English For Academic Teachers Made 1-3

PERPETUAL SUCCOUR ACADEMY, INC.
National Rd. Poblacion Dos, Malabuyoc, Cebu
Teacher-made Learner’s Home Task

Grade/Section: English for Academic and Professional Purposes Date:
Subject Area: English Time Allotment:
I. MELC Differentiates language used in academic texts from various disciplines

II. Objective/ Knowledge: define academic text;
s Skills: determine text structure of an academic text; and
Values/Attitude: explain the components of the three-part essay structure.
V. Subject Academic Text Structures
Matter
VI. Procedure A. Pre-Test
Directions: Write T if the statement is correct and F if it is wrong. Write your
answer in your notebook.
1. Formality in academic writing requires precision to make a legitimate

piece of writing.
2. Writing is a form of communication that is shaped by the following
factors: topic, role, and audience.
3. The use of personal pronouns such as I, you, and we is acceptable in
academic writing.
4. “How can these problems be solved?” is an example of a
criticalquestion.
5. Because is an example of transitional device that expresses cause and
effect.
6. An abstract is a summary of a novel.
7. The conclusion is the section that summarizes the main points of the
essay.
8. A summary is a condensed form of a text which is usually half of the
original material.
9. To introduce a topic in an essay, the writer must be able to explain its
details.
10. A research paper contains background of the study, body and
recommendations.
B. Readings
What is an Academic Text? Academic text is defined as critical, objective,

specialized texts written by experts or professionals in a given field using
formal language. This means that academic texts are based on facts with
solid basis. Academic writing, therefore, is generally quite formal, objective
(impersonal) and technical. It is formal by avoiding casual or conversational
language, such as contractions or informal vocabulary. It is impersonal and
objective by avoiding direct reference to people or feelings, and instead
emphasizing objects, facts and ideas. It is technical by using vocabulary
specific to the discipline. To be a good academic writer, you will need to
learn the specific styles and structures for your discipline, as well as for each
individual writing task. Some examples of academic writing are as follow:
Literary Analysis: A literary analysis essay examines, evaluates, and makes
an argument about a literary work. As its name suggests, a literary analysis
essay goes beyond mere summarization. It requires careful close reading of
one or multiple texts and often focuses on a specific characteristic, theme, or
motif. Research Paper: A research paper uses outside information to support
a thesis or make an argument. Research papers are written in all disciplines
and may be evaluative, analytical, or critical in nature. Common research
sources include data, primary sources (e.g., historical records), and
secondary sources (e.g., peerreviewed scholarly articles). Writing a research
paper involves synthesizing this external information with your own ideas.
Dissertation: A dissertation (or thesis) is a document submitted at the
conclusion of a Ph.D. program. The dissertation is a book-length
summarization of the doctoral candidate’s research. Academic papers may
be done as a part of a class, in a program of study, or for publication in an
academic journal or scholarly book of articles around a theme, by different
authors. Structure is an important feature of academic writing. A well-
structured text enables the reader to follow the argument and navigate the
text. In academic writing a clear structure and a logical flow are imperative
to a cohesive text. These are the two common structures of academic texts
that you need to learn which depends on the type of assignment you are
required: the three-part essay structure and the IMRaD structure. WHAT IS
IT 7 The Three-Part Essay Structure The three-part essay structure is a basic
structure that consists of introduction, body and conclusion. The introduction
and the conclusion should be shorter than the body of the text. For shorter
essays, one or two paragraphs for each of these sections can be appropriate.
For longer texts or theses, they may be several pages long. Introduction. Its
purpose is to clearly tell the reader the topic, purpose and structure of the
paper. As a rough guide, an introduction might be between 10 and 20 percent
of the length of the whole paper and has three main parts: A. The most
general information, such as background and/or definitions. B. The core of
the introduction, where you show the overall topic, purpose, your point of
view, hypotheses and/or research questions (depending on what kind of
paper it is). C.The most specific information, describing the scope and
structure of your paper. You should write your introduction after you know
both your overall point of view (if it is a persuasive paper) and the whole
structure of your paper. You should then revise the introduction when you
have completed the main body. The Body. It develops the question, “What is
the topic about?”. It may elaborate directly on the topic sentence by giving
definitions, classifications, explanations, contrasts, examples and evidence.
This is considered as the heart of the essay because it expounds the specific
ideas for the readers to have a better understanding of the topic. It usually is
the largest part of the essay. Conclusion. The conclusion is closely related to
the introduction and is often described as its ‘mirror image’. This means that
if the introduction begins with general information and ends with specific
information, the conclusion moves in the opposite direction. The conclusion
usually begins by briefly summarizing the main scope or structure of the
paper, confirms the topic that was given in the introduction, endswith a more
general statement about how this topic relates to its context. This may take
the form of an evaluation of the importance of the topic, implications for
future research or a recommendation about theory or practice. The IMRaD
Structure The sections of the IMRaD structure are Introduction, Methods,
Results and Discussion. The Introduction usually depicts the background of
the topic and the central focus of the study. The Methodology lets your
readers know your data collection methods, research instrument employed,
sample size and so on. Results and Discussion states the brief summary of
the key findings or the results of your study
Exercise 1:Let’s Remember This!

Directions: Complete the paragraph with the necessary words or sentences
that best describe what you have learned from the discussion. Write your
paragraph in your notebook. Follow the format below.
I have learned that academic writing _____________________________

___________________________________________________________
Application/ Let’s Answer This!

Assessment Multiple Choice
Directions: Choose the letter that best answers the given question. Write the
letter of your answer in your notebook.
1. Who are the target readers of an academic essay?

A. Parents, workers, teachers
B. Teachers, students, academic community
C. Students, out-of-school youth, government officials
D. None of the above
2. What are the purposes of doing an academic writing?
A. To settle, to negotiate and to inform
B. To defend, to challenge and to question
C. To inform, to persuade and to argue a specific point
D. To guess, to hypothesize and to make conclusions
3. Writing academic papers requires deliberate, thorough and careful
thought. Therefore, what should one do to achieve a well-crafted
academic essay?
A. One must depend on his/her own opinions alone.
B. One must conduct a research on the topic at hand.
C. One must not consult the Internet for unsure sources.
D. One must depend highly on the Internet for easy information access.
4. An academic essay must use appropriate vocabulary words but not too
pretentious, highfalutin words. Which among these words is the
simplified version of the term, "supercalifragilisticexpialidocious"?
A. beautiful; pretty
B. exquisite; one-of-a-kind
C. extraordinarily good; wonderful
D. hardworking; industrious
5. What are the three main parts of an essay?
A. The hook, the main idea and the conclusion.
B. The introduction, the body and the conclusion.
C. The topic sentence, the body and the conclusion.
D. None of the above POST ASSESSMENT 13
6. What is the purpose of the topic sentence?
A. To give coherence to the paragraph.
B. To help with the flow of sentences.
C. To help the reader understand what the paragraph will be about.
D. None of the above
7. What is 'academic writing'?
A. A technique to write balanced, accurate and professional
assignments
B. An old-fashioned way of writing.
C. How university professors write.
D. The writing you find in textbooks
8. Choose three words to describe academic writing:
A. Talented, stylish, inspiring
B. Precise, clear, objective
C. Decisive, divisive, derisive
D. Subjective, obscure, vague
9. What is true of the introductory paragraph?
A. ends with the thesis.
B. introduces the big idea of the essay
C. starts with a hook
D. all of these
10. What is the sequence of an essay?
A. Introduction, Body Paragraph, Body Paragraph, Conclusion
B. Body Paragraph, Introduction, Conclusion, BodyParagraph
C. Introduction, Body Paragraph, Conclusion, Body Paragraph
D. Conclusion, Introduction, Body Paragraph, Body Paragraph

Subject Area: English Time Allotment: 1week
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
Let’s Answer This!

Directions: Use the given subject and verb in constructing your own
sentence. Observe subject-verb agreement in your sentences. You may add
“s” or “es” to the verb. Write your answer in your notebook.
SUBJECT VERB SENTENCE

United States Make
The students Excel
English language Help
The books Improve
The journey Enhance
The patient Cry
Mrs. Cruz Appeal
Filipino people Provide
A child Love
The lecturer Explain
B. Readings
What is an Academic Language?

Academic language represents the language demands of school (academics).
Academic language includes language used in textbooks, in classrooms, on
tests, and in each discipline. It is different in vocabulary and structure from
the everyday spoken English of social interactions. Each type of
communication (both academic and social) has its purpose, and neither is
superior to the other.
Academic writing is generally quite formal, objective (impersonal) and

technical as illustrated in the diagram below.
It is formal by avoiding casual or conversational language, such as

contractions or informal vocabulary. It is impersonal and objective by
avoiding direct reference to people or feelings, and instead emphasizing
objects, facts and ideas. It is technical by using vocabulary specific to the
discipline.
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 )
Exercise 2: Sentence Construction
Directions: Transform the simple sentence into compound or complex

sentences. Write your answer in your notebook. The first one is done for
you.
1.The exam is difficult. It is also exasperating.

Answer: The exam is difficult and exasperating.
2.Captain Lewis allowed his men to make important decisions in a
democratic manner. This democratic attitude fostered spirit of togetherness
and commitment on the part Louis’ fellow explorers.
3. He studied the biological and natural sciences. He learned how to
categorize and draw animals accurately.
4.Mark Twain is the author of Huckleberry Finn. Huckleberry Finn is a
classic American novel
5.My friend likes coffee. She likes tea. She doesn’t like milk.
6. John F. Kennedy was inaugurated into office in January of 1961. He was
assassinated in November of 1963.
7. Some students become nervous around computers. Other students seem to
enjoy new challenges.
8. Jae Hee comes from Korea. Kyung Eun comes from Korea. Jae Hyun
comes from Korea.
9. I am going to buy the skateboard. It is blue.It has red wheels. It has a
picture of a dragon on top.
10. My father is 45 years old. He plays football. He goes jogging. He does
not play tennis anymore. His wrist was broken. This happened two years
ago.
Application/ Multiple Choice

Assessment Directions: Choose the word that best answers the given questions. Write the
letter of your answers in your notebook.
1. As long as you know your tutor, you don't need to use a formal style of
writing. It's good to be friendly.
A. Some tutors like you to be formal but some don't mind as long as you do
the work.
B. You only need to be formal in exams, not regular coursework.
C.It's good to be friendly but always use formal English when you write
assignments.
D. Formal English is too old-fashioned these days
2. Contractions are:
A. what happens when you have a baby
B. when someone says the opposite to you
C. when something is too narrow
D. a shortened form of a word
3. Which example is correct?
A. However, the main reasons are time, money and cost.
B. However the main reasons, are time, money, and, cost.
C. However, the main reasons are time money and cost.
D. However, the main reasons, are time money, and cost. 22
4. Which is correct?
A. They were effected badly by the incident
B. The incident effected them badly.
C. They were affected badly by the incident.
D. The affects of the incident were bad.
5. Choose the right one:
A. It's bowl's empty.
B. Its bowl's empty.
C. Its' bowls' empty.
D. It's bowls empty.
6. 'Information on the internet is 'free'. Anyone can use it without having to
reference it.'
A. True
B. False
C. It depends on how important the assignment is.
D. You only need to reference authors' work on the internet
7. What is an academic language...
A. is a set of vocabulary terms used in schools
B. comes as second nature to native speakers, but is difficult for ELLs to
acquire
C. is the linguistic register that students are expected to use in school
subjects
D. All of the above
8. When do you use formal language?
A. In an academic essay.
B. When you talk to a friend.
C. When you write a text message.
D. In sending emails.
9. What does it mean to write academically?
A. To write in order to pass final exams
B. To write paper for scholars
C. To write using proper English language
D. To avoid copy pasting from the Internet
10. The term, "VERY OFTEN" may be improved using a more appropriate
academic word which is:
A. Frequently
B. Rarely
C. Seriously
D. Stubbornly

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
What are the Different Reading Strategies?

Strategies differ from reader to reader. The same reader may use different
strategies for different contexts because their purpose for reading changes.
Ask yourself “why am I reading?” and “what am I reading?” when deciding
which strategies to try.
What are the Purposes of Reading?

People read different kinds of text (e.g., scholarly articles, textbooks,
reviews) for different reasons. Some purposes for reading might be
 to scan for specific information
 to skim to get an overview of the text
 to relate new content to existing knowledge
 to write something (often depends on a prompt)
 to critique an argument
 to learn something
 for general comprehension So, it is important that you adjust your reading
strategies to your purpose of reading.
Here’s how to do it.
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.
1. Who is the audience for this report?

2. What does Brillantes Company need? Why does the company need it?
3. Would you rely on primary or secondary research? How would you gather
data for this report?
Exercise 3: Multiple Choice
Directions: Choose the best strategy to use in the following conditions. Write
the letter of your answer in your notebook.
1. Determine what you think will happen in the text.

A. Visualize
B. Predict
C. Connect
D. Clarify
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
8. Making pictures in your mind as you read is an example of .

A. Predicting
B. Connecting
C. Visualization
D. Clarifying
9. Wondering about why a character acted in a certain why is using the

comprehension skill of .
A. Visualizing
B. Summarizing
C. Predicting
D. Questioning
10. "This story reminds me of something I heard on the news," is an example

of which strategy?
A. Visualizing
B. Connection
C. Clarifying
D. Summarizing
Application/ Directions: Read the excerpt of an article critique. Answer the questions that
Assessment follow. Use the reading strategies you have learned from the previous
discussion. Write your answer in your notebook.
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.
Several studies have examined the influence of professional development

interventions on students’ science achievement. Research suggests that
hands-on and inquiry-based science lessons develop literacy as well as
content knowledge. Research also indicates that students’ science
achievement is positively correlated with the amount of teacher professional
development. This study builds upon existing research by using a quasi-
experimental design to assess students’ science achievement after the first-
year implementation of a professional development intervention that focused
on science achievement, literacy, and math skills. Specifically, the study
addresses three research questions: (1) whether treatment group students
show gains in science achievement, (2) whether gaps in science achievement
change for ELL and low-literacy (retained) students in the treatment group,
and (3) whether treatment group students perform differently compared with
non-treatment group students on a statewide mathematics test, particularly
on the measurement strand that is emphasized in the intervention.
1. Is there a statement of the Problem? Write it below?

2. What is the background information of the problem? State it below?
3. Is the educational significance of the problem discussed? What is it? Write
it below.
4. What is your impression about this article? Use a concept map to illustrate
your answer.


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
width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen>
</iframe> <div style="margin-bottom:5px"> <strong> <a
title="Academic Reading" target="_blank">Academic Reading</a>
</strong> from <strong><a href="https://www.slideshare.net/RahilaKhan6"
IV. Procedure A. Readings
What are the Different Reading Strategies?

Strategies differ from reader to reader. The same reader may use different
strategies for different contexts because their purpose for reading changes.
Ask yourself “why am I reading?” and “what am I reading?” when deciding
which strategies to try.
What are the Purposes of Reading?

People read different kinds of text (e.g., scholarly articles, textbooks,
reviews) for different reasons. Some purposes for reading might be
 to scan for specific information
 to skim to get an overview of the text
 to relate new content to existing knowledge
 to write something (often depends on a prompt)
 to critique an argument
 to learn something
 for general comprehension So, it is important that you adjust your reading
strategies to your purpose of reading.
Here’s how to do it.
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.
1. Who is the audience for this report?

2. What does Brillantes Company need? Why does the company need it?
3. Would you rely on primary or secondary research? How would you gather
data for this report?
Exercise 3: Multiple Choice
Directions: Choose the best strategy to use in the following conditions. Write
the letter of your answer in your notebook.
1. Determine what you think will happen in the text.

A. Visualize
B. Predict
C. Connect
D. Clarify
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
8. Making pictures in your mind as you read is an example of .

A. Predicting
B. Connecting
C. Visualization
D. Clarifying
9. Wondering about why a character acted in a certain why is using the

comprehension skill of .
A. Visualizing
B. Summarizing
C. Predicting
D. Questioning
10. "This story reminds me of something I heard on the news," is an example

of which strategy?
A. Visualizing
B. Connection
C. Clarifying
D. Summarizing
Application/ Directions: Read the excerpt of an article critique. Answer the questions that
Assessment follow. Use the reading strategies you have learned from the previous
discussion. Write your answer in your notebook.
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.
Several studies have examined the influence of professional development

interventions on students’ science achievement. Research suggests that
hands-on and inquiry-based science lessons develop literacy as well as
content knowledge. Research also indicates that students’ science
achievement is positively correlated with the amount of teacher professional
development. This study builds upon existing research by using a quasi-
experimental design to assess students’ science achievement after the first-
year implementation of a professional development intervention that focused
on science achievement, literacy, and math skills. Specifically, the study
addresses three research questions: (1) whether treatment group students
show gains in science achievement, (2) whether gaps in science achievement
change for ELL and low-literacy (retained) students in the treatment group,
and (3) whether treatment group students perform differently compared with
non-treatment group students on a statewide mathematics test, particularly
on the measurement strand that is emphasized in the intervention.
1. Is there a statement of the Problem? Write it below?
2. What is the background information of the problem? State it below?
3. Is the educational significance of the problem discussed? What is it? Write
it below.
4. What is your impression about this article? Use a concept map to illustrate
your answer.


Grade/Section: Grade 11 Date:
Subject Area: English for Academic and Professional Purposes
Time Allotment: 1week
I. MELC Uses various techniques in summarizing a variety of academic texts

II. Objective/s Knowledge: define summarizing and summary from various writers;
Skills: identify the various techniques in summarizing; and
Values/Attitude: summarize various academic texts.
III. Subject VARIOUS TECHNIQUES IN SUMMARIZING A VARIETY OF
Matter ACADEMIC TEXTS
References
<iframe
width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen> </iframe>
<div style="margin-bottom:5px"> <strong> <a
title="Academic Reading" target="_blank">Academic Reading</a> </strong>
from <strong><a href="https://www.slideshare.net/RahilaKhan6"
IV. Procedure A. Motivation
Directions. Identify which of the following supports the principle of
summarizing.
1. We use summarizing to:

A. Retell a story
B. Reduce information to essential ideas
C.Get through an article more quickly
D.Understand easily
2. When summarizing, we want to unimportant information.

A. Summarize
B. Highlight
C.Disregard
D.Include
3. The main idea is

A. All the information provided
B. The most important information
C.Nothing to worry about
D.Unimportant information
4. Basic Signal words are Who, What, When, Where, Why,How

A. True B. False
5. The gives the reader an idea about what the paragraph is going to be about.
A. Concluding sentence
B. Summary
C.Topic sentence
D.Body
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.
According to Diane Hacker (2008), in A Canadian Writer’s Reference, explains

that summarizing involves stating a work’s thesis and main ideas “simply,
briefly, and accurately”.
From dictionaries, it is defined as taking a lot of information and creating a
condensed version that covers the main points; and to express the most
important facts or ideas about something or someone in a short and clear form.
From the definitions, take a look on the pool of words and phrases
reducing text “simply, briefly, and accurately”.

clearly articulating condensed version
thesis most important facts or ideas
main ideas short and clear form.
Various techniques in summarizing a variety of academic texts
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.
Another 5 Easy Techniques in Summarizing Various Academic Texts
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.
Here is an example of this strategy in action:

 Somebody: Little Red Riding Hood
 Wanted: She wanted to take cookies to her sick grandmother.
 But: She encountered a wolf pretending to be her grandmother.
 So: She ran away, crying for help.
 Then: A woodsman heard her and saved her from the wolf.
Technique 2: SAAC Method
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.
 Who is the story about?

 What did they do?
 When did the action take place?
 Where did the story happen?
 Why did the main character do what he/she did?
 How did the main character do what he/she did?
Technique 5: Give Me the Gist
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?
Summarizing is useful in many types of writing and at different points in the

writing process. Summarizing is used to support an argument, provide context
for a paper’s thesis, write literature reviews, and annotate a bibliography. The
benefit of summarizing lies in showing the "big picture," which allows the
reader to contextualize what you are saying. In addition to the advantages of
summarizing for the reader, as a writer you gain a better sense of where you are
going with your writing, which parts need elaboration, and whether you have
comprehended the information you have collected.
Exercise 1:
Directions: Following the techniques above, summarize the texts by completing

the sample graphic organizer below. Write your summary in your notebook.
Essay 1: Importance of Education
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.
Education reduces poverty in a number of ways. One way is by creating

employment opportunities for educated people. Through employment, one is
able to afford a decent living. Education helps to increase economic security,
create income opportunities and improve livelihoods of the economically
disadvantaged by providing sustainable environmental management
mechanisms. Education further alleviates poverty through skills acquired in the
learning process. Skills such as carpentry, plumbing and masonry are relevant
in non-formal economies. One can acquire these skills through technical and
vocational training.
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.
Essay 2: Why is Education Important in Our Society?
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
Exercise 3: Directions: After identifying the persuasive points, in your

notebook, write a summary of the text.
Application/ Directions: Simple recall: For numbers 1 and 2, write the letter of the correct
Assessment answer in your notebook.
1. Which of the following statements in SUMMARIZING is false?

A. The Summary is what the passage is mostly about.
B. The Summary is what all or most of the sentences or paragraphs are about.
C. The Summary is usually found in more than just one sentence of the
passage.
D. The Summary is one isolated thought in a passage.
2. Which of the following statements in SUMMARIZING is true?
A. The Summary is a thought that is true but is not in the passage.
B. The Summary is what the passage is mostly about.
C. The Summary is specific, detailed information contained in the passage.
D. The Summary is always found in the first sentence of the passage.
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.

I. MELC States the thesis statement of an academic texts

II. Knowledge: Define thesis statement
Objective/s Skills: Identify the various techniques in locating thesis
statement; and
Values/Attitude: Formulate thesis statement of the texts
III. THESIS STATEMENT OF AN ACADEMIC TEXT
Subject
Matter
References <iframe src="//www.slideshare.net/slideshow/embed_code/key/bAhqbryurCDZbn"
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/johnarunski/thesis-statement-
ppt" title="Thesis statement ppt" target="_blank">Thesis statement ppt</a>
</strong> from <strong><a href="https://www.slideshare.net/johnarunski"
target="_blank">johnarunski</a></strong> </div>
<iframe src="//www.slideshare.net/slideshow/embed_code/key/BIZzs4i7RQtsPm"
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/klomanno/thesis-statement-
ppt-13672379" title="Thesis Statement ppt" target="_blank">Thesis Statement
ppt</a> </strong> from <strong><a href="//www.slideshare.net/klomanno"
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.
1. Thesis Statement is the first sentence at the beginning of each paragraph.

2. It makes a claim that other people may dispute, challenge, or oppose.
3. It is a question in response to the writing assignment
4. It is a road map for a paper; it tells the reader what the paper will focus on.
5. It is a simple statement of fact
6. The first thing you should do after receiving your writing prompt is write your
thesis statement.
7. A good thesis statement is a broad generalization about your topic.
8. "Blue printed" thesis statement is a statement that includes the main areas of
support in the order you will introduce them in your essay and thus acts as a blue
print for the essay.
9. The Yankee Doodle Restaurant is a great place to eat, because the staff is friendly,
the food is delicious, and the atmosphere is relaxing is an example of blue printed
thesis statement.
10. A thesis statement should reflect the main idea of an essay
B. Reading
What is thesis statement?
• 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
• In academic writing, the thesis is often explicit: it is included as a sentence as part

of the text. It might be near the beginning of the work, but not always–some types of
academic writing leave the thesis until the conclusion.
• Journalism and reporting also rely on explicit thesis statements that appear very
early in the piece–the first paragraph or even the first sentence.
• Works of literature, on the other hand, usually do not contain a specific sentence
that sums up the core concept of the writing. However, readers 51 should finish the
piece with a good understanding of what the work was trying to convey. This is
what’s called an implicit thesis statement: the primary point of the reading is
conveyed indirectly, in multiple locations throughout the work. (In literature, this is
also referred to as the theme of the work.)
• However, academic writing sometimes relies on implicit thesis statements, as well.
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
1. Where is your thesis statement?
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.
Tips on how to write a successful thesis statement
 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…”
2. Is your thesis statement specific?
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.
Tips on how to formulate specific thesis statement
 Are there two large statements connected loosely by a coordinating conjunction

(i.e. "and," "but," "or," "for," "nor," "so," "yet")?
 Would a subordinating conjunction help (i.e. "through," "although,""because,"
"since") to signal a relationship between the two sentences?
 Or do the two statements imply a fuzzy unfocused thesis?
 If so, settle on one single focus and then proceed with further development.
3. Is your thesis statement too general?

Your thesis should be limited to what can be accomplished in the specified number
of pages. Shape your topic so that you can get straight to the "meat" of it. Being
specific in your paper will be much more successful than writing about general
things that do not say much. Don't settle for three pages of just skimming the surface.
The opposite of a focused, narrow, crisp thesis is a broad, sprawling, superficial

thesis. Compare this original thesis (too general) with three possible revisions (more
focused, each presenting a different approach to the same topic):
 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.
4. Is your thesis statement clear?
Your thesis statement is no exception to your writing: it needs to be as clear as

possible. By being as clear as possible in your thesis statement, you will make sure
that your reader understands exactly what you mean.
Tips on how to write clear thesis statement
Unless you're writing a technical report, avoid technical language. Always avoid
jargon, unless you are confident your audience will be familiar with it.
 Avoid vague words such as "interesting,” "negative," "exciting,” "unusual," and

"difficult."
 Avoid abstract words such as "society," “values,” or “culture.”
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.
Original: "is, are, was, to be" or "to do, to make"
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.
7. 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.
8. 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.
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.


I. MELC Outlines reading texts in various discipline

II. Objective/s Knowledge: define outlining;
Skills: identify the various techniques in outlining; and
Values/Attitude: make an outline of the various academic texts.
III. Subject OUTLINING
Matter
References <iframe src="//www.slideshare.net/slideshow/embed_code/key/2NWdrzyCHk2DXq"
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/rye07/outlining-10492999" title="Outlining"
target="_blank">Outlining</a> </strong> from <strong><a
href="https://www.slideshare.net/rye07" target="_blank">Ryan Lualhati</a></strong>
</div>
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?
2. Which technique is used to outline a successful essay?

A. Writing down all possible essay topics
B. Finding quotes by unknown people to backup essay
C.Writing down the main idea and all paragraph topics
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.
4. Thesis statements should preview what each topic sentence is about.

A. True
b. False
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.
Organizing your idea in an outline

 Begin by answering the question that leads to your thesis statement.
 Use the two or three main ideas from this technique as your main heading.
 Write subtopics for each main idea.
 Write the supporting details for each of the subtopics.
Use various outlines based on the structure you prefer
 Sentence outline – Using complete sentences as entries.

 Topic outline – Using words and phrases as entries.
 Paragraph outline – Using paragraphs as entries.
Guidelines in Writing an Outline:
 Place the title at the center above the outline.

 Every level of the outline must have at least two items (I and II, A and B, 1 and 2).
 Put a period after each numeral and letter.
 Indent each new level of the outline.
 All items of one kind (roman numerals, capital letters, Arabic numerals) should line up
with each other.
 Capitalize the first letter of each item.
 The terms Introduction, Body, and Conclusion do not have to be included in the
outline. They are not topics; they are merely organizational units in the writer’s mind.
Basic outline form
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
II. MAIN IDEA

A. Subsidiary or supporting idea to II
B. Subsidiary idea to II
C. Subsidiary idea to II
III. MAIN IDEA

It is up to the writer to decide on how many main ideas and supporting ideas
adequately describe the subject. However, traditional form dictates that if there is a I in
the outline, there has to be a II; if there is an A, there has to be a B; and so forth.
Example Sentence Outline
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
A. Historical Employment Overview: Unskilled laborers in the past were frequently

unionized and adequately compensated for their work (cite sources).
A. Historical Employment Overview: Unskilled laborers in the past were frequently

unionized and adequately compensated for their work (cite sources).
C. Current Link between Education and Employment Type: Increasingly, uneducated

workers work in unskilled or low-skilled jobs (cite sources).
D. Gaps in the Research: Little information exists exploring the health implications of
the current conditions in low-skilled jobs.
III. Major Point 1: Conditions of employment affect workers' physical health.
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).
IV. Major Point 2: Conditions of employment affect workers' mental health
A. Minor Point 1: Employment in a low-skilled position is highly correlated with

dangerous levels of stress (cite sources).
B. Minor Point 2: Stress is highly correlated with mental health issues (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.
Example of Topic Outline
Several aspects must be considered in writing a topic outline.

1. Recall that all headings and subheadings must be words or phrases, not sentences.
2. Also, the wording within each division must be parallel.
3. Finally, as in any outline, remember that a division or subdivision cannot be divided

into one part; therefore, if there is an "A" there must be a "B," and if there is a "1" there
must be a "2."
I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age
II. Economic Problems

A. Child Support
B. Women's Job Training
C. Lower Standard of Living
D. Possible Relocation
1. Poorer Neighborhood
2. New School
III. Peer Problems
A. Loss of Friends
B. Relationships with Dates
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.
Unorganized points Outline Structure

Open recreation center I. ________________________________
Dorm contacts A. _____________________________
Intramural program 2. __________________________
Campus sponsored events 3. __________________________
Laboratories B. _____________________________
Intercollegiate sports programs 1. _________________________
Class contacts 2. _________________________
Guest speakers 3. _________________________
Physical growth II. _______________________________
Informal social structure A.____________________________
Discussions 2. __________________________
Clubs in major field Out-of-class 3. __________________________
experiences B.__________________________
Greek organizations 1. _________________________
Lectures 2. _________________________
Classroom experiences 3. _________________________
Social growth III. _______________________________
Intellectual growth A. ___________________________
Formal social structure B. ___________________________
C. ___________________________
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.
Read this passage and look at the outline:
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
2. In the above outline, which is the more important idea?

A. Physical Plant
B. Resources
C. Physical Plant and Resources are equal adjoining rooms
D. Two adjoining rooms
E. computers
3.In the above outline...

A. you could substitute "in the Administration building" with "two adjoining rooms"
B. you could flip "Resources" with "computers"
C. you could exchange "Physical Plant" with "English Lab"
D. and still not change the meaning of the outline.
E. you should be in the Administration building
Read this passage and look at the outline:
I. The Internet
A. What it is
B. Web Sites
1. How to see them
2. How to save the information
4. In the above outline, which is the most important idea?

A. Web Sites
B. What it is
C. How to see them
D. How to save information
E. The Internet

A. How to see them
B. What it is
C. How to save the information
D. are all equal.
E. What shall I do
6. In the above outline, you could...

A. substitute "Web sites" for "The Internet"
B. substitute "How to see them" for "How to save the information"
C. substitute "What it is" for "How to see them"
D….and still not change the meaning of the outline.
E. all of the above
Look at this outline
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
7. In the above outline, which is the most important idea?

A. Types of money
B. Types of measurement
C. United States
D. "Types of money" and "Types of measurement" are equal
E. volume

A. Other countries
B. Francs
C. Inches
D. they are all equal.
E. Miles
9. In the above outline, which item is in the wrong place?

A. Pesos
B. Yen
C. Types of measurement
D. Pints
E. Quarts
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"
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:
Let us check your prior knowledge about this module’s coverage.

Directions: Choose the letter of the best answer. Write your answer in your notebook.
1. The New Critics were:

A. Feminist critics
B. Psychological Critics
C. Marxist critics
D. Formalist critics
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
5. In a Freudian approach to literature, concave images are usually seen as:

A. Male symbols
B. Evidence of an Oedipus complex
C. Phallic symbols
D. Female symbols
6. He was an influential force in archetypal criticism.

A. Freud
B. Jung
C. Richards
D. Tate
7. Seven is an archetype associated with:

A. Astrology
B. Perfection
C. Birth
D. Death
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
12. This literary critic coined the term "fancy."

A. Samuel Taylor Coleridge
B. Virginia Woolf
C. Matthew Arnold
D. Carl Jung
13. Michael Foucault was the major practitioner of this school of criticism.
A. Structuralism
B. Mimetic Criticism
C. Deconstructionism
D. Formalist Criticism
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
Exercise 1: SAY SOMETHING ACTIVITY

Directions: Take a look at this picture and give at least five (5) points that you see in the
picture. Write your answers in your notebook.
Process Questions: Write your answers in your notebook.

1. How did you find the picture?
2. By looking at the picture, are you thinking about the beautiful nature?
3. What about the location?
4. Did it cross to your mind who is responsible of taking care of the nature?
5. What about the feeling of the lady jumping onto the water?
6. Did you ask yourself if you would want to do the same?
7. What about the reasons why God has created this nature for us?
8. Have you not wondered how God created the beautiful world?
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.
Critiques can be used to carefully analyze a variety of works such as:
 Creative works – novels, exhibits, film, images, poetry

 Research – monographs, journal articles, systematic reviews, theories
 Media – news reports, feature articles
Like an essay, a critique uses a formal, academic writing style and has a clear structure,
that is, an introduction, body and conclusion. However, the body of a critique includes a
summary of the work and a detailed evaluation. The purpose of an evaluation is to
gauge the usefulness or impact of a work in a particular field.
Why do we write critiques?
Writing a critique on a work helps us to develop:

 A knowledge of the work’s subject area or related works.
 An understanding of the work’s purpose, intended audience, development of
argument, structure of evidence or creative style.
 A recognition of the strengths and weaknesses of the work.
How to write a critique
Before you start writing, it is important to have a thorough understanding of the work
that will be critiqued.
 Study the work under discussion.

 Make notes on key parts of the work.
 Develop an understanding of the main argument or purpose being expressed in the
work.
 Consider how the work relates to a broader issue or context.
Read about the critical approaches. You can highlight some important ideas. You can
use these in expressing your views.
The following are the different approaches in writing a critique:
1. Formalist: This approach regards literature as “a unique form of human knowledge

that needs to be examined on its own terms.” All the elements necessary for
understanding the work are contained within the work itself. Of particular interest to
the formalist critic are the elements of form—style, structure, tone, imagery, etc.— that
are found within the text. A primary goal for formalist critics is to determine how such
elements work together with the text’s content to shape its effects upon readers.
Questions to be Asked for Formalistic Approach

A. How is the work’s structure unified?
B. How do various elements of the work reinforce its meaning?
C. What recurring patterns (repeated or related words, images, etc.) can you find?
D. What is the effect of these patterns or motifs?
E. How does repetition reinforce the theme(s)?
F. How does the writer’s diction reveal or reflect the work’s meaning?
G. What is the effect of the plot, and what parts specifically produce that effect?
H. What figures of speech are used? (metaphors, similes, etc.)
I. Note the writer’s use of paradox, irony, symbol, plot, characterization, and style of
narration.
J. What effects are produced? Do any of these relate to one another or to the theme?
K. Is there a relationship between the beginning and the end of the story?
L. What tone and mood are created at various parts of the work?
M. How does the author create tone and mood? What relationship is there between
tone and mood and the effect of the story?
N. How do the various elements interact to create a unified whole?
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.”
3. Feminist criticism attempts to correct this imbalance by analyzing and combatting

such attitudes—by questioning, for example, why none of the characters in
Shakespeare’s play Othello ever challenge the right of a husband to murder a wife
accused of adultery. Other goals of feminist critics include “analyzing how sexual
identity influences the reader of a text” and “examining how the images of men and
women in imaginative literature reflect or reject the social forces that have historically
kept the sexes from achieving total equality.”
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.
Questions to be asked for Feministic Approach
A. How are women’s lives portrayed in the work?

B. Is the form and content of the work influenced by the writer’s gender?
C. How do male and female characters relate to one another? Are these relationships
sources of conflict? Are these conflicts resolved?
D. Does the work challenge or affirm traditional views of women?
E. How do the images of women in the story reflect patriarchal social forces that have
impeded women’s efforts to achieve full equality with men?
F. What marital expectations are imposed on the characters? What effect do these
expectations have?
G. What behavioral expectations are imposed on the characters? What effect do these
expectations have?
H. If a female character were male, how would the story be different (and vice versa)?
I. How does the marital status of a character affect her decisions or happiness?
4. Historical: This approach “seeks to understand a literary work by investigating the

social, cultural, and intellectual context that produced it—a context that necessarily
includes the artist’s biography and milieu.” A key goal for historical critics is to
understand the effect of a literary work upon its original readers.
Questions to be Asked for Formalistic Approach
A. How does it reflect the time in which it was written?

B. How accurately does the story depict the time in which it is set?
C. What literary or historical influences helped to shape the form and content of the
work?
D. How does the story reflect the attitudes and beliefs of the time in which it was
written or set? (Consider beliefs and attitudes related to race, religion, politics, gender,
society, philosophy, etc.)
E. What other literary works may have influenced the writer?
F. What historical events or movements might have influenced this writer?
G. How would characters and events in this story have been viewed by the writer’s
contemporaries?
H. Does the story reveal or contradict the prevailing values of the time in which it was
written? Does it provide an opposing view of the period’s prevailing values?
I. How important is it the historical context (the work’s and the reader’s) to interpreting
the work?
5. Reader-Response Criticism: This approach takes as a fundamental tenet that

“literature” exists not as an artifact upon a printed page but as a transaction between
the physical text and the mind of a reader. It attempts “to describe what happens in the
reader’s mind while interpreting a text” and reflects that reading, like writing, is a
creative process.
6. Structuralism focused on how human behavior is determined by social, cultural and

psychological structures. It tended to offer a single unified approach to human life that
would embrace all disciplines. The essence of structuralism is the belief that “things
cannot be understood in isolation, they have to be seen in the context of larger
structures which contain them. For example, the structuralist analysis of Donne’s poem,
Good Morrow, demands more focus on the relevant genre, the concept of courtly love,
rather than on the close reading of the formal elements of the text.
7. Sociological focuses on man’s relationship to others in society, politics, religion, and

business.
Questions to be asked for Sociological Approach
A. What is the relationship between the characters and their society?

B. Does the story address societal issues, such as race, gender, and class?
C. How do social forces shape the power relationships between groups or classes of
people in the story? Who has the power, and who doesn’t? Why?
D. How does the story reflect the Great American Dream?
E. How does the story reflect urban, rural, or suburban values?
F. What does the work say about economic or social power? Who has it and who
doesn’t? Any Marxist leanings evident?
G. Does the story address issues of economic exploitation? What role does money play?
H. How do economic conditions determine the direction of the characters’ lives?
I. Does the work challenge or affirm the social order it depicts?
J. Can the protagonist’s struggle be seen as symbolic of a larger class struggle?
K. How does the microcosm (small world) of the story reflect the macrocosm (large
world) of the society in which it was composed?
L. Do any of the characters correspond to types of government, such as a dictatorship,
democracy, communism, socialism, fascism, etc.? What attitudes toward these political
structures/systems are expressed in the work?
Now, you have learned the basic principles of writing criticisms. Let’s apply our skill by
doing these activities.
Exercise 2: Directions: Summarize what you have read by completing the table with
what you understood. Write your answers in your notebook.
APPROACHES IN WHAT IT IS (DEFINITION) HOW IT IS DONE

LITERARY CRITICISM (TECHNIQUE IN WRITING)
Example: This approach regards A primary goal for
literature as “a unique formalist critics is to
Formalism form of human knowledge determine how elements
that needs to be examined of form (style, structure,
on its own terms.” tone, imagery, etc.) work
together with the text’s
content to shape its
effects upon readers.
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.
Exercise 3: READ CRITICALLY
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.
WORDS MEANINGS FROM DICTIONARY

Cynic
Demoralize
Destabilize
Anarchic
Unrelentingly
Chronic disease
Callous
Predominant
Transcend
Authentic
Vigorously
Ang Bayan Muna Bago ang Sarili

(Excerpts from the Homily of Jaime Cardinal Sin
at the mass celebrating the 5th death anniversary of Ninoy Aquino)
(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.
(4) Kanya-Kanyang Katwiran, Kanya-Kanyang kagustuhan. We all remember the three

monkeys; See no Evil, hear no evil, speak no evil. Sometimes one wonders, if it has
become a national pastime, to see and hear and speak nothing, but evil against our
fellow-citizens. Talk can be a great service in a free nation: Talk is space for free
discussion, for intelligent debate, the exchange of information and perception, the
clash of views.
(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?
Answer the questions given: Write your answers in your notebook.
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
Isang araw ako'y nadalaw sa bahay tambakan

Labinglimang mag-anak ang duo'y nagsiksikan
Nagtitiis sa munting barung-barong na sira-sira
Habang doon sa isang mansyon halos walang nakatira
Sa init ng tabla't karton sila doo'y nakakulong

Sa lilim ng yerong kalawang at mga sirang gulong
Pinagtagpi-tagping basurang pinatungan ng bato
Hindi ko maintindihan bakit ang tawag sa ganito
Ay bahay
Sinulat ko ang nakita ng aking mga mata

Ang kanilang kalagayan ginawan ko ng kanta
Iginuhit at isinalarawan ang naramdaman
At sinangguni ko sa mga taong marami ang alam
Isang bantog na senador ang unang nilapitan ko

At dalubhasang propesor ng malaking kolehiyo
Ang pinagpala sa mundo, ang dyaryo at ang pulpito
Lahat sila'y nagkasundo na ang tawag sa ganito
Ay bahay
Maghapo't magdamag silang kakayod, kakahig

Pagdaka'y tutukang nakaupo lang sa sahig
Sa papag na gutay-gutay, pipiliting hihimlay
Di hamak na mainam pa ang pahingahan ng mga patay
Baka naman isang araw kayo doon ay maligaw

Mahipo n'yo at marinig at maamoy at matanaw
Hindi ako nangungutya, kayo na rin ang magpasya
Sa palagay ninyo kaya, ito sa mata ng Maylikha
Ay bahay
SOCIOLOGICAL
STRUCTURALISM
READER-RESPONSE

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PERPETUAL SUCCOUR ACADEMY, INC.

National Rd. Poblacion Dos, Malabuyoc, Cebu

Teacher-made Learner’s Home Task

I. MELC Differentiates language used in academic texts from various disciplines

1. Formality in academic writing requires precision to make a legitimate

What is an Academic Text? Academic text is defined as critical, objective,

Exercise 1:Let’s Remember This!

I have learned that academic writing _____________________________

Application/ Let’s Answer This!

1. Who are the target readers of an academic essay?

Teacher-made Learner’s Home Task

Let’s Answer This!

SUBJECT VERB SENTENCE

What is an Academic Language?

Academic writing is generally quite formal, objective (impersonal) and

It is formal by avoiding casual or conversational language, such as

Exercise 2: Sentence Construction

Directions: Transform the simple sentence into compound or complex

1.The exam is difficult. It is also exasperating.

Application/ Multiple Choice

Teacher-made Learner’s Home Task

What are the Different Reading Strategies?

What are the Purposes of Reading?

1. Who is the audience for this report?

Exercise 3: Multiple Choice

1. Determine what you think will happen in the text.

8. Making pictures in your mind as you read is an example of .

9. Wondering about why a character acted in a certain why is using the

10. "This story reminds me of something I heard on the news," is an example

Several studies have examined the influence of professional development

1. Is there a statement of the Problem? Write it below?

PERPETUAL SUCCOUR ACADEMY, INC.

Teacher-made Learner’s Home Task

What are the Different Reading Strategies?

What are the Purposes of Reading?

 Establish your purpose for reading

1. Who is the audience for this report?

Exercise 3: Multiple Choice

1. Determine what you think will happen in the text.

8. Making pictures in your mind as you read is an example of .

9. Wondering about why a character acted in a certain why is using the

10. "This story reminds me of something I heard on the news," is an example

Several studies have examined the influence of professional development

PERPETUAL SUCCOUR ACADEMY, INC.

Teacher-made Learner’s Home Task

I. MELC Uses various techniques in summarizing a variety of academic texts

1. We use summarizing to:

2. When summarizing, we want to unimportant information.

3. The main idea is

4. Basic Signal words are Who, What, When, Where, Why,How

According to Diane Hacker (2008), in A Canadian Writer’s Reference, explains

reducing text “simply, briefly, and accurately”.

Various techniques in summarizing a variety of academic texts

Another 5 Easy Techniques in Summarizing Various Academic Texts

Here is an example of this strategy in action:

Technique 2: SAAC Method

 Who is the story about?

Technique 5: Give Me the Gist

Summarizing is useful in many types of writing and at different points in the

Directions: Following the techniques above, summarize the texts by completing

Essay 1: Importance of Education

Education reduces poverty in a number of ways. One way is by creating

Essay 2: Why is Education Important in Our Society?