English For Academic and Professional Purposes

P a g e |1
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

English for Academic and Professional Purposes is a preparatory course to help non-English speaking students
cope with academic requirements has now evolved into the silver bullet that may spell out a person’s success.
Regardless of the field you would like to pursue, having a mastery of English for Academic and Professional
Purposes (EAPP) would prove to be a valuable tool for career advancement. It is through mastery with a different
academic and professional genre that one can access vast resources of information and communicate to the world
innovate ideas that would bring a positive impact to the society, for this reason, this module will help you become
familiar with the different text types you will encounter in the course of your stay in the academe and even beyond and
produce different sorts of writing. – John Daryl B. Watson.
Welcome! You are now part of class taking English for Academic and Professional Purposes. As a novice learner,
you must be eager to try out what you will learn from this course.
This module presents a systematic program of study intended for students of English for Academic and
Professional Purposes in the K-12. It provides crucial information intended for academe writing. This module will help
you to understand professional writings such as giving interpretation to a certain piece, constructing essays by
providing outline for a more meaningful and reliable information and facts that is based on a real-life setting. It will also
give you a chance to practice your writing skills and enhance your knowledge by giving out your freedom of choice of
words. As a matter of fact, EAPP will help and guide you to the world of academe and professional writings and will
prepare you to a so called “ticket to a job” for your future.
At the end of this module, you are expected to:
 Produce a detailed abstract of information gathered from the various academic texts.
 Write a comprehensive review/reaction paper to an assessment of an event, person, place
or thing.
 Produce a well-balanced concept paper in a specific discipline.
 Present a convincing position paper based on a properly cited factual evidence.
 Produce a well-written report for various disciplines.
 Produce professional writings such as resume, business letters and memos. P a g e |2
 Write a comprehensive response to a literature.
Summarizing and Critique Writing
Introduction
Table of Contents
Post – Test – Module 1
Module 2: Summarizing and Critique Writing
Description of the Module 1
Introduction 1
Description of the Module 1
Objectives 1-2
General Instructions
Pre - Test 3
Activity 1.1 4
Discussion 5-11
Self – Check 1.1 / Self-Check 1.2 12-13
Activity 1.2 13
Points to Remember 14
References 15-17
P a g e |3
Direction: Read the following statements carefully. Identify each question by choosing the correct answer
and write it on your answer sheet. Follow the format above.
1. It serves as the visual representation of the principles and applications tackled in the chapter.
a. Picture b. Illustration c. Graph
2. It is being presented in order to set the expectations of the reader.
a. Heading b. Brief Explanation c. Sidebar
3. This can be found at the end of the lesson aims to refresh students.
a. Gap Fill Activity b. Valuing Question c. Bullet Points
4. It serves to recapitulate and synthesize the important points of the lesson.
5. It is used to describe a picture.
a. Guide Question b. Caption c. Label
6. It enumerates the specific questions to be answered in the section as well as their sequence.
7. It is comprised of the chapter number and the chapter title.
8. It is designed to help you understand how a science principle works in the real world.
a. Guide Questions b. Caption c. Label
9. It provides a conceptual reference to what the pictures stand for.
a. Guide Question b. Caption c. Label
10. Aim to highlight the importance of the lesson in day-to-day life.
P a g e |1
In academic writing, a summary is a condensation of the original text
in your own words. Summaries include the most important idea, but omit
some details. Also, for a review to be credible, its writer should be able to
come up with criteria for evaluating what is being reviewed. By doing this,
you will be able to present your claims in a more objective manner, thus
lending more credibility to your work. For this reason, the main impression
espoused by a review should be based on accurate observations. Otherwise, readers might think that the claims it
presents are simply arbitrary; they may be valid as far as the author is concerned, but they may not necessarily be true
for everyone else.
Lesson 2 deals with the concept of summarizing and critique writing.

How summarizing done, the definitions, the process, the correct steps
to achieve the main essence of the text, the difference
between the two and its similarities. On this module, you will also
learn on how to critique a certain art and film, on how these critiques
done, the concept of it, the steps and process and the techniques on
how to make a more comprehensive critiques.
At the end of this module you are expected to:
1. Use various techniques in summarizing a variety of academic texts.

2. Use appropriate critical approaches in writing a critique such as
formalism, feminism etc.
3. Write an objective/balanced review or critique of work of art, an
event or program.
P a g e |1
GENERAL INSTRUCTIONS:
As the start of the module, you are to take the pre-test to see how much background information and
knowledge you have about the topics to be discussed.
This module is self-instructional. You can read, analyze concepts and ideas presented, and reflect on them.
The activities and Self-Checked Questions will help you assess how you progress as you go through the
module.
Your answers on the Self-Check Questions and Activities will be evaluated by your teacher. These will be
part of your formative evaluation.
The post test will be given in a separate booklet upon completion of this module. It will serve as the
summative evaluation of your performance.
Remember, you are to work on this module independently. I shall not be around to supervise you as you
go through this module. It is expected that you will make the most it.
This module be passed on _____________________________. You can pass your output online through
leihgomez18@gmail.com, but your teacher will collect your output if you can’t access online.
This module will be collected upon distribution of the new set of module.
P a g e |2
Name:
Grade/Section:
Test Indication: Pre - Test
Directions: Read and comprehend the following phrases below. Determine each phrase and write
SM if the phrases are correct about summarizing and PH if not.
P a g e |3
Directions: Below are the sample images of critical approaches used in review. Examine and identify each image by
choosing your answer among FORMALISM, FEMINISM, READER RESPONSE OR MARXIST.
P a g e |4
SUMMARIZING
A summary or a precis is a synopsis or digest of the essence of an

entire text. Usually, a summary is included in reviews (as in a
review of a book or an academic) or a literary critique (as in summary of a short or a novel). When summarizing, make
sure that you capture all the major points of a text, leaving out details which may confuse the readers.
The following are some helpful tips in summarizing:
1.Read the text you are about to summarize over and over again. Just like in paraphrasing, doing this will give you a
clearer grasp of what an author wishes to communicate and accomplish through his or her work.
2. Identify the main idea of the text you are planning to summarize. Present this as the first sentence of your summary
to provide your readers with a clear overview of what the academic text is about.
3. Put your feet into your reader’s shoes. Do not assume that your readers have already read the text you are
summarizing. For this reason, all of the points that may be deemed unfamiliar by the readers should be explained in
your summary.
4. Ensure the smooth flow of ideas. Use appropriate transition devices for your readers to easily notice the relationship
of one idea to another. Avoid presenting your ideas in a haphazard or choppy manner; always make sure that the
sentences are cohesive. To do this more efficiently, you may want to come up with a rough outline or a graphic organizer
so that you can get a bird’s eye view of the organization of the ideas in the original text.
Here is the list of transition devices:
P a g e |5
5.Limit your summary to a few sentences. Once more, your main objective for writing a summary is to capture the main
essence of the text and not give away even the minutest of the text’s details to your audience. Remember that your main
priority in giving a summary is to enable your readers to understand the text you are dealing with the way you do.
6. Do not forget to proofread your work.

TAKE A CLOSER OF THE
FOLLOWING FEATUES OF
SAMPLES OF TEXTBOOK –
MATHEMATICS AND
HUMANITIES BELOW.
RE V I E W is an act of carefully looking at or

examining the quality or condition of something
WRITING A CRITIQUE
-a report that gives someone's opinion about the
quality of a book, performance, or a product.
What is the key to writing an effective review? Always put yourself in the shoes of the consumer and try to think in
his/her terms like "Am I going to enjoy this product, movie, or experience? "Your judgment will help the readers make
informed decisions as consumers. An informed and insightful perspective on art, popular culture and the world a
reasoned and reasonable response to the world Reaction Paper.
These are specialized forms of writing in which a reviewer or reader evaluates any of the following:
SCHOLARLY WORK, A WORK OF ART, DESIGNS, GRAPHIC DESIGNS AND SO ON.
 Usually range in length from 250 to 750 words

 Critical assessments, analyses or evaluation of different works.
 Reviewers use both proofs and logical reasoning
 Presents an analytical response to a book or article.
 These are not simply summaries
 Critique = cynicism and pessimism
 Do not rely only on mere opinions
P a g e |6
Critical Approaches in Writing a Critique
Formalism
 mainly to do with structural purposes of a particular text. It is the study of a text without taking into account
any outside influence.
 The name of the author is not important.
 The time in which the author lived is not important.
 The political belief of the author is not important
 The actual reader is not important.
 Intrinsic properties and treats each work as a distinct work of art.
 The key understanding a text is through a text itself.
Common aspects looked into in formalism:
Author’s techniques in resolving contradictions within the work.
Central passage that sums up the work
Relationship of the form and the content
Unity in the work
Please take time to read and comprehend the example of a piece and its review using Formalism Approach:
SUMMARY OF: “A Rose for Emily”

The story begins at the huge funeral for Miss Emily Grierson. Nobody has been to her house in ten
years, except for her servant, so everyone's pretty thrilled to get a peek inside. Miss Emily's house is old, but was at
one point the best house around. The town had a special relationship with Miss Emily ever since it decided to stop
billing her for taxes in 1894. But, the "newer generation" wasn't happy with this arrangement, and so they paid a
visit to Miss Emily and tried to get her to pay the tax debt. She refused to acknowledge that the old arrangement
might not work anymore, and flatly refused to pay. Massive temporal leap time: thirty years before Emily
"vanquishes" the tax office, the townspeople complained about a terrible stink coming from Miss Emily's house. This
was about two years after her father died, and a short time after her lover disappeared from her life. The stench was
overpowering, but the authorities didn't want to confront Emily about the problem. She was a lady, after all, and to
P a g e |7
accuse a woman of smelling bad was considered not-so-chivalrous. So they took the gentlemanly way out: they
sprinkled lime around the house in the dead of night and the smell was eventually gone. Smaller temporal leap time:
everybody felt sorry for Emily when her father died. He left her with the house, but no money...and he had spent his
living years scaring away any suitor that might have wanted to marry her. When he died, Emily refused to admit it
for three whole days. The town didn't think she was "crazy then," but assumed that she just didn't want to let go of
her dad...even though he had been a wildly abusive monster. The story doubles back and tells us that, not too long
after her father died, Emily begins dating Homer Barron, a Northerner who was in town on a sidewalk-building
project. The town heavily disapproves of the affair and brings Emily's cousins to town to stop the relationship. One
day, Emily is seen buying arsenic at the drugstore, and the town thinks that she plans to kill herself. The town thinks
that this might actually be for the best: after all, Emily is an unmarried woman over thirty (the horror!) and Homer
has been heard saying he's not the marrying type. But then, Emily goes and buys a bunch of men's items—an
engraved shaving kit, a suit, a nightshirt—and the townsfolk think that she and Homer are going to get married, after
all. Homer leaves town, then the cousins leave town, and then Homer comes back. He's seen entering Miss Emily's
house...and then he's never seen again. Emily herself rarely leaves the home after that. In fact, she's never really seen
again, except for a period of half a dozen years when she gives painting lessons in her parlor. Her hair turns gray, she
gains weight, and she eventually dies in a downstairs bedroom that hasn't seen light in many years. It's massive
temporal leap time yet again: the story cycles back to where it began, at her funeral. Tobe, miss Emily's servant, lets
in the townswomen and then leaves by the backdoor. He's never seen again. After the funeral, and after Emily is
buried, the townspeople go upstairs to break into the room that they know has been closed for forty years. Inside,
they find the corpse of Homer Barron, rotting in the bed. On the dust of the pillow next to Homer they find an
indentation of a head, and there, in the indentation, a long, gray hair.
A Review using Formalism Approach:

Using a formalism approach to critiquing this story gave me a different way of reading “A Rose
for Emily. “I went into reading this piece with the decision already made that I would use a formalist approach. The
narration of “A Rose for Emily” is written in first person, or as a member of the community. Using phrases such as,
“we did not say she was crazy then” made the story believable, as if it actually happened, rather than a third person
narrative most fiction stories use. The imagery Faulkner presents in this story gives off a setting in the old south.
Words such as “tradition,” “generation”, and “sort of hereditary obligation” contribute to an old southern feel. Even
though the story is written as if it were told by a member of the community, the imagery is fitting since Faulkner
himself is from Mississippi during the Civil War The old feel of the story is suitable, since “A Rose for Emily” begin
and ends with her death. The old-timey feel aids the reader in realizing that they are reading a story which switches
back and forth over the main characters’ life. The plot of “A Rose for Emily” jumps back and forth in non-chronological
order. This method of storytelling delivers an immense element of surprise at the end of the story. The narration also
ties into the element of surprise at the end of the story. Since the story is read as if a member of society were writing
it in present tense, there is very little way the reader could predict the end of the story until further down. For
P a g e |8
example, in the story Emily purchases poison and the members of the community were certain “she will kill herself”.
Later, Emily’s cousins report to the community “that she had bought a complete outfit of men’s clothing, including a
nightshirt”. However, if the events of the story were reversed in order, it would be easier for the reader to conclude
what actually happened – that Emily murdered Herbert with rat poison. Part of using a formalist approach is deciding
whether or not a story can be considered a piece of art. In my opinion, I think that “A Rose for Emily” can be
considered a piece of art. Faulkner won a Nobel Peace Prize in literature, and I can certainly see why. The story was
at first slightly confusing as far as the plot goes, but as the story developed the plot became more apparent. Even if
the plot were understood from the beginning, Faulkner has a strong command of English, creating wonderful scenes
of imagery and I was able see everything that was being described in the story vividly.
 In this type of review, we use first person such as I, They, Me
 Notice all the descriptions of FORMALISM approach.
 Take time to realize all those aspects of formalism.
Feminism
 the advocacy of women's rights on the basis of the equality of the sexes.
 Feminist Criticism Feminist literary criticism recognizes that since literature both reflects culture and shapes
it, literary studies can either perpetuate the oppression of women or help to eliminate it.
 Presents women as subjects of sociopolitical, psychological and economic oppression.
Common aspects looked into in feminism:
How culture determines gender.
How gender equality is presented in the text
How gender issues are presented in literary works.
How women are socially, politically, psychologically and economically oppressed by patriarchy.
Please take time to read and comprehend the example of a piece and its review using Feminism Approach:
SUMMARY OF: “Alice in Wonderland”

Alice is sitting with her sister outdoors when she spies a White Rabbit with a pocket watch. Fascinated
by the sight, she follows the rabbit down the hole. She falls for a long time, and finds herself in a long hallway full of
doors. There is also a key on the table, which unlocks a tiny door; through this door, she spies a beautiful garden. She
P a g e |9
longs to get there, but the door is too small. Soon, she finds a drink with a note that asks her to drink it. There is later
a cake with a note that tells her to eat; Alice uses both, but she cannot seem to get a handle on things, and is always
either too large to get through the door or too small to reach the key. While she is tiny, she slips and falls into a pool
of water. She realizes that this little sea is made of tears she cried while a giant. She swims to shore with a number of
animals, most notably a sensitive mouse, but manages to offend everyone by talking about her cat's ability to catch
birds and mice. Left alone, she goes on through the wood and runs into the White Rabbit. He mistakes her for his
maid and sends her to fetch some things from his house. While in the White Rabbit's home, she drinks another potion
and becomes too huge to get out through the door. She eventually finds a little cake which, when eaten, makes her
small again. In the wood again, she comes across a Caterpillar sitting on a mushroom. He gives her some valuable
advice, as well as a valuable tool: the two sides of the mushroom, which can make Alice grow larger and smaller as
she wishes. The first time she uses them, she stretches her body out tremendously. While stretched out, she pokes
her head into the branches of a tree and meets a Pigeon. The Pigeon is convinced that Alice is a serpent, and though
Alice tries to reason with her the Pigeon tells her to be off.
A review using Feminism Approach:

There are two main ways to approach Alice. Either critics have seen her as a feminist hero, a rebel
breaking out of the traditional female gender roles, or they are more hesitant to give Carroll the credit of really
breaking any stereotypes. Judith Little and Megan S. Lloyd are both of the former camp. They argue that Alice is a
“literally ‘underground’ image of a woman resisting the ‘system’ “(Little 204). They see Alice’s assertiveness, activity,
and curiosity as distinctively “Un-Victorian” traits which make her not only an important example of a “subversive”
woman, but also, in Lloyd’s view, an ideal role model for our society. Lloyd writes, “[Alice’s] is a reality where women
author their own tales, work out their own problems, expect the extraordinary, and speak their minds. Faced with
continuing mistreatment and stereotypical expectations, today’s young women do well to ask themselves, what
would Alice do?”.
Reader Response
Criticism
 Reviewer’s reaction as an audience of a work.
 A text does not have meaning until the reader reads it.
Common aspects looked into in reader response:
Interaction between the reader and the text in creating meaning.
P a g e | 10
The impact of reader’s delivery of sounds and visuals on enhancing and changing meaning.
At its most basic level, reader-response criticism considers readers' reactions to interpreting the meaning of
the text. However, reader-response criticism can take a number of different approaches. A critic deploying
reader-response theory can use a psychoanalytic lens, a feminist lens, or even a structuralize lens. What these
different lenses have in common when using a reader-response approach is they maintain "...that what a text
is cannot be separated from what it does" (Tyson 154).
Tyson explains that "...reader-response theorists share two beliefs: 1) that the role of the reader cannot be
omitted from our understanding of literature and 2) that readers do not passively consume the meaning
presented to them by an objective literary text; rather they actively make the meaning they find in literature".
In this way, reader-response theory shares common ground with some of the deconstructionists discussed in
the Post-structural area when they talk about "the death of the author," or her displacement as the
authoritarian figure in the text. For example, you gave interpretation to a certain passage or text.
Marxist
Criticism
 It is the belief that literature reflects this class struggle and materialism
 It investigates how literature can work as a force for social change.
 Differences between economic classes and implications of a capital system.
 Continuing conflicts between the working class and the elite.
Common aspects looked into in Marxism:
Social class as represented in the work.
Social class of the characters.
Conflicts and interactions between economic classes.
This type of approach used commonly social interpretations such as in community and society.
P a g e | 11
Directions: Comprehend and summarize the given text below. Make sure to follow all the steps on how to summarize a
text with the use of various techniques to it.
P a g e | 12
Directions: Go back to the given example texts on “FEMINISM APPROACH” entitled “Alice in the Wonderland”, read it
again, and comprehend the texts. After reading, write a critique about the short texts using the same approach (you may
rely on the example critique so you will have the idea what will be your critiques or review looks like). Your
critique/review must have 1 paragraph or 5 sentences minimum.
Organization of idea – 5 points Content – 15 points TOTAL – 20 points
Directions: Examine the painting below. Write your answer/s on the following tasks given to you below. Each area must
be one paragraph consist of required minimum number of sentences.
Organization of Ideas - 3 Content - 7 TOTAL – 10 pts for each question
1.Create a TITLE of painting. - 5 pts.
2.Brief description of the title of the painting – 5 sentences

minimum for 10 pts.
3. Construct a review of area “color” – 5 sentences minimum

for 10 pts.
4. Construct a review of area “creativity/originality” – 5

sentences minimum for 10 pts.
5.Recommendation/s on the painting for 5 pts.
P a g e | 13
 Bear in mind that a critique is an example of giving out comments on a particular thing.
 In order for a review to become an objective type there should have a rubric for it.
 Critique will help a certain “thing” such as restaurant, food, movie, art or anything to enhance or improve it.
 Critique also helps a reader to know more facts and information about that “thing”.
 Critique is a section where readers can read feedbacks from different perspective of the people.
 The rubrics of the review help the writer to become fair of what he/she is judging.
 Critique is important. It gives a reader a hint and tip.
 Critique can give you enough details about a particular thing.
P a g e | 14
References:
 Discussions: From the textbook, English for Academic and Professional Purposes by John Dary B. Wyson
 Bibliographic Citation: Wyson J.D.B. English for Academic and Professional Purposes.
 https://owl.purdue.edu
 https://www.yourdictionary.com
 https://www.mindtools.com
 http://webs.anokaramsey.edu/stankey/Writing/MLA_SPQ/SummPara.htm
 http://web.csulb.edu/~ttravis/SURF/Writing_HTML/Writing_06.htm
 https://www.google.com/search?q=SAMPLE+PARAPHRASING+SHORT+PARAGRAPHS&source=lnms&tbm=i
sch&sa=X&ved=2ahUKEwjM5dOFrt7qAhXbxosBHbIoDYIQ_AUoAXoECA0QAw&biw=1366&bih=608#imgrc=
h9qpMRchunCCuM&imgdii=WB_t9o8eP08EuM
 https://www.google.com/search?q=avoid+plagiarism&source=lnms&tbm=isch&sa=X&ved=2ahUKEwick5vn
sN7qAhWPGKYKHc8ACTMQ_AUoAXoECA4QAw&biw=1366&bih=608#imgrc=_2OrdPDuG9S-LM
 https://www.google.com/search?q=avoid+plagiarism&source=lnms&tbm=isch&sa=X&ved=2ahUKEwick5vn
sN7qAhWPGKYKHc8ACTMQ_AUoAXoECA4QAw&biw=1366&bih=608#imgrc=4ImT8qZktB9gAM
 https://www.google.com/search?q=summarizing&source=lnms&tbm=isch&sa=X&ved=2ahUKEwip2IaNrt7q
AhUQwosBHZcyCvYQ_AUoAXoECA0QAw&biw=1366&bih=608#imgrc=kaU7zFmkb7KdfM
 https://www.google.com/search?q=summarizing&source=lnms&tbm=isch&sa=X&ved=2ahUKEwip2IaNrt7q
AhUQwosBHZcyCvYQ_AUoAXoECA0QAw&biw=1366&bih=608#imgrc=zLFjFprIUldmOM
 https://www.google.com/search?q=examples+of+sentence+summarizing&source=lnms&tbm=isch&sa=X&v
ed=2ahUKEwjuqIHkst7qAhURyYsBHYA2CS8Q_AUoAXoECAwQAw&biw=1366&bih=608#imgrc=2p-
5K1CdEa4jhM
 https://www.google.com/search?q=summarizing+examples+paragraphs&tbm=isch&ved=2ahUKEwip1qynst
7qAhVwGKYKHWabB4cQ2-
cCegQIABAA&oq=summarizing+exa&gs_lcp=CgNpbWcQARgBMgQIABBDMgIIADICCAAyBggAEAUQHjIGCAAQ
BRAeMgYIABAFEB4yBggAEAUQHjIGCAAQCBAeMgYIABAIEB4yBggAEAgQHlCL0BZY5dkWYJXpFmgAcAB4AI
ABjgKIAaYFkgEFMC4zLjGYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=3OUWX6n4K_CwmAXmt
p64CA&bih=608&biw=1366#imgrc=Ft-SFMjUHmlTdM
 https://www.google.com/search?q=summarizing+examples+paragraphs&tbm=isch&ved=2ahUKEwip1qynst
7qAhVwGKYKHWabB4cQ2-
cCegQIABAA&oq=summarizing+exa&gs_lcp=CgNpbWcQARgBMgQIABBDMgIIADICCAAyBggAEAUQHjIGCAAQ
BRAeMgYIABAFEB4yBggAEAUQHjIGCAAQCBAeMgYIABAIEB4yBggAEAgQHlCL0BZY5dkWYJXpFmgAcAB4AI
ABjgKIAaYFkgEFMC4zLjGYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=3OUWX6n4K_CwmAXmt
p64CA&bih=608&biw=1366#imgrc=Ft-SFMjUHmlTdM&imgdii=2FE7gDP0c4uirM
 https://www.lbcc.edu/sites/main/files/file-attachments/summarizingparagraph.pdf
 https://www.google.com/search?q=summary&tbm=isch&ved=2ahUKEwjonoaFtt7qAhWkJqYKHf5mBwgQ2-
cCegQIABAA&oq=summa&gs_lcp=CgNpbWcQARgBMgQIABBDMgcIABCxAxBDMgQIABBDMgIIADICCAAyAgg
AMgIIADICCAAyBAgAEEMyAggAOgUIABCxAzoGCAAQBRAeOgYIABAIEB5Q2bIDWJD1A2CHiQRoCHAAeACAA
eUCiAHQEZIBCDAuMTMuMC4xmAEAoAEBqgELZ3dzLXdpei1pbWewAQDAAQE&sclient=img&ei=xukWX-
ijIKTNmAX-zZ1A&bih=657&biw=1366&hl=en-US#imgrc=Krw1zlp9jhLKHM
 https://www.google.com/search?q=summary&tbm=isch&ved=2ahUKEwjonoaFtt7qAhWkJqYKHf5mBwgQ2-
cCegQIABAA&oq=summa&gs_lcp=CgNpbWcQARgBMgQIABBDMgcIABCxAxBDMgQIABBDMgIIADICCAAyAgg
AMgIIADICCAAyBAgAEEMyAggAOgUIABCxAzoGCAAQBRAeOgYIABAIEB5Q2bIDWJD1A2CHiQRoCHAAeACAA
eUCiAHQEZIBCDAuMTMuMC4xmAEAoAEBqgELZ3dzLXdpei1pbWewAQDAAQE&sclient=img&ei=xukWX-
ijIKTNmAX-zZ1A&bih=657&biw=1366&hl=en-US#imgrc=Krw1zlp9jhLKHM&imgdii=F-5MXu45e2LP6M
 https://www.google.com/search?q=short+paragraph&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjd5c2Y
uN7qAhUHyosBHZqoDxYQ_AUoAXoECA0QAw&biw=1366&bih=608#imgrc=a4YO6j0_aqQz9M
 https://restaurantengine.com/surveying-your-customers/
 https://victoriajcrossman.wordpress.com/american-literature/a-rose-for-emily-a-formalist-approach/
 https://www.shmoop.com/study-guides/literature/a-rose-for-emily/summary
P a g e | 15
 http://www.english-for-students.com/Advising-A-Fool.html
 https://www.gradesaver.com/alice-in-wonderland/study-guide/summary
 https://www.imdb.com/title/tt4925292/plotsummary
 https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theory_and_schools_of_c
riticism/reader_response_criticism.html
 https://sites.google.com/site/plugga24se/writing/examples-of-paragraphs
 https://www.slideshare.net/MariechrisDavid1/writing-a-restaurant-review-eapp
 https://www.slideshare.net/MariechrisDavid1/writing-a-reaction-paper-or-review-eapp
 https://www.slideshare.net/tinelachica04/eapp11lesson-5-examining-restaurant-review
 https://owlcation.com/humanities/How-to-Write-a-Restaurant-Review-With-Examples
 https://www.google.com/search?q=images+of+delicious+foods&source=lnms&tbm=isch&sa=X&ved=2ahUK
Ewj-5PyAmfHqAhU_w4sBHYzPCyEQ_AUoAXoECAwQAw&biw=1366&bih=657#imgrc=EYMsJ8A8FjTqrM
 https://www.google.com/search?q=images+of+delicious+foods&source=lnms&tbm=isch&sa=X&ved=2ahUK
Ewj-5PyAmfHqAhU_w4sBHYzPCyEQ_AUoAXoECAwQAw&biw=1366&bih=657#imgrc=PWUcdmTa2PucMM
 https://www.google.com/search?q=images+of+not+delicious+food&source=lnms&tbm=isch&sa=X&ved=2a
hUKEwiiu76ImfHqAhUPCqYKHVkLBBAQ_AUoAXoECAwQAw&biw=1366&bih=657#imgrc=OqWMO3EnIWPn
2M
 https://www.google.com/search?q=images+of+horror+movies&source=lnms&tbm=isch&sa=X&ved=2ahUK
EwjFmM6hmfHqAhUMiZQKHQsRClwQ_AUoAXoECAwQAw&biw=1366&bih=657#imgrc=sssfeM7zp47FzM
EwjFmM6hmfHqAhUMiZQKHQsRClwQ_AUoAXoECAwQAw&biw=1366&bih=657#imgrc=2s5GMd6IVVYWIM
EwjFmM6hmfHqAhUMiZQKHQsRClwQ_AUoAXoECAwQAw&biw=1366&bih=657#imgrc=6bHcONeUojZBKM
 https://www.google.com/search?q=images+of+happy+movies&source=lnms&tbm=isch&sa=X&ved=2ahUKE
wiUs7OrmfHqAhUHBKYKHQxRB7kQ_AUoAXoECAwQAw&biw=1366&bih=657#imgrc=tFbEi1r5cbdakM
wiUs7OrmfHqAhUHBKYKHQxRB7kQ_AUoAXoECAwQAw&biw=1366&bih=657#imgrc=tFbEi1r5cbdakM&img
dii=yyfB6kWFmpTU3M
wiUs7OrmfHqAhUHBKYKHQxRB7kQ_AUoAXoECAwQAw&biw=1366&bih=657#imgrc=RCIWvGQiVUhi9M
 https://www.google.com/search?q=images+of+veggie+foods&tbm=isch&ved=2ahUKEwjBnJCemvHqAhXIAa
YKHRQ7C_oQ2-
cCegQIABAA&oq=images+of+veggie+foods&gs_lcp=CgNpbWcQA1CwswJYsLMCYKi8AmgAcAB4AIABsAaIAbA
GkgEDNi0xmAEAoAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=wcIgX4G4OsiDmAWU9qzQDw&bih=6
57&biw=1366#imgrc=wMVCtiwr4cJOmM
 https://www.google.com/search?q=images+of+good+restaurants&tbm=isch&ved=2ahUKEwibmJ-
umfHqAhUIAKYKHSKxBqgQ2-
cCegQIABAA&oq=images+of+good+restaurants&gs_lcp=CgNpbWcQAzoECAAQQzoCCAA6BggAEAgQHlCXmiN
Y9McjYNPKI2gAcAB4AYABzwSIAcwfkgELMC43LjQuMi4wLjKYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclie
nt=img&ei=18EgX9vQE4iAmAWi4prACg&bih=657&biw=1366#imgrc=_r0fCaCsd6M3uM
 https://www.google.com/search?q=images+of+good+restaurants&tbm=isch&ved=2ahUKEwibmJ-
umfHqAhUIAKYKHSKxBqgQ2-
cCegQIABAA&oq=images+of+good+restaurants&gs_lcp=CgNpbWcQAzoECAAQQzoCCAA6BggAEAgQHlCXmiN
Y9McjYNPKI2gAcAB4AYABzwSIAcwfkgELMC43LjQuMi4wLjKYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclie
nt=img&ei=18EgX9vQE4iAmAWi4prACg&bih=657&biw=1366#imgrc=Axy85uAmuFDmjM
 https://www.google.com/search?q=images+of+dirty+restaurants&source=lnms&tbm=isch&sa=X&ved=2ahU
KEwiO3-Drm_HqAhVKHKYKHdhJDBgQ_AUoAXoECAsQAw&biw=1366&bih=608#imgrc=UhhFy5zaSkTATM
YKHRQ7C_oQ2-
57&biw=1366#imgrc=u1IKY9QD2Cm8GM
 https://www.google.com/search?q=images+of+dirty+restaurants&source=lnms&tbm=isch&sa=X&ved=2ahU
KEwiO3-Drm_HqAhVKHKYKHdhJDBgQ_AUoAXoECAsQAw&biw=1366&bih=608#imgrc=5mGRXRzmqrDAaM
P a g e | 16
YKHRQ7C_oQ2-
57&biw=1366#imgrc=D6HN6QM2Ai_CUM
YKHRQ7C_oQ2-
57&biw=1366#imgrc=lW2tpGw7JdFwIM
 https://www.google.com/search?q=clean+restaurant&tbm=isch&hl=en-
US&chips=q:clean+restaurant,g_1:dirty:rutmwdL7oyM%3D&hl=en-
US&sa=X&ved=2ahUKEwio2abPnfHqAhUM5pQKHT9ICKgQ4lYoAnoECAEQGA&biw=1349&bih=657#imgrc=g
dNLrhzF2FoP4M
Prepared by: Checked by:
Lea G. Francisco – Subijano, LPT Marilou C. Mendoza, LPT

Subject Teacher SHS Module Coordinator
Aimie O. Alcantara, LPT

SHS Head Teacher
Recommending Approval: Approved by:
Nerissa S. Delos Reyes, MAED, SMRIEDr Dr. Ramon E. Woo Jr, CPA, DFRIEdr
VP/Basic Education Principal Dean of Studies
Noted by:
Dr. Rosalina S. Andaya, Ed. D,.DFRIEdr
President
P a g e | 17

English For Academic and Professional Purposes

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English For Academic and Professional Purposes

Uploaded by

Copyright:

Available Formats

P a g e |1

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

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

Post – Test – Module 1

Module 2: Summarizing and Critique Writing

Description of the Module 1

Description of the Module 1

Self – Check 1.1 / Self-Check 1.2 12-13

a. Picture b. Illustration c. Graph

2. It is being presented in order to set the expectations of the reader.

a. Heading b. Brief Explanation c. Sidebar

a. Gap Fill Activity b. Valuing Question c. Bullet Points

4. It serves to recapitulate and synthesize the important points of the lesson.

a. Gap Fill Activity b. Valuing Question c. Bullet Points

5. It is used to describe a picture.

a. Guide Question b. Caption c. Label

a. Heading b. Brief Explanation c. Sidebar

7. It is comprised of the chapter number and the chapter title.

a. Heading b. Brief Explanation c. Sidebar

a. Guide Questions b. Caption c. Label

9. It provides a conceptual reference to what the pictures stand for.

a. Guide Question b. Caption c. Label

10. Aim to highlight the importance of the lesson in day-to-day life.

a. Gap Fill Activity b. Valuing Question c. Bullet Points

Lesson 2 deals with the concept of summarizing and critique writing.

At the end of this module you are expected to:

1. Use various techniques in summarizing a variety of academic texts.

Test Indication: Pre - Test

A summary or a precis is a synopsis or digest of the essence of an

The following are some helpful tips in summarizing:

Here is the list of transition devices:

6. Do not forget to proofread your work.

RE V I E W is an act of carefully looking at or

SCHOLARLY WORK, A WORK OF ART, DESIGNS, GRAPHIC DESIGNS AND SO ON.

 Usually range in length from 250 to 750 words

 The name of the author is not important.

 The time in which the author lived is not important.

 The political belief of the author is not important

 The actual reader is not important.

 Intrinsic properties and treats each work as a distinct work of art.

 The key understanding a text is through a text itself.

Common aspects looked into in formalism:

Author’s techniques in resolving contradictions within the work.

Central passage that sums up the work

Relationship of the form and the content

Unity in the work

SUMMARY OF: “A Rose for Emily”

A Review using Formalism Approach:

 Presents women as subjects of sociopolitical, psychological and economic oppression.

Common aspects looked into in feminism:

How culture determines gender.

How gender equality is presented in the text

How gender issues are presented in literary works.

SUMMARY OF: “Alice in Wonderland”

A review using Feminism Approach:

 Reviewer’s reaction as an audience of a work.

Common aspects looked into in reader response:

Interaction between the reader and the text in creating meaning.

 It investigates how literature can work as a force for social change.

 Differences between economic classes and implications of a capital system.

 Continuing conflicts between the working class and the elite.

Common aspects looked into in Marxism:

Social class as represented in the work.