Final Eapp q1 Module 8 Eapp 11

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Final EAPP Q1 Module 8 - EAPP 11
hope (P. E)- 11 (Arellano University)
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SENIOR HIGH SCHOOL
Senior High School
English for Academic

andPractical
Professional ResearchPurposes2
Quarter 1— Module 8
Quarter
Elucidating 1
a Concept
Conceptual
by Definition, Framework:
Explication, and Clarification
An Illustration of the Research Study

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Applied Subject - English for Academic and Professional Purposes

Alternative Delivery Mode
Quarter 1 - Elucidating a Concept by Definition, Explication, and
Clarification
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any
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Published by the Department of Education - Region III

Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio
Development Team of the Module
Author: Lennie Vi E. Libunao
Language Reviewer: Joselito G. Milan
Content Editor: Cherilyn R. Goyena, PhD
Marciano V. Cruz, Jr.
Illustrator: Rolando N. Javier, Jr.
Layout Artist: Maica Jill N. De Guzman
Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator
Jay Arr V. Sangoyo, PhD

EPS – English
Glenda S. Constantino
Project Development Officer II
Joannarie C. Gracia
Librarian II
Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph

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Senior High School
English for Academic

and Professional Purposes
Quarter 1— Module 8
Elucidating a Concept
by Definition, Explication, and Clarification

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Introductory Message
For the facilitator:
Welcome to the English for Academic and Professional Purposes Alternative Delivery
Mode (ADM) Module on Elucidating a Concept by Definition, Explication, and Clarification.
This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator, in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire
the needed 21st century skills while taking into consideration their needs and
circumstances.
In addition to the material in the main text, you will also see this box in the body of the
module:
Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.
As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.
For the learner:

Welcome to the English for Academic and Professional Purposes Alternative Delivery
Mode (ADM) Module on Elucidating a Concept by Definition, Explication, and Clarification.
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
This will give you an idea of the skills or

competencies you are expected to learn in the
module.
This part includes an activity that aims to check

what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.

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This is a brief drill or review to help you link the current

What’s In
lesson with the previous one.
In this portion, the new lesson will be introduced to you

What’s New in various ways; a story, a song, a poem, a problem
opener, an activity or a situation.
This section provides a brief discussion of the lesson.
What is It This aims to help you discover and understand new
concepts and skills.
This comprises activities for independent practice to
solidify your understanding and skills of the topic. You
What’s More
may check the answers to the exercises using the
Answer Key at the end of the module.
What I Have This includes questions or blank sentence/paragraph to

Learned be filled in to process what you learned from the lesson.
This section provides an activity which will help you

What I Can Do transfer your new knowledge or skill into real life
situations or concerns.
This is a task which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.
Additional In this portion, another activity will be given to you to

Activities enrich your knowledge or skill of the lesson learned.
Answer Key This contains answers to all activities in the module.
At the end of this module you will also find:

References - This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
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What I Need to Know
This module was designed and written for you to master the ways a writer can
elucidate on a concept by definition, explication, and clarification. Various
activities are provided to strengthen your knowledge and skills regarding the
topic.
After going through this module, you are expected to:
1. define and explain the different techniques used to elucidate concepts in
writing a concept paper;
2. show appreciation in characterizing the different techniques; and
3. employ the different techniques in analyzing a text and in writing a concept
paper.
What I Know
Directions: Identify the term being described in each item. Write your answers
on the space after each statement/question.
1. It is a mode of paragraph development that answers the questions: What
is it? What does it mean? What are its special features?”______________
2. This is the most common form of definition.______________
3. It is used to define abstract concepts that cannot be formally defined.
______________
4. It refers to using a similar term or phrase to define a word.
______________
5. This type of definition explains the origin or the place where the term
comes from.______________
6. This type of definition provides a graphic representation of the concept to
be defined. ______________
7. This definition type means stating what the word or term is
for.______________

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8. This means giving examples or narrating incidences that can further explain
an abstract or complicated topic. ______________
9. This means stating the similarity of one concept with
another.______________
10. This means drawing a comparison between the topic and another concept
already familiar to readers. ______________
11. This means defining a term by stating what it is not. ______________
12. This means defining by the use of opposites. ______________
13. This entails breaking down wholes into parts, aspects into levels, and a
process into steps. ______________
14. In this type of definition, the writer uses known words or examples to explain
an unknown term. ______________
15. This refers to an explanation or more details that make
something clear or easier to understand.______________
What’s In
Directions: This is a copy and paste activity. Identify whether each of the statements
below characterizes a reaction paper correctly. Place a check mark on the
corresponding box of your answer.
CHARACTERISTIC YES NO
1. It relies on mere suspicions.
2. It is a simple summary.
3. It usually ranges in length from 250-750 words.
4. It presents an analytical response to a book or article.
5. It may take the form of a reflection, an appeal, a protest, a

tribute or denunciation, or a speculation
If you answered YES to numbers 3, 4, and 5, you are correct! Understanding the
characteristics of a good critique or reaction paper is the first step to writing a good
paper.

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What’s New
Have you ever heard of the term “window dressing?” You have probably seen the
arrangement on window displays outside malls or in stores located along the sidewalk,
just like in the first drawing below. If you’ve seen one, then I must tell you that you’ve
already seen a window dressing. Now, take a look at the second drawing. It also refers
to the same thing. What could it probably mean in the world of accounting?
Figure 1. Two representations of the term window dressing
Both drawings refer to the same term but they actually mean two different things,
right?
The second drawing depicts a misleading representation of data to create a favorable
impression. In finance, window dressing happens when financial statements of a company
or an organization are prepared to make them look better before they are publicly
released. For example, Company ABC wants to attract potential stockholders. It might do
some window dressing by making announcements that will likely raise the stock price, like
announcing higher than actual sales projections and obtaining and holding a lot of cash.
The two definitions of the term are based on how they are used in specific conditions,
one in display, the other in finance. While one may think that understanding a term or a
concept simply entails defining it, then he/she must change the way he/she thinks.
Several techniques are used to better elucidate or explain a concept and they will be
discussed in this lesson.
Students are often asked to submit academic papers as a subject requirement. Some
students find writing these types of paper a difficult thing to do. Why? A study conducted
by Pablo and Lasaten (2018) showed that 227 Grade 11 Senior High School students in
the Schools Division of Laoag City have difficulties in writing academic essays. The said
difficulties stem from a number of factors which include use of incorrect word and word
usage. This can be attributed to poor elucidation skills of students.
According to Merriam Webster, to elucidate means to make something clear or
understandable. In writing an academic paper, concept elucidation is a critical tool. Why?
Because getting the message understood by your reader is the primary concern of any
written text. And if you fail in clarifying a concept, you fail to express your understanding of
it.
So what are the techniques that one can use to effectively elucidate a concept?

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Elucidating a Concept
by Definition, Explication, and Clarification
I. DEFINITION
Definition is a “mode of paragraph development that answers the questions: What is
it? What does it mean? What are its special features?” (Saqueton and Uychoco 2016,
p.80) When you define a word, idea or concept, you clarify its meaning and you control the
scope to avoid misinterpretations and vague ideas.
The word to be defined may be a person, a place, an object, a concept, or an event/
phenomenon.
There are different techniques used in defining a term or concept.
1. Formal definition
This is the most common form and follows a pattern:
Term = genus + differentia
or Definition = general category + differentiating characteristics
Examples: Term = genus + differentia
a. A triangle is a plane figure with three straight sides and three angles.
b. A measuring cup is a cup-shaped utensil used to measure dry and liquid
ingredients for cooking.
It is important to limit the genus. The narrower the genus, the more specific the defini-
tion will be.
2. Extended definition
It is used to define abstract concepts that cannot be formally defined. The following
are the strategies you can use for this particular technique:
A. Use of synonym: using a similar term or phrase to define a word
Examples:
a. A charlatan is a quack, an imposter, a pretender, a fraud.
b. A bloke is a man, a boy, a fella, or guy in British.
Synonyms are only useful when a reader is more familiar to the meaning of the word
being defined than the actual term itself.
B. By etymology: explaining the origin or the place where the term comes from.
Examples:
a. Tyrannosaurus rex comes from the Greek word meaning “tyrant” and
“lizard” and the Latin word meaning “king”.
b. Eskwela is from the Spanish escuela and the Latin schola, which
means “conversations and the knowledge gained through them during
free time; the places where these conversations took place.”
C. By illustration or visuals: providing a graphic representation of a topic or term to
be defined.

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Examples:
1. The water cycle describes the continuous movement of water from the
surface of the Earth, to the atmosphere and back again.
Figure 2. A visual representation of the water cycle
1. A mattock is farm tool used for removing stones and large roots.
Figure 3. A mattock
D. By function: stating what the word or term is for.

Examples:
1. A straight spatula is a kitchen tool used for scraping food from
the sides of pots, stirring ingredients in curved bowls, or folding
ingredients into each other.
2. A ledger is a written or computerized records of all the

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transactions a business has completed.

E. By examples: giving examples or narrating incidences that can further
explain an abstract or complicated topic.
Examples:
1. Compound exercises are exercises that require multiple
muscle groups to work at the same time, like deadlifts, squats,
front lunge with twist, and high plank T-spine rotation.
2. The horticulture industry can be categorized into three areas:
pomology, olericulture, and ornamental horticulture.
E. By likeness or similarity: stating the similarity of one concept with

another.
Examples:
1. Brighter than 100 million suns, quasars stand like beacons on
the shore of the universe.
2. A teacher is like a gardener who allows the students to grow
under the best conditions.
G. By analogy or metaphor: drawing a comparison between the topic and

another concept already familiar to readers.
Examples:
1. The central processing unit (CPU) of a computer system works
like the human brain.
2. Life is like a box of chocolates - you never know what you're
going to get.
H. By negation: defining a term by stating what it is not.

Examples:
1. The Philippine flying lemur is not a lemur but a rodent, and
cannot fly as it only glides in the air from one tree to another.
2. In a vehicle with automatic transmission, the driver is not
responsible for shifting the gears as the car does the shifting.
I. By contrast: defining by the use of opposites.

Examples:
1. Unlike other birds, penguins cannot fly.
2. Unlike other mammals, the duckbilled platypus doesn’t give
birth to live young.
J. By analysis or partition: Breaking down wholes into parts, aspects into

levels, and a process into steps.
Examples:
1. The Philippine government is divided into the executive branch,
the legislative branch, and the judiciary.
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2. For a definition of diabetes, the writer would want to partition

the three kinds of diabetes (type 1 diabetes, type 2 diabetes,
and gestational diabetes) and discuss them one at a time
rather than try to define them all at the same time.
3. Informal definition
In this type of definition, the writer uses known words or examples to
explain an unknown term.
Examples:
a. Freedom, also referred to as liberty or independence, is a state people
reach when they are free to think and do whatever they please.
b. Bullying occurs when someone uses his or her power or prestige to
intimidate and terrorize another person.
II. CLARIFICATION
Cambridge Dictionary defines clarification as “an explanation or
more details that makes something clear or easier to understand.” In reading
and writing, you can use several strategies to clarify a point and avoid
misconceptions or miscommunication.
1. Through Cause and Effect:
Understanding the relationship between cause and effect is a
critical thinking skill essential in all aspects of life. We consider how mining
is related to deforestation and wildlife loss. In history, we try to understand
the causes and effects of specific political events in the country that affect
the way we view science and religion.
A cause is the reason why something happens while the effect
states the result or the outcome. A causal chain is a sequence of events
in which any event in the chain causes the next one, leading up to the final
effect. Let us analyze the sample text below.
Minamata disease (M. d.) is methylmercury (MeHg) poisoning that occurred in

humans who ingested fish and shellfish contaminated by MeHg discharged in waste
water from a chemical plant (Chisso Co. Ltd.). It was in May 1956, that M. d. was first
officially “discovered” in Minamata City, south-west region of Japan's Kyushu Island.
The marine products in Minamata Bay displayed high levels of Hg contamination (5.61
to 35.7 ppm). The Hg content in hair of patients, their family and inhabitants of the
Shiranui Sea coastline were also detected at high levels of Hg (max. 705 ppm).
Typical symptoms of M. d. are as follows: sensory disturbances (glove and

stocking type), ataxia, dysarthria, constriction of the visual field, auditory disturbances
and tremor were also seen.
Further, the fetus was poisoned by MeHg when their mothers ingested
contaminated marine life (named congenital M. d.). The symptoms of patients were
serious, and extensive lesions of the brain were observed.

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While the number of grave cases with acute M. d. in the initial stage
was decreasing, the numbers of chronic M. d. patients who manifested
symptoms gradually over an extended period of time was on the increase.
For the past 36 years, over 17,000 people from Kumamoto and
Kagoshima prefectures have claimed to have been Minamata disease
victims. Of these, 1,408 have passed away, but even before the official
discovery of Minamata disease, caused by Chisso Company, many had
died from it.
In 1964, Minamata disease also broke out along the Agano River in
Niigata prefecture, where the Showa Denko Corporation used the same
production process. Elsewhere in the world, damage to health due to
mercury pollution from factories has also been reported along the Songhua
(Sungari) River in China, and in Canada. And in recent years, rivers and
lakes polluted by mercury in the Amazon and Tanzania have created
serious health problems. (Development Team of English for Academic and
After reading the text, were you able to understand what Minamata disease
is? Is the concept successfully clarified in the text? What is the cause of the
occurrence of the disease in Japan? What was its effect to humans? What
causal chain of events has been linked to mercury pollution?
Concept: Minamata Disease

Cause: methylmercury poisoning (ingestion of contaminated fish and shellfish)
Effect: sensory disturbances (glove and stocking type), ataxia, dysarthria,
constriction of the visual field, auditory disturbances and tremor , fetal
poisoning, brain lesions, death
Causal chain: poisoning that led to health problems and death of affected
2. Through Theories:
For sure, you have read or heard about stories explaining the origin of an
object or a place, like the Alamat ng Daragang Magayon in Albay or why
seawater is salty. You might have also heard theories explaining the origin of
the solar system or why we see reddish skies at dusk.
A theory is an idea or a system of ideas intended to explain the

occurrence of an object, activity, or situation. When we were children, we all
probably believed that the sun sleeps at night when the moon rises. Having
learned science, we now know that it is not the case. Rather, we understand
that the revolution of the Earth influences the occurrence of day and night on
the planet. This particular theory is not simply a product of the imagination of
scientists but a result of painstaking work guided by scientific processes and
tools.
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Let us read a short essay showing how a theory can be used to clarify a
concept.
There are several theories that can be connected to penmanship:

1) connection theory; and 2) motor learning theory. First, the connection
theory looks at the idea that handwriting legibility is related to fluency of
writing and reading skills (Rose 2004). This supports the idea that
penmanship legibility impacts academic achievement and self-esteem
(Kushki et al. 2011). Second, motor learning is defined as “a set of
processes associated with practice or experience leading to permanent
changes in the capability for movement” (Schmidt and Lee 2005 p. 302).
The motor learning theory states that for students to improve their
handwriting, fine motor skills need to be developed and this can only
occur through practice (Hoy, Egan and Feder 2011).
Concept: penmanship
Related theories: connection theory and motor learning theory
We can now conclude from the text that a kid’s penmanship depends on
how much time is spent in practicing how to write and that penmanship
impacts academic achievement based on the theories mentioned above.
C. EXPLICATION
Explication is a deductive process where you take a general concept,
refine it, determine how to test for it and then carry out the test. It is also
known as exegesis. The term is of French origin, derived from explication de
texte (explanation of text) the practice in French literary studies of closely
examining the language of a text to determine meaning (Nordquist 2018).
In the modern times, it is known as close reading, where a text is read
multiple times to uncover its deeper meaning. Here, you explain what the
main points of the author are and how they are connected while offering your
own critique of his/her arguments. It usually tells about figures of
speech, tone, setting, connotations, points of view, themes, contrasts, and
anything else that could add to the meaning of a text.
Example:
In the final stanza of his poem The Road Not Taken, Frost talks about
his dilemma of coming upon two diverging paths, and not knowing which one
to choose. The third line is very important, as it delivers an idea of choosing
between the two divergent paths.
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The tone in this stanza shifts from regretful to optimistic. The two roads sym-
bolically represent individual choices. The mood is neither depressed nor unhappy,
but the poet sighs because he knows what the complexities our life may have for
him. Whether he has chosen a right or a wrong path, it has a compelling impact on
his life. The phrase “less traveled” suggests the theme of individualism (Literary
Devices 2020).
The Road Not Taken

by Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted
wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
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What’s More
Independent Activity 1
Matchy Matchy
Directions: Match the descriptions in Column A with the corresponding terms in
Column B. Write the letter of your answer on the line before each item.
A B
____________ 1. the class where the term belongs A. definition
____________ 2. most common technique in defining B. concept paper
____________ 3. these are the characteristics of the term C. Genus

being defined
____________ 4. needed to define abstract concepts D. extended definition
____________ 5. It defines an idea or a concept and E. formal definition

explains its essence.
F. differentia
Independent Assessment 1
Which is which?
Directions: Identify whether the statement describes formal, informal, or extended
definition. Write F for formal, I for informal, and E for extended. Write your
answer on the space before each number.
___________ 1. A table is a furniture that has a flat top and one or more legs.
___________ 2. Yoga comes from the Sanskrit “to join.”
___________ 3. A whale shark is not a whale but a shark.
___________ 4. Bullying occurs when someone uses his or her power or prestige to
intimidate and terrorize another person.
___________ 5. A robot is a machine that looks like a human being and performs
complex acts of a human being. (Webster)
___________ 6. A rose is a flower with a sweet smell that grows on a bush which
has thorns on the stems.
___________ 7. Liberty, also referred to as freedom or independence, is a state or
condition of people who are able to speak freely.
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____________ 8. Thermometer measures temperature change.
____________
9. A family is a group of wonderful flowers.
____________ 10. Freedom, also referred to as liberty or independence, is a state

people reach when they are free to think and do whatever they
please.
Hide and Seek
Directions: Circle five familiar words from the word puzzle. Then, define them formally.
Write your answers on the space provided for.
B U T T E R F L Y R T S C X E P
C U N L E X O C T U E M A X V F
Y E L S M A R T P H O N E N E R
G Y U L I S K I E M I R S N F E
O L I R Y A C T N O C T U E F E
L O R A L I I S O I W P T F A D
O I S R E V N E S I N H C R R O
I U I N N A C E M S W O A K I M
B U K O P A N D A N T V C R G M
Word Formal Definition
1.________________ - _______________________________________________________
2.________________- _______________________________________________________
3.________________- _______________________________________________________
4.________________- _______________________________________________________
5.________________- _______________________________________________________
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Complete Me
Directions: Complete the Venn diagram below. List the characteristics of a formal definition
inside the first circle and the characteristics of an informal definition in the second circle.
Then, write the quality/qualities that are common to both in the intersection of the two
circles.
FORMAL INFORMAL
BOTH
Scoring Rubrics:
CRITERIA PERFORMANCE INDICATORS POINTS
Similarities
The identified character traits are 5 or more and do 6
not repeat. They include well-described examples.
Differences
The identified character traits are 5 or more and do 6
not repeat. They include well-described examples.
Organization
The Venn Diagram is very neat and well-organized. 3
Total 15
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Tell Me
Directions: Read and explicate the poem given below. Write a 2-3 paragraph explication
with the rubric below as guide. Write your answers on the space below.
Kapag Wala ng COVID

(Apet Cruz of APET TV) Pag wala nang COVID ay mamamasyal
ako
‘Pag wala ng COVID ay lalabas ako Ganda ng Pilipinas ay yayakapin ko
Ang simoy ng hangin ay lalanghapin ko At ngingitian ko ang bawat Pilipino,
Aking yayakapin ang panibagong mundo Mga bayaning frontliners, sasaluduhan
ko.
At sisikapin kong maging mabuting tao.
‘Pag wala ng COVID, wala nang
‘Pag wala ng COVID aking
pahahalagahan, mamamatay
Ang mga munting bagaysa buhay na Wala nang matatakot, wala nang aaray
hiram, Lahat ng mga tao, sa Diyos magpupugay
Oras sa pamilya’y lagi kong ilalaan, Sa atin ay sasalubong ang magandang
At ang pagmamahal ko’y laging buhay.
ipaparamdam.
Scoring Rubric

Content Provided pieces of evidence, supporting details, 8
and factual scenarios
Grammar Used correct grammar, punctuation, spelling, and 2
capitalization
Organization of Expressed the points in clear and logical 5
Ideas arrangement of ideas in the paragraph
Total 15
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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I Need an Explanation!
Directions: Read and explicate the poem given below. Write a 2-3 paragraph
explication with the rubric below as guide. Write your answers on space provided for.
“Trees” by Joyce Kilmer
I think that I shall never see
A poem lovely as a tree.
A tree whose hungry mouth is pressed
Against the earth’s sweet flowing breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.
(Em 2019)
Scoring Rubric:
Content Provided pieces of evidence, supporting details, and 8
factual scenarios
capitalization
Organization of Expressed the points in clear and logical arrangement of 5
Ideas ideas in the paragraph
Total 15
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
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What I Have Learned
Directions: Write a five-sentence reflection about what you have learned from the
lesson. Use the rubric from the previous page as your guide. Write your answers
below.
What I Can Do
Directions: Write a one-page concept paper regarding a topic of your choice. If you have
difficulty thinking of a relevant one, choose from the topics in the box below. Read the
rubric below as your guide. Write your answer on the following page.
pandemic mass testing ayuda quarantine

discipline bayanihan political will toxic positivity
Scoring Rubric

Content Provided pieces of evidence, supporting details, and 50
factual scenarios
capitalization
Organization of Expressed the points in clear and logical 30
Ideas arrangement of ideas in the paragraph
Total 100
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Concept Paper 1
________________________________
Title
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Assessment
Directions: Identify the term being described in each item. Write your answers on the
space after each number.
1. In this type of definition, the writer uses known words or examples to explain an
unknown term. _____________
2. It is a mode of paragraph development that answers the questions: What is it? What
does it mean? What are its special features?”________________
3. It is used to define abstract concepts that cannot be formally defined. ____________
4. It refers to using a similar term or phrase to define a word. _______________
5. This definition type means stating what the word or term is for.____________
6. This entails breaking down wholes into parts, aspects into levels, and a process into
steps. _____________
7. This is the most common form of definition.______________
8. This means drawing a comparison between the topic and another concept already
familiar to readers. _____________
9. This means defining a term by stating what it is not. _____________
10. This means defining by the use of opposites. _____________
11. This means giving examples or narrating incidences that can further explain an
abstract or complicated topic. ________________
12. This means stating the similarity of one concept with another._____________
13. This refers to an explanation or more details that makes
something clear or easier to understand. _____________
14. This type of definition explains the origin or the place where the term comes
from.__________________
15. This type of definition provides a graphic representation of the concept to be defined.
________________
Additional Activities
Directions: Read the selection below and write a one-page concept paper about it.
Please see rubric on page 18. Write your answer on the next page.
How Can We Repay Debt of Gratitude

by Chinkee Tan
Were there people who helped you out in the past? If yes, what did you do to pay
them back? Did you return the favor? Or did you simply let the moment pass because
you did not know how to match their effort and help?
For example, someone helped you get into a job you were applying for. Someone
loaned you money when you were short on finances. This person did not leave you
when you were going through a very difficult time. This person served as your confidant
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and fortress at a time of weakness. These are examples of debt of gratitude, or “utang na
loob” as we call it.
Expressing gratitude may be hard for some of us because there are times when we
feel embarrassed and uncomfortable about it. This is because we feel like we are causing
harm and inconvenience to them, or we can’t seem to accept the fact that we are actually
asking help from other people.
Returning the favor or repaying our debt of gratitude is a sign not of weakness. It’s
not a sign that we are less valuable than other people either. It is only a way for us to show
the people who have helped us how much we appreciate them. It is also a way for us to
show them respect by acknowledging them and their efforts.
“I want to, but I don’t know what to do. How do I do it?”
KEEP IT SIMPLE
Don’t overthink how you can express your gratitude. Sometimes we think that we
need to give an expensive token of appreciation, or that we need to treat people out in an
expensive restaurant. No need for those! The simplest way to do it is to sincerely say
THANK YOU. That’s it.
Sincere words are more powerful than anything else, and this is why there is nothing
that can outshine or surpass words that come from the heart. This is something that can
not only be touched, but felt.
MAKE AN EFFORT
Most of the time, we just text, e-mail, and post our words of appreciation on social
media where everyone can see it, but the truth is that it would be more meaningful if there
is some effort involved in it.
You may try writing a letter, creating a D.I.Y. gift, or making a short video
presentation. The bottom line is to make it more personal. Not a lot of people do this.
Probably because of laziness – a lot of people just want the fast and easy way, even when
it comes to saying thank you.
And so, try to exert some effort to show your appreciation to people you want to
thank. You can be the one to bring it to them, or maybe even have it mailed to surprise
them.
GIVE A GIFT
If you really want to give a token, no problem with that. I’m sure the person you want
to give it to will appreciate it, for as long as it is coming from your heart. Remember, it
doesn’t have to be expensive or it doesn’t have to be something huge in size. Regardless
of what you give, a token will surely prove that you have remembered them.
RETURN THE FAVOR
If someone has done something nice to you, try to return the favor by doing the same
thing. Let’s not turn a blind eye to things like these.
Always find time to ask them how they are, and ask them: “How can I be of help to you?”
Or say something like, “If you need anything, just let me know.”
PAY IT FORWARD
It’s a great feeling to know that you are blessed with nice and kind people who were
there for you when you were in need. Now, there is no reason for us to be selfish with this
kind of blessing when it comes to other people who are in need. When other people like
our family, friends, or even a stranger, are in need, let’s be a blessing in the way that other
people have become a blessing to us. Share what you can to others, and you’ll be blessed
with more.
THINK. REFLECT. APPLY.
What was it that the person you owe some debt of gratitude to did for you? Have you
shown your appreciation and thanks to this person? Or did you just let the moment pass
you by? How can you possible return the favor to this person?
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Concept Paper 2
________________________________
Title
22

23
What I Know What’s In Independent Activity 1 Independent
Assessment 1
1. Definition 1. X 1. C
1. F
2. Formal 2. X 2. E
2. E
3. Extended 3. √ 3. F
3. F
4. Synonym 4. √ 4. D
4. I
5. Etymology 5. √ 5. B
5. E
6. Visuals
6. E
7. Function
7. E
8. Examples
8. F
9. Similarity/Likeness
9. E
10. Analogy
10. E
11. Negation
12. Contrast
13. Analysis/Partition
14. Informal
15. elucidate
Independent Independent Assessment 2
Activity 2
Sample answer:
Answers in any order:
FORMAL INFORMAL
1. Fork
BOTH
2. Cactus
3. Butterfly
4. Buko pandan
Follows a Uses known
Used to define
5. Giraffe general and identify words or
6. Smartphone pattern, most examples to
the special
7. Slippers common form features of a explain an
8. Turon word, idea, or unknown term
9. Crow concept
10. Freedom
Answer Key
lOMoARcPSD|17830980
24
Independent
Activity 3
Answers will vary;
see rubric
Independent
Assessment 3
Answers will vary;
see rubric
What I Have
Learned
Answers will vary;
see rubric.
What I Can Do
Answers will vary;
see rubric.
Additional
Activities
Answers will vary;
see rubric.
Assessment 8. Analogy
1. Informal 9. Negation
2. Definition 10. Contrast
3. Extended 11. Examples
4. Synonym 12. Likeness/Similarity
5. Function 13. Elucidate
6. Analysis/Partition 14. Etymology
7. Formal 15. Illustration/Visuals
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References
Cambridge Dictionary. n.d. Cambridge Dictionary. Accessed July 28, 2020. https://
dictionary.cambridge.org/us/dictionary/english/clarification.
Development Team of English for Academic and Professional Purposes Teacher’s Guide.
2016. English for Academic and Professional Purposes Teacher's Guide. Pasay
City: Department of Education.
Em. 2019. 31 of the Best and Most Famous Short Classic Poems Of All Time. April 16.
https://medium.com/@EmEmbarty/31-of-the-best-and-most-famous-short-classic-
poems-of-all-time-e445986e6df.
n.d. "ENGL 1033 Assignment 2: Extended Definition." University of Arkansas Sam M. Wal-
ton College of Business. Accessed July 29, 2020. https://walton.uark.edu/business-
communication-lab/techcompextendeddefinition.pdf.
Henry, D. J. 2015. Effective Reader, The, Alternate Reading Edition, 2nd Edition. New
York: Pearson Learning Soltions. Inc. . Accessed July 27, 2020.
Lawrence, Rarieya. n.d. FARM TOOLS AND EQUIPMENTS. Accessed July 29, 2020.
http://www.kcse-online.info/Form%201%20Agriculture/Farm%20tools%20and%
20equipment2.html.
Literary Devices. 2020. Explication. Accessed July 27, 2020. https://literarydevices.net/
explication/.
Luzerne County Community College. 2010. DEFINITION: DEFINITION by SYNONYMS.
Accessed July 29, 2020. https://academic.luzerne.edu/microcomp/
ENG101_MicroComp_RS_Definition_Synonyms.htm#:~:text=If%20you%
20substitute%20for%2C%20or,is%20called%20DEFINITION%20BY%
20SYNONYM.
Merriam-Webster. n.d. Merriam-Webster. Accessed July 29, 2020. https://www.merriam-
webster.com/dictionary/elucidate.
Nordquist, Richard. 2018. Definition and Examples of Explication (Analysis). March 8.
https://www.thoughtco.com/what-is-an-explication-1690621#:~:text=Explication%
20is%20a%20term%20in,excerpt%20from%20a%20longer%20text.&text=The%
20term%20is%20derived%20from,a%20text%20to%20determine%20meaning.
Saqueton, Grace M., and Marikit Tara A. Uychoco. 2016. English for Academic and Profes-
sional Purposes. Quezon City: REX Printing COmpany, Inc. Accessed July 28,
2020.
Sinclair, Becky , and Susan Szabo. 2015. "Pencil Size and their Impact on Penmanship
Legibility." Texas Journal of Literacy Education 3 (1). www.texasreaders.org.
Tan, Chinkee. 2016. "How Can We Repay Debt of Gratitude." Good News Pilipinas. Sep-
tember 3. https://www.goodnewspilipinas.com/can-repay-debt-gratitude/.
The NROC Project. 2020. Identifying Types of Definitions. Accessed July 29, 2020. http://
content.nroc.org/DevelopmentalEnglish/unit05/Foundations/identifying-types-of-
definitions.html.
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Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
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Final EAPP Q1 Module 8 - EAPP 11

hope (P. E)- 11 (Arellano University)

StuDocu is not sponsored or endorsed by any college or university

SENIOR HIGH SCHOOL

Senior High School

English for Academic

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Applied Subject - English for Academic and Professional Purposes

Published by the Department of Education - Region III

Rainelda M. Blanco, PhD

Agnes R. Bernardo, PhD

Jay Arr V. Sangoyo, PhD

Department of Education, Schools Division of Bulacan

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Senior High School

English for Academic

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Notes to the Teacher

For the learner:

This will give you an idea of the skills or

This part includes an activity that aims to check

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This is a brief drill or review to help you link the current

In this portion, the new lesson will be introduced to you

What I Have This includes questions or blank sentence/paragraph to

This section provides an activity which will help you

This is a task which aims to evaluate your level of

Additional In this portion, another activity will be given to you to

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

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What I Need to Know

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3. It usually ranges in length from 250-750 words.

4. It presents an analytical response to a book or article.

5. It may take the form of a reflection, an appeal, a protest, a

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Figure 1. Two representations of the term window dressing

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Figure 2. A visual representation of the water cycle

D. By function: stating what the word or term is for.

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transactions a business has completed.

E. By likeness or similarity: stating the similarity of one concept with

G. By analogy or metaphor: drawing a comparison between the topic and

H. By negation: defining a term by stating what it is not.

I. By contrast: defining by the use of opposites.

J. By analysis or partition: Breaking down wholes into parts, aspects into

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2. For a definition of diabetes, the writer would want to partition

Minamata disease (M. d.) is methylmercury (MeHg) poisoning that occurred in

Typical symptoms of M. d. are as follows: sensory disturbances (glove and

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Concept: Minamata Disease

A theory is an idea or a system of ideas intended to explain the

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There are several theories that can be connected to penmanship:

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The Road Not Taken

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