12

English
Quarter 1 – Module 1-7
ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES
Most Essential Learning
Competencies (MELC)
English– Grade 12
Alternative Delivery Mode
Quarter 1 – Module 1-7: English for Academic and Professional Purposes
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this 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.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: MARICON L. PEDRAZA
Editors:
Reviewers:
Illustrator:
Layout
Artist:
Management Team:

Printed in the Philippines by

Department of Education – Region

Office Address:

Telefax:
E-mail Address:
 12

English
Quarter 1 – Module 1:
Introductory Message
For the facilitator:

Welcome to the Grade 12 Alternative Delivery Mode (ADM) Module on English for
Academic and Professional Purposes.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners to meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.
For the learner:

Welcome to the English 12 Alternative Delivery Mode (ADM) Module on English for
Academic and Professional Purposes.

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part is composed of a 15-item activity

in order to check what you already know
about the lesson to take. If you get all the
answers correct (100%) you may decide to
skip this module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or fill on the blank

sentence/paragraph to process what you
learned from the lesson.
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.

Assessment This is another 15-item task which aims to

evaluate your level of mastery in achieving
the learning competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson the learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

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!
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the Reading 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. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module is divided into seven lessons, namely:

 Lesson 1 -Differentiates language used in academic texts from various
disciplines
 Lesson 2 -Uses knowledge of text structure to glean the information he/she
needs
 Lesson 3 -Uses various techniques in summarizing a variety of academic texts
 Lesson 4 -States the thesis statement of an academic text
 Lesson 5 -Outlines reading texts in various disciplines
 Lesson 6 -Uses appropriate critical writing a critique such as formalism,
feminism, etc.
 Lesson 7 –Writes an objective/balanced review or critique of a work of art, an
event or a program

After going through this module, you are expected to:

1. Determine the structure of a specific academic text;
2. Differentiates language used in academic texts from various disciplines;
3. Explains the specific ideas contained in various academic texts;
4. Uses knowledge of text structure to glean the information he/she needs;
5. Uses various techniques in summarizing a variety of academic text;
6. States the thesis statement of an academic text;
7. Paraphrases/ explains a text using one’s own words;
8. Outlines reading texts in various disciplines;
9. Summarizes the content of an academic text; and
10. Writes a pré cis/abstract/summary of texts in the various discipline
 MODULE 1
Differentiates Language used in Academic Texts from various Disciplines

Contents:
Parts of speech
Multi-intelligence
Text
Academic Text
Academic Writing
Academic Reading
Academic language

The Nine (9) Intelligences of MI Theory by Howard Gardner

 Intelligence
 Skills and Career Preferences
1. Verbal-Linguistic Intelligence
- Well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of

words Skills - Listening, speaking, writing, teaching.

Careers - Poet, journalist, writer, teacher, lawyer, politician, translator

2. Mathematical-Logical Intelligence
- Ability to think conceptually and abstractly, and capacity to discern logical or numerical

patterns Skills - Problem solving (logical & math), performing experiments

Careers - Scientists, engineers, accountants, mathematicians

3. Musical Intelligence
 - Ability to produce and appreciate rhythm, pitch and

timber Skills - Singing, playing instruments, composing music

Careers - Musician, disc jockey, singer, composer

4. Visual-Spatial Intelligence
- Capacity to think in images and pictures, to visualize accurately and

abstractly Skills - puzzle building, painting, constructing, fixing, designing objects

Careers - Sculptor, artist, inventor, architect, mechanic, engineer

5. Bodily-Kinesthetic Intelligence
- Ability to control one's body movements and to handle objects

skillfully Skills - Dancing, sports, hands on experiments, acting

Careers - Athlete, PE teacher, dancer, actor, firefighter

6. Interpersonal Intelligence
- Capacity to detect and respond appropriately to the moods, motivations and desires of

others Skills - Seeing from other perspectives, empathy, counseling, co-operating

Careers - Counselor, salesperson, politician, business person, minister

7. Intrapersonal Intelligence
- Capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking

processes Skills - Recognize one’s S/W, reflective, aware of inner feelings

Careers - Researchers, theorists, philosophers

8. Naturalist Intelligence
- Ability to care, recognize and categorize plants, animals and other objects in

nature Skills - Recognize one’s connection to nature, apply science theory to life

Careers – Scientist, naturalist, landscape architect

9. Existential Intelligence
 - Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of
life, why do we die, and how did we get here?

Skills – Reflective and deep thinking, design abstract theories

Careers – Scientist, philosopher, theologian

 What is a text? /tekst/

As a noun

* a book or other written or printed work, regarded in terms of its content rather than its physical form.
E.g. "A text that explores pain and grief"

* the main body of a book or other piece of writing, as distinct from other material such as notes,
appendices, and illustrations. "The pictures are clear and relate well to the text"

As a Verb: Send a text message to. "I thought it was fantastic that he took the trouble to text me."

Other Definitions:

1 . According to Merriam dictionary, a text refers to the actual words of an author's work.
https://www.merriam-webster.com/dictionary/text.

2 . According to Oxford dictionary, a text is the main body of printed or written matter on a page. It could
refer to a textbook, a Bible passage that is the subject of a sermon, or a text message.
https://en.oxforddictionaries.com/definition/text

3. According to YourDictionary.com, a text of a book is the main part of it, rather than the introduction ,
pictures . It refers to the main body of matter in a manuscript, book, newspaper, etc., as distinguished
from notes, appendixes, headings, illustrations, etc. https://www.yourdictionary.com/text

4 According to Cambridge dictionary, a text refers to the written words in a book, magazine, etc., not the
pictures: 2. a text message: 3. the exact words of a speech, etc

https://dictionary.cambridge.org/dictionary/english/text

5. In linguistics, the text definition includes the original words of something written, printed, or spoken;
or any coherent stretch of language.
https://whatis.techtarget.com/definition/text

6. In information technology text is a human readable sequence of character s and the words they form
that can be encoded into computer readable formats.

 What is an academic text?

Academic text is defined as critical, objective, specialized texts written by experts or professionals in a
given field using formal language. Academic texts are objective. This means that they are based on facts
with solid basis.

 Academic writing

Academic writing is a core subject in the academe

Academic writing is a particular style used in formal essays and other assessments for the course. It
requires formal language, a logical structure and is supported by evidence/s.

Academic writing is clear, concise, focused, structured and backed up by evidence. Its purpose is to aid
the reader's understanding. It has a formal tone and style, but it is not complex and does not require the
use of long sentences and complicated vocabulary.

Academic writing refers to a style of expression that researchers use to define the intellectual boundaries
of their disciplines and their specific areas of expertise.

 Academic Reading

Academic reading differs from reading for pleasure. You will often not read every word, and you are
reading for a specific purpose rather than enjoyment. This page explains different types of purpose and
how the purpose affects how you read, as well as suggesting a general approach to reading academic
texts.

Academic and nonacademic texts are also typically written for a particular audience. While nonacademic
texts are intended more for mass, public consumption than scholarly or academic texts, they may be
targeted towards special interests or occupations in society.

 Academic language
Academic language is the language needed by students to do the work in schools. It includes, for
example, discipline-specific vocabulary, grammar and punctuation, and applications of rhetorical
conventions and devices that are typical for a content area (e.g., essays, lab reports, discussions of a
controversial issue.)

Source/s:

https://www.wappingersschools.org/cms/lib01/.../extra_credit_poetry_assignment.pdf

https://www.merriam-webster.com/dictionary/text.

https://en.oxforddictionaries.com/definition/text

https://www.yourdictionary.com/text

https://dictionary.cambridge.org/dictionary/english/text

https://whatis.techtarget.com/definition/text

https://library.leeds.ac.uk/info/14011/writing/106/academic_writing

https://libguides.usc.edu/writingguide/academicwriting

https://www.csun.edu/science/ref/language/pact-academic-language.html

https://www.eapfoundation.com/reading/skills/purpose/

MODULE 2

Contents:
Importance of academic writing.
Characteristics of good academic text
Features of academic writing

 Importance of academic writing

As a required core subject in senior high school, it means that the skill of writing is a necessity to be able
to communicate using the appropriate language needed in formal communication.

Since the goal of academic writing is to communicate, it is very important to apply the appropriate
language, learn the rules and practice the skills of writing for academic and professional purposes.

It is important because it is a measure of one’s professionalism as it seeks to simplify complex messages

providing common understanding with the target audience. It is important because it is fundamental in
achieving higher education. It serves as the window of one’s thoughts. It aids in one’s understanding of
the intended message or text.

 Characteristics or features of a text (FECOS)

 F -formal or informal. A text used for academic and professional purposes make use of a
formal rather than informal language.
 E- explicit or implicit. A text used for academic and professional purposes make use of
explicit or observable, clear and precise facts or objects rather than implicit, unclear,
unspecified facts.
 C- complex or simple. A text used for academic and professional purposes is simplified to
be able to reach or connect its target audience or readers.
 O- bjective or subjective – A text for academic and professional purposes uses behavioral
objectives that could be seen and touch by the senses. Text with subjective or unclear
purposes could be used in other purposes rather than for the purpose of producing an
academic text.
 S- specific or holistic - An academic text could be written using either of the two
approaches, parts to whole approach (specific) or whole to parts approach (holistic).
 Features of academic writing (CFPO)
 Complexity - Through written language, complex ideas could be simplified using a simple
language or commonly used idioms that are understandable to a specific target audience.
 Formality - Academic writing uses formal language rather than slang or informal language.
 Precision - In academic writing, facts and figures could be quoted from exact sources for
further reference.
  Objectivity - Written language could provide more explicit or objective purpose of
communication.
 Characteristics of Good Academic Writing

Good academic writing is transparent: right from the start, the reader should have a clear understanding of
the author's purpose, argument, and structure.

Good academic writing, no matter the discipline, field, or genre, is characterized by:

1. Use Good Ideas.

Your ideas are the most important element of your project, especially as it takes shape. But before you
show your final drafts to other readers, you need to pay attention to style, grammar, and mechanics.
Mechanics include your punctuations, capitalization and margins

2. Has Clear Sense of Audience, Genre, and Purpose.

Keep in mind the rhetorical purpose and academic standards under which you write:

(a) Who is your audience?

(b) What is your purpose? and;

(c) What is the genre of what you are writing?

Approaching the “So What” Question. Academic Writing is considered successful when it answers the
“So What” question or problem statement, best described by the following guidelines to be answered in
the text:

(a) What is the issue?

(b) What are the specific questions surrounding the issue?

(c) What is the context and background of the issue? and

(d) Why does the issue matter? If the work you produce answers these questions and tackles the answers
by paying attention to both higher- and lower-order concerns, and adds new information (called the
value- add) to make the writing even more compelling, the paper will be successful.

3. Use appropriate conjunctions for ideas to flow logically using a certain pattern
Use transitions words, signal phrases, and verbs that tell the reader (the audience) your stand based on the
given evidence from verifiable source/s.

Each paragraph, and your paper as a whole, should follow this format:

(a) Introduce the main idea that will be discussed,

(b) Provide the evidence used to prove your argument, and

(c) Outline the significance of the evidence you have provided.

4. Choose sources judiciously. Choose appropriate authentic sources of information and decide:

(a) How much information to provide, (b) What kind of information to provide, and (c) How to sequence
the information you provide.

5. Use clear and direct. Use strong verbs, rather than nouns and adverbs. Use strong verbs, such as
“to speed,” rather than “to drive quickly,”

6. Specific and detail-oriented prose. Explain with specific examples and elaborate if needed.

7. Be consistent in tone and style. Voice and verb tenses used in the text need be consistent from start to
finish. In the Sciences, passive voice is often used (the chemicals were mixed), whereas in the
Humanities, active voice is used (the assistant mixed the chemicals). Use the appropriate tone and style
needed to communicate.

8. Use compelling strong voice. Write with conviction to the target audience.

9. Be mechanically competent: Cite references and acknowledge the source of information. Failure to do
so could be a case of Plagiarism. Plagiarism is a “no-no” to academic writing.

 Performance/Task to do:

Take your cp camera with you. Go around the different corners of the school, then take a picture of
people that interests you. Ask yourself if you could relate to it. Then make a narrative applying the
guideline #2. Has Clear Sense of Audience, Genre, and Purpose. Consider the following while writing.

(a) What is the issue?

(b) What are the specific questions surrounding the issue?

 (c) What is the context and background of the issue? and

(d) Why does the issue matter to you?

Source:

Hyland, K. (2000). Disciplinary discourses: social interactions in academic writing.

Essex, England: Pearson Education Limited

MODULE 3

Contents:

 Types of written text based on genre.

 Types of written text based on structural pattern and purpose
 Types of written text based on content
 Types of written text based on complexity of themes/ ideas
 Four types of academic writing based on style EPND

 Types of written text based on genre.

There are many types of written text based on genre or form. This includes:

1. Fantasy

2. Biographies

3. Memoir

4. realistic fiction

5. Forms

6. Bill
 7. Brochures

8. Maps

9. Magazines

10. Articles, etc.

 Types of written text based on structural pattern and purpose

Structure is the way the text is organized and presented. It includes:

1. Description- Factual writers use description and technical language

2. Chronological sequence

3. Comparison and contrast

4. Cause and effect

5. Problem and solution

The presence of these structures, especially when combined, can increase the challenge for readers.

 Types of written text based on content

Content refers to the subject matter of the text and the concepts that are important to understand.

1. Fiction -Content may be related to the setting or kinds of problems characters experience.

2. Non-fiction -Content are the factual texts. The more a reader knows about the topic, the easier
it is to comprehend the text.

 Types of written text based on complexity of themes/ ideas:

1. Concrete and accessible -The text that can be verified by the sense of sight, hearing and
touched.

2. Complex and abstract -The text can be imagined and not necessarily accessible in a certain
point in time. It needs supporting ideas to clarify the complexity of ideas.

 Types of written text based on language forms

 1. Written language -It refers to a written text for a certain audience and purpose.

2. Spoken language -It is an oral text like dialogue, interview, conversation, small talk, public
speaking, debate, panel discussion, reporting, making presentation or introductions, etc.

3. Figurative language -It is the use of figures of speech like simile, metaphor, personification etc.
to convey message either done orally or in written form.

4. Literary language -It is the use of literary structures such as character, setting, and plot

 Four types of academic writing based on style EPND

They are expository, persuasive, narrative, and descriptive.

Expository – Writing in which author’s purpose is to inform or explain the subject to the reader.

Persuasive – Writing that states the opinion of the writer and attempts to influence the reader.

Narrative – Writing in which the author tells a story. The story could be fact or fiction.

Descriptive – A type of expository writing that uses the five senses to paint a picture for the reader. This
writing incorporates imagery and specific details.

 Identify which type of writing is being described

Direction: Read the descriptions below. Then indicate what kind of writing style is used in each sentence
below.

1. A story about the anxieties of your high school life.

2. A web page telling how to create an application.

3. A story about your dream of the future.

4. A letter to the president explaining why teachers’ pay needs be increased.

5. Writing in which you record detailed instructions on how to install something.

6. An essay discussing a theme from ‘Les Miserables.’

7. An article attempting to convince readers to boycott the influx of Chinese workers in
the country without undergoing the immigration process.

8. A poem about the sights and sounds of rainfall

9. A paper about the horrible treatment of the people during the martial law.

10. The headline in the morning newspaper about Isko Moreno’s cleaning the city of
Manila in just two weeks.

11. A brochure advertising a luxury hotel and resort.

12. A paper discussing the endless after effects of a

war. 13. A description of the different multi-intelligences.

14. A story of someone from rags to reaches.

15. A cover story about a homeless man who donated an amount of $17,000.00 to an
organization that provides help for the needy, homeless people like him.

Souce/s:

https://ccsdparentliteracysupport.ten_characteristics_of_written_texts.pdf

Fountas and Pinnell. 2011. The Continuum of Literacy Learning, Grades PreK-8, Portsmouth, NH:
Heinemann

www.uefap.com/writing/feature/featfram.htm

https://freeology.com/journal/4-types-of-writing/

Source/s:

www.uefap.com/writing/feature/featfram.htm

https://freeology.com/journal/4-types-of-writing/

MODULE 4
 Contents:
Structure of an academic text

 Example of Classification-division structure

Structure is an important feature of academic writing. A well-structured text enables the reader to follow
the argument and navigate the text. In academic writing a clear structure and a logical flow are imperative
to a cohesive text.

 Text structure refers to the way an author arranges information in his writing. Text
structure provides the format and enables writers to organize their thoughts as they
write. It also helps the reader in that it provides a structure in which information can be
found and understood while it's being read.

Every piece of academic writing is structured by paragraphs and headings. The number, length and order
of your paragraphs will depend on what you're writing – but each paragraph must be: Unified: all the
sentences relate to one central point or idea.

Meaning is mapped onto the structure of language.

1. Simple structure/simple sentence.

Texts that make use of kernel sentences are easier to process. Sentence patterns with simple structure are
easier to understand than with those with complex structure.

Simple structure includes the S-TV-DO pattern or structure, the S-LV-Adj. sentence structure, the S-IV
structure etc. The more familiar words used in a text, the easier to connect and be understood by the
target reader.

2. Complex structure/complex sentence. Sentences embedded with clauses make a text more difficult to
comprehend. The use of appropriate connective words like conjunctions may be utilized to maintain the
flow of an idea being decoded by the target reader when written in complex structures.

There are several different types of text structure, including the following:

1. Chronological: discussing things in order

2. Cause and effect: explaining a cause and its results

 3. Problem and solution: presenting a problem and offering a solution

4. Compare and contrast: discussing similarities and differences

5. Classification-division: sorting information into topics and categories

 Classification-division text structure is an organizational structure in which writers sort items or

ideas into categories according to commonalities. It allows the author to take an overall idea and
split it into parts for the purpose of providing clarity and description. Sorting can take place on
many levels with topics, subtopics, categories, subcategories, and so on.

For readers, a classification-division piece can be identified by looking for use of certain words, such as:
first, finally, to begin, next, in addition, on the other hand, for example, or then.

Process for Classification-Division

For writers, there are several steps to be followed in the process of developing a written piece that follows
a classification-division text structure:

1. Decide on a main topic.

2. Divide the main topic into two or more subtopics.

3. For each subtopic, provide information and details to clarify and explain, or divide each subtopic
further by creating categories for each subtopic.

 The basic structure of an essay has the following format:

1. Introduction

Including a thesis statement, a description of the topic as a whole, and an explanation of the process and
purpose for dividing the main topic into subtopics and beyond.

2. Body

Least important subtopic first, most important subtopic last

-Subtopic One followed by categories if needed

 -Subtopic Two followed by categories if needed

-Subtopic Three, etc.

3. Conclusion

A basic summary of each subtopic and category followed by a restating of the original thesis statement.

Most academic texts in the sciences adhere to the model called IMRAD, which is an acronym for
introduction, methods and materials, results, and discussion.

Source/s:

https://lnu.se/en/library/Writing-and-referencing/the-structure-of-academic-texts

https://kib.ki.se/en/write-cite/academic-writing/structure-academic-texts

MODULE 5

Content/s
 Paraphrasing
 Paraphrasing and summarizing
 How to paraphrase?

Writing in the academe involves integrating ideas from other authors into your own writing. One way to
integrate is to learn the skill of paraphrasing.

 Paraphrasing- presenting the ideas and information using one’s own words. It is an important
academic skill that every learner needs to acquire and succeed in the academe. Paraphrasing is not
simply taking what someone has written and changing a few words to make it your own. It is about
translating another person's ideas into your own words and in reduced form.

To paraphrase is to rewrite something 'in your own words'. Lecturers like to see you using paraphrasing in
your writing because it demonstrates what you know and understand about their subject (because it is in
your own words). Most of your academic reading texts are made up of paraphrases.
Paraphrasing involves taking a passage - either spoken or written - and rewording it. Writers often
paraphrase to deliver information in a more concise way. Paraphrasing is clearly restating in your own
words the ideas or thoughts of other authors.

Paraphrasing and summarizing require acknowledgment of the original authors where one took the
information to avoid intellectual stealing of ideas called plagiarism. Plagiarism is against the ethics of
writing and it could be a form of stealing intellectual properties. That is why referencing is a ‘must’ in
academic writing. Effective paraphrasing also demonstrates your understanding of the information.

Rephrasing obr restating information from another source in your own words without changing the
meaning. It is usually shorter than the original passage.

Summary

A summary includes only the main ideas of someone else’s writing, restated in your own words.

Much shorter than the original text. Always acknowledge the original author when using a paraphrase or
summary.

How to paraphrase?

1. Change the structure of the sentence. Using active voice is preferable to give impact except in the field
of scientific text where passive voice is usually used.

In changing the structure of a sentence, the following steps need be followed:

a. Read the original text a number of times to get and understand the main ideas.

b. Write down the main ideas from memory.

c. Check what you have written against the original text – make sure you have retained the original ideas
and that your version is different.

2. Change the words in the sentence.

One can paraphrase by using synonyms that reflect the intended meaning of the original text by the
original author. The main ideas of the original text could be the key words that need be retained even
when restated using the preferred writing style of the writer.
3. Look for words or phrases that can be restated in a simpler way using simple sentences..

4. Use a thesaurus or dictionary to find synonymous words.

Sources:

https://examples.yourdictionary.com/examples-of-paraphrasing.html

https://writingcenter.unc.edu › English Language Services › Resources

https://lo.unisa.edu.au/mod/book/view.

https://www.learninghub.ac.nz/writing/paraphrasing-summarising-and-techniques/

Content/s:

Critique

What is an article critique?

Importance of writing a critique.

The purpose for writing a critique

How to write a critique?

How do you critique a speech?

How do you critique an article

title? Critique

As a verb, critique means to review or examine something critically.

As a noun, a critique is that review or examination, like an art essay or a book report.

The French version of this word is spelled the same (meaning "the art of criticism") and came from the
Greek kritike tekhne ("the critical art").

What is an article critique?

A critique is not (only) a criticism. A critique is a specific style of essay in which you identify, evaluate,
and respond to an author's ideas, both positively and negatively. It is usually applied to academic
sources.Feb 5, 2018

Article critique - OWLL - Massey University

owll.massey.ac.nz/assignment-types/article-critique.php

Like an essay, a critique uses a formal, academic writing style and has a clear structure, that is, an
introduction, body and conclusion. However, the body of a critique includes a summary of the work and a
detailed evaluation. The format of a critique also includes the 'introduction, body and conclusion' format.

Importance of writing a critique.

Writing a critique on a work helps us to develop: A knowledge of the work's subject area or related
works. An understanding of the work's purpose, intended audience, development of argument, structure
of evidence or creative style. A recognition of the strengths and weaknesses of the work.

The purpose for writing a critique is to evaluate somebody's work (a book, an essay, a movie, a
painting...) in order to increase the reader's understanding of it.

A critical analysis is subjective writing because it expresses the writer's opinion or evaluation of a text.

A critique refers to a critical assessment. The key difference between the two is that a review can be
compiled by anyone and consists of a subjective opinion of a work, unlike a critique which is written by
an expert in the field with a technical comprehension.

Critique papers require students to conduct a critical analysis of another piece of writing, often a book,
journal article, or essay. For psychology students, critiquing a professional paper is a great way to learn
more about psychology articles, writing, and the research process itself.

A critique essay looks critically at a particular subject, area or topic. It means evaluating information,
comparing and contrasting theories and analyzing situations.

Reaction papers, reviews, critiques usually range in length from 250-750 words. They are not simply
summaries but are critical assessments, analyses, or evaluation of different works. As advanced forms of
writing, they involve your skills in critical thinking and recognizing arguments.
How to write a critique

1. Study the work under discussion.

2. Make notes on key parts of the work.

3. Develop an understanding of the main argument or purpose being expressed in the work.

4. Consider how the work relates to a broader issue or context.

How do you critique a speech?

It’s necessary to evaluate the speaker's abilities in both speech writing and delivery. Determine whether
the speaker used facts and anecdotes to make a convincing case, and decide if his or her style was
engaging enough to keep your attention through the end.

How do you critique an article title?

1. Introduce your reader to the title of the article, the authors, and the main point of the article.

2. Provide a brief summary of the article in your own words.

3. Begin the critique. This can be multiple paragraphs, but follow any specific guidelines from your
instructor

4. Conclusions.

Sources:

https://www.vocabulary.com/dictionary/critique

https://www.verywellmind.com/how-to-write-a-critique-paper-27957

https://www.bestessaytips.com/writing_article_critique.php

https://writepass.com/journal/2013/03/how-to-write-a-critique-essay/

https://www.quora.com/What-is-the-difference-between-critique-and-review
https://www.scribd.com/.../EAPP-HANDOUT-WRITING-A-REACTION-PAPER-

https://www.citewrite.qut.edu.au/write/critique.jsp

https://www.citewrite.qut.edu.au/write/critique.jsp

MODULE 7

Content/s

 Reflection paper/ Reaction paper

 Steps in writing reflection essays
 Writing a Response or Reaction Paper
 Reflection paper/ Reaction paper

A reflection paper is an essay of your thoughts about something that could be a movie, book, incident,
etc.

A reflection paper is your chance to add your thoughts and analysis to what you have read and
experienced.

A reflection paper is meant to illustrate one’s understanding of the material and how it affects their ideas
and possible practice in the future.

Steps in writing reflection essays

1. Write clearly and concisely. ...

2. Think of the main themes. ...

3. Ask questions to get more details. ...

4. Create a reflective essay outline. ...

5. Write briefly. ...

6. Write the text. ...

7. Good academic tone and proper sharing of the information

Reaction papers and reflection papers are two types of essays often considered as synonymous. Both
types of papers feature a student's reaction or thoughts regarding a certain topic, book, or film. The
primary difference lays in the type of focus the student places on the topic about which he is writing.

A reaction paper

It is a type of written assignment, which requires personal opinion and conclusions on a given article or
abstract. Unlike a summary, a reaction paper should contain your own thoughts on the problem, discussed
in the original text.

A reaction/response paper has an introduction, a body, and a conclusion.

The introduction should contain all the basic information in one or two paragraphs. ...

Your introduction should include a concise, one sentence, focused thesis. ...

The body should contain paragraphs that provide support for your thesis.

The importance of reaction paper is it help us to improve the written output and also deepens its content.
It also helps us in our daily decisions by following the opinions of those people who are more educated
and more experienced in life.

A reaction paper requires you to formulate analysis and reaction to a given body of material such as
readings, lectures, or student presentations. The purpose of a reaction paper assignment is to focus your
thinking on a topic after a close examination of the source material.

A reaction paper is not just a paper where you express your opinion. These papers require a close reading
of the text that goes beyond the surface meaning. You must respond to implied ideas, and elaborate,
evaluate, and analyze the author's purpose and main points.

The reaction paper is not the same as diary entry because reaction paper uses formal writing that follows
the rules and methods on how to write the concept. .While diary entry uses informal writing that you have
the freedom to write anything, it is more personal and you are allowed to use abbreviations

THE WRITING PROCESS

Writing a Response or Reaction Paper

PART 1: A SUMMARY OF THE WORK

To develop the first part of a report, do the following:

§ Identify the author and title of the work and include in parentheses the publisher and publication date.
For magazines, give the date of publication.

§ Write an informative summary of the material.

§ Condense the content of the work by highlighting its main points and key supporting points.

§ Use direct quotations from the work to illustrate important ideas.

§ Summarize the material so that the reader gets a general sense of all key aspects of the original work.

§ Do not discuss in great detail any single aspect of the work, and do not neglect to mention other equally
important points.

§ Also, keep the summary objective and factual. Do not include in the first part of the paper your personal
reaction to the work; your subjective impression will form the basis of the second part of your paper.

PART 2: YOUR REACTION TO THE WORK

To develop the second part of a report, do the following:

§ Focus on any or all of the following questions. Check with your instructor to see if s/he wants you to
emphasize specific points.

§ How is the assigned work related to ideas and concerns discussed in the course for which you are
preparing the paper? For example, what points made in the course textbook, class discussions, or lectures
are treated more fully in the work?

§ How is the work related to problems in our present-day world?

§ How is the material related to your life, experiences, feelings and ideas? For instance, what emotions
did the work arouse in you?

§ Did the work increase your understanding of a particular issue? Did it change your perspective in any
way?
§ Evaluate the merit of the work: the importance of its points, its accuracy, completeness, organization,
and so on.

§ You should also indicate here whether or not you would recommend the work to others, and why.

POINTS OF CONSIDERATION WHEN WRITING THE REPORT

Here are some important elements to consider as you prepare a report:

§ Apply the four basic standards of effective writing (unity, support, coherence, and clear, error-free
sentences) when writing the report.

§ Make sure each major paragraph presents and then develops a single main point. For example, in the
sample report that follows, the first paragraph summarizes the book, and the three paragraphs that follow
detail three separate reactions of the student writer to the book. The student then closes the report with a
short concluding paragraph.

§ Support any general points you make or attitudes you express with specific reasons and details.
Statements such as "I agree with many ideas in this article" or "I found the book very interesting" are
meaningless without specific evidence that shows why you feel as you do. Look at the sample report
closely to see how the main point or topic sentence of each paragraph is developed by specific supporting
evidence.

§ Organize your material. Follow the basic plan of organization explained above: a summary of one or
more paragraphs, a reaction of two or more paragraphs, and a conclusion. Also, use transitions to make
the relationships among ideas in the paper clear.

§ Edit the paper carefully for errors in grammar, mechanics, punctuation, word use, and spelling.

§ Cite paraphrased or quoted material from the book or article you are writing about, or from any other
works, by using the appropriate documentation style. If you are unsure what documentation style is
required or recommended, ask you instructor.

§ You may use quotations in the summary and reaction parts of the paper, but do not rely on them too
much. Use them only to emphasize key ideas.
§ Publishing information can be incorporated parenthetically or at the bottom of the page in a footnote.
Consult with your instructor to determine what publishing information is necessary and where it should
be placed.

A SAMPLE RESPONSE OR REACTION PAPER

Here is a report written by a student in an introductory psychology course. Look at the paper closely to
see how it follows the guidelines for report writing described above.

Part 1: Summary

Topic sentence for summary paragraph

A Report on Man's Search for Meaning

Dr. Viktor Frankl's book Man's Search for Meaning (New York: Washington Square Press, 1966) is both
an autobiographical account of his years as a prisoner in Nazi concentration camps and a presentation of
his ideas about the meaning of life. The three years of deprivation and suffering he spent at Auschwitz
and other Nazi camps led to the development of his theory of Logo therapy, which, very briefly, states
that the primary force in human beings is "a striving to find a meaning in one's life" (154). Without a
meaning in life, Frankl feels, we experience emptiness and loneliness that lead to apathy and despair. This
need for meaning was demonstrated to Frankl time and again with both himself and other prisoners who
were faced with the horrors of camp existence. Frankl was able to sustain himself partly through the love
he felt for his wife. In a moment of spiritual insight, he realized that his love was stronger and more
meaningful than death, and would be a real and sustaining force within him even if he knew his wife was
dead. Frankl's comrades also had reasons to live that gave them strength. One had a child waiting for him;
another was a scientist who was working on a series of books that needed to be finished. Finally, Frankl
and his friends found meaning through their decision to accept and bear their fate with courage. He says
that the words of Dostoevsky came frequently to mind: "There is one thing that I dread: not to be worthy
of my suffering." When Frankl's prison experience was over and he returned to his profession of
psychiatry, he found that his theory of meaning held true not only for the prisoners but for all people. He
has since had great success in working with patients by helping them locate in their own lives meanings
of love, work, and suffering.

Part 2: Reaction
Topic sentence for first reaction paragraph

One of my reactions to the book was the relationship I saw between the “Capos” and ideas about anxiety,
standards, and aggression discussed in our psychology class. The Capos were prisoners who acted as
trustees, and Frankl says they acted more cruelly toward the prisoners than the guards or the SS men.
Several psychological factors help explain this cruelty. The Capos must have been suppressing intense
anxiety about “selling themselves out” to the Nazis in return for small favors. Frankl and other prisoners
must have been a constant reminder to the Capos of the
courage and integrity they themselves lacked. When our behaviors and values are threatened by someone
else acting in a different way, one way we may react is with anger and aggression. The Capos are an
extreme example of how, if the situation is right, we may be capable of great cruelty to those whose
actions threaten our standards.

Topic sentence for second reaction paragraph

I think that Frankl’s idea that meaning is the most important force in human beings helps explain some of
the disorder and discontent in the world today. Many people are unhappy because they are caught in jobs
where they have no responsibility and creativity; their work lacks meaning. Many are also unhappy
because our culture seems to stress sexual technique in social relationships rather than human caring.
People buy popular books that may help them become better partners in bed, but that may not make them
more sensitive to each other’s human needs. Where there is no real care, there is no meaning. To hide the
inner emptiness that results from impersonal work and sex, people busy themselves with the
accumulation of material things. With television sets, stereos, cars, expensive clothes, and the like, they
try to forget that their lives lack true meaning instead of working or going to school to get a meaningful
job, or trying to be decent human beings.

Topic sentence for third reaction paragraph

I have also found that Frankl’s idea that suffering can have meaning helps me understand the behavior of
people I know. I have a friend named Jim who was always poor and did not have much of a family—only
a stepmother who never cared for him as much as for her own children. What Jim did have, though, was
determination. He worked two jobs to save money to go to school, and then worked and went to school at
the same time.
The fact that his life was hard seemed to make him bear down all the more. On the other hand, I can
think of a man in my neighborhood who for all the years I've known him has done nothing with his life.
He spends whole days smoking and looking at cars going by. He is a burned-out case. Somewhere in the
past his problems must have become too much for him, and he gave up. He could have found meaning in
his life by deciding to fight his troubles like Jim, but he didn't, and now he is a sad shadow of a man.
Without determination and the desire to face his hardships, he lost his chance to make his life meaningful.

Concluding paragraph

In conclusion, I would strongly recommend Frankl’s book to persons who care about why they are alive,
and who want to truly think about the purpose and meaning of their lives.

Sources:

https://gpedrano.wordpress.com/2016/07/19/the-importance-of-reaction-paper/

Feedback

https://leo.stcloudstate.edu/acadwrite/reaction.html

https://coursedev.umuc.edu/WRTG999A/chapter8/ch8-14.html

https://www.iirp.edu/pdf/IIRP-Reflection-Tip_Sheet.pdf