RW LAS Q4 Week 1-6

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READING AND WRITING

FOURTH QUARTER: WEEK 1
HYPERTEXT AND INTERTEXT
Name of Learner: ____________________________________________________

Section: ____________________________________________ Date: __________
Background Information:
The Oxford Dictionary defines context as “the circumstances that form the setting
for an event, statement, or idea, and in terms of which it can be fully understood.” Such
circumstances, which can be cultural, historical, political, social, or economic events,
shape or influence a writer in writing his or her work.
For instance, a personal narrative entitled “How I Spent My Summer Vacation”
was likely written to relate the writer’s summer experience. With this purpose in mind,
the writer narrates the experience in relation to his or her context: where and how he or
she usually spends the summer and with whom, what is summer like where he or she
lives and how other people there spend the summer, and what prompted him or her to
spend the summer that way.
Questions to ask to understand the context of the text:
1. When was the text written? What was the society like back then?
2. Where was the text written? How did the place influence the author’s
writing?
3. What were the political, social, cultural, economic, or even religious
influences in the author’s life that are reflected in his or her writing?
4. What were the influences of the genre and the author’s contemporaries in
his or her work?
The two contexts of text development are essential in understanding texts in the
sense that they offer additional information that helps the reader comprehend what the
writers tries to convey through the text.
The types of text development in the context of writing are known as:
a. Intertext (Intertextuality)
b. Hypertext (Hypertextuality
A. Intertextuality (Intertext)
Writers often reference another literary, media, or social text in their own writing.
They create a link or connection between their work and other texts. The relationship
formed between the two texts is called intertextuality.
When we read, we try to make meaning of the material that we are absorbing
through many different processes. Unintentionally, sometimes, we see patterns in the
materials that we are reading that are apparent in another text. Theorists term this as
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intertextuality, as a literary device, "it is the ‘complex interrelationship between a text

and other texts taken as fundamental to the creation and interpretation of the text"
(Merriam-Webster Dictionary, 2015). As readers, our ability to create connections
among various texts enhances the meaning of the reading material.
Julia Kristeva, a French author, coined the term intertextuality. In her essay
“Word, Dialogue, and Novel,” published in 1967, she says, “Any text is constructed as a
mosaic of quotations: any text is the absorption and transformation of another.” A text,
she argues, depends on other texts and discourses. With this definition, intertextuality
then is not only important to the creation of text but also to its interpretation; for a reader
to understand the meaning of a text, he or she should be able to make sense of its
connection or relationship with the other text.
When reading a work that uses intertextuality, you may ask the following
questions:
1. Why did the author reference another text in his or her writing?
2. How is the text incorporated into the author’s writing? How did the author
reimagine it?
3. What effect does the text have on the author’s writing?
Forms of Intertextuality
The following are two forms of intertextuality:
 The writer references either a brief or prolonged portion of a literary text in his
or her writing. He or she mentions the title of the book, uses one of its
characters, or recreates one of its scenes.
 The writer references a media or social text in his or her writing. He or she
mentions film, a TV show, a song, or any event in society, history, politics,
etc. and becomes part of the writing.
Example:
JK Rowling’s "Harry Potter Series" and JRR Tolkien’s "Lord of the Rings Trilogy”
Explanation:
JK Rowling’s "Harry Potter Series" share similar events and even characters
types similar to JRR Tolkien’s "Lord of the Rings Trilogy". Both texts use wise wizards
as the protagonist’s mentor (Gandalf in LOTR and Dumbledore in Harry Potter); this is
an example of intertextuality. As readers, we understand "Harry Potter’s" journey more
because of the individual connections we can attribute to the "Lord of the Rings".
However, we do not need to read the "Lord of the Rings" to understand "Harry Potter."
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B. Hypertextuality (Hypertext)
Commonly, hypertext is associated with computing. The term was coined in 1965
by Ted Nelson, an American pioneer of information technology. It is an arrangement of
information in a computer database, in which objects like text, pictures, and programs
are linked to one another. When a user selects an object, he or she can see the other
objects linked to it. In reading an online article, for instance, the user can click on
highlighted words or phrases (called hypertext links) to go to new Web pages with
related content.
Hypertexts in literature derive from hypotexts through a process called
transformation. In this process, the hypertext transforms, modifies, elaborates on, or
extends the hypotext.
Hypertextuality allows readers to study a text in a different manner. Typically, a
text is written in a linear fashion. This linear progression only enables the reader to read
the material the way the author designed it from beginning to end. In a hypertext, pieces
of information are connected semantically. There is an undefined beginning, middle,
and end (Department of Education, 2013). Hypertext creates a network of materials
linked because of various connections they share, this encourages and, at times,
requires readers to go through the material at their pace.
Hypertexts are very common in online writings. They are a device in linking a
text to another. Hypertext allows readers to choose their way of reading the text that
speaks to them in the most logical manner individually. This process removes the
burden of making meaning from the author to the reader. As a reader, you are given the
chance to explore other parts of the text or even ideas linked to the text without being
told how and what to read in a step-by-step process.
Example:
Philippa J. Burne’s wrote "24 Hours." This hypertext fiction presents a narrative,
wherein, readers are given clickable options that determine the dialog and action of the
text. You may determine the path the story may take depending on the choices that you
make as the reader.
The girl hesitates, ‘Jess left.’
‘Oh.’
‘You a friend?’
‘Cousin.’
‘Didn’t even leave an address.’
She looks you up and down. ‘I suppose you’d better come in.’ You look up and
down the street and wonder whether you should just leave.
From "24 Hours" by Philippa J. Burne
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Explanation:
The passage above gives the reader the option to click the word ‘come in’ or
‘leave’. Clicking one of the words would lead you to a different part of the story. These
choices create multiple beginnings and endings that are determined by the choices
made by the reader.
Learning Competency with code:
Identify the context in which a text was developed

a. Hypertext
b. Intertext
Exercise 1:
Instructions: Read the each statement carefully. Write True if it is correct, and False, if
not. Write your answer on the space provided before the number.
_______________1. Context means the circumstances that form the setting for an
event, statement, or idea, and in terms of which it can be fully
understood.
_______________2. Cultural, political, social, and structural are kinds of context.
_______________3. The types of context shape or influence a writer in writing his or her
work.
_______________4. The relationship formed between two texts is called hypertext.
_______________5. The French author who coined the term intertextuality is Audrey
Moreau.
_______________6. The two contexts of text development are essential in
understanding texts in the sense that they offer additional
information that helps the reader comprehend what the writers tries
to convey through the text.
_______________7. The types of text development in the context of writing are
intertextuality and hypertext.
_______________8. Hypertexts are very common in online writings.
_______________9. Hypertext is the ‘complex interrelationship between a text and
other texts taken as fundamental to the creation and interpretation
of the text.
_______________10. When the writer references a media or social text in his or her
writing, that becomes a form of intertextuality.
_______________11. Hypertext allows readers to choose their way of reading the text
that speaks to them in the most logical manner individually.
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_______________12. The question “What were the political, social, cultural, economic, or
even religious influences in the author’s life that are reflected in his
or her writing?” is important to ask to understand the context of the
text.
_______________13. Hypertext is a device in linking a text to another.
_______________14. If a writer references a media or social text in his or her writing. he
or she mentions film, a TV show, a song, or any event in society,
history, politics, etc. and becomes part of the writing. It shows a
form of intertextuality.
_______________15. Intertextuality and hypertext are essential in understanding texts in
the sense that they offer additional information that helps the reader
comprehend what the writers tries to convey through the text.
Exercise 2
Instructions: Compare and contrast intertextuality and hypertext using the given Venn
Diagram below.
Intertextuality Hypertext
Criteria 5 4 3 2
Each section Each section
Each section Each section
of the diagram of the diagram
of the diagram of the diagram
Concept contains two contains very
contains four contains three
Arrangement facts that are few facts that
facts easily facts easily
somewhat are not easily
identified. identified.
identified. identified.
Student
Student
Student displays a Student
illustrates a
exhibits limited shows little or
Primary firmer
mastery of the understanding no
Source understanding
material as with some understanding
Content of most of the
evidenced by details of topic. There
similarities
attention to pertinent to are few
and
detail. the subject details.
differences.
matter.
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Reflects Most of the Contains non

Reflects some
factual information is factual
factual
information factual and information
information
Linking that seemingly that does not
and attempts
Content corresponds corresponds correspond to
to put it in
together with with the
corresponding
appropriate appropriate appropriate
section of
section of section of section of
diagram.
diagram. diagram. diagram
www.keansburg.com
Exercise 3:
Instructions: Identify the development of context in the music Heal the World by
Michael Jackson. State on the space provided if it employed hypertext or intertextuality.
Explain why. Do this by writing a 200- word critique of the music.
Heal the World
Michael Jackson
There's a place in your heart There are people dying
And I know that it is love If you care enough for the living
And this place could be much Make it a better place
Brighter than tomorrow For you and for me
And if you really try If you want to know why
You'll find there's no need to cry There's love that cannot lie
In this place you'll feel Love is strong
There's no hurt or sorrow It only cares of joyful giving
There are ways to get there If we try we shall see
If you care enough for the living In this bliss we cannot feel
Make a little space Fear of dread
Make a better place We stop existing and start living
Heal the world The it feels that always
Make it a better place Love's enough for us growing
For you and for me So make a better world…
And the entire human race Source: LyricFind
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5 4 3 2
Presents ideas in Presents ideas in Ideas are

Ideas Ideas are too
an original a consistent vague or
general
manner manner unclear
Has some
Shows strong No
Shows organized organization;
Organization and organized organization;
beginning attempt at the
beginning lack beginning
/middle /ending beginning /middle
/middle /ending /middle/ ending
/ending
Writing shows
Writing shows Writing shows a Writing shows
little
strong clear adequate
Understanding understanding of understanding of understanding of understanding
of the models
the models of the models of the models of
of
communication communication communication
communication
Sentence
Sentence
structure Sentence
structure is No sense of
Sentence enhances structure is limited;
evident; sentence
Structure meaning; flows sentences need to
sentences structure or
throughout the flow with 99 or
mostly flow with flow
piece with 200 or below words
100 to 199 words
more words
Mechanics Free from any Numerous
Few errors Several errors
error errors
https://www.thoughtco.com/essay-rubric-2081367
Exercise 4:
Instructions: Make a power point presentation in a minimum of 2 slides and maximum
of 5 slides employing hypertext through the use of hyperlinks. Power Point presentation
may be submitted digitally (soft-copy) or printed (hardcopy), if you do not have the
means to do it in softcopy or printed, you may also illustrate or show this using the
space provided below.
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Rubric for Exercise 4
5 4 3 2
Content is Content is Content is

Content is
accurate but some accurate but some questionable.
accurate and all
information are information are The information
necessary missing and/or not missing and/or not are not
Content
information are presented in a presented in a presented in a
presented in a logical order, but is logical order, logical order,
logical order. still generally easy making it difficult making it difficult
to follow. to follow. to follow
The PowerPoint
The PowerPoint The PowerPoint The PowerPoint
Powerpoint Presentation Presentation Presentation Presentation
Structure shows 4 or more
shows 3 examples shows 2 examples shows 1 of
examples of
of hypertext of hypertext hypertext
hypertext
Presentation
flows well and Presentation flows
Presentation flows Presentation is
logically. well. Tools are
Slide well. Some tools unorganized.
Presentation used correctly.
Creation are used to show Tools are not
reflects Overall
acceptable used in a
extensive use of presentation is
understanding relevant manner.
tools in a interesting.
creative way.
Source: https://www.thoughtco.com/essay-rubric-2081367
Reflection
Instructions: Reflect on the learning that you gained after taking up this lesson.
What were your thoughts or ideas about the topic before taking up this lesson on
types of communication strategy?
I thought…____________________________________________________________
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What new or additional ideas did you have after taking up this lesson?
I learned that…_________________________________________________________
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SST - III
AIKO B. GAÑA
Prepared:
Exercise 1
1. True
2. False
3. True
4. False
5. False
6. True
7. True
8. True
9. False
10. True
11. True
12. True
13. True
14. True
15. True
Exercise 2
 Intertextuality
It is the modeling of a text's meaning by another text. It is defined as the connections between
language, images, characters, themes, or subjects depending on their similarities in language,
genre or discourse. This view recognizes that the text is always influenced by previous texts.
 Hypertext
Hypertexts derive from hypotexts through a process called transformation. Hypertext
transforms, modifies, elaborates on, or extends the hypotext.
 Intertextuality and hypertext are both types text development that are essential in
understanding texts in the sense that they offer additional information that helps the reader
comprehend what the writers tries to convey through the text.
Exercise 3
1. Answers may vary
Exercise 4
1. Answers may vary
Answer Key
88147623. Accessed February 2, 2021.
https://www.slideshare.net/KatrinaClaireLandich/context-of-text-development-
Landich, Katrina Claire. "Context of Text Developmet.".
2081367. Accessed February 2, 2021.
Cox, Janelle. "Essay Rubric." ThoughtCo. https://www.thoughtco.com/essay-rubric-
Writing. REX Book Store.
Tiongson, Marella Therese A. and Rodriguez Maxine Rafaella C. 2016. Reading and
References for Learners:
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READING AND WRITING SKILLS

Name of Learner: ____________________________________________________

Section: ________________________________ Date: ___________________
LEARNING ACTIVITY SHEET
CRITICAL READING AS A FORM OF REASONING
Whenever you read a text for school or for leisure, surely, you experience
pausing once in few minutes, to ask yourself some clarifications about the text.
“What is the author trying to say?” or “What is the main argument being presented?”
(“Critical Reading and Reading Strategy” 2020, par. 3) are a few questions that you
may ask yourself about the text. This process is called critical reading.
Critical reading is making judgments about how a text is argued. This skill is
highly reflective as it requires the reader to “stand back” and gain some distance
from the text being read (Knott, n.d., par. 2). To read critically means to dig deeper
into the text by using certain processes and asking various questions to reach an
enhanced clarity and comprehension. It also involves presenting a logical argument
that evaluates and analyzes what you have read (“Critical Reading and Reading
Strategy” 2020, par. 4). But how do you become a critical reader?
Knott (n.d.) has suggested five (5) steps on how to become a critical reader:
1. Determine the central claims or purpose of the text (thesis statement). Critical
reading attempts to assess how these central claims are developed or argued.
2. Begin to make some judgments about the text’s context. Who is the target
audience of the text? In what historical/social context is it written? All these
matters of context can contribute to your assessment of what is going on in the

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text.
3. Distinguish the kinds of reasoning the text uses. What concepts are defined
and used? Is any specific methodology laid out? You might also examine how
the text is organized: “How has the author broken down the material?”
4. Examine the evidence (the supporting facts/claims, examples, etc.) the text
has. Supporting evidence is necessary to an argument. Having done Steps 1-3,
you are now able to see how the evidence is used to develop the argument and
its controlling claims and concepts. Consider the kinds of evidence used. What
counts as evidence in this argument? Is the evidence statistical? literary?
historical? From what sources is the evidence taken? Are these sources
primary or secondary?
5. Evaluate all the arguments and the pieces of evidence you have gathered in
Steps 1-4. Your reading of a text is already critical if it accounts for and makes
a series of judgments about how a text is argued. However, some texts may
also require you to assess the strengths and weaknesses of an argument. If the
argument is strong, why? Could it be better or differently supported? Are there
gaps or inconsistencies in the argument? Are the conclusions warranted by the
evidence presented? What might an opposing argument be?
Illustration 1. Knott’s 5 Steps on How to Become a Critical Reader

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There are also useful critical reading tips published by Cleveland State University’s
The Writing Center (2020):
1. Prepare to become part of the writer’s audience. Authors design texts for
specific audiences, and becoming a member of the target audience makes it
easier to get at the author’s purpose. Learn about the author, the history of the
author and the text, and the author’s anticipated audience. Read introductions
and notes.
2. Read with an open mind. Critical readers seek knowledge; they do not
“rewrite” a work to suit their own personalities. Your task as a critical reader is
to read what is on the page, giving the writer a fair chance to develop ideas and
allowing yourself to reflect thoughtfully and objectively on the text.
3. Consider the title. This may seem obvious, but the title may provide clues to
the writer’s attitude, goals, personal viewpoints, or approach.
4. Read slowly. By slowing down, you will make more connections within the text.
5. Use the dictionary and other appropriate reference works. If there is a word
in the text that is not clear or difficult to define in context, look it up. Every word
is important, and if a part of the text is thick with technical terms, it is then more
important to know how the author is using them.
6. Make notes. Jot down notes. Underline and highlight ideas. Do whatever works
for your personal taste. Note for yourself the central claims and the main points
supporting them. Writing while reading helps your memory in many ways,
especially by making a link that is unclear in the text concrete in your own
writing.
7. Keep a reading journal. In addition to note-taking, it is often helpful to
regularly record your responses and thoughts in a more permanent place that is
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yours to consult. By developing a habit of reading and writing in conjunction,
both skills will improve.
What ways can I

use to improve
my critical
reading skills?
Illustration 2. Easy Tips on How to Read Critically
Sample Text: The text’s main thesis is underlined while its supporting claims are
boxed.
The pioneers of the teaching of science imagined that its introduction into
education would remove the conventionality, artificiality, and backward-lookingness
which were characteristic of classical studies, but they were gravely disappointed.
So, too, in their time had the humanists thought that the study of the classical
authors in the original would banish at once the dull pedantry and superstition of
medieval scholasticism. The professional schoolmaster was a match for both of
them, and has almost managed to make the understanding of chemical reactions as
dull and as dogmatic an affair as the reading of Virgil's Aeneid.

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The chief claim for the use of science in education is that it teaches a child
something about the actual universe in which he is living, in making him acquainted
with the results of scientific discovery, and at the same time teaches him how to think
Supporting
logically and inductively by studying scientific method. A certain limited success has Claim 1
been reached in the first of these aims, but practically none at all in the second.
Those privileged members of the community who have been through a secondary or
public school education may be expected to know something about the elementary
Supporting
physics and chemistry of a hundred years ago, but they probably know hardly more Claim 2
than any bright boy can pick up from an interest in wireless or scientific hobbies out
of school hours. As to the learning of scientific method, the whole thing is palpably a
farce. Actually, for the convenience of teachers and the requirements of the
Supporting
examination system, it is necessary that the pupils not only do not learn scientific Claim 3
method but learn precisely the reverse, that is, to believe exactly what they are told
and to reproduce it when asked, whether it seems nonsense to them or not. The way
in which educated people respond to such quackeries as spiritualism or astrology,
not to say more dangerous ones such as racial theories or currency myths, shows
that fifty years of education in the method of science in Britain or Germany has
produced no visible effect whatever. The only way of learning the method of
science is the long and bitter way of personal experience, and, until the educational
or social systems are altered to make this possible, the best we can expect is the
production of a minority of people who are able to acquire some of the techniques of
science and a still smaller minority who are able to use and develop them.
Adapted from: The Social Function of Science, John D Bernal (1939)

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Reading critically does not simply mean being affected, informed, or
influenced by a piece of text. It refers to analyzing and understanding the overall
composition of a text as well as how it has achieved its effect on the audience.
Hence, honing your critical reading skills, regardless of your field of study, will give
you a more solid foundation for success, both academically and professionally
(Boylan et. al 2018). Therefore, it is crucial that you practice it every time you read
and whatever it is that you read.
Learning Competency with Code:
Explains critical reading as a form of reasoning (EN11/12RWS-IVac-8)
Exercise A. TRUE OR FALSE. Read each statement carefully. On the blank
before each number, write T if the idea is true and F if it is false.
______ 1. Critical reading is going deeper into the text’s meaning for better
understanding.
______ 2. Determining the text’s main thesis is crucial to the overall
understanding of the text.
______ 3. To read critically means to judge the author at the onset of the reading.
______ 4. One tip on how to become a critical reader is to keep a journal where
your thoughts and responses about the text are recorded.
______ 5. “Who are the characters?” “Can the setting be described?” are some of
the questions asked in order to read critically.
______ 6. Supporting facts and examples are important in order to evaluate a
text.
______ 7. Reading a text’s introduction and notes is not necessary in becoming a

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part of the author’s audience.
______ 8. There is a one-size-fits-all technique in jotting down notes, and that is
highlighting ideas using a green highlighter.
______ 9. Slow reading is more effective to students than to educators.
______ 10. Knowing the text’s historical or social background or connection helps
in better understanding it.
Exercise B. IDENTIFICATION. Read each statement carefully. On the blank before
each number, write the concept being called for.
__________________ 1. This includes the circumstances that influence the
text’s meaning like politics, society, history, and the
like.
__________________ 2. This statement comprises the text’s central idea or
purpose.
__________________ 3. This is necessary to the argument because it covers its
supporting facts that will make the argument valid.
__________________ 4. This process involves presenting sound arguments that
evaluate a text read.
__________________ 5. It is easier for the reader to understand a text if he/she
becomes a member of the author’s target
____________.
__________________ 6. This is the last step in reading a text critically where the
arguments and their supporting evidence are analyzed
and weighed as to their truthfulness.

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__________________ 7. It is one useful critical reading tip where the reader
gives the author a fair and objective chance to lay out
all his/her ideas first before the former makes a
judgment.
__________________ 8. This tip helps the reader’s memory in many ways like
linking a text’s abstract ideas into concrete ones.
__________________ 9. They are used to develop the text’s main argument.
__________________ 10. This is another tip to develop critical reading by slowing
down to make more connections within the text.
Exercise C. CRITICAL READING. Read critically the passage below. Identify its
thesis statement and the supporting facts or claims. Write your answers in their
respective space inside the table.
Much of what goes by the name of pleasure is simply an effort to destroy
consciousness. If one started by asking, what is man? What are his needs? How can
he best express himself? One would discover that merely having the power to avoid
work and live one’s life from birth to death in electric light and to the tune of tinned
music is not a reason for doing so. Man needs warmth, society, leisure, comfort and
security: he also needs solitude, creative work and the sense of wonder. If he
recognized this he could use the products of science and industrialism eclectically,
applying always the same test: does this make me more human or less human? He
would then learn that the highest happiness does not lie in relaxing, resting, playing
poker, and drinking simultaneously.
Adapted from an essay by George Orwell

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Thesis Statement Supporting Claims
________________________________ Supporting Claim 1:

________________________________ _______________________________
________________________________ _______________________________
________________________________ Supporting Claim 2:
_______________________________
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Supporting Claim 3:
_______________________________
_______________________________
Exercise D. ESSAY. Write a 250-word essay about the IMPORTANCE OF
CRITICAL READING IN YOUR LIFE AS A STUDENT IN THE “NEW NORMAL.”
Write your essay on the space provided. Your essay will be graded according to the
Checklist below.
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Checklist for Scoring:

VGE GE SE LE N
Criteria
5 4 3 2 1
1. The words used to express the idea are original.
2. The essay is well-organized and has cohesion.
3. The message is clearly expressed and the reasons,
clearly explained.
TOTAL
GRAND TOTAL /15
LEGEND: VGE – To a very great extent; GE – To a great extent; SE – To some extent;
LE – To a little extent; N – Not at all
Reflection:
Put a checkmark on the blank which corresponds to how well you learned the
lesson.
Always Sometimes Never
1. I can describe critical reading as a form of

reasoning.
2. I can better understand a text through critical

reading.
3. I can identify a text’s thesis statement and its

supporting facts/claims.
4. I can explain the importance of critical

reading regardless of one’s field of study.
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Boylan, Kathy, Elizabeth Browning, Katelyn Burton, Kirsten DeVries, and Jenifer Kurtz.
“Chapter 1 – Critical Reading.” Let's Get Writing! Virginia Western Community College
Educational Foundation, Inc., July 1, 2018.
https://vwcceng111.pressbooks.com/chapter/chapter-1-critical-reading/.
Critical Reading: What is Critical Reading, and why do I need to do it? Cleveland State
University, 2020. https://www.csuohio.edu/writing-center/critical-reading-what-critical-
reading-and-why-do-i-need-do-it.
Knott, Deborah. “Writing Advice Home.” Writing Advice. University of Toronto. Accessed
October 21, 2020. https://advice.writing.utoronto.ca/researching/critical-reading/.
“SAT Reading Comprehension Practice Test 01.” majortests.com, 2020.
https://www.majortests.com/sat/reading-comprehension-test01.
“SAT Reading Comprehension Practice Test 14.” majortests.com, 2020.
https://www.majortests.com/sat/reading-comprehension-test14.
skillsyouneed.com. “Critical Reading and Reading Strategy.” SkillsYouNeed. 2011-2020
SkillsYouNeed. Accessed October 21, 2020.
https://www.skillsyouneed.com/learn/critical-reading.html.
12
Answer Key:
Answers may vary in Activity D.
Prepared:
GELLIE MAE Q. PEREZ

Angeles City National High School
Senior High School
Name of Learner: ___________________________ Grade Level: _____________

Section: ____________________________________ Date: ____________________

FORMULATING EVALUATIVE STATEMENTS ABOUT A TEXT READ
(Quarter 4, Week 3)
Evaluating is forming an idea of the amount, number, or value of; it is also a form
of assessing. It is determining the significance, worth, or condition of usually by careful
appraisal and study. In reading any literary text, part of becoming a critical reader is to
be able to evaluate well the content of the material in terms of its assertions and
counterclaims as stipulated in the previous lessons. In doing so, one must be competent
enough to formulate evaluative statements towards the text read. Thus, learning to
formulate evaluative statements is a vital part of being a critical reader and a skilful
writer to come up with a quality evaluation of a certain piece of writing.
Giving a better explanation to show the strength and weaknesses of something in

the form of writing is called evaluative statement. It is a presentation of a value
judgment based on a set of criteria (Fuentes, 2019). According to Belino 2017 as
mentioned by Fuentes 2019, it is the way of a writer to explain why strength is a
strength and why weakness is a weakness based on the gathered evidence. Therefore,
a critical reader purposes to find the positive and the negative statements in a text and
make an evaluation.
In making evaluative statements, a reader must be able to identify the assertions

and counterclaims in a text. A person is making an assertion when he or she makes a
statement investing his or her belief in it, as if it is true, though it may not be. It is a
stylistic approach or technique involving a strong declaration, a forceful or confident and
positive statement regarding a belief or a fact, often, without a proof or any support. It is
simply an expression of ideas or feelings directly. In addition, assertions are declarative
sentences that claim something is true about something else.
The following are examples of assertions.
• The sampaguita’s roots are used for medical purposes, such as an aesthetic and
a sedative.
• The sampaguita belongs to the genus Jasminum of the family Oleaceace.
• The popularity of sampaguita flowers is most evident in places of worship.
• Sampaguitas are the most beautiful and most fragrant of all flowers.
There are four common types of assertions namely fact, convention, opinion, and
preference.
1. Fact - It is a statement that can be proven objectively by direct experience,

testimonies of witnesses, verified observations, or the results of research.
2. Convention – It is a way in which something is done, similar to traditions and
norms. Conventions depend on historical precedent, laws, rules, usage, and
customs. Thus, their truthfulness is verified by how commonly held definitions
and beliefs are interpreted.
3. Opinion – It is based on facts, but is difficult to objectively verify because of the
uncertainty of producing satisfactory proofs of soundness. Opinions result from
ambiguities; the more ambiguous a statement, the more difficult it is to verify.
4. Preference – It is based on personal choice; therefore, they are subjective and
cannot be objectively proven or logically attacked.
In formulating assertions about the content and the properties of a text read, one
has to examine which ideas are facts or opinions, make inferences or conclusions,
and assess the overall quality of the text. These assertions usually contain
evaluative languages such as useful, significant, important, insightful, detailed, up-
to-date, comprehensive, practical, etc.
However, identifying assertions as one of the good characteristics to making

evaluative statements is not enough. Another helpful way to make evaluative
statements is by identifying counterclaims. This shows that a reader does see the
other facets of the argument/s. Identifying and formulating counterclaims are a
writer’s abilities to portray a thorough understanding of a text. To provide a
contrasting perspective to the main argument, counterclaims are used because they
purpose to rebut previous claims. By making counterclaims, one shows that he/she
is examining different perspective and not just passively accepting the writer’s
claims. When doing so, one is remaining objective because he/she has thoroughly
considered the topic and is open for engaging himself/herself different viewpoints
from his/her own. Thus, this helps someone to clarify what his/her personal position
is on the topic.
Consider the following questions in formulating a counterclaim.
• What are the major points on which you and the author can disagree?
• What is their strongest argument? What did they say to defend their position?
• What are the merits of their view?
• What are the weaknesses or shortcomings in their argument?
• Are there any hidden assumptions?
• Which lines from the text best support the counterclaim you have formulated?
In formulating evaluative statements, taking logical fallacies into consideration is also
necessary. Logical fallacies are errors in reasoning that invalidate an argument. As a
critical reader, one must identify and examine fallacies and manipulative language
found in the text. It is therefore important that you know what some of the common
fallacies are.
Fallacy Description Example

False Dilemma Occurs when an arguer Either you fully devote
presents his/her argument yourself to the company or
as one of only two options you quit.
despite the presence of
multiple possibilities
Appeal to Ignorance Occurs when something is The writer does not talk
instantly concluded to be about the connection
true just because it is not between the victim’s killer
proven to be false, and vice and his sister, so there
versa must be none.
Slippery Slope Occurs when a series of If we ban computer shops,
increasingly superficial and then students will not be
unacceptable consequence able to do research. And if
is drawn they do not have tools for
research, these students
will fail their subjects.
Complex Question Occurs when two or more “Have you stopped
points are rolled into one cheating on exams?”
and the reader is expected
to either accept or reject
both at the same time,
when one point may be
satisfactory while the other
is not
Appeal to Force Occurs when a threat, If you do not admit that
instead of reasoning, is evolution is not real, we will
used to argue isolate you from the group.
Appeal to Pity Occurs when the element Please do not fire me for
of pity is used instead of being absent all month; I
logical reasoning have a sick mother and a
special child to support.
Appeal to Consequences Occurs when unpleasant You can’t believe that
consequences of believing colonialism is bad, because
something are pointed out if it were, then we would not
to show that the belief is be civilized.
false
Bandwagon Occurs when an argument Most Filipinas want to have
is considered to be valid fair skin because they think
because it is what the they look beautiful.
majority thinks Therefore, having fair skin
must be the real standard
of beauty.
Attacking the Person Occurs when someone tries I cannot accept your
to refute an argument by argument because, like me,
attacking the character of a you were not educated at
person instead of attacking Harvard University.
the ideas of the argument
Appeal to Authority Occurs when the argument Bill Gates, the co-founder of
quotes an expert who is not Microsoft, recommends the
qualified in the particular effective fabric softening
subject matter properties of Downy fabric
softener.
Anonymous Authority The authority in question is Experts claim that eating
not mentioned or named peanuts causes pimples.
Hasty Generalization Occurs when a sample is Martha, the foreigner form
not significant or enough to France, is very impolite.
support a generalization French people are mean
about a population and rude.
False Analogy Occurs when a writer Drugs are like massages;
assumes that two concepts they make you feel good.
that are similar in some
ways are also similar in
other ways
Accident Occurs when a general rule Jaywalking is not allowed,
is applied to a situation so you should not have
even when it should be an done that even when you
exception were being chased by
terrorists.
Post Hoc Occurs when the arguer Dina saw a black cat when
claims that since event A they went home. Along the
happened before event B, way, they crashed into a
A is the cause of B tree. The black cat must be
the reason why they met an
accident.
Wrong Direction Occurs when the direction Liver damage leads to
between cause and effect is alcoholism.
reversed
Complex Cause Occurs when the We were not able to solve
explanation for an event is the problem because of
reduced to one thing when limited time, even if all the
there are other factors other groups were able to
which also contributed to do so.
the event
Irrelevant Conclusion Occurs when an argument We must support the fight
which is supposed to prove for gender equality between
something concludes men and women. Women
something else instead have suffered enough
violence at home. Violence
against women must be
stopped.
Straw Man Occurs when the position of Opponent: We should relax
the opposition is twisted so the law governing the
that it is easier to refute allowed smoking areas in
the city.
Fallacy: We should not do

so, because the number of
smokers might increase.
Affirming the Consequent Any argument of the form: if If you are drinking wine,
A is true then B is true; you have a problem.
therefore A is true Therefore, if you have a
problem, you are drinking
wine.
Denying the Antecedent Any argument of the form: if If you are drinking wine,
A is true then B is true; If A you have a problem.
is not true then B is not true Therefore, if you are not
drinking wine, you do not
have a problem.
Inconsistency Occurs when arguments Frank is older than Jake,
contradict one another Jake is older than Noli, and
Noli is older than Frank.
Learning Competency:
Formulate evaluative statements about a text read:
a. assertions about the content and properties of a text; and
b. counterclaims in response to claims made in a text read.
(EN11/12RWS-IVac-9; EN11/12RWS-IVac-9.1; EN11/12RWS-IVac-9.2
Directions/Instructions
A. Read each statement below. Write T if the statement is true and F if it is false.
_______ 1. Evaluating is a form of finding negative statements in a text read.

_______ 2. Evaluative statement is a presentation of value judgment based on a set of
criteria.
_______ 3. Evaluation of a written text can be made easily even without careful
appraisal and study.
_______ 4. The only purpose of evaluative statements is to show the strength of
something in the form of writing.
_______ 5. It is significant that a critical reader must be able to identify both the
assertions and the counterclaims in a text.
_______ 6. Convention is a type of assertion that can be proven objectively by direct
experience, testimonies of witnesses, verified observations, or the results of
research.
_______ 7. Preference is a type of assertion that is based on personal choice;
therefore, they are subjective and cannot be objectively proven or logically
attacked.
_______ 8. Counterclaims provide contrasting perspective to the main argument to
rebut previous claims.
_______ 9. The more ambiguous a statement is, the more difficult it is to verify.
_______ 10. Useful, significant, important, insightful, detailed, up-to-date,
comprehensive, and practical are examples of evaluative languages in
making counterclaims.
_______ 11. Logical fallacies are to be considered in formulating evaluative statements.
_______ 12. Liver damage leads to alcoholism.” This is an example of a wrong direction
as a fallacy.
_______ 13. “Drugs are like massages; they make you feel good. This is an example of a
Post Hoc as a fallacy.
_______ 14. “We must support the fight for gender equality between men and women.
Women have suffered enough violence at home. Violence against women
must be stopped.” This is an example of Irrelevant Conclusion as a fallacy.
_______ 15. “Have you stopped cheating on exams?” This is an example of Complex
Question as a fallacy.
B. Read the following paragraph and answer the following questions on a separate
sheet of paper.
The K to 12 Program was introduced in the Philippines with the aim of providing
sufficient time to master concepts and skills, prepare graduates for higher education ,
produce lifelong learners, and prepare students for middle level skills development,
entrepreneurship, and employment (Republic of the Philippines Official Gazette).
Hence, the program added two years of Senior High School (SHS). The courses The
courses that can be learned from SHS include accounting, welding, machinist work,
agriculture, music, medical technology, and culinary and hospitality work.
Although the intention of adding SHS is commendable, some critics claim that
there is still a mismatch between our schooling system and working system. As regards
the implementation of SHS, some people are concerned about the lack of learning
materials provided to the schools. For example, during the school year 2013-2014,
learning materials for one school in Tondo arrived during the last two quarters of the
school year. The lack of sufficient facilities, such as classrooms, chairs, and computer
laboratories, is also a problem. Moreover, more students require more teachers, but
there seems to be a lack of teachers as well. Colleges and universities also assert that
they will be losing revenues with the implementation of SHS since there will be no
enrolees for the first year in 2016.
Despite these observations, DepEd is optimistic that these shortages and
problems will be overcome as they claim that these are being addressed. Meanwhile,
the Coordinating Council of Private Education Association (COCOPEA) lauds DepEd’s
implementation of the K to 12 Program. According to its chairman, additional two years
of education should not be seen as a burden.
Source: Barrot, Jessie S., Academic Reading & Writing for Senior High School.
(Quezon City: C & E Publishing, Inc., 2016), 92
1. What do you think is the stand of the author? Is he/she for or against the
implementation of SHS? Justify your answer.
2. What is the central claim of the text?
3. Who do you think is the target reader of the text? Why?
4. What was currently happening when the text was written? What prompted the
author to write the text?
5. Do you think there is sufficient and valid evidence against and for SHS? Justify
your answer.
6. Based on your own experience, should SHS continue to be implemented?
Short Answer Grading Rubric (25 pts.)
1. Completeness (5 points)
Does your response directly answer each part of the assignment question(s)?
Excellent Very Good Good Need Improvement

5 4-3 2 0-1
2. Knowledge (10 points)

Does your response clearly show that you have read and understood the lesson
content by correctly defining key terms, key persons, and summarizing
concepts?
Have you made inferences based on this knowledge to the personal or modern-
day application?

10-9 8-7 7-6 0-5
3. Analysis (5 points)
Have you clearly stated an analysis and given examples to back it up?
Does your response provide analysis to the larger concepts of the lesson?

5 4-3 2 0-1
4. Writing Skills (5 points)
Do you write clearly, completely, and grammatically?

5 4-3 2 0-1
References
Fuentes, Enzo. 2019. Formulating Evaluative Statements. Accessed April 7, 2021.

https://www.elcomblus.com/formulating-evaluative-statements/
Formulation of Evaluative Statements. 2019. Accessed April 7, 2021.

https://www.scribd.com/presentation/414893006/Formulation-of-Evaluative-Statements
Merriam-Webster. 2021. S.v. “evaluate.” Accessed April 7, 2021. https://www.merriam-

webster.com/dictionary/evaluate
Literary Devices: Definition and Examples of Literary Terms. n.d. Accessed April 7,
2019. https://literarydevices.net/assertion/
Short Answer Grading Rubric, (n.d.) Accessed April 8, 2021.

http://qm.riosalado.edu/resources/SyllabusDB/SocialSciences/Rubric_Short_Answer.pd
f
Belino, Mary Kathryn. 2017. “Critical Reading as Reasoning.” PowerPoint presentation,

Holy Infant Academy, August 2, 2017.
Barrot, Jessie S., Academic Reading & Writing for Senior High School. (Quezon City: C
& E Publishing, Inc.), 2016
15. T 10. F 5. T
14. T 9. T 4. F
13. F 8. T 3. F
12. T 7. T 2. T
11. T 6. F 1. F
Answer Key
Prepared by
Jennilyn T. Peña
LPT. T-III, MAEELT
(MIS)
1
READING AND WRITING

FOURTH QUARTER – WEEK 4
DETERMINING TEXTUAL EVIDENCE
Name of Learner: _____________________________________________________
Section: __________________________________ Date: _____________________
What is textual evidence?
 Textual evidence is stated in a given text used to support inferences, claims,

and assertions made by a student or researcher. Typically, it is used in academic
writing.
 It deals with facts in writing and the strategies used to figure out whether or not
the information is factual. Textual evidence comes into play when an author
presents a position or thesis and uses evidence to support the claims.
That evidence can come in several different forms.
Evidence can include the following:
 facts and statistics (objectively validated information on your subject);
 opinion from experts (leading authorities on a topic, such as researchers or
academics); and
 personal anecdotes (generalizable, relevant, and objectively considered).
The following are some questions to help you determine evidence from the
text:
 What questions can you ask about the claims?
 Which details in the text answer your questions?
 What are the most essential details in the paragraph?
 What is each one's relationship to the claim?
 How does the given detail reinforce the claim?
 What details do you find interesting? Why?
 What are some claims that do not seem to have support? What kinds of help
could they be provided with?
 What are some details that you find questionable? Why do you think so?
1
2
How to answer a text evidence question:
R = Restate the Question

The first step is to change the question into a statement. Students need to remove
the question word like who, what, when, where, or why but restate the keywords in
the question.
For example, if the question was "Why did Jill decide to give her mother a jewelry
box?" the answer would start this way, "Jill decided to give her mother a jewelry box
because…"
A = Answer the Question
After restating the question, the second step is to finish the sentence and answer the
question. Students may use their own knowledge as well as inferences from the text
to identify the answer.
A few tips for this…Number one, it's important that they answer the specific question
being asked. Number two, they also need to answer every part of the question.
Sometimes questions have more than one part. Finally, they need to list the
character's name first before using a pronoun like he/she/they.
C= Cite Text Evidence
This is the tricky part. First, kids need to find relevant evidence to support their
answer. Then they need to write it correctly using a sentence stem, like… According
to the text… or The author stated… or In the second paragraph, the author
mentioned… or On the third page, the text stated… or Based on the text… and so
on.
E = Explain What it Means
The last part of the constructed response is where kids tell how their text evidence
proved their point. Again, some simple sentence starters help kids stay on track
here. Those include…This shows… or This proves… or This is a good example of…
or This means that… and so on.
Source:https://the-teacher-next-door.com/using-the-race-strategy-for-text-
evidence/
2
3
Example of Textual Evidence

Kindness is a characteristic that helps a friend feel cared for by someone else.
It is nice to know that someone else is willing to help wherever help is needed. An
example of kindness is Harry Potter and the Chamber of Secrets when Ron reaches
out as a friend to help Harry in his times of need.
Sentence Starters for Textual Evidence:
Source:
https://images.search.yahoo.com/search/images?p=determining+textual+evidence+example
3
4
EXAMPLE 1:
Source: https://images.search.yahoo.com/search/images?p=examples+of+textual+evidence
EXAMPLE 2:

Determines textual evidence to validate assertions and counterclaims made about a
text read. (EN11/12RWS-IVac-10)
Directions/ Instructions
Read each passage carefully, then respond to the questions using the
template below, using constructed response with text evidence.
4
5
Source:
https://images.search.yahoo.com/search/images?p=examples+of+textual+evidence
Text A.
Every day after work, Paul took his muddy boots off on the steps of the front
porch. Alice would have a fit if the boots made it so far as the welcome mat. He
then took off his dusty overalls and threw them into a plastic garbage bag; Alice left a
new garbage bag tied to the porch railing for him every morning. On his way in the
house, he dropped the garbage bag off at the washing machine and went straight up
the stairs to the shower as he was instructed. He would eat dinner with her after he
was "presentable," as Alice had often said.
5
6
Question: What type of job does Paul do?

Text B.
Crack! Thunder struck and rain poured. Max stared blankly out the window,
trying to contain his emotions that raged like the weather. He was beginning to lose
it. Dropping the kite from his hand, Max broke out into full sobs. His mother
comforted him, "There, there, Max. We'll just find something else to do." She began
to unpack the picnic basket that was on the counter and offered him a sandwich.
Max snapped, "I don't wanna sand-mich!" A flash from the sky lit up the living room.
Boom! Mom sighed.
Question: Why is Max upset?
Text C.
Today was a special day in Ms. Smith's class. Some of the children were
walking around the room, some of them were standing in small groups, and some
were at their desks, putting finishing touches on cardboard mailboxes. After coloring
a cool flame on the side of his racecar mailbox, Johnny hopped off his chair, strutted
over to Veronica's desk, and dropped a small white envelope into her princess castle
mailbox. Veronica blushed and played with her hair. While this was happening,
Bartleby was frantically trying to put a small white envelope into everyone's mailbox.
After giving one to Ms. Smith, Bartleby pulled out a medium-sized red envelope from
his pocket. He blushed and tried to put it in Veronica's mailbox, but it wouldn't quite
fit. Bartleby struggled with it for a few seconds and then ran off with the envelope.
Veronica rolled her eyes and popped her gum.
Question: Why is today a special day?
Exercises/Activities
A. Answer the following constructed response questions about the text "George
Washington" using the RACE method we discussed in class. Your answers will be
graded with the 2point rubric you were provided.
George Washington was the first and most popular U.S. President. He was the only one
elected by a unanimous vote. He often said that he was "first in war, first in peace, and first
in the hearts of his countrymen." Washington led comparatively untrained and ill-equipped
American soldiers to victory over the well-trained British in the Revolutionary War. As soon
as the Constitution was ratified, he was chosen to be President.
Many of the generals who had fought under Washington did not believe that the 13 colonies
could cooperate to form a single country without the strong leadership of a king. They
approached him, saying that they would support him as King George I of the United States.
Washington was dismayed at the idea and asked the generals to promise never to mention it
again. He served two terms as President and refused a third term, retiring to his farm in
Virginia. When England's King George heard that Washington had voluntarily given up the
power of the presidency, he said, "If that is true, he is the greatest man in history."
According to the text, why was Washington considered the most popular president?
6
7
R________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
A________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
C________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
E________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Rubric for Scoring
7
8
Exercises/Activities:
Reflection: Write your answer on a separate sheet of paper.

1. How will I use what I've learned in the future?
2. What is the most important thing I learned personally?
Rubric for the Reflection:

Areas of
4 3 2 1
Assessment
Organization All ideas were Some ideas are Few ideas are Ideas are
of Ideas consistently clear consistently clear consistently clear unclear
Some sentences
All sentences are Few sentences are Sentences
are arranged
Sentence arranged logically arranged logically are not
logically to form a
Structure to form a coherent to form a coherent logically
coherent
paragraph paragraph e arranged
paragraph
Numerous
Mechanics No error Several errors Few errors
errors
Source: Cox 2020

"Constructed Response With Text Evidence." Teachers Pay Teachers. Accessed October
22, 2020 https://www.teacherspayteachers.com/Product/Constructed Response-with-
Text-Evidence-1015976
Foley, Kate M. "Five Lectures on Blindness." Accessed October 22, 2020.

https://www.ereadingworksheets.com/worksheets/reading/inferences/inferences-
worksheet-01
Foster, Ethel. "Trades Rats: Little Tales of the Dessert. "Accessed October 20, 2020
https://manybooks.net/book/145832/read#epubcfi
Rose, Amyl. "Finding Text Evidence to Support." Linkedln Slideshare. March 18, 2015.
Accessed October 19, 2020. https://www.slideshare.net/amylrose7/finding-
text-evidence-to-support?next_slideshow
Tondion Follow. "Summary Writing Tips and Techniques." LinkedIn SlideShare.March 31,
2015. Accessed October 21, 2020.https://www.slideshare.net/tondion/summary-
writing-tips-and-techniques.
8
9
Prepared by:
MELIZA M. BATAC
Secondary School Teacher III
Answer Key:
Text A: Paul works some kind of job that requires him to get dirty.
Paul’s clothes are muddy everyday
Text B. It is raining and he cannot go outside to play.
He drops his kite and begins crying.
Text C. Today is Valentine’s day and the children are allowed to distribute cards.
The children are out of their seats, passing out envelopes and eating candy
9
READING AND WRITING
FOURTH QUARTER - WEEK 5
BOOK REVIEW OR ARTICLE CRITIQUE
Name of Learner _____________________________________________________

Section _____________________________ Date ____________________
What is the book or article that you have read most recently? How do you find it?
What subjects in school usually require you to read a book or an article and then write an
essay about it?
What is a book review/ Article critique? A book review is a critical evaluation of a

text, event, object, or phenomenon. Reviews can consider books, articles, entire genres
or fields of literature, architecture, art, fashion, restaurants, policies, exhibitions,
performances, and many other forms. Above all, a review makes an argument. The most
important element of a review is that it is a commentary, not merely a summary. It allows
you to enter into dialogue and discussion with the work’s creator and with other
audiences. (Sova, Dawn B. et al. 2002.)
Reaction papers, reviews, critiques usually range in length from 250 to 750 words
. They are not merely summaries but are critical assessments, analyses, or evaluation of
different works. (Barrot et al. 2016)
According to Peters (2015) book reviews vary in tone, subject, and style ,but they share
some common features. These include:
1. A review gives the reader a concise summary of the content. This includes a
description of the research topic and scope of analysis as well as an overview of the
book's overall perspective, argument, and purpose.
2. A review offers a critical assessment of the content in relation to other studies on the
same topic. This involves documenting your reactions to the work under review--what
strikes you as noteworthy or important, whether or not the arguments made by the
author(s) were effective or persuasive, and how the work enhanced your
understanding of the research problem under investigation.
3. In addition to analyzing a book's strengths and weaknesses, a scholarly review often
recommends whether or not readers would value the work for its authenticity and
overall quality
Consider the following brief book review written for a history course on medieval
Europe by a student who is fascinated with beer:
Judith Bennett’s Ale, Beer, and Brewsters in England: Women’s Work in a
Changing World, 1300-1600, investigates how women used to brew and sell the majority
of ale drunk in England. Historically, ale and beer (not milk, wine, or water) were important
elements of the English diet. Ale brewing was low-skill and low status labor that was
complimentary to women’s domestic responsibilities. In the early fifteenth century,
brewers began to make ale with hops, and they called this new drink “beer.” This
technique allowed brewers to produce their beverages at a lower cost and to sell it more
easily, although women generally stopped brewing once the business became more
profitable. (Sova, et al. 2002)
The student describes the subject of the book and provides an accurate summary
of its contents. But the reader does not learn some key information expected from a
review: the author’s argument, the student’s appraisal of the book and its argument, and
whether or not the student would recommend the book. As a critical assessment, a book
review should focus on opinions, not facts and details. Summary should be kept to a
minimum, and specific details should serve to illustrate arguments.
Here is one final review of the same book:
One of feminism’s paradoxes—one that challenges many of its optimistic

histories—is how patriarchy remains persistent over time. While Judith Bennett’s Ale,
Beer, and Brewsters in England: Women’s Work in a Changing World, 1300-1600
recognizes medieval women as historical actors through their ale brewing, it also shows
that female agency had its limits with the advent of beer. I had assumed that those limits
were religious and political, but Bennett shows how a “patriarchal equilibrium” shut
women out of economic life as well. Her analysis of women’s wages in ale and beer
production proves that a change in women’s work does not equate to a change in working
women’s status. Contemporary feminists and historians alike should read Bennett’s book
and think twice when they crack open their next brewsky.
This student’s review avoids the problems of the previous example. It combines
balanced opinion and concrete example, a critical assessment based on an explicitly
stated rationale, and a recommendation to a potential audience. The reader gets a sense
of what the book’s author intended to demonstrate. Moreover, the student refers to an
argument about feminist history in general that places the book in a specific genre and
that reaches out to a general audience. The example of analyzing wages illustrates an
argument, the analysis engages significant intellectual debates, and the reasons for the
overall positive review are plainly visible. The review offers criteria, opinions, and support
with which the reader can agree or disagree.
Structure of a Reaction Paper, Review or Critique

According to Barrot (2016) the following are the structures of a reaction, review critique.
Introduction:
Since most reviews are brief, many writers begin with a catchy quip or anecdote that
succinctly delivers their argument. But you can introduce your review differently
depending on the argument and audience. Generally it includes the following;
● Title of the book/ article/work, the author and the main theme
● Relevant details about who the author is and where he/she stands in the genre or
field of inquiry.
● The context of the book and/or your review.
● Writer’s thesis statement
Summary of Content
This should be brief, as analysis takes priority it includes the following:
● Objective or purpose
● Methods used
● Major findings, claims, ideas, or messages
Review/ Analysis/Critique
Your analysis and evaluation should be organized into paragraphs that deal with single
aspects of your argument.
● Appropriateness of methodology to support the arguments
● Theoretical soundness, coherence of ideas
● Sufficiency and soundness of explanation in relation to other available information
and experts
● Other perspectives in explaining the concepts and ideas
● Coherence of ideas
Conclusion. Sum up or restate your thesis or make the final judgment regarding the
book.
● Overall impression of the work
● Scholarly or literary value of the reviewed article, book, or work
● Benefits for the intended audience or field
● Suggestion for future direction of research
Example:
Book Review of Growing Up Filipino II: More Stories for Young Adults (PALH, 2010)
by Karen Pierce Gonzalez
What I like most about folk stories is that they tell us something important about other
people. They create specific examples of universal themes that exist in all cultures; they
express the uniqueness of a particular time and a particular people that enlightens us all
about our own humanity.
This is what I recently experienced after reading Growing Up Filipino II: More Stories for
Young Adults, a collection of contemporary stories for young adults collected and edited
by Cecilia Manguerra Brainard. The 257-page book published by PALH (Philippine
American Literary House) was first brought to my attention by fellow writer Rebecca
Mabanglo-Mayor. A bright writer herself who lives in Washington, she was able to share
with me not only the beauty of her own literary work but also the richness of her cultural
heritage.
Thanks to her I was allowed into the post 9/11 world of Filipino and Filipino American
youth. Through this I was introduced to a culture that admittedly I knew very little about.
learned through the stories that many Filipino children are raised in a very strong
patriarchal system that often over rules the individual child’s needs to ‘fit in’ with the
dominant American culture. For example, in ‘Double Dutch’ (Leslieann Hobayan) when
young Maria Elizabeth comes home one day with her hair braided by her African
American school friend her family responds by telling her the braids are ugly and she is
no longer allowed to play with her friend. I could feel the poignancy of Maria Elizabeth’s
dilemma as she withdrew from the schoolyard community she enjoyed so much.
Other stories also reveal the hard facts of immigrant life. Alma (‘Here in the States’ by
Rashaan Alexis Meneses) struggles to understand how hard her mother must work as a
nanny to make ends meet. Shame and sadness mingle when she questions the
discrepancy between her mother’s role as a respected professional back home and her
new role as a domestic helper. Adolescent resentment and rebellion about having to help
care for younger siblings (something the maid back home did) further complicate Alma’s
efforts to make sense of this new world. It is in her mother’s quiet strength and acceptance
of life’s uncertainties that Alma finds her greatest comfort and connection.
While the book is designed to reflect the issues young adults face, it does much more
than that. It reaches out to the rest of us in a way that invites deeper understanding and
awareness of how our Filipino and Filipino American brothers and sisters experience life
in America. Fraught with the angst of adolescence that exists everywhere and grounded
in an abiding sense of strong Filipino family/cultural values, the authors of these stories
have something valuable to tell us about our own desires and struggles to belong in
whatever world we live.
We are fortunate to have access to such a formidable anthology. It is certainly a must

read for anyone who wants to celebrate our multicultural society.

Unique features and requirements in composing texts that are useful across
disciplines
a. Book Review or Article Critique (EN11/12RWS-1Vdg-12)
Exercise 1: Write TRUE if the statement is true and FALSE if it false.

______ 1. A review or a critique involves higher-order thinking skills.
______ 2. A book review or article critique uses the same organization of ideas.
______ 3. More than half of the review should be devoted to the summary.
______ 4. The purpose of an article critique is to inform and persuade readers.
______ 5. The reviewer’s overall impression of the work should be placed in the
introduction.
Exercise 2: Write a book review by following the writing process outlined below. You may
assume the persona of a university professor writing a review for particular book or article
in your chosen field.
Read the book or article to be reviewed. Complete the following details.

A. Article/Book Title:
________________________________________________________________
Article/Book Author:
________________________________________________________________
Topic:
________________________________________________________________
B. Complete the given information to come up with a writing situation for your book
review or article critique.
General Purpose:
________________________________________________________________
Specific Purpose:
________________________________________________________________
Target Output:
________________________________________________________________
Audience:
________________________________________________________________
Writer’s Persona:
________________________________________________________________
Tone/Formality:
________________________________________________________________
Prepared by:
PRECILA A. SUAREZ
T-111, MAEd
Sova. Dawn B. “How to Write Book Reports. 4th ed. Lawrenceville,NY: 2002
https://writingcenter.unc.edu/tips-and-tools/book-reviews/ (accessed Nov.
12,2020)
Kindle, Peter A. “Teaching Students to Write Book Reviews” Contemporary Rural
Social Work7.2015.
https://libguides.usc.edu/writingguide/bookreview#:~:text=While%20book%20revi
ews%20vary%20in,perspective%2C%20argument%2C%20and%20purpos
(accessed Nov. 16,20200
The Writing Lab and The OWL. Purdue University; Writing Book Reviews. Writing
Tutorial Services, Center for Innovative Teaching and Learning. Indiana
University.
you to write a critical review.) -
https://library.sacredheart.edu/c.php?g=29803&p=185949
Wilson, B. (1999, September 23). Letter to the editor. Evangelical Times.
Retrieved
December18,2004,http://pub28.ezboard.com/fexamininfprotestantismfrm2.show
Message?topicI D-420.topic (accessed Nov. 16,2020)
Ngaire,Thomas, Example of an academic book review. 2004
https://owll.massey.ac.nz/pdf/sample-book-review.pdf (accessed Nov.16,2020)
Barrot, Jessie, etal.2016. Academic Reading and Writing. C & E. Publishing. Inc.
Cidro, Mark Gleen etal.2016. Reading and Writing Skills Senior High School
Gonzales.Karen. 2010 Book Review, Growing Up Filipino 11
https://cbrainard.blogspot.com/2011/05/2-book-reviews-growing-up-filipino-ii.html
Answers Key:
Activity 1. Activity 2 – answers may vary
1. True
2. True
3. False
4. True
5. False
FOURTH QUARTER- WEEK 5
LITERATURE REVIEW
Name __________________________________________________________
Section ________________________ Date __________________
One of the challenges encountered in preparing a research paper is the how to

process information gathered, how to select, review and consolidate references needed.
Moreover , you might also suffer from information overload. This is precisely why it is
important to learn how to make a literature review.
What is literature review? A literature review is a survey of scholarly sources on a

specific topic. It provides an overview of current knowledge, allowing you to identify
relevant theories, methods, and gaps in the existing research. A good literature review
doesn’t just summarize sources – it analyzes, synthesizes, and critically evaluates to give
a clear picture of the state of knowledge on the subject.( McCombes,2019)
A literature review is an advanced form of academic writing that critically analyzes

the relationship among different scholarly works and the current work.(Barrot. 2016)
Writing a literature review involves finding relevant publications (such as books and
journal articles), critically analyzing them, and explaining what you found.
According to McCombs 2019, there are five key steps in writing literature review.
1. Search for relevant literature

2. Evaluate sources
3. Identify themes, debates and gaps
4. Outline the structure
5. Write your literature review
Functions of a Literature Review- (Barrot 2016)

1. Justifies a research question, method, or theoretical and conceptual framework
2. Establishes the relevance of the topic
3. Provides necessary information to better understand a specific topic or study
4. Shows reviewers familiarity and mastery of the topic
5. Establishes the niche of the study
6. Resolves conflict among contradictory studies
The structure of a literature review
A literature review should be structured like any other essay: it should have an
introduction, a middle or main body, and a conclusion. (Mc Combes. 2019)
Introduction
The introduction should:
• define your topic and provide an appropriate context for reviewing the literature;
• establish your reasons – i.e. point of view – for
• reviewing the literature;
• explain the organization – i.e. sequence – of the review;
• state the scope of the review – i.e. what is included and what isn’t included. For
example, if you were reviewing the literature on obesity in children you might say
something like: There are a large number of studies of obesity trends in the general
population. However, since the focus of this research is on obesity in children, these
will not be reviewed in detail and will only be referred to as appropriate.
Main body
The middle or main body should:
• organize the literature according to common themes;

• provide insight into the relation between your chosen topic and the wider subject area
e.g. between obesity in children and obesity in general;
• move from a general, wider view of the literature being reviewed to the specific focus
of your research.
Conclusion
The conclusion should:
• summarize the important aspects of the existing body of literature;

• evaluate the current state of the literature reviewed;
• identify significant flaws or gaps in existing knowledge;
• outline areas for future study;
• link your research to existing knowledge.
Example: (This sample paper was adapted by the Writing Center from Key, K.L., Rich,
C., DeCristofaro, C., Collins, S. (2010). (Accessed Nov. 16,2020)
Use of Propofol and Emergence Agitation in Children: Literature Review
A Literature Review In 1961, Eckenhoff, Kneale, and Dripps described the

phenomenon of emergence agitation (EA), reporting signs of hyperexcitation in patients
emerging from ether, cyclopropane, or ketamine anesthesia. EA during recovery from
general anesthesia has been identified as a frequent problem in the pediatric population.
In children, EA has been described as a mental disturbance that consists of confusion,
hallucinations, and delusions manifested by moaning, restlessness, involuntary physical
activity, and thrashing about in bed (Sikich & Lerman, 2004). The overall rate for EA in
children is in the range of 10% to 67% (Aouad & Nasr, 2005), which includes a period of
severe restlessness, disorientation, and/or inconsolable crying during anesthesia
emergence (Cole, Murray, McAllister, & Hirschberg, 2002).
EA was reported as a problem in general anesthesia recovery before the
development of the modern inhalational agents (sevoflurane and desflurane), and EA has
been shown to occur with the use of all anesthetic gases. The increased use of
sevoflurane and desflurane in recent years has been associated with a higher incidence
of EA compared with isoflurane and halothane. It is suggested that substituting
sevoflurane and isoflurane for maintenance of anesthesia significantly reduces the
incidence of EA in preschool children (Bortone et al., 2006), and that the use of adjunctive
agents such as propofol added to sevoflurane can reduce the incidence of EA compared
with sevoflurane alone (Abu-Shahwan, 2008; Aouad et al., 2007; Uezono et al., 2000).
The goal of this literature review is to compare three categories of anesthesia
techniques and their associated incidence of EA in children.( The introduction wraps
up with a clear purpose)
Sevoflurane Inhalational General Anesthesia

Sevoflurane was released in 1994, and has beneficial anesthetic properties such
as a rapid onset of anesthesia, non pungent odor, and rapid emergence from anesthesia
(Baum, Yemen, & Baum, 1997). Sevoflurane is currently the inhalational agent of choice
for pediatric anesthesia because of its rapidity of induction and pleasant, nonirritating
odor (Moore et al., 2003). While the incidence of EA in children who receive a sevoflurane
anesthetic was noted to be as low as 20% for ear, nose, and throat surgery (Nakayama,
Furukawa, & Yanai, 2007), it has been found as high as 60% in circumcision populations
(Tazeroualti et al., 2007). It has been suggested that sevoflurane causes epileptogenic
activity that contributes to EA behaviors. Clinically observed seizures, as well as seizures
proved by electroencephalography, have been reported during sevoflurane induction,
maintenance, and recovery in both children and adults, whether epileptic or not
(Veyckemans, 2001).
Use level headings to organize the
literature review Use level headings to
organize the literature review by topic
Propofol and Sevoflurane General Anesthetic
Propofol is an intravenously administered general anesthetic released for use in
1989. Propofol has been studied in adult populations as well as in pediatric surgical,
ophthalmologic, urologic, radiologic, gastrointestinal endoscopy, and dental procedures
(Kaddu, Bhattacharya, Metriyakool, Thomas, & Tolia, 2002). Propofol has several
advantages and can be used in many settings in anesthesia, including inpatient and
outpatient procedures. General anesthesia with propofol is characterized by a rapid
recovery and a calm, sometimes euphoric state (AbuShahwan, 2008). Propofol has been
demonstrated to be effective as an adjunct to sevoflurane inhalational general anesthesia
in reducing the incidence of EA (Abu-Shahwan, 2008; Aouad et al., 2007). Aouad et al.
(2007) demonstrated that propofol as an adjunct decreased the incidence of EA in
children to 19.5% of study participants compared with 47.2% in patients who received
sevoflurane alone. Abu-Shahwan (2008) found that a subhypnotic dose of propofol
significantly decreased the incidence of EA. The propofol group had a 4.8% incidence
versus a 26.8% incidence for sevoflurane alone group (Abu-Shahwan, 2008). These
findings suggest that the use of propofol with sevoflurane can help reduce the rate of EA.
Propofol Total Intravenous Anesthesia

Propofol total intravenous anesthesia (TIVA) techniques have also demonstrated
a reduction in EA in children. In the study by Cohen, Finkel, Hannallah, Hummer, and
Patel (2003) of sevoflurane inhalational anesthesia versus a propofol TIVA technique, In this
there were significantly higher rates of EA in the sevoflurane group compared with the paragraph
the authors
propofol group (23.1% versus 3.7%). In a study by Picard, Dumont, and Pellegrini (2000) have
of the quality of recovery in children, a sevoflurane inhalational anesthetic and propofol synthesized
TIVA techniques were compared, with a reduction in EA rates observed in the propofol the
literature by
TIVA group (46% versus 9%, respectively). A reduction in EA from 42% to 11% was seen discussing
in children 2 to 5 years of age with propofol TIVA compared with sevoflurane inhalational multiple
general anesthesia (Nakayama, Furukawa, & Yanai, 2007). In a small study of children findings and
adding their
presenting for eye surgery (n = 16), a propofol TIVA technique had an EA incidence of own ideas.
0%, in contrast to a cohort managed with sevoflurane inhalational general anesthetic,
which produced an EA incidence of 38% (Uezono et al., 2000). Together, these studies
indicate that the use of a propofol TIVA technique can significantly reduce the incidence
of EA in children.
In this paragraph the author have tied together the
research and made a conclusion.
Discussion
A thorough review of the literature revealed the incidence of EA to be reduced
with the use of a propofol TIVA technique compared with a sevoflurane inhalational
general anesthetic. Also, the incidence of EA was reduced significantly with propofol as
an adjunct to a sevoflurane inhalational general anesthetic (Abu-Shahwan, 2008; Aouad
et al., 2005; Aouad et al., 2007). According to the literature evidence base, there is an
advantage to either propofol TIVA or adjunctive propofol with sevoflurane (compared
with sevoflurane alone). We conclude, based on the current evidence, that the use of
propofol is associated with a reduction in the incidence of emergence agitation. In
the current literature review, a major limitation discovered is the need for the consistent
use of a validated scale for assessing EA across all studies. Numerous studies of EA
have used a variety of scales, which measure EA by different criteria. According to Sikich
and Lerman (2004), the Pediatric Anesthesia Emergence Delirium (PAED) scale is a
reliable and valid tool based on the scale’s reliability, content, and initial construct validity
profile determined through their study. Aouad and Nasr (2005) recommended that the
PAED scale can be used as a reliable and valid tool that would minimize measurement
error in the clinical evaluation of EA. If future studies use the same validated assessment
scale (such as the PAED), results can be more easily compared and strengthened.
Conclusion
EA is an important issue in pediatric anesthesia and has increased in occurrence
with the use of sevoflurane inhalational anesthesia. The goal of this literature review was
to compare three general anesthesia techniques in children and their associated
incidence of EA. The three techniques were (a) sevoflurane inhalational general
anesthetic, (b) propofol as an adjunct to sevoflurane inhalational general anesthetic, and
(c) propofol TIVA techniques. The reviewed literature suggests that there are advantages
to the use of propofol TIVA techniques and adjunctive propofol anesthetics when
combined with a sevoflurane inhalational technique. This reduction in EA with propofol
use in conjunction with or separately from sevoflurane has been widely documented
throughout the literature (Abu-Shahwan, 2008; Aouad et al., 2005; Aouad et al., 2007).
Current research supports the use of propofol, as discussed above; however, a
continuation of current research with consistent and strengthened methodologies will help
justify its use and application in clinical practice.
(The conclusion should be a succinct, one-paragraph reiteration of your literature
review).

Identifies the unique features of and requirements in composing texts that are useful
across disciplines
b. Literature Review (EN11/12RWS-1Vdg-12.1)
Exercise A. True or False. Write True if the statement is True and False if the statement
is False. Write your answer on the line before the number.
________ 1. A literature review is an example of academic writing.
________ 2. A literature review requires skills in selecting resources.
________ 3. The main purpose of making literature review is to analyze literary texts such
as short Stories and novels.
________ 4. A literature review should show a research gap.
________ 5. The quality of review is dependent on the quality of the reviewed articles.
________ 6. The scope of the review should be indicated in the introduction.
Exercise B. Read each sample research summary. Then answer the questions that
follow.
Sample 1.
The study explored the links between attitude and students’ behavior in bullying
situations, such as bullying others, assistance and encouragement of the bully,
defending the victim, or staying out of bullying situations. Five hundred high school
students from three public schools participated in the study. It was found that attitude
was a key component in inciting bullying situations, and it was also a major factor in the
actions one would undertake when faced with bullying situations.
Sample 2.
The research was conducted to assess teachers’ concept of bullying and their attitude
towards victims of bullying. Eighty teachers from six private schools in the city were
involved in the study. Based on statistical data from surveys, 68% of those surveyed
view bullying as something affected mostly by students’ attitudes, 24% viewed it as a
result of social class differences, and only 8% attributed it to the gender of the bullies
and the victims, as 86% of those surveyed felt more sympathy toward the victims if they
had them under their class. Only 64% felt the same for students not directly under their
class.
Sample 3.
The study explored the perceptions of parents towards student bullying. One hundred
two parents of high school students across the province participated in the study. They
were given three bullying situations with varying types (e.g. Physical, verbal, and
exclusion from groups) and were then asked to rate their attitude toward the victim of
each of the situations. It was found that parents viewed physical bullying as the most
serious from, while exclusion from social groups was not viewed as a form of bullying
by 67% of the respondents. Results imply that more concrete forms of bullying are given
more attention as they are more tangible and are easily recognized.
1. What are the central themes in sample 1?

4. Can the sample research studies be related to one another? In what way?
Prepared by:
PRECILA A. SUAREZ
T-111, MAED
Answers Key
Activity A. Activity B.
1. True 1. Links between attitude and students’ behavior in
2. True bullying situations
3. False 2. Teachers’ concept of bullying and their attitude towards
4. True victims of bullying
5. True 3. The perception of parents towards student bullying
6. True 4. Answers may vary
References for Learners
McCombes, Shona. “How to Write Literature Review.”. February 2019, Revised on

October 13, 2020 https://www.scribbr.com/dissertation/literature-review/ ( accessed
November 16, 2020)
Skene, Allyson. “Structure of Literature Review” https://www.rlf.org.uk/resources/the-

structure-of-a-literature-review/ (accessed November 16, 2020)
Minch, Chris, 2018. Research/Review-Webinar.pdf

https://www.teachingcouncil.ie/en/_fileupload/Research/Literature-Review-Webinar.pdf
Chris Minch.2018 (accessed Nov. 16, 2020)
Torraco, R.J. (2005). Writing Integrative Literature Reviews: Guidelines and Examples.
(See particularly checklist p.365) https://essayscouncil.net/literature-
reviews/#:~:text=Features%20of%20Writing%20a%20Literature%20Review%201%20P
urposes (accessed November 16, 2020)
De Cristofaro, C., Collins, S. (2010). Use of Propofol and emergence agitation in

children: A literature review. AANA Journal, 78(6). Retrieved from www.aana.com.
https://writingcenter.ashford.edu/sites/default/files/inline-
files/Sample%20Literature%20Review_0.pdf (Accessed Nov. 16,2020)
Barrot, Jessie etal. 2016.“Academic Reading and Writing” . C& E Publishin Inc., Quezon
City
“Writing a Literature Review”

https://www.utsc.utoronto.ca/twc/sites/utsc.utoronto.ca.twc/files/resource-
files/LitReview.pdf (accessed November 16, 2020)
READING AND WRITING
FOURTH QUARTER- WEEK 5
RESEARCH REPORT
Name: _______________________________________________________________
Section: __________________________________ Date: _____________________
Framing a research report can be a daunting task; it can be intimidating and

challenging. It entails exhaustive effort of gathering information and data, as well as well-
structured evidence-based documentation. What is research report? What is its purpose,
and benefits could we get if we engage in it?
A research report is an expanded paper that presents interpretations and analyses
of a phenomenon based on experiments and previous information so that the readers can
better understand it. It is a laborious work produced through formal investigation and
scientific inquiry. (Barrot,2016)
What is the difference between research report and research paper? The term
research report and research paper are often used interchangeably. In a nutshell, the
student writing a research report does some research and churns out facts, it is basically
to report the objective, methodologies, and results pertaining to an original study or an
experiment performed by the authors. While the student writing research paper analyzes
a topic and forms opinion, it mainly surveys the existing work done in research field. You
need to collect data, analyzes it and give your opinions and conclusions. (Tomar,
Priya.2018)
Characteristics of an Effective Research Report

An effective research report has at least the following four characteristics
(Livingston,2012)
• Focus: an effective report emphasizes the important information.
• Accuracy: an effective report does not mislead the reader.
• Clarity: an effective report does not confuse the reader.
• Conciseness: an effective report does not waste the reader’s time.
Structure of Research Report:

A report is typically made up of three main divisions: (1) preliminary material, (2) body
and (3) supplementary material. Each of the sections contains a different kind of content.
(University of Adelaide,2014)
(1) Preliminary material

• Title of Report
• Table of Contents (not always required)
• Abstract/Synopsis
(2) Body of report
• Introduction
• Literature Review (sometimes included in the Introduction)
• Methodology
• Results
• Discussion
• Conclusion
• Recommendations (sometimes included in the Conclusion)
(3) Supplementary material
• References or Bibliography Appendices
Steps in Writing Research Report:

The following are the steps in writing a research report according to the University
of Adelaide 2014, and Barrot. 2016.
STEP 1: Analyze the Task

As with any assignment task, you must first analyze what is expected of you. This
involves careful reading of the assignment task. You may find the following questions
useful when analyzing the task:
• What is the purpose of the report? (It could be analyzing, persuading or
reporting on an investigation.)
• Who is the audience for the report?
• What is the word limit? (Many times, the word limit only includes the body of
the report.)
• What is the topic of the report? (The topic may be specified by the lecturer,
but other times you will have a choice.)
• What is the expected format of the report?
STEP 2: Develop a Rough Plan

Write a thesis statement that clarifies the overall purpose of your report. Jot down
anything you already know about the topic in the relevant sections.
STEP 3: Do the Research

Step 1 and 2 will guide your research for this report. You may need to report on other
research on a particular topic or do some research of your own. Keep referring to your
analysis and rough plan while you are doing your research to ensure that you remain
on track. Give yourself plenty of time for this step, as the research phase of your work
will usually take the most time of any step in producing your report. Also, ensure you
keep correct bibliographic details for all of the material you may later use in your report.
STEP 4: Draft the Body of Your Report
• Introduction - The purpose of your report. The thesis statement will be useful
here. Background information may include a brief review of the literature already
available on the topic so that you are able to ‘place’ your research in the field.
Some brief details of your methods and an outline of the structure of the report.
• Literature Review – contains the summary and synthesis of all available sources
directly related to the study.
• Methodology - Here you clearly outline what methodology you used in your
research i.e., what you did and how you did it. It must be clearly written so that it
would be easy for another researcher to duplicate your research if they wished to.
It is usually written in passive voice.
• Results - This is where you indicate what you found in your research. You give
the results of your research, but do not interpret them.
• Discussion - This is where you discuss the relevance of your results and how
your findings fit with other research in the area. It will relate back to your literature
review and your introductory thesis statement.
• Conclusion - This is a summary of the most significant results, findings, the
limitations of the study, the recommendations, and the implications.
• Recommendations - This includes suggestions for what needs to be done as a
result of your findings. Recommendations are usually listed in order of priority
STEP 5: Draft the Supplementary Material

• References or Bibliography - This includes all references used in your report or
referred to for background information. This must be done using the referencing
convention specified by your lecturer/tutor.
• Appendices - These should add extra information to the report. If you include
appendices, they must be referred to in the body of the report and must have a
clear purpose for being included. Each appendix must be named and numbered.
STEP 6: Draft the Preliminary Material

• Title of Report - Make sure this is clear and indicates exactly what you are
researching
• Table of Contents - List all sections, sub headings tables/graphs appendices and
give page numbers for each.
• Abstract/Synopsis - This gives a very brief overview of the report in a condensed
form. An abstract does not contain any citation, its length ranges from 100 to 250
words.
STEP 7: Polish Your Report

The final step is checking your report to ensure you have followed all of the guidelines
as outlined in your course information. For more detail on how to do this well, please
refer to the Learning Guide Editing Your Own Work.
Learning Competency:
Research Report (EN11/12RWS-1Vdg-12.2)
Activity A. True or False. Write True if the following statement is true and False if the
statement is false. Write your answers on the space provided before the number.
_______ 1. The research report follows a format similar to that of an academic essay.
_______ 2. The abstract should be written prior to writing a conclusion.
_______ 3. The conclusion contains details of findings obtained in the study.
_______ 4. The discussion section presents the procedure undertaken to complete the
study.
_______ 5. The introduction contains the explanation of relevant concepts and related
studies.
_______ 6. Title and thesis statement are written differently
Activity B. Get one example of a research report and pay special attention to the
structural features by answering the questions given.
1. How does the research report begin?
2. What organization does the research report follow? How is it structured?
3. How would you describe the style and approach in presenting ideas?
4. How are the data presented and analyzed? Are the explanations sufficient?
5. How would you describe the conclusion? How is it organized?
Prepared by:
PRECILA A. SUAREZ
T-111, MAED
Barrot, J.S.(2016). Academic Reading and Writing.,Quezon City, C&E Publishing Inc.
Cidro,MG.O.,Gasulas, A.M, & Mallari, A. A.(2016). Reading and Writing Skilss for Senior
High School., Quezon City,The Phoenix Publishing House.
Pena, A. S. & Anudin. A.G.(2016). Reading and Writing,. Araneta Ave. Quezon City, Vibal
Group Inc.
Chenn, James.”Research Report”. Oct.

2020.https://www.investopedia.com/terms/r/research-report.asp
Research Report. http://web.mit.edu/course/21/21.guide/rep-resc.htm (accessed
November 17,2020)
Writing Research Report. University of Adelaide. 2014

https://www.adelaide.edu.au/writingcentre/sites/default/files/docs/learningguide-
writingaresearchreport.pdf (accessed November 17,2020)
Writing Research Report. https://www.esc.edu/online-writing-

center/resources/research/research-paper/(accessed Nov. 17,2020)
Features of Good Report- report writing, University of Reading

https://libguides.reading.ac.uk/reports/features (accessed Nov. 19, 2020)
Livington, S. (2012).How to Write an Effective Research Report.

https://www.ets.org/Media/Research/pdf/RM-12-05.pdf
READIND AND WRITING SKILLS
QUARTER 4-WEEK 5
PROJECT PROPOSAL
Name ________________________________________________________________
Section _______________________________ Date ______________________
What is a Project Proposal?
A project proposal is a highly persuasive and informative document that aims to

address a particular issue. It is a bid or offer to initiate a project for an individual or a
group. It usually ranges from 1,000 to 2,500 words depending on the complexity of the
project being proposed. (Barrot, 2016)
A project proposal outlines your project’s core value proposition. It should
establish what the project is, what you’re aiming to achieve with it, and how you plan
to get there.
It’s basically a roadmap that plans out each and every step of the project, so that
everyone involved understands what’s entailed, early on, and can make sure they
are working towards the same goals. (Mulholland, 2020)
A project proposal is a brief description of an idea that you want to work on in a

project.
Regardless of the research problem you are investigating and the methodology you
choose, all research proposals must address the following questions:
1. What do you plan to accomplish? Be clear and succinct in defining the research
problem and what it is you are proposing to research.
2. Why do you want to do it? In addition to detailing your research design, you also
must conduct a thorough review of the literature and provide convincing evidence
that it is a topic worthy of study. Be sure to answer the "So what? question.
3. How are you going to do it? Be sure that what you propose is doable.
A good project proposal specifies the following: (Barrot, 2016)
• Goals and objectives that the project wants to accomplish;

• Project plan that details how the set goals and objectives will be accomplished;
• Financial, human (e.g., experts, consultants) and technical (e.g., equipment and
facilities) resources useful in implementing the project; and
• Budget that specifies how much money is needed and for what purpose it will be
spent.
Types of Project Proposal
There are six types of project proposal: (Mulholland, 2020)
1. Solicited-A formally solicited project proposal is made in response to an official

request for a proposal. In a way, this is the easiest way to create a proposal
for a new project, since the Request for Proposal (RFP) document will usually
tell you exactly what the customer or audience wants and sometimes even
directions for preparing the proposal.
2. Informally solicited-Informally solicited project proposals are the same as
formally solicited ones, except the information they are based on isn’t set out
in a specific document. This makes them a little harder to deal with (more
research is involved in analyzing them) but you at least have a rough starting
point.
3. Unsolicited- these are projects equivalent of called calls nobody asked to
receive one. These are proposals which are thought of by the person
submitting them and can be inspired by anything, from a eureka moment in
the employee’s daily work to a casual conversation with a customer.
4. Continuation- are project proposals essentially reminders/updates for ongoing
(and are already approved) projects.
5. Renewal- Once an ongoing project has finished or outlived its usefulness (and
support for it is going to be terminated), a renewal project proposal can be
written to make the case for its continued support.
6. Supplemental- A supplemental project proposal is required when you need to
ask for extra resources for a project (beyond those originally proposed). The
main aim when writing these proposals is to be able to justify the extra
resources and produce updated estimates of what the project will now take to
complete.
Parts of Project Proposal
According to Keegan (2012) the following are the essential parts of a project proposal
• Introduction – benefits derived from the project

• Rationale – short background of the project
• Project Description – discusses the vital information about the project such as
nature, project site and beneficiaries
• Objectives – long and short term goals of the project
• Significance – importance of the project
• Project Components / Strategies of Implementation – major activities of the
project such as the methodology of implementation
• Implementing schedule – list of activities that will be undertaken in chronological
order with the corresponding time frame
• Estimated budget – detailed breakdown of the budget for the project with the
financial work plan
Project Proposal (EN11/12RWS- 1Vdg-12.3)
Activity A. Analyze the following text carefully then answer the given questions.
This is to submit to your good office a proposal for addressing the communication
needs of your students. C&E University is motivated by its thrust for internalization
and has a significant number of international students in the past few years. The
university also has seen a significant increase in the number of its local students.
Unfortunately, it was observed that C&E University students lack the confidence and
skills in using English, have difficulties in comprehending English texts. And have
strong regional accents. With this situation comes a need to establish a language
learning center.
1. What is the purpose of the given text?

2. Who is the target reader?
3. How did the author present his idea? How did he convince his reader?
Activity B. Get a sample of a project proposal and pay attention to the structural
features by answering the following questions;
1. How does the project proposal begin?

2. What kind of project proposal is it?
3. How would you describe the style and approach in the presentation of
ideas?
4. How are the supporting details presented? Are the explanations sufficient?
5. How would you describe the conclusion? How is it organized?
Prepared by:
PRECILA A. SUAREZ
T-111, MAED
Answers Key:
Activity A.
1. To propose a language learning center for students

2. School officials
3. a. by citing the schools thrust for internationalization
b. by citing the increase of student’s population
c. by citing the observation on students’ deficiency in the English language
Activity B. Answers may vary
References for Students
Organizing Academic Research Papers: Writing a Research Proposal.

https://library.sacredheart.edu/c.php?g=29803&p=185956
Writing your research proposal. York St. John University

https://www.yorksj.ac.uk/study/research/apply/examples-of-research-proposals/
Mulholland, Ben, 2020, Six Types of Project Proposals that Get Approved (and How to
Write them) https://www.process.st/project-proposal/
Basic Components of Project Proposal,Illinois Library, 2017.,

https://guides.library.illinois.edu/c.php?g=504643&p=3454882
Moursund, D.G. (2002). Obtaining resources for technology in education: A how-to

guide for writing proposals, forming partnerships, and raising funds. Copyright (c) David
Moursund, 2002.
https://pages.uoregon.edu/moursund/Books/GrantWriting/chapter_8.htm
Project Proposal Guidelines,June 2012,

https://www.bing.com/search?q=what+is+a+project+proposal+pdf&cvid=4ade95e33b97
44b39f20dd0b12306ba9&pglt=547&FORM=ANSPA1&
Keegan, Forest Wittaker, Bonneville, Hughs etal. 2012, Parts of Project Proposal , 2012
http://sampleproposal.net/project-proposal/parts-of-the-project-
proposal/#:~:text=Parts%20of%20the%20Project%20Proposal%201%20Introduction%2
0%E2%80%93,as%20the%20methodology%20of%20implementation%20More%20item
s...%20
QUARTER 4, WEEK 5
POSITION PAPER
Name _______________________________________________________________
Section __________________________ Date _____________________
When we face an issue and are challenged to make a stand, it is necessary for
us to support it with logical arguments.
What is a Position Paper? A position paper is a type of academic writing that

presents one’s stand or viewpoint on a particular issue. The main objective of writing a
position paper is to take part in a larger debate by stating your arguments and proposed
course of action. (Barrot, 2016)
Purpose of Position Paper

The purpose of a position paper is to generate support on an issue. It describes
the author’s position on an issue and the rational for that position and, in the same way
that a research paper incorporates supportive evidence, is based on facts that provide a
solid foundation for the author’s argument. It is a critical examination of a position using
facts and inductive reasoning, which addresses both strengths and weaknesses of the
author’s opinion. (Smith Vidal Literacy Learning Center)
Elements of the Position Paper

The classic position paper contains three main elements:
An Introduction, which identifies the issue that will be discussed and states the author’s
position on that issue.
The Body of the paper, which contains the central argument and can be further broken
up into three unique sections:
• Background information
• Evidence supporting the author’s position
• A discussion of both sides of the issue, which addresses and refutes arguments
that contradict the author’s position
A Conclusion, restating the key points and, where applicable, suggesting resolutions to
the issue.
How to Write a Position Paper
Some guide before writing your position paper
1. Understanding the topic given-understand the topic first before you take a position
on the matter.
2. Ensure your topic can easily be arguable-You should be able to go for a topic that
has points and can bring contradiction to arise argument.
3. List the advantages and disadvantages for both sides of the argument- when you
list the advantages and disadvantages of two different sides of the argument you
will be able to pick the best position that you can confidently argue.
4. Pick your position and formulate your points- in a position paper you have to take
a position in the argument. Ensure that you have sufficient points to support your
position.
5. Understand your audience position on the matter
To make your paper outstand you should:
• Design an official look for your paper- in being official you only need to be
realistic in your arguments so that the readers can easily be convinced with your
points without much questioning.
• Make it as simple as possible- in a presentation of your claims you should ensure
that you are direct to the point and avoid unclear explanations because it makes
your work tiresome to read. Be clear by using simple, understandable language,
avoid too much use of vocabulary in your work
• . Be organized in the presentation of your points
• Put references for your points- citing your sources is very key as it gives your
points a higher hand over the rest given that it can be refereed hence valid.
• Go through your paper after completing- it is good to proofread your work
Steps in writing a position paper ( Listmann, 2019)
A. Choosing your Position

1. Make sure your topic is arguable, the topic should be controversial with two
arguable sides
2. Research your topic and the alternative sides,
Ex. Increased globalization does not automatically produce equality
B. Building your argument.
1. Establish your claim. Your claim is your position on the topic which is what
you defend in your paper.
2. Identify your supporting reasons. Most position papers provide 2 or 3
supporting reasons for your claim, but a longer paper may include more
reasons.
3. Compile your supporting evidence
4. Identify a counter-argument that you can easily dismiss.
C. Drafting your Paper
1. Develop your thesis. Your thesis will control your paper, so you should write
it first
2. Write your introduction. Provide your audience with background information
on your topic, including the history and recent developments.
• Start with a hook that introduces your topic
• Include a few sentences that provide more information on your topic,
narrowing down toward your stance.
• End your introduction with your thesis
3. Include at least two body paragraphs. A short position paper may only
contain 2 body paragraphs - one for the counter-argument and one for the
supportive points.
4. Use topic sentences that link back to your thesis.
5. Provide evidence to support your position
6. Provide commentary to explain your evidence.
7. Conclude your essay by reasserting your position.
• Restate your thesis statement
• Sum up your argument
• End on a high note with a call to action
8. Cite your sources
Example:
Position Paper of the

PHILIPPINE ACTION FOR YOUTH OFFENDERS (PAYO)
and the CHILD RIGHTS NETWORK (CRN)
on the LOWERING OF THE MINIMUM AGE OF CRIMINAL RESPONSIBILITY
Ma. Victoria Diaz & Gerard Ian Bernabe
The Philippine Action for Youth Offenders (PAYO) and the Child Rights Network
(CRN) vehemently oppose the proposal to lower the Minimum Age of Criminal
Responsibility (MACR) from 15 years old to 9 years old. This move undermines the
best interest of the child and will not solve the problem of children committing crimes. It
distracts us from the real reasons why children offend such as poor parenting and
supervision, peer pressure, social isolation, family conflict, and poverty. Moreover, it is an
impulsive reaction to public perception and media hype that the number of crimes
committed by children has increased since the enactment of the law. This perception is
unfounded. There is no clear evidence to back this claim and no attempt has been made
to analyze the possible factors that influence the crimes committed by children.
Lowering the age of criminal responsibility will result to negative consequences

for children and the public. It will increase the number of children detained for long
periods of time, making them more likely to become hardened offenders. Detention/
Jail conditions in the Philippines are not rehabilitative. They are harsh: children have been
reported to experience torture, physical, emotional, and sexual abuse while in detention.
Research also shows that detaining or incarcerating children is more damaging to them
than beneficial. It has a profoundly negative impact on young people’s mental and
physical well-being (i.e., depression and poor mental health), their education (i.e.,
learning disabilities not recognized or addressed), and their future employment (i.e.,
reduces their ability to remain in the workforce). Detention may also increase the
likelihood that young people will recidivate, compromising public safety. 1 Incarcerating
children goes against established principles of proportionality and fair treatment and
contradicts the best interest of the child and the rights of the child to maximum survival
and development. Lowering the MACR further reinforces the existing situation of
syndicates using younger children in their criminal activities. Our focus should be on
catching the adult syndicates instead of punishing the children, who are clearly the victims
in this situation.
Emerging knowledge about cognitive, psychosocial, and neurobiological development in

adolescence also provides evidence that young people should not be held to the same
standards of criminal responsibility as adults. Steinberg, L., & Scott, E. (2003)’s study
argued that “Adolescents’ decision-making capacities are diminished as they are less
able to resistcoercive influence and their character is still undergoing change.”2 Another
study by Steinberg L. (2008) on adolescent risk-taking found that risk-taking increases
between childhood and adolescence due to changes in the brain’s socio-emotional
system.3 The immaturity of young people due to their brain underdevelopment influences
their decision making and susceptibility to perform risky activities. This, along with the
influence of criminogenic environments where children reside (i.e., many CICL live in
communities where crimes are rampant) and the CICL’s personal circumstance (i.e.,
poor, lacking in education, neglect/ abandonment, poor parental supervision) can be
considered mitigating factors in their criminal culpability.
Our Congress took thirteen years to craft the Juvenile Justice and Welfare Act of 2006
(JJWA). In 2013, it was amended to improve provisions on the administration of the
Juvenile Justice and Welfare Council (JJWC), handling repeat offenders and children at
risk of offending, and providing intervention and rehabilitative services for CICL. The
MACR was preserved at 15 years old. It is imprudent to cast aside all the years of diligent
study and in-depth discussions to formulate a Restorative Juvenile Justice system in the
Philippines without careful research and in consideration of the current facts and laws
promoting and protecting the rights of children.
There are indeed challenges in implementing the JJWA and these must be
effectively addressed. However, difficulties in implementing the law cannot be used
to justify the amendment; otherwise, the rights of children will be compromised
merely on the basis of expediency. This does not mean ignoring the complaints of duty
bearers tasked to implement the law. There are legitimate concerns that must be attended
to by means of thorough study of processes to assist CICL and children at risk. What is
glaring, however, is the lack of evidence- based information to support the moves to lower
the MACR and the negative impact of criminalizing children. Lowering MACR is a violation
of the right of the child to genuine protection.
Any attempt to amend the JJWA should be carefully studied and must ensure consonance
with the Philippines’ commitments to international agreements, such as the UN
Convention on the Rights of the Child (CRC), the UN Standard Minimum Rules for the
Administration of Juvenile Justice (Beijing Rules) and the UN Guidelines for the
Prevention of Juvenile Delinquency (Riyadh Guidelines). The CRC’s General Comment
No. 10 clearly states that:
“ Rule 4 of the Beijing Rules recommends that the beginning of MACR shall not be
fixed at too low an age level, bearing in mind the facts of emotional, mental, and
intellectual maturity… From these recommendations, it can be concluded that a minimum
age of criminal responsibility below the age of 12 years is considered by the Committee
not to be internationally acceptable… At the same time, the Committee urges States
parties not to lower their MACR to the age of 12. A higher MACR, for instance 14 or 16
years of age, contributes to a juvenile justice system which, in accordance Article 40 (3)
(b) of CRC, deals with children in conflict with the law without resorting to judicial
proceedings, providing that the child’s human rights and legal safeguards are fully
respected.”
President Rodrigo Duterte, in his inaugural speech clearly said that “… Let me
reiterate that the Republic of the Philippines will honor treaties and international
obligations.” We will hold the President to this promise to ensure that the CRC and
the other abovementioned international agreements are respected and upheld.
At this time, let us focus our efforts on fully implementing the JJWA, supporting and
capacitating duty bearers so they can effectively execute their responsibilities under the
law. Let us support programs that strengthen families and teach parents how to effectively
raise their children without the use of corporal punishment and violence which have been
found to increase delinquent behaviors in children. Moreover, effective programs and
services to prevent young people from offending or re-offending, to facilitate diversion of
CICL, and to restore those who have been harmed through restorative justice practices
must be established.
In the true spirit of our Constitution, our legislators must recognize the vital role of
the youth in nation-building and promote and protect their physical, moral,
spiritual, intellectual, and social well-being
Position Paper (EN11/12RWS-1Vdg-12.4)
Activity A. Read the following statements, then circle the letter of the correct answer.
1. Which argument would be a good topic for a position paper?

a. Children should eat vegetables
b. Stealing should be a crime
c. Gambling should be legalized
d. Clean air is beneficial to the environment
2. You’re writing a position paper which argues that the legislature should force
companies to pay heftier fines when they pollute. Which option would work as
evidence for a counter-argument?
a. A study shows that companies pollute more whenever fines does not exist.
b. A news report on companies that have shut down in areas where
environmentalist legislation has been enacted.
c. A claim that if the legislature passes new fines, companies will move
elsewhere.
d. All of the above.
3. You’re writing a position paper which argues that countries should pass more
stringent laws criminalizing the poaching of endangered animals. You cite the
following fact about endangered animals: “As many as 30% to 50% of all species
are heading toward extinction by 2050.” Which option is the best commentary
sentence for this evidence?
a. Scientist estimates that we’re losing 1,000 species times the natural extinction
rate.
b. A species is declared extinct after several years of not being seen.
c. 30% is the low end of the estimate, and 50% is the high end.
d. An extinction rate of 50% is unacceptably high.
Exercise B. True or False. Write True if the stamen is true and False if it is not. Write
your answers on the space before the number.
________ 1. A good position paper considers all possible views on the issue at hand.
________ 2. An issue is a crucial component of a position paper.
________ 3. Opinions are better than facts in supporting arguments.
________ 4. The main goal of a position paper is to inform readers.
________ 5. Statistics can be used as evidence to support an argument.
________ 6. Your position should be restated in the concluding paragraph.
________ 7. Audience analysis will help you write a more persuasive position paper.
Exercise C. Using online sources, get a sample position paper that deal with any social
issue relevant to the Filipinos. Read each manifesto carefully and analyze the arguments
used by the writers. You may use the following guide in writing your analysis.
1. The argument analysis examines the article titled (title of the article)
written by (author). This article is about (briefly summarize the
content of the article in 3 to 5 sentences). Specifically, this
analysis identifies the position of the author/s, his/her main
arguments, and the evidence supporting these arguments. (Author)
makes (number of claims) and supports them with various pieces
of evidence.
2. The first main argument is (state the argument in your own
words). To support this argument , the author uses (number of
evidence presented). (State all the pieces of evidence
presented. When presenting your analysis you may use
phrases such as “first of all”, “the author assumes”, “ and “the
author fails to consider”)
3. In conclusion, the author (state the author’s purpose). I agree that
(state the arguments of the author in which you agree with).
However, (state your major arguments).
Prepared by:
PRECILA A. SUAREZ
T-111, MAED
Reference for Learners
Position Paper- Academic Writing

https://bowiestate.libguides.com/c.php?g=442189&p=3014828
(Accessed Nov. 20, 2020)
Fleming, Grace. 2019 Five Steps to Writing a Position Paper.

https://www.thoughtco.com/how-to-write-a-position-paper-1857251. (Accessed Nov. 20,
2020)
Listmann, Emily. 2019. How to Write a Position Paper (with Pictures) (wiki) ( accessed
Nov. 20, 2020)
A Handy Guide to How to Write a Position Paper.

https://www.aresearcguide.com/write-a-position-paper-html . ( accessed Nov. 21, 2020)
Barrot. Jessie.2019. Academic Reading and Writing for Senior High School. C&E
Publishing, Inc.2016. Quezon City
Pena, Anudin.2016. Reading and Writing. Vibal Group Inc. Quezon City
Diaz. Victoria & Bernabe. 2016. Position Paper for the Youth
Offenders.https://www.jjcicsi.org.ph/wp-content/uploads/2016/07/PAYO-and-CRN-
Position-Paper-on-MACR.pdf
1

Name of Learner: ____________________________________________________

Section: ____________________________________________ Date: __________

(PROFESSIONAL CORRESPONDENCE)
In this digital age, you are given countless opportunities to prepare yourselves in soon
excelling as college students and work-oriented applicants for the industry. In this module,
you will get a comprehensive guide on preparing the different documents needed for
college admissions and the job application process. We are about to end the quarter, so
let us make the most out of this lesson and let us hit the road to success.
Unlocking Vocabulary:
Hit the road = an idiomatic expression that means to "begin a trip or journey."
I. Résumé Writing
A résumé is a brief account, an advertisement, or your personal marketing tool on
paper. This is submitted alongside the cover or application letter to show your interest
in a scholarship offer, a program offering in college, or an open position in an existing
company or organization. This is accomplished by presenting your education, skills,
and work-related experience in this document.
A. PARTS OF A RÉSUMÉ
1. Identification
This holds your contact details such as your complete name, residence or
home address, active landline or mobile number, and a working email address.
Example:
2
MICHAEL U. HENSON
237-B ASTORIA 4TH ST. NINOY AQUINO BRGY. MARISOL, ANGELES CITY
0927-888-4444
michael_henson@gmail.com
PRO TIPS:
• Use a professional email address in the identification section. An ideal
format consists of your first name, dot, or hyphen, next to your surname,
then the domain (firstname.surname@domain.com or
firstname_surname@domain.com).
• It is optional to place your picture on the résumé unless, of course if this
is required in the application instructions.
2. Career Objectives
Indicate a long-phrase or dependent clause beginning with "to" and the
position you have in mind.
Example:
To secure a full-time college teaching position at an institution that provides
lifelong quality education among learners
3. Education
This covers all the educational attainment you have had over the past years,
appearing in reverse chronological order. This order involves an arrangement
from the most recent educational attainment to your least recent one.
Suppose you are applying for a part-time job while you are a senior high
school student. In that case, you must indicate your junior high school and
senior high school details. On the other hand, if you are already a college
graduate, you can already exclude your junior and senior high school
information. Only indicate your tertiary or college education details.
Under this section, you may also indicate the main academic achievements
you have obtained under each level; then, highlight the experience or specific
3
tasks that you have performed. Such experience and task must be related to
the job you are applying for.
4. Skills or Activities
Soft Skills Hard Skills
• These are also known as • These are "technical skills"
"people skills" or "social skills" gained through any life
since these are abilities that experience like in your career or
can be applied to any job. education.
• They focus on the way we deal • They concern an applicant's
with things or people — how ability to perform a specific task.
we adapt, behave, think, In other words, these include
collaborate, solve problems, specialized knowledge and
and make decisions. technical abilities.
• Employers look for these skills • Examples: Software
because they help indicate an Development, Copywriting,
applicant's readiness to thrive Data Analysis, Database
in their future varied roles. Management, Data
• Examples: Critical thinking, Engineering, Tax Accounting,
Open-mindedness, Effective or Project management
communication, Integrity, expertise.
Adaptability, etc.
5. Work Experience
You will be fine even if you have limited work experience. Applicants like you
may focus on skills, leadership involvement and academic achievements from
high school that you can relate to the job you are applying for.
6. Awards, Certifications, and Achievement

4
This is an optional section of your résumé. You may indicate these as bulleted
items under the section Education or Work Experience. Ideally, you must tell
in your résumé those that are again relevant to the current position you are
applying for.
Example: You are applying for the editorial position in your local newspaper.
You should not list an award like "The Look of the Night" during your prom or
graduation ball since this is not related to the position.
7. Seminars / Trainings Attended

The seminars or training that will be reflected in your résumé does not have to
be a long list. Just like your awards and achievements, they can be few so
long as they are relevant to the position applied for.
TRIVIA TIME!
References
According to the Indeed Editorial Team (2020), professional references are a list of
contacts you will provide employers with information about you and your work.
Employers and hiring managers value these references so they can get a third-party
opinion on the value you will bring to their company.
Preparing this list of people who can vouch for your work is crucial when looking for a
job, so be very careful in choosing the people who will be part of this list. The people
you can include here are your past and current mentors, direct heads, bosses, etc.
Applicants have always had the notion that references' details must be indicated in the
résumé automatically. This should not be the case. We also often see the line
"References: Available upon request" in some résumés, and this practice must be
avoided entirely. The reason behind this is that your references must be indicated in a
separate document, and you must only provide that list if your employer or hiring
manager requires you to submit one. Usually, they ask you to bring this during a face-
to-face interview or ask you to submit it in advance via email.
5
Regardless of the manner of sending, your list of references must be reflected in an A4

or Letter size bond paper of similar quality to your submitted résumé and must include
the following details:
• Reference's Full Name
• Job Title
• Company Name
• Company Address
• Contact Number
• Email Address
• Reference Description (Example: Organization Adviser for 2 years)
B. Résumé Formatting Guidelines and Tips

• Bullet Points – Begin bullet points with an action verb and keep each
bulleted point to 1-2 lines in length.
• Font – The résumé has to use plain sans-serif fonts like Arial, Times New
Roman, Georgia, Helvetica, Open Sans, Quicksand, Verdana, Roboto,
Rooney, Lato, etc.
• Length – A résumé comprising a page or two would do. If you are still a
senior high school student or a fresh college graduate applying for a job, a
page would suffice.
• Margins – A minimum of 0.5 inch and a maximum of 1 inch
• Paper Size – A4 size (8.27" x11.69") or a Letter size (8.5" x11") paper
• Paper Type – The safest type that can be used is a white, ivory, or off-
white regular paper with no perforations or small holes, or a 75-100%
cotton resume paper sold on bookstores or school supplies center.
• Print Quality – Laser print with no smudges.
• Spacing – It depends upon the applicant, so long as it is consistent all

throughout the résumé.
6
II. Application for College Admission

One's preparation for the college admission process may be quite tedious at first.
However, once you have familiarized yourself with the process, filling out forms,
requesting school documents and crafting letters and essays will be a breeze. The
primary goal here is to minimize the pressure being felt during your application for
college admission. How then do we make this possible? Let us check the guidelines
and tips below.
A. GOALS OF A COLLEGE APPLICANT

1. Get familiarized with the components of the college admission process.
2. Choose a college that fits your goals.
3. Help you get accepted to your dream college or university.
B. TIPS
1. Plan and get informed.
• Ask yourself: What type of school am I looking for?
• Six aspects to consider:
i. COURSE CHOICE
 Focus on choosing colleges that offer the subject you
would enjoy studying for the next four to five years (or
more) as a major or course.
 Seek help from your career guidance counselor or any

available mentor in your current school to help you
choose which course fits you.
ii. LOCATION
 Travel cost and ease of travel from home and school, and
vice versa
 Is it a public or private vehicle away, or is it too far that
would require you to live in an apartment or dormitory
close by?
7
iii. SIZE
 Do you prefer an enormous school campus or facilities, a
wide selection of program offerings, and a more excellent
range of extracurricular activities? Or do you prefer a
more intimate and slower laidback setup in both your
curricular and extracurricular programs?
iv. COST
 Tuition fees, books, transportation costs, apartment or
dormitory costs, and other personal expenses
 Suppose anticipated costs go beyond your family's
budget. In that case, you can always search for available
scholarship programs that could help you alleviate your
financial worries.
v. ADMISSION DIFFICULTY
 Assess your rank in your current school. Are your grades
high enough to get you accepted into your chosen college
or university with no worries, or are your grades flexible
enough to be raised or improved?
 If you are unsure, visit your adviser, year-level

chairperson, or school registrar and ask for your overall
batch rank. The key actions here are to maintain good
grades and to raise them if needed.
vi. SEEK YOUR PARENT OR GUARDIAN'S APPROVAL

 Despite having a clear course or college in mind, make
sure to inform your parents or guardians on your plans
and if possible, ask their help in assisting you to narrow
your college choices. Although some parents or
guardians may be hesitant to support you in your favored
course and college, you must still convince them to
support you. It will be worth a try.
8
2. Assess your college application readiness.

• Awareness of the college admission process
• Self-assessment and familiarity with the testing environment
• Achieving a competitive entrance exam score
3. Secure the basic application requirements.

• Transcripts - These include your report card or your school form nine
and your high school permanent record or school form ten. They shall
determine your junior and senior high school academic performance
and help predict your academic success in college. Request this
document from your class adviser or School Registrar a month or three
weeks earlier before your college application deadline.
• Student ranking certificate - This document will indicate your rank

among all your batchmates. It will further prove your academic
qualification for college. Request this document from your Grade Level
Chairperson or School Registrar a month or weeks earlier than the
college application deadline.
• Certification of your membership in a school club or organization -
Universities are impressed with active and involved students. They
prefer those who do not only excel academically but also those who are
involved in leadership and programs in society. An official document
certifying your position or membership will do wonders for your
application. Notify your club adviser of this certificate a few weeks
before the deadline of your college application.
• Certificate of good moral character – This document is sought by
universities to evaluate a college applicant's emotional readiness and
maturity.
• Recommendation letter – This document depicts an in-depth

description of your skills and personal character.
TIPS:
1. Always choose someone who knows you best and has worked with
you for a long while.
9
The best persons to reach for a recommendation are your previous

adviser(s) in junior high school or the current class advisers in senior
high school, other mentors like a club adviser or a subject teacher,
your principal or any other distinguished individual who could vouch
your strengths and weaknesses, and how much you have grown in
school or in the organizations you are part of.
Note that your parents, siblings, relatives, best friends, or any

acquaintance do not qualify to give you a recommendation.
2. Request your recommendation in advance.

Never rush your mentors and make them feel obligated to give you
a recommendation. Remember they can decline your
recommendation request if it was made at the last minute and you
should not feel bad about it.
You can always look for other mentors who could vouch for you,
though, but make sure to inform them at least two weeks before you
need it.
3. Be sure to be phrase your request politely in person or via email.

Refrain from sounding too demanding. The request should be
heartfelt, and it should express how much you have enjoyed and
learned the person's instruction and guidance.
4. Provide the person the details about the college and the
undergraduate program you plan on taking, so they can quickly
check what the course and the college is looking for in a candidate
and make sure your skills would match the criteria. Giving your
resume or datasheet would help refresh the memory of the person
recommending you about your skills and qualifications. Make sure
to also include a deadline for your request.
10
IMPORTANT NOTE:
The basic college application requirements such as your transcripts, student ranking
certificate, organization membership proof or certification and good moral certificate
usually need a processing time of three to seven business days. The recommendation
letter is an exemption (at least two weeks prior the deadline).
However, student-applicants are encouraged to request them a little earlier than that time
frame to anticipate possible delays due to your school size , the bulk of document requests
received by the school, and the number of members in your School Registrar team or any
related workforce who will be processing and releasing your documents.
Make sure to ask to clarify the TAT or the turnaround time for your documents. This means
the amount of time taken to complete a process of fulfilling a request. Finally, in making a
follow-up, be as courteous and respectful as possible. Again, avoid provoking any school
personnel and demand for a non-confirmed document request or a request that has been
done the last minute.
4. MARKET YOURSELF
You can do this by:
• filling out application forms provided by your chosen university;
• sending a letter of intent or application letter so the university can

preview your strengths and academic qualification apart from an
optional resume or a customized personal datasheet of the university;
• forwarding a college essay to convince the Office of Admissions in less

than ten minutes that you are a great match to their program offering
and university; and
• paying the entrance exam fee that may apply to some universities or
colleges.
III. Application for Employment

A. Goals in your Job Search
1. Determine your interest and evaluate your qualifications in choosing your
career path.
2. Identify the features in composing an application letter for employment.
11
3. Produce your own effective and persuasive application letter for

employment.
B. Cover Letters
There is a difference between the content of application letters a-k-a cover letters
for college admission and employment. But the format that you use is basically
the same – You can either use the semi-block or the full block format. For a more
formal presentation, use the block format all the way (everything flushed to the
left). The illustrated letter below is using a semi-block format where all elements
are left-aligned, except for the beginning of each paragraph, which is indented
five spaces.
Now, let us have a review on the basic parts of a letter.
Andres, Salirick. "How to Write a Business Letter." Altervista, 6th August 2018.
https://salirickandres.altervista.org/parts-of-a-business-letter/
12
C. Accomplishing the Cover Letter & the Overall Application
Familiarize yourself with these selected steps to produce your cover letter and
complete your overall application by Gallo (2014) of the Harvard Business
Review.
1. Do your research first.

Before you start writing your cover letter or filling out the application forms,
find out more about the company and the specific job you want or the
qualifications they look for in a certain post. Always embrace a non-generic
tone in producing the two documents and make sure they emphasizes the
qualities that make you stand out.
2. Focus your application on the future.

While your résumé is meant to be a preview of your past and current
experience and where you have been and connected to, the cover letter
should focus on the future and what you plan on doing once accepted.
Relate your capabilities and explain how you can use them in the future
role.
3. Open your cover letters with a strong statement.

Start with the punch line — why this job is exciting to you and what you can
bring to the table.
Generic punch line (X) Recommended punch line (✔)
I am applying for the environmental I am an environmental fundraising

fundraising position that I saw advocate looking for an opportunity
being advertised via the Daily to apply my skills in new ways, and
Inquirer. I would love to bring my expertise
and enthusiasm to your growing
development team.
13
However, if you know someone in the company you are applying for, you
may mention it in the first or second sentence of your letter.
Most importantly, you must address your letter to someone directly. Do not
use "To whom it may concern" or "Dear Sir/Ma'am" in the inside address.
Look for the name of the hiring manager online.
4. Watch the tone.

Never go overboard with flattering your employer or hiring manager and
say anything you do not really mean. As authenticity is crucial, you must
make sure you do not sound excessively desperate to land the job.
PRO TIPS:
Keep a professional and objective tone in your cover letter as if you
are formally talking to a real client or customer.
When asked about your ideal salary, indicate in your application

form either of the two answers: "negotiable" or "open for negotiation"
instead of "minimum wage" and "whatever works."
5. Keep your cover letter short and proofread it before submission.

It should be short enough that someone can read it briefly. It should be free
from content and grammar errors.
IV. Office Correspondence
Office correspondence a-k-a business correspondence is a form of written exchange

or a way of relaying internal or external information among company employees or
organization members.
This is substantial because it is the driving force and a part of the standard operating
procedures of any organization or workplace that involves documenting all business-
related communication and transactions.
Here are the most common forms of office correspondence:

14
1. Electronic mail
Popularly known as email, this form of office correspondence allows you to
instantly send and receive messages to and from anyone with an email address
anywhere in the world.
It is widely used because of the convenience it offers – It removes the varying

communication barriers that may occur in a workplace. In terms of composition,
they should be straightforward, clear, and direct to make the communication
process official and legitimate.
Let us know recall the parts of an email:
Image Adapted from https://tutoring.asu.edu/sites/default/files/email_etiquette_v2.pdf
EMAIL TIPS:
Keep your email short and make your intentions explicitly clear and
known to the recipient(s).
Avoid being emotional when sending emails. Never translate your

heightened emotions through the emails you send. Constantly use a
professional language and keep an objective tone no matter how angry,
sad, or disappointed you are while sending your email(s).
Forward another form of office correspondence if you are aiming at a

lengthy discussion that requires immediate feedback from your direct
15
head or peers in the workplace. Do not use email to avoid information

overload, misunderstanding or misinterpretation.
At the same time, forwarding sensitive or confidential matters is a no-no

for email writing.
2. Meeting Notices, Agenda and Minutes

Meeting Notice - provides the place, date, time, and purpose of a meeting.
It can be sent manually through a printed letter or digitally through an email,
where an email response or a vote is sought to indicate one's attendance.
Remember when creating this to always cover the who, where, when, what and
why of your meeting and attaching the files, documents and other materials that
will be covered in the meeting.
Meeting agenda – This is also known as the program that holds the logical order
of the items of business in a meeting and is usually attached to the meeting
notice.
Minutes of the meeting – These are detailed notes serving as the official and
accurate written record of what transpired during a face-to-face meeting or an
online conference.
3. Memorandum
This is commonly known as a "memo" and is used for the following reasons:
• To provide or ask for updates or any other useful information;
• To announce a new policy (This type of memo tends to be longer like the
ones published by the Department of Education.); and
• To update on personnel transfers or promotion, or for any other internal
issues.
Let us be acquainted with its basic parts:
1. LETTERHEAD – Use the official and recommended letterhead of your

organization all the time.
16
Angeles City Science High School

Senior High School
ML Quezon St. Cor. Lourdes Sur East, Angeles City 2009
2. HEADING
To: The SHS Faculty Officers and Members
From: Cazarina L. David
Date: January 15, 2021
Subject: Official SOP on the Release of Documents for College Application
3. BODY
• Introduction (the "what" in a memo)
o Thesis and Key Points (1-3 sentences)
The thesis statement solves a problem or proposes a solution
and then expands into key points if needed.
• Background and Overview (Optional Paragraph that comprises 3-5

sentences)
This informs the reader of information they need to know that is not
mentioned in the body of the memo.
• Key Points
Explain these in a concise manner. Begin with the most essential
details, then proceed to the least important ones. Avoid being
redundant and use as many signposts as possible to separate one
key point to another. You can do this by adding bulleted points, setting
the signposts or subpoints to bold font, or numbering the keywords
that apply.
• Summary
This section summarizes the key points of the memo and will only be
used if a memo goes beyond a page.
• Call to Action
17
This section explains what the reader must do after they are finished
reading the memo. It can be a short paragraph of 2-3 sentences. It
can be listed in bullets or numbering if the length exceeds a couple of
sentences.
Here is a sample memo:
Memorandum
TO: All SHS Principals in SDO Angeles

FROM: Irelyn Tamayo, PhD
DATE: June 27, 2021
SUBJECT: Postponement of the Scheduled SHS Division of Talents
Please take note of the changes in schedule for the SHS Division of Talents.
Instead of July 1, 2021 the event will be moved to July 20, 2021 to make sure the students can
focus on their review for the final examination and their submission of final requirements for the
quarter.
Preparations for the event must only start the day after the said exam and not during the exam
week.
For your strict compliance.

Identify the unique features of and requirements in composing professional
correspondence:
a. Résumé
b. Application for College Admission
c. Application for Employment
d. Various Forms of Office Correspondence (Second Semester/ Quarter 2/ Week
6/ EN11)
18
Exercise 1
Directions: Use the résumé worksheet to brainstorm and organize information for
your résumé.
IDENTIFYING INFORMATION
Name:
Current Address:
Home Phone Number:
Cellphone Number:
Email Address:
CAREER OBJECTIVE (Check your choices)

What kind of employment do you want? Internship Full-time Part-time
What type of position do you want?

Accountant Legal Officer Nurse Sales agent
Customer service Librarian Physician Secretary
professional
Engineer Operations Property Security
manager Custodian Personnel
Freelance Marketing Officer Quality Officer Teacher
Internal Auditor Media Relations Please indicate desired position if not

assistant in the choices:____________
Is there a particular industry you want to work in?
Aerospace Cosmetics Healthcare Pharmaceutical
Agriculture Customer Hospitality Real Estate
service and
Management
Automobile Education Legal Telecommunication
Manufacturing
19
Banking Electronics Mining Transport

Computer / IT Entertainment Music If not in the choices,
Construction Food & Retail News Media kindly indicate:
________________
Which objective style do you want on your résumé?
Formula 1: Focus on the kind of position you want.
Example: Seeking a full-time position as an Administrative Assistant.
My Career Objective Option # 1:
Seeking a position as a _____________________________________________.
Formula 2: Focus on the field or industry in which you are interested in working.
Example: Seeking an entry-level position in the Healthcare field.
Seeking a position in the ________________ field.
Formula 3: Focus on your skills/abilities.

Example: Seeking a position that will utilize my communication, data-entry skills,
and my strong work ethic.
Seeking a position that will utilize my ________________, _________________,
and ____________________ skills.
EDUCATIONAL BACKGROUND
As a high school student, you will list the name of your high school and expected date of
graduation on your résumé.
NOTE: If you have taken or are still taking vocational/technical training, you can list that first.
Vocational/Technical Center: ______________________________________________

City of Vocational/Technical Center: _______________ Date of Completion: _________
20
Certification/Training Received: ____________________________________________
Senior High School Name: ________________________________________________

City of SHS:________________________ Expected Graduation Date:______________
General Average / Academic Award (Optional): ________________________________
Junior High School Name: ________________________________________________

City of SHS:________________________ Expected Graduation Date:______________
General Average / Academic Award (Optional): ________________________________
ADDITIONAL NOTE:
If JHS and SHS institutions are the same, just indicate one "Educational Background" entry,
and change the expected graduation date to inclusive years of enrollment (e.g. 2015 – present).
High School Name: ______________________________________________________

City of SHS:_________________________________ Inclusive Years:______________
Academic Awards / Distinction Received:
• ________________________________________________________________
• ________________________________________________________________
• ________________________________________________________________
• ________________________________________________________________
Exercise 2
Directions: Accomplish the second part of the résumé worksheet to continue

organizing the information for your final résumé.
EXPERIENCE
List the last four jobs or work-related experience (related school projects, activities,
organizations, leadership) you have had with the table provided. Make sure to start with
the most recent one and work backward. As you go through the table, enumerate the five
distinct results for each position you held by expressing your concrete duties and
responsibilities with facts and figures, and making sure that they are action or results
oriented.
21
Here is an example:
Position, Employer / Organization: Resident Volunteer, Scholars' Society
Inclusive Dates e.g. June 2019 – March 2022
(Month/Year):
Description of • Organized the school library with 1,000 volumes
responsibilities and
• Increased school library volunteer applications by 10%
accomplishments
annually
• Administered an orientation for the school volunteers'

program for 50 students
• Organized an outreach program for ten partner districts
• Facilitated continuous leadership and empowerment training

programs of scholar-volunteers for three years
Your turn!
Position # 1, Employer / Organization:
Inclusive Dates:
Description of •
responsibilities and •
accomplishments •
•
•

Inclusive Dates:
Description of •
accomplishments •
22
•
•

Inclusive Dates:
Description of •
accomplishments •
•
•

Inclusive Dates:
Description of •
accomplishments •
•
•
Exercise 3
Directions: Below are questions that will test your understanding of the features
and guidelines of the processes: college admission, job application and office
correspondence. Encircle the letter of your choice.
1. Which part of the letter consist of an email address, telephone, and fax number?
A. Enclosure C. Salutation
B. Letterhead D. Signatory
2. Which of the following is the commonly used format for business letters?
A. APA C. Business Alignment
B. Block D. Modified Block
23
3. The return address belongs to the___________.

A. mailman in-charge of delivering the C. typist writing on behalf of the
letter applicant
B. recipient of the letter D. writer or sender of the letter
4. The applicant is directly writing a letter to the Office of Admissions. A duplicate copy
of this letter should also be forwarded to the Dean's Office. To make this feasible, what
should be included on the original letter?
A. Attachment notation C. Enclosure notation
B. Copy notation D. Typist initials
5. Why do employers facilitate job applications?

A. Employers use job applications to C. Many employers use applications
find out the information that are not to standardize the information they
normally included in an applicant's obtain from all jobseekers.
résumé.
B. Employers make you fill out a job D. Both A and C
application to make the searching
process fair in the eyes of all
candidates.
6. Which of the following is an example of an inappropriate email address to use for a

job application?
A. Lugawandsadboi18@domain.com C. R.A.Bernardo@domain.com
B. Jerica.Balilu@domain.com D. JavierLucio306@domain.com
7. Jose is filling out a job application for a part-time food service job. The application
asks him to list an expected pay amount, but Jose does not want to risk asking for too
much or too little. Which of the following is recommended for Jose to put in the salary
requirements or section of his application?
A. He should indicate "minimum C. He should write "do not know" or
wage." "I am clueless. Whatever works."
B. He should scribe or write "anything" D. He should write "negotiable" or
or just leave it blank. "open for negotiation."
24
8. Which of the following responses is the MOST appropriate one to use when asked
for the reason for leaving your previous employment?
A. "Conflict with co-workers" C. "Personal problems"
B. Leaving the space blank D. "Wanted more responsibility" or
"For professional growth"
9. Yoj will be visiting few companies for a special, face-to-face job application. What do
you suggest for him to bring?
A. A friend or family member C. A résumé and reference info
B. A small gift for the hiring manager D. NONE OF THE ABOVE
10. CJ came across a question on a job application that does not apply to him, which
of the following is the MOST recommended step?
A. Fill the space with an asterisk (*) C. Leave it blank
B. Fill the space with a dash or "n/a" D. Write why the question does not
apply to him
11. Luis is contemplating for the most recommended folks to include in his list of
character reference. Who do you think are the MOST recommended ones?
A. His closest peers at his previous job C. His mentor, counselor, club
adviser or coach
B. His friends or batchmates in high D. His parents or siblings
school
12. When going through application questions, an employer asks you "What are your
goals for the future?" What they really want to know from you?
A. The level of confidence you have C. If you are going to stick around or
and how that will be an asset to their move on as soon as you find a better
company in the future. opportunity
B. Whether your future goals are like D.NONE OF THE ABOVE
other present employees in the
company or not
25
13. When an employer asks you to describe a difficult work situation and share how
you overcame it, they are looking for....
A. Proof of your toughness and ability C. Your ability to be honest in an
to take care of yourself. interview
B. Tough experiences or situations D. NONE OF THE ABOVE
that you could share, and how you
handled them
14. Select the detail(s) that will be specified under your Academic Qualification:
A. Duration or the year the C. Name of the most popular peer
course/training was taken during the course/training
B. Institution attended D. Name of the course/training
undergone
15. While accomplishing his application form, Dame Estin was asked to indicate his
start date. What should he indicate in this section?
A. Immediately C. Today after school
B. In a couple of days D. Whenever he becomes available
16. The following are important to remember on a job application EXCEPT:

A. Fill out the entire form. C. Spell everything correctly.
B. Respond with white lies specially to D. Write neatly and legibly.
demanding questions.
17. What is the purpose of a résumé?
A. A résumé provides prospective C. A résumé provides prospective
employers a copy of your college employers with a good example of
transcript. your professional writing skills.
B. A résumé provides prospective D. A résumé provides prospective

employers with a detailed account of employers with a preview or a
your leadership roles and volunteer glimpse of your qualifications.
works inside and outside school.
18. What factors have the greatest influence on the type of résumé you will select?
26
A. The level of the salary you are C. Your background and skills that
pursuing match to the type of job you are
pursuing
B. The number of years of your college D. Whether the school you have
education attended is critically acclaimed or
not
19. Why do most employers claim that a cover letter is as important as the résumé it
accompanies?
A. A cover letter can be much longer C. A handwritten cover letter is a
than the résumé and it can provide chance to show a potential employer
details that are not reflected in the a person's best handwriting.
résumé.
B. A cover letter gives the writer a D. Once a good cover letter is

chance to explain why she believes forwarded, it can be copied in large
that her skills and knowledge make quantities and then just sent out
her the ideal person for the position. quickly alongside the applicant's the
person's résumé.
20. What is office correspondence?

A. It any form of oral communication C. It is communication exchanged
within an organization. without addresses of the recipients.
B. It comprises of written, typewritten, D. It is a platform used to inform

or digital communicated information employees who are usually out of
among members of an organization. the workplace for some fieldwork.
21. The following choices describe the importance of using office correspondence
EXCEPT ________:
A. Assist in assuring volatility in C. Help in establishing good
business expansion relationships among colleagues
B. Create and maintain goodwill D. Serve as evidence or basis for
future reference
27
22. Karl Luis works in a marketing firm and wants to send a formal communication to
thank a recent client, Erine for choosing the firm to advertise her property. Which of the
following forms of communication should Karl Luis use?
A. Email C. Memo
B. Meeting minutes D. Meeting notice
23. Jennifer needs to notify the creative team of her absence next week. She plans on
announcing Elaiza Moreine the person in-charge while he is away. Which of the
following is the LEAST formal office correspondence to use?
A. Email C. Letter
B. Instant message D. Memo
24. The following describe the language used in writing office correspondence
EXCEPT:
A. Clear since it uses short, simple C. Concise, with strong verbs and
words active voice used
B. Coherent due to the linking words D. Correct grammar with minor
and transitions employed spelling inconsistencies
25. Jenel is a manager who plans to discuss the new company policies to her team
members. Which of the following office correspondence will BEST explain these
policies?
A. Email C. Letter
B. Instant message D. Proper meeting
26. What are the four main headings of a memo?

A. TO:, FROM:, DATE:, CC: C. TO:, FROM:, DOB, CC:
B. TO:, FROM:, DATE:, SUBJECT: D. TO:, FROM:, FOR:, DATE:
27. Which of the following statements is true about the spacing of a memo?
A. Everything is double spaced C. The entire document is double
except for the body paragraphs spaced
B. Only the body paragraphs are D. The entire document is single
double spaced spaced
28
28. Memos sometimes contain subheadings to signal a shift in topics.

A. True C. Uncertain
B. False D. BOTH A and B
29. When should typist initials be included at the bottom of a memorandum?

A. Every time a memorandum is C. Every time the memo writer does
prepared his/her own typing
B. Every time someone other than the D. Every time the typist writes a
memo writer does the typing memorandum
30. Which is the correct format for reference initials?

A. J.D.M. C. J.d.m.
B. JDM D. Jdm
Reflection
Directions: Answer the given questions below then indicate answer on the lines provided.
1. Prior to the discussion of the lesson, what were your thoughts or ideas on the
similarities and differences between the two processes: college admissions and
employment application?
After the discussion, did your initial thoughts or ideas on the two processes change?
If yes, in what sense?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. How do the features and guidelines in office correspondence your readiness for future
employment? If currently employed, how did they influence you to excel further in the
workplace?
29
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Rubric for Reflection:
Areas of
4 3 2 1
Assessment
All ideas expressed Most ideas expressedSome ideas require Ideas
Organization were clear. are clear. clarity. expressed
of Ideas were unclear.
All sentences are Most sentences areSome sentences Sentences are

arranged logically to arranged logically torequire a more logicalpoorly
form a coherentform a coherentarrangement to arranged.
paragraph. paragraph. ensure coherence in Most ideas
Sentence the paragraph. expressed do
Structure not contribute
to the
formation of a
coherent
paragraph.
No error was spotted Minimal errors were Some errors were Several errors
Mechanics in the paragraph. spotted in thespotted in the spotted in the

paragraph. paragraph. paragraph.
Source: https://www.thoughtco.com/essay-rubric-2081367

Lamb, Sandra. How to Write It: A Complete Guide to Everything You'll Ever Write, Third Edition.
New York City, Crown Publishing Corp., 2011.
30
Dayagbil, Filomena, et al. Critical Reading and Writing for the Senior High School. Quezon City,
Lorimar Publishing, Inc. 2016
"The Ultimate Guide to Applying for College: How to Complete a College Application that Stands
Out." ACT, Inc., 2017, https://www.icd.org.pk/wp-
content/uploads/2019/10/ACT_UltimateGuideApplying4College-2019.pdf. Accessed 2
January 2021.
"Sample Memo", The Writing Lab & The OWL Purdue University, 2018,
https://owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing/memo
s/sample_memo.html. Accessed 5 June 2020.
"Writing the Basic Business Letter," Purdue Online Writing Lab, 2018,
https://owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing/basic_
business_letters/index.html. Accessed 5 June 2020.
"Q&A: Should You Include References on a Resume?", Indeed Editorial Team, 2020,
https://www.indeed.com/career-advice/resumes-cover-letters/should-you-include-
references-on-a-resume. Accessed 3 April 2021.
Prepared by:
FLORENCE C. DE VEYRA
SST-lll, English
Reading and Writing Skills Teacher
Angeles City Science High School – SHS
Answer Key
Answers in Exercises 1 and 2 may vary.

1. B 11. C 21. A
2. B 12. C 22. A
3. D 13. B 23. B
4. B 14. C 24. D
5. D 15. A 25. D
6. A 16. B 26. B
7. D 17. D 27. A
8. D 18. C 28. A
9. C 19. B 29. B
10. B 20. B 30. D
Exercise 3
31

RW LAS Q4 Week 1-6

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1

READING AND WRITING

Name of Learner: ____________________________________________________

intertextuality, as a literary device, "it is the ‘complex interrelationship between a text

Learning Competency with code:

Identify the context in which a text was developed

Reflects Most of the Contains non

Presents ideas in Presents ideas in Ideas are

Rubric for Exercise 4

Content is Content is Content is

READING AND WRITING SKILLS

Name of Learner: ____________________________________________________

LEARNING ACTIVITY SHEET

CRITICAL READING AS A FORM OF REASONING

enhanced clarity and comprehension. It also involves presenting a logical argument

audience of the text? In what historical/social context is it written? All these

matters of context can contribute to your assessment of what is going on in the

has. Supporting evidence is necessary to an argument. Having done Steps 1-3,

counts as evidence in this argument? Is the evidence statistical? literary?

argument is strong, why? Could it be better or differently supported? Are there

gaps or inconsistencies in the argument? Are the conclusions warranted by the

evidence presented? What might an opposing argument be?

Illustration 1. Knott’s 5 Steps on How to Become a Critical Reader

The Writing Center (2020):

specific audiences, and becoming a member of the target audience makes it

allowing yourself to reflect thoughtfully and objectively on the text.

the writer’s attitude, goals, personal viewpoints, or approach.

important to know how the author is using them.

7. Keep a reading journal. In addition to note-taking, it is often helpful to

yours to consult. By developing a habit of reading and writing in conjunction,

both skills will improve.

What ways can I

Illustration 2. Easy Tips on How to Read Critically

education would remove the conventionality, artificiality, and backward-lookingness

medieval scholasticism. The professional schoolmaster was a match for both of

dull and as dogmatic an affair as the reading of Virgil's Aeneid.

in which educated people respond to such quackeries as spiritualism or astrology,

Adapted from: The Social Function of Science, John D Bernal (1939)

Reading critically does not simply mean being affected, informed, or

influenced by a piece of text. It refers to analyzing and understanding the overall

and whatever it is that you read.

Learning Competency with Code:

Explains critical reading as a form of reasoning (EN11/12RWS-IVac-8)

Exercise A. TRUE OR FALSE. Read each statement carefully. On the blank

before each number, write T if the idea is true and F if it is false.

______ 2. Determining the text’s main thesis is crucial to the overall

understanding of the text.

your thoughts and responses about the text are recorded.

the questions asked in order to read critically.

______ 6. Supporting facts and examples are important in order to evaluate a

______ 7. Reading a text’s introduction and notes is not necessary in becoming a

part of the author’s audience.

______ 8. There is a one-size-fits-all technique in jotting down notes, and that is

highlighting ideas using a green highlighter.

______ 9. Slow reading is more effective to students than to educators.

in better understanding it.

Exercise B. IDENTIFICATION. Read each statement carefully. On the blank before

each number, write the concept being called for.

__________________ 1. This includes the circumstances that influence the

text’s meaning like politics, society, history, and the

__________________ 2. This statement comprises the text’s central idea or

__________________ 3. This is necessary to the argument because it covers its

supporting facts that will make the argument valid.

__________________ 4. This process involves presenting sound arguments that

Name of Learner: _______________ Grade Level: _