English For Academic and Professional Purposes to aid in making a decision, or present a professional

perspective. Often, a position paper explains the results

Module # 10: Writing a Position Paper
or conclusions resulting from some organized committee,
This module aims to let the learners understand the research collaboration, or design and development effort.
principles and uses of a position paper. It also aims to let
- In government, a position paper is often a policy or
the learners produce an insightful statement of principles
position paper used to explain and implement a policy or
and reasons for establishing a student organization,
procedure.
coming up with a group exhibit of creative works, etc. 
- In a collaborative organization, a position paper is often
Position Paper
an issue paper used to help develop understanding of a
A position paper is a type of academic writing that problem and build support and acceptance of a proposed
presents the writer or one's stand or viewpoint on a solution. A position paper can focus on pre-assessment
particular issue. The main objective of writing a position (plan), assessment (execute), or post-assessment
paper is to take part in a larger debate by stating and (evaluate).
outlining your arguments and proposed course of action.
- Pre-assessment: What is XYZ and what are the benefits
You also have the power to change the opinions and of it?
attitude of others when you write a position paper.
 - Plan & execute: How can XYZ affect young adult library
Because of this, a position paper can be an essential tool
services? What benefits can be expected?
in bringing about societal change. For example, if you do
not agree with a certain issue or rule, you can write a  - Post-assessment: How can the effectiveness of XYZ be
position paper to reflect your point of view. judged? Case studies?

A position paper is a short document designed for one of How to Determine if a Position Paper is Necessary and
the following purposes:  Feasible?

- To state an organization's policy, position, or philosophy Ask the following questions to ensure that the topic is
about a subject (called a Position Paper) appropriate for a position paper:

 - To pose a problem or question and then answer that o Is it a real issue, with genuine controversy
question with information or a proposed solution (called and/or uncertainty?
an Issue Brief). 
o Is the issue critical to the field of young
The purpose of a position paper is to generate support on adult librarianship and/or teen library
an issue. It describes a position on an issue and the services?
rational for that position. The position paper is based on
o Will advocating a position or highlighting
facts that provide a solid foundation for your argument. 
an issue help you advance its mission?
In the position paper you should:
o Is there enough research/evidence to
• Use evidence to support your position, such as support the association’s opinion?
statistical evidence or dates and events.
 Once the topic is identified, research the subject to
• Validate your position with authoritative references or ensure that the position is well supported. Listing the pro
primary source quotations. and con sides of the topic will help you examine your
ability to support your position, along with a list of
• Examine the strengths and weaknesses of your position.
supporting evidence for both sides. Supporting evidence
• Evaluate possible solutions and suggest courses of includes the following:
action
o Factual Knowledge - Information that is
Why Write a Position Paper? verifiable and agreed upon by almost
everyone. 
A position paper can serve to transfer knowledge and
understanding of a particular topic, provide information
 o Statistical Inferences - Interpretation and o States your main arguments and provide
examples of an accumulation of facts. sufficient evidence (e.g., statistics,
interviews with experts, and testimonies)
o Informed Opinion - Opinion developed
for each argument.
through research and/or expertise of the
claim. o Provides counterarguments against
possible weaknesses of your arguments.
o Personal Testimony - Personal experience
related by a knowledgeable party. o Background information

Consider the audience. Ask yourself the following o Supporting evidence or facts
questions:
o A discussion of both sides of the issue
o Who is the intended audience?
Conclusion
o What do they believe?
o Restates your position and main
o Where do they stand on the issue? arguments. Suggests a course of action.
Explains why your position is better than
o How are their interests involved?
any other position. Ends with a powerful
o What evidence is likely to be effective closing statement (e.g., a quotation, a
with them? challenge, or a question).

Parts of Position Paper o Suggested courses of action

                  Choose an issue where there is a clear division o Possible solutions

of opinion and which is arguable with facts and inductive
    The introduction should clearly identify the issue and
reasoning. You may choose an issue on which you have
state the author’s position. It should be written in a way
already formed an opinion. However, in writing about this
that catches the reader’s attention.
issue you must examine your opinion of the issue
critically. Prior to writing your position paper, define and     The body of the position paper may contain several
limit your issue carefully. Social issues are complex with paragraphs. Each paragraph should present an idea or
multiple solutions. Narrow the topic of your position main concept that clarifies a portion of the position
paper to something that is manageable. statement and is supported by evidence or
facts. Evidence can be primary source quotations,
                 Research your issue thoroughly, consulting
statistical data, interviews with experts, and indisputable
experts and obtaining primary documents. Consider
dates or events. Evidence should lead, through inductive
feasibility, cost-effectiveness and political/social climate
reasoning, to the main concept or idea presented in the
when evaluating possible solutions and courses of action.
paragraph. The body may begin with some background
The following structure is typical of a position paper:
information and should incorporate a discussion of both
Introduction sides of the issue.

Uses a lead that grabs the attention of readers.      The conclusion should summarize the main concepts
and ideas and reinforce, without repeating, the
o Start with an introduction which presents introduction or body of the paper. It could include
the issue while grabbing the attention of suggested courses of action and possible solutions.
readers.
Choosing an Issue
o Identification of the issue and its
background. 1. The issue should be debatable. You cannot take any
position if the topic is not debatable. 
o Provide a general statement of the
position via thesis statement. 2. The issue should be current and relevant. 

Body 3. The issue should be written in a question form and

answerable by yes or no. 
4. The issue should be specific and manageable. and think of specific things that could
apply to it. Basically, this is a type of
Guidelines in Writing a Position Paper
reasoning where the flow of discussion
1. Choose an issue. When choosing one, keep the starts with a general theory and moves to
following guidelines in mind. a specific hypothesis.

o the issue should be debatable., you won't 13. Check your argument for fallacies and eliminate them.
be able to tale a stand if the topic is not Fallacies, or errors in reasoning weaken your argument.
debatable.
14. Use ethical, logical, and emotional appeal. An ethical
o the issue should be current and relevant. appeal relates to your credibility and competence as a
writer; a logical appeal refers to a rational approach in
o the issue should be written in a question developing an argument; while an emotional appeal uses
form and answerable by yes or no. arguments in a way that evokes feelings. 
o the issue should be narrow and Reference:
manageable. 
Barrot, J. S., & Sipacio, P. J. F. (2016). Writing a Position
2. Begin the writing process by conducting an in-depth Paper. In Communicate Today English for Academic and
research on the issue. Professional Purposes for Senior High School (p. 184-188).
3. Make sure to define unfamiliar terms when you first Quezon City, Ph: C&E Publishing, Inc.
mention them.

4. Be aware of the various positions about the issue and Module # 9: Writing a Concept Paper
explain and analyze them objectively.
This module aims to challenge the learners in writing
5. Reflect on your position and identify its weaknesses. various texts for academic contexts with the use of a
6. Cite valid and reliable sources to establish the concept paper. It also aims to help them determine the
credibility of your arguments. ways a writer can educate on a concept by definition
explication and clarification and lastly, help them identify
7. View the issue in a different perspective so you can situations in which a concept paper may be effectively
present a unique approach. used to improve one's society.
8. Limit your position paper to two pages. What is a Concept Paper?
9. Analyze your target readers and align your arguments A concept paper provides the readers with a summary of
to their beliefs, needs, interests, and motivations. the proposed projects on research with the aim of
obtaining funding to execute it.
10. Summarize the other side's counterarguments and
use various evidence and date to refute them.      Take it note that writing a concept paper involves the
one of various exposition techniques such as definition,
11. Use an active voice as much as possible to achieve a
explication, and clarification.
dynamic and firm note.
     Lastly, a concept paper requires a clear context,
12. Arrange your evidence logically using an inductive or
message, audience and purpose.
deductive approach.
     Now, let’s take one by one the several uses of concept
o In a deductive approach, you discuss
paper.
specific information first, and then look
for patterns to create a general First, it serves as a foundation of the full proposal.
conclusion. In essence, an inductive
approach entails a flow form specific to Second, it helps determine whether a certain project is
general ideas. feasible or not.

o In an inductive approach, you take Third, it is used to pique the interest of the potential
something general and then branch out funding agencies.
Finally, it is used to obtain informal feedback on the ideas and follow it up with a detailed analysis of a passage or
prior to preparing the full proposal. text.

Three Ways of Explaining a Concept Paper Example:

1.   Definition is the method of identifying a given term Explication of “The Road Not Taken.”
and making its meaning clearer. Its main purpose it to
clarify and explains concepts, ideas, and issues by  
answering the question, “What does it mean?” This mode      The poem titled “The Road Not Taken” by Robert
of explanation contains the term to be defined and the Frost is about a man reflecting a choice he once made.
detailed exposition of the term through the use of While the outcome of this choice is not implied to be
illustrations, examples, and description. positive or negative the speaker notes that the choice in
     A definition can be presented in three ways: informal, itself and the consequence of that choice have made a
formal, or extended. huge difference in the way his life has unfolded.

                       i.        An informal definition is done through  

a parenthetical or brief explanation.      The poem is about the important of choices. The
Example: Tocopherol (Vitamin E) is naturally found in poem begins with the speaker regretting that he could
vegetable, oil, fish and nuts. not have been two people so he could have at same
point in his life taken two roads instead of being confined
                      ii.        A formal definition explains a term by to one. He looked as far as he could to see what was
incorporating the term to be defined (species), the ahead of on one of the roads he could have taken., but
general category of the term (genus), and the quality that he was limited to seeing only as far as where it turned
makes the term different from other terms in the same and disappear in the bushes. In the second stanza, he
category (differentia). says he took the other road because it was grassy and
was possibly better because the roads were covered in
Example: Vitamin E is a light yellow fat-soluble vitamin
leaves that have been made black from tramping feet.
that acts as an anti-oxidant.
He also says he continued on the road he chose, and
                    iii.        An extended definition is a detailed way because he knew that one thing leads another. Finally,
of defining a term and is usually composed of at least one he says he will tell the story when he is much older
paragraph. (“Somewhere ages and ages hence”) that he had the
choice of taking one road over another, and having taken
Example:  Subsequent to materials design is the
the one he made a big difference in his life.
preparation of learning materials. Learning materials
refer to both printed and non-printed objects or items An Excerpt
that teachers and learners use to facilitate language from:  http://efford.weebly.com/uploads/1/3/8/3/13833
learning. Nowadays, materials are becoming more and 564/poetryexplicationexample.doc
more sophisticated, incorporating authentic language
 
samples and realias that help make a connection between
classroom and real-life activities. They also incorporate  
information and communication technology (ICT), role
plays, information-gap activities, songs, taped scripts, 3.   Clarification
integrated macro skills, and explicit rubrics.       Clarification is a method of explanation in which the
  points are organized from a general abstract idea to
specific and concrete examples. It entails the analysis of
2.   Explication the concept by looking at the examples and specifying
     An explication is a method of explanation in which some of the characteristics to arrive at one working
sentences, verses, quotes, or passages are taken from a definition which can be used throughout the paper.
literary or academic work and then interpreted and
explained in a detailed way. When using this technique,
you need to clearly present your thesis in the introduction
Example: •      Provide reasons why the funding agency should
support the project.
        Justice is a broad concept which encompasses the
sentencing of a criminal based is a wide set of ideas, most 3.   Rationale and Background
of which also branch out into smaller motions. For
•      State the gap in knowledge to be addressed by the
instance, it can refer to the sentencing of a criminal based
project.
on due process. When an individual gets what he
deserves, even outside the hands of the law, it is also •      State the problems to be solved.
considered justice in some contexts. This may come in the
form of vigilante justice in which a person dissatisfied •      State the project’s significance.
with the system done out punishment to wrong-doers. 4.   Project Description
Poetic justice is also another related concept which is
used in literature to show how the good is always •      State the goals and objectives of the project.
rewarded while bad forces always meet a grim end.  In •      Present the methodology or your Action Plan.
the context of this paper, justice will clearly    delineated
into any instance in which the law is successfully and •      Present the timeline expressed in months and year.
fairly applied to an individual, resulting in either an arrest
•      State the benefits or anticipated outcomes.
or a release. To illustrate, if a thief is caught and tried in
court through due process, and is found to be guilty, and •      State how success of outcomes will be evaluated.
then sentenced accordingly, it can be said that justice was
5.   Project Needs and Cost
served. However, if the same thief is caught in the act by
a band of villagers and was beaten right then and there, it •      Outline the main budget; include the item
will be considered justice in the context of a paper, as the description and amount.
process has not undergone due process.
•      Explain or justify how the budget will be used.
     Now, you can use the following structure when you
•      List the personnel or equipment needed for the
want to propose a certain tangible project in your
project.
discipline.
     Use the following structure when you intend to
Parts of a Concept Paper
present an idea or concept for a research you would like
1.   Cover Page to pursue.
•      State the name of the proponents and their 1.   Title Page
affiliations.
•      State your research title.
•      State the addresses, contact numbers, and email
•      State your name and school.
addresses of the proponents.
•      State the date of submission.
•      State the head of the agency and his/her contact
information. 2.   Background of the Study
•      State the date of submission. •      Provide the current state of the field you are
researching on.
2.   Introduction
•      State the gap in knowledge and problems to be
•      State the information about the funding agency to
addressed by the researcher. Provide statistics and
show that you understand the mission.
previous studies to prove your claims.
•      State the mission of the agency that the proponents
•      State the reason why you want to investigate on the
represent and align it to the funding agency’s mission.
chosen topic.
•      Present and describe other partner agencies and why
•      State the theoretical and practical implications of
they are qualified as such.
your proposed research.
3.   Preliminary Literature Review 8.  Be sure that basic format details, such as page
numbers, are incorporated.
•      Provide a theoretical framework.
9.   Cite your references.
•      Provide related literature that supports your topic.
Reference: 
•      Provide related studies that will help you in
conducting the research or analyzing and discussing the -The whole Module 9  is excerpted from the work of  Dr.
data. Jessie Saraza Barrot & Philippine John Fresnillo Sipacio
(2016) English for Academic and Professional Purposes for
•      Provide a brief synthesis of the reviewed literature
Senior High School  Students pp. 154-183
and studies. 

4.   Statement of the Problem/Objectives

Module # 8: Writing a Reaction Paper, Review, and
•      State your general problem in one sentence.
Critique
•      State your specific research questions or objectives.
This module aims to let the learners understand the
5.   Abridge Methodology principles and uses of a reaction paper/ review/ critique.
It also aims to teach the learners how to write a
•      Provide the context and participants of the study. comprehensive review/ reaction paper/ critique designs
•      Provide the instruments to be used. such as industrial design objects, fashion designs based
on a set criteria.
•      Provide the data collection procedure.
Chapter 1: WHAT IS A REACTION PAPER, REVIEW AND
•      Provide the data analysis scheme to be used. CRITIQUE?
6.   Timeline A reaction paper, a review and a critique are specialized
•      Provide a timeline (e.g. Gantt Chart) set in months forms of writing in which a reviewer or reader evaluates
and year. any of the following:

7.   Reference - A scholarly work (e.g., academic books and articles)

•      Provide a list of all books, journals, and other - A work of art (e.g., performance art, play, dance, sports,
resources cited in your paper. film, exhibits)

Guidelines in Writing a Concept Paper - Designs (e.g., industrial designs, furniture, fashion
design)
Follow the guidelines below to come up with a well-
written concept paper. - Graphic designs (e.g., posters, billboards, commercials,
and digital media)
1.   Cost and methodology should be reasonable.
             Reaction papers, reviews, critiques usually range
2.   The budget, methodology, and timeline should be in length from 250-750 words. They are not simply
clearly aligned. summaries but are critical assessments, analyses, or
evaluation of different works. As advanced forms of
3.   Use statistics and figures when discussing and
writing, they involve your skills in critical thinking and
rationale for the project.
recognizing arguments.
4.   Use no more than five pages (single-spaced) excluding
However, you should connect the word critique to
the cover page. Do not overwhelmed the readers with
cynicism and pessimism.
details.
CRITICAL APPROACHES IN WRITING A CRITIQUE
5.   Never request funding for planning the proposal.
         There are various ways or standpoints by which you
6.   Adjust your language to the intended readers.
can analyze and critique a certain material. You can
7.   Include the overview of the budget if it is required. critique a material based on its technical aspects, its
approach to gender, your reaction as the audience, or presented to them. The common aspects looked into
through its portrayal of class struggle and social structure. when using reader response criticism are as follows:

1. Formalism- claims that literary works contain intrinsic Interaction between the reader and the text in creating
properties and treats each work as a distinct work of art. meaning
In short, it posits that the key to understanding a text is
The impact of the reader’s delivery of sounds and visuals
through the text itself; the historical context, the author,
on enhancing and changing meaning
or any other external contexts are not necessary in
interpreting the meaning. 4. Marxist Criticism- is concerned with differences
between economic classes and implications of a capitalist
Following are the common aspects looked into formalism:
system, such as the continuing conflicts between the
Author’s techniques in resolving contradictions within working class and the elite. Hence, it attempts to reveal
the work that the ultimate source of people’s experience is the
socioeconomic system.
Central passage that sums up the entirety of the work
The common aspects looked into when using Marxist
Contribution of parts and the work as a whole to its
criticism are as follows:
aesthetic quality
Social class as represented in the work
Relationship of the form and the content
Social class of the writer/creator
Use of imagery to develop the symbols in the work
Social class of the characters
Interconnectedness of various parts of the work
Conflicts and interactions between economic classes
Paradox, ambiguity, and irony in the work
Note that these are not the only critical approaches you
Unity in the work
can use. Other approaches in writing a critique include
2. Feminist Criticism-also called feminism, it focuses on postmodern criticism, post-colonial criticism,
how literature presents women as subjects of socio- structuralism, psychological criticism, gender criticism,
political, psychological, and economic oppression. It also ecocriticism, biographical criticism, historical criticism,
reveals how aspects of our culture are patriarchal, i.e., mythological criticism, and deconstructionist criticism.
how our culture views men as superior and women as
STRUCTURE OF A REACTION PAPER, REVIEW, OR
inferior. The common aspects looked into when using
CRITIQUE
feminism are as follows:
You have to follow a logical organization and structure for
How culture determines gender your reaction paper or review to be able to present your
How gender equality (or lack of it) is presented in the critical evaluation effectively.
text * Structure for Critiques of Academic Researches and
How gender issues are presented in literary works and Articles
other aspects of human production and daily life - Introduction (around 5% of the paper)
How women are socially, politically, psychologically, and o Title of the book/article/work
economically oppressed by patriarchy
o Writer’s name
How patriarchal ideology is an overpowering presence
o Thesis Statement
3. Reader-Response Criticism- is concerned with the
reviewer’s reaction as an audience of a work. This - Summary (Around 10% of the paper)
approach claims that the reader’s role cannot be o Objective or purpose
separated from the understanding of the work; a text
does not have meaning until the reader reads it and o Methods used (if applicable)
interprets it. Readers are therefore not passive and
o Major findings, claims, ideas, or messages
distant, but are active consumers of the material
- Review/Critique (in no particular order and around 75% o Main assessment of the material (for films and
of the paper) performances)

o Appropriateness of methodology to support the -- Plot Summary/Description

arguments (for books and articles) or appropriateness of
o Gist of the plot
mode of presentation (other works)
o Simple description of the artwork
o Theoretical soundness, coherence of ideas
-- Analysis/Interpretation
o Sufficiency and soundness of explanation in relation to
other available information and experts Discussion and analysis of the work (you may employ the
critical approach here)
o Other perspectives in explaining the concepts and ideas
It is best to ask the following questions during this part.
It is best to ask the following questions during this part:
o What aspects of the work make you think it is a success
 Does the writer explicitly state his/her thesis
or failure?
statement?
o Were there unanswered questions or plot lines? If yes,
 What are the assumptions (i.e., scientific/logical/literary
how did they affect the story?
explanation without evidence) mentioned in the work?
Are they explicitly discussed? o Does the work remind you of other things you have
experienced through analogies, metaphors, or other
 What are the contributions of the work to the field
figurative devices?
where it belongs?
How does this contribute to the meaning?
 What problems and issues are discussed or presented in
the work? o How does the work relate to other ideas or events in
the world and/or in your other studies?
 What kinds of information (e.g., observation, survey,
statistics, historical accounts) are presented in the work? o What stood out while you were watching the film or the
How are they used to support the arguments or thesis? performance?

 Are there other ways of supporting the arguments or -- Conclusion/Evaluation

thesis aside from the information used in the work? Is the
o Reinforcement of main assessment
author or creator silent about these alternative ways of
explanation? o Comparison to a similar work
- Conclusion (around 10% of the paper) o Recommendation of the material (if you liked it)
o Overall impression of the work GUIDELINES IN WRITING A REACTION PAPER, REVIEW, OR
CRITIQUE
o Scholarly or literary value of the reviewed article, book,
or work 1. For articles or journals
o Benefits for the intended audience or field a. Read, view or listen to the work to be reviewed
carefully to get the main topic or the concepts presented.
o Suggestion for future direction of research
Then revisit the work to further identify its arguments or
For other types of reviews, there is no prescribed message.
structure, but the following sections are almost always
b. Relate the content of the work to what you already
present.
know about the topic. This will make you more engaged
-- Introduction in the article or book.

o Basic details about the material, such as its title, c. Focus on discussing how the book treats the topic and
director or artist, name of exhibition/event, and the like not the topic itself. Use phrases such as this book/work
presents and the author argues.
d. Situate your review. This means that your analysis e. Did the work remind you of other materials that you
should be anchored on the theories presented by the have read, viewed or listened to in the past?
writer or creator.

e. Report the type of analysis or mode of presentation the

writer/creator used and how this type of analysis
supports the arguments and claims. References:
f. Examine whether the findings are adequately Barrot, J. S., & Sipacio, P. J. F. (2016). Writing Reaction
supported and how the connections between ideas affect Paper, Review, and Critique. In Communicate Today
the conclusion and findings. English for Academic and Professional Purposes for Senior
High School (p. 136-145). Quezon City, Ph: C&E
g. Suggest points for improvement of the reasoning,
Publishing, Inc.
explanation, presentation of ideas, as we as alternative
methods and processes of reasoning. Chavez, L. (2020, April 3). For Philippines' displaced
indigenous students, COVID-19 is one of many threats.
h. Compare the writer’s or creator’s explanation of the
Retrieved April 23, 2020,
topic to that of another expert from the same field of
from https://news.mongabay.com/2020/04/for-
study.
philippines-displaced-indigenous-students-covid-19-is-
i. Point out other conclusions or interpretations that the one-of-many-threats/
writer/creator missed out. Present other ideas that need
to be examined.
Module # 7: Writing an Abstract, Précis, or Summary
j. Show your agreement with the writer’s or creator’s
ideas and present an explanation for this agreement. This module aims to teach learners some skills in writing
various texts for academic contexts using the different
2. For artworks and other media
disciplines such as writing an abstract, precis, or
a. When critiquing artworks or posters, make sure to use summary. It also offers some helpful guidelines in writing
speculative verbs such as evoke, create, appear, and an effective particular type of writing mentioned above.
suggest to show that your interpretation of the artist’s
What is an Abstract, Precis or Summary?
work is just that- an interpretation.
  Technically speaking, text classified as abstracts, precis’,
b. Presume that the reader has not yet seen the material
summaries, and synopses, are all the same in terms of
you are reviewing, so make sure to describe it to them.
purpose. Those texts aim to precisely condense a larger
For reviews of films or plays, make sure not to spoil key
work to present only the key ideas. They contain the gist
events unless they figure in your review, in which case
of what has been read, listened to, or viewed. And as
always add a disclaimer.
opposed to simple summarizing and paraphrasing, writing
c. For artworks, describe the material in simple terms to an abstract or similarly themed academic texts requires
help your audience visualize it; refrain from being vague the writer to understand the overall thrust of the paper.  
or abstract.
Structure of an Abstract, Precis or Summary
3. On a general note, your reaction paper’s conclusion
Research Abstract – usually contains 150-300 words. It
may focus on the following ideas.
does not use any citation, does not include specific result
a. Did the work hold your interest? statistics, and is last to be written.

b. Did the work excite or annoy you? Allocated Words of a Research Abstract

c. Did the work prompt you to raise questions to the §  Rationale (around 20%)
author?
§  Research Problem (around 10%)
d. Did the work lead you to some realizations?
§  Methodology (around 20%)

§  Major Findings (around 40%)

§  Conclusion & Implications (around 10%) findings. It is concluded that combining MFI and FFI is an
effective way in significantly improving the language
How well do you understand what an abstract is? Do
skills of students. Future directions and implications for
you know how to write one?
teaching are also discussed. 
     An abstract act as a summary of the entire paper, an
overview of the content of a formal speech or simply a
short, and it stand-alone summary of the work. What is Precis?
Here are Some Steps in Writing an Abstract: Precis– is the condensation of the thesis and major points
1.   Identify first your “purpose” in writing. of a paper. It is quite similar to annotation but a more
extensive one. In writing a precis’, it requires you a more
2.   Type a summary that exactness in your understanding of what is being said or
signifies problems, methods, results, and conclusion of simply a way of training one's mind. And lastly, a precis’
your work. should be written from the author's original points of
view, without editorializing it.
3.   Explain the problem at hand and state your methods.
What is the best way to write a precis?
4.   Describe your results using the Informative Abstract
and Declarative Abstract.     First, you have to understand the complete work well
enough and contain only the essential points, statements
5.   Then give your conclusion.
or facts. Second, write the initial summary of the
What I look for in a great abstract? problem. Don’t forget to consider the author's arguments
and main idea. Third, you may replace words & phrases
Here are the Criteria of a Great Abstract.
with suitable synonyms and lastly, check your work to
1.   Is it a correct summary of the key points? make sense the words and phrases used as your own and
not those of the author.
2.   Is it a comprehensive, touching in all the key points?
     Let’s proceed in summarizing. Below are some steps on
3.   Is it efficient, saying a lot in a brief way? how to summarize a text.
  Below is an example of a research abstract. 1.   Clarify your purpose.
     Previous studies revealed that meaning focused- 2.   Locate the gist of the text.
instruction (MFI) and form-focused instruction (FFI) are
the two of the most effective approaches in developing 3.   Annotate the text.
the overall language skills of second language learners, 4.   Identify the connections using a concept map.
separately. However, no experimental studies have been
conducted to prove their effectiveness when integrated. 5.   Combine sentences into a paragraph.
This study therefore, aims to fill in this gap by
6.   Refrain from adding comments.
investigating the effects of combing MFI and FFI in
developing the speaking, writing and grammar skills of 7.   Compare your output to the original text.
selected secondary ESL students in public high school in
8.   Cite sources.
the Philippines. The participants involved in this study
are 480 third year students. These students were divided 9.   Use different formats to show variety in writing.  
into four groups. Group A (n=120), received both the MFI
and FFI.  Group B (n=120) received MMI only.  Group C Guidelines in Writing an Abstract, Precis, and Summary
(n=120) received FFI only, and Group D (n=120) received 1.   Fully understand the content of the text.
the standard English Program for secondary ESL
students. Findings revealed that students from Groups A, 2.   Highlight the key ideas & phrases.
B, and C significantly improved their speaking, writing, 3.   Annotate the text (determining essential ideas,
and grammar skills but not Group D. Based on ANOVA, information, etc.).
findings further showed that students from Group A have
outperformed students from Group C, and D. From these
4.   Indicate the name of the author and the title of the
article in the 1st sentence.

5.   Use reporting verbs.     e.g.     “The text reports that...,

“The author's claim..., “The author's clarifies...”

6.   Write the gist of each paragraph in your own words.

7.    Never copy in verbatim a single sentence from the

original text.

8.   Combine the main ideas (improve cohesion).

9.   Stick to the ideas presented in the text and refrain

from adding comments.

10. Edit your draft (eliminate redundant ideas and must

contain the properties of a well-written text).

11. Ensure accuracy by comparing your output with the

original text. Purposes of Summarizing, Paraphrasing, and Direct
Reference:  Quoting

-The whole Module 7  is excerpted from the work of  Dr.

Jessie Saraza Barrot & Philippine John Fresnillo Sipacio
(2016) English for Academic and Professional Purposes for
Senior High School  Students pp. 122-135

Module # 6: Summarizing, Paraphrasing, Direct Quoting

This module is intended to help you become more

comfortable with the uses of and distinctions among
quotations, paraphrases, and summaries. This module
also compares and contrasts the three terms, gives some
pointers, and includes a short excerpt that you can use to
practice these skills.

Difference between Summarizing, Paraphrasing, and

Direct Quoting When to use Summarizing, Paraphrasing, and Direct
Quoting
 d. write down ideas that are not stated in the text, or

e. write down a summary that has the same length or is

longer than the original text.

GUIDELINES IN SUMMARIZING

1. Clarify your purpose before you read.

2. Read the text and understand the meaning. Do

not stop reading until you understand the
message conveyed by the author. Locate the gist
or main idea of the text, which can usually be
found either at the beginning, in middle, or in the
end.

3. Select and underline or circle the key ideas and

phrases while reading: another strategy is to
annotate the text.
Summarizing
4. Write all the key ideas and phrases you identified
What is summarizing? on the margins or on your notebook in a bullet or
outline form.
As an important skill in critical reading, summarizing is
often used to determine the essential ideas in a book, 5. Without looking at the text, identify the
article, book chapter, an article, or parts of an article. connections of these key ideas and phrases using
These essential ideas include the gist or main idea, useful a concept map.
information, or keywords or phrases that help you meet
6. List your ideas in sentences form in a concept
your reading purpose. Summarizing is generally done
map.
after reading. However, it can be done as well while
reading a text. 7. Combine the sentences into paragraphs. Use
appropriate transitional devices to improve
cohesion.
Summarizing is an important skill because it helps you:
8. Ensure that you do not copy a single sentence
a. deepen your understanding of the text; from the original text.
b. learn to identify relevant information or key ideas; 9. Refrain from adding comments about the text.
Stick to the ideas is presents.
c. combine details or examples that support the main
idea/s; 10. Edit the draft of your summary by eliminating
redundant ideas.
d. concentrate on the gist or main idea and keywords
presented in the text; and 11. Compare your output with the original text to
ensure accuracy.
e. capture the key ideas in the text and put them together
clearly and concisely. 12. Record the details of the original source (author’s
name/s, date of publication, title, publisher; place
What is NOT summarizing?
of publishing, and URL (if online). It is not
You are NOT summarizing when you: necessary to indicate the page number/s of the
original text in citing sources in summaries.
a. write down everything;
13. Format your summary properly. When you
b. write down ideas from the text word-for-word;
combine your summaries in a paragraph, use
c. write down incoherent and irrelevant ideas; different formats to show variety in writing.
Paraphrasing 6. Check the meaning. Remember, your paraphrase
should have the same meaning as the original
Paraphrasing is when you use your own words to express text.
someone else's message or ideas. When you paraphrase,
you keep the same meaning of the original text, but you 7. Check the sentence structure. The sentence
use different words and phrasing to convey that structure of your paraphrase should be different
meaning, and you cite the information using an in-text from the original text.
citation in the expected formatting style (APA, MLA,
etc.). For example: 8. Refrain from adding comments about the text.
Stick to the ideas presented in the text.
Original paragraph from Nancy Woloch's book, Women
and the American Experience: A Concise History: 9. Compare your output to the original text to
ensure its accuracy and remove redundant ideas.
“The feminization of clerical work and teaching by the
turn of the century reflected the growth of business and 10. Record the details of the original source (author's
public education. It also reflected limited opportunities name/s, date of publication, title, publisher, place
elsewhere. Throughout the nineteenth century, of publishing, and URL [if on-line]).
stereotyping of work by sex had restricted women's
employment. Job options were limited; any field that 11. Format your paraphrase property. When you
admitted women attracted a surplus of applicants willing combine your paraphrases in a paragraph, use
to work for less pay than men would have received. The different formats to show variety in writing just
entry of women into such fields—whether grammar like in summarizing.
school teaching or office work—drove down wages.”
Formats in Summarizing and Paraphrasing
Paraphrased version (using an APA in-text citation):
Idea Heading Format - The summarized/paraphrased
According to Nancy Woloch (2002) in Women and the idea comes before the citation.
American Experience: A Concise History, the
“feminization” of jobs in the nineteenth century had two Example: Benchmarking is a useful strategy that has the
major effects: a lack of employment opportunities for potential to help public officials improve the
women and inadequate compensation for positions that performance of local services  (Folz, 2004; Ammons,
were available. Thus, while clerical and teaching jobs 2001).  Once the practice of a particular city is
indicated a boom in these sectors, women were forced to benchmarked, it can be a guidepost and the basis for the
apply for jobs that would pay them less than male other counterparts to improve its own.
workers were paid (p. 170).
Author Heading Format - The summarized/paraphrased
Guidelines in Paraphrasing idea comes after the citation. The author’s name/s is/are
connected by an appropriate reporting verb.
1. Read the text and understand its meaning. Do not
stop reading until you understand the message Example: The considerable number of users of FB has led
conveyed by the author. educators to utilize FB for communicating with their
students (Grant, 2008; as cited in Donmus, 2010).  The
2. Use a pen to underline or highlight the keywords study of Kabilan, Ahmad, and Abidin (2010)  shows that
or main idea of the text. the students perceived FB as an online environment to
expedite language learning specifically English.  Donmus
3. Recall the keywords or main idea of the text that (2010)  asserts that educational games on FB fecundate
you highlighted when you read it. the learning process and make students’ learning
environments more engaging.  As regards literacy, this
4. Write in your own words what you understood notion reveals that FB could be used as a tool to aid
about the ideas in the text. individuals to execute a range of social acts through social
literacy implementation (ibid).  Blackstone and Hardwood
5. Get the original text and compare it with your (2012)  suggest the facilitative strength of FB as it either
paraphrase. elicits greater engagement on collaboration among
students.
Date Heading Format - The summarized/paraphrased Provide in-text citations in the expected formatting
idea comes after the date when the material was style for all quotes. Place every quotation between
published. quotation marks (" ") and copy the text word-for-word,
including the text’s original punctuation and capital
Example:  On the other hand, active participation of the letters.
citizens in development contributes to a sound and
reasonable government decisions.  In their 2004  study  on Guidelines in Direct Quoting
the impact of a participatory development approach,
Irvin and Stansbury argue that participants can be Reminder: Direct quotation should not be used to replace
valuable to the participants and the government in paraphrasing or summarizing.
terms of the process and outcomes of decision making.
1. Copy exactly the part of the text that you want to
 Direct Quoting use.
2. Use quotation marks to show the beginning and
 involves copying short sentences or passages end of the quote.
from the original text word-for-word 3. Record the details of the original source (author's
 places copied wording within “quotation marks”  name/s, date of publication, title, publisher, place
 includes an in-text citation using the of publishing, URL [if on-line], and page
expected formatting style as discussed in lesson 5 number/s). Indicating the page number/s is
(APA, MLA, etc.) necessary in citing sources in quoting.
4. Format your quotation properly. If your direct
“The systematic development of literacy and schooling quotation is at least 40 words, it should be
meant a new division in society, between the educated indented. Look at the example below.
and the uneducated” (Cook-Gumperz, 1986, p. 27).
In his article “Poverty in the Philippines: Income, Assets,
Use a Quote… and Access, Scheliz (2005) suggests a list of causes of
poverty.
 when the author's words convey a powerful
meaning (1) low to moderate economic growth for the past 40
 when you cannot possibly say the information years: (2) tow growth elasticity of poverty
any better reduction3)weakness in employment generation and the
 to introduce an author's position that you want to quality of lobs generated;(4)failure to fully develop the
discuss agriculture sector,(5)high inflation during crisis periods;
 to support claims in your writing or provide (6)high levels of population growth;(7)high and persistent
evidence for the points you are making levels of Inequality incomes and assets), which dampen
the positive impacts of economic expansion: and,(8)
recurrent shocks and exposure to risks such as economic
crisis conflicts, natural disasters, and environmental
poverty(p.2).

However, when your direct quotation is below 40 words,

it should be presented as part of the text. Check the
Introduce your quotes by stating the author’s last name, example below.
any necessary background information, and a signal verb.
According to APA guidelines, signal verbs should be To address economic issues, Scheliz (2005) recommended
written in the past tense, while in MLA, signal verbs that there is a need to “(1) enhance government's
should be present tense. strategy and involve key sectors for a collective and
coordinated response to poverty; and (2) sustain efforts
For example (in APA): for economic and institutional reforms” (pp.80-81).

As stated by Cormac McCarthy in his 2006 novel  The Reporting Verbs when Summarizing, Paraphrasing, and
Road: "You forget what you want to remember, and you Direct Quoting
remember what you want to forget" (p. 12).
A reporting verb is a word used to discuss another plagiarist removed the author(s) name(s) and substituted
person’s writings or assertions. They are generally used to his/her name, perhaps did some reformatting of the text
incorporate the source into the discussion in the text. To then submitted the work for credit in a class (e.q. term
illustrate, see the sample text below. The reporting verbs paper or essay) as part of the requirements for a degree
are italicized. (e.g. thesis or dissertation) or as part of a published
article or book.
Having a syntactically, correct sentence is not enough to
create meaning. As Noam Chomsky pointed out, a Reference: Standler, R. B. (2012). Plagiarism in colleges in
sentence can be perfect in terms of syntax and still not the USA. Legal aspects of plagiarism, academic policy.
make sense. He showed this by coming up with the Retrieved from https:// www.rbs2.com/plag.pdf, p5.
famous sentence, “Colorless green ideas sleep furiously”
(Chomsky, 1957) Summary (Idea-Heading Format)

In summarizing, you are highly encouraged to vary the Plagiarism can be defined as using ideas, data, or any
verbs you use to make your writing more interesting and relevant information of another without giving proper
to show importance to each of your sources. You can use credit or acknowledgment (Standler, 2012).
either the past or the present tense depending on your
meaning. Using the past tense usually indicates that you Paraphrase (Author-Heading Format)
view the idea to be outdated and therefore want to
negate it. On the other hand, using the present tense According to Standler (2012), plagiarism can occur in
generally indicates, that you view the idea to be relevant small cases, which happens when small parts of the
or agreeable. passage are used without enclosing them in quotation
marks and citing the author.it can also occur in more
grave situations. In these instances, big chunks of the
original text are used. There are changes in the format,
but the original author is not attributed to and. the work
is claimed as the plagiarist’s own and submitted to
comply with academic requirements or as a part of o
material for publication.

The above samples of paraphrase and summary show

that the original text is rewritten based on the message
conveyed and ideas presented by the author. Less of the
original words are presented in the summary, and the
source is properly cited, In the paraphrase, all the ideas in
the original text are still mentioned, but the wording and
structure are completely different.

Direct Quotation

Standler (2012) states that plagiarism can be “the

quotation of a sentence or two, without quotation marks
and without a citation (e.g. footnote) to the true author”
(p.5).
Example of Summarizing, Paraphrasing, and Direct
Quoting in a Text The above sample shows that the words that appear
between the quotation marks are the original words or
Original Passage ideas of the author. Proper citation is also used.

What is plagiarism? In minor cases, it can be the References

quotation of a sentence or to, without quotation marks
and without a citation (e.q. footnote) to the true author. Barrot, J. S., & Sipacio, P. J. F. (2016).  Basics of
In the most serious cases, a significant fraction of the summarizing. In  Communicate Today English for
entire work was written by someone else but the academic and professional purposes for Senior High
School (p. 86-91). Quezon City, Ph: C&E Publishing, Inc.

Barrot, J. S., & Sipacio, P. J. F. (2016).  Paraphrasing and

direct quoting.  In  Communicate Today English for
academic and professional purposes for Senior High
School  (p. 104-109). Quezon City, Ph: C&E Publishing, Inc.

Purdue Writing Lab. (2020). Quoting, Paraphrasing, and

Summarizing.  Retrieved 7 August 2020,
from https://owl.purdue.edu/owl/research_and_citation/
using_research/
quoting_paraphrasing_and_summarizing/index.html

Ashford Writing Center. (2020). Quoting, Paraphrasing, &

Summarizing.  Retrieved 7 August 2020,
from https://writingcenter.ashford.edu/quoting-
paraphrasing-summarizing

Courses.lumenlearning.com. (2020). Quoting,
paraphrasing, and avoiding plagiarism.  English
Composition I: Rhetorical Methods–Based.  Retrieved 7
August 2020,
from https://courses.lumenlearning.com/englishcomp1v2
xmaster/chapter/quoting-paraphrasing-and-avoiding-
plagiarism/

Rappler.Com. (2020). Full text of President Duterte's State

of the Nation Address. Available
at https://rappler.com/nation/full-text-duterte-sona-
speech-2020?
utm_source=headtopics&utm_medium=news&utm_cam
paign=2020-07-27

GOODLUCK & PADAYON, ISKOLAR!