RWS Module 2

LESSON 3: Creating Writing Outlines
WEEK 1
PAMPER YOUR SOUL WITH GOD’S WORD
DEVOTIONAL READING
Strength in Unity
I appeal to you, brothers and sisters, in the name of our Lord Jesus Christ, that all of you agree with one
another in what you say and that there be no divisions among you, but that you be perfectly united in mind
and thought. 1 Corinthians 1:10
Once an old man was very ill and lay dying in his bed. He had four sons who were always fighting
with each other. He always worried about them and wanted to teach them a lesson and so asked his sons
to visit him. When they came, the old man gave them a bundle of sticks and said, “Can you break these
sticks?”
The first son tried to break the bundle but nothing happened. He tried very hard and finally gave
up. Then it was the turn of the second son to try his luck. He though it would be an easy task and picked
up the sticks easily. He tried his best to break the sticks but nothing happened. Then, the third son tried to
break the bundle of sticks, but he couldn’t do anything either.
Meanwhile, the youngest son jeered at his brothers and thought they were very incompetent. He
thought he was very clever and took one stick at a time and easily broke all of them.
The old father then smiled at his sons and said, “Children, do you understand what happened? It
is always easy to break the sticks one by one. But when they are bundled together, none of you could
break them. In the same way, you four brothers should always be together. No one will be able to hurt
you then.” The four brothers realized what their father was trying to teach them and decided to forget
their enmity against each other. They learned that unity is strength.
From that day onwards, they never fought with each other and lived together in peace and
harmony.
Source: https://shortstoriesshort.com/story/unity-is-strength/
ACQUAINT YOURSELF WITH THE BASICS (EXPLORE)
INTRODUCTION
Once you have generated ideas for your essay, the next step is organizing those ideas. But why do
you need to think about the organization of your paper? No matter how original or compelling your ideas
are, they will not be appreciated by the reader if these ideas are not organized properly. Readers
appreciate it when they can see the relationship of one part of the text to the next. As a writer, you should
| 1
strive to achieve coherence in your writing. One of the most common ways you can achieve this is by
using an outline.
MOTIVATION
ACTIVITY 1
Directions: The word “outline” can be intimidating, especially to students. But if you
know that a writer uses an outline for an essay the way an architect uses a blue print for
a building, then you will have an easier time understanding its purpose in the writing
process.
To better familiarize you with the concept of an outline, can you think of other things you can compare an
outline’s purpose to, like in the case of the architect’s blueprint? Write your answers beside the lines in the
image.
OUTLINE
POSSESS YOURSELF WITH KNOWLEDGE (FIRM UP)
LESSON DISCUSSION
Defining an Outline
An outline is a summary that gives the essential features of a text. It shows how the parts of a
text are related to one another as parts that are of equal importance, or sections that are subordinate to a
main idea.
There are two kinds of outlines: the reading outline and writing outline. A reading outline is
used to get the main ideas of a text that is already written. It helps you understand the text’s structure
more critically because you will have to find the text’s thesis statement and support. You will better
understand how a writer connects and sequences the information in the reading.
Meanwhile, a writing outline is a skeletal version of your essay. It is used as a guide to organize
your ideas. It is usually done before you write the first draft of your essay. This lesson will discuss more on
the writing outline in preparation for writing your essay.
Creating a Writing Outline
It is one thing to use an outline to better understand a finished piece of writing by another
person, but have you ever thought of using one to better understand and write your own essay? Do you
shiver and cringe at the thought of outlining? Do not worry; you are not the only student who dislikes
doing it. The thought of planning your own draft is not all that inviting to many. They would rather rough
it in the writing, and then fix everything in the end.
| 2
But what if you get lost in the middle of writing? Without a proper guide, it is possible that you
may never reach the end of your first draft. All that lost time and effort will only get you burning with
frustration.
When you learn how to create a writing outline, you will understand how outlines can direct
drafts, making writing much easier and more manageable. You will also love that feeling of seeing your
ideas flow smoothly from point to point, and better appreciate your thesis when it looks cleaner and more
coherent as a whole.
A writing outline, again, is basically a skeletal overview of your draft, which contains your
fundamental points and the different ideas that support them. In its use, an outline works like a map:
it shows you were each of your ideas is placed in your writing; how all of them fit together; and how each
leads to the central idea of your writing. It also determines the boundaries of your draft; how much of
your subject you will need to cover without lacking or exceeding in details.
When, in the process of writing, should an outline be written? Most teachers would recommend
you to create an outline before you write the first draft. By using an outline you can sort out all your ideas
before you write them down. It will tell you which ideas should come first; which ones are major; which
ones are weak and need more clarification or evidence; and which ones should be taken out altogether. It
is important to have an outline early on because it will steer clear your draft in the right direction as you
go writing. It will save you time from problems in content organization and revision, as it already
minimizes these before you even start writing your draft.
Though it does not mean that you cannot outline in the middle or at the end of your draft. Some
writers outline in the middle of the draft to see where they have gone so far, and where they could still go.
Some outline at the end of the draft to find out what they have discovered while writing, and how they
structured their discussion on the subject matter. It all depends on your writing style, on when you think
the outline will be useful to you. You can try outlining at different stages of writing your essay, and see
what works best for you.
Should the outline be strictly followed all throughout the writing process? Not necessarily. Some
writers make outlines to get their minds working and their ideas out there; once they actually get on
writing, they will no longer refer to their outlines. Just understand that an outline is a writing aid that will
show you how to present your points from start to end, but it should not dictate the form or style you
want to use in your writing. The helpfulness of an outline will be up to you.
Below are the parts of a formal outline. The main ideas are written beside Roman numerals.
Supporting ideas under each main idea are written beside capital letters and are indented. Specific details
under each detail are written beside Arabic numbers and are further indented.
I. Main Idea
A. Supporting idea to I
1. Supporting idea to A
a. Supporting idea to 1
b. Supporting idea to 1
B. Supporting idea to II
1. Supporting idea to B
II. Main Idea
A. Supporting idea to II
B. Supporting idea to II
| 3
III. Main Idea
A. Supporting idea to III
B. Supporting idea to III
Read on below for a list of suggestions in creating your line. The list can be a model for you to
follow for the time being, and then later on you can develop your own guide to outlining.
1. Determine what your purpose is for writing the thesis, who your reading audience is, and
what point of view and tone you would like to assume in delivering your message.
2. Begin your outline with a thesis statement. Keep in mind that it should encompass everything
in your outline.
3. Review your notes. Remove any idea that does not support your thesis or does not conform
to your chosen writing purpose, audience, point of view, and tone. Add in any new ideas as
necessary.
4. Group together similar ideas and thoughts. Then name each group with a heading that also
serves as a main topic supporting your thesis. Remember that the key to outlining is
distinguishing between main ideas and supporting ideas.
5. Label all the main topics with Roman numerals. Note that they will be your outline’s first
level. Make sure your main topics are logically sequenced.
6. Identify subtopics and classify them under the correct main topics. Label these subtopics with
uppercase letters. Note that they will be your outline’s second level.
7. Identify supporting points (such as illustrations and examples) and classify them under the
correct supporting points. Indent and label them with Arabic numbers. Note that they will be
you outline’s third level.
8. Identify particular details (such as statistics, quotes, and other secondary information). And
classify them under the correct supporting points. Indent and label them with lowercase
letters. Note that they will be your outline’s fourth level.
9. Check your outline for unsupported evidence. Omit it, or add in new supporting details as
necessary.
10. Re-examine all your main topics, subtopics, supporting points, and particular details to see
that they all develop your thesis, and are logically sequenced. Also check that all levels in the
outline have parallel wording and grammatical structure.
Different individual styles are used in creating an outline. There are writers who develop rigid,
highly-detailed overviews; and there are those who only scratch together informal lists. There are writers
who can create fast and short outlines, and there are those who spend time and effort in working out their
ideas. Let us narrow down all those styles to name the two kinds of generally accepted outlines: topic
outline, and sentence outline.
A scratch outline is a simple list of ideas that take the form of words and phrases. A sentence
outline uses sentences to define the subject matter. This is similar to the outline previously explained.
Scratch outlines are good for their brevity, while sentence outlines are good for their uses of specific
detail. Do not pressure yourself to stick to one type of outline; again, experiment and choose one to your
| 4
liking. Just make sure that you are consistent in your choice of outline; mixing both scratch and sentence
outlines may be confusing.
ACTIVITY 2
Competency: Use a topic and sentence outline in selecting and organizing information
Directions: Below are lists of words which form parts of main ideas. Provide each group
with a main idea/general topic that includes all the terms in the set as subtopics.
1. Facebook, Instagram, Tiktok, Twitter

General topic: ________________________________
2. Ondoy, Yolanda, Sendong, Milenyo

General topic: ________________________________
3. Central Philippine Adventist College, Adventist University of the Philippines, Mountain View
College
General topic: ________________________________
4. Biology, Chemistry, Physics, Geology

General topic: ________________________________
5. Astra Zeneca, Moderna, Pfizer, Johnson, Sinovac

General topic: ________________________________
ACTIVITY 3
Directions: Below is a list of topics that could serve as main ideas. Provide each main
idea with three possible subtopics that relate to the main idea as examples, stages, steps, or parts.
1. The process of photosynthesis
2. The parts of a basketball court
3. The people who became famous through their YouTube channels
4. The applications in your smartphone useful in your studies
| 5
ACTIVITY 4
Directions: Create a topic outline based on any of the main ideas or subtopics which
you have provided in the two previous activities. Then develop it from a topic outline to
a sentence outline. Write your outlines on your separate answer sheet.
ENHANCE YOUR UNDERSTANDING (DEEPEN)
ASSESSMENT TEST
Directions: Write T if the statement is correct about outlining, and F if the statement is false. If it is false,
modify the underlined word or phrase in the statement.
_____________ 1. An outline summarizes the important ideas of a text.

_____________ 2. A reading outline is an effective way to help you understand better a material you are
reading.
_____________ 3. A writing outline is written after you have formulated your thesis statement.
_____________ 4. Arabic numbers in an outline indicate the main ideas.
_____________ 5. Specific details in an outline are indicated by Roman numerals.
_____________ 6. In outlining, similar ideas must be grouped together.
_____________ 7. Details such as statistics, quotes, and other secondary information belong to the
second level of the outline.
_____________ 8. Supporting details such as illustrations and examples are classified under the third
level.
_____________ 9. One purpose of outlining is to distinguish main ideas from supporting ideas.
___________ 10. An outline should be strictly followed.
REALIZE YOUR LEARNING (TRANSFER)
TRANSFER TASK
Directions: Review the pre-writing task you have accomplished in the previous lesson, as well as the
thesis statement which you have formulated. Now is the time that you map out your essay by organizing
your ideas in a sentence outline. You may create a topic outline to start with before developing it to a full
sentence outline.
Keep these guidelines in mind as you work on this task:
• Review your purpose for writing, your reading audience, and the point-of-view and tone you
would like to assume in delivering your message.
• Begin your outline with a thesis statement.
• Group like ideas and thoughts together. Identify them and label them correctly.
• Follow the sample sentence outline given in the lesson discussion.
| 6
LESSON 2: Developing Effective Paragraphs
WEEK 2
DEVOTIONAL READING
One in Christ
There is neither Jew nor Gentile, neither slave nor free, nor is there male and female, for you are all one in
Christ Jesus. Galatians 3:28
High in the Andes mountains of South America the snowmelt and the rains give birth to a noble
river. As it grows in size and strength, it carves the soil from the mountains and canyons and carries the
powdery earth within its torrents to the Brazilian valleys below. This river – named the Salamoes – retains
a brown color as it courses through the lowlands of the Amazon jungle. For nearly a thousand miles its
powerful currents flow solitary and proud.
To the north, the lush deep jungles of Brazil give birth to another mighty river, the Rio Negro.
Minerals and elements from the jungle floor transform its waters into a clear but dark current. For 1,400
miles, it snakes to the lowlands alone, and, like its cousin – the Salamoes is made stronger by the smaller
tributaries that join it along its way.
Though strong, proud and independent on their own, they are uniquely different from each other.
The Salamoes flow faster and is colder and is dense and filled with sediments, while the Rio Negro is dark
yet clear. Despite their differences in color, the speed of current, temperature and composition, the two
rivers eventually collide near the warm jungles of northern Brazil.
Yet even after these waters join for many miles, they do not mix. They remain separate and
stubbornly independent as if fighting one another and saying, ‘I am strong without you. You will not
change me.’ But soon the ground beneath the waters gradually declines and the two rivers begin to flow
faster to form the strongest river in the world. The newly formed Amazon River then flows with such
power that upon reaching the Atlantic Ocean pushes its freshwater currents for miles into the salty seas.
People are similar to the mighty waters of these two rivers. We are different in color,
characteristics, culture, beliefs. We are each unique and independent coursing through life facing alone
our own solitary concerns. How can we possibly flow together as one? How can we unite being so
different from one another?
The teachings of Jesus Christ invite us to become one like the two independent, magnificent
rivers. We too can become united. As we encounter the people of the world around us, we can choose to
encourage and love one another as the gospel of Christ teaches. With His help, we can combine our
unique qualities to form a mighty force for good, a force we cannot create alone. As the Salomoes and
the Rio Negro eventually unite to become the most powerful river in the world, followers of Jesus can
become united and powerful, flowing together as one.
Source: https://www.youtube.com/watch?v=rC7O0uCOoxU
| 7
INTRODUCTION
Think back to the most impressive monuments and structures that you have seen or heard of. The
Pyramids of Egypt, the Great Wall of China, the Banaue Rice Terraces of the Philippines – all of these are
considered by many to be the manmade wonders of the world. They are awe-inspiring, not just because
of their majesty, but also because of how much work was involved in creating them.
Have you ever heard of the saying, “Rome was not built in a day?” Whenever we see something as
massive and marvelous as the aforementioned structures, we may not realize just how long they took to
be built, how many people were involved, how many resources were used, and how much effort was put
in. All we see is the finished product. But as you see, these structures began with a brick or stone, that
eventually became a beautiful building. The structure underwent a process before it was finished.
Writing an essay is similar to constructing a building. We may not see right away how putting two
bricks together can form a wall, or how this wall will be part of a taller structure. But as you saw in the
previous lessons, using pre-writing strategies, finding a thesis statement, and making outlines are helpful
as you write your essay. They function as a blueprint to guide you in your writing. A blueprint alone does
not make a building – its design needs to be executed on the raw materials with which the building is
built.
As such, paragraphs are the building blocks of essays. This lesson will teach you how to write
effective paragraphs by defining paragraphs, differentiating their parts, and enumerating the
characteristics of effective paragraphs.
MOTIVATION
ACTIVITY 1
Directions: In the introduction, a paragraph was compared to the building blocks of
great structures. What else can you compare a paragraph to, and why? Choose an
analogy which you think best captures the role of a paragraph in the essay. Identify the analogy and
explain your answer in the separate answer sheet.
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
LESSON DISCUSSION
Defining Paragraphs
| 8
A paragraph is a group of sentences that deals with one particular idea. Paragraphs are defined
by the point that they support, the controlling idea, and not just by how long they are. This is the
fundamental rule in writing paragraphs: only one idea should be discussed per paragraph.
Put together, paragraphs are used as building blocks in organizing longer pieces of text into
prose. They basically function in order to introduce a new idea, develop an old one, compare and contrast
information, or provide readers with a pause.
Identifying the Parts of a Paragraph
To compose a paragraph effectively, you should be familiar with its parts: the topic sentence and
supporting details.
Topic Sentence
A topic sentence tells the reader the main idea of your paragraph. It reveals what you
generally plan to propose, argue, or explain. When it is a part of a longer essay, the topic sentence
contains a main point that supports the thesis statement. Think of the topic sentence as a mini thesis
statement for the paragraph. In the following paragraph, the topic sentence has been underlined:
The circumstances which brought about the Filipino’s adoption of the [American] jeep are nearly providential.
For here was an ideal, economic carrier suited to the extremes of tropic heat and rain and the bumpiness of
Philippine highways, narrow dirt roads, and cow paths. In the farms, it became an indispensable wheelhorse,
unresisting despite all kinds of inhuman abuses. In the city, the jeep evolved into something its inventors never
dreamed of: the phenomenon that has been rattling around Manila for the decades – the jeepney.
The details in the paragraph expound the circumstances surrounding the Filipino’s adoption of
the American jeep. The topic sentence can be found anywhere in the paragraph: in the beginning, at the
end, or in the middle. The topic sentence in the previous paragraph is found in the beginning. It is usually
a good practice to include the topic sentence near the start of the paragraph so your readers have an idea
of what you are talking about early on.
A topic sentence can be explicit, or clearly states the ideas that will be elaborated on in the
paragraph. The previous paragraph makes use of an explicit topic sentence, which plainly reveals to the
reader what the paragraph will be about.
However, a topic sentence can also be implied, like the paragraph below:
Called the jeep, it was small in stature, easy to operate, hardy and compact, practical. Its capacity for carrying
any kind of cargo – animal, vegetable, or mineral – in just about any shape or size, just so you could cram it all
in, was practically limitless. In the early days of the Liberation, we wide-eyed children starved for gum and
Hershey bars would watch uniformed soldiers gallivant all over town in these jeeps loaded with GI goodies, like
tinned K-rations, cigarettes, duffel bags bulging with beer cans, and sometimes women. In time the American
servicemen disappeared, but the jeep remained.
A topic sentence is implied if there is a controlling idea of what the paragraph is about. The
reader will be able to determine the focus of the paragraph because of all the details, as seen above, are
linked by an organizing theme. In the case of the given example, the implied topic sentence is how the
American servicemen used the jeep for carrying cargo.
Also, a good topic sentence reveals your attitude toward the subject. It is helpful to include details
like facts and examples that turn the topic sentence into something more specific and concrete.
Supporting Details
Every paragraph needs supporting details to elaborate on the topic sentence. These supporting
details may range of facts, examples, or instances. Good supporting details expound on the main idea and
act as adequate support; they are specific and stem from the general idea established by the topic
sentence. How much detail you should include in a paragraph depends on your purpose and the topic
sentence.
| 9
Examine the paragraph below. The implied topic sentence is about the types of passengers one
encounters when riding a jeepney. What are the supporting details in this paragraph? How do they
develop the topic sentence?
As every journey rider knows, sitting in a packed jeepney can be both awkward and uncomfortable, if not actually
perilous, specially where the passenger crowd includes housewives with their market baskets loaded with
vegetables and fish, parents with smelly, yelping brats, provincianos lugging their boxes and buri bags, fat persons
with enormous backslides, etc. The passenger list does not always include the hoi polloi or the bakya crowd. It
also includes middle class commuters with white-collar jobs and sometimes residents who owns cars and even a
house in San Lorenzo Village. At any rate, one never knows besides whom one is sitting. We consider ourselves
extremely lucky to sit next to a shapely co-ed, side by side in a packed jeepney. So you see, a jeepney ride can be
a good instance of democratic togetherness, where the have and the have-not, the literate and illiterate, may sit
elbow to elbow tolerating each other’s presence without much of a sign of social discontent as a sneeze.
The supporting details in the previous paragraphs give specific details about the types of
passengers in the jeepney. These examples give you a better idea of such passengers; in fact, they enable
to picture yourself sitting beside a variety of interesting characters from all walks of life.
Making Your Paragraphs Effective
The following characteristics will help you develop your paragraphs into more effective ones.
1. Unity. Unity simply means that all of the sentences in the paragraph are related to the topic
sentence. The whole paragraph should begin and end with one focus only. Each of the details
should have a clear and consistent connection to the topic sentence. Read the following sample
paragraphs. The paragraph lacks unity because of the underlined point does not support the main
idea.
Ordinary Filipinos can easily promote our country to foreigners via social media by supporting the Department
of Tourism’s “It’s More Fun in the Philippines” campaign. First, they can share and like official publicity materials
from the DOT’s Facebook page. Each time a post is shared and liked, it becomes increasingly visible on Facebook
and can reach a wider audience. Next, they can tweet their experiences in various local tourist destinations on
Twitter using the hashtag like #ItsMoreFunInPH. When many users tweet using a specific hashtag, it becomes a
trending topic and can be viewed by Twitter users around the world. They can also tell stories to their foreign
friends by talking to them and volunteering to tour them around in our top tourist destinations. Finally, they can
share their own travel photos on Instagram. Because pictures can be worth a thousand words, their pictures can
reveal to foreigners the beauty of the travel destinations the Philippines is blessed with. These, and so much more,
are just some examples of how Filipinos can participate in the DOT’s campaign through social media.
2. Adequate development. The topic sentence in the paragraph should be elaborated on using
concrete evidence, different examples, relevant facts, and specific details. Having specific details
helps your readers become interested in your topic, understand your message, and convince them
of the validity of your topic sentence.
The following are two versions of a paragraph:
I dislike Physical Education (PE). Why is it that we have to waste class time playing sports that we have no choice
in? Who said basketball is the best sport? I dislike PE because it makes me tired. It makes my skin dark. Finally, I
dislike it because I look stupid when I play sports.
The first paragraph has vague ideas; the writer has enumerated reasons for disliking but did not
explain them sufficiently. Meanwhile, the second paragraph below provided specifics; therefore, is
more engaging and informative:
I am one student who has a strong dislike for PE. First, I do not like how we have little choice in the sports we
play in. We usually play basketball, volleyball, or other team sports. I am someone who prefers one-on-one game
because I am shy and I find it hard to work in a team. Second, most sports we choose involved outdoor settings.
My skin is sensitive to the sun and I get allergies and become dark easily when exposed to sunlight for too long.
Finally, most sports we play are spectator sports. They are meant to be played before a cheering audience. As
someone who is self-conscious when playing sports (especially since I am not sporty), I am uncomfortable when
all eyes are on me. Overall, I believe I will enjoy this subject more if we had more options in the sports that we
take up.
| 10
3. Coherence. This means that the sentences are arranged in a logical manner, making them easily
understood by the reader. Coherence is achieved when ideas flow smoothly within and between
paragraphs. your paragraph can become more coherent through the use of logical order and signal
devices.
The details of a paragraph can be organized through these orders:

a. Chronological order – the details are arranged in the order in which they happened.
b. Spatial order – the sentences of a paragraph are arranged according to geographical location,
such as left to right, up to down, etc.
c. Emphatic order – the information found in a paragraph is arranged to emphasize certain points
depending on the writer’s purpose.
You can also achieve coherent paragraphs through the use of signal devices, or words that give
readers an idea of how the points in your paragraph are progressing. The following are examples
of signal devices:
1. Transitions (these are words and phrases that connect one idea to another)
a. Time (first, immediately, afterward, before, at the same time, after, earlier, simultaneously,
finally, next, in the meantime, later, eventually, then, meanwhile, now subsequently, etc.)
b. Sequence (moreover, furthermore, next, also, finally, last, another, first, second, third,
besides, additionally, etc.)
c. Space (above, next to, below, behind, beside, etc.)
d. Illustration (for instance, specifically, for example, namely, in this case, to illustrate, etc.)
e. Comparison (similarly, also, in the same way, still, likewise, in comparison, too, etc.)
f. Contrast (but, despite, however, even though, yet, on the other hand, although, on the
contrary, otherwise, conversely, etc.)
g. Cause and effect (because, as a result, consequently, then, so, since, etc.)
h. Conclusion (thus, therefore, in conclusion, in short, etc.)
2. Repetitions (repetitions of main ideas keep continuity and highlight important ideas)
3. Synonyms (these are words similar in meaning to important words or phrases that prevent
tedious repetitions)
4. Pronouns (words that connect readers to the original word that the pronouns replace)
5. Parallelism (using similar sentence structures)
ACTIVITY 2
Competency: Identify the properties of a well-written text
Directions: Examine the paragraphs below. Locate the topic sentence. If it is explicit,
copy it on the blank. If it is implied, create a topic sentence and write it on the blank.
1. Topic sentence: _____________________________________________________________________________________
After driving through a stretch of eerie darkness, the mansion at the end of the winding driveway is
an illuminating brightness. Lights spotlight the colonial façade and the brick walk leading to an
open patio that fans out into the front door. A leaning tree shelters the edge of the patio. On the
right side of the whole foyer is the edge of the living room, a rectangular expanse under a high
ceiling. The dining room runs parallel to the entire length of the living room. This divides into
conversation groupings furniture done in satin beige and peach with draperies to match. The thick
rugs mute footsteps on the black marble floors.
2. Topic Sentence: ______________________________________________________________________________________
Proclaiming Ninoy a hero does not guarantee that the race will remember. But it should help. It
should help that, as a hero, his life and deed are engraved in textbooks, relived in skits and songs,
| 11
and taught in school. We need only to recall again the letter Jesus Luis de Leon-Borbon wrote here
last month to see how vital – no, how desperate – this undertaking is. De Leon, a half-Spaniard, was
looking at the statue of Isidro Torres in Malolos when a group of kids came over and began
wondering who Torres was. Surprised, De Leon volunteered that Torres was a hero who fought by
the side of Gregorio del Pilar. “This del Pilar,” said one of the kids, “is he also one of our heroes?”
3. Topic Sentence: ______________________________________________________________________________________
When she was teaching, she would relish the weekends for the endless tasks which she found to be
done in her home. Clothes sorted, darned, set aside for renovation, and she, in close company with
the sewing woman whom she hired for the day. The closets had to be cleared, the plants to be
inspected, the unhealthy and the dying to be made well again, the lush and the flowering to be
enjoyed. The kitchen to be given the week’s check-up, marketing, children and husband to be fussed
over, enjoyed.
ACTIVITY 3
Directions: Write an appropriate topic sentence for a paragraph that has the following
supporting details.
1. Topic sentence: ______________________________________________________________________________________

• Visiting the national museum
• Having a picnic at Luneta Park
• Watching the sunset at Manila Bay
2. Topic sentence: ______________________________________________________________________________________

• Cats do not need as much attention as dogs.
• Cats are more conscious of their own hygiene and lick themselves clean.
• Cats help get rid of pests like cockroaches and mice.
3. Topic sentence: ______________________________________________________________________________________

• Investment in a better train system will decongest roads.
• It will also lessen urban pollution.
• A better train system will increase passenger safety.
ACTIVITY 4
Directions: Write three sentences of supporting details for each of the given topic
sentences.
1. Many memes on the Internet actually have social relevance.

a. ___________________________________________________________________________________________________
b. ___________________________________________________________________________________________________
c. ___________________________________________________________________________________________________
2. A long commute to school has both advantages and disadvantages.

a. ___________________________________________________________________________________________________
b. ___________________________________________________________________________________________________
c. ___________________________________________________________________________________________________
| 12
3. Buying items from tiangges means settling for low-quality materials.
a. ___________________________________________________________________________________________________
b. ___________________________________________________________________________________________________
c. ___________________________________________________________________________________________________
ACTIVITY 5
Directions: Identify what characteristic of a well-written paragraph (unity, adequate

development, coherence) is most well manifested in the paragraphs below. Provide a
one-sentence explanation for your choice.
1. Characteristic: ________________________________________________________________________________________
Explanation: __________________________________________________________________________________________
All in all, we should remain truly Filipino, continue to safeguard and to strengthen these
commendable virtues which make us Filipino: devotion to family, for authority, adherence to
tradition, family solidarity, cooperation, hospitality, loyalty to kin. Because there are some things in
the Filipino family which have resisted change. However strong the dynamics of historical
developments, population movements, industrialization, enculturation, that have brought about
modifications and elaborations – these have not wiped out the early structural forms, nor the
fundamental characteristics of this basic social institution which we cherish and long to preserve –
the Filipino family.
2. Characteristic: ________________________________________________________________________________________
Explanation: __________________________________________________________________________________________
The physical build of the Filipino, notwithstanding the strong racial crossing with Westerners,
remains decidedly Oriental. The mestizo even retains some characteristics of the white ancestor, but
his build, his nervous system, his bodily movements, deflect very sensibly towards the Oriental. Even
the child of pure Western parents soften into a mild complexion. This phenomenon, that to a certain
extent, is experienced by all the residents in this part of the world sometime after their arrival…is a
natural consequence of the nutrition and of the physical milieu. Therefore, the psychosomatic
functioning of Filipino is fundamentally Oriental, no matter how Western his ideas or his education
may be.
3. Characteristic: ________________________________________________________________________________________
Explanation: __________________________________________________________________________________________
It is commonplace to say that nationalism is one of the most potent factors in the cultural
development of a people. Love of one’s own is essential in the equipment of all truly civilized human
beings; it is the only safe and sensible basis for the appreciation of things that pertain to others.
Only those who truly love their own country and people – their tradition, history, and destiny – can
develop a sincere interest in, and admiration for, the tradition, history, and destiny of other countries
and people. Only they can become genuine cosmopolites, or “citizens of the world.”
| 13
ASSESSMENT TEST 1
Directions: Identify the flaws in development of each of the paragraphs below. They may be lacking the
most in terms of unity, adequate development, or coherence – choose one which the paragraph manifests
the most. Afterward, revise the paragraphs by revising, combining, adding evidence, placing signal
devices, or rearranging the sentences.
1. My favorite place to stay in school is the library. This may be surprising, but I like it for many
reasons. I like talking to my friends. I prefer to be in quiet places. I am excited by knowledge. I am
thankful when teachers help me. The bookshelves are tall and you can hide behind them. I am
always pleased by what I discover in the pages in a book. I can even sleep during my free time!
Flaw: __________________________________________________________________________________________________
Revision:______________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
2. There are many causes for being “friend-zoned” by your crush. One can be that your crush likes
someone else. Another can be that he/she sees you as a sibling. Next, the object of your affection
could have other priorities, like focusing on his/her studies. No matter the reason, it is always
good to remember that you should not measure your value and self-esteem on whether or not
your crush likes you. Truly, there are always more fish on the sea!
Flaw: __________________________________________________________________________________________________
Revision:______________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
3. The K to 12 program has allowed for more students to learn a new language, apart from English
and Filipino. There are many benefits of learning a language, that is, why you should see learning
a new language as a welcome challenge instead of a burden. There is the fact that it boosts a
student’s brain power because your reading, memory, and problem-solving skills are sharpened. It
also allows us to be exposed to new cultures and thus increases our cultural sensitivity. There are
a lot of people who are more confident because they can express themselves in different
languages. Many career opportunities await those who know another language. And these are
just some of the reasons why you should learn a new language.
Flaw: __________________________________________________________________________________________________
Revision:______________________________________________________________________________________________
________________________________________________________________________________________________________
| 14
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
TRANSFER TASK
Directions: In the previous lessons, you have organized your ideas for an essay by brainstorming,
freewriting, or clustering or mapping. You had also formulated a thesis statement and created an outline.
With these in hand, you are now ready to write your essay which is closely related to your choice of
strand.
| 15
MODULE 2: Writing for Different Contexts
INTRODUCTION
When you are in school, you learn different lessons whose significance in your life may be unclear
to you. You might be wondering if you would ever need to use algebra, especially since the most
mathematics that you use are addition and subtraction. You also do not know why you need to memorize
dates of historical events, when you have a hard time remembering your friends’ birthdays. You might
have even wondered why you had to learn about how to develop ideas and write an essay about them.
In the previous module, you may have thought about whether you actually need to learn about
critical reading, the writing process, and the modes of paragraph development. While you may have
realized the value of such skills, you will only gain a deeper appreciation for them when you actually apply
them. You will get a chance to do so in this unit as you learn how to write for academic and professional
contexts.
In this module, you will be introduced to the research process. First, you will learn how to write a
research paper and its parts such as the literature review, which is the most common output in the
academic context. Next, you will learn how to write documents for professional contexts, which include
the resume, project proposals, letters, and memoranda. Overall, this unit allows you to see how much you
have learned and apply it in a tangible way. Thus, you will see how reading and writing truly work – and
how you have made them work for you.
| 16
LESSON 1: Writing the Research Paper
WEEK 3-4
DEVOTIONAL READING
The Sage and the Sitar
“Ye shall know the truth, and the truth shall make you free.” John 8:32
Once there was a man who wanted to seek for the truth of life. So, he went from place to place until he
met someone who advised him to go look for truth in a cave.
At the cave, he met a sage who directed him to a village. “On the crossroad of that village, you shall find
what you are seeking for,” the sage told the man.
With high hopes, the man set out to search for the village.
At last, he was able to find that village. At the crossroad of the village were three shops. One shop was
selling metal pieces, another was selling some wood, and the last was selling thin wires.
The man stood there for long looking at the shops, but still he couldn’t think of anything that seem to be
related to the revelation of truth.
Disappointed, he returned to the sage and told him about the shops. The sage replied, “You will
understand in the future.”
Frustrated, the man demanded for an explanation, but the sage didn’t respond. He realized how a fool he
was making of himself by going to the sage. The man left the cave to continue his search for truth.
Years went by, the man forgot about the experience. One night, while he was out for a walk, he heard
some music which caught his attention. It was wonderful to the ears. Drawn by the music, he searched for
it till he found the person making the music over the strings of a sitar.
Suddenly, he exploded in a cry of joyous recognition. The instrument was made out of thin wires and
pieces of metal and some wood – just like those he had once seen from the three shops, which he
thought to be without any particular significance.
Finally, the man understood the sage’s message: We already have everything we need. Our task is to
search for them, assemble them and use them appropriately. If we perceive fragments separately, we will
not be able to find any meaning in them, but as soon as we are able to connect the fragments together,
knowledge and wisdom emerge.
| 17
INTRODUCTION
Research is a quintessential aspect of learning. Learning can only happen if you observe the world
around you, read whatever your eyes come across, explore beyond your comfort zone, read whatever
your eyes come across, explore beyond your comfort zone, and discover what the universe has to offer –
basically, actions that equate to research. Being assigned a research task means you are given the
freedom to learn more about what you want to know. You are given independence to discover things you
are passionate about.
Objectives:
• Understand the definition and nature of a thorough research process.

• Be guided in choosing a research topic that fits your personality and available resources, and also
the time constraint given by the teacher.
• Conduct a full-blown and thorough research project on your chosen topic.
MOTIVATION
ACTIVITY 1
Directions: As a preliminary activity in preparation for an academic research, try
answering these questions by filling in the table below. Compare and contrast different
aspects of your barangay from how it was before you started living there, when you first moved in, and
how it is at present. Use resources readily available to you to acquire the needed information.
Before you lived there When you started At present

living there
Your house
The streets
Your neighbors
Barangay officials
Local playground/s
Church
Places to eat
Building/establishments
Sports facilities
Flora and fauna
Others
| 18
LESSON DISCUSSION
I. Planning Your Research
A. Work with a familiar subject. Working with a familiar subject would be very convenient
for you as a researcher. You know what your sources are and where to find them. You
already have your own insights and assumptions before you even start your research.
B. Try something new that piques your interest. If you want to try researching on
something beyond your comfort zone, go for what your curiosity leads you to.
C. Brows through available research materials. Once you have decided which narrowed
down research topic you would like to work on, brainstorm on your available sources.
Check what is the easiest and most convenient source you can reach given the amount of
time you have to work on your research paper. Exhaust every possible means of getting
sources as all these might eventually add more insights and depth to your final research
paper.
II. Finding Primary Sources
Primary sources are very useful materials from which you can acquire first-hand information.
Unlike books whose information is written by authors, primary sources give you material that
you were able to experience and acquire. Some examples of primary resources are
observations and interviews.
A. Observations
Observing your surroundings entails very little effort. All you have to do is open up your
five senses to take notes of everything that is happening around you. All your senses have
to be active when you decide on holding observations for your paper. You need to have a
notebook with you to write down each detail you observe with regard to your research
topic. Make it a point to write your observations descriptively and objectively. Do not
include personal biases, judgments, and presumptions as these will heavily affect your
output.
B. Interviews
If you decide to include interviews in your research paper, it is time to put your people
skills in motion. Aside from mere observations, one other excellent primary source is
people themselves. you get your desired information directly from the horse’s mouth.
Remember to plan and set up a schedule for your interview. Be prepared with your
questions beforehand. While it is acceptable to come up with new and additional
questions during the interview, make sure that the main and important ones that can help
back up your claims in your research are not forgotten. Don’t forget to take notes during
the interview. With your interviewee’s permission, you may also record your interview.
III. Finding Sources in the Library
Secondary sources are those whose information offers second-hand data to you. While
secondary sources may not be as authentic as primary sources, they can still help substantiate
your research as they are data that have already been tried and tested multiple times before.
Some examples of secondary sources are books, newspapers, magazines, theses,
dissertations, and journal articles.
| 19
A. Dewey Decimal System
The Dewey Decimal Classification (DDC) or Dewey Decimal System is a library system
used to organize books and other resource materials, to keep track of who borrows and
returns them to the library, and to determine which books are new acquisitions and which
books are in need of reprinting. The system is made up of ten classes, or subjects, to
facilitate ease of organization of the books.
B. Encyclopedias and disciplinary guides

These kinds of books have very general information and offer the most important details
of a given subject. These can serve as a springboard that can fling you to specialized
areas of your research topic. Check out the bibliographies near the end of the book that
can easily give you other sources with specific information.
C. Books, periodicals, newspapers, and magazines

Books are usually given a privileged position in the academe. Teachers and critics prefer
more of books in your bibliography because books have been edited and peer-reviewed
multiple times before it is published; hence, highly reputable and credible. Unlike books,
the most up-to-date sources you can get are periodicals, newspapers, and magazines.
They have the latest information on whatever topic you have chosen. Through these kinds
of sources, you can get the latest technology and development of research topics in
among their pages.
IV. Finding Sources through the Internet
There might be instances in which books and other printed materials are not enough
or unavailable to you. The Internet can potentially save you from this problem.
A great number of students would choose the Internet as a source of information in
their research. It is quite understandable as surfing the Internet entails only the action of
clicking. It is very convenient and does not consume much time and effort.
There is nothing wrong with consulting information from the Internet for as long as
the websites you visit for research are credible and reliable. Not everything you see online is
mistake-free and bias-free. Researchers are given the additional task of discerning whether
what they see on their computer screens is reliable enough to be included in their research
bibliographies. Below are some ways that you can follow to check if the sources you find on
the Internet are reliable:
1. View the URL or the Uniform Resource Locator. This is the address of a webpage on
the Internet. You can access it anywhere you are in this world for as long as you have
Internet connection. The URL’s purpose does not only lie in easy retrieval of a webpage,
but also in providing you an idea of the website’s reliability.
2. Question the author. Deeming something as reliable or not entails the use of critical
thinking. Stumbling upon an online article that can potentially be relevant to your
research, ask the following questions:
• Who is the author?
• What is his/her background?
• What is his/her expertise?
• Which point-of-view did he/she use (1st, 2nd, or 3rd)?
• What is the author’s thesis statement for the entire article?
• Who else cites this author and/or his/her other works?
3. Check detailed information, accuracy and grammar. As a critical thinker, you must also
question beyond the author. How much information is laid out in the online article? Is it
as general as what you have found in encyclopedias and disciplinary guides? Or as
detailed as specialized books which you were led to from the bibliographies you found
somewhere else? Are the information organized? Does the article contain the same
information you can find in other sources, particularly in published books and journals?
| 20
Do not forget to go back to the basics: How is the author’s language? Is his/her grammar
acceptable?
4. Check the timeliness of the source. Cite sources that have come later to show in your
research paper that your sources are relevant and up-to-date. If the publishing dates are
not shown, compare and contrast the online article with other sources that you know had
just been recently published. Some examples would be those found in newspapers,
magazines, and journals.
V. Making a Working Bibliography
As you go along on your research, keep a notebook or a set of notecards on which

you can write your working bibliography. A working bibliography is a list of all the sources
you have come across as you are doing your research.
It must be noted, however, that a working bibliography is not necessarily the final
bibliography (or Works Cited list in the MLA and References in the APA) that would appear in
the final pages in your research paper. The ultimate purpose of a working bibliography is to
make it easier for you as the researcher to go back to previously acquired sources when you
keep on acquiring more. The final bibliography could have more sources cited or even less.
VI. Plagiarism
Plagiarism is both consciously and unconsciously copying someone’s work and

claiming the copy as your own without due citation. It is considered a form of dishonesty and
raises the issue of intellectual property rights. In academic communities, committing
plagiarism is a serious offense that can suspend – and even expel – the offender. This act
should not be done to avoid being questioned of one’s intellectual integrity.
The Common Types of Plagiarism

1. Direct plagiarism is the verbatim copying of any part of your source material to your
own research paper, without including quotation marks, in-text citations, and a
bibliography.
2. Self-plagiarism is using your own previous work, or a combination of the words you
used in your previous works, and passing it to your instructor as a new submission,
without the knowledge of all instructors involved in your previous and current
submissions. This means that if you plan to submit a single work to at least two different
classes, make sure that you have the consent from all your teachers in these classes to do
so.
3. Mosaic plagiarism is also called “patch writing.” This means that the author attempts to
paraphrase a source into his/her own paper but maintains the original syntax or sentence
structure. Quotes are borrowed here and there without quotation marks, plus some
words are only replaced with synonyms.
4. Accidental plagiarism, as the name suggests, is done unintentionally. While there is an
attempt to paraphrase, summarize, and quote, in-text citation and bibliography are still
mainly forgotten usually due to carelessness.
VII. The APA Citation Guide
The APA, or the American Association of Psychologists, is the citation guide most
commonly used in disciplines under the social sciences such as anthropology, archaeology,
history, and sociology. The title given to the bibliography page using the APA style is
“References.”
There are other examples of citation guides such as the Chicago Manual of Style, the
MLA (Modern Language Association), and the Turabian. But for the purposes of this lesson,
we will focus on the APA.
| 21
A. Basic format for books
Murray, D.M. (2005). Write to Learn. 8th Edition. Boston, Massachusetts: Thomson
Wadsworth
B. Article in a magazine
Bremmer, I. (2015, June 1). What Does America Stand For? Time, 16-21.
C. Article in a newspaper
Calica, A. (2015, June 7). PNoy willing to study Cha-cha proposal. The Philippine Star. pp.
A-1, A-10.
D. Article from an online periodical

Weisman, J. (2015, June 12). Obama’s Trade Bills Face Tough Battle Against House
Democrats. The New York Times. Retrieved from
http://www.nytimes.com/2015/06/13/obamas-trade-bills-face-tough-battle -against-
house-democrats.html/hp&action=click&pgtype=Homepage&module=first-column-
region&region=top-news&WT.nav=top-news&_r=0
VIII. Paraphrasing, Summarizing, and Quoting

Paraphrasing, summarizing, and quoting are three useful techniques to avoid committing the
act of plagiarism. While you are still borrowing ideas from other sources, by using these three,
you are acknowledging that these pieces of information are not yours but merely used as
support to your claims in your research paper.
1. Paraphrasing is taking one whole paragraph into consideration and rewriting all of it
using your own words. What you do is to read the source paragraph at least twice. Keep it
away from you as you rewrite the same paragraph based on what you can remember. If
what you wrote seems to have bouts of plagiarism still, make sure that the nouns are not
merely replaced by synonyms. Also, see to it that the length of the entire paragraph is
almost – if not – the same as the original.
2. Summarizing only calls for the gist of your resource material. A summary is shorter than
the original body of the text you are trying to cite. Again, read your source material at
least twice. Keep it away from you when summarizing. If a paragraph has six sentences,
you will have to turn that into 1-2 sentences only.
3. Quoting. It is the acknowledgement of an idea taken from another source by placing
selected passages inside quotation marks [“…”], and to provide a bibliographic entry at
the end of the paper for every quote used in your text.
In conclusion, paraphrasing, summarizing, and quoting are three techniques a researcher can
use to properly acknowledge his/her sources and to avoid being accused of plagiarism. By
using any or all of these three, not only are you holding other experts in high esteem, but also
adding credibility to yourself as you are humble enough to pay due respect to those people
who have already established acceptable topics you are working on in your research.
ACTIVITY 2
Competency:
Directions: List down 3 topics that you would like to do a research paper on. Order
them as to the most likely topic you would like to work on to the least likely (Number 1
should be your top choice). Take into consideration the topic’s familiarity, your interests, and the
availability of research materials. Write down your list on the separate answer sheet provided for you.
| 22
ACTIVITY 3
Competency:
Directions: From the list you created in the previous activity, choose a topic which you
would like to work on for this activity. Look for at least five different kinds of secondary resources (books,
journals, newspapers, magazines, or other online sources) that you would like to include on working
bibliography. When writing your sources, arrange them using the APA style. Write down your bibliography
on the separate answer sheet provided for you.
ACTIVITY 4
Competency:
Directions: Based on your chosen topic, make observations or interview a person whose
expertise can help you further the point you want to make in your research paper. Write
your observations/ interview transcript on the separate answer sheet provided for you.
ACTIVITY 5
Competency:
Directions: Paraphrase the paragraph below. Then, give a 2-3 sentence summary of the
same paragraph. Write your answers on the separate answer sheet provided for you.
Freewriting is often used during the prewriting stage to help writers generate
ideas about a limited topic. To use this method, write nonstop for five or ten minutes
about everything your topic brings to mind. Disregard grammar, spelling, and
organization as you keep your pen and mind moving. Freewriting is similar to
brainstorming, except that the result is a rambling, detail-filled paragraph rather than
a list. Freewriting can also be used to generate ideas during the later stages of the
writing process.
ASSESSMENT TEST 1
Directions: Below are statements based on the lesson about research. Before each letter, put a check
mark if you agree with the statement. If you don’t agree with the statement, put an “X” mark before the
letter and explain why you disagree.
_________________ 1. Beyond the context of the academe, credible research can still be accomplished
even without much effort and time that one would usually utilize when writing an
academic research paper.
| 23
_________________ 2. Wikipedia can be used as a resource material for as long as its use and credibility
are defended to the instructor.
_________________ 3. If a student does citation with the wrong format, it is dismissible. At the very least
the student made an effort in citing and so it is alright.
_________________ 4. Popular opinion without back-up citation can be used as support in a research
paper.
_________________ 5. Online sources are better and more reliable than those taken from books and
periodicals because the sources found in the Internet are more up-to-date and
are written by more credible authors.
TRANSFER TASK
Directions: Based on your chosen topic from the activities above, write a Review of Related Literature of
500 words or more. Take into consideration the following guidelines:
• Sources must come from varied secondary sources (books, periodicals, journal articles, and online
sources).
• All references must be cited correctly using APA style.
• Avoid plagiarism of any kind.
• Paraphrase, summarize, and quote. You may use one or two, but preferably all three.
| 24
LESSON 2: Applying for a Job
WEEK 5-6
DEVOTIONAL READING
Of Losing, Then Winning
“Delight yourself in the Lord, and He will give you the desires of your heart.”. Psalm 37:4
A young man decided he wanted to become president of the United States, after his business
attempt failed in 1831. He went for it, and ran for the Illinois State Legislature the next year and lost. In
1833, his second business failed and in 1836 he suffered from a nervous breakdown. He was defeated
again as House Speaker in 1838, for Congress in 1843, and lost again in 1848, despite winning a few years
earlier. His failures in politics continued throughout the 1850s, until in 1860, Abraham Lincoln was finally
elected President of the United States of America.
This incredible story should inspire you. If Abe Lincoln got the job of his dreams, then so can you!
Make your fears and doubts into your pillars of strength. Take responsibility, but don’t forget that you
have God to depend on. Improve what you can improve about yourself. Lastly, dream big, while trusting
in God’s big plans for you.
INTRODUCTION
When you were younger, one of the questions that adults always used to ask you was this: “What
do you want to be when you grow up?” Though your answer may have changed from something
whimsical like a prince or princess to something serious like a pediatrician, the question remains the same
– and even more significant, now that you are at this point of your high school life. You will be deciding
what track to take in your final years of high school, what course you want to take in college, or even what
job to apply for right after high school.
Whether you are looking to apply for a job immediately or go to college, your journey to
employment will be more fruitful if you understand the application process and how to promote yourself
through your resume, cover letter, and application essay. This will better equip you for and increase your
confidence in dealing with the competitive job market in the future.
Objectives:
• Determine interests and evaluate qualifications in choosing a career path.

• Identify the unique features of a resume and a cover letter and explain what makes them
effective.
• To explain how purpose and audience affect the content of professional documents such as
resumes, cover letters, and college application essays.
| 25
• To organize and format the parts of each document and come up with persuasive resume, cover
letter, and application essay.
• To write an effective and persuasive resume, cover letter, and application essay.
MOTIVATION
ACTIVITY 1
Directions: Think back to the time when you were a kid. What did you want to be when
you grew older? Why did you want to work in that profession? What was your earliest
exposure to that field? Share your insights by writing a narrative paragraph with a minimum of five
sentences. Write your answers on the separate answer sheet provided for you.
LESSON DISCUSSION
Planning Your Career
Confucius once said, “Choose a job you love, and you will never have to work a day in your life.” Choosing
a job you love involves careful planning. The following steps will help you discover important details
about your interests and experience: knowing your interests, assessing your qualifications, searching for a
job posting, and researching courses in college.
1. Determining your interests

The first step in the job search is to reflect on what you like and dislike. The following
questions will help you analyze your interests and make wise decisions about the rest of your
application.
• What are you good at?
• What do you care about?
• What do you enjoy doing your spare time?
• What do you enjoy learning about?
• What frustrates you in the world?
• What subjects do you find the most interesting at school?
• What do people ask you for help with?
• Do you enjoy working with people, data, or things?
• Would you like to work for someone else or be your own boss?
• How important are salary, benefits, technology support, and job stability?
• How important are working environment, colleagues, and job stimulation?
• How would you describe the perfect job, boss, and coworkers?
• Would you rather work for a large or a small company?
• Must you work in a specific city, geographical area, or climate?
• Are you looking for security, travel opportunities, money, power, or prestige?
2. Assessing your qualifications

Once you have identified your interests and weighed your priorities, you need to evaluate
your skills and experiences. As much as possible, you should be honest and realistic about your
abilities, because potential employers will require evidence of your qualifications. This will help
| 26
you determine what you include in your resume. The questions below will help you think more
deeply about the skills that you have:
• What technology skills do you have? Are you knowledgeable in specific computer
programs?
• What are your experiences in working with people and teams? Which classroom and
extra-curricular activities and projects will show these?
• What are those instances that you have led others? Which experiences best show your
leadership abilities?
• What project management skills have you acquired? What were your specific duties in
these?
• What problems have you helped solve? What did you do to help provide solutions? How
do you research, analyze, and manage information?
• What other unique skills have you picked up in school or in another job? What are those
that show your creativity? How can you show that you have these skills?
• How would you rate your speaking and writing skills?
While answering these questions, it would be good to start a habit of keeping a file
containing all of your activities, awards, volunteer work, leadership roles, certificates, and other
documents. These will help you remember the experiences you have gained and guide you in
writing your resume.
3. Selecting an academic track and searching for a college course or a vocational school
If you are planning to go on to tertiary education, at this point you can start considering
what course or track you want to take up. Here are some wise pieces of advice:
• Look for degree programs that are in line with your interests.
• Think about the subjects that you like in school and your extracurricular activities.
• Consider the jobs of your family members and ask them for advice. You can ask them to
explain what they do in their jobs.
• Talk to your other friends and find out how they get their career ideas.
• Research on the careers that are most in-demand or the new jobs that have many
opportunities. You may want to look into the skills required, degree programs preferred,
benefits of the job, and trends in employment.
After you have thought about a prospective job, you can now consider what track you
want to take as you move on to senior high school. You may also use the previous questions to
guide you. Remember that while it is always better to have an idea of what you want to do, your
plans do not have to be set in stone – you do not have to be 100% sure on a program before you
start college. Many students shift majors or careers later on, so allow room for flexibility.
4. Searching for a job

You may also decide to start working immediately after high school, or while you are
studying. It will be helpful to start researching on jobs that suit your qualifications and interests.
The following are some ways to perform a job search:
• Use the Internet. There are many job search websites that provide resources on career
planning. These include job vacancies, salaries, and qualifications. You can use search
engines, company websites, or employment databases to help you in your search.
• Apply for a part-time role, summer job, or internship in the career field you are interested
in. This will give you valuable first-hand experience in the future job you are considering.
• Read the classified ads in the newspaper or the Internet. This will give you an idea of the
job market and the qualifications that you need to develop.
Writing Your Resume
In the near future, when you start applying for jobs or further education, prospective employers or some
schools will be asking you to give them your resume. A resume is a document that contains a brief
account of a person’s education, skills, work experience, and other qualifications. It is usually sent along
| 27
with job applications, and sometimes with school applications as well. It allows school admissions officers
and hiring officers to assess your experience and determine how you will contribute to their organization.
You may be wondering why you need to write a resume at this point of your life as a student. Crafting a
resume will help you become well-organized and prepare for opportunities in employment and education
that may come your way. This process will help you determine areas that you need to work on and give
you direction on improving them. Consistently, updating your resume will also help you remember and
record experiences that may be useful for future opportunities, such as filling out applications, being
interviewed for scholarships or jobs, or asking for recommendations. Remember that applying for jobs can
be competitive. Thus, this section will teach you how to present your assets in a persuasive way to
package you as a candidate who stands out.
1. Formatting your resume

The most typical format of a resume is the chronological resume. It is called as such
because it describes your work experience role by role, beginning with the most recent job. This is
the most popular type of resume because your education and work history are immediately
revealed.
While most resumes have standard parts, how you answer these categories and arrange
them should be strategic, revealing the most important and impressive qualifications first and de-
emphasizing any weaknesses.
The following section details the categories that normally appear in a chronological resume:
• Heading. This includes your identifying information, such as full name, address, home
phone number, cell phone number, and e-mail address.
• Objective. This informs the reader of the specific purpose of your resume, such as
application for a job or a degree program. Take care to make it specific, focused on the
audience’s needs, and concise.
• Education. This lists the schools you have attended. You may include your class rank,
average or honors/advanced courses you may have taken, if these are noteworthy.
• Honors and awards. This lists any academic and extracurricular recognition you may
have received. It gives the reader a short description of the award and tells the reader
when you won it.
• School activities. This enumerates your experience in school, including clubs, class
projects, sports, etc. You ought to be descriptive in this section to give the reader a good
grasp of your experience. You can do this by including the time period you were involved,
your duties, and specific contributions. You should also highlight leadership roles and
special recognition.
• Work experience. This reveals any relevant work experience you may have had (paid or
voluntary). Include your job title, the name of the organization, the dates of your
employment, and your specific duties and accomplishments. Show tasks that reveal your
technical, communication, leadership and interpersonal skills. You may also include
experience outside school, such as community involvement. List the most recent
employment role first and from there, work backward.
Also, make sure to specify your activities concretely and concisely. Use active verbs and
quantify your results if possible. Compare the two sentences:
a. Worked with my classmates on a project
b. Led a group of 20 students in designing the set for our Florante at Laura play
The second statement gives the reader a better idea of your role
Be sure to place these details in a bulleted list and write them in phrases for easier
reading.
• Enrichment activities. This details any other projects, skills, programs, relevant hobbies,
or experiences that strengthen your application. Make sure to provide a short description
of each and the month and year that it occurred. These show that you are a well-rounded
person.
| 28
2. Polishing your resume
Now that you have written your resume, you can further improve it by doing the
following:
• Revising. This step involves validating all the information you place in your resume,
especially the data concerning your education and employment. Identify areas where you
may have made a mistake or misrepresented these details. Remember that you should
always be truthful in your resume; the concerned authorities can verify the information
you provide.
• Updating. Be sure to continuously update your resume as you change jobs, take further
studies, participate in activities, and upgrade your skill set.
• Proofreading. Reread your resume several times to make sure that you do not have any
errors in content, mechanics, grammar and spelling, organization, and formatting and
| 29
appearance. Have your teacher, family members, or friends read your resume and give
the best impression on it as well. Remember that your resume should give the best
impressions of you – and a document that has errors could make the reader’s impression
of you unfavorable.
Writing Your Cover Letter
After polishing your resume, you can now write the job application letter, also known as the cover letter.
This is a letter that accompanies your resume and highlights the strengths that you have listed.
The parts of the cover are as follows:
1. Introduction. This part opens the letter and specifies the position that you are applying for.
Here are some tips in writing an attention-grabbing introduction, along with some examples:
• Name the source of your information specifically.
- Grace Chua, a staff member of your human resources division, has informed me that
your company is looking for a marketing assistant.
- Your advertisement in section C5 of the Philippine Daily Inquirer for a computer
technician interests me very much.
• State the job title and explain how your qualifications match its requirements.
- Will a valedictorian of her high school batch and one year of part-time experience in
tutoring grade school pupils qualify for your opening of a tutor in your review center?
2. Body. This part emphasizes your strongest points and shows how you meet the employer’s needs.
• Highlight the benefits that the organization will get from accepting you. Compare the
examples below:
- I have taken electives in advanced composition and research writing.
- Electives in advanced composition and research writing have adequately trained me
in report writing, one of the writing skills the job calls for.
• Go back to your resume, and then select the qualification which you believe is most
fitting for the job. Look for ways to connect your experience to practical situations
required in the job posting, as is seen below:
- Your advertisement notes that you are looking for a lab assistant with good analytical
skills. I led our school’s delegation to the National Science Fair of the Department of
Science and Technology, where we competed in the case analysis category and won
second place. I believe this achievement proves my exceptional analytical skills.
• You can also use this part of the letter to showcase your personality. Choose the best
instances that reveal your ability to lead, work in a team, and communicate. Examine this
paragraph:
- Apart from developing my academic skills in high school, my extensive extracurricular
activities have honed my leadership and interpersonal skills. As treasurer of the
student council, I was entrusted with the collection and auditing of the student’s
organization fees. Apart from ensuring transparency in the council’s financial records,
I spearheaded a successful fundraising activity: establishing a recyclables fair in our
school. These roles involved conceptualizing the event, liaising with external partners,
and encouraging 100 students in our batch to contribute in reaching our goal of
eliminating the use of plastic in our canteen. These activities, and more, have trained
me in becoming an efficient leader and I am excited to apply my learning to your
organization.
• Do not forget to remind the reader that they can learn more about you by referring them
to your attached resume.
3. Conclusion. This part of the letter is where you request for an interview. Remember to sound
enthusiastic and appreciative, and do not forget to include your contact information.
| 30
ACTIVITY 2
Competency:
Directions: List down 3 topics that you would like to do a research paper on. Order
them as to the most likely topic you would like to work on to the least likely (Number 1
should be your top choice). Take into consideration the topic’s familiarity, your interests, and the
availability of research materials. Write down your list on the separate answer sheet provided for you.
ACTIVITY 3
Competency:
Directions: Knowing yourself is the first and most important step in the resume writing
process. Answer the questions in the “Determining Your Interests” section in the Lesson Discussion.
Afterward, study your answers and come up with a conclusion. What kinds of jobs, fields, companies, or
organizations do you think suit your interests?
Write your answers on the separate answer sheet provided for you.
| 31
ACTIVITY 4
Competency:
Directions: A good resume should have specific descriptions. Rewrite the statements
below to make them more concrete and quantifiable.
1. Was a member of the school paper

________________________________________________________________________________________________________
2. Received the Star Student Award

________________________________________________________________________________________________________
3. Volunteered in an outreach program

________________________________________________________________________________________________________
4. Worked in the family business during the summer

________________________________________________________________________________________________________
5. Helped out during a school activity

________________________________________________________________________________________________________
ACTIVITY 5
Competency:
Directions: Review the example resume and cover letter. You may also use the Internet
to research on examples of resumes. Based on your analysis, what do you think are some
characteristics of an effective resume? Use the acronym below and think of words, phrases, or sentences
that describe the ideal resume. These words should help you remember how to write an effective resume.
R - ____________________________________________________________________________________________________________
E - ____________________________________________________________________________________________________________
S - ____________________________________________________________________________________________________________
U - ____________________________________________________________________________________________________________
M - ____________________________________________________________________________________________________________
E - _____________________________________________________________________________________________________________
ASSESSMENT TEST 1
Directions: Encircle T if the statement is TRUE. If the statement is FALSE, modify the underlined word/s or
phrase/s to make the statement true.
| 32
________________ 1. A job search should be based on the salary and benefits one can get from the
job.
________________ 2. Computer skills and project management skills are very important
qualifications when job searching.
________________ 3. The Internet, classified ads in newspapers and internship programs are good
avenues to search for a job.
________________ 4. A cover letter accounts a person’s educational background, skills, work

experience, and other qualifications.
________________ 5. A resume should be arranged in a way that your first work experience should
appear first.
________________ 6. One’s full name, address, and e-mail address is included in the heading of the
resume.
________________ 7. A resume must be updated from time to time.
________________ 8. The introduction of a cover letter must specify the skills and work experiences
you have as an applicant for the job.
________________ 9. The body of a cover letter must showcase one’s personality and best
qualifications.
________________ 10. In the conclusion of a cover letter, one must show appreciation, enthusiasm
and eagerness for an interview.
TRANSFER TASK
Directions: Recall the ideal job you have discovered based on your self-analysis in Activity 2. Use the
Internet (recommended sources from your teacher) and search for a job posting related to or that
describes your ideal job. Afterward, write your resume to cater the requirements of the job posting. Next,
create a cover letter to accompany your resume.
| 33

RWS Module 2

Uploaded by

Document Information

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

RWS Module 2

Uploaded by

Copyright:

Available Formats

LESSON 3: Creating Writing Outlines

PAMPER YOUR SOUL WITH GOD’S WORD

ACQUAINT YOURSELF WITH THE BASICS (EXPLORE)

POSSESS YOURSELF WITH KNOWLEDGE (FIRM UP)

Creating a Writing Outline

1. Facebook, Instagram, Tiktok, Twitter

2. Ondoy, Yolanda, Sendong, Milenyo

4. Biology, Chemistry, Physics, Geology

5. Astra Zeneca, Moderna, Pfizer, Johnson, Sinovac

1. The process of photosynthesis

2. The parts of a basketball court

3. The people who became famous through their YouTube channels

4. The applications in your smartphone useful in your studies

ENHANCE YOUR UNDERSTANDING (DEEPEN)

_____________ 1. An outline summarizes the important ideas of a text.

REALIZE YOUR LEARNING (TRANSFER)

Keep these guidelines in mind as you work on this task:

PAMPER YOUR SOUL WITH GOD’S WORD

POSSESS YOURSELF WITH KNOWLEDGE (FIRM UP)

Identifying the Parts of a Paragraph

Making Your Paragraphs Effective

The following are two versions of a paragraph:

The details of a paragraph can be organized through these orders:

1. Topic sentence: _____________________________________________________________________________________

2. Topic Sentence: ______________________________________________________________________________________

3. Topic Sentence: ______________________________________________________________________________________

1. Topic sentence: ______________________________________________________________________________________

2. Topic sentence: ______________________________________________________________________________________

3. Topic sentence: ______________________________________________________________________________________

1. Many memes on the Internet actually have social relevance.

2. A long commute to school has both advantages and disadvantages.

Directions: Identify what characteristic of a well-written paragraph (unity, adequate

REALIZE YOUR LEARNING (TRANSFER)

PAMPER YOUR SOUL WITH GOD’S WORD

ACQUAINT YOURSELF WITH THE BASICS (EXPLORE)

• Understand the definition and nature of a thorough research process.

Before you lived there When you started At present

Flora and fauna

II. Finding Primary Sources

III. Finding Sources in the Library

B. Encyclopedias and disciplinary guides

C. Books, periodicals, newspapers, and magazines

IV. Finding Sources through the Internet

V. Making a Working Bibliography

As you go along on your research, keep a notebook or a set of notecards on which

Plagiarism is both consciously and unconsciously copying someone’s work and

The Common Types of Plagiarism

VII. The APA Citation Guide

D. Article from an online periodical

VIII. Paraphrasing, Summarizing, and Quoting

ENHANCE YOUR UNDERSTANDING (DEEPEN)

REALIZE YOUR LEARNING (TRANSFER)

PAMPER YOUR SOUL WITH GOD’S WORD

ACQUAINT YOURSELF WITH THE BASICS (EXPLORE)

• Determine interests and evaluate qualifications in choosing a career path.

POSSESS YOURSELF WITH KNOWLEDGE (FIRM UP)

1. Determining your interests

2. Assessing your qualifications

4. Searching for a job

Writing Your Resume

1. Formatting your resume

Writing Your Cover Letter

The parts of the cover are as follows:

1. Was a member of the school paper