Republic of the Philippines

Department of Education
CARAGA REGION
Division of Agusan del Norte
KITCHARAO NATIONAL HIGH SCHOOL
Brgy. Crossing, Kitcharao Agusan del Norte

English for Academic

and
Professional Purposes
QUARTER 1
WEEK 2
(WEEKLY LEARNING ACTIVITY SHEET)
ROMEO E. CARMONA JR.
Subject Teacher
Learning Area English for Academic and Professional Purposes
Grade Level Grade 11/12
Quarter 1
Most Essential 1. Uses knowledge of text structure to glean the information he/she needs
Learning 2. Uses various techniques in summarizing a variety of academic texts 4
Competency 3. States the thesis statement of an academic text
Code CS_EN11/12A-EAPP-Iac-4
CS_EN11/12A-EAPP-Iac-4
CS_EN11/12A-EAPP-Iac-6
Month October, 2020
Week Covered WEEK 2 – OCTOBER 12-16, 2020

Title of the 1. ACADEMIC READING STRATEGIES

Activity: 2. SUMMARIZING A VARIETY OF ACADEMIC TEXTS
3. THESIS STATEMENT OF AN ACADEMIC TEXT
Objectives ACADEMIC READING STRATEGIES
1. identify the different reading strategies as tool in academic writing;
2. evaluate one’s purpose for reading; and
3. uses knowledge of text structure to glean information he/she needs.
SUMMARIZING A VARIETY OF ACADEMIC TEXTS
1. define summarizing;
2. identify the various techniques in summarizing; and
3. summarize various academic texts.
THESIS STATEMENT OF AN ACADEMIC TEXT
1. define thesis statement;
2. identify the various techniques in locating thesis statement; and,
3. formulate thesis statement of the texts.
Materials Dictionary, Newspapers, Magazines, Thesis paper, Dissertation,
(preferably
localized and
available at
home:

Procedures DAY 1
(direct and ACADEMIC READING STRATEGIES
concise): DIRECTION: Read and understand the text below.
What are the Different Reading Strategies?
Strategies differ from reader to reader. The same reader may use different
strategies for different contexts because their purpose for reading changes. Ask
yourself “why am I reading?” and “what am I reading?” when deciding which
strategies to try.

What are the Purposes of Reading?

People read different kinds of text (e.g., scholarly articles, textbooks, reviews)
for different reasons. Some purposes for reading might be
• to scan for specific information
• to skim to get an overview of the text
• to relate new content to existing knowledge
• to write something (often depends on a prompt)
• to critique an argument
• to learn something
• for general comprehension

Before Reading

• Establish your purpose for reading

• Speculate about the author’s purpose for writing
• Review what you already know and want to learn about the topic (see the
guides below)
• Preview the text to get an overview of its structure, looking at headings,
figures, tables, glossary, etc.
• Predict the contents of the text and pose questions about it. If the authors
have provided discussion questions, read them and write them on a note-
taking sheet.
• Note any discussion questions that have been provided (sometimes at
the end of the text)

During Reading

• Annotate and mark (sparingly) sections of the text to easily recall

important or interesting ideas
• Check your predictions and find answers to posed questions
• Use headings and transition words to identify relationships in the text
• Create a vocabulary list of other unfamiliar words to define later
• Try to infer unfamiliar words’ meanings by identifying their relationship to
the main idea
• Connect the text to what you already know about the topic
• Take breaks (split the text into segments if necessary)
After Reading

• Summarize the text in your own words (note what you learned,
impressions, and reactions) in an outline, concept map, or matrix (for
several texts)
• Talk to someone about the author’s ideas to check your comprehension
• Identify and reread difficult parts of the text
• Define words on your vocabulary list and practice using them

Let’s Practice!
What’s your Purpose for Reading?
Directions: Complete these tasks. Match your Purpose in Reading with your
Activity. Suppose your purpose is in the 1st Column. Fill in the activity that you
will do to achieve your purpose. The first one is done for you. Write your answer
in your notebook.

Let’s Do It!HAT I HAVE LEARNED

Directions: Read the excerpt of an article critique. Answer the questions that
follow. Use the reading strategies you have learned from the previous
discussion. Write your answer in your notebook.

The No Child Left Behind Act of 2001 expects all students to achieve
proficient levels of knowledge in core subject areas. Teachers of English
language learners (ELL) face the added challenge of providing meaningful and
accessible curricula while integrating English language and literacy
development. This research study addresses ELL students’ low science
achievement in the context of national standards and accountability in the 2006-
2007 school year.
Several studies have examined the influence of professional development
interventions on students’ science achievement. Research suggests that hands-
on and inquiry-based science lessons develop literacy as well as content
knowledge.

Research also indicates that students’ science achievement is positively

correlated with the amount of teacher professional development. This study
builds upon existing research by using a quasi-experimental design to assess
students’ science achievement after the first-year implementation of a
professional development intervention that focused on science achievement,
literacy, and math skills.

Specifically, the study addresses three research questions: (1) whether

treatment group students show gains in science achievement, (2) whether gaps
in science achievement change for ELL and low-literacy (retained) students in
the treatment group, and (3) whether treatment group students perform
differently compared with non-treatment group students on a statewide
mathematics test, particularly on the measurement strand that is emphasized in
the intervention.

Questions
1. Is there a statement of the Problem? Write it below?
2. What is the background information of the problem? State it below?
3. Is the educational significance of the problem discussed? What is it? Write it
below.
4. What is your impression about this article? Use a concept map to illustrate
your answer.

Let’s Answer This!

Multiple Choice
Directions: Choose the best strategy to use in the following conditions. Write the
letter of your answer in your notebook.
1. Determine what you think will happen in the text.
A. Visualize
B. Predict
C. Connect
D. Clarify
2. Create mental images of the settings, characters, and events in the text.
A. Connect
B. Visualize
C. Clarify
D. Evaluate
3. Stop and ask yourself questions to see if the text makes sense.
A. Clarify
B. Evaluate
C. Question
D. Predict
4. Think about what you already know about the text. Find ways to relate the
text to
yourself, other texts, and the world around you.
A. Predict
B. Visualize
C. Clarify
D. Connect
5. Think about the text as a whole and form opinions about what you read.
A. Evaluate
B. Question
C. Predict
D. Connect
6. Stopping when you are confused to reread or look up a word you don't know.
A. Connect
B. Clarify
C. Evaluate
D. Predict
7. When you give your opinion of a book or story, you are using the strategy.
A. Question
B. Evaluation
C. Summarize
D. Clarify
8. Making pictures in your mind as you read is an example of .
A. Predicting
B. Connecting
C. Visualization
D. Clarifying
9. Wondering about why a character acted in a certain why is using the
comprehension skill of .
A. Visualizing
B. B. Summarizing
C. Predicting
D. Questioning
10. "This story reminds me of something I heard on the news," is an example of
which
strategy?
A. Visualizing
B. Connection
C. Clarifying
D. Summarizing

DAY2
VARIOUS TECHNIQUES IN SUMMARIZING A VARIETY OF ACADEMIC
TEXTS
DIRECTION: Read and understand the text below.

What is Summarizing?
According to Buckley (2004), in her popular writing text Fit to Print, summarizing
is reducing text to one-third or one-quarter its original size, clearly articulating
the author’s meaning, and retaining main ideas.

According to Diane Hacker (2008), in A Canadian Writer’s Reference, explains

that summarizing involves stating a work’s thesis and main ideas “simply,
briefly, and accurately”.

From dictionaries, it is defined as taking a lot of information and creating a

condensed version that covers the main points; and to express the most
important facts or ideas about something or someone in a short and clear form.

From the definitions, take a look on the pool of words and phrases

Various techniques in summarizing a variety of academic texts

1. Read the work first to understand the author’s intent. This is a crucial
step because an incomplete reading could lead to an inaccurate
summary. Note: an inaccurate summary is plagiarism!
2. One of the summarization techniques you can do is to present
information through facts, skills and concept in visual formats. You can
provide the cause and effects charts, time lines, and Venn diagrams,
templates for outlines, use flow charts or infographics.
3. To avoid difficulty, you need first to know the main points and the
supporting details. You can exclude any illustrations, examples or
 explanations.
4. You need to analyze the text to save time in thinking what you will do.
5. Think what information you will put in your summary. Be sure to cover the
main points and arguments of the document.
6. One of the best things to do in auto summarizing is restating the words
into different one. You should avoid using the original words of the author
instead; use your own vocabulary but be sure to retain the information.
7. You will fully understand what the document is when you organize all
ideas.
8. One of the things you can do is to write down all information in a coherent
and precise form. Keep in mind that a summary is a condensed version
of the original paper, so avoid making it long.
9. You can also decide to represent information through using dimensional
constructions in representing concepts, skills or facts.
10. Paraphrasing is one of the skills you can do in writing a summary. With it,
do not use the same words with the author.

Example 1:
Japanese Rail Tunnel
Due to an increase in traffic between the various island which make up Japan,
and predictions of a continuing growth in train travel, a rail tunnel was built to
connect the islands of Honshu and Hokkaido. The Seikan Tunnel in Japan is
today the longest tunnel in the world, with a length of almost 54km. When the
tunnel was opened in 1988, all existing trains went through it. However, newer
Japanese bullet trains have never used the tunnel because of the cost of
extending the high speed line through it. Consequently, the train journey from
Tokyo to Sapporo still takes about ten hours. In contrast, the journey by air
takes only three and a half hours. This has combined with the fall in the cost of
flying, has meant that more people travel by plane than train and the tunnel is
not used as much as forecasters had predicted.

• Increase in traffic
• connect Islands (Honshu & Hokkaido )
• Predictions and continuing growth
• The longest rail tunnel
• opened 1988
• 54km
• Opened in 1988
• Bullet trains
• Never used tunnel
• Fall in the cost of flying
 • Not used as much as forecasters predicted

Summary
The longest railway tunnel in the world links the islands of Honshu & Hokkaido.
This 54km tunnel was inaugurated in 1988 to deal with the predicted increase in
rail traffic. However, the fall in the cost of flying and the fact that high speed
trains cannot use the tunnel have resulted in the tunnel being less widely used
than expected.

Example 2
The Sydney Opera House
The Sydney Opera House is one of the most famous architectural wonders of
the modern world. Instantly recognisable both for its roof shells and its
impressive location in Sydney harbour, it has become one of the best known
images of Australia.Situated close to Sydney Harbour Bridge, this large
performing arts centre was started in 1959 and completed in 1973. After a
competition to choose the design, the Danish architect Jorn Utzon was chosen.
The Opera House includes five theatres, five rehearsal studios, two main halls,
four restaurants, six bars, and several shops.The construction of the Opera
House was fairly controversial as the final cost of the building was much higher
than predicted. It was expected to cost $7 milllion, but in fact, the final cost was
$102 million. This was due to difficult weather conditions, problems with
structural design, and changes to contract. The remarkable roof shells were
also difficult to construct. Furthermore, the construction too longer than planned.

Completion of the building was initially expected in four years, in 1963.

Unfortunately, because of the many problems and changes which were
necessary in the design, the building was not completed until ten years later, in
1973.It was inaugurated by Queen Elizabeth 2 on 20th October 1973, and
millions of people attended the ceremony. The event was televised, and
included a fireworks display and classical music performance.

• Most famous architectural wonders of the modern world

• Recognisable both for its roof shells
• Location in Sydney harbor
• Performing arts centre
• Started in 1959 and completed in 1973
• Competition: the Danish architect Jorn Utzon
• Five theatres, five rehearsal studios, two main halls, four restaurants, six
bars, and several shops.
• Controversial: expected $7 milllion / the final cost $102
 • Difficult weather conditions, problems with structural design, and
changes to contract.
• Inaugurated by Queen Elizabeth 2 on 20th October 1973

Summary
The Sydney Opera house, has been described as ‘one of the wonders of the
modern world’, is located in Sydney Harbour, Australia. Designed by Danish
Architect, Jorn Utzo, this large performing art centre with numerous theatres,
restaurants and other facilities, took fourteen years to build at a cost of over
$100 million. The construction was seen as controversial as it was estimated to
only cost $7 million but adverse weather, design difficulties and contractual
problems made expenses spiral out of control. It was inaugurated by Queen
Elizabeth II in 1973 at a ceremony televised to the world.
Adapted from Philpot, S & Curnick, L. 2011. Headway Academic Skills,
Level 3. OUP

DAY 3
Another 5 Easy Techniques in Summarizing Various Academic Texts
DIRECTION: Read and understand the text below

Technique 1: Somebody Wanted But So Then

“Somebody Wanted But So Then” is an excellent summarizing strategy for
stories. Each word represents a key question related to the story's essential
elements:
Somebody: Who is the story about?
Wanted: What does the main charter want?
But: Identify a problem that the main character encountered.
So: How does the main character solve the problem?
Then: Tell how the story ends.

Here is an example of this strategy in action:

Somebody: Little Red Riding Hood
Wanted: She wanted to take cookies to her sick grandmother.
But: She encountered a wolf pretending to be her grandmother.
So: She ran away, crying for help.
Then: A woodsman heard her and saved her from the wolf.

After answering the questions, combine the answers to form a summary:

Little Red Riding Hood wanted to take cookies to her sick grandmother, but she
encountered a wolf. He got to her grandmother’s house first and pretended to
be the old woman. He was going to eat Little Red Riding Hood, but she realized
what he was doing and ran away, crying for help. A woodsman heard the girl’s
cries and saved her from the wolf.

Technique 2: SAAC Method

The SAAC method is another useful technique for summarizing any kind of text
(story, article, speech, etc). SAAC is an acronym for "State, Assign, Action,
Complete." Each word in the acronym refers to a specific element that should
be included in the summary.
State: name of the article, book, or story
Assign: the name of the author
Action: what the author is doing (example: tells, explains)
Complete: complete the sentence or summary with keywords and important
details

This method is particularly helpful for students who are learning the format of a
summary and need reminders to include the title and author's name. However,
SAAC does not include clear guidance about which details to include, which
some students might find tricky. If you use SAAC with your students, remind
them of the types of details that belong in a summary before instructing them to
work independently.

Here is an example of SAAC in action:

State: The Boy Who Cried Wolf
Assign: Aesop (a Greek storyteller)
Action: tells
Complete: what happens when a shepherd boy repeatedly lies to the villagers
about seeing a wolf

Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf"
in complete sentences:

The Boy Who Cried Wolf, by Aesop (a Greek storyteller), tells what happens
when a shepherd boy repeatedly lies to the villagers about seeing a wolf. After a
while, they ignore his false cries. Then, when a wolf really does attack, they
don’t come to help him.

Technique 3: 5 W's, 1 H
The 5 W's, 1 H strategy relies on six crucial questions: who, what, when, where,
why, and how. These questions make it easy to identify the main character, the
important details, and the main idea.
Who is the story about?
What did they do?
When did the action take place?
Where did the story happen?
Why did the main character do what he/she did?
How did the main character do what he/she did?

Try this technique with a familiar fable such as "The Tortoise and the Hare."
Who? The tortoise
What? He raced a quick, boastful hare and won.
When? When isn’t specified in this story, so it’s not important in this case.
Where? An old country road
Why? The tortoise was tired of hearing the hare boast about his speed.
How? The tortoise kept up his slow but steady pace.
Then, use the answers to the 5 W's and 1 H to write a summary of in complete
sentences.

Tortoise got tired of listening to Hare boast about how fast he was, so he
challenged Hare to a race. Even though he was slower than Hare, Tortoise won
by keeping up his slow and steady pace when Hare stopped to take a nap.

Technique 4: First, Then, Finally

The "First Then Finally" technique helps students summarize events in
chronological order. The three words represent the beginning, main action, and
conclusion of a story, respectively:
First. What happened first? Include the main character and main event/action.
Then. What key details took place during the event/action?
Finally. What were the results of the event/action?

Here is an example using "Goldilocks and the Three Bears."

First, Goldilocks entered the bears' home while they were gone. Then, she ate
their food, sat in their chairs, and slept in their beds. Finally, she woke up to
find the bears watching her, so she jumped up and ran away.

Technique 5: Give Me the Gist

When someone asks for "the gist" of a story, they want to know what the story is
about. In other words, they want a summary—not a retelling of every detail. To
introduce the gist method, explain that summarizing is just like giving a friend
the gist of a story, and have your students tell each other about their favorite
books or movies in 15 seconds or less. You can use the gist method as a fun,
quick way to practice summarizing on a regular basis.
When summarizing is useful?
Summarizing is useful in many types of writing and at different points in the
writing process. Summarizing is used to support an argument, provide context
for a paper’s thesis, write literature reviews, and annotate a bibliography. The
benefit of summarizing lies in showing the "big picture," which allows the reader
to contextualize what you are saying. In addition to the advantages of
summarizing for the reader, as a writer you gain a better sense of where you
are going with your writing, which parts need elaboration, and whether you have
comprehended the information you have collected.
www.umanitoba.ca/student/academiclearning

ACTIVITY 1
Directions: Following the techniques above, summarize the texts by completing
the
sample graphic organizer below. Write your summary in your notebook.
Essay 1: Importance of Education
Education is a process that involves the transfer of knowledge, habits and skills
from one generation to another through teaching, research and training. It can
be in a formal or informal setting. Formal education involves institutionalized
learning based on a curriculum. In today’s society, education and learning play
an indispensable role in shaping the lives of individuals and the society at large.
The most effective way of boosting economic growth, reducing poverty and
improving people’s health is by investing in education.

Human labor is essential for economic growth. A highly educated labor force
further stimulates economic growth. Additionally, a highly educated labor force
can easily adapt to new working environments and conditions. In view of that, it
is evident that education serves as the driving force for innovation of new
products and services.
Educated workers exchange ideas in the work place and come up with new
ideas that help in the growth of the economy.

Education reduces poverty in a number of ways. One way is by creating

employment opportunities for educated people. Through employment, one is
able to afford a decent living. Education helps to increase economic security,
create income opportunities and improve livelihoods of the economically
disadvantaged by providing sustainable environmental management
mechanisms. Education further alleviates poverty through skills acquired in the
learning process. Skills such as carpentry, plumbing and masonry are relevant
in non-formal economies. One can acquire these skills through technical and
vocational training.
Educated people are health conscious and live longer than their counterparts
because they engage in healthy habits such as eating a balanced diet,
exercising regularly and going for medical check ups. By investing in education,
one will also be investing in their health. Education serves to create room for
technological advancements in the field of medicine and agriculture. Advanced
technology used for conducting surgery has replaced traditional methods. This
has seen an improvement in people’s general health and an increased life
expectancy. Most developing countries have a low life expectancy compared to
developed countries. This can be attributed to high illiteracy levels present in
developing countries. This translates to poor health and poor eating habits.

In conclusion, education is the only means of alleviating poverty, improving

people’s health and increasing economic growth. Improving literacy levels in
marginalized societies will go a long way in improving human living standards.

PARAGRAPH 1
Main Idea:
Details:

PARAGRAPH 2
Main Idea:
Details:

PARAGRAPH 3
Main Idea:
Details:

PARAGRAPH 4
Main Idea:
Details:

PARAGRAPH 5
Main Idea:
Details:

Essay 2: Why is Education Important in Our Society?

Introduction
Education is more than just learning from books, and it is a shame that a lot of
schools do not see that it is more than just a curriculum and school score. A
good education can teach a child how to learn so that the child may take up
independent learning as an adult. Education may also teach a child how to
reason so that a child does not grow up to be ignorant.

Persuasive point 1:
 The biggest selling point for education in our society is the fact that it helps
people learn “how” to learn. It is not about the knowledge they accumulate, it is
the
way a child is taught how to “learn” things. A child may come away from school
not
knowing a lot of the course, but if that child has been taught how to learn, then
that
child may become an adult that learns everything he or she needs in life.
Otherwise,
that child may grow up to be a person that cannot see the obvious because he
or she cannot reason and consciously learn new things.

Persuasive point 2
Education teaches people how to reason, and if they are taught how to reason
well, then they help subdue their own thoughts of ignorance. For example, there
are lots of posts and websites on the Internet about childhood vaccinations and
how dangerous they are. Ignorant people than never learned how to reason will
look at them, believe them and support them. If a person is taught how to
reason, then he or she will know how to recognize empirical evidence.

Persuasive point 3
That person would look at all the people in the US that have had childhood
injections (most of them) and then look at all the people with autism. They would
reason that if childhood vaccinations caused autism then most of the people in
the US would have autism. If a person is taught how to reason then that person
may see how people that smoke seem more likely to develop emphysema than
people that do not smoke. They would then reason there is a link between
smoking and emphysema.
This sort of reasoning can be taught in schools, and if children are not taught it
then they walk around risking their children’s lives by not vaccinating them, and
walk around smoking because their daddy smoked for years and it never hurt
him.

Persuasive point 4
Conclusion
If education is not seen as important, then one day it will just be all about school
scores and hitting the factors of a curriculum. There will be a day when children
start to hate learning because school put them off it for life (this already
happens in some
cases). Plus, without education teaching people how to reason things out and
teaching them how to separate what is fact from what is faulty evidence, then
our society will become more and more ignorant until a smarter country simply
marches over and
takes our country from under out ignorant noses.

ACTIVITY 2
Directions. From the essay #2, complete this organizer with persuasive points
for
each of the paragraphs following the thesis statement below. Write your answer
in
your notebook following the format below.

Thesis statement: I will show you the two best reasons why education is
important in our society.

PARAGRAPH 1 • ____________________________________________________________________________
Persuasive Points
PARAGRAPH 2 • ____________________________________________________________________________
Persuasive Points
PARAGRAPH 3
Persuasive Points
• _____________________________________________________________________________

PARAGRAPH 4
Persuasive Points • _____________________________________________________________________________

PARAGRAPH 5 • _____________________________________________________________________________
Persuasive Points

ACTIVITY 3
Directions: After identifying the persuasive points, in your notebook, write a
summary of the text. The rubric will serve as your guide.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________
Directions: Simple recall: For numbers 1 and 2, write the letter of the correct
answer in your notebook.
1. Which of the following statements in SUMMARIZING is false?
A. The Summary is what the passage is mostly about.
B. The Summary is what all or most of the sentences or paragraphs are about.
C. The Summary is usually found in more than just one sentence of the
passage.
D. The Summary is one isolated thought in a passage.
2. Which of the following statements in SUMMARIZING is true?
A. The Summary is a thought that is true but is not in the passage.
B. The Summary is what the passage is mostly about.
C. The Summary is specific, detailed information contained in the passage.
D. The Summary is always found in the first sentence of the passage.
Choose the letter that presents the best summary in each of the following
paragraphs:
3. When some people think about Texas, they think of cowboys on the open
range herding cattle up a dusty trail. However, Texas has much more than open
prairie with large herds of cows. There are the mountains of West Texas, the
piney hills of east Texas, and the emerald waters off the coast of Padre Island.
Texas also has large coastal harbors with numerous sailboats, powerboats,
inland lakes, rivers, swamps of southeast Texas with alligators and other exotic
wildlife.
A. There are a lot of cows in Texas.
B. There are many different, varied parts of Texas.
C. Texas is one of the biggest states in the United States.
D. There are alligators in the swampland of southeast Texas.
4. Tomorrow is Jill's birthday. She is excited because she gets to pick where
she will eat dinner. Will it be Mexican food at the Big Enchilada House? Or will it
be fried chicken at the Chicken Shack, or a big cheeseburger at Al's Hamburger
Palace. She just couldn't decide. Then there was always the Pizza Shop with
that great pepperoni pizza. How would she ever decide? Maybe she would just
flip a coin.
A. Jill has many restaurants to choose from for her birthday.
B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in town.
D. Jill will choose a place by flipping a coin.
5. It started when they got to the bears. Peter felt tired and his stomach hurt. He
dragged himself over to see the elephants, which were eating from a stack of
hay.
Normally, the elephants were his favorite. Without much interest, Peter followed
his classmates to the camels, which were busy swatting flies with their tails.
Peter knew he should be having fun at the zoo, but he just felt terrible and all he
wanted to do was lie down and rest. Even the lions and tigers did not interest
him now.
A. Peter's favorite animals were the elephants.
B. The camels were swatting flies with their tails.
C. It was really hot at the zoo.
D. Peter didn't enjoy the zoo because he felt really bad.
6. For the walls, Jenny thought she would use a bright yellow paint. She would
pick a border that had mostly bright red and green colors, and maybe a little bit
of blue. She already had found some curtains that were sky blue with streaks of
red, blue and yellow that she thought would go great with the walls. And finally,
she had picked a carpet that was mostly blue with specks of red and yellow.
Jenny couldn't wait till she was done decorating her room. It was really going to
look awesome.
A. Jenny likes bright colors.
B. Jenny was going to paint her room.
C. Jenny was picking out colors and materials to decorate her room.
D. Yellow is a good color to paint your walls.
7. Right now, Jason was playing right field. He really wanted to play third base.
Earlier this year, coach had put him in left field and second base in a game, but
never at third base. Once in practice, coach let him play third base, but he kept
missing ground balls. When he did stop one, he made a bad throw to first base.
Maybe if he kept practicing, Jason would be good enough to play third base.
That was his dream.
A. Jason really wanted to play third base.
B. Jason was the best player on his team.
C. Jason had trouble catching ground balls.
D. Jason was too lazy to practice.
8. San Francisco is located on the coast of California in an area often called the
Bay Area. The weather is generally very mild, seldom getting really cold or
really hot. Its mild climate is one reason many people live there. It seldom
snows in San Francisco and generally does not get below freezing during the
winter. Even in the middle of summer, temperatures may be in the mid-80s with
a cool breeze from the bay keeping the weather very comfortable.
A. San Francisco has many neat things to do.
B. It seldom snows in California.
C. Many people choose to live in California.
D. The weather in San Francisco is generally very mild.
9.Julie watched the ants as they carried small crumbs down the trail to the
anthill. She thinks ants are very hard working and industrious little creatures.
They always seemed busy, and you never saw an ant just laying around doing
nothing. They were carrying food, building tunnels, or defending the anthill. One
thing you could say about ants is that they sure aren't lazy.
A. Ants carry many things.
B. Some ants may bite you.
C. Ants are hard workers.
D. Some ants help take care of the queen.
10. The first book Chris read in fifth grade was about a lost kitten. Then he read
a book about a family of bears, and then he read about a wild kangaroo in
Australia. It seems every book Chris reads about animals. Last week he found a
good book about snakes and reptiles, and another book about elephants. Today
Chris went to the library, and he checked out a book about dolphins, whales and
other animals that live in the sea.
A. Chris likes kangaroos.
B. Chris is in the fifth grade.
C. Chris reads a lot of books about animals.
D. Dolphins and whales live in the sea.
DAY 4
THESIS STATEMENT OF AN ACADEMIC TEXT

DIRECTION: Read and understand the text below.

What is thesis statement?
• It is a statement that summarizes your topic and declares your position on it.
• tells the reader how you will interpret the significance of the subject matter under
discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the
rest of the paper.
• It is the central idea of a multiple-paragraph composition. It is one sentence
summary that guides, controls and unifies ideas when writing a paper. In simple
terms, all the other ideas present in an easy revolve around the thesis statement.
• It focuses your ideas into one or two sentences. It should present the topic of your
paper and also make a comment about your position in relation to the topic. Your
thesis statement should tell your reader what the paper is about and also help guide
your writing and keep your
argument focused.

Locating Explicit and Implicit Thesis Statements

• In academic writing, the thesis is often explicit: it is included as a sentence as part
of the text. It might be near the beginning of the work, but not always–some types of
academic writing leave the thesis until the conclusion.
• Journalism and reporting also rely on explicit thesis statements that appear very
early in the piece–the first paragraph or even the first sentence.
• Works of literature, on the other hand, usually do not contain a specific sentence
that sums up the core concept of the writing. However, readers should finish the piece
with a good understanding of what the work was trying to convey. This is what’s called
an implicit thesis statement: the primary point of the reading is conveyed indirectly, in
multiple locations
throughout the work. (In literature, this is also referred to as the theme of the work.)
• However, academic writing sometimes relies on implicit thesis statements, as well.

To know more about locating thesis statement, click this link below.
https://human.libretexts.org/Bookshelves/Composition/Book%3A_Basic_Reading_an
d_Writing_(Lumen)/Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis_St
atements

Four Questions to Ask When Formulating Thesis Statement

1. Where is your thesis statement?
You should provide a thesis early in your essay -- in the introduction, or in longer
essays in the second paragraph -- in order to establish your position and give your
reader a sense of direction.
Tips on how to write a successful thesis statement
• Avoid burying a great thesis statement in the middle of a paragraph or late in
the paper.
• Be as clear and as specific as possible; avoid vague words.
• Indicate the point of your paper but avoid sentence structures like, “The point of
my paper is…”
2. Is your thesis statement specific?
Your thesis statement should be as clear and specific as possible. Normally you will
continue to refine your thesis as you revise your argument(s), so your thesis will
evolve and gain definition as you obtain a better sense of where your argument is
taking you.

Tips on how to formulate specific thesis statement

• Are there two large statements connected loosely by a coordinating conjunction
(i.e. "and," "but," "or," "for," "nor," "so," "yet")?
• Would a subordinating conjunction help (i.e. "through," "although," "because,"
"since") to signal a relationship between the two sentences?
• Or do the two statements imply a fuzzy unfocused thesis?
• If so, settle on one single focus and then proceed with further development.

3. Is your thesis statement too general?

Your thesis should be limited to what can be accomplished in the specified number of
pages. Shape your topic so that you can get straight to the "meat" of it. Being specific
in your paper will be much more successful than writing about general things that do
not say much. Don't settle for three pages of just skimming the surface. The opposite
of a focused, narrow, crisp thesis is a broad, sprawling, superficial thesis. Compare
this original thesis (too general) with three possible revisions (more focused, each
presenting a different approach to the same topic):

Original thesis:
There are serious objections to today's horror movies.
Revised theses:
Because modern cinematic techniques have allowed filmmakers to get more
graphic, horror flicks have desensitized young American viewers to violence.
The pornographic violence in "bloodbath" slasher movies degrades both men
and women.
Today's slasher movies fail to deliver the emotional catharsis that 1930s
horror films did.
4. Is your thesis statement clear?
Your thesis statement is no exception to your writing: it needs to be as clear as
possible. By being as clear as possible in your thesis statement, you will make sure
that your reader understands exactly what you mean.
T
Tips on how to write clear thesis statement
Unless you're writing a technical report, avoid technical language. Always avoid
jargon, unless you are confident your audience will be familiar with it.
• Avoid vague words such as "interesting,” "negative," "exciting,” "unusual," and
"difficult."
• Avoid abstract words such as "society," “values,” or “culture.” These words tell
the reader next to nothing if you do not carefully explain what you mean by
them. Never assume that the meaning of a sentence is obvious. Check to see if
you need to define your terms (” socialism," "conventional," "commercialism,"
"society"), and then decide on the most appropriate place to do so. Do not
assume, for example, that you have the same understanding of what “society”
means as your reader. To avoid misunderstandings, be as specific as possible.
Compare the original thesis (not specific and clear enough) with the revised version
(much more specific and clear):
Original thesis: Although the timber wolf is a timid and gentle animal, it is being
systematically exterminated. [if it's so timid and gentle -- why is it being
exterminated?]
Revised thesis: Although the timber wolf is actually a timid and gentle animal, it is
being systematically exterminated because people wrongfully believe it to be a fierce
and cold-blooded killer.
Original: "is, are, was, to be" or "to do, to make"
Revised: any great action verb you can concoct: "to generate," "to demolish," "to
batter," "to revolt," "to discover," "to flip," "to signify," "to endure..."
Use your own words in thesis statements; avoid quoting. Crafting an original,
insightful, and memorable thesis makes a distinct impression on a reader. You will
lose credibility as a writer if you become only a mouthpiece or a copyist; you will gain
credibility by grabbing the reader with your own ideas and words.
A well-crafted thesis statement reflects well-crafted ideas. It signals a writer who
has intelligence, commitment, and enthusiasm.

Directions: Read the following statements very carefully. Select only one more
effective thesis in the introductory paragraph of a short essay. Keep in mind that an
effective thesis statement should be sharply focused and specific, not just a general
statement of fact. Write the letter of your answer in your notebook.
1. A. The Hunger Games is a science fiction adventure film based on the novel of
the same name by Suzanne Collins.
 B. The Hunger Games is a morality tale about the dangers of a political system
that is dominated by the wealthy.
2. A. There is no question that cell phones have changed our lives in a very big
way.
B. While cell phones provide freedom and mobility, they can also become a
leash, compelling users to answer them anywhere and at any time.
3. A. Finding a job is never easy, but it can be especially hard when the economy
is still feeling the effects of a recession and employers are reluctant to hire new
workers.
B. College students looking for part-time work should begin their search by
taking advantage of job-finding resources on campus.
4. For the past three decades, coconut oil has been unjustly criticized as an
artery-clogging saturated fat.
B. Cooking oil is plant, animal, or synthetic fat that is used in frying, baking,
and other
types of cooking.
5. A. There have been over 200 movies about Count Dracula, most of them only
very loosely based on the novel published by Bram Stoker in 1897.
B. Despite its title, Bram Stoker's Dracula, a film directed by Francis Ford
Coppola, takes
considerable liberties with Stoker's novel.
6. A. There are several steps that teachers can take to encourage academic
integrity and curtail cheating in their classes.
B. There is an epidemic of cheating in America's schools and colleges, and
there are no
easy solutions to this problem.
7. A. J. Robert Oppenheimer, the American physicist who directed the building of
the first atomic bombs during World War II, had technical, moral, and political
reasons for opposing the development of the hydrogen bomb.
B. J. Robert Oppenheimer often referred to as "the father of the atomic
bomb," was born
in New York City in 1904.
8. A. The iPad has revolutionized the mobile-computing landscape and created a
huge profit stream for Apple.
B. The iPad, with its relatively large high-definition screen, has helped to
revitalize the
comic book industry.
9. A. Like other addictive behaviors, Internet addiction may have serious negative
consequences, including academic failure, job loss, and a breakdown in
personal relationships.
B. Drug and alcohol addiction is a major problem in the world today, and
many people
 suffer from it.
10. A. When I was a child, I used to visit my grandmother in Moline every Sunday.
B. Every Sunday we visited my grandmother, who lived in a tiny house that
was undeniably haunted.
https://www.thoughtco.com/exercise-in-identifying-effective-thesis...

Guide 1. Why is it important to determine the different reading strategies? How does it help
Questions in reading academic texts?
2. How will you describe a well summarized text? What does it contain?
3. Why do you think it is important to identify the thesis statement of a reading text?
Concepts 1. Determine the different reading strategies as tool in academic writing;
Learned 2. Identify one’s purpose for reading;
3. Explain the definition of summarizing and determine their preferred technique;
4. Can summarize comprehensively an academic text;
5. Describe what is a thesis statement; and
6. Extract thesis statement from a text.
Reference Abellanosa, N, et al, 2020, English for Academic and Professional Purposes,
s Alternative Delivery Mode, Quarter 1 – Module 1: Reading and Writing Academic
Texts, First Edition, 2020, Masterson Avenue, Upper Balulang, Zone 1, Cagayan de
Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental

Buckley, J. (2004). Fit to Print: The Canadian Student’s Guide to Essay Writing. (6th
ed.) Toronto: Nelson. Hacker, D. (2008). A Canadian Writer’s Reference. (4th ed.)
Boston: Bedford/St. Martin’s.
 ANSWER KEY
ACADEMIC READING STRATEGIES SUMMARIZING THESIS STAEMENT
Multiple Choice POST TEST POST TEST
1. B 1. D 1. B
2. B 2. B 2. B
3. C 3. B 3. B
4. D 4. A 4. A
5. A 5. D 5. B
6. B 6. C 6. A
7. B 7. A 7. A
8. C 8. D 8. B
9. D 9. C 9. A
10. B 10. C 10. B

Prepared by:
ROMEO E. CARMONA JR.
Teacher II

ROCHE Y. OCAÑA ANALOU O. HERMOCILLA

SHS Coordinator, Master Teacher I Principal I