Professional Documents
Culture Documents
Q1 Module 2 Edited
Q1 Module 2 Edited
PROFESSI#NA1
PURPOSES
CZuarter 1 IVIad ule 2:
U€M VFYMXY
r
0
0
English for Professional and Academic Purposes – Senior High School
Quarter 1 – Module 2: Use knowledge of text structure to glean for information he/she
needs
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.
1
I. Title of Material.
Use Knowledge of Text Structure to Glean for Information he / she needs
II. Introduction
Welcome to your second module in EPAP! You have just stepped in the second ladder
in your journey towards becoming better writers of academic texts.
You must have now understood that w essays, concept papers, reaction papers,
position papers, reports and research papers seal contract with your future business partners,
please your superiors, convince your peers, and serve your clients well. This lesson shall help
you identify the structure of common academic texts and the information that you can find in
each of them.
III. Objective
What’s missing? Below are some essential words that you need to understand to fully
appreciate the lesson. Scan the module for these words. Then, spell the word by filling in the
spaces with the missing letters. The given definitions may serve as your clue.
2
V. Pretest
What do you find easy about academic writing? What is difficult about it? Below are some ways
on how you should use the basic elements of composition to produce good academic papers.
Rank them by shading the pillars of the house with only one color. In your activity notebook, copy
the image below. Then, shade the pillar light if you find the skill very difficult. Make the shade
darker as you go through the easier skills. The easiest skill for you should have the darkest shade.
At the base of the house, briefly answer the given question.
Think of a topic/ subject
accepted organization.
according to the
objective tone.
formal tone.
formal text.
What kind of writing tasks do you think you will encounter in this subject?
What do you think will make them easy and difficult?
Have you seen a house that doesn’t look like one? Probably not because rarely people would
risk their money to build an odd structure. If things don’t look like they are supposed to be,
then chances are it had something to do with the structure of the thing. Poorly structured
things can confuse you by their appearance alone. Like buildings with commanding stature,
your academic texts must be properly fashioned to be credible and convincing to your
professional readers.
What’s structure? Simply put, it’s how you organize and emphasize all the important points
that you want to say in your composition. It is what allows for the logical flow of ideas in a
cohesive text. Structure is particularly critical in academic texts because the sequencing of
your ideas give them an acceptable and easy to understand shape. Thus, you also guide your
readers to easily navigate through your points.
3
Academic texts are formal written materials that provides information and/or
professional opinion related to specific discipline or profession. Compare the two paragraphs
below. Copy on your activity notebook the one which you think is academic?
“My mother came from a small sugarcane plantation city in Victorias, Negros
Occidental, in an obscure road town called Daan Banwa. She now lives in a
concrete-paved upscale Canadian suburb with manicured lawns and an SUV in
every driveway.” (Benzidane, 2008)
If you chose the first one, you are correct! Can you name at least two reasons that
make the first one academic? Go on. Write your answers in your activity notebook.
1.
2.
You have six general classifications of academic texts to cover in this subject. Each is
used for different purposes; thus, each has unique content and structure. Essay is generally
the proforma for all analytical compositions. However, not all essays are academic. Only those
that are written for professional audience and exhibit formal tone in subject matter, sentence
structure, and language can be considered academic. Concept paper defines an idea or a
concept and clarifies its ‘whatness’; thus, its most prominent structure is the use of definition.
Reaction paper is generally an informed and insightful perspective on art, popular culture,
and a technical topic. Position paper asserts an argument. Report retells data, incident, or
event. Research are a highly formal kind of reports.
The flow charts below will give you an idea about how texts generally organize their
content. All compositions in paragraph forms basically have the three parts: introduction,
body, and conclusion. However, there may be variations in the terms used, in the
approximate location (i.e. near the beginning, anywhere in the body, or about at the end), and
in the preformatted forms prescribed by agencies. Doctor’s report and police blotter may have
different appearances. The researches that you know may have chapters 1 to 5. Thesis may
be at the second or later paragraphs but definitely before the details are given. Long texts
may also be divided into several subheadings. You must remember that there is no single,
foolproof method of successful writing. What you have in figures 1 and 2 are the general
structure and content for the common academic texts.
4
Structure Essay Concept Paper Reaction / Response
Paper
•Present the problem •Identify the work or
or case in an •Present the art and its creator, or
interesting way. concept. the practice or
Introduction •Mention the thesis. •Define the others.
•May give an overview concept. •Provide condensed
about what you will do and factual details.
in the body and •Specify your
•Expand the
•Use several definition by using
paragraphs to prove analogy, •Same as the essay
your case or examine comparison, •Evaluate the merit
the points; each covers examples, semantic of the work.
Body a topic at a time. origin, etymology, •Indicate whether or
•As a suggestion, keep and functions. not you would
the Key Sentence at •Analytic recommend the work
the beginning of the description of the to others, and why.
paragraph. aspects of the •Prove your stance.
concept.
5
Structure Position paper Report Research Paper
•Describe the
•Contextualize background of the
the report problem.
•Same as the essay situation.
Introduction •State the problem
•Specify your position. •Give facts. •Define technical
terms.
•Delimit the problem
•Same as essay
•Evaluate existing
•Enumerate your literature
argument. •Provide hard
facts and •Explain the
•Provide evidence and concrete data. theoretical
Body explanations. framework
•Decribe the
•You can be persuasive subjects •Detail the
and humorous. involved. methodology
•Recognize and refute •Analyze the data
oppositions
Whichever strategy will be fine, but you need to process them and connect them to
your most important goal in the introduction – the thesis statement. Your thesis is the one-
sentence gist or summary of your entire paper. All your evidence and discussion in the body
will revolve around your thesis. This comes usually at the end of the first paragraph or in the
second paragraph. Beginning writers can introduce the thesis this way: “Thus, this paper is
written to prove…,” “For this reason, this essay will focus on…,” “In this paper, you will
understand…,” “In order to discuss …, this position paper will analyze…” or etc.
Remember to avoid writing what Shiach (2007) calls a ‘waffle’ in your opening paragraph.
What is ‘waffle’? It is an empty paragraph. You may commit this when you attempt to hide
your topic by making generalized, empty statements. Look at the example below. It can apply
to a whole range of topics, but which manage to say nothing relevant.
This is a very important issue and there are many different approaches that
can be taken in regard to it. Many experts have considered this matter, but no one
has come up with proven solutions. There are arguments for and against and many
people feel very strongly about it.
(Shiach, 2007)
Academic papers may also mention at the introduction about how your ideas will flow
in the body to fully discuss your thesis. Because there are many great things you need to
mention in your introduction, long texts may need more paragraphs. However, your goal is to
6
make the introduction as much as possible as short as one paragraph, that is about five
sentences.
The body is composed of several paragraphs that cohesively discuss the thesis.
These paragraphs are your means to lead your readers, so they can make sense of your
composition. Have you experienced reading a composition without paragraphing? Its tiring to
read and hard to absorb. Hence, you should order paragraphs in a way that readers can follow
the points you want to stress, as you present them.
As a general rule, one paragraph should deal with only one main topic. The sentence
that has the main topic is called the key or topic sentence. In academic papers, paragraphs
are advised to start with the key sentence. This is because you have professional and busy
readers who need to be guided as to the content of your paragraphs. After presenting
evidence through the point-by-point analysis of hard data, stories, events, and opinions, your
closing sentence should round off the paragraph or dovetail to the next paragraph.
Lastly, you need to bring the writeup to an emphatic conclusion and leave the
impression that the topic has been relevantly and thoroughly dealt with. Some appropriate
words or phrases that you can use to signal this include, “Finally, …,” “As I have argued, …,”
“As I have shown, …,” “Therefore, …,” “The bulk of the evidence, then, points to …,” “However,
as I have shown, …,” and “Based on this evidence, ….”
Summarizing is an important element of conclusion, but you should find a fresh and
concise way of doing this. You should not repeat what you said in the body. The neat final
sentence leaves the reader something to think about. Sometimes, it can be a call for action;
it is something you want them to do after every point you raised in the body.
So, if your readers are looking for specific information, they are somehow guided as
to where to find them. Likewise, if you are looking for an information, you are also guided as
to the part of the text to turn to. In addition to the general contents of academic texts that are
mentioned in the flowcharts, the usual information that are asked for when reading are the
5W’s and 1H (what, who, when, where, why and how) information. The table 1 below lists the
common examples of these questions and the parts you can turn to for the information.
7
Table 1. The Common Questions of Readers and the Usual Placement of
Their Answers in a Text
Sample Common Questions Part of text
1. What is the entire text about? What Look for the thesis at the end of the
does it want to say? introductory paragraph or in the second
paragraph.
2. Who are the persons involved? Look for addressee at the introductory
paragraph or the details in the body.
3. What is the tone? Is it formal? Analyze the vocabulary used and the way
the sentences are constructed in the
entire text.
4. When are the important dates? Look for the details in the body.
5. Where is the setting of the subject Look for the details in the introductory
matter? paragraphs.
6. What pieces of evidence are Scan the key sentences of the paragraphs
mentioned? in the body.
7. So, what does the writer recommend me Look for it at the conclusion.
to do?
8. How is it done? Scan the key sentences of the paragraphs
in the body.
Do you want to try the concepts above? Now, that you have some idea about the content
and structure of academic texts, let’s try what you have just known in the activities that
follow. Read Text A, Text B, Text C, and Text D. Can you identify their structure? What are
they telling us? While reading, you may start figuring these out.
Ready? Start!
Text A.
Excerpt from: When family time becomes gadget time
By Michele S. Alignay, MA, RP, RGC
“I’m bored!” “It’s so hard!” “I don’t know what to do!” These are some of the most
common complaints we hear from children and teens these days. More often than not, they
have something to do with kids being weaned on gadgets at an early age. When a child
starts throwing a tantrum or begins to move up and about, the first impulse of many parents
is to give him a gadget. And just like magic, his mood changes and peace, albeit temporarily,
reigns, as the young one disconnects from the world around him and focuses on the screen
before him.
The digital age and the advent of social media have indeed connected the world with
a few clicks and taps…. Yet, the advantages social media and the Digital Age bring are,
ironically enough, the very same aspects that now hamper children’s development, life-skill
building, and parent-child relationships.
8
Children’s downtime is an opportune time for them to create, read, play, and engage
in countless activities people their age normally do as recent as 10 years ago. Giving the
child a gadget when boredom strikes is an ephemeral way of addressing a whim.
Growing babies are supposed to explore and use their hands and feet in order to
sharpen their senses and develop their motor skills. Eating time ought to be a busy, messy,
and happy affair replete with practical and indirect lessons on interaction with their parents
or nannies.
How can we expect these normal and “traditional” activities to transpire if we shove
a gadget in front of them? Do we realize the implications of what we’re doing? We’re
compromising the fleeting time they have, which should be used instead to help them
develop themselves, as they engage with and explore the world around them with their
hands and senses.
But such tough-love measures are necessary if we’re to produce responsible and
well-rounded human beings. Their knowledge and familiarity with the virtual world should be
balanced with activities that would make them enjoy and appreciate real-life opportunities to
play, create, chat, express themselves, and be grateful for what they have, including the
privilege of being granted access to gadgets.
Source: Alignay, M.S. (2016 Sept. 24). When family time becomes gadget time. Manila
Bulletin. Available at: https://mb.com.ph/2016/09/24/when-family-time-becomes-
gadget-time/
Text B.
Facing the New Challenges in the New Normal
By Farida F. Layug
9
Competencies are those healthy skills and abilities that the individual can access and may
occur within the individual or the interpersonal or family environment.
It is resilient people who survive various adversities, challenges, difficulties and
traumas of life. We need to be resilient now more than ever.
Source: Layug, F.F. (2020 Jul 8). Facing the new challenges in the new normal. Sun.Star
Pampanga, p.10.
Text C
Excerpt from NDRRMC Update:
Situational Report No. 13 Re: Preparedness Measures and Effects of Typhoon
“Quiel” (I.N. Nakri) and Tail-End of a Cold Front (TECF)
Date: 15 Nov 2019
l. SITUATION OVERVIEW
On 05 November 2019, the Tropical Depression West Southwest of Iba, Zambales has
entered the Philippine Area of Responsibility (PAR) and was named “Quiel”.
It has intensified into a Tropical Storm on the same day while moving eastward. “Quiel”
and the Tail-End of a Cold Front brought moderate with occasional heavy rains over
Northern Luzon particularly in Ilocos Region, Batanes, Cagayan and Apayao.
On 09 November 2019, 10:00AM, the eye of Typhoon “Quiel” was located based on all
available data at 145km North of Pagaza Island, Palawan (Outside PAR) (12.3°N, 114.0°E).
II. EFFECTS
A. Incidents Monitored
06 November 2019
At around 3:00 AM, a fishing boat named Three Sister with 14 passengers has sunk
in the vicinity of Maria Louise Bank (Recto Bank), Spratly Islands, Palawan due to
inherent weather brought by STS “QUIEL”. At around 1:30 AM 11 November 2019, 1
survivor was recovered at the vicinity of Cabra Island, Occidental Mindoro, while 13
others are still missing. No update to date.
08 November 2019
At around 3:00 AM, 13 pump boats for fishing and 2 paddled bancas owned by
local fishermen of Barangay Kemdeng, San Vicente, Palawan were damaged due to
sea swell brought by the inclement weather during the onslaught of TS Quiel.
B. Affected Population
A total of 34,265 families / 138,188 persons (previously reported: 33,792 – families
/ 136,498 persons) were affected in 316 barangays (previously reported: 313
barangays) in Regions |, II, and CAR.
10
B. NDRRM Operations Center (NDRRMOC)
The NDRRMOC maintains its BLUE alert status and is continuously monitoring the
development of the weather disturbance. Likewise, the NDRRMOC ensures
maximized coordination with concerned agencies and RDRRMCs / OCD Regional
Offices.
Source: National Disaster Risk Reduction and Management Council. (15 Nov. 2019).
Situational report no. 13. Re: Preparedness measures and effects of typhoon
“Quiel” (I.N. Nakri) and tail-end of a cold front (TECF). NDRRMC, Camp Aguinaldo,
Quezon City, Philippines.
Text D.
Excerpt from: Social Watch Philippines Position Paper on the
Pantawid Pamilyang Pilipino Program (4Ps)
We believe that the 4Ps is an important relief measure. The usefulness of such a
measure needs to be underscored in light of the fact that many poor Filipinos are desperate
to survive these trying times. Social Watch-Philippines has recently conducted a preliminary
study and survey of 4Ps beneficiaries and has found out that for many beneficiaries, this is
the first time that they have experienced direct support from government on a relatively
sustained basis and are, therefore, grateful for the support. Furthermore, investments in
education and health improve the chances of children for upward social and economic
mobility.
Nevertheless, we are concerned with the current stance of government on the 4Ps
which seems to treat the 4Ps as a magic bullet for poverty reduction. Our concern is based
on the following reasons:
1. The 4Ps does not address all the dimensions of poverty and vulnerability. The 4Ps
program is patently a poverty reduction program designed to address issues on maternal
mortality and child mortality (the latter mostly through the provision of vaccines and
cash), as well as keep children in school for five years. Other vulnerable groups like poor
senior citizens, the chronically sick, people with disabilities, the millions of out-of-
schools, and functionally illiterate or the unemployed poor are not covered by the
program. As such, other anti-poverty programs designed to address the other
dimensions of poverty must likewise be prioritized.
2. The success of the 4Ps, which addresses the demand side, through the provision of
cash grants, requires ensuring the supply side (e.g. availability of health, education and
transport facilities and services). 4P areas are, by program definition, among the
poorest. No amount of conditionalities will work if there is a lack of schools, health clinics,
and means of transport in 4P areas.
11
3. “Thanks for the cash, but we need jobs.” The Social Watch study reveals that most of
the beneficiaries it surveyed expressed gratitude that with the cash grants, the health
and education status of their families were improving. Nevertheless, an overwhelming
majority of beneficiaries said that what would lift them out of poverty was access to
regular employment.
4. What works in other countries may not necessarily work here. Context matters. While
conditional cash transfers (CCTs) around the world share similarities, features vary
across countries, and more importantly, the economic and social policy settings in which
these CCTs are embedded in, also vary.
5. Loans for what? Finally, we question borrowing US$405 M from the World Bank and
US$400 from the ADB for the 4Ps because it not only increases our public indebtedness,
which is cause for concern in itself, but more so because the government is infusing
massive investment on a strategy, as it is currently conceived, that, at best, will have
very limited impact on poverty reduction.
Increase public spending in the various pro-poor programs of government with stress
on education, health, agriculture, housing, environment (e.g., see proposals of the
Alternative Budget Initiative);
In the immediate, we call for an independent monitoring and review of the 4Ps, and
to include civil society participation. Part of the review is to gauge the capacity of the
Department of Social Welfare and Development (DSWD) to handle the further expansion of
the 4Ps.
We know that the causes of poverty are complex and interlocking and based on the
evidence of other country experiences, so effectively combating it will require a combination
of economic and social development policies that require sustained economic growth,
productive employment, asset reform and comprehensive social policies which includes
universal social protection measures.
For as long as the Aquino government does not have a strategy that provides a
holistic perspective and addresses the structural constraints to poverty reduction, its anti-
poverty efforts will remain short-term palliatives.
Source: Social Watch Philippines. (2012 Jan 14). Social Watch Philippines Position Paper
on the Pantawid Pamilyang Pilipino Program (4Ps). University of the Philippines,
Diliman, Quezon City, Philippines.
12
A. Practice Task 1: Trial Stage
Whew! That was a long reading you just did! You can breathe now. Once you’ve rested your eyes,
come back here to answer the following.
Identify thru Color. What kind of academic texts are Text A, Text B, Text C, and Text D? Copy
the figures below in your activity notebook. Then, color the box red if the text is an essay, green
if a concept paper, yellow if a position paper, blue if a reaction paper, gray if a report, and violet if
a research paper.
Text A: “When family Text B: “Facing the
time becomes gadget New Challenges in the
Be. ” Practice Task 2: Rehearsal Stage
tim New Normal”
Color Me here! Color Me here.
Text C: “Situational
Report No. 13 Re: Text D: “Social Watch
Preparedness Measures Philippines Position
and Effects of Typhoon Color Me here. Paper on the 4Ps Color Me here.
A Closer Look: Look closely at the flowcharts (figures 1 and 2) of the six common academic
texts. At which part of the texts will you find the details in Column A? Explain your answer. Do this
in your activity notebook.
The content of Please choose Please briefly explain your answer below.
academic text among these:
introduction, body,
and conclusion.
1. The concise
message of the
writer in an essay.
2. The expanded
definition in a
concept paper
5. The rationale or
background of the
report
6. The problems being
answered in a
research
13
7. The topics that
future researchers
may pursue
8. The list of arguments
in a position paper
__Part of Text__
2. What is the
writer’s purpose
or message?
__Part of Text__
3. Who is the
target reader of
the text?
__Part of Text__
4. What is the
point of view of
the text?
__Part of Text__
5. How much
does the writer
know of the
subject? Briefly
explain your
answer.
14
__Part of Text__
VIII. Post-Test
Timed Test. Congratulations for making it to this stage! You are close to completing this
module. To know how much you have the ability to use the structure of texts to draw information,
answer the graded test below within 10 minutes. Write your answers on the space provided.
Excerpt from Positive discipline: The new way of parenting
By Marichu Belarmino
1
So, what is with positive discipline?
2
Positive Discipline is “an approach that teaches children and guides their behaviors
while respecting their rights.”
3
Dr. Joan Durrant, a Canadian family therapist who introduced this concept, cites the
major characteristics of positive discipline, namely:
4
PD reminds us adults, parents and guardians that discipline is not the same as
punishment. Various societies have their distinct ways of teaching children.
15
5
A cross-cultural study on the use of corporal punishment in child-rearing conducted
in 2010, where the Philippines was included as one of the nine countries studied, presented
observations on harsh and non-harsh physical forms of discipline.
6
Harsh physical and power‐assertive discipline is associated with negative child
outcome - externalizing problems, aggression, antisocial or delinquent behavior & poor
psychological adjustment - associated with parental rejection and hostility.
7
Non‐harsh and inductive discipline (i.e. use of reasoning) is associated with positive
child outcomes - higher self‐regulation, more competent behaviors, positive social
relationships.
deeply held values” suggesting that we parents, have the power and control over our
children.
9
Let's face it, we defend this form of disciplining our children simply because this is
the norm.
10
But the truth is, PD re-defined parenting and reiterated that children are humans.
11
They deserve respect. 12They may have done wrong things but they do not deserve such
punishment, however light or harsh it can be.
It’s time to change. 14There is now a demand to learn new skills in parenting and
13
change our violent and harsh ways in relating and dealing with our children and young
people.
Source: Belarmino, M. (2015 May 19). Positive discipline: The new way of parenting.
Rappler.com. Available at: https://rappler.com/voices/ispeak/positive-discipline-
new-way-parenting.
16
7. At which part of the text did you find the answer to item number 8?
a. introductory paragraphs c. body
b. concluding paragraphs d. none of these
Reflection. As you are to leave this module, would you care share some insights you got from
the topic, the reading selections, and the activities? I would really be glad to hear something from
you.
17
Key Takeaways:
1. Structure tells the standard for a specific text.
2. The six general classifications of academic texts have subgenres you may learn in
the next modules.
3. Essays are the proforma of all written compositions. Many strategies used in essay
writing may be used in other academic texts.
4. Compositions generally have three parts – the introduction, body and conclusion.
5. The three parts of a composition may vary in different texts in terms of terminology,
length, approximate placement in texts, and forms prescribed by organizations but
never in sequence.
6. Thesis statement comes usually at the end of the first paragraph or in the second
paragraph.
7. Long texts may be divided into more headings and subheadings.
8. There is no single, foolproof method of successful writing. This module talks about
the general structure for the common academic texts.
9. Avoid ‘waffling’ in your opening paragraph.
10. End with a memorable statement.
The End!
Thank you!
18
19
20
XI. References:
Sawyer, E. (2016). College essay essentials. A step-by-step guide to writing a successful
college admissions essay. Sourcebooks: Naperville, Illinois.
Shiach, D. (2007). How to write essays: A step-by-step guide for all levels, with sample essays.
Oxford, UK: How to Content.
Sample Paragraphs:
Benzidane, H. (2008 Dec. 28). Transnational families. ABS-CBN News: Global Filipino.
Retrieved July 28, 2020 from <https://news.abs-cbn.com/pinoy-
migration/12/28/08/transnational-families>
Bryceson, D.B. (2019). Transnational families negotiating migration and care life cycles across
nation-state borders. Journal of Ethnic and Migration Studies, 45:16, 3042-3064, DOI:
10.1080/1369183X.2018.1547017.
Reading Texts:
Alignay, M.S. (2016 Sept. 24). When family time becomes gadget time. Manila Bulletin.
Available at: https://mb.com.ph/2016/09/24/when-family-time-becomes-gadget-time/
Belarmino, M. (2015 May 19). Positive discipline: The new way of parenting. Rappler.com.
Available at: https://rappler.com/voices/ispeak/positive-discipline-new-way-parenting.
Layug, F.F. (2020 Jul 8). Facing the new challenges in the new normal. Sun.Star Pampanga,
p.10.
National Disaster Risk Reduction and Management Council. (15 Nov. 2019). Situational report
no. 13. Re: Preparedness measures and effects of typhoon “Quiel” (I.N. Nakri) and tail-
end of a cold front (TECF). NDRRMC, Camp Aguinaldo, Quezon City, Philippines.
Social Watch Philippines. (2012 Jan 14). Social Watch Philippines Position Paper on the
Pantawid Pamilyang Pilipino Program (4Ps). University of the Philippines, Diliman,
Quezon City, Philippines.
Images:
Call Out Clipart, Transparent PNG Clipart Images Free Download. Accessed from <
https://images.app.goo.gl/wLgLi1FZsuezEX4t5>
Confused Smiley Face Clip Art Clipart - Question Mark Smiley Face. Accessed from
https://www.clipartmax.com/middle/m2K9A0m2Z5m2A0b1_confused-smiley-face-clip-
art-clipart-question-mark-smiley-face/
No Politics Cliparts #2628091. Accessed from < http://clipart-library.com/clipart/1918311.htm>
Purple Clipart Wand - Adobe Illustrator Reflect Tool. Accessed from <
https://www.clipartmax.com/max/m2i8K9i8H7K9i8K9/>
Silhouette with Greek temple Parthenon. Accessed from <https://depositphotos.com/vector-
images/temple.html>
Teen Cliparts #285074. Accessed from <http://clipart-library.com/clipart/345799.htm>
21