12

GRADE

ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES
First Quarter
Week 1-8
S.Y. 2021-2022

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 LEARNER’S PACKET (LeaP)
Student’s Name: Subject Teacher:
Grade Level & Section: Adviser:
Contact Number: E-mail:
Week 1 Learning Area English for Academic and Professional Grade Level 12
Purposes
Quarter First Quarter Date

I. LESSON TITLE Academic Texts and Texts Structure

II.MOST ESSENTIAL EARNING  Differentiates language used in academic texts from various disciplines.
COMPETENCIES (MELCs)  Uses knowledge of text structure to glean the information he/she needs.

III. CONTENT/CORE CONTENT Academic Writing and Types of Text Structure

IV. LEARNING Suggested Learning Activities

PHASES Timefram
e
A. Introduction Day 1
Good Day Learners!

Hi dear students, are you ready for a journey of unpacking new subject such as
English for Academic and Professional Purposes? I know you are so let us have a
short overview of what the subject is all about. This subject equips students with
required speaking, listening, reading, and writing skills for a specific discipline.
EAPP helps us to understand more about various languages and its important on
every people in the particular society. Now what is the difference between
academic and professional? Academic writing is done mostly to showcase your
research and expertise in a specific area or topic of interest, while professional
writing is often done to influence or convince someone of something. Usually,
you would write a professional document in a business setting to project an idea
to colleagues or propose a project.

Academic Text
- Academic means in relation to the academe and/or education which is the

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source of knowledge, new learning, skills, values, and habits.
An academic text is basically anything that is used in the schools or classrooms.
Academic texts use jargons or specialized language of the field or specializations.
It is not opinionated, but backed up with information that is valid and reliable,
and usually cites further references.
Academic Writing
- is clear, concise, focused, structured and backed up by evidence. Its purpose is
to aid the reader’s understanding. It has a formal tone and style, but it is not
complex and does not require the use of long sentences and complicated
vocabulary. It has to be noted that not all writing can be considered academic
writing as their features do not subscribe to the criteria of academic writing.
The following are the different considerations when doing academic writing:
ROLE – refers to who you are as the writer.
AUDIENCE – refers to the intended reader for one’s piece of writing
PURPOSE – refers to the reason why a piece of writing is produced; these
purposes may include informing, persuading, or arguing for something
FORMAT – refers to the form most appropriate for one’s piece of writing; this is
shaped by one’s purpose for writing and intended writing.
Professional Text
- are forms of communication written in the workplace with the intent to
accomplish a goal, be it an increase in sales, the dissemination of a certain policy,
or the launch of a new product.
Examples are: business letter, email, memo, press release, resume writing, etc.
Professional Writing
- or business writing is a style used in the workplace.

TYPES OF ACADEMIC TEXTS

TEXTBOOKS – designed to help the learners. It is in vary in style, tone, and level
depending on their audience
STUDENT ESSAYS – vary in length and formality, but they usually contain three
sections: introduction, main body, and conclusion.
THESIS OR DISSERTATIONS – you will probably write longer texts at college and
post-college levels. Thesis typically contains 10,000 to 20,000 words at
baccalaureate and master’s levels and dissertation typically contains 60,000 to
80,000 words at doctor’s levels.
RESEARCH ARTICLES – written mainly for a specific audience-researchers,
academics, and postgraduate students.
CASE STUDIES – may be found in any discipline, though they are most common in
discipline such as business, sociology, and law. They are primarily descriptive.
REPORTS – the purpose of it is to describe what happened and discuss and
evaluate its importance. Reports are found in various disciplines, like science, law,
and medicine.

READING IN VARIOUS ACADEMIC FIELDS

1. Reading in Science – Scientific texts pose specialized challenges to
inexperienced and struggling readers. For example, scientific research reports
include abstracts, section headings, figures, tables, diagrams, maps, drawings,
photographs, illustrations, reference lists, and endnotes. Science textbook usually
include similar elements (Lee & Spratley, 2010).

2. Reading in History – in examining primary source documents, historians ask

themselves about the kind of document it is and, how the document came into

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being. They examine word choice and, what information is included and
excluded. They seek corroboration across multiple sources. Schools typically
socialize students into seeing history as a simple chronology of events and the
explanations of social, political, and economic phenomena offered in texts as
truthful and unexamined master narrative. (Bain, 2004; Wineburg & Wilson,
1988, 1991).

3. Reading in Literature – teachers are more likely to asks students about the
symbolism in literary texts than to model or teach how to detect the symbolic
from the literal and how-to re-construct the figurative inferences to be made
about symbols in literature. Only a small percentage of students graduating high
school remain lifelong readers of the kinds of canonical texts that the literature
curriculum hopes to apprentice them into appreciating (Lee & Spratley, 2010)

4. Reading in Mathematics – research has shown that mathematics texts contain

more concepts per sentence and paragraph than any other type of text. They are
written in a very compact style; each sentence contains a lot of information, with
little redundancy. The text can contain words as well as numeric and non-numeric
symbols to decode. A page may be laid out in such a way that the eye must travel
in a different pattern than the traditional left-to-right one of most reading. There
may also be graphics that must be understood for the text to make sense; these
may sometimes include information that is intended to add to the
comprehension of a problem but instead may be distracting. Finally, many texts
are written above the grade level for which they are intended. (Barton &
Heidema, 2002).

STRUCTURE OF ACADEMIC TEXTS

The term text structure refers to how information is organized in a passage. The
structure of a text can change many times in a work and even within a paragraph.
The structure of an academic text will depend on the purpose of the text, there
are two common text structure of academic text: three-part essay and the
IMRaD.

 Three part essay structure - basically the Introduction, Body paragraph,

and the Conclusion part.
1. Introduction- states the issue or topic, reason or purpose, and structure
or the manner in which the writer wants the readers to get the information of the
paper.
2. Body Paragraph-elaboration or explanation of the topic. It is in the body
that comprehensive discussion of the topic is done by citing evidences that
support the writer’s perspectives on the topic being discussed through examples,
definitions, etc.
3. Conclusion-summary of the ideas presented in the paper and explains
briefly how these ideas are connected to one another.

 IMRaD text structure- is short for Introduction, Method, Results, and

Discussion.
This is commonly used in writing scientific articles or reports. IMRaD format are
usually short and concise. The language will be as plain and as unambiguous as
possible. There is no place in this type of writing for persona views and fanciful
language.

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 Introduction – uses to show that the author is knowledgeable about his field of
study and existing research.
Method – this part accounts for and documents what the author did and did not
do.
Results – a relatively large part of the paper/thesis is devoted to this part. This
section presents the findings, organizes, classifies, analyzes, and categorizes. This
section also explains and interprets the findings.
Discussion – In this section, the author discusses the results of his study/project.
This section determines the strong and weak aspects of the paper, the practical
implications. The author decides if it is possible to generalize, to make
comparisons with other studies or to do alternative explanations.

Other types of text structures.

Listed below shows the respective definition and specific examples of text
structure.

Description
-This type of text structure features a detailed description of something to give
the reader a mental picture.
Eg. Communication is a method of exchanging ideas or information with one
another. This term comes from the Latin term, communicare, meaning
exchanging of ideas. It is not a one-way activity but a two-way process.
Cause and Effect
-This structure presents the causal relationship between an specific event, idea,
or concept and the events, ideas, or concept that follow.
Eg. A person who widens his vocabulary by reading and improve his speaking thru
practice may improve his chances of communicating effectively.
Comparison/ Contrast
-This type of text examines the similarities and differences between two or more
people, events, concepts, ideas, etc.
Eg. Communication may be expressed through speaking and writing. Both are
considered productive skills because they allow production of sounds and
symbols. However, they differ in terms of how they are being carried out by
people.
Order/ Sequence
-This text structure gives readers a chronological of events or a list of steps in a
procedure.
Eg. In order to become an effective communicator, one has to consider the
following: first, you need to become a wide reader; then, you need to expose
yourself in an environment where communication is practiced and third, you
need to practice.
Problem- Solution
-This type of structure sets up a problem or problems, explains the solution, and
then discusses the effects of the solution.
Eg. If a person is shy in communicating, one has to look for ways on how he or she
can motivate himself / herself to boost his/her confidence and find ways to
improve through reading, writing and practicing the language.

B. Developmen Day 2
t Learning Task 1
Answer the following questions honestly.

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 • What language do you use at home?
_________________________________________________________
_________________________________________________________

• What language do you use at school?

________________________________________________________
________________________________________________________

• What do you think is the language to be used in the workplace? Why did
you say so?
________________________________________________________
________________________________________________________

C. Engagement
Learning Task 2
Read the following texts and identify the type of writing present in these
examples.
Text A
Tom, Wazz up dude, It’s been two weeks since I left and It feels like jeezzz. I know
it is very hard but adjusting to this place is just simply amazing. You know what, I
already made new friends and I know that nobody can replace my best pal in the
world. You know what I mean. It will be a totally different world now that you are
not by my side. No free popcorn. Anyways, I’d been preparing for a presentation
about our place and I would like you to be my starting point. I’d like to have to
hear from you soon. I know that your connection there right now is poor because
of the rain. I’d love to make a video call after later, if that’s ok? Till later…
Your beshie,
Jorge
TEXT B
Another lesson we learned is this: democracy in its turn does not automatically
mean prosperity. For prosperity also has a mind of its own and does not follow
democracy around like a faithful dog. Prosperity too must be earned … by land
reform and industrialization; by postponing consumption to build up savings and
investments, passing up the temporal joys of English Leather for an extra clink
into the piggy bank; by patronizing our local industries; and most of all by a policy
of protectionism that promotes economic development and national self –
reliance.
To be free is to be responsible for one’s self. When you come home at night from
your school, office or factory, and lay your head on the pillow to claim the rest
you earned at the end of a long day, between the closing of your eyes where
thought and plans and prayers dwell: Think. Think of the role you play in the great
task before us, building a nation destined to be a force in a free and better world.
Plan. Measure out new possibilities that none shall suffer for lack of work and
that hope shall come sooner than our people have a right to expect. And Pray.
Pray that our nation may, under God, survive to greatness through its Awkward
Age.
TEXT C
The study is an attempt to show how one can improve vocabulary in research
through exposing oneself to explicit peer instruction of using words that are
related to research on a daily basis. The respondents are grade twelve students of
Majada in Integrated School and has utilized the words as subject in research.

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 This study has used quantitative research design as it gathers data through
conducting experimental design in order to establish the usefulness of the
intervention being implemented in the course of the study. The data has been
analyzed using t – test for dependent samples and the result has shown a
significant difference in the performance of the student strengthening the claim
of the importance of explicit instruction in order to improve students’ vocabulary.

Answer the given questions based on the examples given

1. Based on the texts presented, which is considered academic text? And

which considered non – academic text?
__________________________________________________________
__________________________________________________________

2. What makes academic text different from non-academic text?

__________________________________________________________
__________________________________________________________
__________________________________________________________

D. Assimilation Day 3
Learning Task 3
Evaluate the given texts in Learning Task 2 and complete the table by answering
the questions below:

Questions Text A Text B Text C

What is the subject

of the text?

What is the
purpose of the
writer in writing
the text?
Who are the
intended audience
of the text?
What is the
language used in
the text? Is it
formal or informal
language?
What is the style of
writing used?
Personal or
Impersonal style of
writing?

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 What is the text
structure used?

V. ASSESSMENT
Quiz
Book Referencing
Choose a book from your house, analyze the book and fill out the information
needed at the table.

Title of the Text and

Author/Source
Kind of Text
(Article, Textbook, etc.)
Important Terminologies Used in
the Text
Observations About the
Language Used in the Text
Observations about the Text
Structure
Main Topic of the Text

Supporting Details and

Information

Rubrics:
Content – 5
Connectedness - 5
Use of Words – 5
Total - 15pts

VI REFLECTION
REFLECTIVE WRITING
Write your personal insights about the lesson through completing the
statements.

I understood that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I realized
that______________________________________________________________
_________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I need to learn more

about_____________________________________________________________

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 __________________________________________________________________
__________________________________________________________________

Prepared by: Mayrie Joy L. Despe Checked by:

IIRT-SHS Teacher

Reference:
Bernales, R.A, Biligan, R.J.G., & Aldaca, V.A.T. (2018) English for Academic and Professional Purposes: A
Work-Text for Senior High School, pp 5-12. Malabon City: Mutya Publishing House, Inc.

http://www.adlit.org/strategies/23336/

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 LEARNER’S PACKET (LeaP)
Student’s Name: Subject Teacher:
Grade Level & Section: Adviser:
Contact Number: E-mail:
Week 2 Learning Area English for Academic and Professional Grade Level 12
Purposes
Quarter First Quarter Date

I. LESSON TITLE Academic Texts and Texts Structure

II.MOST ESSENTIAL EARNING  Outlines reading texts in various disciplines.

COMPETENCIES (MELCs)  States the thesis statement of an academic text.
III. CONTENT/CORE CONTENT Outlining Reading Texts and Thesis Statement

IV. LEARNING Suggested Learning Activities

PHASES Timefram
e
A. Introduction Day 1
Outline
-is usually in the form of a list divided into headings and subheadings that
distinguish main points from supporting points. It presents a picture of the main
ideas and the supporting ideas of the subject. In an outline, writers list details of a
text read from general to specific.

WRITING AN OUTLINE

1. Format your outline. The traditional outline follows a specific format of

letters and numbers.
2. Indent your outline. To make the outline clearer and easier to follow,

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align each section left of the paper.

SKELETAL FORMAT OF OUTLINE

A. Skeletal Format of Alphanumeric Outline

I. First major heading

A. Subheading of first degree
1. Subheading of second degree
2. __________________________
a. Subheading of third degree
b. _________________________
(1) Subheading of fourth degree
(2) __________________________
(a) Subheading of fifth degree
(b)
________________________
B. Subheading of first degree
II. Second major heading

B. Skeletal Format of Numeric Outline

1. First major heading

1.1. Subheading of first degree
1.2. ________________________
1.2.1. Subheading of second degree
1.2.2. __________________________
1.2.2.1. Subheading of third degree
2. Second major heading

Types of Outline

A topic outline arranges your ideas hierarchically (showing which are

main and which are sub-points), in the sequence you want, and shows what you
will talk about. As the name implies, it identifies all the little mini-topics that your
paper will comprise, and shows how they relate.

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 A sentence

topic. Each sentence, instead of simply identifying a mini-topic, is like a mini-

thesis statement about that mini-topic. It expresses the specific and complete
idea that that section of the paper will cover as part of proving the overall thesis.

Every academic text that you will be reading can be outlined, and each of those
has a thesis statement. But, what is thesis statement?

Thesis Statement
-is a short statement, usually one sentence that summarizes the main point or
claim of an essay, research paper, etc., and is developed, supported, and

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explained in the text by means of examples and evidence. Thesis statement is a
sentence that identifies the main idea or central purpose of the text.

When learning to write thesis statements, you may be taught to write a three-
pronged thesis statement. This is a sentence that that includes three reasons to
support the thesis.

Examples of Three-Pronged Thesis Statement

1. We should wear uniforms because they would help reduce discipline, be

cheaper than other clothing, and help create school pride.
2. Zoos should be banned because animals need to remain in the wild, zoos
cannot provide natural experiences for animals, and animals in zoos get sick and
die.

Examples of Thesis Statement

1. The moral of this novel is that love always wins. (The essay would present
evidence and reasons to support that this is the moral of the novel.)
2. The vaccine created by our team of researchers is promising in the fight
against the virus. (The research paper would present evidence and reasons why
the vaccine might work against the virus.)

Example paragraph:

Driving under the alcohol influence isn’t a good practice for professional drivers.
Nowadays, professional drivers who always find themselves partying till midnight
will drive home drunk. Because they are very eager to go home, they will insist
that they can drive. After some moments of driving, they will feel sleepy and
eventually, they will be vulnerable to accidents and worse, even death.
Therefore, it may be a cliché to say but still it is better not to drink and drive!

Thesis Statement - Driving under the alcohol influence isn’t a good practice for
professional drivers.

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B. Developmen Day 2 Learning Task 1
t Read the short paragraph below and prepare an outline of the thesis statement
and its supporting details using the format presented below.

Many people don’t know the difference between a patent and a trademark.
However, the terms trademark and patent aren't synonyms, they refer to
different things. Granted for a specific number of years, a patent protects both
the name of a product and its method of manufacture. In 1928, for example,
Jacob Schick invented and then patented the electric razor in an effort to
maintain complete control of his creation. Similarly, between 1895 and 1912, no
one but the Shredded Wheat company was allowed to make shredded wheat
because the company had the patent. A trademark is a name, symbol, or other
device that identifies a product and makes it memorable in the minds of
consumers. Kleenex, JELL-O, and Xerox are all examples of trademarks. Aware of
the power that trademarks possess, companies fight to protect them. They do not
allow anyone else to use one without permission. Occasionally, though, a
company gets careless and loses control of a trademark. Aspirin, for example, is
no longer considered a trademark, and any company can call a pain-reducing
tablet an aspirin.

Thesis Statement:

Support1

a.

b.

Support 2

a.

b.

C. Engagement Learning Task 2

Outlining
Choose one topic from the box and make an outline using it. Write your answer
on the space provided below.

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 Rubrics:
Content – 5
Format - 5
Indention – 5
Total - 15pts
D. Assimilation Day 3
Learning Task 3
Essay
Make a three (3) paragraph essay about your opinion on the new normal
education in the Philippines. Underline the thesis statement of your essay. Write
it on a bond paper.

Rubrics:
Content – 8
Thesis Statement - 7
Total - 15pts.

V. ASSESSMENT
QUIZ
True or False. Write Hooray if the statement is correct and Hep-hep if the
statement is incorrect. If the statement is incorrect, underline the word that
makes the statement erroneous.

1. It is accepted to use jargons when writing a thesis statement.

2. Essays usually contains three sections: introduction, method,
and conclusion.

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 3. Outline is usually in the form of a list divided into headings
and subheadings that distinguish main points from supporting points.
4. Topic outline is a sentence that identifies the main idea or
central purpose of the text.
5. When writing a thesis statement, simplicity is the key.

VI REFLECTION
REFLECTIVE WRITING
Write your personal insights about the lesson through completing the
statements.

These lessons made me realized that

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I therefore commit to
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Prepared by: Mayrie Joy L. Despe Checked by:

IIRT-SHS Teacher

Reference:

Bernales, R.A, Biligan, R.J.G., & Aldaca, V.A.T. (2018) English for Academic and Professional Purposes: A
Work-Text for Senior High School, pp 21-24. Malabon City: Mutya Publishing House, Inc.

https://calswec.instructure.com/courses/757/pages/b-dot-6-2-topic-and-sentence-outlines-which-type-
of-outline-is-best-for-the-assignment

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 LEARNER’S PACKET (LeaP)

Student’s Name: Subject Teacher:

Grade Level & Section: Adviser:
Contact Number: E-mail:
Week 3 Learning Area English for Academic and Professional Grade Level 12
Purposes
Quarter First Quarter Date

I. LESSON TITLE Academic Texts and Texts Structure

II.MOST ESSENTIAL EARNING  Uses various techniques in summarizing a variety of academic texts.
COMPETENCIES (MELCs)  Paraphrases/explains a text using one’s own words.
III. CONTENT/CORE CONTENT Summarizing Techniques

IV. LEARNING Suggested Learning Activities

PHASES Timefram
e
A. Introduction Day 1
Summarizing and Paraphrasing are skills that you need to possess as learners of
academic writing. Aside from the fact that summarizing improves one’s memory
of a reading text, it also helps a lot in identifying relevant information and
integrating essential ideas in making meaningful write ups. Moreover, learning to
paraphrase a text signifies that you fully understand what the text is all about.

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 SUMMARY
is summing up of presented material in a relatively less lengthy than the original.
It restates only the author’s main ideas, omitting extraneous examples and
evidence used in supporting and illustrating those points.
A summary is generally understood to be of something long enough to benefit
from a summary. There’s no real summary for, I am going to the store. (A
paraphrase would be: The speaker is travelling to the shop.) A summary is
understood to be shorter than the original and may use some of the same words.

TIPS IN SUMMARIZING

1. Shorten the texts in such a way that all facts are in the summary. Leave
out examples, evaluations, and interpretations.
2. Skim the text. You should know what is the main content of it.
3. Read the text again to understand more details. You must have
understood the whole text.
4. Make notes (use keywords). Underline important words in the text.
5. Form sentences with the help of your keywords. These sentences should
reflect the main content of the text.
6. Connect the sentences using suitable conjunctions.
7. Write sentences in Reported speech.
8. Check your summary. Watch out for spelling mistakes.

PRÉCIS

A précis is also generally the summing up of an academic text or official

document, so very similar to an abstract, but it is put in one’s own words, that is,

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 it is paraphrasing academically. A précis gives only the heart of the passage.

TIPS TO CONSIDER IN WRITING PRÉCIS

According to Bhardwaj (2013), in writing your own précis keep in mind the
following:
1. Read the passage several times for a full understanding.
2. Note key points. It may, in fact, be helpful to underline these words.
3. Restate each paragraph in one-to-three sentences. In cases where there
are very short paragraphs, combine them in your restatement.
4. Making sure that you retain the precise order of the original points,
combine the sentences into one or more smooth paragraph.
5. Check your précis against the original to be sure that it is exact and
retains the order, proportions, and relationships of the original.

ABSTRACT
An abstract is a 150-250 words paragraph that provides readers with a quick
overview of your essay or report and its organization. The major aspects of the
entire paper in a prescribed sequence that includes: 1. The overall purpose of the
study and the research problem(s) you investigated. 2. The basic design of the
study, 3. Major findings or trends found as a result of your analysis; and 4.a brief
summary of your interpretations and conclusions. The function of an abstract is
to describe, not to evaluate or defend the paper.

TIPS IN WRITING AN ABSTRACT

1. Identify the problem and research solution.

2. Stick to the word count
3. Include information on methods and results.
4. Mention the implications of your research.
5. Review and update the abstract.

PARAPHRASE
A paraphrase is always in one’s own words. It is rephrasing the lines according on
how you understood them. Paraphrasing does not only mean that you will make
a long line shorter, but it could be longer than the original text since it is about
how you understood the text.

TIPS TO CONSIDER IN PARAPHRASING

1. Read the passage carefully to understand its meaning.

2. Confirm meaning of any terms you do not understand, and substitute
synonyms for the passage’s more challenging terms.
3. Re-state the passage sentence by sentence in your own words.
4. Fine tune the sentence construction to make it read smoothly.
B. Developmen Day 2
t Learning Task 1

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 Identify whether the statement is TRUE or FALSE. Write your answer after the
number.

1. ___________________ Paraphrase is rephrasing the lines according on how

you understand them.
2. ___________________ Fine-tune the sentence construction to make it read
smoothly.
3. ___________________ Summary is generally the summing up of an
academic text or official document.
4. ___________________ Précis gives only the heart of the passage.
5. ___________________ An abstract contains 300-350-words.
6. ___________________ In writing an abstract, you don’t need to mention the
implications of your research.
7. ___________________ Summary restates the author’s main ideas and omit
extraneous examples and evidences used in the texts.
8. ___________________ In writing a précis, it is fine if you don’t retain the
precise order of the original points.
9. ___________________ In paraphrasing, restates the passage word by word
using your own words.
10. ___________________ The function of an abstract is to describe, not to
evaluate or defend the paper.

C. Engagement
Learning Task 2
Now that you already know how to write a good summary, précis, abstract, and
paraphrase let’s try to put into action what you have learned. Answer the
activities on the page that follows.
A. Paraphrase

Paraphrase the following statements. Remember to use your own words and
paraphrase it based on your own understanding.

1. Change is the end result of true learning.

2. Two roads diverged in a yellow wood,

And sorry I could not travel both
And looked down one as far as I could.
- Excerpt from The Road Not Taken by Robert Frost

3. You can never cross the ocean until you have the courage to lose sight of
the shore. – Christopher Columbus

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 B. Précis

Write the précis of the paragraph. Take note that précis is the heart of a text.

Challenges are a part of everyday life. They make us stronger and without
them life becomes somewhat meaningless because we have nothing to
compare the good times to. These challenges come in many forms. For some,
the challenge is doing well at school, for others it is getting to grips with
financial worries but, regardless of the challenge; facing up to it is key. Doing
so will make you feel like you can take care of yourself. It will also make you
understand the value of what you have now. Facing up to challenges and
living through them give us the experiences that make up our life.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____________________________________________________________

Rubrics:
Content – 5
Accuracy - 5
Grammar– 5
Total - 15pts
D. Assimilation Day 3
Learning Task 3

Summarize the text given. Bear in mind that it must contain the main ideas of the
passage and must be shorter than the original text.

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 Knowing how to argue is a useful skill. We use it on ourselves in order to arrive
at decisions; we use it with others as we discuss business strategies or policy
changes on committees, as members of the local PTA, a law office, an
environmental action group; we use it as fundraisers for a cause, like saving
whales, we use it in applying for foundation grants and in drafting a letter to
the editor of our hometown paper; we use it when we discuss child abuse,
toxic waste, tax cuts, pothole repair, working mothers and university
investment policies. Our ability to express opinions persuasively-to present our
views systematically as arguments-will allow us to make some difference in
public life. If we lack the necessary skills, we are condemned to sit on the
sidelines. Instead of doing the moving, we will be among the moved; more
persuasive voices will convince us of what me must do.

SUMMARY:

Rubrics:
Content – 5
Accuracy - 5
Grammar– 5
Total - 15pts

V. ASSESSMENT
Quiz
A. Complete the word being identified by the statement by providing missing
letters.

1. __ A R __ P __ __ A __ E
It is a restatement of a text, passage, or line according on how the reader
understood it.
2. S __ __ M __ __ Y
It means using few words to give the most important information about the text.
3. __ __ E C __ __

22
 It gives only the heart of the passage.
4. __ B __ T __ A __ __
This is a formal requirement for publication, usually seen at the first part of a
research or a `thesis.
5. P __ __ C __ __
It is summing up of an academic or an official document but using one’s own
words.
VI REFLECTION
REFLECTIVE WRITING
Write your personal insights about the lesson through completing the
statements.

My journey through this lesson enabled me to learn

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I therefore commit to
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Prepared by: Mayrie Joy L. Despe Checked by:

IIRT-SHS Teacher

Reference:

Bernales, R.A, Biligan, R.J.G., & Aldaca, V.A.T. (2018) English for Academic and Professional Purposes: A
Work-Text for Senior High School, pp 26-38. Malabon City: Mutya Publishing House, Inc.

23
 LEARNER’S PACKET (LeaP)

Student’s Name: Subject Teacher:

Grade Level & Section: Adviser:
Contact Number: E-mail:
Week 4 Learning Area English for Academic and Professional Grade Level 12
Purposes
Quarter First Quarter Date

I. LESSON TITLE Reaction Paper

II.MOST ESSENTIAL EARNING  Write a comprehensive review/reaction paper.

COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT Writing the Reaction Paper/ Review/ Critique.

IV. LEARNING Suggested Learning Activities

PHASES Timefram
e
A. Introduction Day 1

A reaction paper is an essay in which you describe the emotions a certain person,
object or event caused in you. It is not only an expression of your emotion, but a
reaction paper is a type of academic paper that requires ability to present
thoughts and ideas in a scholarly manner.

PURPOSE OF A REACTION PAPER

Let us enumerates the several purposes of the reaction paper.

24
 1. Developing the ability to express oneself in an academic and professional
manner.
2. Reaction papers select one aspect of a larger subject area to explore.
3. The ability to research, understand, and then communicate information is
the essence of being educated.

Reaction papers provide the opportunity for you students to explore a particular
topic, show that you understand the materials, verbal skills in a written format,
and express your own opinion about the topic.
Therefore, the purpose of the reaction paper assignment is multi-fold. It provides
an opportunity to develop precious research, comprehension, and writing skills;
and it also provides you students the chance to have personal input in the
conclusion of the paper.

PARTS OF A REACTION PAPER

Reaction paper has two major parts:

1. A summary of the work. To develop the first part of a report, do the
following:

a. Identify the author and title of the work

b. Write an informative summary of the material
c. Condense the content of the work by highlighting its main points and key
supporting points.
d. Use direct quotations from the work.
e. Summarize the material
f. Do not discuss in great detail any single aspect of the work
g. Keep the summary objective and factual

2. Your reaction to the work. To do the second part, do the following:

a. Focus on any or all of the following questions.

b. Discuss how the assigned work relates to ideas and concerns discussed
c. Discuss how the work relates to problems in our present-day world
d. Discuss how also the material relates to your life, experiences, feelings,
and ideas
e. Discuss if the work increases your understanding of a particular issue and
if it changed your perspective in any way
f. Evaluate the merit of your work
g. Recommend the work to others if necessary

TIPS IN WRITING A REACTION PAPER

1. Read the article carefully and understand it well

2. Create a good outline before writing
3. Start with the introduction
4. In the second paragraph, write your first reaction, but concisely
5. In the next paragraphs of your reaction essay, use the same method
6. Finish your reaction paper with a conclusion
7. Always justify why you have this line of thought about the work

B. Developmen Day 2

25
 t Learning Task 1
How would you react to these situations? Write your reaction on space provided.

Your Reaction

C. Engagement
Learning Task 2
Write your reaction/s on the following statements.
Example:
Statement: Only Dove soap touches my wife’s skin.
Reaction: This is an unfair statement leaning toward the male view point as they
limit the choice of the wife on soap.

1. Statement: "Better educational outcomes are a strong predictor for future

economic growth," said OECD Secretary-General Angel Gurria.

26
 Reaction:

2. Statement: "Boys don’t cry”

Reaction:

3. Statement: " In a statement, the DFA said the Philippine Embassy in London is
assisting 55-year-old Violeta Aylward, who was caught on a CCTV turning off the
life-support system of her British patient in January 2009.
Reaction:

4. Statement: " A hound dog found a bone and held it tightly in his mouth. He
growled and scowled at anyone who attempted to take it away. Off into the
woods he went to bury his prize. When he came to a stream, he trotted over the
footbridge and happened to glance into the water. He saw his own reflection.
Thinking it was another dog with a bigger bone, he growled and scowled at it. The
reflection growled and scowled back. "I'll get THAT bone too," thought the greedy
dog, and he snapped his sharp teeth at the image in the water. Alas, his own big
bone fell with a splash, out of sight, the moment he opened his mouth to bite!
Reaction:

5. Statement: “An eye for an eye and a tooth for a tooth”.

Reaction:

D. Assimilation Day 3
Learning Task 3
Reaction Paper.

Read the article that have been assigned by your teacher based from your track
or strand, then write a reaction paper about the article. Write your draft on a
bond paper.

Option: For those students who do not have access on the internet, watch or
listen to news from your radio or television and choose the most interesting news
for you then write a reaction paper of it.

Rubrics:
Content – 10
Grammar - 5

27
 Reaction– 5
Total - 20pts

For ABM Students

https://business.inquirer.net/69655/a-profile-of-filipino-entrepreneurs

For HUMSS Students

https://opinion.inquirer.net/110195/50-shades-federalism

For STEM Students

https://www.personneltoday.com/hr/robots-vs-humans-ai-and-the-future-of-
the-workplace/

For Tech-Voc Students

https://businessmirror.com.ph/2019/10/14/tech-voc-seen-as-viable-option-for-
gen-z/

For GAS Students

http://www.theatlantic.com/education/archive/2013/10/high-school-sports-
arent-kill-ing-academics/280155/

V. ASSESSMENT
Quiz
Give your understanding of the following:
1. Reaction Paper

2. Purpose of a Reaction Paper

3. Parts of Reaction Paper

28
VI REFLECTION
REFLECTIVE WRITING
Write your personal insights about the lesson through completing the
statements.

I understood that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I realized
that_______________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Prepared by: Mayrie Joy L. Despe Checked by:

IIRT-SHS Teacher

Reference:

Bernales, R.A, Biligan, R.J.G., & Aldaca, V.A.T. (2018) English for Academic and Professional Purposes: A
Work-Text for Senior High School, pp 48-53. Malabon City: Mutya Publishing House, Inc.

https://business.inquirer.net/69655/a-profile-of-filipino-entrepreneurs
https://opinion.inquirer.net/110195/50-shades-federalism

https://www.personneltoday.com/hr/robots-vs-humans-ai-and-the-future-of-the-workplace/

https://businessmirror.com.ph/2019/10/14/tech-voc-seen-as-viable-option-for-gen-z/

http://www.theatlantic.com/education/archive/2013/10/high-school-

29
 LEARNER’S PACKET (LeaP)
Student’s Name: Subject Teacher:
Grade Level & Section: Adviser:
Contact Number: E-mail:
Week 5 Learning Area English for Academic and Professional Grade Level 12
Purposes
Quarter First Quarter Date

I. LESSON TITLE Critical Writing Approaches

II.MOST ESSENTIAL EARNING  Uses appropriate critical approaches in writing a critique such as formalism,
COMPETENCIES (MELCs) feminism, etc.
III. CONTENT/CORE CONTENT Principles and Uses of Reaction Paper/Review/Critique

IV. LEARNING Suggested Learning Activities

PHASES Timefram
e
A. Introduction Day 1
There are various ways or standpoints by which you can analyze and critique a
certain material. You can critique a material based on its technical aspects, its
approach to gender, your reaction as the audience, or through its portrayal of
class struggle and social structure.

What is critical approach in writing?

Critical Approaches are different perspectives we consider when looking at a

piece of literature. They seek to give us answers to these questions, in addition to
help us in interpreting literature.

1. What do we read?
2. Why do we read?
3. How do we read?

TYPES OF CRITICAL APPROACHES IN WRITING A REVIEW OR CRITIQUE

30
 FORMALISM
Claims that literary works contain intrinsic properties and treats each work as a
distinct work of art. In short, it assumes that the key to understanding a text is
through the text itself- the historical context, the author, or any other external
contexts are not necessary in interpreting the meaning.

Following are the common aspects looked into formalism:

 Author’s techniques in resolving contradictions within the work
 Central passage that sums up the entirety of the work
 Contribution of parts and the work as a whole to its aesthetic quality
 Relationship of the form and the content
 Use of imagery to develop the symbols in the work

 Interconnectedness of various parts of the work

 Paradox, ambiguity, and irony in the work
 Unity in the work

SOCIOLOGICAL CRITICISM
This argues that social contexts (the social environment) must be considered
when analyzing a text. It focuses on the values of a society and how those views
are reflected in a text. It also emphasizes the economic, political, and cultural
issues within literary texts. The core belief in this approach is that “Literature is a
reflection of its society.” It has two sub approaches:

 FEMINIST CRITISM
Also called feminism, it
focuses on how literature presents women as subjects of socio-political,
psychological, and economic oppression. It also reveals how aspects of our
culture are patriarchal, i.e., how our culture views men as superior and women as
inferior.
Following are the common aspects looked into feminism:
 How culture determines gender
 How gender equality (or lack of it) is presented in the text
 How gender issues are presented in literary works and other aspects of
human production and daily life
 How women are socially, politically, psychologically, and economically
oppressed by patriarchy
 How patriarchal ideology is an overpowering presence

 MARXIST

31
 Is concerned with differences between economic classes and implications of a
capitalist system, such as the continuing conflicts between the working class and
the elite. Hence, it attempts to reveal that the ultimate source of people’s
experience is the socioeconomic system.
The common aspects looked into when using Marxist criticism are as follows:
 Social class as represented in the work
 Social

READER-RESPONSE
class of the
writer/creator
 Social
class of the characters
 Conflicts and interactions between economic classes

Is concerned with the reviewer’s reaction as an audience of a work. This approach

claims that the reader’s role cannot be separated from the understanding of the
work- a text does not have meaning until the reader reads it and interprets it.
Readers are therefore not passive and distant, but are active consumers of the
material presented to them.
There are two important ideas about the reader response criticism:
a. An individual reader’s interpretation usually changes over time;
b. Readers from different generations and different time periods interpret
texts differently.
It answers the questions
“How do YOU feel about what you have read? What do YOU think it means?”

Following are the common aspects looked into reader-response:

 Interaction between the reader and the text in creating meaning
 The impact of the reader’s delivery of sounds and visuals on enhancing
and changing meaning.

B. Developmen Day 2
t Learning Task 1
Give your insights/thoughts about the following images.

32
C. Engagement Learning Task 2: Write YES if the questions provided are answerable by the
discussed critical writing approaches, NO if otherwise.

1. What is the relationship between the characters and their society?

2. What is the author’s conception of good and evil?
3. How does the meaning of a text change as you reread it?
4. Are the names significant?
5. What are the intrinsic properties of the text?

D. Assimilation Learning Task 3

MOVIE REVIEW
Choose and re-watch your favorite movie, it can be Philippine or Foreign Movie.
Criticize the movie based on the critical approaches that we discussed.

33
 FORMALISM

(Focus on the cinematography, casting, lighting, effects, plot,

visual representations, etc.)

FEMINIST

(Focus on the empowerment of women, gender issues, gender

equality, etc.)

MARXIST

(Focus on the social statuses, conflict in the economy, etc.)

READER-RESPONSE

(Focus on the impact of the movie to you personally, and how

you responded to it)

34
V. ASSESSMENT Day 3 QUIZ

Completion. Fill in the blanks with the correct word/s to complete the
following statements.

1. There are ______ sub approaches under sociological criticism.

2. ______________ answers “How do YOU feel about what you have
read”.
3. An individual reader’s interpretation usually ____________ over time.
4. _____________________are different perspectives we consider when
looking at a piece of literature.
5. Feminist criticism is also called ______________________.
6. Formalism assumes that the key to understanding a text is
________________________.
7. Reader-Response criticism is concerned with the reviewer’s reaction
as an
__________________ of a work.
8. The core belief of ________________ criticism is that “Literature is a
reflection of its society.
9. __________________ claims that a literary works contains intrinsic
properties and treats each work as a distinct work of art.
10. The focus of Feminist criticism is ________________________.

VI REFLECTION
REFLECTIVE WRITING
Write your personal insights about the lesson through completing the
statements.

I understood that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I need to learn more

about_____________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Prepared by: Mayrie Joy L. Despe Checked by:

IIRT-SHS Teacher

Reference:

Bernales, R.A, Biligan, R.J.G., & Aldaca, V.A.T. (2018) English for Academic and Professional Purposes: A
Work-Text for Senior High School, pp 67-70. Malabon City: Mutya Publishing House, Inc.

35
 LEARNER’S PACKET (LeaP)
Student’s Name: Subject Teacher:
Grade Level & Section: Adviser:
Contact Number: E-mail:
Week 6 Learning Area English for Academic and Professional Grade Level 12
Purposes
Quarter First Quarter Date

I. LESSON TITLE Critique Paper

II.MOST ESSENTIAL EARNING  Writes an objective/balanced review or critique of a work of art, an event or a
COMPETENCIES (MELCs) program.
III. CONTENT/CORE CONTENT Writing the Critique/Review

IV. LEARNING Suggested Learning Activities

PHASES Timefram
e
A. Introduction Day 1
A review, sometimes called a critique or an evaluative paper, critically and
carefully examines another writer’s work, almost like a peer review.
(https://www.temple.edu).
A review or critique may provide an overall assessment or may focuses on specific
parts of a piece of work. For instance, in reviewing a book you may focus on the
various literary techniques used by the writer, the development of characters, the
setting, the plot, etc. By doing this, you tend to be much more in depth and
professional. Or may decide to present a holistic view of the book. You do not
analyze each and every segment separately, but present an overall assessment.
Whatever you decide to do, your paper should emphasize both the positives as
well as the negatives.

What is critiquing?

Critiquing is a systematic way of highlighting weakness and strengths and its

applicability to practice. Experts affirm that almost every reader can identify the
strengths and weaknesses of a masterpiece.

36
(Note: A critique is the paper that exercises the value of a piece of writing or
research while a critic is a person who writes a critique).
Writing a Review or Critique on Work helps you Develop:

1. Knowledge of the work’s subject area or related works,

2. An understanding of the work’s purpose, intended audience,
development of argument, structure of evidence or creative style, and
3. A recognition of the strengths and weaknesses of the work.

Characteristics of a Good Critique and Critic

A good review analyzes all the elements
COMPREHENSIVE of the genre to which the particular work
belongs.
The review is in-depth. Critical
CRITICAL approaches to writing a review are
employed by the author.
The review is about a work that is
TIMELY
relatively recent.
The review is not tainted by the author’s
OBJECTIVE personal biases and prejudices.

The review is acceptable to many, if not

all. The reviewer made use of generally
CREDIBLE accepted criteria in evaluating the
subject work.
The review is simply not a piercing
ORIGINAL together of other critic’s review but
provides his/her own inputs.
The author does not unfairly compare
FAIR the work with another work.

It decides whether the work is good or

DECISIVE bad, of good quality or poor quality.

What are the steps that we need to do to write a critique?

It is important that your critique has a definite structure and is easy to follow. You
will need to think logically about how you sequence your work. Below is a pattern
that you might like to use.

1. Analyze the text

This should include some or all of the following:

 Set out the main purpose of the author’s book or article. identify the
main point that the author is making.
 Discuss the arguments that are used to support the main point and the
evidence that supports them.
 Explain the conclusions reached by the author and how they have been
reached.

37
 2. Evaluate the text
You will need to comment not only on the content of the piece but also on the
way in which it has been written. Consider the following:

 Is the argument logical?

 Is the text well organized, clear and easy to read?
 Have important terms been clearly defined? are the facts accurate?
 Do the arguments support the main point? Is there sufficient evidence for
the arguments?
 Does the text present and consider opposing points of view? does the
material help you understand the subject?
 What questions/observations does this article suggest? what does this
text make you think about?

3. Write in standard essay form

A critique should be written in an essay format. It will need an introduction, a
main body of text and a conclusion. You will need to prepare a rough draft of your
essay.
What are the parts of a critique paper?
The following is the different section of a critique:

I. Introduction
Define the subject of your critique and your point of view
Background to Research
II. Main body
Begin with a brief summary describing the project.
Discuss the strengths and weaknesses of the article.
III. Conclusion
Re-emphasize your argument/point of view
Make final suggestions and/or positive and negative criticisms on the book or
article you critiqued.
What questions/observations does the article suggest? (the final paragraph)

B. Developmen Day 2 Learning Task 1

t
Have you seen the
commercial of RC
Cola with a kid that
has 4 glasses at his
back and a mother
that hides a bottle
inside her head? Are
you one of the 3
million viewers who
scratched their heads
and react violently as
you watch it?

 What can you say about the commercial?

__________________________________________________________________

38
 __________________________________________________________________
__________________________________________________________________
__________________________________________________________________

 What do you think is the relevance of the commercial to its product?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

C. Engagement
Learning Task 2
NCST Shopping

You will have to sell three (3) items that you have in study area. Create a review
or critique based from the item you will sell. Paste a picture or draw the item that
you are going to sell.

ITEM 1 ITEM 2 ITEM 3

Rubrics:
Content – 5
Originality - 5
Credibility– 5
Total - 15pts

D. Assimilation Day 3
Learning Task 3

39
Choose from the items presented below (a painting or an article) and write your
critique paper reaction using any of the given critical writing approaches on a
bond paper.

1. Work of Art
“Comprador” by Pablo
Baens Santos

Photo retrieved from https://medium.com/@rafhaelpiola/some-of-the-finest-work-of-art-

made-by-filipinos-9f8d1130cf05

2. Article:
PUP grads are employers’ top pick for new hires
By: Faye Orellana

Graduates from the Polytechnic University of the Philippines (PUP) emerged

anew as the top choice of employers when it comes to hiring fresh graduates, a
latest report by Jobstreet Philippines showed.

According to the data of the “2018 Fresh Graduate Report,” the state-run
university bested the four other big universities in the country, Radyo Inquirer
990 AM reported on Wednesday. In 2016 report, Jobstreet also found that
graduates from PUP are the top choice of various employers.
Following PUP were the University of the Philippines, Ateneo de Manila
University, University of Santo Tomas, Pamantasan ng Lungsod ng Maynila, and
Far Eastern University. Both the De La Salle University and Technological Institute
of the Philippines landed at the seventh spot. The University of San Carlos,
University of Cebu, and the University of the East were also part of the top 10.

Jobstreet report said the employers are highly considering the qualities of the
fresh graduates, particularly their willingness to learn, personal grooming, and
ability to work with others. The company added that 24 percent of employers
coming from the BPO industry, manufacturing, professional services, retail, and
machinery and equipment said that they were already willing to hire graduates
from the K-12 programs, report showed. Meanwhile, 25 percent of employers
said that they were still not yet ready to hire K-12 graduates.

https://newsinfo.inquirer.net/983233/pup-grads-are-employers-top-pick-for-
new-hires-pup-jobstreet-employability-graduates-state-university

40
 Rubric

Criteria Excellent Good Needs

5 3 Improvement
1
Introduction Introduction part Introduction's The introduction's
made use of a catchy phrase phrase actually
catchy phrase that produced some made the reader
produce a strong desire on the stop reading the
desire on the reader to read text.
readers to read further.
further.
Body Excellently discuss Slightly discuss the Did not discuss
the strengths and strengths and the strengths of
weaknesses of the weaknesses of the the
article/Artwork. article/Artwork. article/Artwork
just the
weaknesses of it
Conclusion Clearly expressed Expressed the The conclusion
the point of view point of view but left the text
that made the not adequate to somewhat
paper notable. make the paper hanging.
notable.
Convention Spelling, grammar, Spelling, grammar, Two or more
and punctuations and punctuations elements of
are all excellent. are all good. conventions are
not done well.
V. ASSESSMENT
Quiz
1. Difference between Reaction Paper and Critique Paper

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

VI REFLECTION
REFLECTIVE WRITING
Write your personal insights about the lesson through completing the
statements.

41
 I understood that
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

I realized
that_________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Prepared by: Mayrie Joy L. Despe Checked by:

IIRT-SHS Teacher

Reference:

Bernales, R.A, Biligan, R.J.G., & Aldaca, V.A.T. (2018) English for Academic and Professional Purposes: A
Work-Text for Senior High School, pp 66-67. Malabon City: Mutya Publishing House, Inc.

42
 LEARNER’S PACKET (LeaP)
Student’s Name: Subject Teacher:
Grade Level & Section: Adviser:
Contact Number: E-mail:
Week 7-8 Learning Area English for Academic and Grade Level 12
Professional Purposes
Quarter First Quarter Date

I. LESSON TITLE Concept Paper

II.MOST ESSENTIAL EARNING  Determines the ways a writer can elucidate on a concept by definition,
COMPETENCIES (MELCs) explication and clarification.
 Presents a novel concept or project with accompanying visuals/ graphic aids.

III. CONTENT/CORE CONTENT Uses, Techniques in writing, Parts, and Guidelines in writing a concept paper.

IV. LEARNING Suggested Learning Activities

PHASES Timefram
e
A. Introduction Day 1
CONCEPT PAPER, DEFINITION AND PURPOSE

In academic writing, specifically in research, dissertation, academic studies, a

concept paper may often be required. This concept paper serves as an
introduction to the text that will be presented.

To be more specific, concept paper is to gain the interest of the research adviser,
the academic institution, or a funding agency, which determines if the academic
paper that you are currently writing or would like to write about.

Example:

43
In short, concept paper also provides an overview of the project; helps funding
agencies eliminate proposals that are likely to be disapproved. It helps us to save
time, and effort for both the proponents and companies/agencies.

Several Uses of a Concept Paper

1. Serves as the foundation of the full proposal.

2. It helps determine whether a certain project is feasible or not.
3. It is used to pique the interest of the potential funding agencies.
4. It is used to obtain informal feedback on the ideas prior to preparing the
full proposal.

A concept paper usually ranges from 500-2000 words and is divided into several
parts. Before writing a concept paper, you have to learn how to explain a concept
first.

Three Ways of explaining a Concept

A. Definition

• The literal or exact meaning of a word or a statement coming from a

dictionary or an adopted canonical meaning.
• As a writing technique, it requires the author to coherently discuss the
meaning of a word, phrase or idea.

Three types of Definition

 Formal
Most common way of defining a term by giving the genus and differentia of term
or word.
(genus is general category of term and differentia is the quality that makes it
unique from other terms in the category).
Eg. Vitamin E is a light yellow fat-soluble vitamin that acts as an anti-oxidant.

44
 Informal
Provides operational definition or how the term is used when applied in a specific
context.
Eg. Tocepherol (Vitamin E) is naturally found in vegetable oil, fish, and nuts.

 Extended
Used to define profound and abstract concepts by using analogy, metaphors,
comparison and contrast, description, analysis, functions, etymology, and
semantic origin.
Eg. When my friend Katrice was young, she disobeyed her parents near
Christmas. I don't recall the crime, but I do recall the consequence. When she
woke up on Christmas morning, there were no presents for her under the tree
from "Santa Claus." To make matters worse, she had to watch her younger
siblings open all their presents in front of her. Santa did not come for Katrice that
year because she was on the "naughty list." While her parents may well still stand
by their decision, Katrice maintains that she was the victim of cruel and unusual
punishment. I tend to agree, as it seems that the consequences were too drastic
for any child, no matter how naughty she may have been.

B. Explication

• Quite similar to analysis, in which you need to explain and examine

statements, paragraphs or literary works into a more detailed level.
• The writer needs to perform close reading of the text or detailed
examination of the work that need to be explained to make sure that all details
will be dealt with accordingly.

C. Clarification
• The act of explaining by giving supporting details or examples for the
reader to understand a point comprehensively.
• A way to simplify concepts or to clear any confusing ideas about what
the author wants to express.

GUIDELINES IN WRITING IN WRITING A CONCEPT MAP

 Cost and methodology should be reasonable

 The budget, methodology, and timeline should be clearly aligned
 Use statistics and figures when discussing the rationale for the project
 Use no more than five pages excluding cover page
 Never request funding for planning the proposal
 Adjust your language to the intended readers
 Include the overview of the budget if it is required
 Be sure that basic format details, such as page numbers, are incorporated
 Cite your references

For examples of Concept Papers, you could check this out:

https://pdfcoffee.com/concept-paper-14-pdf-free.html

45
 PARTS OF CONCEPT
PAPER

PROJECT RESEARCH

COVER PAGE – details TITLE PAGE – research

about the proponents title/ name of school etc.

INTRODUCTION – BACKGROUND OF THE

(mission/ vision) STUDY – field/ problems

RATIONALE/ PRELIMINARY
BACKGROUND – LITERATURE REVIEW
problems/ significance – theoretical framework/
related literature
PROJECT
DESCRIPTION – goals STATEMENT OF THE
and objectives/ PROBLEM/
methodology (action OBJECTIVES – problem
plan) in one sentence. Specific
questions/ objectives
PROJECT NEEDS AND
COST – outline of the ABRIDGED
main budget/ justify how METHODOLOGY –
budget will be used participants of the study,
instrument to be used

TIMELINE – Gantt Chart

set in months and years

REFERENCES
B. Developmen Day 2
t Learning Task 1
Write TRUE if the statement is true and FALSE if it is false. Write your answer on
the space provided after the number.

1. _______________ Critique paper is the abstract and foundation or a means

of proposal for an academic paper that you are currently writing or would
like to write about.

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 2. _______________ Concept paper is used to pique the interest of the
potential funding agencies.
3. _______________ Concept paper ranges from 250-500 words.
4. _______________ Use no more than three pages excluding cover page.
5. _______________ Include the overview of the budget if it is required.
6. _______________ Explication needs to explain and examine statements,
paragraphs or literary works into a more detailed level.
7. _______________ Clarification is a way to simplify concepts or to clear any
confusing ideas about what the author wants to express.
8. _______________ Informal provides operational definition or how the term
is used when applied in a specific context.
9. _______________ Extended is the most common way of defining a term by
giving the genus and differentia of term or word.
10. _______________ Definition is the literal or exact meaning of a word or a
statement coming from a dictionary or an adopted canonical meaning.

C. Engagement
Learning Task 2
A. Make an outline for your concept paper by doing what the statement asked of
you. Use the space provided after each number.

1. Think of a problem or issue in your community that needs to be solved.

RESEARCH TOPIC

2. Determine why you need to research about this and its relevance to your
community.

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 INTRODUCTION

3. Identify the methods that you will use in doing a research about your
topic and how are you going to gather and process your data.

METHODOLOGY

4. Create a timeline for your study inclusive of all the things that you plan to
do to finish your research project.

TIMELINE

5. Enumerate the benefits of your proposed research to the persons

involved, the
community and your own school.

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 BENEFITS

B.
Identify ten terminologies often used in your field/strand. Define each
terminology. Use appropriate kinds of definition.

TERMINOLOGIES DEFINITION

D. Assimilation Day 3
Learning Task 3
Concept Paper

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 Make a concept paper of your research in Practical Research 2. Write it in a piece
of paper and attach it here.

Rubrics:
Content – 15
Grammar – 10
Neatness - 5
Total - 30pts

V. ASSESSMENT
QUIZ

Identification. Identify the following. Write your answer on the space provided
before each number.
_______________________1. An academic paper that serves as proposal and
prelude for a research project.
_______________________2. A general idea about a thing or group of things.
_______________________3. Parts of concept paper that gives the title of the
research and the name of school.
_______________________4. The mission of your project that you want to
achieve.
_______________________5. An overview on how a project will be done.
_______________________6. A calendar of the goals in a research project.
_______________________7. The literal or exact meaning of a word or a
statement coming from the dictionary or an adopted canonical meaning
_______________________8. A kind of definition which used to define profound
and abstract concepts by using analogy, metaphors, comparison and contrast,
description, analysis, functions, etymology, and semantic origin.

_______________________9. Most common way of defining a term by giving the

genus and differentia of term or word.

_______________________10. A kind of definition that tells readers how a term

is used in the paper.

VI REFLECTION
REFLECTIVE WRITING
Write your personal insights about the lesson through completing the
statements.

These lessons made me realized that

__________________________________________________________________

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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 I therefore commit to
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Prepared by: Mayrie Joy L. Despe Checked by:

IIRT-SHS Teacher

Reference:

Bernales, R.A, Biligan, R.J.G., & Aldaca, V.A.T. (2018) English for Academic and Professional Purposes: A
Work-Text for Senior High School, pp 88-89 and 104-105. Malabon City: Mutya Publishing House, Inc.

Robillos, A.J. (2016). Life imprisonment, reclusion perpetua, and other legal terms you should know.
Retrieved from https://cnnphilippines.com/news/2015/04/17/life-imprisonment-reclusion-perpetua-
legalese-napoles.html

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