Professional Documents
Culture Documents
English for
Academic
and
Professional Purposes
Quarter 1 – Module 1
Reading and Writing Academic Texts
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SENIOR HIGH SCHOOL
English for Academic and
Professional Purposes
Quarter 1 – Module 1
Reading and Writing Academic Texts
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TABLE OF CONTENTS
Page No.
OVERVIEW
What I Need To Know 1
What Should I Expect 1
Things to Remember To Get Through 2
Lesson 1- Academic Text Structures
What I Need To Know 3
What I Know 4
What's New 5
What Is It 6
What's More 8
What I Can Do 10
Post Assessment 12
What I Have Learned 14
Lesson 2 - Language Use In Academic Writing
What I Need To Know 15
What's In 15
What I Know 16
What's New 17
What Is It 17
What's More 20
What I Can Do 20
Post Assessment 21
What I Have Learned 23
Lesson 3 -Academic Reading Strategies
What I Need To Know 24
What's In 24
What I Know 25
What's New 26
What Is It 26
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What's More 28
What I Have Learned 29
What I Can Do 29
Post Assessment 30
Lesson 4 - Various Techniques in Summarizing a Variety of Academic Texts
What I Need To Know 32
What I Know 32
What Is It 33
What's New 33
What's More 34
Post Assessment 45
What I Have Learned 48
Lesson 5 - Thesis Statement of an Academic Text
What I Need To Know 49
What I Know 49
What Is It 50
Post Assessment 53
Additional Activities 55
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
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WHAT I NEED TO KNOW
Learning Objectives: At the end of the module, the learners shall be able to:
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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:
WHAT I KNOW
3
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.
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.
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D. Recommendations
H. The Abstract
WHAT IS IT
5
Dissertation: A dissertation (or thesis) is a document submitted at the
conclusion of a Ph.D. program. The dissertation is a book-length summarization of
the doctoral candidate’s research.
Academic papers may be done as a part of a class, in a program of study, or for
publication in an academic journal or scholarly book of articles around a theme, by
different authors.
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.
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.
One of the ways in which technology influences politics is the financial side.
Raising funds to use for campaigning is an important factor for political candidates. It
comes with the need to create a vertical response to the whole country or target
region. This is a major hurdle experienced by political candidates. The Internet aided
Howard Dean to get donations that he required to gain access to a large part of the
campaign region. By broadcasting through technological marketing, candidates get
suitable donors to support different parts of their campaigns. Publicity on the Internet
is a cheap method, as they do not have to re-publish, unlike what is provided by the
print media. This is placed in various commonly-accessed links (Housley, Par. 1).
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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.
Selfproclamation of politicians through pundits is easily spread through messages. It
is, however, difficult for politicians to guarantee the integrity of the information posted.
The Internet can be accessed by anyone and podcasts can be posted by anyone.
The integrity of information is therefore difficult to preserve, hence, many potential
candidates may have to establish a verifiable connection with various achievements.
All in all, gaining political publicity through podcasts is a common but expensive
method to use, Housley admits. However, it is logical to assume that when correctly
utilized, this is an extremely powerful political tool that pays off completely.
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 apolitical
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.
STRUCTUR
IMPACT OF TECHNOLOGY ON POLITICS
E
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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.
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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
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C. The topic sentence, the body and the conclusion.
D. None of the above
What is the purpose of the topic
6.
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
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!
LESSON 2
Learning Objectives: At the end of the lesson, the learners are expected to:
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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.
WHAT I KNOW
Directions: Use the given subject and verb in constructing your own sentence.
Observe subject-verb agreement in your sentences. You may add “s” or “es” to the
verb. Write your answer in your notebook.
SUBJECT VERB SENTENCE
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The patient Cry
A child Love
WHAT'S NEW
Directions: What is the difference in the following pairs of sentences? Explain your
answer. Write your answer in your notebook.
Pair 1
S1: It was raining cats and dogs.
S2: It was raining very heavily.
Pair 2
S3: We believe the practice is unsustainable.
S4: It is believed the practice is unsustainable.
WHAT IS IT
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
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Choose formal instead of
Move information around in the You need to develop a large
informal vocabulary. For
example, ‘somewhat’ is more sentence to emphasize things vocabulary for the concepts
formal than ‘a bit’, ‘insufficient’ and ideas, instead of people specific to the discipline or
is more formal than ‘not and feelings. For example, specialization you’re writing
enough’. instead of writing ‘I believe the for. To do this, take note of
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
example, use ‘did not’ rather based on non-technical Be careful about the meaning
than ‘didn’t’. judgments and feelings. For of technical terms. Often the
example, use ‘valid’ or ‘did not same word has a different
demonstrate’ instead of meaning in another discipline.
‘amazing’ or ‘disappointment’. For example, ‘discourse’ is a
technical term used in multiple
disciplines with different
meanings.
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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
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5. Choose the right one:
A. It's bowl's empty.
B. Its bowl's empty.
C. Its' bowls' empty.
D. It's bowls empty.
6. 'Information on the internet is 'free'. Anyone can use it without having to reference
it.'
A. True
B. False
C. It depends on how important the assignment is.
D. You only need to reference authors' work on the internet
9. What does it mean to write academically? A. To write in order to pass final exams
B. To write paper for scholars
C. To write using proper English language
D. To avoid copy pasting from the Internet
10. The term, "VERY OFTEN" may be improved using a more appropriate academic
word which is:
A. Frequently
B. Rarely
C. Seriously
D. Stubbornly
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WHAT I HAVE LEARNED
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:
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1. identify the different reading strategies as tool in academic writing;
2. evaluate one’s purpose for reading; and
3. use knowledge of text structure to glean information he/she needs.
WHAT'S IN
Let ’s Recall!
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
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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?
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.
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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.
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
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• Annotate and mark (sparingly) sections of the text to easily recall important
or interesting ideas
• Check your predictions and find answers to posed questions
• Use headings and transition words to identify relationships in the text
• Create a vocabulary list of other unfamiliar words to define later
• Try to infer unfamiliar words’ meanings by identifying their relationship to the
main idea
• Connect the text to what you already know about the topic
• Take breaks (split the text into segments if necessary)
After Reading
• Summarize the text in your own words (note what you learned, impressions,
and reactions) in an outline, concept map, or matrix (for several texts)
• Talk to someone about the author’s ideas to check your comprehension
• Identify and reread difficult parts of the text
• Define words on your vocabulary list and practice using them
WHAT'S MORE
Let ’s Practice!
PURPOSE ACTIVITY
Get an Overview of the Text I will look at headings, subheadings,
intro, abstract.
Search for a specific fact
Understand a concept
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Compare ideas with what the author
says
You did a great job…☺☺☺
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. Writeyour
answer in your notebook.
The No Child Left Behind Act of 2001 expects all students to achieve proficient
levels of knowledge in core subject areas. Teachers of English language learners
(ELL) face the added challenge of providing meaningful and accessible curricula
while integrating English language and literacy development. This research study
addresses ELL students’ low science achievement in the context of national
standards and accountability in the 2006-2007 school year.
Several studies have examined the influence of professional development
interventions on students’ science achievement. Research suggests that hands-on
and inquiry-based science lessons develop literacy as well as content knowledge.
Research also indicates that students’ science achievement is positively correlated
with the amount of teacher professional development. This study builds upon existing
research by using a quasi-experimental design to assess students’ science
achievement after the first-year implementation of a professional development
intervention that focused on science achievement, literacy, and math skills.
Specifically, the study addresses three research questions: (1) whether treatment
group students show gains in science achievement, (2) whether gaps in science
achievement change for ELL and low-literacy (retained) students in the treatment
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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
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
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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
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LESSON 4
VARIOUS TECHNIQUES IN
SUMMARIZING A VARIETY OF
ACADEMIC TEXTS
WHAT I KNOW
PRACTICE TEST
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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?
WHAT'S NEW
What is Summarizing?
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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.
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.
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Here’s how you start writing your summary.
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 throughit. 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
• 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
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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 byQueen Elizabeth 2 on 20 th October 1973, and millions of people
attended the ceremony. The event was televised, and included a fireworks display
and classical music performance.
• Most famous architectural wonders of the modern world
• Recognisable both for its roof shells
• Location in Sydney harbour
• Performing arts centre
• Started in 1959 and completed in 1973
• Competition: the Danish architect Jorn Utzon
• Five theatres, five rehearsal studios, two main halls, four restaurants,
six bars, and several shops.
• Controversial: expected $7 milllion / the final cost $102
• Difficult weather conditions, problems with structural design, and
changes to contract.
• Inaugurated by Queen Elizabeth 2 on 20th October 1973
Summary
The Sydney Opera house, has been described as ‘one of the wonders
of the modern world’, is located in Sydney Harbour, Australia. Designed by
Danish Architect, Jorn Utzo, this large performing art centre with numerous
theatres, restaurants and other facilities, took fourteen years to build at a cost
of over $100 million. The construction was seen as controversial as it was
estimated to only cost $7 million but adverse weather, design difficulties and
contractual problems made expenses spiral out of control. It was inaugurated
by Queen Elizabeth II in 1973 at a ceremony televised to the world.
Adapted from Philpot, S & Curnick, L. 2011. Headway Academic Skills, Level 3. OUP
33
Another 5 Easy Techniques in Summarizing Various Academic Texts Technique
1: Somebody Wanted But So Then
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.
• 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.
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• 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.
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.
36
Essay 1: Importance of Education
Human labor is essential for economic growth. A highly educated labor force
further stimulates economic growth. Additionally, a highly educated labor force can
easily adapt to new working environments and conditions. In view of that, it is evident
that education serves as the driving force for innovation of new products and
services. Educated workers exchange ideas in the work place and come up with new
ideas that help in the growth of the economy.
Education reduces poverty in a number of ways. One way is by creating
employment opportunities for educated people. Through employment, one is able to
afford a decent living. Education helps to increase economic security, create income
opportunities and improve livelihoods of the economically disadvantaged by providing
sustainable environmental management mechanisms. Education further alleviates
poverty through skills acquired in the learning process. Skills such as carpentry,
plumbing and masonry are relevant in non-formal economies. One can acquire these
skills through technical and vocational training.
Educated people are health conscious and live longer than their counterparts
because they engage in healthy habits such as eating a balanced diet, exercising
regularly and going for medical check ups. By investing in education, one will also be
investing in their health. Education serves to create room for technological
advancements in the field of medicine and agriculture. Advanced technology used for
conducting surgery has replaced traditional methods. This has seen an improvement
in people’s general health and an increased life expectancy. Most developing
countries have a low life expectancy compared to developed countries. This can be
attributed to high illiteracy levels present in developing countries. This translates to
poor health and poor eating habits.
37
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:
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 orshe
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
38
them, believe them and support them. If a person is taught how to reason then he or
she will know how to recognize empirical evidence.
Persuasive point 3
That person would look at all the people in the US that have had childhood
injections (most of them) and then look at all the people with autism. They would
reason that if childhood vaccinations caused autism then most of the people in the
US would have autism. If a person is taught how to reason then that person may see
how people that smoke seem more likely to develop emphysema than people that do
not smoke. They would then reason there is a link between smoking and
emphysema. This sort of reasoning can be taught in schools, and if children are not
taught it then they walk around risking their children’s lives by not vaccinating them,
and walk around smoking because their daddy smoked for years and it never hurt
him.
Persuasive point 4
Conclusion
If education is not seen as important, then one day it will just be all about
school scores and hitting the factors of a curriculum. There will be a day when
children start to hate learning because school put them off it for life (this already
happens in some cases). Plus, without education teaching people how to reason
things out and teaching them how to separate what is fact from what is faulty
evidence, then our society will become more and more ignorant until a smarter
country simply marches over and takes our country from under out ignorant noses.
ACTIVITY 2
Directions. From the essay #2, complete this organizer with persuasive points for
each of the paragraphs 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.
39
ACTIVITY 3
: Summarizing
Nearing
Proficient Advanced
Proficiency
2 pts 3 pts
1 pts
Accuracy of Nearing Proficiency Proficient Advanced
information
Some information Almost all of the key All information is
was correct. There pieces of correct and represents
were places that it information are what the original
is evident the correct. contained.
student did not fully
understand what
40
they had read.
Content clarity Nearing Proficiency Proficient Advanced
Feedback
POST ASSESSMENT
Directions: Simple recall: For numbers 1 and 2, write the letter of the correct answer
in your notebook.
41
2. Which of the following statements in SUMMARIZING is true?
A. The Summary is a thought that is true but is not in the passage.
B. The Summary is what the passage is mostly about.
C. The Summary is specific, detailed information contained in the passage.
D. The Summary is always found in the first sentence of the passage.
Choose the letter that presents the best summary in each of the following
paragraphs:
3. When some people think about Texas, they think of cowboys on the open
rangeherding cattle up a dusty trail. However, Texas has much more than open
prairie with large herds of cows. There are the mountains of West Texas, the piney
hills of east Texas, and the emerald waters off the coast of Padre Island. Texas
also has large coastal harbors with numerous sailboats, powerboats, inland lakes,
rivers, swamps of southeast Texas with alligators and other exotic wildlife. A.
There are a lot of cows in Texas.
B. There are many different, varied parts of Texas.
C. Texas is one of the biggest states in the United States.
D. There are alligators in the swampland of southeast Texas.
4. Tomorrow is Jill's birthday. She is excited because she gets to pick where she will
eat dinner. Will it be Mexican food at the Big Enchilada House? Or will it be fried
chicken at the Chicken Shack, or a big cheeseburger at Al's Hamburger Palace.
She just couldn't decide. Then there was always the Pizza Shop with that great
pepperoni pizza. How would she ever decide? Maybe she would just flip a coin. A.
Jill has many restaurants to choose from for her birthday.
B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in town.
D. Jill will choose a place by flipping a coin.
5. It started when they got to the bears. Peter felt tired and his stomach hurt. He
dragged himself over to see the elephants, which were eating from a stack of hay.
Normally, the elephants were his favorite. Without much interest, Peter followed his
classmates to the camels, which were busy swatting flies with their tails. Peter
knew he should be having fun at the zoo, but he just felt terrible and all he wanted
to do was lie down and rest. Even the lions and tigers did not interest him now. A.
Peter's favorite animals were the elephants.
B. The camels were swatting flies with their tails.
C. It was really hot at the zoo.
D. Peter didn't enjoy the zoo because he felt really bad.
6. For the walls, Jenny thought she would use a bright yellow paint. She would pick a
border that had mostly bright red and green colors, and maybe a little bit of blue.
She already had found some curtains that were sky blue with streaks of red, blue
and yellow that she thought would go great with the walls. And finally, she had
picked a carpet that was mostly blue with specks of red and yellow. Jenny couldn't
wait till she was done decorating her room. It was really going to look awesome. A.
Jenny likes bright colors.
B. Jenny was going to paint her room.
C. Jenny was picking out colors and materials to decorate her room.
D. Yellow is a good color to paint your walls.
42
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.
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.
43
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.
If you checked the first icon, you are ready for lesson 5. If you have checked
the second icon, you need to review the things that you need to relearn. If you have
checked the third icon, it would be best if you read more from the links given above
and ask help from your teacher, parents or peers in clarifying the lessons that you
find difficult. Be honest so that you will truly improve.
LESSON 5
THESIS STATEMENT OF AN
ACADEMIC TEXT
44
WHAT I NEED TO KNOW
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.
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.
45
WHAT IS IT
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
46
Four Questions to Ask When Formulating Thesis Statement
Original thesis:
There are serious objections to today's horror movies.
Revised theses:
47
The pornographic violence in "bloodbath" slasher movies degrades both men
and women.
Today's slasher movies fail to deliver the emotional catharsis that 1930s
horror films did.
These words tell the reader next to nothing if you do not carefully explain what
you mean by them. Never assume that the meaning of a sentence is obvious. Check
to see if you need to define your terms (” socialism," "conventional,"
"commercialism," "society"), and then decide on the most appropriate place to do so.
Do not assume, for example, that you have the same understanding of what “society”
means as your reader. To avoid misunderstandings, be as specific as possible.
Compare the original thesis (not specific and clear enough) with the revised
version (much more specific and clear):
Original thesis: Although the timber wolf is a timid and gentle animal, it is being
systematically exterminated. [if it's so timid and gentle -- why is it being
exterminated?]
Revised thesis: Although the timber wolf is actually a timid and gentle animal, it is
being systematically exterminated because people wrongfully believe it to be a fierce
and cold-blooded killer.
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.
48
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.
1. A. The Hunger Games is a science fiction adventure film based on the novel
of the same name by Suzanne Collins.
B. The Hunger Games is a morality tale about the dangers of a
political system that is dominated by the wealthy.
2. A. There is no question that cell phones have changed our lives in a very
big way.
B. While cell phones provide freedom and mobility, they can also
become a leash, compelling users to answer them anywhere and at any
time.
3. A. Finding a job is never easy, but it can be especially hard when the
economy is still feeling the effects of a recession and employers are
reluctant to hire new workers.
B. College students looking for part-time work should begin their search by
taking advantage of job-finding resources on campus.
4. A. For the past three decades, coconut oil has been unjustly criticized as an
artery-clogging saturated fat.
B. Cooking oil is plant, animal, or synthetic fat that is used in frying,
baking, and other types of cooking.
5. A. There have been over 200 movies about Count Dracula, most of them
only very loosely based on the novel published by Bram Stoker in 1897.
B. Despite its title, Bram Stoker's Dracula, a film directed by Francis
Ford Coppola, takes considerable liberties with Stoker's novel.
6. A. There are several steps that teachers can take to encourage academic
integrity and curtail cheating in their classes.
B. There is an epidemic of cheating in America's schools and colleges,
and there are no easy solutions to this problem.
49
B. J. Robert Oppenheimer often referred to as "the father of the atomic
bomb," was born in New York City in 1904.
https://www.thoughtco.com/exercise-in-identifying-effective-thesis...
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
50
WHAT I NEED TO KNOW
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
51
C. a tool used to catch a fish
D. a boring sentence
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.
52
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
53
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
54
Example of Topic Outline
Several aspects must be considered in writing a topic outline.
1. Recall that all headings and subheadings must be words
or phrases, not sentences.
I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age
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.
55
Unorganized points
Outline Structure
Open recreation center
Dorm contacts
A.
Intramural program
1.
Campus sponsored events 2.
Laboratories
Intercollegiate sports programs 3.
Class contacts B.
Guest speakers 1.
I.
Physical growth
Informal social structure 2.
II.
Discussions
A.
Clubs in major field
1.
Out-of-class
2.
experiences Greek
organizations
3.
Lectures
B.
Classroom experiences
1.
Social growth
Intellectual growth
2.
Formal social structure
III.
A.
56
B.
C.
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.
57
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.
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.
58
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
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.
59
E. you should be in the Administration building Read this passage and
I. The Internet A.
What it is
B. Web Sites
1. How to see them
2. How to save the information
I. Types of measurement
A. Volume
1.Quarts
2.Pints
3.Gallons
60
B. Length
1.Miles
2.Feet
3.Inches
II. Types of money
A. United States
1.Pesos
2.Cents
B. Other Countries
1.Lira
2.Yen
3.Francs
7. In the above outline, which is the most important idea?
A. Types of money
B. Types of measurement
C. United States
D. "Types of money" and "Types of measurement" are equal
E. volume
8. In the above outline, which is the more important idea?
A. Other countries
B. Francs
C. Inches
D. they are all equal.
E. Miles
9. In the above outline, which item is in the wrong place?
A. Pesos
B. Yen
C. Types of measurement
D. Pints
E. Quarts
10.If you had to add the word "meters" to the outline, where would it go?
A. as number 4 under B - "Other Countries"
B. as number 4 under B - "Length"
C. as number 3 under A - "United States" D. as C under II-"Types of Money"
D. as new section III.
61
WHAT I HAVE LEARNED
GETTING DEEPER!
Lesson:
REFERENCES:
Online Sources
https://study.com/academy/lesson/classification-division-text-structure-
definitionexamples.html https://sokogskriv.no/en/writing/language-and-style/
https://writingcenter.unc.edu/faculty-resources/tips-on-teaching-writing/in-
classwriting-exercises/
http://www.academiclanguage.org/Academic_Language.html>
62
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-
informalwriting/ 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-
textcomprehension
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 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-
writingprocess1/organization/Guidelines-For-Outlining
https://sjsu.instructure.com/courses/943423/files/27203479?module_item_id=604623
5
ANSWER KEY
63
64
65
For inquiries or feedback, please write or call:
Email Address:
Not
VS S/NA Poor Satisfactory
Factor A. Content Quality 4 3 2 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
67
Not
VS S/NA Poor
Factor B. Instructional Quality 4 3 2
Satisfactory
1
1. Purpose of the material is well defined. /
Total Points 40
Not
VS S/NA Poor
Factor C. Technical Quality Satisfacto
4 3 2
1
1. Audio enhances understanding of the concept. /
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.
box
Failed
75
Not Present but Present & Do not
Factor D. Other Findings 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.)
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
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
(Please print your full name)
____________________________ ____________________
____________________________ ____________________
____________________________ ____________________
resources (non-DepED owned resources) the
Publisher must implement all recommended
corrections / revisions in their next printing or
provide errata.)
ii. / I / We do not recommend the approval of
this material for possible use in public schools for Signature: ___________________
the reasons stated below and/or cited in this
evaluation report. (Please use separate sheet if
necessary.)