English for Academic and

Professional Purposes
Quarter 1– Module 5
(for Week 5)
Outline Reading Text in
Various Disciplines

i
English for Academic and Professional Purposes
Alternative Delivery Mode
Senior High School Quarter 1
Module 5: Outline Reading Text in Various Disciplines

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Regional Director: Salustiano T. Jimenez JD, EdD, CESO V

Assistant Regional Director: Cristito A. Eco

Development Team of the Module

Writer : Jonnabelle P. Daug

Content and Language Reviewer/Evaluator : Maria Enin Cuevas
Book Design/Format/Layout : Chona B. Aque
Evaluator/Reviewer Carren C. Daug
Johna T. Laranjo
Layout Artist/Division Illustrator : Joel E. Pabinguit
Management Team
Schools Division Superintendent : Neri C. Ojastro EdD, CESE
Asst. Schools Division Superintendent : Edmark Ian L. Cabio, CESE
Chief Education Supervisor, CID : Marlou S. Maglinao
Education Program Supervisor, LRMDS : Edesa T. Calvadores
Education Program Supervisor, English : Maria Enin Cuevas

Department of Education- Region VII - Division of Siquijor

Office Address: Helen, Larena, Siquijor
Telephone No.: (035) 377-2034
Fax No. : (035) 377-2038

E-mail Address: deped.siquijor@deped.gov.ph

English for Academic and
Professional Purposes
Quarter 1– Module 5
Outline Reading Text in
Various Disciplines

ii
Introductory Message
For the facilitator:

Welcome to the English for Academic and Professional Purposes Alternative

Delivery Mode (ADM) Module on Outline Reading Text in Various Disciplines.
This module was collaboratively designed, developed, and reviewed by the Office of
the Curriculum Implementation Division, DepEd Division of Siquijor to assist you,
the teacher, or facilitator in helping the learners meet the standards set by the K to
12 Curriculum while overcoming their personal, social, and economic constraints in
schooling.

This learning resource hopes to engage the learners in guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st-century skills while taking into consideration
their needs and circumstances.

Also, you will see this box in the body of the main text in this module:

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module,
encourage and assist them as they do the tasks, and track their progress while
allowing them to manage their learnings.

For the learner:

Welcome to the English for Academic and Professional Purposes Alternative

Delivery Mode (ADM) Module on Outline Reading Text in Various Disciplines.

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning. You will be enabled to process the contents of the
learning resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need competencies you are expected to learn in the
to Know module.
 This part includes an activity that aims to
What I check what you already know about the lesson
Know to take. If you get all the answers correct
(100%), you may decide to skip this module.

This is a brief drill or review to help you link

What’s In
the current lesson with the previous one.
I

In this portion, the new lesson will

What’s New In

be introduced to you in various ways; a story, a

song, a poem, a problem opener, an activity or a
situation.

This section provides a brief discussion of the

What Is It
lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end
of the module.

What I Have This includes questions or blank sentence /

paragraph to be filled into process what you
Learned learned from the lesson.

What I Can This section provides an activity which will help

you transfer your new knowledge or skill into
Do
real life situations or concerns.

This is a task which aims to evaluate your level

Assessment of master in achieving the learning
competency.

Additional In this portion, another activity will be given to

Activities you to enrich your knowledge or skill of the
lesson learned.
 This contains answers to all activities in the
Answer Key
module.

At the end of this module, you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2, Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

Welcome to the fifth module in the world of Academic Writing! This module is
written to enhance your ability to write and communicate in various academic and
social contexts. This module focuses on outlining reading texts in various
disciplines.

This aims to equip your abilities to explore the curriculum, to pursue your
interests, and ultimately to make the most of your educational experience. This
includes the following activities/tasks:

 Expected Learning Outcome - This lays out the learning outcome that
you are expected to have accomplished at the end of the module.

 Pre-test - This determines your prior learning on the particular lesson

you are about to take.

 Discussion of the lesson - This provides you with the important

knowledge, principles and attitude that will help you meet the expected
learning outcome.

 Learning Activities - These provide you with the application of the

knowledge and principles you have gained from the lesson and enable
you to further enhance your skills as you carry out prescribed tasks.

 Post-test - This evaluates your overall understanding about the module.

With the different activities provided in this module, may you find this material
engaging and challenging as it develops your critical thinking skills.

At the end of this lesson, you will be able to:

 define outlining;
 identify the different types of an outline; and
 construct an outline of the most essential details from the academic
text. (CS_EN11/12A-EAPP-Ia-c-8)

1
 What I Know

Activity 1

To find out what you already know about the topic to be discussed in this
module, take the Pre-test. Write your answers in your notebook.

Directions: Read each item carefully. Choose the correct answer from the
given choices. Write the letter of your choice in your notebook.

1. What is the other term for an outline?

a. skeletal text c. hierarchical outline
b. academic guide d. none of the above
2. What are the two main types of an outline?
a. Topic outline and word outline
b. Phrase outline and clause outline
c. Sentence outline and topic outline
d. Sentence outline and word outline
3. What type of outline are most often used as a summary, such as in the form
of a table of contents or the topic list in a college course's syllabus?
a. topic outline c. phrase outline
b. word outline d. sentence outline

4. What kind of outline is a tool for composing a document, such as an essay, a

paper, a book, or even an encyclopedia?
a. topic outline c. phrase outline
b. word outline d. sentence outline

5. What outline format contains main topics and important details about the main
topics?
a. bi-level outline c. multi-level outline
b. one level outline d. mono-level outline

6. What outline format contains not only main topics and important details but
details and minor details as well?
a. bi-level outline c. multi-level outline
b. one level outline d. mono-level outline
7. Which of the following parts of an outline contains the pertinent
information you want to put across to your reader?
a. title c. conclusion
b. body d. Introduction
8. When you write an outline, which of the following is indicated by Roman
numerals?
a. main topics
b. chief subtopics
c. subdivisions of details
d. details under subtopics

Activity 2:
Directions: Read each item carefully. Identify the word that is described in
each item. Choose your answer from the pool of words below.
Write your answer in your notebook.

mono-level outline topic outline outline

multi-level outline sentence outline title
subdivisions of details indentations

1. These are used in outline so that all letters and numbers of

the same kind will come directly under one another in a vertical line.

2. This is placed above the outline.

3. In an outline, these are indicated by small letters.

4. An outline that contains main topics only.

5. It is a formal system used to think about and organize your

paper.

6. It allows you to include those details in the sentences instead of

having to create many short phrases that goes on page after page.

7. An outline that are most often used as a summary, such as

in the form of a table of contents or the topic list in a college
course's syllabus.

8. An outline that contains main topics and important details as well

as

details and minor details of the text.

 What’s In

You have learned from the previous module about thesis statement. Can you still
remember them? Try doing the activity below.
Directions: Read the statements below. Write the word True if the statement tells
fact about thesis statement and if not, write the word False and underline the
word or phrase that makes it incorrect. Write your answer on a separate sheet of
paper.

(2pts each)

1. The most common place for a thesis statement is in an essay.

2. A thesis statement is what seniors commonly refer to as their

final paper before graduation.
3. A thesis statement is a long, well-written paper that takes years
to piece together.
4. A thesis statement is a single sentence that ties together the
main idea of any argument.
5. A thesis statement is one sentence that expresses the main idea
of a research paper or essay, such as an expository essay or
argumentative essay.
6. With an informative essay, you should compose an
argumentative thesis.

7. When composing a thesis, you must consider only the format.

8. A thesis statement can be short or long, depending on how
many points it mentions.

What’s New

Have you ever tried reading a certain story or an article? How do you understand
the information on the reading text? Can you memorize every bit of information
written in the text? If your answer is no, then that seems to be normal. In order to
fully engage in a dialogue with the text or with the writer of the text, you need to
identify the main points of the writer and list them down so you can also identify the
ideas that the writer has raised to support his/her stand.
 What Is It

What is an outline?
An outline, also called a hierarchical outline, is a list arranged to show
hierarchical relationships and is a type of tree structure. An outline is used to present
the main points (in sentences) or topics (terms) of a given subject. Each item in an
outline may be divided into additional sub-items. If an organizational level in an
outline is to be sub-divided, it shall have at least two subcategories, as advised by
major style manuals in current use.

An outline is a formal system used to think about and organize your paper. For
example, you can use it to see whether your ideas connect to each other, what order
of ideas works best, or whether you have sufficient evidence to support each of
your points. Outlines can be useful for any paper to help you see the overall
picture.

An outline may be used as a drafting tool of a document, or as a summary of the

content of a document or of the knowledge in an entire field. It is not to be confused
with the general context of the term "outline", which a summary or overview of a
subject, presented verbally or written in prose (for example, The Outline of History is
not an outline of the type presented below). The outlines described in this article are
lists, and come in several varieties.

A software program designed for processing outlines is called an outliner.

Types of outlines
Outlines are differentiated by style, the inclusion of prefixes, and specialized
purpose. There are also hand-written outlines (which are highly limited in utility),
and digitized outlines, such as those contained within an outliner (which are much
more useful).

There are two main styles of outline: sentence outlines and topic outlines.

1. Sentence outline

A sentence outline is a tool for composing a document, such as an essay, a

paper, a book, or even an encyclopedia. It is a list used to organize the facts or
points to be covered, and their order of presentation, by section.

It is done in full sentences. It is normally used when your paper focuses on

complex details. The sentence outline is especially useful for this kind of paper
because sentences themselves have many of the details in them. A sentence outline
also allows you to include those details in the sentences instead of having to create
many short phrases that goes on page after page.

2. Topic Outline

A topic outline lists the subtopics of a subject, arranged in levels, and while they
can be used to plan a composition, they are most often used as a summary, such as
in the form of a table of contents or the topic list in a college course's syllabus.

It is consist of short phrases. It is particularly useful when you are dealing with
a number of different issues that could be arranged in a variety of ways in your paper.

Both topic and sentence outlines follow rigid formats, using Roman and Arabic
numerals along with capital and small letters of the alphabet. This helps both you
and anyone who reads your outline to follow your organization easily. This is the
kind of outline most commonly used for classroom papers and speeches (see the
example at the end of this paper). There is no rule of which type of outline is best.
Choose the one that you think works best for your paper.

Your outline will have three parts:

The Introduction
The introduction states the topic and purpose of your paper. For a high school
research paper, a short paragraph of introduction is sufficient.

The Body

The body contains the pertinent information you want to put across to your
reader. It includes the facts you have discovered about your subject and the
significance of these facts.

The Conclusion
The conclusion is a restatement of your findings or a brief summary of your
research paper, or your own comments on the topic you have studied.

Make the Outline

1. Identify the topic. The topic of your paper is important. Try to sum up the point
of your paper in one sentence or phrase. This will help your paper stay focused
on the main point.
2. Identify the main categories. What main points will you cover? The
introduction usually introduces all of your main points, then the rest of paper can
be spent developing those points.
3. Create the first category. What is the first point you want to cover? If the paper
centers around a complicated term, a definition is often a good place to start. For a
paper about a particular theory, giving the general background on the theory can
be a good place to begin.
4. Create a subcategory. After you have the main point, create points under it
that provide support for the main point. The number of categories that you use
depends on the amount of information that you are going to cover; there is no right
or wrong number to use.

By convention, each category consists of a minimum of two entries. If your first

category is Roman numeral I, your outline must also have a category labeled Roman
numeral II; if you have a capital letter A under category I, you must have a capital
letter B. Whether you then go on to have capital letters C, D, E, etc.,is up to you,
depending on the amount of material you are going to cover. You are required to
have only two of each numbered or lettered category.

Pointers to consider in making an outline

1. Place the title above the outline. Capitalize the first word and all other words
except articles, prepositions, and conjunctions.
2. Use a numbering-lettering system consistently, following each number and letter
with a period. Main topics are indicated by Roman numerals. Chief subtopics
under each main topic are shown by capital letters. Details under subtopics are
shown by Arabic numerals. Subdivisions of details are indicated by small
letters.

3. There must always be more than one subtopic because subtopics are divisions
of the topic above them. When you divide, you must have at least two resulting
parts, because you cannot divide anything into less than two divisions.
4. Show the division of items through indention. Indentions are made so that all
letters or numbers of the same kind will come directly under one another in a
vertical line.

5. Use either a topic outline or a sentence outline but not the two kinds
together.
6. Begin each topic with a capital letter.

7. When an item is too long to be completed on a single line, begin the second
line even with the first. Be consistent in preserving sharp levels of
indentation.

8. Use parallel grammatical structure in parallel parts of the outline.

Correct outline Form

I. First main topic

A. Important detail about I

B. Another important detail about I

1. Detail about B.

2. Another detail about B.

a. Minor detail about 2.

 b. Still another minor detail about 2.

II. Second main topic.

A. Important detail about II.

1. Detail about A.

a. Minor detail about 1.

b. Another minor detail about 1.

c. Still another minor detail about 1.

2. Another detail about A.

B. Another important detail about II.

III. Third main topic.

Different Outline Format

There are three types of an outline format: mono-level or one level outline, bi-
level or two-level outline, and multi-level outline.
1. Mono-level or one level outline- when the outline contains main topics only.

Illustration of format:
I. First main topic.

II. Second main topic.

III. Third main topic.

IV. Fourth main topic.

V. Fifth main topic.

2. Bi-level or two-level outline- when it contains main topics and important

details about the main topics.
Illustration of format:
I.
A.
B.
II.
A.
B.
C.
III.
A.
B.
 3. Multi-level outline - if the outline contains not only main topics and
important details but details and minor details as well.

Illustration of format:

I.
A.

1.

2.
a.

b.

B.
1.

a.

b.
2.

II.

A.
B.

1.

2.
a.

b.

1)
2)

3)

III.
A.

B.
The complete outline could look like this:

Television and Children’s Violence

I. Introduction
A. Does television cause violence?
1. Brief mention of previous areas of research
2. Identify causation dilemma
B. Present studies on both sides
1. Some studies are “for”
2. Some studies are “against”
C. After weighing evidence it appears that TV does not cause violence
II. Research “For”
A. First study “for”
1. Method
2. Results
3. Analysis of their conclusions
a. Insufficient sample size
b. But representative sample
B. Second study “for”
1. Method
2. Results
3. Analysis of their conclusions
a. faulty instructions
b. Poor control group
III. Research “Against”
A. Study “against”
1. Method
2. Results
3. Analysis of their conclusions
a. Perfect controls’
b. No unwarranted generalizations
B. Second study “against”
1. Method
2. Results
3. Analysis of their conclusions
a. Large sample size
 b. Real world setting
c. But typical problems with external validity
IV. Conclusion
A. Studies “for” all have poor methodology
B. Studies “against” all have good methodology
C. Research doesn’t support that TV causes violence
D. More research needed

Keep Your Outline Flexible

Although the format of an outline is rigid, it shouldn’t make you inflexible about
how to write your paper. Often when you start writing, especially about a subject
that you don’t know well, the paper takes new directions. If your paper changes
direction or you add new sections, then feel free to change the outline -- just as you
would make corrections on a crude map as you become more familiar with the terrain
you are exploring. Major reorganizations are not uncommon; your outline will help
you stay organized and focused.

However, when your paper diverges from your outline, it can also mean that
you have lost your focus, and hence the structure of your paper. How do you know
whether to change the paper to fit the outline or change the outline to fit the paper?
A good way to check yourself is to use the paper to recreate the outline. This is
extremely useful for checking the organization of the paper. If the resulting outline
says what you want it to say in an order that is easy to follow, the organization of
your paper has been successful. If you discover that it’s difficult to create an outline
from what you have written, then you need to revise your paper. Your outline can
help you with this, because the problems in the outline will show you where the
paper has become disorganized.

What’s More

Activity
Directions: In each of the following groups, one idea could serve as a major
heading for the other ideas. Copy the major heading of each group as Roman
numeral I and arrange the other items below it as A,B,C, etc. Do this on a
separate sheet of paper.
1. Working with the designers; casting the performers; duties of a theater
director; interpreting the script; supervising the rehearsals; coordinating
the final production.
(6pts)
.
2. The spread of tennis; the history of tennis; the beginnings; tennis today;
the mid-100s. (5pts)

.
3. Problems of modern transportation; traffic safety; environmental problems;
inadequate public transportation; declining fuel reserves.(5pts)

What I Have Learned

I learned that:

 An outline, also called a hierarchical outline, is a list arranged to show

hierarchical relationships and is a type of tree structure. An outline is used to
present the main points (in sentences) or topics (terms) of a given subject.

 There are two main types of an outline: Sentence outline and Topic outline.

 Sentence outline is done in full sentences. It is normally used when your

paper focuses on complex details.

 Topic outline is consist of short phrases. It is particularly useful when you are
dealing with a number of different issues that could be arranged in a variety of
ways in your paper.
Your outline will have three parts:

 The Introduction - states the topic and purpose of your paper.

 The Body - contains the pertinent information you want to put across
to your reader. It includes the facts you have discovered about
your subject and the significance of these facts.
 The Conclusion - is a restatement of your findings or a brief summary
of your research paper, or your own comments on the topic you
have studied.

 An outline has three format: mono-level or one level outline, bi-level or two-
level outline, and multi-level outline.

 Mono-level or one level outline - when the outline contains main topics only.

 Bi-level or two-level outline - when it contains main topics and important

details about the main topics.
 Multi-level outline - if the outline contains not only main topics and important
details but details and minor details as well.

What I Can Do

Activity 1:

Directions: Read the paragraph below. Then make an outline on a separate sheet of
paper following the outline template below the paragraph.
1What makes an effective leader? 2To be sure, no one characteristic or trait
defines an effective leader. 3It is true, however, that effective leaders get the most
out of employees or group members by holding them to very high high standards or
expectations. 4Setting high standards increases productivity because people tend to
live up to the expectations set for them by superiors. 5This is an example of the
Pygmalion effect, which works in a subtle, often unconscious way. 6When a
managerial leader believes that a group member will succeed, the manager
communicates this belief without realizing that he or she is doing so. 7Conversely,
when a leader expects group member to fail, that person will not usually disappoint
the manager. 8The manager’s expectation of success or failure becomes a self-
fulfilling prophecy. 9Thus it pays for a manager to expect the best from employees.
(Adapted from Andrew J. DuBrin, Leadership 4/e,© Cengage Learning.)

Main Idea: Effective leaders encourage a high level of performance by

expecting the best from their employees.

Support: A. .
B. Called the “Pygmalion Effect” i.e. expect the best and you’ll get it.

C.

1. Leader who expects the best gets high achievement.

2.
3.
4.

Activity 2

Directions: Now, using the details below, try to create your own outline. Identify
its main idea, sub-topics and supporting details. Complete the sample outline that
follows.
 Economical effects
  Cost of drug purchase

 Cost of alcohol purchase

 Cost of drug arrest

 Alcohol

 Drugs
 Cost of DUIs

Fill-in this outline:

I. (Main idea)

A. (Sub-topic)

1. (Supporting detail A)
2. (Supporting detail A)

B. (Sub-topic)

1. (Supporting Detail B)
2. (Supporting Detail B)

Assessment

Directions: Read each paragraph. Then construct your own outline using the
essential information in the passages. Write on a separate sheet of
paper. (5pts each)

1. Despite its rapid spread, Islam is not a religion for those who are casual about
regulations. On the contrary, adhering to the rules of Islam takes effort and
discipline. One must rise before dawn to observe the first five prayers required daily,
none of which can take place without first cleansing oneself according to an
established ritual or ceremony. Sleep, work, and recreational activities take second
place to prayer. Fasting for the month of Ramadan, undertaking the pilgrimage to
Mecca at least once in a lifetime, paying tax for relief of the Muslim poor, and
accepting Islams creed require a serious and an energetic commitment. On the
whole, the vast majority of Muslims worldwide do observe those tenets. (Adapted
from Jan Goodwin, Price of Honor, Plume Books,2002 p.29.)

2. Those cuddly stuff animals called teddy bears seem to have around forever. But
actually the first teddy bears came into being when President Theodore “Teddy”
Roosevelt visited Mississippi to settle a border dispute. In Roosevelt’s honor, his
hosts organized a hunting expedition. To make sure that the president would bag a
trophy, they stalked a bear cub to the ground so that Roosevelt’s shot could’nt miss.
To his credit, Roosevelt refused to shoot the bear. When the incident was published,
largely through political cartoons, a Russian candy store owner named Morris
Michtom made a toy bear out of soft, fussy cloth and placed it in his shop window
with a sign reading “Teddy’s Bear”. The bear was hit with passersby and teddy-bear
mania spread rapidly throughout the country. Soon, Teddy’s bear was the country’s
most popular toy, the teddy bear.
References

Andrew J. DuBrin, Leadership 4/e,© Cengage Learning

Gabriel, J.P.,Martires, E.M.(1992). “English 4:Writing the Research”
Paper.Manila:Saint Bernadette Publications, Inc.
Jan Goodwin,Price of Honor, Plume Books,2002
University of Washington.(1997).How to Make an Outline.Accessed July 01,
2020. http://www.psych.uw.edu/psych.php#339
For inquiries or feedback, please write or call:
Department of Education – Region VII, DepEd Siquijor Division

Office Address:Helen, Larena, Siquijor Telephone No.:(035) 377-2034

Fax No. :(035) 377-2038

E-mail Address: deped.siquijor@deped.gov.ph