Eapp Las q1 Week 1 4

English for Academic and Professional Purposes – Grade 12
Learning Activity Sheets

Quarter 1
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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ownership over them.
Published by the Department of Education – Schools Division of Tacloban City

Schools Division Superintendent: Mariza S. Magan
Assistant Schools Division Superintendent: Edgar Y. Tenasas
Development Team of the Activity Sheet
Writers: Ferdinand A. Negros and Manit B. Dapadap
Evaluator: Geraldine Reina S. Piandong, Ph.D.
Management Team:
CID Chief: Mark Chester Anthony G. Tamayo
Division EPS of LRMS: Gretel Laura M. Cadiong
Division Learning Area EPS: Charlemagne T. Escobarte
Department of Education - Region No. VIII – Schools Division Office of Tacloban City
Office Address: Real St., Tacloban City
ENGLISH FOR ACADEMICS AND PROFESSIONAL PURPOSES●Learner’s Activity Sheet
Name: _______________________________ Date: _________

Grade and Section: _____________________ Score: _________
Q1
Writing Across Disciplines
Differentiates language used in academic texts from various disciplines
W1
CS_EN11/12A-EAPP-Ia-c-4
Let’s kick it off!
Study the differences of perspectives in the following paragraphs.
HUMANITIES
The mountain stands above all that surrounds it. Giant Timbers---part of a college of evergreen and
deciduous trees---conceal the expansive mountain’s slope, where the cattle once grazed. At the base of the
mountain, a cool stream flows over rocks of all sizes, colors, and shapes. Next to the outer bank of the stream
stands a shingled farmhouse, desolate, yet suggesting its active past. Unfortunately, the peaceful scene is
interrupted by billboards and chairlifts, landmarks of a modern, fast-paced life.
SOCIAL SCIENCES
Among the favorite pastimes of American city dwellers is the “return to nature.” Many outdoor
enthusiasts hope to enjoy a scenic trip to the mountains, only to be disappointed. They know they have arrived
at the mountain that they have travelled hundreds of miles to see because huge billboards are directing them to
its base. As they look up the mountain, dozens of people are riding over the treetops in a chairlift, littering the
slope with paper cups and food wrappers. At the base of the mountain stands the inevitable refreshment stand,
found at virtually all American tourist attractions. Land developers consider such commercialization a way to
preserve and utilize natural resources, but environmentalists are appalled.
NATURAL SCIENCES
The mountain rises approximately 5,600 feet above sea level. The underlying rock is igneous, of
volcanic origin, composed primarily of granites and feldspars. Three distinct biological communities are present
on the mountain. The community at the top of the mountain is alpine, dominated by very short grasses and
forbs. At middle altitudes, the community is a typical northern boreal coniferous forest community, and at the
base and lower altitudes, deciduous forest is the dominant community. This community has, however, been
highly affected by agricultural development along the river at its base and by the recreational development.
Troyka, Lynn Quitman. Simon & Schuster Handbook for Writers, 6th Edition. New Jersey: Prentice Hall, 2002.
Are you taking it?
What do each of these paragraphs illustrate in terms of perspective and emphasis?

What do these perspectives tell us?
What concept can be developed from the activity?
The paragraphs illustrate the unique perspective and emphasis in each discipline.
For instance, the paragraph for the humanities describes the mountain from the personal
perspective of the writer. Incidentally, this view is shared by the general public.
The paragraph for the social sciences focuses on the behavior of people, while the
paragraph written for the natural sciences records an observation based on natural
phenomena.
This means that in writing for various academic disciplines, varied perspectives are
required. As your perspectives expands, so too your skills in writing. You will discover that
whatever differences exist between academic disciplines, the requirement for writing are
similar. Academic writing involves planning, developing and organizing ideas, providing
evidence, developing ideas into paragraphs, critical reading and thinking, argumentative
skills, and grammar skills.
Key Concept: Writing for different academic disciplines requires the ability to incorporate
varied perspectives. While each discipline is unique, the requirement for academic writing
is similar across disciplines.
Now, do it!
Directions: Please answer both the Study Guide Question (s), and the Output (s) of each
lesson using intermediate paper. Because the subject is a technical writing course, you are
expected to demonstrate application of your writing skills. In answering, indicate your
complete name (Family Name, First Name, Middle Initial), your grade and section in
CAPITAL LETTERS. Indicate the lesson number, date, the study guide question, and output
accordingly as you go along.
History
Magellan left Spain on September 20, 1519. Soon afterward, his father-in-law sent him a warning that
three Portuguese boats had set out to waylay him. He kept the information to himself but changed direction,
without consulting the captains of the boats. He sailed closer to the African coast and soon reached “the
doldrums,” a spot near the equator line that navigators always avoided. There the winds died, and for weeks the
fleet was becalmed as it wallowed and sweltered in the tropical heat.
At this time, a sailor was caught in a criminal act and tried by a court made up of ship captains. At the
end of the trial, when only the captains were in the cabin, Cartagena blamed Magellan for ineptitude, for leading
the ships to becalmed waters. Magellan kept quiet.
Arcilla, Jose S. Kasaysayan: The Story of the Filipino People. Hongkong: Asia Publishing Company Limited, 1998.
Study Guide Question (s):

1. When did Magellan set sail? What did his father-in-law warn him about? Who charged
Magellan for ineptitude? Where did this happen? Why did Magellan sail closer to the
African coast?
Output (s):
1. Explain in a paragraph, how the (study guide) questions help set the purpose of your
reading, and determine how history accounts are usually organized.
Geography
https://www.google.com/url
Population Patterns
Some families live in the same town or on the same land for generations. Other people move frequently
from place to place. In some cases, people choose to leave the country in which they were born. They
emigrate, or move, to another country. You may know of people who are forced to flee their country because of
wars, food shortages, or other problems. They become refugees, or people who flee to another country for
refuge from persecution or disaster.
Population Distribution
People live on only a small part of the earth. As you learned earlier, land covers only about 30 percent
of the earth’s surface, and half of this land is not useful to humans. People cannot make homes, grow crops, or
graze animals on land covered with ice, deserts, or high mountains. Even on usable land, population is not
distributed, or spread, evenly. One reason is that people naturally choose to live in places with plentiful water,
good land, and a favorable climate. Other reasons may lie in a people’s history and culture.
Armstrong, David, Boehm, R., Hunkins, F. Geography: The World and Its People. USA: McGraw Hill Companies, Inc., 2000.
Study Tip (s):

There are two important features to remember in reading geography: Topic organization, and use of
graphics. Geography books are often organized around several key concepts or topics. Besides
paying attention to topics, geography books make extensive use of graphics.

1. What do you think geography is about?
2. Why does reading geography require a bit more preparation to get more out of what you are
reading?
Output (s):
1. After reading the short account on population, explain in a paragraph why climate, culture, and jobs
help determine where people live.
Science
Imagine going on a voyage around the world lasting three and a half years. Your assignment: to
investigate “everything about the sea.” Your vessel: a former warship, powered by sails and a steam engine. Its
guns have been removed to make room for scientific gear. On board there are thermometers for measuring the
temperature of ocean water and hundreds of kilometers of cable for lowering dredges to the bottom of the ocean.
With the dredges, you scrape sand, muck, and rock from the ocean floor. You drag trawl nets behind the ship to
collect ocean organisms.
The crew of a British ship, HMS Challenger, began such a voyage in 1872. By the end of the journey,
the scientists had gathered enough data to fill 50 volumes and had collected more than 4,000 new organisms! It
took 23 years to publish all the information they learned about ocean water chemistry, currents, ocean life, and
the shape of the ocean floor. The voyage of the Challenger was so successful that it became the model for
many later expeditions.
Study Tip (s):
The structure of writing science texts explains why things happen, how things are divided
into types, and how problems are or might be solved. This way, readers are able to look into
the way a scientist thinks.

1. What is the purpose of articles, explanations, and definition in a science text?
2. How are the paragraphs organized in a science text?
3. Why do you think much of science focus on these patterns?
Output (s):
1. In Exploring the Ocean, create sequence notes highlighting the steps scientists aboard
the HMS Challenger did in studying the ocean.
Ace It!
Directions: On a yellow paper, answer the following questions comprehensively.
1. How do disciplines across subject areas compare? How do they differ?

2. Why is the ability to distinguish the perspectives across subject area important?
3. Identify the perspective and academic skill/(s) required in your specific Track/Strand.
Scoring criteria for each item:

1. Articulation of ideas that are being assessed: 8 points
2. Logical presentation of ideas: 8 points
3. Correctness of grammar and form in writing: 4 points
Total: 20 points
Name: _______________________________ Date: _________

Q1
Paragraph Development
Uses knowledge of text structure to glean the information he/she needs
W2
The first impressions you have walking into a restaurant will determine whether you
stay or leave and dine somewhere else. Your impressions might be influenced by the way
the restaurant smells, how it looks, and the noticeable efficiency of the service. In the same
way, an essay will bring out a strong impression from your teacher. In determining the
quality of your output, your teacher will look at three areas: The introduction, the body, and
conclusion. Each of these areas help shape your essay. The introduction is like an
appetizer before the main course which is the body, and conclusion is like dessert that follow
the meal.
Are you taking it?
Why is the appearance of an essay liken to the appearance of a restaurant? How do

you organize the introduction, the body, and the conclusion of your essay in such a way that
they are appealing?
Because the appearance of your essay could affect your academic performance, it is
important to study how this can be written in such a way that creates a very good
impression.
An introductory paragraph leads the reader to sense what is ahead. A Thesis

Statement is an important component in an introduction. A very important discipline students
can learn in school is to state the thesis statement at the end of the opening paragraph.
Doing so sets immediately the central point of the essay. Ideally, the sentences leading to
the thesis should hook the reader with one of the following: A startling statistic or unusual
fact, a vivid example, a description, a paradoxical statement, a quotation or bit of dialogue, a
question, an analogy, a joke or an anecdote.
A body paragraph consists of a main idea and support to that idea. To be effective, a
body paragraph requires three characteristics: unity, development, and coherence. To
achieve unity, you ask the question: Have you made clear the connection between the main
idea of the paragraph and the sentences that support that idea?
To ensure development, you ask: Have you included detailed and sufficient support
to the main idea? Coherence is a result to the question: Do you have a smooth and logical
progression from one sentence to the next?
Use the RENNS Test to check whether you are providing sufficient detail to your
body paragraph. RENNS stand for: Reasons, examples, names, numbers and senses.
The conclusion should echo the main idea, without dully repeating it. By the end of
the essay, readers should already understand your main point; your conclusion simply drives
it home.
Key Concept: A well-developed paragraph consists of an efficient introduction, body, and

conclusion.
Now, do it!
.
Writing an Introduction
As a child, everyone has a dish that he or she loves so much it becomes an essential to survive. It’s
usually “fun” food like French fries and chicken fingers, which can be picked up and eaten at any time. Yet every
once in a while, a child comes along that enjoys eating entrees and side dishes other than the usual simple
deep-fried meals. My favorite childhood dish was my grandmother’s red cabbage.
Cadbury, Vivian C. Taste for Writing. Philippines: CENGAGE, 2010.

1. How does the introduction begin?
2. What is highlighted in the second sentence?
3. What is signaled in the third sentence? How is this achieved?
4. What is being narrowed down in the fourth sentence in terms of focus?
5. Based on this introduction, what do you think the next paragraph would be about?
Output (s):
1. Write an introduction on the idea that success is 10% talent and 90% hard work that
moves from general to specific.
Writing the Body Paragraph
The cockroach lore that has been daunting us for years is mostly true. Roaches can live for twenty
days without food, fourteen days without water; They can flatten their bodies and crawl through a crack thinner
than a centavo; they can eat huge doses of carcinogens and still die of old age. They can even survive “as much
radiation as an oak tree can,” says William Bell, the University of Kansas entomologist whose cockroaches
appeared in the movie The Day After. They will eat almost anything--- regular food, leather, glue, hair, paper,
even the starch in the bookbinding. (The New York public Library has quite a cockroach problem.) They sense
the slightest breeze, and they can react and start running in .05 second; they can also remain motionless for
days. And if all this isn’t creepy enough, they can fly too.

1. How does the paragraph begin?
2. What is highlighted in sentences 2 to 8?
Output (s):
1. Identify the RENNS in the example paragraph.
Writing the Conclusion

If someone were to approach me one day looking for the secret to running a good bar, I suppose I
would offer the following advice: Get your customers to pour out their ideas at a greater rate than you pour out
the liquor. You will both win in the end.
Hacker, Diana. Rules for Writers: A Concise Handbook, Eight Edition. USA: St. Martin’s Press, Inc.,
1988.

1. What was the primary goal of the writer in the paragraph above?
Output (s):
1. Applying what you have learned in the previous lessons, write the body, and concluding
paragraphs to the sample introductory paragraph.
Ace It!
1. What are the characteristics that make a very impressive introductory paragraph, body
paragraph, and concluding paragraph?

Total: 30 points
Name: _______________________________ Date: _________

Q1
W3 Reading Paragraphs
States the thesis statement of an academic text CS_EN11/12A-EAPP-Ia-c-6
In many ways, reading requires the same skills in navigation. Navigational skills rely
on the ability to FIND such as finding the correct coordinates as these are plotted in the map.
In reading paragraphs, there are two things a reader must find: The subject and the main
idea.
Are you taking it?
The paragraph, like the sentence is a basic unit in writing. Each sentence contains a
single thought, and each paragraph centers around a single idea. As a reader, you want to
find out what each sentence says and what each paragraph is about.
Robb, Laura. Reader’s Handbook: A Student Guide for Reading and Learning. Massachusetts: Houghton Mifflin Co., 2002.
Because the paragraph is a basic unit of writing, it helps to know how to analyze a
paragraph when reading. Learning this important skill makes reading easier.
In finding the subject of the paragraph, pay attention to the title or heading, the first
sentence, and any key or repeated words or names. In finding the main idea always
remember, writers like variety in the way they present their idea. As a result, you need to
look at a number of places in the paragraph to find the main the idea. An implied main idea
on the other hand refers to an idea that is not directly stated in any one sentence, but rather
comes from parts of many sentences. As a reader, you need to infer the main idea. That is,
you consider what all the sentences in the paragraph say about the subject and then decide
what the writer wants you to know.
Key Concept: Finding the subject and finding the main idea are the two most important
steps in understanding a paragraph.
Now, do it!
.
LIVING LIKE WEASELS
Finding the Subject
A weasel is wild. Who knows what he thinks? He sleeps in his underground den, his tail draped over
his nose. Sometimes he lives in his den for two days without leaving. Outside, he stalks rabbits, mice, muskrats,
and birds, killing more bodies than he can eat, and often dragging the carcasses home. Obedient to instinct, he
bites his prey at the neck, either splitting the jugular vein at the throat or crunching the brain at the base of the
skull, and he does not let go. One naturalist refused to kill a weasel who was socketed into his hand deeply as a
rattlesnake. The man could in no way pry the tiny weasel off, and he had to walk a half a mile to water, the
weasel dangling from his palm, and soak him off like a stubborn label.
Dillard, Annie. Living like Weasels. Last modified August 5, 2016, https://public.wsu.edu.

1. Does the title of the passage help determine the subject of the paragraph? In what way?
Output (s):
1. List down in chronological order the key words that help show the subject of the
paragraph.
Locating the Main Idea

When I reported for duty in a small town of Dubno, on the Russian border, my Second Squadron of
Horse Artillery had already left and was in its battle position on the opposite side of the country, facing the
German frontier. The reserve soldiers were collected in the barracks. When I left early in the morning to have
breakfast in the officers’ mess on Friday, September 1, 1939, I saw another officer running toward me. Waving
his hands he shouted excitedly: “The war has started --- the fighting started at 5 A.M.!”
Nowak, Jan J. Courier from Warsaw. USA: Wayne State University, 1982.

1. How do you determine the main idea of a paragraph?
2. Where is this located in the paragraph?
Output (s):
1. On a paper, write down the main idea of the passage, and
2. List down the details.
Implied Main Idea
The First People in America
…Some ancient people may have crossed a land bridge that joined Asia and North America during the
last Ice Age. The Ice Age was a time of extreme cold that lasted for thousands of years. Glaciers trapped so
much water that ocean levels dropped. A bridge of land, now called Beringia, appeared where the Bering Strait
is now. (See map, page 28.) When the earth grew warm again, the glaciers melted and flooded Beringia. Some
scientists believe humans came to the Americas by many routes, over thousands of years. Some came by boat,
sailing distances from island to island. This theory may also change as scientists find more evidence of ancient
America.
Garcia, Jesus, Ogle, D., et al. Creating America: A History of the United States USA: McDougal Littell Inc.,
2001.

1. What theory is being suggested by the writer in the heading and the first sentence?
2. What theory is suggested in the details?
3. Why are two different theories discussed?
4. Based on these theories, what is the main idea of the passage?
5. How do you determine the main idea of a paragraph if this is implied?
Output (s):
1. Fill out the Main Idea Organizer below:
SUBJECT:
Detail #1 Detail #2 Detail #3 Detail #4
MAIN IDEA:
Ace It!
1. Which part of your academic training is the skill in finding the subject and finding the main
idea in reading texts most useful? Explain why you think it is one indispensable tool in your
academic training.

Total: 20 points
Name: _______________________________ Date: _________

Q1
W4 Patterns of Paragraph Development
Uses knowledge of text structure to glean the information he/she needs

Part of the trouble with reading paragraphs comes in understanding the different
kinds of paragraphs and the ways they are organized. At this point, you are probably
familiar with the types of paragraphs such as the narrative, persuasive, descriptive, and
expository. What may be less familiar are the many ways paragraphs can be organized.
While each sentence in a paragraph fits together around a single, central idea, the details
can be organized differently.
Are you taking it?
Paying attention to how details are organized can help in several ways. First, it can
show what’s important and what’s not. It can also help understand the writer’s purpose.
Lastly, it can help remember what you read.
Robb, Laura. Reader’s Handbook: A Student Guide for Reading and Learning. Massachusetts: Houghton Mifflin Co.,
2002.
An efficient way to understanding paragraphs is to study how they are organized.

You will immediately notice there is no single way to writing them. Some paragraphs are
long, while others may consist of a sentence. Your experience in reading can reveal how
the order of details in many paragraphs are written. In this lesson, we will study six ways of
organizing paragraphs:
1. Time Order
2. Order of Importance
3. Classification Order
4. Location Order
5. Cause-Effect Order
6. Comparison-Contrast Order
Robb, Laura. Reader’s Handbook: A Student Guide for Reading and Learning. Massachusetts: Houghton Mifflin Co.,
2002.
Key Concept: Paragraphs can be organized in different ways.

Now, do it!
.
Time Order
But [Dave] held out till camp was reached, when his driver made a place for him by the fire. Morning
found him too weak to travel. At harness-up time he tried to crawl to his driver. By convulsive efforts he got on
his feet, staggered, and fell. Then he wormed his way forward slowly toward where the harnesses were being
put on by his mates. He would advance his forelegs, and hitch ahead again a few more inches. His strength left
him, and the last his mates saw of him, he lay gasping in the snow and yearning toward them. But they could
hear him mournfully howling till they passed out of sight behind a belt of river timber.
London, Jack. The Call of the Wild. USA: Simon & Schuster, 2005.

1. What is the subject of the paragraph?
2. How did Jack London describe the death of a dog-sled dog named Dave in Call of the
Wild?
Output (s):
1. On a paper, list down in time order key sentences that help put this paragraph together.
Location Order
I was asleep on the second floor of our narrow, gabled green house in Willemstad, on the island of
Curacao, the largest of the Dutch islands just off the coast of Venezuela. I remember that on the moonless night
in February 1942, they attacked the big Lago oil refinery on Aruba, the sister island west of us. Then they blew
up six of our small lake tankers, the tubby ones that still bring crude oil from Lake Maracaibo to the refinery,
Curacaoshe Petroleum Maatshappij, to be made into gasoline, kerosene, and diesel oil. One German sub was
even sighted off Willemstad at dawn.
Taylor, Theodore. The Cay. USA: Laurel Leaf,
2003.

1. What details in the paragraph could be used to draw a map of what the writer is
describing?
Output (s):
1. Draw a map of what the writer is describing in the passage.
Cause-Effect-Order
When [the slave traders] put us in irons, to be sent to our place of confinement in this ship, the men who
fastened the irons on these mothers, took the children out of their hands, and threw them over the side of the
ship, into the water. When this was done, two of the women leaped overboard after their children---the third was
already confined by a chain to another woman, and could not get into the water, but in struggling to disengage
herself she broke her arm, and died a few days after, of a fever. One of the two women who were in the river,
was carried down by the weight of her irons, before she could be rescued; but the other was taken up by some
men in a boat, and brought on board. This woman threw herself overboard one night, when we were at sea.
Ball, Charles. Slavery in the United States: A Narrative of the Life and Adventures of Charles Ball, A Black Man. USA: Kessinger Publishing,
LLC, 2010.
1. How did Charles Ball organize the paragraph?
Output (s):
1. Write inside a box the single cause why captured slaves threw themselves overboard, and
list down opposite it the series of chilling effects it created.
Order of Importance
As the native Americans of the Plains battled to remain free, the buffalo herds that they depended upon
for survival dwindled. At one time, 30 million buffalo roamed the Plains. However, hired hunters killed the
animals to feed crews building railroads. Others shot buffalo as a sport or to supply Eastern factories with
leather for robes, shoes, and belts. From 1872 to 1882, hunters killed more than one million buffalo each year.
Garcia, Jesus. Creating America: A History of the United States. USA: McDougal Little, 2002.

1. How did the writers write the details to the main idea? Where is the main idea located?
Output (s):
1. Using an organizer, write the details of the paragraph and the main idea.
Least Important to Most Important

During the height of the fur trade, mountain men worked some streams so heavily that they killed off the
animals. This forced the trappers to search for new streams where beaver lived. The mountain men’s
exploration provided Americans with some of the earliest firsthand knowledge of the Far West. This knowledge,
and the trails the men blazed, made it possible for late pioneers to move west.
Garcia, Jesus. Creating America: A History of the United States. USA: MCDougal Little, 2002.

How did the writer write the details to the main idea? Where is the main idea located?
Output (s):
1. Using an organizer, identify the main idea, and
2. Write the details of the paragraph from least important to most important.
Comparison-Contrast Order
Wolves look similar to German Shepherd and husky dogs, but their legs are longer, their chests
narrower, and their feet are bigger. Wolf tails generally hang down, while dog tails often curl up over their backs.
Wolves have a scent gland located on top of their tails that dogs lack.
Patent, Dorothy H. Gray Wolf, Red Wolf. USA: Houton Mifflin Company, 1990.

1. How did the writer organize the paragraph using comparison-contrast order?
Output (s):
1. On a table, list down the body parts that show the difference between wolves and dogs.
Classification Order
Up high and shallow, or down low and deep, everywhere you go in the ocean you find living things. And
fish aren’t the only things out there. Birds (like penguins), reptiles (like sea turtles), mammals (like whales), not
to mention tons of animals without backbones, called “invertebrates” [in-VERT-uh-brits] (like squid), and tons and
tons of plants (like seaweed) all depend on the ocean to survive.
Nye, Bill. Big Blue Ocean. USA: Disney-Hyperion, 2003.

1. How did the writer organize the paragraph?
Output (s):
1. Using a table, classify the main categories, and ocean creatures underneath each
creature.
Ace It!
1. How will the various ways of organizing paragraphs help improve your reading, and
writing skills?

Total: 20 points

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English for Academic and Professional Purposes – Grade 12

Learning Activity Sheets

Published by the Department of Education – Schools Division of Tacloban City

Development Team of the Activity Sheet

Writers: Ferdinand A. Negros and Manit B. Dapadap

Evaluator: Geraldine Reina S. Piandong, Ph.D.

CID Chief: Mark Chester Anthony G. Tamayo

Division EPS of LRMS: Gretel Laura M. Cadiong

Division Learning Area EPS: Charlemagne T. Escobarte

Office Address: Real St., Tacloban City

ENGLISH FOR ACADEMICS AND PROFESSIONAL PURPOSES●Learner’s Activity Sheet

Name: _______________________________ Date: _________

Let’s kick it off!

Study the differences of perspectives in the following paragraphs.

Are you taking it?

What do each of these paragraphs illustrate in terms of perspective and emphasis?

Study Guide Question (s):

Study Tip (s):

Study Guide Question (s):

Study Guide Question (s):

Directions: On a yellow paper, answer the following questions comprehensively.

1. How do disciplines across subject areas compare? How do they differ?

Scoring criteria for each item:

ENGLISH FOR ACADEMICS AND PROFESSIONAL PURPOSES●Learner’s Activity Sheet

Name: _______________________________ Date: _________

Let’s kick it off!

Are you taking it?

Why is the appearance of an essay liken to the appearance of a restaurant? How do

What concept can be developed from the activity?

An introductory paragraph leads the reader to sense what is ahead. A Thesis

Key Concept: A well-developed paragraph consists of an efficient introduction, body, and

Study Guide Question (s):

Study Guide Question (s):

Writing the Conclusion

Study Guide Question (s):

Directions: On a yellow paper, answer the following questions comprehensively.

Scoring criteria for each item:

Name: _______________________________ Date: _________

States the thesis statement of an academic text CS_EN11/12A-EAPP-Ia-c-6

Let’s kick it off!

Are you taking it?

What concept can be developed from the activity?

Study Guide Question (s):

Locating the Main Idea

Study Guide Question (s):

Study Guide Question (s):

Directions: On a yellow paper, answer the following questions comprehensively.

Scoring criteria for each item:

Name: _______________________________ Date: _________

Uses knowledge of text structure to glean the information he/she needs

Let’s kick it off!

Are you taking it?

What concept can be developed from the activity?

An efficient way to understanding paragraphs is to study how they are organized.

Key Concept: Paragraphs can be organized in different ways.

Study Guide Question (s):

Study Guide Question (s):

Study Guide Question (s):

Least Important to Most Important

Study Guide Question (s):

Study Guide Question (s):

Study Guide Question (s):

Directions: On a yellow paper, answer the following questions comprehensively.

Scoring criteria for each item:

Name: _______________________ Date: _

Name: _______________________ Date: _

Name: _______________________ Date: _

Name: _______________________ Date: _