Professional Documents
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English For Academic Teachers Made 1-3
English For Academic Teachers Made 1-3
B. Readings
VII. MELC Uses knowledge of text structure to glean the information he/she needs
VIII. Objective/ Knowledge: determine language style in academic writing;
s Skills: differentiate language style used in academic texts from
various disciplines; and
Values/Attitude: construct paragraphs using academic language.
XI. Subject LANGUAGE USE IN ACADEMIC WRITING
Matter
XII. Procedure A. Motivation
B. Readings
Exercise 1:
Directions: What do you think is the most correct answer in the following
instances. Write your answer in your notebook.
1. Instead of the informal 'I have read', use ( I think, The essay has )
2. The phrase 'turn out to be' is informal. Instead, use: ( become , end up )
3. Instead of 'paid for', use ( given, funded )
4. ‘Job' is a little too informal. Instead write ( role, gig, )
5. Instead of ‘funny’ use ( laughable, ironic )
6. Instead of 'picked out', use( selected, taken )
7. Rather than “stand for” write ( be, represent )
8. The term 'music fans' is informal. Instead, use ( audience, goers )
9. As a substitute for 'killing', use ( assassination, political murder)
10. Instead of 'given off', use (created, s )
I. MELC Uses knowledge of text structure to glean the information he/she needs
II. Objective/s Knowledge: identify the different reading strategies as tool in
academic writing;
Skills: evaluate one’s purpose for reading; and
Values/Attitude: use knowledge of text structure to glean information
he/she needs.
III. Subject ACADEMIC READING STRATEGIES
Matter
References
<iframe
src="//www.slideshare.net/slideshow/embed_code/key/6XcmJsMF4y9KEE"
width="595" height="485" frameborder="0" marginwidth="0"
marginheight="0" scrolling="no" style="border:1px solid #CCC; border-
width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen>
</iframe> <div style="margin-bottom:5px"> <strong> <a
href="//www.slideshare.net/RahilaKhan6/academic-reading-116731112"
title="Academic Reading" target="_blank">Academic Reading</a>
</strong> from <strong><a href="https://www.slideshare.net/RahilaKhan6"
target="_blank">Rahila Khan</a></strong> </div>
Video: https://www.youtube.com/watch?v=DCWZ4yoFYNI
IV. Procedure A. Readings
Before Reading
Establish your purpose for reading
Speculate about the author’s purpose for writing
Review what you already know and want to learn about the topic (see the
guides below)
Preview the text to get an overview of its structure, looking at headings,
figures, tables, glossary, etc.
Predict the contents of the text and pose questions about it. If the authors
have provided discussion questions, read them and write them on a note-
taking sheet.
Note any discussion questions that have been provided (sometimes at the
end of the text)
During Reading
Annotate and mark (sparingly) sections of the text to easily recall important
or interesting ideas
Check your predictions and find answers to posed questions
Use headings and transition words to identify relationships in the text
Create a vocabulary list of other unfamiliar words to define later
Try to infer unfamiliar words’ meanings by identifying their relationship to
the main idea
Connect the text to what you already know about the topic
Take breaks (split the text into segments if necessary)
After Reading
Summarize the text in your own words (note what you learned,
impressions, and reactions) in an outline, concept map, or matrix (for several
texts)
Talk to someone about the author’s ideas to check your comprehension
Identify and reread difficult parts of the text
Define words on your vocabulary list and practice using them
Exercise 1:
Directions: Complete these tasks. Match your Purpose in Reading with your
Activity. Suppose your purpose is in the 1st Column. Fill in the activity that
you will do to achieve your purpose. The first one is done for you. Write
your answer in your notebook.
PURPOSE ACTIVITY
Get an Overview of the Text I will look at headings,
subheadings, intro, abstract.
Search for a specific fact
Check what theory the author is
using
Understand a concept
Analyze the steps in an argument
Compare ideas with what the author
says
Exercise 2: Pretend that you are a research consultant. You have been
assigned the task of researching this assignment and then writing a report
that includes a recommendation for Brillantes based on your findings.
Directions: Read the paragraph below and answer the questions that follow.
Write your answer in your notebook.
As a research consultant with Padilla Estates Inc., you have been asked to
find sales and distribution site in Cavite area for Brillantes Electrical
Components, 3450 Anonas Avenue, Santa Mesa, Manila. Brillantes seeks
suitable office space, including a reception area (where three office
employees could work), one private office, and a conference/display area.
Brillantes also wants 3000 square feet of heated warehouse space. It should
be equipped with a sprinkler system and have 18-foot ceilings. If sales are
successful, Brillantes may need an additional 2000 square feet of warehouse
space in the future. Brillantes needs access to Ninoy Aquino International
Airport; moreover, it must be close to trucking terminals and main
thoroughfares in an area zoned for light industry. It also seeks an impressive-
looking building with a modern executive image. Brillantes wants to lease
for at least two years with possible renewal. It needs to make a decision
within three weeks. If no space is available, it will delay until next year.
Directions: Choose the best strategy to use in the following conditions. Write
the letter of your answer in your notebook.
2. Create mental images of the settings, characters, and events in the text. A.
Connect
B. Visualize
C. Clarify
D. Evaluate
3. Stop and ask yourself questions to see if the text makes sense.
A. Clarify
B. Evaluate
C. Question
D. Predict
4. Think about what you already know about the text. Find ways to relate the
text to yourself, other texts, and the world around you.
A. Predict
B. Visualize
C. Clarify
D. Connect
5. Think about the text as a whole and form opinions about what you read.
A. Evaluate
B. Question
C. Predict
D. Connect
6. Stopping when you are confused to reread or look up a word you don't
know.
A. Connect
B. Clarify
C. Evaluate
D. Predict
7. When you give your opinion of a book or story, you are using the strategy.
A. Question
B. Evaluation
C. Summarize
D. Clarify
The No Child Left Behind Act of 2001 expects all students to achieve
proficient levels of knowledge in core subject areas. Teachers of English
language learners (ELL) face the added challenge of providing meaningful
and accessible curricula while integrating English language and literacy
development. This research study addresses ELL students’ low science
achievement in the context of national standards and accountability in the
2006-2007 school year.
References
<iframe
src="//www.slideshare.net/slideshow/embed_code/key/6XcmJsMF4y9KEE"
width="595" height="485" frameborder="0" marginwidth="0"
marginheight="0" scrolling="no" style="border:1px solid #CCC; border-
width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen>
</iframe> <div style="margin-bottom:5px"> <strong> <a
href="//www.slideshare.net/RahilaKhan6/academic-reading-116731112"
title="Academic Reading" target="_blank">Academic Reading</a>
</strong> from <strong><a href="https://www.slideshare.net/RahilaKhan6"
target="_blank">Rahila Khan</a></strong> </div>
Video: https://www.youtube.com/watch?v=DCWZ4yoFYNI
IV. Procedure A. Readings
Before Reading
During Reading
Annotate and mark (sparingly) sections of the text to easily recall important
or interesting ideas
Check your predictions and find answers to posed questions
Use headings and transition words to identify relationships in the text
Create a vocabulary list of other unfamiliar words to define later
Try to infer unfamiliar words’ meanings by identifying their relationship to
the main idea
Connect the text to what you already know about the topic
Take breaks (split the text into segments if necessary)
After Reading
Summarize the text in your own words (note what you learned,
impressions, and reactions) in an outline, concept map, or matrix (for several
texts)
Talk to someone about the author’s ideas to check your comprehension
Identify and reread difficult parts of the text
Define words on your vocabulary list and practice using them
Exercise 1:
Directions: Complete these tasks. Match your Purpose in Reading with your
Activity. Suppose your purpose is in the 1st Column. Fill in the activity that
you will do to achieve your purpose. The first one is done for you. Write
your answer in your notebook.
PURPOSE ACTIVITY
Get an Overview of the Text I will look at headings,
subheadings, intro, abstract.
Search for a specific fact
Check what theory the author is
using
Understand a concept
Analyze the steps in an argument
Compare ideas with what the author
says
Exercise 2: Pretend that you are a research consultant. You have been
assigned the task of researching this assignment and then writing a report
that includes a recommendation for Brillantes based on your findings.
Directions: Read the paragraph below and answer the questions that follow.
Write your answer in your notebook.
As a research consultant with Padilla Estates Inc., you have been asked to
find sales and distribution site in Cavite area for Brillantes Electrical
Components, 3450 Anonas Avenue, Santa Mesa, Manila. Brillantes seeks
suitable office space, including a reception area (where three office
employees could work), one private office, and a conference/display area.
Brillantes also wants 3000 square feet of heated warehouse space. It should
be equipped with a sprinkler system and have 18-foot ceilings. If sales are
successful, Brillantes may need an additional 2000 square feet of warehouse
space in the future. Brillantes needs access to Ninoy Aquino International
Airport; moreover, it must be close to trucking terminals and main
thoroughfares in an area zoned for light industry. It also seeks an impressive-
looking building with a modern executive image. Brillantes wants to lease
for at least two years with possible renewal. It needs to make a decision
within three weeks. If no space is available, it will delay until next year.
Directions: Choose the best strategy to use in the following conditions. Write
the letter of your answer in your notebook.
2. Create mental images of the settings, characters, and events in the text. A.
Connect
B. Visualize
C. Clarify
D. Evaluate
3. Stop and ask yourself questions to see if the text makes sense.
A. Clarify
B. Evaluate
C. Question
D. Predict
4. Think about what you already know about the text. Find ways to relate the
text to yourself, other texts, and the world around you.
A. Predict
B. Visualize
C. Clarify
D. Connect
5. Think about the text as a whole and form opinions about what you read.
A. Evaluate
B. Question
C. Predict
D. Connect
6. Stopping when you are confused to reread or look up a word you don't
know.
A. Connect
B. Clarify
C. Evaluate
D. Predict
7. When you give your opinion of a book or story, you are using the strategy.
A. Question
B. Evaluation
C. Summarize
D. Clarify
The No Child Left Behind Act of 2001 expects all students to achieve
proficient levels of knowledge in core subject areas. Teachers of English
language learners (ELL) face the added challenge of providing meaningful
and accessible curricula while integrating English language and literacy
development. This research study addresses ELL students’ low science
achievement in the context of national standards and accountability in the
2006-2007 school year.
References
<iframe
src="//www.slideshare.net/slideshow/embed_code/key/6XcmJsMF4y9KEE"
width="595" height="485" frameborder="0" marginwidth="0"
marginheight="0" scrolling="no" style="border:1px solid #CCC; border-
width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen> </iframe>
<div style="margin-bottom:5px"> <strong> <a
href="//www.slideshare.net/RahilaKhan6/academic-reading-116731112"
title="Academic Reading" target="_blank">Academic Reading</a> </strong>
from <strong><a href="https://www.slideshare.net/RahilaKhan6"
target="_blank">Rahila Khan</a></strong> </div>
Video: https://www.youtube.com/watch?v=DCWZ4yoFYNI
IV. Procedure A. Motivation
Directions. Identify which of the following supports the principle of
summarizing.
Readings:
PRE-WRITING ACTIVITY
Try to recall one of the novels or short stories you discussed in one of your
previous classes in English; choose one selection out of the several you tackled
throughout your school life. Then, on a separate sheet of paper, try to rewrite
the story using your own words
Did you find the retelling of the story difficult? Why or why not?
What strategies did you employ in order to retell the story? Did you find these
strategies helpful? Why or why not?
What is Summarizing?
According to Buckley (2004), in her popular writing text Fit to Print,
summarizing is reducing text to one-third or one-quarter its original size,
clearly articulating the author’s meaning, and retaining main ideas.
1. Read the work first to understand the author’s intent. This is a crucial step
because an incomplete reading could lead to an inaccurate summary. Note: an
inaccurate summary is plagiarism!
2. One of the summarization techniques you can do is to present information
through facts, skills and concept in visual formats. You can provide the cause
and effects charts, time lines, and Venn diagrams, templates for outlines, use
flow charts or infographics.
3. To avoid difficulty, you need first to know the main points and the
supporting details. You can exclude any illustrations, examples or explanations.
4. You need to analyze the text to save time in thinking what you will do
5. Think what information you will put in your summary. Be sure to cover the
main points and arguments of the document.
6. One of the best things to do in auto summarizing is restating the words into
different one. You should avoid using the original words of the author instead;
use your own vocabulary but be sure to retain the information.
7. You will fully understand what the document is when you organize all ideas.
8. One of the things you can do is to write down all information in a coherent
and precise form. Keep in mind that a summary is a condensed version of the
original paper, so avoid making it long.
9. You can also decide to represent information through using dimensional
constructions in representing concepts, skills or facts.
10. Paraphrasing is one of the skills you can do in writing a summary. With it,
do not use the same words with the author.
With the tips above, you will no longer worry whenever you need to summarize
because it is your one stop solution to having a fantastic summary that offer
nice details to readers. Follow the tips and you will not make mistakes.
Technique 1:
Somebody Wanted But So Then “Somebody Wanted But So Then” is an
excellent summarizing strategy for stories. Each word represents a key question
related to the story's essential elements:
Somebody: Who is the story about?
Wanted: What does the main charter want?
But: Identify a problem that the main character encountered.
So: How does the main character solve the problem?
Then: Tell how the story ends.
The SAAC method is another useful technique for summarizing any kind of
text (story, article, speech, etc). SAAC is an acronym for "State, Assign,
Action, Complete." Each word in the acronym refers to a specific element that
should be included in the summary.
State: name of the article, book, or story
Assign: the name of the author
Action: what the author is doing (example: tells, explains)
Complete: complete the sentence or summary with keywords and important
details
This method is particularly helpful for students who are learning the format of a
summary and need reminders to include the title and author's name.
However,SAAC does not include clear guidance about which details to include,
which some students might find tricky. If you use SAAC with your students,
remind them of the types of details that belong in a summary before instructing
them to work independently.
Technique 3: 5 W's, 1 H
The 5 W's, 1 H strategy relies on six crucial questions: who, what, when,
where, why, and how. These questions make it easy to identify the main
character, the important details, and the main idea.
When someone asks for "the gist" of a story, they want to know what the story
is about. In other words, they want a summary—not a retelling of every detail.
To introduce the gist method, explain that summarizing is just like giving a
friend the gist of a story, and have your students tell each other about their
favorite books or movies in 15 seconds or less. You can use the gist method as
a fun, quick way to practice summarizing on a regular basis.
When summarizing is useful?
Exercise 1:
Education is a process that involves the transfer of knowledge, habits and skills
from one generation to another through teaching, research and training. It can
be ina formal or informal setting. Formal education involves institutionalized
learning based on a curriculum. In today’s society, education and learning play
an indispensable role in shaping the lives of individuals and the society at large.
The most effective way of boosting economic growth, reducing poverty and
improving people’s health is by investing in education.
Human labor is essential for economic growth. A highly educated labor force
further stimulates economic growth. Additionally, a highly educated labor force
can easily adapt to new working environments and conditions. In view of that,
it is evident that education serves as the driving force for innovation of new
products and services. Educated workers exchange ideas in the work place and
come up with new ideas that help in the growth of the economy.
Educated people are health conscious and live longer than their counterparts
because they engage in healthy habits such as eating a balanced diet, exercising
regularly and going for medical check ups. By investing in education, one will
also be investing in their health. Education serves to create room for
technological advancements in the field of medicine and agriculture. Advanced
technology used for conducting surgery has replaced traditional methods. This
has seen an improvement in people’s general health and an increased life
expectancy. Most developing countries have a low life expectancy compared to
developed countries. This can be attributed to high illiteracy levels present in
developing countries. This translates to poor health and poor eating habits.
In conclusion, education is the only means of alleviating poverty, improving
people’s health and increasing economic growth. Improving literacy levels in
marginalized societies will go a long way in improving human living standards.
Introduction
Education is more than just learning from books, and it is a shame that a lot of
schools do not see that it is more than just a curriculum and school score. A
good education can teach a child how to learn so that the child may take up
independent learning as an adult. Education may also teach a child how to
reason so that a child does not grow up to be ignorant.
Persuasive point 1:
The biggest selling point for education in our society is the fact that it helps
people learn “how” to learn. It is not about the knowledge they accumulate, it is
the way a child is taught how to “learn” things. A child may come away from
school not knowing a lot of the course, but if that child has been taught how to
learn, then that child may become an adult that learns everything he or she
needs in life. Otherwise, that child may grow up to be a person that cannot see
the obvious because he or she cannot reason and consciously learn new things.
Persuasive point 2
Education teaches people how to reason, and if they are taught how to reason
well, then they help subdue their own thoughts of ignorance. For example, there
are lots of posts and websites on the Internet about childhood vaccinations and
how dangerous they are. Ignorant people than never learned how to reason will
look at them, believe them and support them. If a person is taught how to
reason then he or she will know how to recognize empirical evidence.
Persuasive point 3
That person would look at all the people in the US that have had childhood
injections (most of them) and then look at all the people with autism. They
would reason that if childhood vaccinations caused autism then most of the
people in the US would have autism. If a person is taught how to reason then
that person may see how people that smoke seem more likely to develop
emphysema than people that do not smoke. They would then reason there is a
link between smoking and emphysema. This sort of reasoning can be taught in
schools, and if children are not taught it then they walk around risking their
children’s lives by not vaccinating them, and walk around smoking because
their daddy smoked for years and it never hurt him.
Persuasive point 4
Conclusion
If education is not seen as important, then one day it will just be all about
school scores and hitting the factors of a curriculum. There will be a day when
children start to hate learning because school put them off it for life (this
already happens in some cases). Plus, without education teaching people how to
reason things out and teaching them how to separate what is fact from what is
faulty evidence, then our society will become more and more ignorant until a
smarter country simply marches over and takes our country from under out
ignorant noses.
ACTIVITY 2
Directions. From the essay #2, complete this organizer with persuasive points
for each of the paragraphs following the thesis statement below. Write your
answer in your notebook following the format below.
Thesis statement: I will show you the two best reasons why education is
important in our society.
Paragraph 1:
Persuasive Point/s
Paragraph 2:
Persuasive Point/s
Paragraph 3:
Persuasive Point/s
Paragraph 4:
Persuasive Point/s
Paragraph 5:
Persuasive Point/s
Application/ Directions: Simple recall: For numbers 1 and 2, write the letter of the correct
Assessment answer in your notebook.
Choose the letter that presents the best summary in each of the following
paragraphs:
3. When some people think about Texas, they think of cowboys on the open
range herding cattle up a dusty trail. However, Texas has much more than open
prairie with large herds of cows. There are the mountains of West Texas, the
piney hills of east Texas, and the emerald waters off the coast of Padre Island.
Texas also has large coastal harbors with numerous sailboats, powerboats,
inland lakes, rivers, swamps of southeast Texas with alligators and other exotic
wildlife.
A. There are a lot of cows in Texas.
B. There are many different, varied parts of Texas.
C. Texas is one of the biggest states in the United States.
D. There are alligators in the swampland of southeast Texas.
4. Tomorrow is Jill's birthday. She is excited because she gets to pick where she
will eat dinner. Will it be Mexican food at the Big Enchilada House? Or will it
be fried chicken at the Chicken Shack, or a big cheeseburger at Al's Hamburger
Palace. She just couldn't decide. Then there was always the Pizza Shop with
that great pepperoni pizza. How would she ever decide? Maybe she would just
flip a coin.
A. Jill has many restaurants to choose from for her birthday.
B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in town.
D. Jill will choose a place by flipping a coin.
5. It started when they got to the bears. Peter felt tired and his stomach hurt. He
dragged himself over to see the elephants, which were eating from a stack of
hay. Normally, the elephants were his favorite. Without much interest, Peter
followed his classmates to the camels, which were busy swatting flies with their
tails. Peter knew he should be having fun at the zoo, but he just felt terrible and
all he wanted to do was lie down and rest. Even the lions and tigers did not
interest him now.
A. Peter's favorite animals were the elephants.
B. The camels were swatting flies with their tails.
C. It was really hot at the zoo.
D. Peter didn't enjoy the zoo because he felt really bad.
6. For the walls, Jenny thought she would use a bright yellow paint. She would
pick a border that had mostly bright red and green colors, and maybe a little bit
of blue. She already had found some curtains that were sky blue with streaks of
red, blue and yellow that she thought would go great with the walls. And
finally, she had picked a carpet that was mostly blue with specks of red and
yellow. Jenny couldn't wait till she was done decorating her room. It was really
going to look awesome.
A. Jenny likes bright colors.
B. Jenny was going to paint her room.
C. Jenny was picking out colors and materials to decorate her room.
D. Yellow is a good color to paint your walls.
7. Right now, Jason was playing right field. He really wanted to play third base.
Earlier this year, coach had put him in left field and second base in a game, but
never at third base. Once in practice, coach let him play third base, but he kept
missing ground balls. When he did stop one, he made a bad throw to first base.
Maybe if he kept practicing, Jason would be good enough to play third base.
That was his dream.
A. Jason really wanted to play third base.
B. Jason was the best player on his team.
C. Jason had trouble catching ground balls.
D. Jason was too lazy to practice.
8. San Francisco is located on the coast of California in an area often called the
Bay Area. The weather is generally very mild, seldom getting really cold or
really hot. Its mild climate is one reason many people live there. It seldom
snows in San Francisco and generally does not get below freezing during the
winter. Even in the middle of summer, temperatures may be in the mid-80s
with a cool breeze from the bay keeping the weather very comfortable.
A. San Francisco has many neat things to do.
B. It seldom snows in California.
C. Many people choose to live in California.
D. The weather in San Francisco is generally very mild.
9.Julie watched the ants as they carried small crumbs down the trail to the
anthill. She thinks ants are very hard working and industrious little creatures.
They always seemed busy, and you never saw an ant just laying around doing
nothing. They were carrying food, building tunnels, or defending the anthill.
One thing you could say about ants is that they sure aren't lazy.
A. Ants carry many things.
B. Some ants may bite you.
C. Ants are hard workers.
D. Some ants help take care of the queen.
10. The first book Chris read in fifth grade was about a lost kitten. Then he read
a book about a family of bears, and then he read about a wild kangaroo in
Australia. It seems every book Chris reads about animals. Last week he found a
good book about snakes and reptiles, and another book about elephants. Today
Chris went to the library, and he checked out a book about dolphins, whales
and other animals that live in the sea.
A. Chris likes kangaroos.
B. Chris is in the fifth grade.
C. Chris reads a lot of books about animals.
D. Dolphins and whales live in the sea.
PERPETUAL SUCCOUR ACADEMY, INC.
National Rd. Poblacion Dos, Malabuyoc, Cebu
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target="_blank">klomanno</a></strong> </div>
Video: https://www.youtube.com/watch?v=TotaRoYh60Y
IV. A. Pretest
Procedure
Directions: In your notebook, write true if the statement supports the principle of
thesis statement; write false if otherwise.
B. Reading
• It is a statement that summarizes your topic and declares your position on it.
• tells the reader how you will interpret the significance of the subject matter under
discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from
the rest of the paper.
• It is the central idea of a multiple-paragraph composition. It is one sentence
summary that guides, controls and unifies ideas when writing a paper. In simple
terms, all the other ideas present in an easy revolve around the thesis statement.
• It focuses your ideas into one or two sentences. It should present the topic of your
paper and also make a comment about your position in relation to the topic. Your
thesis statement should tell your reader what the paper is about and also help guide
your writing and keep your argument focused.
Locating Explicit and Implicit Thesis Statements
To know more about locating thesis statement, click this link below.
https://human.libretexts.org/Bookshelves/Composition/Book
%3A_Basic_Reading_an
d_Writing_(Lumen)/Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis
_S tatements
You should provide a thesis early in your essay -- in the introduction, or in longer
essays in the second paragraph -- in order to establish your position and give your
reader a sense of direction.
Avoid burying a great thesis statement in the middle of a paragraph or late in the
paper.
Be as clear and as specific as possible; avoid vague words.
Indicate the point of your paper but avoid sentence structures like, “The point of
my paper is…”
Your thesis statement should be as clear and specific as possible. Normally you will
continue to refine your thesis as you revise your argument(s), so your thesis will
evolve and gain definition as you obtain a better sense of where your argument is
taking you.
Original thesis:
There are serious objections to today's horror movies.
Revised theses:
Because modern cinematic techniques have allowed filmmakers to get more graphic,
horror flicks have desensitized young American viewers to violence.
The pornographic violence in "bloodbath" slasher movies degrades both men and
women.
Today's slasher movies fail to deliver the emotional catharsis that 1930s horror films
did.
Unless you're writing a technical report, avoid technical language. Always avoid
jargon, unless you are confident your audience will be familiar with it.
These words tell the reader next to nothing if you do not carefully explain what you
mean by them. Never assume that the meaning of a sentence is obvious. Check to see
if you need to define your terms (” socialism," "conventional," "commercialism,"
"society"), and then decide on the most appropriate place to do so. Do not assume,
for example, that you have the same understanding of what “society” means as your
reader. To avoid misunderstandings, be as specific as possible.
Compare the original thesis (not specific and clear enough) with the revised version
(much more specific and clear):
Original thesis: Although the timber wolf is a timid and gentle animal, it is being
systematically exterminated. [if it's so timid and gentle -- why is it being
exterminated?]
Revised thesis: Although the timber wolf is actually a timid and gentle animal, it is
being systematically exterminated because people wrongfully believe it to be a fierce
and cold-blooded killer.
Revised: any great action verb you can concoct: "to generate," "to demolish," "to
batter," "to revolt," "to discover," "to flip," "to signify," "to endure..."
Use your own words in thesis statements; avoid quoting. Crafting an original,
insightful, and memorable thesis makes a distinct impression on a reader. You will
lose credibility as a writer if you become only a mouthpiece or a copyist; you will
gain credibility by grabbing the reader with your own ideas and words
A well-crafted thesis statement reflects well-crafted ideas. It signals a writer who has
intelligence, commitment, and enthusiasm.
Exercise 1:
Open this link below to enhance your skill in identifying thesis Statement
https://human.libretexts.org/Bookshelves/Composition/Book
%3A_Basic_Reading_an
d_Writing_(Lumen)/Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis_S
tatements
Application Directions: Read the following statements very carefully. Select only one more
/ effective thesis in the introductory paragraph of a short essay. Keep in mind that an
Assessment effective thesis statement should be sharply focused and specific, not just a general
statement of fact. Write the letter of your answer in your notebook.
1. A. The Hunger Games is a science fiction adventure film based on the novel of the
same name by Suzanne Collins.
B. The Hunger Games is a morality tale about the dangers of a political system that
is dominated by the wealthy.
2. A. There is no question that cell phones have changed our lives in a very big way.
B. While cell phones provide freedom and mobility, they can also become a leash,
compelling users to answer them anywhere and at any time.
3. A. Finding a job is never easy, but it can be especially hard when the economy is
still feeling the effects of a recession and employers are reluctant to hire new
workers.
B. College students looking for part-time work should begin their search by taking
advantage of job-finding resources on campus.
4. A. For the past three decades, coconut oil has been unjustly criticized as an artery-
clogging saturated fat.
B. Cooking oil is plant, animal, or synthetic fat that is used in frying, baking, and
other types of cooking.
5. A. There have been over 200 movies about Count Dracula, most of them only
very loosely based on the novel published by Bram Stoker in 1897.
B. Despite its title, Bram Stoker's Dracula, a film directed by Francis Ford Coppola,
takes considerable liberties with Stoker's novel.
6. 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.
9. 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.
10. 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.
Video: https://www.youtube.com/watch?v=3ifS9c8I-so
IV. Procedure A. Pretest
Directions. Identify whether or not the following statements support the principle of
outlining. In your notebook, write the letter of your answer.
1. Leo is writing a story about native birds in Virginia. Which fact for outlining idea
doesn't belong?
A. The amount of colors on the male Cardinal
B. Flamingos get their color from eating shrimp
C.How many species are there of the Blue Jay?
3. Tavis is writing an essay on the features of the ocean floor, which idea doesn't belong
in his essay?
A. The ocean floor is a very interesting part of Earth.
B. Volcanoes can spew hot lava everywhere.
C. There are many parts to the ocean floor.
5. What is a hook?
A. opening sentence that captures the reader's attention
B. the last sentence of a paragraph
C. a tool used to catch a fish
D. a boring sentence
B. Readings
What is Outlining?
Outlining is a tool we use in the writing process to help organize our ideas, visualize our
paper's potential structure, and to further flesh out and develop points. It allows the
writer to understand how he or she will connect information to support the thesis
statement and the claims of the paper.
It is a helpful guide in organizing your paper. Outlines give a visual structure to your
work and are used to show relationships and hierarchies within your content.
To outline, you must create a linear, organized plan for your paper that shows the main
ideas that you will discuss as well as their relationships within the paper.
I. MAIN IDEA
A. Subsidiary idea or supporting idea to I
B. Subsidiary idea or supporting idea to I
1. Subsidiary idea to B
2. Subsidiary idea to B
a. Subsidiary idea to 2
b. Subsidiary idea to 2
The following outline is for a 5-7-page paper discussing the link between educational
attainment and health. Review the other sections of this page for more detailed
information about each component of this outline!
I. Introduction
A. Current Problem: Educational attainment rates are decreasing in the United States
while healthcare costs are increasing.
B. Population/Area of Focus: Unskilled or low-skilled adult workers
C. Key Terms: healthy, well-educated
Thesis Statement: Because of their income deficit (cite sources) and general
susceptibility to depression (cite sources), students who drop out of high school before
graduation maintain a higher risk for physical and mental health problems later in life.
II. Background
D. Gaps in the Research: Little information exists exploring the health implications of
the current conditions in low-skilled jobs.
A. Minor Point 1: Unskilled work environments are correlated highly with worker injury
(cite sources).
B. Minor Point 2: Unskilled work environments rarely provide healthcare or adequate
injury recovery time (cite sources).
V. Major Point 3: Physical health and mental health correlate directly with one
another.
A. Minor Point 1: Mental health problems and physical health problems are highly
correlated (cite sources).
B. Minor Point 2: Stress manifests itself in physical form (cite sources)
VI. Major Point 4: People with more financial worries have more stress and worse
physical health.
A. Minor Point 1: Many high-school dropouts face financial problems (cite sources).
B. Minor Point 2: Financial problems are often correlated with unhealthy lifestyle
choices such unhealthy food choices, overconsumption/abuse of alcohol, chain
smoking, abusive relationships, etc. (cite sources).
VII. Conclusion
A. Restatement of Thesis: Students who drop out of high school are at a higher risk for
both mental and physical health problems throughout their lives. 60
B. Next Steps: Society needs educational advocates; educators need to be aware of this
situation and strive for student retention in order to promote healthy lifestyles and
warn students of the risks associated with dropping out of school.
I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age
Exercise 1: Activity
Directions: The column on the left contains a list of points that are not in any specific
order. Plug the unorganized points into the classic outline format on the right to
achieve a logical, organized structure. Write your answer in your notebook following
the outline on the right column.
Thesis: College provides an environment for intellectual, social, and physical growth.
Exercise 2: Activity
Directions: Read and analyze the text very carefully and create a topic outline or a
sentence outline. Write your answer in your notebook.
Your teeth and the structure of your mouth play important roles in your ability to eat,
speak, and stay healthy. Everyone has several different types of teeth. Each type has a
unique name with specific number of teeth, has development, has a slightly different
shape, and performs different jobs and purpose.
The teeth in the front of your mouth, and the easiest to see, are called incisors. There
are four incisors on the top and four on the bottom. Incisors are usually the first teeth
to erupt — at around 6 months for your baby teeth, and between ages 6 and 8 for your
adult set. Incisors are shaped like tiny chisels with flat ends that are sharp. These teeth
are used for cutting and chopping food. They are the first teeth to chew most food we
eat.
The pointed teeth on either side of your incisors are called canine teeth. People have a
total of four canine teeth, two on top and two on the bottom. Primary canines generally
appear between 16 and 20 months, with the upper canines coming in just ahead of the
lower canines. Because they are pointed and sharp, they are used to tear food.
Next to your canine teeth are the premolars. You have eight premolars in all, four on
top and four on the bottom. The first premolars appear around age 10, with the second
premolars arriving about a year later. They have a completely different shape than both
the incisors and canines. That is because premolars are bigger, stronger, and have
ridges – all of which makes them perfect for crushing and grinding food.
Finally, there are your molars. You have eight of these, four on the top and four on the
bottom. Molars are the toughest of the teeth. They are wider and stronger than
premolars, and they have more ridges. Molars work closely with your tongue to help
you swallow food. The tongue sweeps chewed food to the back of your mouth, where
the molars grind it until it is mashed up and ready to be swallowed.
By age twenty, four more molars grow in the back of the mouth, one in each corner.
These are called the wisdom teeth. They appear between 12 and 28 months, People do
not need wisdom teeth now, but many years ago these teeth were necessary to help
people chew tough plants, which were an important part of the human diet. Now,
many people get their wisdom teeth pulled by a dentist, a doctor who takes care of
teeth, to keep them from crowding their other teeth.
The next time you eat, pay attention to which teeth do which jobs. Having a cookie?
Incisors do a good job of biting into that tasty treat. What about a carrot? Those molars
get the job done, not the teeth in front. How about a slice of pizza or a piece of bread?
Your canines will help you tear at the food, and your premolars and molars will help you
grind up that pepperoni pizza or peanut butter and jelly sandwich.
Application/ Directions: Study the outlines based on the passages and answer the questions that
Assessment follow. Write the letter of your choice in your notebook.
The English Lab, housed in the Administration building, consists of two adjoining rooms
which contain 70 Macintosh computers and 2 laser printers. In addition to a server
which allows instructors to make assignments and materials available over the Internet
and to the local intranet, each computer in the lab contains a word processor, a web
browser, telnet and hundreds of commercial and teacher-authored programs
appropriate for students who are building their English skills. There are also 3 video
stations, and a terminal to the college VAX machine which is used for record-keeping.
I. English Lab
A. Physical Plant
1. in Administration building
2. two adjoining rooms
B. Resources
1. computers
2. video stations
1.In the above outline, which is the most important idea?
A. English Lab
B. Resources
C. Computers
D. Two adjoining rooms
E. Physical Plant
I. The Internet
A. What it is
B. Web Sites
1. How to see them
2. How to save the information
I. Types of measurement
A. Volume
1.Quarts
2.Pints
3.Gallons
B. Length
1.Miles
2.Feet
3.Inches
II. Types of money
A. United States
1.Pesos
2.Cents
B. Other Countries
1.Lira
2.Yen
3.Francs
10.If you had to add the word "meters" to the outline, where would it go?
A. as number 4 under B - "Other Countries"
B. as number 4 under B - "Length"
C. as number 3 under A - "United States"
D. as C under II-"Types of Money"
E. as new section III.
I. MELC Uses appropriate critical writing a critique such as formalism, feminism, etc
II. Objective/s Knowledge: identify the various approaches writing a critique;
Skills: criticize the texts using the different approaches of criticism;
and
Values/Attitude: apply the appropriate critical approaches in writing your
critique.
III. Subject CRITICAL APPROACHES IN WRITING A CRITIQUE
Matter
References <iframe src="//www.slideshare.net/slideshow/embed_code/key/JoAtmupXuWYlSZ"
width="595" height="485" frameborder="0" marginwidth="0" marginheight="0"
scrolling="no" style="border:1px solid #CCC; border-width:1px; margin-bottom:5px;
max-width: 100%;" allowfullscreen> </iframe> <div style="margin-bottom:5px">
<strong> <a href="//www.slideshare.net/MsDavis1/critical-approaches-literary-theory-
power-point" title="Critical approaches literary theory power point"
target="_blank">Critical approaches literary theory power point</a> </strong> from
<strong><a href="https://www.slideshare.net/MsDavis1"
target="_blank">MsDavis1</a></strong> </div>
Video: https://www.youtube.com/watch?v=_T065ot5kVg
IV. Procedure A. Pretest:
2. What approach to literary criticism requires the critic to know about the author's life
and times?
A. All of these
B. Mimetic
C. Historical
D. Formalist
3. Formalist critics believe that the value of a work cannot be determined by the
author's intention. What term do they use when speaking of this belief?
A. The intentional fallacy
B. The affective fallacy
C. The pathetic fallacy
D. The objective correlative
4. Which poet popularized the term objective correlative, which is often used in
formalist criticism?
A. Virginia Woolf
B. C.S. Lewis
C. T.S. Eliot
D. Matthew Arnold
8. This feminist critic proposed that all female characters in literature are in at least one
of the following stages of development: the feminine, feminist, or female stage.
A. Virginia Woolf
B. Ellen Mores
C. Mary Wolstencraft
D. Elaine Showalter
9. A critic argues that in John Milton's "Samson Agonistes," the shearing of Samson's
locks is symbolic of his castration at the hands of Delilah. What kind of critical approach
is this critic using?
A. Mimetic approach
B. Psychological approach
C. Historical approach
D. Formalist approach
10. One archetype in literature is the scapegoat. Which of these literary characters
serves that purpose?
A. Billy Budd
B. Hamlet
C. Captain Ahab
D. Ophelia
11. One of the disadvantages of this school of criticism is that it tends to make readings
too subjective.
A. Reader Response Criticism
B. Formalist Criticism
C. Historical Criticism
D. These are all equally subjective
14. This critical approach assumes that language does not refer to any external reality.
It can assert several, contradictory interpretations of one text.
A. Structuralism
B. Deconstructionism
C. Formalist Criticism
D. Mimetic Criticism
15. A critic examining John Milton's "Paradise Lost" focuses on the physical description
of the Garden of Eden, on the symbols of hands, seed, and flower, and on the
characters of Adam, Eve, Satan, and God. He pays special attention to the epic similes
and metaphors and the point of view from which the tale is being told. He looks for
meaning in the text itself, and does not refer to any biography of Milton. He is most
likely a ____ critic.
A. Formalist
B. Mimetic
C. Reader Response
D. Feminist
16. This literary critic warned: "We must remember that the greater part of our current
reading matter is written for us by people who have no real belief in a supernatural
order . . . And the greater part . . . is coming to be written by people who not only have
no such belief, but are even ignorant of the fact that there are still people in the world
so 'backward' or so 'eccentric' as to continue to believe."
A. Matthew Arnold
B. C.S. Lewis
C. T.S. Eliot
D. G.K. Chesterton
17. A critic of Thomas Otway's "Venice Preserv'd" wishes to know why the play's
conspirators, despite the horrible, bloody details of their obviously brutish plan, are
portrayed in a sympathetic light. She examines the author's life and times and discovers
that there are obvious similarities between the conspiracy in the play and the Popish
Plot. She is most likely a _________ critic.
A. Tory
B. Historical
C. Feminist
D. Psychological
18. This poet might be described as a moral or philosophical critic for arguing that
works must have "high seriousness."
A. T.S. Eliot
B. Virginia Woolf
C. Elizabeth Browning
D. Matthew Arnold
19. A critic examining Pope's "An Essay on Man" asks herself: How well does this poem
accord with the real world? Is it accurate? Is it moral? She is most likely a _____ critic.
A. Mimetic
B. Formalist
C. Feminist
D. Reader Response
20. One of the potential disadvantages of this approach to literature is that it can
reduce meaning to a certain time frame, rather than making it universal throughout the
ages.
A. Historical
B. Feminist
C. Formalist
D. Mimetic
All these questions will be answered critically by using different approaches. This
activity leads you to learn how to write criticism.
B. Reading
What is critique?
A critique is a careful analysis of an argument to determine what is said, how well the
points are made, what assumptions underlie the argument, what issues are overlooked,
and what implications are drawn from such observations. It is a systematic, yet personal
response and evaluation of what you read.
It is a genre of academic writing that briefly summarizes and critically evaluates a work
or concept.
Before you start writing, it is important to have a thorough understanding of the work
that will be critiqued.
Read about the critical approaches. You can highlight some important ideas. You can
use these in expressing your views.
2. Gender Criticism: This approach “examines how sexual identity influences the
creation and reception of literary works.” Originally an offshoot of feminist movements,
gender criticism today includes a number of approaches, including the so-called
“masculinist” approach recently advocated by poet Robert Bly. The bulk of gender
criticism, however, is feminist and takes as a central precept that the 10 patriarchal
attitudes that have dominated western thought have resulted, consciously or
unconsciously, in literature “full of unexamined ‘male-produced’ assumptions.”
Feminist Criticism examines images of women and concepts of the feminine in myth
and literature; uses the psychological, archetypal, and sociological approaches; often
focuses on female characters who have been neglected in previous criticism. Feminist
critics attempt to correct or supplement what they regard as a predominantly male-
dominated critical perspective.
Exercise 2: Directions: Summarize what you have read by completing the table with
what you understood. Write your answers in your notebook.
You have just been given several approaches in literary criticism that you can use when
you make your own review or critique. You can use this in the following activities. Just
remember to apply which is easy for you to do and follow the techniques in using it.
Activities 1-3 gave you ideas about the manner and approaches to use in expressing
views. Let us learn more about this skill by reading a text which is an excerpt of the
homily of the Catholic Archbishop of Manila, Jaime Cardinal Sin. But before you read it,
let us define these words first.
Directions: Get the meaning of these words from any dictionary so that you can
understand what you are reading better: Write your answer in your notebook.
(1) Five years later, we might ask ourselves; has Ninoy’s dream been fulfilled? Have we
succeeded in building a new nation, by “transcending our petty selves,” by setting aside
our differences by working together in a spirit of true self-giving, loving our country
first, above our own interest? Bayan muna, bago and sarili. It is a question we must ask
ourselves, as we remember Ninoy’s gift.
(2) It has been said that the truest motto of our people is “K.K.K”. No, not Katipunan,
shaping unity out of our diversity. How we wish that were our authentic name! But
rather:
Kanya-Kanya’ng Katwiran,
Kanya-Kanya’ng Kagustuhan,
Kanya-Kanya’ng Kabig (or worse)
Kanya-Kanya’ng Kurakot...
or whatever else each one “specializes” in!
(3) Cynics among us say that K.K.K is the definition of our national character, the
predominant strain in our national culture. It’s what we are when we are “most
natural”, most ourselves. “Bayan muna, Bago and Sarili” is an abstract, nonoperative
ideal, good for speeches, good for posters, goo for classroom rhetoric but not for real,
not for real life. For real is K.K.K.
(5) Ninoy himself said: “We must criticize in order to be free, because we are free only
when we criticized.” We may not, at our own peril, forget that. But we must remind
ourselves that criticism is not an end in itself; it is not the absolute. It is meant to help
us to become free, but if it becomes the all-encompassing output of our days, a way of
life... so it takes up most of our energy, most of our time, when we begin to take delight
in tearing down, demoralizing, destabilizing; when we are at each other’s throats all day
long, then we really are engaged in self-destruction, and the destruction of hope, the
creation of despair, especially among the poor who continue to suffer in our midst.
(6) There is a Latin saying: “Unicuique suum, non praevalebunt.” “Every man for
himself: That’s the formula for disaster.” When Ninoy spoke of “the quest for that
elusive national unity which is imperative for the nation’s survival”-he said “survival”.
He meant “survival”. How can we survive, as a nation and as a people, if we have made
the name of our national game as anarchic free-for-all in a “basket of crabs?”
(7) K.K.K also means, we are told, Kanya Kanyang Kabig, Kanya- Kanyang Kurakot. Surely
I don’t need to dwell on this theme this morning. For weeks, the papers, radios, TV,
have shouted nothing else. It is the talk of the marketplace. I myself have spoken, often
enough, of the 40 big thieves left behind in our midst, and many many smaller ones
which might include . . . even ourselves? Who among us did not reecho the sentiments
and the work of the beloved Chino Roces when he asked for a renewed moral order in
government and society? It is a problem which must be addressed, and addressed
vigorously and unrelentingly.
(8) I am sure this will be increasingly done by our president, by consistent personal
example she has set a pattern for others to follow. I know she is bent on pursuing the
battle against corruption with ever more forceful and energetic action. But we know,
we know that she and those around her cannot do this all by themselves. As citizens,
we must go “into an action mode ourselves.” The task cannot be done without us.
(9) We must begin, rather, where we can begin, with ourselves we must ask: What can
we do about it? What in our own heart, in our own attitudes, in our own practices,
must be changed? What sacrifices must we ourselves do to make a positive
contribution of deeds, to put under control this chronic illness in our society, and in our
culture?
(10) If all we do is talk and talk, and throw dirt at each other-forgetting to mind the ship
and its engines, and steer it in mine-filled waters-why, we will still be taking and
quarrelling when our ship goes down into the sea!
(11) If everyone in this church this morning, in Ninoy’s memory, pledge before the Lord
that for one year, “Bayan Muna, Bago ang Sarili”, would really be made an operative
guideline, could it not mark at least a beginning? If for one year, just to get going, we
would make the principle govern our deeds, our conduct in society, would that not be
smart already? How can we “dream the impossible dream” and promise to follow the
stars” if we have become too calloused to do even this?
1. What critical approach did he use? Explain why you think that is the approach.
2. Do you agree with the author or not? Why or why not?
What you have read is an example of how one expresses opinions using one approach
in criticism. This can be a good model for you to study and follow.
Application/ Directions: Read or silently sing this song entitled “Bahay” by Gary Granada. Make your
Assessment criticism by completing the graphic organizer in the next page. Write your answers in
your notebook.
Bahay
by: Gary Granada
STRUCTURALISM
READER-RESPONSE