English-For-Acad G12 q1

Department of Education
Region IV-A - CALABARZON

Schools Division of Calamba City
SELF-LEARNING MODULE
GRADE 12
ENGLISH FOR ACADEMIC AND PROFESSIONAL

PURPOSES
Quarter 1 – Module 1
Module Development Team
Writer: Jan Michael P. de Asis

Reviewers: Andrea Señadoza
Edison Dela Cruz
Layout: Cristeta M. Arcos
Ren Mac Mac G. Motas
Management: SDS Susan DL Oribiana
ASDS Rogelio F. Opulencia
CID Chief Dolorosa S. De Castro
EPS-LRMDS Cristeta M. Arcos
Department of Education│R4A│Division of Calamba City

Office Address: DepEd Bldg., City Hall Compound, Brgy. Real, Calamba City
Landline: 049–554 9830 loc. 14
Email Address: lrmds.depedcalamba@deped.gov.ph
For DepEd Calamba City USE only. We Value your feedback and recommendations.
Week
1
In this module, the learner will differentiate the language used in academic texts
from various disciplines. You will be able to get needed information from academic text
such as topic, style, language, tone, audience, and others through text analysis and
evaluation.
After going through this module, you are expected to:

1. determine the structure and feature of academic text
2. analyze sample texts using the standards of academic writing
3. differentiate language used in academic texts from various disciplines
4. recognize the importance of academic writing in various disciplines
I
Language is crucial for communication. It is being used as part of our everyday
lives. You have to use it at home, in school and in the future, your workplace. For each
of these, the language that we use varies. This means the way we communicate at
home and at school requires us to choose words that are appropriate.
Learning Task 1: Answer the questions below as honestly as possible.

1. What language do you use at home? Is it easy to use?
2. What language do you use at school? Do you find it convenient to use?
3. What do you think is the kind of language that is to be used in the workplace?
Why did you say so?
Learning Task 2: Fill out the K-W-L chart below about your knowledge on academic writing
and what makes them different from non – academic writing. Complete this chart after you
have finished studying this module.
K W L
What I know What I want to know What I have learned
Academic
Writing
Non –
Academic
Writing
Learning Task 3: Read the following texts and identify the type of writing present in these
examples.
Text A
Tom,
Wazz up dude, Its been two weeks since I left and It feels like jeezzz. I know
it is very hard but adjusting to this place is just simply amazing. You know
what, I already made new friends and I know that nobody can replace my
best pal in the world. You know what I mean. It will be a totally different world
now that you are not by my side. No free pop corn.
Anyways, I’d bee preparing for a presentation about our place and I would
like you to be my starting point. I’d like to have to hear from you soon. I know
that your connection there right now is poor because of the rain. I’d love to
make a video call after later, if that’s ok?
Till later… Your beshie,
Jorge
TEXT B
Another lesson we learned is this: democracy in its turn does not

automatically mean prosperity. For prosperity also has a mind of its own
and does not follow democracy around like a faithful dog. Prosperity too
must be earned … by land reform and industrialization; by postponing
consumption to build up savings and investments, passing up the temporal
joys of English Leather for an extra clink into the piggy bank; by patronizing
our local industries; and most of all by a policy of protectionism that
promotes economic development and national self – reliance. To be free is
to be responsible for one’s self.
When you come home at night from your school, office or factory,
and lay your head on the pillow to claim the rest you earned at the end of
a long day, between the closing of your eyes where thought and plans and
prayers dwell:
Think. Think of the role you play in the great task before us, building
a nation destined to be a force in a free and better world.
Plan. Measure out new possibilities that none shall suffer for lack of
work and that hope shall come sooner than our people have a right to
expect.
And Pray. Pray that our nation may, under God, survive to greatness
through its Awkward Age.
TEXT C
Philippine Scouts from Calamba City Council gathered for this

environment activity which allow them to learn and apply knowledge
toward how to take care of the environment. The activity was conducted
at Canlubang Elementary School, Calamba City, Laguna,
Philippines, one of the oldest public elementary school in the area and
has a long history of scouting activities that were conducted started more
than fifty years ago. Boy scouts and Senior Scouts attended different
modules and were asked to complete different challenges that are
anchored on the five general aims of the World Scout Environment
Program (WSEP). Some of the activities that were conducted include a
garbage challenge which taught the students on how to take care of
waste through the 5R: Refuse, Repair, Reduce, Reuse and Recycle. The
scouts were also asked to collect garbage within the activity area and
were asked to segregate them into biodegradable and non-
biodegradable. The activity also featured a special clap and yell that
promoted WSEP in general. The activity ended with the scouts being
reminded to conduct an activity that is related to taking care of the
environment.
TEXT D
The study is an attempt to show how one can improve vocabulary in

research through exposing oneself to explicit peer instruction of using
words that are related to research on a daily basis. The respondents are
grade twelve students of Majada In Integrated School and has utilized the
words as subject in research. This study has used quantitative research
design as it gathers data through conducting experimental design in order
to establish the usefulness of the intervention being implemented in the
course of the study. The data has been analyzed using t – test for
dependent samples and the result has shown a significant difference in
the performance of the student strengthening the claim of the importance
of explicit instruction in order to improve students’ vocabulary
Learning Task 4: Answer the given questions based on the examples given.
1. Based on the texts presented, which are considered academic texts? And which
considered non – academic texts?
2. For you, what makes academic text different from non-academic text?
Learning Task 5: Evaluate the given texts and complete the table by answering the questions below
Text A Text B Text C Text D

1. What is the subject
of the text?
2. What is the
purpose of the
writer in writing
the text?
3. Who are the
intended audience
of the text?
4. Does the text use
formal or informal
language?
5. Does the text use
personal or
impersonal style of
writing?
6. Is the text written
using the proper
structure? (Yes/No)
What is Academic Text?
Academic text is an example of a text produced for academic purposes. This is done
by students to meet the standard which the senior high school or college curriculum
may require in order to develop students’ strong command of the language set in an
academic context.
What is Academic Writing?

Saqueton & Uychoco (2016) defined academic writing as “a process that starts with
posing a question, problematizing a concept, evaluating and opinion, and ends in
answering the questions or question posed clarifying the problem, and/or arguing for
a stand”. It has to be noted that not all writing can be considered academic writing as
their features do not subscribe to the criteria of academic writing. The table presented
below by Plata et.al (2012) presented some of the features that may highlight the
difference between academic and non – academic writing.
ACADEMIC WRITING NON – ACADEMIC

WRITING
Convenience was cited by the Consumers liked online shopping
consumers as the most important because it’s quite convenient.
reason why the prefer online shopping  Simple and informal; uses
 Uses the passive voice contraction – it’s instead of it
is
One factor that traditional retail If you own a business, the store
business owners must consider is the you rent or own is a major
cost of the store space. The price per expense.
square meter is a major expense
whether the space is owned or rented.
 Addresses the reader
 Reader not directly addressed – directly
no personal pronouns, especially
second person you
What are examples of Academic Writing?

Examples of Academic Texts include essay, concept paper, reaction paper, reaction paper,
position paper, education reports and research paper.
What are the factors to consider when doing academic writing?
The following are the different considerations when doing academic writing:
a. ROLE – refers to who you are as the writer; Example is the role of the writer in Text
A (writing a letter to a friend) is different from the role of the writer in Text B
(delivering a formal speech)
b. AUDIENCE – refers to the intended reader for one’s piece of writing; Example is
the difference between the audience in Text C (scouts) and the audience in Text D
(researchers)
c. PURPOSE – refers to the reason why a piece of writing is produced; these
purposes may include informing, persuading, or arguing for something
d. FORMAT – refers to the form most appropriate for one’s piece of writing; this is
shaped by one’s purpose for writing and intended writing.
Who you are as the

writer?
ROLE
Who are you

writing for? What is the most
ACADEMIC appropriate form for
AUDIENCE WRITING FORMAT
your piece of
CONSIDERATION
writing?
PURPOSE
What is your reason for
writing?
What are the different Academic Writing Conventions?

When doing academic writing, one has to consider the following conventions which we
should remember using the acronym FISH:
F is FORMAL,
I is for IMPERSONAL
S is for STRUCTURED and
H is HEDGED.
a. ACADEMIC WRITIING IS FORMAL – this refers to how we use a different
phraseology or words that we carefully chose to suit a particular idea or concept.
This means not writing immediately the first thing that comes to mind and avoiding
a conversational tone in writing. The following example will point this difference.
INFORMAL - If users know how search engines work, they can deal
better with them.
FORMAL - An understanding of the fundamental operations of the
search engine will provide improve user interface.
b. ACADEMIC WRITING IS IMPERSONAL – this refers to wording and expression

that conveys a sense of non – familiarity and objectivity. In other words, its how we
maintain a certain distance between the reader and the writer the way we
implement social distancing during this pandemic. That way, we communicate a
sense of detachment making it impersonal. This example is given:
PERSONAL - If you don’t know to navigate through an e-commerce site,
you will waste a lot of time.
IMPERSONAL - Navigating through an e-commerce site can be time-
consuming for those who may be unfamiliar with the process.
c. ACADEMIC WRITING IS STRUCTURED – this refers to certain structural

elements that set academic writing apart from others. These two can be given as
examples:
 Avoiding Nominalization – nominalization is replacing an action
word with a noun counterpart that makes the sentence less active
like:
o Do this – The economy did not perform well.
o Not this – The performance of the economy was miserable
 Avoiding Passive Voice – the passive voice allows the doer of the
action to be relegated to the background
o Do this – The company can use the cost savings to add
value to their products.
o Not this – The cost savings can be used to add value to a
company’s product.
d. ACADEMIC WRITING USES HEDGED LANGUAGE – this refers to the use of
cautious language in order not to sound condescending or to proud about a certain
claim. Academic writing that uses hedged language allows for an objective and
impersonal language and thus may provide greater interaction with the readers.
WITHOUT HEDGED LANGUAGE: A repeat of terrorist attacks, as
massive as 9/11, is just a matter of time.
WITH HEDGED LANGUAGE: It is possible that the threat of terrorism
is more serious than ever before, and that a massive attack like
September 11, may be just a matter of time.
E
Learning Task 6: Reduce the informality of the following words by substituting
the informal two word verb phrase with a more formal one – word equivalent.
Use the given choices below:
Repeat implement observe require return
1. These leg exercises can easily be incorporated into the patient’s

course of therapy, with each done again a number of times.
2. The judge ruled that it is only fair and equitable to give back the
property to the aggrieved party.
3. The participants carefully read the guidelines on how to carry out the
experiment.
4. One key factor that contributed to the problem is their inability to put
up with diversity in others.
Learning Task 7: Rewrite the following sentences by replacing the

underlined colloquial expressions and abbreviated forms with the more
acceptable formal substitutes.
1. The most recent military offensive finally managed to drive back the
enemy forces.
_________________________________________________________
2. Being a mother is a 24/7 job.

_________________________________________________________
3. The contractor was unable to give the committee a ballpark figure of

the project cost.
_________________________________________________________
4. The congressional committee’s recommendations need to be carried

out ASAP.
_________________________________________________________
Learning Task 7: Rewrite the following sentence to avoid the use of

personal pronouns and emotive language.
1. I know for sure that students who did not eat the candy possess that
required discipline for work in the future.
_________________________________________________________
_________________________________________________________
2. I’m sure that the government will lose profits as an end result of the
agreement.
_________________________________________________________
_________________________________________________________
E
Learning Task 8: The following are messages of your classmates in your social
network group chats as part of their response to the on going pandemic. Before
going online, rewrite the following statements as they will be viewed by people
through the group chat. Ensure that they subscribe to the conventions of academic
writing.
1. The Philippines is not a good country because of the increasing number of

Covid 19 patients.
___________________________________________________________
___________________________________________________________
2. You are responsible for yourself not to catch the virus.
___________________________________________________________
___________________________________________________________
3. The Filipinos have been suffering from the not so good effects of this
pandemic.
___________________________________________________________
___________________________________________________________
4. I know for sure that the government has a lot in their hands to solve this
problem.
___________________________________________________________
___________________________________________________________
5. We have been defeated by the virus because of our lack of discipline.
___________________________________________________________
E
Learning Task 9: One of the things that people miss at this point is being reminded
on how to follow the safety protocols to avoid contracting or getting covid – 19. Your
task is to write a post containing a reminder to continue to follow the safety protocols
in order to reduce the number of cases. The post should follow the academic writing
conventions and should be at least a hundred words expressing the desire that if
we do this together, we can defeat the spreading of the virus. The scoring rubric to
be used is presented on the next page.
Create Post
What’s on your mind
The rubrics below will be the basis of your score.
CATEGORY 5 3 2 1 SCORE
LANGUAGE Language Language Language Language is not
used is used is used is appropriate to
appropriate to appropriate to somewhat the target
the target the target appropriate to audience and is
audience and audience but the target not formal,
is accurately has little errors audience but objective, and
formal, on formality, has several technical.
objective, and objectivity, and errors on
technical technicality formality,
objectivity, and
technicality
RELEVANCE/ The answers The answers The answers No relevance at
APPROPRIATENESS OF are aligned to are somewhat have a little all.
CONTENT what is misleading. relevance to
needed. what is asked
for.
MECHANICS AND Written Written answers Written answers Written answers

GRAMMAR answers have are relatively have several have serious
no errors in free of errors in errors in word errors in word
word selection word selection selection and selection and
and use, and use, use, sentence use, sentence
sentence sentence structure, structure,
structure, structure, spelling and spelling and
spelling and spelling and capitalization. capitalization.
capitalization. capitalization. (3-4 errors)
(1-2 errors)
A
Learning Task 10:Based on the previous activities and discussion, answer the
following questions.
1. What is academic writing? Cite examples.
2. What is the difference of academic writing from non – academic writing? Explain.
3. What makes an academic text? Elaborate your answer.
4. What is the importance of writing academic text in your chosen track

in SHS? Cite specific examples.
Types of Text Structures
In this lesson, the learner will use knowledge of text structure to
glean the information he/she needs.
Learning Task 1: Read and evaluate the different texts presented below. Write
your observations in your notebook. Then, identify the way these texts are
written.
Text A Coronavirus disease (COVID-19) is an infectious disease caused by
a newly discovered coronavirus. - https://www.who.int/health-topics/coronavirus#tab=tab_1
Text B Both COVID-19 and the flu are respiratory illnesses that spread from
person to person. The symptoms of the flu and COVID-19 have some
differences. People who have the flu will typically experience
symptoms within 1–4 days. The symptoms for COVID-19 can develop
between 1–14 days. However, according to 2020 research, the
median incubation period for COVID-19 is 5.1 days. As a point of
comparison, the incubation period for a cold is 1–3 days.
-https://www.medicalnewstoday.com/articles/coronavirus-vs-flu
Text C If a person goes out without a facemask and face shield, he or she
is vulnerable of getting exposed to acquiring the virus.
Text D These are the things that we must do to protect ourselves of getting
the virus: First, we should always wear a face mask and face shield.
Second, we should wash our hands. Third, we should practice social
distancing. And finally, we can always stay at home to keep the virus
from spreading.
Text E The increase in the number of Covid 19 cases can be prevented by

implementing strict safety protocols, increase number of testing in
the area and intensive implementation of contact tracing.
Learning Task 2: Answer the following questions based on the texts given.
1. Which of the text:
a. Tells a description _________________________
b. Shows a sequence _________________________
c. Compares and contrast _________________________
d. Establishes cause and effect _________________________
e. Shows problem and solutions _________________________
2. What characteristics do each of the text have that makes them different from
each other?
___________________________________________________________
Learning Task 3: Fill out the different concept maps of the things that you know about
the different text structures by writing a word or a phrase.
description
a a
sequence
a a
a
comparison
and contrast
a a
a
cause
and
effect
a a
a
problem
and
solution
a a
What is text structure?
Text structure refers to how the information within a written text is organized. This
strategy helps you understand that a text might present a main idea and details; a
cause and then its effects; and/or different views of a topic among others. Knowing
to recognize common text structures can help you monitor your comprehension.
Source: http://www.adlit.org/strategies/23336
What are the different types of text structures?
There are five (5) text structures: these are description, cause and effect,
comparison and contrast, sequence or order, and problem – solution. The
table listed below shows their respective definition and specific examples.
Text structure Definition Example
Description This type of text structure Communication is a method of
features a detailed exchanging ideas or information
with one another. This term
description of something
comes from the Latin term,
to give the reader a mental communicare, meaning
picture exchanging of ideas. It is not a
one-way activity but a two way
process.
Cause and Effect This structure presents the A person who widens his
causal relationship vocabulary by reading and
improve his speaking thru
between an specific event,
practice may improve his
idea, or concept and the chances of communicating
events, ideas, or concept effectively.
that follow.
Comparison/Contrast This type of text examines Communication may be
the similarities and expressed through speaking and
writing. Both are considered
differences between two or
productive skills because they
more people, events, allow production of sounds and
concepts, ideas, etc. symbols. However, they differ in
terms of how they are being
carried out by people.
Order/Sequence This text structure gives In order to become an effective
readers a chronological of communicator, one has to consider
the following: first, you need to
events or a list of steps in become a wide reader; then, you
a procedure need to expose yourself in an
environment where communication
is practiced and third, you need to
practice.
Problem-Solution This type of structure sets If a person is shy in
up a problem or problems, communicating, one has to look
for ways on how he or she can
explains the solution, and
motivate himself / herself to boost
then discusses the effects his/her confidence and find ways
of the solution. to improve through reading,
writing and practicing the
language.
Source: http://www.adlit.org/strategies/23336/
E
Learning Task 4: Identify the type of text structures presented below using the
choices below.
Description Cause and Effect Comparison and Contrast

Sequence Problem and Solution
1. Follows a certain procedures

2. Show causal relationship in written discourse
3. Presents problems that may require answers
4. Gives the reader a mental picture of what the idea is
5. Two or things are being used to highlight their similarities
and differences
Learning Task 5: Using the same choices above, identify the type of text
structures used in the following.
1. Pop out (remove) the egg yolks to a small bowl and mash with a fork.
Add mayonnaise, mustard powder, vinegar, salt and pepper and mix
thoroughly. Fill the empty egg white shells with the mixture and
sprinkle lightly with paprika. Cover lightly with plastic wrap and
refrigerate for up to one day before serving.
2. There are two popular sports played at Brgy. Canlubang: basketball
and volleyball. Both take place inside of the gym at Sitio Asia I. Also,
each sport has two teams of people. In basketball, however, the ball
can be played off of the floor, and in volleyball, the ball cannot touch
the floor or it is out of play. Basketball and volleyball are popular
sports at Canlubang.
3. Lots of students fail classes. Some students fail because the work is
too hard for them. Other times they may fail because they are lazy,
and don’t do any work. Another reason why students may fail is if
they don’t go to school. If you’re not in class you may miss a lot.
Many students fail classes every quarter.
4. A lot of students have been failing classes. These students wouldn’t
be failing classes if they studied more, asked questions, tried harder,
and came in for extra help. Even though a lot of students fail classes,
they have many options if they want to pass.
5. Devers experienced the highlight of any sprinter’s career, as she
stood on the huge platform in the giant stadium and received an
Olympic gold medal. Eighteen months earlier she wasn’t thinking
about running. She was hoping that she would be able to walk again.
Just four years earlier, in the summer of 1988, as Devers was training
for the Olympic Games, to be held in Seoul, South Korea, she began
to feel very tired all the time and failed to make the Olympic finals.
A
Learning Task 6:Based on the previous activities and discussion, answer the
1. What is text structure? Cite examples.
2. What are the types of text structure? Give your own example.
3. In what ways can these text structures be useful in your writing? Elaborate
your answer.
Summarizing Texts
In this lesson, the learner will use various techniques in summarizing
a variety of academic texts.
Learning Task 1: Complete the Self Audit Checklist below to assess how are your
summarizing skills by ticking the column that represents your answer. Each of the
column corresponds to a point which you will be adding at the end of the checklist.
Then, add your total scores and refer it to the corresponding level of proficiency
presented below.
SELF AUDIT CHECKLIST FOR SUMMARIZING

BEHAVIOR/ PRACTICES USUALLY SOMETIMES SELDOM NEVER
3 2 1 0
1.I establish my reading
purpose before I
summarize.
2. I make sure that I fully
understand the text before I
summarize
3.I use my own words in my
summary.
4.I include only the key

ideas when summarizing.
5.I highlight key words and
phrases and make
annotations when
summarizing
6.I refrain from adding
comments in summarizing.
7.I vary sentence structure
when writing a summary in
paragraph
8.I use reporting verbs to
my summary.
9.I cite sources.
10.I eliminate redundant

ideas from the summary.
TOTAL
LEVEL OF: 28 – 30 DISTINGUISHED 19 – 21 PROFICIENT

PROFICIENCY 25 – 27 ADVANCED 16 – 18 GOOD
22 – 24 HIGHLY PROFICIENT 0 – 15 NEEDS PRACTICE
Learning Task 2: Read the story below and answer the questions that are presented
below.
Bad Temper
There once was a little boy who had a bad temper. His father gave him a
bag of nails and told him that every time he lost his temper, he must hammer a
nail into the back of the fence.
At first, the boy had driven thirty seven nails into the fence. Over the next
few weeks, as he learned to control his anger, the number of nails hammered
daily gradually dwindled down. He discovered it was easier to hold his temper
than to drive those nails into the fence. Finally the day came when the boy didn't
lose his temper at all. He told his father about it and the father suggested that the
boy now pull out one nail for each day that he was able to hold his temper. The
days passed and the boy was finally able to tell his father that all the nails were
gone.
The father took his son by the hand and led him to the fence. He said,
"You have done well, my son, but look at the holes in the fence. Consequently,
the fence will never be the same. When you say things in anger, they leave a scar
just like this one. You can put a knife in a man and draw it out. It won't matter how
many times you say I'm sorry, the wound is still there. In other words, a verbal
wound is as bad as a physical one
1. The story is about a boy who had a

a. bad temper c. bad attitude towards his friends
b. severe sickness d. bad attitude towards to his father
2. What does his father gave him to control his temper?

a. a bar of gold c. a basket of fruits
b. a bag of nails d. a bar of chocolates
3. How many nails that the boy had driven in the first day?
a. 30 nails c. 34 nails
b. 36 nails d. 37 nails
4. “They leave a scar just like this one” the father said to his son. What does the
underlined
word mean?
a. mark c. message
b. wound d. picture
5. The last sentence of the story means that____________________

a. You can never hurt someone through words
b. You can hurt someone through the things you said
c. You will be wounded if you speak
d. You can hurt someone if your not going to speak
Learning Task 3. Study the graphic organizer below and note on the words inside the
parenthesis in your notebook.
SUMMARIZING GRAPHICAL ORGANIZER
Wanted Something
Somebody (tell what they're trying But
(say who the story is to do or what do they (tell what stopped them
about) want and how do they to do what they want)
plan to see it through)
So Then what?
(say what did they do to (tell what do they do
get what they need) after they succeed)
Learning Task 4. Using the story in Activity A, summarize the story using the graphic
organizer presented below. Write your answer in your notebook.
Summary of Bad Temper
Somebody Wanted Something But
So Then what?
What is summarizing?
As an important skill in critical reading, summarizing is often used to determine
the essential ideas in a book chapter, an article. These essential ideas include the
gist or main idea, useful information, or key words or phrases that help you meet
your reading purpose.
Summarizing is generally done after reading. However, it can be done as well
while reading a text.
Summarizing is an important skill because it helps you deepen your understanding
of the text; ü Learn to identify relevant information or key ideas; Combine details
or examples that support the main ideas/s; ü Concentrate on the gist or main idea
and key words presented in the text; and Capture the key ideas in the text and put
them together clearly and concisely.
What are the things that we must remember when summarizing?

We consider the following things when we summarize:
1. Clarify your purpose before you read. The purpose refers to the reason why
the reading text was made. Does it aim to inform, entertain or persuade?
2. Read the text and understand the meaning. Do not stop reading until you
understand the message conveyed by the author. Locate the gist or main idea
of the text, which can usually be found either at the beginning, in the middle,
or in the end.
3. Select and underline or circle the key ideas and phrases while reading;
another strategy is to annotate the text.
4. Write all the key ideas and phrases you identified on the margins or on your
notebook in a bullet or an outline form.
5. Without looking at the text, identify the connections of these key ideas and
phrases using a concept maps, graphic organizers or thinking maps.
6. List your ideas in sentences into a paragraph. Use appropriate transitional
devices to improve cohesion.
7. Combine the sentences into a paragraph. Use appropriate transitional
8. Ensure that do not copy a single sentence from the original text.
9.Refrain from adding comments about the text. Stick to the ideas it presents.
7. Combine the sentences into a paragraph. Use appropriate transitional
8. Ensure that do not copy a single sentence from the original text.
9.Refrain from adding comments about the text. Stick to the ideas it presents.
10.Edit the draft of your summary by eliminating redundant ideas.
11.Compare your output with the original text to ensure accuracy.
12.Record the details of the original source (author’s name/s, date of
publication, title, publisher, place of publishing, and URL [if online]).
E
E
Learning
not.
Task 5: Write S if the statement describes good summarizing and N if
1. Sean copied everything from the book.

2. Tomas extracted the key ideas in the text.
3. Red concentrated on the important details.
4. Anita looked for key words and phrases.
5. Sen simplified ideas.
6. Kai revised the main ideas.
7. To add more information, Alexa added her analysis and
comments to the ideas of the author.
8. Mary wrote down the general and specific ideas of the text.
9. Sean added some of his related research to the information
presented in the text.
10. Lanie extended the message of the text and included some of her
interpretations.
Learning Task 6: Read the selection below and answer the exercises that
follow.
First esports college degree in the Philippines now in the works

By Vince Ferreras, CNN Philippines
Metro Manila — Online gaming might not be an after-school pastime anymore in the
future as the first degree program in electronic sports (esports) in the country is being
developed.
The Lyceum of the Philippines University (LPU) and esports and gaming agency Tier
One Entertainment collaborated to develop the curriculum of the four-year degree on
Bachelor of Science in ESports. It will be offered this coming school year once
approved by the Commission on Higher Education.
“We will be passing the curriculum to the Commission on Higher Education (CHED)
on March this year. If this goes well, we might have a full course available by 2020,”
said Tier One Entertainment in a post on social media.
The gaming agency’s chief executive officer Tryke Gutierrez said that the new degree
program will have two tracks namely: game development and esports management.
However, he did not disclose yet the subjects under the program.
“The goal has always been to create more opportunities for gamers in Asia. If this
curriculum gets approved, we won't just be providing post career opportunities for
gaming, but we will have a new generation of graduates ready to work in the esports
industry,” said Gutierrez in an online post.
Summary:
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A
Learning Task 7: Based on the previous activities and discussion, answer the
1. What is summarizing? Cite examples where this can be used.
2. What other skills do you think should be developed when summarizing?
3. In what ways can summarizing be useful in your other subjects? Elaborate your
answer.
Week
Thesis Statement 2
In this lesson, the learner will state the thesis statement of an

academic text.
After going through this lesson, you are expected to:

1. Locate the main idea in a given text.
2. Present the thesis statement in an academic text
Learning Task 1: Decipher the key phrases that we use in the English language
based on the given coded message. Look at the example given below.
Example: 7 D A W = The answer is 7 DAYS A WEEK
1. 101 D ____________________________
2. 12 I I A F ____________________________
3. 24 H A D ____________________________
4. 26 L I T A ____________________________
5. 366 D I A L Y ____________________________
6. 12 S O T Z ____________________________
7. S W A T 7 D ____________________________
8. T 3 W M ____________________________
9. T 10 C ____________________________
10. 64 S O A C B ____________________________
1. What observations did you have while doing the activity? Explain your answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
2. Were you able to get all the answers? Why or why not? Explain your answer.
________________________________________________________________
________________________________________________________________
________________________________________________________________
Learning Task 3: Fill out the first two column (letters L and I) about your knowledge
on thesis statements. Complete the remaining two graphic organizers after you finish
this lesson. Write your answer in your notebook.
L I N K
(list everything (inquire about (now we are (what do you
you know) you what you going to take know now?)
want to know) notes)
What is a thesis statement?

A thesis statement is a sentence used in an essay that serves as the guide for the
essay and directly answers the question or task asked of you. An essay must have
a main point, main idea or central message. There are other specific arguments in it
and they should support or reflect the main idea. Such main point or central message
is the thesis. It is written as the thesis statement. Remember a thesis statement is
simply a factual statement nor is not just a topic sentence. It has to be noted that the
thesis statement is also considered the main idea.
What are the characteristics of a thesis statement?

A thesis statement has the following characteristics:
a. It addresses the prompt clearly.
b. It makes a claim or presents an argument
c. It may be arguable if the thesis an opinion.
Where can we find the thesis statement / main idea?
There are five (5) ways on the thesis statement or main idea can be written
or developed: these are inductive, deductive, inductive-deductive, deductive
– inductive and hinted.
1. Inductive - a writing method which starts from particular to general; this
means that specific details are presented at the first part of the text and
conclusions or generalizations are placed at the end of the text. The text
below is a sample of an inductive writing pattern
Example:
The typical Filipino is short, brown, flat-nosed. He cannot live
without his rice but he isn’t allergic to bread, arroz a la valenciana, pancit,
and spaghetti. He educates his youth in foreign languages; furnishes his
home with G.E., Hoover, RCA; apes the latest fashion from New York
and Paris; argues in world for a in almost flawless English. His Zalameda
is almost a Parisiene by now, and his Villa has found his home in
America. Indeed, the Filipino maybe Oriental in looks but Occidental
in more ways than one.
2. Deductive- the opposite of induction; this writing method starts from

general to specific, which means that conclusions are presented first
before presenting the support ideas or the specific details. The text below
is a sample of a deductive writing pattern.
Example:
There are many kinds of movie “pests”. There are the story
tellers who have developed the habit of seeing the movie in two sittings
so that they can inform the latecomers what happens next. There are the
nutcrackers who have to munch something- peanuts, walnuts, popcorn,
or anything else that can spoil one’s fun. There are the mimics who are
Tarzans one minute, Madonnas the next, and the Incredible Hulks later.
There are the mother hens who are accompanied by a squadron of
“retazos” or “chikitings” whose noise can drive one crazy. And lastly,
there are the wandering Jews who can’t make up their minds where to
sit and can’t stay put in one place!
3. Deductive-Inductive- a combination of the first two methods; this

pattern starts from a general statement, proceeds in discussing specific
details in the middle of the text, and ends with a recapitulation of the
generalized statement at the end. Usually, this repeated general
statement becomes an “intensifier” of the idea presented at the beginning
of the text. The text below is a sample of a deductive-inductive writing
pattern.
Example:
The growing army of the homeless continues to clutter
Philippine cities in spite of demolitions of shanties and repeated warnings
from the government. And these squatters fight tooth and nail in order to
survive. As with Egypt’s fellahins and Calcutta’s bustees, the same fight
is being waged against hunger, disease and ignorance every single day
of the year. Indeed in the slums of the 3rd world as in the Ghettos in
the United States of America and France, a daily battle for the
pitifully simple but basic necessities of life goes on. In Mexico’s El
Troche, for example, life dehumanizes its unfortunate peasant migrants
called paracaidistas (paratroopers). El Troche’s inhabitant crowd into
dingy, single-room, windowless shacks called jacales for the night, use
undergrowths of trees for toilets, and their front doorsteps for garbage,
where pigs wait to gobble them up. Even affluent France has her share
of homelessness and poverty – the poorest of her poor sleeping under
cardboard sheeting, or hips of rags, alleyways, empty warehouses and
construction sites.
4. Inductive-Deductive- a combination of the two previous methods; this

pattern starts from specific, presents a generalized statement or
conclusion at the middle and proceeds in discussing additional
information or support details towards the end. The text below is a
sample of an inductive-deductive writing pattern.
Example:
Flowers occupy a very important role in man’s life. he beautifies his
home with the loveliest daisies, welcomes a visitor with the sweetest leis,
conveys his congratulations with sprays of orchids. he gladdens his sick
friends with the daintiest carnations, offers his prayers with the purest
lilies, says “remember me” with the most fragile pansies. when man is
dumb with emotions, flowers speak out what his lips cannot. poets find
inspiration in dancing daffodils; painters capture the beauty of a
woodland orchid with their brushes; composers immortalize the roses,
gardenias, and sampaguitas in their songs. The story of love is in every
petal of a forget-me-not, and the fairness of a maiden is in every violet
almost hidden from the eye. Indeed, man is born and welcomed in to
this world with bouquets of flowers; to commemorate his birthday with
the fragrant nosegay, says “I love you” with a red, red rose, marries with
orange blossoms scenting the air, and finally dies with the wreath of
flowers in his grave!
5. Hinted/ Implied- the most different among the methods; this pattern
does NOT directly present a generalized statement or conclusion, which
means that the writer leaves it to the audience to conclude and make
generalized statements about the ideas presented in the text. The text
below is a sample of a deductive-inductive writing pattern
Example:
I sank into the first chair at the entrance hall proffered to me
by an unsmiling guard. I waited as he checked his list of expected visitors,
after which he pressed a button in front of his desk and a voice came
through. They talked in whispers. I was asked to present my I.D., and the
guard looked me over, looked at my I.D. and he smiled this time. He
motioned me to enter but not until I surrendered my I.D. to him, and in
return he gave me a Visitor’s I.I. to wear instead. The same ritual took
place at the entrance to the building itself; but this time another guard
asked me to open my bag for inspection. I was asked to walk through an
X-ray type of gadget; and since no sound came through, I was finally
given the nod to enter. “So this is Malacanang Social Hall”, I muttered to
myself, as I joined the others already seated in immaculate white covered
chairs.
E
Learning Task 4: Identify the method of paragraph development presented below
using the choices below
Inductive Deductive Inductive – Deductive

Deductive – Inductive Hinted
1. You find the thesis statement at the middle of the paragraph

2. There is no found thesis statement.
3. The thesis statement is found at the beginning of the paragraph
4. The thesis statement is located at the end.
5. Its possible to find the thesis statement at the start and at the end.
Learning Task 5: Identify the thesis statement present in the following

paragraphs below. If there is NO topic and concluding sentence, write NONE.
1. Driving under the alcohol influence isn’t a good practice for professional
drivers. Nowadays, professional drivers who always find themselves partying
till midnight will drive home drunk. Because they are very eager to go home,
they will insist that they can drive. After some moments of driving, they will
feel sleepy and eventually, they will be vulnerable to accidents and worse,
even death. Therefore it may be a cliché to say but still it is better not to drink
and drive!
2. “It’s summertime! No doubt, people are dreaming of the ideal vacation:

walking leisurely along the beach, or filling one’s lungs with fresh mountain
air; waking up in the morning without being harassed by a list of things to do,
or whiling away the hours without guilt or regret. For those with money to
spend, the ideal vacation means endless shopping, touring, or partying. For
people who are cash-strapped, vacation means staying at home, relishing
the company of loved ones, watching TV, reading a book, or rearranging the
furniture. For those bent on improving spiritual life, vacation means the time
for retreats, recollections, or more intense personal prayers.”
3. Are you in love? Don’t have enough confidence to tell your feelings to
someone special to you? Want to say sorry? Just want to request a song?
Want to say thank you? Or you just want to say hello to your fiends? Well,
that is not a problem. Speaker’s bureau dedication booth is here. Let your
message accompanied with your favorite song be heard dedicated to your
special someone!
4. “I recall that even before I learned how to write my name, I was already into
drawing. First, my mother would tell me that she doesn’t know how I learned
to draw, every time I ask her. But she remembers that my joy then was to
scribble anything that would smear itself on any surface. That meant pencils,
chalks, pen, crayola, coloring pencils, even adobe stones and charcoals.
Second, I remember too that every time I used these instruments on the wall,
paper, floor, fence or pavement, I would always be stopped, scolded,
spanked, reprimanded or at the very least, cautioned. But I did really love to
see those smear tools do their dirtying job under the whim and every
movement of my hand. That, I called drawing.”
5. We have a future in the present generation of Filipino “techies” in computer

technology. If their talents are further refined, their creative aptitude can be
extracted for productive, not destructive uses. Technology can either improve
lives or ruin them. Recently, a bunch of kids flew back home with a plum prize
for winning a computer game software development contest. They make us
proud of their talents as home-grown success in computer science. But
remember, it was also a Filipino who introduced the home made “I love you”
virus that virtually destroyed many business and government files of
information around the globe which negatively affected their basic operations.
Should we be proud of him?
A
1. What is the importance of learning thesis statements?
2. Which do you think is the most useful method of paragraph development to

student writers like you? Why do you say so?
Outlining Texts
In this lesson, the learner will outline reading texts in various disciplines.
Learning Task 1: Use the headings below to create a three level outline for the
topic Negative Effects of Pollution.
Negative Effects of Pollution

 Introduction  Garbage affecting the whole ecosystem
 Air Pollution  Less oxygen for marine life
 Body  Toxicity ingested by fish
 Water Pollution  Hazardous chemicals contaminating
 Lung Cancer potable water
 Asthma  Conclusion
 Birth Defects  Land Pollution
Answer the following questions based on the texts given.
1. How are you able to arrange the following headings to form the outline?
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2. Where do we usually apply the use of outline?

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3. What is the significance of creating an outline in writing?

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Learning Task 2: Read each paragraph. Then fill in the blanks in the outlines that
follow.
Text 1: An Effective Leader

What makes an effective leader? To be sure, no one characteristic or trait
defines an effective leader. It is true, however, that effective leaders get the most out
of employees or group members by holding them to very high standards or
expectations. Setting high standards increases productivity because people tend to live
up to the expectations set for them by superiors. This is an example of the Pygmalion
effect, which works in a subtle, often unconscious way. When a managerial leader
believes that a group member will succeed, the manager communicates this belief
without realizing that he or she is doing so. Conversely, when a leader expects a group
member to fail, that person will not usually disappoint the manager. The manager’s
expectation of success or failure becomes a self-fulfilling prophecy. Thus it pays for a
manager to expect the best from employees.(Adapted from Andrew J. DuBrin, Leadership4/e, © Cengage Learning.)
Main Idea: Effective leaders encourage a high level of performance by expecting the
best from their employees.
Support: 1.People are likely to live up to a manager's or superior's expectations.
2. Called the “Pygmalion effect” i.e. expect the best and you'll get it.
3. ______________________________________________________
--leader who expects the best gets high achievement
Text 2: Islam as a Religion

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 of 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 Islam’s 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.)
Main Idea: Practitioners of Islam need to be willing to make a lot of effort to follow the
rules of their faith.
Support: 1.Get up before dawn, perform ritualized cleansing and say the first of five
daily prayers.
2.________________________________________________________
3. Fasting for the month of Ramadan.
4. ________________________________________________________
5. ________________________________________________________
6.Accepting Islamic belie
What is outlining?
It is the process of organizing one’s ideas in a logical way. In writing, it helps the
writer what to include and not to include.
What are the common outline patterns that are being used in writing?
There are two common outline patterns that are being used in writing:
a. Introduction-Body- Conclusion or the IBC format
I. Introduction
1. Back ground
2. Thesis Statement
II. Body
1. Major Support 1
A. Minor Support
B. Minor Support
2. Major Support 2
A. Minor Support
B. Minor Support
3. Major Support 3
A. Minor Support
B. Minor Support
III. Conclusion
b. Introduction-Methodology-Results-Discussion or the IMRD format (usually
use in research)
I. Introduction
1. Back ground
2. Research Problem
3. Scope and Limitation
4. Significance of the Study
II. Materials and Methods
1. Participants
2. Procedure
3. Instruments
III. Results
IV. Discussion, Summary, Conclusions, Recommendations
What are the general principles in outlining?
The following are the general principles we follow when we create or write an
outline:
1. Parallelism - Nouns should be made parallel with nouns, verbs with verbs;
This will enable the reader to recognize similarity and function. This will
enable the outline to be expressed in parallel sentence structure.
Example:
Blessed are the poor in spirit; for theirs is the kingdom of heaven.
Blessed are they that mourn; for they shall be comforted.
Blessed are the meek; for they shall inherit the earth
2. Coordination - Items of equal significance in the same category or label.

Headings = using Roman Numerals
Subheadings = Arabic Letters
I. Definition of Communication
II. Functions of Communication
III. Forms of Communication
A. Oral
B. Written
3. Subordination - Thru its most important and least important details
Writer should distinguish major and minor components of the outline
4. Division - Basic rule is to have two or more parts and this division should be
based on rank/level/category.
Example:
I. Preparing for a Test
A. Review the lessons
B. Take down notes
C. Sleep early
D. Have a good breakfast
II. Taking the Test
A. Concentrate
B. Read the questions
C. Answer the test
What are the general rules when writing an outline?
The following are the rules when writing an outline?
1. Follow this format:
MAIN TOPICS = ROMAN NUMERALS (I, II, III)
Sub – topics = CAPITAL LETTERS (A,B,C)
Details under capital letters = Arabic numbers (1, 2, 3)
Details under Arabic numbers are shown by small letters (a, b, c)
Details under small letters = ((1), (2), (3))
Details under arabic numbers in parentheses (a) (b)
2. First letter must be capitalized.
3. Any point must have at least two (2) sub points
4. Use either the sentence or phrase (topic/words) for each point.
5. Be consistent.
E
E Task 3: Read the words and phrases below. Decide which two name the
Learning
general categories, or main topics. Next, find the words and phrases that name the
subtopics that go under each of the main topics. Finally, decide which words and
phrases could be sub-subtopics of the subtopics listed.
foods birds robin meats hawk vegetables pork chops

animals corn on the cob hamburger insects mosquito
broccoli beetle
Use the outline form below to organize each of your two lists of information. Write
your outlines on a separate sheet of paper.
I. Main topic
A. Subtopic
1. sub-subtopic
2. sub-subtopic
B. Subtopic
1. sub-subtopic
2. sub-subtopic
Learning Task 4: Read the short paragraph below and prepare an outline of the thesis
statement and its supporting details using the format presented below.
Many people don’t know the difference between a patent and a trademark.
However the terms trademark and patent aren't synonyms, they refer to different things.
3Granted for a specific number of years, a patent protects both the name of a product
and its method of manufacture. 4In 1928, for example, Jacob Schick invented and then
patented the electric razor in an effort to maintain complete control of his creation.
5Similarly, between 1895 and 1912, no one but the Shredded Wheat company was
allowed to make shredded wheat because the company had the patent. 6A trademark
is a name, symbol, or other device that identifies a product and makes it memorable in
the minds of consumers. 7Kleenex, JELL-O,and Xeroxare all examples of trademarks.
8Aware of the power that trademarks possess, companies fight to protect them. 9They
do not allow anyone else to use one without permission. 10Occasionally, though, a
company gets careless and loses control of a trademark. 11Aspirin, for example, is no
longer considered a trademark, and any company can call a pain-reducing tablet an
aspirin.
Thesis Statement: ______________________________________

Support1 _____________________________________________
a. __________________________________________
b. __________________________________________
Support 2 ____________________________________________
a. _________________________________________
b. _________________________________________
Learning Task 5: Read the article below and outline the key concepts that are
presented therein. Write your answers in your notebook.
Modern generation youth: Inappropriate behaviour in kids and youths

BY: Christine Torcato |
The youth of today forms a major section of our society . The modern generation
youth wants to enjoy the gift of freedom. He/she basically wants to live a life full of
adventures, such as enjoying activities like trekking, bungee jumping etc. Today's
youth want to live a life full of excitement and not just of tensions and worries. In
other words they want to live energized lives.
It is observed that the youth do face a lot of problems when it comes to an open
interaction with their parents. Thus the psychologists recommended that both
parents and children need special counselling that will try and bring solutions to
their problems.
"Presently the status of the youth is degrading" is the opinion of majority of the
elderly people. They have taken to all sorts of temptations such as alcohol,
smoking, drugs, and an attempt to commit suicide etc.
"The style of dressing of the youth is turning from bad to worse" is the opinion of
some of the priests, nuns, and people in general. They feel that there should be a
certain kind of decency in their code of dressing be it at home, college, workplace
or the church, temple, mosque and gurudwara.
The major factor which needs to be taken care off in the context of the youth is the
ever increasing rate of suicide. Some youths take up to this major evil due to lack of
love and affection.
The other factor could be the pressure put by the parents on the children in the
matter of studies. To some extent this type of behaviour is agreeable for children
who are weak in their studies but not for the excellent students. These children who
are excellent in their studies go through depression and hence take up to suicide.
So therefore my only plea is to please let the youth lead their carefree lives to a
certain extent cause they can brighten our future and help let us live a better
tomorrow. The youth are the one's who can break or make our society. By this I
mean it is the youth who can implement the laws and make the required changes to
bring about a progress in our society. And thus look at the advantages side of it and
then decide whether being too strict with the youth is good or not. It's all up to you
dear parents to secure your child's future in your hands.
I. Introduction 2. Major Support 2

Background C. Minor Support
Thesis Statement D. Minor Support
II. Body 3. Major Support 3
1. Major Support 1 E. Minor Support
A. Minor Support F. Minor Support
B. Minor Support III. Conclusion
Learning Task 6: Read the speech below and outline the key concepts that are
presented therein. Write your answers in your notebook.
Friendship
By Josephine Dastas
“There are small ships and big ships, but the best of all SHIP is FRIENDSHIP.”
Friendship is the best thing that we ever had. There are lots of good definitions about
friends/ friendships and we have those in our heart. We cannot succeed in life without
them; their support and caring relieves us in every ups and downs of our life. The topic
that I will discuss is all about friends/ friendship: some of the different types of friends and
the benefits that we get from friendship. Out of many excellent definition of friendship, for
me it is the best relationship of all.
In the next few minutes, I want to talk about some types of friends. These are the different
types of friends:
Fair Weather Friends: the fair weather friends like to enjoy your company when you’re
up but ran like wind when you are down. For example, perhaps you won a lotto jackpot
but eventually it vanished. Fair weather friends get attached with you when you are up
and full of life but depart from you when they have nothing to dig up from you.
Dirty Scoop Friends: these are friends that aren’t friends at all. The best scenario that
describes this kind of friend is when you tell someone a secret and you will be surprised
when the nation surrounds you knows it. Be careful with those kinds of friends.
True Friends: These are friends that are with us when we are down. They may be our
best friends or closest friends who give a real concern for us. “These real friends are like
blood, they come out when we are wounded”.
Those were the different types of friends: Fair weather, Dirty Scoop, and true
friends that we can relate of and have encountered as well. No matter what our
perceptions about friends are, we are still human that needs friends to go through in life.
According to the Chinese Proverb: “At home one relies on parents; away from home one
relies on friends.” We are blessed to have good friends because of the advantages they
brought to us.
The following are some of the health benefits we get from friendship: Increased
life span, lower rates of depression, lower levels of distress, and better
psychological and physical well-being. With the benefits of friendship, you can live
longer along with the positive emotions they shared to us and feel young. Together with
the positive friends we have, we can be physically more able to deal with those illnesses
and stresses in our life and stay well. If we want to be happier, we've got to spend at least
some time around happy people (which are our friends) because laughter is contagious
and the best medicine. It turns out that even the simple act of seeing someone smile is
likely to make us smile or scientists call this as empathetic mimicry.
Those were some of the health benefits that we can acquire from friendship. We
got the happiness and support from our friends when we need it; and bringing out the
best on us. And the best of all are the lessons that we learn from them that make us
stronger in every downs of our life.
But as I end this speech, I want to share to you and reflect on this quotation: “the
greatest value of having good friends is not what you get from them, but the better person
you become because of them”.
I. Introduction
Back ground
Thesis Statement
II. Body
A. Major Support 1
i. Minor Support
ii. Minor Support
B. Major Support 2
iii. Minor Support
iv. Minor Support
C. Major Support 3
v. Minor Support
vi. Minor Support
III. Conclusion
Week
3
A
1. Do you find outlining useful? In what ways can they be beneficial to a SHS
student like you?
2. What other skills do you think should be developed when outlining?
Critical Writing Approaches

In this lesson, the learner will use appropriate critical writing approaches
in writing a critique such as formalism, feminism, etc.

IV. Recognize the different critical approaches in writing
V. Apply the different critical writing approaches in preparing for writing a
critique paper/ reaction paper
Learning Task 1: Complete the crossword puzzle below using the given clues.
DOWN ACROSS:
1. Derived from sociology 2. Refers to the life story of a person
3. intended to be expressed in lines 4. Talks about how man’s ability to be
8. Male or female with others
5. Paper that aims to react about a
particular event, painting or program
9. Synonymous with evaluative,
analytic
Learning Task 2: Complete the graphic organizer below to check your
knowledge on the topic “Critical Approaches in writing”. Fill out each column
before, during and after reading this module.
I wonder What I found out

Before
During
After reading
What is critical approach in writing?

Critical Approaches are different perspectives we consider when looking at a
piece of literature. They seek to give us answers to these questions, in addition
to aiding us in interpreting literature.
1. What do we read?
2. Why do we read?
3. How do we read?
What are the types of critical approaches?
The following are the types of critical approaches in writing:
1. Reader-Response Criticism 5. Sociological Criticism
2.Formalist Criticism A. Feminist/Gender Criticism
3. Psychological/Psychoanalytic B. Marxist Criticism
4. Biographical Criticism 6. Historical Criticism
1. Reader-Response criticism
This approach asserts that a great deal of meaning in a text lies with how
the reader responds to it. It focuses on the act of reading and how it affects
our perception of meaning in a text (how we feel at the beginning vs. the
end). More so, it also deals more with the process of creating meaning
and experiencing a text as we read. It has to be noted that this approach
looks at text as an experience, not an object. REMEMBER: The text is a
living thing that lives in the reader’s imagination.
READER+ READING SITUATION + TEXT = MEANING
There are two important ideas about the reader response criticism:
a. An individual reader’s interpretation usually changes over time;
b. Readers from different generations and different time periods interpret
texts differently.
It answers the questions
“How do YOU feel about what you have read? What do YOU think it
means?”
2. Formalist Criticism
This approach emphasizes the form of a literary work to determine its
meaning, focusing on literary elements and how they work to create
meaning. It examines a text as independent from its time period, social
setting, and author’s background. This approach focuses on the text as an
independent entity. This means that it focuses on close readings of texts
and analysis of the effects of literary elements and techniques on the text.
Two emerging principles are the things that we have to remember when
performing a formalist criticism approaches:
a. A literary text exists independent of any particular reader and, in a sense,
has a fixed meaning;
b. The greatest literary texts are “timeless” and “universal.”
3. Psychological/ Psychoanalytic criticism
This approach views a text as a revelation of its author’s mind and
personality. It is based on the work of Sigmund Freud. It also focuses on
the hidden motivations of literary characters. It looks at literary characters
as a reflection of the writer.
4. Biographical Criticism
This approach argues that we must take an author’s life and background
into account when we study a text.
This approach refers to how the author has direct influence over the
writing. Because of this, it has the following benefits:
1. Facts about an author’s experience can help a reader decide how to
interpret a text.
2. A reader can better appreciate a text by knowing a writer’s struggles or
difficulties in creating that text.
3. A reader can understand a writer’s preoccupation by studying the way
they apply and modify their own life experiences in their works.
5. Sociological criticism
This argues that social contexts (the social environment) must be
considered when analyzing a text. It focuses on the values of a society
and how those views are reflected in a text. It also emphasizes the
economic, political, and cultural issues within literary texts. The core belief
in this approach is that “Literature is a reflection of its society.” It has two
sub approaches:
a. Feminist Criticism - concerned with the role, position, and influence of
women in a literary text. It asserts that most “literature” throughout time
has been written by men, for men. This approach examines the way that
the female consciousness is depicted by both male and female writers.
This approach subscribes to 4 Basic Principles of Feminist Criticism
i. Western civilization is patriarchal.
ii. The concepts of gender are mainly cultural ideas created by patriarchal
societies.
iii. Patriarchal ideals pervade “literature.”
iv. Most “literature” through time has been gender-biased.
b. Marxist Criticism - emphasizes economic and social conditions. It is based
on the political theory of Karl Marx and Friedrich Engels. This approach is
concerned with understanding the role of power, politics, and money in
literary texts. It examines literature to see how it reflects:
i. The way in which dominant groups (typically, the majority) exploit the
subordinate groups (typically, the minority)
ii. The way in which people become alienated from one another through
power, money, and politics
6. Historical Criticism - argues that every literary work is a product of its time
and its world.
1. Provides background information necessary to understand how literary
texts were perceived in their time.
2. Shows how literary texts reflect ideas and attitudes of the time in which
they were written.
3. New historicist critics often compare the language in contemporary
documents and literary texts to reveal cultural assumptions and values in
the text.
E
Learning Task 3: Write TRUE if the statement is correct, FALSE if otherwise.
1. A critic looks for errors and wrongdoings in a certain article.

2. When one writes, one can look at it only using one perspective.
3. Reader response criticism considers the reader to be an important
element in the understanding of the text.
4. Psychological criticism is strongly influenced by Friedrich Engels.
5. For Sociological criticism, the social environment is an important
element in understanding the text.
6. For feminists, they believe that gender biased literature should be
avoided.
7. Karl Marx is a strong influenced for Marxist criticism.
8. A writer’s life becomes part in the better of the text under
biographical criticism.
9. Real essence of criticism focuses on the positive side of things.
10. The text is an important element for formalist criticism.
11.
Learning Task 4: Identify the type of critical writing approach is being identified
in the following statement using the choices below:
Reader-Response Criticism Sociological Criticism
Formalist Criticism Feminist/Gender Criticism
Psychological/Psychoanalytic Marxist Criticism
Biographical Criticism Historical Criticism
1. a primary goal: to determine how such elements work together with the text's
content to shape its effects upon readers
2. literature is written by actual people and that understanding an author's life can
help readers more thoroughly comprehend the work
3. this 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
4. examines how sexual identity influences the creation and reception of literary
works
5. it reflects the effect that modern psychology has had upon both literature and
literary criticism
6. this approach examines literature in the cultural, economic and political context
in which it is written or received, exploring the relationships between the artist
and society
7. focuses on the economic and political elements of art, often emphasizing the
ideological content of literature
8. 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
Learning Task 5: Using the same choices from the previous activity, choose
which critical approach would be the BEST to be used in the following writing
tasks.
1. Writing about form-style, structure, tone, imagery of the story “The

Little Prince”
2. A paper on the motivation of Jose Rizal in writing his two famous
novels Noli Me Tangere and El Filibusterismo
3. Essay on the impact of women empowerment during this time of
pandemic
4. Column about the difference in socio – economic status among the
people and how it affects the response toward disaster
5. Review on the life of Apolinario Mabini and how it relates to this
writing “El Verdadero Dekalog”
6. Reading Shakespearean Sonnets and reacting on it based on the
personal reactions of the readers
7. Analyzing Rizal’s “Sa Aking mga Kabata” and its relation to the
context of life of the people during that time
8. Making a reaction on articles on the advancement of technology
during the fourth industrial revolution.
Learning Task 6: Write your reaction/s on the following statements and identify
the critical writing approach that you can use in further elaborating your answer.
Look at the example provided to you.
Example:
Statement: Only Dove soap touches my wife’s skin.
Reaction: This is an unfair statement leaning toward the male view
point as they limit the choice of the wife on soap.
Critical Writing Approach: Gender Criticism / Feminist
Criticism
1. Statement: "Better educational outcomes are a strong predictor for future

economic growth," said OECD Secretary-General Angel Gurria.
Reaction:
__________________________________________________________
__________________________________________________________
__________________________________
Critical Writing Approach: _____________________________
2. Statement: "Boys don’t cry”

Reaction:
__________________________________________________________
__________________________________________________________
__________________________________

3. Statement: " In a statement, the DFA said the Philippine Embassy in London
is assisting 55-year-old Violeta Aylward, who was caught on a CCTV turning
off the life-support system of her British patient in January 2009.
Reaction:
__________________________________________________________________
__________________________________________________________________
__________________
4. Statement: " To bait fish withal; if it will feed nothing else, it will feed
my revenge. He hath disgraced me and hindered me half a million,
laughed at my losses, mocked at my gains, scorned my nation,
thwarted my bargains, cooled my friends, heated mine enemies –
and what's his reason? I am a Jew.
Reaction:
_________________________________________________________
_________________________________________________________
____________________________________
5. Statement: " A hound dog found a bone and held it tightly in his mouth. He
growled and scowled at anyone who attempted to take it away. Off into the
woods he went to bury his prize. When he came to a stream, he trotted over
the footbridge and happened to glance into the water. He saw his own
reflection. Thinking it was another dog with a bigger bone, he growled and
scowled at it. The reflection growled and scowled back. "I'll get THAT bone
too," thought the greedy dog, and he snapped his sharp teeth at the image in
the water. Alas, his own big bone fell with a splash, out of sight, the moment
he opened his mouth to bite!
Reaction:
_________________________________________________________
_________________________________________________________
____________________________________

Learning Task 7: Choose from the pictures presented below and write your one paragraph
reaction using any of the given critical writing approaches. Put your answers on a whole
sheet of paper.
Advertisement A:
Advertisement B:
Advertisement C:
A
Learning Task 8
Based on the previous activities and discussion, answer the following questions.
1. Among the given critical writing approaches, which do you think will you be using
often in this subject? Why do you say so?
2. What is the importance of knowing these critical writing approaches in writing?
3. What did you realize after learning the different critical writing approaches?
Explain your answer.
Critique Paper Week
4-5
In this lesson, the learner will write an objective/balanced review or
critique of a work of art, an event or a program.
Learning Task 1: React to the statements presented below by choosing from the
faces presented to express your feelings regarding the given sentences.
Happy face Sad face Neutral face
_____________1. Getting back to class again.

_____________2. How the government leaders are doing their job
_____________3. Immediate closure of ABS-CBN
_____________4. Knowing that you have teachers who are concern about you
_____________5. Not having a girlfriend / boyfriend yet
_____________6. Plans of going to college next year
_____________7. Discovery of an effective vaccine against Covid – 19 that is
accessible to everybody
_____________8. Adjusting to the demands of this new normal
_____________9. Increasing number of Covid – 19 recoveries in our country
_____________10. Sarah Geronimo signing a contract in GMA
1. Among your responses, which have the most number of faces?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. How did you feel while giving your reactions?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Is it important to always give reactions to everything that’s happening around us?
Why do you say so?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Learning Task 3: Read the story and answer the questions below.
Albert Einstein
As a child, Albert Einstein had a great difficulty

in speaking and reading due to his dyslexia.
His teachers thought he was mentally retarded
and anti social. One teacher even told his
father, “No matter what he does, he will never
amount to anything.” He was forced to take up
a job as a clerk in a Swiss Patent office and it
seemed the teacher’s prophecy was coming
true. But in 1905, while still a clerk, he
published a paper called the Special Theory of
Relativity. The paper became so famous that
by 1908, he was a considered a leading
scientist and By 1921, he won the Nobel prize.
By the time he died, he became the most
famous scientist of all time and his name
became synonymous with the word, genius.
So, what happened to the critics who said he
was mentally retarded and would never
amount to anything? Well, nobody knows what
happened to them, since nobody bothers to remember them! (adapted from: Inspirational
Stories of Overcoming Criticism and Achieving Success by Anubhav Srivastava)
1. What lesson did you get from this story?

______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What’s the importance of not giving in to the criticisms of other people?

______________________________________________________________
______________________________________________________________
______________________________________________________________
What is critiquing?
Critiquing is a systematic way of highlighting weakness and strengths and
weaknesses and its applicability to practice. Experts affirm that almost every
reader can identify the strengths and weaknesses of a masterpiece.
Why write a critique?
A critique is an exercise in judging the value of a piece of writing or research. It is
also a way of improving your own skills by looking at the way other writers and
researchers work. It is a valuable exercise in the careful reading of text that will
increase your understanding of a particular subject.
What are the functions of being a critic?
1. to introduce the author/work
2. ignite interest on a neglected work
3. show relationship between ages and cultures
4. contribute to better understanding of a work
5. make a study on art and its "making"
6. introduce the relationship of art and life
(Note: A critique is the paper that exercises the value of a piece of writing or
research while a critic is a person who writes a critique)
It needs to be clarified that when one performs criticism, it’s NOT SIMPLY
FINDING FAULT/MISTAKES OR WRONG, but it aims to find excellence and
perfections.
From the previous lesson, you learned the different critical approaches to writing.
You can use any of these approaches and critique forms of art and literature to
help you and your reader understand or have another perspective on how to look
at these things.
What are the steps that we need to do to write a critique?

It is important that your critique has a definite structure and is easy to follow. You
will need to think logically about how you sequence your work. Below is a pattern
that you might like to use.
1 Analyze the text
This should include some or all of the following:
 set out the main purpose of the author’s book or article.
 identify the main point that the author is making.
 discuss the arguments that are used to support the main point and the
evidence that supports them.
 explain the conclusions reached by the author and how they have been
reached.
2 Evaluate the text
You will need to comment not only on the content of the piece but also on the way
in which it has been written. Consider the following:
 is the argument logical?
 is the text well organized, clear and easy to read?
 have important terms been clearly defined?
 are the facts accurate?
 do the arguments support the main point?
 is there sufficient evidence for the arguments?
 does the text present and consider opposing points of view?
 does the material help you understand the subject?
 what questions/observations does this article suggest?
 what does this text make you think about?
3 Write in standard essay form
A critique should be written in an essay format. It will need an introduction, a main
body of text and a conclusion. You will need to prepare a rough draft of your essay.
The following ideas may help you:
a) Prepare an outline. State what the main points of your work will be and
the evidence that you will use to back them up.
b) Set out in your introduction HOW you will approach your task.
c) Consider ending your introduction with a THESIS STATEMENT. This is
a statement of your position on the issue you have chosen. It may be a
sentence or two, and should announce what you want to argue.
d) This is a brief summary of what your work will demonstrate (i.e. your
conclusion). e) The main body of your essay should deal with the detailed
analysis of the subject matter.
f) Conclude by re-emphasizing your argument or point of view and stating
why you have reached a particular conclusion. Avoid sweeping
generalizations that you cannot support with evidence. Do not at this stage
introduce any new material.
g) Don’t forget: proof read, revise, and edit your first draft
What are the parts of a critique?

The following is the different section of a critique:
I. Introduction
 Define the subject of your critique and your point of view
 Background to Research
- Article/Author information
- Summarize the author’s main points and purpose (1 or 2 paragraphs)
II. Main body
 Begin with a brief summary describing the project. You might include:
- The aim of the research
- What was done (method)
- To whom was it done (subjects)
- Why was it done? What were the expected results (Hypothesis)
- What was found (actual results)
- What did the author say the results mean? (His/her conclusions) (1
paragraph)
 Discuss the strengths of the article
 Discuss the weaknesses of the article Things to look at to help you decide these
include:
- How appropriate was the title, the abstract and the introduction - Strength
of the methodology (refer back to other literature for ideas on what is
good/bad methodology in research)
- Is the argument logical and is there sufficient evidence to support it?
- Does the research advance the field or replicate work already done? - If it
advances what new knowledge does it bring?
- Clarity of data presentation (readability of graphs and tables)
- Appropriate statistics, were the right analyses done? - Are the appropriate
conclusions drawn? (some researchers are conservative and do not draw
conclusions that are evident from their data; others are liberal and draw
conclusions not supported by their data).
- Does the article present and refute opposing points of view? (2-5
paragraphs depending on the article and the word count)
III. Conclusion
 Re-emphasize your argument/point of view
 Make final suggestions and/or positive and negative criticisms on the book or
article you critiqued
 What questions/observations does the article suggest? (the final paragraph)
E
ELearning Task 4: Write TRUE if the statement is correct, FALSE if not
1. A critic is the same thing as a critique.
2. Critiquing allows a person to see the weakness for improvement.
3. There are a variety of ways on how to write a critique.
4. Critique papers can be used solely for arts purposes.
5. Research is needed when writing a critic.
E
E Task 5:Choose from the items presented below (a painting or an article)
Learning
and write your critique paper reaction using any of the given critical writing
approaches. Put your answers on a whole sheet of paper.
Work of Art:
Title: Hapag ng Pag-asa

Painter: Joey Velasco
The story behind Hapag ng Pagasa
By:Ricky Lo
It turned out that I was among the last to know.
By the time my friend Raoul Tidalgo and I saw Hapag ng Pagasa hanging on a
wall at the souvenir store of the Sto. Niño Shrine in Cebu City last summer, we
would learn that priests had been extolling it in their sermons and several had hung
framed copies of it in their own dining rooms, the better to remind every member
of the family — and house guests as well — not to leave a crumb on the plate
because out there, without their knowing it, or beyond the fence of every well-
provided-for home, are hungry souls with not a bite to eat.
Done in oil on a 48 x 96 canvas by an artist named Joey Velasco, Hapag ng

Pagasa is a variation — I should say, a very relevant, modern-day version — of
The Last Supper, with street children in dirty clothes sharing a meal with Jesus,
instead of the usual 12 apostles we’ve all been accustomed to seeing. At the
extreme left of the wooden, makeshift table sits a boy looking away from Jesus,
holding a bag he must have snatched from somebody, instead of Judas clutching
a bag with 30 pieces of silver.
Moved by the sad and empty faces of the children in the painting, with our
conscience pricked, Raoul and I watched Hapag ng Pagasa nearly teary-eyed with
mounting curiosity, noting how Jesus appears so comfortable and so at-home with
his table-mates, engrossed in breaking what looks like a pizza pie.
There and then, I bought 10 pieces of the painting and, as soon as I got back to
Manila, had them framed, hung one at the office and gave the rest away to
members of my family and dear friends, among them Ethel Ramos and Ronald
Constantino who would tell me that for several days, the painting seemed to haunt
him. “I felt a bit depressed and I couldn’t eat,” said Ronald who found something
“disquieting” in what the artist Velasco called Table of Hope.
The one who touched me the most is the little boy bent over under the table,
sharing what could be crumbs with a (presumably stray) cat, looking so emaciated
and no better than a rat devouring a piece of stolen cheese.
I wondered, who could these children be? Did artist Velasco paint them from
imagination? Are they fictitious faces plucked from random memory and gathered
like a one-for-all/all-for-one barkada? Or are these children real, moving in our
midst, roaming the streets with nowhere to go, no warm beds to lay their weary
bodies in?
One day, The STAR’s night editor Patricia Esteves gave me a copy of a book
called They Have Jesus (The Stories of the Children of Hapag) which finally solved
the “mystery.”
“Joey (Velasco) asked me to give it to you,” she said. “Joey said that you two met
in Hong Kong a few years back.”
I didn’t recall meeting Joey but I remember every story of the 12 boys in the
painting long after I read the book in one sitting.
The children are real after all, all 12 of them. One is dead and the rest are alive but
not too well, living in cramped spaces under the bridge which they call “home,”
scavenging the trash in Payatas, snatching a bag from a rich-looking passer-by,
selling sampaguita while dripping wet in the rain, knocking on car windows for
some coins, molested at the tender age of 13 by a drug-addicted neighbor,
maltreated by jobless parents. Jesus, I’m sure, is in every one of those children
whom Joey calls by fictitious names in the book. You see, even the down-trodden
have a privacy to protect.
Joey found what I want to describe as “children of a lesser god” (title of a Hollywood
movie) in depressed places in Metro Manila, including a cemetery, photographed
them and then painted them into what passes for a foster family, sharing a measly
meal.
The famished little boy under the table was inspired by “The Unknown Sudan Boy,”
whose photo taken in the 1993 Sudan famine won for photographer Kevin Carter
a Pulitzer Prize. Wrote Joey: The picture shows a heart-breaking scene of a
starving child who collapsed on the ground, struggling to get to a food center in
Sudan, Africa, in 1993. In the background, a vulture stalks the emaciated child.
The vulture is waiting for the child to die so that it can eat the tiny human being.
No one knows what happened to the child, not even the photographer himself.
Three months later, recounted Joey, Carter was found dead of carbon-monoxide
poisoning in Johannesburg, a suicide at 33, so depressed and “haunted by the
vivid memories of killings and corpses; anger and pain...of starving or wounded
children...”
When the painting was done, Joey revisited each and every member of the Hapag
ng Pagasa, showed them the painting and asked them to identify themselves and,
again, like he did the first time he saw them, treated them to a Jollibee meal and
plateful of hot noodles. A feast, no doubt, for the kids who were lucky to get by with
one good meal (rice and dried fish) a day.
His ardent wish, according to Joey, is to one day see the Hapag ng Pagasa turned
into a Hapag ng Pagibig, with the sad faces of Jesus’ modern-day “apostles”
wearing a happy smile.
Article:
PUP grads are employers’ top pick for new hires

By: Faye Orellana
Graduates from the Polytechnic University of the Philippines (PUP) emerged

anew as the top choice of employers when it comes to hiring fresh graduates, a
latest report by Jobstreet Philippines showed.
According to the data of the “2018 Fresh Graduate Report,” the state-run
university bested the four other big universities in the country, Radyo Inquirer 990
AM reported on Wednesday.
In 2016 report, Jobstreet also found that graduates from PUP are the top choice
of various employers.
Following PUP were the University of the Philippines, Ateneo de Manila

University, University of Santo Tomas, Pamantasan ng Lungsod ng Maynila, and
Far Eastern University.
Both the De La Salle University and Technological Institute of the Philippines

landed at the seventh spot.
The University of San Carlos, University of Cebu, and the University of the East
were also part of the top 10.
Jobstreet report said the employers are highly considering the qualities of the
fresh graduates, particularly their willingness to learn, personal grooming, and
ability to work with others.
The company added that 24 percent of employers coming from the BPO industry,
manufacturing, professional services, retail, and machinery and equipment said
that they were already willing to hire graduates from the K-12 programs, report
showed.
Meanwhile, 25 percent of employers said that they were still not yet ready to hire
K-12 graduates.
The following rubric will be used for scoring:
Name: _____________________________________________
Title: ______________________________________________
RUBRICS Nearly Meets Does Not Meet

Exceeds Standard Meets Standard
FOR FINAL 10-9 8-7
Standards Standard
PAPER 6-5 4-3
Thesis/ Clearly and concisely states Clearly states the paper’s Introduces the topic. Incomplete and/or
the paper’s purpose in a purpose in a single sentence. Somewhat maintains unfocused statement of
Purpose single sentence, which is focus on the topic. thesis
Statement engaging, and thought Includes some transitions
provoking. to connect key point Ends
with a conclusion based
on evidence.
Introduction The introduction is engaging, The introduction states the The introduction states the There is no clear
states the main topic and main topic and previews the main topic but does not introduction
previews the structure of the structure of the paper. Good adequately preview the or main topic and the
paper. Clear definition of definition of terms, structure of the paper. structure
terms, background, summary background, summary of prior of the paper is missing.
of prior work on question, work on question, status at
status at beginning of beginning of research
research
Body Each paragraph has Each paragraph has sufficient A few paragraphs lack Many paragraphs fail to
thoughtful supporting detail supporting detail sentences supporting detail develop the main idea.
sentences that develop the that develop the main idea. sentences.
main idea.
Organization- Writer demonstrates logical Paragraph and sub topical Organization and No evidence of structure to
and subtle sequencing of organization present but not presentation of ideas not paper, or organization of
Structure ideas through well-developed perfected or logically developed ideas or themes within it
Development paragraphs and sub topical developed
of Ideas organization
The conclusion is strong, The conclusion merely The conclusion does not Incomplete/unfocused
Conclusion logical, and engaging summarizes and restates the adequately relate to the
thesis thesis
No errors of punctuation, Almost no errors Some errors of Many errors of punctuation,
capitalization or spelling punctuation, capitalization, capitalization, spelling
Mechanics/ No errors of sentence spelling Numerous and distracting
Grammar structure or word usage Some errors of grammar errors of grammar that
that do not adversely interfere with sense of the
affect sense paper
All works cited, both text and All works cited. Some works cited. Deficiency in citing works
Citation visual, are done in correct Inconsistencies in format Inconsistent format
format
Done in APA format with no Done in APA format with APA format, some minor Poorly formatted.
References errors. almost no errors. errors.
Includes detail of all findings, Includes detail of all findings Includes detail of findings. Deficient in presentation of
with clear presentation of with presentation of methods Provides somewhat findings, sources, methods,
methods for discovery of of discovery. irrelevant and inadequate and explanatory concepts
Details those findings. Provides adequate and examples to illustrate and perspectives.
Provides clear, sufficient and relevant examples to illustrate contrasts. Examples are either poor or
relevant examples to illustrate contrasts. missing.
contrasts
Reader has a thorough Reader has good Reader is able to develop Reader is unsure of thesis,
understanding of topic understanding of topic some understanding of topic, or research methods
Effectiveness researched, as well as researched and support topic and research used.
supporting pro/con arguments available for thesis. process used
for thesis.
Adapted from
Rubric for research paper. (n.d.). Available from http://www.tenebrae.org/coursework/research-

A
Learning Task 6
1. What did you realize when you write a critique paper?
2. What other skills do you think should be developed when critiquing?

Week
Elucidating Concepts 6
In this lesson, the learner will determine the ways a writer can
elucidate on a concept by definition, explication and clarification

VI. Recognize the different ways to elucidate a concept
VII. Apply different ways of elucidation through definition, explication and
clarification
Learning Task 1: Arrange the jumbled words to match it to the definition after
each word.
1. CPTONEC - refers to an idea that may need further explanation to be

understood
2. NLFRMAIO – words that we use on an everyday basis to people; language of
the streets
3. PANIXEL – make clear to someone by describing it in a more detail or
revealing relevant facts
4. MUSARMY – a brief statement or account of the main points
5. CPTONEC - refers to an idea that may need further explanation to be
understood
6. LAPSOROP - a plan or suggestion, put forward for consideration or
discussion by others.
7. LEDIMAFIP – enlarge upon or add detail to a story or statement
8. SEDNITORIPC – a spoken or written representation or account of a person,
object, or event.
9. NIOTPEXCALI – analyzing and developing an idea or principle in detail
10. CLAIRONITICAF – action of making a statement or situation less confused
and more comprehensible
Learning Task 2: Answer the following questions.
1. What words did you find difficult to unscramble?

______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Among these words, which are you familiar? How did you encounter them?
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. How do these words relate to the topic that will be discussed?

______________________________________________________________
______________________________________________________________
______________________________________________________________
Learning Task 3: Complete the concept map with relevant information that you know
about the topic.
What is a concept?
Merriam – Webster defined concept as “something conceived in the mind. It
can be an abstract or generic idea generalized from particular instance (e.g the
basic concepts of psychology, the concept of gravity).” For the purpose of this
lesson, we hope to focus on concepts that we think in our mind that needed to
be presented and be understood by others in order to carry out these ideas and
be concretize for the understanding of other people.
What are the different ways on how we can elucidate a concept?
The following are ways on how to elucidate a concept:
1. Definition
2. Explication/explanation
3. Clarification
1. Definition
This allows the giving or explaining the meaning of an abstract term or
concept. It is derived from the Latin words finire (to limit); and de (form) which
means to limit in terms of form. This is the reason why when you make a
definition, you set a limit to or narrow down the area of meaning of the word.
There are four ways on how to define:
A. Informal definition – also known as parenthetical definition
or in – text definition; we use an informal definition by using a
synonym, a phrase a clause and separated through a dash a
colon, comma.
Example: discipline-control, regulation, direction, order
B. Formal definition - also called as one – sentence logical
definition or Aristotelian definition. This definition follows the
formula:
Term/species = Genus/group or class where such item belongs
+
Differentia to indicate its difference from other
members belonging to that class
Example: Biology = the study of living organisms
Term = genus + differentia
C. Extended, expanded or amplified definition – this refers to
the other different ways on how to define words aside from
informal and formal:
 Etymology – definition based on its word origin
• Example: The term originated from the greek word
“demokratia” which means “rule of the people”
 Historical definition – definition based on when the word
was first coined and how it evolved to how it is being used
today
o Example: The term Democracy is coined in the
middle of the 5th century bce to denote the political
systems then existing in some Greek city-states,
notably Athens
 Negation / Elimination - Defining the term by stating it
from what it is NOT.
o Example: Democracy is NOT leading the people
by coercion.
 Operating Principle / function - Stating what the term is for
o Example: Democracy is for the people who are
oppressed and marginalized.
 Comparison and Contrast – using the words that are
similar and different to the word being defined
o Example: Democracy is like leading a family with
everybody having equal rights and it is not the way
one member having all the power to rule
 Analysis by Partitioning – defines the word by partitioning
or dividing the word into chunks of information from which
the term can be used
o Example: Democracy encompasses social,
economic, and cultural conditions that enable the
free and equal practice of political self –
determination.
 Use of Examples – defines the word by providing
examples which allow the definition to be concretized.
o Example: The political system of classical Athens
for example, granted democratic citizenship to an
elite class of free men and excluded slaves and
women from political participation
 Use of Analogy – defines the word comparing the term to
another object / concept / idea that shares the same
characteristics as the term being defined
o Example: Democracy is to holding someone gently
that it takes that person the liberty to set himself /
herself free but chooses to stay because he / she
wants to
D. Combined definition – it defines the word by introducing the
term in a sentence definition that exactly specifies its genus
or class and its function or purpose. It is further extends its
meaning through the various methods of definition presented
above.
• Example: Democracy is the term that belongs to the class,
“form of government; and what distinguishes it from other
forms of government is that “all eligible citizens participate
equally. (Formal definition). It encompasses social, economic,
and cultural conditions that enable the free and equal practice
of political self – determination.(Extended definition by
analysis). The political system of classical Athens for
example, granted democratic citizenship to an elite class of
free men and excluded slaves and women from political
participation Extended definition by example).
Reminder:
• Good sentences are not choppy; meaning, they are not just simple or short
sentences, but rather they exist as connected or related sentences in one
compound sentence. Conjunctions or other transitional devices could be
used to join these simple sentences in forming one compound or complex
sentence.
– Example of a choppy sentence:
A bidder is a vendor. He provides a price for goods. He provides
services. These services are required by big business projects.
- Revised: A bidder is a vendor who provides a price for goods and
services which are required by big business projects.
2.Explication/Explanation -
When explicating, you are laying what the concept is and generally answers the
following questions:
 What is the concept about?
 What is it made of?
 What are the principles behind it?
 How do you identify it?
 How do you differentiate it from other concepts?
Once the definition is made, then you can explain the process. This means that
you outline the steps in details--the steps, including the materials needed. Think
of it like a recipe. You need the ingredients, the measurements as well as the
steps that are needed to make the perfect dish. In other words, explication is
detailed and intense explanation.
After doing what was mentioned above, you can close with a summary of what
has been discussed so far.
3. Clarification - involves offering back to the speaker the essential meaning, as

understood by the listener, of what they have just said. Thereby checking that the
listener's understanding is correct and resolving any areas of confusion or
misunderstanding.
Clarification is important in many situations especially when what is being

communicated is difficult in some way. Communication can be 'difficult' for
many reasons, perhaps sensitive emotions are being discussed - or you are
listening to some complex information or following instructions. This involves
non – judgmental questioning, summarizing and seeking feedback as to its
accuracy.
Clarification is the skill we use to ensure that we have understood the

message of the speaker in an interpersonal exchange. When using
clarification follow these guidelines to help aid communication and
understanding.
 Admit if you are unsure about what the speaker means.

 Ask for repetition.
 State what the speaker has said as you understand it, and check whether this
is what they really said.
 Ask for specific examples.
 Use open, non-directive questions - if appropriate.
 Ask if you have got it right and be prepared to be corrected.
E
Learning Task 4: Identify the type of concept elucidation is being presented. Write
DEFINE for definition, EXPLAIN for explicate/explanation and CLARIFY for
clarification.
1. Identified through the formula term/word = genus + species
2. Done to present the process
3. Best described as intense and detailed
4. If there are doubts, this must be done
5. Checking for understanding is one of its primary purpose
6. Has a lot of ways on how to be written
7. Requires non-judgmental question
8. A dictionary can be used
9. This completes the elucidation of concepts as it provides a summary
10. Asking for repetition is a strategy that can be used when performing this
Learning Task 5: Identify the type of definition presented using the choices below:
FORMAL INFORMAL EXTENDED COMBINED
1. May appear as an in – text definition

2. Word derivation or etymology gives the origin of the term
3. Starts with the genus/class and extends to various forms of definition
4. Derived from Aristotelian logical definition
5. This must not be defined using the circular definition
6. Type of definition which uses examples
7. Modem is a device that changes the form of data so that another media can
transmit them.
8. Radar – an acronym for radio detection and range; a determining factor in anti –
aircraft system
9. Technology is an English term coming from these three words: technikos (Greek);
technicus (Latin); and technique (French). All these three foreign words mean
technical that refers to a particular skill
10. Communication is a method of exchanging ideas or information with one another.
This term comes from the Latin term, communicare, meaning exchanging of ideas.
It is not a one-way activity but a two way process.
Learning Task 6: Give a one – sentence logical definition of each of word below.
You may use a dictionary or other reference materials to help you define these
words.
1. Design
2. Recycling
3. Vaccine
4. Pandemic
5. Resilience
6. Governance
7. Technology
8. Challenge
9. Survival
10. Regret
Learning Task 7: Think of a term or a concept that is closely related to
your track-strand. Define this in various ways using the following types of
definition:
1. Formal definition
2. Informal definition
3. Extended definition
4. Combined definition
A
Learning Task 8
1. Among the given ways on how to define, which one is the most convenient for you
to do? Why
2. What is the importance of knowing how to elucidate a concept in writing?
3. What did you realize after learning the different ways on how to elucidate a
concept? Explain your answer.
Concept Paper and its Examples Week
7
In this lesson, the learner will compare and contrast kinds of concept
paper: Home Economics, Agriculture, Fishery etc.
Learning Task 1: Use the Venn Diagram below to show your similarities and
differences with the person that you idolize the most (it can be your favorite artist, a
KPOP star, or anybody you find worth emulating).
1. What did you realize after completing the Venn Diagram?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___
2. How did you feel after comparing yourself with your idol?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___
3. Is it good to have somebody whom you emulate or idolize? Why do you say so?
______________________________________________________________
______________________________________________________________
______________________________________________________________
___
Learning Task 3: Read the story and answer the questions below.
You’re Not a Turtle, You’re a Dog!
One time a turtle and a dog decided to compete in a running and swimming
competition. After taking private lessons and training long hours, the day had come
to finally square-off. They began with the running race—and hands-down the dog
won easily. But the turtle did finish the race—it may have taken longer time but it still
achieved its goal: to compete with a big heart and finish the race.
A month later the swim-across-the-lake competition took place. And guess who won?
That’s right, the turtle. But the dog had achieved its goal: complete the race.
All people are unique and have distinct possibilities (and I hate to say) limits. But it
does not mean that a turtle or a dog cannot compete in a marathon. Everybody can
achieve their goals! If you are a bird, don’t compare yourself to a snake! Pace yourself
based on your own abilities and preferences….Believe me, one day you too will
complete a marathon-like contest and be incredibly satisfied—just like our two friends,
the dog and the turtle.
Everybody is exceptional. This is what makes life so wonderful and challenging. So

remember, never compare yourself to anyone—only compare to yourself. And never
give up on your dreams. Don’t even think about it! If you’re a turtle, you’re not a
dog….if you’re a dog, you’re not a turtle.
You are You!
The one and only.
1. What lesson did you get from this story?

______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What’s the importance of not comparing yourself to other people?

______________________________________________________________
______________________________________________________________
______________________________________________________________
What is a concept paper?
A concept paper is a document that can be used in different disciplines. In an
academic context, it can be a definition of an idea with certain amount of
explanation and clarification in order to present an idea clearly. In an academic
context as well that we can find a concept paper that presents itself as a brief
summary written to outline a research project. It may also be used to convince
potential funders to sponsor a product, program or service. By nature, a concept
paper is a paper that discusses an idea, concept or process in an orderly and clear
manner. Through a concept paper, it aims to make the reader understand a
process or a concept right away.
In the business aspect, conceptualizing a product or invention is not as difficult as
selling it or proposing it to a potential buyer if he knows how to present his ideas
effectively. The maker must capture the interest of the funding agency and
demonstrate the idea being proposed is worthy of further consideration
It must be established that the knowledge in the creation of a concept paper can
be applied in different disciplines which is why as a student like you should acquire
the necessary skills and knowledge related to this lesson.
What are the uses of a concept paper?
The following are the uses of a concept paper:
1. Presents ideas clearly
2. Interest potential funders
3. Develop potential solutions into project ideas
4. Determine whether a project is fundable
5. Serve as the foundation of a full proposal
6. make a study on art and its "making"
7. introduce the relationship of art and life
What are the examples of a concept paper?

Here are different examples of a concept paper:
Text A (focusing on how words are to be defined)

Boondocks From An Avalanche of Anoraks
(1) Reading material comes from Malay bamboo, “a large, hollow bamboo.” The
young shoots are eaten as a vegetable or are pickled and candied. Some species
of bamboo grow to a height of 120 feet.
(2) Boondocks (1944), a remote rural area, back country, an isolated or wild region
filled with dense brush, comes from Tagalog bundok, “mountain.” An “s” was
added, since English has the tendency to affix that letter to locations, as in the
sticks (a synonym for the boondocks), the damps, and the woods. While the word
means “mountain” to the people of the Philippines, American soldiers extended the
meaning to any kind of rough country or out-of-the-way locale. Used by servicemen
during World War II, the word boondocks first came to the attention of the American
public during an investigation into the brutal methods of training used by the
Marines at Camp Lejeune in North Carolina.
According to the official records, young recruits were regularly subjected to forced
night marches “into the boondocks” (of places like Paris Island), which included
some low-lying swampy areas where at least one Marine recruit died. The
investigation ended, but the word remained. Its infamous history all but forgotten,
the word boondocks is now synonymous with any rural area distant from the
excitement of big cities or large towns. By the 1950s, shoes suitable for rough
outdoor use were regularly called boondockers, as can be seen from Leon Uris’s
adventurepacked novel of World War II Marines, Battle Cry: “Andy Hookans was
dumping a can of footpowder into his boondockers.” About the same time, boonies
had become the slang equivalent of the boondocks.
(3) Caddy (1792), a small box, or chest used for keeping tea leaves, is borrowed
from Malay kati, a weight used in China and the East Indies equal to slightly more
than a pound avoirdupois. A tea caddy probably derived its name from the fact that
the little box or chest that held the measure (approximately one and one-third
pounds of tea) was confused with the measure itself. The caddy that carries tea
leaves is in no way related to the caddy (or caddie) who carries clubs and balls for
a golfer. The latter caddy is derived from French cadet, as in a military cadet.
(4) Camphor (1313), derived from Malay kapur, “chalk lime” via Arabic kāfūr, is a
whitish, translucent, tough, volatile, pleasant-smelling crystalline compound
obtained from the wood and bark of the camphor tree. Camphor is used primarily
as a moth repellent in the manufacture of celluloid; and in medicine as a liniment,
a counterirritant for infections, and a mild antiseptic. It used to be taken internally
as a heart and circulatory stimulant, and as an antidiarrhetic; it is no longer taken
internally, since it is mildly toxic, and indigestion may produce harmful effects,
especially in infants and children. It is also no longer used as an anti-aphrodisiac
– something to counteract sexual desire.
(5) Cassowary (1611), a large flightless bird of Australia, New Guinea, and the
neighboring islands, related to the ostrich, is borrowed from Malay kasuari.
Cassowaries often weigh as much as 140 pounds and are dangerous. Capable of
killing even full-grown men, these sometimes pugnacious birds usually leap feet
first on their adversaries and then attack with their claws. Their wings, completely
useless for flight, are covered with stiff, featherless quills, like spines, which also
serve as weapons. Females lay three to eight green eggs at a time, which the
males incubate.
(6) Gingham (1615), a cotton or linen cloth, woven of dyed yarn, often striped or
checked, comes, via Dutch gingang, from Malay genggang, meaning “with space
between,” hence, “striped” or “checkered.” Because the colored lines of gingham
are always on the grain, gingham fabrics have no right and wrong side in terms of
color. Gingham was memorialized in “The Duel,” one of the most popular poems
written by Eugene Field (1850-1895) for children. It begins: “The gingham dog and
the calico cat/Side by side on the table sat.”
From: page 146 An Avalanche of Anoraks

Text B: (focusing on word definition and its effects)
Mercury Pollution
(1) When most people think or talk about dangers to our environment, they focus
on general terms like “pollution,” “smog,” and “acid rain.” Also, they often focus on
the impact of supposedly man-made chemicals and compounds. But to truly
understand the risks to our environment, it’s helpful to focus on the danger of
specific chemical, which are often otherwise naturally-occurring elements that
have been spread harmfully by man. One of the largest threats to our environment
is mercury: Hg on the periodic table of elements.
(2) At room temperature, mercury, a metal, exists as a silvery-white liquid.

However, it vaporizes readily when heat is applied, and can stay suspended in the
air for more than a year. The largest sources of mercury pollution in the United
States are coal-fired power plants. Emissions from these plants account for 70
percent of the mercury that enters our oceans, lakes, and streams. Air currents
carry these particles far from the source and are capable of polluting bodies of
water thousands of miles away.
(3) Mercury particles released into the air fall into these waterways and quickly
enter aquatic food chains. First, mercury attaches to sediments (fragments of
organic and inorganic material that settle to the bottom of the body of water).
Second, bacteria change the mercury into methyl mercury, a highly toxic
substance. Third, phytoplanktons feed on the organic matter in sediments and
absorb the methyl mercury. Fourth, fish then eat the mercury contaminated
phytoplankton; the larger the fish and the longer it lives, the more concentrated the
methyl mercury in its system becomes. The mercury can then move higher up the
food chain when humans eat fish that have absorbed high amounts of mercury.
(4) Studies indicate that mercury levels in U.S. waterways have increased
anywhere from 100 to 400 percent over the course of the last century, and no river,
lake, or ocean seems immune. It is important to note that, thanks to the U.S. Clean
Air Act and efforts by industry to curb unnecessary discharges as well as better
sewage treatment methods, the levels have been in slow decline since the 1970s.
however, this minor decline is relatively miniscule in comparison to the major
increase in the years prior.
Text C: (focusing on conducting trainings)
Concept Paper on Emceeing and Writing Workshops
I. INTRODUCTION
As part of our Life’s purpose here in our school of providing quality Catholic
Christian Education that ensures the promotion of culture, the welfare of the
society and the total development of man geared toward the attainment of eternal
salvation, it is imperative that we set a standard of excellence and
professionalism among our students by being communicatively competent
[imbued with the Augustinian Recollect values] in all their undertakings as parcel
of this proud institution in realizing its above stated purpose. This project as an
initiative of the College of Arts and Sciences will help achieve this purpose
through the series of workshops which our students will undergo in order to
promote a student oriented atmosphere especially in the activities we will
implement. The emceeing and writing workshops will first cater to selected
students and then as they further develop their speaking and writing skills, they
will help in the holistic formation of the entire school community. Thus, the adage
“a few to inspire the many” will bring out the best in our students.
II. PURPOSE
In line with the Institutional Objective of nurturing the leadership qualities and
professionalism of students, these workshops will help our students further in
their speaking and writing skills apart from what is being provided by their
academic courses. Thus, will make learning not confined within the four walls of
the classroom. This way, as students will be engage in extensive series of
trainings [which will be implemented throughout the academic year 2011 – 2012],
they will be expected to be frontrunners of the programs and activities of the
school.
III. PROJECT DESCRIPTION

This project is a an opportunity for students to develop their talents and skills in
speaking and writing focused on emceeing, news writing and feature writing
because these are necessary in the implementation and documentation of the
school’s activities.
A. Goals and Objectives

 To train students to become effective speakers and emcees who will be
hosting student – oriented activities
 To train students to become effective news and feature writers who will
be documenting and updating the school’s website
B. Methodology and Timelines
 Methodology
o The workshops will be composed of lectures and group activities geared
in inducing more student interaction and participation. Thus, making the
workshop explorative discovery. Each workshop [speaking and writing]
will be implemented for at least 20 hours [or more] depending on the
need of the skills to be developed.
o Timelines
 The workshop will be divided into three modules: before the start of the
first semester, the semestral break and after the final exam of the
second semester.
 First module
 April 25, 2011 – Concept paper submission and approval
 April 26 – 30, 2011 – Planning and Brainstorming
 May 23 – 24, 2011 – Writing Workshop
 May 25 – 26, 2011 – Emceeing Workshop
 May 27, 2011 – Writing and Emceeing Workshop Culminating
C. Benefits/Anticipated Outcomes
 Students will be more self – reliant in running student – related activities
 Students will be emceeing school related programs and other functions
which may be deemed necessary.
 Students will be uploading school – related activities in the school
website for updates.
IV. Support Needed & Costs

 The following will be the equipments/materials needed:
 1 class room with board and seats which can accommodate at
least 20 persons
 1 LCD
 1 Computer for Power point presentation
 1 microphone and sound system
 1 podium
 5 long working tables
 Students will be asked to pay a registration fee of P200.00 which will be
used to cover speaker’s honoraria, certificates and other miscellaneous
expenses. Students will be asked to bring pack lunch and merienda for
their own consumption. However, on the culminating day, they will be
asked to bring food to share.
Prepared by:
Jan Michael P. de Asis

Coordinator
Text D (focusing on conducting school activities)
Activity: Academic Week Celebration 2013
Head : Jan Michael de Asis
Activity Officer/s: Mr. X

Ms. Y
Dr. Z
Member: Name 1
Name 2
Name 3
Project Description
This project is a an opportunity for students to further develop their academic skills
apart from what they learn inside the four walls of the classroom; as such, the
competitions that each student will participate may have direct or indirect impact
on their general education and professional courses by enriching their learning
experiences and thus making them better academically and professionally.
Objectives:
To hone academic skills of students using the general education courses as means
to implement this
o To provide opportunities for artistic expression of the students with the
use of technology (Art Appreciation and IT related subjects)
o To improve the logical – mathematical intelligence of the students (Math
and Science Quiz bee)
o To develop further the linguistic competence of the students both in

Filipino and English (Spelling and Filipino translation together with debate
and impromptu speaking)
o To widen the student’s knowledge both in history and religious education
courses (History, Rizal and Religious Education)
o To provide opportunities for student’s expression using their linguistic
competence (rap)
Recommendation based on previous year’s evaluation:
Based on the Celebration of the Academic last school year 2011 – 2012:
 Strong Points
All students participated and they are motivated (Ms. April)
Students who are shy were given opportunity to join (Sir JB)
Affirmed the abilities of students (Sir JB)
 Weak Points
Students are disappointed in Math and Science quiz bee (Sir Pat)
Time and resources is limited in Mural Painting
Poor information dissemination (Sir JB)
Suggestion: Math & Science Quiz elimination can also be applied to all students
(Sir JM)
Assign: Sir JM’s assignment is to show the quizzes results next meeting so that it
can be used in research and in marketing.
Question: How can we intensify the school spirit? (Sir Byron)
 Opportunities
Research
The song written and performed by ________(song title: Make A
Difference) was recognized by ______ It will be recorded and can be
used to motivate students. It can also be used to rekindle spirit and in
marketing.
 Threats
we need to improve the quality of our activities
Suggestions:
 Celebration of Academic Days, purely activities without classes to to
improve the quality of the activities and full attention of students.
 Post questions thru P.A. “pop questions” and the first student who
answered it is the winner.
Success Indicator:
1. 85% participation of the students across all levels
2. High Evaluation Rating in the Activities evaluation form
3. Increased awareness of the students’
Facilities/Materials/Equipment Needed:
Time Line
Due Date Task List Persons Involved
October 25, Concept Paper Submission Activity Officers
2013
November 4, Task Delegation for teachers Chairman
2013
November 12 – Academic Week Launch and
15, 2013 Elimination
December 2 – Academic Week Elimination
6, 2013
January 4, General Orientation for Key Players
2014
January 23, Academic Week Culminating
2014
Budget (Detailed)
Material Amount
1. Perpetual Tarp P 1000
2. Program and Certificates and letters P 1000
3. Tokens for judges and feeder schools P 3000
4. Prizes P 4000
5. Documentation P 1000
Total P 10,000
Estimated Revenue Estimated Expenses Estimated Profit
Prepared by:
Name of Activity Officer
Noted:
Name of Head
Text E (focusing on research concept paper)
The title page - Research Title: How Language Learning Strategies Affect
the Speaking Proficiency of Selected Grade 10 ESL learners in one – way
oral communication
Introduction and statement of the problem

The research is all about the evaluation on the implementation of the
Standard-Based Assessment in English as a Second Language (ESL)
instruction in a public and private high school in Canlubang, Calamba City.
This will investigate the impact of the strategies in development of the
Enduring Understanding of the language learners in the same manner will
attempt to represent how ESL instructors implement the said strategies
(Problem – Based Learning, Reciprocal Teaching, Questioning and Probing
and Re-thinking and Reflection Prompts) which could help in the meaning
making of the students while they learn. This is an attempt to unlock more
opportunities to figure out how teachers will induce this level of assessment
as an evidence of learning from their acquisition which comes in the form
knowledge and process/skill level of assessment and as a spring board
towards their transfer of understanding (which covers product/performance
level of assessment).
Value of the study / Significance of the Study

The study will be beneficial to the following:
a. Students – they will be given exposure to other ways on how to learn
English as a second language
b. Teachers – the results of the study may give other options on how to
deliver ESL to learners
c. Future Researcher – the results of the study can be used as an
impetus for other researches.
Preliminary Literature Review

In the context of Philippine Education System, the researcher believed that
there is less likely local sources which will directly answer the mentioned
questions since Standards – Based Assessment was implemented a year
ago and its impact has just started to be felt in the academe as mandated
by the DepEd Order No. 73, series of 2012 being supported by Republic Act
10533. As such, the researcher is seeking for related literature and studies
which are conducted in the international scheme albeit the possibility of
gathering local sources which are related to Enduring Understanding and
other related information which may indirectly answer the questions. At this
point, the researcher is gathering data from different papers that talked
about reforms and brief background on Standards – Based Instruction and
Assessments. The following studies provided basic information on the topic:
 Akiba, M., Chiu, Y.F., & Zhuang, Y.L. (2008, October 30 ).
Standards-Based Mathematics Reforms and Mathematics Achievement of
American Indian/Alaska Native Eighth Grade. Education Policy Analysis
Archives. Colleges of Education at Arizona State University & University of
South Florida.
 Hamilton, L. S., Stecher, B. M., & & Yuan, K. (2008). Standards-

Based Reform in the United States: History, Research, and Future
Directions. Washington: RAND Corporation.
 Mahmoud Abdel Latif, M. M. (2012, September). Teaching a

standard-based communicative English textbook series to secondary
school students in Egypt: Investigating teachers’ practices and beliefs.
English Teaching: Practice and Critique, pp. 78-97.
More so, since the topic covers Enduring Understanding, the researcher
will be looking into different books and other related articles in order to
further substantiate the paper.
 Hamilton, L. S. (2010). Testing What Has Been Taught Helpful, High-
Quality Assessments Start with a Strong Curriculum. American Educator ,
pp. 47-52.
 Linquanti, R., & Hakuta, K. (2012, July ). How Next-Generation

Standards and Assessments Can Foster Success for California’s English
Learners. Policy Brief , pp. 1-12.
 Wiggins, G., & McTighe, J. (2005). Understanding by Desgn

Expanded 2nd ed. Alexandria : Association for Supervision and Curriculum
Development.
This study hopefully will increase the awareness on the topic at hand in
order to further improve the understanding of the topic at hand in the context
of Philippine Education System.
Research goals/objectives
The researcher looks forward to the realization of the study because of its
significance in the planning, implementing and evaluating Standards – Based
Instruction and Assessment in the context of the continuous modification of the
current Basic Education Curriculum with the inclusion of Senior High School
as part of the K to 12 program of the Department of Education. As such, the
study is geared to:
a. Unlock the difficulty for both ESL instructors and learners in developing
Enduring Understanding in the course of learning ESL
b. Bridge the gap between Knowledge-Process Level of Assessment and
Product-Performance Level of Assessment as this will complete the
cycle of the Standards Based as mentioned in the definition of standards
that it will link what students should know and be able to do to
demonstrate their learning.
Research questions
a. Are the strategies effective in the development of the Enduring
Understanding of the Students specifically:
i. Is Problem – Based Learning effective in the attainment of
Enduring Understanding of the ESL learners?
ii. Is Reciprocal Teaching effective in the attainment of EU of the
ESL learners?
iii. Is Questioning and Probing effective in the attainment of EU of
the ESL learners?
iv. Is Re-thinking and Reflection Prompts effective in the attainment
of EU of the ESL learners?
b. Which of the strategies is the most effective in developing Enduring
Understanding?
c. Are there any patterns of behaviours manifested by the ESL instructors in
implementing a strategy?
d. What effective techniques were used by the ESL instructors to administer,
score and evaluate the Enduring Understanding of the learners?
Research Hypothesis
There is no significant difference on the use of Strategy Based Instruction to the
students in the control and experimental group.
Research Methodology
The institutions from which the study will take place have been chosen using
purposive sampling in the same manner as the ESL instructors
The study will employ both qualitative and quantitative methodologies in obtaining
data both from the ESL instructor and learners.
For Qualitative methodology, the researcher will be utilizing interview,
observations and case study which will gather data from respondents specifically
the ESL instructors who will plan, implement and assess the different learning
standards stipulated in the curriculum; although the possibility of helping out in
carrying the abovementioned strategy is an option in order to optimize the learning
outcome desired.
For Quantitative methodology, the researcher will be utilizing survey questions,
test inventories, rating scales and other alternatives in assessments (aside from
the usual pen and paper tests) which will be subject to statistical treatments in
order to establish relationships and seek answers for the effectiveness of the
strategies in the development of the Enduring Understanding of the learners.
Timeline
October 30, 2013 Concept Paper Submission
November 2013 Review of Related Literature; Preparation for Title
Defense
December 2013 Title Defense
January – February Writing of Chapters 1 to 3
2014
March 2014 Defense of Chapters 1 to 3
June – October Implementation of the Research
2014
November - Writing of Chapters 4 to 5
December
2014
January 2015 Final Defense
February Submission of Final Thesis
Citations/References
• Lee, K. R., & Oxford , R. (2008, March). Understanding EFL Learners’ Strategy
Use and Strategy Awareness. The Asian EFL Journal, Volume 10, Number 1, 7 -
32.
• Brown, H. D. (2007). Principles of language learning and teaching fifth edition.
White Plains, New York : Pearson Education Inc.
• Cohen, A. D., Weaver, S. J., & Tao, Y. L. (1996 ). The impact of strategies-based
instruction on speaking a foreign language. Minnessota: Center for Advanced
Research on Language Acquisition .
• Cohen, A. E. (2001). Preparing Teachers for Styles- and Strategies-Based
Instruction. International Conference on Language Teacher Education (p. 21).
Minesotta: Educational Resources and Information Center.
• Griffiths, C., & Oxford, R. (2014). Twenty-first century landscape of language
learning strategies. System.
• Kato, S. (2005 .). How language learning strategy affect english proficiency in
japanese university students. Saitama.
• Liu, Y. L. (2008). The impact of strategies-based . Zhenjiang: Zhenjiang Watercraft
College of PLA .
• Malley, J. M., Chamot, A. U., Kupper, L., & Sabol, M. A. (1987). The role of learning
strategies in second language acquisition: strategy use by students of english.
Virginia: US Army Research Institute for the Behavioral and Social Sciences.
• Nguyen , L., & Gu, Y. (2013). Strategy-based instruction: A learner-focused
approach to developing learner autonomy. Language Teaching Research, 9 - 30.
doi:DOI: 10.1177/1362168812457528
• Oxford, R. L. (1999). Relationship between second language learning strategies
and language proficiency in the context of learner autonomy and self-regulation.
Revista Canaria de Estudios Ingleses, 38, 109-126. Retrieved from
file:///C:/Users/Jmdeasis-
PC/Desktop/jm%20thesis/strategies%20based/RELATIONSHIPS_BETWEEN_S
ECOND_LANGUAGE_LE.pdf
• Rodgers, T. S. (2001). Language Teaching Methodology. ERIC clearing house on
languages and linguistics, 1-4.
• Sarafianou , A., & Gavriilidou, Z. (2015). The Effect of Strategy-Based Instruction
on Strategy Use by Upper-Secondary Greek Students of EFL. Singapore: Centre
for Language Studies National University of Singapore.
•
E
E Task 4: Write TRUE if the statement is correct, FALSE if not
Learning
1. A concept paper can only be used for academic purposes.
2. A concept paper is similar to a proposal.
3. Skills in definition can be used in writing a concept paper.
4. Concept papers may have different formats.
5. When somebody wants to present his ideas, he / she can present it
using a concept paper.
6. A concept paper is the same as a reaction paper.
7. There is a need to include references in one’s concept paper.
8. A concept paper can also be used to define or describe a word.
9. Funds to be generated in an activity can be included in a concept paper.
10. There is a prescribed format to follow when one write a concept paper.
E
E
Learning Task 5: Using the texts presented in the lesson (TEXT A to E), compare
and contrast the different concept papers using the matrix presented below. Write
your answer in a whole sheet of paper.
CRITERIA TEXT TEXT TEXT TEXT TEXT

A B C D E
1.Goal of the
concept paper
2. Manner of
presentation
3. Language
that was used
4. References /
Cited sources
5. Over all
impression
A
1. What did you realize about writing a concept paper?
2. What other skills do you think should be developed when writing a concept
paper?
3. Do you think you are ready to write a concept paper? Why or why not?
4. If you were to write a concept paper, what would you write about?
Week
8-9
Writing a Concept Paper
In this lesson, the learner will present a novel concept or project with
accompanying visuals/ graphic aids
Learning Task 1: Identify the mutilated words below using the given descriptions
1. P _ _ _ O _ E - refers to the reason/s why something is done or written.

2. O _ _ E _ _ V _ – refers to the aims that we want to happen
3. B _ _ G _ T – refers to the expression of money or how someone intends to
spend his/her resources
4. _ _ V _ _ W – complete the statement, A research paper requires a
comprehensive Literature ______________.
5. C I _ A _ _ N _ - can also be termed as references or bibliography
6. _ R _ C _ D _ _ E – refers to different processes one has to undertake
7. M _ _ _ H _ _ O _ _ Y – in research, this refers to how the data will be
gathered.
8. E _ I _ E _ C _ – may be termed as concrete support to a particular claim
Learning Task 2: Answer the following questions.
1. Among these words, which are you familiar? How did you encounter them?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. How important are these words to the topic to be presented?

______________________________________________________________
______________________________________________________________
______________________________________________________________
Learning Task 3: Write your suggestions in what ways do the following innovations
can be improved in at least 2 – 3 sentences.
1. Japan is known for its capsule

hotels where it gives comfort to
people and visitors at their places
for a cheaper price. If you were to
add more features to its services.
What would you offer?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
2.The Bicol Region boasts its product

in chili and other related products. Its
latest innovation, the sili ice cream, is
something to be matched with
another delicacy. If you are to be
consulted about this matter, what
delicacy would you suggest and why
will you do so?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
What are the general parts of a concept paper?
Let us be reminded that when we talked about the parts of a concept paper, we
are referring to different disciplines which may vary depending on the need of the
elucidation of a concept. As such, let us be guided with the following:
Generally, a concept paper has five (5) parts:
I. Introduction – in this part, the following things are being done:
a. Highlights the applicant’s vision and mission and how it aligns
with the funder’s or sponsor’s
b. Explains why the sponsor should accept and fund the project
c. May also introduce the applicant’s partners in accomplishing
the proposed project
II. Project Description
a. Includes goals, objective and overview of the methodology
b. Based on empirical evidence, reasonable cost and
complexity; time boundedness
c. Stresses out a plan to do; approach to be utilized and benefits
and impacts to achieve
III. Purpose / Rationale
a. Like a lit review = may provide written studies about the topic
b. gap to be filled; problems to be addressed in the realization of
the project
c. May also be merged with the introduction as it may also
highlight the significance of the project
IV. Support / Budget
a. Provides an outline of the main budget categories
b. Bottom line amount which has the explanation on how the
budget will be spent or allocated
V. Contact Information
a. Important as this will be the contact to address should the
funder agree with the proposed project
For research concept paper, the following format may be used:
1. The title page
You should begin with a title that fully summarizes what the project you are
carrying out is about. Avoid being wordy and stick to the main point.
2. Introduction and statement of the problem

This serves as the most important part of the concept paper. You must be seeking
to add value and convince the reader that you are doing so. For example, your
research should seek to solve an existing problem or provide further insights into
a scarcely researched topic. The problem should be clear. Why would you want
to investigate the topic under study, and how your research will be helpful in
achieving this? Herein, you need to provide the evidence that the research you
need to carry out is necessary in that it has not been carried out before or has
not been adequately done. Here are some questions that may help you nail this
element: What is the problem? Why do you feel that it is important? How does
your study relate to or add to research that has already been done?
3. Value of the study

Outline specific groups of people who the study may benefit and how it will benefit
them.
4. A preliminary literature review

You need to back up your passion for the topic under research with solid literature
that supports the topic, for example, literature that supports the fact that further
research needs to be carried out in that area. You need to show that there exists
an information gap which your research seeks to fill. The wider the variety of
literature review you have carried out, the more solid and convincing your concept
paper will be.
5. State the research goals or objectives This is a broad statement or

statements of what the research seeks to achieve. It should start with ‘to’ and
answer the questions who, what, when, which, or how.
6. Write down all the research questions These are important as they will direct
you on every research area, for example, the type of data to collect and how to
analyze it. Make sure you have exhausted all the questions for the research to
be complete.
7. The research hypothesis The research hypotheses stem from the research
topic or the research questions and are, therefore, easy to draft. They are a
statement of the situation you anticipate based on some prior knowledge you
have, even before you carry out the research. The research seeks to find out if
these hypotheses are true or not. There should be a positive and a negative
hypothesis for each statement given. A positive hypothesis agrees with the
statement in question while a negative hypothesis opposes it. At the end of the
research paper, you will either accept or reject your positive hypothesis based on
your findings.
8. State the methodology you intend to use The research methodology states
the ‘how’ of carrying out the research. It details the research design, that is, what
kind of research you intend to carry out. You can either carry out: An exploratory
design that seeks to expound on the area of study that you have an idea in, in
order to understand it better. An explanatory design that seeks to carry out an in-
depth study on a certain idea that was not tackled in-depth. It mostly requires the
use of qualitative methods of data collection. A descriptive research that seeks to
find out the relationship between two variables of data you need. It uses analyses
methods such as mean and mode.
9. A timeline for completion of each element of the research project Undertaking

a research can take a very long time if not well planned for, and it is, therefore,
important to lay out just how much time you may need to complete each element
of the research project and ultimately the whole project. In this section, you need
to set a time frame that is realistic.
10. Outline citations Always remember to give credit to any sources you may
have sourced your information from. This can be done within the document or at
the end of the concept paper.
E
Learning Task 4: Write TRUE if the statement is correct, FALSE if otherwise.
1. A concept paper is limited in terms of format.
2. Citations are important in concept paper to establish credibility.
3. Timelines in concept paper set targets on when will the project be done.
4. Goals and objectives allow a person crafting a concept paper to have a
target.
5. An innovative mind is essential in writing a concept paper
Learning Task 5: Imagine that you are a producer of a game show to be aired
on national television. You are expected to present it to the president. Use the
format below to present your idea.
Program Title
_____________________________________________
Target Audience
_____________________________________________
Suggested Time Slot
_____________________________________________
Length
_____________________________________________
I. Description of the Mechanics
II. Sample Game Questions
III. Suggested Presenters
IV. Suggested Budget
V. Suggested Set Design
Learning Task 6: This pandemic has brought us to experience the new normal in
education. If you are to present an idea/activities or programs that may help students
learn during this time, present it using the generic concept paper format. Write your
answer on a whole sheet of paper.
Title of the Project:_____________________
I. Project Description
II. Purpose Statement
III. Procedures/Steps in Executing the project
IV. Anticipated budget
V. Contact Information
A
1. What is the importance of knowing how to write a concept paper?
2. What did you realize after learning the different ways on how to write a
concept paper? Explain your answer.
References
Abellanosa, N. M., & Achacoso, E. L. (n.d.). English for Academic and Professional
Purposes: Alternative Delivey Mode. Department of Education – Region X –
Northern Mindanao.
Cruz, R. B., Laurel, M., & Lucero, Adelaida. (2016). English for academic and
professional purposes learners material. Quezon City: Sunshine Interlinks
Publishing House.
Ferreras, V. (2020, February 20). First esport college degree in the philippines now in
the works. Retrieved August 15, 2020, from
https://cnnphilippines.com/sports/2020/2/21/First-e-sports-college-program-in-
the-Philippines-.html?fbclid=lwAR2
Lo, R. (2007, November 7). The story behind hapag ng pag asa. Retrieved August 15,
2020, from https://www.philstar.com/entertainment/2007/11/02/25035/story-
behind-hapag-ng-pagasa
Orellana, F. (2018, August 18). Pup grads are employers' top pick for new hires .
Inquirer. Retrieved August 17 2020, from
https://newsinfo.inquirer.net/983233/pup-grads-are-employers-top-pick-for-new-
hires-pup-jobstreet-employability-graduates-state-university
Plata, S. M., Mirador, J. F., Parina, J. M., Dayg, D. T., Chua, H. C., & Castillo, C. M.
(2012). Thinking and writing research . Binan: Trailblazer Publications.
Plata, S. M., Montenegro, M. B., Ranosa-Madrunio, M. B., Valdez, P. N., Gabriel, C.
D., Calero, C. D., . . . de Guzman , A. G. (2012). Research process and product
workbook. Binan: Trailblazer Publication.
Saqueton , G., & Uychoco , M. T. (2016). English for academic and professional
purposes. Manila : Rex Book Store Inc.
Seyer, Y. (2018, August 10). Retrieved August 15, 2020, from https:
eappydaily.wordpress.com:
https://eappdaily.wordpress.com/2018/09/17/lesson-1-academic-writing/
Srivastava, A. (2017, February 6). Inspirational stories of overcoming criticism and
achieving success. Retrieved August 17, 2020 , from
http://anubhavsrivastava.com/2017/02/06/inspirational-stories-of-overcoming-
criticism-and-achieving-success-2/
The packet of cookies - a story about controlling our emotions. (2010, June 22).
Retrieved August 16, 2020, from
https://betterlifecoachingblog.com/2010/06/22/the-packet-of-cookies/
Tips for student success: how to write a critique. (n.d.). Retrieved August 14 2020, from
http://brocku.ca/sdc/learning/studywrite/critique.html
Torcato, C. (2008, September 17). www.saching.com. Retrieved August 15, 2020
Valdez , P. (2016). English for the globalized classroom series: english for academic
and professional purposes . Quezon City : Phoenix Publishing House Inc.
www.beaconglearningcenter.com. (n.d.). Retrieved August 15, 2020, from
http://www.beaconlearningcenter.com/documents/726_01.pdf
www.home.olemiss.edu. (2020, August 16). Retrieved from
http://home.olemiss.edu/~egjbp/spring97/litcrit.html
www.kami.com.ph. (n.d.). Retrieved August 17, 2020, from https://kami.com.ph/84093-
concept-paper-write-a-comprehensive-guide-2020.html

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Department of Education

Region IV-A - CALABARZON

ENGLISH FOR ACADEMIC AND PROFESSIONAL

Module Development Team

Writer: Jan Michael P. de Asis

Department of Education│R4A│Division of Calamba City

After going through this module, you are expected to:

Learning Task 1: Answer the questions below as honestly as possible.

2. What language do you use at school? Do you find it convenient to use?

Another lesson we learned is this: democracy in its turn does not

Philippine Scouts from Calamba City Council gathered for this

The study is an attempt to show how one can improve vocabulary in

Text A Text B Text C Text D

What is Academic Writing?

ACADEMIC WRITING NON – ACADEMIC

What are examples of Academic Writing?

Who you are as the

Who are you

What are the different Academic Writing Conventions?

b. ACADEMIC WRITING IS IMPERSONAL – this refers to wording and expression

c. ACADEMIC WRITING IS STRUCTURED – this refers to certain structural

Repeat implement observe require return

1. These leg exercises can easily be incorporated into the patient’s

Learning Task 7: Rewrite the following sentences by replacing the

2. Being a mother is a 24/7 job.

3. The contractor was unable to give the committee a ballpark figure of

4. The congressional committee’s recommendations need to be carried

Learning Task 7: Rewrite the following sentence to avoid the use of

1. The Philippines is not a good country because of the increasing number of

2. You are responsible for yourself not to catch the virus.

5. We have been defeated by the virus because of our lack of discipline.

What’s on your mind

The rubrics below will be the basis of your score.

MECHANICS AND Written Written answers Written answers Written answers

1. What is academic writing? Cite examples.

3. What makes an academic text? Elaborate your answer.

4. What is the importance of writing academic text in your chosen track

Text E The increase in the number of Covid 19 cases can be prevented by

Description Cause and Effect Comparison and Contrast

1. Follows a certain procedures

1. What is text structure? Cite examples.

SELF AUDIT CHECKLIST FOR SUMMARIZING

4.I include only the key

9.I cite sources.

10.I eliminate redundant

LEVEL OF: 28 – 30 DISTINGUISHED 19 – 21 PROFICIENT

1. The story is about a boy who had a

2. What does his father gave him to control his temper?

5. The last sentence of the story means that____________________

SUMMARIZING GRAPHICAL ORGANIZER

Summary of Bad Temper

Somebody Wanted Something But

What are the things that we must remember when summarizing?

1. Sean copied everything from the book.

First esports college degree in the Philippines now in the works

1. What is summarizing? Cite examples where this can be used.

2. What other skills do you think should be developed when summarizing?

In this lesson, the learner will state the thesis statement of an

After going through this lesson, you are expected to:

Example: 7 D A W = The answer is 7 DAYS A WEEK

What is a thesis statement?

What are the characteristics of a thesis statement?

2. Deductive- the opposite of induction; this writing method starts from