FRIENDLY REMINDERS:

1. Kindly share your camera all throughout the

session. Be ready for a roll call at the start of the
session.

2. Prepare your notebook and module 4.

3. Listen and participate actively in the discussion

later.
Submission Updates
Submission Updates
FRIENDLY REMINDERS:
1. Kindly share your camera all throughout the
session. Be ready for a roll call at the start of the
session.

2. Prepare your notebook and module 4.

3. Listen and participate actively in the discussion

later.
 Academic and
Professional Writing
Module 4
Reading & Writing Skills
 As you progress to higher educational levels
and professional work, you will be exposed to
a wide variety of written forms, most of which
will be professional and academic texts.
 You will…
• describe the features that make a piece of writing
professional or academic;
• distinguish academic and professional writing;
• present textual evidence in academic writing using
the APA style of documentation;
COMPONENTS OF ACADEMIC
AND PROFESSIONAL WRITING

Whether you are writing an academic or

professional text, you need to consider the
following six essential components: context,
message, language, purpose, audience, and
product. All of these highly interdependent with one
another; excluding one may result in a writing
disaster.
 COMPONENTS OF ACADEMIC AND
PROFESSIONAL WRITING

1. Context

A context refers to the situation where professional

writing is performed. It includes the people involved
(i.e., the sender and the receiver), relationship
between the people involved in the communication,
time and place, and some possible interferences.
 COMPONENTS OF ACADEMIC AND
PROFESSIONAL WRITING

2. Message

Message refers to the content of your document. It

includes the main topic and the details that support it.
These details may be in a form of facts, statistics,
testimonies, and observation.
 COMPONENTS OF ACADEMIC AND
PROFESSIONAL WRITING

3. Language

Language refers to the channel used to convey the

message. It can either be visual or textual, formal or
informal, verbal and non-verbal. Note that you need
to follow the standard form and usage of language in
professional writing.
 COMPONENTS OF ACADEMIC AND
PROFESSIONAL WRITING

4. Purpose
Purpose is the reason or motive that you have
when communicating. It also helps you determine the
reactions you want to elicit from the target audience.

There are two levels of purpose in the context of

professional and academic writing: to inform and to
persuade.
 COMPONENTS OF ACADEMIC AND
PROFESSIONAL WRITING

5. Audience

Audience is the receiver of the message. It can

either be primary (i.e., the direct receiver of your
document) or secondary (i.e. the indirect receiver of
your document).
 COMPONENTS OF ACADEMIC AND
PROFESSIONAL WRITING

6. Product
Product refers to the output that you intend to
produce after considering all the other components.
The following are some examples of outputs
produced through academic and professional writing.

Academic Writing Professional Writing

Academic essays, Thesis,
Dissertation, Library Research,
Coursework, Reaction Papers,
Book Reviews, Literature
Reviews, Research Report,
Project Proposal, Position Paper
Instructional Manuals,
Specifications, Brochures,
Business Correspondences (letter
and memos), Business and
technical reports
COMPONENTS OF ACADEMIC
AND PROFESSIONAL WRITING

Whether you are writing an academic or

professional text, you need to consider the
following six essential components: context,
message, language, purpose, audience, and
product. All of these highly interdependent with one
another; excluding one may result in a writing
disaster.
Differences between academic
and professional writing
 ACADEMIC WRITING

Academic writing is a type of writing produced by

students in an academic setting. Its main purpose is
to inform and persuade, not to entertain. The most
common types of academic writing include academic
essays, book reviews, literature reviews, research
reports, project proposals, position papers, and
reaction papers.
 ACADEMIC WRITING

• impersonal and formal

• needs a wide-ranging, field-specific vocabulary
• contains structured texts
• follows the guidelines for language use and
mechanics
• citation and referencing
 General Tips in Writing Academic Texts
1. Follow the basics in the writing process:

• Be clear with the assignment or prompt.

• Analyze the context of writing.
• Have a clear purpose and audience in mind.
• Make your thesis evident.
• Stay focused on your topic; eliminate unnecessary details.
• Read some academic texts that use similar rhetorical pattern to the one
you are writing.
• Make sure you use sufficient cohesive devices. However, be careful
not to overuse transitional devices.
• Avoid wordiness and redundancies.
• Use brainstorming strategies (listing, free writing, clustering) to
overcome writer’s block.
• Edit and proofread your work.
 General Tips in Writing Academic Texts

2. Use quotations sparingly. Paraphrase information as

much as possible.

3. As much as possible, avoid using an imperative tone.

 General Tips in Writing Academic Texts
4. Avoid excessive font effects such as too much use of
boldface, underlines, and italics.
 General Tips in Writing Academic Texts

5. Be consistent with the type of English you use. If

you use British English, stick to it and do not shift to
American English. If you use American English, be
consistent with it.
 General Tips in Writing Academic Texts

6. Plan wisely. Allot ample time in preparing your

writing assignment.
PROFESSIONAL
WRITING
Professional writing is any type of written
communication performed specifically in a
professional context; it is most often applied in
business and technical writing. Its main purpose is
also to inform and persuade readers. Some of the
most common examples are business and technical
reports, as well as business correspondences.
PROFESSIONAL
WRITING
• Compared to academic writing, professional writing
uses business English and a more personal tone.

• Although professional writing is more personal, it

does not mean that you can use personal anecdotes,
jokes, and colloquial expressions.
PROFESSIONAL
WRITING
• Professional writing addresses a particular need,
follows a standard structure and format, and
conveys business and technical content to a specific
audience.

• It is also objective, unemotional, accurate, concise,

and straightforward.
PROFESSIONAL
WRITING
• In terms of the mechanics, professional writing bars
the use of emoticons, contractions, and unnecessary
exclamation points. Unlike academic writing, it
does not require a great number of citations, but few
relevant citations may be sufficient.
 General Tips in Writing Professional Texts
1. Follow the basics of the writing process:

• Be clear with your purpose and target reader.

• Consider the context of writing the document.
• Organize your ideas using cohesive devices.
• Avoid wordiness and redundancies; be direct to the point and avoid
unnecessary details.
• Be objective and factual with your message.
• Use brainstorming strategies (listing, free writing, clustering) to
overcome writer’s block. You may also confer with your colleagues or
friends to give you some insights on how to write a document.
• Edit, edit, edit: eliminate all grammatical and typographical errors as
much as possible. Otherwise, the target reader may create an
unfavorable impression on you.
 General Tips in Writing Professional Texts

2. Anticipate the readers’ beliefs, values, motivations, and

possible objections especially when writing persuasive
documents such as proposals.
 General Tips in Writing Professional Texts

3. Adjust your language based on your relationship

with the receiver of the document.
 General Tips in Writing Professional Texts

4. Study the format used by your organization and

incorporate it to your writing. However, you may use
other formats which you think are appropriate.
5. Avoid excessive font effects such as too much use of
boldface, underlines, and italics.
6. Be consistent with the type of English you use. If
you use British English, stick to it and do not shift to
American English. If you use American English, be
consistent with it.
 Integrate

There are four ways on how you can present textual

evidence to support your claim in your academic or
professional writing: Referencing, Quoting,
Paraphrasing, and Summarizing.
 Textual Evidence
is any information lifted from a text that a writer can use
to illustrate his or her ideas and supports his or her
claim or evidence
4 ways to present
textual evidence
• Referencing
• Quoting
• Paraphrasing
• Summarizing
Referencing
- acknowledging someone or something as the source
and allowing readers to trace where we got the proof to
support our claim

Examples:
According to… …states that…
As explained by… …emphasizes
Based on the findings of… …asserts that…
…proposed that… …concluded that…
…also mentioned…
Quoting
• Using the exact words from the original text
• Distance yourself from the original in order to cue the
readers that the words are not yours.
• Maintain the integrity of the original text

Example:
According to Miss Melanie Marquez in an interview
when asked about her being a vegetarian, “I don’t eat
meat, I am not a carnival.”
In-text citation
When you present information in the body of your
paper, you briefly identify its source.

What should you credit?

any information that you learned from another
source including facts, statistics, opinions, theories,
photographs, and charts
WHAT IS APA?

APA is the style of documentation of sources used by

the American Psychological Association. This form
of writing academic papers (particularly research
papers) is used mainly in the social sciences, like
psychology, anthropology, sociology, as well as
education and other fields.
APA citation in
Referencing and Quoting
• Author’s last name (no first name or initial)
• Publication date (year only)
• Page number (required for quotations; optional for
paraphrases)
 Referencing (with signal phrase)
• You can introduce the quotation with a signal phrase that
includes the author's last name, followed by the date of
publication, quote, and page number in parentheses.

According to Jones (1998), “Students often had difficulty

using APA style, especially when it was their first time" (p.
199).

Jones (1998) cited that “students often had difficulty using

APA style, especially when it was their first time” (p. 199).
Direct Quoting
• If you are directly quoting or borrowing from another
work, you should include the page number at the end
of the parenthetical citation.

"Students often had difficulty using APA style,

especially when it was their first time“ (Jones, 1998,
p. 199). or

"Students often had difficulty using APA style,

especially when it was their first time“ (Jones, 1998,
pp. 199–201).
 Short quotations
40 words or less
The students of 11 Harmony are
all well behaved and
participative during class.
 1. “The students of 11 Harmony are all well
behaved and participative during class”
Direct Quoting
(Lee, 2019, p.16).

2. Lee (2019) concluded that “the students

Referencing of 11 Harmony are all well behaved and
participative during class” (p.16).

3. According to Lee (2019), “The students

of 11 Harmony are all well behaved and
Referencing participative during class” (p.16).
 2 authors
1. Lee and Roa (2019) concluded that “the
Referencing students of 11 Harmony are all well behaved
during class” (p.16).

2. “The students of 11 Harmony are all well

Direct
behaved during class” (Lee & Roa, 2019,
Quoting p.16).
3 or more authors
(et al.)
1. Lee et al. (2019) discovered that “the
students of 11 Harmony are all well
behaved during class” (p. 16).

2. “The students of 11 Harmony are all

well behaved during class” (Lee et al.,
2019, p.16).
 Long Quotations
• Place direct quotations that are 40 words or longer in a
free-standing block of typewritten lines and omit
quotation marks.
• Start the quotation on a new line, indented 1/2 inch
from the left margin, i.e., in the same place you would
begin a new paragraph. Maintain double-spacing
throughout, but do not add an extra space before or
after it. The parenthetical citation should come after
the closing punctuation mark.
 Long Quotations
More than 40 words
Signal
phrase
Jones’s (1998) study found the following:
Students often had difficulty using APA
Entire
quotation,
style, especially when it was their first time
indented ½ citing sources. This difficulty could be
inch
attributed to the fact that many students
failed to purchase a style manual or to ask
their teacher for help. (p.199) Parenthetical
follows ending
punctuation
Quotations from sources without pages
• Direct quotations from sources that do not contain pages should not
reference a page number. Instead, you may reference another
logical identifying element: a paragraph, a chapter number, a
section number, a table number, or something else. In short: pick
a substitute for page numbers that makes sense for your source.

Jones (1998) argued that “there are a variety of causes for student
dissatisfaction with prevailing citation practices” (paras. 4–5).

A meta-analysis of available literature (Jones, 1998) revealed

“inconsistency across large-scale studies of student learning” (Table
3).
Rules in Capitalization for
direct quoting or referencing
1. Do not capitalize the first letter of the first word of
the quoted text.
Jones (1998) cited that “students often had difficulty using
APA style, especially when it was their first time” (p. 199).

2. Capitalize the first letter of the first word of the

quoted text if it follows by a comma after the signal
phrase.
According to Jones (1998), “Students often had difficulty
using APA style, especially when it was their first time" (p.
199).
Rules in Capitalization for
direct quoting or referencing
3. Capitalize only proper nouns and acronyms.

According to Jones (1998), “APA style is a difficult

method of citing sources" (p. 199).
 What is
Paraphrasing?
 Paraphrasing
is explaining an author’s or someone else’s work
in your own words without losing the original
idea of the text.
 4R’s of Paraphrasing
• Reword – replace words and phrases with
appropriate synonyms whenever you can.
• Rearrange – rearrange words within sentences to
make new sentences. You can even rearrange the
ideas presented within the paragraph.
• Realize that some words and phrases cannot be
changed – names, dates, titles, etc. cannot be
replaced but you can present them differently in
your paraphrase.
• Recheck – make sure that your paraphrase conveys
the same meaning as the original text
 Other Strategies in Paraphrasing
• You paraphrase by reading something, thinking about
what it means, and then restating it in your own words.

• Paraphrasing is a useful strategy to check to be sure

that you have understood when reading something
difficult or something that is important to remember.

• If you cannot paraphrase after reading, it is important

to go back and reread to clarify information.
 Paraphrasing a Sentence

The elephant is the only animal

that cannot jump with all of its
legs off the ground.
The elephant is the only animal
that cannot jump with all of its
legs off the ground.

What is the main idea of

the text?
The elephant is the only animal
that cannot jump with all of its
legs off the ground.

What is the main idea of

the text?
The elephant is the only animal
that cannot jump with all of its
legs off the ground.

What is the word we can’t

replace in the sentence?
The elephant is the only animal
that cannot jump with all of its
legs off the ground.

What is the word we can’t

replace in the sentence?
The elephant is the only animal
that cannot jump with all of its
legs off the ground.

What can we replace with

jump?
The elephant is the only animal
that cannot jump with all of its
legs off the ground.

What can we replace with

“off the ground”?
The elephant is the only animal
that cannot jump with all of its
legs off the ground.

What can we replace with

“off the ground”?
The elephant is the only animal
that cannot jump with all of its
legs off the ground.

What can we replace with

only animal?
 Original Text
The elephant is the only animal
that cannot jump with all of its
legs off the ground.

Paraphrased
Most animals can leap in the
air except for the elephant.
 Practice Text
Original Text Paraphrased
The student requested The professor denied
that the professor the student’s request
excuses her absence, for an excused
but the professor absence.
refused.
 Paraphrasing a Paragraph
Original Text Paraphrased
Of the more than 1000 bicycling The use of a helmet is
deaths each year, three-fourths the key to reducing bicycling
are caused by head injuries. Half of fatalities, which are due to
those killed are school-age head injuries 75% of the
children. One study concluded that
time. By cushioning the
head upon impact, a helmet
wearing a bike helmet can reduce
can reduce accidental injury
the risk of head injury by 85
by as much as 85%, saving
percent. In an accident, a bike the lives of hundreds of
helmet absorbs the shock and victims annually, half of
cushions the head. whom are school children
(Hythe, 1990, p.348).
-From "Bike Helmets: Unused Lifesavers," by Kurt
Hythe, Consumer Reports (May 1990): 348.
 What is
summarizing?
 Summarizing
• Stating the essential ideas together in fewer
words
• Should not include opinions, and judgements
 Practice Text
Original Text Summarized
Mr. Leibovitz and writer “Fortunate Sons” tells
Matthew Miller joined forces the story of Chinese
to tell the story of the students exchange students who
in their book, “Fortunate
came to the US to learn
Sons.” The book says China
sent one hundred twenty boys
how to help develop
to America to learn about China (Leibovitz and
developments that could help Miller, 1999, p. 39).
modernize their country.”
Source: American Documents the Country’s First Exchange
Students from China, Voice of America, 199, pg. 3,
learningenglish.voanews.com
Paraphrasing
vs.
Summarizing
 Paraphrasing Summarizing
Similar length to the original Shorter than the original

Same meaning as the original Overview of main idea

Captures full extent of Prioritizes most important
line/passage and all of its ideas elements of a passage
Re-statement of the text as if Statement about the text from
from the author’s perspective the reader’s perspective
 Original Text
Students frequently overuse direct
quotation in taking notes, and as a result they
overuse quotations in the final [research]
paper. Probably only about 10% of your final
manuscript should appear as directly quoted
matter. Therefore, you should strive to limit the
amount of exact transcribing of source
materials while taking notes.
Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.
 A plagiarized version
Students often use too many direct
quotations when they take notes,
resulting in too many of them in the final
research paper. In fact, only about 10% of
the final copy should consist of directly
quoted material. So it is important to limit
the amount of source material copied
while taking notes.
 Paraphrasing Summarizing
Lester (1976) claims that Students should take just
research papers should a few notes in direct
not have too many direct quotation from sources to
quotations, at most 10% help minimize the
of the paper. But students
tend to copy too many amount of quoted
quotes from the original material in a research
sources. While taking paper (Lester, 1976, pp.
notes, he suggests it’s 46-47).
better to keep direct
quotations to a minimum
(pp. 46-47).
 You will…
• describe the features that make a piece of
writing professional or academic;
• distinguish academic and professional
writing;
• present textual evidence in academic
writing using the APA style of
documentation;
 For your Asynchronous Tasks:
(March 10, 11, 12)
1. Try This (Module 4)
2. Challenge Yourself 2 (separate softcopy of the
activities will be uploaded in RWS Materials.)
A. Presenting Textual Evidence
through Referencing and Quoting
(APA Style)
B. Paraphrasing and Summarizing
with APA citation
T
F
F
F

T
T
T
F
T
T
 Challenge Yourself
Activity A: Presenting Textual
Evidence through Referencing and
Quoting (APA Style)

Create in-text citations showing both

referencing and quoting with the
information that will be provided. Observe
proper capitalization and punctuation
marks. Failure to do so is a deduction.
 Example

Author: Lynn Smith

Year: 2010
Title: Capital Punishment
Page number: article pgs. 170-191; quote pg. 172
Journal: Collegiate Learning Review

Quote: The effect of vicarious victimization on

attitudes toward capital punishment has never
been systematically studied.
 Sample answers
Referencing
Smith (2010) found that “the effect of vicarious
victimization on attitudes toward capital
punishment has never been systematically
studied” (p. 172).

Direct Quoting

“The effect of vicarious victimization on attitudes

toward capital punishment has never been
systematically studied” (Smith, 2010, p.172).
 1.

Author(s): Allen Polly and Susan Plette Volume: 4

Issue: 2
Title: A Quick Look at the Symptoms of Adult-Onset
Cardiac Disease in Diabetics
Journal: Journal of Medical Practices
Page number: article pgs. 80-85; quote on pg. 83
Year: 2013
 
Quote: Three out of five patients showed few symptoms
after two weeks of treatment.
Referencing
In the article by Plette and Polly (2013), “Three
out of five patients showed few symptoms after
two weeks of treatment” (p. 83).

Direct Quoting
“Three out of five patients showed few
symptoms after two weeks of treatment” (Plette
& Polly, 2013, p. 83).
 2.

Author(s): Steven Marisol

Publisher: McGraw-Hill Publishing
Title: Mathematical Concepts for Non-Math Majors
Place of Publication: New York City, New York
Page number: quote pg. 214
Year: 2008
 
Quote: The use of the term 'understanding' (or
'comprehension') is varied, depending on institutional
contexts, although the dominant psychological approach
emphasizes the mental facet of understanding.
Referencing
Marisol (2008) explained that “the use of the term
'understanding' (or 'comprehension') is varied,
depending on institutional contexts, although the
dominant psychological approach emphasizes the
mental facet of understanding” (p. 214).

Direct Quoting
“The use of the term 'understanding' (or
'comprehension') is varied, depending on
institutional contexts, although the dominant
psychological approach emphasizes the mental facet
of understanding” (Marisol, 2008, p. 214).
 3.

Author(s): Jan Plumm and Carol Neischke

Publisher: Harley Publishing, Inc.
Title: Attitudes toward Capital Punishment
City of Publication: New Brunswick, New Jersey
Year: 2008 Page number: quote pg. 113-114
 
Quote: There are many theories about the relationship between vicarious
homicide victimization and capital punishment views. One popular theory,
for example, claims that families and acquaintances of victims advocate
the death penalty, while Black’s theory of law, a sociological theory, claims
an inverse correlation between vicarious victimization and attitudes
toward the death penalty. Yet, despite the existence of many theories, the
effect of vicarious victimization on attitudes toward capital punishment
has never been systematically studied.
 Referencing
Neischke and Plumm (2008) found the following:
There are many theories about the relationship
between vicarious homicide victimization and capital
punishment views. One popular theory, for example,
claims that families and acquaintances of victims
advocate the death penalty, while Black’s theory of
law, a sociological theory, claims an inverse correlation
between vicarious victimization and attitudes toward
the death penalty. Yet, despite the existence of many
theories, the effect of vicarious victimization on attitudes
toward capital punishment has never been
systematically studied. (pp. 113-114)
Direct Quoting
There are many theories about the relationship
between vicarious homicide victimization and capital
punishment views. One popular theory, for example,
claims that families and acquaintances of victims
advocate the death penalty, while Black’s theory of
law, a sociological theory, claims an inverse correlation
between vicarious victimization and attitudes toward
the death penalty. Yet, despite the existence of many
theories, the effect of vicarious victimization on attitudes
toward capital punishment has never been
systematically studied. (Neischke & Plumm, 2008, pp.
113-114)
 4.

Author(s): John P. Ackran, Grace R. Steen, Hans P. Steven,

John D. Williams, Pat S. Sullen, Henry D. Shaw, Finley L.
Holcomb
Date of Publication: September 21, 2013
Title: Harassment and Sexuality Page number: quote pg.
856
 
Quote: Perpetrators of harassment based upon race or
sexuality are often not complete strangers to their victims,
who may not personally know the perpetrator but may at
least recognize or be aware of the perpetrator as someone
who resides in or frequents the same neighborhood.
Referencing

The following shows the result of the study of

Ackran et al. (2013):
Perpetrators of harassment based upon race
or sexuality are often not complete
strangers to their victims, who may not
personally know the perpetrator but may at
least recognize or be aware of the
perpetrator as someone who resides in or
frequents the same neighborhood. (p. 856)
Direct Quoting

Perpetrators of harassment based upon race

or sexuality are often not complete
strangers to their victims, who may not
personally know the perpetrator but may at
least recognize or be aware of the
perpetrator as someone who resides in or
frequents the same neighborhood. (Ackran
et al., 2013, p. 856)
 5.

Author: John C. Vidal Year Published: 2005

Title: Pacific Atlantis: first climate change refugees,
Paragraphs 4, 5
Place of Publication: Columbia University

Quote: Mass refugee flows and competition for

water and food could plunge the world into nuclear
conflict.
Referencing
Vidal (2005) concluded that “mass refugee flows
and competition for water and food could
plunge the world into nuclear conflict” (paras. 4-
5).

Direct Quoting
“Mass refugee flows and competition for water
and food could plunge the world into nuclear
conflict” (Vidal, 2005, paras. 4-5).
 Challenge Yourself
Activity B: Paraphrasing and
Summarizing with APA citation

Formulate a paraphrased and

summarized material based on the
text given to you.
 Valentine’s rooted in Christian Love
BISHOP BRODERICK PABILLO , THE PHILIPPINE STAR
FEBRUARY 14, 2020 AT 12:00 AM
The true essence of Valentine’s Day is slowly
vanishing as it has been commercialized through red
hearts that hang everywhere. People should not only see
February as the month of love, but also a month of life
because true love gives life, nurtures and unites family
that is formed by a man and a woman. Divorce, same-
sex marriage, death penalty, abortion and contraception
contradict the true meaning of love espoused by Jesus
Christ. True love is “Christian love” as it is deeply
rooted in God and is more than just an emotion or
sentimentality.
 Rubric for Paraphrasing (10 pts)
  Advanced Proficient Developing
Accuracy of 4 points 2-3 points 1 point
Information All pieces of Almost all pieces Some pieces of
information are correct of information are information are correct.
and represented what correct and There are some parts
the original text represented what that show the student did
contained. the original text not fully understand the
contained. meaning of the original
text.
Language 3 points 2 points 1 point
All pieces of Most of the Some of the sentences
information are information are are closely parallel to the
effectively expressed effectively original. Some are
using student’s own expressed using exactly as written in the
language. There is a student’s own original text.
variety of sentence language.
structure.
Conventions 3 points 2 points 1 point
No error in spelling, Most sentences There are many errors in
grammar and show correct spelling, grammar and
mechanics spelling, grammar mechanics.
and mechanics.
 Rubric for Summarizing (10 pts)
  Advanced Proficient Developing
Accuracy of 4 points 2-3 points 1 point
Main Idea Main Idea is The student has Main idea is
clearly an evident attempt unclear or not
expressed. to express clearly specifically stated
the main idea. in the writing.
Language 3 points 2 points 1 point
Main idea is Main idea is Main idea is
effectively effectively almost or exactly
expressed using expressed using as written in the
student’s own student’s own original text.
language. language.
Conventions 3 points 2 points 1 point
No error in Most sentences There are many
spelling, show correct errors in spelling,
grammar and spelling, grammar grammar and
mechanics and mechanics. mechanics.
 Assignments:
1. Update your Record of Asynchronous
Activities. After we finish the discussion of
Module 5, your record will be uploaded for
submission.
2. Be ready for your “on cam” long test
tomorrow. Coverage: Module 4
Type of Test: Objective, Application,
Constructed Response
Modules 1, 2, 3 Modules 4, 5