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GRADE 12- ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Quarter 1
Module No. 3.1
Week 3
In This Module:
Content Standard: Performance Standard:

The learner acquires knowledge of The learner produces a detailed

appropriate reading strategies for a abstract of information gathered from
better understanding of academic the various academic texts read.
texts.

Most Essential Learning Competency:

Uses knowledge of text structure to glean the information he/she needs

In the previous chapter, you were taught to be a critical reader. It was emphasized that critical reading is
a requirement in order to become a critical writer. Reading gives you more knowledge about the world and
makes you aware of the different issues happening around you, helps you explore and discover new things,
etc. Reading, in this sense, can enrich your writing.

At the end of this lesson, students should be able to:

 Write an academic paper following the writing process.

INTRODUCTION

III. PROCEDURES

MOTIVATIONAL ACTIVITY:
Guess the hidden word that the picture is trying to convey.

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 G R W I N T I

What are your thoughts on writing? Try to look back and think of all the writing assignments that you did
then answer the following questions:

 Do you find writing easy or hard? What makes writing easy? What makes it hard?
 Do you follow a process when you write? Can you describe your writing process?
 If you follow a writing process, which step in that process do you think is the hardest?

As a student you have been exposed to writing even at a young age. In grade school, you have been
asked over and over to write about your summer vacation or new year’s resolution. Those writing
assignments must have prepared you for writing in Senior High School.

DEVELOPMENT

ACTIVITY 1

Mention-Relate-Exhaust

This game will test how quick you are in thinking of possible topics for your paper.

Directions: Your teacher will mention a broad concept (e.g., Gender issues) via messenger. Your task is to
give an idea related to that concept (e.g., gender stereotype). You have to make sure that you don’t repeat
your classmates’ answers. You have 15 seconds before you are out the game. The game continues until you
have exhausted all possible topics related to that concept. Your teacher will decide to give other topics and
continue the game.

How did you fare in the game? Were you quick in giving answers/ if you found it hard to give answers
quickly, do not feel bad; ideas rarely come in an instant. It usually takes time before you can make sense of
the ideas in your head. Writing is also like that. You cannot produce a paper all in one go; writing includes a
step –by-step process that you have to carefully allow. You have to be patient in following each of the steps
in the process.

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 ENGAGEMENT

ACTIVITY 2

To fully understand the process of writing, follow each steps in this activity:
1. Jot down the different terms or ideas that each of your classmates mentioned. Write two paragraphs
using those ideas. Do not worry about coherence and clarity; just write anything that you can think
of. You will be given then minutes to write freely.
2. Reread what you have written and decide which of the ideas are connected to each other. Group the
similar ideas in one category. You may use a graphic representation (chart, map, arrows, table) to
show the relationships of the ideas.
3. Examine the ideas that you mapped out and identify which ideas are broad and/or general and which
ideas are specific. Separate the broad topics from the specific ones.
4. Understand why you are writing the paper. In other words, pinpoint your goal for writing the paper.
Are you writing to inform, to describe, to persuade, or to entertain?
5. Think of the people who will possibly read your paper. Try to envision who they are, what they
know about your topic, what they need to know about your topic, how they feel about your topic,
what their attitudes are towards your topic, and what would be the reasons they would read your
paper.
Did you realize that you have already followed the steps in pre-writing?

Let’s dig deeper to understand well!

What you actually did when you followed the first two steps is choosing a topic. Those steps include
brainstorming, freewriting, and clustering; they are all steps in choosing a topic.

1. Brainstorming.When you responded with ideas and concepts related to the broad concept
that your teacher gave you, you were already generating possible topics for your paper. The
activity aims to generate as many topics as you can in 10-15 minutes so that these random
topics can be made into a focused topic later on.

Here are possible topics that you may generate out of the topic your teacher provided.

Double standards for women

Discrimination against gays and lesbians
Marital rape
Homosexuality
Gender bias and stereotypes

2. Freewriting. Aside from brainstorming, you can also use freewriting to generate ideas.
Freewriting is similar to brainstorming in that you just write any idea that comes to your
mind. The catch is to put down into writing the ideas that you think of that later on you will
be able to generate ideas and narrow them down into a single topic for your paper. For
example, you want to write about gender bias and stereotypes, which is still a very broad
topic. You can freewrite and come up with something like this:

We are born to perform roles. As early as infancy, there are already stereotypes that
are associated with our sexes. For instance, the color pink is for baby girls and the
color blue is for baby boys. As boys and girls, there are again expectations—boys
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should pay with toy guns or trucks and girls should play with dolls or toy pans. How
these stereotypes affect the behavior of girls and boys? Do they affect the behavior of
women and men that those girls and boys would eventually become? I suppose that
 3. Clustering. The other steps that you did in the activity is called clustering, or ballooning, or
mapping. This technique provides a graphic representation of your ideas, allowing you to
visualize the connections and/or relationships of your ideas. Write your main topic at the
center of your paper then circle or box it. Think of subtopics and place them around the
center circle until you feel that you have developed all the subtopics fully.

The next step is to make sure that you focus on one idea that you are going to discuss
thoroughly in your paper. For example, the topic, gender stereotypes and bias is a broad
topic since there are a lot of issues that can be subsumed in that topic. You can narrow it
down by focusing on aspect of gender stereotypes and bias that you are interested in
developing in your paper.

Once you have narrowed down your topic, you ponder on the reason why you are writing.
Or better yet, you understand what the writing assignment is for since most of the writing
assignments that you do in high school are assigned by your teachers. Understanding the
assignment is important because it will help you focus your ideas on the assigned task. If
you are asked to write a report paper, you are expected to give a factual account of events,
phenomena, discoveries. Here, you are informing your reader and you have to be as
objective as possible in relating what you have read, seen, or heard. If you are tasked to
write a reaction paper, on the other hand, you would know that you are writing an initial –
or a gut reaction to something that you have read, watched, or heard and then you develop
that into a critical evaluation that is balanced.

The last step in pre-writing is one of the most crucial steps, knowing your purposes and
identifying your reader or audience. Determining your purposes will help you communicate
clearly your ideas to your readers, which is the goal of all writing. Once you have
determined your purpose, knowing your audience comes next. Why is it important to know
your readers or your audience? The knowledge, interests, attitudes, and needs of your
reader will give you an idea as to how you will organize your points and claims in such a
way that you can establish a common ground with your readers. Remember that in the
earlier chapter, it was stated that reading is engaging in a dialogue with the writer of the
text. in order for you to effectively engage in a dialogue with your reader, you have to
make sure that you consider them when you write. Knowledge of who your audience is,
what they need, and what their interests are will help you adjust your language, tone, and
style in writing.

ASSIMILATION

ACTIVITY 3

Which of the steps in pre-writing do you thinks is the hardest to follow? Why or why not?

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Reread the paragraph/s you have written in the pre-writing activity. Imagine that you were asked 0to write
an essay to inform your readers on what is going on in that topic (The topic or subject will depend on what
your teacher will give you). Your audience is your teacher and your classmates. Do an analysis of how much
they know about your topic. You may use this checklist in analyzing your audience as your guide.
 Who are your readers? Are they familiar with the topic or subject? How much do they know about
your topic? How much background do you need to provide? Are they experts, knowledgeable on the
subject, or have a vague idea of what the topic is about?
 What are their interest and how could you relate your topic to their interest?
 What is their general attitude toward your topic? Are they against, for, or neutral about your topic?
 Do they have beliefs (cultural, religious, political) that you may have to consider in writing your
paper?
 Do they have misconceptions and biases that you have to address?
 What are your readers’ expectations from you?

The result of your audience analysis, in a way, will dictate the tone of the paper. Tone refers to the
general mood of the essay. If you are writing for an audience who is experts, you have to be careful and
use a formal tone—one that will convey your knowledge and expertise—in order to set the tone that is
appropriate for them. If you are addressing an audience whose knowledge is not that vast, on the other
hand, you have to be informative and avoid language that will sound intimidating to them.

ACTIVITY 4

Before you move on to the next step in the writing process, you have to be equipped with sufficient
information that will enable you to develop your thesis. With that, you can then look sources that will
help you expound your topic. You can surf the internet and find online articles and journal articles that
are relevant and related to your topic. Gather as many resources as you can so you will have a lot to
write in your paper later on. Make sure that you copy the title of the books or the articles, name of the
author(s), the date and place of publication (for book), and the web address and retrieved date (for online
articles)

ASSESSMENT

Directions: Identify the following questions. Write your answers on the space provided.

1. After you've found a topic to write, this is the next step to do in pre-writing.

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2-4. Three steps in writing process.

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_______________________________________________________________

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5. Writing non-stop for a period of time in order to generate ideas.

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6. This aims to generate as many topics as you can in 10 to 15 minutes.

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7. These are the steps in choosing a topic.

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8. By knowing these, it will help you to communicate clearly your ideas to your readers, which is the goal of
all writing.

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9. After you've found a topic to write, this is the next step to do in pre-writing.

_______________________________________________________________

10. second step in writing process.

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Prepared by: Noted:

MARICHELLE I. PUROS CHRISTOPHER C. DE LEON

Teacher Principal