Sdo Navotas Shs Eeap Firstsem Fv-1

DIVISION OF NAVOTAS CITY
English for Academic

and Professional
Purposes
(Quarter 1)
First Semester
S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
English for Academic and Professional Purposes for Senior High School
Alternative Delivery Mode
Quarter 1 and 2
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holdes.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Writers: Hazel Santorce, June Grace Casaje, Paulynne Fule, Jholina Valentin,Jestoni
Carpio and Theresa Gilhang,Jane Kathleen Bergensen,Solitaire Cruz, Merry Grace
Manucdoc, Charisma Latorre, Jean Candijan, Noemi Godoy, Christopher Ian Sengco,
John Latimer Serrano and Kenee Winie Pailma.
Editors: Hazel M. Santorce, Grace Balverde, Reydina Supan, Annalisa Panaligan, Maria
Corazon de Jesus
Reviewers: Hazel M. Santorce, Grace Balverde, Reydina Supan, Marco D. Meduranda
Illustrator: Leovina De Latorre
Layout Artist: Leovina De Latorre, Solitaire Cruz, Merry Grace Manucduc, Charisma
Latorre, Noemi Godoy, Christopher Sengco, John Latimer Servano, Kenee Winie Pailma
Management Team: Alejandro G. Ibañez, OIC- Schools Division Superintendent
Isabelle S. Sibayan, OIC- Asst. Schools Division Superintendent
Loida O. Balasa, Chief, Curriculum Implementation Division
Marco D. Meduranda, EPS in English
Grace R. Nieves, EPS in Charge of LRMS
Lorena J. Mutas, ADM Coordinator
Vergel Junior C. Eusebio, PDO II LRMS
Inilimbag sa Pilipinas ng ________________________
Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City
____________________________________________
Telefax: 02-8332-77-64
____________________________________________
E-mail Address: Navotas.city@deped.gov.ph
____________________________________________
Table of Contents
QUARTER 1
What I Know ................................................................................1
Module 1......................................................................................3
Module 2......................................................................................9
Module 3......................................................................................13
Module 4......................................................................................18
Module 5......................................................................................21
Module 6......................................................................................26
Module 7......................................................................................33
Module 8......................................................................................36
Module 9......................................................................................41
Module 10 ....................................................................................44
Assessment ..................................................................................48
QUARTER 2
What I Know ................................................................................51

Module 1......................................................................................53
Module 2......................................................................................59
Module 3......................................................................................63
Module 4......................................................................................67
Module 5......................................................................................71
Module 6......................................................................................74
Module 7......................................................................................77
Module 8......................................................................................83
Module 9......................................................................................87
Assessment ..................................................................................93
Answer Key ..................................................................................94
References ...................................................................................95
PRETEST
1. Section Joaquin is writing a progress report on the implementation of
the Traffic Zone System in Navotas. Which structure of a progress
report should they follow to achieve impersonal writing?
A. Caution C. Objectivity
B. Formality D. Explicitness
2. Significantly, even at this late date, Mae was considered a bit

conservative by her peers.
A. a bit C. significantly
B. by his peers D. even at this late date
3. Which type of text structure answers the questions “what happened

and why?”
A. Description C. Problem and Solution
B. Cause and Effect D. Compare and Contrast
4. Which text structure defines a topic, and gives supporting details

about that topic?
A. Process C. Problem and Solution
B. Description D. Compare and Contras
5. What is a summary?
A. a short explanation of C. a theme or universal
a text lesson
B. a movie based off of a D. a persuasive argument
book about a te
6. When would you most likely summarize the text?
A. When you want to forget a book, you’ve read
B. When you want to tell a friend the gist or main ideas
of a book
C. When you want to tell a friend your opinion of a book
but not what it was about
D. When you do not understand a vocabulary word you
read in a boo
7. Where does your thesis statement need to appear in your essay?

A. At the beginning of your introduction
B. In your body paragraphs
C. At the end of your entire essay
D. At the end of your introduction
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8. How do you test if you want to prove your thesis statement?
A. I don’t have to test my thesis since it’s my own opinion.
B. Ask a peer to evaluate if you can prove your thesis.
C. Check my work when I am finished with my entire essay.
D. Write a sentence for your example(s) that tells how the sample/s
prove/s your thesis.
9. Which of the following is used to signify a sub-topic in a Decimal Outline?
A. 1 C. 1.1.1
B. 1.1 D. 1.1.2
10. Which principle refers to the idea that similar ideas go together?
A. Principle of C. Principle of Division
Coordination D. principle of
B. Principle of Classification
Subordination
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MODULE 1
This module was designed and written with you in mind. It is here to help you
master the Nature of Academic Texts. The scope of this module permits it to be
used in different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence 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 mainly focuses on:

● The Nature of Academic Text
After going through this module, you are expected to:

1. define academic text;
2. identify the features of academic text;
3. differentiate academic text and non-academic text; and
4. analyze the characteristics of academic text in various disciplines.
Lesson
The Nature of Academic Texts
1
THE NATURE OF ACADEMIC TEXTS
Academic Text is a formal writing genre that uses strict style, register, and formats;
it also undergoes the process of breaking down ideas and using deductive
reasoning, formal voice, and third-person point-of-view. It is a written material in
an organized way and a specific manner. Academic texts state what you’re
thinking and what evidence has contributed to that thinking.
3
CONTENT AND STYLE OF ACADEMIC TEXTS
Academic texts consist of concepts and theories that are related to the specific
discipline they explore. They usually exhibit all the properties of a well -written text.
These include organization, unity, coherence, and strict adherence to rules of language
use and mechanics.
Academic writers /authors must observe the following in writing academic texts:
1. Questions and issues must be stated critically.

2. Credible sources provide facts and pieces of evidence.
3. Jargon and colloquial expressions are avoided; instead, precise and accurate
words are used.
4. Writers must avoid being personal and subjective.
5. Objective point-of-view must be considered.
6. A list of references is presented.
7. The use of hedges or cautious language is suggested to tone down the claims.
DIFFERENCES BETWEEN ACADEMIC AND NON-ACADEMIC TEXTS

Academic Non-Academic
Audience - Academic / Particular - Public / General
- Serious ideas - The personal or general
Content
interest of all
- Variety of construction of - The conjunctions “and” or
sentences must be “but” were being added in a
complex simple sentence.
Style - The use of colloquial - Acceptance in the use of
expressions are prohibited, colloquial words such as
and formal language is “stuff,” “sort,” or “thing.”
recommended.
- The process must be - Seldom organized and express
Structure logical, explain politely and a complete thought
vividly
- Free of mistakes - Seldom in a complete sentence
Grammar
and unrestricted in grammar
- Accurate used of language - Regular conversations and
and application of specific vocabulary were used.
Vocabulary terms in disciplines - Allowed to use the slang
language, idioms and short
form of a story
4
Academic Texts Description
- A scholar commonly publishes this in journals
- A type of academic text that can be helpful to the needs of
Articles the society/nation-building or gives an impression to the
academic community in terms of its results and
development
Conference - In scholarly journals, this may be revised as articles that
Papers possibly be put into publication
-
These are being published in scholarly journals that
Reviews
provide evaluation or assessments of a specific works
- These are written personally by college students or
Theses, university degree who belongs to the graduating class. Also
Dissertations known as college personal researches as a central
requirement before graduation
EXAMPLES OF ACADEMIC TEXT
HEDGING EXPRESSIONS USED IN ACADEMIC TEXTS

Types Examples As used in the sentence
- The results might have a
Modal auxiliary - May, might, can,
positive effect on human
verb could, would, should
health.
- To seem, to appear - The research appears to
Modal lexical verbs
(epistemic verbs) have a negative result.
doubting and
- To believe, to suggest,
evaluating rather
to estimate, to tend, to
than merely
link, to argue, to
describing
propose, to speculate
Probability - Possible, probable, - An increase in the number
adjectives unlikely of cases is possible.
- There is plenty of
- The assumption,
researches for the
Nouns claim, possibly,
possibility of a second
estimate, suggestion
wave.
- Perhaps, possibly, - The total lockdown is
probably, practically, practically the best answer
Adverbs
likely, presumably, to lessen the number of
virtually, apparently COVID 19 cases.
- Approximately, - Dengue is about the third
Indicators of roughly, about, often, highest cases in 2020.
degree, quantity, occasionally, generally,
frequency and time usually, somewhat,
somehow, a lot of
- Believe, to our - The president believes that
Introductory
knowledge, it is our face to face learning is not
phrases
view that, we feel that allowed.
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- If anything, the results will
“If” clauses - If true, If anything
reveal the truth.
- It probably indicates that
- Double hedges: seems
the government is trying to
reasonable, it may
do its part.
suggest table hedges:
it seems likely that, it
Compound hedges
would indicate that,
this probably indicates
- Treble hedges: it
seems reasonable
FEATURES OF ACADEMIC TEXTS

FEATURES DESCRIPTION
- reflects dignified stance in
writing as members of the
academic community
- avoids figurative and - a lot of, a bit, sort of, thing,
Formality colloquial expressions stuff, kind of
- avoids abbreviated and/or - wanna, gonna, can’t,
contracted forms doesn’t, it’s, you’re
- avoids two-word verbs - put off, bring up, find out,
carry out
- reflects impersonal writing
and maintains a level of
social distance
Objectivity - avoids personal words - I, me, myself, we, our
- avoids the word “you” to - you, yourself, yourselves,
refer to the reader or your, yours
people in general
- needs to avoid making - suggest, assume, may seem,
Caution sweeping generalizations appears, indicate, probably,
tend, presume, infer
- clarity can be achieved by - Moreover, Furthermore, In
using appropriate addition, According to,
signposting strategies using Based on, Similarly,
Explicitness
correct conjunction make Particularly, Specifically,
sentences clear and However, Nevertheless, Thus
complete with the use of
6
ACADEMIC LANGUAGE TEXTS
LANGUAGE TEXT DESCRIPTION

- It is easy to recognize because of the use of
symbols for operations, special meanings,
Mathematics
notations, numbers and formulation
Texts
- Used in the comparison, problem, and solution
sentence
- It is present in conventions or established
Business practices like different letters that use polite
Text communication
- Used in problem -solution and cause and effect
- It has its jargon from different disciplines such as
executive branch, profits, social class, and
depression
Social Science - Knowing the jargon for easy understanding.
Texts Knowing how to interpret graphic data is a great
advantage. Used in definition, recounting, cause-
effect, and comparison and contrast in political
matters
- Drawings and diagrams are characteristics of
Natural Science science text use for further explaining the concept
Texts being used It contains information and gives
retention of facts
- It has its content-specific terms or jargon; it also
uses connotative language and the figures of
speech
- The use of language and structure is critical in the
Literature and the author’s work style
Arts Texts - It has multiple correspondences that we need to
know its context or meaning and violate language
rules. The poet uses a poetic license that lets poets
set standard patterns—commonly used in the
definition, description, and cause and effect
7
ACTIVITY: MIX AND MATCH
Directions: Read the following hints from Column A then match it with its
corresponding academic text feature in Column B. Write your answer in the space
provided.
Column A Column B
Ms. Shey asks her students to construct

an essay about the Massacre of the Famous
reporter. She even reminded her students to
avoid using colloquial words and expressions.
Accuracy
The focus of this text is to inform the
reader what you want to give and the
arguments you want to make. Complexity
It is an academic text that shows the

clear relationships between and among Explicitness
various parts of the text.
It requires a language to be relatively Formality

more standard and well-structured in
grammar than spoken language. Hedging
Mr. Lonyo told his students the
statement, “As a writer, you need to provide Objectivity
pieces of evidence and justification that
support the concept to make it real and valid.
Precision
Mr. Do, wrote in his essay “The
electrician loose some of the screws during
their On-the-Job Training.” He used loose Responsibility
instead of lose.
Jirayo, a bartending student, is writing a Organization

reaction paper. His teacher told him to be
cautious about the concepts he should be
writing.
One of the HUMSS students put some

facts and figures that are stated appropriately
according to what they watched from the latest
news.
It refers to a certain point of idea and its

flow of information. 8
ACTIVITY: WHAT’S YOUR SAY?
Directions: Complete the chart by stating what you have gained in

this module.
Before this lesson, what are your What insights have you learned
thoughts about the topics? from this lesson?
MODULE 2
The contents of this module allow you to be more familiar with different text
structures that can aid in promoting reading comprehension. These lessons also
provide various exercises that enhance your understanding of multiple topics
The module mainly focuses on:

● Structures of Academic Text
1. define text structures;
2. describe the different types of text structures; and
3. use the text structures in getting information from the text; and
4. appreciate the importance of text structures.
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Lesson
Structures of Academic Text
2
STRUCTURES OF ACADEMIC TEXT

The word “text structure” refers to the way information is structured in a text. The
structure of a text can changes several times in a work and even within a sentence.
Students are often asked to identify text structures or organizational patterns for
reading tests.
TYPES DESCRIPTION KEYWORDS

- The author describes a - for example
topic by listing - characteristics
characteristics, features, - for instance
Descriptive attributes, and - such as
- is like
- including
- to illustrate
- The author lists items or - first
events in numerical or - second
chronological sequence, - third
either explicit or implied - later
- next
- before
- then
Process
- finally
- after
- when
- later
- since
- now
- previously
- Information is presented by - however
detailing how two or more - nevertheless
Compare and
events, concepts, theories, - on the other hand
Contrast
or things are alike and/or - but
different - similarly
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- although
- also
- in contrast
- different
- alike
- same as
- either/or
- in the same way
- just like
- just as
- likewise
- in comparison
- whereas
- yet
- The author presents ideas, - if/then
events in time, or facts as - reasons why
causes and the effect(s) or - as a result
facts that happen as a - therefore
result of an event. - because
- consequently
Cause and
- since
Effect
- so that
- for
- hence
- due to
- thus
- this led to
- The author presents a - problem is
problem and one or more - dilemma is
solutions to the problem - if/then
Problem and
- because
Solution
- so that
- question/answer
- puzzle is solved
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ACTIVITY: FILL IT IN
Directions: Using the Problem-Solution Text Structure graphic organizer, fill in
each section with information from the given text.
Problem Significance of the problem
(Be brief and use your own words) (How is it causing harm?)
Solution(s) to the problem Rationale for the solutions:

(How can this problem be fixed?) (How does the solution work? Why
will it be useful?)
Traffic During Rush Hours

Traffic jams are prevalent in most urban areas, consequently drivers often
experience long wait times. Traffic management systems provide several
different options to combat this problem. Since traffic reporters provide
constant traffic information through the radio, then drivers can adjust their
commute. In order to warn drivers of upcoming traffic tie-ups, digital
message signs provide drivers with approximate drive times. But the biggest
change that can lead to improved situations is regular tracking of traffic
counters to determine road usage. If the data shows the usage is high, then
it likely indicates the need for wider roads in the future.
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ACTIVITY: STAND AND DELIVER
Directions: Read and answer the questions honestly. Write your answer on a
separate sheet of paper.
1. Is it necessary to identify the structure of a text you are reading? Why?
2. As a student, what do you think is the impact of the use of text structures
in analyzing the text?
MODULE 3
This module was designed and written with you in mind. It is here to help you to
master Techniques in Summarizing Academic Texts. 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 sequence 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 focuses on:

● Defining Summarizing Techniques
● Using Techniques in Summarizing Academic Texts

1.identify what summarizing is;
2. use various techniques in summarizing academic texts;
3.generate an appropriate strategy and graphic organizers in summarizing
academic texts;
4. apply the criteria in writing a summary; and
5. reflect and summarize your learning.
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Lesson Techniques in Summarizing
3 Academic Texts
WHAT IS SUMMARIZING?
Summarizing a text or distilling its essential concepts into a paragraph or two, is

a useful study tool and excellent writing practice. A summary has two aims:
1. to reproduce the overarching ideas in a text, identifying
the general concepts that run through the entire piece, and
2. to express these overarching ideas using a precise, specific language.
Here are some methods for summarizing: First, before skimming, use some of
the previewing techniques:
1. Include the title and identify the author in your first sentence.
2. The first sentence or two of your summaries should contain the
author’s thesis or central concept, stated in your own words. This is the
idea that runs through the entire text–the one you’d mention if someone
asked you: “What is this piece/article about?” Unlike student essays, the
main idea in a primary document or an academic article may not be stated
in one location at the beginning. Instead, it may be gradually developed
throughout the piece, or it may become fully apparent only at the end.
3. When summarizing a longer article, try to see how the various stages in the
explanation or argument are built up in groups of related
paragraphs. Divide the article into sections if it is not done in the published
form. Then, write a sentence or two to cover the key ideas in each section.
4. Omit ideas that are not central to the text. Do not feel that you must
reproduce the author’s exact progression of thought. (On the other hand,
be careful not to misrepresent ideas by omitting essential aspects of the
author’s discussion).
5. In general, omit minor details and specific examples. (In some texts, an
extended example may be a crucial part of the argument, so you would want
to mention it).
6. Avoid writing opinions or personal responses in your summaries (save
these for active reading responses or tutorial discussions).
7. Be careful not to plagiarize the author's words. If you use even a few of the
author’s words, they must appear in quotation marks. To avoid
plagiarism, try writing the first draft of your summary without looking back
14
at the original text. Include the title and identify the author in your first
sentence.
WAYS OF SUMMARIZING THAT PROFESSIONAL AUTHORS USE
There are summarizing techniques you can use to outline a text effectively. Even
though each text has different methods you have to follow, there are generic ones
you can implement to ensure your rundown meets the criteria. We have listed a
few summary writing techniques that will help you process any type of text
effectively. Take a look at them:
✔ Read more than once. The paper ensures you have understood what it
talks about after reading several times
✔ Highlight the theme of the article. While you are going through the text,
identify the topic of it. Once you know what it is, describe it using your
own words.
✔ Locate the main arguments. These should explain the topic more deeply.
You should describe them using a few sentences.
✔ The result should be shorter than the original text. By any means, do
not write more extensive content than the original version. You should
keep your brief short and concise.
TECHNIQUES IN SUMMARIZING AN ACADEMIC TEXT
✔ 3-2-1 - Some people are writing numerals 3, 2, 1 down on the left side of
their paper. In each digit, write something distinct from learning so that
they will not have a hard time knowing the material.
✔ Acronyms - You can use acronyms in your brief. You can list the main
attributes that you find helpful in the text. You can use a single term for
you to remember what that associate is all about.
✔ Advance organizers - In advance, you can brief online the article you will
present by reviewing and making a draft replacing phrases and keywords
with blank lines.
✔ Graphic Organizers - You can use mold for outlines, flow charts, mind
maps, and others that you think helpful in making an abridgment. The fact
is that using graphic organizers are adaptable.
✔ Building a model - Students can make three-dimensional drawings or

construction in representing skills, facts, or concepts.
✔ Jigsaw - This summarizing strategy demands a cooperative work. You and

your classmate or friend need to divide the text into the manageable chunk
and get the responsible ones for every piece of content. Just like in the
jigsaw puzzle, each one will complete the missing gap. When performed by
one student, you need to article into several paragraphs and assign one
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original meaning to be derived from it; this way, unessential information is
sorted out.
✔ Somebody-Wanted-But-So - The Somebody-Wanted-But-So tactic (MacOn,

Bewell & Vogt, 1991) is used during or after reading, commonly used in
social studies and history-based subjects. Students use a chart or a folded
piece of paper. The task is to identify who wanted something, what they
wanted, what conflict arose, and the resolution.
✔ Ball Type - Generating strategies for summarizing in the game form that
usually takes place in the classroom. After everyone read the topic, the
teacher tosses a ball to the student who is 5 seconds states the fact,
concept, or most significant feature remembered, then tosses further. A
student sits down in case left nothing to add.
✔ The Gist - Known as “the main or essential part of a matter," the GIST way
(Cunningham, 1982) is organized so that you have 20 helping base words
to lean on when developing a strategy summary. The student must convey
the gist in 20 words; this tactic is often used in narrative texts.
✔ Graphic Organizers - The majority of people perceive the information

visually, that’s why using graphics and spreadsheets might be more useful
for them. The variety of schemes can be found online, developed, or
modified according to the task.
✔ The Cornell Method - One of the most popular methods is the factual text.
Divide the paper into two columns, the main points on the left side, details,
and essential explanations on the right. The ready chart is handy in case
when the narration is written in non-chronological order. Hence, the table
provides clarity into the story, organizing into time logical and chronological
order.
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ACTIVITY: SIMPLIFY ME
Directions: Use the graphic organizer to write a summary of the article.
LOCAL GIRL FOUND SLAIN

BY REJECTED LOVER
(Newspaper Account)
Ms. Porphyria Blank, 21, daughter of Mr. and Mrs. R. J. Blank, of Barton Park,
was found strangled this morning in the cottage owned by John Doe, 25, who
was apprehended on the scene of the crime by officers Bailey and Hodge. Doe
was found holding the body in his arms, and appeared to be in stupor, his only
reply to repeated questioning being, “I killed her because I loved her.”
According to the members of the Blank family, Doe had paid attention to Miss
Blank for the last several months, though it was strenuously denied that his
regards for Miss Blank were returned. Miss Blank's engagement with Mr. Roger
Weston was announced last month. Mr. Weston could not be reached for a
statement. Mrs. Blank was prostrated by the news of her daughter’s death.
The slain girl vanished last evening at approximately eleven o’clock

from a dinner party given at her parent’s home in honour of the approaching
wedding. The family became alarmed when it was discovered that she was not
in her room and instituted a search for her about midnight. The police, who
were promptly notified, in the course of their search knocked at Mr. Doe’s
cottage, a building some quarter of a mile from the Blank estate, at five in the
morning. Receiving no answer, they forced the door and discovered Doe sitting
with the dead girl in his lap. She had apparently been strangled, Dr. A. P.
Reynolds, Autopsy Surgeon for the county, state that, from the condition of the
body, death must have occurred at about midnight.
WHO WHAT WHERE
WHEN WHY
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ACTIVITY: MY 3 – 2 – 1
Directions: Copy and answer the matrix in your notebook. Take a picture of your
work and upload it to your EAPP portal.
3
FACTS I’VE LEARNED
2
QUESTIONS I STILL HAVE
1
OPINION I NOW HAVE
MODULE 4
master Forming Academic Thesis Statements. 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 sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

1. identify what a thesis statement is;
2. use the tips for writing a thesis statement;
3. identify the thesis statements based on the academic texts; and
4. apply the criteria in writing a thesis statement.
18
Lesson Forming an Academic Thesis
4 Statement
WHAT IS A THESIS STATEMENT?
A thesis statement focuses your ideas into one or two sentences. Your thesis
statement should tell your reader what the paper is about or claim of an essay,
research paper, etc., and is developed, supported, and explained in the text
through examples and evidence.
TIPS FOR WRITING YOUR THESIS STATEMENT
1. Determine what kind of paper you are writing.

2. Your thesis statement should be specific—it should cover only what
you will discuss in your paper and should be supported with specific
evidence.
3. The thesis statement usually appears at the end of the first paragraph
of a paper.
4. Your topic may change as you write, so you may need to revise your
thesis statement to reflect what you have discussed in the paper
accurately.
THESIS STATEMENT EXAMPLES

An analytical paper breaks down an issue, or an idea into its parts and evaluates
the issue or idea and presents this breakdown and evaluation to the audience.
The paper that follows should:

✔ explain the analysis of the college admission process.
✔ explain the challenge facing admissions counsellors.
An expository (explanatory) paper explains something to the audience.

An argumentative paper makes claims about a topic and justifies with specific
evidence. The claim could be an opinion, a policy proposal, an evaluation, a
cause-and-effect statement, or an interpretation. The goal of the argumentative
paper is to convince the audience that the claim is valid based on the evidence
provided.
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WHAT IS NOT A THESIS STATEMENT?
Thesis statements are not announcements: Instead, a thesis statement outlines
the point of view that your paper will be taking.
Thesis statements are not too broad: Sometimes, an idea is just too big to cover
in an essay. Try to avoid too broad of a topic when writing your thesis statement.
It can make your paper too general and superficial.
ACTIVITY: FORMING THE THESIS STATEMENT

Directions: Construct a thesis statement based on the details below.
POSITION PAPER OUTLINE

Stand: Affirmative
Title: Punish Children for their Crimes
Claims:
Criminal liability age should be lowered to 12 years old so parents
can monitor their children strictly.
Criminal liability age should be lowered to 12 years old for children to
know the consequences of doing crimes.
Criminal liability age should be lowered to 12 years old to solve the
socio-economic condition of the Philippines.
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_____________________________________________________________________________
_
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
20
_____________________________________________________________________________
_____________________________________________________________________________
ACTIVITY: WRITE YOUR THESIS
Directions: Write a thesis for each topic below.
1. Should student eat during class hours?

_________________________________________________________________________
2. What was the greatest challenge in your life?
_________________________________________________________________________
3. What are the essential character traits of a good friend?
____________________________________________________________________________
4. Explain your favorite character in literature.

_____________________________________________________________________________
5. Should motorcycles be outlawed on public streets?

___________________________________________________________________
MODULE 5
master Outlining Academic Texts. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse

1. define outlining;
2. describe different types and forms of outline;
3. identify basic principles and rules in outlining; and
4. outline reading texts in various disciplines.
21
Lesson
Outlining Academic Texts
5
THE SKILL OF OUTLINING
An outline, also known as hierarchical outline, organizes materials hierarchically

and sequentially by classifying main topics, subtopics, and the supporting details.
Outlines allow you to group materials by similar concepts or content and put them
into a logical order. The arrangement of items follows a consistent principle. It is
essential to point out that each organizational level in an outline has at least two
subcategories as advised by major style manuals in current use.
The following is an example of an outline:
Thesis: To succeed in the classroom, college students need to utilize the resources
available throughout their college careers.
I. Advising
A. Find the right program(s) and/or career field
B. Implement a plan for fulfilling program requirements
C. Sign up for the correct classes
1. Verify prerequisites
2. Find times that work
3. Locate proper instructor
D. Evaluate progress
II. Help with content

A. Study groups
B. Tutoring
1. Drop-in
2. Individual
C. SI sessions
III. Technology
A. Computer Labs
B. Academic websites
C. Forums and online discussions
Outlines (n.d.) Retrieved from https://www.aims.edu/student/online-writing-lab/process/outline
22
TYPES OF OUTLINE
Sentence Outline is a hierarchical outline composed of sentences. It is the type

of outline typically used to plan books, stories, and essays. It can also be used as
a publishing format, in which the outline itself is the end product. It makes use of
complete sentences.
Topic Outline is a hierarchical outline composed of topics. Each entry is a

subtopic of the subject of the outline. One application of topic outlines is the
college overview/outline provided by professors to their students to describe the
course scope. It only makes use of keywords and phrases.
FORMS OF OUTLINE
Alphanumeric Outline is the most common type of outline and usually instantly
recognizable to most people. The formatting follows these characters, in this order:
● Roman Numerals
● Capitalized Letters
● Arabic Numerals
● Lowercase Letter
Decimal Outline is similar in format to the alphanumeric outline. The added

benefit is a decimal notation system that clearly shows how every level of the
outline relates to the larger whole.
BASIC PRINCIPLES AND RULES IN OUTLINING

Principle of Division
You cannot claim to have divided something and have only one part, so since
outlining is based on division, every part of an outline with subtopics should have
at least two parts or subsections.
Principle of Classification
Similar ideas should go together. This implies that there should be no overlapping
of topics and subtopics in an outline.
Principle of Coordination
Ideas of equal rank and value are coordinates. Therefore, they belong to the same
level of the outline. Coordinate headings must be expressed in parallel
construction.
Principle of Subordination
There are big ideas and small ideas; small ideas should fall under the
appropriate big ideas.
23
ACTIVITY: BUILDING OUTLINE PROFICIENCY
Directions: Practice with the task below. Choose the answer from the idea box.
The Greeks granted citizenship to many conquered people.

The Greeks made great contributions to literature and
philosophy.
First, they differed in the views of citizenship.
The Romans developed practical methods for the
government and the legal state.
The Romans stressed citizenship as part of national
I. TOPIC SENTENCE: The ancient Romans and Greeks are different
heritage.
in many ways
Second,
A. each was the leader in their special field.
_____________________________________________________________________
1. ___________________________________________________________________
2. ___________________________________________________________________
B. _____________________________________________________________________
1._______________________________________________________________________
2._______________________________________________________________________
24
ACTIVITY: OUTLINING IN VARIOUS DISCIPLINES
Directions: Outline the paragraph below. Identify the topic sentence, major
details, and minor details. Write your answer on the space after the paragraph.
TEENAGERS AND DRUGS

Teenagers take drugs for several reasons. Young people
can get drugs quickly. They are available everywhere: football
games, shopping centers, even the school cafeteria. Most teens
can afford these drugs by using their allowances and earnings
from part-time jobs. Another reason for teens to take drugs is
that many have psychological problems. They feel taking drugs
is a way to escape from making decisions. At this age, they also
have the problem of establishing their independence from their
parents. Finally, they may use drugs because of peer pressure.
Hoping to be part of the "gang," the teen turns to drugs to be
accepted.
Topic: Even the most mature teen might be tempted to use
_______________________________________________________________________
drugs rather than risk being left out. For all of these reasons,
drugs are a major problem facing teens.
I. (Main Idea) ____________________________________________________
A. (Major Detail) ____________________________________________________
1. (Minor Detail) ________________________________________________
B. (Major Detail) _______________________________________________
1. (Minor Detail) ________________________________________________
2. (Minor Detail) ________________________________________________
C. (Major Detail) __________________________________________
1. (Minor Detail) ________________________________________________
2. (Minor Detail) ________________________________________________
25
MODULE 6
master Writing Critiques. 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 sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.
1. understand the principles and uses of a critique;

2. use appropriate critical writing techniques in writing a critique such as
formalism, feminism, etc.; and
3. produce an objective assessment of a piece of art (i.e., literary piece,
scholarly article).
Lesson
Writing a Critique
6
THE ART OF CRITIQUING
A critique is a careful analysis of an argument to determine what is said, how well

the points are made, what assumptions underlie the argument, what issues are
overlooked, and what implications are drawn from such observations. It is a
systematic yet personal response and evaluation of what you read.
To critique a piece of writing is to do the following:
1. describe: give the reader a sense of the writer’s overall purpose and intent;
26
2. analyze: examine how the structure and language of the text convey its
meaning;
3. interpret: state the significance or importance of each part of the text; and
4. assess: make a judgment of the work’s worth or value.
There are some common elements or tasks of critiquing. In essence, a critique

requires you to use the concepts or criteria valued in your discipline to:
1. analyze: i.e., to clarify or “make sense of” ideas. It is likely to require you to
identify ideas, to show how these ideas are related, and to identify alternative
approaches.
2. evaluate - i.e., to assess the worth or significance of ideas. It requires you to
evaluate ideas and develop a substantiated point of view about the ideas.
FORMATTING A CRITIQUE
There are two structures that you can follow in writing critiques: fiction/literature
and nonfiction.
The Critique Format for Nonfiction
I. Introduction
A. name of author and work
B. general overview of the subject and summary of the author’s argument
C. focusing (or thesis) sentence indicating how you will divide the whole
task for discussion or the elements you will discuss
II. Body
A. objective description of a major point in the work
B. detailed analysis of how the work conveys an idea or concept
C. interpretation of the concept
D. repetition of description, analysis, interpretation if more than one
major concept is covered
III. Conclusion
A. overall interpretation
B. relationship of arguments to the subject as a whole
C. a critical assessment of the value, worth, or meaning of the work, both
negative and positive.
The Critique Format for Fiction/Literature
I. Introduction
A. name of author and work
B. summary/description of work as a whole
C. focusing sentence indicating what element you plan to examine
D. a general indication of the overall significance of work
27
II. Body
A. a literal description of the first major element or portion of the work
B. detailed analysis
C. interpretation
D. a literal description of the second major element
E. detailed analysis
F. interpretation (including, if necessary, the relationship to the first
major point and so on)
III. Conclusion
A. overall interpretation of the elements studied
B. consideration of those elements within the context of the work as a
whole
C. a critical assessment of the value, worth, meaning, or significance of
the work, both positive and negative
CRITICAL APPROACHES IN WRITING A CRITIQUE
FORMALISM
● A formalist reading of a text focuses on symbols, metaphor, imagery,

characterization, and so on.
● Formalism ignores the author’s biography and focuses only on the
interaction of literary elements within the text.
● Consider the elements of plot, narrator, structure, etc.
● It is what you do most often in English literature.
● Attempts to discover meaning by a close reading of a work of literature.
Focus is on:
o Form, organization, and structure
o Word choice and language
o Multiple meanings
● Considers the work in isolation, disregarding the author’s intent, author’s
background, context, and anything else outside of the work itself.
● Attempts to discover meaning by a close reading of a work of literature.
Focus is on:
o Form, organization, and structure
o Word choice and language
o Multiple meanings
● Considers the work in isolation, disregarding the author’s intent, author’s
background, context, and anything else outside of the work itself.
FEMINISM
● Gender criticism analyzes literature through the lens of socially constructed

gender roles.
● The most significant part of gender criticism is feminism, which critiques
and seeks to correct women’s subordination to men in society.
● In its most basic form, feminism is about equality.
28
● Research of this type is relatively difficult because homosexuality was
largely suppressed in Europe and America, and it has not been openly
discussed until the last few decades.
● Feminist criticism grew out of the women’s movement that followed World
War II.
● Feminist critics analyze the role of gender in works of literature. Leading
critic Elaine Showalter describes two purposes of feminist criticism:
o Feminist critique: The analysis of works by male authors, especially
in the depiction of women’s writing
o Gynocriticism: The study of women’s writing
● Theories focusing on sexual difference and sexual politics
● Includes gender studies, lesbian studies, cultural feminism, radical
feminism, and socialist/materialist feminism
●
READER-RESPONSE
● Readers’ ability to understand is subject to readers’ particular “interpretive

community.”
● A reader brings certain assumptions to a text-based on the interpretive
strategies he/she has learned in a community.
● Sees the reader as essential to the interpretation of a work
o Each reader is unique, with different educations, experiences, moral
values, opinions, tastes, etc.
o Therefore, each reader’s interaction with work is unique.
● Analyzes the features of the text that shape and guide a reader’s reading.
● Emphasizes recursive reading—rereading for new interpretations.
● Reader-response theory has been criticized as being overly impressionistic
and guilty of the affective fallacy (too focused on the emotional effect of the
work). Less tactful critics have plainly said that it is not intellectual.
● These attacks resulted in an adaptation of reader-response criticism called
reception theory.
HISTORICAL-BIOGRAPHICAL
● As .the name suggests, this type of criticism reads the text looking for the
author’s influence.
● By examining the author’s life, we can have a deeper understanding of
his/her writing.
MORAL-PHILOSOPHICAL
● The philosophical approach analyzes the morals and the idea of the work,
which some deem too difficult to interpret reasonably. Opposers to
the philosophical approach believed that books should be based purely on
its artistic content, not your morals.
MARXISM
● Marxist criticism is based on the social and economic theories of Karl Marx
and Friedrich Engels. Their beliefs include the following:
o Value is based on labor.
29
o The working class will eventually overthrow the capitalist middle
class.
o In the meantime, the middle class exploits the working class.
o Most institutions—religious, legal, educational, and governmental—
are corrupted by middle-class capitalists.
● Marxism generally focuses on the clash between the dominant (bourgeoisie)
and repressed (proletariat) classes.
● Investigates assumptions and values associated with culture, race, class
● For example: Are the rich always good or bad? Are the poor always good or
bad?
● Explores the power struggles of those who are minorities in the dominant
culture.
● Examines who has/does not have power, how they attained it/why they
don’t have it, and what they do with it/how they are manipulated by it.
●
PROCESSES AND TASKS IN CRITIQUING
1. Identify ideas • what is the key theme or purpose?

• what important points or arguments are
presented?
• what are the key concepts?
• what methodologies are used?
2. Make connections • what theoretical framework does the author use?
• what are the links beüeal theories and examples?
• what is the relative weighting or emphasis of
ideas?
• what evidence is used to support points?
• what assumptions are made?
• how are the ideas linked to the wider body of
knowledge?
• what are the implications of the ideas?
3. Examine from • what alternative arguments are there?
different • what other interpretations are there?
perspectives • what other approaches or conceptual frameworks
are there?
4. Challenge or • how appropriate is the research design?
evaluate • how reliable is the evidence?
5. (Remember – • how valid are the assumptions?
“critique” involves • how balanced is the argument?
pointing out • what is the contribution or significance of the
strengths as well source?
as weakness.) • how clear and unambiguous is the writing?
6. Develop a • having gone through the Steps 1 to 4, what is
substantiated point your "point of or position about the topic?
of view or position
Academic and Career Skills Top Tips (n.d.) https://ltl.lincoln.ac.nz/wp-

content/uploads/sites/20/2016/01/Writing-a-Critique.pdf
30
HELPFUL HINTS FOR WRITING A CRITIQUE
Successful critiquing begins with the READING:
1. Read the entire article, trying to identify the writer’s main point. Underline
any unfamiliar words as you read, but do not stop to look them up until
you have finished reading.
2. Look up the unfamiliar words, and then carefully and slowly reread the
article. This time look for the ideas the author uses to support the main
point.
3. Summarize the article in your own words, using just one or two sentences.
4. Check out the author’s credentials and the reliability of the sources.
a. Is this a reliable author?
b. Can he or she be considered an authority on the subject?
c. Are the sources upon which the article is based clearly and
accurately indicated?
5. Read the article one more time to analyze how the author has supported his
or her ideas. Are there examples, facts, or opinions? What is the author’s
bias? Are opposing arguments addressed competently? Are you convinced
or unconvinced about the author’s main point? Why? Will you incorporate
the information you read into your life, or do you reject it? Why?
ACTIVITY: WHAT CAN YOU SAY?

Directions: Write at least three sentences using different lenses/critical
approaches. You can use various sources to support your statement.
Amorsolo, F. (1951) Afternoon meal of the rice workers, Oil on Canvas. Retrieved from
https://kahimyang.com/kauswagan/articles/1372/a-small-collection-of-fernando-amorsolos-
paintings
31
Ans
wer FORMALISM
Her
e
FEMINISM
READER-RESPONSE
MARXISM
HISTORICAL-BIOGRAPHICAL
MORAL-PHILOSOPHICAL
ACTIVITY: CURRENT AFFAIRS

Directions: Critique the article below using the critical approach that you
think fits best in analyzing the article. You can write your essay in the spaces
below.
PHILIPPINES’ WAR ON DRUGS
Since taking office on June 30, 2016, Philippine

President Rodrigo Duterte has carried out a “war on drugs”
that has led to the deaths of over 12,000 Filipinos to date,
mostly urban poor. At least 2,555 of the killings have been
attributed to the Philippine National Police. Duterte and
other senior officials have instigated and incited the
killings in a campaign that could amount to crimes against
humanity.
Human Rights Watch research has found that police

are falsifying evidence to justify the unlawful killings.
Despite growing calls for an investigation, Duterte has
vowed to continue the campaign.
Large-scale extrajudicial violence as a crime solution

was a marker of Duterte’s 22-year tenure as mayor of
32
Davao City and the cornerstone of his presidential
campaign. On the eve of his May 9, 2016 election victory,
Duterte told a crowd of more than 300,000: “If I make it to
MODULE 7
master Writing a Reaction Paper, Review, and Critique. The scope of this module

1. define the nature of an effective reaction/review/critique;
2. identify approaches used in effective critiquing; and
3. critique an article using applicable guidelines.
Lesson Writing a Reaction Paper,

7 Review and Critique
REACTION PAPER, REVIEW, AND CRITIQUE

A reaction paper, a review, and a critique are specialized forms of writing in which
a reviewer or reader evaluates any of the following:
a. a scholarly work (academic books and articles);
b. a work of art (performance art, play, dance, sports, film, exhibits);
c. designs (industrial designs, furniture, fashion design); and
d. graphic designs (posters, billboards, commercials, and digital media.
33
Reaction Paper, Review, and Critique:
a. usually range in length from 250 to 750 words;

b. not summaries but are critical assessments, analyses, or evaluation of
different works; they process ideas and theories, revisit and extend ideas in
a specific field of study.
c. they involve skills in critical thinking and recognizing arguments; and
d. reviewers use both proofs and logical reasoning to substantiate their
comments.
QUALITIES OF A GOOD REACTION PAPER, REVIEW, AND CRITIQUE
1. Gives a fair and balance social commentary

2. Provides relevant and accurate factual information on the situation
3. Exhibits thorough and in-depth analysis and appreciation of context
(including time, place, people, involvement, their motivation)
4. Makes a clear distinction, through language, between what is actual and
what is probable or possible
5. Exhibits a deep sense of humanity and an understanding of the human
situation even while expressing disapproval or disagreement most intensel
ACTIVITY: “ART” CRITIQUE OF A VISUAL STATEMENT

Directions: Fill in the boxes with words or phrases describing how you feel, think,
and see the piece of art below.
34
1.
2. FEEL
3.
1.
SEE 2.
3.
1.
2. THINK
3.
ACTIVITY : WHAT’S YOUR SAY?

Directions: Watch the video clip about the visual statement in the art “Guernica.”
Write reaction paper after watching the video. Follow the suggested pattern for
writing a reaction paper, review, and critique.
Video Link:
https: //m.youtube.com/watch?v=genOrnAk500&feature=youtu.be
WRITING A REACTION PAPER, REVIEW, AND CRITIQUE
I. Introduction
A. Introduce the topic and briefly summarize the issue
B. Why is this topic being discussed? What is remarkable about it?
C. Explain your general analysis about the topic in 1-2 sentences
II. Body
A. Main Idea 1 – State your main idea in 1-2 clear sentence(s).
1. Support this main idea with evidence and examples (be sure to use
citation to references)
35
2. Develop this paragraph by explaining what you think, without using
too many “I” pronouns because you need to convince your instructor
that what you believe has been informed by what you have read
3. Be sure to explain the reasons behind why you think this way. Avoid
saying that you “feel” a certain way about the topic, because thinking
involves a more active process
B. Main Idea 2
1.
2.
3.
C. Main Idea 3
1.
2.
3.
III. Conclusion
1. Summarize what you have said in the analysis
2. Remind the readers of what you think about this topic and how it
has changed your thinking
3. Wrap it all up with a concluding sentence that leaves the readers
thinking about what you have said.
MODULE 8
master Concepts by Definition, Explication, and Clarification. The scope of this
module permits it to be used in different learning situations. The language used
can be changed to correspond with the resources you are now using.
1. determine the ways a writer can elucidate a concept by definition,

explication, and clarification.
2. write a concept paper; and
3. evaluate a concept paper.
36
Lesson Concept, Explication, and
8 Clarification
THE CONCEPT PAPER
Concept Paper defines an idea or concept and explains its essence thoroughly to
clarify the “gaps” or “whatness” of that idea or notion.
A concept paper is also a mode of paragraph development that answers

questions:
1. What does it mean?

2. What are its unique features?
a. Clarifies the meaning of the word and limits the scope of that word
b. Limits the scope and breadth of a specific concept or term
c. Avoid vague notions, misinterpretations
THREE WAYS IN EXPLAINING A CONCEPT

I. Definition
A. It is the method of identifying a given term and making its meaning
clearer.
B. Its primary purpose is to clarify and explain concepts, ideas, and
issues by answering the question, “What does it mean?”
C. This mode of explanation contains the term to be defined and the
detailed exposition of the term through the use of illustrations,
examples, synonyms, origins, descriptions. D. Types of Definition:
1. Formal Definition
Follows a pattern or equation
Term + genus + differentia (differentiating characteristics)
Ex. A robot is a machine that looks like a human being and
performs complex acts of a human being
2. Definition by Etymology/Origin
Ex. The term originates from the Greek word (demokratia)
which means “rule of the people,” which was coined from
(demos) “people” and (kratos) “power” or “rule” in the 5th century
37
BCE to denote the political systems then existing in Greek-city
states, notably Athens. 3. Definition by Contrast
Ex. Unlike those of gas, the particles of plasma are electrically charged.
4. Definition by Similarities/Likeness
Ex. Brighter than 100 million suns, quasars stand like beacons on the
shore of the universe
5. Definition by Synonym
Using a word or phrase that shares a meaning with the term being
defined
Ex. Hashish-marijuana
6. Definition by Example
Ex. The political system of Classical Athens, for example, granted
democratic citizenship to an elite class of free men and excluded slaves
and women from political participation.
7. Definition by Function
Stating what the term is for (usage)
Ex. A thermometer measures temperature change
8. Definition by Analogy
Comparison to another concept/object/idea that shares the
characteristic as the term being defined
9. Definition by Negation
Stating what a word is not
Ex. Wild rice, a local delicacy, is not rice at all but the seed of tall aquatic
grass.
10. Definition by Analysis

Breaking down wholes into parts, aspects into levels, and a process into
steps
Ex. The republican form of government has three branches: the
executive, the legislative, and the judiciary.
11. Definition by Illustration
Ex. Known for shedding their leaves in the fall, deciduous, trees, include
oaks, maples, and beeches
12. Definition by Analogy/Metaphor

Ex. The germs or bacteria or antigens are like a gang of villains
invading our body, attacking our unseen defenders, the layers of
macrophages, cytokines, and lymphocytes
II. Explication
A. An explication is a method of explanation in which sentences,
verses, quotes, or passages are taken from a literary or academic
work and then interpreted and explained in a detailed way.
B. When using this technique, you need to present your thesis in the
introduction and follow it up with a detailed analysis of a passage
or text.
38
C. You may begin the body of the explication by analyzing and
explaining how the text was constructed.
D. Your explication should end with a concise conclusion by restating
your thesis and major arguments.
III. Clarification
A. Clarification is a method of explanation in which the points are
organized from a general abstract idea to a specific and concrete
example.
B. It entails the analysis of the concept by looking at the examples
C. and specifying some of its characteristics to arrive at one working
definition which can be used throughout the paper
ACTIVITY: WRITING A CONCEPT PAPER

Directions: Write a concept paper using any of the ways in elucidating
concepts based on the “HOW TO BOOST YOUR SELF-CONFIDENCE” text.
HOW TO BOOST YOUR SELF-CONFIDENCE
Factors affecting low self-confidence (Prasanna Vishwasrao)
Negative self-talk
I am not good enough.
My grammar is terrible.
I don’t look good.
Lack of Ability (lack of knowledge)
Unfair comparisons
“Everybody is a genius. But if you judge a fish by its ability to climb a
tree, it will live its whole life believing that it is stupid.”- Albert Einstein 4.
Wrong/ negative attitude
5 Powerful ways to boost your self-confidence (Peter Economy)

For tough times, when all else fails: Create a great list.
5 Powerful ways to boost your self-confidence (Peter Economy)
Stay away from negativity and bring on to the positivity
Stop focusing on the problems in your life, and instead
begin to focus on solutions and making positive changes.
Change your body language and image
Smiling will not only make you feel better but will make
others feel more comfortable around you.
39
1. Change your body language and image
Smiling will not only make you feel better but will make others feel more
comfortable around you.
2. Don’t accept failure and get rid of the negative voices in your head Never give up.
Never accept failure.
3. Be prepared
If you are prepared and have the knowledge, your self-confidence will soar.
4. For tough times, when all else fails: Create a great list.
a. Make a list of all the things in your life that you are thankful for, and another
list of all the things you are proud of accomplishing. If you feel your self-
confidence dwindling, take a look at those lists and let yourself feel and be
inspired all over again by you.
b. Self-confidence - an attitude that allows people to have positive, realistic views
of themselves, and situations that involves them
c. A feeling of trust in one’s abilities, qualities, and judgment
“Low self-confidence isn’t a life sentence. Self-confidence can be learned, practiced, and
mastered--just like any other skill. Once you master it, everything in your life will change for
the better.”
- Barrie Davenport
EVALUATING A CONCEPT PAPER

Directions: Rate your concept paper using the rubric in writing a concept paper.
40
MODULE 9
master Writing a Concept Paper. The scope of this module permits it to be used in
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the resource you are now using.

1. define a concept paper;
2. distinguish different kinds of concept paper; and
3. acquaint with concepts in the fields of Home Economics, Agri-Fishery, IA,
and IT.
Lesson
Writing a Concept Paper
9
WHAT IS A CONCEPT PAPER

A concept paper enables a writer to put thoughts and ideas into writing for
research consideration. It is from the concept paper that one develops the
research proposal, which can either be business or academic-oriented (Lango,
2019). It provides an overview of the project and helps funding agencies
eliminate proposals that are likely to be disapproved. Hence, it helps save time
and effort for both the proponents and the funding agencies. A concept paper
varies in format and specifics depending on the organization, but are generally
concise documents containing information, statistics, and persuasive
arguments.
Project Proposal is a document written to convince potential funders to

sponsor a product, program, or service.
41
Before the submission of a project proposal, proponents are requested to
submit a summary of what the project is all about, the reasons for conducting
the project, and how it will be carried out (Barrot & Sipacio, 2016, p. 156).
USES OF A CONCEPT PAPER

1. It serves as a foundation of the full proposal
2. It helps determine whether a particular project is feasible or not
3. It is used to pique the interest of the potential funding agencies
4. It is used to obtain informal feedback on the ideas before preparing the
full proposal
5. It may show solutions to tangible issues which plague the society
THREE WAYS IN EXPLAINING A CONCEPT
1. Definition
a. It is the method of identifying a given term and making its meaning
clearer.
b. Its main purpose is to clarify and explain concepts, ideas, and issues by
answering the question, “What does it mean?”
c. This mode of explanation contains the term to be defined and the
detailed exposition of the term through the use of illustrations, examples,
synonyms, origins, descriptions.
2. Explication
a. An explication is a method of explanation in which sentences, verses,
quotes, or passages are taken from a literary or academic work and then
interpreted and explained in a detailed way.
b. When using this technique, you need to present your thesis in the
introduction and follow it up with a detailed analysis of a passage or text.
c. You may begin the body of the explication by analyzing and explaining
how the text was constructed.
d. Your explication should end with a concise conclusion by restating your
thesis and major arguments.
3. Clarification
a. Clarification is a method of explanation in which the points are
organized from a general abstract idea to a specific and concrete example.
b. It entails the analysis of the concept by looking at the examples and
specifying some of its characteristics to arrive at one working definition which
can be used throughout the paper.
42
ACTIVITY: DIAGRAMMING
Directions: Using the diagram below, identify the beneficial effects and
prejudicial effects of modern technology.
MODERN
TECHNOLOGY
BENEFICIAL PREJUDICIAL
EFFECTS EFFECTS
43
ACTIVITY: MINI-CONCEPT PAPER
Directions: Write a brief concept paper explaining the highlighted terms below,
employing a paragraph pattern of contrast. Using the concept paper, “Fusion vs.
Fission” as your model (refer to WHAT’S NEW section), contrast the two ideas
based on the terms you enumerated.
Masculine vs. Feminine Livelihood

(Home Economics and Agri-Fishery)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________
Security vs. Privacy

(Information Technology and Industrial Arts)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________________
MODULE 10
understand various kinds of the concept paper and create one. The scope of this
module permits it to be used in different learning situations. The language used
can be changed to correspond with the resource you are now using.
1. recognize the elements of a concept paper;
2. identify various structures of a concept paper;
3. explain the guidelines in writing a concept paper;
4. write an effective concept using various structures; and
5. present it through interesting graphics or visual aids.
44
Lesson Writing and Presenting
10 Concept Paper
WHAT IS A CONCEPT PAPER?
Writing Concept papers can be written in various formats and specifics depending
on the organization and presentation of ideas using statistics, information and
argumentative statements. This concept paper must range from 500 to 2000
words.
USES OF CONCEPT PAPER
1. It serves as the foundation of the full proposal.

2. It helps determine whether a particular project is feasible or not.
3. It is used to pique the interest of the potential funding agencies.
4. It is used to obtain informal feedback on the ideas before preparing the full
proposal.
ELEMENTS OF A CONCEPT PAPER (LANGO, 2019)
Elements Focus
Title A title summarizes what the paper is about. It should be
brief and pinpoint the exact intention of the concept paper.
Introduction It introduces the identified problems that need to be
addressed. It also provides a brief statement on how the
concept will help in getting valuable results.
Purpose of the It focuses on the gap in knowledge to be filled, the problem
study to be solved, or the need to be addressed by the
researcher’s proposed concept.
Background It presents several research studies that have been
undertaken in the area of interest.
45
Objectives It refers to broad and specific objectives the research seeks
to answer.
Research The research can answer questions that come out from the
Questions and pool of studies or test hypotheses.
Hypothesis
Research It describes the research design to be conducted, defines
Methodology the target population and the type of data to be collected.
Research It specifies the length of the research and the funding needs
Timeline to support the study.
Reference The materials used for the concept paper must be listed in
the reference section to acknowledge the works of others.
Use the APA referencing format for standard practice.
GUIDELINES IN WRITING A CONCEPT PAPER
1. Cost and methodology should be reasonable.

2. The budget, methodology, and timeline should be clearly aligned.
3. Use statistics and figures when discussing the rationale for the project.
4. Use no more than five pages (single-spaced) excluding the cover page. Do
not overwhelm the readers with details.
5. Never request funding for planning the proposal.
6. Adjust your language to the intended readers. You may use technical terms
if the readers are scholars and scientists. However, refrain from using
jargon when your target readers are laypersons.
7. Include the overview of the budget if it is required. If not, then skip the
budget section. In place of this, you may simply include the type of support
you may need, such as personal, travel and communication, and
equipment.
8. Be sure that basic format details, such as page numbers, are incorporated.
9. Cite your references.
46
ACTIVITY: UNLOCKING OF DIFFICULT WORDS
Directions: Complete the data in the table below by researching the
terminologies.
Vocabulary Word Sentence Synonym Symbol/Icon
Dictionary that
Definition represents the
word
1. Acid rain
2. Vaporizes
3. Plant emissions
4. Aquatic food
chains
5. Phytoplankton
6. Interconnectivity
7. Miniscule
8. Ecosystem
9. Vulnerable
10. Ameliorate
11. Extensively
12. Cataclysmic
events
ACTIVITY : CONCEPT PAPER WRITING

Directions: Write a concept paper following the guidelines in writing a concept
paper
Based on the discussion about concept paper, make an informative article

about the top three reasons why and how can a concept paper contribute to
solving problems in society. Show statistics or any support to your answer. Post
your article in our class social media account or publish in your blog. Include
the link once published.
Ans
wer
Her
e
47
POST TEST
1. Read and comprehend the given text.
“Porphyria’s Lover by Robert Browning
The rain set early in to-night,
The sullen wind was soon awake,
It tore he elm-tops down for spite,
And did its worst to vex the lake:
I listened with a heart fir to break
-excerpt
Is this an example of an /a_________________?
A. Academic text
B. Non-Academic Text
2. Academic writers state________________ the questions and issues.
A. Academic Text C. Non-Academic Text
B. Critical D. Critical Stage
3.Theses and __________________are personal research written by a college
students or university degree.
A. Academic Text C. Non-Academic Text
B. Dissertations D. Critical Stage
4.In the descriptive texts structure, the use of ________________ is very
important to describe the location.
A. Adjectives C. Hypothesis
B. Dissertations D. Summary
5. Text Structure is a term refers to how a certain information or text
passage was being ________________.
A. Survey C. Summary
B. Research D. Organized
6. Which is the best summary of the following passage?
"Are you already done, son?" his father asked. "It seems like you just got
in the water." Jacob was finished with his bath in less than two minutes.
He got his body and hair wet, rubbed some grape flavored shampoo on
his hair, washed his body with soap, and quickly rinsed it off. He liked
to take fast baths so he would have more time to play. Jacob never took
a long shower. To him, the faster the bath, the better.
A. Jacob is very clean. C. Jacob likes to take fast baths.
B. Jacob never took D. Jacob uses grape-
showers. flavored shampoo
7. Which is the best summary of the following passage?
Lazy eye, also called amblyopia, is a condition in which vision becomes
significantly impaired in an otherwise healthy eye because of lack of eye
use. It affects about 2 percent of the population and usually develops in
children less than eight years old, as vision is still developing.
48
A. Only 2 percent of the population has a lazy eye.
B. The lack of use of certain eye could cause amblyopia or lazy eye
C. Lazy eye usually happens in children less than eight years old.
D. Amblyopia is a condition where vision becomes significantly
impaired.
8. Which of the following is NOT a function of a thesis statement?
A. To reflect a perspective on a topic
B. To leave a final impression on your reader
C. To use it as an announcement for your reader
D. To provide a blueprint of your essay to the reader
9. Which topic sentence DOES NOT belong with the thesis below?
Although some claim otherwise, sports are not overrated because they
keep people active, provide entertainment, and instill valuable life
lessons in those that play them.
A. To begin with, sports can be an essential part of an active
lifestyle.
B. Moreover, even if you aren’t playing a sport, it is relatively cheap
entertainment to watch.
C. Next, sports teams help build a sense of community and pride
in a school.
D. Finally, the learning that occurs on the field is as important as
that which occurs in the classroom.
Write down the topic or the main idea of the Column A and B below.
10. TOPIC: ___________________________
COLUMN A COLUMN B
I. Individual I. Office
A. Hiking A. Manager
B. Swimming B. Secretary
C. Walking C. Clerk
II. Two-Person II. School
A. Chess A. Principal
B. Games of the Generals B. Head Teacher
C. Scrabble C. Teacher
III. Team III. Hospital
A. Basketball A. Doctor
B. Baseball B. Nurse
C. Volleyball C. Pharmacist
49
DIVISION OF NAVOTAS CITY
English for Academic

and Professional
Purposes
(Quarter 2)
First Semester
S.Y. 2021-2022
NAVOTAS CITY PHILIPPINES
PRETEST
1. It is derived from manifestum, the Latin word for ‘clear’ or
‘conspicuous.
A. Manifesto C. Concept Paper
B. Research Report D. Questionnaires
Item 2. Identify either the given statement if it is TRUE or FALSE.
2. A manifesto attempts to represent the intentions, goals, principles, and

motives of an individual, group or organization — be it a political party,
an artistic movement, a school of thought, or an individual belief
system.
3. How does your thesis statement GUIDE your essay?

A. It provides the directions of North, South, East, or West which
will tell the reader where to find the essay.
B. It tells the reader what he or she should disagree with.
C. It focuses the essay and tells the reader what point he or she
should agree with.
D. It tells the reader how your essay will affect the world.
4. Select which in-text citation is properly done from the options below:
A. "Many of the students who plagiarize do so out of ignorance
rather than deliberately," (Smith 10).
B. "Many of the students who plagiarize do so out of ignorance
rather than deliberately." (Smith p. 10).
C. "Many of the students who plagiarize do so out of ignorance
rather than deliberately." (Smith 10)
D. (Smith 10) "Many of the students who plagiarize do so out of
ignorance rather than deliberately."
5. Which of the following is a proper citation in a work cited page?

A. "In Forecasting Their Emotions, Most People Flunk Out."
Foreman, R. New York Times, 16 Feb. 1999. www.nytimes.com
B. Foreman, R. "In Forecasting Their Emotions, Most People Flunk
Out." New York Times, 16 Feb. 1999. www.nytimes.com
C. New York Times. "In Forecasting Their Emotions, Most People

Flunk Out."
D. Foreman, R. 16 Feb. 1999. www.nytimes.com
E. none of the above
51
6. It may begin with some background information and should incorporate
a discussion of both sides of the issue.
A. Introduction c. Conclusion
B. Body d. Thesis Statement
7. It presents an idea or main concept that clarifies a portion of the position

statement and is supported by evidence or facts
A. Introduction c. Conclusion
B. Body d. Thesis
8. It refers to the practice of taking someone else’s work or ideas and

passing them off as one’s own.”
A. Plagiarism C. Survey
B. Questionnaires D. Concept Paper
Item 9-10. Identify the given statements if it is TRUE or FALSE.
9. It is a questionnaire used to be completed on paper, and data analysis

occurred later if desired.
10. We can conduct a survey through using paper, online, mobile and or
one-to-one interview survey.
52
MODULE 1
This module was designed and written with you in mind. It is here to help you master
the idea of Analyzing the arguments used by the writer/s in manifestoes. The scope
of this module permits it to be used in different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the resource you are now using.
1. Give the characterictics of manifesto;

2. Identify and analyzethe the argument and;
3. Distinguish sound argument in manifestoes.
Lesson
Argument in Manifesto
1
MANIFESTO
A formal statement expressing the aims and plans of a group or

organization, especially a political party. A manifesto attempts to represent the
intentions, goals, principles, and motives of an individual, group, or organization —
be it a political party, an artistic movement, a school of thought, or an individual
belief system.
Derived from manifestum, the Latin word for ‘clear’ or ‘conspicuous’, a

manifesto is typically a published document with a formal declaration of intentions
that shall be pursued. The purpose is primarily to clarify what a group or movement
stands for and their objectives. In politics, a manifesto is typically released in
53
anticipation of an election, detailing the policies and goals of a political party. These
can often take the form of election promises which may be instrumental in earning
votes from the general public.
IDENTIFYING AND ANALYZING ARGUMENTS

IDENTIFYING ARGUMENTS
An argument, in the context of your university career, is a formal way to make a
point in academic writing. This remains distinct from the "real world" definition
where an argument might mean a fight or a conflict.
An argument consists of two parts.
1. Firstly, a claim or statement that summarizes the main idea
2. and secondly, reasons why that claim is true, and/or evidence to support that
claim.
Example
STATEMENT EXPLANATION
Reflective writing can help students In this case, the sentence
become better thinkers. It can help "Reflective writing can help
students see that ideas are meant to be students become better thinkers" is
discussed and debated. Bridges and the claim.
Jost found that students who did weekly
reflective journal writing about their The claim is expanded upon in the
course content for a semester could next sentence, "It can help
analyze course concepts at a deeper students see that ideas are meant
level than those who didn’t . to
be discussed and debated."
Finally, evidence is presented, often

in the form of a citation.
Here, we read that "Bridges and
Jost found that students who did
weekly reflective journal writing
about their course content for a
semester could analyze course
concepts at a deeper level than
those who didn't."
This evidence supports the
originally presented claim and its
expansion.
IDENTIFYING ARGUMENTS WITHIN ACADEMIC WRITING
When reading, you will need to identify arguments in order to properly understand the
main points.
54
In paragraphs, a topic sentence often identifies the main claim or idea of the
paragraph.
This is usually the first sentence, but not always.
To find it, follow the following steps:
1. Firstly, read the paragraph.

2. Next, ask "What is this paragraph about?"
3. Thirdly, summarize the content in your own words, and lastly, find the sentence
within that paragraph that best matches that summary. This is likely the stated
claim of the paragraph. Most other sentences in the paragraph provide reasons and
evidence to support the claim made in the topic sentence.
Example
The story of Disney's "The Lion King" draws direct inspiration from Shakespeare's
"Hamlet".
Simba represents Hamlet, the successor of the King/Mufasa, who swears revenge on
his evil uncle Scar/Claudius. Likewise, Simba's best friend Nala represents both
Ophelia, a love interest, and Horatio, a best friend.
After reading the paragraph, it seems clear that the author is comparing "The Lion
King" to "Hamlet".
More specifically, it is saying that the similarities between the two are too great to be
only coincidences. As a result, it would appear as though the best 'sentence' match to
this summary would be the first sentence. This is likely the stated claim.
It is important to note that not all paragraphs have topic sentences.
If there isn't one, identify the important ideas in the paragraph, then look at what they
have in common and summarize that to get the main claim or idea.
Examle
According to a paper published in the journal 'Science', people in America living near
coal-fired power stations are exposed to higher radiation doses than those living near
nuclear power plants. In addition, despite popular belief, the production of nuclear
energy results in a lower yearly death rate compared to coal energy production.
This paragraph does not appear to contain a topic sentence.
ANALYZING ARGUMENTS
We will now move onto analyzing arguments. Usually you are expected, both for your
course readings and for your assignments, to identify and understand the arguments
that the author is making.
55
ACTIVITY: ANALYZE ME!
Directions: Look at the statement. Provide three to five sentence analysis based
on the thought it wants to convey.
1.____________________________
___________________________
______________________________
______________________________
2.____________________________
___________________________
______________________________
______________________________
56
ACTIVITY: ANALYZE ME!
Directions: Analyze the arguments used by the writer/s in manifestoes.
Failure Manifesto
A Thirteen-Point Manifesto for the Consideration of Failure
1. Failure is a metaphor. Be it resolved that actual failure - like actual success -

does not exist. Failure is the shadow on the thing. Success is too. The major difference
is that success gets a party. While failure is simply one of the strongest agents for change
the universe has to offer.
2. You Are a Failure. You will never be as good as you can be. Ever. You have
therefore already failed before you even begin to try. You are a failure. Of this you can
be certain. Which will leave you feeling successful for a brief instant… the instant before
understanding the perniciousness of this particular lie…a lie told to self as you stand
perfectly poised between two points…all before taking a direct route back to failure. In
other words, success is the straightest route to failure. So, if you are not a failure in this
minute you may well be in the next, or you might have been in the last. In between a
seat belt is recommended.
3. Failure is Beautiful. One of the best moments of an otherwise uninspiring show

was when one of the English language’s finest living actresses was beset by a tickle in
her throat. A clearing… No not enough... An outright coughing… Then...Poised… A sip…
then another… of water. An entire audience held rapturously in the failure of this
moment to suspend our dulled loyalty to the doldrums of disbelief. What a moment! She
coughed! Life! I would pay top dollar to see that again. But not the show that surrounded
it. No not the show.
4. Failure is like gravity. It exists. There is no way to disprove its existence. My

crystal goblet falling from my hand will never not fall. Whether or not it smashes into a
million shards is completely dependent on the other factors that make up moments of
life. Failure is inevitable but it will not happen in all instances. But like gravity it will
happen, and this is neither good nor bad. The results of the falling glass are – however
- inflected. And this is where failure departs from gravity. To steal from Miller, gravity
exists already but failure comes After the Fall.
5. Failure is for sharing. Unless you wish to end up unproductive and alone with
your ideas… I suggest you tell all to those who will listen… about the details of your
thinking. Failure must be shared. This is an imperative. Spare no information in the
telling. And always endeavour to tell the person you would least want to tell. In the first
instance what a gift! Your nemesis (for you are certain you are speaking to your nemesis)
receives the extraordinary gift of your recent (or future) fiasco, while you get to rid
yourself of your biggest fear: that your nemesis and carbon copies of said nemesis will
find out
57
6. Failure hurts. If it doesn't try harder. There is nobility in failing but you won't get
to feel it. Or if you do then you really aren't failing. Failing requires incredible
determination. It demands all of you. There can be no room left for anything else. If you
are reading this, having thought you had failed, and thinking: "it didn't really hurt that
much" well you haven't actually failed yet... Lucky you! You still get to feel it for the first
time! Once felt…I can assure you that it is an experience you really cannot wait to look
back on. It is rearview mirror learning at its very best.
7. Failure is mistaking a mole-hill for a mountain. Don’t set the bar too low. Please
don’t make this mistake. The problem with this one is that failure is felt by degrees and
having failed without having sought to try is one of the most demoralizing and possibly
least productive parts of failure. It is closer to depression than failure and this makes
action difficult. Look for very high mountains to climb.
8. Fear of failure metastasizes. Actual failure happens one incident at a time. Failure
is so much easier than what we think it is. Be it resolved that which scares us the most
will prove to be one of our greatest teachers. Be it further resolved that failure is
terrifying. And further to this that the fear of the terror is worse than failure. In fact
failure in this instance is the cure.
9. Failure is both it and its opposite. Sustaining anything is impossible. (Even a
fixed idea of failure) It is also a mark of great success. Choose failure. It will allow you
to be in sync with the universe. When that chunk of civic engineering - say some bridge
cement - suddenly (after thirty plus years) fails… you could be the first to think about
what the best thing might be to do now, rather than trying to figure out what went wrong
then. The world shifts, we spin on an axis. Failure gets this.
10. Failure feeds on certainty. We cannot help but wish to know, and yet as soon as we
do, we die a little more. Being lost only feels good if you know you will be found. But not
knowing you are lost means you are not waiting to be found, and this is where the real magic
lives! Walking out into the middle of nothing, braving placing yourself in the opening shot of
No Country for Old Men, and in so doing, just walking out into the vast openness of the
unknowable desert, why not? The fear of walking out, the fear of not knowing - failure lives
here. What is to know? Everything! But we never can! So, what are we going to do? Failure
feeds on certainty. So, ignore the reality of uncertainty, and you will have succeeded at
failing. There is success in this. But if you choose failure, it will get you from here to
somewhere else. And it may give you the odd sensation of failing at failure.
11. Failure is a contagious dis-ease. This is a good thing as it tells us to do something

different. But it is also difficult when you are looking to collaborate. Failure is part of the
collaborative milieu, and it will infect you. But in the way a vaccine protects you against say
polio it also makes you feel a little symptomatic while your body adjusts. So too it is with the
taint of failure. Make friends with the dis-ease. Lean into the failure. It is simply an agent; it
is not a fact.
12. Failure will change your life. Who does not crave that? In loss comes gain. It is like a
clearing-house. Emptying the picture frame of what the future holds allows the most thrilling
creative acts. Imagine letting go of the result, sitting in the nausea of the unknown. Why?
Because risking the failure is a life affirming action. You will fail. But the next thing you do
will be to succeed.
13. I usually do not know. The “beautiful/ugly” of failure is that it is not ours to know. In
the way that love is supposedly ours if it returns after the “set-free” the same might be true
of failure (of course without the celebratory feelings). One’s own failure may act as a gift of
sorts, as it points others away from it, onward in the journey towards possible success. This
might mean that failure is the leader that others can follow away from. But like I say: I
usually do not know.
58
MODULE 2
master English for Academic and Professional Purposes. The scope of this module

defends a stand on an issue by presenting reasonable arguments
supported by properly cited factual evidence.
Defending a Stand and

Lesson
Presenting Reasonable
2 Arguments by Properly
Cited Evidence
What is Evidence?
Evidence may include the claims, facts and figures, graphs, statics, surveys,
experiment, etc. as the core sources to support your opinion. Adding evidence in your
opinionated write-up helps the student to conceptualize and textually imply in
writing. It serves as the base to convince the readers of your opinion backed up by
evidence.
Here are some tricks that help you use evidence properly to support opinions and
promptly convince readers of your claims.
Using Factual Text: Using factual text that is verified and authentic is the key to
convince your reader. The persuasive text that supports your opinion and helps
59
readers to relate and get answers to the raised questions/concerns is the perfect use
of text evidence. It may include a diagram, chat quotation, chart, quotation, image,
graphics, etc.
Rhetorical Questions A text that helps to nourish the debate on your topic and
emphasize readers to think is another best form of captivating your reader. The
rhetorical question serves as another example of using evidence when you can
connect a past event and ask your reader to comprehend the opinion based on the
current situation.
Work on Multiple Perspectives: Supporting your opinion write-up with multiple
perspective evidence is the way forward technique to persuade your readers. Multiple
perspective evidence may include quotations, statements, before and after analysis,
etc.
Sufficient Evidence and Proper Citation: An author should include multiple pieces
of evidence from various sources to reflect authenticity and relevance. Use proper
citation to ensure that your reader knows that the evidence is legitimate.
Defending a Stand on an Issue by Presenting Reasonable Arguments Supported

by Properly Cited Factual Evidences.
Usage of Evidence to support Opinion Write-Ups:
Like a debate, defending a stand presents one side of an arguable opinion about an
issue. The goal of is to convince the audience that your opinion is valid and
defensible. Ideas that you are considering need to be carefully examined in choosing
a topic, developing your argument, and organizing your paper.
Defending a stand tends to increase an author's thinking and persuasive capabilities.

It requires an author to butter the context with evidence to back up his opinion. To
convince your target audience with your opinion, ensure proper
When Should You Incorporate Evidence?
Once you have formulated your claim, your thesis, you should use evidence to help
strengthen your thesis and any assertion you make that relates to your thesis. Here
are some ways to work evidence into your writing:
Weak and Strong Uses of Evidence

1.State your claim.
2.Give your evidence, remembering to relate it to the claim.
3.Comment on the evidence to show how it supports the claim.
Weak use of evidence
Today, we are too self-centered. Most families no longer sit down to eat together,
preferring instead to eat on the go while rushing to the next appointment (Gleick 148).
Everything is about what we want.
60
This is a weak example of evidence because the evidence is not related to the claim.
What does the claim about self-centeredness have to do with families eating together?
The writer does not explain the connection.
The same evidence can be used to support the same claim, but only with the addition
of a clear connection between claim and evidence, and some analysis of the evidence
cited.
Stronger use of evidence
Today, Americans are too self-centered. Even our families don't matter as much
anymore as they once did. Other people and activities take precedence. In fact, the
evidence shows that most American families no longer eat together, preferring instead
to eat on the go while rushing to the next appointment (Gleick 148). Sit-down meals are
a time to share and connect with others; however, that connection has become less
valued, as families begin to prize individual activities over shared time, promoting self-
centeredness over group identity.
Using Quotations: A Special Type of Evidence
One effective way to support your claim is to use quotations. However, because
quotations involve someone else's words, you need to take special care to integrate this
kind of evidence into your essay. Here are two examples using quotations, one less
effective and one more so.
Ineffective Use of Quotation
Today, we are too self-centered. "We are consumers-on-the-run . . . the very notion of
the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . .
on the way to their next activity" (Gleick 148). Everything is about what we want.
This example is ineffective because the quotation is not integrated with the writer's
ideas. Notice how the writer has dropped the quotation into the paragraph without
making any connection between it and the claim.
A More Effective Use of Quotation
Today, Americans are too self-centered. Even our families don't matter as much
anymore as they once did. Other people and activities take precedence, as James
Gleick says in his book, faster. "We are consumers-on-the-run . . . the very notion
of the family meal as a sit-down occasion is vanishing. Adults and children alike
eat . . . on the way to their next activity" (148). Sit-down meals are a time to share
and connect with others; however, that connection has become less valued, as
families begin to prize individual activities over shared time, promoting self-
centeredness over group identity.
Citing Your Sources
Evidence appears in essays in the form of quotations and paraphrasing. Both forms
of evidence must be cited in your text. Citing evidence means distinguishing other
writers' information from your own ideas and giving credit to your sources. There are
61
plenty of general ways to do citations. Note both the lead-in phrases and the
punctuation (except the brackets) in the following examples:
Quoting: According to Source X, "[direct quotation]" ([date or page #]).
Summarizing: In her book, Source P's main points are Q, R, and S

[citation].
Your job during your essay is to persuade your readers that your claims are feasible
and are the most effective way of interpreting the evidence.
Evidence vs. Citation
Don’t confuse evidence with citation. Evidence is the facts used to support the claim.
Citation tells the reader where the writer got the facts. Just because a writer does not cite
her or his sources, does not mean she or he has no evidence.
( The Trustees of Indiana University, 2020)

https://wts.indiana.edu/writing-guides/using-evidence.html
ACTIVITY: Ex- CITING!

Directions: Find any book that you have at home. Write MLA citations
correctly by completing the form below.
Author, Last name First name
______________________________________________________
Title
________________________________: ____________________, ______________ Print Place
of publication (city) Publisher Year
Write the citation:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
62
ACTIVITY: IN REAL LIFE
You learned the importance of taking a stand in an issue and also giving the right
evidence that support your choice. How can you apply this lesson in real life?
I think, taking a stand is

important because Having the right
evidence help me to
Whenever there is
an issue, I should
MODULE 3
understand how to write position papers appropriately and effectively. 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 sequence of the course. But the order in which
you read them can be changed to correspond with the textbook you are now using.
1. Determine what a position paper is.

2. Identify various kinds of position paper.
3. Determine ways on how to write a position paper.
4. Write different kinds of position paper.
5. Present a convincing position paper.
63
Lesson
Position Paper
3
Position Paper
A position paper is a common type of academic argument writing. It is usually
written after reading and discussing a particular issue. Sometimes, the readings
cover more than one issue and a s a writer, one must choose a particular focus.
The main goal in writing a position paper is not only to state and defend your
position on the issue but also to how your stand relates to other positions.
The main purpose of a position paper is to generate support on an issue. It

describes the author’s position on an issue and the arguments for that position.
It is based on facts that provide a reliable foundation for the writer’s arguments.
What are the parts of a Position paper?
The three main parts of a position paper are the following:
The introduction should clearly identify the issue and state the author’s
position. It should be written in a way that catches the reader’s attention.
The body of the position paper may contain several paragraphs. Each
paragraph should present an idea or main concept that clarifies a portion of the
position statement and is supported by evidence or facts. Evidence can be primary
source quotations, statistical data, interviews with experts, and indisputable
dates or events. Evidence should lead, through inductive reasoning, to the main
concept or idea presented in the paragraph. The body may begin with some
background information and should incorporate a discussion of both sides of the
issue.
The conclusion should summarize the main concepts and ideas and
reinforce, without repeating, the introduction or body of the paper. It could
include suggested courses of action and possible solutions.
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How to write a position paper
Below are some of the guides before writing your paper:

• Understanding the topic that you are supposed to discuss, and it is your
responsibility as a participant to understand the topic first before you take a
position on the matter.
• Ensure your topic can easily be arguable- in some incidents, you may be
asked to pick on a topic to write on for your position paper.
• List the advantages and disadvantages for both sides of the argument- when
you list the advantages and disadvantages of two different sides of the
argument you will be able to pick the best position that you can confidently
argue.
• Pick your position and formulate your points. Ensure that you have sufficient
points to support your position.
• Understand your audience position on the matter- it is also good to
understand where your audience is placed in the argument so that you can
design your arguments to satisfy them on the points you try to bring out.
Type of Information
Type of Information Type of Source
introductory information and directories, encyclopedias,

overviews handbooks
in-depth studies books, government reports
scholarly articles academic journals
current issues newspapers, magazine
How to Analyze an Issue and Develop an Argument
After selecting a topic, research should be done to know more about the
issue. The topic should be well supported by evidence and details. Supporting
evidence includes the following:
• Factual Knowledge - Information that is verifiable and agreed upon by

almost everyone.
• Statistical Inferences - Interpretation and examples of an accumulation of
facts.
• Informed Opinion - Opinion developed through research and/or expertise
of the claim.
• Personal Testimony - Personal experience related by a knowledgeable party.
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Sample Outline for a Position Paper
I. Introduction
A. Introduce the topic
B. Provide background on the topic
C. Assert the thesis (your view of the issue)
II. Counter Argument
A. Summarize the counterclaims
B. Provide supporting information for counterclaims
C. Refute the counterclaims D. Give evidence for argument
III. Your Argument
A. Assert point #1 of your claims
1. Give your opinion
2. Provide support
B. Assert point #2 of your claims
2. Provide support
C. Assert point #3 of your claims
2. Provide support
IV. Conclusion
A. Restate your argument
B. Provide a plan of action
Reference: https://www.cs.rutgers.edu/~rmartin/teaching/fall17/Writing_a_Position_Paper.pdf
ACTIVITY: BUBBLE TIP

Directions: Using a graphic organizer, identify the main points
in preparing a position paper.
Position Paper
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ACTIVITY: FILL ME RIGHT
Directions: Pretend that you are task to do a position paper in your EAPP
subject. You are thinking of the best topic/subject for your paper. Complete
the details below about your position paper.
1. Topic of your Paper

______________________________________________________________
2. Possible Introduction (1-2 sentence/s sample)
______________________________________________________________
3. Argument (1-2 sentence/s sample)

_______________________________________________________________
4. Conclusion (1-2 sentence/s sample)
MODULE 4
understand the Evaluating Sources. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
1. Identify the features of valid sources

2. determine the purpose for evaluating sources
3. identify sources that are acceptable and not acceptable in academic
writing.
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Lesson
Evaluating Sources
4
Evaluating Information Sources

As a student, you will be gathering information from a variety of types of sources
for your research projects including books, newspaper articles, magazine articles,
specialized databases, and websites. As you examine each source, it is important
to evaluate each source to determine the quality of the information provided within
it. Common evaluation criteria include: purpose and intended audience, authority
and credibility, accuracy and reliability, currency and timeliness, and objectivity
or bias. Each of these criteria will be explained in more detail below.
Purpose and intended audience
What is the purpose of the source?:

To provide information (e.g., newspaper articles)
To persuade or advocate (e.g., editorials or opinion pieces)
To entertain (e.g., a viral video)
Who is the intended audience?
Scholars and academic researchers with specialized knowledge
Authority and credibility
Does the author has an experience or legit.
What are the qualifications of the author?
What is the author's occupation, experience, or educational
background?
Who is the publisher?
For books, is it a university press or a commercial publisher?
These types of publishers use editors in order to ensure a
quality publication.
Accuracy and reliability
Is the information well researched?
Are there references (e.g., citations, footnotes, or a bibliography)
to sources that will provide evidence for the claims made?
Currency and timeliness
When was the information published?
For books and articles - you should be able to easily verify the
publication date.
For websites, try to determine the date the web page was
created or updated
Objectivity or bias
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Does the source contain opinions or facts?
Is the information presented in the source objective (unbiased)
or subjective (biased)?
THE IMPORTANCE OF CITING SOURCES

In academic writing, the ability to cite sources is an important skill. Doing so would
enable you to elaborate on complex and controversial ideas. In cases where you
did not rely on your original ideas or stock knowledge, citation is called for. Citing
your source would allow your readers to differentiate which parts are your original
ideas and which ones were appropriated. Everyone borrows ideas from one
another, and nobody can claim sole ownership of an idea.
Plagiarism
What happens when you reference incorrectly or fail to reference completely? You
will be considered guilty of academic misconduct or plagiarism, which is a serious
offense both in academic and professional contexts. English Oxford Living
Dictionaries has defined plagiarism as “the practice of taking someone else’s work
or ideas and passing them off as one’s own.” Synonyms for plagiarism include:
copying, infringement of copyright, piracy, stealing; informal cribbing, library theft,
academic misconduct—unfavorable words that anyone would surely like to avoid.
Plagiarism is not always blatantly committed. You may unknowingly commit
plagiarism due to carelessness, as when you fail to cite all your sources and instead
come up with incomplete bibliographic entries in the reference list.
Perhaps because of the ease of merely copying and pasting, plagiarism has
always been in practice. However, because of the stiff penalties that it entails,
more and more people are realizing its ill effects.
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ACTIVITY: CHECK SOURCES
Directions: Check online sources: Which of these online sources would you
consider using for a research? Choose at least two among of the four sites.
• www.heyheyheynewsinquirer.com
• www.tokyouniversity.edu
• www.science.wordpress.com
• www.upd.edu.ph
1. Explain in a short paragraph of your answer or chosen websites.

2. What are the things you considered in choosing those two websites?
ACTVITY: TYPE BOX

Directions: Search for six online sources related to your chosen topic which
meets the criteria for a good source. Write their details below.
Topic:
_____________________________________________________________________
Type of Source (Book, Journal, Thesis)
Title:
Author(s)
Data Published:
Name of Publication, Journal, or

Website
URL
Brief description or summary of the

source:
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MODULE 5
understand The Designs, Test and Revises Survey Questionnaires. 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 sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.
1. Define questionnaire design;

2. Identify the types of qualitative research design based on the given
topics/titles;
3. Write titles/topics for the types of research design that are related to
daily life
4. Discuss comprehensively each type of research design.
Lesson Designs, Test and Revises

5 Survey Questionnaires
Questionnaires are a potential source of bias and must be formulated very carefully
to guarantee the quality of the data collected. From survey design to questionnaire
testing, it is important to avoid errors in respondent comprehension and
interpretation and to avoid influencing or offending respondents.
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Questionnaire design
Designing a questionnaire requires detailed knowledge not only of the survey
topic and the target population, but also of the technical potential of the chosen
data collection method. Researchers need to be familiar with the existing scientific
literature in their field and with any other surveys conducted in the same area.
Reliable knowledge of the language, the ordinary or lay terms used to designate
aspects of the situation under investigation, as well as of the cultural and cognitive
skills needed to answer the questions, is also indispensable.
What are the Advantages and Disadvantages of Surveys?

Surveys are easy to develop, especially when using the advanced survey
software solutions available today. Many researchers are tempted to do much of
their data collection online; however, it is not always the preferred mode of data
collection, especially if respondents are in hard-to-reach areas. Whether a
researcher uses an online survey, mobile/telephonic survey, paper survey, or a
combination of all modes, the mode should depend on the type of study and the
demographics of respondents.
The ability to reach respondents is one challenge of surveys. However,

surveys have several advantages and disadvantages. They are as follows
Advantages
• Relatively easy to administer
• Can be developed in less time (compared to other data-collection methods)
• Cost-effective, but cost depends on survey mode
• Can be administered remotely via online, mobile devices, mail, email, kiosk,
or telephone.
• Conducted remotely can reduce or prevent geographical dependence
• Capable of collecting data from a large number of respondents
• Numerous questions can be asked about a subject, giving extensive
flexibility in data analysis
• With survey software, advanced statistical techniques can be utilized to
analyze survey data to determine validity, reliability, and statistical
significance, including the ability to analyze multiple variables
Disadvantages
The reliability of survey data may depend on the following factors:
• Respondents may not feel encouraged to provide accurate, honest answers
• Respondents may not feel comfortable providing answers that present
themselves in a unfavorable manner.
• Respondents may not be fully aware of their reasons for any given answer
because of lack of memory on the subject, or even boredom.
• Surveys with closed-ended questions may have a lower validity rate than other
question types.
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Steps to Developing a Successful Questionnaire
➢ Decide what information is needed.
➢ Search for existing questions.
➢ Draft new questions.
➢ Order questions effectively.
➢ Pre-test and pilot the questions.
➢ Revise and pre-test until deemed acceptable.
Five Primary Types of Questions

1. Behavior- What people do...their actions…
Example: What programs do you watch on TV?)
2. Beliefs- What people think... What is true and false for them
ACTIVITY: GATHER YOUR THOUGHTS
Directions: Using the Venn Diagram, show the differences and similarities
between survey and questionnaire.
Survey Questionnaire
Revisiting the Survey Questionnaires
73
ACTIVITY: APPLY or IMPLY?
Directions: Answer the following questions. Write your answer on a sheet of
paper.
1. As a student, when can you apply the knowledge, you acquired on

survey questionnaire? Give one specific example and explain.
2.How do you think you can benefit from survey questionnaire in real
life situation?
MODULE 6
understand the Survey Questionnaires. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse

conducts surveys, experiments, or observations.
74
Lesson
Survey Questionnaire as a
6 Tool
What is Survey?
Dees (2000) stated that survey could provide statistical data for
statements like “When asked if they would ask a friend for a date, nearly two-
thirds of the 350 students surveyed yes. You could also use a survey to learn
the percentage of people in your city who are satisfied with their personal
physicians or to find out how many hours a week student on your campus
study. Surveys are also useful when you need to identify trends or make
comparisons among groups or data.
Types of Survey
A common way to break down types of survey is by looking at the way the
survey conducted. Surveys may be administered on paper, orally, or
electronically. The format depends on what the commissioner of the survey’s
desires, and the price or time they are willing to spend.
1. Written - This includes mail surveys; group administered tests and drop – off
surveys.
2. Electronic – With the growth of the internet and the expanded use of electronic
mail for communication, the electronic survey is becoming a more widely used
survey method.
Questionnaire as a means of data gathering is relatively popular. It enables
researcher/s to collect data in field settings, and information themselves are
more amenable to quantification than the discursive data such as free from
notes, and participants/ observers’ journals. Moreover, it is a list of planned,
written questions related to a particular topic, which space provided for
indicating the response to each question intended for submission to a number
of person for reply.
Types of Questionnaires
A. Open Ended Questionnaires - are made by a researcher in which the
respondents need to elaborate their answers. Moreover, the respondent/s do
not have the options to choose from.
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B. Closed Ended Questionnaire – These questionnaires provide possible answers
to the prepared questions. These are usually answered by respondents by
checking the choice which the respondents deemed best.
Tips on how to construct a questionnaire.

1. Doing library search – Search the library to have some research studies related
to your present study. Furthermore, this activity will be of help in constructing
a questionnaire through the questionnaire/s of previous studies.
2. Talking to knowledgeable people – You may also be able to have lore in
questionnaire making by having a discussion with people who have ample
knowledge and experience in making such.
3. Mastering the guidelines – below are the criteria in preparing a questionnaire.
a. Clarity of language.
b. Specificity of content and time.
c. Freedom of assumption.
d. Freedom from suggestion
e. Linguistic completeness and grammatical consistency
4. Writing your questionnaire – by following the guidelines you have mastered;
it is now the right time for you to write down your questions.
5. Editing your questionnaire – after completing your question, consult to a
person who has knowledge in constructing an effective questionnaire to give you
some corrections and suggestions.
6. Rewriting your questionnaire – from the corrections and suggestions you
have gathered you can now improve your questionnaire.
7. Pretesting your questionnaire – another term for this is “dry run”. In
doing such, ask your friends to answer your prepared questionnaire which
you have devised. In this way, you will have an idea on what will happen during
the administration of the survey.
ACTIVITY: COMPARE AND CONTRAST
Directions: Using a Venn diagram, compare Survey from Questionnaire.
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ACTIVITY: CLOSE OR OPEN?
Directions: Write your open ended and closed ended questionnaire sample of
your research study. (3 questions only for both types of questionnaires.
RESEARCH
(Open side (L) (Closed side)
MODULE 7
Writing the Report Survey/Field Report Laboratory/Scientific Technical Report. The
scope of this module permits it to be used in different learning situations. The
read them can be changed to correspond with the resource you are now using.
1. enhance knowledge in data collection and its methods;

2. gather data through surveys, experiments, and observation; and
3.extrapolate the needed information effectively in surveys, experiments, and
observation.
77
Lesson Writing a Report:
7 Survey Studies, Collecting Data
from Experiments, and Details on
Observations
TYPES OF SURVEY STUDIES

TYPES OF A SURVEY BASED ON DEPLOYMENT METHODS
1. Online surveys
One of the most popular types is an online survey. With technology advancing
many folds with each passing day, an online survey is becoming more popular.
This survey consists of survey questions that can be easily deployed to the
respondents online via email, or they can simply access the survey if they have
an internet connection. These surveys are easy to design and simple to deploy.
Respondents are given ample time and space to answer these surveys so that
researchers can expect unbiased responses. They are less expensive, and data
can be collected and analyzed quickly.
2. Paper surveys
As the name suggests, this survey uses the traditional paper and pencil
approach. Many would believe that paper surveys are a thing of the past.
However, they are quite handy when it comes to field research and data
collection. These surveys can go where computers, laptops, or other handheld
devices cannot go.
3. Telephonic Surveys
Researchers conduct these over telephones. Respondents need to answer
questions related to the research topic by the researcher. These surveys are time
consuming and sometimes non-conclusive. These depend on how many people
answer the phone and want to invest their time answering questions over the
telephone.
4. One-to-One interviews
The one-to-one interview helps researchers gather information or data directly
from a respondent. It's a qualitative research method and depends on the
knowledge and experience to frame and ask relevant questions one after the other
to collect meaningful insights from the interview. These interviews can last from
30 minutes up to a few hours.
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TYPES OF A SURVEY BASED ON THE FREQUENCY OF DEPLOYMENT
1. Cross-sectional studies
These surveys are administered to a small sample from a larger population within
a small-time frame. This type offers a researcher a quick summary of what
respondents think at that given time. These surveys are short and ready to
answer and can measure opinion in one situation.
2. Longitudinal surveys
Longitudinal surveys are those surveys that help researchers to see and collect
data over an extended period. There are three main types of longitudinal studies:
trend surveys, panel surveys, cohort surveys.
3. Retrospective survey
A retrospective survey is a type of study in which respondents answer questions to

report on past events. By deploying this kind of survey, researchers can gather data
based on past experiences and beliefs. This way, they can save the cost and time
required, unlike a longitudinal survey.
MISSING DATA
Each sampled person who chooses to participate in an investigation also must decide
whether to answer a specific question or not. This creates a different type of
nonresponse problem from that discussed earlier. Respondents sometimes answer a
survey only partially, skipping over specific questions they do not want to answer.
Missing values on a question bring into doubt the representativeness of the sample
In the analysis phase, the researcher compares group scores on some dependent
variable. Based on the analysis, the researcher concludes whether the treatment
(independent variable) had a causal effect on the dependent variable.
The independent variable is a characteristic manipulated independently of its

natural covariation sources to produce different experimental study conditions. We
refer to its conditions or variations as experimental treatments, or manipulations, or
levels.
The dependent variable is the measured outcome or consequence not manipulated
by the researcher and expected to be influenced by (or dependent upon) manipulation
of the independent variable in an experimental study.
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Diagram of a pretest-posttest control group design
METHODS OF COLLECTING DATA
Based on the source of collection data, it may be classified as:
A. Primary Data
B. Secondary Data Surveys and experiments were previously

discussed in this module that constitutes collecting data in
research operations. The systematic observational method is an
obvious and appropriate starting point because all of the
assessment or measurement techniques to be presented
necessitate systematic observation. Although all science is bound
fundamentally to observation, the term "systematic observational
methods" in our view has come to refer to a diverse set of
techniques that are employed to study behavior that:
80
● (Usually) occurs outside the formal boundaries of the laboratory
● (Usually) is naturally instigated, i.e., does not make use of a controlled
experimental treatment
● (Usually) places few restrictions on the allowable responses of the
persons under observation
● (Usually) focuses on observable behaviors rather than internal, cognitive
processes
● (Usually) entails a replicable system of codifying observed events
ACTIVITY: CLICK OR NOT!
Directions: Identify the control group and treatment group in each experiment.
Assume all subjects of the research are selected randomly.
1. To see whether zinc affects a cold's duration, half the subjects took tablets
containing zinc at the onset of cold symptoms, and half took tablets without
any zinc. The duration of the colds was then recorded.
Control group:
Treatment group:
2. To see whether reviewing for a test with a classmate improves test scores,
half the subjects studied with a classmate before taking a test, and half
studied for the test alone. The test scores were then recorded.
Control group:
Treatment group:
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ACTIVITY: EVALUATING A MEDIA REPORT
Directions: Evaluate the article about the effect of doctor empathy on the
duration and severity of a cold.
Caring Doctors Shorten and Ease the Common Cold
Researchers have found that those who gave their doctors perfect scores
on a questionnaire measuring empathy had colds that did not last as long
and were less severe among patients with colds. Empathy on the part of
doctors included making patients feel at ease, listening to their concerns,
and showing compassion.
A total of 350 subjects experiencing a cold onset were randomly assigned

to one of three groups: no doctor-patient interaction, standard interaction,
and enhanced interaction. Only subjects in the third group saw doctors who
had been coached on being empathetic.
A. Is this a survey, an observational study, or an experiment? How do you

know?
B. Was randomization used in the research? If so, how?
C. Does the report include the details of the research? If not, what
information is missing?
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MODULE 8
the idea of Summarizing Findings through Narrative and Visual/Graphic Form. The
scope of this module permits it to be used in different learning situations. The
read them can be changed to correspond with the resource you are now using.
1. identify the different types of diagrams;

2. interpret the information in the diagram; and
3. summarize findings through visual/graphic forms.
Lesson Interpreting and Preparing

8 Visuals
DIFFERENT TYPES OF VISUAL/GRAPHIC FORMS

I. CHARTS
● It is a graphical representation of data using symbols that are usually boxes,

lines, and arrows.
● Its general purpose is to show ranks, levels, procedures, and classifications.
A. Strategies in Reading a Chart
1. Study each step or group presented in the chart.
2. Pay attention to the arrows or lines that indicate the flow, relationship,
steps, and sequence.
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3. To ensure you understand the chart, summarize each step or component
in your own words, and make your chart in your mind.
4. Compare your mental chart to the description in the text to check how
B. Strategies in Preparing an Organizational Chart
1. Use varied shapes carefully. Rectangles are usually used for all positions.
2. Connect the boxes with solid lines to show direct relationships and dotted
lines to show the indirect relationship.
3. You may design the chart but avoid making it too distracting.
C. Strategies in Preparing a Flow Chart
1. Present only the capsule version of the whole process.

2. Limit the number of shapes to avoid confusion.
a. Rectangle: used to refer to an event that is part of a process; it is
usually used for steps or actions taken.
b. Diamond: used to show a decision point in the process; generally,
the text inside requires “yes” or “no.”
c. Rounded box: used to represent an event which occurs
automatically; it is usually used to denote the start and the end of
the whole process.
3. Provide legend if necessary.
4. Sequence the data from left to right or top to bottom.
5. Be creative in designing the flowchart but do not make it too complicated
and distracting.
II. TABLES
● It is useful in displaying numbers in columns.
● It condenses and classifies information to make a comparison between and
among data.
● It helps readers grasp the relationship that might be invisible in prose.
● It contains two columns with headings on the sides and the columns’ tops
to indicate what the table represents.
● The heading on the top is called boxed.
● The heading on the far left is called a stub.
III. GRAPHS
● It is a graphical representation of data using bars for bar graphs, lines for
line graphs, circle for pie graphs, and pictures for pictographs.
● Each type of graph has a unique function and purpose.
A. BAR GRAPH- uses vertical and horizontal bars that compare amounts
and quantities,
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B. LINE GRAPH- show trends and changes in data. Usually, the bottom
grid-scale represents time.
C. CIRCLE GRAPH- uses pie-shaped sections, shows the parts’

relationship to the whole in percentage and proportions.
85
ACTIVITY: LOOKOUT
Directions: Look at the table below. Provide three to five-sentence analysis based
on the title and the data given.
Interpretation of data: ____________________________________________
ACTIVITY: CREATE YOUR OWN

Directions: Create a diagram that would best present the data in each box. Make
sure to add a title and a legend in each diagram.
Situation:
Students in Navotas High School were surveyed about the social networking sites
they use. The following data was generated:
● Out of 500 students surveyed, 96% have Facebook accounts, 87% have
Twitter accounts, and 95.7% use Instagram.
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MODULE 9
master Writing Reports. The scope of this module permits it to be used in different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
resource you are now using.
1. determine the purpose and features of various kinds of reports;

2. define context when writing a report; and
3. write various kinds of reports.
Lesson
Writing Reports
9
RESEARCH
It is a systematic and scientific way of investigating and gathering

information to answer a particular problem, establishing facts, and arriving at a
conclusion. Conducting research can be done in various fields such as arts,
humanities, social sciences, natural sciences, technology, etc.
Here are some research papers in various fields:

❖ Survey Report
- It presents the result of the author’s research.
❖ Field Report
- It is used in the field of social science to link theory and application.
87
-
It contains the author’s observation of the field and analysis using
theoretical concepts from the discipline.
- Field reports can be personal and straightforward.
❖ Laboratory or Scientific Technical Report
-
It is written in sciences mainly to persuade others to accept or reject a
hypothesis.
- It is also used to record details for future research and document a current
phenomenon.
STEPS IN CONDUCTING RESEARCH
1. Determine your topic. It should be relevant, interesting primarily for the

researcher, and manageable when choosing a topic.
2. Once you have chosen your topic, formulate the thesis statement. A thesis
statement answers the question you previously asked to narrow down your
topic.
QUALITIES OF A GOOD RESEARCH QUESTION
1.
A good research question should be straightforward, especially to a layperson.
2.
A good research question requires the gathering of data to answer it.
3.
A good research question should address an observed problem or issue.
4.
A good research question should be manageable.
5.
A good research question should be ethical.
6. A good research question should have a practical use.
RESEARCH REPORT
- It is an expanded paper that presents results and interpretations of a

phenomenon for readers to understand better.
- It is produced through formal investigation and scientific inquiry.
PARTS OF A RESEARCH PAPER
Title page ● It contains an informative title that describes the paper’s

content, name or author, address, and date when it is
submitted.
Example: Effects of Facebook on Academic Achievement of First-
Year Students
Abstract ● It contains a summary of the findings and conclusions.
● It briefly presents the study’s context, research question,
objectives, methodology findings, conclusion, and
implications.
● Length ranges from 100-250 words
Introduction ● Explains the current state of the field of discipline and
identifies research gaps.
● Presents the research focus on identifying gaps and puts the
research topic in context.
● Usually ranges from three to five paragraphs.
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Literature It contains a summary and synthesis of all available sources related
Review to the topic.
● Related concepts- explain some of the fundamentals
concepts needed to understand the story better. Concepts
and theories are defined, explained, and described in this
section.
● Related studies- based on previously conducted studies
directly related to the paper
Methodology This section contains the context and participants, the instrument
used, data gathering procedure, and data analysis. Contains the
process and steps taken in gathering data
● Context and participants- explains the number and
demographic profile of participants.
● Instrument section- presents the tool used in gathering the
data.
● Instruments used as the method of validating them should
be described in detail,
● Data gathering- presents the details on how the data were
collected.
● Data analysis- presents how the data are analyzed, whether
it be qualitative or quantitative.
Results Factually described the data gathered
● It contains the table graphs or charts along with their
respective interpretations.
● The first sentence should contain the figure or table number
and the title.
● Succeeding sentences should focus on the essential
information in the visual representation.
● Trends or gaps that you notice may be included in the body of
interpretation.
● The interpretation should end with a conclusion based on the
given information.
Discussion Presents the whys of the result
● Explains the result
● Restates the research problem or objectives in the first
paragraph as well as significant findings
● The next paragraph explains whether the study
supports or rejects the findings.
● Uncovers of new findings should be stated in this
section.
Conclusion ● Restatement of significant findings, limitations of the
study, recommendations, and implications
References ● Contains different sources used in the study
● It may be an academic book, journals, and other online
sources.
89
STEPS IN WRITING RESEARCH REPORT
1. Select and narrow down the topic.

2. Conduct preliminary research by gathering initial references.
3. Formulate thesis statements and research questions.
4. Prepare a preliminary outline.
5. Gather additional references.
6. Prepare the pre final outline.
7. Prepare necessary instruments for the research.
8. Pilot the instrument and revise accordingly.
9. Gather the data.
10. Prepare the tables and graphs and analyze the collected data.
11. Write the methodology and result section.
12. Write the introduction and literature review,
13. Write the discussion.
14. Write a conclusion.
15. Write the abstract.
16. Prepare a reference list.
17.Edit and format your paper.
GUIDELINES IN WRITING RESEARCH REPORT
1. Fifty to seventy-five percent should be devoted to results and discussion.

2. Be sure to cite all sources, whether they are paraphrased or directly
quoted.
3. Use direct quotations sparingly. Paraphrase as much as possible.
4. Strictly follow the required documentation style.
5. The topic should be relevant, current, and manageable in terms of skills,
resources, and time.
6. The research question should be directly addressed the given topic or
thesis statement.
7. Use simple language and avoid complicated ones.
90
ACTIVITY: ANY QUESTION?
A. Directions: Write specific questions on the topic “Effects of COVID-19 on
Academic Achievement of Senior High School Students for SY 2020-2021.”
Write your answers below.
Specific question 1:
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
B. From the given questions, design your instrument. Make sure to incorporate
all essential parts of the chosen instrument.
C. Once the instrument is done, choose someone to check the accuracy. The
other will answer the instrument and provide feedback afterward on the
construction and wordings. Revise and finalize the said instrument.
D. Use the revised instrument and start gathering data from 20 participants.
E. After gathering the data, tally the result using the visual form.
F. Interpret each table, respectively.
91
ACTIVITY: REPORT NOW
Directions: Research language tips in writing a research report, then present your
output in an informative brochure. Be as creative as you can. Send the link and or
hardcopy of your work to your teacher.
Creating Brochure Rubric
92
POST TEST
1. What is the main idea of paragraph 1?
“Digital piracy is not killing the music industry. History has shown that
formats shift and change depending on consumer preferences. LPs and
cassettes have been phased out to make room for CDs. With the current shift
from physical to digital, consumers have the freedom to purchase individual
tracks instead of whole albums, a move than explains the drop in album sales
and as a result, overall profits.”
A. As a result of piracy, overall album sales dropped
B. Consumers prefer digital media over physical media
C. Digital piracy is not killing the music industry
D. LPs and cassettes have been phased out to make room for CDs
2. A thesis statement is like...
A. a simple sentence expressing your stance with no reasoning
whatsoever
B. a poem
C. a lens to focus your essay
D. a target that you hope to reach
3. How does your thesis statement GUIDE your essay?
A. It provides the directions of North, South, East, or West which will tell
the reader where to find the essay.
B. It tells the reader what he or she should disagree with.
C. It focuses the essay and tells the reader what point he or she should
agree with.
D. It tells the reader how your essay will affect the world.
4. It is based on facts that provide a reliable foundation for the writer’s
arguments.
A. Position paper C. Introduction
B. Body D. Conclusion
5. It may begin with some background information and should incorporate a
discussion of both sides of the issue.
A. Position paper C. Introduction
B. Body D. Conclusion
6. Which question helps you evaluate if a source is accurate?
A. Who is the author/organization? Are they qualified?

B. Are there references? Where does the information come from?
7. Ellis is researching the history of driving laws in her state. Which of the
following would be the most useful source to find this information?
A. A book titled, A Comprehensive Look at State Statutes and Law
B. A magazine article titled "A Historical Look at the Best Cars of All Time"
93
Item 8- 12. Identify the given statements if it is TRUE or FALSE.
________8. Online questionnaires and surveys are a much faster and cheaper
way to collect data than conducting an interview or printing a hard copy.
________9. When questionnaires are used to research or evaluate a group,
then the questionnaire becomes a study or survey.
________10. Closed Ended Questionnaires these questionnaires provide
possible answers to the prepared questions. These are usually answered by
respondents by checking the choice which the respondents deemed best.
Quarter 1 What I MAY VARY 10.ANSWER Answers may vary

Know 9.C What I Can Do
Pre-Test 8.C
7.B 8. I
1.C 6.C 7.G
2.A
5.D
3.B
6.G
4.B
4.A 5.E
5.A 3.B 4.A
6.B 2.B 3.H
7.D 1.A 2.B
8.D Assessment 1.C
9.B What’s More
10.D
Quarter 1
Module 1
Answers may vary

10.True
What I Can Do
9. True 10.True
8.A 9.True
contributions 7.B 8.True
6.A 7.B
4. 1. The Greeks made great
5.C 6.A
in their special field. 4.C 5.B
3. B. Second, each was the leader 3.C 4.A
conquered people 2.True 3.C
1.A 2.C
1.1, The Greeks granted many 1.C
of citizenship.
Pre-Test
1.A. First, they differed in the views Post Test
Know Assessment
What’s More Quarter 2 What I Quarter 2
Module 5
94
References
Sipacio, J. S. (2013). Communicate Today English for Academic and Professional Purpose.
Quezon City: C and E-Publishing.
Education, D. o. (n.d.). DepEd’s Teacher’s Guide and Learners’ Module.
No Author (n.d.) Using Text Structure. National Education Association. Retrieved July
29,2020 from http://www.nea.org/tools/using-text-structure.html
No Author (n.d.) 20 Strategies to Teach Text Structure .Retrieved July 29, 2020 from
http://www.stclair.k12.il.us/ccore/ELAShifts/documents/Info%20Text/
Textstructure_resources.pdf
McKnight, K. (2013). The Teacher’s Big Book of Graphic Organizers. John Wiley &
Sons, Inc.
Summarizing.biz. (n.d). Excerpt of the Text and Best Summarizing
Techniques to Outline Essentials. Received from https://www.summarizing.biz/all-
summarizing-strategies/. June 24, 2020
Seneca College. (n.d). Checklist—Writing an Effective Thesis Statement. Retrieved from
https://tlp-lpa.ca/ld.php?content_id=26308944. June 24, 2020.
Outlines (n.d.) Retrieved from https://www.aims.edu/student/online-writing-
lab/process/outline
Types of Outlines and Samples (n.d.) Retrieved from
https://owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/t
ypes_of_outlines.html
Academic and Career Skills Top Tips (n.d.) https://ltl.lincoln.ac.nz/wp-
content/uploads/sites/20/2016/01/Writing-a-Critique.pdf
Amorsolo, F. (1951) Afternoon meal of the rice workers, Oil on Canvas. Retrieved from
https://kahimyang.com/kauswagan/articles/1372/a-small-collection-of-fernando-
amorsolos-paintings
The Academic Support Center (n.d.) Helpful Hints for Writing A Critique. Chesapeake
College. Retrieved from https://www.jmu.edu/uwc/files/link-library/CritiqueHandout.pdf
Dapat, R., English for Academic and Professional Purposes, Mandaluyong City, Books Atbp.
Publishing Corp, 2018, p. 101-111
Lesson 8: Writing a Reaction Paper, Review, and Critique
STUDY. Retrieved from https://quizlet.com/232359013/lesson-8-writing-an-reaction-paper-
review-and-critique-flash-cards/?fbclid=IwAR3isKP5_f6i_uqa6Rq642FRyhGnlK1R5qFqepr-
HPi15oTFlQnTq9zyR1A
Lynn Quitman Troyka, S. a. (n.d.). Handbook for Writers.
Wyson, J.D., English for Academic and Professional Purposes (Revised Edition), Quezon City,
Vibal Group Inc. 2019, p. 113-141
Prasanna Vishwasrao, 2012. Factors affecting low self-confidence. Retrieved from
http://www.fp.utm.my/buku/Buku2/content/download/AfL%20Appendix8a.pd
Department of Education. (2013). English Grade 3 Learners' Material. Retrieved from
https://k12resources.files.wordpress.com/2014/08/3-eng-lm_mod-2-v1-0.pdf
Ismail, N. (2017). Modern technology: advantages and disadvantages. Retrieved
from Information Age. https://www.information-
age.com/moderntechnologyadvantagesdisadvantages123465637/#:~:text=Advantages%20of
%20technology,was%20a%20very%20important%20point.
Laurel, M.M, Lucero, A. and Bumatay-Cruz, R (2016). English for Academic and
Professional Purposes for Reader. First Edition, 2016. Published by the Department of
Education.
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Lango, B. (2019). How to write a concept paper with practical sample by Dr Lango.
Published online by Researchgate. https://www.researchgate.net/publication/336150591
Professional Purposes Teacher’s Guide. First Edition 2016. Published by the Department of
Education.
Lango, B. (2019). How to write a concept paper with practical sample by Dr Lango.
Published online by Researchgate. https://www.researchgate.net/publication/336150591
Professional Purposes Teacher’s Guide. First Edition 2016. Published by the Department of
Education.
Grading Rubrics: Take A Stand Papers & Presentation. Berkeley Education. Retrieved from
https://eml.berkeley.edu/~olney/spring18/econ154/rubric%20take%20a%20stan d.pdf
De Castro, G. (2011). DPWH Photoshop Fail (Scandal).
Retrieved from https://www.garrydecastro.com/dpwh-photoshop-fail-scandal/
( The Trustees of Indiana University, 2020)
https://wts.indiana.edu/writing-gu ides/using-evidence.html
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http://clipart- library.com/clip-art/checkmark-transparent-13.htm
False or misleading claims retrieved November 11, 2020 from
https://www.accc.gov.au/consumers/misleading-claims-advertising/false-or-
misleading-claims
. American Statistical Association (1995). What Is A Survey? ASA: Section
on Survey Research Methods.
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[8/26/2001 2:09:02 PM]
Aronson, E. and Carlsmith, J. M. (1969) Experimentation in social psychology. In G.
Lindzey and E.
American Statistical Association (1995). How to Plan A Survey. ASA: Section on Survey
Research Methods. https://method
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Line Graph Examples. (n.d.). Retrieved October 18, 2020, from
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examples.html
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stanceid=573&dataid=1819&FileName=Brochure%20Rubric_1.pdf
96
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DIVISION OF NAVOTAS CITY

English for Academic

Published by the Department of Education

Development Team of the Module

Inilimbag sa Pilipinas ng ________________________

Department of Education – Navotas City

What I Know ................................................................................51

2. Significantly, even at this late date, Mae was considered a bit

3. Which type of text structure answers the questions “what happened

4. Which text structure defines a topic, and gives supporting details

7. Where does your thesis statement need to appear in your essay?

The module mainly focuses on:

After going through this module, you are expected to:

THE NATURE OF ACADEMIC TEXTS

1. Questions and issues must be stated critically.

DIFFERENCES BETWEEN ACADEMIC AND NON-ACADEMIC TEXTS

HEDGING EXPRESSIONS USED IN ACADEMIC TEXTS

FEATURES OF ACADEMIC TEXTS

LANGUAGE TEXT DESCRIPTION

Ms. Shey asks her students to construct

It is an academic text that shows the

It requires a language to be relatively Formality

Jirayo, a bartending student, is writing a Organization

One of the HUMSS students put some

It refers to a certain point of idea and its

Directions: Complete the chart by stating what you have gained in

The module mainly focuses on:

STRUCTURES OF ACADEMIC TEXT

TYPES DESCRIPTION KEYWORDS

Solution(s) to the problem Rationale for the solutions:

Traffic During Rush Hours

The module focuses on:

After going through this module, you are expected to:

Summarizing a text or distilling its essential concepts into a paragraph or two, is

WAYS OF SUMMARIZING THAT PROFESSIONAL AUTHORS USE

✔ Building a model - Students can make three-dimensional drawings or

✔ Jigsaw - This summarizing strategy demands a cooperative work. You and

✔ Somebody-Wanted-But-So - The Somebody-Wanted-But-So tactic (MacOn,

✔ Graphic Organizers - The majority of people perceive the information

LOCAL GIRL FOUND SLAIN

The slain girl vanished last evening at approximately eleven o’clock

After going through this module, you are expected to:

WHAT IS A THESIS STATEMENT?

TIPS FOR WRITING YOUR THESIS STATEMENT

1. Determine what kind of paper you are writing.

THESIS STATEMENT EXAMPLES

The paper that follows should:

An expository (explanatory) paper explains something to the audience.

ACTIVITY: FORMING THE THESIS STATEMENT

POSITION PAPER OUTLINE

1. Should student eat during class hours?

4. Explain your favorite character in literature.

5. Should motorcycles be outlawed on public streets?

After going through this module, you are expected to:

THE SKILL OF OUTLINING

An outline, also known as hierarchical outline, organizes materials hierarchically

The following is an example of an outline:

II. Help with content

Sentence Outline is a hierarchical outline composed of sentences. It is the type

Topic Outline is a hierarchical outline composed of topics. Each entry is a

Decimal Outline is similar in format to the alphanumeric outline. The added

BASIC PRINCIPLES AND RULES IN OUTLINING

The Greeks granted citizenship to many conquered people.

TEENAGERS AND DRUGS