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ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Content: READING ACADEMIC TEXTS
Quarter I
Content Standard: The learner acquires knowledge of appropriate reading strategies for a better understanding of academic
texts.
Performance Standard: The learner produces a detailed abstract of information gathered from the various academic texts read.

1. Learning Competency: The learner determines the structure of a specific academic text
(CS_EN11/12A-EAPP-Ia-c-1).

THE READING AS A SKILL

 According to Lapp and Flood (1978), reading is defined according to two types. First, reading is a
decoding process – the breaking down of written codes. Second, reading is seen as a comprehension
process.
 Reading entails the use of thinking strategies to decipher the meaning of the written text.
 It is a process involving the readers into interaction with the text and enables them to use the reading
strategies in getting the meaning of the printed text (David, 2005).
 Since reading is a skill, it can be learned.

THE ACADEMIC TEXTS

 These have a specific structure and language compared with texts across disciplines.

TEXT STRUCTURES
1. Narration is a basic strategy used by the writers for presenting action. It is used for a variety of purposes:
to illustrate and support ideas with anecdotes, entertain the readers with stories, predict what will happen
with scenarios, and explain how something happens (should happen) with process narratives.
2. Description is the pattern of a narrative development that presents a word picture of a thing, person,
situation, or a series of events.
3. Definition is used in explaining unfamiliar terms with the two major purposes: to explain or to convince.
4. Classification is one of the strategies in writing which involves combining objects or items into categories
based on distinct characteristics.
5. Comparison and Contrast
Comparison is used to see how two objects or items are alike while contrast is to identify their differences.
6. Cause & Effect states or explains reasons why things happen or explains the results of certain phenomena.
7. Problem and Solution is a writing strategy which arranges the ideas from the discussion of the problem
of concern to the outlining of the solutions.
8. Persuasion is a writing strategy which involves presenting a position or standpoint which is a product of
careful research and supported with valid claims in order to change the attitudes or behaviors of others.
9. Order of Importance is a text structure which arranges ideas from the most important to the least
important or vice versa.
10. Chronological Order is a writing strategy that explains an information using the time order.

Text Structures Signal Words

Description For example, for instance, specifically, in particular, in
addition
Cause & Effect Consequently, therefore, as a result, thereby, results to

Comparison and Contrast However, unlike, like, by, in comparison, although,

whereas, similar to, different from
Chronological Order Next, first, last, second, another, then, additionally
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2. Learning Competency: The learner differentiates language used in academic texts from
various disciplines (CS_EN11/12A-EAPP-Ia-c-2).

LANGUAGE USE

• A well-written text uses an appropriate language and words in delivering the message. It has to be
appropriate to the topic. The choice of the topic should be suited to the reader.
• This covers the writer’s tone of writing: subjective or objective.
• The Subjective Tone of Writing uses the writer’s personal biases and judgement.
• The Objective Tone of Writing, on the other hand, uses factual information and arguments.
• The writer has to decide the language and tone depending on the purpose of the writing.

3. Learning Competency: The learner explains specific ideas contained in various academic
texts (CS_EN11/12A-EAPP-Ia-c-3).

ACTIVITY 1

The following texts come from different academic disciplines. For each text identify the following information:

a. Which discipline do you think it was written for?

b. What do you think it is about?
c. Highlight any linguistic features (lexis or grammar) which you think are noteworthy.

1. Infection after consumption of fresh duck blood and undercooked poultry products
has been suspected in some cases of illness. Indeed, transmission to felids was observed after
experimental feeding of infected chickens to domestic cats, and feeding tigers raw infected
chicken led to outbreaks of illness in Thai zoos, in which felid‐to‐felid transmissions were
also implicated. Infected birds shed high concentrations of virus in feces. Direct intranasal
or conjunctival inoculation while swimming in contaminated water or, perhaps, inhalation
or ingestion of water could have been potential modes of transmission to some H5N1‐infected
patients. As for human influenza, hand contamination from fomites and self‐inoculation into
the eye or upper respiratory tract remain possible modes.

2. As a learner-centered process approach to second language (L2) writing, peer

response has been widely adopted and studied since the 1990s (Hyland & Hyland, 2006).
The dialogic nature of peer response seems to foster multiple support systems (Hyland, 2000)
and communicative behaviors (Villamil & de Guerrero, 1996). L2 research has shown that
peer response can increase chances for meaning negotiation and language practice (Lockhart
& Ng, 1995; Mendonca & Johnson, 1994), encourage collaborative reading and writing (Tsui
& Ng, 2000), and promote writing revisions (Berg, 1999; Mendonca & Johnson, 1994; Min,
2006, 2008; Stanley, 1992). These interactive practices appear to draw upon and enhance
interactional and writing skills.

3. Germany’s centrality to all the key debates past and present which have
preoccupied EU and Member State policy-makers – not the least of which is securing the
future of the single currency – is clear. It is and will remain essential to the success of
integration in all its guises. However, its evolution as an actor in foreign and security policy
represents perhaps the most interesting example of how it has changed since 1990. Having
initially been anxious to reassure its neighbors and European partners that unification would
not threaten the peace and stability of Europe, the trajectory of change within Germany has
been dramatic in the post-unification period. While it has not been alone in seeking to wrestle
with the security challenges thrown up first by the collapse of Yugoslavia, then the War on
Terror, and more recently by the need for a coherent and effective crisis management
mechanism to respond to instability in the EU’s near-abroad, these have posed an additional
and unique set of political and moral dilemmas.
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4. Panic attacks are a specific and severe form of anxiety disorder, typified by the
sudden onset of overwhelming anxiety that presents with a variety of physical symptoms
such as palpitations, shortness of breath, dizziness and nausea, and may involve fears of
‘going crazy’ or of impending doom or death (Ohman, 2000). The prevalence of panic attacks
more than doubled in the population of the United States from 5.3% in 1980, to 12.7% in
1995 (Goodwin, 2003). Panic attacks occur in many anxiety disorders and may be associated
with specific events or situations. However, panic attacks as a central feature of panic
disorder (PD) generally occur ‘out-of-the-blue’ (American Psychiatric Association, 2000). The
prevalence of PD appears to be relatively consistent across cultures at between 1% and 3%
(Weissman et al., 1997).

4. Learning Competency: The learner uses knowledge of text structure to glean the
information he/she needs (CS_EN11/12A-EAPP-Ia-c-4).

ACTIVITY 2
Banning Handguns is not the Answer

Handguns can be easily concealed, so they are the weapon of choice for people who choose to
use them for self-defense. Unfortunately, they are also the weapon of choice for criminals. Since
handguns are easy for criminals to steal, handguns are readily available on the black market; this
makes handguns an attractive choice for criminals. The majority of crimes involving firearms are
committed with the use of a handgun; this is a serious problem in America today. Although most
would agree that something must be done, no one seems to have the answer at this point. Some gun
control supporters believe that completely banning handguns is the best way to protect citizens.
However, banning handguns fails to protect people because the laws are ineffective, banning
handguns prevents people from an effective means of self-defense, and the laws do not solve the real
problem, which is the gun owner.

Simply banning handguns all together is ineffective, and that is the first reason why banning
handguns is not an effective way to protect citizens. There are several cities that have employed
handgun bans in the past, and the results were not promising. On September 24, 1976, Washington,
D.C. placed a ban on all handguns; the ban was later overturned on June 26, 2008. Under the
regulations of this law, no one other than a police officer was permitted to own a handgun. Authors
Agresti and Smith (2010) state that “during the years in which the D.C. handgun ban and trigger lock
law were in effect, the Washington, D.C. murder rate averaged 73% higher than it was at the outset
of the law, while the U.S. murder rate averaged 11% lower.” Clearly, banning handguns in D.C. did
not reduce the amount of murders and crimes that were committed, and the number of murders
actually increased drastically. Gun control supporters would argue this information by saying that
the statistics are misleading, and that it is necessary to consider other factors such as the changing
of times as well as the rise of drug and gang violence. They may have a point, but as Washington,
D.C.’s murder rate increased by 73%, the rest of the United States as a whole experienced an 11%
decrease in murders (Agresti & Smith, 2010). This is difficult for them to explain. A second illustration
of the ineffectiveness of banning handguns is that of Chicago, Illinois. In 1982, Chicago passed a ban
on all handguns, except for those that were pre-registered with the police department prior to the
ban. Author David Peterson (2010) describes the situation in Chicago, during the ban:
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The percentage of murders committed with handguns in Chicago varied

between roughly 40 percent and 55 percent each year during the pre-ban period of
1965-1981. In recent years, while the handgun ban was in place, the percentage
committed with handguns has consistently been 70 percent or more.

In regards to the Chicago case, Agresti and Smith (2010) state that “in 2005, 96% of the
firearm murder victims were killed with handguns.” Chicago overturned this law in June of 2010.
Once again we see how ineffective handgun bans are. These laws made it illegal to own handguns,
but that did not stop murders from happening nor did it protect people in any way.

Handgun bans fail to protect people, and in fact, may put people in greater danger because
they prevent people from using handguns as an effective means of self-defense. When an individual
is responsible and trained properly, handguns are easily the most effective form of self-defense, and
a handgun ban takes this option away from them. John Stossel (2008), who is a nationally syndicated
newspaper columnist, as well as a journalist and reporter for Fox News Channel, explains that laws
against guns are really laws against self-defense, and mandatory gun-free zones are in actuality free
crime zones. Handgun bans will not stop criminals from acquiring guns; they will, however, prevent
a law abiding citizen from buying a gun for self-defense. While he may be a little extreme in stating
that laws against guns are laws against self-defense, he does make a good point. Banning handguns
leaves citizens with less self-defense options. When people are stripped of the most effective form of
self-defense, they are vulnerable, and this is a serious problem. Stossel (2008) is right about gun bans
preventing law abiding citizens from using guns in self-defense, and this gives the advantage to
the criminal. A law abiding citizen will not break the law and own a handgun if they are banned,
but a criminal will. If an individual desires to rob a bank or murder someone, he or she is not going
to be worried about breaking a gun ordinance. Handgun bans remove an extremely valuable
self-defense method from citizens, which leaves them even more vulnerable. It is possible
that in banning handguns we are missing the real point.

Another reason why handgun bans fail to protect people is because they do not deal with
the real issue. The real issue behind handgun crimes and violence is not the handgun itself, but
rather the owner of the gun. According to surveys, as of 2010, there were roughly 300 million firearms
owned by citizens in the United States. Of those 300 million, approximately 100 million were
handguns, and 67% of those gun owners said they had guns for self- defense, 66% said they used
their guns for hunting, and 41% for target shooting (Agresti & Smith, 2010). During the year 2008,
approximately 436,000 violent crimes were committed by an assailant who was visibly carrying a gun
(Agresti & Smith, 2010). A study conducted during the year 2000 showed that U.S. citizens use guns
to defend themselves roughly 989,983 times a year (Agresti & Smith, 2010). These statistics show
several different uses for guns, and that guns can be used for negative or positive reasons. It is the
operator of the handgun who determines whether it will be used as recreation, such as target shooting
and hunting or as a murder weapon or as self-defense. It is sad to see the way society views handguns
as an awful epidemic, but laws banning handguns are missing the point. Laws cannot make the
decision of how the handgun will be used for the owner of a handgun. It still comes down to the
person holding the gun, and that is something a ban cannot change.
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Most people understand that something is wrong, and that turning a blind eye to the violence
involving handguns is not the answer, but neither is banning them. Handgun bans are ineffective,
they prevent a citizen from the most effective means of self- defense, and they do not solve the real
problem, which is the person who owns the gun. It comes down to responsibility. Each person who
chooses to own a handgun must be personally responsible for the ways the gun is used. The
government is responsible to protect its citizens; no one has the perfect answer for the handgun
violence problem, but the one certain thing is that banning handguns is not the answer.

After reading the passage, answer the questions that follow:

1. What issue is the writer focusing on?

2. Does the writer take a clear stand on this issue?
3. What is the writer’s thesis (if there is one)?
4. What is the writer’s purpose for writing?
5. Who is the audience for this writing?
6. What is the writer’s tone? Why do you think he/she writes with this tone?
7. Does the writer seem to assume readers will agree with his/her position?
8. What evidence does the writer use to support the essay’s thesis/central argument? Does the writer
include enough evidence?
9. Does the writer consider, address and/or refute opposing arguments?
10. Do you understand the vocabulary? If not, look the words up.
11. Do you understand the writer’s references/citations? If not, look them up.
12. Do you agree with the points the writer makes? Why/why not?
13. What connections can you make between this article and others you have read?

5. Learning Competency: The learner uses various techniques in summarizing a variety

of academic texts (CS_EN11/12A-EAPP-Ia-c-5).

SUMMARY SKILLS
 A summary is a brief statement or restatement of main points, especially as a conclusion to a work or a
chapter.
 Writing a good summary demonstrates that you clearly understand a text and that you can make your
readers understand what you are trying to say.
 A summary can be tough to write at first as you might include too much or too little information. However,
with the help of this 8-step method, you will be able to summarize texts quickly and successfully for any
class or subject.

STEPS TO SUMMARIZE INFORMATION:

Step 1: Break Down & Digest

First, skim through the text you are required to summarize and divide it into sections. Be sure to focus on
any headings and subheadings. Also, you should take note of terms in bold and make sure you understand them
before you read.

Step 2: Read
Now that you have prepared, go ahead and read the selection. Read straight through. At this point of time,
you do not need to stop to look up anything that gives you trouble — just get a feel for the author’s tone, style,
and main idea.

Step 3: Re-Reading
Rereading should be active reading. Make sure that you underline topic sentences and key facts. Label
areas that you want to refer to as you write your summary. Also, label areas that should be avoided because the
details — although they may be interesting — are too specific or unrelated. Identify areas that you do not
understand and try to clarify those points.

Step 4: One Sentence at a Time

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You should now have a firm grasp on the text that you will be summarizing. In the previous steps, you
have divided the selection into sections and located the author’s main ideas and points. Now, write down the
main idea of each section in one well-developed sentence. Make sure that what you include in your sentences are
key points, not minor details.

Step 5: Write a Thesis Statement [Hypothesis]

This is the key to any well-written summary. Review the sentences that you wrote in STEP 4. From the
sentences, you should be able to create a thesis statement that clearly communicates what the entire text was
trying to achieve. If you find that you are unable to do this step, then you should return to STEP 4 and make sure
your sentence s actually addressed key points.

Step 6: Ready to Write

At this point, your first draft is done. You can use the thesis statement as the introductory sentence of
your summary, and your other sentences can make up the body. Make sure that they are in order. Add some
transition words (for example: then, however, also, moreover) that help with the overall structure and flow of
the summary. Once you start writing, take note of these points:

 Write in the present or past tense, depending on the context of the question (i.e., how the question is
phrased) and what tense the first few words that are given to help you begin are in.
 Make sure to include the author and title of the work.
 Be concise: a summary should not be equal in length to the original text.
 If you must use the words of the author, cite them. Otherwise, USE YOUR OWN WORDS (for example,
instead of “in actual fact”, write “actually”).
 Do not add in your own opinions, ideas, or interpretations into the summary. The purpose of writing a
summary is to accurately represent what the author wanted to say, not to provide a critique.

Step 7: Check for Accuracy

Re-read your summary and make sure that you have accurately represented the author’s ideas and key
points. Be sure that you have correctly cited anything directly quoted from the text. Also, check to make sure that
your text does not contain your own commentary on the selection.

Step 8: Revise
Once you are certain that your summary is accurate, you should (as with any piece of writing) revise it for
style, grammar, and punctuation. You should be able to understand the main text based on your summary alone.
If you do not, you may have focused too much on one area of the piece and not enough on the author’s main idea.

Source: http://www.enotes.com/topics/how-write-summary

ACTIVITY 3
Summarize the following passages:

1. When one hears the term “reality” applied to a television show, one might expect that the events occurred naturally or, at the
least, were not scripted, but this is not always the case. Many reality shows occur in unreal environments, like rented mansions occupied
by film crews. These living environments do not reflect what most people understand to be “reality.” Worse, there have been accusations
that events not captured on film were later restaged by producers. Worse still, some involved in the production of “reality” television claim
that the participants were urged to act out story lines premeditated by producers. With such accusations floating around, it’s no wonder
many people take reality TV to be about as real as the sitcom.

2. There are many types of lethal venom in the animal kingdom, but perhaps no stranger carrier than the platypus.
The platypus is one of few venomous mammals. Males carry a venom cocktail in their ankle spurs that paralyzes victims with
excruciating pain. Stranger still, the platypus is the only mammal that uses electroreception. What this means is that the
platypus uses its bill to sense the electricity produced by the muscular movements of its prey. The platypus neither sees,
hears, nor smells its prey while hunting but, rather, pursues it through electroreception. Perhaps most odd, the platypus is
the only mammal that lays eggs rather than giving birth to live young. The platypus is an odd creature indeed.

3. Yellowstone National Park is mainly located in Wyoming, although three percent is located in the state
of Montana. The Continental Divide of North America runs diagonally through the southwestern part of the park. The park
sits on the Yellowstone Plateau, which is an average elevation of 8,000 feet above sea level. This plateau is bounded on
nearly all sides by mountain ranges. There are 290 waterfalls that are at least fifteen feet in the park, the highest being
the Lower Falls of the Yellowstone River, which falls 308 feet.
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4. Screech! When a driver pushes on the brake pedal, it starts a process that causes the vehicle to stop. You literally
trust braking systems with your life every time you get into a vehicle or cross a busy intersection, but how does this process
work? It begins when the pedal is pushed. At this moment brake fluid is released into the area where the braking mechanisms
are located. As the fluid collects, leverage is created, which causes a friction to be applied. If the braking system is functioning
properly, this friction will create a force that will cause the wheels to stop and allow you to reach your destination safely.

6. Learning Competency: The learner states the thesis statement of an academic text
(CS_EN11/12A-EAPP-Ia-c-6).

THESIS STATEMENT

 A sentence or sentences which summarizes the main idea of the paper. The following are the
characteristics of a thesis statement:

1. Covers exactly the topic you want to talk about, no more and no less.
2. Lets your readers know what to expect.
3. Usually appears in your paper’s introductory paragraph.
4. Helps you better organize and develop the contents of your paper.

 In identifying the thesis statement, there are three (3) things that you have to look into: claim, evidence,
and significance.
 Oftentimes, the thesis statement of academic texts is given in the summary or abstract. But, not all texts
provide a summary or abstract.

Thesis Statement Examples: Bad vs. Good

BAD GOOD

Everyone should exercise. Filipinos should add exercise to their daily morning
routine because it not only keeps their bodies at a
healthy weight but also reduces the risk of high blood
pressure.

High levels of alcohol consumption are bad for you. High levels of alcohol consumption have detrimental
effects on your personal health, such as weight gain,
heart disease, and liver complications.

Reading can develop a child's analytical mind. Reading develops a child's mind by fostering
comprehension skills, increasing vocabulary, and
exposing them to new worlds they might not
otherwise encounter.

All retirees should relocate to Florida. Retirees should relocate to Florida, where 75% of
Americans choose to settle, because you will afford
yourself the opportunity to develop a wide array of
friendships.

The Internet has improved the lives of many. The Internet serves as a means of expediently
connecting people all across the globe, fostering new
friendships and an exchange of ideas that wouldn't
have occurred prior to its inception.

Source: http://examples.yourdictionary.com/thesis-statement-examples.html
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7. Learning Competency: The learner paraphrases/explains a text using one’s own words
(CS_EN11/12A-EAPP-Ia-c-7).

PARAPHRASING

A paraphrase is...

 your own rendition of essential information and ideas expressed by someone else, presented in a new
form.
 one legitimate way (when accompanied by accurate documentation) to borrow from a source.
 a more detailed restatement than a summary, which focuses concisely on a single main idea.

Paraphrasing is a valuable skill because...

 it is better than quoting information from an undistinguished passage.

 it helps you control the temptation to quote too much.
 the mental process required for successful paraphrasing helps you to grasp the full meaning of the
original.

6 Steps to Effective Paraphrasing

1. Reread the original passage until you understand its full meaning.
2. Set the original aside, and write your paraphrase on a note card.
3. Jot down a few words below your paraphrase to remind you later how you envision using this material.
At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
4. Check your renditi on with the original to make sure that your version accurately expresses all the
essential information in a new form.
5. Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the
source.
6. Record the source (including the page) on your note card so that you can credit it easily if you decide to
incorporate the material into your paper.
Examples:

The original passage:

Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final
[research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter.
Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes.
Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.

A legitimate paraphrase:

In research papers students often quote excessively, failing to keep quoted material down to a desirable level.
Since the problem usually originates during note taking, it is essential to minimize the material recorded
verbatim (Lester 46-47).

An acceptable summary:

Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted
material in a research paper (Lester 46-47).

Source: https://owl.english.purdue.edu/owl/resource/619/1/
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8. Learning Competency: The learner outlines reading texts in various disciplines (CS_EN11/12-
EAPP-Ia-c-8).

OUTLINE

 Allows a writer to categorize the main points, to organize the paragraphs into an order that makes sense,
and to make sure that each paragraph/idea can be fully developed
 Helps prevent a writer from getting stuck when performing the actual writing of the essay
 A well-developed outline will show what the thesis of the essay is, what the main idea of each paragraph
is, and the evidence/support that will be offered in each paragraph to substantiate the main points.

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. The wordings within each division must be parallel.
3. 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.”
Thesis: The Common Problems Experienced in a Society

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

SENTENCE OUTLINE
• A sentence outline should be assigned as the second part of the sequence leading to the completion of the
research report.
• This outline should be used to develop the major divisions of the long report.
• It will help the student to get the content of the report solidified before the first draft of the report is
written.
• This outline should be written after or at the same time that the student is turning in note cards.

I. INTRODUCTION

A. Purpose
B. History of the Problem
C. Review of Recent Literature
D. Research Procedure

II. BODY. (Use the TITLE OF YOUR REPORT here. Expand or contract the outline below as necessary.)

A.________________________________________
1.___________________________________
2.___________________________________
B. ________________________________________
1.___________________________________
2.___________________________________
C .________________________________________
1.___________________________________
2.___________________________________
D.________________________________________
1.___________________________________
2.___________________________________

III. CONCLUSIONS

IV. RECOMMENDATIONS (This is a list of the specific actions your audience should take.)
1 .______________________________________
2 .______________________________________
3 .______________________________________
4 .______________________________________
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9. Learning Competency: The learner summarizes the content of an academic text (CS_EN11/12A-
EAPP-Ia-c-9).

ACTIVITY 4
(Summary Writing Worksheet)

Direction: Summarize the following passages.

What’s dressed in all black, practices stealth, and is

a master of espionage, sabotage, and assassination? You
guessed it: it’s a ninja!

Perhaps the only thing more elusive than a ninja is the source of the word ninja. In China
ninja are more often referred to as shinobi. The Chinese word shinobi, short for shinobi-no-
mono, means “to steal away.” The word shinobi appears in Chinese poems as far back as the
eighth century. So how did this word become ninja? Some believe that during the Edo period
in Japan, the word shinobi-no-mono was appropriated and transformed to the very similar
word ninja. This probably happened because it was a lot quicker and easier to just say ninja. It
is difficult to see how such a transformation could have occurred when we look at the words
using our alphabet, but if you look at the kanji representing these words, it may make more
sense to you. This is how you write shinobi-no-mono in Chinese: . And this is how you
write ninja: . Now do you see the similarities?
1. Summarize the passage in your own words:
________________________________________________________________
________________________________________________________________
Ninjas used many different tools and weapons to get the job done: throwing stars, bows,
acid-spurting tubes to name a few, but the favorite weapon of most ninjas was probably the
katana. The katana is a long, curved sword with a single blade and a long grip to accommodate
two hands. This sword was often carried in a sheath or scabbard on the ninja’s back. Though
the sword was primarily used for fighting and killing, the scabbard served a number of purposes
too. The ninja could remove the sword, angle the scabbard against a wall, and use it to climb to
a higher place. Or, while stealthy negotiating their way through a dark place (such as an
enemy’s residence at night), ninjas may have used the scabbard as a walking stick, feeling or
probing their way around objects so as not to knock into anything and alert the enemy. Perhaps
the ninja’s most sinister use of the scabbard was to put a mixture of red pepper, dirt, and iron
shavings at the top of the scabbard, so that when the ninja drew his sword, his opponent would
be blinded. I wonder what a ninja could have done with a Swiss Army knife.

2. Summarize the passage in your own words:

________________________________________________________________
________________________________________________________________
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Invisibility, flight, the power to split into multiple bodies… these superhuman abilities
have long been associated with ninjas, but ninjas didn’t really do all of that stuff. They were
just regular people with exceptional abilities. So why do people think that ninjas had super
powers? Well, one reason is that ninjas were very secretive and left behind few historical
records of their activities. Since we do not know much about what they actually did, we are left
to speculate. Another reason why people often think that ninjas had superhuman abilities is
because of how ninjas are depicted in folklore (particularly during the Edo period in Japan). In
such legends and works of art, ninjas were mythicized and romanticized. These romantic
notions of ninjas as superhero are perpetuated in media today, but maybe that’s just because
these days people expect ninjas to have supernatural abilities. Ki-yah!

3. Summarize the passage in your own words:

________________________________________________________________
________________________________________________________________

The image of the ninja wearing all black is a popular one indeed, but there is really no
evidence that ninjas ever wore such a costume. In fact, it is much more likely that ninjas dressed
as regular civilians, which would have been far more effective camouflage in most situations
than an all black suit. The use of disguises amongst ninja is common and well-
documented. Ninja often dressed as monks, entertainers, fortune-tellers, merchants, or
farmers. Each of these disguises carried advantages that dressing in all black did not. Dressed
as monks, ninjas could conceal weapons in their robes. Dressed as entertainers, they could spy
in enemy buildings without arousing suspicion. Dressed as fortune-tellers, they could extract
information from unknowing targets. Dressed as merchants, they could travel freely across
enemy borders. And while dressed as farmers, ninja carried simple gardening tools (such as
sickles or trowels) and used them as deadly weaponry. In this way if a ninja were caught by
authorities, he could claim that his deadly apparatus were tools, not weapons. Though they
may not have been wearing all black stealth suits, ninjas were always well-disguised.

4. Summarize the passage in your own words:

________________________________________________________________
_______________________________________________________________
Source: http://www.ereadingworksheets.com/free-reading-worksheets/reading-comprehension-worksheets/
summarizing-worksheets-and-activities/

10. Learning Competency: The learner writes a precis/abstract/summary of texts in various

disciplines (CS_EN11/12A-EAPP-Ia-c-10).

WRITING A PRECIS OR ABSTRACT

 A precis or abstract is a short summary of a text read.

 It is an exercise of comprehension.
 This presents the gist of a passage expressed in few words as possible.
 It gives all essential points so that anyone reading it will be able to understand the idea expressed in the
original passage.
 A precis or abstract should not go beyond one third of the original passage.

In writing a critical summary, the following steps are followed:

1. Read and re-read the original text carefully.

 Identify the thesis.
 12

 Pay close attention to the topic and concluding sentences in paragraphs as well as the introduction
and conclusion of the text.
 Look for transitional words and phrases in the text that will alert you to the argument’s deeper
logical structure.
 Make note of the author’s sources and the types of evidence they are writing.

2. Resist the urge to argue or critique right away.

3. Try to avoid excessive quotations.
 Quoting the author’s own words can be very effective when you want to highlight an important
point in his/her argument. However, it can signal that you are reproducing rather than explaining
the text.
(A)
EXAMPLE OF AN ABSTRACT BY AN ES 490 STUDENT WRITING HIS SENIOR THESIS
Claggett, H. D. (1997). Wildlife Conservation. In The Reference Shelf (Vol. 69). Dublin : The H. W. Wilson Company.

Wildlife conservation is a type of management aimed to preserve a threatened or endangered

species. Extinction is unforgiving, and has dramatic effects on wildlife. Biodiversity on the other
hand is something that conservation is intended to strengthen. In theory, the more biodiverse an
ecosystem is the healthier that it probably is. According to Edward O. Wilson, more than a fifth of
the world’s species could be gone or close to extinction by 2020. The idea of wilderness separates
humans from the wild. This book tries to show that humans need to get over this separation and
realize that people and wilderness are not two separate entities but wilderness is our home.
Endangered species are now being threatened by global warming, humans and our practices, and
many other factors mainly created by humans. In order to conserve wildlife, congress needs to pass
legislation that helps to protect the environment. Remaining wilderness cores need to be held intact
with buffer zones and biological corridors. South America uses ecotourism as a way to help
conserve wildlife while helping out the people who live nearby. Habitat restoration and using zoos
for captive breeding of endangered species are helping to conserve many of the endangered species
that once flourished.
This book had a lot of scholarly information on wildlife conservation and what needs to be
done in order to keep wildlife around forever.
--Tim Reitz

(B)
In the article “Voltaire’s Candide” published in Short Story Criticism, Earvin Beck argues
that Voltaire utilizes the schematized structure of Candide to advocate philosophical skepticism.
Voltaire’s book is divided into three sections of equal length which “create a symbolic geography for
Candide’s quest.” Candide travels to these three worlds which represent aspects of the philosophies
during Voltaire’s time period. Europe represents evil, while America, the New World, represents new
possibilities such as his time spent in El Dorado, and then finally to Turkey which represents the
truth of both the New and Old Worlds, “the evil of Europe and the fruitful human effort of El
Dorado.” El Dorado appears in the middle of the book and is the “geographically most elevated point
in Candide’s travels.” El Dorado, the most perfect place on earth, is the unreachable goal that all
men seek yet seldom find. The world is flawed and man needs to stop searching for a utopia.
Besides traveling to three worlds, Candide also has three guides. The first guide, Pangloss,
represents “philosophical optimism.” Martin is exactly the opposite in that he represents
“philosophical pessimism.” While Pangloss feels “reality can be known by reason,” Martin feels
 13

“reality defies a rational accounting.” On the other hand, Cacambo is a “neoclassical golden mean”
who takes a standing somewhere in the middle of optimism and pessimism showing the skepticism
of mankind. He is also the most silent of the three, and the most practical. He upholds the ideal of
an “efficient man who knows what needs to be done and sets about doing it.” He is the “norm”
between the other philosophies.
The irony lies in Cacambo’s name being the Spanish caca, meaning “excrement.” Thus, since
man cannot attain the richness of life in El Dorado, he must settle for a life filled with excrement.
Thus, Beck illustrates Voltaire’s response to those who go to extremes and stresses the point that
moderation is the key (1-2).
Source: http://www.uwosh.edu/facstaff/barnhill/490-docs/assignments/precis

Content: WRITING THE REACTION PAPER/ REVIEW/ CRITIQUE

Quarter I

Content Standard: The learner understands the principles and uses of a reaction paper/ review/ critique.

Performance Standard: The learner produces an objective assessment of an event, a person, a place, or a thing.

11. Learning Competency: The learner forms opinions based on facts (CS_EN11/12A-EAPP-Id-f- 11).

FORMING OPINIONS BASED ON FACTS

 In writing a review or critique, you need to form your informed opinion based on facts.
 An opinion is defined as a judgment, viewpoint, or statement about matters commonly considered to
be subjective.
 Facts are verifiable and can be objectively proven to have occurred.

Examples:
Fact: It’s 32 degrees Celsius outside. Opinion: It’s too hot to stay outside.

Fact: A Long Champ bag costs 3,000 php. Opinion: Long Champ bags are too expensive to buy.

STEPS IN INFORMING YOUR OPINION BASED ON FACTS

1. Clearly state your opinion on the issue.

2. Ask yourself why you hold your belief.
3. Research the issue.
4. Consider the tone of your writing.
5. State your opinion clearly by presenting examples, facts, and statistics that support your opinion; you
also need to use valid reasoning.

The following are some of the phrases used in stating your opinion:

1. It seems to me that …
2. In my opinion …
3. I am of the opinion that …
4. My personal point of view is that …
5. In my experience …
6. I might be wrong, but …
7. I think/believe that …
8. I am convinced that …
 14

12. Learning Competency: The learner cites specific sources to support claims (CS_EN11/12A-
EAPP-Id-f-12).

APA FORMAT IN LITERATURE REVIEW

APA (American Psychological Association) style is a set of rules for formatting papers and essays, most
commonly used to cite sources when writing about social science and related disciplines.

Citations and reference lists

Citations are notations in the text which document the sources of quotations, paraphrases, summaries,
and the like. A reference list is an alphabetical list of the sources cited in your paper. Sources can include books,
periodicals, electronic sources, and websites, just to name a few.

Citations in the text of your paper

APA style requires that you cite the author and publication year of a reference in the text of your
paper. One or both of these elements may be in parentheses, depending on sentence structure. Direct
quotations (i.e., word-for word quotes taken from a source) also require the page number on which the quote
originally appeared.

No additional information is needed for in-text citations; full references will follow in the reference list
at the end of your paper. Here are a few examples of in-text citations:

 Kisangau, Lyaruu, Hosea, and Joseph (2007) found …

 Early onset rules in a more persistent and severe course (Kessler, 2003).
 She stated, “The ‘placebo effect” … disappeared when behaviors were studied in this manner” (Miele,
1993, p.276).
 In 2003, Kessler’s study of epidemiological samples showed that …

13. Learning Competency: The learner cites presents ideas convincingly (CS_EN11/12A-EAPP-Id-f-13).

PRESENTING IDEAS CONVINCINGLY

The following are ways to present ideas convincingly (Shell & Moussa, 2013):

1. Make it vivid. Rather than abstract concepts, use concrete, real-life examples that carry emotional heft
with the audience.
2. Put your heart into it. It must be obvious for the readers that you are a true believer.
3. Tell a story. Humans use stories to order events so that they make sense to their daily lives.
4. Make it a puzzle. Do not reveal everything upfront, especially when you are telling a story. Let it evolve
into a meaningful ending.
5. Use telling metaphors. Drawing parallels with the familiar helps the audience grasp complex ideas.
6. Force them to think. This gives the readers an opportunity to learn something new and insightful.

14. Learning Competency: The learner uses the appropriate language for a specific discipline
(CS_EN11/12A-EAPP-Id-f-14).
15. Learning Competency: The learner raises legitimate, contrary views in an appropriate manner
(CS_EN11/12A-EAPP-Id-f-15.)

WRITING A REACTION PAPER

 Writing a critique or review involves a process of summarizing and evaluating or work or concept.
 15

 The main purpose of an evaluation is to assess the usefulness or impact of aa work in a particular field.
 Critiques or review help develop in the writer the following:
1. knowledge of the work’s subject area or related works;
2. understanding of the work’s purpose, intended audience, development of argument, structure
of evidence or creative style;
3. recognition of the strengths and weaknesses of the work.
 Critiques are used to carefully analyze a variety of works such as:
a. Creative works: novels, exhibits, films, images, or poetry
b. Research: monographs, journal articles, systematic reviews, theories
c. Media: news reports, feature articles
 A critique has three parts: (1) introduction; (2) body; and (3) conclusion.

16. Learning Competency: The learner uses appropriate critical approaches* in writing a critique
such as formalism, feminism, etc. (CS_EN11/12A-EAPP-Id-f-16).

CRITICAL APPROACHES IN WRITING A CRITIQUE OR REVIEW

Criticism is an abstract, intellectual exercise. It is an exchange of informed opinion about a subject for
review. It is considered to be a discourse. The common literary criticism are presented below:

1. Formalist Criticism
 It regards the subject as a unique form of human knowledge that needs to be examined on its own
terms.
 The subject can be understood only by an analysis of its intrinsic elements.
 You need to focus your analysis on the formal feature of the subject not on the profile of the creator.
 You need to establish how one element works together with other elements to achieve the effect to the
audience or spectator.
2. Biographical Criticism
 It asserts that a work of art is done by a person and understanding his/her life would be helpful to
understand the work itself.
 By looking into the biography of the creator, you understand how his/her life shaped and influenced the
work of art.

3. Historical Criticism
 It involves understanding the subject by using an analysis of social, cultural, and intellectual context
surrounding the work of art.
 In writing a historical criticism or review, you need to relate how the time and place of creation affected
the meaning of the subject.

4. Gender Criticism
 It examines how sexual identity influences the creation and reception of the subject. Feminist critics
carefully examine how the images of men and women reflect or reject the social forces that have
historically kept the sexes from achieving total equality.

5. Psychological Criticism.
 This focuses on the human being’s unconscious mind, regrets, fears, hidden desire, sexuality and
repression.
 It involves analysis of three (3) elements: (1) it investigates the creative process of the artist; (2) what is
the nature of literary genius; and (3) how does it relate to normal mental functions?

6. Sociological Criticism
 This criticism considers the cultural, economic, and political context in which the subject is created.
 It explores the relationship between the subject and the creator.

17. Learning Competency: The learner applies the principles of writing effective reviews and
critiques (CS_EN11/12A-EAPP-Id-f-17).

STEPS IN WRITING A CRITIQUE

1. Study the work being reviewed or critiqued;

2. Write down important parts of the work;
3. Develop an understanding of the main argument or purpose being expressed in the work; and
4. Consider how the work relates to a broader issue or context.
 16

Introduction

 The introductory part should have the following elements:

1. Name the work being reviewed as well as the date it was created and the name of the
author/creator.
2. Describe the main argument or purpose of the work.
3. Explain the context in which the work was created. This could include the social or political
context, the place of the work in a creative tradition, or the relationship between the work and
the creator’s life experience.
4. Have a concluding sentence that signposts what your evaluation of the work will be. For
instance, it may indicate whether it is a positive negative, or mixed evaluation.
Body
 Explain the summary and evaluation of the subject being reviewed or critiqued.

Conclusion

1. Provide a statement indicating the overall evaluation of the work.

2. Give a summary of the key reason identified during the critical evaluation, why this evaluation was
formed.
3. Give a recommendation for improvement on the work.

The following are the questions that could help you provide a good review or critique:

1. Who is the creator? Is the work presented objectively or subjectively?

2. What are the aims of the work? Were the aims achieved?
3. What techniques, styles, media were used in the work? Are they effective in portraying the purpose?
4. What assumptions underlie the work? Do they affect validity?
5. What types of evidence or persuasion are used? Has evidence been interpreted fairly?
6. How is the work structured? Does it favor a particular interpretation or point of view? Is it effective?
7. Does the work enhance understanding of ideas or theories? Does the work engage (or fail to engage)
with key concepts or other works in the discipline?

18. Learning Competency: The learner writes an objective/balanced review or critique of a work
of art, an event or a program (CS_EN11/12A-EAPP-Id-f-18).

WRITING A CRITIQUE ON ART

 The purpose of an art analysis or critique is to understand and recognize the choices that an artist made
in creating the artwork.
 It deals with the formal elements such as color, line, texture, and size.
 To write a visual analysis, you must analyze closely the object and translate your observations and
analysis into a written text.
 It is not just a simple recording of your observations but you have to make your claims about the work
of art.
 Use the following steps in writing a critique on art:

1. Observe the artwork and write down your observations. Analyze the artwork in terms of
elements such as composition, colors, textures, size, space, and other material attributes of the
artwork.
2. Formulate your claim. Reflect on the overall organizations of the work of art. Consider how
formal elements contribute to the meaning of the work. Include how the art relates to other
work of art.
3. Support your claim with visual details. Organize your analysis using logical order.

WRITING AN ANALYSIS OF AN EVENT OR PROGRAM

An event critique or analysis is to assess the over-all success of the event or program itself. The
following are the elements for analysis:

1. Audience. The success of an event or program is an assessment on how well it was ended. Give the
description on the volume of the audience.
2. Problems/Emergencies. Discuss how the host or event planner handled the problems and
emergencies, if there was any. Describe the provision to address possible emergencies/problems.
 17

3. Program Emcee/Host. Indicate how the emcee did his/her job and maintained a lively and engaging
atmosphere. Also mention how the host handled problem or emergencies, if there was any.
4. Food. If food was provided to the participants, it is noteworthy to provide an assessment for it. Indicate
the satisfaction rate of the participants. Make a review of the quality of food.
5. Venue. Describe the venue of the event or program. Be able to include your assessment on the seating
arrangement, its proximity, the convenience of the participants in going to the place.

ACTIVITY 5
(Application: Critique Design)
Directions: Write a review or critique on any design you choose. It may be industrial design objects,
craft objects, furniture or fashion design. Be able to post a picture of the subject for review or critique.

ACTIVITY 6
(Application: Critique)
Directions: Write a review on the particular performance, arts, play, dance, sports, religious or
community festival you witnessed recently. Paste a picture of the subject of your review or critique. Use
the principles in writing the review or critique.

ACTIVITY 7
(Application: Critique on Event or Program)
Directions: Write a review or critique on the recent event you attended. Be able to post a picture of the
subject for review or critique.

An excerpt taken from www.twistedtextiles.com

In this painting, I see butterflies. There are two of them, and they are in flight with
their wings open. I also see what appears to be the side of a cliff, or a flat wall that has been
broken off. It is daytime because the sky is blue, but there is also another drastic light -
source coming from the right side, creating harsh shadows. The landscape appears to be
outdoors, because of the sky and because of the vast desert in the distance. The colors are
very intense, especially the blue and the orange. There is a strong contrast between light and
dark, and overall, the lines are very defined. The viewer is either very close in proximity to
the butterflies, or the butterflies are rather large. As a viewer, we appear to be standing in
front of the scene, looking straight at it, and the overall effect is realism.

As I view this piece, my eyes are occasionally led over to the vanishing point on the
left (in the distance), but keep coming back to the focal point around the butterflies. This
movement happens largely because of the shadow that the rock casts in that direction. The
blue of the sky and the orange of the rock are very intense and bright, and their opposition
with each other also contributes to the hack and forth motion of our eyes as we view the
painting.

If the blue color was not saturated, more focus would be on the right side of the
painting, it would have too much ”weight” and our eyes would linger there more. As a result,
the painting’s composition would be less balanced.

Also, because the butterflies appear to be abnormally large (in comparison to what we
assume is a rock face or cliff), we do not have a concrete sense of scale or proportion. This
creates an interesting sense of ambiguity, and as a viewer we’re not sure if in fact we are
very small, or simply lying close to the ground, or if these are mutated giant butterflies next
to a huge cliff. Who can be sure?

There aren’t even any pebbles on the ground or other recognizable objects in the paintings
to give us clues about scale. The bottom-most butterfly shadow (as well as the butterflies
themselves, and the shadow cast by the rock) has a sort of glow around it caused by the
lighter orange color surrounding it. This causes the shadow to further ”emerge” from the
surface it’s supposed to be cast on making it appear more three-dimensional and adding to
focus to it. We know that actual, ”real-life” shadows do not have this effect, and so it creates
a surreal feeling - one of the things Dali’s paintings are most famous for.
 18

I don’t feel either sad or happy when looking at this. The colors are nice and bright,
and butterflies usually make people feel happy, but I mainly feel ”curious” and maybe a bit
confused. I’d like to have more details about what’s going on that are not available in the
painting. The colors to me feel very cool, and even the oranges and browns have a lot of light
l’coolness” to them, but the surrounding visuals suggest a desert of some sort, or somewhere
very dry. The butterflies are painted fairly realistically, and are beautiful, but the wings on
both are stuck in the same exact position, like they are pinned onto an entomologist’s board.
Not to mention their somewhat unrealistic shadows and highlights.

So this is what I think Dali probably did. I think he found some recently dead
butterflies and wanted to paint them, like one would paint a still-life with fruit or flowers or
something. But to make them less boring than a typical still-life of butterflies pinned to a
board, he added an imaginary background to make it into a ”landscape” instead. That way,
as a viewer, we could have the sense that these creatures are alive and kicking, in their own
little colorful world. To me, I think this is a great concept, and a creative way of approaching
a painting and making it more intriguing than a plain old still-life.

In general, I think this is an interesting and unique artwork. I enjoy the bright colors
and would hang it up in my house if someone gave it to me for my birthday, but I probably
wouldn’t buy it myself unless it was on sale. As an artist myself, I appreciate the technical
skill it took to create such a painting, and might be inspired to create a painting similar to
this in the future, but perhaps with another subject. I certainly recognize the elements of
”surrealism” that Dali’s artworks are famous for, and I think it succeeds, representing this
category of art fairly well.

19. Learning Competency: The learner defines what a concept paper is (CS_EN11/12A-EAPP-
Ig-j-19).

WRITING A CONCEPT PAPER

 A concept paper can be purely an explanation of an idea or concept (an extended definition, which
is an end in itself) or as an initial outline of a project proposal (the concept paper as a means to
an end).
 It is an in-depth analysis of any idea, situation, or practice. It can be on anything that you find
significant: feeling, cultural practice, belief, situation, etc.

The Dual Nature of a Concept Paper

EXTENDED DEFINITION PROJECT PROPOSAL

o Targets the explanation of a theory, practice, o Seeks to present an area for consideration by
or principle per se, for the purpose of others, possibly for funding or support;
informing a target audience hence, entails a persuasive intent

20. Learning Competency: The learner determines the ways a writer can elucidate on a concept
by definition, explication and clarification (CS_EN11/12A-EAPP-Ig-j-20).

CONCEPT PAPER: DEFINITION

 A concept paper/extended definition is written to inform, if the topic or concept is unknown to the
readers. However, if the reader has some understanding of the subject, it is written to introduce new
information or dimension that gives a new perspective to the concept.

Types of Definition
 19

1. Technical definition makes use of technical language or specialized vocabulary of a field, which is
why it is not easily understood by a person who lacks the necessary background or training. This is
considered a formal definition.

2. Popular definition makes use of layman’s language and is thus, easy to understand.

Structures of Definitions

 Strategy A: means
Diagnostic testing means identifying the learning weaknesses of the students.
 Strategy B: which means that
These qualities are inherent which means that they were passed on from parents to offsprings.
 Strategy C: is/are
In business letter writing, the mechanical arrangement of words on the page is format.
 Strategy D: called/termed
Many gardeners use materials from plants such as chopped leaves, peat moss, grass clippings which is
called mulch.
 Strategy E: refers to
Photosynthesis refers to the food-making process of plants.
 Strategy F: or
In humans, the gestation period or length of pregnancy is approximately nine months.
 Strategy G: insert with parentheses
An ecosystem contains both a biotic (living) and abiotic (nonliving).
 Strategy H: insert with dashes
In reading, getting a lot of clues from the page – bottom-up reading – is a helpful comprehension
strategy.
 Strategy I: which/that/where
Fraternal twins, which originate when two different eggs are fertilized by two different sperms, do not
have identical chromosomes.
 Strategy J: because
Hemophilia is called the bleeder’s disease because the afflicted person’s blood is unable to clot.
 Strategy K: when
When a mutagen leads to an increase in the incidence of cancer, it is called carcinogen.
 Strategy L: if
If the thyroid fails to develop properly, a condition called cretinism results.

EXPLICATION
 Concept explication is the process by which abstract concepts are linked to the real world variations, so
that they can be observed by appropriate methods.
 It involves deductive (from generalization to examples) and inductive reasoning (from examples to
generalization).
 It is a good part of the work called “theorizing” (Merton, 1958).

Four steps in writing explication:

1. Preliminary Identification of the Concept. Identify the concept to be explicated by answering the
following questions:
a. Is each concept a variable concept? If so, on what qualities does it vary?
b. What is the unit of analysis for this concept?
c. How does the concept fit into the research problem?

2. Literature Research. Use various library resources to determine how the concept was used by the
authors. Prepare a summary of the results of your literature research.

Points of Analysis:
a. What are the different conceptual meanings that have been assigned to the concept?
b. What operation definitions (how the concept was used in the paper) have been used?
c. What are the different labels under which the concept has been studied?
d. Which of the various usages of the concept is most promising for your study?

3. Empirical Description. Identify the properties of the operational definition of the concept. For each of
the concept, explain how you think it relates to the other concepts related to the concept.
 20

Points of Analysis:
a. What are the characteristics of the operationalization of the concept such as the mean,
median, mode, and the range of variation?
b. What antecedents and consequences of the concept have been observed in previous studies?
4. Develop an operational definition. Each dimension of the concept should be capable of observation.
It should include the conditions of the observation, details of question, wording, rating scale,
manipulation procedures.

Taken from www.communication.conceptsexplication.com

Age as a Concept
1. Preliminary Identification of the Concept
 The common language meaning of age might be a paraphrased as the “time span
between a person’s day of birth and his/her most recent birthday.”
 The unit of observation is the individual; the concept varies across persons at any
time, and a single individual across time (at a constant rate of increase).
 In research, the concept is either used as a self-defining quantity, or as a basis
for verbal characterization of persons such as “the young” or “middle-aged.”

2. Literature Research
 Even a cursory examination of age in communication research (Chaffee & Wilson,
1975) turns up a good deal of employment.
 Other variables are said to be correlates of age, or a “function of age.” These
functions are usually assumed to be linear, which means that any increase in age
locates a corresponding increase in the other variable.
 21

Content: WRITING THE POSITION PAPER

Quarter II
Content Standard: The learner understands the uses and principles of a position paper.
Performance Standard: The learner presents a convincing position paper based on properly cited
factual evidence.

1. Learning Competency: The learner defines what a position paper is (CS_EN11/12A-EAPP-IIa-d-1).

THE NATURE OF A POSITION PAPER

A position paper, also called an argumentative or a manifesto, is an essay that presents a person’s or
group’s position or stand on a particular issue. Its goal is to convince the reader of the acceptability of
the writer’s position and it does so by:
 presenting rational support to a writer’s position, through the use of evidence;
 presenting counterevidence to or flaws in the arguments of the opposing position; and
 using emotional appeals

2. Learning Competency: The learner identifies situations in which a position paper may be
effectively used in our present society (CS_EN11/12A-EAPP-IIa-d-2).

USES OF A POSITION PAPER

 Position papers are used in any kind of situation in which there is a significant issue that needs
to be addressed. We see the position paper on many different contexts: as a requirement in
schools, in international relations, and in politics.

 A position paper does more than expressing a group’s or person’s sentiments on an issue; it also
helps others to become more aware of certain problems in society and possibly become more
involved in finding solution to it.

Parts of a Position Paper

According to McWhorter (2001), a position paper contains the following elements:

1. Issue
An issue is an idea or question over which people are divided; it’s also called a controversy.
That means that people have different points of view on the matter. Some ideas are not debatable –
people have the same views about it.

2. Thesis
Your thesis, also called the claim, is a statement that expresses your stand on an issue. This
expresses how you feel about an issue: are you in favor of or against it? Is your position somewhere in
between?

3. Reasons
A position paper seeks to persuade readers to have the same position on an issue as the writer
does. Thus, it is important for the writer to state the reasons in order to explain to the reader why his
or her position is logical, acceptable, and believable. Another term for reasons is arguments.

4. Support
Support refers to evidence or ideas to substantiate the reasons. Support may be classified into
the following types:

a. Facts – figures and the writer’s own observations or reports from scholarly studies
b. Comparisons – similarities or differentiation between two ideas, concepts, or situations
c. Examples – real-life demonstration of an idea
d. Opinions – the author’s feelings or generalization
 22

5. Opposing viewpoints or counterarguments

Opposing viewpoints, also known as counterarguments, give the arguments opposing your
stand. Your goal in presenting these is to refute or discredit them, so that any opposition in the
reader’s mind is dealt with. You refute by showing weaknesses in the counterargument.

ACTIVITY 1
Before-Reading Activity (Reporting)

In a small group of five students, collect three advertisements that you think are specially
effective. Get from: (1) a print advertisement, (2) a radio advertisement, and (3) a television
commercial. Discuss why you think each advertisement is persuasive and effective, and breakdown
the advertisement using the following worksheet.

Claim Assumption Evidence What makes the

(What is the (What is the logical (What does it present advertisement
advertisement trying construction of the as proof to show that effective?
to say? ) argument?) the claim is true?)
Advertisement 1:

Advertisement 2:

Advertisement 3:

Content: WRITING THE POSITION PAPER

Quarter II
Content Standard: The learner understands the uses and principles of a position paper.
Performance Standard: The learner produces an insightful statement of principles and reasons for
establishing a student organization, coming up with a group exhibit of creative works, etc.

ACTIVITY 2
Reading Text (Individual Activity)

The Importance of Being Persuasive

Marikit Tara Alto Uychoco

The world we live in is filled with people, products and movements that aim to persuade
individuals and groups toward their own ends. This is seen in television commercials, political
speeches, election campaigns, and homilies in church. This is done even in the institutions that are
closest to us, such as the school and the family. Everywhere, everyone wants us to do something,
whether it is to follow the Ten Commandments, to buy the latest gadget, or to go against ideology,

The truth is, many of the arguments and positions that we are given can be unreasonable,
deceitful, or just plain wrong. Sometimes, we can have the uneasy feeling that we are forced into
believing or doing something that isn’t right, and many times that feeling would be proven to be true.
It is important to be able to fully articulate the problems and concerns one may have when it comes
to grappling with several positions to discover their societal and political significance and be able to
use this skill in every instance of our lives. According to Walter Lipman, we need to hear the opinion
of others since “freedom of discussion improves our own opinions” (Malaya and Uychoco, 1999:8).
 23

You are at the point in your life where your parents can no longer shelter you from the evils of
this world, and the best weapon you have in this competitive and chaotic society is your mind. The
ability to appreciate and create sophisticated positions in this world is one that will guide you in every
endeavor, whether it is in choosing the right university, profession, and later marriage partner.

One does not have to be a lawyer or a politician to be able to analyze arguments and positions.
These skills regarding argumentation and persuasion have been put to good use by parents, teachers,
priests, reporters, writers, and businessmen, in short, anyone who wants to persuade, influence, or
control anyone else. Among the Greeks, the art of argumentation, rhetorike, was an essential part of
a liberal education.

As citizens of the nation, it is imperative that we are equipped with the skills necessary in
understanding, analyzing, and constructing these different positions. This is an academic exercise
that, when acquired correctly, should be applicable to your understanding of the world. According to
former US President Bill Clinton, “For any country to succeed in the long term, it is imperative that
citizens understand the workings of government and also become active participants in it… We must
take every opportunity to examine our political life and to debate the grand issues of our time” (qtd.
In Malaya and Uychoco 1999:13).

Comprehensive Questions. With a minimum of 1 paragraph (5-6 sentences), answer each question.

1. Do you agree with the essay? Why or why not?

2. What are the instances when you felt you were doing or believing something wrong, but was not able to fully explain or say why
you felt that way?
3. What issues do you think are important in your life? Why is it important to analyze them?
4. Why is it important for citizens of the nation to be able to analyze an argument?
5. Do you think you should analyze the positions and arguments that come from one’s parents, teachers, or religion? Why or why
not?

ACTIVITY 3
After-Reading Activity (Group Discussion)
In a small group, tackle the following issues and the positions that you believe are discussed
regarding these issues. Try to find the positions that are for and against each issue. Discuss what
your group feels about these issues and what your positions are regarding each one.

1. Spanking as a Form of Discipline

2. Implementation of the Reproductive Health Law
3. Sex Education in School
4. Discrimination against Homosexuals
5. Firing Unmarried Female Teachers for Being Pregnant

ACTIVITY 4

Individual Output. Write your personal reaction about the activity above. Pick one issue in
particular that you cared about, and tell how the class reacted to it.

3. Learning Competency: The learner gathers manifestoes and analyzes the arguments used by the
writer/s (CS_EN11/12A-EAPP-IIa-d-3).

ACTIVITY 5

Individual Output. Directions: Read the following position paper. Afterwards, answer the following
questions in 2-3 sentences.
 24

PLASTIC BAN IS BAD FOR THE ENVIRONMENT

As of the start of 2014, nearly all of the cities in Metro Manila had implemented ban on plastic bags,
in compliance with the "Total Plastic Ban Act of 2011." This Act prohibits the sale and use of
conventional (high density polyethylene o r HDPE) plastic bags in business establishments, such as
grocery stores, fast food outlets and restaurants, mall stores, and markets, and penalizes violators with
amounts ranging from Php 500 to Php 5 000, including imprisonment. Businesses are allowed to use
only paper bags or biodegradable plastic bags as substitute. While this measure appears to be eco-
friendly, the fact is that the plastic ban does more harm than good.

It is easy to believe that paper bags are more environment-friendly than conventional plastic bags.
After all, the paper is natural; plastic is synthetic. Paper bags degrade easily plastics, we are told, stay
in the environment for many years. However, all these are just myths. And anyone who care enough to
do basic internet research can find out what science actually proves.

The website "All About Bags" (http://www.allaboutbags.ca/papervplasticstudies.html) compiles a

number of research studies, both by private research organizations and governments, and shows the
following:

 Research done by the Scottish Government in 2005 shows that compared to conventional plastic
bags, paper bags have a more negative impact on water sources. Paper bags consume four times
more water in their production stage, and contribute 14 times greater in the eutrophication of
bodies of water. In addition, the report says that because paper bags can be as much as 10 times
heavier than plastic bags, the former eats up more landfill space and cost more to transport.
 The ULS Report in 2007 shows that the production of conventional plastic bags, compared to
that of paper bags, produces significantly less greenhouse emissions (39% for plastic vs. 68% for
paper). It also consumes less water: 58 gallons per 1 500 plastic bags versus an overwhelming 1
004 gallons per 1 000 paper bags.
 A 2011 report from the UK Government says that conventional HDPE bags shows the least
negative impact on climate (a measure called "global warming potential") compared to paper bags
and even biodegradable plastic bags.

These findings from credible research bodies prove one thing: Plastic bans do not make sense.
Plastic bans do not work. The smart-and eco-friendly thing to do now is to repeal the "Total Plastic
Ban Act of 2011."

Analysis Questions:

1. What is the issue taken up in the position paper?

2. What is the writer’s claim or thesis on the issue?
3. What reasons are given to support the claim?
4. What kinds of support are given for the reasons?
5. What counterarguments are presented? How are these refuted?
6. Do you find the position paper convincing? Why or why not?