Table of Contents

SCIENCE
• Natural S c ie n ce..............................................................................2 1 6
ENG LISH Dr. Leticia V. Catris
• Study and Thinking Skills 7
Prof, Merry Ruth M. Gutierrez SOCIAL SCIENCE
Prof. Ma. Jhona B. Acuna • Politics and Governance
• Academ ic W riting.................................................................................. 2 4 with the Philippine Constitution......................................................2 4 4
Dr. Benjamin C. Domingcil Jr.
Prof. Ma. Concepcion Y. Raymundo
• Philippine History....................................................................... 2 7 1
Prof. Ali G. Anudin Prof. Remedies C. Ong
• Speech and Oral C om m unication..................................................... 4 3 • Basic Economics with Agrarian Reform.................................2 8 4
Prof. Alice M. Karaan Prof. Jerick C. Ferrer
Prof. Maria Teresa L. Manicio Dr. Benjamin M.Domingcil Jr.
• Philippine Literature................................................................................ 6 9 • Society and Culture with Family P lanning...................................2 9 9
Prof. Victor Rey Fuinar Dr. Diony V* Varela
• World Literature........................................................................................ 9 4 Prof. Minda I. Valencia
• Rizal’s Life and Works and other Heroes andHeroines......3 1 3
Dr. Ma. Antoinette C. Montealegre
Dr. Evangeline L. Martin
• Philosophy.................................................................................... 3 2 5
FILIPINO Prof. Michael M. Nael
• Komunikasyon sa Akademikong Filipino 12 3
• Introduction to Humanities: Appreciation of the A r ts................3 6 3
Dr. Arscnia R. Emperado Dr. Anita Navarro
• Pagbasa at Pagsulat tungo sa Pananaliksik. 14 0 • Psychology.................................................................................... 3 7
Dr. Arsenia R. Emperado 7
• Masining na Pagpapahayag ........................... 16 6 Dr. Priscilla B. Dizon
Dr. Teresita T.
Dr. Arsenia R. Emperado
Rungduin

M A TH E M A TIC S INFORMATION AND COM M UNICATIO NS TECHNOLOGY (ICT)

• Fundam entals of M athem atics 18 8
• Introduction to Computers...............................................................4 0 3
Atty. Antonio V. Ferrer Dr. Alice D. Dioquino
• Contem porary M athem atics 203
Dr, Gladys C. Nivera

W M p n U LET Reviewer
 English - Study and Thinking Skills
General Education _ _ _ _ _ ______ • -*<xm . ~ .IM
P A R T I - .C O N T E N T U P D A T E

Study I. S tu d y S trateg ies and Thinking Skills

• Study skills according to Graham and Robinson (1984) are specific abilities

and Thinking
which students may use alone orin combination to learn the content of the
curriculum on their own.
• Harris and Smith (1986) state that study skills are those that enable a

Skills
person to gather information and to organize it in such a way that requires
analysis, interpretation, and evaluation.
• Klein, Peterson, and Simington (1991) claim that study skills are skills
necessary for acquiring critical information from a variety of texts and
media sources for differing purposes and uses
Prepared by: • Study skills are skills related to gathering and using information.
Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B.
Acuna A. Remembering Information
1. Repetition - saying or writing information a number of times
2. Mnemonics - a technique to remember details such as:
Competencies: a. Acronyms are words that are formed by combining some parts
(usually the first letters) of some other terms. The term is also
used to refer to initialisms, which are combinations of letters
General: representing a longer phrase.
Comprehend written text in English b. Abbreviations (from Latin brevis “short”) is strictly a shorter form of
a word, but more particularly, is a letter or group of letters, taken
from a word or words, and employed to represent them for the
Specific: sake of brevity.
Use strategies to efficiently search c. Pegwords are words that rhyme with numbers and are used to build
for information and learn from associations with the information to be remembered.
d. Keywords are familiar words that lead the reader to the new
written texts in English words to be learned. They can be used to create mental images to
remember new words and definitions.
Apply study and critical reading skills
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English - Study and Thinking Skills
C. Notetaking While Reading
e. Rhymes are words with similar sounds usually found in poetry
and songs.
f. Graphic Organizers - are visual representations that show how
information is organized.
B. Underlining/Highlighting
Highlighting and underlining engage the reader to select words, phrases
and sentences, as well as, selecting the most important ideas and details
in a reading. It makes information stand out so that you can find it easily
when you go back to the text to study for a test. Systematically using
different colored highlighter pens can make the review process even
easier. Familiarity with the techniques is helpful to find rapidly what the
reader needs when rereading the passage.
Method for Underlining/Highlighting
1. Mark the main ideas and the major details differently. Underline the
main ideas with a double line, and the major details with a single line.
Or use a different color high-lighter pen for each.
2. Find main-idea sentences. Underline the sentences or parts of
sentences that state the main idea of a paragraph. If the main ideas
are only implied, write your own main-idea sentence in the margin.
Find major details and underline these.
3. Circle key words. Use brackets [ ], asterisks (*), or any other symbol to
mark parts that are especially interesting or important to you.
4. Write notes or comments to yourself in the margin. The margins are
good places to put down your own thoughts as you read. Margin notes
can help you connect ideas from different parts of the selection. They
can also help you connect a passage with other material you have
read, comments your teacher has made, or your own experience.
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General Education
Note taking is the practice of writing down pieces of information in a
systematic way. It involves using your own words and a separate notebook
to condense the key ideas you have marked in your text while annotating.
1. SQ3R (Rowntree, 1976:40-64)
a. Survey - flip through the chapter or book and note the layout, first
and last chapters or paragraphs, look at the headings used,
familiarize yourself with the reading.
b. Question - Ask questions about the way the reading is structured and
think about the questions you will need to keep in mind while
reading. Think about whether or not you think the book is relevant
or if it’s current and if it suits the purpose of your study.
c. Read - read actively but quickly, looking for the main points of the
reading - don’t take any notes - you might want to read through
twice quickly.
d. Recall - Write down the main points of the reading and any really
important facts, and opinions that help support the main points.
Also record the bibliographic details.
e. Review - repeat the first three steps over and make sure you
haven’t missed anything. At this point you might like to finalize
your notes and re-read your notes or write down how the material
you’ve just covered relates to your question or task.
2. The PQ5R Study Method
PQ53 is the mnemonic for an effective student regulated approach
to studying the kind of material assigned every day - textbooks.
Gaining new information and ideas from a variety of different textbooks
demands a balanced and flexible network of study strategies.
a. Preview - Know where you’re going first. You would never plunge in
and try to cross rugged territory if you could have in advance an
accurate map of the region. Here is your mental map of a textbook
chapter: Examine the title. Read the introduction. Glance
Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna

General Education
at the pictures, charts, and diagrams. Read the wrap-up of the
chapter— the summary and review questions.
b. Question -Work through the chapter - one manageable section at a
time. A section marked off with a boldface or italic sideheading is
likely to be the right size “bite” for you to digest.
Be a human question mark. Go into each section with a question
in your mind. Turn headings, and sometimes topic sentences, into
questions. These should guide you to the main points.
c. Read - Read to find the answer to your question and other
important content. Unknown terms say, STOP! LOOK UP! LEARN!
Remove these roadblocks. Each pictorial aid is saying, “ This is
clearing up something important." Shift into back-and-forth
reading for pictures, diagrams, and charts. Shift your eyes (and
thoughts) back and forth as needed from the printed words to the
pictorial aid.
Speed up and slow down as needed within the passage. Do stop-
and-go reading. Thought time is needed in addition to reading
time. Reread as often as necessary. Do “stop-and-go” reading.
d. Record -Jot down or mark important ideas. Make the key ideas stand
out in some way so they will "flag” you later. Use any combination of
devices. Jot mini notes on a memo slip to be inserted between
related pages or in the book’s margin. Draw vertical lines in the
margin just to the left or right of important content. Bracket key
ideas. Underline or color-accent selectively. Now you won't have to
reread the entire chapter when you return to review it later. Make
key ideas “flag” you.
e. Recite - Students exclaim, I ’ve read that chapter twice, but I
still can’t remember it.” Solve this problem by using the most
powerful technique known to psychologists - the technique of self-
recitation. As you complete a section or a paragraph, ask yourself,
“Just what have I learned here?”
Prof. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna
English - Study and Thinking Skills
Look away from the book while you self-recite, or cover the
passage with your hand or with a convenient card (such as 5”x8”
index card). Can you recite the important points to yourself in your
own words? Now look back at the column of print, whenever you
need to, and check your accuracy. Knowing you’re going to self-
recite when you finish a section forces you to concentrate while
you’re reading.
t. Review - Add a last quick run through. Can you recall the broad
chapter plan? Run through the chapter to recall that plan. Next,
run through it section by section, checking yourself once more on
the main points and the important subpoints. Use your cover card
again. Make some quick reviews later on from time to time. Long
term memory does improve grades,
g. Reflect -As you read a passage, turn on your critical thinking. Ask
yourself: “What does this all mean? Is it true? How can I apply it?”
Reading and reflecting should be simultaneous and inseparable -
built right into every step of PQ3R.
3. Annotating - is a system of marking that includes underlining and
notations. A notation system is used for selecting important ideas that
goes beyond straight lines and includes numbers, circles, stars, and
written comments such as marginal notes, questions and keywords.
Annotations are comments, notes, explanations, or other types of
external remarks that can be attached to a document or to a selected
part of a document. As they are external, it is possible to annotate any
document independently, without needing to edit the document itself.
From a technical point of view, annotations are usually seen as
metadata, as they give additional information about an existing piece
of data.
How to use annotation:
a. Underline important terms.
b. Circle definitions and meanings.
c. Write key words and definitions in the margin.
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English - Study and Thinking Skills (•cncral £ducation

d. Signal where important information can be found with key words e. Review On a frequent basis, review your past notes by reciting
or symbols in the margin. and reflecting upon them,
e. Write short summaries in the margin at the end of sub-units. t. Recapitulate After you have reduced, recited and reflected upon
f. Write the questions in the margin next to the section where the your note, you should recapitulate each main Idea using complete
answer is found. sentences at the bottom of the key word column.
g. Indicate steps in a process by using numbers in the margin. 5. Concept maps and Mind maps - The idea Is to map out concepts, either
4. The Cornell Method M ------------------------- 8. 5” as they are found or received or during the Review process in the
This notetaking method has I Cornell or SQ3R method. Mind maps (i.e. hierarchical trees) can be
been devised 40 years ago used to take lecture notes in real time, but more often to organize
by Walter Pauk, a lecturer at « 2 . 5 ”* < ---------- 6 ”----------►
concepts into a hierarchical tree. Concept maps allow to visualize
Cornell University. This method c
more complex relationships between different concepts. They allow
is used by dividing the paper in E
D . for example to integrate old and new knowledge and to construct a
two columns. The first column 1 ” O
O representation of a complex concept. Finally, concept maps also can
Note-Taking
be used a design tool. For example, after the initial literature review for
is used to enter key or cue 3
words while the second is the Area a paper or a thesis, a student may create a conjecture map that relates
o
notes column (for recording theory to design to observable process to outcomes.
ideas and facts). 6. Charting - is method that helps to summarize the most important concepts
There are six steps to Cornell 42 ” Summaries
found in articles and to identify implicit relations (what concepts go
note-taking: 1f t together and which authors). This concept charting technique uses a
a. Record During the lecture, record as many facts and ideas as table with columns representing concepts and rows representing a text.
possible in the notes column. 7. Outlining -is a short verbal sketch that show in skeleton form the pattern
b. Reduce After the lecture, read through the notes taken and of ideas in text or a draft prepared for speaking or writing often with
reduce to key words and phrases, or questions. The key words main and sub-ideas highlighted by numbers and letters. It is a form
and phrases are used as cues to help recall the ideas and facts. of notetaking that gives a quick display of key issues and essential
The questions are to add clarity to the facts and ideas. supporting details. It shows indentions, numbers, and letters to show
c. Recite Using only the key words, phrases and questions in the cue levels of importance.
word column recite the ideas and facts in the notes column. It is
important that you are not just mechanically repeating, but using
your own words.
d. ReflectBasedonthefactsandideaslearnt.re/fecfuponhowthisfitsin
with what you already know, and how this knowledge can be
applied.
Pr«f. Merry Ruth M. Gutierrez and Prof. Ma. Jhona B. Acuna
10 PNU LET Reviewer