Professional Documents
Culture Documents
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
i
SENIOR HIGH SCHOOL
ii
iii
TABLE OF CONTENTS
Page No.
OVERVIEW
What I Need To Know 1
What Should I Expect 1
Things to Remember To Get Through 2
iv
What's More 28
What I Have Learned 29
What I Can Do 29
Post Assessment 30
Lesson 6 – Outlining
What I Need To Know 55
What I Know 56
What Is It 57
What's More 61
Additional Activities 62
Post Assessment 63
What I Have Learned 66
References 67
v
WHAT I NEED TO KNOW
Learning Objectives: At the end of the module, the learners shall be able to:
1. define academic text, summarizing and summary from various writers, thesis
statement, and outlining;
2. determine text structure of an academic text;
3. explain the components of the three-part essay structure;
4. determine language style in academic writing;
5. differentiate language style used in academic texts from
various disciplines;
1
6. construct paragraphs using academic language;
7. identify the different reading strategies as tool in academic writing;
8. evaluate one’s purpose for reading;
9. use knowledge of text structure to glean information he/she needs;
10. identify the various techniques in summarizing, in locating thesis statement,
and outlining;
11. summarize various academic texts;
12. formulate thesis statement of the texts; and
13. make an outline of the various academic texts.
2. Do the What I Know: Instruct the learners to answer the questions to test how far
they know about the topic.
3. Do the activity What’s New: Activate the learners' understanding of the topics by
letting them answer varied activities.
2
4. Allow students to read What is It. Let the learners fully discover and comprehend all
topics discussed in this module.
5. Let the learners answer the activities on What’s More. Check if they have
understood the topics. Deepen their understanding by completing the guided
questions on what I have learned section.
6. Assign the students to do What I can Do activities that shall transfer knowledge
/skills gained or learned into real life situation.
GOOD LUCK AS YOU BEGIN MODULE 1
LESSON 1
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:
General Instructions
Now that you are holding this module, do the following:
3
WHAT I KNOW
TRUE OR FALSE
Directions: Write T if the statement is correct and F if it is wrong. Write your answer
in your notebook.
7. The conclusion is the section that summarizes the main points of the essay.
9. To introduce a topic in an essay, the writer must be able to explain its details.
10. A research paper contains background of the study, body and recommendations.
4
WHAT'S NEW
Let’s Move On
Directions: Below are jumbled parts of a common research paper. Put them into the
correct order by using numbers to represent the sequence. Write your answer in your
notebook.
Recommendations
D.
The Abstract
H.
5
WHAT IS IT
6
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:
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.
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.
7
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.
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.
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.
8
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.
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.
9
STRUCTURE IMPACT OF TECHNOLOGY ON POLITICS
Introduction
Body
Conclusion
WHAT I CAN DO
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.
10
11
POST ASSESSMENT
Multiple Choice
Directions: Choose the letter that best answers the given question. Write the letter of
your answer in your notebook.
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
B. exquisite; one-of-a-kind
C. extraordinarily good; wonderful
D. hardworking; industrious
12
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
13
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.
Congratulations!
14
LESSON 2
Learning Objectives: At the end of the lesson, the learners are expected to:
WHAT'S IN
Let’s Recall!
☺ 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.
15
WHAT I KNOW
A child Love
16
WHAT'S NEW
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
17
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
Academic
Language
18
Furthermore, you can make your writing more formal, objective and technical
by following examples below.
Formal Objective Technical
Choose formal instead of Move information around in the You need to develop a large
informal vocabulary. For sentence to emphasize things vocabulary for the concepts
example, ‘somewhat’ is more and ideas, instead of people specific to the discipline or
formal than ‘a bit’, ‘insufficient’ and feelings. For example, specialization you’re writing
is more formal than ‘not instead of writing ‘I believe the for. To do this, take note of
enough’. model is valid, based on these terminology used by your
findings’, write ‘These findings lecturer and tutor, as well as in
indicate that the model is valid’. your readings.
Avoid contractions. For Avoid evaluative words that are Be careful about the meaning
example, use ‘did not’ rather based on non-technical of technical terms. Often the
than ‘didn’t’. judgments and feelings. For same word has a different
example, use ‘valid’ or ‘did not meaning in another discipline.
demonstrate’ instead of For example, ‘discourse’ is a
‘amazing’ or ‘disappointment’. technical term used in multiple
disciplines with different
meanings.
Avoid emotional language. For Avoid intense or emotional Use the key categories and
example, instead of strong evaluative language. For relationships in your discipline,
words such as ‘wonderful’ or example, instead of writing that is, the way information and
‘terrible’, use more moderate ‘Parents who smoke are ideas are organized into
words such as ‘helpful’ or obviously abusing their groups.
‘problematic’. children’, For example, in the discipline
write ‘Secondhand smoke has of Law, law is separated into
some harmful effects on two types: common law and
children’s health’. statute law.
Instead of using absolute Show caution about your views, Knowing these distinctions will
positives and negatives, such or to allow room for others to help you structure your writing
as ‘proof’ or ‘wrong’, use more disagree. and make it more technical
cautious evaluations, such as For example, instead of writing and analytical.
‘strong evidence’ or ‘less ‘I think secondhand smoke
convincing’. causes cancer’, write ‘There is
evidence to support the
possibility that secondhand
smoke increases the risk of
cancer’.
19
WHAT'S MORE
Let’s Practice!
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
Let’s Do It!
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.
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
B. when someone says the opposite to you
C. when something is too narrow
D. a shortened form of a word
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
10. The term, "VERY OFTEN" may be improved using a more appropriate academic
word which is:
A. Frequently
B. Rarely
C. Seriously
D. Stubbornly
22
WHAT I HAVE LEARNED
23
LESSON 3
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:
WHAT'S IN
Let’s Recall!
24
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.
We now proceed to our new lesson…but first let us answer this Pretest!
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.
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?
25
WHAT'S NEW
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.
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
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.
26
What are the Purposes of Reading?
People read different kinds of text (e.g., scholarly articles, textbooks, reviews)
for different reasons. Some purposes for reading might be
So, it is important that you adjust your reading strategies to your purpose of
reading. Here’s how to do it.
Before Reading
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)
27
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
Let’s Practice!
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
Understand a concept
28
WHAT I HAVE LEARNED
WHAT I CAN DO
Let’s Do It!
Directions: Read the excerpt of an article critique. Answer the questions that follow.
Use the reading 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
29
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.
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
30
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
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
31
LESSON 4
VARIOUS TECHNIQUES IN
SUMMARIZING A VARIETY OF
ACADEMIC TEXTS
WHAT I KNOW
PRACTICE TEST
32
2. When summarizing, we want to unimportant information.
A. Summarize
B. Highlight
C. Disregard
D. Include
3. The main idea is
A. All the information provided
B. The most important information
C. Nothing to worry about
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?
33
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
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!
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.
34
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.
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.
Example 1:
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 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
35
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
36
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.
Adapted from Philpot, S & Curnick, L. 2011. Headway Academic Skills, Level 3. OUP
37
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.
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.
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.
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.
38
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."
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.
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?
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.
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.
39
When summarizing is useful?
References
Buckley, J. (2004). Fit to Print: The Canadian Student’s Guide to Essay Writing. (6th
ed.) Toronto: Nelson. Hacker, D. (2008). A Canadian Writer’s Reference. (4th ed.)
Boston: Bedford/St. Martin’s.
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.
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
40
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.
Paragraph 1
• main idea:
• details:
paragraph 2
• main idea:
• details:
paragraph 3
• main idea:
• details:
paragraph 4
• main idea:
• details:
paragraph 5
• main idea:
• details:
41
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
42
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 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
43
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
Feedback
44
POST ASSESSMENT
Directions: Simple recall: For numbers 1 and 2, write the letter of the correct answer in
your notebook.
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.
45
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 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.
B. Jason was the best player on his team.
C. Jason had trouble catching ground balls.
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.
46
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.
B. Chris is in the fifth grade.
C. Chris reads a lot of books about animals.
D. Dolphins and whales live in the sea.
47
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.
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.
48
LESSON 5
THESIS STATEMENT OF AN
ACADEMIC TEXT
WHAT I KNOW
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.
49
7. A good thesis statement is a broad generalization about your topic.
8. "Blue printed" thesis statement is a statement that includes the main areas of
support in the order you will introduce them in your essay and thus acts as a
blue print for the essay.
9. The Yankee Doodle Restaurant is a great place to eat, because the staff is
friendly, the food is delicious, and the atmosphere is relaxing is an example of
blue printed thesis statement.
10. A thesis statement should reflect the main idea of an essay.
WHAT IS IT
50
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_an
d_Writing_(Lumen)/Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis_S
tatements
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.
51
3. Is your thesis statement too general?
Original thesis:
There are serious objections to today's horror movies.
Revised theses:
Today's slasher movies fail to deliver the emotional catharsis that 1930s
horror films did.
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):
52
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.
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.
POST ASSESSMENT
Directions: Read the following statements very carefully. Select only one more
effective thesis in the introductory paragraph of a short essay. Keep in mind that an
effective thesis statement should be sharply focused and specific, not just a general
statement of fact. Write the letter of your answer in your notebook.
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.
53
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.
https://www.thoughtco.com/exercise-in-identifying-effective-thesis...
54
ADDITIONAL ACTIVITIES
Open this link below to enhance your skill in identifying thesis Statement
https://human.libretexts.org/Bookshelves/Composition/Book%3A_Basic_Reading_an
d_Writing_(Lumen)/Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis_S
tatements
LESSON 6
OUTLINING
55
WHAT I KNOW
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?
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.
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
56
WHAT IS IT
What is Outlining?
Outlining is a tool we use in the writing process to help organize our ideas,
visualize our paper's potential structure, and to further flesh out and develop points. It
allows the writer to understand how he or she will connect information to support the
thesis statement and the claims of the paper.
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.
57
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
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.
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
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
58
C. Current Link between Education and Employment Type: Increasingly,
uneducated workers work in unskilled or low-skilled jobs (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).
VI. Major Point 4: People with more financial worries have more stress and
worse physical health.
VII. Conclusion
59
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.
I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age
60
WHAT'S MORE
Activity
Directions: The column on the left contains a list of points that are not in any specific
order. Plug the unorganized points into the classic outline format on the right to achieve
a logical, organized structure. Write your answer in your notebook following the
outline on the right column.
Thesis: College provides an environment for intellectual, social, and physical
growth.
Unorganized points Outline Structure
Open recreation center I.
Dorm contacts A.
Intramural program 1.
Campus sponsored events 2.
Laboratories
Intercollegiate sports programs 3.
Class contacts B.
Guest speakers 1.
Physical growth
Informal social structure 2.
Discussions II.
Clubs in major field A.
Out-of-class 1.
experiences 2.
Greek organizations
Lectures 3.
Classroom experiences B.
Social growth 1.
Intellectual growth
Formal social structure 2.
III.
A.
61
B.
C.
62
ADDITIONAL ACTIVITIES
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 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.
63
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.
To the teacher,
To check the additional activity, have your own assessment on how the
students make the outline of the above essay. Also, you decide the scoring
of this activity.
POST ASSESSMENT
Directions: Study the outlines based on the passages and answer the questions that
follow. Write the letter of your choice in your notebook.
I. English Lab
A. Physical Plant
1. in Administration building
2. two adjoining rooms
B. Resources
1. computers
2. video stations
64
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
I. The Internet
A. What it is
B. Web Sites
1. How to see them
2. How to save the information
65
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
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
66
10. If you had to add the word "meters" to the outline, where would it go?
A. as number 4 under B - "Other Countries"
B. as number 4 under B - "Length"
C. as number 3 under A - "United States"
D. as C under II-"Types of Money"
D. as new section III.
67
WHAT I HAVE LEARNED
GETTING DEEPER!
Lesson:
68
REFERENCES:
Online Sources
https://study.com/academy/lesson/classification-division-text-structure-definition-
examples.html
https://sokogskriv.no/en/writing/language-and-style/
https://writingcenter.unc.edu/faculty-resources/tips-on-teaching-writing/in-class-
writing-exercises/
http://www.academiclanguage.org/Academic_Language.html>
http://www.ascd.org/publications/books/114004/chapters/Academic-Language.aspx
http://www.ascd.org/publications/books/114004/chapters/Academic-Language.aspx
https://heroictechwriting.com/2018/03/29/characteristics-of-formal-and-informal-
writing/
https://www.ereadingworksheets.com/text-structure/
https://www.readnaturally.com/research/5-components-of-reading/comprehension
https://www.readingrockets.org/article/seven-strategies-teach-students-text-
comprehension
https://umanitoba.ca/student/academiclearning/media/Summarizing_NEW.pdf
https://www.coursehero.com/file/32684632/techniques-in-summarizing-academic
textspdf/Bales, Kris. "5 Easy Summarizing Strategies for Students." ThoughtCo, Feb.
11, 2020, thoughtco.com/summarizing-strategies-for-students-4582332.
https://writingcenter.unc.edu/tips-and-tools/thesis-statements/
https://human.libretexts.org/Bookshelves/Composition/Book%3A_Basic_Reading_an
d_Writing_(Lumen)/Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis_S
tatements
https://quizizz.com/admin/quiz/58bea9558741023318b45a3e/thesis-statements
https://www.uccs.edu/writingcenter/sites/writingcenter/files/inlinefiles/Thesis_Statem
ent.pdf
http://www.cws.illinois.edu/workshop/writers/tips/thesis/
https://www.thoughtco.com/exercise-in-identifying-effective-thesis...
https://writingcenter.gmu.edu/guides/outlining
69
https://www.lib.jjay.cuny.edu/how-to/write-an-outline
https://owl.excelsior.edu/research/outlining/
http://www.hunter.cuny.edu/rwc/handouts/the-writing-
process1/organization/Guidelines-For-Outlining
https://sjsu.instructure.com/courses/943423/files/27203479?module_item_id=604623
5
ANSWER KEY
70
71
72
For inquiries or feedback, please write or call:
Email Address:
73
Evaluation Rating Sheet for Non-Print Materials
Before completing this Evaluation any CD ROM, VCD or DVD of materials should be
viewed and the Technical Evaluation Section G (p72). Interoperability: Technical
format Checklist for conformance completed. This is to ensure that the format is
compatible with current playback devices and computer operating systems, software
and plug-ins.
Instruction: Examine the material carefully and for each evaluation criterion consider the
extent to which the resource meets the criteria. Check the appropriate number [with 4 being
Very Satisfactory (VS); 3 - Satisfactory (S); 2 - Poor; and 1 – Not Satisfactory]. For a rating
below 4, write your comments/justifications on each evaluation criterion. If an evaluation
criterion is Not Applicable (NA), the material is rated 3 on said criterion. (Not Applicable
means that the criteria is not relevant to the resource being evaluated. It is given the score
of 3 so that the evaluation score for each factor reflects only the performance against criteria
that are relevant to the nature of the resource being evaluated). Attach extra sheets if
necessary. Your report may be completed in soft or hardcopy. Please write legibly if
completing in hardcopy
Not
VS S/NA Poor
Factor A. Content Quality 4 3 2
Satisfactory
1
1. Content is consistent with topics/skills found in the DepED Learning /
Competencies for the subject and grade/year level it was intended.
2. Concepts developed contribute to enrichment, reinforcement, or /
mastery of the identified learning objectives.
3. Content is accurate. /
4. Content is up-to-date. /
Total Points 39
74
box
Failed
Not
VS S/NA Poor
Factor B. Instructional Quality 4 3 2
Satisfactory
1
1. Purpose of the material is well defined. /
2. Material achieves its defined purpose. /
3. Learning objectives are clearly stated and measurable. /
4. Level of difficulty is appropriate for the intended target user. /
5. Graphics / colors / sounds are used for appropriate instructional
/
reasons.
6. Material is enjoyable, stimulating, challenging, and engaging. /
7. Material effectively stimulates creativity of target user. /
8. Feedback on target user’s responses is effectively employed. /
9. Target user can control the rate and sequence of presentation
/
and review.
10. Instruction is integrated with target user’s previous experience. /
Total Points 40
Note: Resource must score at least 30 points out of a maximum / Passed
40 points to pass this criterion. Please put a check mark on the
appropriate box. Failed
Not
VS S/NA Poor
Factor C. Technical Quality Satisfacto
4 3 2
1
4. Music and sound effects are appropriate and effective for instructional /
purposes.
5. Screen displays (text) are uncluttered, easy to read, and aesthetically /
pleasing.
6. Visual presentations (non-text) are clear and easy to interpret. /
10. The design allows the target user to navigate freely through the /
material.
11. The material can easily and independently be used. /
Technical Evaluation: Complete Section G. Interoperability: Technical format Checklist for conformance
If not already completed prior to this review.
12. The material will run using minimum system requirements. /
75
13. The program is free from technical problems. /
Total Points 51
Note: Resource must score at least 39 points out of a maximum 52 points to / Passed
pass this criterion. Please put a check mark on the appropriate box
Failed
Factor D. Other Findings Not Present but Present & Do not
present very minor & requires major evaluate
Note down observations about the must be fixed redevelopment further
4
information contained in the material, where 3 2 1
the following errors are found:
1. Conceptual errors. /
2. Factual errors. /
/ Passed
Note: Resource must score at least 16 points out of
a maximum 16 points to pass this criterion. Please
put a check mark on the appropriate box
Failed. (All issues must be documented
in the Comments section.)
Other Comments: Congratulations to the writers for the job well done. Thank you for
sharing your expertise in writing; through this module, we can still continue educating
Recommendations:
Note: Any material that fails Factor D must not be recommended for use in public
schools until the identified issues have been fixed.
A material which Failed in at least one of the four Factors in this rating sheet
should not be recommended for possible use in public schools
(Please put a check mark () in the appropriate box.)
i. / I / We recommend the approval of this material for possible use in public schools
provided that the corrections / revisions included in this report are made. (For commercial
resources (non-DepED owned resources) the Publisher must implement all recommended
corrections / revisions in their next printing or provide errata.)
ii. /
for the reasons stated below and/or cited in this evaluation report. (Please use separate
sheet if necessary.)
I/We certify that this evaluation report and recommendation are my / our own and have
been made without any undue influence from others.
Evaluator: MARJORIE C. TAGACAY_____ Signature: ___________________
76
(Please print your full name)
____________________________ ____________________
____________________________ ____________________
____________________________ ____________________
77