is true of the introductory paragraph?
A. ends with the thesis. C. starts with a hook
B. introduces the big idea of the essay D. all of these
10. What is the sequence of an essay?
A. Introduction, Body Paragraph, Body Paragraph, Conclusion
B. Body Paragraph, Introduction, Conclusion, Body Paragraph
C. Introduction, Body Paragraph, Conclusion, Body Paragraph
D. Conclusion, Introduction, Body Paragraph, Body Paragraph

WHAT I HAVE LEARNED

Directions: Complete the paragraph with the necessary words or sentences that best describe what you have
learned from the discussion. Write your paragraph in your notebook. Follow the format below.

I have learned that academic writing ____________________________________________________

________________________________________________________________________________________
_________________________________________________________________________________.

LESSON 2 : LANGUAGE USE IN ACADEMIC WRITING

WHAT I NEED TO KNOW

Learning Objectives: At the end of the lesson, the learners are expected to:
1. determine language style in academic writing;
2. differentiate language style used in academic texts from various disciplines;
and
3. construct paragraphs using academic language.

WHAT’S IN
☺ A well-structured text enables the reader to follow the argument and navigate the text.
☺ A clear structure and a logical flow are imperative to a cohesive text.
☺ Most academic texts follow established structures such as: the three-part essay structure and the
IMRaD structure.
☺ Structure should be considered on all levels of text so; you will also find information on structuring
paragraphs.

WHAT I KNOW

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Directions: Use the given subject and verb in constructing your own sentence. Observe subject-verb
agreement in your sentences. You may add “s” or “es” to the verb. Write your answer in your
notebook.

SUBJECT VERB SENTENCE

United States Make

The students Excel

English language Help

The books Improve

The journey Enhance

The patient Cry

Mrs. Cruz Appeal

Filipino people Provide

A child Love

The lecturer Explain

WHAT’S NEW
Spot the Difference!
Directions: What is the difference in the following pairs of sentences? Explain your answer. Write your
answer in your notebook.
Pair 1
S1: It was raining cats and dogs.
S2: It was raining very heavily.
Pair 2
S3: We believe the practice is unsustainable.
S4: It is believed the practice is unsustainable.

WHAT IS IT
What is an Academic Language?
Academic language represents the language demands of school (academics). Academic language
includes language used in textbooks, in classrooms, on tests, and in each discipline. It is different in
vocabulary and structure from the everyday spoken English of social interactions. Each type of communication
(both academic and social) has its purpose, and neither is superior to the other.
Academic writing is generally quite formal, objective (impersonal) and technical as illustrated in the diagram
below.

Objective

-avoid personal or
direct reference to
people or feelings
FORMAL TECHNICAL
-avoid casual or -use vocabulary
conversational such specific to the
as contractions and discipline
informal vocabulary
people or feelings

Academic Language

It is formal by avoiding casual or conversational language, such as contractions or informal vocabulary.

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It is impersonal and objective by avoiding direct reference to people or feelings, and instead emphasizing
objects, facts and ideas. It is technical by using vocabulary specific to the discipline.

Furthermore, you can make your writing more formal, objective and technical by following
examples below.

Formal Objective Technical

Choose formal instead of
informal vocabulary. For
example, ‘somewhat’ is more
formal than ‘a bit’,
‘insufficient’ is more formal
than ‘not enough’.
Move information around in the sentence
to emphasize things and ideas, instead
of people and feelings. For example,
instead of writing ‘I believe the
model is valid, based on these findings’,
write ‘These findings indicate that the
model is valid’.
You need to develop a large
vocabulary for the concepts
specific to the discipline or
specialization you’re writing for.
To do this, take note of
terminology used by your
lecturer and tutor, as well as in
your readings.

Avoid contractions. For
example, use ‘did not’ rather on based on non-technical judgments
than ‘didn’t’.
Avoid emotional language. For
example, instead of strong
words such as ‘wonderful’ or
‘terrible’, use more moderate
words such as ‘helpful’ or
‘problematic’.
Instead of using absolute
positives and negatives, such
as ‘proof’ or ‘wrong’, use
more cautious evaluations,
such as ‘strong evidence’ or
‘less convincing’.
Avoid evaluative words that are based
and feelings. For example, use ‘valid’ or
‘did not demonstrate’ instead of
‘amazing’ or ‘disappointment’.
Avoid intense or emotional evaluative
language. For example, instead of
writing ‘Parents who smoke are
obviously abusing their children’, write
‘Secondhand smoke has some harmful
effects on children’s health’.
Show caution about your views, or to
allow room for others to disagree.
For example, instead of writing
‘I think secondhand smoke causes
cancer’, write ‘There is evidence to
support the possibility that secondhand
smoke increases the risk of cancer’.
Find authoritative sources, such as
authors, researchers and theorists in
books or articles, who support your point
of view, and refer to them in your writing.
For example, instead of writing
‘Language is, in my view, clearly
something social’, write ‘As Halliday
(1973) argues, language is intrinsically
social’.
Be careful about the meaning of
technical terms. Often the same
word has a different meaning in
another discipline.
For example, ‘discourse’ is a
technical term used in multiple
disciplines with different
meanings.
Use the key categories and
relationships in your discipline,
that is, the way information and
ideas are organized into groups.
For example, in the discipline of
Law, law is separated into two
types: common law and statute
law.
Knowing these distinctions will
help you structure your writing
and make it more technical and
analytical.

WHAT’S MORE
Directions: What do you think is the most correct answer in the following instances?
Write your answer in your notebook.
1.Instead of the informal 'I have read', use ( I think, The essay has )
2.The phrase 'turn out to be' is informal. Instead, use: ( become , end up )
3. Instead of 'paid for', use ( given, funded )
4. ‘Job' is a little too informal. Instead write ( role, gig, )
5. Instead of ‘funny’ use ( laughable, ironic )
6. Instead of 'picked out', use( selected, taken )
7. Rather than “stand for” write ( be, represent )
8. The term 'music fans' is informal. Instead, use ( audience, goers )
9. As a substitute for 'killing', use ( assassination, political murder)
10. Instead of 'given off', use (created, done )

WHAT I CAN DO

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Sentence Construction
Directions: Transform the simple sentence into compound or complex sentences.
Write your answer in your notebook. The first one is done for you.
1. The exam is difficult. It is also exasperating.
Answer: The exam is difficult and exasperating.
2. Captain Lewis allowed his men to make important decisions in a democratic manner. This democratic
attitude fostered spirit of togetherness and commitment on the part Louis’ fellow explorers.
3. He studied the biological and natural sciences. He learned how to categorize and draw animals accurately.
4. Mark Twain is the author of Huckleberry Finn. Huckleberry Finn is a classic American novel
5. My friend likes coffee. She likes tea. She doesn’t like milk.
6. John F. Kennedy was inaugurated into office in January of 1961. He was assassinated in November of 1963.
7. Some students become nervous around computers. Other students seem to enjoy new challenges.
8. Jae Hee comes from Korea. Kyung Eun comes from Korea. Jae Hyun comes from Korea.
9. I am going to buy the skateboard. It is blue.It has red wheels. It has a picture of a dragon on top.
10. My father is 45 years old. He plays football. He goes jogging. He does not play tennis anymore. His
wrist was broken. This happened two years ago.

POST ASSESSMENT
Multiple Choice
Directions: Choose the word that best answers the given questions. Write the letter of your answers in your
notebook.
1. As long as you know your tutor, you don't need to use a formal style of writing. It's good to be friendly.
A. Some tutors like you to be formal but some don't mind as long as you do the work.
B. You only need to be formal in exams, not regular coursework.
C. It's good to be friendly but always use formal English when you write assignments.
D. Formal English is too old-fashioned these days
2. Contractions are:
A. what happens when you have a baby C. when something is too narrow
B. when someone says the opposite to you D. a shortened form of a word
3. Which example is correct?
A. However, the main reasons are time, money and cost.
B. However the main reasons, are time, money, and, cost.
C. However, the main reasons are time money and cost.
D. However, the main reasons, are time money, and cost.
4. Which is correct?
A. They were effected badly by the incident C. They were affected badly by the incident.
B. The incident effected them badly. D. The affects of the incident were bad.
5. Choose the right one:
A. It's bowl's empty. C. Its' bowls' empty.
B. Its bowl's empty. D. It's bowls empty.
6. 'Information on the internet is 'free'. Anyone can use it without having to reference it.'
A. True
B. False
C. It depends on how important the assignment is.
D. You only need to reference authors' work on the internet
7. What is an academic language...
A. is a set of vocabulary terms used in schools
B. comes as second nature to native speakers, but is difficult for ELLs to acquire
C. is the linguistic register that students are expected to use in school subjects
D. All of the above
8. When do you use formal language?
A. In an academic essay. C. When you write a text message.
B. When you talk to a friend. D. In sending emails.
9. What does it mean to write academically?
A. To write in order to pass final exams C. To write using proper English language
B. To write paper for scholars D. To avoid copy pasting from the Internet
10. The term, "VERY OFTEN" may be improved using a more appropriate academic word which is:
A. Frequently B. Rarely C. Seriously D. Stubbornly

WHAT I HAVE LEARNED

To be a good academic writer, I need to learn the specific styles and structures for my own
discipline, as well as for each individual writing task. Some ways to do this are to:
☺ask for more information from your lecturer or teacher
☺study the writing style of the academic articles in the most prestigious journals in your discipline
☺look at the successful writing by other students in your subject area.
☺Different disciplines often have quite different expectations about how objective or subjective my
writing can be. For example, in some fields it is fine to use first person, such as 'my view is that...', while in
other fields this is not acceptable. I should look at the convention used in published articles in my discipline

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 area.

LESSON 3 : ACADEMIC READING STRATEGIES

WHAT I NEED TO KNOW

Learning Competency 2.
Uses knowledge of text structure to glean the information he/she needs.
Learning Objectives: At the end of the lesson, learners are expected to:
1. identify the different reading strategies as tool in academic writing;
2. evaluate one’s purpose for reading; and
3. use knowledge of text structure to glean information he/she needs.

WHAT’S IN
Formal language and informal language are associated with particular choices of grammar
and vocabulary.
Contractions, relative clauses without a relative pronoun and ellipsis are more common in
informal language.
So, in these sentences…
1. She has decided to accept the job.
2. She’s decided to accept the job.

Which one is acceptable in academic writing? Yes, it’s No. 2! You are Correct! Why? She’s is informal. It is a
contraction which is unacceptable in formal writing.

WHAT I KNOW
Pretend that you are a research consultant. You have been assigned the task of researching this
assignment and then writing a report that includes a recommendation for Brillantes based on your findings.

Directions: Read the paragraph below and answer the questions that follow. Write your answer in your
notebook.

As a research consultant with Padilla Estates Inc., you have been asked to find sales and distribution
site in Cavite area for Brillantes Electrical Components, 3450 Anonas Avenue, Santa Mesa, Manila. Brillantes
seeks suitable office space, including a reception area (where three office employees could work), one private
office, and a conference/display area. Brillantes also wants 3000 square feet of heated warehouse space. It
should be equipped with a sprinkler system and have 18-foot ceilings. If sales are successful, Brillantes may
need an additional 2000 square feet of warehouse space in the future. Brillantes needs access to Ninoy
Aquino International Airport; moreover, it must be close to trucking terminals and main thoroughfares in an
area zoned for light industry. It also seeks an impressive-looking building with a modern executive image.
Brillantes wants to lease for at least two years with possible renewal. It needs to make a decision within three
weeks. If no space is available, it will delay until next year.
1. Who is the audience for this report?
2. What does Brillantes Company need? Why does the company need it?
3. Would you rely on primary or secondary research? How would you gather data for this report?

WHAT’S NEW
Consider this cooking analogy, noting the differences in process :
A. Shannon has to make dinner. He goes to the store and walks through every aisle. He decides to make
spaghetti, so he revisits aisles and reads many packages thoroughly before deciding which groceries to buy.
Once he arrives home, he finds a recipe for spaghetti, but needs to go back to the store for ingredients he
forgot.
B. Taylor also has to make dinner. He wants lots of carbohydrates because he’s running a marathon soon so
he decides to make spaghetti. After checking some recipes, he makes a list of ingredients. At the grocery
store, he skims aisles to find his ingredients and chooses products that meet his diet.
Which paragraph is clearer? Yes, it’s Paragraph A. Why?

Answer: Taylor’s process was more efficient because his purpose was clear.
So, establishing why you are reading something will help you decide how to read it, which saves time and
improves comprehension. So here are some strategies to help you improve your skills.

WHAT IS IT
What are the Different Reading Strategies?
Strategies differ from reader to reader. The same reader may use different strategies for different
contexts because their purpose for reading changes. Ask yourself “why am I reading?” and “what am I
reading?” when deciding which strategies to try.

What are the Purposes of Reading?

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 People read different kinds of text (e.g., scholarly articles, textbooks, reviews) for different reasons.
Some purposes for reading might be
 to scan for specific information
 to skim to get an overview of the text
 to relate new content to existing knowledge
 to write something (often depends on a prompt)
 to critique an argument
 to learn something
 for general comprehension
So, it is important that you adjust your reading strategies to your purpose of reading. Here’s how to do it.

Before Reading
Establish your purpose for reading
Speculate about the author’s purpose for writing
Review what you already know and want to learn about the topic (see the guides below)
Preview the text to get an overview of its structure, looking at headings, figures, tables, glossary, etc.
Predict the contents of the text and pose questions about it. If the authors have provided discussion
questions, read them and write them on a note-taking sheet.
Note any discussion questions that have been provided (sometimes at the end of the text)

During Reading
Annotate and mark (sparingly) sections of the text to easily recall important or interesting ideas
Check your predictions and find answers to posed questions
Use headings and transition words to identify relationships in the text
Create a vocabulary list of other unfamiliar words to define later
Try to infer unfamiliar words’ meanings by identifying their relationship to the main idea
Connect the text to what you already know about the topic
Take breaks (split the text into segments if necessary)

After Reading
 Summarize the text in your own words (note what you learned, impressions, and reactions) in an
outline, concept map, or matrix (for several texts)
 Talk to someone about the author’s ideas to check your comprehension
 Identify and reread difficult parts of the text
 Define words on your vocabulary list and practice using them

WHAT’S MORE
What’s your Purpose for Reading?
Directions: Complete these tasks. Match your Purpose in Reading with your Activity. Suppose your purpose
is in the 1st Column. Fill in the activity that you will do to achieve your purpose. The first one is done for you.
Write your answer in your notebook.
PURPOSE ACTIVITY

Get an Overview of the Text I will look at headings, subheadings,

intro, abstract.
Search for a specific fact

Check what theory the author is using

Understand a concept

Analyze the steps in an argument

Compare ideas with what the author say

WHAT I HAVE LEARNED

Reflection….today you are able to
 Use features of the text to help you read more effectively
 Adapt your reading activities to match your purpose.
 Find out which conditions and strategies help you study best.

WHAT I CAN DO
Directions: Read the excerpt of an article critique. Answer the questions that follow. Use the reading

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 strategies you have learned from the previous discussion. Write your answer in your notebook.
The No Child Left Behind Act of 2001 expects all students to achieve proficient levels of knowledge in
core subject areas. Teachers of English language learners (ELL) face the added challenge of providing
meaningful and accessible curricula while integrating English language and literacy development. This
research study addresses ELL students’ low science achievement in the context of national standards and
accountability in the 2006-2007 school year.
Several studies have examined the influence of professional development interventions on students’ science
achievement. Research suggests that hands-on and inquiry-based science lessons develop literacy as well
as content knowledge. Research also indicates that students’ science achievement is positively correlated
with the amount of teacher professional development. This study builds upon existing research by using a
quasi-experimental design to assess students’ science achievement after the first-year implementation of a
professional development intervention that focused on science achievement, literacy, and math skills.
Specifically, the study addresses three research questions: (1) whether treatment group students show gains
in science achievement, (2) whether gaps in science achievement change for ELL and low-literacy (retained)
students in the treatment group, and (3) whether treatment group students perform differently compared with
non-treatment group students on a statewide mathematics test, particularly on the measurement strand that
is emphasized in the intervention.

1. Is there a statement of the Problem? Write it below?

2. What is the background information of the problem? State it below?
3. Is the educational significance of the problem discussed? What is it? Write it below.
4. What is your impression about this article? Use a concept map to illustrate your answer.

POST ASSESSMENT
Multiple Choice
Directions: Choose the best strategy to use in the following conditions. Write the letter of your answer in your
notebook.
1. Determine what you think will happen in the text.
A. Visualize B. Predict C. Connect D. Clarify
2. Create mental images of the settings, characters, and events in the text.
A. Connect B. Visualize C. Clarify D. Evaluate
3. Stop and ask yourself questions to see if the text makes sense.
A. Clarify B. Evaluate C. Question D. Predict
4. Think about what you already know about the text. Find ways to relate the text to yourself, other texts, and
the world around you.
A. Predict B. Visualize C. Clarify D. Connect
5. Think about the text as a whole and form opinions about what you read.
A. Evaluate B. Question C. Predict D. Connect
6. Stopping when you are confused to reread or look up a word you don't know.
A. Connect B. Clarify C. Evaluate D. Predict
7. When you give your opinion of a book or story, you are using the __________ strategy.
A. Question B. Evaluation C. Summarize D. Clarify
8. Making pictures in your mind as you read is an example of _________.
A. Predicting B. Connecting C. Visualization D. Clarifying
9. 9. Wondering about why a character acted in a certain why is using the comprehension skill of _______.
A. Visualizing B. Summarizing C. Predicting D. Questioning
10. "This story reminds me of something I heard on the news," is an example of which strategy?
A. Visualizing B. Connection C. Clarifying D. Summarizing

LESSON 4 : VARIOUS TECHNIQUES IN SUMMARIZING A VARIETY OF ACADEMICS TEXTS

WHAT I NEED TO KNOW

Competency 3: Uses various techniques in summarizing a variety of academic texts.
Learning Objectives: At the end of the lesson, the learners shall be able to:
1. define summarizing and summary from various writers;
2. identify the various techniques in summarizing; and
3. summarize various academic texts.

WHAT I KNOW
Directions. Identify which of the following supports the principle of summarizing. In your notebook, write the
letter of your choice.
1. We use summarizing to:
A. Retell a story C. Get through an article more quickly
B. Reduce information to essential ideas D. Understand easily

2. When summarizing, we want to ________ unimportant information.

A. Summarize B. Highlight C. Disregard D. Include

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3. The main idea is _________
A. All the information provided C. Nothing to worry about
B. The most important information D. Unimportant information
4. Basic Signal words are Who, What, When, Where, Why, How
A. True B. False
5. The ______gives the reader an idea about what the paragraph is going to be about.
A. Concluding sentence B. Summary C. Topic sentence D. Body

WHAT IS IT
PRE-WRITING ACTIVITY
Try to recall one of the novels or short stories you discussed in one of your previous classes in English;
choose one selection out of the several you tackled throughout your school life. Then, on a separate sheet of
paper, try to rewrite the story using your own words.
Did you find the retelling of the story difficult? Why or why not?
What strategies did you employ in order to retell the story? Did you find these strategies helpful? Why
or why not?

WHAT’S NEW
What is Summarizing?
According to Buckley (2004), in her popular writing text Fit to Print, summarizing is reducing text to one-
third or one-quarter its original size, clearly articulating the author’s meaning, and retaining main ideas.
According to Diane Hacker (2008), in A Canadian Writer’s Reference, explains that summarizing
involves stating a work’s thesis and main ideas “simply, briefly, and accurately”.
From dictionaries, it is defined as taking a lot of information and creating a condensed version that
covers the main points; and to express the most important facts or ideas about something or someone in a
short and clear form.

From the definitions, take a look on the pool of words and phrases

Reducing text “simply, briefly and accurate”

Clearly articulating condensed version
Thesis most important facts or ideas
Main ideas short and clear form

Various techniques in summarizing a variety of academic texts

1. Read the work first to understand the author’s intent. This is a crucial step because an incomplete
reading could lead to an inaccurate summary. Note: an inaccurate summary is plagiarism!
2. One of the summarization techniques you can do is to present information through facts, skills and
concept in visual formats. You can provide the cause and effects charts, time lines, and Venn
diagrams, templates for outlines, use flow charts or infographics.
3. To avoid difficulty, you need first to know the main points and the supporting details. You can exclude
any illustrations, examples or explanations.
4. You need to analyze the text to save time in thinking what you will do.
5. Think what information you will put in your summary. Be sure to cover the main points and arguments
of the document.
6. One of the best things to do in auto summarizing is restating the words into different one. You should
avoid using the original words of the author instead; use your own vocabulary but be sure to retain the
information.
7. You will fully understand what the document is when you organize all ideas.
8. One of the things you can do is to write down all information in a coherent and precise form. Keep in
mind that a summary is a condensed version of the original paper, so avoid making it long.
9. You can also decide to represent information through using dimensional constructions in representing
concepts, skills or facts.
10. Paraphrasing is one of the skills you can do in writing a summary. With it, do not use the same words
with the author.
With the tips above, you will no longer worry whenever you need to summarize because it is your one
stop solution to having a fantastic summary that offer nice details to readers. Follow the tips and you will not
make mistakes.
Here’s how you start writing your summary.
Example 1:
Japanese Rail Tunnel
Due to an increase in traffic between the various island which make up Japan, and predictions of a
continuing growth in train travel, a rail tunnel was built to connect the islands of Honshu and Hokkaido. The
Seikan Tunnel in Japan is today the longest tunnel in the world, with a length of almost 54km. When the tunnel
was opened in 1988, all existing trains went through it. However, newer Japanese bullet trains have never
used the tunnel because of the cost of extending the high speed line through it. Consequently, the train

12
journey from Tokyo to Sapporo still takes about ten hours. In contrast, the journey by air takes only three and a
half hours. This has combined with the fall in the cost of flying, has meant that more people travel by plane
than train and the tunnel is not used as much as forecasters had predicted.
 Increase in traffic
 connect Islands (Honshu & Hokkaido )
 Predictions and continuing growth
 The longest rail tunnel
 opened 1988
 54km
 Opened in 1988
 Bullet trains
 Never used tunnel
 Fall in the cost of flying
 Not used as much as forecasters predicted

Summary
The longest railway tunnel in the world links the islands of Honshu & Hokkaido. This 54km tunnel was
inaugurated in 1988 to deal with the predicted increase in rail traffic. However, the fall in the cost of flying and
the fact that high speed trains cannot use the tunnel have resulted in the tunnel being less widely used than
expected.

Example 2

The Sydney Opera House

The Sydney Opera House is one of the most famous architectural wonders of the modern world.
Instantly recognisable both for its roof shells and its impressive location in Sydney harbour, it has become one
of the best known images of Australia.Situated close to Sydney Harbour Bridge, this large performing arts
centre was started in 1959 and completed in 1973. After a competition to choose the design, the Danish
architect Jorn Utzon was chosen. The Opera House includes five theatres, five rehearsal studios, two main
halls, four restaurants, six bars, and several shops.The construction of the Opera House was fairly
controversial as the final cost of the building was much higher than predicted. It was expected to cost $7
milllion, but in fact, the final cost was $102 million. This was due to difficult weather conditions, problems with
structural design, and changes to contract. The remarkable roof shells were also difficult to construct.
Furthermore, the construction too longer than planned. Completion of the building was initially expected in four
years, in 1963. Unfortunately, because of the many problems and changes which were necessary in the
design, the building was not completed until ten years later, in 1973.It was inaugurated by Queen Elizabeth 2
on 20th October 1973, and millions of people attended the ceremony. The event was televised, and included a
fireworks display and classical music performance.
 Most famous architectural wonders of the modern world
 Recognisable both for its roof shells
 Location in Sydney harbour
 Performing arts centre
 Started in 1959 and completed in 1973
 Competition: the Danish architect Jorn Utzon
 Five theatres, five rehearsal studios, two main halls, four restaurants, six bars, and several
shops.
 Controversial: expected $7 milllion / the final cost $102
 Difficult weather conditions, problems with structural design, and changes to contract.
 Inaugurated by Queen Elizabeth 2 on 20th October 1973

Summary
The Sydney Opera house, has been described as ‘one of the wonders of the modern world’, is located
in Sydney Harbour, Australia. Designed by Danish Architect, Jorn Utzo, this large performing art centre with
numerous theatres, restaurants and other facilities, took fourteen years to build at a cost of over $100 million.
The construction was seen as controversial as it was estimated to only cost $7 million but adverse weather,
design difficulties and contractual problems made expenses spiral out of control. It was inaugurated by Queen
Elizabeth II in 1973 at a ceremony televised to the world.

Another 5 Easy Techniques in Summarizing Various Academic Texts

Technique 1: Somebody Wanted But So Then
“Somebody Wanted But So Then” is an excellent summarizing strategy for stories. Each word
represents a key question related to the story's essential elements:
 Somebody: Who is the story about?
 Wanted: What does the main charter want?
 But: Identify a problem that the main character encountered.

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  So: How does the main character solve the problem?
 Then: Tell how the story ends.

Here is an example of this strategy in action:

 Somebody: Little Red Riding Hood
 Wanted: She wanted to take cookies to her sick grandmother.
 But: She encountered a wolf pretending to be her grandmother.
 So: She ran away, crying for help.
 Then: A woodsman heard her and saved her from the wolf.

After answering the questions, combine the answers to form a summary:

Little Red Riding Hood wanted to take cookies to her sick grandmother, but she encountered a wolf. He
got to her grandmother’s house first and pretended to be the old woman. He was going to eat Little Red Riding
Hood, but she realized what he was doing and ran away, crying for help. A woodsman heard the girl’s cries
and saved her from the wolf.

Technique 2: SAAC Method

The SAAC method is another useful technique for summarizing any kind of text (story, article, speech,
etc). SAAC is an acronym for "State, Assign, Action, Complete." Each word in the acronym refers to a specific
element that should be included in the summary.
 State: name of the article, book, or story
 Assign: the name of the author
 Action: what the author is doing (example: tells, explains)
 Complete: complete the sentence or summary with keywords and important details

This method is particularly helpful for students who are learning the format of a summary and need
reminders to include the title and author's name. However, SAAC does not include clear guidance about which
details to include, which some students might find tricky. If you use SAAC with your students, remind them of
the types of details that belong in a summary before instructing them to work independently.

Here is an example of SAAC in action:

 State: The Boy Who Cried Wolf
 Assign: Aesop (a Greek storyteller)
 Action: tells
 Complete: what happens when a shepherd boy repeatedly lies to the villagers about seeing
a wolf

Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf" in complete sentences:

The Boy Who Cried Wolf, by Aesop (a Greek storyteller), tells what happens when a shepherd boy
repeatedly lies to the villagers about seeing a wolf. After a while, they ignore his false cries. Then, when a wolf
really does attack, they don’t come to help him.

Technique 3: 5 W's, 1 H
The 5 W's, 1 H strategy relies on six crucial questions: who, what, when, where, why, and how. These
questions make it easy to identify the main character, the important details, and the main idea.
 Who is the story about?
 What did they do?
 When did the action take place?
 Where did the story happen?
 Why did the main character do what he/she did?
 How did the main character do what he/she did?
Try this technique with a familiar fable such as "The Tortoise and the Hare."
 Who? The tortoise
 What? He raced a quick, boastful hare and won.
 When? When isn’t specified in this story, so it’s not important in this case.
 Where? An old country road
 Why? The tortoise was tired of hearing the hare boast about his speed.
 How? The tortoise kept up his slow but steady pace.
Then, use the answers to the 5 W's and 1 H to write a summary of in complete sentences.

Tortoise got tired of listening to Hare boast about how fast he was, so he challenged Hare to a race.
Even though he was slower than Hare, Tortoise won by keeping up his slow and steady pace when Hare
stopped to take a nap.
Technique 4: First, Then, Finally
The "First Then Finally" technique helps students summarize events in chronological order. The three

14
words represent the beginning, main action, and conclusion of a story, respectively:
 First. What happened first? Include the main character and main event/action.
 Then. What key details took place during the event/action?
 Finally. What were the results of the event/action?

Here is an example using "Goldilocks and the Three Bears."

First, Goldilocks entered the bears' home while they were gone. Then, she ate their food, sat in their chairs,
and slept in their beds. Finally, she woke up to find the bears watching her, so she jumped up and ran away.

Technique 5: Give Me the Gist

When someone asks for "the gist" of a story, they want to know what the story is about. In other words,
they want a summary—not a retelling of every detail. To introduce the gist method, explain that summarizing is
just like giving a friend the gist of a story, and have your students tell each other about their favorite books or
movies in 15 seconds or less. You can use the gist method as a fun, quick way to practice summarizing on a
regular basis.

When summarizing is useful?

Summarizing is useful in many types of writing and at different points in the writing process.
Summarizing is used to support an argument, provide context for a paper’s thesis, write literature reviews, and
annotate a bibliography. The benefit of summarizing lies in showing the "big picture," which allows the reader
to contextualize what you are saying. In addition to the advantages of summarizing for the reader, as a writer
you gain a better sense of where you are going with your writing, which parts need elaboration, and whether
you have comprehended the information you have collected.

WHAT’S MORE
ACTIVITY 1

Directions: Following the techniques above, summarize the texts by completing the sample graphic organizer
below. Write your summary in your notebook.

Essay 1: Importance of Education

Education is a process that involves the transfer of knowledge, habits and skills from one generation to
another through teaching, research and training. It can be in a formal or informal setting. Formal education
involves institutionalized learning based on a curriculum. In today’s society, education and learning play an
indispensable role in shaping the lives of individuals and the society at large. The most effective way of
boosting economic growth, reducing poverty and improving people’s health is by investing in education.

Human labor is essential for economic growth. A highly educated labor force further stimulates
economic growth. Additionally, a highly educated labor force can easily adapt to new working environments
and conditions. In view of that, it is evident that education serves as the driving force for innovation of new
products and services. Educated workers exchange ideas in the work place and come up with new ideas that
help in the growth of the economy.

Education reduces poverty in a number of ways. One way is by creating employment opportunities for
educated people. Through employment, one is able to afford a decent living. Education helps to increase
economic security, create income opportunities and improve livelihoods of the economically disadvantaged by
providing sustainable environmental management mechanisms. Education further alleviates poverty through
skills acquired in the learning process. Skills such as carpentry, plumbing and masonry are relevant in non-
formal economies. One can acquire these skills through technical and vocational training.

Educated people are health conscious and live longer than their counterparts because they engage in
healthy habits such as eating a balanced diet, exercising regularly and going for medical check ups. By
investing in education, one will also be investing in their health. Education serves to create room for
technological advancements in the field of medicine and agriculture. Advanced technology used for conducting
surgery has replaced traditional methods. This has seen an improvement in people’s general health and an
increased life expectancy. Most developing countries have a low life expectancy compared to developed
countries. This can be attributed to high illiteracy levels present in developing countries. This translates to poor
health and poor eating habits.

In conclusion, education is the only means of alleviating poverty, improving people’s health and
increasing economic growth. Improving literacy levels in marginalized societies will go a long way in improving
human living standards.

Paragraph 1

15
 •main idea:
•details:

paragraph 2
•main idea:
•details:

paragraph 3
•main idea:
•details:

paragraph 4
•main idea:
•details:

paragraph 5
•main idea:
•details:

Essay 2: Why is Education Important in Our Society?

Introduction
Education is more than just learning from books, and it is a shame that a lot of schools do not see that
it is more than just a curriculum and school score. A good education can teach a child how to learn so that the
child may take up independent learning as an adult. Education may also teach a child how to reason so that a
child does not grow up to be ignorant.
Persuasive point 1:
The biggest selling point for education in our society is the fact that it helps people learn “how” to learn.
It is not about the knowledge they accumulate, it is the way a child is taught how to “learn” things. A child may
come away from school not knowing a lot of the course, but if that child has been taught how to learn, then that
child may become an adult that learns everything he or she needs in life. Otherwise, that child may grow up to
be a person that cannot see the obvious because he or she cannot reason and consciously learn new things.
Persuasive point 2
Education teaches people how to reason, and if they are taught how to reason well, then they help
subdue their own thoughts of ignorance. For example, there are lots of posts and websites on the Internet
about childhood vaccinations and how dangerous they are. Ignorant people than never learned how to reason
will look at them, believe them and support them. If a person is taught how to reason then he or she will know
how to recognize empirical evidence.
Persuasive point 3
That person would look at all the people in the US that have had childhood injections (most of them)
and then look at all the people with autism. They would reason that if childhood vaccinations caused autism
then most of the people in the US would have autism. If a person is taught how to reason then that person may
see how people that smoke seem more likely to develop emphysema than people that do not smoke. They
would then reason there is a link between smoking and emphysema. This sort of reasoning can be taught in
schools, and if children are not taught it then they walk around risking their children’s lives by not vaccinating
them, and walk around smoking because their daddy smoked for years and it never hurt him.
Persuasive point 4
Conclusion
If education is not seen as important, then one day it will just be all about school scores and hitting the
factors of a curriculum. There will be a day when children start to hate learning because school put them off it
for life (this already happens in some cases). Plus, without education teaching people how to reason things out
and teaching them how to separate what is fact from what is faulty evidence, then our society will become
more and more ignorant until a smarter country simply marches over and takes our country from under out
ignorant noses.

ACTIVITY 2
Directions. From the essay #2, complete this organizer with persuasive points for each of the paragraphs

16
following the thesis statement below. Write your answer in your notebook following the format below.
Thesis statement: I will show you the two best reasons why education is important in our society.

ACTIVITY 3
Directions: After identifying the persuasive points, in your notebook, write a summary of the text.

NOTE TO THE TECHER:

You can use the rubric below to rate the summary of the student. Also, decide the scoring of this
activity Thank you.

: Summarizing
Nearing
Proficient Advanced
Proficiency
2 pts 3 pts
1 pts

Accuracy of Nearing Proficiency Proficient Advanced

information
Some information Almost all of the key All information is
was correct. There pieces of correct and represents
were places that it information are what the original
is evident the correct. contained.
student did not fully
understand what
they had read.

Content clarity Nearing Proficiency Proficient Advanced

It is difficult to The information is All information is clear

understand the clearly written and to understand. There
meaning of what is is understandable. is a connection
written. Many There is a flow to between all ideas
disjointed thoughts. most of the presented and the
Flow and continuity thoughts and ideas. flow of thought makes
is lacking. Some connections it very
between understandable.
ideas/sentences are
evident.
Original thought Nearing Proficiency Proficient Advanced

Some of the Most of the All of the sentences

sentences are in the sentences are in the are in the student's
student's words. student's words. words. Some original

Some are exactly thought is shown by

17
 as written in the elaborating on topic.
original text.
Sentence Structure Nearing Proficiency Proficient Advanced

Only some Most sentences All sentences are

sentences show show correct grammatically
correct grammar grammar and correct, show good
and structure. structure. sentence structure
and correct spelling.

Rated by: Score:

Feedback

POST ASSESSMENT
Directions: Simple recall: For numbers 1 and 2, write the letter of the correct answer in your notebook.
1. Which of the following statements in SUMMARIZING is false?
A. The Summary is what the passage is mostly about.
B. The Summary is what all or most of the sentences or paragraphs are about.
C. The Summary is usually found in more than just one sentence of the passage.
D. The Summary is one isolated thought in a passage.
2. Which of the following statements in SUMMARIZING is true?
A. The Summary is a thought that is true but is not in the passage.
B. The Summary is what the passage is mostly about.
C. The Summary is specific, detailed information contained in the passage.
D. The Summary is always found in the first sentence of the passage.
Choose the letter that presents the best summary in each of the following paragraphs:
3. When some people think about Texas, they think of cowboys on the open range-herding cattle up a dusty
trail. However, Texas has much more than open prairie with large herds of cows. There are the mountains of
West Texas, the piney hills of east Texas, and the emerald waters off the coast of Padre Island. Texas also
has large coastal harbors with numerous sailboats, powerboats, inland lakes, rivers, swamps of southeast
Texas with alligators and other exotic wildlife.
A. There are a lot of cows in Texas.
B. There are many different, varied parts of Texas.
C. Texas is one of the biggest states in the United States.
D. There are alligators in the swampland of southeast Texas.
4. Tomorrow is Jill's birthday. She is excited because she gets to pick where she will eat dinner. Will it be
Mexican food at the Big Enchilada House? Or will it be fried chicken at the Chicken Shack, or a big
cheeseburger at Al's Hamburger Palace. She just couldn't decide. Then there was always the Pizza Shop with
that great pepperoni pizza. How would she ever decide? Maybe she would just flip a coin.
A. Jill has many restaurants to choose from for her birthday.
B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in town.
D. Jill will choose a place by flipping a coin.
5. It started when they got to the bears. Peter felt tired and his stomach hurt. He dragged himself over to see
the elephants, which were eating from a stack of hay. Normally, the elephants were his favorite. Without much
interest, Peter followed his classmates to the camels, which were busy swatting flies with their tails. Peter
knew he should be having fun at the zoo, but he just felt terrible and all he wanted to do was lie down and rest.
Even the lions and tigers did not interest him now.
A. Peter's favorite animals were the elephants.
B. The camels were swatting flies with their tails.
C. It was really hot at the zoo.
D. Peter didn't enjoy the zoo because he felt really bad.
6. For the walls, Jenny thought she would use a bright yellow paint. She would pick a border that had mostly
bright red and green colors, and maybe a little bit of blue. She already had found some curtains that were sky
blue with streaks of red, blue and yellow that she thought would go great with the walls. And finally, she had
picked a carpet that was mostly blue with specks of red and yellow. Jenny couldn't wait till she was done
decorating her room. It was really going to look awesome.
A. Jenny likes bright colors.
B. Jenny was going to paint her room.
C. Jenny was picking out colors and materials to decorate her room.
D. Yellow is a good color to paint your walls.

7. Right now, Jason was playing right field. He really wanted to play third base. Earlier this year, coach had put
him in left field and second base in a game, but never at third base. Once in practice, coach let him play third

18
base, but he kept missing ground balls. When he did stop one, he made a bad throw to first base. Maybe if he
kept practicing, Jason would be good enough to play third base. That was his dream.
A. Jason really wanted to play third base. C. Jason had trouble catching ground balls.
B. Jason was the best player on his team. D. Jason was too lazy to practice.
8. San Francisco is located on the coast of California in an area often called the Bay Area. The weather is
generally very mild, seldom getting really cold or really hot. Its mild climate is one reason many people live
there. It seldom snows in San Francisco and generally does not get below freezing during the winter. Even in
the middle of summer, temperatures may be in the mid-80s with a cool breeze from the bay keeping the
weather very comfortable.
A. San Francisco has many neat things to do.
B. It seldom snows in California.
C. Many people choose to live in California.
D. The weather in San Francisco is generally very mild
9. Julie watched the ants as they carried small crumbs down the trail to the anthill. She thinks ants are very
hard working and industrious little creatures. They always seemed busy, and you never saw an ant just laying
around doing nothing. They were carrying food, building tunnels, or defending the anthill. One thing you could
say about ants is that they sure aren't lazy.
A. Ants carry many things.
B. Some ants may bite you.
C. Ants are hard workers.
D. Some ants help take care of the queen.
10. The first book Chris read in fifth grade was about a lost kitten. Then he read a book about a family of
bears, and then he read about a wild kangaroo in Australia. It seems every book Chris reads about animals.
Last week he found a good book about snakes and reptiles, and another book about elephants. Today Chris
went to the library, and he checked out a book about dolphins, whales and other animals that live in the sea.
A. Chris likes kangaroos. C. Chris reads a lot of books about animals.
B. Chris is in the fifth grade. D. Dolphins and whales live in the sea.

WHAT I HAVE LEARNED

Great job! You have completed Lesson 4 successfully! Before going to the next lesson, check the icon
that best shows your learning experience.

I have understood the lesson well and I can even teach what I learned to
others.

I have understood the lesson but there are still other things that I need
to review and relearn.

I need to do additional work to be able to master the lesson. I need

help in some tasks.

If you checked the first icon, you are ready for lesson 5. If you have checked the second icon, you need
to review the things that you need to relearn. If you have checked the third icon, it would be best if you read
more from the links given above and ask help from your teacher, parents or peers in clarifying the lessons that
you find difficult. Be honest so that you will truly improve.

LESSON 5 : THESIS STATEMENT OF AN ACADEMIC TEXT

Learning Objectives: At the end of the lesson, the learners shall be able to:
1. define thesis statement;
2. identify the various techniques in locating thesis statement; and,
3. formulate thesis statement of the texts.
Directions: In your notebook, write true if the statement supports the principle of thesis statement; write
false if otherwise.
1. Thesis Statement is the first sentence at the beginning of each paragraph.
2. It makes a claim that other people may dispute, challenge, or oppose.
3. It is a question in response to the writing assignment
4. It is a road map for a paper; it tells the reader what the paper will focus on.
5. It is a simple statement of fact
6. The first thing you should do after receiving your writing prompt is write your thesis statement.

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

What is thesis statement?

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

Locating Explicit and Implicit Thesis Statements

• In academic writing, the thesis is often explicit: it is included as a sentence as part of the text. It
might be near the beginning of the work, but not always–some types of academic writing leave
the thesis until the conclusion.
• Journalism and reporting also rely on explicit thesis statements that appear very early in the
piece–the first paragraph or even the first sentence.
• Works of literature, on the other hand, usually do not contain a specific sentence that sums up the
core concept of the writing. However, readers should finish the piece with a good understanding
of what the work was trying to convey. This is what’s called an implicit thesis statement: the
primary point of the reading is conveyed indirectly, in multiple locations throughout the work. (In
literature, this is also referred to as the theme of the work.)
• However, academic writing sometimes relies on implicit thesis statements, as well.
To know more about locating thesis statement, click this link below.
https://human.libretexts.org/Bookshelves/Composition/Book%3A_Basic_Reading_and_Writing_(Lumen)/
Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis_Statements

Four Questions to Ask When Formulating Thesis Statement

1. Where is your thesis statement?
You should provide a thesis early in your essay -- in the introduction, or in longer essays in the
second paragraph -- in order to establish your position and give your reader a sense of direction.
Tips on how to write a successful thesis statement
 Avoid burying a great thesis statement in the middle of a paragraph or late in the paper.
 Be as clear and as specific as possible; avoid vague words.
 Indicate the point of your paper but avoid sentence structures like, “The point of my paper is…”
2. Is your thesis statement specific?
Your thesis statement should be as clear and specific as possible. Normally you will continue to
refine your thesis as you revise your argument(s), so your thesis will evolve and gain definition as you
obtain a better sense of where your argument is taking you.
Tips on how to formulate specific thesis statement
 Are there two large statements connected loosely by a coordinating conjunction (i.e.
"and," "but," "or," "for," "nor," "so," "yet")?
 Would a subordinating conjunction help (i.e. "through," "although," "because," "since") to signal a
relationship between the two sentences?
 Or do the two statements imply a fuzzy unfocused thesis?
 If so, settle on one single focus and then proceed with further development.
3. Is your thesis statement too general?
Your thesis should be limited to what can be accomplished in the specified number of pages. Shape
your topic so that you can get straight to the "meat" of it. Being specific in your paper will be much more
successful than writing about general things that do not say much. Don't settle for three pages of just
skimming the surface.
The opposite of a focused, narrow, crisp thesis is a broad, sprawling, superficial thesis. Compare this
original thesis (too general) with three possible revisions (more focused, each presenting a different
approach to the same topic):
 Original thesis:
There are serious objections to today's horror movies.
Revised theses:
Because modern cinematic techniques have allowed filmmakers to get more graphic, horror flicks have

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 desensitized young American viewers to violence.
The pornographic violence in "bloodbath" slasher movies degrades both men and women.
Today's slasher movies fail to deliver the emotional catharsis that 1930s horror films did.
4. Is your thesis statement clear?
Your thesis statement is no exception to your writing: it needs to be as clear as possible. By being as
clear as possible in your thesis statement, you will make sure that your reader understands exactly what
you mean.
Tips on how to write clear thesis statement
Unless you're writing a technical report, avoid technical language. Always avoid jargon, unless you are
confident your audience will be familiar with it.
 Avoid vague words such as "interesting,” "negative," "exciting,” "unusual," and "difficult."
 Avoid abstract words such as "society," “values,” or “culture.”
These words tell the reader next to nothing if you do not carefully explain what you mean by them. Never
assume that the meaning of a sentence is obvious. Check to see if you need to define your terms (” socialism,"
"conventional," "commercialism," "society"), and then decide on the most appropriate place to do so. Do not
assume, for example, that you have the same understanding of what “society” means as your reader. To avoid
misunderstandings, be as specific as possible.
Compare the original thesis (not specific and clear enough) with the revised version (much more specific
and clear):
Original thesis: Although the timber wolf is a timid and gentle animal, it is being systematically
exterminated. [if it's so timid and gentle -- why is it being exterminated?]
Revised thesis: Although the timber wolf is actually a timid and gentle animal, it is being systematically
exterminated because people wrongfully believe it to be a fierce and cold-blooded killer.
Original: "is, are, was, to be" or "to do, to make"
Revised: any great action verb you can concoct: "to generate," "to demolish," "to batter," "to revolt," "to
discover," "to flip," "to signify," "to endure..."
Use your own words in thesis statements; avoid quoting. Crafting an original, insightful, and memorable
thesis makes a distinct impression on a reader. You will lose credibility as a writer if you become only a
mouthpiece or a copyist; you will gain credibility by grabbing the reader with your own ideas and words.
A well-crafted thesis statement reflects well-crafted ideas. It signals a writer who has intelligence,
commitment, and enthusiasm.

Directions: Read the following statements very carefully. Select only one more effective thesis in the
introductory paragraph of a short essay. Keep in mind that an effective thesis statement should be sharply
focused and specific, not just a general statement of fact. Write the letter of your answer in your notebook.
1. A. The Hunger Games is a science fiction adventure film based on the novel of the same name by
Suzanne Collins.
B. The Hunger Games is a morality tale about the dangers of a political system that is dominated by
the wealthy.
2. A. There is no question that cell phones have changed our lives in a very big way.
B. While cell phones provide freedom and mobility, they can also become a leash, compelling users to
answer them anywhere and at any time.
3. A. Finding a job is never easy, but it can be especially hard when the economy is still feeling the
effects of a recession and employers are reluctant to hire new workers
B. College students looking for part-time work should begin their search by taking advantage of job-finding
resources on campus.
4. A. For the past three decades, coconut oil has been unjustly criticized as an artery-clogging saturated fat.
B. Cooking oil is plant, animal, or synthetic fat that is used in frying, baking, and other types of cooking.
5. A. There have been over 200 movies about Count Dracula, most of them only very loosely based on the
novel published by Bram Stoker in 1897.
B. Despite its title, Bram Stoker's Dracula, a film directed by Francis Ford Coppola, takes considerable
liberties with Stoker's novel.
6. A. There are several steps that teachers can take to encourage academic integrity and curtail cheating
in their classes.
B. There is an epidemic of cheating in America's schools and colleges, and there are no easy
solutions to this problem.
7. A. J. Robert Oppenheimer, the American physicist who directed the building of the first atomic bombs
during World War II, had technical, moral, and political reasons for opposing the development of the
hydrogen bomb.
B. J. Robert Oppenheimer often referred to as "the father of the atomic bomb," was born in New York City in
1904.
8. A. The iPad has revolutionized the mobile-computing landscape and created a huge profit stream
for Apple.
B. The iPad, with its relatively large high-definition screen, has helped to revitalize the comic book industry.
9. A. Like other addictive behaviors, Internet addiction may have serious negative consequences,
including academic failure, job loss, and a breakdown in personal relationships.
B. Drug and alcohol addiction is a major problem in the world today, and many people suffer from it.
10. A. When I was a child, I used to visit my grandmother in Moline every Sunday.

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 B. Every Sunday we visited my grandmother, who lived in a tiny house that was undeniably haunted.

LESSON 6 : OUTLINING

Competency 4: Outlines Reading Texts in Various Disciplines

Learning Objectives: At the end of the lesson, the learners shall be able to:
1. define outlining;
2. identify the various techniques in outlining; and
3. make an outline of the various academic texts.
Directions. Identify whether or not the following statements support the principle of outlining. In your
notebook, write the letter of your answer.
1. Leo is writing a story about native birds in Virginia. Which fact for outlining idea doesn't belong?
A. The amount of colors on the male Cardinal
B. Flamingos get their color from eating shrimp
C. How many species are there of the Blue Jay?
2. Which technique is used to outline a successful essay?
A. Writing down all possible essay topics
B. Finding quotes by unknown people to backup essay
C. Writing down the main idea and all paragraph topics
3. Tavis is writing an essay on the features of the ocean floor, which idea doesn't belong in his essay?
A. The ocean floor is a very interesting part of Earth.
B. Volcanoes can spew hot lava everywhere.
C. There are many parts to the ocean floor.
4. Thesis statements should preview what each topic sentence is about.
A. True b. False
5. What is a hook?
A. opening sentence that captures the reader's attention
B. the last sentence of a paragraph C. a tool used
to catch a fish
D. a boring sentence

What is Outlining?
Outlining is a tool we use in the writing process to help organize our ideas, visualize our paper's potential
structure, and to further flesh out and develop points. It allows the writer to understand how he or she will
connect information to support the thesis statement and the claims of the paper.
It is a helpful guide in organizing your paper. Outlines give a visual structure to your work and are used to
show relationships and hierarchies within your content.
To outline, you must create a linear, organized plan for your paper that shows the main ideas that you will
discuss as well as their relationships within the paper.

Organizing your idea in an outline

 Begin by answering the question that leads to your thesis statement.
 Use the two or three main ideas from this technique as your main heading.
 Write subtopics for each main idea.
 Write the supporting details for each of the subtopics.

Use various outlines based on the structure you prefer

 Sentence outline – Using complete sentences as entries.
 Topic outline – Using words and phrases as entries.
 Paragraph outline – Using paragraphs as entries.
Guidelines in Writing an Outline:
 Place the title at the center above the outline.
 Every level of the outline must have at least two items (I and II, A and B, 1 and 2).
 Put a period after each numeral and letter.
 Indent each new level of the outline.
 All items of one kind (roman numerals, capital letters, Arabic numerals) should line up with each other.
 Capitalize the first letter of each item.
 The terms Introduction, Body, and Conclusion do not have to be included in the outline. They are not
topics; they are merely organizational units in the writer’s mind.

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 Basic outline form
I. MAIN IDEA
A. Subsidiary idea or supporting idea to I
B. Subsidiary idea or supporting idea to I
1. Subsidiary idea to B
2. Subsidiary idea to B
a. Subsidiary idea to 2
b. Subsidiary idea to 2
II. MAIN IDEA
A. Subsidiary or supporting idea to II
B. Subsidiary idea to II
C. Subsidiary idea to II
III. MAIN IDEA
It is up to the writer to decide on how many main ideas and supporting ideas adequately describe the
subject. However, traditional form dictates that if there is a I in the outline, there has to be a II; if there is
an A, there has to be a B; and so forth.

Example Sentence Outline

The following outline is for a 5-7-page paper discussing the link between educational attainment and
health. Review the other sections of this page for more detailed information about each component of this
outline!
I. Introduction
A. Current Problem: Educational attainment rates are decreasing in the United States
while healthcare costs are increasing.
B. Population/Area of Focus: Unskilled or low-skilled adult workers
C. Key Terms: healthy, well-educated
Thesis Statement: Because of their income deficit (cite sources) and general susceptibility to depression
(cite sources), students who drop out of high school before graduation maintain a higher risk for
physical and mental health problems later in life.
II. Background
A. Historical Employment Overview: Unskilled laborers in the past were frequently unionized
and adequately compensated for their work (cite sources).
B. Historical Healthcare Overview: Unskilled laborers in the past were often provided adequate
healthcare and benefits (cite sources).
C. Current Link between Education and Employment Type: Increasingly, uneducated workers
work in unskilled or low-skilled jobs (cite sources).
D. Gaps in the Research: Little information exists exploring the health implications of the
current conditions in low-skilled jobs.
III. Major Point 1: Conditions of employment affect workers' physical health.
A. Minor Point 1: Unskilled work environments are correlated highly with worker injury (cite
sources).
B. Minor Point 2: Unskilled work environments rarely provide healthcare or adequate injury
recovery time (cite sources).
IV. Major Point 2: Conditions of employment affect workers' mental health
A. Minor Point 1: Employment in a low-skilled position is highly correlated with dangerous levels
of stress (cite sources).
B. Minor Point 2: Stress is highly correlated with mental health issues (cite sources).
V. Major Point 3: Physical health and mental health correlate directly with one another.
A. Minor Point 1: Mental health problems and physical health problems are highly correlated
(cite sources).
B. Minor Point 2: Stress manifests itself in physical form (cite sources)
VI. Major Point 4: People with more financial worries have more stress and worse physical health.
A. Minor Point 1: Many high-school dropouts face financial problems (cite sources).
B. Minor Point 2: Financial problems are often correlated with unhealthy lifestyle choices
such unhealthy food choices, overconsumption/abuse of alcohol,
chain smoking, abusive relationships, etc. (cite sources).
VII. Conclusion
A. Restatement of Thesis: Students who drop out of high school are at a higher risk for both
mental and physical health problems throughout their lives.
B. Next Steps: Society needs educational advocates; educators need to be aware of this
situation and strive for student retention in order to promote healthy
lifestyles and warn students of the risks associated with dropping out of
school.

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 Example of Topic Outline
Several aspects must be considered in writing a topic outline.
1. Recall that all headings and subheadings must be words or phrases, not sentences.
2. Also, the wording within each division must be parallel.
3. Finally, as in any outline, remember that a division or subdivision cannot be divided into one part;
therefore, if there is an "A" there must be a "B," and if there is a "1" there must be a "2."
I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age
II. Economic Problems
A. Child Support
B. Women's Job Training
C. Lower Standard of Living
D. Possible Relocation
1. Poorer Neighborhood
2. New School
III. Peer Problems
A. Loss of Friends
B. Relationships with Dates
Unorganized points Outline Structure
Open recreation center Dorm I.
contacts A.
Intramural program Campus 1.
sponsored events 2.
Laboratories
Intercollegiate sports programs Class 3.
contacts B.
Guest speakers Physical 1.
growth Informal social
structure Discussions 2.
Clubs in major field II.
Out-of-class A.
experiences
1.
Greek organizations
2.
Lectures
Classroom experiences
3.
Social growth Intellectual
B.
growth Formal social
1.
structure
2.
III.
A.
B.

Activity
Directions: Read and analyze the text very carefully and create a topic outline or a sentence outline. Write
your answer in your notebook.
Your teeth and the structure of your mouth play important roles in your ability to eat, speak, and stay
healthy. Everyone has several different types of teeth. Each type has a unique name with specific number of
teeth, has development, has a slightly different shape, and performs different jobs and purpose.
The teeth in the front of your mouth, and the easiest to see, are called incisors. There are four incisors on
the top and four on the bottom. Incisors are usually the first teeth to erupt — at around 6 months for your baby
teeth, and between ages 6 and 8 for your adult set. Incisors are shaped like tiny chisels with flat ends that are
sharp. These teeth are used for cutting and chopping food. They are the first teeth to chew most food we eat.
The pointed teeth on either side of your incisors are called canine teeth. People have a total of four canine
teeth, two on top and two on the bottom. Primary canines generally appear between 16 and 20 months, with
the upper canines coming in just ahead of the lower canines. Because they are pointed and sharp, they are
used to tear food.
Next to your canine teeth are the premolars. You have eight premolars in all, four on top and four on the
bottom. The first premolars appear around age 10, with the second premolars arriving about a year later. They
have a completely different shape than both the incisors and canines. That is because premolars are bigger,
stronger, and have ridges – all of which makes them perfect for crushing and grinding food.
Finally, there are your molars. You have eight of these, four on the top and four on the bottom. Molars are
the toughest of the teeth. They are wider and stronger than premolars, and they have more ridges. Molars

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work closely with your tongue to help you swallow food. The tongue sweeps chewed food to the back of your
mouth, where the molars grind it until it is mashed up and ready to be swallowed.
By age twenty, four more molars grow in the back of the mouth, one in each corner. These are called the
wisdom teeth. They appear between 12 and 28 months, People do not need wisdom teeth now, but many
years ago these teeth were necessary to help people chew tough plants, which were an important part of the
human diet. Now, many people get their wisdom teeth pulled by a dentist, a doctor who takes care of teeth, to
keep them from crowding their other teeth.
The next time you eat, pay attention to which teeth do which jobs. Having a cookie? Incisors do a good job
of biting into that tasty treat. What about a carrot? Those molars get the job done, not the teeth in front. How
about a slice of pizza or a piece of bread? Your canines will help you tear at the food, and your premolars and
molars will help you grind up that pepperoni pizza or peanut butter and jelly sandwich.
Directions: Study the outlines based on the passages and answer the questions that follow. Write the letter of
your choice in your notebook.

Read this passage and look at the outline:

The English Lab, housed in the Administration building, consists of two adjoining rooms which contain 70
Macintosh computers and 2 laser printers. In addition to a server which allows instructors to make assignments
and materials available over the Internet and to the local intranet, each computer in the lab contains a word
processor, a web browser, telnet and hundreds of commercial and teacher-authored programs appropriate for
students who are building their English skills. There are also 3 video stations, and a terminal to the college
VAX machine which is used for record-keeping.
I. English Lab
A. Physical Plant
1. in Administration building
2. two adjoining rooms
B. Resources
1. computers
2. video stations
2.In the above outline, which is the most important idea?
A. English Lab
B. Resources
C. Computers
D. Two adjoining rooms
E. Physical Plant
3. In the above outline, which is the more important idea?
A. Physical Plant
B. Resources
C. Physical Plant and Resources are equal adjoining rooms
D. Two adjoining rooms
E. computers
4. In the above outline...
A. you could substitute "in the Administration building" with "two adjoining rooms"
B. you could flip "Resources" with "computers"
C. you could exchange "Physical Plant" with "English Lab"
D. and still not change the meaning of the outline.
E. you should be in the Administration building

Read this passage and look at the outline:

The Internet is an incalculable tool for research. It is a network of thousands of computers across the
world. Researchers, students, government agencies, schools, businesses and individuals have left multi
gigabytes of free information on these computers, available to anyone with a computer and an Internet
connection. There are thousands of "web sites", as they are called, with text, pictures, sounds, and movie
clips. You can see this material by simply sending out the appropriate Internet address, and after a few
moments, it appears on your screen. You can type in the address directly, or you can automatically invoke
an address by tapping on an icon or an underlined "link" on the home page of a web site that you already
have on your screen. Often the information can be printed or downloaded (copied) directly to your local
computer and saved on your own diskette.
I. The Internet
A. What it is
B. Web Sites
1. How to see them
2. How to save the information
4. In the above outline, which is the most important idea?
A. Web Sites
B. What it is
C. How to see them
D. How to save information

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 E. The Internet
5. In the above outline, which is the more important idea?
A. How to see them
B. What it is
C. How to save the information
D. are all equal.
E. What shall I do
6. In the above outline, you could...
A. substitute "Web sites" for "The Internet"
B. substitute "How to see them" for "How to save the information"
C. substitute "What it is" for "How to see them"
D….and still not change the meaning of the outline.
E. all of the above
Look at this outline
I. Types of measurement
A. Volume
1.Quarts
2.Pints
3.Gallons
B. Length
1.Miles
2.Feet
3.Inches
II. Types of money
A. United States
1.Pesos
2.Cents
B. Other Countries
1.Lira
2.Yen
3.Francs
7. In the above outline, which is the most important idea?
A. Types of money
B. Types of measurement
C. United States
D. "Types of money" and "Types of measurement" are equal
E. volume
8. In the above outline, which is the more important idea?
A. Other countries
B. Francs
C. Inches
D. they are all equal.
E. Miles
9. In the above outline, which item is in the wrong place?
A. Pesos
B. Yen
C. Types of measurement
D. Pints
E. Quarts
10. If you had to add the word "meters" to the outline, where would it go?
A. as number 4 under B - "Other Countries"
B. as number 4 under B - "Length"
C. as number 3 under A - "United States"
D. as C under II-"Types of Money"
E. as new section III.

Credits to: DEPARTMENT OF EDUCATION

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