J. P. Rizal ST., San Vicente East, Calapan City

J. P. Rizal St.
, San Vicente East, Calapan City

Telefax No. (043) 288 – 8811 www.jjleidocalapan.com.ph
Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

J. P. Rizal St., San Vicente East, Calapan City
MODULE 1: Language Used in Academic Texts from Various Disciplines
A. Most Essential Learning Competency / Code: Differentiates language used in academic texts from
various disciplines
Sub-competencies:
 Be familiar and identify the language that particular discipline uses in academic writing;
 Identify the nature and features of academic text
 Classify the purpose, audience, language, and style of academic writing.
B. Key Concepts:
 Jargons are expressions, language or special set of vocabulary used by a certain profession or
occupation.
 Academic language represents the language demands of school (academics). Academic language
includes language used in textbooks, in classrooms, on tests, and in each discipline. It is different
in vocabulary and structure from the everyday spoken English of social interactions. Each type of
communication (both academic and social) has its purpose, and neither is superior to the other.
 Academic vocabulary is used in all academic disciplines to teach about the content of the
discipline.
 An academic text is a product of communication or piece of language used for academic purposes
or in relation to academic courses or subjects. It is defined as critical, objective, specialized texts
written by experts or professionals in a given field using formal language.
 These are the features of academic text:
Formal or Informal – A text used for academic and professional purposes make use of a formal
rather than informal language.
Explicit or Implicit – A text is explicit or observable, clear and precise facts or objects rather than
implicit, unclear and unspecified facts.
Simple or Complex – A text used is simplified to be able to reach or connect its target audience or
readers.
Objective or Subjective – A text uses behavioral objectives that could be seen and touched by the
senses. Text with subjective or unclear purposes could be used in other purposes rather than for
the purpose of producing an academic text.
Specific or Holistic – An academic text could be written using either of the two approaches, parts
to whole approach (specific) or whole to parts approach (holistic).
 Academic structure also includes the established ways of organizing writing (which can affect
how one reads) in a discipline. Different genres, paragraph/sentence structure, level of text
difficulty, purpose, intended audience, overall organization, and knowledge of outside resources
for the text all affect how one writes and reads in that discipline. In determining the language used
in academic text from various discipline, be reminded of the following:
 Academic writing is clear, concise, focused, structured and backed up by evidence. Its purpose is
to aid the readers understanding. It has a formal tone and style, but it is not complex and does not
require the use of long sentences and complicated vocabulary. It has also clear sense of audience
and genre and it follows style, grammar and mechanics.

C. Activities
1. Perfect Match!!!
Directions: Match the kind of jargons being described in Column A with Column B. Write only the letter
of the correct answers on the space provided before each number.
A. MEANINGS B. KINDS OF
JARGONS
___1. terms used in the field of law a. Motherese

___2. terms used in the field of medicine b. Diplomatese
___3. terms used in the field of newspapering c. Computerese
___4. terms used in the field of commerce and industry d. Medicalese
___5. terms used in the field of science and technology e. Legalese
___6. terms used in the field of foreign service f. Mercantilese
___7. terms used in the field of education g. Technicalese
___8. terms used in parenting h. Telegraphese
___9. terms used in texting i. Teacherese
___10. terms used in information technology j. Journalese
2. Jargon Pool
Directions: Categorize the kind of jargons used in the word pool using the given table below.
COVID19 IMMIGRATION CYBERCRIME

COMPLAINANT DISTANCE LEARNING HTTP
BANNER TEMPER TANTRUMS BREAST-FEEDING
EXPENDITURE TXTMSG MODULAR
SOLAR ENERGY DATABASE DEPORTEE
COURTESY CALL CENTRIFUGAL FORCE OSTEOPOROSIS
CLASSROOM PERFORMANCE REVENUE PLAINTIFF
BABY TALK HEADLINE EDITORIALIZING
WIFI CRIMINOLOGIST LIABILITIES
LOVE BUG VASECTOMY BAROMETER
TEACHERESE COMPUTERESE MEDICALESE JOURNALESE LEGALESE
MERCANTILESE TECHNICALESE DIPLOMATESE MOTHERESE TELEGRAPHESE
3. Across Disciplines!
Directions: Language, spoken or written, plays a vital role in daily conversation. Academic language takes
place in professional dealings and varies especially when used in various disciplines. Read and analyze the
given short texts or excerpts below to learn about this matter.
Text A
Emmanuel Dapidran “Manny” Pacquiao is the first and only eight – division world champion,
in which he has won ten world titles, as well as the first to win the lineal championship in five different
weight classes. According to Forbes, he was the second highest paid athlete in the world as of
2015.

Text B
An endangered species is a population of organisms which is at risk of becoming extinct because it
is either few in numbers, or threatened by changing environmental or predation parameters. The International
Union of Nature (IUCN) has calculated the percentage of endangered species.
Many nations have laws offering protection to conservation of reliant species: for example, forbidding
hunting, restricting land development or creating preserves.
Only a few of the many species at risk of extinction actually make it to the lists and obtain legal
protection like Pandas. Many more species have become extinct, without gaining public notice.
Text C
Established in April 2004, JOYCE RENHOLD started as a single proprietorship offering a variety of
cleaning services at reasonable rates. The cleaning company was a brainchild of the owner who realized the
necessity of serving people by rendering cleaning services after she had gained a year of experience in Norway
serving a variety of customers in hospitals, offices, schools, private homes, and similar settings.
Accomplish the guide questions by filling up the table below. (Use separate sheet/bond paper)
GUIDE QUESTIONS TEXT A TEXT B TEXT C

1. In what particular discipline each text you read belongs?
2. How are the insights in the text presented?

3. How do the underline terms in the text being used?
4. How do the underline terms being used in the other
disciplines?
4. Read More, Learn More!

Directions: Read and evaluate these four texts and answer the following questions after reading them.
a. In your opinion, which of the texts is an academic text?
b. Why did you consider it/them an academic text?
TEXT A
August 16, 2021
HON. JUAN DELA CRUZ

Barangay Captain
Bagong Pag-asa, Hermoso City
Hon. Dela Cruz:
As per guidelines of Mayor Leon Samontanes regarding community pantries:
Coordination with Barangay. A person or group intending to operate a community pantry is strongly
encouraged to give written notice and coordinate with the barangay where the pantry is located. The notice
should indicate a responsible person who shall be accountable for the pantry, and who is preferably a
resident of the Barangay concerned.
LOCATION: Mandigma St. Barangay Pag-asa, Hermoso City

CONTACT PERSON: Crisostomo R. Ibarra

The City wholeheartedly supports such endeavors as they promote the spirit of Bayanihan and help ease the
economic difficulties related to the pandemic. Further, community pantries may be deemed humanitarian activities
providing essential goods, which are allowed under IATF and City quarantine guidelines.
We are practicing the following safety protocols:

1. Contact Tracing List
2. Temperature taking
3. Use of DOH approved 70% isopropyl alcohol
4. Use of FDA approved facemasks, face shields and latex/nitrile gloves
5. Social distancing by placing markers 1 meter apart
We applaud and are thankful for the help that we have received form Barangay Pag-asa Police and Task Force
Disiplina.
Best regards,
CRISOSTOMO R. IBARRA
Community Pantry Focal Person
TEXT B
Shelby Baptist nurse shares personal experience with COVID-19
Chasity Maxie - July 09, 2020
ALABASTER, Ala. (WBRC) - We’ve all been impacted by the Novel Coronavirus Pandemic in some
way. Many of us know someone who has suffered from the virus or has dealt with it directly. A nurse at Shelby
Baptist Hospital in Alabaster, shared her experience with all sides of the virus.
“It was scary. Personally, I didn’t want to risk bringing it home to my family,” Laura Huesman.
Huesman has small children at home, a husband and elderly parents, so she does everything she can to
keep them safe.
“My dad ended up contracting COVID-19, even though I stayed away to prevent giving it to him, he got
it anyway, and then he passed away,” Huesman said.
She and 11 of her family members have all had COVID-19.
They range in age from three to 79-years-old, including her stepmother, who has been on a ventilator for
five weeks.
“Several family members were asymptomatic, didn’t have any symptoms at all. Mine were mild. I had a
mild cough, mostly like sinus pressure and congestion. I was very tired and not a lot of energy. I had a couple
family members who compared it to the flu. They had high fever, fatigue. And then two of my family members,
one has diabetes and one has asthma, and they both got pretty sick,” Huesman explained.
Huesman said the mental and emotional drain caused by this virus has changed the way she thinks about
it.
“I will say…in the beginning, I probably didn’t take it as seriously as I should. Is this just going to be
another flu? Or…what is the importance of wearing a mask, especially out in public. I see the severity of it, and
how important it is to protect yourself and protect those around you. So many people don’t want to wear their
masks, and they say I don’t have to, you’re infringing on my rights, anything like that, and you know…it’s not
always about you. It’s about everyone,” Huesman said.
Huesman advised people to treat wearing a mask and following the other recommended guidelines, like
wearing a seatbelt.
She said it’s the law to wear a seatbelt, and people don’t complain about it.
Meanwhile, Huesman said she doesn’t feel like she’s had time to process everything she’s been through
during this pandemic, but she said she’s trying to move forward, and is focusing on the victories, not the losses.
SOURCE: https://www.msn.com/en-us/health/medical/shelby-baptist-nurse-shares-personal-experience-with-
covid-19/ar-BB16y6n4

Text C
4 Effective Learning Models for Students
Each student is different, and when it comes to learning styles, the ones that prove the most effective
depend on who is being taught. One of the ways in which teachers can maximize the effectiveness of their time in
the classroom is to rotate the types of instruction that they’re using, making sure that there is a mix of strategies
that might work well for different students.
By combining a few different types of activities, teachers make the classroom a dynamic place to learn and keep
their students engaged with the material.
Students often thrive when given the opportunity to create something on their own. Research shows the
more active a brain is in different areas, the greater chance for retention. Author Judy Dodge explains in a
Scholastic article, “If you’re only listening, you’re only activating one part of the brain. But if you’re drawing and
explaining to a peer, then you’re making connections in the brain.”
Hands-on activities are traditionally used in arts and science courses, but virtually any subject matter can
have hands-on learning. For example, an English class could use the same approach by having students assemble
portfolios of their writing in booklets for presentation or having students create dioramas depicting scenes in books
they’ve read. These types of projects can be more meaningful and engaging to students than traditional exams,
and encourage more creative, independent thinking.
With collaborative projects, students get the chance to work with one another toward a common goal.
These exercises are valuable in their capability to teach students about the values of cooperation and working with
others who might be different from themselves. Pairing students with different skill sets can be a great way that
while not everyone shares the same talents, everyone can contribute to the project meaningfully in their own way.
Collaboration encourages students to engage in productive dialogue and it can provide an opportunity to
foster debate. Deciding between different approaches to satisfy project requirements can help develop students’
executive decision-making capabilities and their ability to listen to others’ opinions and suggestions.
Giving students the chance to apply the classroom lessons to a practical application can be an exciting and
rewarding experience. By showing them the direct benefits of their new knowledge, the teacher is helping to
cement the notion that students’ studies are tangibly productive and worthy of their time and effort. Activities like
field trips in the local area are a great example of how experiential learning can be incorporated in your lesson
plans for the year.
Additionally, having participative activities within the classroom and direct instruction as the homework
is an excellent way to engage students with the material.
While most of teachers think of direct instruction when they think of the traditional classroom structure,
its effectiveness has not diminished over time. Done properly, direct instruction helps students know the why
behind the activities they’re doing.
When introducing a new lesson, it’s important to emphasize the broader concepts as a whole to ensure
comprehension, rather than individual facts, as these can distract from the overall message. Direct instruction also
helps to establish order in the classroom and minimize distractions and disruptions.
While these four methods of instruction are by no means the only ways to teach a class, engaging your students
with a rotation of these strategies can help keep the classroom a lively and dynamic environment for learning.
SOURCE: https://resilienteducator.com/classroom-resources/effective-learning-models-students/

Text D
SOURCE: http://www.congress.gov.ph/legisdocs/first_18/CR00340.pdf

5. Finding the Common Denominator!

Directions: After answering the two initial questions, list down the similarities and differences and
try to infer what distinguishes an academic text from other texts by filling out this table below. (Answer
this in a separate sheet or bond paper.)
Text A Text B Text C Text D

What is the text about?
What is the writer’s goal in writing the text?
Who is the target reader of the text?
What is the point of view used in the text?
How much does the writer know of the subject?
How did the writer organize the text?
Did the writer write in a formal or informal manner?
How did the writer choose the words and organize the
sentences? Was the language formal, informal or casual?
6. Push a Pen
Directions: Now, it’s about time for you to use your knowledge about language used in academic texts.
In the space provided, write a two-paragraph text on the topic that interests you. Please be guided by the
criteria for scoring.
Criteria for Scoring:

Relevance of Content……….….10 pts
Organization.…….……………...5pts.
Mechanics………….…………...5pts.
. Total……………………20pts
7. Understanding Your Discipline

Directions: Create a flyer that contains language used in your discipline and its meaning. Please be
guided by the criteria for evaluation.
Criteria for Evaluation

Informative Content 10 pts.
Organization 5 pts.
Creativity 5 pts.
Total 20 pts.

D. Closure
Directions: Now, let us sum up what you have learned from our lesson by completing the given phrases below.
(5points each)
1. Language is
2. Academic text is
3. Language in different discipline means
4. Academic writing is different from other types of writing in terms of
E. Reflection: PMI Your Journey

Directions: Evaluate your learning journey of the lesson. Using PMI (Plus, Minus, Interesting) strategy,
provide the good, negative and interesting points of your learning journey in an appropriate space in the
graphic organizer below.
Language Used in Academic Texts from Various Disciplines
PLUS MINUS
INTERESTING

MODULE 2: Structures of Academic Texts
A. Most Essential Learning Competency / Code: Uses knowledge of text structure to glean the information
he/she needs (CS_EN11/12A-EAPP-Iac-4)
Sub-competencies:
 Detect transition signals to determine the text structure;
 Identify the text structure used in the academic texts;
 Write essays and/or articles using specific text structure.
B. Key Concepts:
 Academic texts may come in the form of minor grammatical units such as words, phrases,
clauses, and sentences. Moreover, they may come in the form of major grammatical units such
as paragraphs and compositions.
 A paragraph is a set of related sentences having only one idea embodied in a topic sentence. It
consists of a topic sentence and a supporting sentence or sentences. The sentence that contains the
thesis statement or main idea of a paragraph is the topic sentence. The sentence that develops or
supports the thesis or main idea of a paragraph is the supporting sentence.
 Most academic texts exhibit the IBC format that is the Introduction-Body-Conclusion. However,
texts of a technical nature exhibit the ABC format, that is, Abstract-Body-Conclusion.
 As a writing convention, academic texts should be organized in a specific way and should follow
a clear structure. Text structure refers to how the information organized in a composition. This
way, the reader could comprehend better the message being conveyed by the writer. Also, by
following a specific structure, the writer could organize his material appropriate for the level of
the readers.
 Transitions are words or phrases that relate or connect sentences and ideas. The signal words
used by an author can tell a lot about the overall text structure of the passage. By focusing on the
specific transitions used in a passage, readers can quickly determine the text structure.
 The following are the six basic structures that are commonly found in textbooks and/or academic
texts.
o Description - It features a detailed description or sensory details of something to give the
reader a mental picture of a thing, person, place or idea.
o Problem – Solution – It sets up a problem or problems, explains the solution, and then
discusses the effects of the solution.
o Sequence – It gives readers a chronological order of events or a list of steps in a
procedure.
o Comparison-Contrast – It examines the similarities and differences between two or
more people, events, concepts, ideas, etc.
o Cause and Effect – It presents a concept or problem and provides reasons, explanation,
actions and results for such.
o Question - Answer - It starts by posing a question then goes on to answer that question.
 Other text structures are argumentative and report structures. Argumentative structure presents
topic or idea by providing the introduction, background and counterarguments supported both
with supporting evidences and conclusions. Report structure divides its sections into headings
and subheadings such as title page, executive summary, table of contents, introduction, body,
conclusion, and reference list.

C. Activities
1. Star Hunt!
Directions: Pick out the signal words inside the star and classify them accordingly using the table
below:
BECAUSE THEN SIMILARLY

ON THE CONTRARY IN ORDER TO
SO THAT PREVIOUSLY
CONSEQUENTLY
SPECIFICALLY FOR INSTANCE
ACCORDING TO
CAUSE - EFFECT COMPARE - CONTRAST
QUESTION - ANSWER PROBLEM - SOLUTION
SEQUENCE DESCRIPTION
2. Read and Discover!

Directions: Read the text and answer the questions that follow. Write your answers on the space provided.
Coronavirus disease (COVID-19) is an infectious disease caused by a newly discovered coronavirus. The
COVID-19 virus spreads primarily through droplets of saliva or discharge from the nose when an infected person
coughs or sneezes. Thus, most people infected with the COVID-19 virus will experience mild to moderate
respiratory illness and recover without requiring special treatment. Older people, and those with underlying
medical problems like cardiovascular disease, diabetes, chronic respiratory disease, and cancer are more likely to
develop serious illness. At this time, there are no specific vaccines or treatments for COVID-19. However, there
are many ongoing clinical trials evaluating potential treatments. (World Health Organization)

a. What does the author want to convey to the readers?

________________________________________________________________________________
b. What is the structure used in the text?
___________________________________________________________________
c. Why do you think so? How does the author present his ideas?
________________________________________________________________________________
d. What are the signal words used in the text?
________________________________________________________________________________
e. How do the signal words help in organizing the author’s ideas?
________________________________________________________________________________
3. Figure it out!
Directions: Read the passages below. Circle the signal words used and determine the text structure
applied in the text. On a sheet of paper, answer the questions that follow and put the information from
each passage in an appropriate graphic organizer. Feel free to make changes of the graphic organizer
if necessary.
Passage 1
In the new normal, what are the DepED learning delivery modalities for this school year? School can
adopt may be one or a combination of modalities depending on the COVID19 restrictions and the particular context
of the learners in the school or locality. First, the traditional face-to-face learning is a modality where the students
and the teacher are both physically present in the classroom, and there are opportunities for active engagement,
immediate feedback, and socio-emotional development of learners. Second is the distance learning where learning
takes place between the teacher and the learners who are geographically remote from each other during instruction.
Then, the blended learning is a modality where face-to-face is combined with any or a mix of online distance
learning, modular distance learning, and TV/Radio-based instruction.
Passage 2
Drug addiction is one of the biggest problems that the Philippines is facing today. It is estimated that there
are 3 million drug addicts in the country. It is believed that the proliferation of this problem that has reached
epidemic proportion can be attributed to a number of politician and law enforcement high ranking officials that
protect this multi-billion business. President Duterte is out there waging war, fighting tooth and nail against this
problem. Because of this, a number of lives have been lost if not sacrificed because of the government’s all-out
war against this evil in the society.
Passage 3
I have noticed that a lot of people are confused about mobile data and Wi-fi. Some people think that
they’re the same thing. Both mobile data and Wi-fi allow you to connect to the internet. However, there are some
important differences between them. Mobile data is provided by the mobile phone company. Whereas, Wi-fi is
comes through cable or phone lines. Mobile data gives you internet access anywhere that your phone can get a
signal. But, you can only get Wi-fi access when you are near a router. Customers are usually given a nearly
unlimited amount of Wi-fi data, like an all-you-can-eat buffet. On the other hand, mobile data is often sold in
limited portions, like an expensive restaurant. It is important to know which you are using so that you aren’t
charged additional fees for going over your mobile data plan limits.
Passage 4
Because of the advent of technology and the popularity of social media, it is easy to grab video from any
social media site like YouTube. To do so, first, one should install ClipGrab, then, copy the video link, select
download format and quality and finally, grab the selected clip.

Passage 5
Nothing like this man had ever been seen on Privet Drive. He was tall, thin, and very old, judging by the
silver of his hair and beard, which were both long ago enough to look spectacles and his nose was very long and
crooked, as though it had been broken at least twice. This man’s name was Albus Dumbledore. (J. K. Rowling)
Passage 6
In the Philippines, it is the brown race that constitutes the majority and the white or mestizo is the minority. It
follows, therefore, that the mean and measure in judging beauty is the Malay skin, hair, eyes, nose, lips, body, and
stance. As a result, film producers and directors consciously build up stars whose dominant features are Malay
like Nora Aunor, Angel Locsin, John Lloyd Cruz and Daniel Padilla.
a. Which passage is cause - effect? Put

information from the passage in the
graphic organizer.
Passage Number: _____
b. Which passage is sequence? Put

graphic organizer.
c. Which passage is problem-solution?

Put information from the passage in
the graphic organizer.

d. Which passage is compare-contrast?

Put information from the passage in the
graphic organizer.
e. Which passage is descriptive? Put

graphic organizer.
f. Which passage is question- answer?

Put information from the passage in
the graphic organizer.
4. Push a Pen!
Directions: In the space provided, write an essay on how you can cope as a student in the NEW
NORMAL because of the COVID – 19 pandemic. Use a specific text structure of your choice and
employ appropriate transitional devices in your article. You may use a separate sheet if necessary.
Please be guided by the criteria for scoring.
Criteria for Scoring:

Appropriate Use of Text Structure………..10 pts.
Mechanics………….…………................... 5 pts.
Creativity and Presentation……….…........ 5 pts.
Total………………………….............……20 pts

5. Let’s Blog!
Directions: Using different text structures, make a video blog or article blog featuring the most
influential persons or important events, places, concepts and ideas in your field of interest.
Option A: If you want to do a video blog, add sub – title in the video to determine the text
structures used. Post your blog in Youtube and send the link of the video to your teacher for
assessment.
Option B: If you prefer to do an article blog, write it in a separate paper and attach it here. Or,
you may submit a copy of article blog to your teacher in any platforms applicable.
6. Closure
Let us sum up the salient points discussed in this activity sheet. So, get ready to figure them out!
Match to know!
Directions: Match the group of words in Column A to their meanings in Column B. Write only the letter
of your choice in the space provided.
Column A Column B
___1. Compare – Contrast a. explains how to do it or how it happens

___2. Cause – Effect b. specifies only the consequences of the action
___3. Sequence c. starts by posing a question then goes on to answer that question
___4. Problem – Solution d. shows what is in common and what is different
___5. Descriptive e. gives the reader a mental picture
___6. Question – Answer f. discusses advantages and disadvantages
g. presents the action and its result
h. suggests appropriate actions to address certain issue

7. Reflection: Complete Me!

Directions: Evaluate your learning journey of the lesson by completing the phrases given below:
What I learned
What I would most like to know is
What I need to do now is

MODULE 3: Summarizing Academic Texts
A. Most Essential Learning Competency / Code: Uses various techniques in summarizing a variety of
academic texts (CS_EN11/12A-EAPP-Iac-4)
Sub-competencies:
o Identify the topic sentence and the main idea of the given paragraph.
o Restate all ideas contained in the original material or academic text.
o Annotate the most important points of the article through underlining or highlighting.
B. Key Concepts:
 Summarizing is writing a condensed or shorter version of the original material; it is simply
putting together all the important ideas contained in the original material.
 Summarizing is getting the main points of the text and writing its gist in one’s own words.
 Procedures in summarizing:
o Read the selected original material carefully.
o Reread the selection.
o Write the summary as a whole unit of composition.
o Do not use too many words.
o Avoid adding own ideas, opinions or judgment of the arguments.
o Follow the order of the original selection.
o After doing the comparison, revise the summary if there is a need for additions and/or
omissions.
o Remember that a good summary is grammatically correct.
 Techniques in Summarizing
o Paraphrasing or restating all ideas contained in the original material
o Grasping the central ideas of the text
o Finding the topic sentence
o Highlighting the most important points of the article
 Characteristics of a Good Summary
o It can be understood without reference to the original.
o It is a faithful reproduction of or contains only the ideas of information of the original.
o It is neutral and objective without any evaluation or comments.
o It is brief without any unnecessary details.
o It is a readable unified whole.
C. Activities
1. Give Me the Gist!
Directions: Think of a movie that you have watched or a book that you have read. Describe it in just
2-3 sentences only using the space provided below.
Title: ___________________________________

In the given activity, answer the following questions:

a. How did you find the given task?
___________________________________________________________________
___________________________________________________________________
b. What specific skill/s did you use to accomplish the activity?
___________________________________________________________________
___________________________________________________________________
2. The Core Value!

Directions: Read the given article carefully. Underline first the topic sentence of each paragraph and
then, write the main idea on the space provided.
a. Social media is one of the best ways to share news nowadays (it may be the only way for
some people), especially if you are trying to alert people of something serious in a very, very
quick manner. Whether it be COVID-19 news from individual states or news on a national
scope, social media gets the message where it needs to go. You’ve seen pretty much
everything in terms of the coronavirus over the last few days to weeks. The number of people
being affected by the illness in states, counties, and specific cities and towns come to mind.
This news has made people aware of how the situation has been constantly deteriorating the
sense of normalcy across the nation. Social media has also educated us about the symptoms
of COVID-19–in turn, perhaps saving lives!
Main Idea:
__________________________________________________________________________
__________________________________________________________________________
b. Safety tips are another ENORMOUS thing spreading through social media. One, in particular,
is the term “social distancing.” According to John Hopkins Medicine, the act of social
distancing involves “deliberately increasing the physical space between people to avoid
spreading illness.” It is also suggested to stay at least six feet away from other people to lessen
your chances of catching COVID-19.
Main Idea:
__________________________________________________________________________
__________________________________________________________________________
c. Maybe the best thing that has happened across a variety of social media platforms is the
number of professional athletes, celebrities, and influencers that have spoken up urging people
to take everything they see about COVID-19 seriously and follow suit. Whether it’s Tom
Hanks who suffered from the illness himself or other high-profile figures quarantining
themselves, people are more inclined to listen when one of these figures speaks out or shares
a message through social media.
Main Idea:
__________________________________________________________________________
__________________________________________________________________________
SOURCE: https://www.business2community.com/social-media/social-medias-role-in-the-
coronavirus-pandemic-02296280

3. In Other Words!
Directions: Match the quotes or statements with their corresponding paraphrased versions. Write only
the letter of the correct answer on the space provided before each number.
QUOTES / STATEMENTS PARAPHRASED VERSIONS

___1. I don’t drink wine. (Dracula) a. Your idea of what looks nice might
be different from mine.
___2. An apple a day keeps the doctor
b. Don’t expect things from your
away.
country. Instead, work on behalf of
___3. I shall return. (McArthur) your country.
___4. Beauty is in the eye of the beholder. c. Don’t tell secrets because someone
(Plato) could get hurt.
d. Be patient and work hard and you
___5. Slow and steady wins the race.
will succeed. Those who take short
(AESOP)
cuts typically don’t do well.
___6. He can’t see the forest for the trees.
e. He is caught up in the details that he
doesn’t understand the situation as a
___7. Do unto others as you would have whole.
them do to you. (Bible, Luke 6:31) f. Treat people like you want to be
___8. If at first, you don’t succeed, try, try treated.
again. (Hickson) g. You should eat healthy food. If you
___9. Ask not what your country can do for do, you’ll probably live a longer
you – Ask what you can do for your and healthier life.
country. (Kennedy) h. Be careful who you associate with
___10. A penny saved is a penny earned. because there may be a bad result.
(Franklin) i. I’ll be back.
j. Save money and the money you
save will serve and reflect on your
good character.
k. I only drink blood.
l. Everybody makes mistakes.
m. If you do something once and don’t
do well, don’t give up. Keep trying.
4. Version 2.0
Directions: Identify whether the paraphrased versions of the original materials are good or bad.
Justify your answer by giving a brief and concise explanation.
ORIGINAL PARAPHRASED GOOD JUSTIFICATION

MATERIAL VERSION / BAD
1. Technology can Governments need to
improve the quality plan carefully for the
of life and future as technology
governments need to can improve the
plan carefully for the quality of life
future (Turnbull, (Turnbull, 2015).
2015).
2. The first Chinese Chinese immigrants to
immigrants to Australia in the mid-
Australia arrived in nineteenth century
1848 as shepherds, initially found
land clearers and employment in the
general farm hands rural sector (Irwin,
(Irwin, 2001, p.8). 2001, p.8).

3. Rapunzel had Rapunzel’s long

beautiful long hair blonde hair was used
that shone like gold. as a rope ladder so she
When she heard the and the witch could
voice of the witch get in and out of the
she would undo the tower (Grimm, 1995).
fastening of the
upper window,
unbind the plaits of
her hair, and let it
down twenty ells
below, and the witch
would climb up by it
(Grimm, 1995).
4. Adverts are a Advertising is an
major part of important feature of
everyday life. daily life.
5. Brazil’s Amazon There is an abundance
jungle is alive with of plant and animal
millions of plant and life in the Amazon
animal species. But rainforest in Brazil.
the jungle is However, it is
shrinking. Loggers decreasing in size due
cut down trees for to loggers who are
wood and paper sawing down trees for
(Better Lesson, wood products (Better
2011). Lesson, 2011).
5. As a Whole!
Directions: Highlight or underline the most important points of the article, then write a one sentence
summary of each paragraph on the lines below.
Bullying: What It is and What To Do About it
1. Bullying means to be mean to another kid again and again. Bullying can take many forms. It can be teasing,
threatening to hurt someone, telling lies about someone, not including others in order to make them feel
bad, or it can be actually yelling at or hitting someone. Bullying can also take place over through text
messages or emails, or by posting rumors on sites like Facebook, passing around embarrassing pictures or
videos.
2. Being bullied makes kids feel different, powerless, unpopular and alone. It can be difficult to stand up for
yourself when you are being bullied. The bully seems more powerful than you are. Being bullied can lead
to feeling sick or having problems at school. It can even lead some kids to want to be a bully themselves.
3. There are a lot of reasons why kids bully other kids. Some want to copy their friends. Some think that
being a bully will make them respected by other kids, or make them popular. Sometimes bullies think that
they are better than their victims, and so they bully other kids to prove it.
4. No matter what the reasons behind it, or what form it takes, bullying is wrong. Bullies use power to hurt
people. Bullies might use physical strength. They might use popularity or being smart. Or they may use
secrets that they know about to hurt other kids. And bullying isn’t just bad for the kid being bullied. It’s
bad for the bully too. Kids who are bullies often grow up to have problems like using alcohol and drugs,
getting into fights and dropping out of school.

5. You may not know what to do it you witness bullying. It may make you feel depressed or worried. You
may not feel safe. These feelings may make you want to join in the bullying, or be silent, so as not to get
bullied yourself. Or maybe the bullying makes you so angry that you stand up to the bully yourself. The
best, and the safest thing to do is always to bring the bullying to the attention of an adult, who will put a
stop to it
SOURCE: http://www.englishworksheetsland.com
Paragraph 1 ___________________________________________________________
Paragraph 2 ___________________________________________________________
Paragraph 3 ___________________________________________________________
Paragraph 4 ___________________________________________________________
Paragraph 5 ___________________________________________________________
6. Sum It Up!
Directions: Apply the strategies in summarizing the given academic texts. Complete the table below.
ORIGINAL TEXT SUMMARY

Whether you are a student, professional, or
writer, using another person’s idea without giving
credit is serious matter. Ideas of other writers are
like original inventions, they are considered
intellectual property, and are protected by
copyright laws. Almost all forms of expression fall
under copyright protection as long as they are
recorded in some way such as a book, newspaper,
magazine or simply a computer file. In other
words, if you turn in someone else’s work as your
own, copy words or ideas from someone without
acknowledging the source, fail to put quotation in
quotation marks, give incorrect information about
the source of quotation and copy the major ideas
of the source to make up your own work are dead
giveaways that you are committing the crime.
Plagiarism can be avoided if you acknowledge
certain materials borrowed and provide the readers
with the information about the source.
7. Closure
Let us sum up the salient points discussed in this activity sheet. State and briefly explain the
different techniques in summarizing a variety of academic texts.
8. Reflection: Complete Me!

What I learned

MODULE 4: Thesis Statement of an Academic Text and Outlining
A. Most Essential Learning Competencies/ Code:

1. States the thesis statement of an academic text.
Sub-competencies:
 Identify the basic elements and different features of a good thesis statement.
 Recognize the thesis statement in the given written academic text.
 Construct a good and clear thesis statement
2. Outlines reading texts in various disciplines
Sub-competencies:
 Classify the different types of outlines.
 Differentiate alphanumeric and decimal systems of outlining
 Write an outline employing the guidelines in the chosen type and system.
B. Key Concepts:
 A thesis statement is one or two sentences, usually placed at the end of your introduction that
describes the main focus of your essay. A thesis statement is essential for an academic essay. In
the writing process, it is the main organizing idea for your essay that helps to keep you focused
and on topic. For your readers, it serves as a ‘roadmap’ for where you are going to take them with
your essay. A thesis statement that contains subpoints also helps a reader know how the essay will
be organized.
Let’s see this example:
When I was young, I always knew that I wanted to finish my studies and
do a job that is of my interest. When playing, I would often imagine myself
wearing a white and / or black graduation gown and pretend to be delivering a
very heartbreaking speech, dedicated to my alma mater, parents, friends, and
teachers. As I grow older, my desire to graduate with flying colors and be in a
workplace where I want to be becomes clearer. As I look back on my reasons
for becoming successful one day, there are three reasons that stand out. They
are: my love for studying, my innate interest in learning new things, and my
desire to provide for my family.
The thesis statement Subpoints in the thesis or nearby

contains the main idea help the reader know how the
that controls the content of essay will be organized.
the essay.
 From the example above, the key features of a thesis statement are the following:
 It states the main idea of the essay in complete sentence, not question.
 It is usually end of the introductory paragraph.
 It states an opinion or attitude of the writer on a topic.
 It often lists subtopics.
 It does not directly announce the main topic of the whole essay.
 Writing a good thesis statement has the following important elements:
1. Topic (What is the topic you are talking about?)
2. Claim (What do you believe about the topic?)
3. Reason (What are the main reasons (usually 3) you can support your claim? This will
basically outline the body paragraphs of your essay.)

Example A:
Cellphone use while driving should be banned, for it creates an

(Topic) (Stand/ Claim)
unsafe environment not only for drivers using them but also for other people
(Reasons)
in nearby vehicles.
 Before you write your thesis, decide what you plan to argue and determine 3 DIFFERENT &
GENERAL ways in which you can prove your opinion.
EXAMPLE:
Writing Prompt: Educators often discuss whether high school sports have a positive
influence on students. Some educators think high school sports do have a positive
influence because the lessons learned from athletic competition add to the lessons
learned in the classroom. Other educators think high school sports do not have a
positive influence because the emphasis on sports often overshadows student
achievement in other areas. In your opinion, do high school sports have a positive
influence on students?
Topic: Sports offered in high school
Claim: They have a positive influence
Reasons:
-Teach social skills
-Teach time-management
-Provide exercise and teach benefits of hard work
Thesis: High school sports unquestionably have a positive influence on high school
students because they teach social skills, reinforce time-management skills, provide
exercise and show the benefits of hard work.
 Writing is a process consisting of three stages- pre-writing, writing, and post-writing. One of the
steps in the pre-writing stage is organization of ideas or OUTLINING. This happens when a
writer lists down all ideas relevant to the topic, sorts them all into major and minor ones, and
organizes the ideas.
 There are two systems of outlining: ALPHANUMERIC (number-letter) system which makes use
of Roman and Hindu- Arabic numbers as well as uppercase and lowercase letter; and DECIMAL
system, which makes use of symbols that look like decimal numbers.
ALPHANUMERIC
I.
A.
1.
a.
(1)
(a)
(b)
(2)
b.
2.
B.
II.

DECIMAL
1.
1.1
1.1.1
1.1.1.1
1.1.1.1.1
1.1.1.1.1.1
1.1.1.1.1.2
1.1.1.1.2
1.1.1.2
1.1.2
1.2
2.
 Types of Outlines- these three types of outline differ based on the structures used as entries:
a. Topic outlines- have words and phrases as entries
b. Sentence outlines- have sentences as entries
c. Paragraph outlines- have sentences as entries, and have topic sentences containing the main
ideas of the paragraphs in the composition
 Example of Topic Outline:

I. Fiction
A. Spy Stories
B. Historical Novels
C. Love Stories
II. Non-fiction
A. Biographies
1. Great Inventors
2. Military Heroes
B. Science and Space Explorations
 Example of Sentence Outline:

I. Alcohol and drug abuse is high and getting higher.
1. The cost of DUIs can be enormous
2. Alcohol costs are always rising because of rising production cost as well as state and
local taxes.
II. The cost of drug abuse can be high.
1. Even the arrest for the possession of a minute amount of drugs can result in high bail
and court cost
2. The cost of drugs fluctuates drastically according to the type of drug, its availability,
and the amount.

C. Activities
1. Think about it!
Directions: Using 3-5 sentences, think about the idea that the illustration below wants to convey.
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
2. Classify Me!
Directions: For each of the following thesis statements, identify the topic, the opinion or stand/
claim, and if applicable, the supporting evidence or reasons.
1. Violent video games should be made illegal, for it might incite some people to commit violent
acts.
2. An after-school job can be harmful to teenagers as working not only reduces opportunities for
social and recreational time but also takes valuable time away from schoolwork.
3. Marijuana should be legalized since legalization would eliminate the black market for that drug.
4. Welfare benefits for single mothers should not be eliminated, for the benefits are needed to prevent
hunger and poverty among our country’s most helpless citizens—our children.
5. The problem of pollution in major cities can be alleviated by limiting the number of cars allowed
to drive on city streets and creating more efficient public transportations system.
ITEM TOPIC STAND/ CLAIM SUPPORTING EVIDENCE

1
2
3
4
5
3. Write Your Own!

Directions: Complete the T-chart below in order for you to come up with an effective thesis statement
for the following prompt.
Writing Prompt: Should Department of Education have imposed academic freeze?
TOPIC CLAIM REASONS
THESIS STATEMENT

4. Where Do I Belong?
Directions: Read the list of words or phrases below. Decide which two name general categories,
then put the rest of the words or phrases in the correct category.
read a book ride a bike climb a tree

outdoor activities indoor activities play baseball
play cards bake cookies
swim build a model
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
___________________________ ____________________________
5. Put me in Order!
Directions: Create a sentence outline on a topic of your own choosing. Select a topic you are interested
in and knowledgeable about. Write a thesis statement for that topic. Provide your three main ideas in
complete sentence and fill in the supporting details. Use the outlining template below in doing the
activity. (Given are sample topics: bullying, organ donors, television, education, smoking, academic
freeze, COVID19, etc. You may use your own.)
THESIS:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________
Main Idea (# ):
_____________________________________________________________________________
___________________________________________________
Support: *
*
*
Main Idea (# ):
_____________________________________________________________________________
___________________________________________________
Support: *
*
*
Main Idea (# ):
_____________________________________________________________________________
___________________________________________________
Support: *
*
*

D. Closure
Wrap up what you have learned from this worksheet. Describe the role of a thesis statement in
writing, and state and briefly explain the different ways in outlining various texts.
E. Reflection: Complete Me!

What I learned

J. P. Rizal ST., San Vicente East, Calapan City

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

J. P. Rizal ST., San Vicente East, Calapan City

Uploaded by

Copyright:

Available Formats

J. P. Rizal St.

, San Vicente East, Calapan City

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

MODULE 1: Language Used in Academic Texts from Various Disciplines

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

___1. terms used in the field of law a. Motherese

COVID19 IMMIGRATION CYBERCRIME

TEACHERESE COMPUTERESE MEDICALESE JOURNALESE LEGALESE

MERCANTILESE TECHNICALESE DIPLOMATESE MOTHERESE TELEGRAPHESE

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

GUIDE QUESTIONS TEXT A TEXT B TEXT C

2. How are the insights in the text presented?

4. Read More, Learn More!

August 16, 2021

HON. JUAN DELA CRUZ

Hon. Dela Cruz:

As per guidelines of Mayor Leon Samontanes regarding community pantries:

LOCATION: Mandigma St. Barangay Pag-asa, Hermoso City

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

We are practicing the following safety protocols:

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

4 Effective Learning Models for Students

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

5. Finding the Common Denominator!

Text A Text B Text C Text D

Criteria for Scoring:

7. Understanding Your Discipline

Criteria for Evaluation

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

3. Language in different discipline means

4. Academic writing is different from other types of writing in terms of

E. Reflection: PMI Your Journey

Language Used in Academic Texts from Various Disciplines

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

MODULE 2: Structures of Academic Texts

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

BECAUSE THEN SIMILARLY

CAUSE - EFFECT COMPARE - CONTRAST

QUESTION - ANSWER PROBLEM - SOLUTION

2. Read and Discover!

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

a. What does the author want to convey to the readers?

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

a. Which passage is cause - effect? Put

Passage Number: _____

b. Which passage is sequence? Put

Passage Number: _____

c. Which passage is problem-solution?

Passage Number: _____

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

d. Which passage is compare-contrast?

e. Which passage is descriptive? Put

Passage Number: _____

f. Which passage is question- answer?

Passage Number: _____

Please be guided by the criteria for scoring.

Criteria for Scoring:

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

___1. Compare – Contrast a. explains how to do it or how it happens

Supplementary Learning Materials ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

7. Reflection: Complete Me!

What I would most like to know is