Module in

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Grade 12
FIRST QUARTER Subject Teacher: MARRY QUEENIE M. GONZALES, LPT

WEEK 1: AUGUST 24-28, 2020

DISCUSSION:
TITLE: READING ACADEMIC TEXTS
There are a lot of students having difficulties when tasked
OBJECTIVES:
with writing essays and research projects, are you one of
This module will enable students to:
▪ Define academic writing and distinguish it from other them? It is quite hard for them, because simply they are not
kids of writing aware of the features and requirements of academic texts.
▪ Identify the purpose, audience, language and style of
academic writing ❖ Academic Writing is a process that starts with posing
▪ Situate academic writing in the Philippine context. a question, problematizing a concept, evaluating an
opinion, and ends in answering the question or
INTRODUCTION:
questions posed, clarifying the problem, and
arguing a stand. It always requires careful, detailed
HOW WELL DO YOU KNOW IT!
information and involves research.
Read the different kinds/parts of an excerpt/the text below.
❖ Academic Writing has specific purposes, to inform, to
argue in a specific point and to persuade but it
TEXT A. BRIEF HISORY OF LANGAUGE
should always engage the reader. It addresses a
Modern English covers the period 1500 to the present in the history of
the English language. The introduction of the movable printing process specific audience, (teacher) or the academic
into England by William Caxton in 1476 made possible the production of community who may read your work. But it is more
uniform copies of big numbers of books. The increase in the number of objective, forgetting to appeal to reader’s emotion
schools, in literacy production, and in travel and explorations brought using the “I”, “me” and “in my opinion” would not
change to the language from the time of the Renaissance in the 1500s. be a big help in writing academic text.
❖ Academic Writing is all about thinking. You cannot
TEXT B. PHILIPPINE CONSTITUTION-LANGUAGE
just write what comes to your mind. It has to be
Section 7. For purposes of communication and instruction, the official
languages of the Philippines are Filipino and, until otherwise provided formal in language and has a set of rules to abide.
by law, English. The regional languages are the auxiliary official You should avoid colloquial words and expression
languages in the regions and shall serve as auxiliary media of e.g. ahh, yeah. Vague words such as “a lot of
instruction therein. Spanish and Arabic shall be promoted on a voluntary people” or “someone said” aren’t considered as a
and optional basis.
good academic writing expression. Its statements
should be also backed up with strong facts and valid
TEXT C. INVITATION LETTER
evidences.
Dear Prof. Gonzales, ❖ Academic Writing is well-organized and well-
Congratulations for being chosen as one of the recipients of the ASEAN planned. The paragraphs’ intention flows from one
Education Program Award. You are invited to the 5 th Annual ASEAN
section to the next which composed of one main
English Teachers’ Conference. Our sponsors value the important work
done by English Language Teachers and they are willing to support topic or genre. It always takes place after a thorough
your professional endeavors by giving financial aid in the conferences. research.
❖ Academic Writing is linear, which means it has one
After analyzing each excerpt/text, fill out the table based central point or theme with each part contributing to
on the evaluation. (25pts.) the main line of argument, without digression
TEXT A TEXT B TEXT C (leaving the main subject) and repetition.
What is the writer’s
goal in writing the
text? (purpose) Tips in Writing an Academic Text
Who is the target
reader of the text? ▪ Content. Clarify the purpose and the thesis
(audience)
How did the writer statement (it is a claim or a stand which pertains
organize the text? the whole concept of the text), relevance of the
(style) supporting points to the thesis statement,
Did the writer write in
a formal or informal knowledge on the subject matter.
manner(tone)

1|Tanauan City College - SHS

 Module in
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Grade 12
FIRST QUARTER Subject Teacher: MARRY QUEENIE M. GONZALES, LPT

▪ Structure. Coherence/consistency and logical ASSESSMENT:

sequence of ideas.
▪ Language and Style. Word choice sentence
construction.
▪ Mechanics. Grammar, Punctuations,
Capitalization, Formatting.
You have learned that academic writing has a certain
requirements and standards, but it does not hinder the
writer to speak his/her stand and purpose with the
varied justification. You also learned that it goes hand
in hand with critical thinking, which may discuss in the
next lesson. If you learn the aforementioned features
and do your best to adhere to them, you most likely
won’t be disappointed getting you essay grades results.
ACTIVITY:
CARRY THIS OUT!
❖ OPEN ENDED SENTENCES
Based on the discussion provided, define and give the
features of the academic text. (15pts.)
Academic writing is…
__________________________________________________
__________________________________________________
__________________________________________________
Academic writing requires…
__________________________________________________
__________________________________________________
__________________________________________________
Academic writing is different from a creative essay, a
business letter, and a legal document in terms of …
__________________________________________________
__________________________________________________
__________________________________________________

Write a two-to-three-page essay on what you think is the

state of academic writing in the Philippine context. Use your
personal knowledge, what you hear from your teachers and
on the news, and what you have read from the books to
substantiate opinion.

Use the following criteria for the evaluation:

Content-20
Organization-10
Grammar/Mechanics-10

Resources:
Saqueton, G. & Uychoco, M, 2016 English for Academic and
Professional Purposes Rex Bookstore

file:///C:/Users/Queenie/Documents/TANAUAN20CITYCOLLE
GE/SeniorHighSchoolSubjects/EnglishforAcademicandProfessiona
lPurposes/EnglishTGSHSv.1.pdf

http;//www. uefap.com//writing/feature/intro.html
http;//writology.com/blog/academic-writing-purpose-features-and-
rules/html

2|Tanauan City College - SHS

 Module in
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Grade 12
FIRST QUARTER Subject Teacher: MARRY QUEENIE M. GONZALES, LPT

WEEK 2: AUGUST 31- SEPTEMBER 4, 2020

Do you believe and agree with the statements after
TITLE: READING TEXTS CRITICALLY reading them? Would you question the truthfulness
and accuracy of the statements? How would you
OBJECTIVES: react after reading the statements?
This module will enable students to:
▪ Explain what critical reading is; If you question the validity of the statements by
▪ Annotate, outline, summarize, and question the writer’s asking the person to give basis for the for the
claim in a text; assertions (opinions that people may or may not
▪ Analyze a text by applying the different ways in reading agree with), then you are one step closer to
critically and becoming a critical reader.
▪ Define fallacy and identify the kinds of fallacy
❖ Critical reading is careful, thorough, thoughtful, and
INTRODUCTION: active reading. It is not negative or quick reading.

HOW WELL DO YOU KNOW IT!
Reflect on this statement of Gary Goshgarian:
“Critical
“Critical Reading
Reading isisan
anactive
active process
process of discovery”
of discovery.”
You can map out your answers by writing words/phrases
that you associate with critical reading, active and process of
discovery. Write as many words as you can. (25pts.)
Based on word associations, explain why critical reading is
an active process of discovery. (5pts.)
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
DISCUSSION:
Imagine that you are reading a magazine and you
see the following statements:
“Girls most likely do well in academics during high
school years but boys get ahead of them in college.”
“Female teenagers are more concerned with their physical
appearance than male teenagers”
❖ Critical reading involves scrutinizing (examine closely)
any information that you read and hear. It is not easily
believing information offered to your text. The
interaction happens when you question the writer’s
claim and assertions and when you comment on the
writer’s ideas.
Ramage, Bean, and Johnson (2006) identified the following
in critical thinking:
• The ability to present problematic questions
• The ability to analyze a problem in all its
dimensions----- to define its key terms,
determine its causes, understand its history,
appreciate its human dimension and its
connection to one’s personal experiences, and
appreciate what makes it problematic or
complex
• The ability to find, gather and interpret data,
facts, and other information relevant to the
problem
• The ability to imagine alterative solutions to the
problem, to see the different ways in which the
question might be answered in different
perspective for reviewing it
• The ability to analyze competing approaches
and answers, to construct arguments for and
against alternatives, and to choose the best
solutions
• The ability to write an effective argument
justifying your choice while acknowledging the
counter-arguments.
Upon understanding the meaning and requirements
of critical reading, let us proceed on discussing the
ways on how to read an academic text.
❖ In critical reading, you take the time to think about what
is on the page. Your reading must be active: passive
reading, in which you simply read a text with no
marking or discussion of it as you read it rarely sticks in
the brain very long and very often is a waste of your
time.
❖ Even if you take notes and never look at them again, you
are twice as likely to remember what you have read
because you have processed the text actively.

3|Tanauan City College - SHS

 Module in
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Grade 12
FIRST QUARTER
❖ Active, critical reading usually involves marking the
text, so you need to have a printed copy to mark (even if
only with pencil marks you later erase), or you need to
write comments on paper using a system to note the
page and paragraph or line number in your text.
❖ Active critical reading is not just the highlighting of
important passages. It is that and much more: you
should write regular margin notes. Such notes can
include brief comments explaining your agreement or
disagreement with important points, comparisons and
contrasts to other texts or ideas, and new ideas that
occur to you.
❖ As part of this active reading strategy, you also should
stop--at least briefly--after each page you have
read. Then take some kind of note, if you haven't
already. At the end of each page you also should ask
yourself, "Have I understood everything on this page?"
❖ You should be able to write a brief, one- or two-sentence
summary of what the page says--and if you haven't yet
written a note for that page, summarizing it can be your
note. Just looking at sentences and turning pages does
not constitute critical reading. Critical reading means
actively comprehending what you have seen on the page.
❖ Another step in engaging in critical reading is to actively
engage the text right after you have read it once. This
means talking with others about it, putting the words
into practice, making an alternative model of what has
been discussed (for example, a story or a drawing), or
simply writing about it.
You have learned the ways on how to read an
academic text, moreover, the following are some
suggested ways to help you more in becoming a
critical reader.
1. Annotate what you read.
One of the ways to interact with the writer is to
write on the text. You can underline, circle or highlight
words, phrase or sentences that contain important details, or
can write marginal notes asking questions or commenting
on the ideas of the writer. You can use the sample annotated
essay below as a guide.
4|Tanauan City College - SHS
Subject Teacher: MARRY QUEENIE M. GONZALES, LPT
There are no clear and definite guidelines to
annotating a text; you can create your own style. For
instance, you can circle unfamiliar words or underline ideas
that you think are questionable.
2. Outline the text.
In order to fully engage in a dialogue with the text
or with the writer of the text, you need to identify the main
points of the writer and list them down so you can also
identify that the writer has raised support to his/her stand.
You don’t necessarily have to write a structured sentence or
topic outline for this purpose, you can just write in bullet or
in numbers. Look at the sample below.
3. Summarize the text.
Aside from outlining, you can also get the main
points of the text you are reading and write its gist in your
own words. This will test how much you have understood
the text and will help you evaluate it critically. A summary
is usually one paragraph long.
4. Evaluate the text.
The most challenging part in critical reading is the
process of evaluating what you are reading. This is the point
where the other three techniques---- annotating, outlining,
summarizing----- will be helpful. When you evaluate the
text, you question the author’s purpose and intentions, as
well as his/her assumptions in the claim. You also check if
the arguments are supported by evidence and if the
evidence are valid and are from credible sources.
❖ These four suggested ways in reading critically
are not isolated processes that are independent
of each other; they are overlapping processes
that can used simultaneously as you engage in a
dialogue in a writer of the text. Moreover, there
is another skill that a critical reader must learn,
that is how to spot flaws of reason.
 Module in
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Grade 12
FIRST QUARTER Subject Teacher: MARRY QUEENIE M. GONZALES, LPT

ACTIVITIES:

CARRY THIS OUT!

Activity #1
Research on the different kinds of fallacy, give at least ten
(10) and provide your own examples for each fallacy. (2pts.
each)
Activity #2
Evaluate an advertisement on television. Find out if there
are fallacies that are used in that advertisement.
Use the following criteria for the evaluation:
Content of Evaluation: 10pts.
Observed Fallacy: 10pts.

ASSESSMENT:

Choose a news about a national issue (an issue that has

made it to the news headlines in the past two weeks or
so.) As a critical reader, evaluate the news article and
find out if there are flaws in the way the article is
presented. If possible, engage in dialogue with the
writer the writer so you can better evaluate the text.

Use the following criteria for the evaluation:

• Purpose of the advertisements or news(20pts.)
• Execution of the message: How was the message
conveyed? What are some interesting claims
that catch your attention? Did they present
evidence or credible resource to support the
text’s credibility? (10pts.)
• Critical value of the text: Are there fallacies?
(10pts.)
• Effectiveness and truthfulness of the text(10pts.)

Resources:
Saqueton, G. & Uychoco, M, 2016 English for Academic and
Professional Purposes Rex Bookstore

file:///C:/Users/Queenie/Documents/TANAUAN20CITYCOL
LEGE/SeniorHighSchoolSubjects/EnglishforAcademicandProf
essionalPurposes/EnglishTGSHSv.1.pdf

Ramage, Bean, Johnson, (2006) Writing Arguments: A

rhetoric with Readings, 9th Edition

5|Tanauan City College - SHS

 Module in
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Grade 12
FIRST QUARTER
WEEK 3: SEPTEMBER 7-11, 2020
TITLE: WRITING ACADEMIC TEXTS
OBJECTIVES:
This module will enable students to:
▪ Illustrate that writing is a process and that re-
writing is part of the process.
▪ Construct a clear thesis statement.
▪ Distinguish between paraphrasing and quoting
and use them appropriate in the paper.
▪ Write an academic paper following the writing
process.
INTRODUCTION:
Comprehension Check!
What are your thoughts on writing? Try to look back and
think of all the writing assignments that you did then
answer the following questions. (20pts.)
• Do you find writing easy or hard? What makes
writing easy? What makes it hard?
• Do you follow a process when you write? Can you
describe your writing process?
• If you follow a writing process, which step in the
process do you think is the hardest?
• What materials were you able to get from the
research? How will you use them to write your
essay?
DISCUSSION:
As a student, you have been exposed to writing even at a
young age. In grade school, you have been asked to write
over an over about your summer vacation or the New Year’s
Resolution. Most of you do write well. However, some of
you find it hard to start writing. As we begin the discussion,
remember that writing is just like cooking and driving, it is a
skill that can be learned. Writing includes step-by-step
process that you have to carefully follow.
❖ To fully understand the process of writing, follow
each step, first, choose a topic, it includes
brainstorming, freewriting and clustering.
o Freewriting helps you arrive at more focused ideas
about your topic. The process of freewriting is to
begin writing about your topic, noting everything
that comes to mind. Continue writing for 10 to 15
minutes without stopping. While freewriting, do not
worry about spelling, grammar or punctuation, it is
just to collect ideas to be used later in your writing.
o Brainstorming or Listing is a process of generating a
lot of information within a short time by generating
some broad ideas and then building on those
6|Tanauan City College - SHS
Subject Teacher: MARRY QUEENIE M. GONZALES, LPT
associations for more detail. Listing is particularly
useful if your starting topic is very broad and you
need to narrow it down.
1. Jot down all the possible terms that emerge from the
general topic you are working on. This procedure
works especially well if you work in a team. All
team members can generate ideas, with one member
acting as scribe. Do not worry about editing or
throwing out what might not be a good idea. Simply
write down as many possibilities as you can.
2. Group the items that you have listed according to
arrangements that make sense to you. Are things
thematically related?
3. Give each group a label. Now you have a narrower
topic with possible points of development.
4. Write a sentence about the label you have given the
group of ideas. Now you have a topic sentence or
possibly a thesis statement.
o Clustering or mapping is used to narrow a topic or
break a topic into categories. Begin with a general
concept and make radiate out different patterns of
words or phrases.
❖ The next step is to make sure that you focus on one
idea that you are going to discuss thoroughly in
your paper, then narrow down the topic.
❖ The last step in the pre-writing is one of the most
crucial steps, knowing your purpose and
identifying your reader or audience. Determining
your purpose will help you communicate clearly
your ideas to your readers, which is the goal in all
writing. Knowing your reader of your audience is
important because the knowledge, interests,
attitudes, and needs of your reder will give you an
idea as to how will you organize your points and
claim in such a way you can establish a common
ground to the reader.
 Module in
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Grade 12
FIRST QUARTER
Before you start the actual process of writing, make
sure that your writings will back up with supporting
details and evidences. You cannot just copy the
paragraph and incorporate it in your paper; doing
so would be considered as plagiarism.
❖ Plagiarism is deliberately copying of somebody
else’s work and claiming that work to be his/her
using somebody else’s work or ideas without proper
acknowledgement or citation and copying the text
without paraphrasing it.
❖ Paraphrasing is one of the ways to avoid plagiarism.
It is rendering the essential ideas in a text (sentence
or paragraph) using your own words. Paraphrased
materials are usually shorter than the original text. It
is more detailed than a summary. When you
paraphrase, it is advised that you first understand
what the text is about and then write your rendition
of the text without referring to it as you write.
❖ Another way to avoid the plagiarism is to directly
quote the sentence or the paragraph. A direct
quotation is preferred to a paraphrase when the
author’s ideas are so important that paraphrasing
the will change the essence of those ideas.
❖ Certainly, you are ready to write. You have
learned how to gather and cite sources to avoid
plagiarism. You have also learned to paraphrase
and quote directly from an original text. With
that, you can start working on the next steps in
the process, which is the writing process.
THE WRITING PROCESS
Developing your Thesis Statement
❖ A thesis statement is the claim or stand that you
will develop in your paper. It is the controlling
idea of your essay. It gives your readers idea of
what your paper is all about.
Organizing your Paper
❖ Your next step as a writer is to support your
thesis statement with sufficient evidence, data
and examples. As a writer, your main aim is to
organize your ideas in a logical
Organizing your ideas means finding
connections of one point to another and
establishing a link from one idea to the other.
7|Tanauan City College - SHS
Subject Teacher: MARRY QUEENIE M. GONZALES, LPT
▪ You start your essay with writing the introduction.
The introduction for academic essay provides a
background of your topic, poses a question
regarding the topic, explains how the question is
problematic and significant, and gives the writer’s
thesis statement.
▪ After this one- or two-paragraph introduction to
your essay, develop the body of the essay. This is
where the bulk of the essay is found and where you
develop an answer or propose a solution to the
thesis statement that you have given in the
introduction. You can outline your main points
before writing the body of the essay. In the body,
you have to support your main points and include
the other details that would support your thesis
statements.
▪ Your conclusion should bring together the points
made in your paper and emphasize your final point.
The conclusion may also leave a though-provoking
idea that you wish your audience to consider. Do
not just summarize your main points; make sure
that you synthesize your main points and
emphasize your thesis statement.
You have learned the pre-writing and the writing
process, there are two last processes involved in the
post-writing: the revising and editing.
❖ During revising, you add, cut, move, or change
information in order to improve content. During
editing, you take a second look at the words and
sentences you used to express your ideas and fix
any problems in grammar, punctuation, and
sentence structure.
ACTIVITY:
CARRY THIS OUT!
Write an essay an make a corresponding title. Choose an
interesting topic. Content(20pts.) and Organization(10pts.)
must be observed. Language(10pts.), style(10pts.),
format(10pts.) and mechanics(10pts.) will be graded.
order.
the
 Module in
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Grade 12
FIRST QUARTER Subject Teacher: MARRY QUEENIE M. GONZALES, LPT

ASSESSMENT:

Answer each of the following questions in one

paragraph. Each paragraph is worth 5 points.

1. What is the importance of pre-writing techniques?

2. Why is audience analysis is important before writing
you essay? What are the questions that you should ask
in your audience analysis?
3. What is the difference between paraphrasing and
quoting?
4. Do you agree that the steps in writing should be
followed? Why or why not?
5. How about the style of other writer who write until a
night before the deadline? What can you say about it?

Resources:
Saqueton, G. & Uychoco, M, 2016 English for Academic and
Professional Purposes Rex Bookstore
https://writing.ku.edu/prewriting-strategies

8|Tanauan City College - SHS

 Module in
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Grade 12
FIRST QUARTER
WEEK 4&5: SEPTEMBER 14-25 2020
TITLE: WRITING THE REACTION/REVIEW/CRITIQUE
OBJECTIVES:
This module will enable students to:
▪ Identify the different kinds of reaction paper
▪ Appreciate the craftmanship of writing a review
▪ Write an insightful reaction paper on a social issue
or common experience.
INTRODUCTION:
Motivation (5pts. each)
• What is the importance of reaction paper? Why
should people write a rection paper?
• Why do people read reviews? Why are reviews
important?
• What is a social event or phenomenon? Can you
name some social events or phenomena that
happened in the Philippines? How do you feel
about it?
DISCUSSION:
❖ A reaction or response paper requires the writer to
analyze a text, then develop commentary related
to it. It is a popular academic assignment
because it requires thoughtful reading, research,
and writing. You can learn how to write a
reaction paper by following these writing tips.
HOW TO WRITE A REACTION PAPER
Three Parts of Writing a Reaction Paper:
1. Prewriting and Actively Reading
2. Drafting Your Essay
3. Writing Your Final Draft
Prewriting and Actively Reading
1. Understand the purpose of a reaction paper.
• Reaction or response papers are assigned so that
after reading a text, you will think carefully about
what you feel or think about the text.
• When you write a response paper, you need to
evaluate the text's strengths and weaknesses, along
with if and how well the text accomplishes its
objective.
• Reaction or response papers are assigned so that
after reading a text, you will think carefully about
what you feel or think about the text.
• When you write a response paper, you need to
evaluate the text's strengths and weaknesses, along
with if and how well the text accomplishes its
objective.
2. Figure out what the assignment is asking.
• Before beginning your paper, you must figure out
exactly what your teacher or professor is looking for.
• Some teachers want you to react by analyzing or
evaluating the reading. Other teachers want a
9|Tanauan City College - SHS
Subject Teacher: MARRY QUEENIE M. GONZALES, LPT
personal response. Make sure you understand
which kind of reaction the assignment calls for.
3. Read the text you are assigned right after it is assigned.
• You have to give yourself time to do the readings,
but more importantly, to digest what you've read so
you can put the ideas together.
4 Write down your initial reactions.
• After you read through the first time, jot down your
initial reactions to the text. Do the same thing on any
subsequent readings.
• Try completing some of the following sentences
after you read: I think that..., I see that..., I feel that..., It
seems that..., or In my opinion...
5. Annotate the text as you read.
• As you read through the text again, annotate it.
• Annotating in the margins of the text allows you to
easily locate quotations, plot lines, character
development, or reactions to the text.
• If you fail to annotate thoroughly, it will be more
difficult to create a cohesive reaction paper.
6. Question as you read.
• As you read the text, you have to start questioning
the text. This is where your evaluation of the
material and your reaction begin. Some questions to
consider include:
• What issues or problems does the author
address?
• What is the author's main point?
• What points or assumptions does the author
make, and how does she back that up?
• What are strengths and weaknesses? Where
are problems with the argument?
• How do the texts relate? (if multiple texts)
• How do these ideas connect to the overall
ideas of the class/unit/etc.
Drafting Your Essay
1. Free write.
• Start by freewriting your reactions and evaluations
of the author's ideas. Try to put into words what
you think the author is trying to do and whether
you agree or disagree.
• Then ask yourself why, and explain why you think
these things. Freewriting is a great way to start
getting your ideas on paper and getting past that
initial writer's block.
2. Decide on your angle.
• Reaction papers have to be critical and have some
evaluation of the text. Otherwise, you are just
summarizing what you read.
• After freewriting, decide what your angle is. Keep
asking yourself the same questions as you craft a
coherent reaction.
3. Determine your thesis.
• Now that you have completed your freewriting and
found your angle, you can now shape this into an
argument.
 Module in
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Grade 12
FIRST QUARTER
• What interesting thing do you have to say about
what you just read?
• Start to state why what you said is interesting and
important. This is the core of your reaction paper.
• Take all your points, opinions, and observations,
and combine them into one claim that you will
prove. This is your thesis.
4. Organize your paper.
• Your paper should follow basic essay format.
• It needs an introduction, body paragraphs, and a
conclusion.
• Each body paragraph should directly support your
thesis.
• In each body paragraph, you should be reacting to a
different portion of the text.
• Organize your reactions together into a few
common topics so you can write them into
paragraphs.
5. Gather quotations.
• After you organize your ideas into paragraphs, you
need to find quotations that will support your
points.
• You must back up your claims with evidence from
the text. Look at your annotations for quotations
that support your thesis.
6. Structure your paragraphs.
• Your paragraphs should always start with a topic
sentence.
• Then you have to decide how to structure your
paragraph. You can start with what the author says
and follow that with your reaction.
• Or you can start with the author and then follow
with how your reaction contrasts. You generally
want to start with what the author says first and
follow it with your reaction.
Writing Your Final Draft
1. Write your introduction.
• Make sure your introductory paragraph states the
name of the text, the author, and the focus of your
paper.
• You may also want to include the year of
publication and the publication it was taken from if
relevant.
• It is also good to include the topic of the text and the
author's purpose.
2. Reread your reaction paragraphs to ensure you make a
stance.
• Although most reaction papers don't ask specifically
for your personal opinion, you should be critiquing,
analyzing, and evaluating the text, rather than just
sticking to the facts.
• Look for places where you simply report what the
texts says instead of providing a critique or
evaluation of what the text says.
10 | T a n a u a n C i t y C o l l e g e - S H S
Subject Teacher: MARRY QUEENIE M. GONZALES, LPT
3. Explain the greater implications of the text for the class,
author, audience, or yourself.
• One good way to analyze and evaluate the text is to
connect it to other ideas you've discussed in the
class.
• How does this text compare to other texts, authors,
themes, or time periods?
4. Proof and spell check your document.
• Proof by reading for grammar errors.
• Look for run-ons, fragments, verb tense issues, and
punctuation errors.
• Check for spelling.
5. Ask yourself if you responded to the assignment
adequately.
• Double check your assignment guidelines.
• Make sure you have followed your teacher's
directions. If you did, it is ready to submit.
ACTIVITY:
Watch a movie with your preferred genre. Then, write a
reaction paper corresponds to the step given in the
discussion.
The rubric for evaluating your reaction paper is as follows:
• Content (50%): This includes the relevance of the
event and your reaction; the informative and
entertainment value of your paper; the societal
importance of your paper.
• Organization (20%): This includes the appropriate
use of transitional markers; the correct use of
paragraphs; the logical flow of ideas.
• Language (20%): This includes the use of vocabulary
words to heighten the reader’s experience; the use of
wit, metaphor, simile and irony.
• Mechanics (10%): This includes the correct use of
grammar, spelling, punctuation, and sentence sense.
ASSESSMENT:
Answer each of the following questions in one paragraph.
Each paragraph is worth 10 points.
1. Should you have a definite stand about a restaurant,
movie or new review by the end of it? Why or why not?
2. Can a reaction paper influence the world? Why or
why not?
3. Is it acceptable to criticize society or its institutions,
such as government or the church in a reaction paper?
Explain
Resources: Saqueton, G. & Uychoco, M, 2016 English for
Academic and Professional Purposes Rex Bookstore
https://www.wikihow.com/Write-a-Reaction-Paper
 Module in
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Grade 12
FIRST QUARTER
WEEK 6&7: SEPTEMBER 28- OCTOBER 9 2020
TITLE: WRITING CONCEPT PAPER
OBJECTIVES:
This module will enable students to:
▪ Define what a concept paper is and distinguish it
from other kinds of academic paper
▪ Use definition and the different techniques of
defining to expand the meaning of the concept
▪ Enhance your critical thinking abilities in evaluating
the content and structure of a concept paper
▪ Write your own concept paper given a specific
context
INTRODUCTION:
Motivation
Read the text entitled “Why I want a wife” by Judy Brady.
Seehttps://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/D
omain/10659/I%20Want%20a%20Wife.pdf
Then answer the following comprehension questions.
1. What is Judy Brady’s main thesis in the essay?
2. What is the concept being defined in the essay?
3. Why does she want a wife?
4. How was the concept developed? What technique of
defining were used? (2pts.)
5. Do you now have much clearer understanding of
what concept paper is through this sample essay? How
would you define concept paper now? (5pts.)
DISCUSSION:
❖ The concept paper defines an idea or a concept and
explains its essence in order to clarify the
“whatness” of that idea or concept. It answers the
questions: what is it and what about it.
❖ A concept paper starts with a definition, either
formal or informal, of the term and the concept and
proceeds with an expanded definition and an
analytic description of the aspects of the concept.
❖ Definition is a mode of paragraph development that
answers: What is it? What does it mean? What are
the special features? The word to be defined may be
an object, a concept, a person, a place or a
phenomenon.
❖ Definition is important because it clarifies the
meaning of a word or a concept and it also limits the
scope of that particular word or concept. Limiting
the scope controls and avoids misinterpretations,
indefinite information and broad ideas.
❖ The purpose of a concept paper is to lay down the
meaning of a term by limiting, extending, or
redirecting the reference or sense in which the term
is commonly understood to use in a special way a
term borrowed from another field in which it is
made to apply.
11 | T a n a u a n C i t y C o l l e g e - S H S
Subject Teacher: MARRY QUEENIE M. GONZALES, LPT
❖ However, a clear definition of words and ideas is
important to make sense of language and in order to
address the differences in perception of people
especially in dealing with abstract concepts.
❖ Thus, even if the concept paper tends to be
subjective, the writer still has to make sure that
concepts are clarified and explained in a such way
that the readers can understand and make sense of
the connections.
❖ In this sense, a concept paper can be subjective
because the writer can choose what areas to
emphasize, what explanations and analyses to
include and exclude, and what complex ideas have
to be simplified.
ACTIVITY:
CARRY THIS OUT!
Write your own concept paper on the idea of a “beautiful
woman.” Use what you have learned about concept paper.
Make sure you follow the content and structure of a good
concept paper. Content(20pts.) and Organization(10pts.)
must be observed. Language(10pts.), style(10pts.),
format(10pts.) and mechanics(10pts.) will be graded.
ASSESSMENT:
Answer each of the following questions in one
paragraph. Each paragraph is worth 5 points.
1. How would you describe definition as a mode of
paragraph development?
2. What are the situations that would require you to
come up with clear definitions?
3. What are the characteristics of a good concept paper?
4. How would you resolve/restore the subjectivity of the
concept paper with the objectivity of the academic
discipline?
5. What is the significant of learning about concept
paper in the academic and professional world?
Resources:
Saqueton, G. & Uychoco, M, 2016 English for Academic and
Professional Purposes Rex Bookstore
https://www.wikihow.com/Write-a-Reaction-Paper
https://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Doma
in/10659/I%20Want%20a%20Wife.pdfv