Eapp Slem 1

ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSE
QUARTER I
1
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
2
TABLE OF CONTENTS
QUARTER 1 Page
Lesson 1: Differentiating Used in Academic Text from Various Disciplines

4
Lesson 2: Using Knowledge of Text Structure to Glean the Information

12
He/She Needs
LESSON 3: Using Various Techniques in Summarizing a Variety of Academic

22
Texts
LESSON 4: Stating the Thesis Statement of an Academic Text 31
LESSON 5: Outlining Reading Texts in Various Disciplines 40
LESSON 6: Using Critical Approaches in Writing a Critique 49
Lesson 7: Writing a Balanced Review 58
Lesson 8: Determining Concept by Definition, Explication and Clarification 66
QUARTER 2 Page
Lesson 1: Analyzing Arguments Used by the Writer/s in Manifestos 76
Lesson 2: Defending a Stand on an Issue by presenting Reasonable

85
Arguments supported by Properly Cited Factual Evidences
Lesson 3: Writing Various Types of Position Paper 94
LESSON #1: Differentiating Language Used in

Academic Texts from Various Disciplines
This module was designed and written with you in mind. It is here to help
3
you differentiate language used in academic texts from various disciplines.
The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
After going through this module, you are expected to:
1. Define the terms “academic text” and “academic writing”;
2. Distinguish academic texts from non-academic text and ponder upon the
thoughts shared by different authors in their writings;
3. Identify the purpose, audience, language and style of academic texts;
4. Analyze sample texts using the requirements of academic writing; and
5. Write an essay using the requirements of academic writing
Directions: Encircle the letter of the best answer.

1. Demonstrates knowledge of the subject area, supports opinions and
arguments with reliable evidence, and is referenced accurately.
a. academic writing c. personal narrative
b. non-academic text d. opinion
2. is a process involving word recognition, comprehension, fluency
and word recognition.
a. academic writing c. personal narratives
b. non-academic text d. reading
3. is expressed by the use of syntax, point of view, diction, and the level
of formality in writing.
a. tone c. academic writing
b. academic text d. personal essay
4. Academic writing often requires writers to avoid first-person point of view in
favor of , which can be more objective and convincing.
a. third-person point of view c. personal opinion
b. second-person point of view d. argument
5. These are critical, objective, specialized texts written by experts or
professionals using formal language.
a. non-academic texts c. personal narratives
b. academic texts d. blog
6. Which of the following is not intended for educated audience?
a. research c. formal essay
b. riddle d. academic text
7. Academic writing must follow proper mechanics in writing which refers to

the rules of the written language, such as capitalization, punctuation and .
a. spelling c. quotation
b. sentence structure d. text structure
8. These texts use informal language and authors’ personal opinion.
a. non-academic texts c. research
b. feasibility study d. academic texts
9. An academic text has three distinct sections which include the , body
4
and conclusion.
a. introduction c. salutation
b. greetings d. complimentary close
10. Academic writing aims to , argue and persuade.
a. inform c. suggest
b. oppose d. debate
11. It uses informal language, tone and style.
a. research papers c. position papers
b. non-academic texts d. concept papers
12. The contents of a/an must have the clarity of the text’s purpose and thesis
statement.
a. academic text c. blog
b. personal narrative d. conclusion
13. Position papers, reaction papers, concept papers are examples of .
a. academic texts c. personal narratives
b. non-academic texts d. blogs
14. This academic writing structure is used in scientific writing.
a. IMRAD structure c. comparison and contrast
b. narrative d. description
15. Blogs and opinions are examples of .
a. non-academic texts c. personal narratives
b. academic texts d. research papers
Activity 1. Mind Map: Characteristics of Academic Writing Directions:
1. Use a piece of paper to write down everything you can think about the
characteristics of academic writing.
2. You may use words or phrases in describing academic writing (examples:

formal acts and figures given precisely).
3. Create a Mind Map. Write the topic inside the big circle.
4. Around the big circle, draw a series of small circles that symbolize the
characteristics of academic writing.
5. Fill in each small circle with one characteristic of academic writing.
5
Sample Mind Map for the Activity
6
Academic Writing
Academic writing is a nonfiction writing produced as part of academic works.
Academic writing is a process which involves posing a question or task,
presenting an argument and developing a set of closely related main points and
ideas by reasoning and citing evidence from credible reference resources and
expert’s views.
Academic writing aims:
1. To inform
2. To argue a specific point
3. To persuade
Academic Writing Structure

An academic text has three distinct sections which include the introduction,
body and conclusion. In scientific writing, the IMRAD structure (Introduction,
Methods, Results and Discussion) is used.
INTRODUCTION: In the introduction, a writer must grab the readers’ attention
and identify the thesis of the academic text. An academic text may start with a
question, a quote from an expert or a famous person, an interesting fact or a
definition of an important term related to the topic being discussed.
BODY: This is the main part of the academic text. The paragraphs must be
clearly written and be arranged in the order of importance.
CONCLUSION: In the conclusion, the writer must re-emphasize the thesis and
summarize all the main points of the academic text. The conclusion has one
paragraph which shows the text’s final conclusion.
Definition of Academic Writing (n.d.). Retrieved from
https://grammar.yourdictionary.com/word-definitions/definition-of-
academic-writing.html
Examples of academic texts are position papers, reaction papers, concept

papers, academic essays, educational reports, research papers, case studies,
textbooks, feasibility studies, thesis, conference papers, book reviews and
academic journals.
Characteristics of academic texts

Academic texts are specialized texts written by experts or professionals in
7
a particular field using formal language and reliable information resources. These
texts are intended for educated audience. The contents of an academic text must
have the clarity of the text’s purpose and thesis statement. The structure of
section, sentences and paragraphs of an academic article should be clear. The
language and style of academic texts must be formal. The tone of academic texts
is expressed by the use of appropriate syntax, point of view, diction, and the level
of formality in writing. Academic writing often uses third person point of view,
which provides objectivity.
Definition of Academic Writing (n.d.). Retrieved from

https://grammar.yourdictionary.com/word-definitions/definition-of-
academic-writing.html
1. Which of the following texts is an academic text?
2. Why did you consider them as academic texts?
TEXT A.
Personal Narrative
I always consider summertime as the best time to travel with my friends and
family. Exploring beautiful places and hitting the beach are the best activities for
a summer vacation. Hot summer days are perfect times to prevent stress by
traveling around new places. Passing time with family on the beach is the most
pleasant way to boost mental and emotional health. Other interesting summer
activities include mountain climbing, swimming and night camping
TEXT B.
HAVIGHURST’S DEVELOPMENTAL TASKS DURING THE LIFE SPAN
Robert J. Havighurst elaborated on the Developmental Tasks Theory in the most
systematic and extensive manner. His main assertion is that development is
continuous throughout the lifespan, occurring in stages, where the individual
moves from one stage to the next by means of successful resolution of problems
or performance of developmental tasks. These tasks are those that are typically
encountered by most people in the culture where the individual belongs. If the
person successfully accomplishes and masters the developmental task, he feels
pride and satisfaction, and consequently earns his community or society’s
approval. This success provides a sound foundation which allows the individual
to accomplish tasks to be encountered at later stages. Conversely, if the
individual is not successful at accomplishing a task, he is unhappy and is not
accorded the desired approval by society, resulting in the subsequent experience
of difficulty when faced with succeeding developmental tasks. This theory
presents the individual as an active learner who continually interacts with a
8
similarly active social environment. Havighurst proposed a bio
psychosocial model of development, wherein the developmental tasks at each stage
are influenced by the individual’s biology (physiological maturation and genetic
makeup), his psychology (personal values and goals) and sociology (specific culture
to which the individual belongs).
Que-Legaspi, Estesa Xaris, Quiba, Carolyn C., Rafanan, Mae R., Velasquez- Garcia, Zisa, Wong-
Fernandez, Barbara, (2016). Personal Development Reader. Quezon City:
Department of Education
TEXT C
Opinion
China will never recognize the UN Tribunal decision and will continue its
activities in the disputed Spratly Islands. Ever since the Philippines filed its case
against China at the United Nations, the Chinese government has dismissed the
proceedings and has not participated in any of the hearings of the Tribunal. This
shows China’s utter disregard for international rule of law and its lack of respect
for the UNCLOS, a document to which China is a signing party. The military and
economic conditions of China will continue to fuel its desire to occupy more
territory. If China does not give way despite the decision and to overwhelming
international pressure, what will stop it from occupying islands that are actually
belong to the Philippines?
The continued presence of Chinese forces in the islands is a disaster
waiting to happen. Given that they have control over many islands and have been
harassing Filipino Fishermen who go into its nearby waters, what will stop the
Chinese from using destructive and deadly force on any other ship that dares to
trespass in their so-called territories? Noting short of a war will convince China
that its territorial ambitions have already exceeded the tolerance of the world.
Abella, Roberto D. (2016) Introduction to the Philosophy of the Human Person. Quezon City: C
& E Publishing, Inc.
TEXT D.
A RESEARCH STUDY ON RELATIONSHIPS
A sample of 1,110 adolescents assessed nine aspects of their relationships with
their mother, father, best same-sex friend, most important sibling and most
important teacher. These aspects were admiration, affection, companionship,
conflict, instrumental aid, intimacy, nurturance, reliable alliance, and
satisfaction with the relationship. Early adolescents (11 through 13 years of
age) gave higher ratings that did middle (14 through 16 years of age) and late
(17 through 19 years of age) adolescents for all relationships on most
attributes. Except for intimacy and nurturance, middle adolescents’ ratings
were higher than those of late adolescents but only for some relationships. The
observed trends, are interpreted with respect to several social, social cognitive
and cognitive changes taking place over the span of adolescence.
Que-Legaspi, Estesa Xaris, Quiba, Carolyn C., Rafanan, Mae R., Velasquez- Garcia, Zisa, Wong-
Fernandez, Barbara, (2016). Personal Development Reader. Quezon City:
Department of Education
1. Define and give the characteristics of an academic text.

9
2. An Academic text is
3. An academic text is different from a personal narrative and an opinion, in terms

of
Directions: Based on your discussion of the characteristics and requirements of

academic writing and academic texts, write a formal essay on what do you think is
the state of academic writing skills of Senior High School students in the
Philippines. Use your personal knowledge, what you hear from your teachers and
what you have read from books and academic journals to support your opinion.
Essay Rubric Content: 50% Language Legend
and style: 20% Structure: 20% 95-100% Excellent
Mechanics: 10% 85-94% Proficient
Total = 100 % 75-84% Fair
60-74% Needs Improvement
Identify each of the following reading material whether academic text or a

non-academic text.
1. Scientific research
2. Blogs
3. Opinions
4. Position paper
5. Concept paper
6. Reaction paper
7. Research paper
8. Editorials/Cartoons
10
9. Application Letters
10. Business documents
11. Reports (Educational)
12. Academic essays
13. Feasibility study
14. Thesis
15. Personal narratives
References
Abella, Roberto D. (2016) Introduction to the Philosophy of the Human Person.
Quezon City: C & E Publishing, Inc.
Que-Legaspi, Estesa Xaris, Quiba, Carolyn C., Rafanan, Mae R.,Velasquez-
Garcia, Zisa, Wong-Fernandez, Barbara, (2016). Personal Development Reader.
Quezon City: Department of Education
Definition of Academic Writing (n.d). Retrieved from
https://grammar.yourdictionary.com/word-definitions/definition-of- academic-
writing.html
11
LESSON #2: Using Knowledge of Text Structure
to Glean the Information He/She Needs
This module was designed and written with you in mind. It is here to help you
use your knowledge of text structure to glean the information you need. 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.
1. Define “text structure”;
2. Explain the several types of text structure;
3. Identify the text structure and main ideas of a text;
4. Create an outline of ideas from a text using a graphic organizer; and
5. Write a formal essay using a specific text structure.
Directions: Choose the letter of the best answer.

1. They are transition words for text structure which includes for example, for
instance, specifically, in particular, and in addition.
a. description c. sequence
b. comparison and contrast d. problem and solution
2. The following are transition words used for cause and effect text structure
except .
a. as a result c. leads to
b. thereby d. in addition
3. This text structure describes the differences and similarities of two or more objects,
places, events or ideas.
a. description c. sequence
b. comparison and contrast d. problem and solution
4. is the pattern of organization within a passage.
a. text structure c. graphic organizer
b. academic texts d. organization
5. A graphic organizer which shows the relationships between facts, terms, and or
ideas in a text.
a. advertisement c. outline
b. visual and graphic display d. summary
6. Text structures that are used in informational and nonfiction such as
chronological, description, sequence, cause and effect, compare and contrast, and
problem and solution.
b. summary d. texts
7. are words or phrases that relate or connect sentences and ideas in a
text.
a. outline c. transitions
b. thesis statement d. case study
8. An author might present ideas in a text structure according to the timeline of
events is called .
12
a. chronological order c. description
b. comparison and contrast d. cause and effect
9. The transition words used by an author which can tell a lot about the overall of a
text is called .
a. main ideas c. outline
b. thesis statement d. text structure
10. In a text structure, the author expresses a problem and something that was, can
be, or should be done to solve this problem is identified as .
a. problem and solution c. chronological order
b. sequence d. cause and effect
11. Which of the following sentences has a comparison and contrast text structure?
a. Water is formed when two hydrogen atoms and one oxygen atom combine.
b. A volcano is a mountain that opens downward to a pool of molten rock below
the surface of the earth.
c. Oranges contain more acid than apples, but both fruits are delicious.
d. The use of renewable energy to fuel your home and vehicle can reduce the
level of carbon dioxide in the air.
12. A text structure which expresses information by numbering each
instruction/step of a project or procedure so that the reader does not miss any of
the instructions.
a. description c. sequence/process
b. cause and effect d. comparison and contrast
13. Recipes and instruction manuals that present their information in text structure
is .
a. Sequence/process c. compare and contrast
b. cause and effect d. description.
14. Many informational texts discussing history or other related topics that deal
with time often present information using text structure is .
a. cause and effect c. description
b. chronological order d. problem and solution
15. Which of the following sentences has a cause and effect structure?
a. When two hydrogen atoms combine with one oxygen atom, the result is
water.
b. A volcano is a mountain that opens downward to a pool of molten rock below
the surface of the earth.
c. Oranges contain more acid than apples, but both fruits are delicious.
d. The use of renewable energy to fuel your home and vehicle can reduce the
level of carbon dioxide in the air.
Review of the past lesson: Write your answers on a separate sheet of paper.
1. Define academic writing.
2. Explain the differences between academic texts and non-academic texts.
3. Give examples of academic texts and non-academic texts.
13
Types of text structure
Types of text Signal/Transition Signal Questions

structure Words
1. Description It for example; in What is the topic?
describes an item, addition, described How is it being
event, or place. as; including; such described?
as; another; to
illustrate; in fact;
2. Cause and Because; since; Because; since;
effect this led to; due to; this led to; due to;
It shows how one as a result of; for as a result of; for
or more causes this reason; this reason;
lead to one or consequently, consequently,
more effects. then; so; therefore then; so; therefore
3.Chronological in the past; prior In what order did

Order to; soon after, in the events
It tells events in turn, originally; at happen?
order. the beginning; at What events took
the onset; previous place?
to
4.Comparison In like manner; What are the
and contrast similar to; things being
It shows how two likewise; the compared and
or more ideas or difference contrasted? What
objects are similar between; as are their
or different. opposed to; similarities
however; yet; but; and differences?
nevertheless; on
the other hand.
5. Problem and One reason for What is the

solution the; a solution; a problem?
It states a problem problem; the Why is it a
and offers one or question is; one problem? What
more possible answer is; can be done to
solutions to the recommendations solve the problem?
problem.
6.Sequence/ finally; first; last What are the steps

process -It second; third; or phases of the
presents steps or until; before; process? Do they
phases of always happen in
a process or project this order?
14
Text structure refers to an internal organization of a text. It is used in informational and
nonfiction texts such as chronological order, description, sequence/process, cause and
effect, compare and contrast and problem and solution. The transition words used by an
author can tell a lot about the overall text structure of a text. These words or phrases
relate or connect sentences and ideas in a text.
Graphic organizer is a graphic and visual display that shows the relationships
between facts, terms, and or ideas in a text.
Reference: Text Structure (n.d.) Retrieved from http://www.ereadingworksheets.com/text-structure/
Tibar, Clarissa P. (2018, June 20) Structure of Text. Retrieved
from https://lrmds.deped.gov.ph/detail/13051
ACTIVITY I.
Individual Performance Task
Directions:
1. Read the paragraphs below.
2. Determine the text structure and main idea of each paragraph.
3. Create an appropriate graphic organizer for each paragraph.
4. Then, put information from the paragraph into the graphic organizer.
5. Use a separate sheet of paper for your answer sheet.
Sample Activity
There is an increase in teenage pregnancy nowadays. Teenage pregnancy
makes it very difficult for young mothers to pursue their dreams and meet the
demands of caring for an infant. Fortunately, most teenage pregnancies can be easily
prevented by using birth control, however, even birth control is not 100% effective.
The most effective way to prevent teenage pregnancy is abstinence, which is 100%
effective.
How is the text structured? Problem and Solution
What is the main idea of the paragraph? The paragraph discusses the increase
in teenage pregnancy and the solutions to this problem.
Put information from the passage into the appropriate graphic organizer.
PROBLEM SOLUTIONS
Paragraph 1. The surface of the Earth is divided into pieces called tectonic plates.
These plates move. When the plates rub against each other, they do not move
smoothly. When the plates do not move smoothly, earthquakes result. Some
parts of the world get more earthquakes than other parts. The parts of the earth
that get most earthquakes are near the edges of these plates.
How is the text structured?
What is the main idea of the paragraph?
Put the information taken from the paragraph into the appropriate graphic
organizer.
PROBLEM SOLUTIONS
BIRTH CONTROL
TEENAGE PREGNANCY ABSTINENCE
Reference: Problem and Solution (n.d) Retrieved from https://www.ereadingworksheets.com/text-

structure/patterns-of- organization/problem-and-solution/
15
Paragraph 1. The surface of the Earth is divided into pieces called tectonic
plates. These plates move. When the plates rub against each other, they do not
move smoothly. When the plates do not move smoothly, earthquakes result.
Some parts of the world get more earthquakes than other parts. The parts of the
earth that get most earthquakes are near the edges of these plates.
What is the main idea of the paragraph? .
organizer.
Passage 2. Some countries, such as Japan, or parts of a country, like California in

the United States, have a lot of earthquakes. In these places it is a good practice
to build houses and other buildings so they will not collapse when there is an
earthquake. This is called seismic design or earthquake-proofing.
organizer. What is the main idea of the paragraph?
Put the information taken from the paragraph into the appropriate graphic organizer.
3. The ability of a building to withstand the stress of an earthquake depends upon
its type of construction, shape, mass distribution, and rigidity. Different
combinations are used. To reduce stress, first, the building's ground floor must be
flexible. One method is to support the ground floor with extremely rigid, hollow
columns, while the rest of the building is supported by flexible columns located
inside the hollow columns. A different method is to use rollers or rubber pads to
separate the base columns from the ground, allowing the columns to shake parallel
during an earthquake. Next, the outdoor walls should be made with stronger and
more reinforced materials such as steel or reinforced concrete. Then, to help
prevent collapsing, the roof should be made out of light-weight materials.
4. A hurricane is a large storm with heavy winds and rain that begins in the ocean
and builds up strength as it moves across the water. While some of the damage
caused by hurricanes is from high winds, most of it is usually from tidal surge,
flooding entire cities, and killing large numbers of people. A tornado is a storm that
develops on land, with no warning, and moves in a circular motion with heavy winds
with a funnel shape, picking up and carrying dirt, dust, and even objects. The
damage caused by tornadoes is from the high velocity winds, which are extremely
destructive and deadly. They can demolish entire neighborhoods in a matter of a few
seconds to a few minutes. Tornadoes can form when hurricanes make landfall, as
their winds at ground level slow down, while the winds near the top keep their
momentum, but a hurricane cannot be created by a tornado.
5. Hurricane Katrina began as Tropical Depression Twelve over the southeastern
Bahamas on August 23, 2005. The depression later strengthened into a tropical
storm on the morning of August 24 where the storm was also named Katrina. Katrina
continued to move into Florida, and became a Category 1 hurricane only two hours
before it made landfall around Hallandale Beach on the morning of August 25. The
16
storm weakened over land, but became a hurricane again while entering the Gulf of
Mexico.
6. Have you ever wondered what the inside of a volcano looks like? Deep underground
is a magma chamber. The magma chamber is under the bedrock of the earth’s crust.
The conduit or pipe runs from the magma chamber to the top of the volcano. The
conduit connects the magma chamber to the surface. Most volcanoes also have a
crater at the top. Volcanoes are quite a sight, and you can enjoy this site all over the
universe. Volcanoes are found on planets other than Earth, like the Olympus Mons
on Mars.
organizer.
HOLISTIC RUBRIC FOR THE ACTIVITY (to be used by the teacher in rating
the student’s answer for every passage.)
4- The student identified the main idea and text structure of the paragraph and
included all the necessary information in the appropriate graphic organizer.
3-The student identified the main idea and text structure of the paragraph but
missed to include one main idea in the appropriate graphic organizer.
2-The student identified the main ideas and text structure of the paragraph but
did not include some important main ideas in the corresponding graphic
organizer.
1-The student demonstrated little understanding of the task assigned.

Legend:
4– Excellent 3-Proficient 2-Fair 1-Needs Improvement
Use a separate sheet of paper for your answer.

1. Define and give the types of text structure
Text structure .
2. The types of text structure are , ,
, , , .
3. Give three examples of transition words used for each type of text structure.
17
Write a 250-word formal essay about the COVID-19 pandemic. Use a specific text
structure for your essay. (Choices: compare and contrast, cause and effect,
description, chronological sequential, problem and solution).
ESSAY RUBRIC
Content: 50% Legend
Language and style: 20% 95-100% Excellent
Structure: 20% 85-94% Proficient
Mechanics: 10% 75-84% Fair
Total = 100% 60-74% Needs Improvement
Test I. Read each passage below. Decide which text structure the author has
used to present the information. Encircle the letter of the correct answer.
1. Auditions for the Fame Show were held Saturday from 10:00 A.M. to 4:00 P.M. in the
auditorium. Sally woke up early that morning to finish reading the play. At 8:30 A.M.
her mother drove her to school for the audition. As she walked into the auditorium, she
grew nervous, but once she saw her friends, she relaxed a bit. During auditions, Sally
read a few scenes and did a monologue. At the end of auditions, Mrs. Chavez announced
that callbacks would be posted outside her door on Tuesday.
a. Compare and Contrast b. Description
c. Chronological Order d. Cause and Effect
2. Thousands of software patents are granted every year, and while some of these patents
protect good ideas, others just hurt consumers. For example, Amazon was granted a patent
giving them the exclusive rights to any process that allows customers to buy a product with
a single click. Amazon sued Barnes and Noble when they tried to implement a similar
button. Because of the patent that Amazon was granted, Barnes and Noble customers have
to navigate through multiple checkout pages to purchase an item. Imagine if McDonald's
were allowed to patent the drive-thru window and sued Burger King for having one.
Sometimes patents affect consumers negatively.
a. Cause and Effect c. Compare and Contrast

b. Problemand Solution d. Sequence
18
3.If you ever get a really good idea, one that could change the world, you should get a
patent to protect it. The United States Patent and Trademark Office (USPTO) issues
two types of patents: design patents and utility patents. These patents have similar
purposes but function in different ways. Design patents cover appearances. Let’s say
that you developed a new and original design for an iPhone case. To protect your
work, you would want to get a design patent, which would help you win lawsuits
against people who sell iPhone cases that look like yours. However, if you created a
whole new product, like an iPhone case that recharges your phone using solar energy,
then you would want to file for a utility patent. Utility patents are harder to get, but
they allow you to sue those that copy the function of your product, giving you even
greater protection.
a. Cause and Effect b. Chronological Order
c. Compare and Contrast d. Sequence/Process
4. Before applying the screen protector, clean the surface of your phone's screen with a
soft cloth. Once the surface of your screen is clean, remove the paper backing on the
screen protector. Evenly apply the sticky side of the screen protector to your phone's
screen. Smooth out any air bubble trapped on between the protector and the phone
screen. Enjoy the added protection.
a. Description b. Cause and Effect
c. Problem and Solution d. Sequence/Process
Reference: Text Structure (n.d.) Retrieved from http://www.ereadingworksheets.com/text-structure/
5. Dogs make good pets, but you have to take them outside all of the time. Cats take
care of themselves, but who wants a stinky litter box in their house? Owning a pet is
not for everybody. Some people just want the companionship of a pet without all the
responsibility. Recognizing this situation, an advertising executive named Gary Dahl
created the Pet Rock. The Pet Rock is just a regular rock, but it comes in a custom box
with breathing holes and has a 32-page training manual. Millions of people around the
world, but mainly in America, have satisfied their desire for a pet without yielding to
responsibilities of pet ownership by getting a Pet Rock. You can too.
a. Cause and Effect b. Problem and Solution
c. Compare and Contrast d. Sequence
Reference: Text Structure (n.d.) Retrieved from https://www.ereadingworksheets.com/text-structure/
6. Mind mapping refers to a powerful thinking tool. It is a biographical technique that

mirrors the way brain works, and was invented by Tony Buzan. In addition, mind
mapping helps to make thinking visible. Creating the mind map involves the use of the
left and right brain, remembering the information become easier.
c. Problem and Solution d. Sequence
Que-Legaspi, Estesa Xaris, Quiba, Carolyn C., Rafanan, Mae R., Velasquez- Garcia, Zisa, Wong- Fernandez, Barbara,
(2016). Personal Development Reader. Quezon City: Department of Education
7. Philosophy can be also thought as an examination of a particular area of knowledge.

Examination and questioning is the central principle in philosophy which is applied in
the analysis of the frameworks of other areas or sciences. Philosophy is an area of
knowledge with its own goals, concerns and ways of doing things.
c. Problem and Solution d. Sequence
Source: Abella, Roberto D. (2016) Introduction to the Philosophy of the Human Person. Quezon City: C & E Publishing, Inc.
19
Test II. Multiple Choice: Choose the letter of the correct answer.
8. Text structure refers to the of a text.
a. internal organization c. thesis statement
b. paragraph d. conclusion
9. is a visual and graphic display that show the relationships between facts, terms,
and or ideas in a text.
b. graphic organizer d. summary
10. It is a type of text structure that presents a problem and offers one or more
possible solutions to the problem.
b. problem and solution d. sequence
11. It shows how one or more causes lead to one or more effects.
b. problem and solution d. sequence
12. It presents steps or phases of a process or project.
b. problem and solution d. sequence/process
13. shows how two or more ideas or objects are similar or different.
a. compare and contrast c. description
b. chronological order d. sequence
14. describes an item, event, or place.

a. compare and contrast c. description
b. chronological d. sequence
15. words or phrases relate or connect sentences and ideas in a text.
a. transition c. topic
b. conjunction d. subordinating clause
References
Que-Legaspi, Estesa Xaris, Quiba, Carolyn C., Rafanan, Mae R., Velasquez-
Garcia, Zisa, Wong-Fernandez, Barbara, (2016). Personal Development Reader.
Quezon City: Department of Education
Tibar, Clarissa P. (2018, June 20) Structure of Text: Retrieved from

https://lrmds.deped.gov.ph/detail/13051
Problem and Solution (n.d.) Retrieved from
https://www.ereadingworksheets.com/text-structure/patterns-of-
organization/problem-and-solution/
Text Structure (n.d.) Retrieved from https://www.ereadingworksheets.com/text-

structure/
20
LESSON #3: Using Various Techniques in Summarizing a
Variety of Academic Texts
use various techniques in summarizing a variety of 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. After going through
this module, you are expected to:
1. Define the concept of summarizing a text;

2. Explain the various techniques in summarizing; and
3. Write a detailed summary of a text using various techniques in summarizing.
Directions: Encircle the letter of the correct answer.

1. It is a synthesis of the main idea of an article, restated in your own word.
a. summary b. central idea c. thesis statement d. paragraph
2. is defined as taking a lot of information and creating a
condensed version of a text that covers the main points.
a. summarizing b. note-taking c. paraphrasing d. reading
3. It refers to a process of analyzing, interpreting, and evaluating a text.
a. critical reading b. note-taking c. paraphrasing d. writing
4. is the practice of recording information captured from an article.
a. critical reading b. note-taking c. paraphrasing d. writing
5. Note-taking helps the writer record important information, freeing their mind
from having to everything.
a. paraphrase b. recite c. summarize d. recall
6. It refers to the level of understanding of a reading material or a message.
a. paraphrase b. comprehension c. summarize d. recall
7. It is the condition of retaining or keeping something in mind.
a. paraphrasing b. comprehension c. retention d. recall
8. critically can lead to the deeper understanding of any text.
a. paraphrasing b. decoding c. reading d. recalling
9. It is a process of translating a printed word into a sound.
a. reading b. summarizing c. decoding d. paraphrasing
10. Summarizing helps a reader how to identify the most important ideas in a text,
how to ignore and how to combine the central ideas in a meaningful way.
a. irrelevant information b. main ideas c. thesis statement d. opinion
21
Directions: Answer the following questions.
1. What is text structure?
1. What are the types of text structure?
2. Why is text structure important in writing an essay?
In this lesson, you will discover the concept of summarizing and several
summarizing techniques. You will also recognize the important aspects of reading
skills that are essential in understanding the content of a text. The high level of
understanding the text will help you write an accurate summary of an article.
Summarizing teaches you how to identify the most important ideas in a text, how
to ignore irrelevant information and how to combine the central ideas in a
meaningful way.
A summary is a shorter version of an original text. Summarizing involves taking a

large portion of a text and reducing it into shorter version that presents the central
ideas and key points of the original text.
Techniques in writing a summary
1. Read and understand the original text to determine the author’s thesis and main points.
2. Make an outline of all the main ideas and key points expressed in the original text using
your own words without changing the original ideas.
3. Re-read while taking notes.
4. Organize your notes.
5. Write a thesis statement for the summary.
6. Write a draft of the summary paragraph.
7. Check the summary for accuracy and rewrite the summary for the final copy. Summarizing
will help students improve reading comprehension skills, identify main ideas from details,
create a thesis statement, differentiate facts from opinion and analyze the text. Note- taking is
important in writing a summary because it helps students record important information, freeing
their mind from having to recall everything.
ORIGINAL ARTICLE
HAVIGHURST’S DEVELOPMENTAL TASKS DURING THE LIFE SPAN
Robert J. Havighurst elaborated on the Developmental Tasks Theory in the most
systematic and extensive manner. His main assertion is that development is
continuous throughout the lifespan, occurring in stages, where the individual
moves from one stage to the next by means of successful resolution of problems or
performance of developmental tasks. These tasks are those that are typically
encountered by most people in the culture where the individual belongs. If the
person successfully accomplishes and masters the developmental task, he feels
pride and satisfaction, and consequently earns his community or society’s
approval. This success provides a sound foundation which allows the individual to
22
accomplish tasks to be encountered at later stages. Conversely, if the individual is
not successful at accomplishing a task, he is unhappy and is not accorded the
desired approval by society, resulting in the subsequent experience of difficulty
when faced with succeeding developmental tasks. This theory presents the
individual as an active learner who continually interacts with a similarly active
social environment.
Havighurst proposed a biopsychosocial model of development, wherein the
developmental tasks at each stage are influenced by the individual’s biology
(physiological maturation and genetic makeup), his psychology (personal values
and goals) and sociology (specific culture to which the individual belongs).
Sample outline of main ideas and thesis statement for the article’s summary Thesis
statement: The Development Tasks Theory of Robert J. Havighurst emphasizes the
continuity of a person’s developmental tasks throughout the lifespan.
Topic sentences/main ideas
1. If a person is successful in completing the tasks, it helps him attain community approval,
however, if he fails, it leads to the difficulty in dealing with the succeeding developmental tasks.
2. The theory shows that a person is an active learner who continuously interacts with an active social
environment.
3. Havighurst’s bio psychosocial model of development asserts that developmental tasks are influenced
by individual’s biology, psychology, and sociology.
Summary: The Development Tasks Theory of Robert J. Havighurst emphasizes the

continuity of a person’s developmental tasks throughout the lifespan. If a person is
successful in completing the tasks, it helps him attain community approval, however, if
he fails, it leads to the difficulty in dealing with the succeeding developmental tasks. The
theory shows that a person is an active learner who continuously interact with an active
social environment. Havighurst’s bio-psychosocial model of development asserted the
factors influencing developmental tasks such as biology, psychology, and sociology.
Source: Que-Legaspi, Estesa Xaris, Quiba, Carolyn C., Rafanan, Mae R., Velasquez-Garcia, Zisa,
Wong-Fernandez, Barbara, (2016). Personal Development Reader. Quezon City: Depart- ment of
Education
Activity 1: Summarizing a passage
Read the passage below and do the following:

1. Create a title for the passage related to the main idea.
2. Accurately summarize the text.
3. Your summary must describe all key ideas from the text.
4. Highlight or underline key ideas in each passage.
5. Use a separate sheet of paper for your answer.
23
Electric trolley cars or trams were once the chief mode of public transportation in the United
States. Though they required tracks and electric cables to run, these trolley cars were
clean and comfortable. In 1922, auto manufacturer General Motors created a special unit to
replace electric trolleys with cars, trucks, and buses. Over the next decade, this group
successfully lobbied for laws and regulations that made operating trams more difficult
and less profitable. In 1936 General Motors created several front companies for the
purpose of purchasing and dismantling the trolley car system. They received substantial
investments from Firestone Tire, Standard Oil of California, Phillips Petroleum, and other
parties invested in the automotive industry. Some people suspect that these parties wanted to
replace trolley cars with buses to make public transportation less desirable, which would then
increase automobile sales. The decline of the tram system in North America could be
attributed to many things—labor strikes, the Great Depression, regulations that were
unfavorable to operators—but perhaps the primary cause was having a group of powerful
men from rival sectors of the auto industry working together to ensure its destruction.
Reference: Summarizing Worksheets and Activities (n.d.). Retrieved from

https://www.ereadingworksheets.com/free-reading-worksheets/readingcomprehension-
Main idea related title for the passage:
Write a summary of the passage.
Activity 2: Summarizing an Article

Directions:
1. Read and understand the article.
2. Determine the thesis statement and main ideas/topic sentences of the article.
3. Write your summary.
The Development of Ethical Views Regarding the Environment
Environmental ethics emerged in the 1970s, advocating human

responsibility and action with regard to environmentalism issues. Its main
ideas are the following:
1. All nonhuman elements of the world, including animals and natural resources
have intrinsic vales and should be preserved.
2.The preservation of the environment will benefit humans by providing for the needs
of present and future generations.
3. Humankind has a responsibility to safeguard the planet as stewards of
creation. Environmental ethics has resulted in the development of varied views:
4.Social ecology applies an ecological and ethical approach in analyzing society and
sees a relationship between social problems and environmental problems. Society
should, therefore, implement changes in order to address issues regarding the environment.
5. Concepts such as climate ethics and climate justice arose from the growing
24
concern with climate change, and consider it a significant ethical, social, and political
issue. These views were greatly influenced by the concept of environmental justice,
which refers to the fair distribution of environmental benefits, as well as the burden
of meeting environmental challenges. Advocates of environmental justice emphasize equity
and the meaningful involvement of communities and governments in addressing
environmental challenges and in planning and implementing environmental policies.
6. Another perspective in environmental awareness is environmental aesthetics,
which originally focused on concepts of beauty in nature, but has become increasingly
influenced by environmental concerns. Environmental aesthetics began in the
twentieth century, concerned primarily with natural beauty in the context of
maintaining order and balance in the environment. For its adherents, knowledge about
nature will not only enable humans to appreciate nature’s innate beauty but will also
help them relate more effectively with the environment.
5 3 1
(EXCELLENT) (FAIR) (NEEDS IMPROVEMENT)
The student wrote a The student wrote a The student did not
precise and concise summary of the para- correctly summarize the
summary of the paragraph graph but unable to article due to incorrect
that presented the main include two main points of main ideas from the
ideas of the original text. the original text. The original text. The student
The student followed the student followed the rules did not follow the rules of
rules of correct grammar of correct grammar and correct grammar and
and sentence construction. sentence construction. sentence construction.
Significant social movements that were inspired by increased environmental

awareness include the environmental protection and conservation movement, animal
rights and green politics. Activism and increased organized action are indications of
the growing awareness of environmentalism in today’s society. Environmentalism has
also become an important issue in international politics as governments and
international organizations have devoted efforts to discuss environmental issues and
formulate plans to address them. Significant developments include the signing of
the Kyoto Protocol in 1997, where various nations committed to reduce their
greenhouse gas emissions in order to curb global warning. The celebration of Earth
Day, first instituted in 1970, it is a global effort to raise awareness of environmental
issues and to inspire action among communities.
The Philippines is a signatory to the Kyoto Protocol and our government
has enacted laws to address environmental problems that contribute to global
warming such as the Clean Air Act of 1999, Ecological Solid Waste Management
Act of 2000, and the Wildlife Resource Conservation and Protection Act.
Reference: Abella, Roberto D. (2016) Introduction to the Philosophy of the Human

Person. Quezon City: C & E Publishing, Inc.
25
RUBRICS FOR THE ACTIVITY
10- EXCELLENT 8- PROFICIENT 6- FAIR 4- NEEDS IM-
PROVEMENT
The student wrote The student wrote The student wrote The student did
a precise and con- a summary of the a summary of the not correctly
cise summary of article but unable article but unable summarize the ar-
the article that to include two to include three ticle due to incor-
presented the main main points of the main points of the rect main ideas
ideas of the origi- original text. The original text. The from the original
nal text. The stu- student followed student followed text. The student
dent followed the the rules of correct the rules of correct did not follow the
rules of correct grammar and sen- grammar and sen- rules of correct
grammar and sentence construction. tence construction. grammar and sen-
tence construction. tence construction.
Using the procedural graphic organizer below, write the steps in writing a
summary. Use a separate sheet of paper for your answer.
Steps in writing a summary
27
Directions: Copy a research article in English Language from a research
journal/publication and write a summary of it. Follow the steps in summarizing. Use
a separate sheet of paper for your answer.
Rubric for the Activity (This rubric will be used by the teacher in evaluating
the summary written by the students.
10 points - The student wrote a precise and concise summary of the article
that presented the main ideas of the original text. The student followed the
rules of correct grammar and sentence construction.
8 points - The student wrote a summary of the article but unable to include
two main points of the original text. The student followed the rules of correct
grammar and sentence construction.
6 points - The student wrote a summary of the article but unable to
include three main points of the original text. The student followed the rules
of correct grammar and sentence construction.
4 points - The student did not correctly summarize the article due to
incorrect main ideas from the original text. The student did not follow the rules of
correct grammar and sentence construction.
Legend: 10-Excellent 8-Proficient 6-Fair 4- Needs Improvement
Test I. Select the statement that best summarizes the following paragraphs.
Encircle the letter of the correct answer.
1. The English were not the first Europeans to land their ships on American soil.
The Vikings had discovered North America in the 11th century. Columbus landed
in the Bahamas in 1492 for Spain, and the French began expeditions to the New
World in 1524. But the first English presence in North America is important be-
cause the thirteen English colonies that would later be established eventually be-
came the country now known as the United States of America.
a. Many Europeans landed in America before the English, but the thirteen English
colonies became the United States of America.
b. During the 11th century, the Vikings discovered North America.
c. There were many expeditions in America
d. The English has many colonies in America.
2. In April of 1585 Sir Walter Raleigh, under the authority of Queen Elizabeth of
England, sent an expedition of seven ships carrying 600 men, half of them soldiers,
to create an English colony in North America. The colony was to be used to estab-
28
lish an English presence in the New World as well as a base from which English
privateers, or pirates, could attack and plunder Spanish treasure fleets.
a. An expedition in North America was led by Sir Walter Raleigh in April 1585.
b. The colony was served as a base for English privateers.
c. Queen Elizabeth authorized an expedition in North America in 1585.
d. Sir Walter Raleigh started the first English colony to plunder Spanish treasure
ships.
3. In July of that year the bulk of the fleet reached a small island off the coast of
Virginia that was called Roanoke. After building a small fort on the north side of
the island, the colonists-initiated relations with a Native American tribe that lived
on the island, the Aquascogoc. These natives showed little interest in building
relations with the English colonists, and they soon parted company. After this
encounter, however, the English noticed that one of their silver cups had gone
missing, and they attributed its disappearance to the Aquascogoc. Grenville, the
English captain, was furious. He believed that the Aquascogoc had stolen the silver
cup. Whether or not this was true, angry exchanges followed and soon the English
burned the Aquascogoc village. The English held their fort against the subsequent
attacks of the natives.
a. The English settlers at Roanoke got into a fight with natives over a missing silver
cup which led to the arson of the natives’ village and to the attack of the natives
against the English fort.
b. Native Americans showed little interest in stablishing relations with the English
colonists.
c. In July 1585, the English settlers reached Roanoke, a small island off the coast
of Virginia.
d. The English settlers burned the Aquascogoc village due to the disappearance of
one of their silver cups.
4. Despite their success in battle, the colonists had a miserable time because they
were mainly soldiers and adventurers, not farmers. They were hungry. They missed
the comforts of England, such as soft feather beds and dainty foods. Also, they had
expected to find gold and silver on the island and were disappointed when they
found none. Grenville soon tired of these conditions and set out on his ship to
plunder Spanish treasure fleets and return to England. The colony was gradually
abandoned.
a. The English colonists were disappointed because of their miserable time in the
colony.
b. The English colonists decided to plunder Spain’s treasure fleets.
c. The English colonists did not find any treasure on the island.
d. The English colonists did not find comforts and treasures on the island and lat-
er, they abandoned the colony.
Summarizing Worksheets and Activities (n.d.).
Retrieved
fromhttps://www.ereadingworksheets.com/freereadingworksheets/readingcompreh
ension-worksheets/summarizing-worksheets-and-activities/
29
Test II. TRUE/FALSE: Read each statement below carefully. Write T on the line
if you think the statement is TRUE and an F if it is FALSE.
1. A summary must include all key ideas from the text.
2. Do not include your personal opinions in the summary.
3. Summarizing enables a reader to focus on key words and
phrases of an article or essay.
4. Summarizing helps a reader to determine the main points of an
article or essay for more concise understanding.
5. Summary does not contain the main thesis of an article or essay,
restated in your own words.
6. Summary is a synthesis of the main ideas of an article, restated in
your own word.
References
Tibar, Clarissa P. (2019, November 19). Summarizing Varieties of Academic
Text. Retrieved from https://lrmds.deped.gov.ph/detail/16467
Que-Legaspi, Estesa Xaris, Quiba, Carolyn C., Rafanan, Mae R., Velasquez-Garcia,
Zisa, Wong-Fernandez, Barbara, (2016). Personal Development Reader. Quezon
City: Department of Education
Summarizing Worksheets and Activities (n.d.) Retrieved
from https://www.ereadingworksheets.com/free-
readingworksheets/readingcomprehension-worksheets/summarizing-worksheets-
and-activities
30
LESSON #4: Stating the Thesis Statement of
an Academic Text
This module was designed and written with you in mind. It is here to
help you state the thesis statement of an academic text. 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.
1. Define “thesis statement”.
2. Identify the parts of a thesis statement;
3. Determine the type of a thesis statement;
4. Distinguish between a strong thesis statement and a weak thesis statement;
5. Explain the basic steps in writing a thesis statement; and
6. Write a thesis statement and topic sentences for an article or essay.
Directions: Write the letter of the correct answer on the blank provided.
1. In academic writing, a summarizes the main point or claim of an

academic essay or research paper.
a. thesis statement b. sentence c. paragraph d. report
2. Thesis statement is developed, supported, and explained in the text by means of
examples and .
a. direct b. evidences c. explanatory d. answerable
3. Usually a thesis statement is placed at the end of an essay’s but
sometimes it is not directly stated.
a. conclusion b. topic sentence c. explanation d. introduction
4. The three parts of a thesis statement include a specific topic, a and a
blueprint of reasons.
a. statement b. phrase c. valid claim d. conclusion
5. A thesis statement tells readers what an essay/article is trying to argue,
or demonstrate.
a. prove b. elaborate b. explain d. discuss
6. A thesis statement should be , arguable and supportable.
a. direct b. simple c. explanatory d. answerable
7. An explanatory thesis statement is also known as a/an thesis
statement.
a. argumentative b. expository c. declarative d. analytical
8. A thesis statement should present the or opinion in relation to the
topic of an essay/article.
a. declaration b. assertion c. opinion d. debate
9. The first strategy in writing a thesis statement is stating the or presenting
your argument.
a. topic b. conclusion c. statement d. assertion
10. A thesis statement can be explanatory, argumentative, or .
a. narrative b. informative c. analytical d. declarative
31
1. Define summarizing.
2. Using the graphic organizer below, write the steps in summarizing.
In this lesson, you will discover the importance of a thesis statement in

writing an essay. It will also help you determine the parts and the
characteristics of a good thesis statement.
A good thesis statement helps you identify the specific purpose of an article.
The effective strategies in writing a good thesis statement are also discussed in this
lesson
What is a thesis statement?

In academic writing, a thesis statement is a short statement, usually
one sentence that summarizes the main point or claim of an academic
essay or research paper. It is developed, supported, and explained in the
text by means of examples and evidence. Usually a thesis statement is
placed at the end of an essay’s introduction but sometimes it is not
directly stated.
Three parts of a thesis statement:
1. A specific topic
2. A valid claim (assertion/opinion)
3. Reasons/explanations
A thesis statement tells readers what an essay/article is trying to
argue, prove or demonstrate.
A thesis statement should be:
1. Direct and limited in scope
2. Arguable: People can agree or disagree with the assertion/opinion.
3. Supportable: There are evidences to support the assertion/opinion.
A thesis statement should present the assertion/opinion in relation to
the topic of an essay/article.
Strategies in writing a thesis statement
1. State the topic or present your argument.
2. Summarize the main idea of each of your details.
3. Write a thesis statement in one or two sentences.
Sources: How Do I Write a Thesis Statement (n.d.). Retrieved from

https://www.dictionary.com/e/how-do-i-write-a-thesis-statement/ Thesis Statement
(n.d.). Retrieved from
32
What are the different types of thesis statement?
A thesis statement can be explanatory, argumentative, or analytical. The type of
paper/essay determines the type of the thesis statement.
1. Explanatory thesis statement
An explanatory thesis statement is based on factual information.
An explanatory thesis statement is also known as an expository thesis
statement.
For example: The core components of a healthy living include a healthy balanced
diet, regular exercise, and adequate sleep.
Key aspects: a healthy
balanced diet, regular
Topic: Healthy Living
exercise, and adequate
sleep.
2. Argumentative thesis statement
An argumentative thesis statement enables a writer to take a position
about the subject of his/her academic essay or article.
For example: Technology has lessened our level of social connectedness to
other people because it enables us to disconnect from others in our society and it
does not show socialization skills necessary for us to maintain our good relation-
ships with others.
Position: has lessened our level of social connectedness to other
people
Topic: Technology
REASONS: enables us to disconnect from other people in our society and does not show
socialization skills necessary for us to maintain our good relationships with others
1. Analytical thesis statement

An analytical thesis statement analyzes, or elaborate an issue
or idea into its different parts.
For example: An analysis of the Department of Education’s
policy to start school hours an hour later revealed three related
benefits which include students’ more attentiveness in class, positive
thinking about schooling and better academic performance.
Topic: to start school hours an
hour later
What is analyzed: The Department
of Education’s pol icy
Conclusion: three related benefits which include students’ more attentiveness in class,
positive thinking about schooling and better academic performance.
Reference: What Are The Different Types Of Thesis Statements? (n.d.). Retrieved from
https://www.dictionary.com/e/whats-a-thesis-statement/
33
A strong thesis statement justifies discussion and expresses one main
idea. It is specific and narrows the subject to a specific topic.
Example of a strong thesis statement:
Imelda R. Marcos became one of the most influential women in the
Philippines because of her position as the first lady that influenced former
President Ferdinand E. Marcos' political career and supported her extrava-
gant lifestyles.
This thesis statement presents an arguable claim about how former
first lady Imelda R. Marcos became one of the most influential women in the
Philip- pines.
Activity 1:
Directions: Answer the following motivation questions below. You may use other
sheet of paper for your answer.
1. How do you determine the topic or purpose of an academic essay or article?
2. What is the purpose of a thesis statement in an article/essay?
3. What is a thesis statement?
Activity 2: Vocabulary Words
Directions: Match the term in Column A with its definition in Column B. Write
only the letter of the correct answer on the line provided.
COLUMN A COLUMN B
1. thesis statement A. It is the central thought of a para-
2. analytical thesis statement graph or larger section of a text.
3. explanatory thesis statement B. It summarizes the main ideas of an
4. argumentative thesis statement academic essay or article.
5. main idea C. It is based on factual information.
D. It enables a writer to take a position
about the subject of his/her academic
essay or article.
E. It analyzes or elaborate an issue or
idea into its different parts.
34
Activity 3:
Directions: Determine the following thesis statements as: ANALYTICAL,
ARGUMENTATIVE, and EXPLANATORY and identify its parts.
Thesis Statement #1: The symptoms of covid-19 infections are fever, tiredness
and dry cough.
Type of thesis statement:
Topic: Position: Reasons:
Thesis Statement #2: Emmanuel "Manny" Pacquiao is considered by many boxing

historians as one of the greatest professional boxers of all time because he won ma-
jor world titles in four of the eight glamour divisions of boxing including flyweight,
featherweight, lightweight and welterweight.
Thesis Statement #3: An evaluation of the social distancing measures during the
covid-19 pandemic in the Philippines to lessen the covid-19 cases reveals that so-
cial distancing measures are not enough to significantly reduce the number of daily
new covid-19 cases.
Activity 4: State if the following thesis statements are weak or strong then
explain your answer.
Example: Crime must be prevented.
Answer: Weak because it is a general statement. The sentence does not identify
the type of crime and other relevant information to make the thesis statement
clear.
1. Socialism is the best form of government for Kenya because it will provide equal
opportunity for employees.
Answer:
2. If the government takes over the mining industry in the Philippines, it will be-
come more efficient through regulation and standardization.
35
Answer:
3. Sigmund Freud is one of the best psychologists in medical history.

Answer:
4. History is an interesting subject.
Answer:
5. The Supreme Court needs to implement stronger punishments.
Answer:
Activity 5: Create a thesis statement based on the following information.
Topic 1: Quality education has economic benefits.
Supporting statements:
1. It helps a person to attain a good standard of living.
2. It enables a person to secure social progress.
3. It enables a person to get a high paying job.
Thesis Statement:
Topic 2: Basketball is a good sport that provides many health
benefits. Supporting statements:
1. It develops endurance.
2. It develops concentration and self-discipline.
3. It improves balance and coordination.
Thesis Statement:
RUBRIC FOR ACTIVITY 5
3 POINTS 2 POINTS 1 POINT
( EXCELLENT) ( FAIR) ( NEEDS IMPROVE-

MENT)
The student wrote an ef- The student wrote a The student did not write
fective thesis statement weak thesis statement the thesis statement cor-
and followed the rules of and followed the rules rectly and did not follow
correct grammar and sen- of correct grammar and the rules of correct gram-
tence construction. sentence construction. mar and sentence con-
struction.
Directions: Complete the following statements. Use a separate sheet of paper

for your answers.
36
1. In this lesson, I have learned that a thesis statement
. 2. The three parts of a thesis statement are
, and . 3. A thesis statement tells readers what
an essay/article is trying to , or demonstrate.
4. The three steps in writing an effective thesis statement include ,
and .
Create a thesis statement based on the following information. Write

three supporting statements for the given topic. Analyze the given situation
carefully.
Topic 1: Community service is a volunteer work which aims to help people in a
particular area. It could be a one-month feeding program for the malnourished
children, a clean-up drive and a summer reading camp. Among the three
options, what would be the best choice and why. Explain your answer in three
sentences.
Supporting statements:
1.
2.
3.
Thesis Statement:
Holistic Rubric for the Activity
5 points- The student wrote an effective thesis statement and appropriate

supporting statements for the topic. The student followed the rules of correct
grammar and sentence construction.
3 points--The student wrote a weak thesis statement due to the lack of appropriate
supporting statements for the topic. The student followed the rules of correct
grammar and sentence construction.
1 point-The student did not write the thesis statement correctly due to incorrect supporting
statements for the topic. The student did not follow the rules of correct grammar and sentence
construction.
Legend: 5-Excellent 3-Fair 1-Needs Improvement
TEST 1: Multiple Choice Directions: Read each question and encircle the letter
of the correct thesis statement.
37
1. Should cigarettes be made illegal?
A. Although smoking has many negative effects, making smoking illegal would
not solve the problem.
B. Teenagers should not be allowed to smoke if they choose to.
C. Smoking is a leading cause of death in other countries.
D. Smoking is dangerous to your health.
2. What is the best way to teach the public about healthy lifestyles?
A. People should be able to decide what kind of lifestyle they want to have even if it
is unhealthy.
B. I disagree that laws can help people stay healthy.
C. Advertising is an effective medium for selling many things, and I believe it can
sell good health too.
D. People should prepare their own meal plans.
3. Packaged foods contribute to poor health. Agree or disagree?

A. Packaged foods in supermarkets are much more expensive than their
counter- parts in local markets.
B. People are overweight because of over-processed, high fat packaged foods.
C. Elimination of poverty is not the best way to improve health around the world.
D. Poverty is the main cause of poor health.
4. Compare your lifestyle with the life of people fifty years ago.
A. Life was very different fifty years ago.
B. Some people think that modern life is easier, but I believe that our lives are
much more stressful than the lives of our great-grandparents.
C. I have two jobs, a wife, a child, and I go to school full time.
D. Life was very happy and comfortable fifty years ago.
5. Is dieting good for you?

A. After years of telling us to diet, scientists are now telling us that restricting one’s
eating is not always a good thing.
B. It seems that women are always dieting, but men rarely have to.
C. Dieting makes you thinner and healthier.
D. Dieting has many health benefits.
TEST II: What are the characteristics of a good thesis statement? Encircle the
number for all the statements that apply.
1. It makes a claim/opinion that other people may argue, prove or demonstrate.

2. It is a simple statement.
3. It tells a reader about the topic and purpose of an academic text.
4. Usually a thesis statement is placed at the end of an essay’s introduction but
sometimes it is not directly stated.
5. It is a question in response to an inquiry.
6. A thesis statement has three parts which include a specific topic, a
claim/opinion and reasons or explanations.
7. A strong thesis statement justifies discussion and expresses one main idea.
REFERENCES
38
Tibar, Clarissa P. (2019, February 6). Pre-test in English for Academic and Professional
Purposes. Retrieved from https://lrmds.deped.gov.ph/detail/15343
How Do I Write a Thesis Statement (n.d.). Retrieved from https://www.dictionary.com/e/how do-i-

write-a-thesis-statement/ Thesis Statement (n.d.). Retrieved from
https://www.dictionary.com/browse/thesis-statement What Are The Different Types Of Thesis
Statements? (n.d.). Retrieved from https://www.dictionary.com/e/whats-a-thesis-statement/
39
LESSON #5: Outlining Reading Texts in Various
Disciplines
outline a text in various disciplines. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students.
1. Define outline and outlining;

2. Identify the types of outlines;
3. Create a sentence outline and a topic sentence outline for an article; and
4. Write an essay using ideas from a sentence outline.
Directions: Encircle the letter of the correct answer.

1. It refers to a draft that summarizes the main points of an article or a writing
project, to classify the main points and of an essay or article.
a. outline c. sentence
b. paragraph d. report
2. An outline that enables a writer to classify the main points and of an

essay or article.
a. thesis statement c. structure
b. supporting details d. paragraph
3. It is in the form of a list divided into main topics, sub-topics, and supporting
details.
a. thesis statement c. outline
b. explanatory d. narrative
4. In outlining, a writer chooses a topic and creates a for an essay

or article.
a. phrase c. topic sentence
b. explanation d. thesis statement
5. An outline consists of all and supporting details.

a. statement c. main ideas
b. valid claim d. conclusion
40
6. In outlining, a writer prepares a list of main ideas, supporting ideas and
.
a. reference sources c. thesis statement
b. phrases d. topic sentence
7. A writer should determine the type of he prefers to use in outlining.

a. thesis statement c. phrases
b. explanation d. outline
8. This outline has a prefix in the form of letters and numbers at the beginning
of each topic.
a. alphanumeric c. sentence
b. topic d. paragraph
9. It is a hierarchical outline that contains sentences.

a. alphanumeric outline c. sentence outline
b. topic outline d. paragraph
10. It is a hierarchical outline that contains topics.

a. alphanumeric outline c. sentence outline
b. topic outline d. paragraph
11. An outline is a that lists the main points and supporting

details of an article.
a. draft c. paragraph
b. sentence d. phrase
12. It is a way of organizing information by classifying the main topics,

subtopics and supporting details.
a. outlining c. summarizing
b. paraphrasing d. quoting
13. Outlining helps in organizing ideas and visualizing an article’s potential

and main ideas.
a. summary c. structure3
b. thesis statement d. phrases
14. An outline allows a writer to consider ideas easily without needing

to write complete .
a. topic c. conclusion
b. paragraphs d. assertion
15. Alphanumeric outline has a prefix in the form of and numbers at

the beginning of each topic.
a. letters c. paragraphs
b. sentences d. essay
41
Activity 1
Directions:
1. State if the following thesis statements are weak or strong.
2. Explain your answer.

1. Mathematics is my favorite subject.
Answer:
2. The Covid-19 pandemic is negatively affecting the world’s economy.

Answer:
3. The core components of a healthy living include a healthy balanced diet,
regular exercise, and adequate sleep.

Answer:
4. Imelda R. Marcos became one of the most influential women in the

Philippines.
Answer: .
5. The symptoms of malnutrition in adults are weight loss, tiredness and

anemia.
Answer:
In this lesson, you will discover the importance of outlining in the writing process. It
helps in organizing ideas and visualizing an article’s potential structure and main ideas. It
will allow you to understand how to connect information and to support the thesis
statement and the claims of an article. An outline allows you to consider ideas easily without
needing to write complete paragraphs.
42
What is an outline?
Dictionary.com defines an outline as the essential feature or main aspect

of discussion. According to learners.dictionary.com, an outline is a
written list or description of the most important parts of an essay. An
outline refers to a draft that summarizes the main points of an article or
a writing project. It is in the form of a list divided into main topics, sub-
topics and supporting details. It enables a writer to classify the main
points and supporting details of an essay or article.
Step in outlining
1. Choose a topic and create a thesis statement for your essay or article.
2. Determine the type of outline you want to use.
3. Prepare a list of main ideas including your references
4. Organize the ideas.
5. Expand your ideas.
6. Review your outline.
Make sure that your outline includes all main ideas and supporting de-
tails. It is important that all the ideas and supporting details are related
to one another. An essay outline helps a writer to focus on the topic,
organize the ideas and attain concise writing output.
The three types of outlines are alphanumeric outline, sentence

outline and topic outline.
1. Alphanumeric outline has a prefix in the form of letters and numbers
at the beginning of each topic. It is the common type of outline.
2. Sentence outline is a hierarchical outline that contains sentence.
3. Topic outline is a hierarchical outline that contains words or phrases.
References:
Outline (n.d.). Retrieved from https://www.dictionary.com/browse/outline
Outline (n.d.). Retrieved from
http://www.learnersdictionary.com/definition/outline
5 Benefits of an Essay Outline (n.d.). Retrieved from
https://grammar.yourdictionary.com/grammar/writing/benefits-of-an-essayoutline.htm
43
Example of an alphanumeric outline Example of a topic outline
Example: Expository Essay Outline Introduction: Importance of philosophy
I. Introduction Thesis Statement: Philosophy enables a per-
son to engage in critical thinking, improve
A. General Information about the
problem-solving skills, enhance
topic
communication skills, acquire wisdom and
B. Thesis Statement attain
self-development.
II. Topic Sentence 1
A. Supporting details I. Engagement in critical thinking
1. Detail/Example A. Being critical of own ideas
2. Detail/Example B. Critical thinking skills
3. Detail/Example II. Problem-solving and decision-making

B. Supporting details skills.
1. Detail/Example A. Analyze a problem or dilemma
2. Detail/Example B. Identify solutions to the problem
3. Detail/Example III: Engagement in critical thinking
III. Topic Sentence 2 A. Acceptance of new and different

A. Supporting details
ideas
1. Detail/Example
B. Being precise about thought and ideas
2. Detail/Example
IV: Wisdom
3. Detail/Example
A. Apply knowledge in daily life situations
B. Supporting details
B. Make good choices and judgement
1. Detail/Example V. Self-development
2. Detail/Example A. Knowing oneself.
3. Detail/Example B. Inquiry, critical thinking, and reflection

IV: Concluding Paragraph
Reference:
A. Re-state Thesis Statement Abella, Roberto D. (2016) Introduction to the Philosophy of
the Human
B. Summary of Main Point
Person. Quezon City: C & E Publishing, Inc
44
Use a separate sheet of papers for your answers.
1. Read the article and answer the reading comprehension questions.
Reading Comprehension Questions:

1. What is the thesis statement of the article?
2. Does exercising freedom require responsibility?
3. What are the three kinds of freedom?
4. What are the two elements of freedom?

45
5. How can you exercise freedom responsibly?
Activity 2 & 3: Create a sentence outline and a topic outline of the article “Freedom
of the Human Person.” Use a separate sheet of paper for your answer.
Directions: Express what you have learned in this lesson by answering the
following questions. Use a separate sheet of paper for your answer.
1. What is an outline?
2. Why is outlining important in writing a formal essay?

3. What are the types of outlines?
4. What are the differences between a topic outline and a sentence outline?
5. Using a graphic organizer, write the steps in making an outline of an essay or

article.
Directions: Match the term in Column A with its definition in Column B. Choose
only the letter of the correct answer. Use a separate sheet of paper for your answer
COLUMN A COLUMN B
1. alphanumeric outline A. It is a way of organizing information by
2. sentence outline
classifying the main topics, subtopics and
supporting details of a text.
3. topic outline
B. It has a prefix in the form of letters and
4. outlining numbers at the beginning of each topic.
5. outline C. It is a hierarchical outline that contains
sentences.
D. It is a hierarchical outline that contains
topics.
E. It is a draft that summarizes the main
points of an article or a writing project.
F. It contains the main idea of the article
46
TRUE OR FALSE
Directions: Read each statement below carefully. Place a T on the line if you
think the statement is TRUE. Place an F on the line if you think the statement is
FALSE.
1. A sentence outline helps writers to make sure that they
become specific about the subject of their writing project rather than
generalizing it.
2. Each main heading, or topic in alphanumeric outline is noted by a
Roman numeral and can be divided into two or more distinct classifications.
3. The primary difference between a sentence outline and a topic
outline is that each topic, or thought in sentence outline, is written out as a full
sentence.
4. Topic outline ensures that the complete thought is included in
the outline.
5. Sentences from sentence outline can be transferred directly to
the writing project or essay.
6. Sentence outline uses full sentences to help keep an essay’s
concept organized.
7. Writers who use topic outline always produce successful and
engaging essays.
8. In writing standard essays, using alphanumeric outline is better
than a full sentence outline.
9. Full sentence outline is recommended for standard essays.
10. Writers who use alphanumeric outline in writing do not have to
worry so much about their final output.
47
REFERENCES
Outline (n.d.). Retrieved from https://www.dictionary.com/browse/outline
Outline (n.d.). Retrieved fromhttp://www.learnersdictionary.com/definition/outline
5 Benefits of an Essay Outline (n.d.). Retrieved from
https://grammar.yourdictionary.com/grammar/writing/benefits-of-anessay
outline.html
48
LESSON #6: Using Critical Approaches in
Writing a Critique
use the appropriate critical approaches in writing a critique such as formalism,
feminism, etc.
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.
After going through this lesson, the student is expected to:
1. Define critique;
2. Identify the different critical approaches in writing a critique;

3. Explain the purpose of writing critiques; and
4. Write or compose a comprehensive critique such as formalism, feminism, etc.
A. Directions: Match the term in Column A with its definition in Column B. Choose the
letter of the correct answer.
COLUMN A COLUMN B
1. Critique a. The most important element in writing a
critique which appears mostly near the
2. Critiquing Criteria
end of the introductory paragraph.
3. Feminism
b. It focuses on how literature presents
4. Formalism women as subjects of socio-political,
psychological, and economic
5. Marxist Criticism oppression.
6. New Criticism c. It is concerned with the viewer’s reaction
7. Reader Response Criticism as an audience of a work.
8. Response Paper d. It is both a summary and an evaluation

of another writer’s article.
9. Summary
Thesis Statement e. It is concerned with differences
between economic classes and
implications of a capitalist system, such
as the continuing conflicts between
the working class and the elite.
It should not be the focus of the critique and
49
is usually shorter than the critical
evaluation. It is an analytic literary criticism
that is marked by concentration in the
language, imagery, and emotional or
intellectual tension in literary works.
h. It claims that literary works contain
intrinsic properties and treats each work
as a distinct work of art.
i. In composition, it is another term for a
critique.
f. It is a formal analysis and evaluation of a
text, production, or performance—either
one's own (a self-critique) or someone
else's. These are the standards, rules, or
tests that serve as the bases for
judgments.
B. Directions: Encircle the letter of the correct answer.
11. When written by another expert in the field, a critique can also be called a
.
a. response review b. peer review c. effective review d. peer reply

12. Which of the following common aspect looked into feminist criticism (feminism)?
a. use of imagery to develop the symbols in the work
b. interconnectedness of various parts of the work

c. paradox, ambiguity, and irony in the work
d. how gender equality (or lack of it) is presented in the text
13. Which of the following common aspect looked into is NOT in Formalism?
a. author’s technique in resolving contradictions within the work
b. central passage that sums up the entirety of the work
c. conflicts and interactions between economic classes

d. relationship of the form and the content
14. by the reviewer also need to be backed up with evidence.
a. Arguments b. Claims c. Statements d. Solutions
15. It is a genre of academic writing that briefly summarizes and critically evaluates
a work or concept.
a. Concept paper b. Reaction paper c. Critique d. Review
50
A. Directions: Classify the given terms below and put them in the box under their
correct heading.
Cause and Effect Marxist Criticism Concept Paper Position Paper

Description Problem and Solution Feminism Reaction Paper
Formalism Reader-Response Thesis Statement
Text Structure Academic Text Critical Approaches in

Writing a Critique
(In any order) (In any order)
(In any order)
1. 4. 7.
2. 5. 8.
3. 6. 9.
10.
B. Let’s Check
Directions: Answer the following questions.
1. Choose one text structure and define it. Name two (2) more text structures that
you know.
2. Differentiate two academic texts.
3. Among the four critical approaches in writing a critique which one claims that lit-
erary works contain intrinsic properties and treats each work as a distinct work of art.
State one common aspect looked into this type of critical approach.
Critical Approach
Common Aspect
51
A certain material can be analyzed and critiqued in various ways or standpoints.
Material such as work of art, an event and/or a program can be critiqued based on its
technical aspects, its approach to gender, your reaction as the audience, or through
its portrayal of class struggle and social structure. In this lesson, you will discover
the different approaches in writing a critique and their common aspects.
WHAT IS A CRITIQUE?
1. According to Nordquist (2020), a critique is a formal analysis and evaluation of a

text, production, or performance—either one's own 6 (a self-critique) or someone else's.
In composition, a critique is sometimes called a response paper. When written by
another expert in the field, a critique can also be called a peer review. Peer reviews are
done to decide whether to accept an article for publication in a scholarly journal or, in
an education setting, can be done in groups of students who offer feedback to each
other on their papers (peer response).
2. Critiques differ from reviews (these are also different from peer reviews) in that
critiques offer more depth to their analysis. Think of the difference between a scholarly
article examining a work of literature in a journal (critique) and the kinds of topics
that would be covered there vs. a few-hundred-word review of a book in a
newspaper or magazine for the lay audience, for readers to decide whether they
should purchase it.
3. Critiquing criteria are the standards, rules, or tests that serve as the
bases for judgments.
The Purpose of a Critique
4. Arguments by the reviewer also need to be backed up with evidence. It isn't enough
just to say that the paper in question is flawed but also how it's flawed and why—
what's the proof that the argument won't hold up?
5. "It is important to be clear about what a critique is supposed to accomplish,"

write authors C. Grant Luckhardt and William Bechtel. They continue:
6. A critique is not the same as a demonstration that the conclusion of someone's

argument is false. Imagine that someone has circulated a memorandum arguing that
your company retains your current legal counsel. You, however, are convinced that it
is time for a change, and want to demonstrate that It is important
to note here that you can prepare such a demonstration without mentioning any
of your colleague's arguments or rebutting them. A critique of your colleague's
demonstration, in contrast, requires you to examine the arguments in the
demonstration and show that they fail to establish the conclusion that the current
legal counsel should be retained." A critique of your colleague's demonstration
does not show that its conclusion is wrong. It only shows that the arguments
advanced do not establish the conclusion it is claimed they do." ("How to Do Things
52
With Logic." Lawrence Erlbaum, 1994).
53
CRITICAL APPROACHES IN WRITING A CRITIQUE
1. Formalism
It claims that literary works contain intrinsic properties and treats each work as a
distinct work of art. In short, it posits that the key to understanding a text is through
the text itself; the historical context, the author, or any other external contexts are not
necessary in interpreting the meaning. The following are the common aspects looked
into formalism:
 Author’s technique in resolving contradictions within the work
 Central passage that sums up the entirety of the work
 Contribution of parts and the work as a whole to its aesthetic quality

 Relationship of the form and the content
 Use of imagery to develop the symbols in the work
 Interconnectedness of various parts of the work

 Paradox, ambiguity, and irony in the work
 Unity in the work
2. Feminism
It focuses on how literature presents women as subjects of sociopolitical, psycho-

logical, and economic oppression. It reveals how aspects of our culture views men as
superior and women as inferior.
The common aspects looked into when using feminism are as follows:
 How culture determines gender
 How gender equality (or lack of it) is presented in the text

 How gender issues are presented in literary works and other aspects of
human production and daily life
 How women are socially, politically, psychologically, and economically op- pressed
by patriarchy
 How patriarchal ideology is an overpowering presence
3. Reader-Response Criticism
It is concerned with the viewer’s reaction as an audience of a work. This approach claims
that the reader’s role cannot be separated from the understanding of the work; a text does
not have meaning until the reader reads it and interprets it. Readers are active consumers
of the material presented to them. The common aspects looked into when using reader
response criticism are as follows:
 Interaction between the reader and the text in creating a meaning
 The impact of the reader’s delivery of sounds and visual on enhancing and
changing meaning
54
4. Marxist Criticism
It is concerned with differences between economic classes and implications of a

capitalist system, such as the continuing conflicts 8 between the working class
and the elite. Hence, it attempts to reveal that the ultimate source of people’s
experience is the socioeconomic system. The common aspects looked into when
using Marxist criticism are as follows:
 Social class as represented in the work
 Social class of the writer or creator
 Social class of the characters Conflicts and interactions between economic

classes
Let’s Connect
Directions: Identify the following brief example critiques whether they are formalism,
feminism, reader-response criticism, or Marxist criticism.
1. “The Lottery” is a horrifying example of what happens when
society can only distinguish two classes, specifically the downtrodden working class and
the wealthy leader class. This is made clear through the characterization of the
higher class, as well as the lower class, and the effects on social change due to the
class differences. – Shirley Jackson on “The Lottery”
2. Through Phoenix’s strenuous journey in the wild country
of Natchez Trace, Eudora Welty uses her protagonist to symbolically show the struggle of
African-Americans toward equality and integration in the South after the Civil War. - “A
Worn Path” by Eudora Welty
3. “The lack of any explicit, clear instruction in the text
not only as to how a child should behave in Alice’s situation, but to the readers of
the text on how they should interpret it, engenders a negative response in many
students. Caroll’s wit, his intellect, his artistry, his sense of play, is lost on them, and
they cannot accept a text so open and so ambivalent.”- Gillian Adams on Alice’s Ad-
ventures in Wonderland (1865)
4. Chaucer gives the Wife a crucial and challenging point
about the depiction of women in texts when she asks, “Who painted the lion? –
Geoffrey Chaucer’s The Wife of Bath’s Prologue and Tale
5. The short story, “Story of an Hour” creates a vast
amount of imagery in Mrs. Mallard’s changing emotions throughout the text.
- Cody Armstrong on Kate Chopin’s “Story of an Hour”
55
Directions: Express what you have learned in this lesson by completing the sentenc-
es below.
1. Critique is
2. The different critical approaches in writing a critique are
3. Critiquing criteria are
4. The purpose of a critique is important to be
Photograph Critiquing
Directions: Based on the given photograph, answer the following questions on a
separate sheet of paper.
1. Study the photograph. What do you see in this photograph? Create a chart to list
people, objects, and activities that you can clearly observe in the photograph.
2. Make some reasonable guesses about this photograph.
a. When, would you guess, was the photograph taken?
b. Where was the photograph taken?

c. Why are these people here, what they are doing?
d. Why was the photograph taken, would you guess?

3. Write a question that is left unanswered by the photo.
56
4. Do you think that the photographer had a message beyond simply documenting
the moment? If so, what might that message have been
5. What would be a good title for this photo?
6. Write a question(s) you would like to ask the people shown in this photo.
7. Write a question(s) that you would like to ask the photographer?

8. How do you evaluate the photograph?
A. True or False
Directions: Write T if the statement is true and F if it is false on the line provided.
1. When written by another expert in the field, a critique can also be called a
response review.
2. One of the common aspects looked into in feminist criticism (feminism) is to
use of imagery to develop the symbols in the work.
3. In formalism criticism, conflicts and interactions between economic classes is
NOT a common aspect looked into.
4. Claims by the reviewer also need to be backed up with evidence.
5. Critique is a genre of academic writing that briefly summarizes and critically
evaluates a work or concept.
B. Identification Type
Directions: Identify the following definitions.
6. It should not be the focus of the critique and is usually shorter than
the critical evaluation.
7. It is an analytic literary criticism that is marked by concentration in
the language, imagery, and emotional or intellectual tension in literary works.
8. It claims that literary works contain intrinsic properties and treats
each work as a distinct work of art.
9. In composition, it is another term for a critique.14
10. It is a formal analysis and evaluation of a text, production, or
performance—either one's own (a self-critique) or someone else's.
11. These are the standards, rules, or tests that serve as the bases for
judgments.
12. The most important element in writing a critique which appears mostly
near the end of the introductory paragraph.
57
13. It focuses on how literature presents women as subjects of socio-
political, psychological, and economic oppression.
14. It is concerned with the viewer’s reaction as an audience of a work.
15. It is concerned with differences between economic classes and
implications of a capitalist system, such as the continuing conflicts between the
working class and the elite.
REFERENCES
Gulla A. (2018), Critical Appraoches in Writing a Critique. Retrieved from
www.scribd.com
New Critcism Definition. Retrieved from merriam-webster.com
Nordquist, R. (2020). “What is a Critique in Composition?” ThoughCo. Retrieved from
thoughtco.com/what-is-critique-composition-1689944.
QUT Cite/Write. Writing a Critique. Retrieved from
https://www.citewrite.qut.edu.au/write/critique.jsp
Writing a Formalist Literary. Retrieved from https://www2.bellevuecollege.edu
/artshum/materials/engl/silano/fall2005/101lsb/fomalistanalyassgn.htm.
58
LESSON #7: Writing a Balanced Review
This module was designed and written with you in mind. It is

here to help you write a balanced or objective review or critique. 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.
1. Define balanced or objective review;
2. Identify considerations for writing effective balanced review;
3. Enumerate the stages of writing a book review;
4. Use ideas from the lesson to create an outline of a book review; and
5. Write a book review from the outline.
Directions: Identify the following phrases according to the stages of writing a book review.
Please refer to the following choices.
A. Introduction
B. Content Outline
C. Theme/ and Argument of the Book
D. Evaluation
1. Making recommendation for purchase or otherwise.

2. Stating the topic of each chapter/ section
3. Critiquing the argument of the book
4. Commenting on aspects of the content
5. Indicating who the book is for
6. Indicating how it meets the readers’ needs
7. Giving a general view of its organization
8. Placing the book in its field
9. Selecting particular chapters or themes for evaluation
10. Giving a general view of its organization
Directions: Classify the following phrases/clauses whether it is a Review or a

Critique. Write the number as your answer in the correct column in the box.
Review Critique
59
1. Can be written by anyone (expertise in a field is not required to write it
2. Lack of technical basis
3. Has a sound technical basis
4. Written by someone who has a lot of experience and expertise of a particular genre
5. More often than not subjective
6. Critical assessment
7. Formal evaluation
8. Tends to be objective
https://www.differencebetween.com/difference-between-critique-and-vs-review
Reviewing a product or service can be a useful skill such as from books and
movies to artists and technologies. To make an informed decision about whether or
not to try out the product or service, reviews allow a consumer to share their
opinion of a product or service, and others can glean information from those
reviews.
Balanced or objective review involves the thorough evaluation of the technical
aspects of the products or services through an objective review process. The
evaluation is based on an unbiased appraisal of the merit of the products or
services response to the criteria.
In this lesson, you will discover the importance of writing a review and the de-
A Book Review
A book review is an analysis of a book that includes its subject, strengths and
weaknesses and context. A successful book review includes a short summary of the
book, background information about the author and topic, and an evaluation of the
content (What is a Review? - Definition and Example, 2017). Peh and Ng (2010)
added that a book review is a special form 7 of academic and can be defined as an
analysis of a book based on content, style and merit. It provides a summary of a
book that includes a critique of the work.
What is a Book Review? - Definition & Examples. (2017), Retrieved

from https://study.com/academy/lesson/what-is-a-book-review--definition
examples.html.
Peh, W.C., & Ng, K.H. (2010). Writing a book review. Singapore medical journal, 51(9), 685-
688. Retrieved from https://pubmed.ncbi.nih.gov/20938606/#
Four Stages of Writing a Book Review

1. Introduce the book by:
Outlining the general topic
Indicating who the book is for.
Placing the book in its field
2. Outline the contents of the book by:
Giving a general view of its organization
Stating the topic of each chapter/ section
3. Highlight parts of the book by:
Selecting particular chapters or themes for evaluation
Critiquing the argument of the book
4. Evaluate the book by:
Commenting on aspects of the content.
Indicating how it meets the readers’ needs.
Remarking on its format, price, and value for money.
Making recommendation for purchase or otherwise.
60
tails on how to write it. You will learn how to outline important facts which will
present you in writing a balanced review.
Activity 1: Let’s Connect

Directions: Identify what stages of writing a book review the following paragraphs
are. Write the letter of the correct answer.
A. Introduction
B. Content Outline
C. Theme/ and Argument of the Book
D. Evaluation
(1) If everyone in this church this morning, in Ninoy’s memory, pledge before the Lord
that one year, “Bayan Muna, Bago and Sarili”, would really be made an opera- tive
guideline, could it not mark at least a beginning? If for one year, just not going, we
would make the principle govern our deeds, our conduct in society, would that not be
smart already? How can we have become too calloused to do even this?
1. Answer:
(2)I am sure this will be increasingly done by our president, by consistent personal
example she has set a pattern for others to follow. I know she is bent on pursuing
the battle against corruption with ever more forceful and energetic action. But we
know, we know that she and those around her cannot do this all by themselves. As citizens,
we must go “into an action mode ourselves.” The task cannot be done without us.
2. Answer:
K.K.K also means, we are told, Kanya Kanya Kabig, Kanya-Kanyang Kurakot. Surely I
don’t need to dwell on this theme this morning. For weeks, the papers, radi- os, TV,
have shouted nothing else. It is talk of the marketplace. I myself have spoken, often
enough, of the 40 big thieves left behind in our midst, and many smaller ones which
might include... even ourselves? Who among us did not re-echo the sentiments
and the work of the beloved Chino Roces when he asked for a renewed moral order
in the government and society? It is a problem which must be addressed, and
61
addressed vigorously and unrelentingly.
3. Answer:
(3)There is a Latin saying: Unicuique suum, non praevalebunt”. “Every man for him-
self: That’s the formula for disaster.” When Ninoy spoke of “the quest for that elusive
national unity which is imperative for the nation’s survival”-he said “survival”. He
meant “survival”. How can we survive, as a nation and as a people, if we have made the
name of our national game as anarchaic free-for-all in a “basket of crabs?”
4. Answer:
17 Book Review Examples to Help You Write the Perfect Review, (2020). Retrieved from
https:// reedsy.com/discovery/blog/book-review-examples
Activity 2: Write Right

Directions: Arrange the four paragraphs based on your answer on Let’s Connect
as the stages of writing a book review and rewrite them on a sheet of paper.
(Introduction)
(Content Outline)
Theme / and Argument of the Book
Evaluation
62
Directions: Complete the following statements to form a complete thought.
1. Balanced or objective review involves the thorough evaluation of

.
2. A book review is an analysis of a book that includes
.
3. The four stages of writing a book review are
.
Book Review Outlining

Directions: Outline the details of the book you already read using the format below.
Answer all the given questions.
(School)
Name: Grade &Section: Date:

I. About the Book
A. Title:
Author:
B. Publication:
C. Summary of the Book (Summary of the Essence of the Plot)
II. Pertinent Details about the Book

A. Is the book a part of a series?
B. Does the book have an interesting relationship to the author’s life or career?
63
III. About the Story
A. What was the story all about?
B. Who are the main characters in the story? What did they do in the story?
C. Did the main character/s run into any problem? Any adventure?
IV. Other Interesting Details about the Book (historical fiction, science fiction, fanta-
sy, some other genre)
V. Author’s Goal
A. Why did the author write the book?
B. Is the title parallel to what the book means?
C. What devices did the author use to achieve his or her goal/s?
VI. Characterization in the Book

A. Distinct ways the author establishes for characterization, and for each instance
noted. Support your observation with a reference (not a quotation) from the book.
VII. Reader’s Personal Experiences

A. Could you relate to any of the characters in the story? In what way?
B. Have you ever done some of the things or felt some of the same things that the
characters did?
VIII. Reader’s Opinion

A. Did you like the book? Why? Why not?
64
B. What is your favorite part of the book?
C. If you could change any part of the book, what would it be?
D. Would you recommend the book for other people to read?
IX. Book Analysis

A. List several strengths of the book.
B. List several weaknesses of the book.
C. Say what sort of person would enjoy the book.
True or False
Directions: Write Book Review if the statement is True, and False if it is not a book
review.
A. The purpose of a book review is to:
(1) Comment on a previously published article.
(2) Provide a critical analysis of the contents and merits of a book.
(3) Report a case with unique diagnostic features.
(4) Describe a technical innovation.
B. The four stages of a book review include:
(5) Introducing the book.
(6) Outlining its contents.
(7) Highlighting parts of the book.
(8) Providing an extensive list of references.
65
LESSON #8: Determining Concept by
Definition, Explication and Clarification
C. A book review should provide information about:
(9) Who the publishers are.
(10) Why the author wrote the book.
(11) Who the target audience is.
(12) How clever the reviewer is.
D. The following statements about a book review are true:
(13) They provide insight into the strengths and weaknesses of a book.
(14) Sometimes, segments of the book are quoted.
(15) One should never comment on the price of the book.
References
A. Book/ Journal
Bumatay-Cruz, R., Laurel, M.M., & Lucero, A. (2016). English for Academic and
Professional Purposes Reader. Department of Education-Bureau of Learning
Resources (DepEd-BLR). Sunshine Interlinks Publishing House, Inc. Quezon
City.15
B. Web Sources
17 Book Review Examples to Help You Write the Perfect Review, (2020). Retrieved from
https:// reedsy.com/discovery/blog/book-review-examples
https://www.differencebetween.com/difference-between-critique-and-vs- review
Peh, W.C., & Ng, K.H. (2010). Writing a book review. Singapore medical journal, 51(9),
685-688. Retrieved from https://pubmed.ncbi.nih.gov/20938606/#
What is a Book Review?- Definition & Examples. (2017), Retrieved from

https://study.com/academy/lesson/what-is-a-book-review--definition examples.html.
This module was designed and written with you in mind. It is here to help
66
you determine the ways a writer can elucidate on a concept by definition,
explication, and clarification. 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.
1. Define concept;
2. Enumerate varieties of ways in elucidating a concept by definition,
explication and clarification.
3. Clarify the specific meaning of a concept by evaluating and breaking down
ideas in detail from a text; and
4. Analyze a concept by looking and understanding at an example and
specifying its characteristics to arrive at one working definition, explication
or clarification.
True or False
Directions: Write T if the statement is True, and F if it is False on the
line provided.
1. Concept comes from Latin concipore which means “take in”, conceive, or
receive.
2. Definition is the method of identifying a given term and making its meaning
vaguer.
3. One of the purposes of a concept by definition is to clarify meaning of words, or
to correct misinterpretations, or misuse of a term.
4. The equation for definition is term, genus, differentia.
5. Extended definition is done through a parenthetical or brief explanation.
6. Informal definition is a detailed way of defining a term and is usually composed
of at least one paragraph.
7. This example sentence, “A thermometer measures temperature change.” is a
definition by illustration.
8. Definition by analysis means breaking down wholes into parts, aspects into lev-
els, and a process into steps.
9. This sentence, “Yoga comes from the Sanskrit “to join” is an example of
definition by semantic history.
10. A concept by clarification 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.
A. Concept Mapping
Directions: To create a concept map, choose one from the given topics below. It
should be written in the middle of the page, then jot down different ideas, points,
67
or facts that are related to or support your topic in the blank nodes.
1. General Academic Strand (GAS)

2. Science Technology Engineering and Mathematics (STEM)
3. Accountancy, Business and Management (ABM)
4. Information and Communication Technology (ICT)
5. Arts and Design
6. Home Economics (HE)
B. Directions: From your final concept map output, construct three (3) sentences
based on your topic and ideas, points, or facts in the nodes.
Sentence1:
Sentence 2:
Sentence 3:
A concept is a general idea about a thing or group of things, derived from

specific instances or occurrences. It often applies to a theoretical idea in science:
Einstein’s contribution to the concept of relativity. Concept was borrowed from
68
Late Latin conceptus, from Latin concipere “take in”, conceive, receive. A concept is
an idea conceived in the mind (Vocabulary.com Dictionary).
How Do You Explain a Concept?

Before writing your concept paper, you have to learn how to explain your
concept first. You can accomplish this using the following methods:
A. Definition
It is the method of identifying a given term and making its meaning
clearer. This mode of explanation contains the term to be defined and the
detailed exposition of the term using illustrations, examples, and description
Purposes of Concept by Definition
1. To clarify meaning of words, or to correct misinterpretations, or misuse of a
term.
2. To stipulate the meaning of a term by limiting, extending, or redirecting the
sense in which a term is usually understood; to use a term, borrowed from another
field of knowledge, in a special way.
Ex: “Window dressing” – used to make a shop window more attractive to
buyers. It is specially used in a false banking report to deceptively project an
impression of economic stability or financial growth.
Techniques
1. Formal – follows a pattern or equation: term + genus + differentia
(differentiating characteristics). This explains a term by incorporating the
term to be defined (species), the general category of the term (genus), and
the quality that makes the term different from other terms in the same
category (differentia).
Example 1: A robot is a machine that looks like a human being and

per- forms complex acts of a human being. (Webster)
Example 2. Vitamin E is a light-yellow fat-soluble vitamin that acts as an

antioxidant.
2. Informal- is done through a parenthetical or brief explanation.
Example 1: Tocopheral (Vitamin E) is naturally found in vegetable oil,

fish and nuts.
3. Extended Definition- Detailed way of defining a term and is usually com-

posed of at least one paragraph. This incorporates various patterns of
development (e.g. formal and informal definition, synonym, semantic history, il-
69
lustration, function, analysis, similarity, analogy, contrast, negation, etc.).
a. By synonym- using a word or phrase that shares a meaning with

the term being defined. Ex: vague- unclear
b. By origin or semantic history – Ex. Yoga comes from the Sanskrit
“to join”.
c. By Illustration – Ex: Known for their shedding their leaves in the
fall, deciduous trees include oaks, maples, and beeches.
d. By function – Ex: A thermometer measures temperature change.
e. 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.
f. By likeness or similarity – Ex: Brighter than 100million suns,
quasars stand like beacons on the shore of the universe…
g. By analogy or metaphor –Ex: The germs and bacteria or antigens
are like a gang of villains invading our body, attacking our unseen
defenders, the layers of macrophages, cytokines, and lymphocytes,
h. By contrast- use of opposites. Ex: Unlike those of gas, the particles
of plasma are electrically charged.
i. By negation – stating what a term is not. Ex: Wild rice, an Ameri-
can delicacy, is not rice at all but the seed of a tall aquatic grass
B. Explication
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 de-
tailed way. Present your thesis clearly in the introduction & follow it up with a de-
tailed analysis of a passage or text. Begin the body by analyzing & explaining
how the text was constructed. This should end with a concise conclusion by
restarting your thesis and major arguments
Example:
The poem titled “The Road Not Taken” by Robert Frost is about a man
reflecting on a choice he once made. While the outcome of this choice us
not implied to be positive or negative the speaker notes that the choice in
itself and the consequences of that choice have made a huge difference in
the way his life has unfolded. The poem is about the importance of
choices. The poem begins with the speaker regretting that he could not
have been two people so he could have at some point in his life taken two
roads instead of being confined to one.
C. Clarification
It is a method in which the points are organized from a general abstract idea to
specific and concrete examples. 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.
Example:
Justice is a broad concept which encompasses a wide set of ideas, most of which also
branch out into similar notions. For instance, it can refer to the sentencing of a
criminal based on due process. When an individual gets when he deserves, even
outside the hands of the law, it is also considered justice in some contexts. This may
70
come in the form of vigilante justice, in which a person dissatisfied with the system
doles out punishment to wrong- doers.
(Bumatay-Cruz, R., Laurel, M.M., & Lucero, A. (2016). English for Academic and Professional Purposes:
Teachers’ Guide. Department of Education-Bureau of Learning Resources (DepEd-BLR). Sun- shine Interlinks
Publishing House, Inc. Quezon City.)
Activity 1
Directions: Identify the technique of the concept by definition through the
highlight- ed terms. (A. Formal B. Extended C. Informal)
1. Bullying is a verb that describes the act of forcing someone to do. Typically, the
bully uses physical power or influence to intimidate the person being bullied
(NROC Development English Foundations, n.d.)
Answer:
2. The sauce that is today called ketchup (or catsup) in Western cultures is a
tomato-based sauce that is quite distinct from the Eastern ancestors of this
product. A sauce called ketiap was use in China at least as early as the
seventeenth century, but the Chinese version of the sauce spread to Singapore
and Malaysia, where it was called kechap (Bumatay-Cruz, Laure, & Lucero
(2016). Answer:
3. The bagong tao (young man) does not resort to writing letters on linen paper.
He simply gets the guitar, tunes it, and dedicates to his beloved a rain of
songs without story and occasionally without sense. But the man is
considered the happiest on earth (Molina, 1978).
Answer:
Activity 2
Directions: Identify the methods used in explaining the concept.
1. Education is the process of facilitating learning, or acquiring of knowledge,
skills, values, beliefs, and habit. Educational methods include storytelling, dis-
cussion, teaching, training, and directed research. The methodology of teaching
is called methodology (Jakhar, 2017).
Answer:
2. Life under lockdown is not only changing how people live, but also how crime
occurs. The good news is that this fundamental change will see certain crimes
decrease—some areas have already seen recorded crime drop by as much as
20%. But there are worrying signs that offenses like domestic violence and
online fraud are likely to surge and that new offenses are emerging too (Farrell
and Tilley, 2020).
Answer:
3. The novel entitled Scarlet Letter’ by Nathaniel Hawthorne opens with a para-
graph depicting a crowd assembled in front of a prison door, waiting for Hester
Prynne to show up and her scarlet letter “A”. The author the crowd as “throng”
suggesting a mob-like and densely packed group. The mood is not pleasant but
somber displayed their “sad-colored” garment, hoods and gray hats (Encyclope-
dia.com, 2020).
71
Answer:
Activity 3
Directions: Look or search for the definition of the following terms. Identify
what technique of definition is used for your searched definition.
1. Art
2. Business
3. Law
4. Philosophy
5. Politics
6. Religion
7. Science
8. Sports
9. Home Economics
10. Agri-fishery
1. What is the importance of defining?
2. What are the three (3) methods of writing a concept paper?
a.
b.
c.
3. What are the three (3) techniques of defining?
a.
b.
c.
4. What are the nine (9) various patterns of development in writing an ex-
tended definition concept?
a. f.
b. g.
c. h.
d. i.
e.
Directions: Write at least one paragraph for each method of explaining a con-
cept/idea about the Senior High School English Subjects (Oral Communication,
Eng- lish for Academic and Professional Purposes, Reading and Writing, and 21 st
Century Literature from the Philippines and the World).
72
Concept by Definition
Concept by Explication
Concept by Clarification
Criteria
Content: 3
Organization: 3
Language: 2
Mechanics: 2
TOTAL: 10
73
Modified True or False
Directions: Copy and answer. Write True if the statement is true. If it False, un-
derline the word or phrase which make it false and write the correct one before the
number.
1. A concept by explication is a method in which the points are

organized from a general abstract idea to specific and concrete examples.
2. Signal words are important to identify the concept of definition.
3. Before writing a concept paper it is important to know the concept first.
4. The other term for clarification is classification.
5. Concept paper is an academic paper that the students must learn
to read and write critically, and a document written to convince potential funders
to sponsor a product, program or services.
6. Concept is come from Latin concipore which means “take in”, conceive,
or receive.
7. Definition is the method of identifying a given term and making its
meaning vaguer.
8. One of the purposes of a concept by definition is to clarify meaning of
words, or to correct misinterpretations, or misuse of a term.
9. The equation for definition is term+genus+differentia.
10. A concept by clarification 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.
References
Bumatay-Cruz, R., Laurel, M.M., & Lucero, A. (2016). English for Academic and Pro
fessional Purposes Reader. Department of Education-Bureau of Learning Resources
(DepEd-BLR). Sunshine Interlinks Publishing House, Inc. Quezon City.
Bumatay-Cruz, R., Laurel, M.M., & Lucero, A. (2016). English for Academic and Pro
fessional Purposes: Teachers’ Guide. Department of Education-Bureau of Learning Re
74
sources (DepEd-BLR). Sunshine Interlinks
Publishing House, Inc. Quezon City.
Encyclopedia.com, (2020). The Scarlet Letter by Nathaniel Hawthorne. Retrieved

from https://www/encyclopedia.com/arts/educational-magazines/scarlet-letter
English for Academic and Professional Purposes, (2019). How do you explain the
concept? Retrieved from
https://www.facebook.com/1089317027899402/posts/12516214383 35626/
Farrel, G. & Tilley, N. (2020). Coronavirus: how crime changes during a
lockdown. Retrieved
from https://theconversation.com/coronavirus- how-crime-changes-
during-a-lockdown-134948
Jakhar, K. (2107). Education is the process of facilitating… Retrieved from
https://medium.com/@kjakhar35/education-is-the-process-of-facilitating-learning-
or-the-acquisition-of-knowlegde-skills-values-f031d62a0a55
Molina, A. (1978). “The Sentiments of Kundiman” in Filipino Heritage: The Making of a
Nation. Lahing Pilipino Publishing Inc.
NROC Developmental English Foundations, (n.d). Retrieved from
http://conten,nroc.org/DevelopementalEnglish/unit05/Foundations/identifying-
types-of-definitions.html.
75
ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSE
QUARTER II
76
LESSON #1: Analyzing Arguments Used by
the Writer/s in Manifestos
In this lesson, you will able to define what an argument is, identify its
essential parts, analyze the arguments used by the writer in manifestos and
argue with the statement of some writers or individuals. This will also help you
in developing your skills in making arguments.
After going through with this module, you are expected to:
1. Define what an argument is;

2. Identify the essential elements of an argument;
3. Analyze the arguments by evaluating its evidences; and
4. Compose a paragraph that shows claim with factual evidences.
Directions: Match the argumentative term in column A with its meaning in

column B. Write the letter of your answer before the number.
COLUMN B
COLUMN A
a. A written statement that describes the policies,
1. argue
goals, and opinions of a person or a group
b. A place or a thing which information is found
2. counterclaim
c. A support to prove your claim
3. explanation
d. Someone who argues in favor of an issue
4. claim
e. The opinion in opposition to the author
5. source
f. A belief or opinion of the author
6. statistics
g. A statement meant to clarify something or
7. refutation
make it understandable
h. Shooting down the opposition;
8. manifesto
statement to disprove opposite opinion
i. Speaking or writing to express your position
9. evidence
and relevant support for or against an issue
j. The number facts or numerical data opinion
10. opponent
k. A systematic investigation or study of data and
facts
l. It involves collection, organization and analysis
of information
77
Activity 1: Read the selection below then answer the following
TEXT A
Although we no longer impose upon the criminal punishment that
exactly duplicates his crime, the old idea of retaliation and vengeance has
not entirely disappeared from public thinking nor from criminal law. In
many states, the penalty for murder may be the same as the crime
committed-the death of the offender. Criminal laws try to equate the severity
of the penalty for other crimes to the degree of public condemnation of the
offense; assaults receive longer prison terms than thefts, and a theft that
endangers the life of the victim, such as armed robbery, is more severely
penalized that burglary. The idea of “making the punishment fit the crime” is
a survival of the old policy of retaliation.
questions.
1. What is the main idea of the selection?
2. What details or clues support the main idea?
3. What arguments can you advance for and against the “old policy of
retaliation?”
Activity 2: Read the identified claims below. Mark if you agree or

disagree to each of them and write your justification/s.
Common Quotations
as Statements of Agree Justification Disagree Justification
Claims
“Education is the most
powerful weapon
which you can use to
change the world”.
“Don’t let yesterday take

up too much of today.”
-Will Rogers
“Love is the only force

capable of transform-
ing an enemy into a
friend”.
78
Analyzing an Argument
When you “analyze an argument” you evaluate someone else’s argument.
The task presents a brief passage in which the author makes a case for a course
of action or interprets events by presenting claims and supporting evidence.
Your job will be to
examine the claims made and critically assess the logic of the author’s position.
Points for Analysis
You will analyze the logic of the author’s case by evaluating both the use of
evidence and the logical connections. In reading the author’s argument, consider the
following:
*what evidence is given?
*what conclusions are made?
*what assumptions are made?
*what ramifications would necessarily follow from the author’s argument?
Key Concepts
Although you do not need to know special analytical techniques and
terminology, you should be familiar with the directions for the
Argument task and with certain key concepts, including the following:
 Argument- a claim or a set of claims with reasons and evidence offered as
support; a line of reasoning meant to demonstrate the truth or falsehood of
something.
 Assumption- a belief, often unstated or unexamined, that someone must
hold in order to maintain a particular position.
 Counter example- an example, real or hypothetical that refutes or
disproves a statement in the argument.
 Analysis- the process of breaking something down into its component parts
in order to understand how they work together to make up the whole.
 Evaluation- an assessment of the quality of evidence and reasons
in an argument.
 Conclusion- the end point reached by a line of reasoning, valid if the
reasoning is sound; the resulting assertion.
Steps for Analyzing the Argument:
1. Read the argument and instructions carefully.
2. Identify the argument’s claims, conclusions and underlying
assumptions. Evaluate their quality.
3. Think of as many alternative explanations and counter examples
as you can.
4. Think of what specific additional evidence might weaken or lend
support to the claim.
5. Ask yourself what changes in the argument would make the
reasoning better.
Elements of an Argument:
An argument is made up of three elements:
a. assertion (opinions that people may agree or not),
b. evidence (supports your main idea), and
c. explanation (a statement that clarifies something).
Source: https://www.brainfuse.com
79
Activity 1: Assess the manifesto using the following guide questions. Use
other sheet of paper for your answer.
PEN International Women’s Manifesto

The first and founding principle of the PEN Charter asserts that
“literature knows no frontiers.” These frontiers were traditionally thought of
as borders between countries and people. For many women in the world-and
for almost all women until relatively recently- the first, and the last and
perhaps the most powerful frontier was the door of the house she lived in:
her parents’ or her husband’s home.
For women to have free speech, the right to read, the right to write,
they need to have the right to roam physically, socially and intellectually.
There are few social systems that do not regard with hostility a woman who
walks by herself.
PEN believes that violence against women, in all its many forms, both
within the walls of a home or in the public sphere, creates dangerous forms
of censorship. Across the globe, culture, religion and tradition are
repeatedly valued above human rights and are used as arguments to
encourage or defend harm against women and girls.
PEN believes that the act of silencing a person is to deny their
existence. It is a kind of death. Humanity is both wanting and bereft without
the full and free expression of women’s creativity and knowledge.
Source: https://www.pen-
international.org
Guide Questions:
1. What is the proposition in the passage?
2. Is the proposition clearly stated? Justify your answer.
3. How are the arguments presented?
4. Do the arguments support the proposition effectively? Justify your answer.
5. Are the arguments logical and convincing? Justify your answer.
6. Do they contain emotional words? Justify your answer.
7. Are there enough proofs to support each argument? Are the

pieces of evidences based on reliable data?
8. Are the arguments sufficient to prove the proposition? Justify your answer.
80
Activity 2: Read and analyze the following samples of argumentative
essay through answering the questions below:
TEXT A
“Students Who Study Abroad Achieve Greater Success”
Much of our learning takes place outside the classroom. We
learn how to maintain budgets, forge friendships, develop business
relationships, and more.
Imagine extending those skills on a global level. We would immediately
cease to believe the world only contains the people and things we can see but
rather, a wide variety of opinions, customs, beliefs, and ethics. This is why
every college-level student must study abroad during their undergraduate
years. They will learn more in that
semester abroad than in any other academic year.
According to IES Abroad, a company that encourages students to
become international leaders, students who study abroad are more likely to be
accepted into the graduate degree program of their choice. In fact 90% of
students who studied abroad with IES are admitted to their first or second
choice for graduate school.
Imagine walking into an interview and being able to discuss preparing
the most popular dish in India or organizing the best route to take from
Sydney, Australia to Perth. Not only does this strike up a memorable
conversation, but it also demonstrates a student’s fierce independence and
determination. All this makes someone who has studied abroad a more
desirable candidate for their dream job. As if IES Abroad’s statistic above was
not astounding enough, it has been proven that 97% of students who study
abroad find employment within 12 months of graduation (Smith, 2019, p. 17).
Beyond college, students who study abroad will be better equipped to
succeed in the workplace. Their broadened worldview will help them relate
to their co- workers, especially in a worldwide organization. This increased
scope of knowledge allows 25% of students who study abroad to receive
higher starting salaries. That is clear evidence that their experiences and
views are valued by employers. In spite of all these benefits, some parents
simply will not allow their children to study abroad. A portion will argue that
it is not safe. Others will argue that studying abroad costs too much money. In
these cases, it is important to take a look at one semester’s financial aid
statement. How much does it cost to be a student at a local university? When
tui- tion, housing, textbooks, transportation, and meal plans are considered, it
becomes difficult to argue that’s a stark difference in the cost of a semester at
home versus a semester abroad.
Studying abroad will have long-lasting, positive implications on a
student’s future as an academic and a professional. New windows of
opportunity will be flung open the moment an undergraduate boards a plane.
Why not make an appointment with the study abroad center at your
university? You have nothing to lose by starting a conversation today.
Source: https://www.5staressays.com
81
Comprehension Questions:
1. What is the argument of the author?
2. What evidence is given?
3. What conclusions are made?
4. What assumptions are made?
5. What ramifications would necessarily follow from the author’s argument?
Identify the word that will make the statement complete and meaningful.
An is a claim or a set of claims with reasons and evidence
offered as support; a line of reasoning meant to demonstrate the truth or
falsehood of something. Analyzing an argument is to
someone else’s argument. The task presents a brief
passage in which the author makes a case for a course of action or
interprets events by presenting and supporting . Your
job will be to examine the claims made and critically assess the logic of the
author’s position.
Activity 1: Identify the main idea of each paragraph. Use a separate sheet
of paper for your answers.
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 that explains
the drop in album sales and as a result, overall prof- its.”
Main Idea:
PARAGRAPH 2:
“When a consumer product in some way has a negative impact on
society, governments often move to place high taxes on those products to
discourage use, for example high taxes on cigarettes and alcohol. Obesity
should be viewed in the same light. With the high availability of soft drinks
and junk food at an afforda- ble low price, consumers are all but discouraged
from eating healthy. A tax on such products would discouraged mass
purchasing and positively impact our society by curbing obesity rates.”
82
Main Idea:
Activity 2: Compose a paragraph/ article about one topic listed below.

Make sure that the claim is clearly stated and must be supported by
reliable evidences. You may use the given format to outline your
paragraph.
A. “Smartphones Should Not Be Allowed in School”
B. “Should Students Have To Wear School Uniforms?”
C. “Should Divorce Be Legalized in the Philippines?”
CLAIM
( what do you believe?)
EVIDENCE
(give examples that support your claim)
COUNTER- ARGUMENT
(What might someone say if they
disagreed with you?)
REBUTTAL
(What would you say to the person who
disagreed with you to change their
mind?)
CONCLUSION
(Restate your claim in a powerful way!)
RUBRICS IN ARGUMENTATIVE WRITING

Element Excellent Strong Fair Needs Improvement
(4) (3) (2) (1)
Clear Claim with Claim is clearly Claim and rea- Claim is clear, Claim is unclear. No
Reasons stated and the sons are clearly but the reasons clear reasons are given.
reasons are stated. are unclear,
strong. absent, or
incomplete.
Evidence Supports the Supports the Attempts to sup- Central claim is not
central claim central claim and port the central supported. No evidence
and reasons reasons with claim and provided.
with strong facts, reasons with
facts, thorough necessary facts, but
details, and details, and information is
accurate citations. unclear,
citations. inaccurate, or
lacks citations.
83
Explanation Clearly, Clearly explains Attempts to ex- Contains little to no
concisely, and and analyzes most plain and analyze explanation or analysis
thoroughly of the the information, of the information
explains and information but the presented.
analyzes the presented. explanation is
information unclear or
presented. inaccurate.
Conclusion Ends with a Ends with a Ends with a Abrupt or absent

strong or com- concluding concluding ending.
pelling statement about statement that No concluding
concluding the central claim. does not clearly statement.
statement that relate to the
clearly central claim.
relates to the
central claim.
Mechanics Mechanics A few errors Mechanical errors Distracting mechanical
( Spelling and reflect careful present, but they distract at times. errors throughout.
Grammar) editing. do not distract.
Directions: Read the questions carefully then choose and write the letter of
the best answer on the space provided.
1. This is a written statement that describes the policies, goals, and
opinions of a person or a group.
a. argument b. proposition c. manifesto d. evidence
2. This is done through speaking or writing to express your
position and relevant support for or against an issue.
a. to refute b. to argue c. to manipulate d. to believe
3. It is a statement meant to clarify something or make it understandable.
a. judgment b. explanation c. evidence d. claim
4. What is the best definition for a claim?
a. A claim can either be factual or a judgment.
b. A claim is a statement that asserts something to be true.
c. A claim is a statement that can be argued, verified, or disproved.
d. All of the above.
5. This points to a place or a thing which information is found.
a. source b. dictionary c. library d. evidence
6. This refers to the way of managing and influencing skillfully.
a. explanation b. manipulation c. intervention d. observation
7. What are the good examples of evidence to help support your claim?
a. Research and Survey Results c. Expert Opinions
b. Number and Statistics d. All of the above
8. It refers to someone who argues in favor of an issue.
a. opponent b. proponent c. audience d. both A and B
84
9. Most students participate in extracurricular activities and do not
have time for community service, is an example of .
a. Claim Statement c. Evidence Statement
b. Reasoning Statement d. None of the above
10. Which statement is a relevant evidence?
a. My son loves Star Wars.
b. My family has a computer at home.
c. In a recent study, 78% of students like community service.
d. I believe that the Steelers are the best football team in the NFL.
References:
1. PEN International, PEN International Women’s Manifesto,September 21,
2017:https://www.pen-international.org
2. Brainfuse Inc.,Analyzing Arguments,:https://www.brainfuse.com
3. Students Who Study Abroad Achieve Greater Suc
cess,:https//www.5staressays.com
4. Dr. Catlin Tucker,Blended Learning in Grades 4-12,August 22, 2018:bit.ly/6-8 Ar
gumentativeWritingRubric
5. Laurier Library Articles,Identifying and Analyzing Argu
ments,:https://www.library.wlu.ca
85
LESSON #2: Defending a Stand on an Issue by
presenting Reasonable Arguments supported by
Properly Cited Factual Evidences
In this lesson, you will able to define what a position paper is, identify
situations in which a position paper may be effectively used, organize factual
evidences to defend a stand on a particular issue, and construct a meaningful
paragraph about the specific topic/issue.
After completing this lesson, you are expected to:
1. Define what a position paper is and its essential parts;
2. Identify the situations in which a position paper may be effectively used in
our present society;
3. Organize factual evidences to defend your stand on a certain issue; and
4. Construct a paragraph taking a stand on the specific topic.
Directions: Choose the correct answer. Write your answer on the blank before the
number.
1. It is an opinion in a position paper that a reader may or may not agree

with.
a. Assertion c. Conclusion
b. Evidence d. Introduction
2. How can you make your position paper strong?
a. Annotate your paper.
b. Record your observations and post them in YouTube.
c. Give an educated and informed opinion with supporting evidences.
d. Apply citations and references in the introductory part of the paper.
3. It is a step in writing a position paper that will support the old saying “Two
heads are better than one” for we can be blinded by our flaws in reasoning,
so it is always better to consult someone about your arguments to
see your strengths and weaknesses in a clearer perspective.
a. Brainstorm c. Explore
b. Create assertions d. Have credible resources
4. It is considered as one of the credible sources in writing a position paper.

a. Twitter Feeds c. Dictionaries
b. Facebook Statuses d. Online Resources
5. It is one of the steps in writing a position paper in which the writer is
required to read widely about the given topic for it is not enough to rely on
one’s common sense of personal experience.
a. Brainstorm c. Have Credible Resources
b. Create assertions d. Explore
6. The purpose of this paper is not to explain or describe an issue but rather
86
to argue on a position based on a given issue.
a. Reaction Paper c. Review Paper
b. Position Paper d. Concept Paper
7. This denotes the emergence of fighting or quarrelling against a group
of people or between two persons who could not understand each
other.
a. Conflict c. Disagreement
b. Settlement d. None of these
8. This pertains to the procedure of choosing a format that will help in
achieving the purpose and address the needs of your audience.
a. Collecting c. Measuring
b. Drafting d. Both A and B
9. This testifies the difficulty of settling down the dispute of the
contradiction between two groups or parties that have hearing
disagreement.
a. Antagonism c. Controversy
b. Independence d. All of these
10. This is a kind of essay writing where it involves two persons or parties
who are debating using their intellectual reasoning.
a. Argumentative c. Rhetorical
b. Narrative d. None of the above
Collect three advertisements that you think are especially effective in convincing its
readers/viewers. You may get from different media such as: print, radio and
television. Formulate your ideas through accomplishing the worksheet. Afterwards,
present your accomplished activity and discuss your insights about persuasion.
ASSUMPTION EVIDENCE What Makes

CLAIM
(What is the logical (What supports the
(What is the
construction of the the claim to make advertisement
advertisement
argument?) it true?) effective?
trying to say?)
Advertisement#1:
Advertisement #2:
Advertisement #3:
Insights: (Use a separate sheet of paper if needed.)
87
What is a Position Paper?
 A position paper presents one side of an arguable opinion about an issue.
 Position paper is formal and usually a detailed written statement, especially
regarding a single issue, that articulates a position, viewpoint, or policy, as of
a government, an organization, or a political candidate.
 The goal of a position paper is to convince the audience that your opinion is
valid and worth listening to.
Modes of Reasoning
1. Inductive
Inductive reasoning derives a generalization from specific
examples and situations. Through an organized presentation of
factual evidence and proofs, the reader is convinced of the
soundness of the arguments that lead to a well-founded general
conclusion.
2. Deductive
Deductive Reasoning proceeds from a general statement that leads
to particular or specific inferences.
Structure of a Position Paper

A position paper contains three elements: the introduction, the body, and the
conclusion.
1. An Introduction (1 paragraph)
 Identification of the issue
 Statement of the position
2. The Body (3 paragraphs)
 Background information
 Supporting Evidences or Facts
 A discussion of both sides of the issue
3. A Conclusion (1-2 paragraphs)
 Suggested courses of action
 Possible solution
Qualities of a Convincing Position Paper

a. Contains a clear proposition or statement that must be defended
b. Assesses conflicting opinions or opposing views on the issue
c. Takes a firm stand on the issue
d. Lists arguments in an organized manner to defend the stand
e. Presents factual evidences or proofs to support each argument
88
Activity 1:
Directions: Read the passage below then answer the questions that follow. Use
a separate sheet of paper for your answers.
Why We Should Have Sports in School
The value of sports in schools can never be overstated. It is only in school
sports that the students acquire the value of taking care of themselves through
proper regular sports, proper grooming and healthy eating. Sports is a
preventive measure against diseases. Doctors agree that the obesity is a serious
threat to the health of students. When there is a poor diet management control,
and several processed food, taken by students as well as sedimentary lifestyle,
the health of the students can easily be at risk from diseases like chronic heart-
related diseases, diabetes and hypertension. Therefore, sports in school is a
preventive mitigation to teach students the value of exercise in sports.
Sports allows students to function and perform better in classwork.

Proper cardiovascular system developed from daily exercise that leads to
excellent blood and oxygen flow. Blood and nutrients flow well throughout the
body including the development of the brain. Proper circulations lead to longer
attention span in class.
Sports develops cooperation, sportsmanship skill and teamwork. Sports

allows students to interact together to a central purpose to excel and win. In
addition, it promotes sportsmanship. Sports in schools build self-esteem.
Scholars that are active in physical activities are always more confident with
themselves. Through sports, students develop self-discipline and dedication to
perform better.
Furthermore, sports enhance a physical active lifestyle. The purpose of

sports in school is to develop students especially at an early stage, preserve the
value and to have the power of choosing a lifestyle that is good for the mind as
well as the body. www.literarydevices.com
Sports in school is the source of talent identification. Through various sports
activities, students are able to identify the best sport they are interested in and
can perform better. That particular sport can make the students shine globally.
Source: https://www.wowessays.com
Comprehension Questions:
1. What is the main idea of the given article?
2. Why is sports beneficial to students?
3. Do you agree to have sports in school? Why or why not?
89
4. In your own words, explain the following lines from the article.
a. Sports allow students to function and perform better in classwork.
b. Sports in school are the source of talent identification.
c. Sports develop a physical active lifestyle
Activity 2:
Directions: Complete the organizer by analyzing the essay above.
CLAIM, REASON, EVIDENCE
I
agree/disagree
because because because
Reason #1 Reason #2 Reason #3
One example is Another example is Third example is
Evidence #1 Evidence #2 Evidence #3
Directions: Fill in the blank with the correct word.

A presents one side of an arguable opinion about an issue. It
is a detailed policy report that usually , , or a
particular course of action. The goal of a position paper is to
the audience that your opinion is valid and worth listening to. It is also
composed of three elements: the , the , and the
.
90
91
Directions: Choose one societal issue from the list then construct a good
paragraph that presents your position which are supported by factual evidences.
A. Beauty Contests: a Positive Thing for Young Girls

B. Adding Days to the School Year Really Improve Learning
C. Computers Change the Way Humans Think
D. School Uniforms for SHS are Beneficial
E. COVID 19 have Changed our Lives in an Instant
POINTS TO REMEMBER:
* Study the assigned topic
* Write a paragraph stating your position

* Introduce the importance of your topic
* Present your arguments

* Present your position to the big group
RUBRICS IN WRITING A POSITION PAPER
5 4 3 2 1
The position is The position is The position is The position is The position
clear and strong, clear and clear, clear but not is not clear,
comprehensive comprehensive, comprehensive, comprehensive, not
and well- organized but not not well-
well-organized but contains well- organized well-organized and organized
and is free from grammatical and contains and
grammatical errors. contains grammatical contains
errors. grammatical errors. grammatical
errors. errors.
92
Directions: Read and analyze the questions carefully then write the letter
of the correct answer before the number.
1. The purpose of this paper is not to explain or describe an issue but
rather to argue on a position based on the given issue.
a. Concept Paper c. Literary Paper
b. Position Paper d. Review Paper
2. It is an opinion in a position paper that people may or may not agree with.
a. Assertion c. Evidence
b. Explanation d. Refutation
3. Which of the following is a credible source of a position paper?
a. Credible websites, journals and newspapers c. Threads in chatroom
b. Facebook Statuses d. Twitter Feeds
4. Which of the following is an ideal source of evidence to prove one’s argument?
a. Facts c. Statistics
b. Interviews with experts d. All of the given options
5. It is where further explanation is needed such as clarification between
the link of the assertion and the evidence, and the use of further
examples and situations.
a. Create Assertions c. Gather Evidence
b. Explore d. Refine the argument
6. Which of the following is NOT an assertion?
a. All uniforms look the same.
b. Uniforms promote the ideals of equality.
c. Uniforms lessen distractions between the opposite sexes.
d. Uniforms unite the student populace in having a common purpose and
identity.
7. It is the step in writing a position paper that will support the old saying
“Two heads are better than one” for we can be blinded by our flaws in
reasoning, so it is always better to consult someone about your arguments
to see your strengths and weaknesses clearer.
a. Brainstorm c. Explore
b. Create Assertions d. Have credible resources
8. Which argument could be a good topic for a position paper?
a. Children should eat vegetables.
b. Stealing should be a crime.
93
c. Gambling should be legalized.
d. Clean air is beneficial to the environment.
9. Which of the following statements is FALSE?
a. A position statement can be based upon your personal opinion.
b. You will need to pick a side when writing a position statement.
c. You don’t need to offer any alternatives when writing a position
statement.
d. You should always write a conclusion that sums up your stand on the
topic.
10. “Pollution is Bad for the Environment” is not a good idea for a
position statement, because .
a. It’s too controversial.
b. Resources are very limited.
c. It would take too long to research.
d. Nothing to debate, everyone knows pollution is bad for the environment.
References:
1. WowEssays. (2020, April,03) Free Why We Should Have Sports in School Ar
gumentative Essay Example. Retrieved June 24,2020,from
https://www.wowessays.com/free-samples/free-why-we-should-have-sports-in
school-argumentative-essay-example/
2. English for Academic and Professional Purposes: Teacher’s Guide

(n.d.).Retrieved from https://lrdms.deped.gov.ph/detail/12268
3.https://www.google.com.ph/url?sa=i&url=https%3A%2F%2Fwww.slidesh
are.net%2Fanamoralj%2Fposition-paper-
11042644&psig=AOvVaw2p1rfIXCZxgnRRmAzCPjLj&ust=1598632766182000&sou
rce=images&cd=vfe&ved=0CAIQjRxqFwoTCLCwipbovesCFQAAAAAdAAAAABAD
94
LESSON #3: Writing Various Types of
Position Paper
In this lesson, you will discover the steps in writing an effective position
paper. It will enable you to improve your critical thinking and reasoning skills in
communicating your ideas and opinions effectively using factual information.
After completing this lesson, you are expected to:

1. Determine the importance of using facts, opinion from experts, statistics and
other forms of evidence in writing a position paper;
2. Identify and understand the steps and guidelines in writing a position paper
and modes of reasoning; and
3. Write a position paper.
.
Directions: Encircle the letter of the best answer.
1. It is a detailed paper that explains, justifies or recommend a particular course of

action.
A. concept paper C. position paper
B. conference paper D. reaction paper
2. The goal of a position paper is to convince the audience that a writer’s opinions
are valid and .
A. credible C. informative
B. descriptive D. purposive
3. Deductive reasoning proceeds from a general that leads to a

particular or a specific evidence.
A. argument C. reason
B. evidence D. statement
4. Inductive reasoning derives a from specific examples and situations.

A. conclusion C. proposition
B. generalization D. question
5. The position paper has three parts which include the background information,
evidence to support the and a discussion of both sides of the issue.
A. argument C. opinion
94
B. conclusion D. reason
6. A writer must use facts, opinion from , statistics and other forms of
reliable evidence to convince the reader that his or her position is the best one.
A. authors C. speakers
B. experts D. validators
7. A position paper must contain a clear or statement that must be

defended.
A. answer C. proposition
B. argument D. question
8. It is the available body of facts or information indicating whether a belief or a

proposition is true or valid.
A. arguments C. statements
B. evidence D. reasons
9. A position paper assesses conflicting or opposing views on the issue

being discussed.
A. ideas C. reasons
B. opinions D. values
10. A position paper articulates a position, or policy.

A. conclusion C. statement
B. question D. viewpoint
For every claim you make in your writing, you will be required to justify
your claim. Your ideas and generalizations will need factual details/evidences
to support them. Those supporting details may come from different types of
reliable reference sources.
Using the table below, write at least five reliable reference sources.
Example: Encyclopedia
Reliable Reference Sources
1.
2.
3.
4.
5.
95
A Position paper is a formal, usually detailed written statement, especially
regarding a single issue, that articulates a position, viewpoint or policy.
(https://www.dictionary.com/browse/position-paper). It is a detailed policy report
that explains, justifies or recommend a particular course of action. The goal of a
position paper is to convince the audience that a writer’s opinions are valid and
credible. The position paper has three parts which include the background
information, evidence to support the opinion, and a discussion of both sides of
the issue. A writer needs to conduct a thorough research to support his or her
claims. A writer must use facts, opinion from experts, statistics and other forms
of reliable evidence to convince the reader that his or her position is the best one.
Steps in writing a position paper
1. Introduce your topic with the basic background information. Create a

strong thesis statement, which asserts your position.
2. State the possible contradictions to your position.
3. Discuss the opposing points, but make sure that you are not discrediting
your own views.
4. Emphasize that your position is still the best one. Discredit some of the
counter-arguments and support your own arguments using factual
evidence, expert views and statistical data from research and reliable
publications. Include your recommended course of action for the issue.
5. State the summary of your argument and restate your position.
Guidelines for Writing the Position Paper

1. Values Communicated
a. Logical Thinking
b. Objective expression of ideas
c. Balanced assignment of conflicting opinions
2. Modes of Reasoning
a. Inductive
Inductive reasoning derives a generalization from specific examples and
situations. Through an organized presentation of factual evidence and proofs, the
96
reader.
is convinced of the soundness of the arguments that lead to a well-founded general

conclusion.
b. Deductive
Deductive reasoning proceeds from a general statement that leads to particular
or specific evidence.
Qualities of Convincing Position Papers

a. Contain a clear proposition or statement that must be defended.
b. Assess conflicting opinions or opposing views on the issue
c. Take a firm stand on the issue
d. List argument in an organized manner to defend the stand.
e. Presents factual evidence or proofs to support each argument.
References: Position paper (n.d.). Retrieved from

https://www.dictionary.com/browse/position-paper
Ferrer, Ailene D. (2019, November 5). Writing a Position Paper. Retrieved from
https://lrdms.deped.gov.ph/detail/16644
English for Academic and Professional Purposes: Teacher’s Guide (n.d.).

Retrieved from https://lrdms.deped.gov.ph/detail/12268
97
Activity 1:
Directions: Vocabulary Words
Match the term in Column A with its definition in Column B.
COLUMN A COLUMN B
1. position paper A. It is the available body of facts or

information indicating whether a
2. deductive reasoning belief or proposition is true or
valid.
3. inductive reasoning
B. It is a reason or set of reasons
4. argument given with the aim of persuading
others that an action or idea is
5. evidence right or wrong.
C. It is a formal, usually detailed
written statement, especially re-
garding a single issue, that articu-
lates a position, viewpoint or pol-
icy.
D. It proceeds from a general state-
ment that leads to particular or
specific evidences.
E. It derives a generalization from
specific examples and situations.
F. It is a process of decoding ideas
from a written text.
Activity II.
Directions: Read and copy a position paper from any academic journal and publication.
After copying the position paper, identify its parts which include background information,
evidence to support the opinion, and a discussion of both sides of the issue.
98
Activity III: Writing a draft of a position paper.
Directions:
1. Select one topic for your position paper.
Choices:
a. School uniforms should no longer be required.
b. The Mother-Tongue-Based-Multilingual Education (MTBMLE) policy
should be implemented up to Grade 6.
c. Term Limits of Government Officials should be removed.
d. Same-sex Marriage should be legalized.
2. Write a short background of your topic and create a strong thesis

statement, which asserts your positions.
3. Conduct a research activity to look for evidences to support your positions.

List your reference sources.
Activity IV: Writing a Position Paper

Write a two-page position paper using your draft in Activity III of this lesson. Mention
the evidence you found to support your reasons and arguments. Follow the guidelines
in writing a position paper.
Choices:
a. School uniforms should no longer be required.
b. The Mother-Tongue-Based-Multilingual Education (MTBMLE) policy should be

implemented up to Grade 6.
c. Term Limits of Government Officials should be removed.
d. Same-sex Marriage should be legalized.
Rubric for the position paper
20 16 12 8 4
The position is The position is The position The position The
clear and strong, clear and is clear, com- is clear but position is
comprehensive comprehensiv prehensive but not not clear,
and well- e, well- not well- comprehensive not well-
organized and is organized but organized and , not well- organized and
free from contains contains organized and contains
grammatical grammatical grammatical contains grammatical
errors errors. errors. grammatical errors
errors.
99
Directions: Fill in the blanks with the correct word to complete the
statements below.
is a formal paper that articulates a position, or
policy. It has , evidence to support the and a discussion of
both sides of the issue. In writing a position paper, a writer must use and
other forms of to justify his/her claims. Always follow the recom-
mended steps and guidelines in writing a position paper.
Directions: Fill in the blanks with the correct word to complete the
statements below.
1. is the available body of facts or information
indicating whether a belief or 2. is true or valid.
The parts of a position paper are 3. , 4. and
5 .
6. is a reason or set of reasons given with the aim of
persuading others that an action or idea is right or 7. .
A convincing position paper must have a clear 8. or statement

that must be defended
In writing a position paper, 9. evidence or proofs are important
to support the 10. .
100
Test 1: Modified True or False
Directions: Indicate whether the statement is True or False. If it is false,
change the underlined word(s) to make the statement true. Use a separate
sheet of paper for your answers.
1. In writing a position paper, a writer must use factual
and other forms of reliable evidence to justify his/her claims.
2. Inductive reasoning proceeds from a general statement

that leads to a particular or a specific evidence.
3. Deductive reasoning derives a generalization from

specific examples and situations.
4. In writing a position paper, you must include your

recommended course of action for the issue being discussed.
5. Statement is the available body of facts or

information indicating whether a belief or a proposition is true or valid.
6. A position paper assesses conflicting opinions or

opposing views on the issue being discussed.
7. A position paper has background information, evidence

to support the opinion and a discussion of both sides of the issue.
8. A position paper has a clear proposition or statement

that must be defended.
9. Arguments are reasons given with the aim of

persuading others that an action or idea is right or wrong.
11. Position paper is a formal, usually detailed written

question, especially regarding a single issue, that articulates a position,
viewpoint or policy.
References:
101
English for Academic and Professional Purposes: Teacher’s Guide (n.d.).
Retrieved from https://lrdms.deped.gov.ph/detail/12268
Evidence. (2020). In Oxford Online Dictionary. Retrieved from https://www.lex-

ico.com/definition/evidence
Ferrer, Ailene D. (2019, November 5). Writing a Position Paper. Retrieved from
https://lrdms.deped.gov.ph/detail/16644
Position paper (n.d.). Retrieved from https://www.dictionary.com/browse/position
Paper
102

Eapp Slem 1

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Eapp Slem 1

Uploaded by

Copyright:

Available Formats

ENGLISH FOR ACADEMIC AND

Lesson 1: Differentiating Used in Academic Text from Various Disciplines

Lesson 2: Using Knowledge of Text Structure to Glean the Information

LESSON 3: Using Various Techniques in Summarizing a Variety of Academic

LESSON 4: Stating the Thesis Statement of an Academic Text 31

LESSON 5: Outlining Reading Texts in Various Disciplines 40

LESSON 6: Using Critical Approaches in Writing a Critique 49

Lesson 7: Writing a Balanced Review 58

Lesson 8: Determining Concept by Definition, Explication and Clarification 66

Lesson 1: Analyzing Arguments Used by the Writer/s in Manifestos 76

Lesson 2: Defending a Stand on an Issue by presenting Reasonable

Lesson 3: Writing Various Types of Position Paper 94

LESSON #1: Differentiating Language Used in

Directions: Encircle the letter of the best answer.

7. Academic writing must follow proper mechanics in writing which refers to

Activity 1. Mind Map: Characteristics of Academic Writing Directions:

2. You may use words or phrases in describing academic writing (examples:

5. Fill in each small circle with one characteristic of academic writing.

Academic Writing Structure

Examples of academic texts are position papers, reaction papers, concept

Characteristics of academic texts

Definition of Academic Writing (n.d.). Retrieved from

1. Which of the following texts is an academic text?

2. Why did you consider them as academic texts?

1. Define and give the characteristics of an academic text.

3. An academic text is different from a personal narrative and an opinion, in terms

Directions: Based on your discussion of the characteristics and requirements of

Essay Rubric Content: 50% Language Legend

and style: 20% Structure: 20% 95-100% Excellent

Mechanics: 10% 85-94% Proficient

Total = 100 % 75-84% Fair

60-74% Needs Improvement

Identify each of the following reading material whether academic text or a

10. Business documents

11. Reports (Educational)

12. Academic essays

13. Feasibility study

15. Personal narratives

Directions: Choose the letter of the best answer.

2. Explain the differences between academic texts and non-academic texts.

3. Give examples of academic texts and non-academic texts.

Types of text Signal/Transition Signal Questions

3.Chronological in the past; prior In what order did

5. Problem and One reason for What is the

6.Sequence/ finally; first; last What are the steps

Reference: Problem and Solution (n.d) Retrieved from https://www.ereadingworksheets.com/text-

Passage 2. Some countries, such as Japan, or parts of a country, like California in

1-The student demonstrated little understanding of the task assigned.

Use a separate sheet of paper for your answer.

a. Cause and Effect c. Compare and Contrast

6. Mind mapping refers to a powerful thinking tool. It is a biographical technique that

7. Philosophy can be also thought as an examination of a particular area of knowledge.

14. describes an item, event, or place.

Tibar, Clarissa P. (2018, June 20) Structure of Text: Retrieved from

Text Structure (n.d.) Retrieved from https://www.ereadingworksheets.com/text-

1. Define the concept of summarizing a text;

Directions: Encircle the letter of the correct answer.

1. What is text structure?

1. What are the types of text structure?

2. Why is text structure important in writing an essay?

A summary is a shorter version of an original text. Summarizing involves taking a

Summary: The Development Tasks Theory of Robert J. Havighurst emphasizes the

Activity 1: Summarizing a passage