Module 1&2: Reading and Analyzing Academic Text Fourth Quarter

Malasiqui Catholic School, Inc.

Malasiqui, Pangasinan
SY 2021-2022

LEARNING MODULE
ENGLISH FOR ACADEMIC AND Grade 11 – Q4
PROFESSIONAL PURPOSES

For your concerns please contact the following:

09701127925 – Subject Teacher
09564911287 – Guidance Office
(075) 632-2390 – Registrar’s Office
(075) 633-3742 – Finance Office
09052984676/09614885506 – Principal’s Office
__________________________________________________________________________________________
Reading and Analyzing Academic Text from Various Disciplines
COMPETENCIES
1. Use knowledge of text structure to glean the information the learner needs.
2. Use appropriate critical writing a critique such as formalism, feminism, etc.

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Module 1&2: Reading and Analyzing Academic Text Fourth Quarter
PRE-ASSESSMENT:

Let’s find out how much you already know about this module by answering the items below. Take note of the
items that you were not able to correctly answer and look for the right one as you go through in this module. Good
luck!

Directions: Check whether you agree or not with the following statements.
STATEMENT YES NO
1. I'm careful in clicking links that my friends share on social media.
2. I get updated news about sports, politics, weather, entertainment, and global affairs through
what my friends share on social media.
3. I have a favorite Web site that I open regularly to read about current events.
4. I don't depend on social media for news.
5. I believe everything I read or watch on the Internet.
6. I don't check the name of the Web site when I read articles online as long as the topic
interests me.
7. I immediately share information I’ve read in social media.
8. I rely on reliable sources when it comes to news.
9. I argue with other people in social media if we have different views about a certain topic.
10. I don’t spread fake news.

EXPLORE
You gave your initial ideas on how to validate information found in various sources. Let’s find out if your
ideas are correct. You may start this module by accomplishing the first activity.

See attached Activity 1: LET’S FIND OUT on page 6

FIRM UP
Your goal in this section is to use your knowledge of text structure to glean the information by studying the
commonly misspelled or misused words in English and use appropriate critical writing a critique such as formalism and
feminism.

COMMONLY MISSPELLED WORDS

There are words in English that can be confusing. Some of these words are the ones with contractions.
Look at the table.
Commonly Misspelled Words with and without Contractions Equivalent Spelled-out
Words without Contractions
Were We’re We are
Your You’re You are
His He’s He is
Their They’re They are
Its It’s It is

To lessen your confusion, spell out the contracted word and see if it is grammatically correct. For example,
let's look at the sentence "It's amazing!" Spell out the contracted word "It's" to "It is amazing," and you will see

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Module 1&2: Reading and Analyzing Academic Text Fourth Quarter
that the sentence is grammatically correct; therefore, the word to use should be the contracted word "it's" and not
"its."
Another example is if you are going to write "We're/ Were going home," which word will make the
sentence grammatically correct? Spell it out in your head. "We are going home" is the one that will make your
sentence grammatically correct, so use "we're" instead of "were."

Aside from contractions, here is a table of commonly misspelled or misused words. Their definitions are
also given so you can differentiate the two.
Word 1 Definition Word 2 Definition
accept to agree or receive to do except not including
adverse Unfavorable, harmful averse strongly disliking, oppose
advice Recommendations about what to advise To recommend something
do
affect To change or make a difference effect A result; to bring about a result
to
All together All in one place, all at once altogether Completely; on the whole
aloud Out loud allowed Permitted
altar A sacred table in a church alter To change
canvas A type of strong cloth canvass To seek people’s votes
complement To add to so as to improve, an complimen To praise or express approval; an
addition that improves t admiring remark
something
council A group of people who manage counsel Advice; to advise
or advise
cue A signal or action; a wooden rod queue A line of people or vehicles
desert A waterless, empty area; to dessert The sweet course of a meal
abandon someone
envelop To cover or surround envelope A paper container for a letter
loose To unfasten; to set free lose To be deprived of; to be unable to
find
stationary Not moving stationery Writing materials
storey A level of building story A tale or account
cereal A grass producing an edible serial Happening in a series
grain
defuse To make a situation less tense diffuse To spread over a wide area
elicit To draw out a reply or reaction illicit Not allowed by law or rules
pole A long, slender piece of wood poll Voting in an election

PUNCTUATION MARKS
Perhaps the most basic punctuation mark is the period. But it is interesting to note that even with the basic
rule of placing the period at the end of a sentence, many students still forget to follow this rule. Always remember
to complete the thought or the idea in your sentence, and then place a period at the end of it. The only time a
period is not used in a sentence is when you are writing a question or when you are expressing a very strong idea
or feelings (and you use an exclamatory point instead). Thus, we will no longer have a separate discussion about
the use of a period.

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Module 1&2: Reading and Analyzing Academic Text Fourth Quarter
In this module, we shall discuss the comma, the colon, and the semicolon. Using these punctuation marks
effectively will improve your sentence structure and writing style.
COMMA RULES
Commas are not used because there should be a break or pause in your sentence. Make sure that you know
the reason or the rule for placing a comma. Here are basic rules in using a comma.
 Use commas to separate items in a series.
I'd like to buy apples, oranges, lemons, and mangoes.
 Use commas to separate independent clauses.
I took the challenge, so you should not be scared to try it, too.
 Use a comma after an introductory clause or dependent clause.
Therefore, all things have worked as planned.
 Use commas in direct address.
David, please leave the room.
 Use commas to set off appositives.
Rosemarie, the best aunt ever, sent me a ticket to Canada.
SEMI COLON RULES
A semicolon adds flavor in your writing style. It cannot always replace a period; however, it can be used to
shorten the gap between two short sentences with parallel thoughts.

The curtain closed; the audience clapped.

 A semicolon is also placed before conjunctions such as "however," "therefore," and "furthermore."

Gerald knows the truth; however, he remained quiet during the entire time of investigation.
 A semicolon is placed in a series when the series contains commas.
I have been to Sarrat, Ilocos Dorte; Legazpi, Albay; and Mambajao, Camiguin.

CAPITALIZATION AND ABBREVIATION

The rules in capitalization and abbreviation are very simple, but you should keep them in mind every time
you write. The most basic rule of capitalization is to capitalize the first letter of the first word of every sentence.
You should also capitalize all proper nouns and proper adjectives.
There is no specific rule on how to abbreviate words, and remember that not all words can be abbreviated.
Words that are usually abbreviated are names of places such as countries, streets, and provinces, units of
measurement, and titles. If you are not sure regarding the abbreviation of something, check the dictionary or the
app that you have downloaded.

LITERARY CRITICISM
FORMALISM: (Form over Content) FEMINISM: (Focuses on women)
 Unique form of human knowledge that needs to  Talks about the roles, positions and influences
be examined on its own terms. of women.

 all elements of a text are important- style,
imagery, structure, tone
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 Its history is divided into three waves:
a. First wave (early 19th century)
*focused on the promotion of equal contract and
property rights for women and the opposition to chattel
marriage and ownership of married women and their
children by their husbands.
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Module 1&2: Reading and Analyzing Academic Text Fourth Quarter
b. Second wave (1960s and 1970s)
*focused on the civil right movement and raised the
issues of equality and justice.
c. Third wave
*Gender and sexuality are the main focus. Gender is
created of patriarchy not God. It makes terms masculine
for the stereotype of men and feminine for the
stereotype of women.
*Constructs women to be weak and men are doctrine to
be strong.

 Goal is to determine how elements work  Liberal Feminism

together
 Characters, setting, tone, point of view, diction,
other elements
 Gives better understanding of the writer’s
techniques in writing, e.g. literary devices,
figures of speech, etc.
 Works best when applied to poetry and short
fiction.
 Can be done without much research as structure
is the only focus
Time consuming
Context is ignored and text is analyzed in a very
technical way because it is more of structure.
Not compatible with all types of text
Argues that all human has the same rational
ability.
 Radical Feminism
Claims that women are always pressed by men
thus they have to fight them back.
 Marxist Feminism
Focuses on the class and wants to fade the class
because labor women have lower class than
men.
 Socialist Feminism
Argues that social construction is the main
reason of injustice toward women.
 Black Feminism
It is the hardest movement even from other
feminism because the oppression not only
comes from White men but also comes from
Black men.

See attached Activity 2: CORRECT ME IF IM WRONG! on page 6

DEEPEN
See attached Activity 3: SUMMARIZE! on page 6

TRANSFER
See attached Activity 4: LITERATURE CRITIQUE! on page 7

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES 11

Name: ____________________________________________Grade and Section________________________

Contact Number____________________________________Address_________________________________
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Module 1&2: Reading and Analyzing Academic Text Fourth Quarter
Subject Teacher: Ms. Karen Mae Q. Garcia
Important!!! DETACH AND SUBMIT ONLY PAGES 6-7 to your Subject Teacher!

EXPLORE
Activity 1: LET’S FIND OUT!
Directions: Complete the following sentences by underlining the correct answer inside the parenthesis.
1. (They're/Their) dogs are barking very loudly. I wonder what's bothering them.
2-3.(He's/His) not going to come along. (He's/His) parents did not let him.
4-5. (Your/You're) parents are cool. They paid for (your/you're) car.
6. (We're/Were) you able to download the songs I requested?
7-8. The dog wagged (it's/its) tail. (It's/Its) telling me to come and play with him.
9. The children walk to the auditorium to perform (their/they’re) musical play.
10. Stop singing loudly! (Its/It’s) irritating.

FIRM UP
Activity 2: CORRECT ME IF I’M WRONG!
Directions: Rewrite the following sentences, observing the correct capitalization and abbreviation to refine the
writing style.

1. Peter, john, and james went to Magdalena laguna to try the newly opened whitewater rafting sports.

___________________________________________________________________________________________
2. My uncle vio lives at bonifacio street.

___________________________________________________________________________________________
3. Mister and Mistress Santiago will take a month-long vacation in batanes.

___________________________________________________________________________________________
4. Doctor tam marvel gained 10 kilos during his vacation in the united states of america.

___________________________________________________________________________________________
5. Faith sent the check at this address: 100 rizal street santa cruz laguna Philippines

___________________________________________________________________________________________
DEEPEN
ACTIVITY 3: SUMMARIZE!
Directions: Using your knowledge about summarizing, briefly discuss the use of the rules and punctuation marks
below.
A. Comma
______________________________________________________________________________________
_____________________________________________________________________________________.
B. Semicolon
______________________________________________________________________________________
_____________________________________________________________________________________.

C. Capitalization/Abbreviation
______________________________________________________________________________________
_____________________________________________________________________________________.

TRANSFER
Activity 4: LITERATURE CRITIQUE!
Directions: Analyze the poem “The Road Not Taken” by Robert Frost using Formalism by answering the
following questions.
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 Module 1&2: Reading and Analyzing Academic Text Fourth Quarter
The Road Not Taken
BY ROBERT FROST
I III

Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
II
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
IV
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

Is there any figures of speech
used in the poem?
Indicate the lines from each
stanza.
Simile –
What is the rhyme What is the tone or feeling What is the theme of the
pattern used in the of the author? poem?
poem?

Metaphor-

Personification-

Assonance-

Symbolism-

Module 2 (Write a Title for your Module 2)

COMPETENCIES
1. Analyze the arguments used by the writer/s in manifestoes.

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Module 1&2: Reading and Analyzing Academic Text Fourth Quarter
2. Defend a stand on an issue by presenting reasonable arguments supported by properly cited factual
evidences.
PRE-ASSESSMENT:

Let’s find out how much you already know about this module by answering the items below. Take note of the
items that you were not able to correctly answer and look for the right one as you go through in this module. Good
luck!
IDENTIFICATION
Directions: Identify what is being asked in each statement.
___________1. It is underlining key words or ideas in a text.
___________2. It is writing short explanations or comments along the margins on a page.
___________3. This refers to giving gist in a text.
___________4. This is examining a content by breaking down information within a text.
___________5. It is simply who or what is being talked or written about in a text.
___________6. A writer’s purpose which aims to express emotion.
___________7. A writer’s purpose which aims to give information about a certain topic.
___________8. A writer’s purpose which aims to convince readers.
___________9. It is the central point or thought the author wants to communicate to readers.
___________10. It defines an idea or a concept and explains its essence in order to clarify a concept.
EXPLORE
You gave your initial ideas about terminologies used in academic writings. Let’s find out if your ideas are correct.
You may start this module by accomplishing the first activity.
See attached Activity 1: SPOT THE DIFFERENCE! on page 13
FIRM UP
Your goal in this section is to use your knowledge to analyze the arguments used by the writer, exercise
ways in identifying the main idea of a text and defend a stand on an issue by presenting reasonable arguments
supported by properly cited factual evidences.

What is a topic?
A topic is simply who or what is being talked or written about. It is never stated in a complete sentence but
can be stated as a word or as a phrase.
Tips when looking for the topic of a written passage:
1. look for the title
2. look for the repeated words in the selection
3. look for the idea that is emphasized throughout the passage
4. underline the key words in the selection to easily spot the topic and the main idea
What is the main idea?
The main idea is the focus of the text. It is the whole point of a write up. There are two types of main
ideas: the stated idea and the implied idea.
Tips when looking for the main idea:
1. It stated in one sentence only
2. It is never a phrase or a question but a complete declarative sentence
3. Identify the supporting details
4. Ask, “What is the essential point of the passage”
5. Put it in your own words by adding the missing information in a sentence that almost states the main idea,
combining the sentences into one, or summarizing everything in your own words.
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Module 1&2: Reading and Analyzing Academic Text Fourth Quarter
Finding the Main Idea
 Find the topic first. You have to know the topic before you can determine the main idea. Preview your
text and ask yourself, "What or who is the article about?" or "What is the author teaching me about?" .
 Ask yourself. "What does the author want me to know about the topic?" or "What is the author teaching
me about the topic?" You can answer this by finding the idea that is common to most of the text or what
opinion all the parts support.
 Use these clues to help find the main idea:
1. Read the first and last sentences of the paragraph (or the first and last paragraphs of the article). Authors
often state the main idea near the beginning or end of a paragraph.
2. Pay attention to any idea that is repeated in different ways. If an author returns to the same thought in
several different sentences (or paragraphs), that idea is the main or central thought under discussion.
3. Look for a sentence that states the main idea. This is the stated main idea or topic sentence,
4. Look for reversal transitions at the beginning of sentences. These signal that the author is going to
modify the previous idea. When a reversal transition opens the second sentence of a paragraph, there's a
good chance that the second sentence is the topic sentence and a stated main idea.
5. At times the main idea will not be stated directly. This is called an implied main idea.
 Read all of the specific statements, not just the ones that open the paragraphs.
 Think of a general statement that could sum up the specifics as effectively as any stated topic sentence.
As there will not be a topic sentence, you will have to write one. The main idea you write must be a
complete sentence that contains a subject and a verb and expresses a complete thought. 6. Once you feel
sure that you have found the main idea, test it. Ask yourself if the sentence could act as a summary of the
other sentences in the paragraph. Do the examples, reasons, and facts included in the reading explain or
give evidence supporting the main idea you have in mind? If they do, then you are right on target. If they
don't, you may want to revise g your main idea.
 Find the topic first. Ask: "What is this paragraph about?" In Paragraph 1, the first sentence asks, "What is
motion?" The general topic is motion.
 Ask yourself. "What does the author want me to know about the topic?" What does the author want me to
know about motion?
 Read the first and last sentences of the paragraph.
The last sentence appears to answer the question "What is motion?" Does this mean that sentence is the
stated main idea? Perhaps.
 Once you feel sure that you have found the main idea, test it.
I read the paragraph to see if the last sentence could act as a summary of the other sentences and if the
example explains the main idea. It does. The topic is motion and the paragraph describes a ball being
moved over time. The other sentences repeat "moved" and "time." The last sentence includes both of those
ideas.
Stated main idea: "These are the two important aspects of motion: (1) a change of position and (2) the
passage of time." Paragraph I is actually the start of an article. Not only is the sentence a stated main idea
and the topic sentence of the paragraph, but it is also the thesis for an article that explains how position and
time equal motion.
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Module 1&2: Reading and Analyzing Academic Text Fourth Quarter
Paragraph 1: Stated Main Idea What is Motion?
Consider a ball that you notice one morning in the middle of a lawn. Later in the afternoon, you notice
that the ball is at the edge of the lawn, against a fence, and you wonder if the wind or some person
moved the ball. You do not know if the wind blew it at a steady rate, if many gusts of wind moved it,
or even if some children kicked it all over the yard. All you know for sure is that the ball has been
moved because it is in a different position after some time passed. These are the two important aspects
of motion: (1) a change of position and (2) the passage of time.

THERE ARE FOUR WAYS ON HOW TO INTERACT WITH ACADEMIC TEXTS.

These four ways are the following:
1. Annotating- highlighting or underlining key words or ideas in the text and writing short explanations or
comments along the margins on the page. While annotation requires you to put comments on a reading
text, not all books have pages that can be written on. There are various ways on how you can practice this
skill without compromising the physical integrity of the pages. You may photocopy the page of a book and
use it to annotate. If you are reading from an MS Word file or a PDF, then you can make use of the
comment boxes feature of the software to insert your notes.

2. Outlining- presenting the important main details in particular text. It shows how a text is organized.
Example:
I. Main idea 1
A. Supporting idea 1
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Module 1&2: Reading and Analyzing Academic Text Fourth Quarter
a. evidence 1
b. evidence 2
B. Supporting idea 2
a. Evidence 1
b. Evidence 2
II. Main idea 1
A. Supporting idea 1
a. evidence 1
b. evidence 2
B. Supporting idea 2
a. Evidence 1
b. Evidence 2
3. Analyzing- examining the content by breaking down the different elements of the text. You can also divide a
text into different sections for more focus. This can be particularly helpful if you are about to read a fairly long
and difficult material. In doing this, you must practice noting details because you might want to occasionally
record the things that you have learned or have interested you. You can also apply your knowledge on identifying
the author’s purpose and intended audience.
4. Summarizing- giving the gist of a text. Thus, a summary presents the main ideas and the important supporting
details.
What is a Position Paper?
A position paper is a more complex version of persuasive essay. A persuasive essay is a position on a
certain issue, and it is presented in a paragraph form. However, a position paper is not an essay, but it has various
parts just like the concept paper. A position paper can be likened to a debate, but you are presenting your
arguments in a written form. Presenting an argument implies that you are favoring one side of the issue.
The primary goal of a position paper is to declare a “position” on a certain matter or an issue. Its secondary goal is
to convince or persuade others to take that side of an issue or matter.
In writing a position paper, the principles of argumentative writing should be followed. Remember that you
are declaring your own thoughts and beliefs; hence, the skills for argumentation should be used.
Principles of Argumentative Writing
Writing a position paper will be discussed according to the principles of argumentative writing, so you can
easily connect the ideas together.
 Audience. Consider your audience. What is the best possible way to communicate to them? How can you
convince them to side with you in case they have different stand?
 Viewpoint. You have to know the issue and the side that you have chosen. To do so, you should do basic
research to gain knowledgeable information about the issue. You should ask yourself questions such as the
following:
1. Is the issue worth pursuing? Is it a real issue?
2. What is the position or stand on this issue?
3. What support do I have (from books, Internet, and field research?)

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Module 1&2: Reading and Analyzing Academic Text Fourth Quarter
You may need to research for information regarding an issue to define your position. You must make sure that
you can back up your position with the supporting information from secondary sources such as books, journals,
and the Internet. Your position should not be merely a reflection of a personal preference, but it should be a
personal preference strengthened by credible and reliable support.
 Organization. Organize your arguments in the most persuasive or convincing manner. Remember to save
the best for last!

See attached Activity 2: GUESS WHAT? on page 13

DEEPEN
See attached Activity 3: FINDING THE MAIN IDEA! on pages 13-14

TRANSFER
See attached Activity 4: WRITE UP! on page 14

ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES 11

Name: ____________________________________________Grade and Section________________________

Contact Number____________________________________Address_________________________________
Subject Teacher: Ms. Karen Mae Q. Garcia
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Module 1&2: Reading and Analyzing Academic Text Fourth Quarter
Important!!! DETACH AND SUBMIT ONLY PAGES 13-14 to your Subject Teacher!

EXPLORE
Activity 1: SPOT THE DIFFERENCE!
Directions: Fill out the table below to identify the difference between a Topic and a Main Idea.
A TOPIC A MAIN IDEA

FIRM UP
Activity 2: GUESS WHAT?
Directions: Identify what is being asked in each statement. Write your answer on the space provided.
______________1. These are people intended to receive your position paper.
______________2. This refers to a position about a certain issue.
______________3. This is underlining key terms in a text.
______________4. It is also writing short explanations or comments in the margins on a page of a book.
______________5. It shows how a text is organized.
______________6. This is examining content by breaking down information within a text.
______________7. It is simply who or what is being talked or written about in a text.
______________8. A writer’s purpose which aims to express emotion.
______________9. A writer’s purpose which aims to give information about a certain topic.
______________10. The main goal in writing position paper.

DEEPEN
ACTIVITY 3: FINDING THE MAIN IDEA!
Directions: Read the passage carefully then write the main idea in the center cicle below. Write the supporting
ideas in the outside circles

Little Women by Louisa May Alcott

Little Women tells the story of the four March sisters as they grow up during the Civil War. The sisters
make friends with their neighbor, Laurie, a wealthy young man who lives with his grandfather.Chapter 13 Castles
in the AirLaurie lay luxuriously swinging to and fro in his hammock one warm September afternoon, wondering
what his neighbors were about, but too lazy to go and fi nd out. He was in one of his moods, for the day had been
both unprofi table and unsatisfactory, and he was wishing he could live it over again. The hot weather made him
indolent, and he had shirked his studies, tried Mr. Brooke’s patience to the utmost, displeased his grandfather by
practicing half the afternoon, frightened the maidservants half out of their wits by mischievously hinting that one
of his dogs was going mad, and, after high words with the stableman about some fancied neglect of his horse, he
had fl ung himself into his hammock to fume over the stupidity of the world in general, till the peace of the lovely
day quieted him in spite of himself. Staring up into the green gloom of the horse-chestnut trees above him, he
dreamed dreams of all sorts, and was just imagining himself tossing on the ocean in a voyage round the world,
when the sound of voices brought him ashore in a fl ash. Peeping through the meshes of the hammock, he saw the
Marches coming out, as if bound on some expedition.

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Module 1&2: Reading and Analyzing Academic Text Fourth Quarter

TRANSFER
Activity 4: WRITE UP!

Directions: You plan to participate in a national conference that tackles these issues: gay marriage, abortion,
death penalty, and divorce. Choose one issue that you want to focus on. Part of the requirements in the
conference is for you to write a one-page position paper about your chosen issue. As an activity in the
conference, you are called to share a position paper that you have written. Because your audience will
be your fellow senior high school students and different educators, you are expected to deliver a
position paper that is argumentative in nature, coherent, and organized.
Rubric
Component 5 3 1
Focus Takes a clear position and Takes a clear position and Takes a position but the
supports it consistently supports it with some paper is under developed
with well-chosen reasons relevant reasons and/or
and/or examples; may use examples; there is some
persuasive strategy to development of the paper
convey an argument
Organization Is focused and well Is generally organized, but Is disorganized or
organized, with effective has a few or no transitions unfocused in much of the
use of transitions. among sections paper or is clear but too
brief.
Sentence Fluency and Consistently exhibits Most sentences are well Sentences lack of form
Word Choice variety in sentence constructed but have structure, word choice
structure and word choice. similar structure, word may often inaccurate
choice lacks variety
Total
Note: You may use a long bond paper to write your position paper or it could be encoded.

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