Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF BOHOL

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Quarter : 1 Week : 5 Day : 1-4 Activity No. : 1-2

Competency : Outlines reading texts in various disciplines.

Objectives : Make an outline on the selection being read.
Topic : OUTLINING READING TEXT
Materials : textbook, laptop
Reference :  English for Academic and Professional Purposes J. Barrot,
 https://www.slideshare.net
 https://www.megaessays.com/viewpaper/80923.html
 https://bcourses.berkeley.edu/courses/1357555/pages/b-
dot-6-2-topic-and-sentence-outlines-which-type-of-outline-is-
best-for-the-assignment?module_item_id=13261248
 www.shsd.org › DisplayFilePDF
TOPIC AND SENTENCE OUTLINES
Copyrights : For classroom use

Learning Concepts:

DEFINING AN OUTLINE
An outline is a summary that gives the essential features of a text. It shows how the
parts of a text are related to one another as parts that are equal of importance, or
sections that are subordinate to a main idea.
It is a tool used to organize written ideas about a topic or thesis into a logical order.
Outlines arrange major topics, subtopics, and supporting details.  Writers use outlines
when writing their papers in order to know which topic to cover in what order.  Outlines
for papers can be very general or very detailed.

WHY DO WE OUTLINE?
 it gives an overview of the topic and enables us to see how various sub topics
relate to one another
 recording the information in our own words tests our understanding of what we
read
 it is an effective way to record needed information from reference books you do not
own

HOW TO MAKE AN OUTLINE

I. FIRST MAJOR IDEA
A. First supporting detail
1. Detail
2. Detail
B. Second supporting detail
1. Detail
2. Detail
a) minor detail or example
b) minor detail or example
II. SECOND MAJOR IDEA
A. First supporting detail

TYPES OF OUTLINE
1. Topic outline
2. Sentence outline

A topic outline is a list of words or phrases. It arranges the ideas

hierarchically (showing which are main and which are sub points) in the
USE A SEPARATE SHEET FOR YOUR ANSWERS! DON’’T FORGET TO WRITE YOUR NAME AND SECTION.
sequence one wants and shows what one will talk about. Topic outlines help a
Activity No. 1

Directions: Read the selection and make a topic outline. Use the space provided below. (15 points)

Air Pollutant Types

Based on their origin, air pollutants can be classified into primary and secondary air
pollutants.
 Primary pollutants are emitted directly from the sources, are found in the atmosphere in
their emitted form. Examples include, sulphur oxides, nitrogen oxides, hydrocarbons, ash,
smoke, dust, fumes, mist, sprays and radioactive compounds.
Secondary pollutants are formed in the atmosphere by chemical reactions between
primary pollutants and atmosphere constituents. These are usually formed by photochemical
reactions, hydrolysis or oxidation. Examples include ozone, aldehydes and ketones.

Activity No. 2

Directions: Read the selection and make a sentence outline. Use the space provided below. (15 points)

Bullying in Schools

Bullying in the schools has negative effects on individual students and on the
school climate as a whole. Bullying can cause long-term problems for both the victims
of bullying and the bullies themselves. To explore the effects of bullying on
adolescents, we will define bullying, identify the characteristics of bullies and victims,
outline the extent and consequences of bullying, and present resources for further
information and assistance.
             Bullying is any behavior that is initiated by one or more students against a
victim or victims that causes physical or psychological intimidation. Bullying
behaviors can be classified as either direct (such as teasing, threatening, hitting, or
stealing) or indirect (such as rumor spreading or social isolation). Boys typically
employed direct methods of bullying, while girls tend to use in direct methods. Either
way, behaviors must occur repeatedly overtime to be classified as bullying.
             Characteristics of Bullies and Victims
             There are specific behaviors that bullies tend to exhibit. The bullies often
need to feel powerful and in control. They may feel no remorse when they inflict injury
and suffering on others. Bullies tend to defy authority and are likely to break school
rules. They seem to have little anxiety and appear to possess high self-esteem.
Students who come from homes characterized by physical punishment tend to be
more likely to exhibit these types of behaviors.
             Victims also tend to exhibit specific characteristics. They are often anxious,
insecure, cautious, and have low self-esteem. Victims tend to be socially isolated, and
may lack social skills and friends. Because they tend to be weaker than their peers,
either physically or socially, victims rarely retaliate against bullies. Students who have
close ties with their parents/guardians or who have overprotective parents/guardians
are more likely to be victimized by bullies.
 Source:
https://www.megaessays.com/viewpaper/80923.html

Rubrics for scoring: Topic Outline and Sentence Outline

CRITERIA POINTS
Proper use of outline format 5
Organization: Arrangement of headings makes sense, guides 5
the reader
Completeness 5

TOTAL 15