ENGLISH FOR

ACADEMIC AND
12 PROFESSIONAL
PURPOSES
OUTLINING: Techniques in
Selecting and Organizing
Information

LEARNER’S MATERIAL
 Module
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES-GRADE 12 5
PIVOT IV-A Learner’s Material
Quarter 1– Module 2
_________________________________________
First Edition, 2020

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
CLMD Chief: Job S. Zape, Jr.

ENGLISH FOR ACADEMIC AND

PROFESSIONAL PURPOSES

Development Team of the Module

Author: Rachelle A. Paril
Editor:
Reviewers:
Illustrator:
Layout Artist:
Management Team: Elpidia Bergado
SDO Cavite Province
Romyr L. Lazo, EPS In-charge of LR
Ferdinand V. Marquez, EPS In-charge

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal
Landline: 02-868-257-73, Local 420/421
Email Address: lrmd.calabarzon@deped.gov.ph

1
Guide in Using PIVOT Learners Material Module

For the Parents/Guardian

A Learning Module in English for Academic and Professional

Purposes is an interactive module designed to meet the needs of the
Senior High School 21st century learners. It is anchored on holistic
approach in developing the basic learning competencies in the K-12
Basic Education Curriculum. The lesson is presented in spiral pro-
gression to achieve proficiency of learning in academic and profes-
sional purposes.

Welcome to the English Grade 12 PIVOT Learn-

ers Material Module on Outlining!

This module focuses on OUTLINING which bring the

learners on how to understand ideas through reading
and or writing. The information about the lesson as
well as the activities are carefully chosen to tailor fit
the interest of the learners and to instil in them the
sense of diversity, sensitivity and multiculturalism.

With this module, the author hopes the learner would

be proficient language learner ready to compete not
only in the local but also in the global arena.

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 I What I need to know?

This module was designed and written with you in mind. It is here
to help you master the proper way of outlining in various disciplines.

The scope of this module permits it to be used in many different

learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard se-
quence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is divided into three lessons, namely:

Lesson 1a – Outlining
Lesson 1b – Topic Outline
Lesson 1c – Sentence Outline

After going through this module, you are expected to:

1. ascertain the ideas in various reading text;
2. describe the use of outlining;
3. explain the two kinds of outlines;
4. know the function of topic outline;
5. identify the function of sentence outline; and
6. use the outlining in selecting and organizing information.

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 I What is new?
In your everyday living, there are some instances that you will
be asked what is the main idea/situation about the given topic all
about.

In the next pages, you will now learn how to make/write an out-
line.
Directions: Write all things about the ideas that you have known
about the general topic that I gave. Write your answers on a
separate sheet of paper. (minimum of 5 sentences)

GENERAL TOPIC: Mobile Legend Addiction

Let us check:

From the activity, answer the following questions.

1. Are you aware of the MOBLIE LEGEND addiction?

2.What have you noticed from this activity?
3.Why do you think there are some instances that you should
Give an exact details/information about the topic?

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D What I know?
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. The order in which the information will be presented and indicates

the relationship of the pieces of information to each other.
Essay
Outline
Text
Sentence

2. The process by which you get the main ideas of a text that is already
written.
Essay Outline
Reading Outline
Text Outline
Writing Outline

3. It is a skeletal overview of your draft, which contains your funda-

mental points and the different ideas that support them.
Essay Outline
Reading Outline
Text Outline
Writing Outline

4. The usage of complete sentence for each topic is called ___________.

Reading Outline
Text Outline
Topic Outline
Sentence Outline

5. The usage of phrases for summarizing the main topics and subtop-
ics is called ____________.
Reading Outline
Text Outline
Topic Outline
Sentence Outline

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 D What is in?

An outline helps a reader understand the topic by looking at the or-

ganization of the details in the passage. Readers can use outlining when
breaking down the information in reading.

It is useful to outline chapters in a textbook or any reading given in

a class. It will help you understand what the main ideas are in the reading
and allow you to focus on concepts that may be confusing so you can ask
about them in class. In the professional world, many jobs require outlin-
ing; for instances, attorneys and paralegal often need to outline court rul-
ing as a way of writing legal briefs.

Notes to the Teacher

You may give a refresher activity for your learners for them to be fa-
miliarized with OUTLINING.

SUGGESTED ACTIVITY:
* Think of topics that could serve as main ideas.
* Provide each main idea with three possible subtopics.

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 D What is it?

Lesson OUTLINING

QUOTE TO PONDER

“If I try to articulate every little detail in drawing, it would be like miss-
ing the forest for the trees, so it is just about getting the outline of the forest.”

• Jeff Koons
What is Outlining?
• It is a good way to create a visual picture of what you have read; in this
way the writer record the organization of the text.

What is Outline?
• It is a summary that gives the essential features of a text.
• It shows how the parts of a text are related to one another as parts that
are of equal importance, or sections that are subordinate to a main idea.
• A tool for organizing the ideas, a writer lists down all ideas relevant to
the topic by sorting all ideas into major and minor ones.
• It shows the order in which the information will be presented and indi-
cates the relationship of the pieces of information to each other.
• The selection of any written text to guide or organized your ideas.

What is the importance of Outlining?

• It gives an overview of the topic and enables the readers to see how vari-
ous subtopics relate to one another.
• It records the information in our own words; it tests the understanding
of the readers.
• It is an effective way to record needed information from the reference
books you do not own.

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 D What is it?

What are the two kinds of Outlines?

READING OUTLINE vs. WRITING OUTLINE
Reading Outline— is used to get the main ideas of a text that is al-
ready written.

Example: Reading a novel and then getting the important details

of it.

STEPS IN CREATING A READING OUTLINE

1. Read the entire text, skim the text afterward.

2. Locate the main idea or the thesis of the whole essay.
3. Look for key phrases in each paragraph of the essay.
4. Locate the topic sentence of each paragraph.
5. Look at the topic sentences and group those with related
ideas together.
6. The contents of the reading are engaged according to the
levels.
7. Evaluate the supporting details provided.

Writing Outline— is a skeletal overview of your draft, which contains

the fundamental points and the different ideas that support them.

Example: Writing an essay.

CREATING A WRITING OUTLINE

“An outline works like a map.”

It shows you where each of your ideas is placed in writing; how all
of them fit together; and how each leads to the central idea of your writ-
ing. It also determines the boundaries of your draft; how much of your
subject you will need to cover without lacking or exceeding in details.

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 D What is it?
WRITING A TOPIC OUTLINE
What is Topic Outline?
• It arranges the ideas hierarchically (showing which are main and which
are sub-points), in the sequence you want, and shows what you will
talk about. As the name implies, it identifies all the little mini-topics
that your paper will comprise, and shows how they relate.
• It lists words or phrases.
• The wording within each division must be parallel.
• It summarizes the main topics and sub topics in words or phrases.

Example of a Topic Outline

Example 1:

Thesis Statement: The increased use of social media has led to more
suicides among today’s youth- a result of cyber bullying.
I. Use of Social Media nowadays
A. Social Media
1. Background
2. Benefits
B. Consequences of Social Media
1. Privacy Issues
2. Distractions
3. Cyber Bullying
C. Current Situation
1. Latest Occurrences

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 D What is it?
WRITING A TOPIC OUTLINE

Example of a Topic Outline

Example 2:

Economical Effects
Alcohol
Cost of alcohol purchase
Cost of DUIs
Drugs
Cost of drug purchases
Cost of drug arrest

WRITING A SENTENCE OUTLINE

What is Sentence Outline?
It presents the main and supporting ideas in complete sentence.
It uses sentence for each topic and subtopic as it is more informative
compare to topic outline.
It uses when the topic being discussed is complicated and requires de-
tails.
Example of a Sentence Outline
Example 1:

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D What is it?
Example of a Sentence Outline
Example 2:

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 E What is more?
Activity 1.1 Understanding Outlining
Background:
This activity will introduce students to the idea of outlining. It will
also help them work through the process they will have to go through in
order to develop a presentation. Prior to conducting this activity students
should have been given the “Speech Structure and Organization” Tip Sheet
and/or reviewed or discussed other material related presentation organiza-
tion and structure.
Materials Needed:
1. Brochures from local tourist attractions (theme parks, zoos, etc.)
2. Poster board or large sheets of paper
3. Markers
4. Tape
Directions:
1. Split students into groups of 3-5.
2. Give each group a poster board or sheet of large paper and a set of
markers.
3. Give each group a set of brochures for three or four different local
tourist attractions. Alternatively you can use newspaper articles, chapters
from course textbooks, and or professional or scholarly articles from your
field or discipline.
4. Instruct students that they should imagine that their group will be
developing and delivering a presentation to a large group of convention at-
tendees about recreational activities they can participate in while in town.
The provided brochures will serve as their research materials. (If using arti-
cles or readings, change the scenario as needed. You could ask students to
imagine that they are teaching a class, presenting at a professional confer-
ence, etc.)
5. Have students develop a brief keyword/key phrase outline for their
presentation following the sample outline on the next page.
6. Depending on time, you can also ask students to develop atten-
tion getters and clinchers for their presentations.

7. When the groups have completed their outlines hang them up in

various positions around the room.

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 E What is more?
8. Ask each group to spend time visiting and critiquing each other
group’s outline.
9. Spend time discussing the strengths and weaknesses of each out-
line.
Template for the Activity

Thesis or Purpose Statement: ____________________________________

_______________________________________________________________________

I. Main Idea 1
A. Supporting Information
B. Supporting Information
C. Supporting Information
II. Main Idea 2
A. Supporting Information
B. Supporting Information
C. Supporting Information
III. Main Idea 3
A. Supporting Information
B. Supporting Information
C. Supporting Information

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 E What I can do?
Practice with Outlining

DIRECTIONS:

Read each paragraph. Then fill in the blanks in the outlines that follow.

1. What makes an effective leader? To be sure, no one characteristic or

trait defines an effective leader. It is true, however, that effective leaders
get the most out of employees or group members by holding them to very
high standards or expectations. Setting high standards increases produc-
tivity because people tend to live up to the expectations set for them by
superiors. This is an example of the Pygmalion effect, which works in a
subtle, often unconscious way. When a managerial leader believes that a
group member will succeed, the manager communicates this belief with-
out realizing that he or she is doing so. Conversely, when a leader expects
a group member to fail, that person will not usually disappoint the man-
ager. The manager’s expectation of success or failure becomes a selfful-
filling prophecy.Thus it pays for a manager to expect the best from em-
ployees. (Adapted from Andrew J. DuBrin, Leadership 4/e, © Cengage
Learning.)

Main Idea: Effective leaders encourage a high level of performance by ex-

pecting the best from their employees.

Support: 1. People are likely to live up to a manager's or superior's ex-

pectations.

2. __________________________________________________________

3. __________________________________________________________

4. __________________________________________________________

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 E What else can I do?

2. Despite its rapid spread, Islam is not a religion for those who are casual
about regulations. On the contrary, adhering to the rules of Islam takes ef-
fort and discipline. One must rise before dawn to observe the first of five
prayers required daily, none of which can take place without first cleansing
oneself according to an established ritual or ceremony. Sleep, work, and
recreational activities take second place to prayer.Fasting for the month of
Ramadan,undertaking the pilgrimage to Mecca at least once in a lifetime,
paying tax for relief of the Muslim poor, and accepting Islam’s creed require
a serious and an energetic commitment. On the whole, the vast majority of
Muslims worldwide do observe those tenets.* (Adapted

from Jan Goodwin, Price of Honor, Plume Books, 2002 p. 29.)

Main Idea: Practitioners of Islam need to be willing to make a lot of effort

to follow the rules of their faith.

Support: 1. Get up before dawn, perform ritualized cleansing and say the
first of five daily prayers.

2. __________________________________________________________

3. Fasting for the month of Ramadan.

4. __________________________________________________________

5. ___________________________________________________________

6. Accepting Islamic beliefs.

___________________________________________________________________

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 E What else can I do?
3. Those cuddly stuffed animals called teddy bears seem to have been
around forever. But actually the first teddy bears came into being when
President Theodore “Teddy” Roosevelt showed himself too much of a
sportsman to shoot a staked bear cub. In 1902, Roosevelt visited Mississip-
pi to settle a border dispute. In Roosevelt’s honor, his hosts organized a
hunting expedition. To make sure that the president would bag a trophy,
they staked a bear cub to the ground so that Roosevelt’s shot couldn’t
miss. To his credit, Roosevelt refused to shoot the bear. When the incident
was publicized, largely through political cartoons, a Russian candy store
owner named Morris Michtom made a toy bear out of soft, fuzzy cloth and
placed it in his shop window with a sign reading “Teddy’s Bear.” The bear
was a hit with passersby, and teddy-bear mania spread rapidly throughout
the country. Soon, Teddy's bear was the country's most popular toy, the
teddy bear.

Main Idea:
___________________________________________________________________

Support: 1. In 1902, Roosevelt went to Mississippi and was the guest of

honor at a hunting expedition.

2. ____________________________________________________________

3. _____________________________________________________________

4. After story got publicity via political cartoons, candy store

owner

created Teddy's bear.

5. The bear was a hit and everyone wanted one.

______________________________________________________

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 A What I have learned?
Directions: Fill in the blanks for you to see the things you should re-
member in writing a position paper OUTLINING
1. Outline shows how the parts of a text are related to one another as
parts that are of equal importance, or sections that are subordinate
to a main idea.

2. Reading Outline is used to get the main ideas of a text that is al-
ready written.

3. Writing Outline is a skeletal overview of your draft, which contains

the fundamental points and the different ideas that support them.

4. Topic Outline summarizes the main topics and sub topics in words
or phrases.

5. Sentence Outline presents the main and supporting ideas in com-

plete sentence.

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A What I can achieve?

Multiple Choice. Choose the letter of the best answer. Write the cho-
sen letter on a separate sheet of paper.
1. Which word discusses the main points that will support the topic?
Headings
b. Ideas
c. Sub-headings
d. Sub-subheadings

2. Sub-headings tackle about _________.

a. The framework of the text.
b. The lead or the hook of the text.
c. The specific details or example of the main points.
d. The supporting details of your main points.

3. This is the specific details or concrete example of the supporting de-

tails.

a. Headings
b. Ideas
c. Sub-headings
d. Sub-subheadings

4. It shows how the parts of a text are related to one another as parts
that are of equal importance, or sections that are subordinate to a
main idea.

A. Outline

B. Paraphrasing

C. Statement

D. Thesis Statement

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A What I can achieve?

5. Which of the following best describes the “Topic Outline”?

a. It discusses about the main and minor ideas.

b. It is a feeling or judgement about the given topic.

c. It presents the specific detail about the issue and or the

topic.

d. It uses words and phrases to list ideas to arrange your ide-

as hierarchically.

6. How do you call if the main and supporting ideas presented in com-
plete sentence?

a. Outline
b. Sentence Outline
c. Thesis Statement
d. Topic Outline

Additional Achievement:

Achievement 1.0

1. Select a short reading assignment in any of your other classes.

2. Create a READING OUTLINE of the said activity.
3. Apply the guidelines you have learned from this lesson.

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 20
What I Know What's More What I have learned
B T 1. Outline
B 2. Reading Outline
D E 3. Writing Outline
D 4. Words or Phrases
A
C 5. Sentence
C
H
E
R
S
UNDERSTANDING
Answer
 References

Rodriguez, Maxine Rafaella C. and Marella Therese A. Tiongson. 2016.

Reading and Writing Skills, Manila: Rex Book Store, Inc.
https://app.shoreline.edu/doldham/102/HTML/Topic%
20Sentence.html
https://www.austincc.edu/tmthomas/sample%20outline%201.htm
https://www.oakton.edu/studentservices/learning_center/tutoring/
research_paper_tips/topic_outline.php

21
For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Cainta Rizal

Landline: 02-8682-5773 local 420/421

Email Address: lrmd.calabarzon@deped.gov.ph

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