10

English
Quarter 2 – Module 5
Exposition or Discussion on a
Familiar Issue to Include Key
Structural Elements and
Language Features
English – Grade Ten
Self-Learning Module (SLM)
Quarter 1 – Module: Writing an Exposition or Discussion on a Familiar Issue to
Include Key Structural Elements and Language Features, 2020

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wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

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

Development Team of the Module

Writers: Moonclaire B. Jandinero, Prescious Jean Artieda, Huddae L. Kusingan,
Zean April Jed P. Baguios
Editors: Raffy G. Herrera, Analyn M. Tejada
Reviewers: Lorelie C. Salinas
Layout Artist: Jona P. Cabucos
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
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Carlos G. Susarno - Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerry O. Magno – English Supervisor
Lalaine SJ Manuntag- CID Chief
Nelida A. Castillo- EPS, LRMS
Marichu Jean R. Dela Cruz- ADM Coordinator
Zynafe V. Caijo – English Supervisor

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Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

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E-mail Address: region12@[Link]
 10

English
Quarter 2 – MODULE 5:
Exposition or Discussion on a
Familiar Issue to Include Key
Structural Elements and
Language Features
Introductory Message
For the facilitator:

Welcome to the English Grade 10 Self-Learning Module (SLM) Module on Writing

an Exposition or Discussion on a Familiar Issue to Include Key Structural Elements
and Language Features.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

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

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

Teachers teach because they care.
Teaching young people is what they do
best. It requires long hours, patience and
care. -Horace Mann

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the English 10 Self-Learning (SLM) Module on Writing an Exposition or

Discussion on a Familiar Issue to Include Key Structural Elements and
Language Features.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

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

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

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

What’s More This comprises activities for independent

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

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

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

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

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

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies.

iv
 What I Need to Know

To write well, a writer must be able to recognize quality in a piece of writing.

It is also an art form and therefore subject to personal taste. You can read a book
and dislike it but acknowledge that the writing was good. A writer should be able to
articulate why a piece of writing succeeds or fails, and a writer should also be able
to recognize the qualities in a piece of writing even when it doesn’t appeal to personal
taste.

These skills are especially necessary when writers are reviewing or critiquing
other writers’ work and when revising, editing, and proofreading their own work.
Writing an expository or essay perhaps makes it a lot more relevant to writing a more
effective output. This then evolves with the aid varying of characteristics like clarity
and focus, that makes sense and readers don’t get lost or have to reread passages to
figure out what’s going on. Focused writing sticks with the plot or core idea without
running off on too many tangents.

Organization is presented in a way that is logical and aesthetically pleasing.

You can tell non-linear stories or place your thesis at the end of an essay and get
away with it as long as your scenes or ideas are well ordered. Ideas and themes, this
allows you to make a piece of writing considered as well-crafted that contains clearly
identifiable ideas and themes, voice, that sets you apart from all other writers. It’s
your unique way of stringing words together, formulating ideas, and relating scenes
or images to the reader, language (word choice), which includes precise and accurate
word choices and well-crafted sentences.

As you go through this module, remember to search for the answers to achieve
the competency:
Writing an Exposition or Discussion on a Familiar Issue to Include Key
Structural Elements and Language Features. (EN10WC-IIb-13.2)

This module is divided into four lessons:

Lesson 1 Explicit and Implicit Information
Lesson 2 Operational and Technical Definition
Lesson 3 Using of Expository Mode of Paragraph Development
Lesson 4 APA In-text Citation

After going through this whole module, you are expected to:
1. identify the difference between explicit and implicit;
2. determine the difference of operational and technical definition;
3. demonstrate correct use of technical and operational terms;
4. create an expository essay; and
5. use APA format for in-text citation

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 What I Know

Let us check your prior knowledge. Read carefully each selection and answer the
question correctly. Write the letter of the correct answer on a separate answer sheet.

1. Which of the following is a purpose of Expository Writing?

a. tells a story
b. put forward a point of view or justify a position
c. provides factual information to describe, sequence or compare
d. none of the above
2. It expresses the main idea of writing.
a. conclusion
b. body
c. thesis statement
d. supporting materials
3. Which of the following is NOT an example of expository writing?
a. science textbook
b. brochure
c. recipe
d. none of the above
4. One way to give credits to the rightful owner of cited ideas within a text is .
a. in-text citation
b. reference citation
c. acknowledgment
d. dedication
5. Throughout the text: in-text citation includes information about the source
within the text expect for?
a. the name of the author or authors
b. the page number/s
c. the year of publication
d. the biography of the author
6. What type of in-text citation uses the author`s last name and the year of
publication?
a. Modern Language Association (MLA) Style
b. Chicago Style
c. American Psychological Association (APA) Style
d. Philippine Association of Language (PAL) Style
7. When something is implied (not clearly stated) in a piece of writing, it is
referred to as what sort of information?
a. explicit
b. analysis
c. implicit
d. inference

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8. It refers to an act or process of using clues or evidence to draw a conclusion.
a. explicit
b. analysis
c. implicit
d. inference
9. Which of the following best describes explicit information?
a. directly stated, clear, obvious and literal
b. using clues or evidence to draw a conclusion
c. not directly stated, clues are given
d. claims something is true about something else
10. Wordsworth stated that Romantic poetry was marked by a "spontaneous
overflow of powerful feelings" (263), is an example of?
a. Author-Page-Style
b. Print sources with no known author
c. Print sources by a corporate author
d. At the end reference
11. MLA stands for?
a. Modern Literacy Assessment
b. Modern Language Association
c. Modern Language Assessment
d. Modern Language Apprehension
12. What is the genus of dinner?
a. meal
b. supper
c. snack
d. breakfast
13. Why are technical definitions important in different fields?
a. to help attract more readers
b. to improve the reader comprehension
c. to improve the overall appearance of the document
d. to make a document more formal
14. Operational definitions
a. are developed before beginning he specification of the content
b. are important only in experimental research
c. should always follow the guidelines outlines in the APA publication
manual
d. determine the meaning of a variable in a particular study
15. What definition refers to a very detailed description of a term, process, or
phenomenon that often describes what the thing does, how it is used, and to
what purpose?
a. technical definition
b. existential definition
c. operational definition
d. genus definition

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 Lesson
Explicit and Implicit
1 Information
Many of the words in English have very similar sounds but have completely
different meanings. This can lead to confusion and usage problems such as the words
explicit vs. implicit. These two words have opposite meanings but are confused
because of the similarity of their sound. Since they do have different meanings, you
want to be sure that you are using them correctly especially in analyzing and
understanding a text. Do you have any problem in identifying their difference?

After going through this lesson, you will be able to:

1. identify the difference between explicit and implicit;
2. recognize the importance of explicit and implicit information in
understanding a text; and
3. make inferences from the statements that are explicitly and implicitly
made in a written text.

What’s In

ACTIVITY 1.1. PICK IT RIGHT!

In the past lesson, you have learned the three types of claims as tools to
influence people. It is important that we review a certain concept related to the
lessons in this module.

Directions: Read the following statements and identify the claim made as FACT,
POLICY or VALUE. Write your answers on your answer sheet.

1. Teachers are under-appreciated in our country.

2. People living in polluted areas should start thinking how to recycle their
wastes so that they can make other alternatives and livelihood as well.
3. Video games are a waste of time; sports on the other hand are a better way to
build character and stay healthy.
4. The number of murders, most often by psychopaths, has exponentially grown
in the last decade.
5. We should embrace immigrants instead of building a wall.
6. Converting to solar energy can save homeowners’ money.
7. The healthcare system should be completely reformed.
8. Parents are morally responsible to safeguard their children’s activity on the
internet.

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 What’s New

ACTIVITY [Link] OR FALSE?

Directions: Read each statement below carefully. Write T if you think the statement
is TRUE and write F if you think the statement is FALSE. Write your answers on
your separate answer sheet.

1. Explicit information is written in the text.

2. Implicit information is NOT written in the text.
3. When something is implicit then the reader can go back and find the information
directly in the story.
4. Explicit information is something I know is happening.
5. Implicit information is something I think is happening.

What is It

Explicit describes something that is plainly, directly and clearly stated, something
that is communicated in a fashion that leaves no room for interpretation or
confusion.
Example: It was a dark and stormy night.

Implicit describes something that is not clearly and indirectly expressed, something
communicated in a fashion that is implied.
Example: The trees were swaying wildly outside Anne’s window as she
prepared for bed, and the gutters were overflowing.

Inference is an act or process of using clues and evidence to draw a conclusion.

You have to “read closely to determine what the text says explicitly and to make
logical inferences from it.” You must be able to identify both explicit and implicit
information, so you can make inferences about what you read

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 What’s More

ACTIVITY 1.3: EXPLICIT or IMPLICIT?

Directions: Read the given text and answer the following activity.

“Tough it up man. It’s just a little bruise. We gonna get you home now.”
Andre said. His voice alternating between terror and toughness. He and Leslie
pulled Sampson up from the ground. “Can you walk, man?”
Sampson put one foot down, then tried the other. He cringed, cried out,
then slumped back against his brother. “I can’t,” he said, shaking his head.
Sampson took several deep breaths. Sweat poured of his face.

Andre looked at Leslie. The rest of the boys had somehow disappeared. “We
gotta carry him, man.” Leslie nodded, and the two of them hoisted the smaller boy
between them and carried him home down the same street, which now seemed
even hotter.

(Source: [Link] )

Based on the text, identify whether the given statement is explicit or implicit. Write
your answer in your answer sheet.

1. Andre told Sampson to “tough it up.”

2. Leslie and Andre picked Sampson up.
3. Sampson was sad and depressed that his foot was hurt.
4. Sampson could not walk on his foot.
5. Andre, Leslie and Sampson are best friends.

What I Have Learned

ACTIVITY 1.4: LET’S THINK ABOUT IT!

Directions: Below is the opening paragraph of the story “The Gift of the Magi” which
was written by O. Henry, whose real name was William Sydney Porter. It was
published in 1910. Read the passage carefully and answer the following questions.
Do this on your answer sheet.

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 One dollar and eighty-seven cents. That was all. Sixty cents of it was in
pennies. Pennies saved one and two at a time by bulldozing the grocer, the
vegetable man, and the butcher until one’s cheeks burned with the silent
imputation of parsimony that such close dealing implied. Three times Della
counted it. One dollar and eighty-seven cents and the next day would be
Christmas. There was clearly nothing to do but flop down on the shabby little
couch and howl. So, Della did it. Which instigates the moral reflection that life
is made up of sobs, sniffles, and smiles, with sniffles predominating.

1. Why is Della crying?

______________________________________________________________________
2. What does Christmas have to do with her tears?
______________________________________________________________________
3. How did she get the money?
______________________________________________________________________
4. What does O. Henry mean by “with sniffles predominating”?
______________________________________________________________________

What I Can Do

Activity 1.5: I CAN INFER!

Directions: On your answer sheet, copy the chart and infer the implicit information
of the given texts.

Text What I Infer

My father has gone to fight. I am afraid
almost all of the time.

The streets of our city are littered with

bricks, dust, and broken glass.

My friends and I stay close to home,

usually inside our apartment building,
sitting under the stars.
Sometimes, we can’t sit still a minute
longer and we run through the halls,
laughing and making noise.

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 Lesson
Operational and Technical
2 Definition
Being able to get the right meaning of a term whether from a conversation or
any reading materials can save money, time, and effort. This can even bring you to
success. Let`s find out how you can do that in this lesson.
After going through this lesson 2, you will be able to:
1. identify technical and operational definition;
2. compare technical and operational definition through Venn diagram; and
3. demonstrate correct use of technical and operational terms.

What’s In

Activity 2.1: TELL ME WHAT!

Directions: Identify the following statements as EXPLICIT or IMPLICIT. Write your
answer on your answer sheet.

1. Sometimes if you wait for things, you miss an opportunity.

2. The parents` economic circumstances are a much bigger factor in determining
future success.
3. George did not like dogs and had never owned one.
4. Someone dies.
5. Hazel dies because of cancer.

What’s New

Activity 2.2: MATCH ME!

Directions: Match the term from Column A to its definition in Column B. Write your
answer on your answer sheet.
Terms Definition
1. Flash drive A. what our unconscious believes to be true about how worthy,
lovable, valuable and capable we are
2. Gravity B. a building equipped for the manufacture of drugs or
chemicals
3. Self-esteem C. a small, lightweight portable device that allow user to store,
carry, and transfer program and files
4. Laboratory D. is measured by the acceleration that it gives to freely falling
objects

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 What is It

You have come across some unfamiliar words in the preceding lessons.
Sometimes, you will encounter technical terms in your studies.

An important skill you need to learn is to make terms understandable

especially when readers do not understand technical terms. These terms may be
used technically or operationally. When this happens, the word/term may mean
another thing than what it usually means which may cause miscommunication.
Being able to adequately understand can save us all from headaches and ambiguity.

Operational definition- is a definition of term that explains the process or procedure

by which it is going to be measured or how it is used in your paper.

Example:
Term Genus Differentia
Fiber optics a technology that uses light energy to transmit voices, video,
images and data via hair thin glass fibers
Stress an applied force that strains or deforms a body

Technical definition- refers to a very detailed description of a term, process, or

phenomenon. It often describes what the thing does, how it is used, and to what
purpose.

Example: An isthmus is a narrow strip of land with sea on either side,

forming a link between two larger areas of land.

Sceptic refers to a person who is inclined to question or doubt accepted opinion…

What’s More

Activity 2.3: PROVE IT WISELY!

Directions: Identify whether the following terms are defined as OPERATIONAL or
TECHNICAL. Write your answers in your answer sheet.
1. A triangle is a plane figure bounded by three sides with three angles.
2. Phenylephrine is an adrenergic drug that is a powerful vasoconstrictor and is
used to relieve nasal congestion, dilate the pupils and maintain blood pressure
during anesthesia.

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 3. Jest is a thing said or done for amusement.
4. Time is that quantity which comes in units of seconds that can be measured
by a stopwatch.
5. Chaos refers to an unusual even that is difficult to understand.

What I Have Learned

Activity 2.4: COMPARE AND CONTRAST!

Directions: Write the differences and similarities of operational and technical
definition using the Venn Diagram. Do this on your answer sheet.

Operational definition Technical definition

Differences Differences

Similarities

What I Can Do

Activity 2.5: MEND IT WELL!

Directions: Write a two-paragraph essay about your definition of global pandemic
COVID-19. Write your answer on your answer sheet.

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 Lesson
Using Expository Mode of
3 Paragraph
Writing is always a part of our journey. It expresses who you are as a person.
Since you were in elementary, you have been taught to express your opinion and
ideas through writing. Excellent writing enables you to develop your thinking skills
and to make logical arguments.

In this module, you will learn one form of writing that will foster your ability
to explain and refine your ideas to others.

At the end of the lesson, you are expected to:

1. identify the parts of an expository writing;
2. create an expository essay; and
3. appreciate the value of expository writing.

What’s In

ACTIVITY 3.1. SPOT THE WORDS

Directions: Find and circle ten (10) words in the following grid. They could be found
horizontally, vertically, or diagonally. Copy the grid on a separate answer sheet.

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 What’s New

ACTIVITY 3.2. RECTIFY THE SITUATION

Directions: Study the situation below. Answer the questions that follow in three to
five sentences. Write your answer on your separate answer sheet.

Situation : There is a discrepancy between what you think your grades should
be, and the actual grades that are written on your report card.

1. What do you think are the causes of the discrepancy on your grade?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What will be your action to solve the situation?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. What do you recommend to avoid the same situation in the future?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What is It

Writing is a form of communication that allows you to put your feelings and
ideas on paper, to organize your knowledge and beliefs into convincing arguments,
and to convey meaning through well-constructed text. One form of writing is
expository writing.

One mode of writing is the expository writing. Expository writing defines what
something is, explains how it works, or tells the reader how to do something. It is
directed towards explaining something to a reader.

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Parts of Expository Writing:

1. Introduction

The introductory paragraph lays the foundation of your writing and give
the reader an overview of your thesis statement. A thesis statement expresses the
one main idea the writing will discuss. It tells what the composition will be about.
Use your opening sentence to get the reader’s attention, and then follow up with
a few sentences that give your reader some context for the information you are
about to cover.

2. Body

The body of your expository writing contains three to five paragraphs. Each
paragraph begins with a topic sentence supported by details or materials.
These supporting materials can be examples, facts, statistics, reasons, causes
and effects, incidents, definitions, and comparison and contrast.

3. Conclusion

The final section of your expository writing should give the reader a concise
overview of your thesis statement. The intent is to propose further action, offer
a solution, or post new questions to explore.

Read the sample of an expository essay below

A Career to Make Life Worth Living

Many teenagers spend a lot of time contemplating what they want to do when
they graduate from high school. I am fortunate in that I already know; I decided to
become a veterinarian when I was two or three years old. Just like humans, animals
need people to treat them with the respect and dignity they deserve, and I want to be
one of those people. Because of this, I am doing all I can at Reavis to lay the
groundwork for my success in college. Then, once I am in college, I will study and
learn about all species of animals. Finally, I will find happiness in my career as a
veterinarian because when animals need my assistance, I know that I will be able to
help them.

First, as a freshman at Reavis High School, I keep in mind my lifelong dream

of becoming a veterinarian. I have been taking my education here very seriously,
because I know that a person needs to be not only knowledgeable, but also extremely
disciplined in order to become a veterinarian. Because of this, I work hard to earn
good grades, I take pride in my work, and I have learned to manage my time properly.
These skills will be particularly valuable when I enter college.

After leaving Reavis, I must attend college because it is definitely a requirement for
becoming a veterinarian. In fact, a bachelor’s degree is necessary in order to even
enter a veterinarian program. One must also possess excellent communication,

13
leadership, public speaking, and organizational skills. I have put a lot of thought and
consideration into college, and I have decided that I would like to go to the University
of Illinois. It is a wonderful school, and they even have a graduate program designed
for students who want to become veterinarians.

Once I have completed a veterinarian program, I will be able to pursue my

dream career. This career provides numerous benefits, the first of which is salary.
The average veterinarian salary is $60,000 a year, a salary that would definitely allow
me to live a comfortable life. Secondly, it is a rewarding job. This job would provide
me with the satisfaction of knowing that I am helping or saving an animal’s life.

Finally, becoming a veterinarian would assure me a lifetime of happiness. I

know I would love going to my job every day, because I would be working with what
I love most: animals. In summary, when I graduate from Reavis, I plan to go to college
to become a veterinarian. I love animals and I want to do anything that I can to help
them. I know I am only a freshman, but I also know that I am growing up quickly.
As Ferris Bueller quotes, “Life moves pretty fast. If you don’t stop and look around
once in a while, you could miss it!”
(Source: [Link]

What’s More

ACTIVITY 3.3: PARAGRAPH ARRANGEMENT

Directions: Below is an article entitled The Dragon. Arrange it in logical order. Write
your answer on a separate answer sheet.

The Dragon
_____1. In Scandinavia they also wrote about aggressive, evil dragons. Viking myths
tell us about dragons that guarded the places where the warriors were buried.
The dragon was a symbol of war for the Vikings. To scare their enemies, the
Vikings painted pictures of fierce-looking dragons on their shields and on the
prows of their ships.

_____2. On the other side of the world we find a very different type of dragon. The
dragons in the stories from England are evil, ugly, fire-breathing creatures.
They often live in caves and might guard a treasure. Some of the most famous
stories describe how brave knights saved beautiful princesses from wicked
dragons. The most famous English legend is the tale of Saint George and the
Dragon, which tells the story of how Saint George killed a dragon that had
grabbed a beautiful girl.

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_____3. If you travel to many parts of the world you will find stories of giant, flying
reptiles. These strange creatures are called dragons. The word ‘dragon’ is from
the Greek word serpent. In some places, dragons may have two heads, but
they all have wings like a bat and the scales of a reptile. It is interesting that
the dragon can be friendly or evil depending on whether it is from China or
Europe.

_____4. It is interesting that people see dragons in very different ways in the East and
the West. The question is why do these stories even exist? They describe a
creature that has never been discovered. Many people wonder why the
dragons in these legends look so much like coincidence or did the dragon
really room the Earth hundreds of years ago?

_____5. The dragon in Chinese myths was usually friendly and able to bring you good
fortune. It was important to please the dragon because it could control the
weather. An angry dragon could cause a flood, drought, or even an eclipse of
the sun. The Chinese farmers tried to please the dragon so they could get the
rain they needed for their crops. This is why you can still see the dragon in
Chinese New Year parades.

What I Have Learned

ACTIVITY 3.4: CROSS WORD

Directions: Complete the crossword that fits each hint/clue.

15
 What I Can Do

ACTIVITY 3.5: LET’S GET IT WRITE!

Directions: On a separate Answer Sheet, write an expository essay about your
personal struggle. Your composition must have an introduction, body, and
conclusion. Please be guided with the rubric:

1 2 3 4 5

The thesis The thesis The thesis The thesis The thesis
statement is statement is statement is statement is statement is
missing or off not clear. somewhat clear and clear, well-
Thesis

topic relevant to relevant to developed

the topic the topic and relevant
and/or to the topic.
somewhat
clear.
There are no The essay is There are The structure Transitions
missing an clear within within and
Organization

organizations
to the essay. introduction, introduction, paragraph is between
body or body, and clear and paragraphs
concluding conclusion easy to flow
paragraph. paragraphs. follow. smoothly.

There are no There are There are two There are There are
concrete some to three four concrete four well-
details. concrete concrete details from chosen
Evidence (Concrete details)

details. details from the text in concrete

the text each details from
and/or some paragraph. the text in
concrete The concrete each
details from details paragraph.
the text that support the The concrete
(Concrete

support the thesis. details

Details)

thesis. support the

thesis.

16
 Lesson American Psychological

4 Association (APA)
In-Text Citation
Plagiarism is the act of taking another person’s writing, conversation, song,
or even idea and passing it off as your own. It refers to using someone else's ideas,
words, or thoughts as your own without giving credit to the other person. To avoid
plagiarism, you have to give credit to the original author by giving the person's
name, name of the article, and where it was posted or printed.

In this lesson, you will learn the basics of creating properly formatted written
output according to American Psychological Association (APA).

At the end of this lesson, you are expected to:

1. identify the American Psychological Association (APA) in-text

citation;
2. recognize the importance of APA in-text citations;
3. use APA format for in-text citation.

What’s In

ACTIVITY 4.1. PICK IT RIGHT!

Directions: Choose the text type that best fits the description. It is either narrative,
technical, persuasive, or expository. Write your answers on your answer sheet.

1. The novel “El Filibusterismo” by Jose Rizal - ____________________

2. A research paper about World War II - ____________________
3. A list of possible projects - ____________________
4. Ancient myths about ‘Tikbalang’ - ____________________
5. A biography about George Washington - ____________________

17
 What’s New

Activity 4.2 WHO SAID THAT?

Directions: Identify the speaker or author of the following popular quoted lines. Write
your answer on the answer sheet.

Abraham Lincoln Anton Chekhov Walt Disney Peter Pan Voltaire

Edgar Allan Poe William Shakespeare Nietzsche (1883) Douglas McArthur
Benigno Aquino, Jr.
1. So, you’re the little woman who wrote the book that made this great war.
2. The role of the artist is to ask questions, not answer them.
3. “It’s kind fun to do the impossible.”
4. All you need is faith, trust and a little pixie dust.
5. Cherish those who seek the truth but beware of those who find it.
6. “I became insane, with long intervals of horrible sanity.”
7. “I shall return.”
8. “The Filipino is worth dying for.”
9. “God is dead.”
10. It’s not in the stars to hold our destiny but in ourselves.

What is It

In some forms of written communication, there is a need for you to

acknowledge the source of information. Within the text of your paper, include and
in-text citation when you refer to summarize, paraphrase, or quote from another
source.

An in-text citation is a reference made within the body of text of an academic

essay. The in-text citation alerts the reader to a source that has informed your own
writing. The exact format of an in-text citation will depend on the style you need to
use.

The American Psychological Association (APA) in-text citation style uses

the author’s last name and the year of publication, for example: (Field, 2005).

For direct quotations, include the page number as well, for example: (Field,
2005, p.14).

For sources such as websites and e-books that have no page numbers, use a
paragraph number.

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Table 4.1: Using the Author/Date System

Author’s Name Example of Usage

1. The author’s name is Gass and Varonis (1984) found that the most
part of the narrative. important element in comprehending non-native
speech is familiarity with the topic.
2. The author’s names One study found that the most important in
cited in parenthesis comprehending non-native speech familiarity with
the topic (Gass and Varonis, 1984).
3. Multiple Works Research shows that listening to a particular accent
(Separate each work improves comprehension of accented speech in
with semicolons) general (Gass and Varonis, 1984;Krech Thomas,
2004)
4. In direct quotation, the Gass and Varonis (1984) found that “the listeners’
author’s name is a part familiarity with the topic of discourse greatly
of the narrative facilitates the interpretation of the entire message”
(p.84).
5. In direct quote, the One of the study found that “the listeners’ familiarity
author’s name is in with the topic of discourse greatly facilitates the
parenthesis interpretation of the entire message” (Gass and
Varonis, 1984, p.85).

Table 4.2: Citing Works by Multiple Authors in Text

TYPE OF FIRST SUBSEQUENT FIRST SUBSEQUENT
CITATION CITATION CITATIONS CITATION, CITATIONS,
PARENTHETICAL PARENTHETICAL
FORMAT FORMAT
One author Field (2005) Field (2005) (Field, 2005) (Field, 2005)

Two Gass & Gass & Varonis (Gass & Varonis, (Gass & Varonis,
authors Varonis (1984) 1984) 1984)
(1984)
Three Munro, Munro, et al. (Munro,Derwing, & (Munro, et al.,2006)
authors Derwing, & (2006) Sato, 2006)
Sato (2006)
Four Tremblay, Tremblay, et al. (Tremblay, Richer, (Tremblay, et al.,
authors Richer, (2010) Lachance, Cote, 2010)
Lachance, & 2010)
Cote (2010)

Five Hay, Elias, Hay, et (Hay, Elias, (Hay et al., 2007)

authors Fielding, al.(2007) Fielding, Barnsley,
Barnsley, Homel, & Frieberg,
Homel, & 2007)
Frieberg
(2007)
Six or more Norris- Norris-Shortle, (Norris-Shortle, et (Norris-Shortle, et
authors Shortle, et et al. (2006) al., 2006) al., 2006)
al. (2006)

19
 What’s More

Activity 4. 3: ON YOUR OWN!

Directions: Give the correct parenthetical citation. Refer to Table 4.2. Write your
answer on your answer sheet.
1. Doane, Gilbert H. and James B. Bell. Searching for Your Ancestors. Minneapolis
U of Minnesota P 1980.
2. Gatto, Joseph et al. Exploring Visual Design. 2 nd ed. Worcester: Davis, 1987.
3. Litchman, Allan J. Your Family History. New York Vintage Books 1987.

What I Have Learned

Activity 4.4: WORTHWHILE!

Directions: Write a short essay quoting concepts of point of views from familiar
authors and writers and use In-Text Citations to give credit to the authors or writers
of the written work quoted. Do this on your separate answer sheet.

What I Can Do

Activity 4.5: FIX ME UP!

Directions: Rewrite the paragraph with correct in-text citations. Write your output
on your answer sheet.
A few researches in the linguistic fields have developed training programs
designed to improve native speakers` ability to understand accente speech
(Derwing, Rossiter, Munro; Krech Thomas, 2004). Their training techniques are
based on the research described above. Indicating that comprehension improves
with exposure to non-native speech. Derwing; et al. (2002) conducted their
training with students preparing to be social workers, but note that other
professionals who work with non-native speakers could benefit from a similar
program.

References:
1. Derwing, T. M., Rossiter, M. J. (2002). Teaching native speakers to listen
to foreign accented speech, Journal Multilingual and Multicultural
Development, 23 (4), 245-259.
2. Krech Thomas, H. (2004). Training strategies for improving listeners`
comprehension of foreign-accented speech (Doctoral Dissertation). University
of Colorado, Boulder.

20
 Assessment

I hope you had great time going over this module. For you to determine how
much you’ve learned, please answer the questions given.
General Directions: Read and answer the questions correctly. Do this on your
separate answer sheet.
Test I: Directions: Write the letter of the APA in-text citation that handled correctly.
1. a. As noted by Winthrop and Hutchinson (2010), most countries experience
flu outbreaks cyclically (p.286).
b. As noted by Winthrop and Hutchinson (2010), most countries experience
flu outbreaks cyclically (286).
2. a. Kaiser emphasizes the importance of sleeping a minimum of eight hours a
night. (2012, p. 34)
b. Kaiser emphasized the importance of sleeping a minimum of eight hours a
night. (2012, p. 34).
3. a. Without the cure, the disease will continue to claim the lives of many
unsuspecting victims (Zorn and Gibbs, 2004, p. 14).
b. Without the cure, the disease will continue to claim the lives of many
unsuspecting victims (Zorn & Gibbs, 2004, p. 14).
4. a. “Without their funding, the shelter will close” (Rodriguez, 2008, p. 15).
b. “Without their funding, the shelter will close.” (Rodriguez, 2008, p. 15).
5. a. “Graduates are unaware of the monumental challenges they will face,”
comments Davis (2006) (p. 282).
b. “Graduates are unaware of the monumental challenges they will face,”
comments Davis (2006, p. 282).

Test II. Read the questions properly and write the letter of the correct answer on
your separate answer sheet.
6. Tyler overslept and missed his bus. He looked at his alarm clock and it read
8:45 A.M. He was more than 30 minutes late for school. He casually walked
to the kitchen and poured himself some cereal. What can be inferred about
Tyler?
a. He is nervous about being tardy.
b. He is in a huge rush to make it to school.
c. He could care less that he's late.
d. He is hungry.

7. Amanda needed to finish her science project by the 5th of March. She had
everything she needed except her typed report. She knew that her typed report
was worth 50% of her grade. She was going to fail. What explicit information
can you pull from this story?
a. Amanda is lazy.
b. Amanda ran out of time.
c. Amanda already has a high enough grade in science.
d. Amanda didn't do the typed report.

21
8. Since it was getting late, the band decided to go home and get some rest. The
lead singer decided he wanted to stay a little longer and practice some of the
new songs. What can be a piece of implicit information in this story?
a. The band needed rest.
b. The lead singer has great dedication.
c. It was getting late.
d. The band has some new songs.
9. In culinary arts, what does chicken mean??
a. meat
b. a bird
c. a group of birds
d. a plural form for a kind of bird
10. Why do different fields use technical definitions?
a. to overcoat terms
b. to make a document more formal
c. to provide comprehensive definitions of terms
d. to thicken the document
11. What definition refers to a definition of term that explains the process or
procedure by which it is going to be measured or how it is used in your paper?
a. technical definition
b. existential definition
c. operational definition
d. genus definition
12. When should a definition be used in technical writing?
a. to give all possible meanings for various technical terms
b. to explain the meaning of a word as it relates to the subject being
discussed
c. to provide examples of how a term is used in the workplace
d. to answer any questions the reader might have about a subject
13. Why is it important to engage in expository writing?
a. share expertise with others and develop self-confidence and self-
esteem.
b. develop an understanding of a topic of study.
c. enhance vocabulary, visual literacy, and the use of technology.
d. all of the above
14. Which of the following is not a purpose of expository writing?
a. tell a story
b. explain
c. describe
d. instruct
15. All of the following are useful skills for writing an expository piece, EXCEPT:
a. The writer provides supporting details.
b. The writer includes engaging dialogue between characters.
c. The writer organizes the body of the text.
d. The writer crafts clear main ideas.

22
 Additional Activities

Task: Write a five-paragraph essay that defines your experience as a student. Cite
information from speakers and authors that supports the content of your essay.
Write your answer on a separate answer sheet.
Please be guided with the rubric:

5 3 2 1
Sharp, distinct Apparent point No apparent Minimal
controlling point made made about a point but with evidence of a
FOCUS

about a single topic with single topic with evidence of topic.

evident awareness of sufficient specific topic
task awareness of
task
Substantial, specific, Sufficiently Limited content Superficial
CONTENT

and/or illustrative developed with inadequate and/or minimal

content demonstrating content with elaboration or content
strong development and adequate explanation
sophisticated ideas elaboration or
explanation
Sophisticated Functional Confused or Minimal control
ORGANIZATION

arrangement of content arrangement of inconsistent of content

with evident and/or content that arrangement of arrangement
subtle transitions sustains a content with or
logical order without
with some attempts of
evidence of transition
transition
Precise, illustrative use Generic use of a Limited word Minimal variety
of a variety of words and variety of words choice and in word choice
sentence structures to and sentence control of and minimal
create consistent writer’s structures to sentence control of
STYLE

voice and tone create structures that sentence

appropriate to audience consistent inhibit voice and structures
writer’s voice tone.
and tone
appropriate to
audience
Evident control of Sufficient Limited control Minimal control
CONVENTIONS

grammar, mechanics, control of of grammar, of grammar,

spelling, usage and grammar, mechanics, mechanics,
sentence formation mechanics, spelling, usage spelling, usage
spelling, usage and sentence and sentence
and sentence formation formation
formation

23
 24
ACTIVITY 1.1 ACTIVITY 2.1 ACTIVITY 4.1
1. VALUE 1. Explicit 1. Narrative
2. POLICY 2. Implicit 2. Expository
3. VALUE 3. Explicit 3. Technical
4. FACT 4. Implicit 4. Narrative
5. POLICY 5. Explicit 5. Expository
6. FACT
7. POLICY ACTIVITY 2.2 ACTIVITY 4.2
8. VALUE 1. c 1. Abraham Lincoln
2. d 2. Anton Chekhov
ACTIVITY 1.2 3. a 3. Walt Disney
1. True 4. b 4. Peter Pan
2. True 5. Voltaire
3. False ACTIVITY 2.3 6. Edgar Allan Poe
4. True 1. Operational 7. Douglas McArthur
5. True 2. Technical 8. Benigno Aquino Jr.
3. Technical 9. Nietzsche, 1883
ACTIVITY 1.3 4. Operational 10. William Shakespeare
1. EXPLICIT 5. Technical
2. EXPLICIT ACTIVITY 4.3
3. IMPLICIT ACTIVITY 2.4 1. (Doane & Bell, 1980)
4. EXPLICIT Answer may vary 2. (Gatto, et al, 1987)
5. IMPLICIT 3. (Litchman, 1987)
ACTIVITY 2.5
ACTIVITY 1.4 Answer may vary
Answers may vary
Activity 1.5 ACTIVITY 3.3
1. 4
Answers may vary
2. 3
3. 5
4. 1
5. 2
ACTIVITY 4.5
ASSESMENT
ACTIVITY 3.4 A few researches in the
Test I. 1. Thesis linguistic fields have
2. Expository developed training programs
1. A 3. Writing designed to improve native
2. B 4. Conclusion
speakers` ability to
3. A 5. Introduction
6. Body understand accente speech
4. A
7. Communication (Derwing, Rossiter & Munro;
5. B
Krech Thomas, 2004). Their
Test II. training techniques are
6. C What I know based on the research
7. B described above. Indicating
1. C that comprehension
8. B
2. C
9. A improves with exposure to
3. B
10. C non-native speech. Derwing
4. A
11. C et al. (2002) conducted their
5. D
12. B training with students
6. C
13. D preparing to be social
7. C
14. A workers, but note that other
8. D
15. B
9. A professionals who work with
10. A non-native speakers could
11. C benefit from a similar
12. A program.
13. B
14. D
15. A
Answer Key
References

Almonte, Lisa R, Lerma L. Flandez, Angelina Lourdes A. Hermosa, Nedia Lagustan,

Liberty A. Mangaluz, Elenita R. Miranda, Paul Anthony B. Mendoza, Lito A.
Palomar, Grace B. Annette Barradas-Soriano & Karen B. Villanueva.
Celebrating Diversity through World Literature-Grade 10 English Learners
Material, First [Link] City: Department of Education, 2015.

Flores, Eden R, PhD, Aireen B. Arnuco, PhD, Dinah Mindo, PhD, English in
Perspective World Literature 10. Quezon City: ABIVA Publishing House, Inc,
2016.

Gonzales, Carolina T. Annabelle T. Sim, Angelica C. Valencia, Anabele M. Bigornia.

Essential English Worktext in Literature and Language – Grade 10, Revised
Edition 2017. Sampaloc Manila: Rex Book Store, Inc, 2017.

BetterLesson. 2020. Betterlesson. [online] Available at:

<[Link]
implicit-quiz-docx> [Accessed 13 July 2020].

[Link] 2020. [online] Available at:

<[Link]
information/-docx> [Accessed 13 July 2020].

[Link]. 2020. Expository Writing Rubric. [online] Available at.

[Link]
hl=en&tbm=isch&source=iu&ictx=1&fir=Gtm2FoOkSndkHM%252CHIIltMRc
AD78VM%252C_&vet=1&usg=AI4_-
kTo3nvg6ojtydi_ladojEDcVvXrPA&sa=X&ved=2ahUKEwiawKLa2bzqAhUTHa
YKHXiKB4MQ9QEwAHoECAoQHA&biw=1366&bih=667#imgrc=Uc12WUuEa
GIFcM

[Link]. 2020. [online] Available at:

<[Link]
20Textual%20Evidence%[Link]> [Accessed 15 July
2020].[Link]. 2020. Implicit Vs. Explicit - Quiz. [online] Available at:
<[Link] vs-
explicit> [Accessed 15 July 2020].

25
 EDITOR’S NOTE

This Self-learning Module (SLM) was developed by DepEd

SOCCSKSARGEN with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on
DepEd’s Most Essential Learning Competencies (MELC). This is a
supplementary material to be used by all learners of Region in all
public schools beginning SY 2020-2021. The process of LR
development was observed in the production of this module. This is
Version 1.0. We highly encourage feedback, comment, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@[Link]

26