Eng03 Module Co1

ENGLISH CLUSTER
SCHOOL YEAR 2021 - 2022
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

ENG03
Course Outcome 1
Prepared by: Dangaran, Venice Cristine

Contributors:
Desierto, John Angelo B.

Mascariola, Mellicynt M.
ENG03 | Applied | CO1

ENG03 | English for Academic and Professional Purposes
NAME: ____________________________________ TEACHER: ________________________

YEAR AND SECTION: _______________________ SCHEDULE: _______________________
How to Use This Module:

This module is careful created to assist the students during synchronous classes. This module, together with
other materials such as PPTs, recorded live lectures, and mini video lectures, would help students benefit from
blended learning. In ENG03, the completion of this module would serve as your Performance Task. Kindly see
Performance-Based Instructions and Rubrics to know how this module will be graded. Refer to the guidelines
below on the specific instructions on how to use this module:
1. Use Calibri Light, 11, when answering the activities and filling out fillable items.
2. Always answer the pre-test before reading the discussion.
3. Ask your subject teacher where to submit the module.
4. All modules have to be in PDF form.
Parts of the Module:

This module has the following parts:
Expectations These are what you will be able to know after completing the lessons
in the module.
Pre-Test This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.
Discussion and This section will provide a lecture of the lesson. There are also
Activities activities incorporated in the discussion. These activities are designed
to develop critical thinking and other competencies. This can be done
with or without a partner depending on the nature
of the activity.
Takeaway It will verify how much you learned from the lesson.
Post-Test This will measure how much you have learned from the entire module.
Answer Card This contains answers to the activities in the module.
References This is a list of all sources used in developing this module.
2 ENG03 | Applied | CO1

Subject Matter:
Lesson 1: Foundations of Reading
1.1. Nature of Academic Text
1.2. Reading Strategies
1.3. Locating the Topic Sentence
Expectations:
1. To identify academic from non-academic texts
2. To apply different strategies in reading
3. To locate main ideas of a given text
Pre-test:
Identify whether the statement is True or False. Write your answer on the space provide before each
number.
_____1. An academic text is different from non-academic text mainly because of the language that the
writer uses.
_____2. Knowledge describes a pattern of thought or behavior that organizes categories of information and
the relationships among them.
_____3. Citations are important in academic texts.
_____4. Journal articles are examples of non-academic texts.
_____5. Annotation is the collective term for any comment, highlight, or notes done in a reading material.
_____6. The topic sentence is the main idea of the entire text.
_____7. There could be a lot of topic sentences in a text.
_____8. In some patterns of organization, topic sentence could appear at the beginning or at the end of the
paragraph.
_____9. Hedging is the use of cautious language.
_____10. Plagiarism is a research misconduct where a writer fails to give proper credits to their original
source.

Discussion and Activities:

I. Foundations of Reading
In school, students are given various reading tasks and materials. While most would agree that
reading requires activation of metacognition, it then requires the students to be critical and
analytical when absorbing information.
Activity 1: Four excerpts are provided below. Analyze the text and fill out the information needed in the
table that follows.
Text A
Dear Dr. Gonzales,
It is my pleasure to announce to you that your appeal to be reconsidered in the program you are applying
in has been accepted by the board of directors. After careful consideration, we offer you the program B.S.
Chemical Engineering in your preferred campus. Attached herewith is the list of requirements that you need
to accomplish before the term begins. Please refer to the institution’s calendar for your guidance.
Text B
Some researches proved that bilingualism along instruction may hasten the understanding of a
concept. Abad (2005) noted that code switching managed to lower the affective filter, and this consequently
established rapport and created an atmosphere of informality, thus, allowing any learner to actively
participate in the classroom discussion. Inhibitions would be lessened and learning comes in. Abad (2005)
claimed that, Taglish, a code-switching variety that refers to the combination of Tagalog and English, is used
by a whole generation of youngsters. Some of whom were from elite private school. The term Taglish is a
misnomer because in truth, it refers to the combination Filipino and English and not Tagalog and English
from which the term was derived. It is technically correct to say that Taglish borrows from both English and
Filipino. (See references for citation)
Text C
I have been staring at this giant head of cabbage for five minutes, thinking of the different ways I
could use it. Getting cabbage from the grocery was essential for me, because my Google search revealed it
was one of the best long-lasting vegetables to have on hand during a lockdown. So, I could try cabbage rolls.
I could add it to my nilagang baka. I could use it in stir-fry dishes. I could even make coleslaw. So many
possibilities. This is great. (See references for citation)
Text D
To: All Scholarship Grantees
The Office of Academic Affairs would conduct a month-long assessment on the satisfaction of its students
regarding scholarship grants. Please come to the OAA and approach any of our staff should you need to
have your personal information updated.

Text A Text B Text C Text D
Why is the text

written?
What is the POV

used? (1st, 2nd, 3rd)
What is the text’s
tone?
Was the language
formal?
Takeaway
Based on your answers from the table, an academic text is written in order to _____________. It
is written in ___________ person POV and uses ___________ to strengthen the authors’ claims. It
also uses ____________ language. An example of an academic text is ___________.
1.1. Properties of an Academic Text

An academic text is always carefully written. It has its own properties which make it
different from non-academic text.
An academic text:
1. is clearly structured.
2. is logically developed.
3. is analytic.
4. is based on sources.
5. is explicit.
6. uses formal, cautious, and objective language.
1. AN ACADEMIC TEXT IS CLEARLY STRUCTURED.
It provides a framework that gives its readers a sense of direction. When readers know what to
expect in a text, the material becomes easier to understand. Since an academic text is clearly structured,
coherence or unity of ideas could be observed. Proper use of cohesive devices (see Supplementary Materials)
such as conjunctions help in making a well-written academic text.

2. AN ACADEMIC TEXT IS LOGICALLY DEVELOPED.

It has clearly formulated thesis statement which helps in avoiding digression, gaps, and jumps in logic.
3. AN ACADEMIC TEXT IS ANALYTICAL.

An academic text uses examples and illustrations to ensure that the readers would have a full grasp of
the idea or concept it tries to discuss. It compares ideas and draws conclusions after presenting consolidated
findings.
4. AN ACADEMIC TEXT IS BASED ON SOURCES.

Citation means credibility. Academic text uses intext and reference citation to establish its truthfulness.
5. AN ACADEMIC TEXT IS EXPLICIT.

It makes sure that the text is clear and free from ambiguity. Hence, it uses well-calculated inferences
and conclusions.
6. AN ACADEMIC TEXT USES FORMAL, CAUTIOUS, AND OBJECTIVE LANGUAGE.

Objective language is measured, fair and accurate. It also uses hedging (see page 31 for discussion).
1.2. Reading Strategies

Some reading materials require more understanding because of its length, nature of topic,
comprehensiveness, purpose, and intended readers. Reading strategies help students develop more
meaningful experience from the materials they are reading.
Activity 2.
A. Get a timer and set it to one minute. In a minute, use the space provided below and write as many words,
ideas, or phrases as you can that relate to the title “Why Do they Say that our English is Bad”. Include your
assumptions on what possible arguments would the article discuss. Timer starts now. (Before reading)
Write here:

B. Begin reading. Feel free to underline, highlight, or comment on ideas that you deem necessary. (While
Reading)
Why Do They Say That Our English Is Bad?

(An Excerpt)
Grace M. Saqueton
1. English teachers in the Philippines often find themselves in a very frustrating situation—no
matter how hard they try to teach the rules of written English to their students, the students still commit
errors in word order, word choice, subject-verb agreement, tenses, prepositions, articles, punctuations,
and the like. Teachers get frustrated when they hear or read sentences such as “They decided to got
married,” “What did the students watched?” or “Ana go to the canteen.” It is also alarming because the
rules that apply to these sentences are supposedly simple rules that the students should have learned in
grade school. Yet, here they are in college, still committing those same errors.
2. Teachers and linguists alike have sought and (probably) are still seeking for ways and strategies
to teach English effectively specially in the light of teaching English as a second language or as a foreign
language. Different research studies have been conducted and different theories have been used to
address the situation. One of the topics that the researchers have explored is the recurring errors in
phonology, morphology, syntax, semantics, and discourse of second language learners. They believe that
studying these recurring errors is necessary to address the supposed grammar problems of the Filipino
college students.
3. In a paper titled, “Why Does They Say That Our Sentences Is Wrong When We Knows English?
An Analysis of the ‘Common Errors’ of Freshmen Compositions,” Saqueton (2008) identified some of the
common errors found in the essays of first year college students. She provided explanations, using error
analysis, language acquisition theories, and Fairclough’s paradigm on the appropriacy of
“appropriateness,” as to what caused the “errors.” This is in the hope of helping English teachers
develop teaching materials and devise teaching strategies that are appropriate for Filipino first year
college students of different linguistic backgrounds.
4. Saqueton found out that among the student’s essays, errors in the use of verb are the most
common, followed by errors in the use of prepositions, problems in word choice, and problems in
subject-verb agreement. There are also errors in the use of articles, conjunctions, pronouns; spelling
problems are also evident.

5. These “errors” are considered errors because of certain standards that language teachers want
their students to follow. These standards are the one prescribed by grammarians.
Educators want their students to master Standard English as second language learners of English. The
problem here lies in the definition of “Standard” English. Is there really a common standard? If there is,
who uses it? Whose standard should be followed?
6. Answering the question would entail a lot of problems. First, there should be a clear definition
of what standard is. What kind of English is Standard English? Dr. Andrew Moody, when asked during
the International Conference on World Englishes and Second Language Teaching on how to maintain
correctness and consistency when teaching English in the Philippines, said that it would be dishonest to
teach Standard English as if it exists.
7. That answer alone could raise a lot of issues. It only shows that the concept of standard is
problematic. According to Fairclough (1995), there is a need for particular standard in order to rationalize
policies on the teaching of Standard English. He further stated that appropriateness figures within
dominant conceptions of language variations (234).
8. Is there an implied claim then that students of English as a second language or as a foreign
language speak a substandard kind of English because they do not follow the standards of General
American variety? What if they (Filipinos, for example) have accepted English and appropriated it to fit
their needs and context of situation in their own places?
9. Andrew Gonzalez (1985), in his paper, “When Does an Error Become a Feature of Philippine
English?” pointed out that until Philippine English is really creolized, English is still a second language in
the Philippines, and he believed that in teaching any second language, one must accept a standard.
However, he also stressed that no matter how hard the English teachers tries, a local variety will continue
to develop (168).

10. There will always be different perspectives on this matter, especially that language issues seem to
be a highly emotional matter. Should language education then go for mutual intelligibility rather than
subscribe to a certain standard? Educators and language policy planners could go back to Fairclough’s
model of language learning. They have to decide how relevant English is to their students, and from there
they have to decide what to teach and how to teach it.
C. Choose a partner, and ask them (though messenger) their ideas about the arguments presented in the
text. Which specific parts do they agree with? What ideas are against theirs? Screenshot their response and
have it pasted on the space provided below. (After Reading)
From:
(Paste the screenshot here)

D. Answer the following questions. (After Reading)

1. Go back to your responses on A. Are the topics you assumed discussed in the article?
______________________
2. Do you agree with the author’s arguments? Explain your answer.
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3. Do you agree with your partner’s ideas? How are they the same or different as yours?
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4. What new information have you learned from the text?
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Takeaway
Reading strategies are helpful to better understand a text. In _______________, readers could
give their ideas based on the material’s title. This is possible because of SCHEMATA. Schemata
refer to how we give meanings about our surroundings because of our past experiences and prior
knowledge. While we are reading, we could _________________, comment, or underline
important ideas. Collectively, these strategies are called annotation. After reading, we could
_________________________________________________________________________.
1. Prereading strategies
1. Determine which type of academic text (article, review, thesis, etc.) you are reading.
2. Determine and establish your purpose for reading.

3. Identify the author’s purpose for writing.
4. Predict or infer the main idea or argument of the text based on its title.
5. Identify your attitude toward the author and the text.
6. State what you already know and what you want to learn about the topic.
7. Determine the target audience.
8. Check the publication date for relevance. It should have been published at most five years
earlier than the current year.
9. Check the reference list while making sure to consider the correctness of the formatting
style.
10. Use a concept map or a graphic organizer to note your existing ideas and knowledge on the
topic.
2. While-reading strategies
1. Write key words or phrases on the margins in bullet form.
2. Write something on the page margin where important information is found.
3. Post-reading strategies
1. Reflect on what you learned.
2. React on some parts of the text through writing.
3. Discuss some parts with your teacher or classmates.
4. Link the main idea of the text to what you already know.
Students have been employing different strategies to make reading more

fun and easier. They may be just not aware that the strategies they are
employing are their ways of lightening the task. Also, strategies do not work
equally well across all readers. You need to develop your own habits that
would make you comfortable to read even lengthy and highly academic
texts.

1.3. Locating the Topic Sentence

Most of the time, students are fond of getting the gist first and looking at the details later on of a
lengthy text. This strategy is called skimming. It is helpful when students are tasked to provide a summary
of something in a short period of time. Meanwhile, rapid reading while looking for specific details is
helpful when a reader is aware of the ideas or answers they need to find. This strategy comes handy
when taking exams, specifically, reading comprehension.
Have a break! Add element(s) to satisfy the description of the figure.
Figure 1. A busy city -
Figure 2. A lion in the middle of a forest

Just like in drawing, different elements contribute to the entirety of topic presentation in writing.
Topic sentences are sentences that summarize the idea of a paragraph. Thesis statement, on the other
hand, summarizes the entire text. A text could have a lot of topic sentences, but there should only be one
thesis statement. Some tips are provided below to locate the topic sentence easily.
1. Read the first sentence of the paragraph.

2. Identify what the sentences describe.
3. Find the “big word”.
4. Observe the writing style.
TIPS:
1. Read the first sentence.
In conventional writing, the first sentence appears to be the topic sentence. However, be careful
with “hooks”. Hooks are used to gain the attention of the readers, and they do not present the idea of the
paragraph.
2. Identify what the sentences describe.
Patterns and the common denominator behind details could be found when there is a full
understanding of the text.
3. Find the “big word”.
The big word (sometimes in the forms of jargon, nouns, etc.) is what the sentences in the
paragraph point to. Look for the sentences where it appears in, and identify the sentence that best
summarizes the idea of the paragraph.
4. Observe the writing style.
Some students get easily deceived by the first sentence that seems to conclude the point of a
paragraph. Sometimes, topic sentence does not appear immediately. There are some patterns of
organization (discussed in ENG02) where the main idea could appear at the latter part of the paragraph
(e.g. comparison and contrast, classification, etc).
Takeaway
Topic sentence helps the readers to _______________. The ability to see patterns and
commonality of the sentences in a paragraph enables the readers to identify the topic sentence.
Most of the time, topic sentence appears in _______________________. However, in some
patterns of organization, topic sentence could appear in the _________ or ___________.

Activity 3. Read the article “Making Modern Toughness” by David Brooks. Try to identify the topic sentence
of each paragraph. The first two paragraphs are answered for you. The highlighted words are details that
could lead to the topic sentence.
(1) When I ask veteran college teachers and administrators to describe how college students have
changed over the years, I often get an answer like this: “Today’s students are more accomplished than
past generations, but they are also more emotionally fragile.” That rings true to me. Today’s students
are amazing, but they bathe one another in oceans of affirmation and praise, as if buttressing one
another against some insecurity. Whatever one thinks of the campus protests, the desire for trigger
warnings and safe spaces does seem to emanate from a place of emotional fragility.
(2) And if you hang around the middle aged, you hear a common story line to explain the rise of the
orchid generation. Once upon a time, the story line goes, kids were raised in a tough environment. They
had to do hard manual chores around the house and they got in fights on the playground. Then they went
off to do grueling work in the factory or they learned toughness and grit in the military. But today,
helicopter parents protect their children from setbacks and hardship. They supervise every playground
conflict, so kids never learn to handle disputes or deal with pain.
(3) There’s a lot of truth to that narrative, but let’s not be too nostalgic for the past. A lot of what we
take to be the toughness of the past was really just callousness. There was a greater tendency in years
gone by to wall off emotions, to put on a thick skin — for some men to be stone-like and
uncommunicative and for some women to be brittle, brassy and untouchable. And then many people
turned to alcohol to help them feel anything at all. Perhaps it’s time to rethink toughness or at least
detach it from hardness. Being emotionally resilient is not some defensive posture. It’s not having some
armor surrounding you so that nothing can hurt you.
(4) The people we admire for being resilient are not hard; they are ardent. They have a fervent
commitment to some cause, some ideal or some relationship. That higher yearning enables them to
withstand setbacks, pain and betrayal. Such people are, as they say in the martial arts world, strong like
water. A blow might sink into them, and when it does they are profoundly affected by it. But they can
absorb the blow because it’s short term while their natural shape is long term.
There are moments when they feel swallowed up by fear. They feel and live in the pain. But they work
through it and their ardent yearning is still there, and they return to an altered wholeness. In this way of
thinking, grit, resilience and toughness are not traits that people possess intrinsically. They are not tools
you can possess independently for the sake of themselves. They are means inspired by an end. John R.
Lewis may not have been intrinsically tough, but he was tough in the name of civil rights. Mother Teresa
may not have been intrinsically steadfast, but she was steadfast in the name of God. The people around us
may not be remorselessly gritty, but they can be that when it comes to protecting their loved ones, when
it comes to some dream for their future self.

(6) People are much stronger than they think they are when in pursuit of their telos, their purpose for
living. As Nietzsche put it, “He who has a way to live for can bear almost any how.” In short, emotional
fragility is not only caused by overprotective parenting. It’s also caused by anything that makes it harder
for people to find their telos. It’s caused by the culture of modern psychology, which sometimes tries to
talk about psychological traits in isolation from moral purposes. It’s caused by the ethos of the modern
university, which in the name of “critical thinking” encourages students to be detached and corrosively
skeptical. It’s caused by the status code of modern meritocracy, which encourages people to pursue
success symbols that they don’t actually desire. We are all fragile when we don’t know what our purpose
is, when we haven’t thrown ourselves with abandon into a social role, when we haven’t committed
ourselves to certain people, when we feel like a swimmer in an ocean with no edge.
If you really want people to be tough, make them idealistic for some cause, make them tender for
some other person, make them committed to some worldview that puts today’s temporary pain in the
context of a larger hope.
In not more than 5 sentences, summarize the idea of the text.
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END OF LESSON 1

Subject Matter:
Lesson 2: Introduction to Referencing
2.1. Determine the Purpose
2.2. Locate Sources Effectively
2.3. Evaluate Gathered Sources
Expectations:
1. Evaluate sources
2. Identify the characteristics of a good source
3. Get familiarized with reference citation
Pre-test:
number.
_____1. Online sources are not credible.
_____2. Since figures in research are fleeting, the date of publication should be at most five years earlier.
_____3. We cannot use outdated sources for theories.
_____4. A citation that appears within the text must be indicated on the list of references.
_____5. The language used in the article could be considered to evaluate a source.
_____6. We can look at the text’s title, table of contents, and abstract to identify its relevance to your
study.
_____7. Wikisites are not reliable.
_____8. Blogs should not be considered as sources.
_____9. You could check the author’s other publications through Google Scholar.
_____10. The built-in citation generator of MS Word is not always accurate.


II. Introduction to Referencing
A well-written academic text uses citation to prove its credibility. It uses sources to provide
substantial support to its claims and arguments. A citation that appears within the text must be indicated
on the list of references.
Activity 4. Access the given links and provide what is asked.

1. https://www.sciencedirect.com/science/article/pii/S2212868920300039
Who wrote the article? (For publications with multiple authors, cite only the
primary author) ____________________________
Who? Does the (primary) author have title(s)?___
(Authority) Does the(primary) author have other publications? (Check in Google)_______
Where is the (primary) author affiliated? (Department/ University/ Institution)
__________________________
Is the (primary) author’s contact information provided? ___________
When was the work published? _________

When? Is the year of publication important? _________ Why?
(Currency) _________________________________________________________________
What type of paper is the publication? _______________________

If journal article, do the conclusion and discussion satisfy the aim of the paper?
_________
What? Does it cite sources? __________
(Relevance) What POV does the paper use? _________
Is the language formal? __________
Are the arguments factual or based on the author’s opinions?
___________________ Support your answer.
____________________________________________________________
Where does the publication come from? (website, personal blog, online journal, etc.)
Where? _____________
(Location of Is the website a reputable source? __________ Why do you say so?
the source) _________________________________________________________________

Overall Do you think the source could be considered as secondary source when you are writing
Evaluation an academic text? _______________ Why?
_________________________________________________________________
2. https://www.npr.org/2020/06/15/876943655/philippine-journalist-maria-ressa-found-guiltyof-
violating-cyberlibel-law
Who wrote the article? (For publications with multiple author, cite only the
primary author) ____________________________
Does the (primary) author have title(s)?___
Who? Does the(primary) author have other publications? (Check in Google)_______
(Authority) Where is the (primary) author affiliated? (Department/ University/ Institution)
__________________________
When? When was the work published? _________

(Currency) Is the year of publication important? _________

_________
____________________________________________________________
Where? Where does the publication come from? (website, personal blog, online journal, etc.)
(Location of _____________
the source) Is the website a reputable source? __________ Why do you say so?
__________________________________________________________________

Overall Do you think the source could be considered as secondary source when you are writing
Evaluation an academic text? _______________ Why?
__________________________________________________________________
3. http://www.freebookcentre.net/physics-books-download/Advanced-Concepts-ofTheoretical-
Physics.html
Who? Who wrote the article? (For publications with multiple author, cite only the
(Authority) primary author) ____________________________
Does the (primary) author have title(s)?___
Who? Does the(primary) author have other publications? (Check in Google)_______

(Authority) Where is the (primary) author affiliated? (Department/ University/ Institution)
__________________________
When? When was the work published? _________

(Currency) Is the year of publication important? _________

_________
____________________________________________________________
Where? Where does the publication come from? (website, personal blog, online journal, etc.)
(Location of _____________
the source) Is the website a reputable source? __________ Why do you say so?
__________________________________________________________________

Overall Do you think the source could be considered as secondary source when you are cv
Evaluation writing an academic text? _______________ Why?
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When evaluating sources, it is important to check the following:

Authority: Check the authorship. Identify whether the author has already published
other publications. Also check whether the author is affiliated to a
reputable institution or department.

Currency:
Empirical evidences are always helpful; however, since figures in research are
fleeting, the date of publication should be at most five years earlier. In
presenting theories, currency would not matter.
Relevance:
You could begin checking the source’s relevance to your topic by looking at its
title, abstract, table of contents, or headings of
the text. This would help you save time by eliminating irrelevant sources early.
Accuracy: You must also check the language used. Accurate language must always be
observed in valuable sources. It should also be based on scientific evidences,
experiments, observations.
Location of For online sources, check whether they come from reputable domain
the Source: name such as .edu, .org, .net., and .gov. Wikisites and personal blogs must be
avoided since they could be manipulated easily.
Students find citing sources as exhausting and tedious. That is the reason why a lot of
students resort to the “Review” tab of MS Word. While it helps students save time, it is
not always accurate. That is why getting yourself familiarized with intext and reference
citation is required for students to write academic texts properly.

Takeaway
Different sources are made available for us. They could be printed sources like
____________________ and online sources like ______________. As a writer, _______________ your
sources will help you decide which among the massive amount of information you could find online are
appropriate for your task. _______________________ would help you establish credibility.
END OF LESSON 2

Subject Matter:
Lesson 3: Annotated Bibliography
3.1. Writing the Summary/ Abstract
3.2. Writing the Commentary
Expectations:
1. To write a comprehensive annotated bibliography with proper citations
Pre-test:
number.
_____1. An annotated bibliography has two main parts: summary and evaluation.
_____2. The title of the journal should be italicized.
_____3. The annotated bibliography is more than an abstract.
_____4. The sources must be cited before providing an annotation.
_____5. The evaluation section must be limited to the weaknesses of the study.
_____6. The purpose of an annotated bibliography is to help you keep a running log of the research you
have done.
_____7. An annotated bibliography also provides a starting point when researching a topic you want to
discover more about.
_____8. You could discuss the recommendations for future studies in the abstract of the annotated
bibliography.
_____9. The annotation should be based on your subjective evaluation of the material.
_____10. An annotated bibliography could be done for any academic text.


III. Annotated Bibliography
An annotated source will help you when writing your research paper. This would make you more critical
and analytical when it comes to your sources. We annotate a bibliography to evaluate, scan, and find
sources.
Specific purposes:
a. The purpose of an annotated bibliography is to help you keep a running log of the
research you have done and be able to quickly look back at its contents and their usefulness.
b. An annotated bibliography also provides a starting point when researching a topic you
want to discover more about.
A bibliography is:
a. A list of books
b. A list of sources on a particular subject
c. A list of the sources you used to write a paper
An annotation is:
a. Summary
b. Explanation
c. Commentary
d. Evaluation
e. Criticism
An ANNOTATED BIBLIOGRAPHY is:

A list of sources (books, articles, web pages, etc.) on your topic, with commentary on each source written by
you. This commentary might summarize what the source is about, how it relates to your topic, which parts
are particularly relevant, why the author is believable, and whether or not you agree with the information
presented. An annotated bibliography entry should look like this:
Last name, Initial.(year). Title of the article. Title of the Journal, volume number (issue number),pages. URL/doi:
All sources will be formatted using APA style. Underneath each source, you will be including a paragraph
summarizing the source. After the summary, you need to include your commentary. Guide questions may
include: a. How are the practical and theoretical implications of the study helpful to your study? b. Do you
agree with all the arguments presented in the paper? c. What are the gaps and limitations of the study? d.
What should have been done that would have made the source better?

How do we write an annotated bibliography?
1. Your annotated bibliography is the starting point for your research. As you look for information,
make a list of the sources you find and evaluate each one.
2. You may want to print out any internet sources and highlight information that you find interesting.
3. You should begin exploring in search of sources for your annotated bibliography / paper.
4. Your annotated bibliography is the starting point for your research. As you look for information,
make a list of the sources you find and evaluate each one.
5. You may want to print out any internet sources and highlight information that you find interesting.
6. You should begin exploring in search of sources for your annotated bibliography / paper.
7. You should begin collecting sources and taking notes.

8. You will need to find the number of sources your teacher identifies for your annotated bibliography.
As you explore sources, make certain to write down the following information about any sources you are
considering like:
1 Author’s name, title, and credentials

2 Title of the article
3 Publication information, including:
a name of database
b volume number
c city of publication, publisher
d organization connected to the source
e date of publication, date viewed by student, page numbers, website address
TWO PARTS OF AN ANNOTATED BIBLIOGRAPHY:
A. Summary
B. Evaluation
A. Summary
It is composed of 4–6 complete sentences that accomplish all/most of the following:
a. background of the author

b. main focus/purpose of the work
c. contents
d. possible audience

B. Evaluation
It is composed of 4–6 complete sentences that accomplish all/most of the following:
a. special features of the work

b. niche
c. important conclusions
d. usefulness or relevance to your topic
Activity 5. Check your module’s attachment. Refer to Sugita's study to fill out the items.
Author’s name: ____________________
Credentials:________________________________________
Year of publication:
Volume number: _____
doi/URL:
The summary:
Yoshihito Sugita, a researcher and a lecturer, wrote an article

that emphasizes
. Through the use
of _____________________________developed by Ferris (1997), he analyzed the drafts of 71 students.
groups were formed and treated based on comments’ functions. Among the three, the group
which received outperformed the other groups. He also noted that some
commentaries even lead to deletion.
The Evaluation:
Although the paper was intensively written, Sugita admitted that it was a study. He said that
more data are needed to fully address the research questions. It could also be noted that the respondents
come from two different levels of English proficiency; hence, ___________________________. Regardless
of its year of publication, this paper is one of the current study’s core RRL. The scale of revision will be adopted
and the methodology of this research will be adapted. (The highlighted part is just A SAMPLE discussion
for its usefulness to assumed topic.)
Final Output:
Yoshihito Sugita, a researcher and a lecturer, wrote an article that emphasizes the role of teachers’
commentaries to the revisions of students. Through the use of Rating Scale of Revisions developed by
Ferris (1997), he analyzed the drafts of 71 students. Three groups were formed and treated based on
comments’ functions. Among the three, the group which received imperatives outperformed the other
groups. He also noted that some commentaries even lead to deletion. This paper may have been written
to prove that the nature of comments of teachers affect the students; thus, the target audience is anyone
in the academe.

Although the paper was intensively written, Sugita admitted that it was a small scale study. He said that
more data are needed to fully address the research questions. It could also be noted that the respondents
come from two different levels of English proficiency; hence, the results may change if all groups came
from the same language background. Regardless of its year of publication, this paper is considered to be
one of the current study’s core RRL. The scale of revision will be adopted and the methodology of this
research will be adapted.
Legend:
Background & credibility of author Main idea Contents Niches Relevance to current work
Takeaway
An annotated bibliography is more than an abstract. While an abstract summarizes the paper, an annotated
bibliography presents the summary and the ____________ _________________ of the reader towards the
paper. It presents __________________of the study and various ways to correct the gaps. It also explains how
the article is to the current study. When writing an annotated bibliography, it is important that the
is presented before the summary and commentary.
END OF LESSON 3

Post-test:
number.
_____1. An academic text is different from non-academic text mainly because of the language that the
writer uses.
_____2. Knowledge describes a pattern of thought or behavior that organizes categories of information and
the relationships among them.
_____3. Citations are important in academic texts.
_____4. Journal articles are examples of non-academic texts.
_____5. Annotation is the collective term for any comment, highlight, or notes done in a reading material.
_____6. The topic sentence is the main idea of the entire text.
_____7. There could be a lot of topic sentences in a text.
_____8. In some patterns of organization, topic sentence could appear at the beginning or at the end of the
paragraph.
_____9. Hedging is the use of cautious language.
_____10. Plagiarism is a research misconduct where a writer fails to give proper credits to their original
source.
_____11. Online sources are not credible.
_____12. Since figures in research are fleeting, the date of publication should be at most five years earlier.
_____13. We cannot use outdated sources for theories.
_____14. A citation that appears within the text must be indicated on the list of references.
_____15. The language used in the article could be considered to evaluate a source.
_____16. We can look at the text’s title, table of contents, and abstract to identify its relevance to your
study.
_____17. Wikisites are not reliable.
_____18. Blogs should not be considered as sources.
_____19. You could check the author’s other publications through Google Scholar.
_____20. The built-in citation generator of MS Word is not always accurate.
_____21. An annotated bibliography has two main parts: summary and evaluation.
_____22. The title of the journal should be italicized.
_____23. The annotated bibliography is more than an abstract.

_____24. The sources must be cited before providing an annotation.
_____25. The evaluation section must be limited to the weaknesses of the study.
_____26. The purpose of an annotated bibliography is to help you keep a running log of the research you
have done.
_____27. An annotated bibliography also provides a starting point when researching a topic you want to
discover more about.
_____28. You could discuss the recommendations for future studies in the abstract of the annotated
bibliography.
_____29. The annotation should be based on your subjective evaluation of the material.
_____30. An annotated bibliography could be done for any academic text.
Answer Cards:

References:
Barrot, J.S. & Sipacio, P.J. (2016). Communicative today: English for academic and professional purposes
for senior high school. C&E Publishing, Inc.
Brooks, D. (2016, August 30). Making modern toughness. New York Times.
https://www.nytimes.com/2016/08/30/opinion/making-modern-toughness.html
Channel, C.E. & Crusius, T.W. (2021). Engaging questions: A guide to writing (3rd edition). McGraw-Hill
Education.
Nitura, M.F. (2020, May 10). A recipe for getting by. Inquire.net. Retrieved from
https://opinion.inquirer.net/129649/a-recipe-for-getting-by
Reference list: Electronic sources. (n.d.) Purdue OWL. https://owl.purdue.edu/owl/research_and_
citation/apa_style/apa_formatting_and_style_guide/reference_list_electronic_sources.html
Saqueton, G. & Uychoco, M. (2016). English for academic and professional purposes. Rex Printing
Company.
Valerio, M.T. (2015). Filipino – English code-switching attitudes and practices and their relationship to
English academic performance among freshman students of Quirino State University.
International Journal of English Language Teaching, 2 (1), 76-98. doi:10.5430/ijelt.v2n1p76

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ENGLISH CLUSTER

SCHOOL YEAR 2021 - 2022

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Prepared by: Dangaran, Venice Cristine

Desierto, John Angelo B.

ENG03 | Applied | CO1

NAME: ____________________________________ TEACHER: ________________________

How to Use This Module:

Parts of the Module:

Answer Card This contains answers to the activities in the module.

References This is a list of all sources used in developing this module.

2 ENG03 | Applied | CO1

1.1. Nature of Academic Text

1.2. Reading Strategies

1.3. Locating the Topic Sentence

2. To apply different strategies in reading

3. To locate main ideas of a given text

_____3. Citations are important in academic texts.

_____4. Journal articles are examples of non-academic texts.

_____7. There could be a lot of topic sentences in a text.

_____9. Hedging is the use of cautious language.

3 ENG03 | Applied | CO1

Discussion and Activities:

Dear Dr. Gonzales,

To: All Scholarship Grantees

4 ENG03 | Applied | CO1

Text A Text B Text C Text D

Why is the text

What is the POV

1.1. Properties of an Academic Text

5 ENG03 | Applied | CO1

2. AN ACADEMIC TEXT IS LOGICALLY DEVELOPED.

3. AN ACADEMIC TEXT IS ANALYTICAL.

4. AN ACADEMIC TEXT IS BASED ON SOURCES.

5. AN ACADEMIC TEXT IS EXPLICIT.

6. AN ACADEMIC TEXT USES FORMAL, CAUTIOUS, AND OBJECTIVE LANGUAGE.

1.2. Reading Strategies

6 ENG03 | Applied | CO1

Why Do They Say That Our English Is Bad?

7 ENG03 | Applied | CO1

8 ENG03 | Applied | CO1

9 ENG03 | Applied | CO1

D. Answer the following questions. (After Reading)

2. Determine and establish your purpose for reading.

3. Identify the author’s purpose for writing.

5. Identify your attitude toward the author and the text.

7. Determine the target audience.

2. Write something on the page margin where important information is found.

2. React on some parts of the text through writing.

3. Discuss some parts with your teacher or classmates.

Students have been employing different strategies to make reading more

11 ENG03 | Applied | CO1

1.3. Locating the Topic Sentence

Have a break! Add element(s) to satisfy the description of the figure.

Figure 1. A busy city -

Figure 2. A lion in the middle of a forest

12 ENG03 | Applied | CO1

1. Read the first sentence of the paragraph.

1. Read the first sentence.

2. Identify what the sentences describe.

3. Find the “big word”.

4. Observe the writing style.

13 ENG03 | Applied | CO1

NAME: ____________ TEACHER: