English For Academic and Professional Purposes Las Quarter 3 PDF Free

11
English for Academic

and Professional
Purposes
LEARNING ACTIVITY SHEETS

COPYRIGHT PAGE
Learning Activity Sheet in English
(Grade 11)
Copyright © 2020
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TABLE OF CONTENTS
Differentiates language used in academic texts from various disciplines 4-19
Uses knowledge of text structure to glean the information he/she needs 20-30
Uses various techniques in summarizing a variety of academic texts 31-45
States the thesis statement of an academic text 46-56
Outlines reading texts in various disciplines 57-78
Uses appropriate critical writing a critique such as formalism, feminism, etc. 79-89
Writes an objective/balanced review or critique of a work of art, an event or a program 90-100

Determines the ways a writer can elucidate on a concept by definition, explication and 111-113
clarification
Compare and contrast various kinds of concept paper 112-126
Presents a novel concept or project with accompanying visuals/ graphic aids 127-149
Analyzes the arguments used by the writer/s in manifestoes 150-161

Defends a stand on an issue by presenting reasonable arguments supported by properly 162-175
cited factual evidences
Writes various kinds of position papers 176-194
Determines the objectives and structures of various kinds of reports 195-213
Designs, tests and revises survey questionnaires* 214-222
Conducts surveys, experiments or observations* 223-234
Gathers information from surveys, experiments, or observations* 235-245
Summarizes findings and executes the report through narrative and visual/graphic forms 246-256
Writes various report 257-271

ENGLISH FOR ACADEMIC AND PROFESSIONAL
PURPOSES
Name of Learner: Grade Level: _____________

Section: __________________________________________ Score:
LEARNING ACTIVITY SHEET
DIFFERENTIATING LANGUAGES USED IN ACADEMIC TEXTS

FROM VARIOUS DISCIPLINES
Background Information for Learners
Generally, academic writing is formal, objective, and technical. It is formal by avoiding

casual or conversational language, such as contractions or informal vocabulary. Also, it is
impersonal or objective by avoiding direct reference to people or feelings, and instead focusing on
factual information. It is technical by using vocabulary specific to the discipline.
Different disciplines also have different styles and structures of writing. For example, some
disciplines, such as in the humanities, expect longer paragraphs, which include topic sentences to
show how your argument is structured. Other disciplines, for example in the sciences, expect short
paragraphs, with no topic sentences, which are denser in information.
As a student and a professional in the future, you must distinguish how various disciplines
write their academic texts. English as a language is used for many purposes, both in the professional
and academic setting. As a spoken language, English is better understood in a conversational,
matter-of-fact manner, although formality is still observed. In written form, English in academic
text uses more sophisticated vocabulary, adapts a formal tone, reflects objectivity by focusing on
the information, and has a rigid technical structure often prescribed by the professional organization
publishing the text.
To be a good academic writer and an effective reader of academic texts, you must learn the
specific styles and structures for your discipline, as well as for each individual writing task.
ACADEMIC TEXT: How is this different from common, creative text?
An academic text is a reading material that provides information which include concepts
and theories that are related to the specific discipline. Academic writing in English is linear which
means it has one central point or theme with every part contributing to the main line of argument,
without digressions or repetitions.
While a creative text aims to entertain, an academic text aims to inform, to argue a specific
point, and to persuade. Its structure requires sophisticated use of language. our tasks will include
writing for assignments, exams, and reports. There is an expected quality in your use of language
and structure of texts.

There are five important features of language used in academic texts:
Formality reflects the dignified standpoint of your writing as a member of the academic
community. This means that since your audience are fellow members of the academic community,
the language you use requires precision to make it a “legitimate” piece of academic writing.
Formality can be achieved through the following ways:

1. Avoiding colloquial words and expressions such as stuff, a lot, thing.
2. Avoiding contracted forms of modals such as can’t, doesn’t, shouldn’t. Instead, choose
their expanded forms such as cannot, does not, should not.
3. Avoiding two-word verbs such as put off, bring up, look up. Instead, choose their formal
and one-word counterpart such as postponed, mention, admire.
4. Avoid using abbreviated forms such as ASAP, c/o, dept. Instead, choose their expanded
terms such as as soon as possible, care of, department.
Objectivity in academic writing requires an impersonal manner. The writer must distance
himself from the discussion by being impartial and factual. Objectivity can be achieved through the
following:
1. Avoid the use of personal pronouns such as you, I and we. Instead, refer to the person as
to their profession or role.
Example: We measured the liquid accurately.
The researchers measured the liquid accurately.
2. Avoid emotive language that shows biases and lessens objectivity.
Example: The researchers were disappointed with the outcome of the study.
The researchers did not expect the results.
3. Place emphasis on the information rather than the writer or the reader.
Example: How can we solve the problems?
There are certain methods to be discovered to solve the problems.
Explicitness allows readers to trace how the various parts of the text are related. This can be
achieved by the use of signaling words.
Example:
The government hopes to provide assistance to the workers affected by the temporary
closure of business establishments. However, certain procedures and protocol must
be followed before a budget is released.
The study revealed modified solution 1 is an ideal preservative for the muscles and
organs of the specimen. Similarly, the data revealed that the solution is good for
preserving the specimen for up to five months.
Caution requires a writer to avoid making generalizations. Academic texts provide

knowledge build from proven theories and concepts. You must not include statements which are
incorrect and misleading.
Structure in the sentences of academic texts must show a level of complexity that reflects
sophistication of an academic writer. Combining ideas effectively, nominalization, and using
passive construction are some ways to achieve structure suitable for academic writing.
Example: The typhoon was a disaster. It caused loss of life. It caused massive property
damage also. It changed the landscape of the town.
The typhoon was a disaster that caused loss of life, massive property damage,
and permanent changes in the landscape.

Learning Competency with Code:
• MELC: Differentiating language used in academic texts from various

disciplines (CS_EN11/12A-EAPP-Ia-c-2)
• CG: Differentiating language used in academic texts from various
disciplines (CS_EN11/12A-EAPP-Ia-c-2)
Directions:
Welcome to the enhanced modality of learning in the 21 st century! This will be the new
normal of learning for this school year while we face this pandemic. This module was specially
crafted to maximize your learning even as we do not engage in face-to-face teaching.
I encourage you to stay focused as you are directed with five activities so you can
understand the most essential competencies in English for Academic and Professional
Purposes. Particularly, this learning activity sheet deals with the development of reading
strategies for academic texts by learning to differentiate the languages used in academic texts
in various disciplines.
A learning contract is also included so we can set an agreement to complete this activity.
Before we start, I would like you to complete the following statements below:
• _____________________________________
What I • _____________________________________
know: • _____________________________________
What I • _____________________________________
already • _____________________________________
• _____________________________________
know:
What I • ______________________________________
want to • ______________________________________
• ______________________________________
know
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to
finish the activity package and submit it to your teacher (____________________) on
(____________________).

LOAD
Load up your armor by being familiar with these texts!
An academic text aims to inform, which is why it focuses on information instead of

entertainment. Its writing style, while creative, focuses on being factual and objective.
Read the following passages carefully. Then, decide whether the passage is an academic
text reflecting formality and objectivity by writing Formal, or a literary text by writing Fiction.
YOUR ANSWER SAMPLE TEXT

(Formal or Fiction)
1. If the purpose of reading is established early on, the reader will
save time and improve comprehension skills.
2. He turned at the sound of his name. Beyond the light, he could his
friend, waving a fabric that resembles a flag. She was smiling widely.
3. Synthesizing involves combining ideas and findings of multiple

sources in order to make an overall point. Instead of summarizing
the main points of each source, it involves looking for similarities
and differences between the sources.
4. Raul Tan Sim, 35, reported a crime of theft exactly 4:17 in the
morning of July 12. Eight minutes after the call, one patrol car ridden
by Henry G Solan and Orlan K. Bugat responded to the call.
5. However, the seemingly unresolved problem in English grammar

proficiency in grammar still poses a greater need for a more effective
strategy in teaching English grammar. Several strategies which have
been claimed as either ineffective or effective both by different
beliefs had been held responsible for the unresolved problem in
English grammar proficiency.
6. I could use some comforting words right now, or a cup of coffee.

I really need some break here. The work assigned to me is breaking
me apart. I thought it was important, but it was only for show.
7. A rumbling was heard, louder every second. Suddenly, the ground

was awash with snow – white, cold, heavy. Their greatest fear
became a reality, an avalanche was threatening to bury them alive.
8. Okay, it’s notable for the country that you have other Chinese
President already kicking off his state visit. Today is the first day.
And yet the Filipino people have spoken. When it comes to the China
issue, they don’t trust China.

ENGAGE
Engage and gear up!
As a future , I want you to read the following texts carefully.

Then, choose from the options the correct discipline where the text belongs. Write the letter of
your answer on the space provided on column marked Choices.
Academic Text Choices

The growing popularity of wearable devices for leisure activities, A. Biology
professional sports and monitoring medical conditions has led to B. Chemistry
increasing interest in the development of batteries that are flexible C. Literature
enough to sit inside such devices. Until now, most research in this D. Performing Arts
field has concentrated on modifications to the ubiquitous lithium-
ion batteries found, for example, in mobile phones. However, these
batteries – like the alkali ones in torches and alarm clocks – can
self-discharge, particularly when left unused for a long time. Your Answer: _______
Friedrich Nietzsche notably referred to the Russian novelist Fyodor A. Biology

Dostoevsky as “the only psychologist from whom I have anything B. Chemistry
to learn.” Dostoevsky’s ability to encapsulate the darkest and most C. Literature
twisted depths of the human psyche within his characters has had a D. Performing Arts
profound impact on those writers operating on the periphery of
society. Through research on his writing style, biography, and a
close reading of his novel Notes from the Underground I am
exploring the impact of his most famous outcast, the Underground
Man, on counterculture writers in America during the great Your Answer: _______
subculture upsurge of the 1950s and 60s. Ken Kesey, Allen
Ginsberg and Jack Kerouac employ both the universal themes
expressed by the Underground Man as well as more specific
stylistic and textual similarities.
As productions turn away from resurrecting museum pieces, A. Biology

integrating costumes from two different historical periods has B. Chemistry
become more popular. This research project focuses on what makes C. Literature
costume integration successful. A successful integration must be D. Performing Arts
visually compelling, but still gives character depth and tell the story
of the play. By examining several Shakespearean theatre
productions, this paper has pinpointed the key aspects of each
costume integration that successfully assist the production. Your Answer: _______
Frederick Griffith, established that there was a transforming A. Biology

principle in bacterial genetics in a ground-breaking experiment, B. Chemistry
performed in 1928. He postulated that information could somehow C. Literature
be transferred between different strains of bacteria. This was long D. Performing Arts
before the discovery of DNA and was an inspired piece of scientific
detective work.
Your Answer: _______

ADVANCE
Advance your stance by recognizing differences!
One of the skills of a good reader is to recognize a formal, objective, explicit and well-
structured text. Read the instructions in every section, and write your answer on the spaces
provided.
A. Underline the words or expressions considered as colloquial or informal.
Example: The technical equipment needed a lot of tuning up.
Answer: The technical equipment needed a lot of tuning up.
1. Experts determined that a lot of health ingredients come from Korea.
2. Cauilan got together with Dr. Corpuz in conducting a study effectively enhancing
the fixation process of cadavers for dissection.
3. Writing can’t be done effectively if you don’t burn the midnight oil.
4. Parenting is a 24/7 job.
5. The council brought up the issue on awarding special recognition to students
B. Examine the following expressions and think of ways to reduce the impact of the
statements.
Example: The audio-visual component of the seminar was lousy.
Answer: The audio-visual component of the seminar must be improved.
1. He has bad breath. Answer: ___________________________________________
2. You need to eat this to be healthy. Answer: ______________________________
3. The different steps taken led to their failure. Answer: ______________________
4. All the fish died. Answer: ____________________________________________
5. What a disappointing result for a whole term’s worth of study.
Answer: __________________________________________________________
C. Combine the sentences to make their structure complex and better fit for
academic writing.
Example: The company reported yearly profit growth.
The company’s yearly profit growth stabilized in 2012.
Answer: The company reported that yearly profit growth stabilized in 2012.
1. The government’s deal with the public transport company was not successful.
The government’s deal with the public transport company will cause delays in
projects.
The government’s deal with the public transport company will result in unsatisfied
citizens.
Answer: __________________________________________________________
2. Scientists conducted experiments.
Scientists examined the effects of algae on biodiversity.
Because of this, scientists observed that algae increased marine life activity.
Answer: __________________________________________________________
3. There was a rice shortage.
The rice shortage affected a number of Asian countries.
The rice shortage showed how unpredictable nature can be if we continue to be
apathetic about improving rice production.
Answer: __________________________________________________________

D. Restructure the sentences by using passivization.
Ex. The agency has released the list of qualified applicants.
Answer: The list of qualified applicants has been released.
1. Marketers need to make a quota every month to maintain sustainable growth.
Answer: __________________________________________________________
2. Nurses conducted workshops for those far-flung areas on health and sanitation.
Answer: __________________________________________________________
3. A number of students reported several cases of theft within the area.
Answer: __________________________________________________________
4. Guitar players constantly practice to ensure fault-free performance.
Answer: __________________________________________________________
5. The company acquired a number of contractors to render service to its consumers.
Answer: __________________________________________________________
REFINE
Refine your skills in analysis!
This time, read an excerpt of a research abstract and identify the mistakes committed in each
paragraph. You may opt to mark the error(s) by underlining them, then write your revised
version on the second column. Based on the principles learned, specify the area of error
(language feature of academic text) you encountered on the box indicated.
TEXT REVISION
We use English as a medium of instruction, especially
in English-related subjects. It has been an issue in education.
The effectiveness of conveyance determines the learning
outcomes of the students. Proficiency in English skills has been
brought up as a great determinant in becoming employed.
English skills proficiency includes writing. Also, it includes
reading comprehension, and a good working vocabulary. This
could be applied or used in practical working environment such
as writing communications, interpersonal activities and
interpretation and relaying instructions.
There are students who are really bad at grammar, so
teaching grammar among students of English has become more
stressful over the years as both teachers and students face the
need to constantly use varying teaching styles and strategy to
conform to the students’ learning styles.
Traditionally, English teachers would go all-out
English in teaching grammar – any use of code-switching was
frowned upon. This is due to the belief that a student should
adapt to the language even while learning it.
Area of Errors Encountered

NURTURE
Nurture your knowledge!
There are two academic texts below that are written for different disciplines. Read each
of them carefully and determine the specific discipline that published these two texts. Write an
analysis of their differences by focusing on the following elements: use of vocabulary, sentence
structure, and topic sentence.
TEXT A
THE STORY OF THE OTHER NATIVITY
In the Holy Qu’ran’s version, there was no Joseph, nor a star. There was no gold,
or myrrh, or frankincense. Only Jesus and Mary and a palm tree.
There was a story that arrived on Philippine shores at least 356 years before the
arrival of the Spaniards to bring in the initial vestiges of the Christian belief system to the
Filipino people. The story was that of the birth of Iesa, the Islamic name of Jesus, as
described in the Holy Qu’ran. There was no manger. It was a birth with no magnificent star
in the night to lead no three magis, who bore no gifts of gold, frankincense, and myrrh.
There were no shepherds. There was no Joseph. But there was a tree, a palm tree, and
flowing water.
The story started with Maryam withdrawing, in seclusion from her family, to a place
facing east. There, the angel Jibrael appeared before her in the form of a man. Appalled,
she said that she sought refuge with God. The angel replied he was only a messenger of
God, sent to announce the gift of a righteous Son. But she could not possibly have a son,
she said, since no man had touched her and that she had not been unchaste. The angel
answered that God did this as a sign to mankind, and that this matter was already decreed.
And so, Maryam conceived the Child, and went to a far off place. When the
appointed time came, the pains of childbirth drove her beneath the shade of a date palm
tree, lamenting, “Would that I had died before this, and had been forgotten and out of sight.”
Then a cry from below came—unclear still whether it was the Child or Jibrael—telling
her not to grieve, and that the Lord had provided a stream of water under her. And if she
would just shake the tree, fresh ripe dates would fall upon her. She was told to eat and drink,
and if she would see a human being, she should say that she had vowed a fast unto the Most
Beneficent and not speak to anyone that day.
- EXCERPT, “The Story of the Other Nativity”, Dr. Jesus B. Peralta,

https://ncca.gov.ph/2015/12/22/the-story-of-the-other-nativity/

TEXT B
DIWATA-1
The baseline design of the 50-kilogram micro-satellite is assigned to Tohoku

University while Hokkaido University is tasked with the payload and thermal design.
The payload subsystem includes a high-precision telescope (HPT) with 3-meter

spatial resolution and bands R\G\B\NIR. The HPT will provide surface reflectance data
with its derived products which will be used mostly for damage extent determination during
disasters and calamities. It can also be used for imaging natural and cultural heritage sites.
The second payload is a space-borne multi-spectral imager (SMI) with liquid crystal
tunable filter (LCTF), which has an 80-meter spatial resolution. The LCTF allows for image
capture to be taken at 10 nanometer increments from 420nm – 650nm for the visible range
and 700nm – 1050nm for the near infrared region. Space products derived from this payload
can be used to determine the health and composition of the ocean, identify distribution and
magnitude of harmful algal blooms, and monitor coastal ecosystems.
With a spatial resolution of 7 kilometers, the wide field camera can used to complement
current weather forecasting capabilities. This sensor can potentially image cloud formations
and typhoons. Other subsystems included are command and data handling, attitude
determination and control, telemetry tracking and command, and power supply system.
- PHL Microsat, https://phl-microsat.upd.edu.ph/diwata1

(You may use another sheet if necessary)

TEXT ANALYSIS ESSAY RUBRIC
Beginning Developing Proficiency Mastery Score
(2 pts.) (3 pts.) (4 pts.) (5 pts.)
Critical Analysis Essay shows little or Essay repeats and Essay displays an Essay displays
no evidence that summarizes basic, understanding of the excellent understanding
readings were correct information, required readings and of the required readings
completed or but does not link underlying concepts and underlying
understood. Essay is readings to evidence including correct use concepts including
largely personal and does not consider of terminology and correct use of
opinions or feelings alternative proper citation. terminology. Evidence
about the text. perspectives or from the text supports
connections between important points
ideas.
Thesis/Focus Thesis is missing. Thesis may be Thesis is somewhat Develops fresh insight
Reader cannot obvious or original. Thesis and that challenges the
• Originality determine thesis and unimaginative. Thesis purpose are fairly reader’s thinking.
purpose OR thesis and purpose are clear and match the Thesis and purpose are
• Clarity has no relation to the somewhat vague OR writing task. clear to the read;
writing task. only loosely related to closely match the
the writing task. writing task.
Organization Unclear organization Some signs of logical Organization supports Fully and imaginatively
OR organizational organization. May thesis and purpose. supports thesis and
plan is inappropriate have abrupt or Sequence of ideas purpose. Sequence of
to thesis. No illogical shifts and could be improved. ideas is effective.
transitions. ineffective flow of Transitions are mostly Transitions are
ideas. appropriate. effective.
Support/Reasoning Offers simplistic, Offers somewhat Offers solid but less Substantial, logical, and
• Ideas undeveloped, or obvious support that original reasoning. concrete development
cryptic support for may be too broad. Assumptions are not of ideas. Assumptions
• Details the ideas. Details are too always recognized or are made explicit.
Inappropriate or off- general, not made explicit. Details are relevant,
topic generalizations, interpreted, irrelevant Contains some original, and
faulty assumptions, to thesis, or appropriate details or convincingly
errors of fact. inappropriately examples. interpreted.
repetitive.
Use of Sources and Neglects important Uses relevant sources Uses sources to Uses sources to
Documentation sources or overuses but lacks in variety of support, extend, and support, extend, and
quotations or sources and/or the inform, but not inform, but not
paraphrase to skillful combination substitute writer’s substitute writer’s own
substitute writer’s of sources. own development of development of ideas.
own ideas. (Probably Quotations and ideas. Doesn’t Source material is
uses source material paraphrases may be overuse quotes, but announced by a signal
without too long and/or may not always phrase and ended with
acknowledgement.) inconsistently conform to MLA in-text citations.
referenced. format.
TEXT ANALYSIS ESSAY RUBRIC,

https://www.saintpaul.edu/aei/Documents/Text%20Analysis%20Rubric.pdf

Reflection:
How will this lesson help you in fulfilling your roles in the future?
___________________________________ ________________________________
References:
• Valdez, Paolo Nino. (2016), English for Academic and Professional Purposes, First Edition,
Phoenix Publishing
• Do-Hyun Kim, In-Yeob Na, Duck Hyun Lee and Gyu Tae Kim. (2020), Foldable water-
activated reserve battery with diverse voltages, RSC Advances, Vol.10, p. 402-410,
Retrieved July 12, 2020, DOI: 10.1039/c9ra09401f
• Undergraduate Research and Creative Scholarship, Sample Abstracts, Retrieved July 13,
2020 from https://www.umt.edu/ugresearch/umcur/sample_abstracts.php,
• Shuttleworth, M. (Sep 3, 2008). Transforming Principle. Retrieved Jul 13, 2020 from
explorable.com: https://explorable.com/transforming-principle
• Peralta, Jesus. (2015), The Story of the Other Nativity, https://ncca.gov.ph/2015/12/22/the-
story-of-the-other-nativity/
• PHL Microsat, https://phl-microsat.upd.edu.ph/diwata1
• TEXT ANALYSIS ESSAY RUBRIC,

ANSWER KEY:
Phase 1: LOAD
1. Formal 5. Formal
2. Fiction 6. Fiction
3. Formal 7. Fiction
4. Formal 8. Fiction
Phase 2: ENGAGE
1. B
2. C
3. D
4. A
Phase 3: ADVANCE
A. Underline the words or expressions considered as colloquial or informal.
1. Experts determined that a lot of health ingredients come from Korea.
2. Cauilan got together with Dr. Corpuz in conducting a study effectively enhancing
the fixation process of cadavers for dissection.
3. Writing can’t be done effectively if you don’t burn the midnight oil.
4. Parenting is a 24/7 job.
5. The council brought up the issue on awarding special recognition to students.
B. Examine the following expressions and think of ways to reduce the impact of the
statements.
1. He needs to improve his oral hygiene.
2. This food is rich in vitamins and minerals that will improve health.
3. The results were unexpected considering the steps they have undertaken.
4. The observation recorded complete mortality among the fish specimens.
5. The study conducted for a whole term showed unexpected results.
C. Combine the sentences to make their structure complex and better fit for
academic writing.
1. The government’s deal with the public transport company was unsuccessful and
caused delays in projects, and will most probably result in unsatisfied citizens.
2. Scientists observed that the experiment on the effects of algae in biodiversity
increased marine life activity.
3. The rice shortage affected a number of Asian countries and showed how
unpredictable nature can be if we continue to be apathetic about improving rice
production.
D. Restructure the sentence by using passivization.
1. A quota has to be met to maintain sustainable growth.
2. Workshops were conducted for those far-flung areas on health and sanitation.
3. Several cases of theft within the area were reported.
4. To ensure fault-free performance, constant practice is needed.
5. A number of contractors were acquired to render service to the consumers.

Phase 4: REFINE
TEXT REVISION
We use English as a medium of instruction, The medium in instruction, especially in

especially in English-related subjects. It has been an English-related subjects, has been an issue in
issue in education. The effectiveness of conveyance education. The effectiveness of conveyance
determines the learning outcomes of the students. determines the learning outcomes of the
Proficiency in English skills has been brought up as students. Proficiency in English skills has been
a great determinant in becoming employed. English considered as a great determinant in becoming
skills proficiency includes writing. Also, it includes employed. English skills proficiency includes
reading comprehension, and a good working writing, reading comprehension, and a good
vocabulary. This could be applied or used in working vocabulary which could be applied or
practical working environment such as writing used in practical working environment such as
communications, interpersonal activities and writing communications, interpersonal
interpretation and relaying instructions. activities and interpretation and relaying
There are students who are really bad at instructions.
grammar, so teaching grammar among students of Teaching grammar among students of
English has become more stressful over the years as English has become more challenging over the
both teachers and students face the need to years as both teachers and students face the
constantly use varying teaching styles and strategy need to constantly use varying teaching styles
to conform to the students’ learning styles. and strategy to conform to the students’ learning
Traditionally, English teachers would go all- styles.
out English in teaching grammar – any use of code- Traditionally, English teachers would
switching was frowned upon. This is due to the belief use pure English in teaching grammar – any use
that a student should adapt to the language even of code-switching was discouraged. This is due
while learning it. to the belief that a student should adapt to the
language even while learning it.
Area of Errors Encountered

1. “We use English” > Objectivity – academic text must avoid referring to the author through
personal pronouns.
2. “brought up” > Formality – academic text must not use two-word verbs
3. “Also, it includes reading comprehension, and a good working vocabulary. This could be
applied or used in practical working environment such as writing communications,
interpersonal activities and interpretation and relaying instructions.” > Structure – the two
sentences are connected and can be written as one sentence using a relative clause
4. “who are really bad at grammar” > Caution – his a presumptuous and abrasive statement.
5. “stressful” > Caution – again, an abrasive statement.
6. “go all-out” > Formality – an action expressed using three words that make the text informal.
7. “frowned upon” > Formality - a two-word verb that makes the text informal.
Phase 5: NURTURE
Students’ output will be checked by the teacher using the attached rubric.

TEXT ANALYSIS ESSAY RUBRIC
Beginning Developing Proficiency Mastery Score
(2 pts.) (3 pts.) (4 pts.) (5 pts.)
Critical Analysis Essay shows little or no Essay repeats and Essay displays an Essay displays excellent
evidence that readings summarizes basic, understanding of the understanding of the
were completed or correct information, but required readings and required readings and
understood. Essay is does not link readings to underlying concepts underlying concepts
largely personal evidence and does not including correct use of including correct use of
opinions or feelings consider alternative terminology and proper terminology. Evidence
about the text. perspectives or citation. from the text supports
connections between important points
ideas.
Thesis/Focus Thesis is missing. Thesis may be obvious Thesis is somewhat Develops fresh insight that
Reader cannot or unimaginative. Thesis original. Thesis and challenges the reader’s
• Originality determine thesis and and purpose are purpose are fairly clear thinking. Thesis and
purpose OR thesis has somewhat vague OR and match the writing purpose are clear to the
• Clarity no relation to the only loosely related to task. read; closely match the
writing task. the writing task. writing task.
Organization Unclear organization Some signs of logical Organization supports Fully and imaginatively
OR organizational plan organization. May have thesis and purpose. supports thesis and
is inappropriate to abrupt or illogical shifts Sequence of ideas could purpose. Sequence of
thesis. No transitions. and ineffective flow of be improved. Transitions ideas is effective.
ideas. are mostly appropriate. Transitions are effective.
Support/Reasoning • Offers simplistic, Offers somewhat Offers solid but less Substantial, logical, and
Ideas undeveloped, or cryptic obvious support that original reasoning. concrete development of
support for the ideas. may be too broad. Assumptions are not ideas. Assumptions are
• Details Inappropriate or off- Details are too general, always recognized or made explicit. Details are
topic generalizations, not interpreted, made explicit. Contains relevant, original, and
faulty assumptions, irrelevant to thesis, or some appropriate details convincingly interpreted.
errors of fact. inappropriately or examples.
repetitive.
Use of Sources and Neglects important Uses relevant sources Uses sources to support, Uses sources to support,
Documentation sources or overuses but lacks in variety of extend, and inform, but extend, and inform, but
quotations or sources and/or the not substitute writer’s not substitute writer’s own
paraphrase to substitute skillful combination of own development of development of ideas.
writer’s own ideas. sources. Quotations and ideas. Doesn’t overuse Source material is
(Probably uses source paraphrases may be too quotes but may not announced by a signal
material without long and/or always conform to MLA phrase and ended with in-
acknowledgement.) inconsistently format. text citations.
referenced.
TEXT ANALYSIS ESSAY RUBRIC,

Written by:
Gliezel C. Escalante

-------------------------------------------------------------------------------------------------------------
Do not Write on this Portion

FEEDBACK CARD What’s your Badge?
AWESOME!- Completed and earned
ACTIVITY 1 perfect scores in all activities
GOOD JOB!- Completed the activities
ACTIVITY 2 with 80-90% accuracy
IT’S OKAY.- Completed the tasks with
ACTIVITY 3 75-79% accuracy
STRIVE FOR MORE. When need
ACTIVITY 4 further assistance and support
ACTIVITY 5
BADGE EARNED:
Comments of Teacher:

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Name of Learner: Grade Level: ______

Section: _______ Score:

Gathering Information through Text Structure
Structure of Academic Texts

Text structure refers to how the information within a written text is organized.
This strategy helps students understand how texts present main ideas and supporting
details; cause and effects; and/or different views on a topic.
There are structures of academic texts to gather the information you need:
✓ Sequential/Chronological Order
-Often used in fiction, biography, autobiography and procedures/processes
-Also known as time order, sequence, or temporal order.
-May include flashbacks that describe previous events and/ or experiences
-It is also used in giving the step-by-step procedure in doing something.
-You can use the following signal words: first, next, later, after, before, following, then, in
addition to, followed by, and final
✓ Description
-This is used to tell what something is, to present an item’s attributes or properties, to show
what an item or place is like
-We can use descriptive adjectives to help us visualize the topic
-You can use the following signal words: tastes like, looks like, sounds like, smells like,
feels like, examples are, in front of, about, characteristics are, for instance, furthermore,
near, besides, to illustrate, in addition etc.
✓ Problem and Solution
-Tells about a problem then gives one or more possible solutions

-Signal Words:
Question is... Dilemma is...
Puzzle is... To solve this...
One answer is... One reason for the problem is...

✓ Cause and Effect
-An explanation telling why or how something happened. Describes how two or
more events are related or connected
-Signal Words for Cause: for, because, since, as, to result from, to be result of, due
to, because of, the effect of, the sequence of, as a result of, as a consequence of
-Signal Words for Effect: as a result, as a consequence, therefore, thus,
consequently, hence, so, to result in, to cause, to have an effect, to affect, the cause
of, the reason for, thereby
✓ Comparison and Contrast

-It draws the reader’s attention to similarities and differences.
-Shows how two or more things are alike and/or how they are different
-Signal Words:
Same as, Similar, Alike, As well as, Not only…but also, Both, Instead of,
Either…or, On the other hand, Different from, As opposed to
Learning Competency:
MELC: Use knowledge of text structure to glean the information he/she needs.
(CS_EN11/12A-EAPP-Ia-c-4)
CG: Use knowledge of text structure to glean the information he/she needs.
(CS_EN11/12A-EAPP-Ia-c-4)

Directions:
Hello, learner! Welcome to this learning adventure on text structures for the subject
English for Academic and Professional Purposes.
It is our goal to design a material which provides you with fun and meaningful
opportunities in learning the different text structures as this skill is useful in any reading and
writing activities.
This Learning Activity Sheet consists of five levels of activities under Load, Engage,
Advance, Refine, and Nurture. As you go along in the different activities, please read
instructions properly, absorb the concepts presented and accomplish all the activities given.
But before that, please sign the learning contract below.
Enjoy and have fun!
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the
activity package and submit it to your teacher (____________________) on ____________.
LOAD
Load up your knowledge with new dimension of ideas.
Directions: Read each statement carefully and identify the term/s being described. Choose
the letter of your answer inside the box below. Write your answer on space provided.
A. Cause and Effect D. Problem and Solution

B. Compare and Contrast E. Description
C. Sequence/Chronological F. Definition
______1. Shows how two or more things are alike and/or how they are different
____2. Starts with something that needs to change, and then proposes a solution or
"fix".
____3. It shows how to do something or make something, or to relate a series of
events
that happen over time.
____4. It tells what something is, to present an item’s attributes or properties, to show
what an item or place is like
____5. It explains why or how something happened.
ENGAGE
Engage and be aware!
Directions: One of the skills in English for Academic and Professional Purposes is to identify
the text structure used in each of the given paragraphs. This will help you use your knowledge

of text structure to glean the information you need. Read and analyze each paragraph and
identify the type of the text structure used.
Passage 1
A hamburger sandwich is a sandwich which consists of cooked patty made of ground
meat that is usually beef. The meat can be grilled, fried, steamed or broiled and is generally
served with various condiments and toppings inside a sliced bun baked especially for this
purpose. It smells so delicious, that the moment it touches the tongue, it automatically
relieves hunger.
Conrado A. Santos, Jr.COM13, SY 2006-2007
Text structure used: __________________________________________________________
Passage 2
Computers are very complex machines, but everything that they do can be put into
two basic categories: inputting and outputting. Inputting is when the computer accepts
information entered by the user. Outputting is when the computer returns information to the
user. When you press a key on your keyboard, you input information. When the letter that
you pressed appears on your monitor, your computer is outputting. Both inputting and
outputting require the computer to process information, but input is controlled by the user
and output is controlled by the computer. Without inputting and outputting, there would be
no computing.
Passage 3
Even though basketball and soccer are similar, differences do exist. Even though an
athlete dribbles the ball in both sports, a basketball player uses his hands and a soccer player
uses his feet. Usually soccer is played outside on a large field and basketball is played indoor
on court made out of wood. Basketball is played with five (5) players and soccer has eleven
(11). Lastly, basketball has four quarters and soccer has two halves.
Passage 4
Working on a computer may be easier and safer than working in a mine, but it doesn’t
come without risks. Using a computer for a long time can lead to poor eyesight, muscle
loosening, back pain, and injuries to the hands and wrists. If you find yourself working or
playing on a computer quite regularly, take a few steps to prevent these problems and you’ll
thank yourself later. When you are computing for a long time, take frequent breaks. Get up
and walk around every once and while. Exercise a little bit. Take your eyes off of the
computer screen. Stretch your hands and wrists. Straighten your back. It can be hard to pull
yourself away from your computer once you get into a zone, but your body will thank you
later if you do. Make your health a priority and don’t worry so much about what’s happening
on that little screen.

Passage 5
Before applying the screen protector, clean the surface of your phone’s screen with a
soft cloth. Once the surface of your screen is clean, remove the paper backing on the screen
protector. Evenly apply the sticky side of the screen protector to your phone’s screen.
Smooth out any air bubble trapped on between the protector and the phone screen. Enjoy
the added protection.
ADVANCE
Advance your comprehension skills!
Directions: Read the short passage below and answer the questions that follow.
Pandemics are large-scale outbreaks of infectious disease that can greatly increase
morbidity and mortality over a wide geographic area and cause significant economic, social,
and political disruption. Evidence suggests that the likelihood of pandemics has increased over
the past century because of increased global travel and integration, urbanization, changes in
land use, and greater exploitation of the natural environment (Jones and others 2008; Morse
1995). These trends likely will continue and will intensify. Significant policy attention has
focused on the need to identify and limit emerging outbreaks that might lead to pandemics and
to expand and sustain investment to build preparedness and health capacity (Smolinsky,
Hamburg, and Lederberg 2003).
The international community has made progress toward preparing for and mitigating the
impacts of pandemics. The 2003 severe acute respiratory syndrome (SARS) pandemic and
growing concerns about the threat posed by avian influenza led many countries to devise
pandemic plans (U.S. Department of Health and Human Services 2005). Delayed reporting of
early SARS cases also led the World Health Assembly to update the International Health
Regulations (IHR) to compel all World Health Organization member states to meet specific
standards for detecting, reporting on, and responding to outbreaks (WHO 2005). The
framework put into place by the updated IHR contributed to a more coordinated global
response during the 2009 influenza pandemic (Katz 2009). International donors also have
begun to invest in improving preparedness through refined standards and funding for building
health capacity (Wolicki and others 2016).
Despite these improvements, significant gaps and challenges exist in global pandemic
preparedness. Progress toward meeting the IHR has been uneven, and many countries have
been unable to meet basic requirements for compliance (Fischer and Katz 2013; WHO 2014).
Multiple outbreaks, notably the 2014 West Africa Ebola epidemic, have exposed gaps related
to the timely detection of disease, availability of basic care, tracing of contacts, quarantine and
isolation procedures, and preparedness outside the health sector, including global coordination
and response mobilization (Moon and others 2015; Pathmanathan and others 2014). These gaps
are especially evident in resource-limited settings and have posed challenges during relatively
localized epidemics, with dire implications for what may happen during a full-fledged global
pandemic.

Comprehension Questions:
1. How do you describe pandemic?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What are the causes and effects of pandemic?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. How the pandemic happened?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Compare and contrast the pandemic to the other global pandemic before.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do we solve the problem in the pandemic?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
REFINE
Refine your skills in the information you need!
Directions: Based on your knowledge on text structure through the background information
you read, answer the questions below and write the letter of your choice on the space before
each number.

________1. Which text structure is used in the following short passage?
Kids need to be active to be healthy. Unfortunately, many active kids get injured.
Do you know what to do for injuries? The word RICE can help you remember what to
do.
A. Problem Solution B. Compare Contrast C. Description D. Cause Effect
________2. Read the passage and identify the structure of academic text being used.
Everyone was in a state of high excitement, all the women in light cotton saris worn
specially for the occasion, now clambering over the side, screaming when the boat
rocked and clutching each other in pleasurable panic. The passage contains what type
of text structure?
A. Compare Contrast C. Description
B. Problem Solution D. Sequential/Chronological Order
_________3. Which type of text structure describes events in proper order?

A. Cause & Effect C. Sequential/Chronological Order
B. Compare/Contrast D. Problem & Solution
________4. Read the passage and identify how the information is being organized.
When it comes to making ice-cream, you can do it the traditional way, by stirring it in a
frozen container, or you can use liquid nitrogen to freeze your mixture. There are some
advantages to using liquid nitrogen. Since liquid nitrogen freezes the mixture faster, the
crystal grains are smaller, giving the ice-cream a creamier texture. The downside is that
ice-crystals grow faster in ice-cream prepared using liquid nitrogen, so it must be stored
at much colder temperatures. Both methods produce a distinct texture, and both are
delicious.
A. Cause and effect C. Sequential/Chronological Order
B. Compare and contrast D. Description
_________5. How was the short passage written in terms of text structure?
Have you ever had an ice-cream headache? That's when a painful sensation resonates in
your head after eating something cold (usually ice-cream) on a hot day. This pain is
produced by the dilation of a nerve center in the roof of your mouth. The nerve center is
overreacting to the cold by trying to heat your brain. Ice-cream headaches have turned
many smiles to frowns.
A. Cause and effect C. Description
B. Compare and contrast D. Problem & Solution
NURTURE
Nurture and wrap up your knowledge!
Directions: Identify the text structure from the following passages by supplying the ideas being
asked. Write your answers on the space provided.
In the past, most women stayed at home to take care of domestic chores such as
cooking or cleaning. Women's liberation and feminism have meant that this situation has
been transformed and in contemporary society women are playing an almost equal role to
men in terms of work. This has had significant consequences, both in terms of the family, for

example by improving quality of life and increasing children's sense of independence, and
also for society itself with greater gender equality.
The main reasons behind the increase of women in the workplace are women's
liberation and feminism. The women's liberation movement originated in the 1960s and was
popularized by authors such as Simone de Beauvoir. As a consequence of this, new
legislation emerged, granting women equal rights to men in many fields, in particular
employment. Because of feminist ideas, men have taken up roles which were previously seen
as being for women only, most importantly those related to child rearing. As a result of this,
women have more time to pursue their own careers and interests.
Cause/s____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Effect/s____________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
This morning was crazy. My alarm clock was set for PM instead of AM, so I woke up
really late. I just threw on some clothes and ran out the door. I rode my bike as fast as I could
and thought that I was going to be late for sure, but when I got there everyone was outside and
there were firetrucks all lined up in front of school. I guess somebody pulled the fire alarm
before class started. It worked out though, because nobody really noticed or minded that I was
tardy.
Arrange the sentences according to what happened.
________________________________________________________________
________________________________________________________________
________________________________________________________________
___________________________________________________________________________
________________________________________________________________
________________________________________________________________
___________________________________________________________________________
"It was a cold grey day in late November. The weather had changed overnight, when a
backing wind brought a granite sky and a muzzling rain with it, and although it was now only
a little after two o'clock in the afternoon the pallor of a winter evening seemed to have closed
upon the hills, cloaking them in mist."(Excerpt from Jamaica Inn by Daphne du Maurier)
Write down all the descriptive words used in the excerpt:
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
One solution to the problem of deforestation is to use less paper. If you use less paper,
fewer trees will be cut for paper making. How can you use less paper? One answer is to reduce
your paper use by using both sides of the paper when you photocopy, write a letter, or write an
essay. A second answer is to reuse old paper when you can, rather than using a new sheet of
paper. The backs of old envelopes are perfect for shopping lists of phone messages, and when
you write a rough draft of an essay, write it on the back of something else. A final answer is to
recycle use paper products instead of throwing them away. Most schools, offices, and districts
have some kind of recycling center. If you follow the three Rs-reduce, reuse, recycle-, you can
help save the world’s forests.
Identify the problem and solution of the issue discussed on the above article.
Problem:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Solution:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Basketball and soccer are sports with many similarities and differences. Both sports are
fun to play and each one has many beneficial qualities. Here are some of the similarities and
differences with basketball and soccer. Basketball and soccer are played with a round-ball.
They both provide a ton of cardiovascular exercise such as running; so, if you want to get in
shape these are the sports to play. A referee judges each game. When a player breaks the rules
he or she is called for a foul. A soccer player receives a red or yellow card and a basketball
player is called for a foul. Finally, a score is kept in each game. The team with the highest score
wins. Even though basketball and soccer are similar, differences do exist. Even though an
athlete dribbles the ball in both sports, a basketball player uses his hands and a soccer player
uses his feet. Usually soccer is played outside on a large field and basketball is played indoor
on a court made out of wood. Basketball is played with 5 players and soccer has 11. Lastly,
basketball has four quarters and soccer has two halves. In conclusion both sports are fun and
exciting to play. Each one offers exercise and competitiveness. Also, they are unique in their
own way.
Compare and contrast the ideas being presented above.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
REFLECTION:
Reflect on the learning that you gained after taking this lesson by completing the chart below:
I thought that …
What were your misconceptions

about the topic prior to taking up
this lesson?
I learned that
What new or additional learning
have you had after taking up this
lesson in terms of skills, content
and attitude?
References:
Barrot & Sipacio, (2016). Communication Today-English for Academic &

Professional Purposes Communication Today-English for Academic
& Professional Purposes, p.3
Madhav, N. (2020). Disease Control Priorities: Improving Health and

Reducing Poverty. 3rd edition.
Santos, C Jr.COM13, SY 2006-2007

Dickson, et al. (2015). Text organization and its relation to reading

comprehension: A synthesis of research. Eugene, OR: National
Center to Improve the Tools of Educators. Retrieved March 26,
2015
Dymock, S. (2015). Teaching Expository Text Structure Awareness. The

Reading Teacher, 59(2), 177-181.
Simonsen, S. (2016). Identifying and Teaching Text Structures in Content

Area Classrooms. In D. Lapp, J. Flood, & N. Farnan (Eds.), Content
Area reading and Learning: Instructional Strategies (2nd ed.).
Needham Heights, MA: Allyn and Bacon.
Answer Key:
Activity 1 Activity 2 Activity 3
1.B 1.Description Answers may vary
2.D 2. Compare and Contrast Activity 4
3.C 3. Compare and Contrast 1.A 2.C 3.C 4. D 5.A
4.E Activity 5
4.Cause and Effect
5.A Answers may vary
5.Sequential/ Chronological Order
Prepared by:
SOLEDAD P. NOVIO
Writer
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:

PURPOSES
Name of Learner: ____________________________ Grade Level: _____________
Section: ____________________________________ Score: __________________
TECHNIQUES IN SUMMARIZING ACADEMIC TEXT
Background Information
Writing a Summary or a Précis

A summary or a precis is a synopsis or digest of the essence of an entire text. Usually,
a summary is included in reviews (as in a review of a book or an academic text) or a literary
critique (as in a summary of a short story or a novel). When summarizing, make sure that
you capture all the major points of a text, leaving out details which may confuse the readers.
Summarizing is an important skill because it helps you
• deepen your understanding of the text;
• learn to identify relevant information or key ideas;
• combine details or examples that support the main idea/s;
• concentrate on the gist or main idea and key words presented in the text; and,
• capture the key ideas in the text and put them together clearly and concisely.
What is not summarizing?
You are not summarizing when you
• write down everything
• write down ideas from text word-for-word;
• write down incoherent and irrelevant ideas;
• write down ideas that are not stated in the text; or
• write down a summary that has the same length or is longer than the original text.
Guidelines in Summarizing
1. Clarify your purpose before you read.
2. Read the text and understand the meaning. Do not stop reading until you understand
the message conveyed by the author. Locate the gist or main idea of the text, which
can usually be found either at the beginning, in the middle, or in the end.
3. Select and underline or circle the key ideas and phrases while reading; another
strategy is to annotate the text.
4. Write all the key ideas and phrases you identified on the margins or on your notebook
in a bullet or outline form.
5. Without looking at the text, identify the connections of these key ideas and phrases
using a concept map.
6. List your ideas in sentence form in a concept map.

7. Combine the sentences into a paragraph. Use appropriate transitional devices to
improve cohesion.
8. Ensure that you do not copy a single sentence from the original text.
9. Refrain from adding comments about the text. Stick to the ideas it presents.
10. Edit the draft of your summary by eliminating redundant ideas.
11. Compare your output with the original text to ensure accuracy.
12. Record the details of the original source (author’s name/s, date of publication, title,
publisher, place of publishing, and URL [if online]). It is not necessary to indicate
the page number/s of the original text in citing sources in summaries.
13. Format your summary properly. When you combine your summaries in a paragraph,
use different formats to show variety in writing.
Formats in Summarizing
1. Idea Heading Format
➢ In this format, the summarized idea comes before the citation.
Example:
Benchmarking is a useful strategy that has the potential to help public
officials improve the performance of local services (Folz, 2004; Ammons, 2001).
Once the practice of a particular city is benchmarked, it can be a guidepost and the
basis for the other counterparts to improve its own.
2. Author Heading Format
➢ In this format, the summarized idea comes after the citation. The
author’s name/s is/are connected by an appropriate reporting verb.
Example:
The considerable number of users of FB has led educators to utilize FB for
communicating with their students (Grant, 2008; as cited in Donmus, 2010). The
study of Kabilan, Ahmad, and Abidin (2010) shows that the students perceived FB as
an online environment to expedite language learning specifically English.
3. Date Heading Format
➢ In this format, the summarized idea comes after the date when the
material was published.
Example:
On the other hand, active participation of the citizens in development
contributes to a sound and reasonable government decisions. In their 2004 study on
the impact of participatory development approach, Irvin and Stansbury argue that
participation can be valuable to the participation and the government in terms of the
process and outcomes of decision making.
Using Reporting Verbs when Summarizing
A reporting verb is a word use to discuss another person’s writings or assertions.
They are generally used to incorporate the source to the discussion in the text. To illustrate,
see the sample text below. The reporting verbs are italicized.
Example:
Having a syntactically correct sentence is not enough to create meaning. As
Noam Chomsky pointed out, a sentence can be perfect in terms of syntax and still not make
sense. He showed this by coming up with the famous sentence, “Colorless green ideas sleep
furiously’’ (Chomsky, 1957).
Leaning Competency with Code
MELC: Uses various techniques in summarizing a variety of an academic text (S1/2 1 st

Quarter/ 3rd Quarter)

GC: Uses various techniques in summarizing a variety of an academic text (CS_EN11/12A-
EAPP-Ia-c-5)
Directions and Instructions
Hello, learner! Are you aware of the 3Bs Initiatives (Hamon: Bawat Bata Bumabasa)
program of your school? As stipulated in DepEd Memorandum No. 173, s. 2019, this program
aims to strengthen the reading proficiency of every learner and to nurture a culture of reading
which is a requisite skill in all content areas. I am Akademika E. Pagbasa, a promoter of reading
in your community and I want you to be part of this reading journey to support your school in
the 3Bs program and equip yourself with skills needed in reading academic texts.
In this learning activity sheets, you will read various academic texts and use techniques
in summarizing them. You must take a 5-level task (1-, Load, 2-Engage, 3-Advance, 4-Refine,
5-Nurture) to achieve your goal. Write your name on the commitment book, then affix your
signature on the learning contract below. Good luck, academic reader!
My Reading Commitment
I commit myself to reading

various academic texts as part of
my personal and professional
growth.
I commit myself to critically

understand academic texts that I
read. Name
Photo credits: VectorStock.com/21100269
LEARNING CONTRACT
(____________________).

Level 1: LOAD
Load up your knowledge in summarizing!
Your reading journey starts here. For your first activity, read the following statements below
and identify the situations that describe best practices in summarizing. Then, write S if the
statement portrays good summarizing and N if not.
_____1. Sean copied everything from the book.

_____2. Tomas extracted the key ideas in the text.
_____3. Red concentrated on the important details.
_____4. Anita looked for key words and phrases.
_____5. Sen simplified ideas.
_____6. Kai revised the main idea.
_____7. To add more information, Alexa added her analysis and comments to the ideas of the
author.
_____8. Maria wrote down the general and specific ideas of the text.
_____9. Sean added some of his related research to the information presented in the text.
_____10. Lalaine extended the message of the text and included some of her interpretations.
LEVEL 2: ENGAGE
Engage in reading academic text!
Well done, learner! As a reader, you must also enrich your reading ability by reading
and analyzing various academic texts. Below is a news article that depicts love amidst
pandemic. Your task is to read and extract the main idea and supporting details of the news
article. Use the graphic organizer below.
Love in the time of COVID-19: Couple exchanges vows in Bacolod hospital

By CNN Philippines Staff
Published Apr 12, 2020 8:53:27 PM
Metro Manila (CNN Philippines, April 12) - The COVID-19 crisis has forced the
cancellation of a number of events, but one couple decided it should not stop them from
beginning a life together.
In a social media post on Sunday, the Bacolod Adventist Medical Center shared the
story of one their hospital staff who decided to push through with her wedding, despite the
COVID-19 crisis.
The hospital explained that she was set to get married in a ceremony in Cebu, but opted
to have it in Bacolod city instead, due to the enhanced community quarantine.
The couple tied the knot in the Bacolod Adventist Medical Center on Wednesday,
practicing all precautionary measures and safety protocols mandated by health authorities.
"Truly, a testament that love, bound in God's glory, has endless possibilities," the
hospital said on social media.

The hospital added that the face masks were only removed so the couple could kiss to
seal their vows.
Main Idea/s:
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Supporting Details: Supporting Details:

__________________________ __________________________
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Level 3: ADVANCE
Advance your skills in analyzing academic text!
Good job! Your now halfway through in becoming a good academic reader. At this
point, you will encounter an excerpt from an autobiography of an anonymous writer and its
summary. Read it several times to get an accurate understanding of it. Using your prior
knowledge in summarizing, analyze the summarized version of the excerpt then, answer the
questions below.
Getting Married to Writing
Surviving a marriage may perhaps be one of the most laudable feats in the world. Before
a person marries, he or she experiences mostly jubilation and excitement whenever he or she

imagines himself or herself basking in the promise of a life with a significant other. But at the
moment a person recites the marital vows, he or she becomes forever bound with his or her
spouse in a relationship accompanied by innumerable ordeals. In effect, surviving a marriage
may sometimes feel like walking on a tightrope located a hundred feet or more above the
ground. Despite this, it can be very fulfilling especially in moments when debacles are
triumphantly hurdled, leading both spouses to a higher level of maturity.
For this reason, I guess that married life, in all its ups and downs is the best metaphor
to describe my experience with writing. In my innocent mind, I had always romanticized the
idea of being a writer. I used to think that writers are inexhaustible fountains of knowledge
who thrive in the comforts of their air-conditioned offices, wielding knowledge at their
fingertips. It was only recently that I realized that excellent writing can often be an excruciating
endeavor, for it requires an unquestionable commitment and an indefatigable spirit, the very
elements required for a marriage to succeed.
Episode 1: The infatuation and courtship stage (ages 4-16)
As a young boy, I had always been fascinated with printed materials I used to think that
regardless of their genre and font size, printed materials are authoritative and infallible, almost
set-in stone. This was probably because my lola-tita (my grandfather’s sister) would read story
books to me almost every day and explain them to me as if they were hard core facts. Thus, in
my young mind, I wondered, “Could I write something like this in the future? An article or
book, perhaps, which contains statements which all others would yield to?” It is at this point
when I started to fall in-love with writing.
My desire to write and admiration for writers even grew stronger when I reach third
grade. It was at that time that R.L. Stine’s Goosebumps, a quasi-horror paperback series for
kids, became so popular that a TV series carrying its title was even produced. Not wanting to
be left out, I cajoled my lola-tita to buy me Goosebumps books and thinking that my developing
interest in reading was good for my education, she did. When I started reading the series, I was
mesmerized at the artistry of the use of the words. I got so hooked to it that there were even
times that I couldn’t do my assignments if I hadn’t read Goosebumps book yet.
The crucial thing about Goosebumps is that it was the kickoff that I needed to start my
so-called writing career. Aspiring to become an accomplished writer like R.L. Stine, I joined
the school organ of my elementary school and competed in several writing contests. After just
a year or two, I was appointed as the literary editor of our paper, which gave me leeway to
publish whatever crazy piece I have come up with. I also started collecting medals as a result
of my writing exploits. This trend went on until I graduated from high school in which I
experienced the peak of my early writing endeavors. In 2002, I won first place in a national
essay writing contest sponsored by a prestigious university. As a result, I firmly resolved in my
heart to make writing my lifelong career. At that point of my life, little did I know the hardships
I would face as a result of committing my life to this profession.
Episode 2: The engagement stage (Ages 17-20)
In a relationship with a significant other, it is during the engagement stage when one
experiences a foretaste of the rigidity of the commitment that is married life. The same thing
can be said about my relationship with writing during my college days. At that time, I had a
foretaste of a career in writing, especially so that I took Communication as my major. My
freshman English class where I learned a principled approach to writing as well as my
journalism classes exposed me to different styles and approaches to writing. I realized that the
demands of a research paper greatly vary from those of the news article and, more so, a feature

article, and even more so, an advertisement. What was really challenging about this is that I
have to adjust from one style to another every now and then, and there were times when it
seemed that my brain was not up to the task.
I was really glad, however, to have gone through such a phase. It was in college that I
realized that writing was more than fun and games, that one had to be flexible and punctual
enough to meet the demands of the market. Thus, I became a more disciplined writer, first
analyzing what my writing assignment demanded from me and then instinctively employing
prewriting and post-writing strategies to make sure that the materials I produce are of
professional quality.
Episode 3: Married life (Ages 20 onwards)
Finally, I have graduated from college, and right after I marched across the stage, I
realized that I am now forever tied to writing, my best weapon in the battle I call the
professional world. This time, I wrote not because it was a course requirement, but because I
found it to be lucrative endeavor. It was something that could augment my income from
teaching. Thus, I wrote press releases, scripts, and even edited a novel to make a decent living.
When I got to graduate school, I had to do a lot of writing as part of my professional
development. Yes, whether I like it or not, I had to write, neither for fun nor to address my
school requirements, but to survive in this all too competitive world.
But the greatest challenge I met in my professional life was not really the immensity of
the writing tasks laid before me, but how I would teach others how to write. More than writing,
teaching became my bread-and-butter, for it was something regular, not project based. I still
remember the agony of my first year of teaching writing. I tried every ingenious technique I
could think of just to help my students become better writers, but to no avail, or so I thought.
During the first few months, I didn’t notice any significant difference in my students’ outputs;
there were the same grammar errors, messy organization, and shallow content. To my delight,
however, as if through some sort of miracle, my students’ writing transformed just after a few
months of being in my class. Amazing! How it happened remains a wonder to across certain
theories that would explain such a phenomenon. Still, it was a miracle for me to see my
students’ writing improve. And, not long after I began teaching, I noticed that this trend would
reoccur year after year.
Conclusion: ‘Till death do us part
At this point, I know that my relationship with writing will grow even more as I embark
on a new professional challenge. The key to a successful life in writing, however, doesn’t lie
in talent alone, but more so in commitment. I have experienced lots of ups and downs in my
so-called writing career, and had I given up along the way, I wouldn’t be where I am now nor
get to where I want to in the future. If one were to work really hard on improving his or her
writing, then he would reap the rewards that it has to offer in due time.
Summary:
In Getting Married to Writing, an anonymous author recounts his writing experiences

from childhood until adulthood which he compared to the process of getting married. Just like
a typical romantic relationship, its onset, which he termed as the Infatuation and Courtship
Stage, is usually characterized by feelings of jubilance; in the case of the author, his encounter
with a youth-oriented book inspired him to consider writing a profession. And then, upon

reaching the Engagement Stage, he experienced a foretaste of the rigors of writing he was about
to experience throughout his professional life. Finally, in the Married Life stage, he then
realizes the kind of commitment he should have to enjoy a successful writing career.
Questions:
1. In the original text, how did the author present his topic in the introductory part?
_____________________________________________________________________
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_____________________________________________________________________
2. What principle of organization did the author employ in the original text?
_____________________________________________________________________
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_____________________________________________________________________
3. What could be the reason why certain details were presented?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. What is the dominant mood or emotion portrayed in the text? How does this help in
conveying the intended message?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. In the summary of the text, what summarizing format is being utilized?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. What are the reporting verbs used in the summary?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7. Does the summary cover the relevant points of the original text? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
8. What techniques or guidelines of summarizing are evident in the summary?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
9. How does the summary reflect the message of the original text?
_____________________________________________________________________
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_____________________________________________________________________
10. What are your observations on the given summary of the original text?
_____________________________________________________________________
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____________________________________________________________________

LEVEL 4: REFINE
Refine your skills in summarizing an academic text!
Nice work, reader! After analyzing a summary of an academic text, you are now ready
to write a summary of your own. Below is an excerpt from a research report regarding poverty
in the Philippines. Write your answer on the table below and make your own summary of the
excerpt. Remember to use the techniques or guidelines in summarizing texts.
Source: Asian Development Bank (2012). Poverty in the Philippines: Causes,

constraints and opportunities. Philippines.
Poverty and inequality have been recurrent challenges in the Philippines and have again
come to the fore in the wake of the current global financial crisis and rising food, fuel, and
commodity prices experienced in 2008. The proportion of households living below the official
poverty line has declined very slowly and unevenly in the past four decades, and poverty
reduction has been much slower than in neighboring countries such as the People’s Republic
of China (PRC), Indonesia, Thailand, and Vietnam. The growth of the economy has been
characterized by boom and bust cycles, and current episodes of moderate economic expansion
have had limited impact on poverty reduction. Other reasons for the relatively moderate
poverty decline include the high rate of inequality across income brackets, regions, and sectors;
high population growth rates; and perennial occurrences of disasters and longstanding conflicts
in various regions, especially in Mindanao.
After years of recognizing poverty as a key development problem and devising various
strategies and programs for its reduction, the government is still confronting high levels of
poverty and hunger among its citizens. Long and persistent periods of high poverty may harm
a country’s development path as poverty itself becomes a drag to economic growth.
In addition to the slow decrease in poverty incidence, there has been mixed progress in
addressing human development concerns, particularly outcomes in education and health. The
government has committed to achieving the Millennium Development Goals (MDGs) through
pro-poor sustained economic growth as reflected in the Medium-Term Philippine Development
Plan (MTPDP) 2004–2010. However, efforts to meet the MDGs and reduce poverty and
inequality are constrained by weak implementation of reforms, financing gaps and leakages,
coordination failure, and governance concerns.
The current global financial crisis has started to affect the domestic economy as growth
slowed to 4.6% in 2008 from a high of 7.2% in 2007. Exports have continued to decline while
the growth rate of remittances, the economy’s lifeline, will likely slowdown in 2009. Efforts to
protect the poor from the crisis and further reduce poverty must remain an important priority,
as the number of vulnerable sectors of the economy will increase if the crisis deepens. The
government has laid out the Philippine Economy Resiliency Plan, a P330 billion stimulus
package consisting of increased allocations for national agencies and government, corporate,
and financial institutions for infrastructure spending, corporate and individual tax breaks, and
social protection and safety nets intended to protect the poor from the impact of the crisis (Asian
Development Bank, 2009, p7).

Questions Answers
What are the key ideas or

information? Identify at least three.
What are the important details that

support each key idea or
information?
Your Summary of the Text
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LEVEL 5: NURTURE
Nurture your academic reader’s spirit!
Hooray! You are now at the last level, in order to complete your summarization tasks,
you need to demonstrate both your reading and writing abilities. Thus, you must accomplish
the performance task below.
Performance Task:
As part of your reading journey, you are tasked to select at least two news
article, blogs or journal article about the importance of reading in your field of
interest or specialization. Cut out and paste or write the news article, blog, or
journal article in the box provided then show understanding of their content by
making a summary. Thus, you are to create academic text summaries that are
organized, accurate and concise.
Rubric for Evaluating a Summary
Criteria VGE GE SE LE N
(5)
(4) (3) (2) (1)
The summary accurately reflects the message of the

original text.
The summary reworded the key ideas in the original text

without compromising the accuracy or content.

The summary incorporates only the key ideas.
The summary does not contain any personal comments or

opinions.
The summary cites sources properly.
The summary is shorter than the original text.
The summary uses appropriate reporting verbs.
The summary uses different heading formats.
The summary has smooth transitions.
The summary is free from grammatical errors.
TOTAL
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
Rating: VGE: 41-50; GE: 31-40; SE: 21-30; LE: 11-20; N:10
(Adapted from Barrot, Jessica S. & Sipacio, Philippe John F. (2016). English for Academic &
Professional Purposes for Senior High School (p.102). C & E Publishing, Inc.)
Attach or paste the original text here:

Source: ____________________________________________________________________
Summary of text:
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Attach or paste the original text here:

Source: ____________________________________________________________________
Summary of text:
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___________________________________________________________________________
___________________________________________________________________________
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Congratulations, reader! You have completed your reading journey and you have
shown your enthusiasm and support to 3Bs Initiatives (Hamon: Bawat Bata Bumabasa)
program of your school. May you continue nurturing your reading habits and develop a long-
term commitment to reading.
Reflection:
Reflect on the concepts and ideas that have just been introduced by writing a summary
of your learning from this learning activity sheets inside your exit card:
Exit Card: Summary of My Learning
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
_
References:
Barrot, Jessica S. & Sipacio, Philippe John F. (2016). English for Academic & Professional
Purposes for Senior High School. C & E Publishing, Inc.
Wyson, John Daryl B. (2016). English for Academic & Professional Purposes. Vibal Group
Inc.
https://cnnphilippines.com/news/2020/4/12/couple-exchanges-vow-in-bacolod-hospital-amid-
coronavirus.html?fbclid=IwAR2

Answer Key
Level 1: LOAD
______1. N
______2. S
______3. S
______4. S
______5. S
______6. S
______7. N
______8. N
______9. N
______10.N
Level 2: ENGAGE (Answers may vary)
Level 3: ADVANCE (Answers may vary)
LEVEL 4: REFINE (Answers may vary)
LEVEL 5: NURTURE (Answers may vary)
Written by:
Mark Kevin Agcanas and Jamaica Ahanil
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:

ENGLISH FOR ACADEMICS AND PROFESSIONAL
Name of Learner: Score:

Grade/Section: ____________________________________ Date:
WRITING A THESIS STATEMENT ON AN ACADEMIC TEXT

Thesis statement usually appears at the conclusion of the introductory paragraph of

a paper. It offers a concise summary of the main point or claim of the essay, concept paper,
reaction paper, position paper, reports, and research paper. Thesis statement is usually
expressed in one sentence, and statement may be reiterated elsewhere. It contains the topic
and the controlling idea.
Moreover, thesis statement is developed, supported, and explained in the course of
the paper by means of examples and evidence. Thesis statements help organize and develop
the body of the writing piece. They let readers know what the writer’s statement is and what
it is aiming to prove.
This topic covers the important concepts of Thesis Statement’s Dos and Don’ts as
basis for an impressive discourse.
DOs: What do I have to know when writing thesis statement?
Academic writing is clear, concise, focused, structured and backed up by evidence.

Its purpose is to aid the reader’s understanding. It has a formal tone and style, nut it is not
complex and does not require the use of long sentences and complicated vocabulary.
1. A thesis statement should consist of three parts: a context, subject and a claim.
2. A thesis statement should be objectively proven.
3. A thesis statement should be debatable.
4. A thesis statement should reveal a perspective point.
DON’Ts: What do I have to avoid when writing thesis statement?

1. A thesis statement must be a complete sentence, not a fragment.
2. A thesis statement should not be worded as a question.
3. A thesis statement neither be too broad nor too specific.
4. A thesis statement should not contain elements which are extraneous or
irrelevant to your paper.
5. A thesis statement should avoid phrases like I think and, in my opinion, because
they weaken the writer’s argument.
6. A thesis statement should not be a self-evident statement.

MELC: States the thesis statement on an academic text (CS_EN11/12A-EAPP-Iac-6)
Directions and Instructions:
Good morning, everyone! In this time of global crisis, everything has changed a lot and
I know that this crisis gives us burdens and challenges, but we are all united to fight for this
battle. And for the new normal that we have right now, it is expected to have some adjustments
regarding with the teaching and learning process. Anyways, I have made different activities for
you to enjoy and to answer. First activity is the LOAD wherein you have to load your armors
with the terms and define them through your own interpretations. Second activity is what we
call ENGAGE wherein you will be reading the two thesis statements, then you will choose the
best thesis statement. Third activity is the ADVANCE wherein you will be advancing to
recognize the better thesis statement and explain it afterwards. Fourth activity is the REFINE
wherein you will be reading and analyzing the given speeches and identify the thesis statement.
The last activity is the NURTURE wherein you will be nurturing your knowledge by writing
an exact thesis statement.
So, prepare yourselves to Load, Engage, Advance, Refine and Nurture with the
different tasks given to you.
LOAD
Load up your armors with terms!
Directions: Dear learner, look for the words which are associated to thesis statement and define
them after extracting them from the crossword puzzle. Write the key terms in the box below.
T P C Q O G F K N M O L B
A R O C O N T E X T P Y R
K E A W B L E P V U Q G E
L L W W J M Q W C V R K T
S T A T E M E N T Q S J Q
R E R Q C Q D D N W T L R
D E B A T A B L E X U M S
E Q A R I R R W M R V O T
D R S S V S O X G S W P U
R S E T E V A Y A W X I V
O T L U R W D Z R S Y N Q
W Y E V V X R W F R Z I X
Q U S W Z Z S X Q P A O Y
R W S E L F E V I D E N T
S X Y X L Z F E D C B B Z
N M L K J I H G F E C B A

Words: Definitions:
1. _______________________ ___________________________________________
2. _______________________ ___________________________________________
3. _______________________ ___________________________________________
4. _______________________ ___________________________________________
5. _______________________ ___________________________________________
6. _______________________ ___________________________________________
7. _______________________ ___________________________________________
8. _______________________ ___________________________________________
9. _______________________ ___________________________________________
10. ______________________ ___________________________________________
ENGAGE
Engage and gear up!
Directions: Read the following situations and the two thesis statements given for each. Choose
the better thesis statement by encircling the letter of your answer.
1. Early on in life, people develop an admiration for heroes. In a well-developed essay,

discuss a person you admire and why you chose this person.
A. One person I admire is Babe Ruth, who played baseball from 1914 until 1935.
B. One person I admire is Babe Ruth, the greatest baseball player at all time.
2. Discuss the social, political, and economic effects of World War II on the United
States.
A. World War II was a costly war that had a major impact on the economy of the United
States.
B. World War II not only affected the economy of the United States, but also altered the
role of American government and the American people forever.
3. Discuss the effect of climate change and the vegetation on Sub-Saharan Africa. Be
sure to discuss the factors contributing to climate, and the impact human activity has
on the vegetation.
A. Human activity is altering the vegetation of Sub-Saharan Africa and causing
desertification, which will have devastating effects on the people of the region.
B. Even though the climate and vegetation of Sub-Saharan Africa varies as a result of
latitude and human activity, they are still the two most important factors in determining
the quality of life.

4. In South Asia, globalization has played a big role in the developing economies of the
region. Discuss the positive and negative effects of globalization in one South Asian
country.
A. Globalization in India has offered solutions to poverty for some and created more severe
poverty for others.
B. In India, globalization has meant new jobs for India’s emerging middle class.
5. 5. Discuss three physical features of Latin America and their importance to the region.
A. The Andes Mountains, the Amazon River and Yucatan Peninsula are the three most
significant physical features of Latin America.
B. Three physical features found in Latin America are the Andes Mountains, the Amazon
river, and the Yucatan Peninsula.
ADVANCE
Advance your stance by recognizing differences!
Directions: To be an effective writer, one should organize his/her thoughts in a writing thesis
for an academic essay. Just keep in mind that an effective thesis statement should be more
focused and specific, not a general statement of fact. Read the following statements carefully
and choose the better thesis statement for each item. Write the letter of your answer on the
space provided and explain your answer briefly afterwards.
______ 1. A. There are several steps that teachers can take to encourage academic integrity
and curtail cheating in their classes.
B. There is an epidemic of cheating in America’s schools and colleges, and there are
no easy solutions to this problem.
Explanation: ________________________________________________________________
____________________________________________________________________
______ 2. A. J. Robert Oppenheimer, the American physicist who directed the building of the
first atomic bombs during World War II, had technical, moral, and political reasons
for opposing the development of the hydrogen bomb.
B. J. Robert Oppenheimer often referred to as “the father of the atomic bomb,” was
born in New York City in 1904.
Explanation: ________________________________________________________________
____________________________________________________________________
______ 3. A. The iPad has revolutionized the mobile-computing landscape and created a
huge profit stream for Apple.
B. The iPad, with its relatively large high-definition screen, has helped to revitalize
the comic book industry.
Explanation: ________________________________________________________________
____________________________________________________________________
______ 4. A. Like other addictive behaviors, internet addiction may have serious negative

consequences, including academic failure, job loss and a breakdown in personal
relationships.
B. Drug and alcohol addiction is a major problem in the world today, and many
people suffer from it.
Explanation: ________________________________________________________________
____________________________________________________________________
______ 5. A. When I was a child, I used to visit my grandmother in Moline every Sunday.
B. Every Sunday we visited my grandmother, who lived in a tiny house that was
undeniably haunted.
Explanation: ________________________________________________________________
____________________________________________________________________
REFINE
Refine your analysis skills!
Directions: At this point, read and analyze the different speech excerpts from notable speakers
below. After analyzing them, identify and explain the thesis statement for each speech on the
second column.
5TH STATE OF THE NATION ADDRESS
OF RODRIGO ROA DUTERTE
Good Morning.
We live in a troubled time. Our dream of
prosperity for our country was suddenly snuffed
by a pandemic virulent virus. No nation was
spared. Neither rich nor poor were exempt from
the onslaught of this deadly disease.
But let us not despair. The vaccine is around the

corner. Sooner or later, the virus that gobbled up
thousands of lives will itself be laid to rest.
In the meantime, let us express the nation’s

gratitude to those who courageously and
willingly put their lives on the line to serve the
people and country. We share the griefs of their
families and no amount of tears can compensate
their great losses.
The dealers and purveyors of illegal drugs,

hiding in the shadow of COVID-19, have stepped
up their activities. The amount of shabu valued
at millions of pesos seized during police
operations speak volumes of the enormity and
weight of the problem that we bear.

SPEECH OF SENATOR MIRIAM
DEFENSOR-SANTIAGO EXPLAINING
GER VERDICT ON CHIEF JUSTICE
RENATO CORONA, MAY 29, 2012
The Constitution provides that in all criminal

prosecutors, the accused shall be presumed
innocent until the contrary is proved. The burden
of proof is on the Prosecution. How much proof
is necessary? In other words, what is that
standard of proof?
I have adopted the very high standard of

overwhelming preponderance of evidence
pursuant to the recommendation of Prof. Charles
Black of Yale University, author of The
Impeachment, considered the bible for the whole
world on impeachment process in a democracy.
My standard is very high because removal by

conviction on impeachment is a stunning
penalty, the ruin of a life.
The Defendant admitted that he did not declare

his dollar accounts and certain commingled peso
accounts in his SALN. Let us begin with this
threshold question: Did this omission amount to
an impeachable offense? No.
The Constitution simply provides that the public

officer shall submit a declaration under oath of
his assets, liabilities, and net worth. I am quoting
the Constitution. That is all. There are no details.
The Constitution is a brief declaration of
fundamental principles. Many constitutional
provisions are not self-executory. Hindi naman
puwede na basahin mo ang Constitution na para
ka bang nagbasa ng diyaryo, tapos kanya-kanya
kayo ng interpretasyon. Hindi ganuon iyon.
Kaya nga mayroon tayong constitutional law,
which is said to be the most difficult subject to
pass in the entire college of law.

NURTURE
Nurture your knowledge!
Directions: One the of the best practices of an effective writer is to write an exact thesis
statement that leads to a good composition. In this activity, you are given five examples of
academic texts. Your final task is to state the thesis statement of each text. Write your answer
on the space provided.
1. On March 12, hours before Philippines President Rodrigo Duterte announced a

community quarantine would be implemented in Metro Manila due to the coronavirus
outbreak, an informal settlement in the city was demolished, leaving the vast majority of
its more than 1,000 residents homeless. Days later, the quarantine was made into an island-
wide lockdown of Luzon, where Manila is located, and many municipalities implemented
curfews and other restrictions on movement. Within a week, the settlement’s
impoverished residents had lost their shelter and, stranded on the streets, become de facto
curfew violators in the midst of a global pandemic.
Answer:
2. MANILA- A leading media network in the Philippines was forced off the air on
Tuesday, making it the first major broadcaster to have met such a fate during the
administration of President Rodrigo Duterte, which is cracking down on news outlets that
have been critical of his leadership.
Answer:
3. ABS-CBN is known for its prime-time flagship news program, TV Patrol, as well as
soaps and variety TV shows. Its offerings also include coverage of popular sports such
as basketball and boxing.
Answer:

4. Mr. Duterte’s administration has created a difficult and at times hostile environment
for reporters. He has leveled death threats against some reporters and said that none
should be “exempted from assassination.”
Answer:
5. “The Filipino people should reject this despotic move to harass and silence a media
organization known not only for its reach but also for its competence and dedication to
deliver the news,” said Phil Robertson, the rights group’s deputy Asia director.
Answer:
Reflection:
What have you learned about this lesson and how would you apply it in the near future?
References:
• Aspinwall, Nick. (2020, April 03). The Philippines’ Coronavirus Lockdown Is Becoming a
Crackdown. Retrieved from https://www.thediplomat.com
• Anna Malindog-Uy. (2020, May 24). The ABS-CBN Shutdown Controversy. Retrieved
from https://www.theasianpost.com
• (2020, July 27). Posted under Historical Papers & Documents, Speeches, State of the nation
Address Tagged Rodrigo Roa Duterte, SONA 2020, speeches, State of the nation Address.
Retrieved from https://www.officialgazette.gov.ph
• (2012, May 29). Posted under Impeachment Trial, Senate. Bookmark the permalink.
Retrieved from https://www.officialgazette.gov.ph

ANSWER KEY:
LOAD
T P C Q O G F K N M O L B
A R O C O N T E X T P Y R
K E A W B L E P V U Q G E
L L W W J M Q W C V R K T
S T A T E M E N T Q S J Q
R E R Q C Q D D N W T L R
D E B A T A B L E X U M S
E Q A R I R R W M R V O T
D R S S V S O X G S W P U
R S E T E V A Y A W X I V
O T L U R W D Z R S Y N Q
W Y E V V X R W F R Z I X
Q U S W Z Z S X Q P A O Y
R W S E L F E V I D E N T
S X Y X L Z F E D C B B Z
N M L K J I H G F E C B A
Definitions: Answers may vary
ENGAGE
1. Early on in life, people develop an admiration for heroes. In a well-developed
essay, discuss a person you admire and why you chose this person.
A. One person I admire is Babe Ruth, who played baseball from 1914 until 1935.
Although this does address the writing prompt, this is a factual statement. A thesis statement
should be something you can argue for or against.
√ B. One person I admire is Babe Ruth, the greatest baseball player at all time.
This statement addresses the prompt, and presents an opinion that can be argued.
2. Discuss the social, political, and economic effects of World War II on the
United States.
A. World War II was a costly war that had a major impact on the economy of the
United States.
Although this meets all the criteria for a thesis statement, it only addresses part of the writing
prompt.
√ B. World War II not only affected the economy of the United States, but also altered
the role of American government and the American people forever.
This is correct because it addresses the social, economic and political effects as stated in the
prompt.

3. Discuss the effect of climate change and the vegetation on Sub-Saharan Africa.
Be sure to discuss the factors contributing to climate, and the impact human
activity has on the vegetation.
A. Human activity is altering the vegetation of Sub-Saharan Africa and causing
desertification, which will have devastating effects on the people of the region.
This one would be perfect for a thesis but there is one thing wrong with it. It does not address
all of the writing prompt. It only addresses the vegetation, but not the climate or the factors
for climate.
√ B. Even though the climate and vegetation of Sub-Saharan Africa varies as a result
of latitude and human activity, they are still the two most important factors in
determining the quality of life.
This statement gives an argument and addresses all the aspects of the writing prompt (topic,
effect, factors).
4. In South Asia, globalization has played a big role in the developing economies
of the region. Discuss the positive and negative effects of globalization in one
South Asian country.
√ A. Globalization in India has offered solutions to poverty for some and created more
severe poverty for others.
There is an opinion (it has offered solutions; it has created more severe poverty). It addresses
the positive (solutions) and negative (poverty) effects.
B. In India, globalization has meant new jobs for India’s emerging middle class.
This would be a perfect thesis statement if the prompt only asked for the effects of
globalization.
5. Discuss three physical features of Latin America and their importance to the
region.
√ A. The Andes Mountains, the Amazon River and Yucatan Peninsula are the three
most significant physical features of Latin America.
This statement gives an argument, it presents the three physical features asked for the
prompt, and makes reference to the importance (significance).
B. Three physical features found in Latin America are the Andes Mountains, the
Amazon river, and the Yucatan Peninsula.
This is a topic sentence. The reason why it is nit a good thesis is because it does not present
an argument or address the whole prompt. This is a factual statement.
ADVANCE REFINE
1. B
2. A 1. 5TH STATE OF THE NATION ADDRESS OF RODRIGO ROA
3. A DUTERTE
4. A Thesis Statement: We live in a troubled time. Our dream of
5. B prosperity for our country was suddenly snuffed by a pandemic
virulent virus.
Explanations:
2. SPEECH OF SENATOR MIRIAM DEFENSOR-SANTIAGO
Answers may vary EXPLAINING GER VERDICT ON CHIEF JUSTICE RENATO
CORONA, MAY 29, 2012
Thesis Statement: The Constitution provides that in all
criminal prosecutors, the accused shall be presumed innocent until the
contrary is proved.

NURTURE
1. On March 12, hours before Philippines President Rodrigo Duterte announced a community
quarantine would be implemented in Metro Manila due to the coronavirus outbreak, an
informal settlement in the city was demolished, leaving the vast majority of its more than
1,000 residents homeless.
2. MANILA- A leading media network in the Philippines was forced off the air on Tuesday.
3. ABS-CBN is known for its prime-time flagship news program, TV Patrol, as well as soaps
and variety TV shows.
4. Mr. Duterte’s administration has created a difficult and at times hostile environment for
reporters.
5. “The Filipino people should reject this despotic move to harass and silence a media
organization known not only for its reach but also for its competence and dedication to
deliver the news,”
Prepared by:
PETER G. MADDAWIN
Writer
--------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:

ENGLISH FOR ACADEMIC
AND PROFESSIONAL PURPOSES
Name of Learner: Score:

Grade/Section: _______ Date:
OUTLINING READING TEXTS IN VARIOUS DISCIPLINES

Be organized. Indeed, this is true to every individual. In every task that you do, whatever
activity it is, be it at home, in school, or anywhere, organization of ideas is a requirement. No matter
how compelling your ideas are, they will not be appreciated by the reader if these ideas are not well-
organized. Readers appreciate it when they see the relationship of one part of the next to the next.
One of the most common ways to achieve it is by using an outline.
Defining an Outline
Domagsang (2016) defines an outline as a system that helps you see whether your ideas
connect well with one another, whether you have sufficient evidence to support the points that you
want to emphasize, and what order of ideas will work best in your essay or speech.
There are two basic types of outlines: the topic outline and the sentence outline.
The topic outline is a systematic arrangement that consists of words and short phrases. It is
useful when you want to arrange your ideas hierarchically to show which are the main points and
which are the sub-points.
The sentence outline on the other hand, functions like a topic outline. However, instead of
simply identifying your main and sub-points using words and phrases, sentences are used to express
specific and complex details. Using sentences instead of short phrases allows you to organize
complete ideas for each section or portion of your speech or essay.
Using an Outline
A formal outline has four uses:
1. It helps a writer to clarify his or her purpose;
2. It offers a convenient way of testing the proposed organization of an essay;
3. It serves as a means of communication in itself;
4. It may be used as an aid to efficient reading.
A. Outlining to Clarify One’s Purpose

An outline is similar to a plan. First, you list down the things that you want to do, making sense
that you do not miss anything in doing so. Then, you execute your plan.
In writing a story, you may list down first the essential data that you want to include in your
story. Examples are the setting (place, time), characters, the mood of the story, the possible conflicts,
and the type of ending that you would want to write about.

In writing an essay, you may write down first the arguments or the points that you want to tackle.
Maybe at first you can write the outline in any order putting down the thoughts that come from your
mind. Then, later on review your notes and organize your final outline.
Supposed that you are tasked to write about the advantages and disadvantages of modernization,
particularly the advent of the Information and Communications Technology (ICT).
Write down first anything that comes to your mind about the advantages or disadvantages of
ICT. This may be done in random.
Examples
1. It is easy and convenient.
2. You can get information fast.
3. It is up to date and relevant.
4. It gives you the recent facts.
5. ICT can make you seem anti-social.
6. You lose the chance for personal encounter.
7. It relies heavily in the use of gadgets.
8. You need systems services.
9. It is costly.
10. You are open to cyber-bullying.
You can add some more to the list. Now, you go over the initial random outline that you have
written. This time separate the advantages from the disadvantages. You will see also items that are
closely related; put them together.
B. Outlining to Test Organization

An outline serves as a skeletal view of your paper. You can clearly see at one glance if
everything that you are saying in your outline fall into proper places.
Your outline leads you to your beginning strategy, then, to the development of the topic, and
lastly, to your conclusion.
C. Outlining as Complete Communication

Sometimes you get across essay questions that ask you to enumerate facts, to list down
processes, or to summarize a story. In these instances, you are asked to present your answer in
outline form.
From your outline, your teacher will be able to gauge right away what you done in your
mind. You do not need to elaborate further. Your outline communicates your thoughts.
D. Outlining as a Reading Text

When you read an article, making an outline of what you read gives you the chance to break
down the thoughts of the author; and hence, get a clearer view of what he or she is trying to say.
Creating an Outline
Outlines help you to better understand the material you are reading and allow you to better
remember the things that you have read. You can even use them as study guides.
A reading outline is highly structured. Tiongson and Rodriguez (2016) suggested the
following steps that you can follow in creating a reading outline:
1. Read the entire text first. Skim the text forward. Having an overview of the reading’s content
will help you follow its structure.
2. Locate the main idea or thesis of the whole essay.
• Look at the title of the text.
• Look for heading, if any.
• Look for information that answers the question, “What is the text talking about?”
3. Look for key phrase in each paragraph of the essay.
4.
4. Locate the topic sentence of each paragraph of the essay.
5. Depending on the length of the text, look at the topic sentences and group those with ideas
together. See if they describe a process or are examples.
6. To logically organize information, the contents of the reading are arranged according to
levels. A level refers to the number of ranks in the hierarchy of information in the reading. Provide
a general name for each group of topic sentences. These will be the main divisions of your outline,
or the first level. Label these with a Roman numeral. The topic sentences will be the subtopics, or
the second level. Label these with capital letters.
7. Evaluate the supporting details provided. These will be the third level of your outline.
Label these with Arabic numerals.
8. Go back to the text after you have finished your outline. Check whether you have followed
its sequence closely and that you have not missed any important information.
Below are the parts of a formal outline.
Title
Purpose statement or thesis________________________________________________
I. MAIN IDEA
A. Subsidiary idea or supporting idea to I
1. Subsidiary idea to A
a. Subsidiary idea to 1
(1) Subsidiary idea to a
(a) Subsidiary idea to (1)
(b) Subsidiary idea to (1)
(2) Subsidiary idea to a
b. Subsidiary idea to 1
c. Subsidiary idea to 1
B. Subsidiary idea or supporting idea to I
1. Subsidiary idea to B
2. Subsidiary idea to B
II. MAIN IDEA
A. Subsidiary idea or supporting idea to II
B. Subsidiary idea or supporting idea to II
C. Subsidiary idea or supporting idea to II
Here is an example of a topic outline about the subject.
Topic Outline
Thesis Statement
Entrepreneurship is the answer to the worsening unemployment problem among our

graduates.
I. What Entrepreneurship Offers
A. The problem of unemployment

B. Entrepreneurship defined
C. Benefits of entrepreneurship
D. Qualities of a good entrepreneurship
E. Successful entrepreneurs
II. Opportunities for Entrepreneurship
A. Food business
B. Craft business
C. Services
III. Steps in Operating a Business
A. Capital, assets, etc.

B. Marketing strategies
IV. The Future of Entrepreneurship
A. Possibilities
B. Potential Problems
C. Probable Solutions
D. Greater Benefit of the Community
Now, if you want to expand this into a sentence outline, you may have something like this.
Sentence Outline
Thesis Statement
Entrepreneurship is the answer to the worsening unemployment problem among our

graduates.
I. Entrepreneurship is a possible solution to the ever-growing number of

unemployed in our country.
A. Every year, thousands of new graduates add to the long list of the
unemployed.
B. Entrepreneurship is the science of using capital, human, and material resources
to earn profits.
C. Aside from benefitting the person himself or herself, he/she can still hire other
persons so they will get employed.
D. A good entrepreneur has to be patient, resourceful, and people-friendly.
E. There are many successful entrepreneurs whose successful whose success
stories can provide inspirations.
II. One can seek and analyze the opportunities in the environment that can generate
income.
A. One can engage in various types of food business.

B. One can buy and sell merchandise or create and sell merchandise.
C. If not, one can also render services to earn money.
III. There are several easy steps to follow in starting entrepreneurship.

A. One has to assess the resources that he/she has at hand.
B. One must think of strategies to sell the products.
IV. Entrepreneurship offers a bright future for the graduates.

A. Assess all possibilities.
B. List down all possible problems.
C. Attempt to find solutions to the problems.
D. If those who can become entrepreneurs will try to be one, think of the great
improvements that this can bring to the whole community.
Constructing the Thesis Statement

The thesis is the assertion of the writer or the speaker about a certain topic. It declares
something that must be proven, supported, or explained. It is a debatable or arguable claim.
The thesis statement functions as a roadmap for the entire speech or paper. In literature, it is
called literary thesis. Without a concise working thesis, it would be difficult to develop an
organized and focused speech or essay.
A good thesis has the following characteristics.
1. It must be brief.
2. It must be specific and precise.
3. It must be restricted.
4. It must be unified.
5. It must be argumentative.
6. It must be relevant.
7. It must be interesting.
8. It must be visible.
MELC: Outlines reading texts in various disciplines (CS-EN11/12A-EAPP-Ia-c-8)
CG: Outlines reading texts in various disciplines (CS-EN11/12A-EAPP-Ia-c-8)

Congratulations! You are one of the luckiest students because you are a recipient of this
learning activity sheet which is made exclusively for you. This will help you explore the new
set up of education through outlines.
It is expected that you will master the competency of outlining reading texts from
different disciplines. Specifically, this activity sheet deals the conventions of an outline, the
difference of topic and sentence outlines and the characteristics of a well-written thesis
statement.
So, prepare to Load, Engage, Advance, Refine and Nurture with the different tasks
designed for you. For now, please signify your agreement through affixing your signature in
our Learning Contract for this skill that you need to develop and master.

LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish
the activity package and submit it to your teacher (____________________) on
(____________________).
Phase 1: LOAD
Load your mind with ideas!
A. As a homeschool learner, I want you to study the pool of words below. Grouping
these words will help you later determine the main and subsidiary ideas. Categorize
them as to Personal Protective Equipment and Hygiene Supplies. Write the
words in the column they belong. After which, differentiate main ideas and
subsidiary ideas using the prompt below.
Goggles hand soap disposable face mask
70% isopropyl alcohol N95 filtering face piece respirator
vest and full body suits shampoo nonsterile gloves
toothpaste boot covers hand sanitizer floor mat with disinfecting fluid
Personal Protective Equipment Hygiene Supplies
Main Ideas are ____________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Subsidiary Ideas are ________________________________________________________

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
B. An outline allows a writer or reader to categorize the main points, to organize the
paragraphs into an order that makes sense.
Below are lists of words which form parts of main ideas. Provide each group with
a main idea/general topic that includes all the terms in the set of subtopics.
1. Twitter, Facebook, Instagram, You Tube, Tumblr

General Topic:_______________________________________
2. COVID-19, Spanish Flu, AIDS, H1N1 Swine Flu

General Topic:_______________________________________
3. Volcanic eruption, earthquake, typhoons

General Topic:_______________________________________
4. Doctors, nurses, policemen, barangay officials, DepEd officials

General Topic:_______________________________________
5. Canned goods, groceries, rice, vegetables, used clothes

General Topic:_______________________________________
Phase 2: ENGAGE
Engage and gear up for locals!
One of the best assets of a critical reader is to organize his/her ideas logically. Truly, it
can be done through the help of crafting an outline which directs him/her into a more
comprehensive understanding of the reading material.
Below are the locally crafted materials for better learning the skill of outlining which
were extracted from the Lesson Exemplar of Patson P. Opido which was published at Gabay
sa Araling Sagisag Kultura ng Filipinas in 2015.
Read the materials then make a topic or sentence outline. Be sure to include the
subsidiary ideas needed based on materials. You may use another sheet if you will expand your
topic outline into a sentence outline.
THE LEGEND OF THE RICE
The early Filipinos were thankful to Bathala, their supreme deity for all things they
enjoyed in life. One day, a group of hunters wandered far into the Cordillera as to get a
good catch. Feeling tired, they rested under a big tree; all of them were hungry.
Soon, they saw a group of men and women who did not look like them who were
mortals. They gave them due respect. The Bathalas (gods) were glad at this gesture and
invited them to their feast. The hunters helped in preparing the feast.
A servant of the gods got small kernel-shaped like beads, pearly-white in color, and
placed them over the fire to cook. Then, they were served with these. The hunters thought
they were white maggots.Practice
The gods smiled
personal and told
hygiene them that
protocols at allthe beads were cooked rice.63
times
“Come, feast with us, and if you find anything wrong with eating them, kill us,” they said.
After hearing this, the hunters agreed to feast with the gods. They felt good. Their
weak bodies became strong. The hunters thanked the gods after the feast. They were given
each a sack of palay.
“Pound the palay, winnow and clean it well. Wash the rice and place it with water
between the internodes of a bamboo to be absorbed by the rice. Cook it over the fire. The
sick will become strong, and all of you will be satisfied. Preserve the seeds and start planting
the palay in your village, and teach them how to till the soil. Then you will stop wandering
from place to place for foo,” the good gods said.
The hunters did what was told to them. They planted the rice. They taught others
hoe to cook them. After many years, the practice of planting and eating rice became
widespread.
SINILYASI
This dance from Cabatuan, Isabela depicts the rural folks in the preparation of native
rice cake delicacies or kankanen.
“Sinilyasi” comes from the Ilocano “silyasi,” a versatile cooking implement. Locals
use this large vat in the preparation of large quantities of food, especially kankanen. They
serve the food to people who join in large gatherings. Cooks set this big frying pan on an
improvised stove using three big stones. The stove is fueled by firewood chopped using the
wasay (axe). Women take turns stirring using pangkiwar (a long wooden ladle). As cooking
becomes hot and sticky, the anguyob (blowing tube) comes in handy.
In Cabatuan, the land of the Golden Grain and the Home of the Kankanen Festival,
it is a common sight to have Cabatuanenses practice the spirit of ammuyo (bayanihan) as
every kin and friend help in the preparation of the various glutinous fare, which include
popular favorites such as moriecos, inkiwar, baduya, insibog, sinuman, patupat, binal-lay,
dudol, dila-dila, and padarusdos. These treats are served as merienda (snacks) for visiting
relatives and friends during special occasions or treats to be given as palaon or pasalubong.
Nana Francing makes delicious moriecos every day. First, she soaks bongkitan overnight
to soften the rice. The next morning, she puts the soaked rice into a mechanical grinder to
grind it to the consistence of a dough. She then kneads it with some coconut oil and folds
in brown sugar. Meanwhile, she prepares the banana leaves to be used as wrapper. She puts
them over the flame just enough to wilt them. This makes them more flexible and resist
tearing. She then wipes them with kupag, that which was left after extracting the gata
(coconut milk) from the grated coconut meat. After which, she gets a morsel of dough and
lays it flat over the banana leaf. On the center of the flattened dough, she puts a generous
amount of ladek (candied coconut milk) and grated cheese. By doing this, the ladek gets
sandwhiched inside the rice dough. After wrap
ing, she places them into a silyasi and steams them from 30 to 45 minutes. After which, she
cools them down and wipes off the excess water. Finally, she packs them into small boxes
and tags them with her brand name. These boxes of sweet treats go a long way for the
enjoyment of everyone! Practice personal hygiene protocols at all times 64
KANKANEN FESTIVAL Literal translation
Manipod ti parbangon Early at dawn

Agridam ni mannalon The farmer rises
Nasapa a bumangon Early he goes
Mapan talon. To his rice fields.
Isagana tay bongkitan Prepare the glutinous rice

Diket naisangsangayan One of a kind fanfare
Nangruna pay a makan Primarily served during
Kanagan. Festive events.
Inkiwar ti silyasi Mix the vat’s contents

Kankanen iti umili Food for everyone
Balkutem awan sabali Wrap them uniformly
Naisupsupadi. Not one differently.
Impinas tay bulong Wipe off the banana leaves

Intuno ti aron Fuel the fire
Tay tupig a balon The “tupig” is a treat
Ken taraon. And great food.
Al-o agbayo Strike the mortar

Tay diket ibukro Pour in the grains
Baywen a pino Pound them very finely
Kankanen. Kankanen.
Suman, moriecos Suman, “moriecos”

Dudol, padarusdos Dudol,”padarusdos”
Ramanam ket maibos Have a taste, consume all
Kankanen. Kankanen.
Cabatuan’s Pride
Thesis Statement:________________________________________________________
I. The Legend of Rice
A. Characteristics of Rice
1. ____________________________________
2. ____________________________________
3. ____________________________________
B. Steps in Preparing the Rice

1. ____________________________________
2. ____________________________________
3. ____________________________________
4. ____________________________________
II. Sinilyasi Dance

A. ___________________________________

B. ___________________________________
III. Kankanen Festival Song
A. Glutinous Rice Products

1. ________________________________
2. ________________________________
3. ________________________________
4. ________________________________
5. ________________________________
Phase 3: ADVANCE
Advance your stance by your own outline!
Below is an article titled Coronavirus from World Health Organization website. Read
the text critically. Then, create your topic outline of the following unsorted list. Suggestions
for Main Headings:
I. Common Symptoms
II. Simple Precautions
III. Safe use of Hand Sanitizers
Coronavirus
Source: https://www.who.int/healthtopics/coronavirus#tab=tab_3
COVID-19 affects different people in different ways. Most infected people will develop mild
to moderate illness and recover without hospitalization.
Most common symptoms:

• Fever
• Dry cough
• Tiredness
Less common symptoms:

• Aches and pains
• Sore throat
• Diarrhea
• Conjunctivitis
• Headache
• Loss of taste or smell
• A rash on skin or discolouration of fingers or toes
Serious symptoms:
• Difficulty breathing of shortness of breath
• Chess pain or pressure
• Loss of speech or movement
• Seek immediate medical attention if you have serious symptoms. Always call before
visiting your doctor or health facility.

• People with mild symptoms who are otherwise healthy should manage their
symptoms at home.
• On average it takes 5-6 days from when someone is infected with the virus for
symptoms to show, however it can take up to 14 days.
Phase 4: REFINE
Refine your skill to a higher level!
You are going to read, study, and analyze this academic reading text titled From Hand
to Mouth by Michael C. Corballis. Construct a topic/sentence outline based on what you have
understood from the material. Craft your outline by considering the thesis statement then,
include the main ideas and the subsidiary details as if you were the author. Enjoy!
From Hand to Mouth

Michael C. Corballis
(1) Imagine trying to teach a child to talk without using your hands or any other means
of pointing of gesturing. The task would surely be impossible. There can be little doubt that
bodily gestures are involved in the development of language both in the individual and in the
species. Yet, once the system is up and running, it can function entirely on vocalizations, as
when two friends chat over the phone and create in each other’s minds a world of events far
removed from the actual sounds that emerge from their lips. My contention is that the vocal
element emerged relatively late in hominid evolution. If the modern chimpanzee is to be our
guide, the common ancestor of 5 or 6 million years ago would have been utterly incapable of

a telephone conversation but would have been able to make voluntarily movements of hands
and face that could the least serve as a platform upon which to build a language.
(2) Evidence suggests that the vocal machinery necessary for autonomous speech
developed quite recently in hominid evolution. Grammatical language may well have begun to
emerge around 2 million years ago but would at first have been primary gestural, though no
doubt punctuated with grunts and other vocal cries that were at first largely involuntary and
emotional. The complex adjustments necessary to produce speech as we know it today would
have taken some time to evolve and may not have been complete until some 170,000 years ago,
or even later, when Homo sapiens emerged to grace, but more often disgrace, the planet. These
adjustments may have been incomplete even in our close relatives the Neanderthals; arguably,
it was this failure that contributed to their demise.
(3) The question now is what were the selective pressures that led to the eventual
dominance of speech? On the face of it, an acoustic medium seems a poor way to convey
information about the world; not for nothing is it said that a picture is worth a thousand words.
Moreover, signed language has all the lexical and grammatical complexity of spoken language.
Primate evolution is itself a testimony to the primacy of the visual world. We share with
monkeys a highly sophisticated visual system, giving us three-dimension information in colour
about us, and an intricate system for exploring that world through movement and manipulation.
Further, in a hunter-gatherer environment, where predators and prey are major concern, there
are surely advantages in silent communication since sound acts as a general alert. And yet we
came to communicate about the world in a medium that in all primates except ourselves is
primitive and stereotyped and noisy.
(4) Before we consider the pressures that may have favoured vocalization over gestures,
it bears repeating that the switch from hand to mouth was almost certainly not an abrupt one.
In fact, manual gestures still feature prominently in language; even as fluent speakers gesture
almost as much as they vocalize, and of course deaf communities spontaneously develop signed
language. It has also been proposed that speech itself is in many respects better conceived as
composed of gestures rather than sequences of these elusive phantoms called phonemes. In this
view, language evolved as a system of gestures based on movements of the hands, arms, and
face, including movements of the mouth, lips, and tongue. It would not have been a big step to
add voicing to the gestural repertoire, at first as mere grunts, but to the ear rather than the eye.
There may therefore have been continuity from the language that was almost exclusively
manual and facial, though perhaps punctuated by involuntarily grunts, to one in which the vocal
component has a much (more extensive repertoire and is under voluntary control. The essential
feature of modern expressive language is not that it is purely vocal, but rather that the
component can function autonomously and provide the grammar as well as meaning of
linguistics communication.
(5) What, then, are the advantages of a language that can operate autonomously through
voice and ear, rather than the hand and eye? Why speech?
Advantages of Arbitrary Symbols
(6) One possible advantage of vocal language is its arbitrariness. Except in rare cases
of onomatopoeia, spoken words cannot be iconic, and they therefore offer scope for creating

symbols that distinguish between object or actions that look alike or might otherwise be
confusable. The names of similar animals, such as cats, lions, tigers, cheetahs, lynxes, and
leopards are rather different. We may be confused as to which animals is which, bur at least it
is clear which one we are talking about. The shortening of words overtime also makes
communication more efficient, and some of us have been around long enough to see this happen
television has become TV or telly, microphone has been reduced to mike (or mic), and so on.
The fact that more frequent words tends to be shorter than less frequent ones was noted by the
American philologist George Kingsley Zipf, who related it to a principle of “least effort.” So
long as signs are based on iconic resemblance, the signer has little scope for these kinds of
calibration.
(7) It may well have been very important for hunter-gatherers to identify and name a
great may similar fruits, plants, trees, animals, birds, and so on, and attempts at iconic
representation would eventually only confuse, Jared Diamond observes that the people living
largely traditional lifestyle in New Guinea can name hundreds of birds, animals, and plants
along with details about each other of them. These people are illiterate, relying on words of
mouth to pass on information, not only about potential foods, but also about how to survive
dangers, such as crop failures, droughts, cyclones, and raids from other tribes. Diamond
suggests that the main repository of accumulated information is elderly. He points out that
humans are unique among primates in that they can expect to live to a ripe old age, well beyond
the age of childbearing (although perhaps it was not always so). A slowing down of senescence
may well have been selected in evolution because the knowledge retained by the elderly
enhanced the survival of their younger relatives. An elderly, knowledgeable granny may help
us all live a little longer and she can also look after the kids.
(8) In the naming and transmission of such detailed information, iconic representation
would almost certainly be inefficient: edible plants or berries could be confused with poisonous
ones, and animals that attack confused with those that are benign. This is not to say that gestural
signs could not to do the trick. Manual signs readily become conventionalized and convey
abstract information. Nevertheless, there may be some advantage to using spoken words since
they have virtually no iconic content to begin with and so provide a ready-made system for
abstraction.
(9) I would be on dangerous ground, however, if I were to insist too strongly that speech
is linguistically superior to signed language. After all, students at Gallaudet University seem
pretty unrestricted in what they can learn; signed language apparently functions well right
through to university level-and still requires students to learn lots of vocabulary from their
suitably elderly professor. It is nevertheless true that many signs remain iconic, or at least
partially so and are therefore somewhat tethered with respect to modifications that might
enhance clarity or efficiency of express signed language may easier to learn than spoken ones.
Especially in initial stages of acquisition, in which the child comes to understand the linking
of objects and the action with their linguistic representations. But spoken languages, ones
acquired, may relay messages more accurately, since spoken words are better calibrated to
minimize confusion. Even so, the iconic component is often important, and as I look the

quadrangles outside my office, I see how freely the students there are embellishing their
conversations with manual gestures.
In The dark
(10) Another advantage of speech over gesture is obvious: we can use it in the dark!
This enables us to communicate at night, which not only extends the time available for
meaningful communications but may also have proven decisive in the competition for space
and resources. We of the gentle species Homo sapiens have a legacy of invasion, having
migrated out of Africa into territories inhabited by other hominins who migrated earlier.
Perhaps it was the newfound ability to communicate vocally, without the need for a visual
component that enabled our fore bearers to plan, and even carry out, invasion at night, and so,
vanquish the earlier migrants.
(11) It is not only a question of being able to communicate at night. We can also speak
to people when objects intervene and you can’t see them, as when you yell to your friend in
another room. All this has to do, of course, with the nature of sound itself, which travels equally
well in the dark as in the light and wiggles its way around obstacles. The wall between you and
the base drummer next door may attenuate the sound but does not completely block it. Vision,
on the other hand, depends on light reflected from an external source, such as the sun, and is
therefore ineffective when no such source is available. And the light reflected from the surface
of an object to your eye travels in rigidly straight lines, which means that it can provide detailed
information about shape but is susceptible to occlusion and interference. In terms of the sheer
ability to reach those with whom you are trying to communicate, words speak louder than
actions.
Listen to me!
(12) Speech does have one disadvantage, though: it is generally accessible to those
around you and is therefore less convenient for sending confidential or secret messages or for
planning an attack on enemies within earshot. To some extent, we can overcome this
impediment by whispering. And sometimes, people resort to signing. But the general alerting
function of sounds also has its advantages. When Mark Anthony cried, “Friends, Romans,
countrymen, lend me your ears.” He was trying to attract attention as well as deliver a message.
(13) In this evolution of speech, the alerting component of language might have
consisted at first simply of grunt that accompany gestures to give emphasis to specific actions
or encourage reluctant offspring to attend while a parent lays down the law. It is also possible
that non-vocal sounds accompanied gestural communication. Russel Gray has suggested to me
that clicking one’s fingers as children often do when putting their hands up in class to answer
a question, may be a sort of “missing link” between gestural and vocal language. I know of no
evidence that chimpanzees or other nonhuman primates are able to click their fingers as humans
can, although lip smacking, as observed in chimpanzees, may have played a similar role.
Sounds may therefore have played a similar and largely alerting role in early evolution of
language, gradually assuming more prominence in conveying the message itself.

(14) For humans, visual signals can only attract attention if they occur within a
restricted region of space, whereas the alerting power of sound is more or less independent of
where its source is located relative to listener. And sound is a better alerting medium in other
aspects as well. No amount of gesticulation will wake a sleeping person, whereas a loud yell
will usually do the trick. The alerting power of sound no doubt explains why animals have
evolved vocal signals for sending messages of alarm. Notwithstanding the peacock’s tail or
parrot’s gaudy plumage, even birds prefer to make noises to attract attention, whether in
proclaiming territory or warning a danger. Visual signals are relatively inefficient because they
may elude our gaze, and in any case, we can shut them out by closing our eyes, as we vulnerable
to auditory assault.
(15) Speech has another, and subtler, attentional advantage. Manual gesture is much
more demanding of attention, since you must keep your eyes fixed on gesturer in order to
extract her meaning, whereas speech can be understood regardless of where you are looking.
There are a number of advantages in being able to communicate with people without having to
look at them. You can effectively divide attention, using speech to communicate with a
companion while visual attention is deployed elsewhere, perhaps to watch a football game or
to engage in some joint activity, like building a boat. Indeed, the separation of visual and
auditory attention may have been critical in the development of pedagogy.
Three Hands Better than Two
(16) Another reason why vocal language may have arisen is that it proves an extra
medium. We have already seen that most people gesture with their hands, and indeed their
faces, while they talk. One might argue then, that the addition of vocal channel provides
additional texture and richness to the message.
(17) But perhaps it is not a simply a matter of being better. Susan Golden-Meadow and
David McNeil suggest that speech may have evolved because it allows the vocal and manual
components to serve different and complimentary purposes. Speech is perfectly adequate to
convey syntax, which has no iconic or mimetic aspect, and can relieve the hands and arms of
this chore. The hands and arms, of course, well adapted to providing the mimetic aspect of
language, indicating in analogue fashion the shapes and sizes of things, or the direction of
movements, as in the gesture that might accompany any statement “he went that a-way.” By
allowing the voice to take over the grammatical component, the hands are given free rein, as it
were, to provide the mimetic component.
(18) But speech may have evolved, not because it gave the hands freer rein for mimetic
expression, but rather because it freed the hands to do other activities. Charles Darwin, who
seems to have thought of almost everything, wrote, “We might have used our fingers as
efficient instruments, for a person with practice can report to a deaf man every word of a speech
rapidly delivered at a public meeting, but the loss of our hands, while thus employed, would
have been a serious inconvenience.” It would clearly be difficult to communicate manually
while holding an infant, or driving a car, or carrying a shopping, yet we can and do talk while
doing these things.

(19) Speech has the advantage over manual gestures in that it can be accomplished in
parallel with manual demonstration. Demonstrations might themselves be considered gestures,
of course, but the more explanatory aspect of pedagogy, involving grammatical structure and
symbolic content, would interfere with manual demonstration if they were too conveyed
manually. Clearly, it is much easier and more informative to talk while demonstrating than to
try to mix linguistic signs in with the demonstration. This is illustrated by a good TV cooking
show, where chefs is seldom at a lost for either word or ingredients. It may not be far fetch to
suppose that the selective advantages of vocal communication emerged when the hominins
began to develop a more advanced tool technology, and they could eventually verbally explain
what they were doing while they demonstrated tool-making techniques. Moreover, if vocal
language did not become autonomous until the emergence of Homo sapiens, this might explain
why tools manufacture did not really begin to develop true diversity and sophistication, and
indeed to rival language itself in this respect, until within the last 100, 000 years.
(20) Thus, it was not the emergence of the language itself that gave rise to the
evolutionary explosion that has made our lives so different from our near relatives, the great
apes. Rather, it was the invention of autonomous speech, freeing the hands for more
sophisticated manufacture and allowing language to disengage from other manual activities, so
that people could communicate while changing the baby’s diapers, and even explain to a novice
what they were doing. The idea that language may have evolved relatively slow, seems much
more in accord with biological reality than the notion of linguistic “big bang” within the past
200, 000 years. Language and manufacture also allowed cultural transmission to become the
dominant mode of inheritance in human life. That ungainly bird, the jumbo jet, could not have
been created without hundreds, perhaps thousands, of years of cultural evolution, and the brains
that created it were not biologically superior to the brains that existed 100, 000 years ago in
Africa. The invention of speech may have merely been the first of many developments that
have put us not only on the map, but all over it.
Phase 5: NURTURE
Nurture your new learning!

Make your Choice! You are now at the last stage of your learning journey for this topic. On
this part of the learning activity, you will do something quite different. You will only choose
one activity to be done and to be submitted.
A. Re-read it! Select a short reading assignment from any of your other subjects. You
may capture a picture of that material or you may opt to copy it. Afterward, create
a reading outline of that assignment applying the guidelines that you have learned
from this lesson.
B. Do it Yourself! Look for a newspaper, magazine, or any educational reading

material at home. Get the article then paste it in any sheet of paper. Below it should
be a topic/sentence outline about the reading material. Your outline will be graded
based on the rubric below.

OUTLINE RUBRIC
Exemplary Sufficient Insufficient In Need of Work Score
8 Points 6 Points 4 Points 2 Points
Format The outline The outline The outline The outline has
employs the shows the resembles the serious errors and
correct correct correct does not use the
format, and format, format, but correct format.
proper use of though proper proper
symbols, and symbols and symbols and
correct identifications identifications
identifications may be are not used.
are evident. misplaced or
inconsistent.
Title Title is Title is Title shows Title needs

original, original and little serious work as it
creative, and is pertinent to originality or has no relation to
is pertinent to the material. creativity; topic.
the material. does not
pertain to
topic.
Thesis Thesis is clear Thesis is clear Thesis is Thesis is not clear

and proposes and proposes somewhat and lacks
an arguable an arguable clear but does organization of an
point which point but it not fully arguable point
people could does not take propose an and a clear stand
reasonably a clear stand. arguable for or against.
agree or Thesis is point. Thesis The thesis is
disagree; it missing is missing absent from the
takes a stand. emphatic emphatic outline. Thesis is
Thesis language language missing emphatic
employs and/or a and/or a language and a
emphatic strong verb. strong verb. strong verb.
language Thesis Thesis Thesis does not
(should, includes three includes three include three
ought, must) somewhat supporting supporting points.
and a strong relevant points, but
verb. Thesis supporting they lack
includes points written strength
three, strong, in parallel and/or
relevant structure.

supporting parallel
points written structure.
in parallel
structure.
Mechanics The outline The outline The outline The outline has
exhibits exhibits good exhibits an serious errors in
excellent use use of undeveloped spelling,
of spelling, spelling, use of punctuation,
punctuation, punctuation, spelling, grammar, and
grammar, and grammar, and punctuation, format.
format. format, but grammar, and
has several format. There
mistakes. are many
errors.
Total points
Reflection:
How does this lesson help you in fulfilling your dreams in life?
___________________________________
References:
• Domagsang, Anne Gelene T. 2016. Exploring Literature and Grammar. Brilliant Creations
Publishing, Inc.
• Rodriguez, Maxine Rafaella C. and Marella Therese A. Tiongson. 2016. Reading and
Writing Skills. Manila: REX Book Store, Inc.
• English for Academic and Professional Purposes Reader. From Hand to Mouth. First
Edition. 2016.
• Gabay Sa Araling Sagisag Kultura Lesson Exemplar. Retrieved from
https://onedrive.live.com/?authkey=%21AMm2NWXlTDzkDjE&cid=53F92505F3BC9C7
F&id=53F92505F3BC9C7F%211117&parId=53F92505F3BC9C7F%211081&o=OneUp.
July 2, 2020.
• Coronavirus. Retrieved from https://www.who.int/healthtopics/coronavirus#tab=tab_3 .
July 2, 2020.

ANSWER KEY:
Phase 1: LOAD
A.
Personal Protective Equipment Hygiene Supplies
goggles soap
disposable full face mask 70% isopropyl alcohol
N95 filtering face piece respirator shampoo
vest and full body suits tooth paste
nonsterile gloves hand sanitizer
boot covers Floor mat with disinfecting fluid
B.
1. General Topic: Social Media
2. General Topic: Pandemic
3. General Topic: Natural hazards/calamities/disasters
4. General Topic: Frontliners
5. General Topic: Relief goods
Phase 2: ENGAGE
Cabatuan’s Pride
Thesis Statement: Cultural icons play a vital role in learning.
I. The Legend of Rice
A. Characteristics of Rice
1. Kernel-shaped
2. Pearly-white in color
3. Maggots-like
B. Steps in Preparing the Rice
1. Pounding
2. Winnowing
3. Cleaning
4. Washing
5. Cooking
II. Sinilyasi Dance
A. Etymology of Sinilyasi
B. . Moriecos Making
III. Kankanen Festival Song

A. Glutinous Rice Products
1. Suman,
2. Moriecos
3. Dudol
Practice personal hygiene protocols at all times
4. Padarusdos 75
5. Tupig
Phase 3: ADVANCE
Coronavirus
Thesis Statement: Every Filipino should be well-informed of the COVID-19

symptoms for the assurance of everyone’s safety.
I. Most Common Symptoms

A. Fever
B. Dry Cough
C. Tiredness
II. Less Common Symptoms
A. Aches and pains
B. Sore Throat
C. Diarrhea
D. Conjunctivitis
E. Headache
III. Serious Symptoms
A. Difficulty in breathing or shortness of breath
B. Chess pain or pressure
C. Loss of speech or movement
Phase 4: NURTURE
From Hand to Mouth
Thesis Statement: Transmission of information through speech makes

communication better.
I. Language evolved from a system of gestures to a system of words.

A. Bodily gestures are involved in the development of language.
1. This includes using your hands or any other means of pointing or
gesturing.
2. The gestures were based on the movements of the hands, arms,
face including the movement of the mouth, lips, and tongue.
3. Our modern chimpanzee ancestors from 5 or 6 million years ago
is probably unable of making sounds but could have used their
hands and face as grounds of communication.
4. Language might have started only 2 million years ago so it is
most likely that their means of communication is gestural.
B. Vocal speech development during the hominid evolution.
1. Speech only came through recently during the evolution of some
species.
2. Speech evolution may have only been complete some 170, 000
years ago.
C. As time passed, so came the circumstances that have shown the need
to have a vocal speech.
1. Sign language is very hard to use as a medium for transferring
valuable information.

2. The shift from sign language to speech must be very tough considering the fact that
our ancestors have been using it since the ancient times.
3. However, gestures are still used until now.
4. As matter of fact, great speakers use gestures as much as they use words.
5. In the present time, we have a modern language that is a mixture
of both words and gestures.
II. Over time, words have proven the advantage of using speech.
A. Vocal language is arbitrary.
1. It can be used and understood uniformly by people from different regions.
B. It provides a clearer explanation, easier to use and requires less effort.
1. It helps us clarify misconceptions about certain things.
2. It is also better to use words as labels than just iconic representation of
objects.
3. It helps us distinguish object that look alike but are actually different from
each other.
C. Speech is more precise than sign language.
1. Words are also of great use in naming objects and transmitting information.
2. Spoken language relay information accurately and effectively.
D. Speech is more convenient than gestures.
1. You can transmit or receive the message without having to see or look at the
person you’re communicating with.
2. You can use words in broad daylight and even in the darkest night.
Phase 5: REFINE
Answers may vary.
Written by:
JOY D. PATRICIO
-------------------------------------------------------------------------------------------------------------
ACTIVITY 5
BADGE EARNED:

Name of Learner: ________ Score: ______

Grade/Section: ________________________ Date:

Critical Approaches in Writing a Critique
Writing a critique or reviews is a challenging task. It involves a process of summarizing and
evaluating a work or concept. The main purpose of an evaluation is to assess the usefulness or impact of
a work in a particular field.
Critical Approaches, sometimes called lenses, are different perspective we can consider when
looking at a piece or several pieces of literature.
Criticism on the other hand, is an abstract, intellectual exercise. It is an exchange of informed
opinion about a subject for review. It is considered to be a discourse. The common literary criticisms are
presented below (Tandoc, 2016):
1. Formalist Criticism. It regards the subject as a unique form of human knowledge that needs to be
examine on its own terms. In using formalist criticism, you need to focus your analysis on the formal
feature of the subject not on the profile of the creator. You need to establish how one element works
together with other elements to achieve the effect to the audience or spectator.
2. Biographical Criticism. It asserts that a work of art is done by a person and understanding his/her life
would be helpful to understand the work itself. By looking into the biography of the creator, you
understand how his/her life shaped and influenced the work of art.
3. Historical Criticism. It involves understanding the subject by using an analysis of social, cultural and
intellectual context surrounding the work of art. In writing a historical criticism or review, you need to
relate how the time and place of creation affected the meaning of the subject.
4. Gender Criticism. It examines how sexual identity influences the creation and reception of the subject.
Feminist critics carefully examine how the images of men and women reflect or reject the social forces
that have historically kept the sexes from achieving total quality.
5. Psychological Criticism. This focuses on the human being’s unconscious mind, regrets fears, hidden
desire, sexuality and repression. It involves analysis of three elements: (1) it investigates the creative
process of the artist; (2) what is the nature of literary genius; (3) how does it relate to normal mental
functions?
6. Sociological Criticism. This criticism considers the cultural, economic and political context in which
the subject is created. It explores the relationship between the subject and the creator.
Points to Remember in Writing a Critique

• Like an essay, a critique has three parts: (1) introduction; (2) body and (3) conclusion.
• The introductory part should contain (a) the name of the work being reviewed, the date and the
creator; (b) describe the main argument or purpose of the work; (c) explain the context in which
works is created; (d) have concluding sentence that signposts what your evaluation of the work
will be (positive, negative or mixed evaluation).
• The body should explain the summary and evaluation of the subject applying the different
approaches.
• The conclusion should provide statement of the overall evaluation, summary of key reasons and
give recommendation for improvement of the work.

Learning Competency with Code
MELC: Uses appropriate critical approaches in writing a critique such as formalism,

feminism, etc.
CG: Uses appropriate critical approaches in writing a critique such as formalism,

feminism, etc. (CS_EN11/12-EAPP-Id-f-16).
Hello, learner! Welcome to your new set of learning activity. This time, you will be
guided with five phases that will lead you to mastering the most essential competencies of a
Grade 11 student taking up English for Academic and Professional Purposes. Specifically, this
activity sheet deals with the critical approaches in writing a critique.
Now, I want you to think as critical as you can in dealing with the critical approaches.
The lens below will direct you to your focus as you use critical approaches. Put a check on the
question you frequently ask yourself when evaluating a work or concept.
What was its impact to

society?
What particular thinking

and personality is
reflected?
I know that you are excited to learn more about our topic; but, before you proceed,
please do not forget to sign our learning contract below. Phase 1: LOAD
LEARNING CONTRACT
Load to familiarize!
finish As
thefuture
activity package
critic, I wantand
yousubmit it to
to enjoy theyour teacherpuzzle
crossword (____________________)
below that will help youon
familiarize with the six
(____________________). most important critical approaches in writing a critique. Please be

guided by the descriptions below the puzzle box. Use your lenses carefully in doing the
activity. Enjoy!
Across
1. It tells that the text is seen as a reflection of the author’s mind and personality.
2. It emphasizes the form of a literary work to determine its meaning focusing on the elements
and how they create meaning.
3. It emphasizes the importance of author’s life and background into account when analyzing
a text
Down
4. It argues that social contexts must be taken into consideration when analyzing a text
5. It focuses on the roles, positions, and influences of women with in the literary text.
6. It suggests that every literary work is the product of its time and its world.
Phase 2: ENGAGE
Engage to be guided!
I want you to study the word cloud below. These words will surely guide you when
you’ll be given the chance to write your critique paper. But this time, I want you to categorize
the key terms associated to the six critical approaches namely formalism, biographical,

historical, feminism, psychological and sociological. Write the words on the column they
belong. Magnify the words using your lenses!
Critical Approaches Key Words

a. Formalism 1.
2.
3.
b. Biographical 4.
5.
6.
c. Historical 7.
8.
9.
d. Feminism 10.
11.
12.
e. Psychological 13.
14.
15.
f. Sociological 16.
17.
18.
Phase 3: ADVANCE
Advance your stance by analyzing examples!
At this point, I want you think deeper. First, I want you to examine carefully the
different excerpts taken from critique papers. Next, analyze the examples and identify the
approach being applied. After that, underline the line/s that supports your answer.

1. “With not enough to eat, who am I to be blind? Pretending not to see their needs”. This
quote is very powerful because understanding these initial concepts allows someone to
understand deeper messages within the song. The first of these revelations, is that Michael
realizes how the world is. He stated that he was adjusting his collar on his jacket, while he sees
children without coats, without even food. In his mind, he sees injustices. He is successful,
which could be partly attributed to his change of skin colors.”
Critical Approach Applied: _____________________________________________________
2. “This is what happens in a society that was founded on the concept of pakikisama. Our
Spanish and American lords taught us that, to succeed, you have to be liked by the right people
(i.e., them) — not work hard or do objectively good work. This is deeply ingrained in our
oldest institutions, while the newer ones, like our modern artistic communities, were born with
these built-in kinks.”
3. “The novel’s style is still more astonishing, for it combines two radically distinct and at first
glance uncombinable genres: melodrama and satire. For all its picaresque digressions, the plot
is pure melodrama. The novel opens with the wealthy, handsome and naively idealistic
mestizo, Don Crisostomo Ibarra, returning from a long educational sojourn in Europe with
plans to modernise his home town and his patria, and to marry his childhood sweetheart Maria
Clara, the beautiful mestiza daughter of the wealthy indio cacique, Don Santiago de los Santos.
At first he is welcomed with respect and enthusiasm, but the clouds soon gather. “
4. “The Rizal family was an immediate victim of the reaction. In 1871, when José was ten
years old, his mother was accused of poisoning a neighbour, forced to walk twenty miles to
prison, and held there for over two years before being released. His elder brother Paciano, a
favourite pupil of Father Burgos, the leader of the garrotted priests, narrowly escaped arrest and
was forced to discontinue his education. Under these circumstances, in 1882, with his brother’s
support, José left quietly for the relative freedom of Spain to continue his medical studies.”
5. “Girls think that men are insensitive because men aren’t meeting what girls want. Girls want
to be listened with. They do much talking and explaining things which men find it
uninteresting. For men, one word is enough. Too much of it is boring. But the thing is, If men
do not want to lose their girls, they need to listen that is why the first demand of the song is to
listen to her. When she is not listened, she feels she is taken for granted.”

Phase 4: REFINE
Refine your skills in analysis!
Below are famous quotations of Dr. Jose P. Rizal, our national hero. I want you to
analyze them carefully and be able to identify the most appropriate critical approach to be used
in evaluating them. You also need to justify your answer. Choose your answer from the given
items on the box. Write the letter only.
a. formalism b. biographical c. historical
d. feminism e. psychological f. sociological
Your FAMOUS QUOTATIONS JUSTIFICATION

Answer
1. "To live is to be among men, and to be
among men is to struggle, a struggle not
only with them but with oneself; with their
passions, but also with one's own."
2. "The youth is the hope of our future."
3. "No good water comes from a muddy

spring. No sweet fruit comes from a bitter
seed."
4. "If the Philippines secure their

independence after heroic and stubborn
conflicts, they can rest assured that neither
England, nor Germany, nor France, and
still less Holland, will dare to take up what
Spain has been unable to hold."
5. "I do not write for this generation. I am
writing for other ages. If this could read
me, they would burn my books, the work
of my whole life. On the other hand, the
generation which interprets these writings
will be an educated generation; they will
understand me and say: Not all were
asleep in the nighttime of our
grandparents."
6. “A quitter never wins; a winner never
quits.”

Phase 5: NURTURE
Nurture your approach!
With all your knowledge on the different approaches in writing a critique and through
the power of your lenses, I want you to write a critique paper focusing on a certain person,
event, place, film, etc (preferably Filipino setting). You may choose one from the given
subject/work written below or you may think of your own. Specify the subject or work that you
choose to critic. Make use of the most appropriate approach in writing your critique paper. Be
guided by the rubric below. Good luck! Note: Be guided by the standards, parts and key points
in writing a critique paper.
a. State of the Nation Address of President Rodrigo R. Duterte
b. Filipino Film/Movies
c. Original Pinoy Music (OPM)
d. Filipino Short Stories
e. Filipino Folk Songs (Katutubong Awit)
f. Folk Dance (Katutubong Sayaw)
g. others
Rubric
5 3 1 Score
Clarity of Explanations, supports are Some are not stated Plenty of

explanations clearly stated. clearly. unclear
statements.
Use of appropriate Appropriate approach/es in Approach/es used Inappropriate

critical approach is applied in evaluating. in evaluating is not use of
appropriate. approach/es
in evaluating.
Citations/Reference References are cited Few references Lack of

s properly and completely. cited. references.
Sentence structure Sentences are effectively Sentences are Repeated

constructed with no effectively errors in
grammatical errors. constructed with 1- sentence
2 minor errors. structure.
Total

CONGRATULATIONS!!
You did have great lenses!
Reflection:
Complete this statement:
With the activities I have undertaken on this lesson, I learned that

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
.
_______________________
Student’s Signature
References:
Tandoc, S.D. (2016). Applied English for Academic and Professional Purposes. Minshapers
Co., Inc. Manila.pp. 45-47
ANSWER KEY:
Phase 1: LOAD
Across
1. Psychological
2. Formalism
3. Biographical
Down
4. Sociological
5. Feminism
6.Historical

Phase 2: ENGAGE
Critical Approaches Key Words (no particular order)
a. Formalism 1. structure
2. features
3. forms
b. Biographical 4. life
5.experience
6. profile
c. Historical 7. time
8. place
9. intellectual
d. Feminism 10. sexual
11. influence of women
12. role and position
e. Psychological 13. unconscious mind
14. hidden desires
15. personality
f. Sociological 16. economic
17. cultural
18. political
Phase 3: ADVANCE
1. Psychological 2. Sociological 3. Formalism 4. Historical/Biographical 5. Feminism
Phase 4: REFINE
Your FAMOUS QUOTATIONS JUSTIFICATION
Answer
1. "To live is to be among men, and to be (answer may vary)
among men is to struggle, a struggle not
d only with them but with oneself; with their
passions, but also with one's own."
2. "The youth is the hope of our future."
f (answer may vary)
3. "No good water comes from a muddy

spring. No sweet fruit comes from a bitter
(answer may vary)
e seed."
4. "If the Philippines secure their
independence after heroic and stubborn
(answer may vary)
c conflicts, they can rest assured that neither
England, nor Germany, nor France, and
still less Holland, will dare to take up what
Spain has been unable to hold."

5. "I do not write for this generation. I am
writing for other ages. If this could read
me, they would burn my books, the work
b of my whole life. On the other hand, the (answer may vary)
generation which interprets these writings
will be an educated generation; they will
understand me and say: Not all were
asleep in the nighttime of our
grandparents."
6. “A quitter never wins, a winner never
quits.” formalism
(answer may vary)
a
Note: Teacher may consider any other answer as long as it has been clearly justified.
Phase 5: NURTURE
Students’ output will be checked by the teacher using the attached rubric.
Written by:
PERCILA A. CORRALES
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:

PURPOSES
Name of Learner: Grade Level: _________________
Section: _______ Score: ______________________
Writing a Balanced Review or Critique
One of the significant roles of Language teaching is to identify the strengths and the
weaknesses of every learner, understanding how various information can lead to different
expressions, understanding and versions, it is where students form arguments based on
research, surveys, interviews and facts. It is a process that learners need to undergo to address
problems in fluency, oral intelligibility, grammar, reading and vocabulary development
A critique is a genre of academic writing that briefly summarizes and critically evaluates a work or
concept. Critiques can be used to carefully analyse a variety of work such as: novels, film, exhibits,
images, poetry. While a review is an academic essay, paper, or thesis argues a topic using credible
sources to back up the argument. It can be an embedded introduction in your paper, or relevant parts of
the review can appear in the sections of your paper.
This session covers the objective/ balanced review of things or an event.

Balanced Review/ Critique: What do I need to convey?
Critiques are important rhetorical pattern in Academic Writing as they present a

balanced view of things. Critiques should provide background information for the reader to
grasp the issue raised. Your critiques, however, should be based not only on your personal
perspective but should be grounded on actual observations.
You may want to consider the following tips in developing your critique.
1. Remember that the critique should be accessible to the audience. Therefore, providing
background information for the readers will be helpful. Including the central ideas of
the book, the concept, the event, or the movie to be critiqued is necessary.
2. Relating your critique to greater realities will also help you as you ground your critique
on the wider scheme of things. For instance, what subject? Theme does the movie,
concept, book or event address? Are there questions that people constantly ask that this
particular subject / theme you are reviewing can answer?

How will I make it powerful?
In general, the critique should be organized in the following manner.

1. The first part should provide the readers a sense of ideas you want to tackle. (What
are some problems people face in their daily lives? What are some healthy debated
topics discussed among groups concerning the community?
2. The next part should provide the summary of the concept.
3. Strengths and weaknesses should be part of the critique. Remember that this is
challenging and requires tact.
4. The final section of the critique should include the final recommendations of the
author. For instance, is the movie, book, gadget, event, or concept a good investment
of time, effort, and money? What background knowledge does one need to see or
use them? Will other activities help to appreciate these?
Mechanics
1. Identify what you most need help with
2. Spot patterns and trends in your feedback
3. Take what’s useful and discard the rest
4. Return the favor when you get writing help
5. Get biased feedback slide off your back
6. Quote statements properly, don’t forget to acknowledge the sources.
Grammar
1. USING ACTIVE VOICE- Remember the simple rule for your sentences: S+V+0
(Subject+ Verb+ Object). Using the active voice easily directs your message towards
the readers laying the foundation of clear communication of thoughts.
2. AVOID DANGLING MODIFIERS- avoid confusion and target clarification to
make the meaning of the sentence in your review/ critique clear and complete.
3. DON’T MISS OUT ON PUNCTUATIONS – When it is comma, semi-colon, or
any other punctuation mark, as a higher education student you must be able to
display an ability to implement the use of various punctuations.
4. INCORPORATE THE CORRECT TENSES-Use correct tenses all the time.
5. MAKE USE OF CONJUCTION WORDS- if you are planning to convey your
critique in a long and lengthy sentence make sure that more than two similar ideas
presented should be joined together with a meaningful and adequate conjunction
word.
6. CORRECT PRONOUN-use correct pronouns to help you deliver your work
without much time and effort and to produce a more conversational critique.
7. PREPOSITIONS MATTER- Prepositions though confusing allow you to locate
and express movements as well as a lapse in time. They are as important as any other
words in the English Language.
MELC: Writes an objective/ balanced review or critique of a work of art, an event or a
program (CS_EN11/12A- EAPP-Id-f-18)

Directions:
Welcome to the “new normal” as we take a leap in the Philippine educational system.
We move forward by championing your future despite this pandemic. The Department of
Education ensures you have equal access to quality education with the different alternative
modalities; hence, you are one of the lucky learners who will surely appreciate flexible learning
while developing your resourcefulness, creativity, honesty and independence.
With this learning modality, you will be directed to 5 learning phases that will lead you
to mastering the most essential competencies of a Grade 11 student taking up English for
Academic and Professional Purposes. Specifically, this activity sheet deals with writing an
objective/ balanced review or critique of a work of art, an event or a program.
So, prepare for the quest to achieve our common goal of L-E-A-R-N-ing by
accomplishing the 5 activities through the LOAD, ENGAGE, ADVANCE, REFINE and
NURTURE with the different tasks designed for you.
Together let us HEAL AS ONE and LEARN AS ONE.
LEARNING CONTRACT
finish the activity package and submit it to your subject teacher (____________________)
on (____________________).
LOAD
Reflect and tell!
Keep safe and stay at home while doing the task!
EAPP STUDENT-DETECTIVES, LET’S INVESTIGATE!

Your task is to analyze the meaning of the picture below; then, answer the questions that follow.

1. What do you see? What do you think is happening in this piece of art?
2. What materials do you think the artist used to make this piece of art?
3. Does this piece of art remind you of anything?
4. Pretend you could go inside this piece of art. What do you see, hear, smell, or feel?
5. Which part of the piece of art catches your attention? Why?
6. Who do you think is the central subject of the piece of art?
7. If you could change one part of this piece of art, what would you change? Why?
ENGAGE
Watch and learn!
Wash hands with soap and water at least 20 seconds before doing the task. Stay at
home. We are slowly learning the protocols.

Your task is to list down your movie critique by filling out the strengths and the
weaknesses of the movie in the chart below. Remember, that your critique should be written in
complete sentences always.
A single mother sacrificing as a

domestic helper in Hong Kong, hoping for a
better life for her family discovers that her
efforts have caused a barrier between her and
her children during her vacation. Josie, the
mother knew she could generate more money
abroad than she could at home even it means
being separated with her love ones. After
years of separation, Josie arrived home with
the hope of reconnecting and filling the gap
with her children but they didn’t welcome her
with open arms. You may watch the movie
through this link
https://www.youtube.com/watch?v=X7DCH9
htTiY
STRENGTHS WEAKNESSES
ADVANCE
Advance your skills and enhance your potentials!
We are slowly flattening the curve. Stay at home and do this task!

One of the special skills an academic writer should master is his/ her ability to review
and give a balanced view of things based on his/her experience, study, research, survey or
interview. Read carefully or sing the song “Heal the World” by Michael Jackson. Make a
critique of the song by completing the table below.
Make a better place for

Heal The World Chorus: You and for me.
Michael Jackson Heal the world
Make it a better place Refrain (2x)
There's a place in your For you and for me and the
heart entire human race. There are people dying if
And I know that it is love There are people dying you care enough for the
And this place could be If you care enough for the living
much living Make a better place for
Brighter than tomorrow. Make a better place for you and for me.
And if you really try You and for me. There are people dying if
You'll find there's no need you care enough for the
to cry Bridge: living
In this place you'll feel And the dream we would Make a better place for
There's no hurt or sorrow. conceived in you and for me.
There are ways to get Will reveal a joyful face
there And the world we once
If you care enough for the believed in
living Will shine again in grace
Make a little space, make Then why do we keep
a better place. strangling life
Wound this earth, crucify
Chorus: it's soul
Heal the world Though it's plain to see,
Make it a better place this world is heavenly
For you and for me and the Be God's glow.
entire human race
There are people dying
If you care enough for the We could fly so high
living Let our spirits never die
Make a better place for In my heart I feel
You and for me. You are all my brothers
Create a world with no fear
Together we'll cry happy
If you want to know why tears
There's a love that cannot See the nations turn
lie Their swords into
Love is strong plowshares
It only cares for joyful We could really get there
If you cared enough for the
giving. living
If we try we shall see Make a little space to
In this bliss we cannot feel make a better place.
Fear or dread
We stop existing and start Chorus:
living Heal the world
Then it feels that always Make it a better place
Love's enough for us For you and for me and the
growing entire human race
Make a better world, make There are people dying
a better world. If you care enough for the
living

SONG LYRICS REVIEWS SUGGESTIONS
REFINE
Refine your skills!
We are enjoying the new normal. Protect yourself and others in our community, be a hero
by following community protocols. Stay at Home and enjoy this task!
To maximize your skills, choose a soap, alcohol, sanitizer, food etc. that could be found at
home and do a product review. Remember that your product review should have the following
parts:

Introduction: What is the Review: How do these Recommendation: Will you
product about? What are its products compare with its recommend consumers to
features? counterparts or other purchase the item? Why or
brands? Why not?
1.
2.
3.
NURTURE
Nurture your knowledge and skills!

You have finally reached this phase of learning for you have focused to learn how to
give a balanced view of things.
This time develop at least a 200- word critique of your favorite movie or a popular piece
of art, following the rules, tips in writing a critique, grammar rules and mechanics provided.
Make sure to develop a balanced view of things in your written output. Follow the guidelines
in the rubrics below for your reference in answering. Write your balanced view in the box
below.
GOAL ACHIEVED! CONGRATULATIONS! We healed and learned as one!

Rubrics for Review Critique Activity
Reflection:
Based on the lesson, I learned that ________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References:
Valdez, P.N. (2016). English for Academic and Professional Purposes, Phoenix Publishing
House
JMarie, M.M. (2020) love-pain-breakup-image Pinterest.com
Janelle, C. (2020) Thoughtco.com/ essay-rubrics
ABS-CBN Star Cinema “Anak Movie” YouTube, uploaded by Star Cinema, 2013
www.youtube.com/watch?=glDibP54qnY
ABS-CBN Star Cinema “Anak Movie” YouTube, uploaded by Star Cinema, 2020
www.youtube.com X7DCH9htTiy
Citewrite.qut.edu. (2020)
ANSWER KEY
LOAD:
1. What do you see?
2. What do you think is happening in this piece of art?
3. What materials do you think the artist used to make this piece of art?
4. Does this piece of art remind you of anything?
5. Pretend you could go inside this piece of art. What do you see? What do you hear?
What do you smell?
6. Which part of the piece of art catches your attention? Why?
7. Who do you think is the central subject of the piece of art?
8. If you could change one part of this piece of art, what would you change? Why?
1. I saw three persons in the photo, the person in the middle is a woman and beside her are
men.
2. I think that the other guy holding a bouquet of flowers likes the woman in the middle
however, the woman likes the other guy.
3. The artist used a bond paper, a pencil and crayons.
4. Yes
5. I saw the three persons in the piece of art, I can hear the voice of the man full of pain
crying, I can smell the fragrance of the bouquet of flowers the man is supposed to give
his ladylove.
6. The part which caught my attention is the man holding the bouquet of flowers, I can feel
his pain being rejected by his ladylove.
7. The central subject is the man holding a bouquet of flowers.
8. If I can change one part of this art, I would remove the man holding a bouquet of
flowers.

ENGAGE
Ex. MOVIE- Anak- STRENGHTS- The movie tackles a common story of a mother- child
relationship, it shows that no amount of material things can equal the love, care, affection a
mother can give- WEAKNESSES- the movie shows sexually insinuating scenes and words
that are not suitable for minors.
ADVANCE
SONG- Students’ answer may vary
REFINE- Students’ critiques may vary
NURTURE individual essay to be submitted to the teacher.
Written by:
Marlynne Mae Bunuan-Asuncion
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:

PURPOSES
Name of Learner: Score: ______
WAYS TO ELUCIDATE ON A CONCEPT BY DEFINITION,

EXPLICATION AND CLARIFICATION
One of the most important academic papers that the students learn to write critically is the
concept paper. The problem is many students find writing very difficult especially in elucidating on
a concept because they could hardly express their ideas about a certain matter. In order for the
students to write better, it is necessary for them to know the ways on how they can express their
ideas and how they can write effectively.
This session covers the three ways a writer can elucidate on a concept by definition,
explication and clarification.
What should the students know?

Three Ways a writer can elucidate on a concept:
A. DEFINITION: What are the ways to define a concept?
Definitions are essential in writing as they serve as a frame of reference for discussions.
Concepts in a respective subject are understood because terms are used in a specific concept or
process. Definitions are used to provide the meaning of a particular word or term. Definitions may
be formal, informal, or extended.
1. Informal definition- is a definition which does not include distinguishing features but uses
known words or examples to explain an unknown term. These definitions may be synonyms
or antonyms introduced by or, in other words, referred to as, or like.
Example:
Poverty refers to what the poor people experience. Due to poverty, poor people have
insufficient food, clothing, medicine and other basic needs for living.
2. Formal definition- is a definition that includes the term (the word to be defined), class (the
group where the term belongs) and distinguishing features or characteristics (qualities that
make the term unique).
Example:
Poverty is defined as the “deprivation of common necessities that determine the
quality of life, including food, clothing, shelter and safe drinking water, and may also include
the deprivation of opportunities to learn, to obtain better employment to escape poverty,
and/or enjoy the respect of fellow citizens.
3. Extended definition- is a definition that generally has components of both formal and
informal definitions. It is an essay length text that uses different rhetorical patterns to show
the meaning of a particular term or concept. It does not only define but also describe,
compare and contrast, provide examples, and show cause-and-effect relationships to provide
the reader a holistic definition of a term.

Example:
Poverty is a complex problem. It is an inability to meet basic needs because food,
clean drinking water, proper sanitation, health care and other social services are inaccessible.
Poverty is hunger and lack of shelter. Poverty is being sick and not able to see a doctor.
Poverty is not having access to school, not having a job, fear for the future and it is
powerlessness, lack of representation and freedom.
B. EXPLICATION: How to explain well a concept?
The term explication comes from the French for “explanation.” It employs a critical
interpretation of a concept. It refers to the analysis of a text that attempts to explain what the text
means. It provides another perspective or interpretation by examining the concept presented.
Through a critical analysis of points raised in the text, a richer explanation of the concept is provided.
This may be done through comparison and contrast, description, cause and effect, providing
examples and other rhetorical modes.
Example:
Capital Punishment was legal after independence in 1946 and increased in use under
the Ferdinand Marcos regime. After the fall of Marcos, there was a moratorium on capital
punishment from 1987-199, followed by a resumption in executions from 1999-2006 that was
followed by a law ending the practice.
Filipinos have mixed opinions about the death penalty, with many opposing it on religious
and humanitarian grounds, why advocates see it as a way of deterring crimes. Although the
Philippines officially does not have capital punishment, extrajudicial killings are very common.
(Excerpt from Capital Punishment in the Philippines- https;//en.m.wikipedia.org)
C. CLARIFICATION: Why is clarification of concept important?
Clarification is a method of explanation in which the points are organized from a general
abstract idea to specific and concrete examples. It entails the analysis of the concept by looking at
the examples and specifying some of its characteristics to arrive at one working definition used
throughout the paper. The central challenge in concept clarification is to understand how words
create things. Clarifying a text or concept is important because in a given text, words and phrases
do not appear in isolation but are embedded in the context of a narrative, an argument, an
explanation, and so on. Accordingly, clarifying meaning questions test one’s ability to identify
contextually appropriate meaning of words and phrases. It also helps the readers to understand better
the writer’s concept.
Example:
Love is the most powerful emotion a human being can experience. The word love is
used as an expression of affection towards someone else (I love you) but it also expresses pleasure
(I love chocolate). To make it a little more complicated, the word “love” also expresses a human
virtue that is based on compassion, affection and kindness. This is a state of being, that has nothing
to do, with something or someone outside yourself. This is the purest form of love.
The ancient Greek used seven words to define the different states of love but still, we use the
same word. It is easy to understand that a confusion is easy made while communicating. One can
say” I love you” to two different people (and mean it) but actually feeling in a different way.
(An excerpt- What is Love? A Philosophy of Life by Adrian Catron, Contributor)

Determines the ways a writer can elucidate on a concept by definition, explication and
clarification. (CS_EN11/12A-EAPP-Ig-j-20)
Directions:
Welcome to the world of the 21st Century Learners; where learning starts here with
CHALLENGE and FUN! As 21st century learners who are expected to be resilient, creative
and innovative, you should enhance more your skills to become successful Professionals in the
near future. With this modality, you will be partially guided and trained to enhance your skills
in elucidating your concept ideas through the different learning activities to be conducted.
There will be five interesting and challenging tasks that you need to accomplish which
will lead you to achieving the different competencies that Grade 11 students enrolled in English
for Academic and Professional Purposes should be able to perform.
So, get ready to LOAD, ENGAGE, ADVANCE, REFINE, and NURTURE! Below are
images that provide you hints of the activities that will give you fun but will challenge you to
complete your tasks! Good luck!
Dear SDO Isabela illustrators, please make original illustrations of the pictures Thank you po.
LEARNING CONTRACT
AGREEMENT: By signing the contract, you are hereby accepting the responsibility to finish the activity
package and submit it to your teacher (____________________) on (____________________).

Phase 1: LOAD
Find other meaning to “your” LIFE!
To become a good writer, you should improve your vocabulary to enhance your writing
and thinking skills. Below is a diagram or graphical tool called Concept Map. From the
following box of words, choose eight ideas that are related to LIFE as the main idea. Write
your answers on the boxes provided.
LIFE
Animation Dying Living Entity
Death Extinction Termination Creation
Demise Soul Eternal rest Decease
Existence Biography Being Quietus
Now, define LIFE based on your answers in the concept map that you have completed.
___________________________________________________________________________
__________________________________________________________________________

Phase 2: ENGAGE
Engage and Study!
In writing a concept paper, it is very significant for you to know the types of definition
and when they are being used. Read and study the following definitions below, then identify
whether each one is a formal, informal, or extended definition. The term being defined for each
item has been bolded.
Social business is a way of expanding the company’s capabilities,

improving the product and service provided, and promoting its social
1.____________ mission.
Social business is practiced in different companies to uplift the social

welfare in the market place. It also reinforces the idea of profitable and
2.____________ social responsibility on business.
Social business is an emerging trend in the business world today.

According to SocialBusinessForum.com, it is a recent trend that is
3.____________ transformational, making the companies function and generate value for
all the constituents. In the past, Muhammad Yunus, a Nobel Peace Prize
winner, wrote the books “Creating a World without Poverty- Social
Business” and “The Future of Capitalism and Building Social Business”
which first defined what social business is.
Bullying occurs when someone uses his or her power or prestige to

intimidate and terrorize another person. At times, the bully pushes
4.____________ someone around to get something specific from that person, but at other
times, the bully simply is mean to watch the other person squirm.
One upon a time, bullying in schools referred to the students who forced
the smaller students to give up their lunch money or the ones who bit
5.____________ them up after school. In recent years, many schools have cracked down
on bullying and have strict zero-tolerance policies. In fact, a student was
recently disciplined for biting a Pop-tart into the shape of gun. However,
now harassment is often happening on line.
6.____________ Bullying is an act of forcing someone to do something he/she does not

want to do. Typically, the bully uses physical power or influence to
intimidate the person being bullied.
7.____________ The Cornell University Law School website defines cruel and unusual
punishment as “punishment that is extremely excessive in relation to
the crime, shocking to ordinary sensibilities, or equivalent to torture.
8.____________ Freedom is also referred to as liberty or independence, is a state people

reach when they are free to think and do whatever they please.

9.____________ Freedom is the power or right to act, speak, or think as one wants
without hindrance or restraint.
To our colonial forefathers, freedom meant having a voice in their
government. The Revolutionary War was a last resort against an empire
10.___________ that continued to tax its colonists in Parliament. Since the United States
won the right to rule itself, our country has been referred to as “the land
of free and the home of the brave.” True freedom means the ability to
think, feel, say, or act however one chooses. It is a state where the bars
of bondage do not exist.
Phase 3: ADVANCE
Define your emotion!
One of the best skills a good writer should possess is to easily describe or explain a
chosen subject to write about. One of the most complicated concepts to explain in words is
emotions. Below is a table in which six emotions are listed. Explain what is happening when
the following emotions are felt or when and how they are being felt.
Example.
I feel in love when I can’t stop thinking about him/her. I always feel happy
every time I see and talk to him/her. I also feel inspired and trying to do new
Love things.
1.Happiness
2.Sadness
3.Anger

4.Nervousness
5.Excitement
6.Jealousy
Phase 4: REFINE
Refine your analysis of concepts!
As a writer, you should also read and comprehend well. Below is an example of a
written concept. Read the text and answer the questions that follow.
Every Filipina is a source of every possibility. Her person embraces the roles of
responsible daughter, steadfast sister, generous aunt, indifferent employee, consistent ex-lover,
bill settler, a person who knows exactly how to uncomplicate matters for each member of the
family; yet, she knows not how to identify what she has long wanted for herself. She may have
won the battle against men for equal opportunity; but she has lost and forgotten the spirit that
drove her to win the battle. She can hardly recognize herself, perhaps, who she had been, as an
individual who once had an underrated self-image. But declining economy remains clear to
her.
Now, her true objective in her display of deliberate obsession to fair in the formerly
man’s world then needs disambiguation. Did she fight for self- actualization because she

wanted to pursue a career in the field of her choice or, did she fight for inadequacies of men in
her family that cripple its function? Her present actions seemingly prove her presence for the
latter. Perhaps she thinks of herself as messiah and uses the same strength and freedom that she
has acquired from her battle for equality to save and rescue her family. She has become
indifferent to her needs again caged, caged in her pretense. She flaunts her strength, her talents,
her unwavering confidence; she uses her resources and takes responsibility of her family; she
exercises her freedom to penetrate fields she can be good at; she works hard for others and
forgets about her own self, again. She has turned into an unimaginably powerful person, who
does everything she can possibly think of and defies anyone who challenges her otherwise.
She is the spirit who overshadows even the real person within herself. She has enough
compassion for her family; yet, she has not left any for herself.
QUESTIONS: Write your answer on the space provided for each question.
1. What method did the author use to elucidate on a concept? Support your answer.
_____________________________________________________________________
_
2. What concept is being explained in this piece?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What examples did the author give to explain the concepts?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Phase 5: NURTURE
Nurture your writing skill!
This time, it is your turn to apply what you have learned about concept writing. This is
your opportunity to present your own concept about a certain subject. Read and do what is
being stated below.
With the emergence of social media, the hashtag (#) has become a popular feature to
highlight keywords which make events, concepts, and even people easier to find on the Web.
Your task is to find the popular hashtag phrases and explain why these have become popular.
Choose your topic from the given options below.
# Success/ Achievement #Memorable Events

# Family # Travel/ Tour
Write your explanation on the space provided below.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
Reflection:
How will this lesson help you in fulfilling your roles in the future?
___________________________________ ________________________________
.
References:
• Valdez,Paolo Nino M. (2016).English for the Globalized Classroom Series, English
for Academic and Professional Purposes: The Phoenix Publishing House Inc.
• Tiongson,Marella Therese A. and Rodriquez, Maxine Rafaella C.(2016). Reading and
Writing Skills, First Edition: REX Printing Company
ANSWER KEY:
PHASE 1: LOAD
1. Existence
2. Soul
3. Biography
4. Living
5. Being
6. Creation
7. Animation
8. Entity

PHASE 2: ENGAGE
Social business is a way of expanding the companies capabilities, improving

the product and service provided, and promoting its social mission.
1.Formal
Social business is practiced in different companies to uplift the social welfare
in the market place. It also reinforces the idea of profitable and social
2.Informal responsibility on business.
Social business is an emerging trend in the business world today. According

to SocialBusinessForum.com, it is a recent trend that is transformational,
3.Extended making the companies function and generate value for all the constituents. In
the past, Muhammad Yunus, a Nobel Peace Prize winner, wrote the books
“Creating a World without Poverty- Social Business” and “The Future of
Capitalism and Building Social Business” which first defined what social
business is.
Bullying occurs when someone uses his or her power or prestige to intimidate
and terrorize another person. At times, the bully pushes someone around to
4.Informal get something specific from that person, but at other times, the bully simply
is mean to watch the other person squirm.
One upon a time, bullying in schools referred to the students who forced the
smaller students to give up their lunch money or the ones who bit them up
5.Extended after school. In recent years, many schools have cracked down on bullying
and have strict zero-tolerance policies. In fact, a student was recently
disciplined for biting a Pop-tart into the shape of gun. However, now
harassment is often happening on line.
6.Formal Bullying is an act of forcing someone to do something he/she does not want
to do. Typically, the bully uses physical power or influence to intimidate the
person being bullied.
7.Formal The Cornell University Law School website defines cruel and unusual
punishment as “punishment that is extremely excessive in relation to the
crime, shocking to ordinary sensibilities, or equivalent to torture.
8.Informal Freedom is also referred to as liberty or independence, is a state people reach

when they are free to think and do whatever they please.
9.Formal Freedom is the power or right to act, speak, or think as one wants without
hindrance or restraint.
To our colonial forefathers, freedom meant having a voice in their
government. The Revolutionary War was a last resort against an empire that
10.Extended continued to tax its colonists in Parliament. Since the United States won the
right to rule itself, our country has been referred to as “the land of free and

the home of the brave.” True freedom means the ability to think, feel, say, or
act however one chooses. It is a state where the bars of bondage do not exist.
SCORE DESCRIPTIONS
4 Demonstrates exceptional understanding of the

term and has presented excellent
examples/points.
3 Demonstrates considerable understanding of

the term and has presented good
examples/points.
2 Demonstrates partial understanding of the term

and has presented fair examples/points.
1 Demonstrates little understanding of the term

and has presented weak examples/points.
0 No response, task was not complied.
PHASE 3: ADVANCE
Rubric for Grading
PHASE 4: REFINE
FACTORS TRAITS 5 4 3 2 1
(Excelle (Very (Good) (Fair) (Need

nt) good) improvement)
1.Completeness Response directly

answers each
questions.
2.Knowledge Response clearly

shows that lesson

content being read
and understood.
3.Analysis Response clearly

state analysis and
gives examples to
back them up.
4.Writing Skills Response was

written clearly in
complete sentences
with minimal errors
in grammar and
spelling.
GRADING RUBRIC
PHASE 5: NURTURE
RUBRICS FOR ESSAY
FOCUS CONTENT ORGANIZATION STYLE CONVENTIONS
The single controlling The presence of The order The choice,use and Grammar,mechanic
point made with an ideas developed Developed and Arrangement of s,spelling,usage and
awareness of task through facts,examples, sustained within and words and sentence sentence formation.
about a specific anecdotes,details, across paragraphs structures that create
topic. opinions,statistics using transistional one and voice.
reasons,and/or devices and
explanations. including
introduction and
conclusion.
Sharp, distinct Substantial, specific, Sophisticated Precise, illustrative Evident control of

4 controlling point and / or illustrative arrangement of use of a variety of grammar,
made about a single content demonstrating content with words and sentence mechanics, spelling,
topic with evident strong development and evident and/or structures to create usage and sentence
awareness of task. sophisticated ideas. subtle transitions. consistent writer’s formation.
voice and tone
appropriate to
audience.
Apparent point made Sufficiently developed Functional Generic use of a Sufficient control of
3 about a single topic content with adequate arrangement of variety of words and grammar,
with sufficient elaboration or content that sentence structures mechanics, spelling,
awareness of task. explanation. sustains a logical that may not create usage and sentence
order with some writer’s voice and formation.

evidence of tone appropriate to
transitions. audience.
No apparent point Limited content with Confused or Limited word choice Limited control of
2 but evidence of a inadequate elaboration inconsistent and control sentence grammar,
specific topic. or explanation. arrangement of structures that mechanics, spelling,
content with or inhibit voice and usage and sentence
without attempts at tone. formation.
transition.
Minimal evidence of Superficial and/or Minimal control of Minimal variety in Minimal control of
1 a topic. minimal content. content word choice and grammar,
arrangement. minimal control of mechanics, spelling,
sentence structures. usage and sentence
formation.
Written by:
Novy P. Domingo, PhD

Developer
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:

Name of Learner:_____________________ Grade Level:__________________
Section:_____________________________ Score:_______________________
Compare and Contrast Various Kinds of Concept Papers

Concept papers are summaries of projects or issues that reflect the interests, experience and
expertise of the writer or organization. The goal of writing a concept paper is to explain a particular
idea to the audience objectively.
Concept Paper for a Project:

1. Cover Page-State the name of the proponents and their affiliations.
State the addresses, contact numbers, and email addresses of the proponents. State
the head of the agency and his/ her contact information and the date of submission.
2. Introduction-State the information about the funding agency to show that you understand
its mission. State the mission of the agency that the proponents represent and align it to
the funding agency’s mission. Also, state the year the proponents’ agency was
established, its major accomplishments, and other details that demonstrate its capability
to undertake the proposed project. Present and describe other partner agencies and why
they are qualified as such. Provide reasons why the funding agency should support the
project.
3. Rationale or Background-State the gap in knowledge to be addressed by the project.
State the problems to be solved. State the project’s significance.
4. Project Description- State the goals and objectives of the project. Present the
methodology (sometimes termed as Action Plan, Project Activities, or Approach). Present
the timeline expressed in months and year. State the benefits or anticipated outcomes.
State how success of outcomes will be evaluated.
5. Project Needs and Cost- Outline the main budget; include the item description and
amount. Explain or justify how the budget will be used. List the personnel or equipment
needed for the project.
Concept Paper for Academic Research:

1. Title Page- State your research title, name, school and date of submission.
2. Background of the Study- Provide the current state of the field you are researching on.
State the gap in knowledge and problems to be addressed by the research. Provide
statistics and previous studies to prove your claims. State the reasons why you want to
investigate on the chosen topic. State the theoretical and practical implications of your
proposed research.

3. Preliminary Literature Review-Provide a theoretical framework. The theoretical
framework includes the theory that will guide you in the conduct of your research. Provide
related literature that supports your topic. Provide related studies that will help you in
conducting the research or analyzing and discussing the data. Provide a brief synthesis of
the reviewed literature and studies.
4. Statement of the Problem/ Objectives- State your general problem in one sentence.
State your specific research questions or objectives.
5. Abridged Methodology- Provide the context and participants of the study. Provide the
instruments to be used, the data collection procedure and the data analysis scheme to be
used.
6. Timeline- Provide a timeline (e.g., Gantt chart) set in months and year.
7. References- Provide a list of all books, journals, and other resources cited in your paper.
MELC: Compare and contrast various kinds of concept paper:
a. Art
b. Business
c. Law
d. Philosophy
e. Politics
f. Religion
g. Science
h. Sports
i. TechVoc – Home Economics, -Agri-Fishery, - IA, - ICT
CG Code: CS_EN11/12A-EAPP-Ig-j-22, CS_EN11/12A-EAPP-Ig-j-23
Hello, learner! Are you ready to unlock the five-stage challenge (1-Load, 2-
Engage, 3-Advance, 4-Refine, 5-Nurture) regarding Claim of Fact? You can use the
badge to get extra points on top of your scores. At this point, sign the learning
agreement. Good luck, warrior!
Dear writer, this can be removed for uniformity of the LAS

NAME:
SECTION:
DATE:

LEARNING CONTRACT
(____________________).
CHALLENGE 1: LOAD
LOAD
Load your thoughts with ideas!
Directions: Let us recall the parts of CONCEPT PAPER FOR PROJECTS and CONCEPT
PAPER FOR ACADEMIC RESEARCH. Answer the following questions using the hints
given.
_____________________ 1. It contains the information of the proponent.

_____________________ 2. It uses a Gantt chart.
_____________________ 3. It presents the goals and objectives of the project.
_____________________ 4. It contains theories that will guide the proponent in his/her
research.
_____________________ 5. It provides information about the topic of the study.
_____________________ 6. This contains the researches the proponent used in his/her
research.
_____________________ 7. This provides information about the subject or participants of the
study.
_____________________ 8. It shows the budget to be used in the project.
ENGAGE
Engage in sorting ideas!
Directions: Using the Venn Diagram, differentiate CONCEPT PAPER FOR PROJECT and
CONCEPT PAPER FOR ACADEMIC RESEARCH. In answering this, please use your own words.

ADVANCE
Advance your skills in analysis
Directions: Read the following texts below and analyze which category it would fall. Choose
the correct answer on the choices provided below . Write your answer before the number.
a. Art b. Business c. Law d. Philosophy e. Politics

f. Religion g. Science h. Sports i. Home Economics j. Agri-Fishery
k. IA l. ICT
_________________________1. When the clock strikes twelve on New Year’s Eve and
December passes into January, we say farewell to the year just gone and we hail the New Year
ahead. It is fitting that this first month should be called January, for the Roman god Janus who
gave this month its name was always represented with two faces, one that gazed at the past and
one that looked to the future. However, before the name January was adopted in England, this
month was called Wulf-Mōnath, or “wolf-month,” because at this time of the year the bitter
cold brought wolves into the villages to forage for food.
_________________________ 2. Until the beginning of the twentieth century, the nervous

system was thought to control all communication within the body and the resulting integration
of behavior. Scientists had determined that nerves ran, essentially, on electrical impulses. These

impulses were thought to be the engine for thought, emotion, movement, and internal processes
such as digestion. However, experiments by William Bayliss and Ernest Starling on the
chemical secretin, which is produced in the small intestine when food enters the stomach,
eventually challenged the view. From the small intestine, secretin travels through the
bloodstream to the pancreas. There, it stimulates the release of digestive chemicals. In this
fashion, the intestinal cells that produce secretin ultimately regulate the production of different
chemicals in different organ, the pancreas.
_________________________ 3. The sauce that is today called ketchup (or catsup) in Western
cultures is a tomato-based sauce that is quite distinct from the Eastern ancestors of this product.
A sauce called ke-tiap was in use in China at least as early as the seventeenth century, but the
Chinese version of the sauce was made of pickled fish, shellfish, and spices. The popularity of
this Chinese sauce spread to Singapore and Malaysia, where it was called kechap.
_________________________ 4. When most people think or talk about dangers to our

environment, they focus on general terms like “pollution,” “smog,” and “acid- rain.” Also, they
often focus on the impact of supposedly man-made chemicals and compounds. But to truly
understand the risks to our environment, it’s helpful to focus on the danger of specific chemical,
which are often otherwise naturally-occurring elements that have been spread harmfully by
man. One of the largest threats to our environment is mercury: Hg on the periodic table of
elements.
_________________________ 5. From the moment in 1879 that cave paintings were

discovered at Altamira, scholars have wondered why the hunter-artists of the Old Stone Age
decided to cover the walls of dark caverns with animal images. Various answers have been
given, including that they were mere decoration, but this theory cannot explain the narrow
range of subjects of the inaccessibility of many of the paintings. In fact, the remoteness and
difficulty of access of many of the cave paintings and the fact they appear to have been used
for centuries are precisely what have led many scholars to suggest that the prehistoric hunters
attributed magical properties to the images they painted.
_________________________ 6. Rather than the overworked adobo (mislabeled “Philippine

stew” in foreign cookbooks), sinigang seems to me the dish most representative of Filipino
tastes. We like the lightly boiled, the slightly soured, the dish that includes meat (or fish or
shrimp), vegetables and broth. It is adaptable to all tastes (if you don’t like shrimp, then bangus,
or pork), to all classes and budget (even ayungin, sold in humble little piles, find their way into
the pot), to seasons and availability (walang talong, mahal ang gabi? Kangkong na lang!)
_________________________ 7. There can be, of course, artists, and good artists, who do not
have a revolutionary attitude towards the life, and it is for precisely that group of artists and
intellectuals that the Revolution constitutes a problem. For a mercenary artist or intellectual,
for a dishonest artist or intellectual, it would never be a problem: he knows what he has to do,
he knows what it is in his interest, and he knows where he is going.
_________________________ 8. Suppose we could find a source of energy as vast as that of

the sun, one that will also be less dilute and, most of all, less geographically lopsided? Such an

energy source does exist in the form of nuclear fusion. Not fission - but fusion! The two are
quite different. In nuclear fission, very large atoms are broken into somewhat smaller ones. In
nuclear fusion, very small atoms are combined into somewhat larger ones. In nuclear fission,
this chief energy source is uranium, a rather rare metal, which exist s in useful quantities in
only a few places on Earth. In nuclear fusion, the chief energy source is a form of hydrogen
called “deuterium”, which is found wherever water exists.
_______________9. “Barbie,” a twelve-inch plastic teen-ager, is the best-known and best-

selling doll in history. Since its introduction in 1959, the Barbie doll population of the world
has grown to, 12,000,000 – more than the human population of Los Angeles or Paris. Little
girls adore Barbie because she is highly realistic and eminently dress-upable. Mattel, Inc.,
makers of Barbie, also sells a complete wardrobe of her, including clothes for ordinary daytime
wear, clothes for formal party wear, clothes for swimming and skiing. Moreover, our attitudes
towards things reflect basic value judgments. Nothing could be more dramatic than the
difference between the new breed of little girls who cheerfully turn in their Barbies for new
and improved model and those who, like their mothers and grandmothers before them, clutch
lingeringly and lovingly to the same doll until it disintegrates from sheer age. In this difference
lies the contrast between past and future, between societies based on permanence, and the new,
fast-forming society based on transience.
REFINE
Refine your skills in answering HOTS questions!
Directions: Read comprehensively the sample concepts papers below. Then, compare and
contrast the two concept papers using a T-chart by answering the following question s.
Things: The Throw-Away Society Extracts from Words to the Intellectuals
Alvin Toffler Fidel Castro
(1) “Barbie,” a twelve-inch plastic teen-ager, (1) There can be, of course, artists, and good
is the best-known and best-selling doll in artists, who do not have a revolutionary
history. Since its introduction in 1959, the attitude towards the life, and it is for
Barbie doll population of the world has precisely that group of artists and
grown to, 12,000,000 – more than the human intellectuals that the Revolution constitutes a
population of Los Angeles or Paris. Little problem.
girls adore Barbie because she is highly
realistic and eminently dress-upable. Mattel, (2) For a mercenary artist or intellectual, for
a dishonest artist or intellectual, it would
Inc., makers of Barbie, also sells a complete
wardrobe of her, including clothes for never be a problem: he knows what he has to
ordinary daytime wear, clothes for formal do, he knows what it is in his interest, and he
knows where he is going.
party wear, clothes for swimming and skiing.

(2) Recently Mattel announced a new and (3) The real problem exists for the artist or
improved Barbie doll. The new version has intellectual who does not have a
slimmer figure, “real” eyelashes, and a twist- revolutionary attitude towards life but who
and-turn waist that makes her more is, however, an honest person. It is clear that
humanoid than ever. Moreover, Mattel he who has that attitude towards life, whether
announced that, for the first time, any young he is revolutionary or not, whether he is an
lady wishing to purchase a new Barbie would artist or not, has his goals, has his objectives
receive a trade-in allowance for her old one. and we should all ask ourselves about those
goals, has his objectives. For the
(3) What Mattel did not announce was that revolutionary, those goals and objectives are
by trading in for her old doll for a directed towards the change of reality; those
technologically improved model, the little goals and objectives are directed towards the
girl of today, citizen’s of tomorrow’s super- redemption of man. It is man himself, his
industrial world, would learn a fundamental fellow man, the redemption of his fellow
lesson about the new society: that man’s man that constitutes the objective of the
relationships with things are increasingly revolutionary. If they ask us revolutionaries
temporary what matters most to us, we will say the
(4) The ocean of manmade physical objects people, and we will always say the people.
that surrounds us is set within a larger ocean The people in their true sense, that is, the
of natural objects. But increasingly, it is the majority of the people, those who have had
technologically produced environment that to live in exploitation and in the cruelest
matters for the individual. The texture of neglect. Our basic concern will always be the
plastic or concrete, the iridescent glisten of great majority of the people, that is, the
an automobile under a streetlight, the oppressed and exploited classes. The point of
staggering vision of a cityscape seen from a view through which we view everything is
window of a jet – these are the intimate this: whatever is good for them will be good
realities of his existence. Man-made things for us; whatever is noble, useful, and
enter into the color of his consciousness. The beautiful for them, will be noble, useful and
number is expanding with explosive force, beautiful for us. If one does not think of the
both absolutely and relative to the natural people and for the people, that is, if one does
environment. This will be even more true in not think and does not act for the great
super-industrial society than it is today. exploited masses of the people, for the great
masses which we want to redeem, then one
(5) Anti-materialists tend to deride to the simply does not have a revolutionary
importance of “things.” Yet things are highly attitude.
significant, not merely because of their
functional utility, but also because of their (4) It is from this point of view that we
psychological impact. We develop analyze the good, the useful, and the
relationships with things. Things affect our beautiful of every action.
sense of continuity or discontinuity. They (5) We understand that it must be a tragedy
play a role in the structure of situations and when someone understands this and none the
the fore shortening of our relationships with less has to confess that he is incapable of
things accelerates the pace of life. fighting for it.

(6) Moreover, our attitudes towards things (6) We are, or believe ourselves to be
reflect basic value judgments. Nothing could revolutionaries. Whoever is more of an artist
be more dramatic than the difference than a revolutionary cannot think exactly the
between the new breed of little girls who same as we do. We struggle for the people
cheerfully turn in their Barbies for new and without inner conflict, we know that we can
improved model and those who, like their achieve what we have set out to do. The
mothers and grandmothers before them, principal goal is the people. We have to think
clutch lingeringly and lovingly to the same about the people before we think about
doll until it disintegrates from sheer age. In ourselves, and that is the only attitude that
this difference lies the contrast between past can be defined as a truly revolutionary
and future, between societies based on attitude...
permanence, and the new, fast-forming
(7) The case was well made that there were
society based on transience.
many writers and artists who were not
(7) The man-thing relationships are growing revolutionaries, but were however, honest
more and more temporary many be writers and artists; that they wanted to help
illustrated by examining the culture the Revolution, and that the Revolution is
surrounding the little girl who trades in her interested in their help; that they wanted to
doll. This child soon learns that Barbie dolls work for the Revolution and that, at the same
are by no means the only physical object that time, the Revolution was interested in their
passes into and out of her young life at a rapid contributing their knowledge and efforts on
clip. Diapers, bibs, paper napkins, Kleenex, its behalf.
towels, non-returnable soda bottles – all are
used up quickly in her home and ruthlessly (8) It is easier to appreciate this when specific
eliminated. Corn muffins come in baking tins cases are analyzed: and among those specific
cases are many that are not easy to analyze.
that are thrown away after one use. Spinach
is encased in plastic sacks that can be A Catholic writer spoke here. He raised the
dropped into a pan of boiling water for problems that worried him and he spoke with
great clarity. He asked if he could make an
heating, and then thrown away. TV dinners
are cooked and often served on throw-away interpretation of a determined problem from
trays. Her home is a large processing his idealistic point of view or if he could
write a work defending that point of view. He
machine through which objects flow,
entering and leaving, at a faster and faster asked quite frankly if, within a revolutionary
rate of speed. From birth on, she is regime, he could express himself in
accordance with those sentiments. He posed
inextricably embedded in a throw-away
culture. the problem in a form that might be
considered symbolic.
(8) The idea of using a product, once or for a
brief period and then replacing it, runs (9) He was concerned about knowing if he
counter to the grain of societies or could write in accordance with those
sentiments or in accordance with that
individuals steeped in a heritage of poverty.
Not long ago, Uriel Rone, a market ideology, which was not exactly the ideology
researcher for the French advertising agency, of the Revolution. He was in agreement with
the Revolution on economic and social
Publicis, told me: “The French housewife is
questions, but his philosophic position was

not used to disposable products. She likes to distinct from that of the Revolution. And this
keep things, even old things, rather than case is worthy of being kept well in mind,
throw them away. We represented one because it is a case representative of the
company that wanted to introduce a kind of group of writers and artists who demonstrate
plastic throw-away curtain. We did a a favorable attitude towards the Revolution
marketing study for them and found the and wish to know what degree of freedom
resistance too strong.” This resistance, they have within the revolutionary condition
however, is dying all over the developed to express themselves in accordance with
world. their feelings. That is the group that
constitutes a problem for the Revolution, just
(9) Thus a writer, Edward Maze, has pointed as the revolution
out many Americans
constitutes a problem for them, and it is the
visiting Sweden in the early 1950’s were
duty of the Revolution to be concerned with
astounded by its cleanliness. “We were the situation of those artists and writers,
almost awed by the fact that there were no because the Revolution ought to bend its
beer and soft drink bottles by the roadsides, efforts towards having more than the
as, much to our shame, there were in revolutionaries, more than the revolutionary
America. But by the 1960’s, lo and behold, artists and intellectuals, move along with it.
bottles were suddenly blooming along It is possible that the men and women who
Swedish highways ... What happened? have a truly revolutionary attitude towards
Sweden had become a buy, use, and throw- reality do not constitute the greatest sector of
away society, following the American the population: the revolutionaries are the
pattern.” In Japan today throw-away tissues vanguard of the people, but the
are so universal that cloth handkerchiefs are revolutionaries should bend their efforts
regarded as old fashioned, not to say towards having all the people move along
unsanitary. In England for sixpence, one may with them. The Revolution cannot renounce
buy a “Dentamatic throw-away toothbrush” the goal of having all honest men and
which comes already coated with toothpaste women, whether writers and artists or not,
for its one-time use. And even in France, moving along with it; the Revolution should
disposable cigarette lighters are bend its efforts towards converting everyone
commonplace. From cardboard milk who has doubts into a revolutionary. The
containers to the rockets that power space Revolution should try to win over the
vehicles, products created for short-term or greatest part of the people to its ideas; the
one-time use are becoming more numerous
Revolution should never give up counting on
and crucial to our way of life. the majority of the people, counting not only
(10) The recent introduction of paper and on the revolutionaries, but on all honest
quasi-paper clothing carries the trend toward citizens who, although they may not have a
disposability a step further. Fashionable revolutionary attitude towards life, are with
boutiques and working-class clothing stores the Revolution.
have sprouted whole departments devoted to (10) The Revolution should give up only
gaily colored and imaginatively designed those who are incorrigible reactionaries, who
paper apparel. Fashion magazines display are incorrigible counter-revolutionaries.
breathtakingly sumptuous gowns, coats,

pajamas, even wedding dresses made of Towards all others the Revolution must have
paper. The bride pictured in one of these a policy; the Revolution has to have an
wears a long white train of lacelike paper attitude towards those intellectuals and
that, the caption writer notes, will make writers. The Revolution has to understand the
“great kitchen curtains” after the ceremony. real situation and should therefore act in such
a manner that the whole group of artists and
(11) Paper clothes are particularly suitable intellectuals who are not genuinely
for children. Writes one fashion expert: revolutionaries can find within the
“Little girls will soon be able to spill ice Revolution a place to work and create, a
cream, draw pictures and make callouts on place where their creative spirit, even though
their clothes while their mother smiles they are not revolutionary writers and artists,
benignly at their creativity.” And for adults has the opportunity and freedom to be
who want to express their own creativity, expressed.
there is even a “paint-yourself-dress”
complete with brushes Price: $2.00
(12) Price, of course, is a critical factor

behind the paper explosion. Thus, a
department store features simple A-line
dresses made of what it calls “devil-may-care
cellulose fiber and nylon.” At $1.29 each, it
is almost cheaper for the consumer to buy
and discard a new one than to send an
ordinary dress to the cleaners. Soon it will be.
But more than the economics is involved, for
the extension of the throw-away culture has
important psychological consequences.
(13) We develop a throw-away mentality to

match our- throw-away products. This
mentality produces, among other things, a set
of radically altered values with respect to
property. But the spread of disposability
through the society also implies decreased
durations in man-thing relationships. Instead
of being linked with a single object over a
relatively long span of time, we are linked for
brief periods with the succession of objects
that supplant it.
QUESTIONS Things: The Throw-Away Extracts from Words to

Society the Intellectuals

1. Where does the essay
fall under? Art,
Business, Law,
Philosophy, Politics,
Religion, Science,
Sports TechVoc – Home
Economics, Agri-
Fishery, IA, ICT
2. Explain/ support your
answer in number 1.
3. What is the main point

of the essay?
4. Do you agree or
disagree with this
point? Why?
5. How does it ( your

answer in #4) aid in
developing the
authors main point
help?
NURTURE
Nurture your thoughts and write your ideas!
Directions: You have to think of one concept related to any of the following fields: Art,
Business, Law, Philosophy, Politics, Religion, Science, Sports, Home Economics, Agriculture,
Industrial Arts, Information and Communication Technology. Explain your chosen concept
using explication (Compare it to other fields of concept such as Art, Law etc.). Your

explanation must be at least 50 words and at most 300 words. Please refer to the rubric below.
Write it on a 1 whole sheet of paper.
Rubric for Explication
5 3 2
Statement The statement is The statement is The statement is not
clearly described in described in described in
sufficient detail and sufficient detail and sufficient detail and
in terms that are in terms that are in terms that are
accessible to the accessible to the accessible to the
audience audience audience
Background The concept paper The concept paper The concept paper
provides provides some does not provide
enough background background background
information for information to information to
decision makers (the understand the understand the
class and instructor) significance of the significance of the
to understand the problem being problem being
significance of the addressed. addressed.
problem being
addressed.
Audience and The concept paper The concept paper The concept paper
states the upcoming states the upcoming does not state the
Purpose project’s initial project’s initial upcoming project’s
purpose or purpose or initial purpose or
objectives –clearly objectives –clearly objectives.
and concisely.
Grammar, Style, Sentences are Sentences are Sentences has errors,
grammatically grammatically and the style is not
and Format correct, and style is correct, and the style appropriate.
appropriate. is somewhat
appropriate.
Reflection:
On this topic, I have learned that ________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:

https://www.slideshare.net/jikumoshijiku/types-of-concept-paper
https://brainly.ph/question/443455
ANSWER KEY ENGAGE- Answers may vary
LOAD ADVANCE
1. Concept Paper for Project 1. D
2. Concept Paper for Academic Research 2. G
3. Concept Paper for Project 3. I
4. Concept Paper for Academic Research
4. G
5. A
7. Concept Paper for Academic Research 6. I
8. Concept Paper for Project 7. A
8. G
REFINE 9. D
1. Business/philosophy
2. Answers may vary
3. Developing throw away mentality to match throw away products.
4. Answers may vary
5. Answers may vary
NURTURE
Answer will vary
Written by:
Sweetheart A. Cera
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:

PURPOSES
Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________ Score: _______________________
PRESENTS A NOVEL CONCEPT OR PROJECT WITH

ACCOMPANYING VISUALS/GRAPHIC AIDS
Dear writer, very clear presentation of the concept paper, however, there
are no accompanying visuals/graphic aids , which is clearly stated in the
MELCS. PLEASE PROVIDE VISUALS/GRAPHICS. THANK YOU
What is a Concept Paper?
Concept paper is a brief document. Depending upon the requirements of a specific

academic program, the Concept Paper may range from as few as 2-3 pages to as many as 10-
20 pages.
The essential point of the Concept Paper is to explain the importance of a particular
research project.
The parts of a concept paper may also vary depending on the nature of the
project/activity. Below are two outlines of a concept paper based on the context.
Concept Paper for a Project

Use the following structure when you want to propose a certain tangible project in your
discipline.
1. Cover Page

• State the name of the proponents and their affiliations, the address, contact number,
and email address of the proponents, the head of the agency and his/her contact
information and the date of submission.
2. Introduction
• State the information about the funding agency to show that you understand its
mission, the mission of the agency that the proponents represent and align it to the
funding agency’s missions, the year the proponent’s agency was established, its
major accomplishments, and other details that demonstrate its capability to undertake
the proposed project. As well, present and describe other partner agencies and why
they are qualified as such and provide reasons why the funding agency should support
the project.
3. Rationale or Background
• State the gap in knowledge to be addressed by the project, the problems to be solved
and the project’s significance.
4. Project Description
• State the goals and objectives of the project, present the methodology (sometimes
termed as Action Plan, Project Activities or Approach), present the timeline expressed
in months and year, state the benefits or anticipated outcomes and how success of
outcomes will be evaluated.
5. Project Needs and Cost
• Outline the main budget; include the item description and amount, explain or justify
how the budget will be used and list the personnel or equipment needed for project.
Concept Paper for Academic Research

Use the following structure when you intend to present an idea or concept for a
research you would like to pursue.
1. Title Page
• State your research title, your name, your school and the date of submission.
2. Background of the Study
• Provide the current state of the field you are researching on, state the gap in
knowledge and problems to be addressed by the research, provides statistics and
previous studies to prove your claims, state the reasons why you want to investigate
on the chosen topic and the theoretical and practical implications of your proposed
research.
3. Preliminary Literature Review
• Provide theoretical framework. This includes the theory that will guide you in the
conduct of your research. Another is, provide related literature that supports your
topic and related studies that will help you in conducting the research or analyzing
and discussing the data. Lastly, provide brief synthesis of the reviewed literature and
studies.

4. Statement of the Problem/Objectives
• State your general problem in one sentence and your specific research questions or
objectives.
5. Abridged Methodology
• Provide the context and participants of the study, the instruments to be used, the data
collection procedure and the data analysis scheme to be used.
6. Timeline
• Provide timeline (e.g., Gantt chart) set in months and year.

7. References
• Provide a list of all books, journals, and other resources cited in your paper.
Guidelines in Writing a Concept Paper

1. Use statistics and figures when discussing the rationale for the project.
2. The budget, methodology and timeline should be clearly aligned.
3. Use no more than five pages (single-spaced) excluding the cover page. Do not
overwhelm the readers with details.
4. Never request funding for planning the proposal.
5. Adjust your language to the intended readers. Technical terms are only for scholars
and scientist readers. However, refrain from using jargon when your target readers
are lay persons.
6. Be sure that basic format details, such as page numbers are incorporated.
7. Cite your references.
Ways in Explaining a Concept
1. Definition- It is a method of identifying a given term and making its meaning clearer. Its
main purpose is to clarify and explain concepts, ideas or issues by answering the question,
“What does it mean?”. You may use the following signal words for definition (as defined, for
example, for instance, is defined as, means, such as, to define and to illustrate).
2. Explication- It is a method of explanation in which sentences, verses, quotes, or passages

are taken from literary or academic work and then interpreted and explained in a detailed
way. You need to clearly present your thesis in the introduction and follow it up with a
detailed analysis of a passage or text. You may begin your body of the explication by
analyzing and explaining how the text was constructed and it should end with a concise
conclusion by restating your thesis and major arguments.
3. Clarification- It is a method of explanation in which the points are organized from a

general abstract idea to specific and concrete examples. You may use the following signal
words for clarification ( after all, as an example, consider the following, for example, for
instance, in other words, in particular, in short, namely, put another way, specifically, stated
differently, that is, to be specific, to clarify and to illustrate).

Take note that concept paper is a preliminary document for a proposal, it shows a
preview of the improvements that the proponent would like to have implemented. Concept
papers can be helpful in addressing social issues especially since they aim to show solutions
to tangible issues which plague society.
Learning Competency
MELC: Presents a novel concept or project with

accompanying visuals/graphic aids
(S1/2, Q1/3)
CG: Presents a novel concept or project with accompanying

visuals/graphic
(CS_EN11/12A-EAPP-Ig-j-24)
Directions:
Good day, learner!
My name is Gaidy, and based on my name I love guiding learners who love to learn
and discover new things. So, this time I will guide you with your learning adventure. How are
you doing with your subject English for Academic and Professional Purposes? I hope you have
been learning and enjoying with the Learning Activity Sheets! Now, for you to hone more your
writing and creativity skills, you are once again challenged to take the five-stage adventure (1-
Load, 2-Engage, 3-Advance, 4-Refine, 5-Nurture). These stages will help you to enhance your
writing and creativity skills.
Just like phone, you need to charge yourself with different knowledge for you to learn
something.

In this adventure you need to assume that the battery icon below is yourself. So, what
you need to do is to make the battery icon fully charged. For you to complete the percentage of
the battery, you need to take the five-learning adventure. Whenever you accomplished each
stage, you will encounter an image at the end of every challenge, you need to cut the image
and paste it in the battery to make the percentage of the battery icon into full-charged. Note
that the percentage of the battery will reflect your learnings. Are you ready to take the
challenge? I am wishing you a Good Luck and Have Fun! Let’s start!
LOAD
Load up yourself!
After refreshing your mind about concept paper, let us now load up yourself with
samples of concept papers.
So, take the first challenge to load up yourself. What you need to do is to read the given
sample papers. Afterwards, you are going to evaluate the given samples using the rubrics and
answer the questions that follow. You will see the rubrics and the follow-up questions right
after the sample concept papers.
Sample Concept Paper 1
Information and Communication Technology and Academic Achievement in
Southeast Asian Context: A Meta-analytic Review with Recommendations for Policy
and Practice

Proponents
Peter Adrinalia, PhD
Director
Institute of Educational Research
1242 Rizal Ave., Manila, Philippines
padrinalia@ier.edu.ph
Marco Bugis, PhD
Research Associate
1242-Rizal Ave., Manila, Philippines
mbugis@ier.edu.ph
Terry Clarina
Research Associate
1242 Rizal Ave., Manila, Philippines
tclarina@ier.edu.ph
July 15,2015
AIMS AND OBJECTIVES IN LINE WITH AERA'S OBJECTIVES
The project is in response to the objectives of the Asian Education Research

Association （AERA) which aims to establish International Research Networks (IRNs)
whose purpose is to advance education research worldwide on specific scholarly topics. The
study will promote collaboration among the scholars in the Southeast Asian region through
virtual communication particularly in the context of ICT use in education. Specifically, it

will bring collaborators together to synthesize available literature and studies and examine
the status and trends in ICT educational research gearing towards future research directions.
Upon completion of this project, it is intended to be presented in AERA symposia for
research dissemination and intellectual discussion.
DESCRIPTION AND PURPOSE
Significance and Purpose of the Proposed Research
The proposed study is a meta-analysis of published research studies and dissertations

（from 2007-2012) conducted in Southeast Asia about the impact of Information and
Communication Technology (ICT) on students’ academic performance. The purpose of this
research project is to draw out status and trends on the use of ICT in classroom setting and
its impact on students’ learning in various disciplines. Mapping these trends will help
establish the effect of ICT on learning that will provide research directions for future
researchers. Furthermore, this study will guide policy makers in their quest for a more
efficient use of ICT in pedagogy. Specifically, the paper aims to establish how extensive is
the empirical evidence on the impact of ICT on academic performance; determine the current
directions in research about ICT vis-a-vis academic performance; determine the social
context, specific methodological characteristics of technology and instructional features that
affect the relationship between ICT and students' academic performance; and provide
research directions for future researchers.
The project is deemed significant in terms of its scholarly contributions in global

knowledge production and potential implications that may be of interest among researchers
and practitioners. An obvious consequence of globalization is the existing unequal structures
of knowledge production in the world (Blommaert,2010). For instance, the privileging of
frameworks and theories in educational research can be attributed to the economic, political
and ideological power of largely western, developed nations (Man, Weinkauf, Tsang, &
Sin,2004). Moreover, the material consequences of ICT integration in educational contexts
in Southeast Asia pose constraints on the implementation of sound programs that will benefit
students. This proposal therefore bridges the gap thot will elucidate on the extent of ICT
integration in educational practice which in turn shall contribute to the global exchange of
knowledge in the field and will guide policy makers in their quest for a more efficient use of
ICT in pedagogy.
Relevant Research Literature
Information and communication technology (ICT) has been playing a major role
shaping the Landscape of pedagogy and continues · to gain popularity as a supplementary
resource to support Learning (Traore & Blankson, 2011). According to Mbaeze,
Ukwanduand Anudu (2010), it is any "product that will store, retrieve, manipulate, transmit
or receive information electronically in a digital form which consists of hardware, software,
other networks and media. Its introduction has led to the concept of new literacies which

would lead to new text formats, new reader expectations, and new activities (Barone · &
Wright, 2008).
In the past few decades, ICT has also been getting significant attention from scholars
as regards its impact on learning (Cavanaugh, Gillian, Kromney, Hess, & Blomeyer, 2004;
Waxman, Linn, & Michko, 2003 & Dynarski et al., 2007). However, there have been debates
on its effectiveness in facilitating learning both at theoretical and empirical levels (Youssef
& Dahmani, 2008). This prompted many researchers to conduct meta-analytic studies on the
relationship between ICT use and academic achievements (Waxman, et al., 2003). Some of
the earlier works on this area dealt with the investigation on the effects of computer-aided
instruction on student performance (see Lipsey & Wilson, 1993; Niemlec & Walberg, 1992).
Other studies focused on the more specific aspects of ICT. For· example, Ryan (1991)
examined the effects of microcomputer applications in elementary schools while Liao and
Bright (1991) investigated the effects of computer programming on student outcomes.
Similarly, Blok, Oostdam, Otter, and Overmaat (2002) examined the effectiveness of
computer-assisted instruction (CAI) programs in aiding beginning readers. There are some
meta-analyses also that put emphasis on variable where ICT has an effect on. These include
the study of Moran, Ferdig, Pearson, Wradrop, and Blomeyer (2008) on the relationship
between technology a reading performance of middle school grades and Torgerson's (2003)
which investigated the effectiveness of ICT on literacy learning in English. Although there
are some studies that dealt with the impact of ICT on students' performance (e.g., Mbaeze et
al., 2010; Carillo, Onofa. & Ponce, 2010) none of these have focused on ICT use and
practices in the Southeast Asian region. It is in this context that this paper is proposed.
Outreach and process for Adding International Correspondents
• Set Criteria for the international correspondents (IC).

• Invite ICs from Southeast-Asian region (Vietnam. Cambodia, Malaysia, Hong Kong,
and Singapore) who meet the criteria.
• Select the final set of ICs.
• Orient the ICs.
• Communicate regularly with the ICs on the status/progress of their work.
References:
Blomeyer, S. (2008). Postmethod discurse and practice. ICT on Literacy, 42(4), 641-652.
Youssef, L., & Dahmani, M. (2008). Theoretical and Empirical Level.
Sample Concept Paper 2

Project Overview
L2 pedagogy and research have considerably experienced shifts that continue to bring
about new and perennial concerns, the first of which is the, divergence between practitioners
and theorizers. This problem resulted in the struggle of teachers in accommodating and
integrating technical knowledge to their own embedded teaching framework; hence, they
employ various methods and approaches which they feel are more practical and effective
based on their own teaching experiences and classroom realities. Also, teachers employ
eclecticism which seemed to be unsystematic, uncritical and unprincipled as it reaches
classroom level (Kumaravadivelu, 1994) because “it offers no criteria according to which
we can determine which is the best theory nor does it provide any principles by which to
include or exclude features which form part of existing theories or practices" (Stern, 1992,
p. 11). Another issue directly linked to the divergence between the theorizers and
practitioners is the lack of models consolidating the recent theoretical and empirical research
findings which will guide the teachers in employing sound teaching practices (Brandl, 2002).
The lack of such model may be the factor that prompted language teachers to practice
teaching without due regard for current beliefs in language teaching and learning for the
reason that they teach the way they were taught (Borg, 2003).
Teachers' skills are also an issue. Though teachers are capable of crafting curriculum,
learning experiences, and assessment to diagnose the needs, weaknesses, and strengths of
the students (Wiggins & McTighe, 2005), their skills are sometimes questioned particularly
the nonnative English teachers. As what Dat (2008) has pointed out, many teachers from
Southeast Asia are known to be incompetent language users and pedagogically unskilled.
The overwhelming cognitive orientation in contemporary L2 pedagogy has been

criticized by putting much emphasis on the language Itself and not L2 in use (Matsuoka &
Evans, 2004); in short, developing language proficiency is treated as the ultimate goal of ang
language course. This leads to the next issue which is the lack of emphasis on, along with
the difficulty in, developing the learners' pragmatic and sociocultural competence in the
context of L2 classrooms (Trosborg, 1995).
With the Introduction of new pedagogical concepts, learning processes, and
information and communication technology, it is imperative to develop a teaching
framework that would reflect the most current and generally accepted second language
learning principles and integrate them with practical knowledge. Since current trends in
language teaching and materials design are evolutionary rather than revolutionary (Nunan,
1999 ), this paper does not intend to reject previously-held tried and tested practices but to
add value to what is already existing by consolidating the most recent and established
principles and communicate them clearly for practical use, particularly in materials
preparation. As Omaggio-Hadley (1993) has pointed out, the mere proliferation of L2
research which is sometimes contradictory would just Lead to confusion unless the results
are integrated and well communicated.
And since the study will be conducted in the context of a developing country, the
findings of this study will potentially contribute to the field of language teaching in the

Southeast Asian region by offering a framework that integrates both the sociocognitive and
transformative aspects of language teaching and learning. This paper through the developed
framework, will help teachers expand their repertoire of techniques and best practices to
effectively deal with the learners' individual differences consequently re-skilling them.
Design and Methodology
This study wilt primarily use qualitative research combined with some quantitative
measures (Tashakkori & Teddlie, 2002). Such method will provide the best opportunities for
generating new and creative ideas (Jaccard & Jacoby, 2010). Specifically, the development
of the teaching framework will be anchored in the grounded theory (Glaser, 1992; Glaser &
Strauss, 1967) through analysis of recent literature and studies from the top TESOL and
applied linguistics Journal. Consequently, the framework that will be developed will be
validated from both theoretical (researcher-theorizers) and. practical perspectives
(practitioners) to ensure utmost applicability and usability.
The following instruments will be used for validation of the framework: rating scale
for researcher-theorizers' validation, semi-structured interview for experienced teachers'
(practitioners) validation, and actual classroom teaching with observation. There will be five
experienced teachers and five researcher-theorizers who will validate the framework.
Moreover, such triangulation will be used to obtain a full picture of what is being investigated
(Mackey & Gass, 2006).
Draft Budget
Materials, Reproduction, Data Collection Php 1000,000.00
• Digital Recorder w/ rechargeable battery

• Bond paper (short)
• Bond paper (long)
• Computer ink (BCI 830, black)
• Miscellaneous (Pens, Pencil, Folder, CDs rewritable)
• USB floshdrive
Validator's Token (in kind) Php 50, 000.00
Transcriber's Fee Php 50, 000.00

Personnel
This paper will only involve one research proponent who will undertake the project.
However, other personnel will be involved not as researchers but as framework validators,
instrument validators, and transcribers.
Timetable for Completion
Date
2013 Surveying and analysis
2013 Preparing research instruments

Validating research instruments
2013 Pilot testing of interview guide

Revising research instruments
2013 Validating the framework by practitioners via interview

Transcribing and encoding of interview
2013 Revising the framework

Preparing lesson
Preparing observation checklist
2013 Using the framework in classroom setting (i.e., actual teaching using the
framework)
2014 Writing the paper
Now, use the rubric below to evaluate the given samples of concept paper.
CRITERIA VGE GE SE LE N
(5) (4) (3) (2) (1)

CONTENT (30%) SP1 SP2 SP1 SP2 SP1 SP2 SP1 SP2 SP1 SP2
Paper clearly
provides an overview
of the project. or
research.
Introduction provides
a brief background
on the project.
Paper states the gap

in knowledge that the
project will address.
Paper states the

significance of the
project.
Methodology is
logically and
accurately presented.
Timeline is accurate
and aligned to
methodology.
Budget details are

complete and aligned
to methodology and
timeline.
Claims are supported

by facts and
statistics.
Length is
appropriate.
ORGANIZATION (30%)
Paper uses an
organizational
pattern and structure
appropriate for the
genre.

Cohesive devices are
effectively used to
maintain cohesion
and coherence.
Ideas are logically

arranged.
The flow of ideas Is

smooth and easy to
read.
STYLE (15%)
Paper showcases the

writer's voice.
Paper uses a variety

of sentence
structures.
Paper is free from

sexist Language.
Paper uses language

appropriate to
context.
Paper is free from

verbose expressions
and colloquial or
slang words.
GRAMMAR AND MECHANICS (15%)
Grammar is accurate.
Spelling,
capitalization, and
punctuations are
correctly used.
Word choice is
appropriate.

Sentences are well-
structure.
DOCUMENTATION AND SOURCES (10%)
Paper uses correct

citation and reference
format.
Sources used are

reliable.
TOTAL
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
SP1/2-Sample Paper
After evaluating the concept paper using the given rubrics, you are now tasked to
discuss your observations about the structural features of the given concept papers by
answering the following questions below.
1. How does each concept paper begin?
SP1:_______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SP2:_______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What organization does each concept paper follow? How is it structured?
SP1:_______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SP2:_______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________

3. How would you describe the style and approach of the presentation of ideas?
SP1:_______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SP2:_______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. How are the supporting details presented? Are the explanations sufficient?
SP1:_______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SP2:_______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. What cohesive devices were used to improve the flow and clarity of ideas?
SP1:_______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SP2:_______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Good Job! One way of learning is

evaluating or assessing a particular
thing. Are you ready for the next?
I have finally LOADED myself 10%
Don’t forget to cut the given image and Image 1
ENGAGE
paste it in the 1st level of your battery
above and move to Activity 2.
Engage yourself to clarify something!

It seems that you are now well acquainted about the parts of concept paper. So, let’s level
up yourself with the next activity.
In this activity, you will be challenged with your writing skill and how deep your
concepts are. So, you need to think of one concept related to any of the following fields: Arts,
Business, Law, Philosophy, Politics, Religion, Science, Sports, Home Economics, Agriculture,
Fishery, Industrial Arts, Information and Communication Technology.
Explain your chosen concept using definition, explication, or clarification. Your

explanation must be at least 50 words and at most 300 words. You may use the blanks below
to explain your concept or you may also use a separate paper if needed.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________
Nice concept! Sometimes, concepts are

not easy to understand unless you
explain it in a detailed and clear
I have actively ENGAGED my mind
manner. Cheer up for the next level Image 2 15%
and don’t forget to cut the given image
and paste it in the 2nd level of your
battery above and move to Activity 3.

ADVANCE
Advance your concept paper!
To produce a well-balanced concept paper is not that easy. There are things that you
need to determine first before you come up with your concept paper.
Before you start the activity, consider the concept in a specific field that you have
explained in exercise 2 then, you need to come up with a writing situation for your concept
paper by completing the writing prompt below.
Purpose:______________________________________________________________
_____________________________________________________________________
Target Output: _________________________________________________________
Audience: _____________________________________________________________
Writer’s Persona: _______________________________________________________
Tone/Formality: ________________________________________________________
Thesis Statement: _______________________________________________________
______________________________________________________________________
Very good! A successful concept paper

needs to clarify its purpose and target.
Since you are enjoying the learning
adventure, don’t forget to cut the given Image 3
I have fully ADVANCED my paper 20%
image and paste it in the 3rd level of
your battery above and move to
Activity 4.
REFINE
Refine your idea for your concept paper!
Hi, learner! After determining the basic points in writing a concept paper, you are now
ready to take the next level of your learning adventure.
In this activity, you need to conduct a preliminary research to gather information that
supports your thesis statement that you have written in exercise 3. Do not forget to include your

sources. You may use the writing prompt below as your guide to finish this activity and read
also the criteria below before you start the activity.
Thesis
Statement:_________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Supporting Detail 1: ______________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
CRITERIA
Relatedness or connectivity of supporting details to thesis 20%

statement
Level of importance of supporting details 15%
Evidence of sources 15%
TOTAL 50%
Excellent! Additional information or

details will support your claim. As well,
it helps you to get the interest of your
I have smoothly REFINED my ideas
audience or reader. For the next level,
Image 4 25%
don’t give up just move! So, don’t
forget to cut the given image and paste
it in the 4th level of your battery above
and move to Activity 5.
NURTURE
Nurture your concept paper!
Now, you are about to take the last stage of your learning adventure. After making a
thesis statement and gathering information for your concept paper, you may now start writing
your concept paper using your references and the details you have indicated in Exercises 3 and
4. Also, you may follow the structure of the sample texts in Exercise 1 or you may use other
applicable formats.
Be sure to follow the principles of coordination, subordination, parallel construction and

division in writing information and idea to achieve a well-balanced concept paper.
Use also graphic aids like tables or graphs to present data or numerical information for
your concept paper.
After writing your concept paper, seek the approval or suggestion of your teacher if your paper
needs editing or revision. Note that your final paper is depending on your teacher’s approval.

You may use any blank sheet of paper in writing your concept paper and read the rubrics
below for your guide.
CONCEPT 4 3 2 1
PAPER
RUBRICS
Problem 10 – 3 stars 8 – 2 stars 6 – 1 star 4 – no star, 2 – no star, problem

but shows potential should be changed, but
submitted 2 or more drafts
0- No star, problem
should be changed, only 1
draft submitted
Timeliness Submitted on time A day late 2-3 days late 4-5 days
Completeness of All parts are present One part missing 2-3 parts lacking Only one part has been
Content written about
INTRODUCTION Clear description of A description of the topic A clear topic has Mention of res. Topic but
the topic, no has been made but there been mentioned but no description
i. Research topic ambiguity of what is slight ambiguity in the the description
the student intends intention of the proposed causes confusion
to work on topic (unclear)
ii. Significance of the Highly significant, Highly significant topic, Significant Not significant
topic beneficiaries are beneficiaries are clearly topic/beneficiaries
clearly cited and cited BUT the benefits clearly cited and/or
benefits are clearly are not clearly stated. benefits clearly
stated. stated.
iii. Statement of the Specific, 1-2 of the characteristics 3 of the Only one of the ideal
Problem (main and measurable, of a good problem NOT characteristics of a characteristics is present
subproblems) attainable, results present good research in the problem stated.
oriented and problem NOT
timebound present
BRIEF
LITERATURE
SURVEY

I. Related Literature At least 2 related lit At least 2 rel. literature Only 1 primary No primary source cited,
from primary from primary sources source cited and only secondary and
sources have been have been described others secondary tertiary sources
described AND at AND one from and tertiary
least another 2 secondary and tertiary
related literature Only 1 primary source Lit cited are not
totally relevant and Lit cited not
from cited and others
related however, relevant/related; NO
secondary/tertiary secondary and tertiary
descriptions have descriptions made
sources have been No primary source cited,
described At least 2 only secondary and been made
rel. literature from tertiary sources
primary sources
have been described
AND one from
Literature cited are
secondary and
relevant and related;
tertiary Only 1
description clearly states
primary source
what the lit is about Lit
cited and others
cited are relevant and
secondary and
related; description
tertiary No primary
however DOES NOT
source cited, only
clearly show what the lit
secondary and
is about
tertiary sources
Literature cited are
relevant and related;
description clearly
states what the lit is
about
Connection of cited Discussion clearly Discussion clearly Discussion clearly ETIHER of the criteria is
scientific lit to connects problem to connects prob to lit; connects problem to present
proposed problem/ cited lit; justification of why cited lit. but no
justification of why idea/prob may be justification on
idea/prob may be considered original is originality is made
considered original superficial.
is thoroughly
stated/discussed
FEASIBILITY Discussion of the Fails to mention Fails to mention 2-3 Not feasible in all aspects
DISCUSSION feasibility is feasibility of 1 factor factors
thorough and
mention of the
availability of
materials, time
frame, finances is
made

CLOSING Limitation of the Limitations of the Limitations stated No limitation stated
STATEMENT proposed problem problem inadequately but no explanation
discussed discussed
adequately (with
explanation for why
these are considered
as limitations)
LIST OF Sufficient number 3-4 references cited 2 references cited No references cited
REFERENCES of references (at
least 5); all citations
in-text are present
in the list of
references; clearly
described (title,
author, etc.)
USE OF GRAPHIC Graphic aids are 2 graphic aid 1 graphic aid No graphic aids used
AIDS appropriate and
effective. (at least 2-
3 graphic aids)
10 8 6 4 2 0
Drafts APPROVED APPROVED ONE ONE STAR, with NO STAR, NO

PROBLEM with a PROBLEM STAR, two or less drafts with 2-3 drafts, STAR,
maximum of 3 with more with at OR No star but with each draft with
drafts than 3 drafts least 3 4 or more drafts with showing only
drafts each draft showing improvement. one
marked draft
improvement
Congratulations! Learning is
useless if you will not apply it. Now
that you are done with your
I have successfully NURTURED
learning adventure, be proud Image 5 myself 30%
because you have successfully
created your concept paper. Go
and cut the given image to
complete the percentage of your
battery-learning icon.Practice personal hygiene protocols at all times 146
Reflection:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________
Reference:
Barrot, J. & Sipacio, P. (2016). Communicate Today English for Academic and Professional
Purposes for Senior High School, C & E Publishing, Inc.
EDSA, South Triangle, Quezon City, Philippines
Answer Key
LOAD (Answer may vary)
ENGAGE (Result may vary)
ADVANCE (Result may vary)
REFINE (Result may vary)
NURTURE (Result may vary)
Written by:
Sheena R. Domingo
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ACTIVITY 5
BADGE EARNED:
Name of Learner: _____________________________Grade Level: _____________

Section: ____________________________________ Score: __________________

Analyzing Arguments in a Manifesto
In academic writing, an argument is usually a main idea, often called a “claim” or

‘thesis statement’, backed up with evidence that supports the idea.
A manifesto, from the Italian word manifastere is a public declaration of policy
and aims. It is a published declaration of the intentions, motives or views of a person, a
group or a political party or government.
It is derived from the Italian word manifesto and from the Latin manifestum,
meaning clear or conspicuous. Its first recorded use in English is from 1620, in Nathaniel
Brent's translation of Paolo Sarpi's History of the Council of Trent.
Practicethe
To better understand personal hygiene
term, here protocols
are sample of the word manifesto: 148
at all times
synonyms
announcement, declaration, proclamation, conclusion, decision, judgement, resolution,
conclusion, opinion.
MELC: Analyzes the arguments used by the writer/s in manifestoes (CS_EN11/12A-

EAPPIIa-d-3)
CG: Analyzes arguments used by the writer/s in manifestoes (CS_EN11/12A-EAPPIIa-d-3)

Directions:
Hello, learner! Welcome to our academic adventure.

Do you want to rise up and let your voices be heard? Here’s your golden opportunity!
We will have an activity that consists of five levels, each level will let you share your thoughts.
Please feel free to finish the activity up to the end,a prize awaits you. Are you excited? Does
it mean you are ready? Well, let the adventure begin! Let’s have the learning contract signing.
LEARNING CONTRACT
LOAD
Directions. Activity 1: Hello, learner!! As a preliminary activity, I have here a crossword

puzzle in which you are going to look for the four supporting evidences previously discussed.
These concepts/terms will be used in the next activity, so warm up and let’s get started. Enjoy!
W P R M R A N A L Y Z E O F F A C T S G W E
Q R E A E G B A S I S O F F O R M S B N Q R
W O F R A O M E L I O D A S R H B P I H T G
E T E G S D M O D E O F L E A R P G O H R A
R E R U O O P I N I B A N R V U B N H N E T
T C E M N P N O N E H T K K S K L K R N S H
D T N E I I F A C T U A L K N O W L E D G E
G I C N N N R L L H G D I A N N E V S A A R
H O E T G I V L N T I M E L I N E S E K M I
J N S S G O N A M N E V I D E N C E A G N N
K D G D S N M N G M G S U P P O R T R D B G
V F J E S S E S C A N R T O P J N U C F V S
E J O D E F N Y H C H K K I N G K H H G A X
R K X F C G B B F V F H J M J L H H D D S
T N I I R K L O U K A W Q Y M O G J O J P L
Y I N F O R M E D O P I N I O N N H K K I U
H A Z C P F B B S T A T I S T I C S N K E Y
E C N E R E F N I L A C I T S I T A T S R T
ENGAGE
Directions. Activity 2: I have here issues that are timely and relevant to you as a learner. In
this activity, study the following issues and analyze the kind of evidence the author used to
support his/her claim. Identify if it is FACTUAL KNOWLEDGE, STATISTICAL
INFERENCES, PERSONAL TESTIMONY, or INFORMED OPINION. Write your answer on the
second column.
SOCIAL ISSUES TYPE OF FACTUAL

EVIDENCE USED
During the martial law period, the Supreme Court heard

petitions for habeas corpus. It is most ironic after martial law has
allegedly been lifted, that the Supreme Court last April ruled it
can longer entertain petitions for habeas corpus for persons
detained under a Presidential Commitment Order, which covers

all so-called national security cases and which under present
circumstances can cover almost anything.
Poverty and other social miseries are in large part due

to social structure, which is how society functions at a macro
level. Some societal issues, such as racism, sexism and
segregation, constantly cause disparities in education,
employment and income for marginalized groups. The majority
group naturally has a head start, relative to groups that deal with
a wide range of societal barriers on a daily basis.
Drug addiction, in the simplest terms is the strong

compulsion to get and use substances, even though a number of
undesirable and dangerous consequences are likely to occur.
Addiction has been described as a “medical disorder that affects
the brain and changes behavior.
The issue that the Philippine educational system faces is

the budget for education. Although it has been mandated by the
Philippine Constitution for the government to allocate the
highest proportion of its government to education, the
Philippines remains to have one of the lowest budget allocations
to education among ASEAN countries.
Brain Drain is a persistent problem evident in the

Philippines due to the modern phenomenon of globalization,
with the number of Overseas Filipino Workers (OFWs) who
worked abroad at any time during the period April to September
2014 was estimated at 2.3 million.
ADVANCE
Wow! You are half way there, my dear!
Directions. Activity 3: The illustration below shows a sample manifesto of different

personalities in support to Vice-President Lenie Robredo’s fight on the issue of COVID-19
pandemic. Please take a look on it and try to analyze because in this level, you will advance
your skills by extracting arguments from the manifesto as well as supporting details presented.
Write it on the writing prompt provided below.
Argument 1: __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Supporting Details:
_____________________________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Argument 2: __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Supporting Details:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Argument 3: __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Supporting Details:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

A TIME TO HEAL AND A TIME TO UNITE
We stand in solidarity with Leni Robredo.

We have great faith that her inspiring and selfless leadership can help the nation rise above the
polarizing effect of the 2016 elections. Having been honed and deeply immersed in the ideals and practice
of good governance and people empowerment during her life partnership with Jesse Robredo, she embodies
how a public servant should use the powers and responsibilities of public office for the public good. Based
on how she has lived her life, we are certain that she as duly-elected Vice President, will continue to be the
government’s champion of those in the peripheries. Above all, Leni Robredo Sands for what is
right and honest, and will not tolerate anything that will taint her name, raise a cloud of suspicion on
her supporters, or damage our institutions, especially our electoral process. In view of the accusations
that the results have been manipulated — giving rise once more to divisive debates that are dominating
social and mass media — we appeal for sobriety. We express our sincere belief that Leni’s eventual victory
will be won through the collective and free choice of the Filipino electorate. When the political battle ends,
it will then be time for reconciliation; time to set aside partisan differences that have divided us as a people
and as a nation. We need to rise above our pains to help our country attain political and economic stability
that will give us, especially the poor, reason to hope for a brighter future.
Benjie Abadiano, President, Assisi Development Foundation

Carmencita Abella, Past President, Development Academy of the Philippines
Estelita Aguirre, Former Executive Director, PICPA
Chris Abanes, International Visitors Program
Cecille Alcantara, Director, Corporate Foundation
Geefree Alonsabe, Mayor, Alimodian, Iloilo
Rey Aquino, Former PhilHealth President
Dindin Araneta, Arts and Culture Advocate
Vicky Armilla, Former Managing Director, Foundation for the Assistance to Hansenites
Oscar Atendido, TV and Stage Director
Milette Belicena, Officer, Rotary Club of Makati
Romeo Bernardo, Former Undersecretary of Finance
Karina Bolasco, Publicist
Marissa Camacho, Development Worker
Evelyn Caja, Special Teacher for the Blind
Honey Carandang, Founder, MLAC Institute for Psychological Services, Inc.
Nieves Confesor, Former Dean, Asian Institute of Management
Rafael Coscolluela, Former Governor, Negros Occidental
Esteban Coscolluela, Former Mayor, Murcia, Negros Occidental
Karina Constantino-David, Former Chairman, Civil Service Commission
Edicio de la Torre, President, Education for Life
Bong de la Torre, Stage Actor
Dr. Eddie Dorotan, Former Mayor, Irosin, Sorsogo
Florecia Casanova Dorotan, Former National Chairperson, Women Action Network for Development
Isabelle Ereñeta, Movement for Good Governance
Marivic Espano, CEO, Punongbayan and Araullo
Elizabeth fontanoza, Education Consultant
Alfonso Gamboa, Former Mayor, Enrique Magalona, Negros Occidental
Maite Gallego, Volunteer, My Rizal
Vicky Garchitorena, Former Cabinet Secretary
Ernesto Garilao, Former Agrarian Reform Secretary
Jason Gonzales, Mayor-Elect, Lambuano, Iloilo
Pehm Grafilo, Development Worker
Milwida M. Guevara, Lead Convenor, Movement for Good Governance
Cielito F. Habito, Former Secretary of Planning
Jay Jalandoni, Former Vice Mayor, Silay City, Negros Occidental
Harvey Keh, Executive Director, Ahon Foundation
James Kho, Environmental Lawyer
Cheche Lazaro, Journalist and TV Producer
Anthony Leachon, Internist, Manila Doctors Hospital
Benjamin de Leon, Former Presidential Assistant for Social Development
Loida Nicholas-Lewis, Chairperson of the US Pinoys for Good Governance
Bertie Lim, Former Tourism Secretary
Jess Lorenzo, Executive Director, Seaoil Foundation
Bobby Manzano, Country Director of Development – Philippines, Operation Smile
Darwin Mariano, Convenor, Movement for Good Governance
Paulo Mendoza, Pathologist, Cardinal Santos Medical Center
Solita Monsod, Professor Emerita, University of the Philippines
Imelda Nicolas, Chairperson, Commission on Filipinos Overseas
Ernesto Ordoñez, Former Secretary, Presidential Flagship and Projects
Maeng Penado, Past President, Philippine Jaycees
Renato Raymundo, Former United Nations Volunteer, Surgeon, South Africa
Nonoy San Luis, Mayor, Pili, Camarines Sur
Vergel Santos, Former Editor, The Manila Times and Manila Chronicle
Chit Santos, Columnist, Philippine Daily Inquirer
John Silva, Executive Director, Ortigas Foundation
Eddy Tiongson, Elected Councilor, Sonao
Salvador and Vivian Togle, Convenors, Organization of Movers and Game Changers
Antonio Torralba, Former Dean, College of Liberal Arts
Dr. Mario Villaverde, Assistant Dean, Ateneo School of Government
Nina Lim Yuson, President, Museo Pambata

REFINE
Keep going, dear! You are almost there!
Directions. Activity 4: In this 4th level, you will use your critical thinking by analyzing the
image below. What does it imply to you? Write your arguments based on your own
understanding of the illustration. Write your answer on the space provided.
(NOTE TO ILLUSTRATOR, PLEASE CHANGE THIS INTO AN ORIGINAL

ILLUSTRATION)
Topic based on the picture:

___________________________________________________________________________
__________________________________________________________________________
My own arguments based on the topic or issue:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
__________________________________________
NURTURE
Finally, your academic adventure is about to end; but, before I give you the prize, I
have here your last challenge.☺ Give it your full force, my dear!
Directions: In this last level, I am going to present a manifesto below and you will analyze it
based on the principles of writing a manifesto. As a final output, write a close analysis of the
manifesto in the form of an essay with a maximum of 300 words. You will be rated using the
rubric that follows.
A manifesto on the arrival statement of Senator Benigno Aquino Jr., at the Manila
International Airport to be delivered before his welcomers on August 21, 1983*
I have returned on my free will to join the ranks of those struggling to restore our rights and
freedoms through non-violence.
I seek no confrontation. I only pray and will strive for a genuine national reconciliation
founded on justice.
I am prepared for the worst, and have decided against the advice of my mother, my spiritual
adviser, many of my tested friends and a few of my most valued political mentors.
A death sentence awaits me. Two more subversion charges, both calling for death penalties,
have been filed since I left three years ago and are now pending with the courts.
I could have opted to seek political asylum in America, but I feel it is my duty, as it is the
duty of every Filipino, to suffer with his people especially in time of crisis.
I never sought nor have I been given any assurance, or promise of leniency by the regime. I
return voluntarily armed only with a clear conscience and fortified in the faith that in the end,
justice will emerge triumphant.
According to Gandhi, the willing sacrifice of the innocent is the most powerful answer to
insolent tyranny that has yet been conceived by God and man.
Three years ago, when I left for an emergency heart bypass operation, I hoped and prayed
that the rights and freedoms of our people would soon be restored, that living conditions
would improve and that blood-letting would stop.
Rather than move forward we have moved backward. The killings have increased, the
economy has taken a turn for the worse and the human rights situation has deteriorated.
During the martial law period, the Supreme Court heard petitions for habeas corpus. It is
most ironic after martial law has allegedly been lifted, that the Supreme Court last April ruled
it can longer entertain petitions for habeas corpus for persons detained under a Presidential
Commitment Order, which covers all so-called national security cases and which under
present circumstances can cover almost anything.

The country is far advanced in her times of trouble. Economic, social and political problems
bedevil the Filipino. These problems may be surmounted if we are united. But we can be
united only if all the rights and freedoms enjoyed before September 21, 1972 are fully
restored.
The Filipino asked for nothing more, but will surely accept nothing less, than all the rights
and freedoms guaranteed by the 1935 Constitution – the most sacred legacies from the
founding fathers.
Yes, the Filipino is patient, but there is a limit to his patience. Must we wait until that
patience snaps?
The nationwide rebellion is escalating and threatens to explode into a bloody revolution.
There is a growing cadre of young Filipinos who have finally come to realize that freedom is
never granted, it is taken. Must we relive the agonies and the bloodletting of the past that
brought forth our republic or can we sit down as brothers and sisters and discuss our
differences with reason and goodwill?
I have often wondered how many disputes could have been settled easily had the disputants
only dared to define their terms.
So as to leave no room for misunderstanding, I shall define my terms:
1. Six years ago, I was sentenced to die before a firing squad by a military tribunal
whose jurisdiction I steadfastly refused to recognize. It is now time for the regime to
decide. Order my immediate execution or set me free.
I was sentenced to die for allegedly being the leading Communist leader. I am not a
Communist, never was and never will be.
2. National reconciliation and unity can be achieved, but only with justice, including
justice for our Muslim and Ifugao brothers. There can be no deal with a dictator. No
compromise with dictatorship.
3. In a revolution there can really be no victors, only victims. We do not have to destroy
in order to build.
4. Subversion stems from economic, social and political causes and will not be solved by
purely military solutions; it can be curbed not with ever increasing repression but with
a more equitable distribution of wealth, more democracy and more freedom.
5. For the economy to get going once again, the working man must be given his just and
rightful share of his labor, and to the owners and managers must be restored the hope
where there is so must uncertainty if not despair.
On one of the long corridors of Harvard University are carved in granite the words of
Archibald Macleish: “How shall freedom be defended? By arms when it is attacked by arms;
by truth when it is attacked by lies; by democratic faith when it is attacked by authoritarian
dogma. Always and in the final act, by determination and faith.”
I return from exile and an uncertain future with only determination and faith to offer—faith in
our people and faith in God.

My own analysis about the manifesto:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
A student and a teacher that learn together, receive a reward together! You will be given
plus 5 points in your total score because you successfully finished the 5-level academic
adventure. Good job, learner!
Reflection:
Reflect on the concepts and ideas that you have just written, make connections to your
prior knowledge or experience and seek clarification by completing the following:
1. I learned that in choosing a stand in an argument, I need to

______________________________________________________________.
2. My stand/claim in a certain issue reflects my
________________________________________________________________.
3. I became more aware of_____________________________________________.
4. My opinions/thoughts serve as________________________________________.
5. In making choices in life, I need to consider my__________________________.

Reference:
The Imaginative Argument: A Practical Manifesto for Writers by Frank L. Cioffi, 2005
SOAS Students’ Union, 2014
RUBRICS IN ANALYZING A MANIFESTO
CATEGORY 4-EXCELLENT 3-GOOD 2-MARGINAL 1-BELOW

STANDARD
POSITION The position statement The position A position statement There is no

STATEMENT provides a clear, strong statement is present, but does posiiton statement.
statement of the author’s provides a clear not make the
position on the topic. statement of the author’s position
author’s position clear.
on the topic.
SUPPORT Includes evidence, Includes some Lacks specific Evidence is over-

FOR statistics, examples, real- evidence, facts, evidence (facts, generalized,
POSITION life experiences that statistics, statistics, examples, illogical or lacks
support the position examples, real- real-life concrete details
statement. The writer life experiences experiences) that (facts, statistics,
anticipates the reader’s that support the support the position examples, real-life
concerns, biases or position statement. experiences)
arguments and has statement.
provided at least one
counter-argument.
EVIDENCE All of the evidence and Most of the At least one of the Evidence amd
AND examples are specific, evidence and pieces of evidence examples are NOT
EXAMPLES relevant and explanations examples are and examples are relevant AND/OR
are given that show how specific and relevant and has not explained
each piece of evidence relevant explanation that
supports the author’s explanations are shows how each
position. given that show piece of evidence
how each piece of supports the author’s
evidence supports position.
the author’s
position.

SEQUENCIN Arguments and supports Arguments and A few of the support Many of the
G are provided in logical support are details or arguments support details or
order that makes it easy provided in fairly are not in an arguments are not
and interesting to follow logical order that expected or logical in an expected or
the author’s train of makes it order, distracting the logical order that
thought. reasonably to reader and making distracts the reader.
follow the the essay seem a
author’s train of little confusing.
thought.
TRANSITION A variety of thoughtful Transitions show Some transitions The transitions

S transitions are used. They how ideas are work well but some between ideas are
clearly shows how ideas connected but connections between UNCLEAR or
are connected. there is little ideas are fuzzy. NONEXISTENT.
variety.
ANSWER KEY
Answer Key for Level 1-Load
W P R M R A N A L Y Z E O F F A C T S G W E
Q R E A E G B A S I S O F F O R M S B N Q R
W O F R A O M E L I O D A S R H B P I H T G
E T E G S D M O D E O F L E A R P G O H R A
R E R U O O P I N I B A N R V U B N H N E T
T C E M N P N O N E H T K K S K L K R N S H
D T N E I I F A C T U A L K N O W L E D G E
G I C N N N R L L H H D I A N N E V S A A R
H O E T G I V L N T I M E L I N E S E K M I
J N S S G O N A M N E V I D E N C E A G N N
K D G D S N M N G M H S U P P O R T R D B G
V F J E S S E S C A N R T O P J N U C F V S
E J O D E F N Y H C H K K I N G K H H G A X
R K X F C G B B F V F H J F M J L H H D D S
T N I I R K L O U K A W Q Y M O G J O J P L
Y I N F O R M E D O P I N I O N N H K K I U
H A Z C P F B B S T A T I S T I C Y N K E Y
E C N E R E F N I L A C I T S I T A T S R T

Answers may vary from Level 2-5 since this is a student centered activity and seeks their
own opinion/stand regarding a certain argument/issue/concept.
Prepared by:
REAH MAY S. GINEZ

Writer
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ACTIVITY 5
BADGE EARNED:

PURPOSES
Name of Learner: ______________________________ Grade Level: ________
Section: ______________________________________ Score: ______________
Defending a Stand on an Issue through Reasonable Arguments
Like a lawyer in a jury trial, a writer must convince her audience of the validity of her
argument by using evidence effectively. As a writer, you must also use evidence to persuade
your readers to accept your claims. But how do you use your evidence to your advantage?
By leading your reader through your reasoning. The types of evidence you use change from
discipline to discipline. You might use quotations from a poem or literary critic, for example,
in a literature paper, you might use data from an experiment in a lab report. Many times, our
writing must not just be informative but it must also be persuasive. One of the best ways to
be very persuasive is to use a great argument, that your opinion is valid and defensible. Ideas
that you are considering need to be carefully examined in choosing a topic, developing your
argument, and organizing your paper. It is very important to ensure that you are addressing
all sides of the issue and presenting it in a manner that is easy for your audience to understand.
Your job is to take one side of the argument and persuade your audience that you have well
- founded knowledge of the topic being presented. It is important to support your argument
with evidence to ensure the validity of your claims, as well as to refute the counterclaims to
show that you are well informed about both sides.
Start On
One of the most debatable topics nowadays specifically in education is the banning
of homework. Homework is the main public and private schooling experience for many of
us who grew up doing it. Long nights spent on science projects, book reports and all of those
repetitive math sheets in any case. Advocates of it argue that banning homework can
decrease burnout issues and can increase the amount of family time, as well as reducing the
negative impact of homework on the student’s health. And yet those who are against it stated
that homework enables parents to be involved with the educational process as they reinforce
the essential concepts that were discovered by their children each day. Aside from this
homework teaches students to manage their time, to be accountable for their role as
homework is an essential tool in the development of the lessons such as comprehending
something or communicating with others on something they have just read.

Keep On
Is homework a necessary evil? Homework battles have raged for decades. For as
long as children have been whining about doing their homework, parents and education
reformers have complained that homework’s benefits are dubious. Meanwhile many
teachers argue that take - home lessons are key to helping students learn. Now, as schools
are shifting to the new (and hotly debated) Common Core Curriculum standards, educators,
administrators and researchers are turning a fresh eye toward the question of homework’s
value. But when it comes to deciphering the research literature on the subject, homework
is anything but an open book.
On this note, this stand or position can be expressed formally through a position
paper. Position paper is a composition that highlights as opinion of an author or
specified entity about an issue. Like a debate, it presents one side of an arguable
opinion and persuades the readers or audience that the author has well founded
knowledge about the issue.
WRITING EFFECTIVE POSITION PAPER: What do I need to know?
In writing a position paper, the writer:
1. shows his knowledge and concern about issues of the land.

2. Informs others of his position and conviction.
3. Formally organizes his perspective of the issue as a basis to build resolution to difficult
problems
4. Suggests unique well - thought of approach to deal with the issue or to solve problem
5. Outlines his discussion to define the framework of the scheme
6. Establishes his credibility
7. Demonstrates passion through the force of the argument rather than the force of
emotion
Issue Criteria
To take a side on a subject, you should first establish the arguability of a topic that
interest you. The following criteria are considered:
1. The prevalence and pervasiveness of the issue

2. The argument value of the issue
3. The urgency of advocating one side of the issue
4. The sense and significance of the issue

Developing and Supporting an Argument
Once your topic is selected, you should do some research on the subject matter, while
you may have an opinion on your topic and an idea about which side of the argument you
want to take, you need to ensure that your position is well supported. Listing the pro and
con sides of the topic will help you examine your ability to support your counterclaims, along
with the list of supporting evidence for both sides. Some of these are:
1. Factual Knowledge - information that is valid and verifiable

2. Statistical Inferences - conclusions drawn from data gathered
3. Informed Opinion - based on knowledge of the facts and carefully considered principle.
It relies on evidence instead of limited personal experience
1. Personal Testimony - personal or first - hand experience of the writer or knowledgeable

party
Components of a Position Paper
I. Introduction
A. Introduction of the Topic
B. Background of the Topic
C. Thesis Statement
II. Body
A. The Counterclaim
⚫ Summary of the Counterclaim
⚫ Supporting Information for the Counterclaim
⚫ Refuting of the Counterclaim
⚫ Giving Evidences for the Argument
B. The Argument
⚫ Assertion of claim no. 1
a. Opinion
b. Support
a. Opinion
b. Support
a. Opinion
b. Support
III. Conclusion
⚫ Restating of Argument
⚫ Providing Plan of Action

MELC: Defends a stand on an issue by presenting reasonable arguments supported by properly

cited factual evidence (EN 11/12A-EAPP11a-d-4)
CG: Defends a stand on an issue by presenting reasonable arguments supported by properly

cited factual evidence (EN 11/12A-EAPP11A-d-4)
Directions:
Hello, learner! Welcome to a different yet exciting learning adventure which you would
certainly love and enjoy! You will go through with five levels of activities that will help you,
as a Grade 11 student taking up English for Academic and Professional Purposes, master the
most essential competencies. In particular, this activity sheet focuses on developing your
analytical skills that enables you to write an effective position paper.
Ready, get set, and go! Accomplish all tasks prepared for you! Be sure to read and
analyze well the instructions in each task. Answer thoroughly and write legibly.
Before you proceed, please sign the learning agreement. Have fun!
LEARNING CONTRACT
(____________________).
LOAD
Load up your mind with ideas!
The education sector is one of the highly affected by the COVID - 19 pandemic.
Nowadays, we are all staying in our homes due to the lockdown policy implemented by the
government. However, learning should not halt. Different countries worldwide, including the
Philippines, have introduced various answers during the pandemic to continue the education
process - the utilization of distance learning. There will be no regular in-person classes come
the opening of classes as modular system is going to be used as learning materials will be
delivered to the learner’s home.

Directions: As a student, what is your idea about distance learning? Make a list of the pros and
cons or advantages and disadvantages of this issue. Come up with at least three points for each
side. Put your list together in point form or full sentence.
DISTANCE LEARNING
Advantages Disadvantages
ENGAGE
Engage and take a stand!
Part of life is being able to express our thoughts, ideas, and stand on matters around us. It is
also about focusing on what we consider are truly important. Now that we are facing trying
times brought by COVID -19 pandemic, our lives have simplified as our focus now is guarding
our health and how to get by because of the social and economic crisis we are living through.
Directions: Being called as the hope of our nation and as a member of your community, think
of 3 things that you can do amid the pandemic outbreak and 3 things that matter most in these
changing and critical times. Defend your stand.
A. Three Things That I Can Do During the Pandemic

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
Your stand: ___________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
B. Three Things That Matter Most in These Changing Times

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
Your stand: ___________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
ADVANCE
Advance your mind by proving it is true!
Keeping your stand is as important as letting your voice be heard. We are indeed in
these changing and challenging times as our lives have taken a different turn. Many of us have
made realizations on things that matter the most and in what ways can we be of help to our
fellowmen experiencing the many difficulties and struggles brought by this COVID - 19
pandemic. Although facing a life so uncertain, feeding your brain is as important as feeding
your body! You cannot get enough in one sitting. It needs continual and regular top ups
especially in our present situation wherein we just find ourselves staying at home, spending
long hours in front of the television screen and gadgets.
Directions: For you to develop more of your analytical and evaluative skills, you should know
how to discern fact from opinion. A fact is something that can be proven true with some form
of evidence while an opinion is not backed by facts. It is often feelings or emotions. Below is
an example of a fact and an opinion which serves as your reference. From the topics listed for
letter A, write one fact and one opinion for each. For letter B, you have to read the statement
carefully. Circle whether it is a fact or opinion and explain your answer by giving factual
evidence/s.
A. Write a Fact and an Opinion
Example: bodies of water

Fact: More than two-thirds of Earth’s surface is covered by oceans.
Opinion: The Pacific Ocean is the best ocean to visit.
1. museum
Fact: ____________________________________________________________
Opinion: _________________________________________________________
2. pandemic
Fact: ____________________________________________________________
Opinion: _________________________________________________________

3. vacation
Fact: ____________________________________________________________
Opinion: _________________________________________________________
4. basketball
Fact: ____________________________________________________________
Opinion: _________________________________________________________
5. flower
Fact: ____________________________________________________________
Opinion: _________________________________________________________
B. Why is it a Fact or Opinion?
1. Washing your hands often can help keep germs from spreading.
Fact or Opinion? Why? _______________________________________________
__________________________________________________________________
2. Of all the senses, vision is the one that human needs the most.
___________________________________________________________________
3. Earth is between the moon and the sun during a lunar eclipse.
___________________________________________________________________
4. A wind turbine is a modern windmill used to generate electricity.

__________________________________________________________________
5. The COVID - 19 pandemic is the defining global health crisis of our time and the greatest
challenge we have faced since World War II.
___________________________________________________________________
REFINE
Refine your skills in analysis
Directions: One of the most controversial topics nowadays specifically in the Philippines is
the capital punishment or death penalty. Advocates of it argue that it’s about time to implement
it because of the proliferation of illegal drugs that has reached epidemic proportions and other
heinous crimes in the country. And yet, those who are against argue that nobody has the power
or the authority to take away life and that it’s the right of any criminal to be given second
chance to change and to be a responsible member of the society. Refine your analytical and
evaluative skills by giving your own argument on the issue as you read the sample position
paper below. Explain your stand with your sound reasons.

A Position Paper on the Death Penalty in the Philippines
By: Almer S. Cuenda
Introduction
Death penalty is a kind of capital punishment which refers to the sentence of death
over a person who has been decided by the government as guilty of committing capital
crimes or offenses. Death penalty in the Philippines is stated on the Republic Act No. 7659
which is an act to impose the death penalty for certain heinous crimes, amending for that
purpose the revised penal laws, as amended, and for other purposes.
The death penalty can be traced back during the Pre - Spanish time where Filipinos
although infrequent, is already practicing it. The Spanish also imposed it on locals who
rebelled against them and it was retained during the American period. The Martial Law in
1965 - 1986, even though it was abolished during President Corazon C. Aquino’s ter, it was
re-imposed when Fidel V. Ramos stepped into presidency. It was also present in Estrada
and Arroyo’s term.
This paper presents the pro and con of death penalty in the Philippines, even though
the death penalty is important to minimize the persons who have got a very hard crime, but
death penalty violates the person to live.
Counter Arguments
The overwhelming conclusion from years of deterrence studies is that the death
penalty is, at best, no more of a deterrent than a sentence of life in prison. In fact, some
criminologists maintain that the death penalty has the opposite effect; that is society is
brutalized by the use of the death, and this increases the likelihood of more murder.
Society has always used punishment to discourage would be criminals from

unlawful action. Since society has the highest interest in preventing murder, it should use
the strongest punishment available to deter murder, and that is the death penalty. If
murderers are sentenced to death and executed, potential murderers will think twice before
killing for fear of losing their own life.
Retribution is another word for revenge. Although our first instinct may be to inflict
immediate pain on someone who wrongs us, the standards of a mature society demand a
more measured response. The emotional impulse for revenge is not a sufficient justification
for invoking a system of capital punishment. Our laws and criminal justice system should
lead us to higher principles that demonstrate a complete respect for life, even the life of a
murderer. Encouraging our basest motives for revenge, which ends in another killing,
extends the chain of violence. The notion of an eye for an eye, or a life, is a simplistic one
which our society has never endorsed.

When someone takes a life, the balance of justice is disturbed. Unless the balance
is restored, society succumbs to a rule of violence. Only the taking of the murderer’s life
restores the balance and allows society to show convincingly that murder is an intolerable
crime which is punishable in kind. Retribution has its basis in religious values, which have
historically maintained that it is proper to take an “eye for an eye “and a life. Offenders
deserve the worst punishment under our system of law, and that is the death penalty.
There is no proof that any innocent person has actually been executed since
increased safeguards and appeals were added to our death penalty system in the 1970s.
Even if such executions have occurred, they are very rare. Imprisoning innocent people is
also wrong, but we cannot empty the prisons because of that minimal risk. If improvements
are needed in the system of representation, or in the use of scientific evidence such as DNA
testing, then those reforms should be instituted. However, the need for reform is not a reason
to abolish the death penalty. Besides, many of the claims of innocence by those who have
been released from death row are actually based on legal technicalities.
The death penalty alone imposes an irrevocable sentence. Once an inmate is

executed, nothing can be done to make amends if a mistake has been made. There is
considerable evidence that many mistakes have been made in sentencing people to death.
Since 1973, at least 121 people have been released from death row after evidence of their
innocence emerged. For every eight people executed, we have found one person on death
row who never should have been convicted. These statistics represent an in tolerate risk of
executing the innocent. Our capital punishment system is unreliable: two thirds of all capital
trials contained serious errors.
Argument
Death penalty shows justice. There will be justice when we punish the guilty. I have
seen people being interviewed because one or some of their relatives died. They are crying
for help and wanting justice for the death of their loved ones. I know for sure that justice
can only be the solution for them to be relieved. Serious crimes must have serious penalty
and that is death. It is about time to implement it because of the proliferation of illegal drugs
that has reached epidemic proportions and other heinous crimes in the country.
Conclusion
Capital punishment or death penalty is only one of the most controversial issues that
beset not only the Philippines but the whole world. As long as this world exists, issues will
always be there and they have always two sides. People take sides and defend it to the best
of their ability by presenting tangible evidences whether in a formal or informal setup. This
scenario is actually a positive attestation that people especially Filipinos are concerned with
what’s happening around which is somewhat regarded now as a moral obligation. This
participation may rest on the merit of progress and on the belief that an engaged citizenry
is better than a passive citizenry affirming the words of William Thayer Shed that it is
doctrine that moves the world, he who takes no position will not sway the human intellect.

My Personal Stand on the Issue of Death Penalty in the Philippines:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
My Reason/s:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
NURTURE
Nurture the reader and writer in you!
You must be filled with joy and beaming with pride because finally, you have reached
the last level of your week-long learning adventure! In this level, you are more than ready to
accomplish the task below that will surely sharpen and help you become a critical reader and
an effective writer.
Directions: From the list of propositions below, choose one topic of your interest which you
are going to use in writing a position paper. Do your research comprehensively before you
decide which side you will take, the affirmative or negative side.
- Legalizing Abortion in the - Sex Education for High School

Philippines Students
- Legalizing Gay Marriage in the - Banning of Homework
Philippines - Banning of Plastic Bags
- Legalizing Marijuana - School Attendance Should Be
- Cellphone Use in School Voluntary
- Change of School Calendar - COVID -19 Mass Testing
- NO Swimwear in Beauty Contest
- Violent Video Games

Title/Proposition _______________________________________________________
I. Introduction (Background of the topic)

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________
II. Body
A. The Counterclaim
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
B. The Arguments
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
C. Conclusion
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ANALYTIC RUBRIC
Criteria Score
Argument (40 %)
The paper presents a strong position supported by well- established
evidences and overwhelming facts and studies.
Use of Evidence (40%)
The paper’s overall position and supporting premises are well supported
with relevant evidence and examples.
Clarity (10%)
The paper is well organized and the main claims and supporting
evidences are clear.
Style (5%)
The paper is written well and readable, uses varied and appropriate
words and it is revised considerably.
Mechanics (5%)
The paper has no significant and repeated errors of punctuation, spelling,
or grammar.
Teacher’s Comment:
Score __________
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Reflection:
1. I learned that
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. I enjoyed most on
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. I want to learn more on

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
References:
⚫ Rizal O. Dapat, English for Academic and Professional Purposes ( for Senior High School
) Books Atbp. Publishing Corp., 2018
⚫ Northey, M. (1993). Making Sense: a student’s guide to research, writing, and style ( 3 rd
ed. ). Toronto: Oxford University Press
⚫ Pope, D., Brown, M., & Miles, S. (2015).
⚫ Overloaded and underprepared: Strategies for stronger schools and healthy, successful
kids. San Francisco, CA: Jossey - Bass.
⚫ Millis, B.I. (2012) Active Learning Strategies. The Idea Center
⚫ Silberman, M. (1996) Active Learning: 101 Strategies to Teach Any Subject. Prentice -
Hall, PO Box 11071, Des Moines, IA
⚫ http://.deathpenaltyinfo.org/
⚫ http://www.studentnewsdaily.com/conservative-vs-liberal-beliefs/
Prepared by:
LYRHA HOPE Q. RAMOS
Writer
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-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
174
PURPOSES
Name of Learner: _____________________________Grade Level: _____________
Section: ____________________________________ Score: __________________

Writing a Position Paper
Like a debate, a position paper presents one side of an arguable opinion about an issue.
The goal of a position paper is to convince the audience that your opinion is valid and
defensible. Ideas that you are considering need to be carefully examined in choosing a topic,
developing your argument, and organizing your paper. It is very important to ensure that you
are addressing all sides of the issue and presenting it in a manner that is easy for your
audience to understand. Your job is to take one side of the argument and persuade your
audience that you have well-founded knowledge of the topic being presented. It is important
to support your argument with evidence to ensure the validity of your claims, as well as to
refute the counterclaims to show that you are well informed about both sides.
Analyzing an Issue and Developing an Argument
Once your topic is selected, you should do some research on the subject matter. While
you may already have an opinion on your topic and an idea about which side of the argument
you want to take, you need to ensure that your position is well supported. Listing the pro
and con sides of the topic will help you examine your ability to support your counterclaims,
along with a list of supporting evidence for both sides. Supporting evidence includes the
following:
Type of Information Type of Source How to find these sources

introductory information directories, encyclopedias,
Use the Library catalogue
and overviews handbooks
Library catalogue,
in-depth studies books, government reports
Government web sites
scholarly articles academic journals Article indexes
current issues newspapers, magazines Article indexes
government agencies and Statistics Philippines,
statistics
associations journal articles
position papers and association and institute
Library catalogue, web sites
analyses reports
Stating Your Thesis
A thesis is a one-sentence statement about your topic. It is an assertion about your topic,
something you claim to be true. Notice that a topic alone makes no such claim; it merely
defines an area to be covered. To make your topic into a thesis statement, you need to make
175
a claim about it, make it into a sentence. Look back over your materials--brainstorms,
investigative notes, etc.--and think about what you believe to be true. Think about what your
readers want or need to know. Then write a sentence, preferably at this point, a simple one,
stating what will be the central idea of your paper.
Organization (Sample Outline)
I. Introduction
___A. Introduce the topic
___B. Provide background on the topic to explain why it is important
___C. Assert the thesis (your view of the issue). More on thesis statements can be found
below.
Your introduction has a dual purpose: to indicate both the topic and your approach to it
(your thesis statement), and to arouse your reader’s interest in what you have to say. One
effective way of introducing a topic is to place it in context – to supply a kind of backdrop
that will put it in perspective. You should discuss the area into which your topic fits, and
then gradually lead into your specific field of discussion (re: your thesis statement).
II. Counter Argument

___A. Summarize the counterclaims
___B. Provide supporting information for counterclaims
___C. Refute the counterclaims
___D. Give evidence for argument
Position Paper Do’s and Don’ts
• Do use headings to separate the main parts of your paper.

• Do keep a professional tone. Don’t have enthusiasm, excitement, sarcasm, anger in
your voice.
• Don’t have a solution that costs money.
• ……unless you state a viable, researched plan for providing that money.
• Don’t claim that your idea will improve citizen morale.
• ……unless you have researched data as evidence to support your claim.
• Don’t use the word “moral” when you mean “morale”.
• Do present and solve a problem for the state/country/world. Do convince your
audience that there is a problem. Do convince your readers that you have a solution
and that it will work.
• Don’t present a problem without backing it up with data and research as evidence
that it is a problem. What are its consequences? How does it negatively affect
the state/country/world’s goals?
• Don’t offer a solution without backing it up with data and research as evidence that
it will actually work. How will it positively affect the state/country/world’s goals?
• Do use research to back up both the problem and solution. Comparisons with
competitive solutions is sometimes convincing research.
Elements of the Position Paper

The classic position paper contains three main elements:
176
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.
Learning Competency with Code

MELC: Writes various kinds of position papers (CS_EN11/12A-EAPPIIa-d-5)
CG: Writes various kinds of position papers (CS_EN11/12A-EAPPIIa-d-5)
A wonderful day, dear student! Are you

ready for a fun-filled and remarkable journey
ahead with this learning material? By the way,
before you will pass each level of this modular trip,
you need to unlock and finish the activity for it.
Keep in mind these following guidelines:
❖ Be sure that you are physically
and mentally ready to start and answer the sets of
queries and exercises.
❖ Be capable of learning and
widening your knowledge to surpass each level.
❖ Be motivated and inspired that
you can finish on time the module with passion and commitment.
❖ Be patient in understanding the lesson especially when you encounter zigzag
road/ideas ahead.
❖ Be positive that you will be able to achieve your goal in this journey and can
share it to others soon. You can always ask help or assistance to your guardian.
“To get through the hardest journey, we need take only one step at a time, but we must keep
on stepping.” -Chinese Proverbs
Have a joyous learning experience!
LEARNING CONTRACT
(____________________).
177
*for the illustrator of SDO, kindly sketch this photo for this activity, thank you
QUO VADIS?
If you were to walk on these paths, what will be the destination you are heading to?
Why did you choose that way and how will you spend your day? Share your answer through
writing a brief paragraph.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________
DONE?
CONGRATULATIONS!
You can now proceed to LEVEL 1
LEVEL 1: LOAD
Objective: Defines what a position paper is
178
Directions: Arrange the jumbled letters to come up with a word in each circle that has a
connection with the lesson for this week. After which write your simple meaning or
understanding about a position paper.
tfcas slicam
Answer: _______________ cdee vien Answer: ______________
Answer: ________________
sepuesvira gteartenivmua
Answer: ______________ Answer: ______________
A position paper is…

___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________
DONE?
CONGRATULATIONS!
179
LEVEL 2: ENGAGE
Objective: Identifies situations in which a position paper may be effectively used in our present
society
Directions: Given the various pictures below, write down the related topic then create two
arguments and one thesis statement for each.
Example:
ARGUMENTS:1. Online class has an

advantage part for those learners who live far
and want to continue their studies. 2. Online
class can be a hindrance for those students
who do not have an internet access to pursue
their education.
THESIS STATEMENT: Online class can

make us technologically literate.
*To the illustrator of SDO, kindly sketch this photo for this activity Thank you.
ARGUMENT:__________________________
____________________________________
____________________________________
____________________________________
THESIS STATEMENT:
____________________________________
ARGUMENT:_________________________
___________________________________
___________________________________
___________________________________
THESIS STATEMENT:
___________________________________180
_____
ARGUMENT:______________________
_________________________________
_________________________________
_________________________________
THESIS STATEMENT:
_________________________________
_______
ARGUMENT:______________________
_________________________________
_________________________________
_________________________________
THESIS STATEMENT:
_________________________________
_______
DONE?
CONGRATULATIONS!
181
You can now proceed to LEVEL 3!
Good job dear student! You are now halfway of your journey
LEVEL 3: ADVANCE
Objective: Gathers manifestoes and analyzes the arguments used by the writer/s
Directions: Read and analyze the passage below; answer the questions which pertain to
your position and ideas as a reader. Do not forget to apply the organized way of presenting or
writing your claims and arguments.
A judge once made a remark on the use of illegal drugs, “If people can gradually cease to
use butter, they should also be able to reduce the intake of cocaine.” (‘Should drug use be
legalized?’ by W. Bennett, Reader’s Digest, March 1990, No. 136, p. 90)
o Proper
o Improper
Explain why this analogy is proper/improper.
182
“Because many children are unable to vaccinate due to illness, we must require that all
healthy and able children be vaccinated to have herd immunity,” by JBirdwellBranson May
1, 2018 CST)
o Proper
o Improper
Explain why this analogy is proper/improper.
183
DONE?
CONGRATULATIONS!
LEVEL 4: REFINE
Objective: Defends a stand on an issue by presenting reasonable arguments supported
by properly cited factual evidence
Directions: Craft your defense or stand based on the given passage. Answer the given
worksheet below.
Committee: General Assembly Topic: Global Warming Country: The Kingdom of Sweden
Delegates: *****************
Position Paper
184
Global warming’s effects and influence on the global climate is visible all around us
now. As time has passed in the past century, Arctic ice has begun to gradually melt, and sea
levels have started to rise. If this situation continues, then low-lying island nations such as
Vanuatu and Maldives will sink into the sea and will simply disappear.
Also, climate is changing in many parts of the world because of global warming. For
example, acid rain damaging soils and forests, particularly in our country, serious droughts in
Australia, and abnormal weather patterns all over the world. These things are not naturally
occurring phenomena – they were caused by human actions. Our nation is addressing global
warming on a domestic level. For example, we are separating household waste and recycling
as much as we can and are imposing taxes on CO2 emissions. Out carbon dioxide emissions
are 0.4% of the global total.
We are raising public awareness of the environmental problems they will face in the
future, and we hope that our people will address this issue. But individual nations cannot
succeed – the only way to secure our future is if we can get a consensus of nations to take
action to reduce these effects. Humans caused this problem and ultimately, they must address
and deal with it.
We must, as global citizens, address this problem actively. Thank you.
Global Warming, Reality or a Business Trick | by Mit-ra Industries ...medium.com
185
Position Paper Worksheet
Use this sheet to help you write your position paper.
Greeting: “Good morning/good afternoon delegates”

Introduce your country:
“________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________”
What is the problem and how does it affect you?

“________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________”
How can we solve this problem?

“________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________”
Ending: “Thank you. I yield my time to the chair.
DONE?
CONGRATULATIONS!
186
This is the final level of this learning activity sheet, so review all the
guidelines for you to victoriously pass this stage
LEVEL 5: NURTURE
Since you have already

accomplished the presented
activities above, you are now
equipped with the skills that
you needed in writing a
position paper. Just enjoy, and
always do your best. Please be
guided with the rubrics. A
sample is available too for your
reference.
Objective: Writes various

kinds of position papers
Directions:
Create a position paper with the following considerations:

(1) A topic you are most interested in
(2) A topic you know a lot about (or can learn a lot about)
(3) A topic about which you can make a non-cliché argument
(4) A topic about which you can make an argument that the audience can
theoretically disagree with you about (i.e., no “sky is blue”-type argument most
people already accept).
(5) A topic that lends itself to research
Follow what you have learned and understood from the topic. Keep in mind the
do’s and don’ts in writing a position paper as well as its elements. You can present your
output through paper and pen or through blog. For samples of position paper write-ups,
look at the position paper below to serve as your reference.
187
Death Penalty Position Paper
Introduction:
The death penalty has been a controversial and very debatable issue for centuries.
People have been sentenced to capital punishment since the beginning of civilization it has
been accepted as fair punishment by governmental bodies of any period in time. Over time
capital punishment has become more human going from beheadings, to electric chairs, to
now a lethal injection, however the execution may be processed the point is that they still
take place in civilization today. The issue with the death penalty is that some people think
it is inhumane or immoral, even unconstitutional, while others think the exact opposite and
believe that it is necessary for a well-established governmental system.
The death penalty is supported by all members of the Supreme Court (abcnews2012)
meaning that in fact it is constitutional, if it is legal and takes place in the United States
today it is because it is in fact following all guidelines within the constitution such as the
8th and 14th amendments. The issue then becomes about how capital punishment has led
to executions of innocent people living many people arguing how it is an abomination to
have such punishments specially when innocent people go through flawed trials and are
executed or in other words murdered in vain. Those are the main issues with the death
penalty today.
Discussion:
As I supporter of the death penalty, it is clear that this form of capital punishment
is not only proper for severe cases when criminals have committed unthinkable crimes, it
is necessary. Certain people such as Jeffry Dahmer who murdered 17 men and children,
and who not only dismembered his victims’ bodies, he also ate some of his victims
(biography2012); or John Wane Gacy who murdered 33 men and children while dressed as
a clown and before murdering them raping the victims, this man’s last word were “kiss my
ass” (biography2012). These two particular examples are extreme cases were serial killers
obviously got pleasure from murdering their victims and felt no regrets of the crimes they
committed, there for the death penalty was a correct punishment for these people. After all
the pain they had brought to the victims’ families and the violations of the law in such
extreme manner the only reasonable and well-earned capital punishment was death.
The point is not to give the death penalty so freely to every criminal who murders a
person, but only those very extreme and severe cases where the person committed the crime
was a serial killer or someone who got pleasure form murdering the victims. The death
penalty should only be given after much investigation and a certainty of who the criminal
is in order to prevent executions of innocent people. However, it is certain that this
188
punishment is necessary for several reasons. For starts one of the biggest upsides of the
death penalty is that once the criminal is executed the families of the victim gets closure
and feel safer that that person is no longer a threat to them. Also this is a way of the legal
system to show potential criminals that capital punishment will be issued and perhaps
stopping people from committing certain crimes out of fear of being prosecuted to the point
their life will be taken away. In only special cases then, the death penalty is not only a
reasonable punishment it is necessary.
Conclusion:
Being a conservative Texan and having old conservative morals I agree with this
particular quote form student daily “To a conservative Texan politician the death penalty it
is neither ‘cruel’ or ‘unusual’ executing a murderer is the appropriate punishment for taking
an innocent life” (studentsnewdaily 2010) The death penalty does not seem cruel or unusual
in any way. Certain people just deserve to be punished in such harsh manner due to the
crimes they committed. The death penalty follows the constitution and does not break any
amendment, it might seem immoral to some people or even inhumane but that is not the
point, the point with this form of capital punishment is to serve justice and bring comfort
to those affected by these criminals, the point is to have a strong sense of justice in the
country to stop men and women from becoming serial killers and struck fear to those who
feel pleasure when killing innocent people. There for I know that if a family member of
mine was a victim of a serial killers killing spree I would want that person to be prosecuted
and get the death penalty, some people just simply deserve it.
Abstract:
The death penalty is indeed controversial and has many issues with it but one thing
is very clear, it is constitutional and major body figures such as Rick Perry the Governor of
Texas and the Supreme Court members are strong supporters of it (Alarcon 2012)
(prisonpolicy.org.). These people support it for a good simple reason, it works. If the system
was flawed or simply cruel or unusual the punishment wouldn’t even be an option.
Criminals convicted to death row are extreme cases where the right and constitutional thing
to do is convict them to the death penalty. To have justice and a strong control on crime
capital punishment is needed as an example to show that murder and rape will not be
tolerated here, giving civilians a sense of security and comfort that they are well protected
against these psychopaths, and giving myself a sense of security.
Source: http://maxduron1301.blogspot.com/p/deathpenalty-position-paper.html
189
Position Paper Rubric
http://gatp.org/wp-content/uploads/2014/06/Position-Paper-Rubric.pdf
Content Organization Images and Sources

Graphs
Excellent 90- Content is A clear thesis is evident Imagery and Sources are
100 rich, in a concise and graphic material varied and
complexity is engaging opening is purposeful thorough
clarified. paragraph followed by and highly representing a
Content leads supporting paragraphs legible. The diversity of
readers to new which reveal complexity body of the legitimate
discovery. and a concluding paper is perspectives and
paragraph with a unique enhanced, and the complexity of
conclusion and there is an the topic.
suggestions for the opportunity for Sources are
future. discovery for the appropriately
reader. cited and listed in
a bibliography.
Very Good Content is A thesis is evident in a Imagery and Sources are

80-89 complete and concise opening graphic material varied
includes paragraph followed by is purposeful representing a
relevant supporting paragraphs and legible. The diversity of
detail. which reveal complexity body of the legitimate
and a concluding paper is perspectives.
paragraph with a clear enhanced. Sources are cited
conclusion and and listed in a
suggestions for the bibliography.
future
Good 70-79 There is A thesis is evident in the Imagery and Sources represent
adequate opening paragraph graphic material a variety of
detail. Some followed by supporting is relevant and perspectives.
extraneous paragraphs and a legible. It Sources are listed
information concluding paragraph supports but in a bibliography.
and minor with a conclusion and does not add to
gaps are suggestions for the the body of the
included. future. paper.
Below There is The thesis is vague in the Imagery and Bibliography is
Expectations insufficient opening paragraph. graphic material limited.
60-69 detail, or Supporting paragraphs is present, but
detail is do not represent a detracts from the
irrelevant and complete review of the body of the
extraneous. topic, and a concluding paper
paragraph has a weak
conclusion with few
recommendations for the
future.
TOTAL SCORE
190
WELL DONE DEAR, LEARNER!
YOU HAVE SUCCESSFULLY ACCOMPLISHED THE

ACTIVITIES FOR THIS TOPIC.
✓ LOOK UP
✓ LOOK DOWN
✓ TO THE RIGHT
✓ TO THE LEFT
✓ IN THE MIDDLE
Reflection:
Reflect on the concepts and ideas that have just been introduced, make connections to
your prior knowledge or experience, and seek clarification by completing the following:
• I learned that______________________________________________
• I changed my attitude about__________________________________
• I became more aware of_____________________________________
• I was surprised about_______________________________________
• I felt_____________________________________________________
• I empathized with__________________________________________
References:
Guilford, C.(2001). Occasions for Argumentative Essays. Writing Argumentative

Essays. Retrieved August 26, 2002 from the World Wide
Web: http://www.powa.org/argufrms.htm Previously adapted from: Hairston, M. (1982)
A Contemporary Rhetoric (3rd ed.). Boston: Houghton Mifflin.
191
Northey, M. (1993). Making Sense: a student’s guide to research, writing, and style (3rd ed.).
Toronto: Oxford University Press.
UHWO Writing Center (1998) Writing a Position Paper. Retrieved August 26, 2002 from the
World Wide Web: http://homepages.uhwo.hawaii.edu/~writing/position.htm
UNC-CH Writing Center (2000). Constructing Thesis Statements. Writing Center Handouts.
Retrieved August 26, 2002 from the World Wide
Web: http://www.unc.edu/depts/wcweb/handouts/thesis.html
UNC-CH Writing Center (2000). Effective Academic Writing: The Argument. Writing Center
Handouts. Retrieved August 26, 2002 from the World Wide
Web: http://www.unc.edu/depts/wcweb/handouts/argument.html
UNC-CH Writing Center (2000). Paragraph Development. Writing Center Handouts.

Retrieved August 26, 2002 from the World Wide
Web: http://www.unc.edu/depts/wcweb/handouts/thesis.html
UNC-CH Writing Center (2000). Transitions. Writing Center Handouts. Retrieved August 26,
2002 from the World Wide Web: http://www.unc.edu/depts/wcweb/handouts/thesis.html
Brandson (2018). 25 Thesis Statement Examples That Will Make Writing a Breeze. Retrieved
May 1, 2018 from: https://www.servicescape.com/blog/25-thesis-statement-examples-that-
will-make-writing-a-breeze
Answer Key
LEVEL 1: LOOK UP
Look up to define what a position paper is
FACTS
CLAIMS
EVIDENCE
PERSUASIVE
ARGUMENTATIVE
A position paper is argumentative and persuasive ideas from facts and claims which are
supported by evidence to explain and justify a certain debatable issue.
LEVEL 2: LOOK DOWN

Pic 1: Arguments: Bullying can destroy one’s life, especially the students.
Bullying is a form of rebellion of an individual due to problems in life.
Thesis statement. Bullying should be eradicated and stopped through giving hope and
positive solutions.
192
Pic 2: Arguments: Diseases are caused by humans because of their irresponsible acts.
Diseases can be prevented if people know how to maintain cleanliness.
Thesis statement. Diseases should not be neglected, rather it should be one of our top
priorities to consider.
Pic 3: Arguments: Prostitution is an illegal act of people who experience poverty.

Prostitution can be a way of business which ruin one’s dignity.
Thesis statement. Prostitution should be banned in our country.
Pic 4: Arguments: Calamity is experienced due to human’s destruction in nature.

Calamity can result to different dilemmas that brings resiliency to everyone.
Thesis statement. Calamity should be faced with positivity and bravery.
LEVEL 3: TO THE RIGHT (Answers may vary)

LEVEL 4: TO THE LEFT (Answers may vary)
LEVEL 5: IN THE MIDDLE (Answers may vary)
Written by:
Catherine Joy J. Pascual
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
193
Name of Learner: Grade Level: ______

Section: _______ Score:
VARIOUS KINDS OF REPORTS

TYPES OF REPORT:
1. Survey reports present and analyze the results /findings of research (information
gathered from door to-door surveys/questionnaires) concerning reactions to a product, plan,
etc, including general assessment, conclusions and suggestions or recommendation(s).
Objectives:
• Learn more about your target audience: Using a survey to find out what your
subscribers want, need, and like will come in handy when you are segmenting your lists
based on these factors. The more narrow and specific your lists are, the better your odds
are of successful conversion rates.
• Receive feedback regarding a recent event, product, or service: Asking your audience
to contribute their opinion can help you to be even more successful in your future business
endeavors.
• Establish positive relationships: When you open the lines of communication between
you and your subscribers, it shows that you value what they have to say. They will develop
a level of trust for you and the business you represent and the odds of them returning to
you and recommending you to their family and friends will increase.
Structure of Survey Report:
• Introduction
State the purpose/aim of the report, when and how the information was gathered.
• Main Body
All the information collected and analysed is presented clearly and in detail (break down
the respondents into groups according to sex, age and place of residence, state the main
differences between groups). Subheadings, numbers or letters can be used to separate each
piece of information.
• Conclusion
Sum up the points mentioned above. If necessary, a recommendation can be included as well
(one way of summing up is making some general comments).
194
2. Technical Report is a document written by a researcher detailing the results of project
that needs different approaches of data collection and treatment to convey technical information in
a clear and easily accessible format. Technical report is not peer-reviewed unless they are
subsequently published in a peer-review journal.
Objectives:
• Information- Research or the acquiring of data.
• Experiments- conducting of experiments of test
• Prototypes- Building out elements of a solution to gather information such as user feedback
or to confirm feasibility
• Infrastructure- Tools that can be used by the people to achieve goals.
• Measurement and calculation- Developing measurements, calculations, metrics, reports
and benchmarks.
Structure:
• Letter of Transmittal
The components of a report are not written in the same order in which the last to be created.
It introduces the purpose and content of the report to the principle reader. It gives you an
opportunity to emphasize whatever you think; your reader will find particularly in the
attached material. It enables you to point out any errors or omission in the material.
Transmittal letter contains the following element.
• A statement of title and purpose of report.
• A statement of who authorized the project and when
• A statement of method used in the project or of the principal results, conclusion and
recommendations.
• An acknowledgement of any assistance you received in preparing the material.
• Title page
Usual elements of title page in a technical report are:
• Title
• Name and position of writer
• Name and position of principle reader
• Date of submission
A good title must be informative. It. answers two basic questions:
1. What is the subject of the report?
2. What type of report is it? E.g. sea pollution - control devices
Define the type of report by using a generic term such as analysis, recommendations e.g
summary, review etc. For a simple title page, center the title (typed in full capital letter)
about a third of the way down the page, then add the readers and writer's position, the
organization’s name and date.
• Abstract is like a brief technical summary, usually not more than 200 words of the
report. Its directed to readers who are familiar with the technical subject and need to know
whether to read the full report or not. This can use technical terminology and refer to
advanced concepts. Basic types of abstract are descriptive and informative abstracts. The
descriptive abstract sometime called topical or table of contents abstract. It does not
provide the import results, conclusion or recommendations. It lists the topic covered giving
equal coverage to each. The informative abstract states the problems the scope and
methods, and the major results, conclusion or recommendations.
• Table of contents
The table of contents in the technical report structure enables different readers to turn to
specific pages to find the information they want. Well organized report becomes ineffective
if table of contents, is not clear. T.O.C provide only guide to report's structure, coverage and
pagination. The headings that appear in the report are listed in T.O.C. For effective T.O.C
make sure the report has effective headings 195
• Executive summary
Sometimes called executive overview or the management summary in the technical
report structure. It is a one-page condensation of a report. Managers don’t need a
detailed and deep understanding of various projects undertaken in their organization
because of limitations in time and specialization. The background of the project is also
discussed clearly herein. The specific problem that is to be solved through the project
is clearly discussed; also the conclusion and recommendations are discussed in a full
separate paragraph.
• Glossary and list of symbols
A glossary is an alphabetic list of definitions. It is useful if you are addressing a multiple
audience that includes readers who will not be familiar with the technical vocabulary
used in the report. An asterisk or any other notation can be used along the word to tell
the audience that the word is defined in glossary. It is generally placed at the end of the
report just before the appendix. Though if the glossary is a brief one, so can be placed
right after the table of contents. A list of symbols is structured like glossary, but rather
than defining words and phrases, it defines the symbols and abbreviations used in the
report. Like glossary, the list of symbols may be placed before the appendices or after
the table of content.
• Introduction
This section gives the reader the necessary background information and leads straight
into the report itself. A typical introduction can include the following content:
• Main aim/s, objective/s and scope (the parameters) of the report

• identify the importance of the current project for scientific knowledge or commercial
operations
• an overview of the report’s sections
• method(s) of approach
• indications of scope and limitations of the study
• outline of material presented in rest of report.
• Body
This will include all the main content of the report like what task was at hand, what
were the findings, what methodology was used to find the findings, comparison and
discussion of the results. This is usually the longest and most important part in the
structure of the report so the material must be presented logically to make it is easy to
read. It is divided into numbered and headed sections. These sections separate the
different main ideas in a logical order.
• Conclusion
It answers the questions raised by the original research problem or objectives of

the study. The conclusions should be a condensed version of the intervening sections
giving the key findings of the work. No new scientific argument should be presented here
- everything should have already been discussed in the "Discussion".
• reference to original aim(s) and objective(s) of report,

• limitations and advantages of the findings,
• objective opinion, evaluation or judgement of the evidence
196
The conclusion must arise from the evidence discussed in the body of the report. It
should not, therefore, subjectively tell the reader what to do, this job is performed by the
recommendations section.
• Recommendations
Recommendations tell the reader what to do: what decision to make, what course of
action to take, what solution is superior or what further work needs to be undertaken.
The recommendations section should never contain any new evidence and should arise
from the information presented in the body and conclusion sections.
Recommendations in the technical report structure should be feasible and appropriate
to the problem; for example, their cost should be realistic to the budget and they should
be ethical. They should be as concrete and specific as possible; they should read as a
list of things the client should do. They can be written in descriptive as well as bullets
form, whatever is desired. Let your reader know why you are recommending an action
by supplying the reasons for your decision drawn from the conclusions of the report.
• Appendix
In the technical report structure, an appendix is any section that follows the body of the
report (and the list of references or bibliography, glossary or list of symbols).
Appendices provide information that is too bulky to be presented in the body or that
will interest only a small number of readers. For conciseness in the report, this
information is separated from the body. Examples of the kind of material that are
usually found in the appendix include maps, large technical diagrams or charts,
computations, test data and texts of supporting documents. Appendices are usually
lettered, rather than numbered and are listed in the table of contents.
3. Field Report Laboratory is a complete detailed report of an experiment. The

information provided in a lab report should be specific enough that the reader would be
able to replicate the experiment.
STRUCTURES:
A key feature of reports is that they are formally structured in sections. The use of
sections makes it easy for the reader to jump straight to the information they need.
Unlike an essay which is written in a single narrative style from start to finish, each
section of a report has its own purpose and will need to be written in an appropriate style
to suit – for example, the methods and results sections are mainly descriptive, whereas the
discussion section needs to be analytical.
Report is generally divided into three parts: Front matter, Body of report and the
end matter. Understanding the function of each section will help you to structure your
information and use the correct writing style.
Front Matter:
- Front cover
- Title page is the title of the report (clearly identifies the subject of the report)
- Table of contents is the section headings and page numbers.
197
Body of Report:
- Introduction identifies the experiment to be undertaken. Explains its objectives

and significance, and provides the background necessary to understand it. When
appropriate, the background should indicate theoretical predictions.
- Procedures (or Methods) is the procedures section should provide readers with
enough information that they could replicate your experiment if they so desired.
Select the level of detail appropriately.
- Abstract: a brief informational synopsis of your experiment. Strive to use
informational or declarative rather than descriptive prose.
- Conclusions includes:
- a. a brief summary of what you have said/made in the whole paper,
- b. an informal statement of the achievements and claims,
- Results and Discussion (sometimes presented as separate sections): conveys
results relevant to the goals of the experiment. Analyzes the results and discuss their
implications. Acknowledges possible sources of error. Considers presenting
information visually with graphs and tables; provide figure captions.
- List of References- Bibliography
BACK MATTER:
Appendices is the place to include data too extensive or tangential to warrant inclusion
in the main body of the report, but necessary as procedural or analytical evidence.
Indexes is a list of the main contents or items appearing in a report (such as personal or
geographical names, or other topics) arranged in alphabetical order. It is a useful tool for
long reports or texts that can be also consulted not in sequence. The choice of index
depends on the type of document (e.g. in conference proceedings it is recommended to
include an authors’ index, in a handbook an analytical one). Indexes represent an added
value for the best exploitation of the document and shall be carefully organized.
Back cover can contain the name, address, telephone, fax, e-mail and website of the
issuing
organization and/or printer and other relevant information on report availability.
GUIDELINES IN WRITING THE SURVEY, FIELD/LABORATORY, AND

TECHNICAL REPORT
1. Value Communicated
Objective, accurate, and honest presentation of facts and results.
2. Basic Content
a. May consists of eye witness accounts or first-hand information
b. May contain facts, data, figures or statistics on or from people, events, phenomena,
structures, experiments, questionnaires, interviews, and library research.
c. May include materials and procedures or methods
3. Basic Qualities of a Good Report
a. Objective, not subjective point of view
b. Accurate, not sloppy presentation of facts, numbers, statistics, and data
c. Honest, not false or incomplete details and results
d. Brief and direct sentences
198
EXAMPLE OF SURVEY REPORT
Survey of Academic and General Reading in English
On 8th February 1999, a survey was conducted among 16 overseas postgraduate students at the University of
England. The purpose of the survey was to discover the reading habits in English of the students.
The survey was conducted by means of a questionnaire given to the students to complete. The first part of the
questionnaire dealt with the type of reading and its frequency. The second section was concerned with newspapers: the
type of items read and those that were read first.
From the table of data, the most significant items are as follows. In the first section 81% of the students regularly
read academic books" while 44% regularly read academic journals. Nothing else is read regularly or often by 40% or
more of the students. The following comments can be made about the reading of newspapers, magazines and fiction.
75% sometimes read regional or local newspapers, 69% sometimes read books of fiction, 62% sometimes read general
magazines, and 56% sometimes read national daily newspapers. On the other hand, 37% never read Sunday newspapers
and 31% never read fiction.
In the second section, not surprisingly, 100% read news about their own country in newspapers and 56% read this
first. 94% read international news,
25% read this first. 81% read about Britain and look at radio and TV information. The only other item that is usually
read by more than 50% of the students is current affairs (read by 56%).
If any conclusions may be drawn from the data, they are, perhaps, as follows. Overseas students presumably have
little time for general reading: most of their reading time is spent on books and journals on their own subject. Outside
their studies, apart from reading news about their own country, international news, and news about Britain, they probably
spend most time watching TV and listening to the radio.
MELC: Determine the objectives and structures of various kinds of reports.

CS_EN11/12A-EAPPIIe-j-6
CG: Determine the objectives and structures of various kinds of reports.
CS_EN11/12A-EAPP-IIe-j-6
Directions:
Great day, learner! The new normal of education is coming in your way because of the
COVID-19 pandemic that we are facing today. But this situation will not be a hindrance to stop
education. You’re one of the fortunate learners who will enjoy the new ways of learning that
is full of creativity.
With this technique, you will be guided with different activities that will lead you to
master the most essential competencies for Grade 11 student taking up English Academic for
Professional Purposes. This activity sheet will 1-LOAD,2-ENGAGE, 3-ADVANCE, 4-
REFINE, 5-NURTURE you on determining the objectives and structures of various kinds of
report that will surely help you to be a good analyst and a writer of good reports that you will
be needing in the future.
In the different activities, you will be working with Zhaks the famous student in the ML
University. Zhaks will represent the ML University in a World Quiz Bee Championship
competition. As his mentor, you will help him to win in the battle. Now, are you ready to guide
him in the different activities prepared for him to defeat all his enemies?
199
(SDO ILLUSTRATOR, PLEASE INSERT PICTURE OF ZHAKS HERE)
To ensure his victory, we will be having our learning contract. This learning contract
will serve as our evidence that you, as a learner, accepted the challenge in finishing this activity
sheet. Deal or No Deal?
LEARNING CONTRACT
(____________________).
LOAD
Load up your mind with different structures of various reports.
To answer the said activity, you must read the background information regarding the
topic. You may also use other references.
Match the words/parts of a report given in column B with the its description given in
Column A. Write only the letter f the correct answer on the space provided.
Your COLUMN A COLUMN B

Answer
1. What is the purpose of your work? a. Title
2. You will understand the main issue of the report. b. Methods
3. Background or context. c. Reference
4. Procedure d. Abstract
5. Data or findings e. Result
6. Olivar, J.T., II., Rodolfo, R.S., & Cabria, H.B. (2016). f. Introduction
Exploring Life Though Science Series Earth Science (pp
210-216). Phoenix Publishing House, Inc.
7. Suggestions for further research g. Conclusion

8. Formal record of an experiment h. Data Gathering
9. Explains the objective and significance of the study i.Venn Diagram
10. Informative piece of writing j. Technical
Report
k. Laboratory
Report
l. Report
ENGAGE
Engage yourself into the field of reporting.
200
This time read carefully an article with Zhaks and guide him in identifying the different
parts of a Field Laboratory Report.
Fast-food Addiction
It is no secret that the US is leading the world in its swelling obesity. The nation is
subsisting on a diet on high-calorie convenience food. In fact, Americans have increased
their spending on fast-food items from $6 billion to nearly $160 billion annually over the
past four decades. What may come as a shock, however, is the accumulation of evidence
suggesting that the main ingredients in the typical” hamburger, fries and cola” are addictive
compounds that keep customers lining up for their next fit.
The key culprits are sugar and fat. Empirical studies reveal that the heavy dosage of
these substances in today’s super-sized standard of a fast-food meal can trigger brain activity
similar to that endured when a person is on hard drugs. A representative individual serving
at McDonald’s or Burger King can dish out up to 2000 calories, including more than a cup
of sugar and 84 grams of fat. Single-handedly, this meal sized portion meets the full daily
caloric requirement for the average woman. Moreover, it exceeds the recommended daily
allowances of both sugar and fat for any adult, regardless of gender.
Whereas heroin is an opiate, both sugar and fat stimulate endogenous opioids such as
beta-endorphins in the hypothalamus, just above the brain stem. These naturally occurring
painkillers active the release of dopamine, a neurotransmitter, into a small cluster of cells
located in the midbrain called the nucleus acumens. Here, dopamine functions to elicit
feelings of pleasure or euphoria. What’s more, it motivates an individual to proactively
repeat any action that originally fueled its production. In the case of sugar and fat, purported
addiction is a consequence of the body craving the release of dopamine inherent in their
consumption.
To validate reports that fat and sugar behave in drug-like fashion, researchers have
conducted laboratory studies demonstrating that they induce classic addictive symptoms. For
example, eliminating sugar from the nutritional regime of rats that are used to a primarily
sweet diet produced anxiety asymptomatic of heroin and nicotine withdrawal. Moreover,
increased tolerance to addictive food substances was noted. In one experiment, rates were
fed a chocolate drink containing a high ratio of both fat and sugar. Although the animals
were found to ingest increasing amounts of the potent liquid, their total production of
resulting brain opiates was, in fact, diminished. This would suggest that the rodents had
become progressively more tolerant to the effects of fat and sugar. Furthermore, it is likely
they would subsequently require a greater quantity in order to achieve the same high.
Likewise, in humans, brain-imaging scans of obese and non-obese persons illustrate

that the heftier the individuals, the fewer dopamine receptors are present. Researchers are
uncertain whether this the basis of the outcome of obesity. However, it is clear that as weight
201
rises, individuals need to consume increasingly larger portions to experience a comparable
euphoric effect.
(Source: English for Academic and Professional Purposes book from Department of Education First Edition 2016 pg. 193)
Structure Important Information Imparted in the Section
TITLE
INTRODUCTION
STATEMENT OF THE
PROBLEM
METHODS
RESULT
CONCLUSION
ADVANCE
Advance your stance by identifying the different structures of reports!
On the spaces before the numbers, write the word/s that are being explained or asked
by the following.
___________ 1. “Due to the effect of malnutrition, the milk food production was committed
to withstanding the infant mortality problem. The product has soon created an inheritance of
shared value while embedding within their corporate business principles and values (Boyd,
2012) and became quite popular in Europe. As the leading health, nutrition, and wellness
company, it is delegated to elevating its business with an efficacious and humble start.”
__________ 2. Summarizes specific conclusion drawn from the results in terms of the project
objectives and working hypothesis.
For item numbers 3-5, read carefully and analyze this sample report to identify the
different structures of report.
Advanced ceramic materials such as zirconia have great potential as substitutes for
traditional materials in many engineering applications. To date, the achievement of a
consistently reliable product quality has entailed high manufacturing costs which has impacted
202
on the commercial viability of production. Microwave sintering, a new method, seems to have
overcome these problems. It produces product quality that is consistent and reliable. In
addition, there is some evidence that the mechanical properties of microwave-sintered ceramics
are superior to those of conventionally sintered ceramics. The use of rapid volumetric heating
in microwave sintering as opposed to the conventional method of slow controlled high
temperature heating and cooling results in lower production costs because of the short heating
and the reduced processing cycle. The reduced processing cycle also allows a higher production
rate. In addition, the equipment for microwave sintering is also less costly than that required
for conventional processes and requires less maintenance. In terms of energy usage, microwave
sintering is also significantly less costly: calculations of energy savings range from 25 to 95
%. These results lead to the conclusion that microwave sintering is a superior method of
processing advanced ceramic material than the conventional method of production.
_________ 3. To date, the achievement of a consistently reliable product quality has entailed
high manufacturing costs which has impacted on the commercial viability of production.
_________ 4. Microwave sintering, a new method, seems to have overcome these problems.
_________ 5. Advanced ceramic materials such as zirconia have great potential as substitutes
for traditional materials in many engineering applications
REFINE
Refine your skills.
Would you mind to help Zhaks to find and encircle the different types and structures
of various reports? Write a short description of it.
S I G N F I A N C C E B O W A R R O W S
I U P E L A B O R A T O R Y R E P O R T
N U R T U N O S T A T E M I N D A T E W
T W O V I A B E F O R E L E V A N T S O
R I C E E L E E L S E C I D N E P P A R
O N E S A Y V O I C E Z R E S E A R C P
D E D U C S R A Y S I L E N T O N E E O
U U U S K I I E K J U M P R E S E N T W
C C R T J S E K P L T Y P E S T Y L E E
T S E L A S T I C O R N S A R E P E A R
I T T H U N D E R S R E P J O S E P H F
O I L S P I L L C A R T O L E S W D R O
N O C O V I D C O R O N A K G E D A Y I
I N D I A L T T C A R T S B A N C Y A Z
N I C E C L E A R A N C E T P C Y S T I
T C O N C L U S I O N E W N E E C H C O
T E A W A E X A M P L E S E L A I D H N
O W L A W Y E E R U T C U R T S I T A E
W E S T T E L E V I S I O N I S P A R W
T R O P E R L A C I N H C E T U E S D S
203
TYPES OF REPORTS:
1. ___________________________________________________________________
Description: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
2. _______________________________________________________________
Description: ___________________________________________________________
______________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________.
3. _______________________________________________________________
Description: ___________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________.
STRUCTURE OF FIELD REPORT LABORATORY:
1. ___________________________________________________________________
Description: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.
204
2. __________________________________________________________________
Description: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. __________________________________________________________________
Description: ______________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
4. _________________________________________________________________
Description: _____________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. _________________________________________________________________
Description: ____________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
205
6. _________________________________________________________________
Description: ____________________________________________________________
_______________________________________________________________________
______________________________________________________________________.
7. _______________________________________________________________
Description: _____________________________________________________________
________________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________.
NURTURE
Nurture your ability!
Since you have learned already how to determine the objective and structures of various
reports, search for one (1) example of the different types of report either Survey Report, Field
Laboratory Report, or Technical Report with a topic of your interest. State what type of report
it is. Find the parts of the report and write the information that will support each part. Analyze
the sample report you gathered and identify the objectives why the report was conducted. The
report you chose must be submitted in a hard copy as basis for checking the outputs)
1. Type of Report:
2. Structure:
3. Objectives of the Report:
206
Great Job! With your determination to defeat all the enemies of Zhaks, the ML
University will surely shout VICTORY!!!
Congratulations, learner for your hard work and dedication to finish all the activities.
Surely, in your next competency you can do it well.
207
Reflection:
1. I learned that …
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. I enjoyed most on …
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. I want to learn more on …

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________.
References:
Valdez, Paolo Niňo M. PhD. English for Academic and Professional Purposes, Phoenix
Publishing 2016
www.unilearning.uow.educ.com/report/3bvil.html
Alba,Enrique,Writing a Scientific/Technical Report,Dpto.Lenguajes CC. Univ.de Malaga

Spain September 2002
208
ANSWER KEY
LOAD:
Your COLUMN A COLUMN B

Answer
D 1. What is the purpose of your work? a. Title
A 2. You will understand the main issue of the report. b. Methods
F 3. Background or context. c. Reference
B 4. Procedure d. Abstract
E 5. Data or findings e. Result
C 6.Olivar, J.T., II., Rodolfo, R.S., & Cabria, H.B. (2016). f. Introduction
Exploring Life Though Science Series Earth Science (pp 210-
216). Phoenix Publishing House, Inc.
G 7. Suggestions for further research g. Conclusion

K 8. Formal record of an experiment h. Data Gathering
F 9. Explains the objective and significance of the study i.Venn Diagram
L 10. Informative piece of writing j. Technical Report
k. Laboratory Report
l. Report
ENGAGE
Structure Important Information Imparted in the

Section
1. TITLE Fast Food Addiction
2. INTRODUCTION It is no secret that the US is leading the

world in its swelling obesity. The nation is
subsisting on a diet on high-calorie
convenience food. In fact, Americans have
increased their spending on fast-food items
from $6 billion to nearly $160 billion
annually over the past four decades. What
may come as a shock, however, is the
accumulation of evidence suggesting that
the main ingredients in the typical”
hamburger, fries and cola” are addictive
compounds that keep customers lining up
for their next fit.
3. STATEMENT OF THE PROBLEM What is the leading cause of obesity?
209
4. METHODS To validate reports that fat and sugar behave
in drug-like fashion, researchers have
conducted laboratory studies demonstrating
that they induce classic addictive symptoms.
For example, eliminating sugar from the
nutritional regime of rats that are used to a
primarily sweet diet produced anxiety
asymptomatic of heroin and nicotine
withdrawal. Moreover, increased tolerance
to addictive food substances was noted. In
one experiment, rates were fed a chocolate
drink containing a high ratio of both fat and
sugar. Although the animals were found to
ingest increasing amounts of the potent
liquid, their total production of resulting
brain opiates was, in fact, diminished.
5. RESULT Likewise, in humans, brain-imaging scans

of obese and non-obese persons illustrate
that the healthier the individuals, the fewer
dopamine receptors are present.
6. CONCLUSION Researchers are uncertain whether this the

basis of the outcome of obesity. However, it
is clear that as weight rises, individuals need
to consume increasingly larger portions to
experience a comparable euphoric effect.
ADVANCE
1. Introduction
2. Conclusion
3. Statement of the Problem
4. Conclusion
5. Introduction
REFINE
Types of Report:
1. Survey reports present and analyse the results /findings of research (information
gathered from door to-door surveys/questionnaires) concerning reactions to a product,
plan, etc, including general assessment, conclusions and suggestions or
recommendation(s).
210
2. Technical Report is a document written by a researcher detailing the results of project
that needs different approaches of data collection and treatment to convey technical
information in a clear and easily accessible format. Technical report is not peer-
reviewed unless they are subsequently published in a peer-review journal.
3. Field Report Laboratory is a complete detailed report of an experiment. The

information provided in a lab report should be specific enough that the reader would be
able to replicate the experiment.
STRUCTURES OF TECHNICAL REPORTS
1. Abstract: a brief informational synopsis of your experiment, typically under 200

words. Strive to use informational or declarative rather than descriptive prose. (See
Genre Handout, “Abstracts.”)
2. Introduction: identifies the experiment to be undertaken. Explains its objectives and
significance, and provides the background necessary to understand it. When
appropriate, the background should indicate theoretical predictions.
3. Procedure/Methods:the procedures section should provide readers with enough
information that they could replicate your experiment if they so desired. Select the
level of detail appropriately.
4. Conclusions: this section places specific results into the context of the experiment as
a whole. (If your laboratory report is short, the Discussion section may serve as a
sufficient conclusion.) Evaluates the results in light of the objectives stated in the
introduction.
5. Appendices: this is the place to include data too extensive or tangential to warrant
inclusion in the main body of the report, but necessary as procedural or analytical
evidence
NURTURE: Answers may vary.
Prepared by:
MARY JEAN D. DUGO

Writer
211
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
212
Name of Learner: ____________________________ Grade Level: ___________________
Section: ____________________________________ Score: ________________________

DESIGNS, TESTS AND REVISES SURVEY QUESTIONNAIRES
Survey questionnaire items are either open-ended or closed-ended. Open-ended items
simply ask a question and allow respondents to answer in whatever way they want.
Closed-ended items ask a question and provide several response options that respondents
must choose from.
The following are examples of open-ended questionnaire items.
• “What is the most important lesson you learn from this pandemic?”
• “Please describe a moment that you feel so much motivated in your studies.”
• “Is there anything you would like to tell us about your experiences in modular
distance learning?”
The following are examples of closed-ended questionnaire items.
• How old are you?

_____ Under 18
_____ 18 to 34
_____ 35 to 49
_____ 50 to 70
_____ Over 70
• On a scale of 0 (no pain at all) to 10 (worst pain ever experienced), how much pain
are you in right now?
• Have you ever in your adult life been depressed for a period of 2 weeks or more?
Take note that closed-ended items are used when researchers have a good idea of the
different responses that participants might make. This can be any of the following:
1. Multiple-Choice
Multiple-choice questions offer respondents several options of answers to choose from. This is a
popular choice of questionnaire question since it's simple for people to fill out and for companies
to analyze. Multiple-choice questions can be in single-answer -- respondents can only select one
response -- or multiple-answer -- respondents can select as many responses as necessary -- form.
2. Rating Scale
Rating scale questions offer a scale of numbers (typically 1-10) and ask respondents to rate various
items based on the sentiments assigned to that scale. This is effective when assessing customer
satisfaction.
213
3. Likert Scale
Likert scale questions assess whether a respondent agrees with the statement, as well as the extent
to which they agree or disagree. These questions typically offer 5 or 7 responses, with sentiments
ranging from items such as "strongly disagree" to "strongly agree."
The design of the questionnaire depends on the topic you are interested to and the variables
included in the study. It can be closed-ended, open-ended or a combination of these two.
Testing the survey questionnaire involves:
1. Selecting the respondents

• There are several considerations that should be made in selecting
respondents. You want pretest respondents to be like or similar to those
who will actually be your respondents. Thus, you should consider the range
of respondents for the actual questionnaire. This is generally not a “random
selection” process.
2. Scheduling appointments with the respondents
• After identifying and recruiting respondents to participate, you should make
an appointment with the pre-test respondent allowing about 2 to 3 times
much time for the pretest as you feel it should take to just complete the
questionnaire. In other words, a survey that is estimated to take 20 minutes
to complete would probably require at least an hour to pretest the instrument.
3. Conducting the testing itself.
Considering the situation today, all actions should be accorded to
Interagency Task Force Standards. Use online means to test your survey
questionnaire or you can do it face to face when it is allowed.
Revising the survey questionnaire means assessment of the utility of the information
provided during testing of your questions. Response patterns to individual questions such
as poor response to open-ended questions or frequent “don’t know” responses, multiple
write-in comments on scaled questions, and incomplete forms can suggest needed
improvements. Of course, the bottom line is whether the data generated allow you to address
your questions with confidence.
Leaning Competency
MELC: Designs, tests, and revises survey questionnaires (CS_EN11/12A-EAPPIIe-j-8)

Good day, learner!
I hope you have been doing well and enjoying your Learning Activity Sheets! Now,
you are once again set to take your five-stage adventure (1-Load, 2-Engage, 3-Advance, 4-
Refine, 5-Nurture) regarding designing, testing, and revising survey questionnaire. This 5-
stage challenge will let you experience how exciting it is to do a survey. Are you ready? Let’s
begin!
214
LEARNING CONTRACT
(____________________).
Level 1: LOAD
Load up your armor!
Directions: Read each of the items below and identify its type. Write OE when it is open-
ended and CE if it is close-ended on the space before the number.
_____ 1. Why do you need to test your survey questionnaire?
_____ 2. Please put a checkmark before your reply.

Sex
_______ Male
_______ Female
_____ 3. Why do you prefer democracy to federal government?
_____ 4. How adequate are the learning materials provided?

____ very adequate
____ adequate
____ fairly adequate
____ inadequate
____ very inadequate
_____ 5. Do you agree to have at least two-day face-to-face interaction this coming semester?
____ strongly agree
____ agree
____ disagree
____ strongly disagree
Level 2: ENGAGE
Engage and gear up!
Directions: Below is a sample of survey questionnaire. Examine it carefully and answer the
questions that follow.
The Influence of Social Media to Students
Name: _______________________ Age: ________________ Gender: _____
I. Directions: Read the statements below and tick in the box next to the answer
of your choice.
1. What social networking sites do you use?
 Facebook
 Twitter
 Instagram 215
 Others (Specify)
2. How many hours a day do you spend on these sites?
 1-2 hours
 3-4 hours
 5-6 hours
 Others (Specify) ______________
3. Why do you use social networking sites?
 to connect with family, friends, and others
 to learn academically
 to organize events
 Other (Specify)_________________
4. What are personal benefits of using social networking sites?
 Learning new skill
 Staying connected with people
 Sharing common interests
 Other (Specify) ________________
II. Directions: Below are questions that require you to answer meaningfully and
substantially.
1. What do you believe are the disadvantages of using social networking

sites?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Do you think privacy policies are effective in social networking sites?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Questions to ponder:
1. What can you say about the survey questionnaire items? Are they properly
constructed? Are they aligned to the topic? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What can you say about the design of the sample survey questionnaire? Does it need
an improvement? If it needs an improvement, what can you suggest?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
216
Level 3: ADVANCE
Go for more!
Directions: Since you have already an idea about survey questionnaire items, it is your time to
make a sample survey questionnaire. With the topics on SOCIAL MEDIA USE, STUDY
HABITS, STRESS COPING MECHANISM, PEACE AND ORDER OF YOUR
COMMUNITY, SANITATION AND HYGIENE, BULLYING AND MENTAL
HEALTH, choose one and create at least five questions under close-ended and at least
two questions under open-ended forms. For the closed-ended questions, you may use any
of the following forms: Multiple Choice, Rating Scale, Likert Scale, Open-ended, or a
combination of the aforementioned forms. Put your self-made survey questionnaire on
the space provided or use a separate bond paper if needed. Please refer to the rubric
below. Good luck!
Self-made Survey Questionnaire:
Name: _______________________ (Optional Age: ______ Gender: _____
TOPIC: _______________________________________________________________
217
Rubric in crafting a survey questionnaire:
Level 4: Refine
Refine your skills!
Directions: Now that you have crafted your own survey questionnaire based on your chosen
topic, it’s time for you to test the survey questionnaire by conducting it to at least 10 to
20 of your classmates through online, call, or text message. Please coordinate the
conduct of your survey to your subject teacher to follow strictly the health protocols.
After conducting the survey, collect and tabulate the answers per item and present it on
the space provided. You may use a separate sheet if needed. Please discuss the results
briefly.
218
Brief discussion of survey results:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Level 5: NURTURE
Multiply your learnings!
Good job! You are about to finish this five-stage challenge! You have designed and
tested your self-made survey questionnaire in the preceding activities. Now, you have come to
the final level which is the revising of your survey questionnaire.
Directions: Based on your observations on the construction of test items and design of your
self-made survey questionnaire after the testing, you are going to revise it for
better packaging and presentation. Put your revision on the space provided or use
a separate sheet of paper if needed. Please be guided with the given rubric in
activity level 3.
219
Revised Self-made Survey Questionnaire:
Name: _______________________ (Optional Age: ______ Gender: _____
TOPIC: _______________________________________________________________
Reflection
What is your most essential learning from the lesson in designing, testing, and revising survey
questionnaire?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
References
Duttweiler, M. H. (n.d.). Extension Evaluation Community. Retrieved from

https://evalcop.extension.org/: https://evalcop.extension.org/2012/11/survey-design-
testing-monitoring-and-revising/
220
GAO internal guidance/resource. (2017, July 7). Retrieved from .ignet.gov:
https://www.ignet.gov/sites/default/files/files/14_Questionnaire_Pretest_Procedures.p
df
Price P. C., J. R. (n.d.). BCcampus. Retrieved from
https://opentextbc.ca/researchmethods/chapter/constructing-survey-questionnaires/
Answer Key:
Level 1: LOAD Level 2: Engage (Answers vary)
1. OE Level 3: Advance (Answers vary)

2. CE Level 4: Refine (Answers vary)
3. OE Level 5: Nurture (Answers vary)
4. CE
5. CE
Prepared by:
JOY S. FERRER-LOPEZ
RONALD A. MAYO
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
221
PURPOSES
Name of Learner: Score: ______

CONDUCTS SURVEYS, EXPERIMENTS, OR OBSERVATIONS
To successfully conduct your research, it is important to plan your data gathering.

Researcher may conduct survey, experiment or observation in order to gather the needed data.
This session covers the important concepts in conducting surveys, experiments or
observations.
SURVEY
Fundamentally, a survey is a method of gathering information from a sample of people,
traditionally with the intention of generalizing the results to a larger population. Surveys
provide a critical source of data and insights for nearly everyone engaged in the information
economy, from businesses and the media to government and academics.
There are 4 modes of survey data collection that are commonly used.
1. Face-to-face surveys
2. Cellphone surveys
3. Self-administered paper and pencil surveys
4. Self-administered computer surveys (typically online)
Here is a list of the most common question types:
1. Multiple Choice: Multiple Choice questions form the basis of most research. They can
be displayed as a traditional list of choices or as a dropdown menu, select box, etc.
2. Multi-Select: Multi-select is used when you want participants to select more than one
answer from a list.
3. Text Entry: Text Entry is used to gather open-ended feedback from respondents. These
responses can be lengthy essays, standard form information such as name and email
address, or anything in between.
4. Ranking Order: Rank Order is used to determine each respondent’s order of preference
for a list of items. These questions are best used when you want to measure your
respondents’ attitude toward something.
5. Rating Order: Rating questions are asked to indicate their personal levels on things such
as agreement, satisfaction, or frequency
6. Matrix Table: Matrix Table is used to collect multiple pieces of information in one
question. This type provides an effective way to condense your survey or to group
similar items into one question. An example is the Likert scale.
222
7. Slider: Sliders let respondents indicate their level of preference with a draggable bar rather
than a traditional button or checkbox.
8. Side by Side: Side by Side questions let you ask multiple questions in one condensed table
and provides an effective way of shortening your survey while gathering the same amount of
data.
EXPERIMENT
It is a procedure carried out to support, refute or validate a hypothesis. A deliberate attempt
to manipulate a situation, in order to test a hypothesis that a particular cause creates a particular
effect, in other words that varying input will affect the output. Moreover, it provides insight into
cause-and-effect by demonstrating what outcome occurs when a particular factor is manipulated.
Furthermore, experiments vary greatly in goal and scale but always rely on repeatable procedure
and logical analysis of the results.
A good experimental design requires a strong understanding of the system you are studying.
Step 1: Define your research question and variables
You should begin with a specific research question in mind. You may need to spend time reading
about your field of study to identify knowledge gaps and to find questions that interest you.
Example question: Phone use and sleep
You want to know how phone use before bedtime affects sleep patterns. Specifically, you ask
how the number of minutes a person uses their phone before sleep affects the number of hours they sleep.
Step 2: Write your hypothesis
Translate your research question into an experimental hypothesis, define the main variables
and make predictions about how they are related.
Start by simply listing the independent and dependent variables.
Research Question Independent Variable Dependent Variable
Phone use and sleep Minutes of phone use before sleep Hours of sleep per night
Now that you have a strong conceptual understanding of the system you are studying, you should
be able to write a specific, testable hypothesis that addresses your research question.
Then you need to think about possible confounding variables and consider how you might
control for them in your experiment.
Confounding How to control it

variable
Phone use and sleep Natural variation Control statistically: measure the
in sleep patterns average difference between sleep with
among phone use and sleep with phone use
individuals. rather than the average amount of
sleep per treatment group.
Now that you have a strong conceptual understanding of the system you are studying, you should
be able to write a specific, testable hypothesis that addresses your research question.
Null (H0) hypothesis Alternate (Ha) hypothesis
Phone use and Phone use before sleep Increasing phone use before
sleep does not correlate with the sleep leads to a decrease in
amount of sleep a person sleep.
gets.
Step 3: Design your experimental treatments
How you manipulate the independent variable can affect the experiment’s external validity – that
is, the extent to which the results can be generalized and applied to the broader world.
Phone-use experiment
223
You can choose to treat phone use as:
- a categorical variable: either as binary (yes/no) or as levels of a factor (no phone
use, low phone use, high phone use).
- a continuous variable (minutes of phone use measured every night).
Step 4: Assign your subjects to treatment groups
How you apply your experimental treatments to your test subjects is crucial for
obtaining valid and reliable results.
First, you need to consider the study size: how many individuals will be included in
the experiment? In general, the more subjects you include, the greater your experiment’s
statistical power, which determines how much confidence you can have in your results.
Then you need to randomly assign your subjects to treatment groups. Each group
receives a different level of the treatment (e.g. no phone use, low phone use, high phone
use).
You should also include a control group, which receives no treatment. The control
group tells us what would have happened to your test subjects without any experimental
intervention.
When assigning your subjects to groups, there are two main choices you need to
make:
-A completely randomized design vs a randomized block design.
-An independent measures design vs a repeated measures design
Randomization
An experiment can be completely randomized or randomized within blocks or
strata. In a completely randomized design, every subject is assigned to a treatment group at
random while
in a randomized block design (aka stratified random design), subjects are first grouped
according to a characteristic they share, and then randomly assigned to treatments within
those groups.
Phone use and sleep Completely randomized Randomized block design

design
Subjects are all randomly Subjects are first grouped
assigned a level of phone use by age, and then phone use
using a random number treatments are randomly
generator. assigned within these
groups.
224
OBSERVATION
It is a systematic data collection approach. Researchers use all of their senses
to examine people in natural settings or naturally occurring situations.
Participant observation involves an intensive interaction between the
researcher and the participants. This means that as participant observer, the researcher
joins the group he or she is studying in their environment and participate in their
activities. In Non-participant observation, the researcher does not participate in the
activities of the group being observed. This means that the researcher is not directly
involved in the situation he or she is observing.
Non-participant observation may provide limited insight into the meaning of
the social context studied. If this contextual understanding is important, participant
observation might be needed. These two data collection techniques can complement
each other and be used together.
How to Conduct Observations for Research
1. Identify Objective
Determine what you want to observe and why. Are looking to see how students respond
to a new environment? How customers interact with employees? How bosses interact
with subordinates? When conducting observations, you are trying to learn habits,
patterns, behaviors, reactions, and general information about people in a particular
environment to better understand what they do and, hopefully eventually, why they do
it (though observations alone often won’t tell you the “why”).
2. Establish Recording Method
To make observations most effective, it’s important that you minimize or eliminate any
disruptive or unfamiliar devices into the environment you wish to observe. For
example, it is often least effective to video record observations in situations where the
people being observed know they are being filmed (but it’s usually unethical to film
without telling them. Note-taking is the most common method, though in some public
spaces you can take photographs, audio recordings, and other methods.
3. Develop Questions and Techniques
Determine whether you are conducting an informal or a formal observation (see
explanations to the far right.) Knowing your objective, determine if there are specific
questions you have or if you are going in completely open-minded. What you hope to
learn will help you know what specifically to look for. Be prepared when entering an
observation space by having a sound understanding of the type of information you are
trying learn.
4. Observe and Take Notes
Visit the space you are hoping to get information from. Be as unobtrusive as possible,
taking notes, photographs, audio, and film, only where it is allowed, you have
permission, and it makes sense for the research without disrupting the environment. If
you are doing formal observations, will you need to code certain behaviors, actions,
words, visuals, and other observed data.
5. Analyze Behaviors and Inferences
Separate the difference between what you observed (which are factual behaviors) and
why what you observed happened. Typically, to make some sense of your observed
data, you will need to interview people in the environment you are observing, either
during the observation itself, or afterwards. Make connections between interactions,
responses, behaviors, and other phenomena.
225
CG: Conducts surveys, experiments or observations (CS_EN11/12A-EAPP-IIe-j-8)

MELC: Conducts surveys, experiments or observations (CS_EN11/12A-EAPP-IIe-j-8)

Welcome to the new normal process of learning in 21 st
century education!
Hi! I am Teacher Cel!
I am here to be your support. Together with your parents and
siblings, I am pleased to be your guide and companion as you
walk through the Learning Activity Sheet.
Be grateful because you are one of the blessed learners who
will still continue to study through flexible learning modality
in the new normal.
In this learning activity sheet, you will be guided with
five-stage adventure that will lead you to master how to conduct surveys, experiments and
observations thereby leading you to become real researcher. You need to accomplish each task
to complete the mission.
So, get ready to LOAD, ENGAGE, ADVANCE, REFINE and NURTURE your
competence with the different tasks prepared for you.
LEARNING CONTRACT
Phase 1: LOAD
(____________________).
Level 1: ENGAGE
Load to be ready!
Good day! Welcome to the first level of your mission. For you to be ready with the
succeeding tasks, you need to load up your mind with the different terms you will be
encountering later. In this level, you will be shown 4 photos in a grid, all of which share a
word in common. Your goal is to figure out the common word based on word length, which is
provided to you. Write your answer on the blank below each box.
226
____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
___ ___ ___ ___ ___ ___ ___ ___ __ __ ___ ___ ___ ___ ___ ___ __ ___
Good job! I hope you enjoy the activity. This time I want you to write the things that
you know about your answers using 1 sentence in each item.
1._________________________________________
_________________________________________
2._________________________________________
_________________________________________
3._________________________________________
_________________________________________
4._________________________________________
_________________________________________
Level 2: ENGAGE
Engage in survey
Well done, learner! You are now on the 2nd level of your
mission. By applying the things that you have learned in
designing or revising test and survey, you are going to plan and
conduct a survey in ONE of the topics below. Choose the mode
of survey to employ (Face-to-face surveys, Telephone surveys,
Self-administered paper and pencil surveys, Self-administered
computer surveys (typically online) as well as the type of
questionnaire to be used.
Follow the step by step process below. Do not worry. We
will be watching over you.
227
Readiness of students in new normal
Anti-terrorism bill of 2020
Mobilization of China forces in West Philippine Sea
Preferred Learning Modalities
Perception on Home Learning
Health practices amid pandemic

Are you ready? The first thing that you need to do is to choose a topic among the
choices in the box. Please write your answer on the space provided below.
Example: Health practices amid pandemic
Step 1 - Topic: ______________________________________________________________
Great! Thank you for choosing a topic within your interest. Let us now move on to the
second step. Decide on your target population. Where you are going to gather data. Make
sure that they are reachable. That means they are just near to you or you can reach them
through phone or social media. Like family members, neighbors, friends, classmates.
Step 2 -Population: __________________________________________________________
Aha! Next, you are going to choose the mode of survey you will be employing.
Put your answer on the blank.
Step 3-Mode________________________________________________________________
Very good! Keep going, learner! This time you are going to make questionnaire by
generating problems or questions about the topic you have chosen. Consider the things that
you have learned in designing survey in the previous lesson.
Step 4- Questionnaire:
228
Good job, learner! You are now ready to gather data. Make sure that you observe the
health-safety practices in gathering your data. Good luck and enjoy!
Step 5- Result
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Phase 3: ADVANCE
Advance your knowledge
Congratulations, learner! You are now on the level of

advancing your competence as a researcher. In this level, you
will be challenged to identify the different parts of
experiment below and arrange it by numbering each section
to create an experimental research.
Section There are few facts about the role of

No.
obedience when committing acts against
_____ ____________________________
one’s personal conscience (1961). Most
_
theories suggest that only very disturbed people are
capable of administering pain to an ordinary citizen if they are ordered to do so. Our
experiment tested people's obedience to authority. The results showed that most obey all
orders given by the authority-figure, despite their unwillingness. The conclusion is that,
contrary to common belief, personal ethics mean little when pitted against authority.
Behavioral Study of Obedience

No. Section
_____ ____________________________
_
229
Of the 40 participants in the study, 26
No. Section
delivered the maximum shocks. 14
_____ ____________________________ persons did not obey the experimenter
_ and stopped before reaching the highest
levels. All 4participants continued to
give shocks up to 300 volts.
Most of the participants became very

No. Section
agitated, stressed and angry at the
_____ ____________________________ experimenter. Many continued to follow
_ orders throughout even though they were
clearly uncomfortable. The study shows that people are able to harm others intentionally if
ordered to do so. It provides evidence that this dynamic is far more important than previously
believed, and that personal ethics are less predictive of such behavior.
Current theories focus on personal

No. Section
characteristics to explain wrong-doing and
_____ ____________________________ how someone can intentionally harm others.
_ In a survey, professionals such as doctors,
psychologist and laymen predicted that a small proportion of a population (1-3%) would
harm others if ordered to do so. In the recent war trial with Adolph Eichmann, he claims to
only have been “following orders". The author wanted to test this claim. Can people harm
others because they are merely obeying orders? Can people be ordered to act against their
moral convictions? The experiment will test whether a person can keep administering painful
electric shocks to another person just because they are ordered to do so. The expectation is
that very few will keep giving shocks, and that most participants will disobey the order.
Argyris, C., Schön, D.A. (1996). Organizational

No. Section
Learning II. Addison-Wesley.
_____ ____________________________
_ Deutsch, M. (2000). Cooperation and
Competition. In M. Deutsch and P. Coleman (Eds.) The Handbook of Conflict Resolution: Theory and
Practice (pp. 21-40). San Francisco: Jossey-Bass Publishers.
Milgram, S. (1974). Obedience to Authority. New York: Harper & Row.

Nisbett, R.E., Wilson, T.D., (1977). The Halo Effect: Evidence for Unconscious Alteration of
Judgments. Journal of Personality and Social Psychology, 35 (4), 250-256. Retrieved
from: http://osil.psy.ua.edu/672readings/T6-SocCog2/haloeffect.pdf
230
Phase 4: REFINE
Refine your skill in doing observation!
Great Job! This time be an observer

by employing the steps you have learned
earlier.
As a student researcher, you are
going to observe how the ongoing
pandemic affects the means of
transportation of the community.
1. Identify Objective
__________________________________________________________________
2. Establish Recording Method

___________________________________________________________________
3. Develop Questions and Techniques
_____________________________________________________________________
_____________________________________________________________________
4. Observe and Take Notes
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Analyze Behaviors and Inferences
_____________________________________________________________________
_____________________________________________________________________
Phase 5: NURTURE
Nurture your competence!
Very good! You are down to your final level to accomplish your mission. This time,
you are going to nurture your competence by doing the performance task below.
Goal: Your goal is to conduct a survey about how citizens in your

community are affected with the presence of pandemic which is
COVID-19.
Role: You are a student researcher
Audience: Your audience/population where data will be gathered are your
family, classmates, teachers or neighbors
Situation: You are going to gather data on how the citizens in your barangay
are affected in COVID -19 by conducting survey.
Mode of survey to be used can be face-to-face if done at home or
cellphone or online survey if you have the means.
Note: observe social distancing and other health safety protocols
Product: You need to present the result of your survey and possible ways on
how to solve it through a poster.
231
Standards/Criteria:
Reflection:
How will this lesson help you in fulfilling your roles in the
future?
________________________________________________
________________________________
232
References
References:
Barrot J. S. & Sipacio P. J. (2016). English for academic and Professional Purposes for Senior
High School . C & E Publishing, Inc. South Triangle, Quezon City.
Valdez, P.N. (2016). English for Academic and Professional Purposes for Senior High School
Phoenix Publishing House Inc. Quezon Avenue, Quezon City.
Answer Key
Engage (answers may vary)
Load
Advance (answers may vary)
1. Observe
Refine (answers may vary)
2. Survey
Nurture (answers may vary)
3. Research
4. Experiment
Written by:
Maricel Parallag
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
233
ENGLISH FOR ACADEMIC AND PROFFESIONAL
PURPOSES
Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________Score: _______________________

PRINCIPLES AND USES OF SURVEYS, EXPERIMENTS AND SCIENTIFIC
OBSERVATIONS

A survey measures characteristics of interest about a population using a
sample selected from the population. As you saw in a previous lesson, a sample needs
to be representative of the population in order for the measurements obtained from the
sample to be accurate. Random sampling is generally the best way to ensure
representation. Even when random sampling is used, a survey’s results can have errors.
Some of the sources of errors are:
• Biased questions: The wording of questions in a survey can influence the way people
respond to questions. Survey questions need to be worded in a neutral, unbiased way.
• Interviewer effect: If an interviewer asks the questions in a survey, the person being
interviewed may give inaccurate responses to avoid being embarrassed.
• Nonresponse: Some people may be difficult to contact, or they may simply refuse to
participate once contacted. If nonresponse rates are higher for certain subgroups of a
population, then those subgroups will be underrepresented in the survey results.
In an observational study, researchers determine whether an existing

condition, called a factor, in a population is related to a characteristic of interest. For
instance, an observational study might be used to find the incidence of heart disease
among those who smoke. In the study, being a smoker is the factor, and having heart
disease is the characteristic of interest.
In an experiment, researchers create a condition by imposing a treatment on

some of the subjects of the experiment. For instance, an experiment might be
conducted by having some people with eczema take a vitamin E pill daily, and then
observing whether their symptoms improve. In the experiment, taking the vitamin E
pill is the treatment, and improvement of symptoms is the characteristic of interest.
234
MELC
Gathers information from surveys, experiments, or observations*
(S1/2, Q2/4)
CG
Gathers information from surveys, experiments, or observations*
(CS_EN11/12A-EAPP-IIe-j-9)
Directions:
Good day, learner!
Have you learned lots of things in your subject English for Academic and Professional
Purposes? I hope you have been learning well and enjoying your Learning Activity Sheets!
Now, you are once again set to take your five-stage adventure (1-Load, 2-Engage, 3-Advance,
4-Refine, 5-Nurture). This time, you are going to be a Detective Conan or a Nancy Drew in the
end of this learning activity as we are to embark with a new learning which is to gather
information from surveys, observations or experiments. At this point, you need to choose your
preferred character then sign the learning agreement. Enjoy and good luck, future detective!
Name: Name:
235
* TO THE DIVISION ILLUSTRATOR, PLEASE CHANGE THE ILLUSTRATION
WITH AN ORIGINAL ONE.
LEARNING CONTRACT
(____________________).
Did you have a great time conducting the surveys, experiments, or observations that
you were asked to do in the previous activity?
Well, there are many ways to gather data when writing a report. In this learning activity,
develop your skill in getting the most important information you need to complete your writing
task. Remember, not all the gathered data needs to be written, only those important concepts.
Let’s begin.
LEVEL 1: LOAD
Let’s load up your mind! Your detective journey starts here through this activity.
Match column A with the correct answer on column B. Write only the letter of answer
on the blank provided before each number.
A B
______1. This includes the prewriting, writing, and postwriting a. Primary

stages. Sources
b. Clustering
______2. This pertains to classifying the generated ideas into c. Writing
groups. process
d. Reaction
______3. This pertains to the effective flow of ideas in a text. Paper
e. Concept
______4. These are raw data collected firsthand by researchers
Paper
or writers by field research.
f. Jargons
______5. This refers to following generally acceptable g. Opposite
standards of conduct and moral judgment. h. Questionnaire
i. Ethics
______6. This paper allows or asks a person to write a reaction j. Coherence
on something that he or she had seen, heard, or experienced.
______7. This is a precedent of a full proposal.
______8. These present the strongest arguments of the

opposition.
236
______9. This contains a list of standardized questions that
aim to get specific answers from respondents.
______10. These are specific words used for a particular

Setting or area of expertise.
LEVEL 2: ENGAGE
Heads up, learner. You are now ready to engage in a more complex activity. This time,
you will become a detective journalist.
Note that, in writing a report, you do not need to include everything that you have gathered
.from the observations, surveys and experiments that you have conducted. More often than
not, the most important information is only needed to compete your writing. Take as an
example a journalist. Oftentimes, a journalist comes up with the information he/she needs
before writing a news report such as the 5Ws and 1H (who, what, when, where, why and
how). However, let us do it the other way around. Below is a news report about the COVID
19 Pandemic
Fill of Philstar.com
in the needed by Ratziel San Juan - June 20, 2020. Since it is already a
information below:
complete news report, what you need to do now is to identify the 5Ws and 1H
1. WHO-
COVID-19 infections in Philippines breach 29,000 with 943 new cases
_____________________________________________________________________
_____________________________________________________________________
MANILA, Philippines (Update 1, 7:36 p.m.) — The coronavirus disease 2019 (COVID-19)
___________________________________________________
tally in the Philippines is now at 29,400 after the Department of Health on Saturday
confirmed
2. WHAT- 943 more cases.
_____________________________________________________________________
Of these new cases, 578 were classified "fresh" (test results released to patient within last
_____________________________________________________________________
three days) while the remaining 365 were "late" (results released four days ago or more).
___________________________________________________.
3. WHERE-
This week saw 4,016 additional infections on top of the 25,392 recorded as of last Saturday.
_____________________________________________________________________
Meanwhile, the death toll has reached 1,150 as the Health department reported 20 more
_____________________________________________________________________
patients who succumbed to the coronavirus.
___________________________________________________.
4. WHEN-
Another 272 survivors, however, brought the COVID-19 recovery count to 7,650.
_____________________________________________________________________
_____________________________________________________________________
This week marks the biggest progress in terms of recoveries so far with 1,945 additional
___________________________________________________.
5. WHY-top of the 5,706 recorded as of last Saturday — the most recoveries announced
survivors on
in a single week so far.
_____________________________________________________________________
_____________________________________________________________________
This comes after the single-day new recovery record was broken twice this week with 298
___________________________________________________.
and 301 survivors on Monday and Tuesday, respectively.
6. HOW-
Moreover, the daily average recoveries for this week stands at a new high of 277 per day.
_____________________________________________________________________
_____________________________________________________________________
The number of active cases, on the other hand, is 19,951, according to the Health department.
___________________________________________________.
More than 8.38 million cases of the coronavirus, including around 450,000 deaths, have
been logged globally by the World Health Organization in its latest situation report.
237
LEVEL 3: ADVANCE
You are now half way to becoming Detective Conan/ Detective Nancy Drew. This time
you are now going to advance into a more complex activity.
Read this excerpt of an interview about the Top COVID-19 Questions, Answered: An
Interview with ASM President Robin Patel. As a future detective, your task is to get the most
important information from the said interview. Are you ready? Let’s go, Detective!
2019 NOVEL CORONAVIRUS – An Analysis
Can you briefly explain what this novel coronavirus is?
Coronaviruses are a large family of viruses. They are pretty common in people, and they usually cause
just the common cold. They’re also found in many different species of animals. Very rarely, animal
coronaviruses can infect and spread between people. Examples of animal coronaviruses that infect
humans include: Middle East respiratory syndrome coronavirus (MERS-CoV), Severe acute
respiratory syndrome coronavirus (SARS-CoV) and the one we’re dealing with now, called SARS
Coronavirus-2 (SARS-CoV-2).
The disease caused by SARS-CoV-2 has been named Coronavirus Disease 2019 and abbreviated
COVID-19. We first saw this virus in late 2019 in Wuhan, China. SARS-CoV-2 is a Betacoronavirus,
like MERS coronavirus and SARS coronavirus. And all 3 have their origin in bats. [MERS-CoV likely
jumped from bats to dromedary camels in the distant past before appearing in humans.]
What do we know about how SARS-CoV-2 is spread and why it's spreading so quickly?
SARS-CoV-2 is a respiratory virus; the primary way it’s transmitted is human-to-human. It spreads
very easily from person to person, and that’s why it’s spreading so quickly. When an infected person
talks, coughs, sneezes or simply breathes out, they release respiratory droplets into the environment.
These droplets are laced with viral particles that can move on to infect others. There has been some
evidence of airborne and surface transfer of SARS-CoV-2. In some cases, viral RNA has been found
in the air and on surfaces hours to days after contact with infected individuals. However, that RNA is
not always infectious.
What are the incubation period and symptoms of COVID-19?

The incubation period (amount of time between exposure to the virus and development of symptoms
of COVID-19) ranges from 1-14 days. It is most commonly 5-6 days, and in some rare cases has been
reported to be longer than 14 days.
Symptoms of COVID-19 are varied. They include fever, chills, cough, shortness of breath or difficulty
breathing, fatigue, muscle or body aches, headache, loss of taste or smell, sore throat, runny nose,
nausea, vomiting and/or diarrhea. Most people don’t experience all of these, and many people have
absolutely no symptoms. Fever, dry cough and tiredness are the most common symptoms, if symptoms
occur.
Serious symptoms include difficulty breathing or shortness of breath, chest pain or pressure or loss of
speech or movement.
Anyone experiencing trouble breathing, persistent pain or pressure in the chest, new confusion,
inability to wake or stay awake or bluish lips or face should seek medical attention immediately.
238
Interview Question 1
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
____________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
____________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
___________________________________
239
LEVEL 4: REFINE
You read it right, few more activities and you will now become a certified detective.
However, we have to further refine your skills.
In this part of learning, you are going to evaluate the article by answering the following
questions.
Caring Doctors Shorten and Ease the Common Cold
Researchers have found that among patients with colds, those who gave their doctors
perfect scores on a questionnaire measuring empathy have colds that did not last as long and
were less severe. Empathy on the part of doctors included making patients feel at ease, listening
to their concerns, and showing compassion.
A total of 350 subjects who were experiencing the onset of a cold were randomly
assigned to one of three groups: no doctor-patient interaction, standard interaction, and
enhanced interaction. Only subjects in the third group saw doctors who had been coached on
being empathetic.
1. Is this a survey, an observational study, or an experiment? How do you know?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What details of the research does the article include? Is any important information
missing?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. What conclusion do you draw from the report in Part A? How much confidence do
you have in that conclusion? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
240
LEVEL 5: NURTURE
Good job, you really are now ready to become a certified DETECTIVE. Your final
task is to show that you are best fit for the job.
PERFORMANCE TASK
As a detective, you are tasked
to come-up with a report based on the
data that you have gathered in the
Level 3: Advance. Write the said
report on the space provided after this
page.
Analytic Rubric for Performance Task

Excellent (5) Good (3) Needs Score
Improvement (1)
Accuracy and The details The details The details

Content provided in the provided in the provided in the
output are output are output are
accurate and accurate and accurate and
full of helpful with helpful contains some
information information helpful information
Organization The output is The output is The output is not

well organized organized and organized and uses
and uses uses inappropriate
appropriate appropriate pattern.
pattern. pattern.
Interest The output The output The output has no

invokes great invokes some or very little
interest. interest. interest.
TOTAL SCORE
241
_______________________________________
Title
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Congratulations! You are now a certified detective. You may now consider yourself
either Detective Conan or Detective Nancy Drew. May you use the learnings that you had as
a good writer in the next lessons. Please receive your certificate
242
REFLECTION:
Drop your reflection below about your learning.
References:
Hagen, Ashley M.S.,(2020) Top COVID-19 Questions, Answered: An Interview with ASM
President Robin Patel, American Society for Microbiology.
Surveys, Experiments, and Observational Studies, Houghton Mifflin Harcourt Publishing

Company
Mondez, R.G. & Suarez, C.A., (2016) English for Academic and Professional Purposes
Book- DIWA Learning Town
Answer Key:
LEVEL 1: LOAD LEVEL 2: ENGAGE

Answers may vary.
1. C
2. B LEVEL 3: ADVANE
3. J Answers may vary.
4. A
5. I LEVEL 2: REFINE
6. D Answers may vary.
7. E
8. G LEVEL 2: NURTURE
9. H Answers may vary.
10. F
Prepared by:
WILLY V. GAMIZ, JR.

Teacher II
San Sebastian Integrated School
243
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
244
Name of Learner: ____________________________ Grade Level: _______________
Section: ____________________________________ Score: ____________________
Summarizes findings and executes the report through narrative and

visual/graphics forms
One of the most important aspects of academic writing is making use of the ideas of other
people. This is important as you need to show that you have understood the materials and that
you can use their ideas and findings in your own way. You can either paraphrase if you want
to keep the length the same, summarize if you want to make the text shorter.
Notes to remember:
A summary is a shortened version of a text. It contains the main points in the text and is
written in your own words. It is a mixture of reducing a long text to a short text and selecting
relevant information. Summarizing is useful when you are using the work of others to support
your own view.
A good summary shows that you have understood the text. Please remember, though, that
even when you summarize someone's work, you must acknowledge it. Other than writing a
summary, one way also to shorten explanation is through visual summary.
Creating a visual summary for your report is similar to writing its executive summary, but
uses visuals and graphics to aid in the communication of your key information. It may be
integrated within the full report or as a separate piece to be shared as a handout or posted online.
It can be a great tool for engaging audiences in your key findings, especially ones who may not
have or take the time to read your full report.
Tips for creating a visual summary effective:
1. Take the time to plan before creating

2. Focus on communicating key findings not methodology
3. Translate your findings by putting them in context
4. Make sure graphics enhance understanding
5. Keep it simple
245
MELC: Summarizes findings and executes the report through narrative and visual/graphics
forms. (CS EN11/12A-EAPPIIe-j-11) )
CG: Summarizes findings and executes the report through narrative and visual/graphics
forms. (CS EN11/12A-EAPPIIe-j-11)
Directions:
Dear learner, welcome to your next learning experience! With your previous learning
activities, you have gained more knowledge that will greatly help you continue in your learning
race.
Now, you are set to take your five-stage adventure (1-Load, 2- Engage, 3- Advance, 4-
Refine, 5- Nurture). Take your time and enjoy!
Before you start the activities, please fill up the Learning Contract.
LEARNING CONTRACT Agreement: By signing the contract, you are hereby accepting the
responsibility to finish the activity package and submit it to your teacher
(___________________ ) on (__________________________
LOAD
Infographic Analysis!
Activity 1. Directions: Analyze the given infographic below and answer briefly the questions that
follow. Write your answers on the space provided.
246
QUESTIONS:
1. What are the elements in the infographic?
__________________________________________________________________________________
__________________________________________________________________________________
__
2. Do you think the given infographic is considered as summarized information? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__
3. How does it help you to understand easily the information?
__________________________________________________________________________________
__________________________________________________________________________________
__
ENGAGE
Which is better?
Activity 2. Directions: Read the original article in the box below and its two
summaries. Choose the more effective summary that is presented and answer the guide
questions that follow.
Original source to be summarized
“Before 1994, diabetes in children was generally caused by a genetic disorder – only
about 5 percent of childhood diabetes cases were obesity-related, or Type 2, diabetes.
Today, according to the National Institutes of Health, Type 2 diabetes accounts for at
least 30 percent of all new childhood cases of diabetes in this country. Not surprisingly,
money spent to treat diabetes has skyrocketed, too. The Centers for Disease Control
and Prevention estimate that diabetes accounted for $2.6 billion in health care costs in
1969. Today’s number is an unbelievable $100 billion a year.”
“Don’t Blame the Eater,” David Zinczenko
Summary 1
The author says that only 5 percent of children had Type 2 diabetes before 1994. In
addition, they mention that today at least 30 percent of new childhood diabetes cases in
the USA are Type 2. They also say that more money is being spent to treat diabetes
now - $100 billion a year.
247
Summary 2
In author's article “Don’t Blame the Eater,” David Zinczenko supports their position on
the fast food industry by comparing today’s rates of Type 2 diabetes to those prior to
1994. David makes it clear that instances of Type 2 diabetes have increased
dramatically, as has the cost of preventing the spread of this disease.
QUESTIONS:
1. Differentiate the two summaries in terms of content and structure/style.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________
2. Which is more effective between the two summaries? Why?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
ADVANCE
Visual Talks
Activity 3. Directions: Interpret the given graph below. Write a summary of your report for
not more than 5 sentences. A space is provided for you to write your answer.
248
SUMMARY OF INTERPRETTION:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
REFINE TO REMEMBER
Shortened me!
Activity 4. Directions: Write a summary of the given paragraph below. A space is provided
for your answer.
249
Despite decades of research into the sociocultural model of eating disorders, we
still do not understand how such sociocultural influences produce disordered eating in any
given individual (or why a similar person in the same cultural milieu does not become
disordered). Clearly, though, one source of vulnerability lies in a woman's body image. To
the extent that a woman's self-image is challenged or threatened by an unattainable ideal
of an impossibly thin female physique, she may well become susceptible to disruption of
her self-regard, and may be more likely to develop an eating disorder. In short, the
sociocultural model argues that exposure to idealized media images (a) makes women feel
bad about themselves and (b) impels women to undertake the sort of "remedial" eating
patterns that easily and often deteriorate into eating disorders.
SUMMARY:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
NURTURE
Graph and narrate the findings
Activity 5. Directions: In this activity, you need to do the two tasks given below for your
output.
Task 1. Create a line graph based on the 1-paragraph interpretation below.
The Figure compares the trajectory of total cases in Iran and the Philippines starting
from the day when both countries had five cases of Covid-19. It is important to note that Iran
did not impose any quarantine measures on its citizens, instead opting for an approach based
on self-quarantine. The average transmission or infection rate of Covid-19 in Iran during this
period is about 0.4, compared with a transmission rate of 0.3 in the Philippines. This figure
already demonstrates in part the effectiveness of imposing a lockdown in Luzon. Within 30
days, the number of cases of Covid-19 in the Philippines was 3,660, compared with 21,638 in
Iran. The lockdown may have reduced the number of cases by 83%. Even with possible under-
reporting of cases in the initial stages of the disease, the difference brought mainly by the
imposition of the enhanced community quarantine (ECQ) is substantial.
250
LINE GRAPH:
Task 2. Report the findings through an interpretation of the graph below. Make sure to
follow the tips in summarizing. A space is provided for your answer:
INTERPRETATION:
251
Reflection:
From the activities I have gone through, I learned that _________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________.
References:
Evergreen, K.S. (2020) Evergreen Data Intentional Reporting and
DataVisualization.https://stephanieevergreen.com/guest-post-5-tips-for-creating-effective-
visual-summaries-for-your-reports/
The Isabela Chronicle (2020).

https://www.facebook.com/theisabelachronicle/photos/a.112186377132806/13120887189722
3
Simon Fraser University (2020) https://www.lib.sfu.ca/about/branches-

depts/slc/writing/sources/summarizing\
Punongbayan, Jc (2020) [ANALYSIS] Rare Philippine recession: Why this one’s unique,
evennecessary.https://rappler.com/voices/thought-leaders/rare-philippine-recession-why-this-
one-is-unique-even-necessary
https://www.up.edu.ph/covid-19-forecasts-in-the-philippines-insights-for-policy-making/
Guido David, Ph.D. et. al. (2020). COVID-19 Forecasts in the Philippines: Insights for
Policy-making.http://www.uefap.com/writing/report/repfram.htm
Answer Key
LOAD
Infographic Analysis!
*The answer in the 5-sentence Infographic analysis may vary
Questions: Answer each question in not more than two sentences.
1. What are the elements in the infographic?
Answer: shortened version of text, visual and graphics
252
2. Do you think the given infographic is considered as summarized information? Why?
Answer: Yes, It contains short text of relevant information with the used of visuals and
graphics to easily understand the message.
3. How does it help you to understand easily the information?
Answer: It creates a visual summary of the article using short text, visuals and graphics to aid
in the communication of the key information.
ENGAGE
Which is better?
1. Summary 1 paraphrases some lines from the article and does not specify the credit and
author of the article, whereas; Summary 2 shows specifically the credit of the article and
shortened the text based on the meaning and statistics given.
2. Summary 2 is better. It gives credit to the author of the article and shortened the text
without altering the meaning of the article.
ADVANCE
Visual Talks
The nation’s income – as measured by gross domestic product or GDP – contracted in

the first quarter of 2020 by 0.2% vis-à-vis the same period last year. Figure 1 shows that the
era of impressive, uninterrupted growth is over. We’ve never seen negative growth since 1998
or during the Asian financial crisis. That’s practically a generation ago.
By convention, we need at least two consecutive quarters of negative growth to declare

a recession. But even now it’s safe to say we’re right smack in one: the economic managers
themselves foresee even grimmer numbers next quarter.Historic and rare as it is, this recession
is also unique: rather than it falling onto our laps, we actually forced it to happen. And it’s
probably for the best.
REFINE
Shortened me!
Here is a possible summary of the activity.
The article noted that we still do not know how or why sociocultural influences like the
media contribute to some individuals developing eating disorders while others do not. In some
cases, the ubiquitous message of thinness and ideal beauty broadcast by the media can
253
challenge a woman's self-image, disrupting her sense of self-esteem. However, not all women
are influenced by the same media messages in the same way. The sociocultural model explores
the ways women internalize the media's ideal of unattainable thinness and beauty, and how that
internalization in turn can result in disordered eating and a distorted sense of body image.
NURTURE
Graph and narrate the findings
Task 1
Task 2
The graph shows forecasts Covid-19 based on the most recent 5-day average
transmission rate of 0.08 and recovery time of 18 days (Figure 2). The graph includes the initial
32 days of actual data (from March 10 to April 8, 2020) with 60 days of forecast. Under this
scenario, assuming nothing changes, there will be more than 12,200 total cases by May 8, 2020,
4900 of which are active cases, and 980 deaths. By June 8, 2020, the simulation shows a total
of 29,500 total cases with 9,800 active cases and 2,600 deaths. This scenario is a simulation
based on the most recent trends, assuming those trends do not improve even further. Although
the curve for the active cases has not flattened yet, the rate of increase is not very drastic.
Written by
Edlyn M. Baui
Regional Science High School
254
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
255
PURPOSES
Name of Learner: ________________ Grade Level: __________________
Section: _______________________ Score: _______________________

Writing the Research Paper, Survey Report & Scientific Technical Report
A report is written for a clear purpose and to a particular audience. Specific information and
evidence are presented, analyzed and applied to a particular problem or issue. The information is
presented in a clearly structured format making use of sections and headings so that the information
is easy to locate and follow.
When you are asked to write a report, you are usually given an outline of what is expected
on your written output. It has its purpose/objectives, audience and problem or issue that your report
must address, together with the specific needed requirements for its format and structure. In writing,
be sure to know these elements which will also guide you in the writing process.
But before proceeding on the things to remember in writing reports, let us take a look first
on the difference of a formal report and informal report.
Formal Report – The reports that are prepared in prescribed forms, according to some
established procedures to proper authorities are called formal reports. Formal report is highly
structured and is prepared in a prescribed format. Most Formal report is always written in a
manuscript (narrative style) format.
Informal Report – An informal report is one that is prepared not by following any
prescribed rule or formality. Informal report is less structured and it is less important to follow the
prescribed format. Most Informal reports are written in memorandum and letter formats.
Sometimes, you will be asked to write an informal one but, most of the time, you will be
tasked to write a formal report because that is what is being written in the academe and workplace.
Here are some of the tips to bear in mind in writing an effective report given by the
University of Leicester.
An effective report presents and analyses facts and evidence that are relevant to the specific
problem or issue of the report brief. All sources used should be acknowledged and referenced
throughout, in accordance with the preferred method of your department.
256
The style of writing in a report is usually less discursive than in an essay, with a more direct
and economic use of language.
A well written report will demonstrate your ability to:
• understand the purpose of the report brief and adhere to its specifications;
• gather, evaluate and analyze relevant information;
• structure material in a logical and coherent order;
• present your report in a consistent manner according to the instructions of the report brief;
• make appropriate conclusions that are supported by the evidence and analysis of the report;
and
• make thoughtful and practical recommendations where required.
Are you ready to write a sample report? If you think you are, be reminded of the following
definitions of some of the various reports that you are going to write about.
1. Research paper - analyses a perspective or argues a point. It is an expanded essay that
presents your own interpretation or evaluation or argument. It also involves surveying a
field of knowledge in order to find the best possible information in that field.
2. Survey Report - present and analyze the findings of research. It has to be very professional
and brief in order to meet their purpose and at the same time be easy to read and process.
3. Laboratory Report – It is written by those in the sciences mainly to persuade others to accept
or reject a hypothesis, record the details for future researchers, and document a current
phenomenon for future reference or comparison.
Those are some of the kinds of reports that you have to write in this learning activity sheets.
Now grip your pen and start a joyful fun of learning!
Learning Competency
MELC: Writes various reports (Semester 1/2, Quarter 2/4)
CG: Writes various reports (CS_EN11/12A-EAPP-IIe-j-12)
257
Good Day, learner!
Have you learned lots of things in your subject English for Academic and Professional
Purposes? I hope you have been learning well and enjoying your Learning Activity Sheets!
Now, you are once again set to take your five-stage adventure (1-Load, 2-Engage, 3-Advance,
4-Refine, 5-Nurture) regarding the writing of various reports. This 5-stage challenge will help
you to be a good writer of reports needed in the university or the workplace.
Image of a man in his laboratory gown, aging around 50-60, with a clean-cut grayed hair, with
grayed moustache and beard. His eyes are smiling same as with his lips. he is standing behind a long
lab table. He is placed in the extreme left. His hands placed inside his lab gown pocket. On the
center and right part of the picture are experiment/laboratory apparatus at work.
In this 5-stage activity, you will be working with Professor Federico Ex. Professor Ex
is looking for an assistant in his laboratory. He has been working in his lab for almost 30 years!
He had already done several experiments and most of it succeeded. Now, he is up to make a
new vaccine which will help the humanity heal from a pandemic and he is in need of assistant
to write everything he has to make. Do you want to take the activities prepared and be chosen
as Professor Ex’s assistant? Let’s do this then!
In every activity that you are going to take, it will help you develop your writing skills
needed by Professor Ex. At the end of every activity, you will be given riddles to solve. The
answers will give you the reason why Prof. Ex wanted you to take the challenge on becoming
his assistant. If you know the answer on the riddles, write it on the space provided below. Are
you ready to take the challenge?
258
Complete the message by answering the riddles at the end of each levels.
________________ is powerful. It may give ______________ to

others and t might give you ____________. Carefully use it
________________ or you might end up gaining _____________.
To seal your desire to take this challenge, we will be having our learning contract. This
learning contract will serve as our proof that you, as a learner, accept the challenge in finishing
this activity sheets and will finish it on or before the deadline.
LEARNING CONTRACT
LEVEL 1: LOAD
Load up yourself!
This is the start of your challenge of becoming Prof. Ex’s assistant. In this activity, you
will be given sample reports. You cannot write something if you do not know how to write it.
This is why, you will be given a chance to know well a scientific report. You have to
characterize a scientific report.
Below is an example of a scientific report. Study the sample provided and give some of the
characteristics of a good scientific report by supplying words, phrases or sentences that
describe the ideal scientific report. These words should help you remember how to write a good
scientific report.
Reading Text
The Drive to Love: The Neutral Mechanism for Mate Selection
(Excerpted and Abridged)
Helen Fisher
259
“Since the heaven and earth were created, you were made for me and I was made for
you and I will not let you go,” declared Chang Po to his beloved Meilan (Yutang, 1954, p.73)
The Chinese still cry over this twelfth-century Chinese fable, “The Jade Goddess,” their
version of Romeo and Juliet. “My beloved, the delight of my eyes”, exclaimed Inanna of her
beloved Dumuzi in a Sumerian poem recorded some four thousand years ago (Wolkstein,
1991, p.51) An anonymous Kwakiutl Indian of southern Alaska recited these words in 1896:
“Fires run through my body – the pain of loving you” (Hamill, 1996).
Paris and Helen, Orpheus and Eurydice, Abelard and Eloise, Troilus and Cressida,
Tristan and Iseult, Shiva and Sati, Layla and Majnun: thousands of romantic poems, songs,
and stories come across the centuries from Europe, the Middle East, Japan, china, India, and
every other society that has left written or oral records. In a survey of 166 varied cultures,
anthropologists found evidence of romantic love in 147 (Jankowiak and Fischer, 1992) There
were no negative data, in the remaining nineteen societies, scholars had simply failed to
examine this aspect of people’s lives.
“What ’tis to Love?” Shakespeare asked in As You Like It. From the ancient Greeks
to contemporary scholars, hundreds have offered theories about the components of love and
styles of loving (Lee, 1988; Fehr, 1988; Aron and Westbay 1996; Hatfield and sprecher,
1986; Critelli , Myers, and Loos 1986; Hendrick and Hendrick, 1986; Zick 1970; Hazan and
Shaver, 1987; Seternberg 1986) And for good reason: love has myriad variations.
Nevertheless, neuroscientists believe that the basic human emotions and motivations arise
from distinct systems of neural activity, networks that derive from mammalian precursors
(Davidson 1994; Panksepp 1998)
Psychological studies indicate that romantic love is associated with a discrete

constellation of emotions, motivations, and behaviors. Romantic love begins as an individual
comes to regard another as special, even unique. The lover then intensely focuses his or her
attention on this preferred individual, aggrandizing the beloved’s better traits and
overlooking or minimizing his or her flaws. Lovers experience extreme energy,
hyperactivity, sleeplessness, impulsivity, euphoria, and mood swings. They are goal-oriented
and strongly motivated to win the beloved. Adversity heightens their passion, in what is
known as the Romeo and Juliet effect or “frustration attraction” (Fisher 2004); Lovers
become emotionally dependent on the relationship. They reorder their daily priorities to
remain in contact with their sweetheart, and experience separation anxiety when apart. And
most feel powerful empathy for their amour; many reports they would die for their beloved.
A striking property of romantic love is “intrusive thinking”. The lover thinks

obsessively about the beloved. And, perhaps most central to this experience, the lover craves
emotional union with his or her sweetheart. Plato wrote of this in The Symposium some
twenty-five hundred year ago, saying the God of Love “lives in a state of need”; Love-
smitten individuals feel intense sexual desire, as well as extreme possessiveness of the
beloved. Yet their craving for emotional union supersedes their longing for sexual contact.
260
As a result, rejected lovers often go to extraordinary, inappropriate, even dangerous
efforts to win back their sweetheart. Many spurned lovers suffer “abandonment rage” and
depression as well, culminating in feelings of hopelessness, lethargy, resignation, and despair
(Fisher, 2004). Last, romantic love is involuntary, difficult to control, and impermanent
(Tennov, 1979; Hatfield and Sprecher, 1986; Harris 1995). As Violetta sings in La Traviata
Verdi’s tragic opera, “Let’s live for pleasure alone, since love, like flowers, swiftly fades.”
Are you done analyzing the sample scientific report above? Now, you have to complete the
acronym below by giving us your understanding on the characteristics of a good scientific
report. If the space is not enough, you may use another sheet of paper.
S - ___________________________________________________________________
C - ___________________________________________________________________
I - ___________________________________________________________________
E - ___________________________________________________________________
N - ___________________________________________________________________
T - ___________________________________________________________________
I - ___________________________________________________________________
F - ___________________________________________________________________
I - ___________________________________________________________________
C - ___________________________________________________________________
Good Job! Here’s your first riddle: What can you keep after
giving to someone?
261
LEVEL 2: ENGAGE
Engage to write it up!
Have you gone to a place where you have enjoyed the view? Can you still remember
how amazing the place was? To start this activity, I want you to remember the best place that
you have gone to; a place that you can still remember up until now, because of the beautiful
things you have seen there.
On your notebook, write down about everything that you can remember in that place,
the people who are present, the activities that are done, and the general atmosphere. Write a
short report on what you saw. Make sure that by the end of the report you include personal
insights and a reflection about what you have seen. The things you have learned on the proper
writing of report should be demonstrated in this activity. Write your draft on the space below.
Title:
Congratulations! Keep on going. Here’s your second riddle: What can

fill a room but takes up no space?
Level 3: ADVANCE
262
Advance your understanding of quantitative and qualitative data!
You have just written a sample report on the best place you have visited/seen. Now,
you must know how to use an information about a writing topic depending on the needs of the
written report. To give you a background on the next writing activity, here are the things you
have to remember about qualitative and quantitative data.
Qualitative data deals and is dependent on observation (ethnography), textual analysis,

and/or interviews. Quantitative data, on the other hand, relies mainly on numbers, such as
statistics, surveys, and scientific experiments that use numbers to prove to their conclusions.
Note: Sir/Ma’am Illustrator, you may copy the situation
For this activity, you are going to
onwrite a qualitative
the picture and a quantitative
or not, please report. From the
make it contextualized.
picture, compose a two to three paragraph report
The food discussing
being served andthefacial
things that canofbe
expression thereported.
Remember the information needed for acustomers
qualitative and quantitative report. Write your draft on
should also be clear so that qualitative data
the space provided below. can be drawn from the picture. Thank you!
Qualitative Report Title:
263
Qualitative Report Title:
Great Job! How’s the activity? Did you enjoy it? Nothing is more
worthwhile than enjoying what you are doing! Keep it up and here’s your
3rd riddle: People make me, save me, change me, raise me.
What am I?
LEVEL 4: REFINE
Refine your skills through survey!
264
It seems like you’re getting better! You are amazing because you are able to write two
reports in one activity. Here’s another challenge for you.
With the knowledge you have gained in the conduct of your survey, you are going to
have another survey activity. You can ask any member of the family to accompany you in
doing this activity; if not, anyone like friend from the neighborhood. You just have to choose
among the logo below which represents your Track/Strand/Elective. In recording your survey,
you may use pen and paper, voice recorder, or video recorder which ever will make you do it
with ease. Respondents may be around your neighborhood or friends from social media. If your
respondents are from the social media, make sure to save a screenshot of your conversation or
a recording of your video calls. Keep your data and evidence for the next level.
Academic Track – ABM/ GAS-ABM
Ask 5 Sari-sari store owners near your house and ask them the following:
1. Precautionary measures they are using in their business to avoid COVID19.

2. Business strategy used to gain or bounce back from sales lost during the
pandemic.
3. 10 Most essential products which are in demand by the customers.
4. 10 least in demand products by the customers.
5. What are your advice to other budding entrepreneur who are up to
enter the business world?
Academic Track – STEM/ GAS-STEM
Ask 5 housewives who got interested in gardening (either ornamental or vegetable

gardens) within your neighborhood and ask them the following:
1. What made them get interested with planting?

2. What are the plants/vegetables they had planted and how many did they plant?
3. Describe how you manage to grow your plants.
4. What are the dos and don’ts on gardening?
5. What are the benefits of planting/gardening to you and the environment? Any
realizations?
Academic Track – HUMSS/ GAS-HUMSS
Ask 5 teenagers, aging from 13-19, about their coping mechanisms about the sudden strike
of the COVID19 pandemic.
1. What are the difficulties you and your family faced during the pandemic?
2. What did you do in following the health measures set by the IATF and the local
government?
3. How did you cope up with the stresses or difficulties you have encountered?
4. What are the safety measure that they are practicing up until now?
5. What are your realizations with the pandemic that we have faced?
TVL Track/ GAS-TVL
Ask 5 online sellers selling goods (food, baked goods, fruits, etc.) and
products (furniture, DIY products, hardware, services, dresses) through
chats or interview via call or text and ask the following:
1. What made you engage in online selling?
265
2. How do you manage your time and your work in the time of the
pandemic?
3. What are the problem you have faced?
4. How do you feel about the goods, products, and services that you
offer online?
5. Give 5 in demand or trending products online.
Sports Track
Ask 5 athletes or health advocates about their routine in keeping their body
healthy and fit and ask the following:
1. What are the sports activities you are engaged with?

2. What are the different workout routine that you usually do?
3. Why do you think health is important even without the COVID19
pandemic?
4. Training tips to keep an athlete’s body healthy, fit and in shape to
prepare themselves for upcoming matches or games.
Arts and Design Track
Ask 5 artists (singers, painter, dancers, photographers) on what made them

busy on the start of the pandemic up to the present asking the questions:
1. What are the things you have done during the pandemic?
2. How did you manage your passion despite the lockdown?
3. What are your realizations gained on the impact of the pandemic to
the arts industry?
4. Would you pursue your passion even after the major setback in the
arts industry?
Are you done with collecting your data? Now, rest for a while and try to review the answers of
your respondents. Analyze some of their answers and take down notes on how they answered
your questions during the interview.
Terrific! Have done it well? I bet you did! Now you are ready to accomplish the
last stage of your 5-stage challenge. Don’t forget to do it with love. Here’s your 4 th
riddle: What breaks yet never falls, and what falls yet never breaks?
266
Level 5: NURTURE
Nurture your competence on becoming an effective writer!
Hello, learner! You are about to take on the last stage of becoming a competent and
effective writer. Accomplishing the last task will also give you the opportunity to get your
written jobs done upon entering university or work. Keep still and take on the challenge!
Your task now will depend on your output. From the data gathered on your survey,
come up with a Survey Report. Make sure that it is comprehensive, substantial and complete.
After writing your Survey report, compile all your written output from Level 1 – 5 and make a
showcase portfolio. Use the rubric below in making your survey report and portfolio. Your
portfolio may be a printed portfolio or an e-portfolio, depending on your preference.
Survey Report Rubric
Beginning Developing Accomplished Exemplary
0 – 4 pts 5 – 6 pts 7 – 8 pts 9 – 10 pts
Introduction Missing Goals are not States the goals and Provides relevant
significant aligned with purpose of the study background
information or survey topic & & States target information
incomplete population is not population of the
reasonable survey
Survey • No description • Sample type is Describes methods An extraordinary

Methods of survey methods incorrect for distributing attempt was made
survey for conducting a
• No attempt at • Attempt for random sample
gathering a random sample is • States type of
representative lacking sample used
sample of the
population • Survey questions • A reasonable
are poorly chosen attempt was made to
conduct a random
sample of the
population
• Describes types of
questions used and
rationale behind
them
Results and Lists statistics Gives statistics • Summarizes Analysis of results

Analysis with no with minimal findings and is particularly
interpretation or interpretation interprets results insightful
analysis
267
• Describes most
important and
surprising findings
Conclusion • Conclusion is • Fails to • Reflects on the • Gives possible

missing acknowledge experience and improvements to
limitations of meaning of results the survey process
• Conclusion survey • States what
simply restates • Describes actions can be
previous • Overgeneralizes shortcomings of the taken as a result of
information results of the survey method and the findings
survey potential
inaccuracies
Spelling, • No attempt at • Minor errors in • Correct MLA • Written in

Grammar, and APA Format formatting Format appropriate formal
Formatting tone
• • Minor errors in • No spelling or
Spelling/grammar spelling/grammar grammar errors o First person
mistakes that do not voice is accepted
everywhere significantly in this type of
detract from writing
• Tone for paper is overall paper
not appropriate
(i.e. too
conversational)
Rubrics source:http://mrtrenfield.weebly.com/uploads/5/8/6/1/58616339/survey_report_rubric.pdf
Student Portfolio Rubric
Points Required Concepts Reflection/Critique Overall

items Presentation
90-100 All required Items clearly demonstrate that Reflections Items are clearly
items are the desired learning outcomes illustrate the ability introduced, well
included, with for the term have been to effectively organized, and
a significant achieved. The student has critique work, and creatively
number of gained a significant to suggest displayed, showing
additions. understanding of the concepts constructive connection between
and applications. practical items.
alternatives.
75-89 All required Items clearly demonstrate most Reflections Items are
items are of the desired learning illustrate the ability introduced and well
included, with outcomes for the term. The to critique work, organized, showing
a few student has gained a general and to suggest connection between
additions. understanding of the concepts constructive items.
and applications. practical
alternatives.
60-75 All required Items demonstrate some of the Reflections Items are
items are desired learning outcomes for illustrate an attempt introduced and
included. the term. The student has to critique work, somewhat
gained some understanding of and to suggest organized, showing
alternatives.
268
the concepts and attempts to some connection
apply them. between items.
40-59 A significant Items do not demonstrate basic Reflections Items are not
number of learning outcomes for the term. illustrate a minimal introduced and lack
required items The student has limited ability to critique organization.
are missing. understanding of the concepts. work.
0 No work
submitted
Based on Pierette Pheeney, in The Science Teacher, October 1998.

Rubric source: http://drscavanaugh.org/workshops/assessment/sample.htm
Perfectly Done!
Answer the 5th riddle now because you are done with the 5-stage challenge
on becoming a good office writer. With the activities that you have
accomplished, there is no way that you won’t perform well in your academics
and even at work soon.
5th riddle: What

does man love more than life, hate more than
death or mortal strife; that which contented men desire; the
poor have, the rich require; the miser spends, the spendthrift
saves, and all men carry to their graves?
Reflection:

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________
Reference:
269
• https://www2.le.ac.uk/offices/ld/all-resources/writing/writing-resources/reports
• Differences between Formal and Informal Reports, QS Study retrieved from
http://qsstudy.com/business-studies/differences-formal-informal-reports
• Lobo, C. (2015, March 10). The Drive to love – Helen Fisher. Retrieved from
https://artandthoughts.fr/2015/03/10/the-drive-to-love-helen-
fisher/#:~:text=it%20does%20not%20attemp%20to,with%20love%2C%20specificall
y%20romantic%20love.
• https://parade.com/947956/parade/riddles/
====================================================================
Answer Key
Level 1: LOAD (Answer may vary)
Level 2: ENGAGE (Result may vary)
LEVEL 3: ADVANCE (Result may vary)
LEVEL 4: REFINE (Result may vary)
LEVEL 5: NURTURE (Result may vary)
Message for the Riddles: Your word is powerful. It may give light to others and it might give
you money. Carefully use it day and night or you might end up gaining nothing.
Written by:
Terenz Khryst Arellano
-------------------------------------------------------------------------------------------------------------

ACTIVITY 5
BADGE EARNED:
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11

English for Academic

LEARNING ACTIVITY SHEETS

Printed by DepEd Regional Office No. 02

Practice personal hygiene protocols at all times 2

Differentiates language used in academic texts from various disciplines 4-19

Uses various techniques in summarizing a variety of academic texts 31-45

States the thesis statement of an academic text 46-56

Outlines reading texts in various disciplines 57-78

Writes an objective/balanced review or critique of a work of art, an event or a program 90-100

Analyzes the arguments used by the writer/s in manifestoes 150-161

Determines the objectives and structures of various kinds of reports 195-213

Designs, tests and revises survey questionnaires* 214-222

Conducts surveys, experiments or observations* 223-234

Gathers information from surveys, experiments, or observations* 235-245

Practice personal hygiene protocols at all times 3

Name of Learner: Grade Level: _____________

LEARNING ACTIVITY SHEET

DIFFERENTIATING LANGUAGES USED IN ACADEMIC TEXTS

Background Information for Learners

Generally, academic writing is formal, objective, and technical. It is formal by avoiding

ACADEMIC TEXT: How is this different from common, creative text?

Practice personal hygiene protocols at all times 4

Formality can be achieved through the following ways:

Caution requires a writer to avoid making generalizations. Academic texts provide

Practice personal hygiene protocols at all times 5

• MELC: Differentiating language used in academic texts from various

Practice personal hygiene protocols at all times 6

Load up your armor by being familiar with these texts!

An academic text aims to inform, which is why it focuses on information instead of

YOUR ANSWER SAMPLE TEXT

3. Synthesizing involves combining ideas and findings of multiple

5. However, the seemingly unresolved problem in English grammar

6. I could use some comforting words right now, or a cup of coffee.

7. A rumbling was heard, louder every second. Suddenly, the ground

Practice personal hygiene protocols at all times 7

Engage and gear up!

As a future , I want you to read the following texts carefully.

Academic Text Choices

Friedrich Nietzsche notably referred to the Russian novelist Fyodor A. Biology

As productions turn away from resurrecting museum pieces, A. Biology

Frederick Griffith, established that there was a transforming A. Biology

Practice personal hygiene protocols at all times 8

Advance your stance by recognizing differences!

Practice personal hygiene protocols at all times 9

Area of Errors Encountered

Practice personal hygiene protocols at all times 10

Nurture your knowledge!

THE STORY OF THE OTHER NATIVITY

- EXCERPT, “The Story of the Other Nativity”, Dr. Jesus B. Peralta,

Practice personal hygiene protocols at all times 11

The baseline design of the 50-kilogram micro-satellite is assigned to Tohoku

The payload subsystem includes a high-precision telescope (HPT) with 3-meter

- PHL Microsat, https://phl-microsat.upd.edu.ph/diwata1

Practice personal hygiene protocols at all times 12

Practice personal hygiene protocols at all times 13

(2 pts.) (3 pts.) (4 pts.) (5 pts.)

TEXT ANALYSIS ESSAY RUBRIC,

Practice personal hygiene protocols at all times 14

Practice personal hygiene protocols at all times 15

Practice personal hygiene protocols at all times 16

We use English as a medium of instruction, The medium in instruction, especially in

Area of Errors Encountered

Section: __________________ Score: