SENIOR HIGH SCHOOL

English for Academic

and Professional
Purposes
Quarter 1
Module 1 (Lessons 1-8)

(DO_Q1_EAPP_GRADE 12_MODULE1_Lessons_1-8)
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RESOURCE TITLE: English for Academic and Professional Purposes
Alternative Delivery Mode
Quarter 1 – Module 1
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
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module 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: Sara Z. Duterte-Carpio
Under Secretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Reynante B. Saldivar, Punturin SHS-SDO Valenzuela

Mary Rose L. Paguia, Punturin SHS-SDO Valenzuela
Mari Hazel V. Arellano, Lawang Bato NHS-SHS-SDO Valenzuela
Maricel B. Apelo- Malinta NHS-SHS-SDO Valenzuela
Maria Rhea M. Pelayo, Malinta NHS-SHS-SDO Valenzuela
Content Editor: Reynante B. Saldivar
Language Editor: Marwin A. Tatoy
Layout Artist: Myron Willie III B. Roque
Management Team:
MELITON P. ZURBANO, Schools Division Superintendent
FILMORE A. CABALLERO, CID Chief
JEAN A. TROPEL, Division EPS In-Charge of LRMS
DR. WINNIE F. TUGADE, EPS English and Journalism

Printed in the Philippines by ________________________

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Office Address: Pio Valenzuela St., Marulas, Valenzuela City

Telefax: (02) 292 – 3247
E-mail Address: [email protected]

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 SENIOR HIGH SCHOOL

English for Academic

(LEARNING AREA)
and Professional
(QUARTER NUMBER)
Purposes
(MODULE
Quarter 1/NUMBER)
Module 1
Lesson 1: Nature of Academic
Text

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Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that
you will be honest in using these.
In addition to the material in the main text. Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not Put Unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.

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 This learner's module was specifically designed by the writer to aid you in
venturing further into the avenues of independent learning of the most essential
learning competencies that are crucial in developing your real-life based skills as
21st century learners. The activities and tasks provided in this module will serve as
a preparation for your academic success and will enable you to discover your full
potential as an individual.
Furthermore, this module was created to address your needs as a 21st century
learner. It aims to provide you with educational assistance while you are temporarily
prohibited to formally learn within the four corners of a classroom. It also aims to
pave way for an efficient learning opportunity that can help you cope with your
studies.
Learning Competency:
• Differentiate language used in academic texts from various disciplines

After going through this module, you are expected to:

• Differentiate academic text from non-academic text
• Determine the characteristics, style and structure of a specific academic
text

Part I.
Directions: Read and understand the following questions. Choose the letter that
corresponds to the best answer. Write your answers on a separate sheet
of paper.

1. What do you call a critical, objective, and specialized reading material that
provides information which includes concepts and theories that are related to the
specific discipline?
A. Academic Text C. Informal text
B. Newsletter D. Non- Academic Text

2. Which among the following is an example of an academic text?

A. Blog Posts C. Short Stories
B. Research Papers D. Letters

3. Which among the following is NOT observed by an author while writing an

academic text?
A. State the critical questions and issues
B. Provide facts and evidences from credible sources
C. Use jargons and colloquial expressions
D. Take an objective point of view and avoid being personal and subjective

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4. What does “to write academically” mean?
A. To write in order to pass the final exam
B. To write paper for the scholars
C. To write using proper English language
D. To write in order to impress the readers

5. When do you use formal language?

A. When writing a personal letter C. When talking to a friend
B. When writing an academic paper D. When writing a text message

6. What is a special word or expression that is used by a specific group/profession?

A. Paraphrasing B. Hedging C. Jargon D. Abbreviation

7. What do you call the use of linguistic devices to express uncertainty or hesitation
while demonstrating politeness?
A. Paraphrasing B. Hedging C. Jargon D. Abbreviation

8. Which of the following writing styles is evident in writing research papers,

academic essays and reports?
A. Formal B. Informal C. Conversational D. Casual

9. Which part of the academic paper where the writer states the topic sentence and
supporting details?
A. Introduction B. Body C. Conclusion D. Summary

10. Which part of the academic paper where the writer restates the thesis
statement and summarizes his/her arguments?
A. Introduction B. Body C. Conclusion D. Summary

Part II.
Directions: Read the following statements below. Write True if the statement is
correct and False if otherwise. Write your answer on your notebook.

1. An academic text is thesis-driven and written in a logical, formal and

unambiguous language that conveys the idea of the writer
2. Academic texts do not exhibit the concepts and theories related to the specific
discipline they examine.
3. It is an author's responsibility to see to it that the facts and evidences presented
in the paper are from credible sources.
4. Academic reading does not require concentration and comprehension.
5. Academic texts take a subjective point of view rather than an objective one.

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 Lesson
1 Nature of Academic Texts

“Writing is considered the most important language skill that students require
for their personal development and academic success” (Mukulu et al., 2006 cited by
Rao 2019).
As a 21 century learner, you are exposed to a variety of meaningful writing
st

activities such as book reports, essays and reaction papers during your previous
years. At first, you probably consider this activity as tedious or difficult task to do
but once you have known and mastered the techniques, then this would become
easier. Furthermore, this helps you develop your critical thinking skills, broaden and
deepen your knowledge and perform well in your academic course.
So delve in, 21 century learners. Enjoy the lesson and the stimulating
st

activities and tasks in this module that will serve as an opportunity to enhance your
comprehension, communication, creative and critical thinking skills.

Task 1: Classify Me
Directions: Study the following texts/writings found in the word pool. Then,
categorize them whether they belong to academic text or non- academic
text. Write your answers on a separate sheet of paper.

Memorandum Academic Journal Magazine Abstract

Conference Paper Explication Personal Opinions Fiction
Letters to editors Dissertation

ACADEMIC TEXTS NON- ACADEMIC TEXTS

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Task 2: Compare and Contrast
Directions: Differentiate academic and non- academic texts using the Venn
Diagram below. Write your answers on a separate sheet of paper.

What is an Academic Text?

An academic text is a reading material that provides information which

includes concepts and theories that are related to the specific discipline. It uses
formal language and written by experts or professionals in their given field. Since
academic texts are based on facts and evidences from credible sources, they are
objective rather than personal. Their purpose is to inform, to argue a specific point,
or to persuade the specific readers from the academic community.

Unlike non-academic text which is written for the general audience and its
language is informal and/or casual, an academic text is thesis-driven and written in
a logical, formal and unambiguous language that conveys the idea of the author. It
exhibits the concepts and theories related to the specific discipline they examine.
Furthermore, it strictly follows the rules of language use and mechanics while
effectively demonstrating unity, organization, coherence, and cohesion.
Below are some examples of academic texts.

Academic Texts Description

This type of academic text offers results of research

and development that can either impact the academic
Article
community or provide relevance to nation-building and
is published in scholarly journals.

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 This type of academic text provides an overview of the
Concept Paper project, and helps funding agencies eliminate
proposals that are likely to be disapproved.

This type of paper is presented in scholastic

Conference Paper conferences, and may be revised as articles for possible
publication in scholarly journals.

This type of academic text provides a solid, debatable

Essay thesis that is supported by relevant and strong
evidences.

This type of paper presents the writer’s stand or

Position Paper
viewpoint on a particular issue.

This type of paper provides evaluation or reviews of

Review
work published in scholarly journals.

This is a personal research written by a candidate for a

Thesis/Dissertation
college or university.

Characteristics of Academic Texts

Try to figure out the status you have posted on your twitter or facebook wall,
the messages you have sent to your peers, the reflection you have shared on your
blogs and even the magazines you have read. Have you ever thought that most of the
texts that you read and writing activities that you do outside the school are likely to
be very informal and conversational? What about academic texts? Have you ever
engaged yourself with different academic writing activities?

Academic texts are generally more complex than everyday communication.

The readers of academic texts are often experts in their field who have certain
expectation about the communicative style and language used in their specific field.
Hence, the eight important characteristics of academic text are summarized in the
figure below.

Characteristics of Academic Texts

ACCURACY EXPLICITNESS
Vocabulary, facts and figures are used The relationship between ideas is
accurately and are consistent with the clarified through the use of signaling
standards of your field. words and transitions. It is the
responsibility of the writer to make it
clear to the reader how the various parts
of the text are related.

FORMALITY PRECISE
Academic writing should avoid Facts are given accurately and precisely.
colloquial words and expressions.

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 COMPLEXITY OBJECTIVITY
Written language has longer words, it It has fewer words that refer to the writer
is lexically denser, and it has a more or the reader. It is more objective rather
varied vocabulary. Written texts are than personal. Its main emphasis should
shorter and the language has more be on the information that you want to
grammatical complexity, including give and the arguments you want to make
more subordinate clauses and more rather than you.
passive.

RESPONSIBILITY HEDGING
You must be responsible for and must It is necessary to make decisions about
be able to provide evidence and your stance on a particular subject or the
justification for, any claims you make. strength of the claims you are making.
Also, you are responsible for
demonstrating an understanding of
any source texts you use.

Structure of Academic Text

Academic texts are typically formal. They include information from credible
sources which are properly cited. They also include a list of references used in
developing the academic paper. Usually, academic texts follow the three-part essay
structure: introduction, body and conclusion.
• Introduction. It provides the reader with a clear idea of the focus and aim of
the text. The topic is usually presented in this part. It is accompanied by a
thesis statement (the claim that the writer wishes to make).
• Body. It is where the essay’s (article’s) argument, ideas and results are
developed and discussed.
• Conclusion. It should not contain any new facts or ideas but rather function
as a brief restatement of the main arguments and facts that have been treated
in the essay.
Content and Style of Academic Texts
Academic texts include concepts and theories that are related to the specific
discipline they explore. They usually exhibit all the properties of a well- written text
i.e., organization, unity, coherence and cohesion, as well as strict adherence to rules
of language use and mechanics.
In general, authors observe the following when writing academic texts.
•State the critical questions and issues.
•Provide facts and evidences from credible sources.
•Use precise and accurate words while avoiding jargon and colloquial
expressions.
•Take an objective point of view and avoid being personal and subjective.
•List references.
•Use hedging or cautious language to tone down their claims.

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Task 3: SPLASH Analysis
Directions: Examine the two texts below and fill out the SPLASH table that follows.
Write your answer on your notebook.

Text A

Technology is transforming all walks of life regardless of age in various

fields. New inventions, devices or tools increase as technology gets advanced.
This advancement is filled with opportunities and challenges in different fields.

Speaking of technology, it has brought a lot of changes particularly in

education. For instance, it has transformed from desktop to laptop, in turn from
laptop to palmtop devices such as mobiles and tablets, thus the concept of
Mobile Learning (Ramamuruthy, 2015). The most cited definition of mobile
learning is using mobile technologies to facilitate and promote learning
anywhere and at anytime (Chuang, Hwang, & Shih, 2010). For some, they view
it as a tool for video games or cheating that affects the performance and study
habits of the students but it can actually be a great tool for learning especially
improving students’ English proficiency.

According to Bllaca (2016) technologies of mobile learning have the

potential to transform the educational field in favor of learners as the ability of
students to have access on internet using their smart phones, tablets or laptops
and create great learning opportunities for them in different respects. Such,
technologies enable easy access on relevant information unlike before in which
students must go to the library and read books just to obtain the information
they are looking for.

Text B

Technology continues to dominate and change the lives of everyone.

Teens, adults, seniors, and even kids who can barely utter a word—who doesn't
know how to use a smartphone these days? It's no surprise that as time passes
by, more and more gadgets are being invented to meet the needs of people.

In fact, the advantages of technology are now being manifested in

several fields, especially in education. Its evolution from desktops to laptops and
from laptops to portable devices such as smartphones and tablets paves way for
the world of Mobile Learning. Mobile learning happens for when a student can

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 conveniently educate himself through the use of available gadgets. Imagine, a
student can learn anytime, anywhere! Why spend a whole afternoon in a
computer shop when you can now access your lessons through your phone?
Though, some people see technology as a distraction, Mobile Learning actually
provides new opportunities in improving a student's English proficiency.

With a little internet access, students can now easily search up

information and do their research at home. The use of mobile learning proves to
be an advantage in many ways. Their gadgets are like portals that can lead them
to a dimension of endless learning possibilities! Before, you have to go through
a hundred books inside the library just to search for info about Philippine
literature. Now, everything you need is just one click away!

Task 3: DIG DEEPER

Directions: Read and answer the following questions. Then, write your answers on
a separate sheet of paper.
1. Based on the two texts presented above, which one was taken from an academic
research paper? Why?
2. What is academic text? What are its characteristics?
3. How is academic text/writing different from non-academic text/writing?

Task 4: COMPREHENSION CHECK

Directions: Read the given abstract below from a case report. Then, answer the
questions that follow. Use a separate sheet of paper for your answer.

First COVID-19 infections in the Philippines: a case report

Abstract

The novel coronavirus (COVID-19) is responsible for more fatalities than the
SARS coronavirus, despite being in the initial stage of a global pandemic. The first
suspected case in the Philippines was investigated on January 22, 2020, and 633
suspected cases were reported as of March 1. We describe the clinical and
epidemiological aspects of the first two confirmed COVID-19 cases in the Philippines,
both admitted to the national infectious disease referral hospital in Manila.

Both patients were previously healthy Chinese nationals on vacation in the

Philippines travelling as a couple during January 2020. Patient 1, a 39-year-old
female, had symptoms of cough and sore throat and was admitted to San Lazaro
Hospital in Manila on January 25. Physical examination was unremarkable.
Influenza B, human coronavirus 229E, Staphylococcus aureus and Klebsiella
pneumoniae were detected by PCR on initial nasopharyngeal/oropharyngeal
(NPS/OPS) swabs. On January 30, SARS-CoV-2 viral RNA was reported to be
detected by PCR on the initial swabs and she was identified as the first confirmed
COVID-19 case in the Philippines. Her symptoms resolved, and she was discharged.
Patient 2, a 44-year-old male, had symptoms of fever, cough, and chills. Influenza B
and Streptococcus pneumoniae were detected by PCR on initial NPS/OPS swabs. He
was treated for community-acquired pneumonia with intravenous antibiotics, but
his condition deteriorated, and he required intubation. On January 31, SARS-CoV-

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2 viral RNA was reported to be detected by PCR on the initial swabs, and he was
identified as the 2nd confirmed COVID-19 infection in the Philippines. On February
1, the patient’s condition deteriorated, and following a cardiac arrest, it was not
possible to revive him. He was thus confirmed as the first COVID-19 death outside
of China.

This case report highlights several important clinical and public health issues.
Despite both patients being young adults with no significant past medical history,
they had very different clinical courses, illustrating how COVID-19 can present with
a wide spectrum of disease. As of March 1, there have been three confirmed COVID-
19 cases in the Philippines. Continued vigilance is required to identify new cases.

Keywords: Case report, COVID-19, SARS-CoV-2, Coronavirus, Philippines, Manila

Source: https://tropmedhealth.biomedcentral.com

Guide Questions:

1. What is your view after reading the abstract?

__________________________________________________________________________________

2. Why is the novel coronavirus (COVID-19) responsible for more fatalities than the
SARS coronavirus?
__________________________________________________________________________________

3. What characteristics of academic text are demonstrated in the case study?

Justify your answer.
__________________________________________________________________________________

4. What is the overall writing style of the text?

__________________________________________________________________________________

5. Do you think the authors effectively presented their ideas in the text? Why or
Why not?
__________________________________________________________________________________

Task 5: Share It
Directions: What are the three significant things you have learned from this lesson?
Write your answers on a separate sheet of paper.
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________

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Task 6: Write-Up
Directions: Use the variables below to create an academic essay regarding the NEW
NORMAL EDUCATION IN THE PHILIPPINES. Apply the characteristics,
structures, and styles of academic writing. Write you answer on a
separate sheet of paper.

RUBRIC
Approaches Needs
Meets
Criteria Excellent (4) Expectations Improvement
Expectations (3)
(2) (1)
Topic/ Content The topic is clearly The topic is clear The topic is The topic is not
presented and but is not well slightly clear. clear.
discussed. Also, it supported by
is supported by accurate
facts or accurate information.
information.
Organization Sequence of ideas Sequence of ideas is Sequence of ideas Sequence of
is well-planned and planned and is somehow ideas is not
presented presented organized. organized and
comprehensively comprehensively. Transitions are no transitions
and in a logical Transitions are used. used.
manner. Also, good.
transitions are
smooth and
effective.
Structure Sentences are clear Sentences are clear Sentences are Sentences are
and varied in but may lack slightly clear and not clear and
pattern. variation. have no structure.
inappropriate
structure.
Style Words are Words are less Words are Words are
advanced and advanced and some somewhat inappropriate
suited to the words are suited to inappropriate as and style in
audiences. There is the audiences. Style well as the style writing is
a unique and in writing is good as in writing. ineffective.
effective style in well.
writing.
Conventions No error. Grammar and Shows a pattern There are lots of
syntax are correct of errors in grammatical
with few errors. grammar, syntax, errors that
spelling, and affect readers’
punctuation. understanding.

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Part I.
Directions: Read the following questions. Choose the letter that corresponds to the
best answer. Write your answers on a separate sheet of paper.

1. Which of the following best defines academic text?

A. Academic text is a kind of text that is commonly characterized with being
formal, studied, researched, objective, exact, direct, and has the ability to
influence its readers.
B. Academic text is based on facts with solid basis.
C. Academic text is written by experts or professionals in a given field using
formal language.
D. Academic text does not include the emotion of the author.

2. Which of the following is NOT an example of academic text?

A. Articles B. Reviews C. Theses/Dissertations D. Magazines

3. Which of the following can be a purpose for reading an academic text?

A. To gain insufficient information
B. To identify gaps in existing studies
C. To connect ideas with the unrelated ones
D. To get ideas that cannot support a particular writing assignment

4. Albert and his group members are assigned to conduct an experimental study
about the effects of salinity to the growth of flowering plants. What kind of
writing style should they use?
A. Formal B. Informal C. Conversational D. Casual

5. Mr. Gatchalian explores questions that deal with human values. His ultimate
goal is to explain or understand the human experience. What academic writing
is he engaged in?
A. Business B. Humanities C. Natural Sciences D. Social Sciences

6. What do you call the material or source that should be avoided in presenting facts
and evidences in academic texts.
A. Blog posts
B. Materials that are published less than ten years ago
C. Materials that are written by credible authors
D. the websites are registered by the government and educational institutions
(e.g. .gov, .edu, .ac)

7. What material can be considered “credible”?

A. It was published on a website that is registered by the government or
educational institutions (e.g. .gov, .edu, .ac)
B. It was posted from a social media platform
C. A research article without citation
D. All of the above.

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8. Which among the following is NOT observed by an author while writing an
academic text?
A. Use jargons and colloquial expressions
B. Take an objective point of view and avoid being personal and subjective
C. State the critical questions and issues
D. Provide facts and evidences from credible sources

9. What property of a well-written text refers to the grammatical or lexical

relationship between the parts of the text in which it affects the tone of the
composition?
A. Coherence B. Organization C. Cohesion D. Unity

10. What property of a well-written text is also known as the "arrangement" of ideas
and concepts in a text?
A. Coherence B. Organization C. Cohesion D. Unity

Part II.
Directions: Read the following statements below. Write TRUE if the statement is
correct and FALSE if otherwise. Write your answer on your notebook.

11. Academic texts are completely different from non-academic texts in terms of
structure, content and style.

12. Providing facts and evidences from credible sources means that main purpose of
academic writing is to address a certain problem or issue that the author seeks
to discuss with the use of supporting facts and figures.

13. Authors of academic texts usually use informal and conversational language.

14. Authors do not take consideration of his/her choice of words used in their formal
narrative to avoid confusion between the denotation (dictionary meaning) and
connotation (implied meaning) of some words.

15. Authors of academic texts should consider the knowledge and background of
their audience

Directions: Write an academic article about the effects of COVID-19 to the

community. Apply the characteristics, structure, and the content and
styles of academic texts in your work. Write you answer on a separate
sheet of paper.

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(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
13
Assessment What’s In What I Know
1. A 11. T • Answers may 1. A 11. T
2. D 12. F vary 2. B 12. F
3. B 13. F 3. C 13. T
What’s New
4. A 14. F 4. B 14. F
5. B 15. T • Answers may 5. B 15. F
6. A vary 6. C
7. A 7. B
8. A What’s More 8. A
9. C • Answers may 9. B
10.B vary 10.C
Barrot, J. & Sipacio, P. J. (2016). English for Academic and Professional Purposes
for Senior High School. Quezon City: C & E Publishing, Inc. 4-5

Saldivar, R. (2018). Effectiveness of the Use of Smartphone Learning Applications in

Improving the Language Proficiency of Grade 10 Students. Unpublished
Master’s Thesis. Meycauayan College, Meycauayan, Bulacan.

https://www.slideshare.net/pokray/structure-and-features-of-academic-text

https://tropmedhealth.biomedcentral.com

https://www.canva.com/design/DAFF_vCOIYA/HC8oLJjzSHifC0pAuEDdag/edit#

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 SENIOR HIGH SCHOOL

English for Academic

(LEARNING AREA)
and Professional
(QUARTER NUMBER)
Purposes
(MODULE NUMBER)
Quarter 1/ Module 1
Lesson 2: Critical Reading
Strategies/ Locating Main Ideas

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 This module was designed and written with you in mind. It is here to help you
master the English for Academic Purposes. 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.

Learning Competency:
• Use knowledge of text structure to glean the information needed
(CS_EN11/12A-EAPP-Ia-c-4)
After going through this module, you are expected to:
• Differentiate thesis statement and topic sentence
• Locate main idea
• Use critical reading strategies in writing ac academic essay

Part I.
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. It is a type of academic text that provides an overview of the project, and helps
funding agencies eliminate proposals that are likely to be disapproved.
A. Article B. Thesis C. Concept Paper D. Review
2. It is a personal research written by a candidate for a college or university.
A. Article B. Thesis C. Concept Paper D. Review
3. It provides the reader with a clear idea of the focus and aim of the text. The
topic is usually presented in this part.
A. Body B. Thesis Statement C. Review D. Introduction
4. It a reading material that provides information which includes concepts and
theories that are related to the specific discipline.
A. Fiction B. Book C. Academic Text D. Literature
5. This type of paper presents the writer’s stand or viewpoint on a particular
issue.
A. Article B. Concept Paper C. Review D. Position Paper
6. It is where the essay’s argument, ideas, and results are developed.
A. Introduction B. Body C. Conclusion D. Text
7. Ideas should be summarized, and no new topic should be introduced on this
part.
A. Introduction B. Body C. Conclusion D. Text
8. What property of a well-written text is known as the overall sense of "unity"
and consistency in a literary composition?
A. Coherence B. Organization C. Cohesion D. Body
9. Written language is lexically more dense and it has a more varied vocabulary.
A. Objectivity B. Complexity C. Accuracy D. Hedging

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 10. It is the responsibility of the writer to make it clear to the reader how the
various parts of the text are related.
A. Precise B. formality C. Accuracy D. Explicitness

For Questions 11-15: Choose your answer from the box that best describes each
characteristics of academic text. Write your answer in your notebook.

A. Precise B. Accuracy C. Complexity

B. D. Objectivity E. Formality F. Hedging

11. It is necessary to make decisions about your stance on a particular subject

or the strength of the claims you are making.
12. Vocabulary, facts and figures are used accurately and are consistent with the
standards of your field.
13. Academic writing should avoid colloquial words and expressions.
14. Facts are given accurately and precisely.
15. Its main emphasis should be on the information that you want to give and
the arguments you want to make rather than you.

Lesson Critical Reading Strategies/ Locating

2 Main Ideas

Reading is a fundamental skill for learners, not just for learning but for life
(Traves 1994). It is one of the most essential macro skills that should be developed.
Reading effectively requires approaching texts with a critical eye: evaluating what
you read for not just what it says, but how and why it says it. Being an effective
reader means being able to evaluate own practices and working to develop critical
reading skills.

Task 1: Remember Me
Directions: Recall the last academic text that you have read in any of your subject
and answer the following questions:

1. What is the title of the academic text?

2. What is academic text all about?
3. What reading strategy did you use to understand the academic text?

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 Write a paragraph about your idea of the pandemic we are currently
experiencing now. Exchange your work with your classmate. Allow him/her to
underline the sentence which encapsulates your idea of pandemic. Do the same on
his/her paragraph. Afterwards, check each other’s work if both of you correctly
underlined the main idea.

Critical Reading
Critical reading is a complex thinking technique that involves discovering and
taking apart an author’s meaning, evaluating the author’s meanings based on
established standards, and incorporating the meaning into the ideas you already
know (Boston: Cengage Learning, 2014). It involves analyzing, synthesizing, and
evaluating an argument or claim.

Critical reading requires you to deconstruct an argument, bring elements of

the argument together in a new form, and judge the strengths and weaknesses of
that argument. These skills are classified in Bloom’s taxonomy of learning objectives
as higher order capacities, based on the foundation thinking skills of knowledge,
comprehension and application. In other words, thinking critically involves all the
processes listed below, but the focus is on the top three.

Developing a critical approach

Critical thinking involves 3 processes: analysis, synthesis and evaluation.
ANALYSIS SYNTHESIS EVALUATION
• Identify the parts of • to combine; to make • to judge.
an argument whole.
• Synonymous to the • Synonymous to the • Synonymous to the
words deconstruct, words incorporate, words gauge,
divide, determine, harmonize, blend, appraise, assess,
resolve, anatomize, integrate, , symphonize, calculate, allocate
cut up, break up unify, arrange value, decide,
criticize
When you analyze, you: When you synthesize, you: When you evaluate,
• identify the main • put information together you:
elements of a text, in a new pattern • identify the
particularly the key • provide a new point of strengths and
ideas, the argument view weaknesses in an
and the evidence • show the relationship argument
• draw out inferences between the parts, and (credibility)
/ implications between the parts and • weigh up the value of
the whole evidence (validity)

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 • identify persuasive • produce a unique • identify and evaluate
tactics if used communication. the assumptions
underlying the
argument (integrity).

Critical reading strategies

Effective reading is central to both effective research (when you evaluate

sources) and effective writing (when you understand how what you read is written,
you can work to incorporate those techniques into your own writing). The strategies
below will you think critically on what you read.

1. Previewing

Previewing enables readers to get a sense of what the text is about and
how it is organized before reading it closely. This simple strategy includes
seeing what you can learn from the headnotes or other introductory material,
skimming to get an overview of the content and organization, and identifying
the rhetorical situation. You can do the following things:

• Determine which type of academic text you are reading.

• Identify author’s purpose for writing.
• Predict or infer the main idea or argument of the text based on its title.
• Use a concept map or a graphic organizer to note your existing ideas
on the topic.

2. Annotating

When you annotate, you underline important parts of the text, such as
the thesis statement, topic sentences of body paragraphs and explanatory
material. Annotating may also include circling key words and writing
comments or questions you have about the material in the margins. This is
also a very good way to mark material that needs to be studied for exams.
Below is an example of student’s annotated text.

3. Formulating questions to understand and remember

When you are assigned difficult readings, you will understand the
material better and remember it longer if you write a question for every
paragraph or brief section. Each question should focus on a main idea, not on
illustrations or details, and each should be expressed in your own words, not
just copied from parts of the paragraph.

4. Contextualizing

Acknowledge the context, to recognize the differences between your

point of view and the point of view represented in the text. Place a text in its
historical, biographical, and cultural contexts.

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5. Outlining and Summarizing

Identify the main ideas and restating them in your own words.
Outlining and summarizing are especially helpful strategies for understanding
the content and structure of a reading selection. Outlining reveals the basic
structure of the text, and summarizing captures a selection's main content in
brief. When you make an outline, don't use the text's exact words.
Summarizing begins with outlining, but instead of merely listing the main
ideas, a summary recomposes them to form a new text.

Locating Main Ideas

One effective way of increasing your speed in reading is by finding the main
idea or thesis statement of the text and the topic sentence of the paragraphs. If you
can locate these two, you do not have to read the entire text to get the information
you need. It will also give you an idea of the text and help you evaluate the author’s
argument as you read.

The thesis statement presents or describes the point of an essay. It is usually

presented in the abstract or executive summary or found at the last part of the
introduction in an academic text.
Consider the sample abstract below.

“This study examines the role of online daters’ physical attractiveness in their profile self-
presentation and, in particular, their use of deception. Sixty-nine online daters identified
the deceptions in their online dating profiles and had their photograph taken in the lab.
Independent judges rated the online daters’ physical attractiveness. Results show that
the lower online daters’ attractiveness, the more likely they were to enhance their profile
photographs and lie about their physical descriptors (height, weight, age). The association
between attractiveness and deception did not extend to profile elements unrelated to their
physical appearance (e.g., income, occupation), suggesting that their deceptions were
limited and strategic. Results are discussed in terms of (a) evolutionary theories about
the importance of physical attractiveness in the dating realm and (b) the technological
affordances that allow online daters to engage in selective self-presentation.”

Source: Looks and Lies: The Role of Physical Attractiveness in Online Dating Self-
Presentation and Deception

“The present study experimentally investigated the effect of Facebook usage on women’s
mood and body image, whether these effects differ from an online fashion magazine, and
whether appearance comparison tendency moderates any of these effects. Female
participants (N = 112) were randomly assigned to spend 10 min browsing their Facebook
account, a magazine website, or an appearance-neutral control website before completing
state measures of mood, body dissatisfaction, and appearance discrepancies (weight-
related, and face, hair, and skin-related). Participants also completed a trait measure of
appearance comparison tendency. Participants who spent time on Facebook reported
being in a more negative mood than those who spent time on the control website.
Furthermore, women high in appearance comparison tendency reported more facial, hair,
and skin-related discrepancies after Facebook exposure than exposure to the control
website. Given its popularity, more research is needed to better understand the impact
that Facebook has on appearance concerns.”

Source: Social comparisons on social media: The impact of Facebook on young

women’s body image concerns and mood

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 Notice that in some academic texts, the thesis statement can be found at the
first sentence or middle part of the paragraph. Signal phrases are used which
include: “The study examined…”, “This aim of this paper is to …”, and “The purpose
of this essay is to…”.

The following strategies are also useful in helping you locate the thesis statement of
a text.
• Read the title of the text and make inferences on its purpose.
• If the text has no abstract or executive summary, read the first few paragraphs
as the thesis statement is usually located there.
• In other cases, you may also check the conclusion where authors sum up and
review their points.

Locating Topic Sentences

The topic sentence presents or describes the point of the paragraph; in other
words, it is the main idea of the paragraph. It can be located at the beginning, middle,
or last part of the paragraph.

The following strategies are also useful in helping you locate the topic sentence
in a paragraph.

• Read the first sentence of the paragraph very carefully because most authors
state their topic sentence in the beginning of the paragraph.
• Browse the sentences in the paragraph to identify what they describe. The
sentence that best describes the topic of the paragraph is the topic sentence.
• Find the concept or idea being tackled, which in colloquial term is the “big
word” in the paragraph. The sentence that defines the big word is usually the
topic sentence.
• Identify the purpose of the paragraph. The sentence that presents or describes
the purpose is the topic sentence.

Task 2: Venn Diagram

Directions: Compare and contrast thesis statement and topic sentence using the
diagram below. Write your answer on a separate sheet of paper.

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Task 3: Where’s the Main?
Directions: Read the paragraphs below and choose the main idea. Choose from the
choices below. Write your answer on a separate sheet of paper.

1. Tsunamis, large ocean waves caused by underwater earthquakes, can be

deadly and destructive. For example, in December 2004, an underwater
earthquake triggered a massive tsunami throughout the Indian Ocean. The
tsunami killed more than 200,000 people and caused billions of dollars of
damage to the coasts of numerous Southeast Asian countries.
a. Tsunamis
b. Tsunamis, large ocean waves caused by underwater earthquakes, can be
deadly and destructive.
c. The tsunami killed more than 200,000 people and caused billions of
dollars of damage to the coasts of numerous Southeast Asian countries.

2. In Africa, music is usually performed outdoors. There is spontaneous music

making as well as performances by social and music groups at ceremonies
and feasts. There is no musical notation (written music). African music
tradition, like folklore and history, is transmitted orally. Music is a social
activity in which almost everyone participates. Clearly, African music has
several interesting characteristics.
a. In Africa, music is usually performed outdoors.
b. There is no musical notation (written music).
c. Clearly, African music has several interesting characteristics.

3. High achievement motivation affects people's choice of occupation and job

success. (High achievement motivation refers to the psychological need for
success in school, sports, occupations, or other competitive situations.) People
with high achievement motivation often go into occupations that provide
rewards for individual achievement, such as sales, engineering, architecture,
or law. Moreover, people with high achievement motivation tend to go into
occupations that realistically match their abilities. For this reason, they have
little anxiety or fear of failure. And when success is achieved, they enjoy the
fruit of their labor more than the average person.
a. High achievement motivation affects people's choice of occupation and job
success.
b. Moreover, people with high achievement motivation tend to go into
occupations that realistically match their abilities.
c. For this reason, they have little anxiety or fear of failure.

4. Adolescents tend to choose friends who are like them, and friends influence
each other to become even more alike. Friends are usually the same race and
have similar status within the peer group. Male adolescents tend to have many
friends, but the friendships are rarely close ones. Among teenage girls,
friendships are fewer but much closer, and they provide a great deal of
emotional support.
a. Adolescents tend to choose friends who are like them, and friends
influence each other to become even more alike.
b. Friends are usually the same race and have similar status within the peer
group.
c. Male adolescents tend to have many friends, but the friendships are rarely
close ones.

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(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
 5. When you listen to a speech, can it help you to focus on the speaker's
strengths and weaknesses? By closely observing and listening to people when
they give speeches, you can learn a great deal that will make you a more
successful speaker. If the speaker is not effective, try to determine why. If he
or she is effective, try to pick out techniques you can use in your own
speeches. If the speaker is ineffective, avoid the errors the person made.
a. When you listen to a speech, can it help you to focus on the speaker's
strengths and weaknesses?
b. By closely observing and listening to people when they give speeches, you
can learn a great deal that will make you a more successful speaker.
c. If the speaker is ineffective, avoid the errors the person made.

Task 4: Comprehension Check

Directions: Read the abstract below and answer the questions that follow. Use the
strategies discussed to better understand the text. Write your answer
on a separate sheet of paper.

Knowledge, attitudes and practices of COVID-19 among income-poor

households in the Philippines: A cross-sectional study
Lincoln Leehang Lau, Natalee Hung, Daryn Joy Go,
Jansel Ferma, Mia Choi, Warren Dodd, and Xiaolin Wei

Abstract

The presence of COVID-19 in low- and middle-income countries (LMICs) is

raising important concerns about effective pandemic response and preparedness in
the context of fragile health systems and the pervasiveness of misinformation. The
objective of this study was to gain an understanding of how COVID-19 was perceived
by households experiencing extreme poverty in the Philippines.

This study was conducted in partnership with International Care Ministries

(ICM), a Philippine-based non-governmental organization (NGO) that runs a poverty-
alleviation program called Transform targeted towards extreme low-income
households. We integrated knowledge, attitudes, and practices (KAP) questions into
ICM’s cross-sectional program monitoring and evaluation systems from February 20
through March 13, 2020. Frequencies and proportions were calculated to describe
the respondents’ responses, and the Kruskal-Wallis test and binomial logistic
regression were undertaken to determine the socio-demographic characteristics
associated with COVID-19 KAPs.

In total, 2224 respondents from 166 communities in rural, urban and coastal
settings were surveyed. Although the survey was administered during the earlier
stages of the pandemic, 94.0% of respondents had already heard of COVID-19.
Traditional media sources such as television (85.5%) and radio (56.1%) were reported
as the main sources of information about the virus. Coughing and sneezing were
identified as a transmission route by 89.5% of respondents, while indirect hand
contact was the least commonly identified transmission route, recognized by 72.6%
of respondents. Handwashing was identified by 82.2% of respondents as a preventive
measure against the virus, but social distancing and avoiding crowds were only
identified by 32.4% and 40.6%, respectively. Handwashing was the most common
preventive practice in response to COVID-19, adopted by 89.9% of respondents. A
greater number of preventive measures were taken by those with more knowledge of
potential transmission routes.

23
(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
 There is a need for targeted health education as a response strategy to COVID-
19 in low-income settings, and it is important that strategies are contextually
relevant. Understanding KAPs among populations experiencing extreme poverty will
be important as tailored guidance for public health response and communication
strategies are developed for LMICs.

Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7294392/

1. What is the main idea of the text?

2. Give the topic sentence of each paragraph.
3. Give at least 5 government public health responses to COVID-19.
4. How do Philippine’s public health response differ from other countries’?
5. Do you think that the public health response of the government should be
improved? Why?

Task 5: Read and Write

Directions: Go to any of the following sites below. Find four articles with the same
subject in a field that interests you. Then, complete the given
information below.

• https://www.sciencedirect.com/
• https://eric.ed.gov/

TEXT 1

Title of the text: _______________________________________________________

Author/s of the text: _______________________________________________________
Title of the Journal/ _______________________________________________________
Publication: _______________________________________________________
URL or web address: _______________________________________________________
Main idea: _______________________________________________________
Evidence that supports _______________________________________________________
the main idea _______________________________________________________
(Provide at least 2): _______________________________________________________

TEXT 2

Title of the text: _______________________________________________________

Author/s of the text: _______________________________________________________
Title of the Journal/ _______________________________________________________
Publication: _______________________________________________________
URL or web address: _______________________________________________________
Main idea: _______________________________________________________
Evidence that supports _______________________________________________________
the main idea _______________________________________________________
(Provide at least 2): _______________________________________________________

24
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 TEXT 3

Title of the text: _______________________________________________________

Author/s of the text: _______________________________________________________
Title of the Journal/ _______________________________________________________
Publication: _______________________________________________________
URL or web address: _______________________________________________________
Main idea: _______________________________________________________
Evidence that supports _______________________________________________________
the main idea _______________________________________________________
(Provide at least 2): _______________________________________________________

Task 6: Share It!

Directions: Answer the following question in 3 to 5-sentence paragraph. Use a
separate sheet of paper for your answer.

1. What critical reading strategy do you often use when reading an

academic text? Explain how it helps you to understand the text better.
2. Enumerate and explain the 3 processes of critical reading.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Task 7: Write- Up!

Directions: From the texts you have read in Activity 3, write a 3-paragraph essay
about the subject. Make sure to analyze, synthesize, and evaluate the
ideas. Submit your draft to your teacher. Refer to the rubric below. Use
a separate sheet of paper for your answer.

Content
• Main ideas are correctly pointed out. ___/10
• Synthesis and evaluation are meaningful and insightful.
Grammar and Syntax
• The essay is error-free in terms of grammar and syntax. ___/5
Completeness
• The parts of the essay are complete, and ideas stated in each ___/5
part are appropriate.
TOTAL: ___/20

25
(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
 Directions: Write T if the statement is TRUE. If the sentence is incorrect, write the
faulty word/phrase and correct it. Write your answer on a separate
sheet of paper.

1. A paragraph can consist of two or more topic sentences.

2. The abstract presents the thesis statement of the text.
3. Most of the time, the author begins the paragraph with a topic sentence.
4. Locating the thesis statement or topic sentence while reading a text can save
time.
5. The thesis of a text is in interrogative form.
6. Outlining reveals the basic structure of the text, and summarizing captures a
selection's main content in brief.
7. When you show the relationship between the parts, and between the parts and
the whole, you are evaluating ideas.
8. Contextualizing enables readers to get a sense of what the text is about and
how it is organized before reading it closely.
9. When making an outline, don't use the text's exact words.
10. Placing a text in its historical, biographical, and cultural contexts is
previewing.
11. Outlining is an effective way to organize ideas or thoughts.
12. When you annotate, you underline important ideas and even unfamiliar terms.
13. To understand the text, it is imperative to ask questions every paragraph.
14. Thesis statement can be found at the beginning, middle or end of the paragraph.
15. Identifying the purpose of the paragraph can help you locate the thesis
statement.

Directions: Write a magazine article about locating the thesis statement and topic
sentence in a text. Make sure to use at least one text as an example.
Layout your article creatively and submit it to your teacher following the
basic format below.

• 1.5 spacing
• 1” margin on all sides
• Font size and face: Arial, 12

26
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(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
27
What’s In What I Know
Assessment
• Answers may 1. C 11. F
1. 2 or more-one 11. T
2. T 12. T vary 2. B 12. B
3. T 13. T 3. D 13. E
4. T 14. T What’s New
4. C 14. A
5. Interrogative- declarative
• Answers may 5. D 15. D
15. T
6. T vary 6. B
7. Evaluating- synthesizing 7. C
8. Contextualizing- previewing What’s More 8. A
9. T 9. B
10. Previewing- contextualizing • Answers may
vary 10.D
Barrot, J. & Sipacio, P. J. (2016). English for Academic and Professional
Purposes for Senior High School. Quezon City: C & E Publishing, Inc.
4-5

https://www.uidaho.edu/-/media/UIdaho-Responsive/Files/current-
students/academic-support-programs/tcs/success-strategies/study-
strategies/handout9-critical-reading.pdf

https://www.mdc.edu/Kendall/collegeprep/documents2/MAIN%20IDEASre
vised815.pdf

https://www.mpc.edu/home
http://www.cabrillo.edu/~wbaer/web%20page/current%20syllabi/CRITICA
L%20READING%20STRATEGIES.pdf

http://writing.umn.edu/sws/assets/pdf/quicktips/criticalread.pdf

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7294392/

28
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 SENIOR HIGH SCHOOL

English for Academic

(LEARNING AREA)
and Professional
(QUARTER NUMBER)
Purposes
(MODULE NUMBER)
Quarter 1/ Module 1
Lesson 3: Summarizing

29
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 This module was designed and written with you in mind. It is here to help you
master the Uses various techniques in summarizing a variety of academic texts. The
scope of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. 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.
Learning Competency:
• Uses various techniques in summarizing a variety of academic texts
(CS_EN11/12A-EAPP-Ia-C-4)

After going through this module, you are expected to:

• explicate what summarizing is;
• give the importance of summarizing in academic writing; and
• Apply effective strategies in summarizing

Directions: Read and understand the statements below. Write TRUE if it is correct
and FALSE if it is not. Write your answer on a separate sheet of paper.

1. Summarizing is similar with paraphrasing.

2. Summarizing is important in academic writing.
3. summarizing will teach you how to discern the most important ideas in a
text.
4. In summarizing you have to take note or highlight the important details in
the text.
5. One of the techniques in summarizing is by using graphic organizers.
6. Outlining can’t help you summarize the given text.
7. Summarizing is a valuable skill needed in academic writing.
8. In summarizing, the writer must use his own words.
9. Summarizing is a short repetition of an original text but not necessarily
including the main ideas.
10. Equating your summary with the original text is important.
11. We add new ideas or concepts when summarizing.
12. Summarizing is done after reading.
13. Highlighting the important details is an effective strategy in summarizing.
14. In author heading format, the summarized idea comes before the citation.
15. In date heading format, the summarized idea comes after the date when the
material was published.

30
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 Lesson
3 Summarizing

This lesson on summarizing will teach you how to determine the most
important ideas in a certain text, how to disregard irrelevant information, and how
to integrate the keynote in a meaningful way.

Equipping yourself how to summarize will enhance your memory for what you
have read. Similarly, there are different techniques that you might have used before
or you will still learn in this module that are very helpful in coming up with a certain
summary of any academic texts.

Task 1: Pre- writing Activity

Directions: Read and comprehend the article below. Then, summarize it in one
paragraph. Write your answer on a separate sheet of paper.

A coronavirus is a kind of common virus that causes an infection in your

nose, sinuses, or upper throat. Most coronaviruses aren't dangerous.
In early 2020, after a December 2019 outbreak in China, the World Health
Organization identified SARS-CoV-2 as a new type of coronavirus. The outbreak
quickly spread around the world.

COVID-19 is a disease caused by SARS-CoV-2 that can trigger what doctors

call a respiratory tract infection. It can affect your upper respiratory tract (sinuses,
nose, and throat) or lower respiratory tract (windpipe and lungs).
The virus can lead to pneumonia, respiratory failure, heart problems, liver
problems, septic shock, and death.
It spreads the same way other coronaviruses do, mainly through person-
to-person contact. Infections range from mild to deadly.
Source: https://www.webmd.com/lung/coronavirus

31
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 RUBRICS

Criterion Advanced (5
Proficiency (1 point) Proficient (3 points)
Nearing points)

Only few of the Almost all of the All of the important

important information important information information is
is present. There are is present and clearly present and clearly
Content also inaccurate details stated. stated.
included.

Some of the ideas are Most of the ideas are All ideas are well-
not organized. The flow organized. The flow of organized. The flow
Organization of ideas is hard to follow thoughts is mostly easy of thoughts is easy
and understand. to follow and to follow and
understand. understand.

Most of the information Almost all of the All of the

is lifted and copied from information is information is
Originality
the original text. expressed using the expressed using the
writer’s own words. writer’s own words.

Many sentences are Only few sentences are All sentences are
ungrammatically ungrammatically grammatically
structured. There are structured. There are structured with no
Mechanics
also errors in spelling only few errors in errors in spelling
and punctuations. spelling and and punctuations.
punctuations.

Task 2: TBT (Throwback and Tell)

Directions: Recall one of the novels or short stories you had discussed or read;
choose one out of the numerous stories you have tackled or read
throughout your school life. Using the space below rewrite the story
using your own words.

• Did you find the retelling of the story difficult? Why or why not?
• What are the different ways or strategies did you use in order to retell the
story? Did you find these strategies helpful? Why or why not?
• How did you do it? Kindly read the description written on the first column,
then tell if you have done it or not by putting a check on the given checklist
below.

DESCRIPTION YES NO
1.I only wrote my favorite parts.
2.I wrote the important parts of the story.
3.I added new information to give color to the story.
4.I quoted important lines from the story.
5.I copied the exact words and dialogues from the story.
6.I wrote the most interesting part of the story.

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What is summarizing?

According to Cambridge Dictionary summarizing is to express the most

important facts or ideas about something or someone in a short and clear form.

According to Diane Hacker summarizing involves stating a work’s thesis and

main ideas “simply, briefly, and “accurately”.

Summarizing is a short restatement of the main idea of the text. The output
of summarizing is called summary. It is the shortened version, perfectly, only one
third (1/3) of the text. It should contain the main points and important details of the
text and should be written in your own words.

Summarizing important skill in critical reading, summarizing is often used to

determine the essential ideas in a book chapter, an article. These essential ideas
include the gist or main idea, useful information, or key words or phrases that help
you meet your reading purpose. Summarizing is generally done after reading.

Tips in Summarizing

1. Read the work first to understand the author’s intent. This is a crucial step
because an incomplete reading could lead to an inaccurate summary.
2. Read the given text not just once but several times. Comprehend it well.
3. Identify the text structure.
4. Highlight the important details in the text.
5. After highlighting and getting the gist write your preliminary summary.
6. Vary how you introduce or attribute your sources, like "according to..." or
"so-and-so concludes that..." so your readers don't get bored
7. Always include a citation
8. Make sure you use your own words.

Aside from the general tips, you must also learn that there are various format
in summarizing. These are idea heading, author heading, and date heading.

1. Idea Heading Format. This format, the summarized idea comes before the
citation.

Example:

Benchmarking is a useful strategy that has the potential to help public

officials improve the performance of local services (Folz,2004; Ammons,2001).
Once the practice of a particular city is benchmarked, it can be a guidepost
and the basis for the other counterparts to improve its own.

33
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2. Author heading format. This format, the summarized idea comes after the
citation. The author’s name/s is/are connected by an appropriate reporting verb.

Example:

The considerable number of users of FB has led educators to utilize FB

for communicating with their students(Grant, 2008; as cited in Donmus,
2010). The study of Kabilan and Abidin (2010) shows that the students
perceived FB as an online environment to expedite language learning
specifically English. Donmus (2010) asserts that educational games on FB
fecundate learning process and make students’ learning environment more
engaging. As regards literacy, this notion reveals that FB could be used as a
tool to aid individuals execute a range of social acts through social literacy
implementation (ibid). Blackstone and Hardwood (2012) suggest the
facilitative strength of FB as it elicits greater achievement on collaboration
among students.

3. Date Heading Format. This format, the summarized idea comes after the date
when the material was published.

Example:

On the other hand, active participation of the citizens in development

contributes to a sound and reasonable government decisions. In their 2004
study on the impact of participatory development approach, Irvin and
Stansbury argue that participation can be valuable to the participants and the
government in terms of the process and outcomes of decision making.

Summarizing is a valuable skill needed in academic writing. You should know

how to summarize properly the information that you have read, seen, or heard. Most
assignments given in school require you to research, read and analyze information
from different sources. Hence, it is important that you know how to restate or retell
the original text using your own words in order to avoid plagiarism.

34
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Task 3: Reading Time!
Directions: Read carefully the given article below and identify the key points.
Afterwards, answer the questions that follow. Write your answer on a
separate sheet of paper.
Aggressive Driving Should be Avoided

Aggressive driving is a phenomenon, which has only got the public worried. The
National Highway Traffic Safety Council (NHTSC) defines aggressive driving as the
“operation of a motor vehicle in a manner that endangers or is likely to endanger persons
or property”. Actions such as running red lights, improper passing, overtaking on the left,
improper lane change, failing to yield, improper turns, running stop signs, tail gaiting,
careless driving, and speeding are examples of aggressive driving. Such actions are
dangerous to other road users. Aggressive driving should be avoided because it causes
crashes, injuries and fatalities.

The first reason why aggressive driving should be avoided is it causes crashes.
According to NHTSC between 78 percent (excessive speed) and 100 percent (improper
passing) of the cases of aggressive driving resulted in traffic crashes and 96 percent of the
drivers cited for “following too closely” or tail gaiting caused crashes as a result of their
aggressive driving. Moreover, ‘running red light,” “improper passing”, and “overtaking on
the left” topped other categories of aggressive driving in contributing to traffic crashes.

Another reason why aggressive driving should be avoided is it causes injuries.

NHTSC states that the percentages of the injuries caused by aggressive driving are, in
almost all categories of aggressive driving, above 100 percent.

Another reason why aggressive driving should be avoided is it causes injuries.

NHTSC states that the percentages of the injuries caused by aggressive driving are, in
almost all categories of aggressive driving, above 100 percent.

Aggressive driving also causes fatalities.” Overtaking on the left” appears to be the
most important contributing factor in traffic fatalities as it relates to aggressive driving.
“Improper lane change,” “running stop sign,” and “running red light” rank second through
four in terms of their contribution to traffic fatalities.

The above evidence shows that aggressive driving causes crash, injuries and
fatalities. Hence, aggressive driving should be avoided. Since the opening on the North-
South Highway, the number of kilometers of roads in the country has increased by one
percent while the number of vehicle miles driven has increased by 35 percent. More cars
and more drivers are also on the road leading to more aggressive drivers.

Source:https://www.coursehero.com/file/23227596/Aggressive-Driving-Should-be-
Avoided/#:~:text=The%20National%20Highway%20Traffic%20Safety,to%20endanger%20persons%20or%20prope
rty%E2%80%9D.&text=other%20road%20users.-
,Aggressive%20driving%20should%20be%20avoided,causes%20crashes%2C%20injuries%20and%20fatalities.

35
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Comprehension Check
1. What is the main point of the article?
___________________________________________________________________________
2. What are the actions that are considered dangerous to other road users?
___________________________________________________________________________
3. Why should aggressive driving be avoided?
___________________________________________________________________________
4. How does the article impact you as a reader?
___________________________________________________________________________
5. Write a good summary of the article.
___________________________________________________________________________

Task 4: I learned that…

Directions: Complete the statements below by providing correct information based
on what you have learned from this module. Use a separate sheet of
paper for your answer.
1. Summarizing is ____________________________________________________________
2. There are various techniques in summarizing academic texts such as:
___________________________________________________________________________
3. Summarizing is important in academic writing because ______________________
___________________________________________________________________________

Task 5: Let’s Explore!

Directions: Look and go to this link: https://www.officialgazette.gov.ph/2020/07/27/rodrigo-
roa-duterte-fifth-state-of-the-nation-address-july-27-2020/ and answer the
following questions. Write your answer on a separate sheet of paper.
1. What are the key ideas or information? Identify at least three.
2. What are the important details that support each key idea or information?
3. Using your answers, write a summary of the technical report on a separate
sheet of paper

36
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Part I.
Directions: Write S if the statement describes good summarizing and N if not. Write
your answer on a separate sheet of paper.

1. Eli copied everything from the book.

2. The students extracted the key ideas in the text.
3. Antoinette concentrated on the important details.
4. Anita looked for key words and phrases.
5. Kaila simplified ideas.
6. Kai revised the main idea.
7. To add more information, Alexa added her analysis and comments to the ideas of
the author.

Part II.
Directions: Choose the letter that presents the best summary in each of the following
paragraphs: Write your answer on a separate sheet of paper.
8. When some people think about Texas, they think of cowboys on the open range-
herding cattle up a dusty trail. However, Texas has much more than open prairie
with large herds of cows. There are the mountains of West Texas, the piney hills
of east Texas, and the emerald waters off the coast of Padre Island. Texas also
has large coastal harbors with numerous sailboats, powerboats, inland lakes,
rivers, swamps of southeast Texas with alligators and other exotic wildlife.

A. There are a lot of cows in Texas.

B. There are many different, varied parts of Texas.
C. Texas is one of the biggest states in the United States.
D. There are alligators in the swampland of southeast Texas.

9. Tomorrow is Jill's birthday. She is excited because she gets to pick where she
will eat dinner. Will it be Mexican food at the Big Enchilada House? Or will it be
fried chicken at the Chicken Shack, or a big cheeseburger at Al's Hamburger
Palace. She just couldn't decide. Then there was always the Pizza Shop with that
great pepperoni pizza. How would she ever decide? Maybe she would just flip a
coin.

A. Jill has many restaurants to choose from for her birthday.

B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in town.
D. Jill will choose a place by flipping a coin.

10. It started when they got to the bears. Peter felt tired and his stomach hurt. He
dragged himself over to see the elephants, which were eating from a stack of
hay. Normally, the elephants were his favorite. Without much interest, Peter
followed his classmates to the camels, which were busy swatting flies with their
tails. Peter knew he should be having fun at the zoo, but he just felt terrible
and all he wanted to do was lie down and rest. Even the lions and tigers did not
interest him now.

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(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
 A. Peter's favorite animals were the elephants.
B. The camels were swatting flies with their tails.
C. It was really hot at the zoo.
D. Peter didn't enjoy the zoo because he felt really bad.

11. For the walls, Jenny thought she would use a bright yellow paint. She would
pick a border that had mostly bright red and green colors, and maybe a little
bit of blue. She already had found some curtains that were sky blue with streaks
of red, blue and yellow that she thought would go great with the walls. And
finally, she had picked a carpet that was mostly blue with specks of red and
yellow. Jenny couldn't wait till she was done decorating her room. It was really
going to look awesome.

A. Jenny likes bright colors.

B. Jenny was going to paint her room.
C. Jenny was picking out colors and materials to decorate her room.
D. Yellow is a good color to paint your walls.

12. Right now, Jason was playing right field. He really wanted to play third base.
Earlier this year, coach had put him in left field and second base in a game,
but never at third base. Once in practice, coach let him play third base, but he
kept missing ground balls. When he did stop one, he made a bad throw to first
base. Maybe if he kept practicing, Jason would be good enough to play third
base. That was his dream.

A. Jason really wanted to play third base.

B. Jason was the best player on his team.
C. Jason had trouble catching ground balls.
D. Jason was too lazy to practice.

13. San Francisco is located on the coast of California in an area often called the
Bay Area. The weather is generally very mild, seldom getting really cold or
really hot. Its mild climate is one reason many people live there. It seldom
snows in San Francisco and generally does not get below freezing during the
winter. Even in the middle of summer, temperatures may be in the mid-80s
with a cool breeze from the bay keeping the weather very comfortable.

A. San Francisco has many neat things to do.

B. It seldom snows in California.
C. Many people choose to live in California.
D. The weather in San Francisco is generally very mild.

14. Julie watched the ants as they carried small crumbs down the trail to the
anthill. She thinks ants are very hard working and industrious little creatures.
They always seemed busy, and you never saw an ant just laying around doing
nothing. They were carrying food, building tunnels, or defending the anthill.
One thing you could say about ants is that they sure aren't lazy.

A. Ants carry many things.

B. Some ants may bite you.
C. Ants are hard workers.
D. Some ants help take care of the queen.

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15. The first book Chris read in fifth grade was about a lost kitten. Then he read a
book about a family of bears, and then he read about a wild kangaroo in
Australia. It seems every book Chris reads about animals. Last week he found
a good book about snakes and reptiles, and another book about elephants.
Today Chris went to the library, and he checked out a book about dolphins,
whales and other animals that live in the sea.

A. Chris likes kangaroos.

B. Chris is in the fifth grade.
C. Chris reads a lot of books about animals.
D. Dolphins and whales live in the sea.

Directions: Read the given passage and follow the instructions.

1. Create a title for the passage related to the main idea.

2. Accurately summarize the text.
3. Your summary must describe all key ideas from the text.
4. Highlight or underline key ideas in the given passage.

Electric trolley cars or trams were once the chief mode of public transportation
in the United States. Though they required tracks and electric cables to run, these
trolley cars were clean and comfortable. In 1922, auto manufacturer General Motors
created a special unit to replace electric trolleys with cars, trucks, and buses. Over
the next decade, they lobbied for laws and regulations that made operating trams
more difficult and less profitable. In 1936 General Motors created several front
companies to purchase and dismantle the trolley car system. They received big
investments from Firestone Tire, Standard Oil of California, Phillips Petroleum, and
others in the automotive industry.
Some people suspect that these parties wanted to replace trolley cars with
buses to make public transportation less desirable. This would then increase
automobile sales. The decline of the tram system in North America could be blamed
on many things—labor strikes, the Great Depression, regulations that were
unfavorable to operators. Yet, perhaps the primary cause was having a group of
powerful men from rival sectors of the auto industry working together to ensure its
destruction. Fill it up, please.

39
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(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
40
Assessment What’s In What I Know
1. N 11. A • Answers may 1. False 11. False
2. S 12. D vary 2. True 12. True
3. S 13. C 3. True 13. True
What’s New
4. S 14. A 4. True 14. False
5. S 15. D • Answers may 5. True 15. True
6. N vary 6. False
7. S 7. True
8. D What’s More 8. True
9. B • Answers may 9. False
10.B vary 10.False
Abella, R.D. (2016). Introduction to the Philosophy of the Human Person. Quezon
City: C & E Publishing, Inc.

Almonte, L., et al. (2015). English Learner’s Materials. Diversity. Celebrating

Multiculturalism Through World Literature. Department of Education

Department of Education (December 2013). K to 12 Senior High School Applied

Track Subject-English for Academic and Professional Purposes. Curriculum
Guide

Laurel, M.C., Luceno, A.F., & Bumantay-Cruz, R.T. (2016). English for Academic
and Professional Purposes, Reader. Department of Education

Laurel, M.C., Luceno, A.F., &Bumantay-Cruz, R.T. (2016). English for Academic
and Professional Purposes, Teacher’s Guide. Department of Education

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 SENIOR HIGH SCHOOL

English for Academic

(LEARNING AREA)
and Professional
(QUARTER NUMBER)
Purposes
(MODULE NUMBER)
Quarter 1/ Module 1
Lesson 4: Thesis Statements in
Academic Texts

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(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
 This module was designed and written with you in mind. It is here to help you
master the Thesis Statements. 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.

Learning Competency:
• States the thesis statement of an academic text (CS_EN11/12A-EAPP_Ia-c-6)

After going through this module, you are expected to:

• identify what a thesis statement is;
• determine the location of main ideas
• identify strategies in locating thesis statement and topic sentences; and
• develop a thesis statement for a given text.

Part I.
Directions: Read the following questions carefully. Then, choose the letter of the
correct answer. Write your chosen letter on a separate sheet of paper.

1. What is a thesis statement?

a. It expresses the author’s opinion in a text.
b. It is one’s claim on a given topic.
c. It describes the point of an essay.
d. All of the above.
2. Which is not true about thesis statements?
a. It serves as a roadmap of your paper.
b. It states the main idea about the topic or issue.
c. A thesis statement can be a quote from a famous person.
d. A thesis statement requires evidence or proof.
3. How long should be a thesis statement?
a. one-word c. one paragraph
b. one sentence d. one text
4. Which is true about thesis statements?
a. It is an announcement. c. It is a fact.
b. It is arguable. d. It is a question.
5. Where does the thesis statement located in an academic text?
a. first paragraph c. last paragraph
b. second paragraph d. anywhere in the text

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6. Which is a thesis statement about Angel Locsin?
a. Angel Locsin should receive an award for her charity and humanitarian
efforts.
b. Angel Locsin is a respected actress in showbiz.
c. What makes Angel Locsin a real-life Darna?
d. Not just a film and television actress, Angel Locsin is also a commercial
model and fashion designer.
7. Which among the following is true about thesis statements?
a. It tells the reader what the academic text is about.
b. There could be one or more thesis statements found in an academic text.
c. Thesis statements and topic sentences are similar.
d. Thesis statements are found in every paragraph of an academic text.
8. Which is a thesis statement?
a. Which is better, desktops or laptops?
b. The Advantages and Disadvantages of Distance Education
c. Most Filipino students prefer modular learning to online learning.
d. The key to defeat this pandemic is discipline and self-control.
9. Which among the following is a strong thesis statement?
a. Research is an essential subject in Senior High School.
b. Corporal punishment is harmful as it only worsens children’s behavior.
c. J.K. Rowling, the author of Harry Potter, is a good writer.
d. Pollution and mining in the Philippines should be stopped.
10. Which is the most appropriate thesis statement on the use of educational
technology in schools?
a. Educational technology includes computers and other software
application to aid classroom learning.
b. What is educational technology?
c. This paper discusses the uses and benefits of educational technology in
the classroom.
d. Educational technology is a helpful tool that improves students’ academic
performance.

Part II.
Directions: Write T if the statement supports the principle of thesis statement; write
F if otherwise. Write your answer on a separate sheet of paper.

11. Thesis Statement is the first sentence at the beginning of each paragraph.
12. It focuses your ideas into one or two sentences.
13. It is a question in response to the writing assignment
14. Thesis statement is usually presented in the abstract or executive summary
15. Thesis statements can also be explicit or implicit.

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 Lesson
Thesis Statements in Academic Texts
4

Completing something quickly but proficiently and accurately is one skill you
will definitely find useful in life. Skill which can also be helpful in your academic
classes, especially when you have to read various texts. One effective way of
increasing your speed in reading is by finding the main idea of the text and the topic
sentence of the paragraphs.

If you have the skill to locate the thesis statement and the topic sentences,
you do not have to read the entire text just to get the key information you need. It
will give you an idea of the text and help you evaluate the author’s arguments as you
read.

Task 1: Pre- writing Activity

Directions: Sitting on your favorite spot, write a paragraph about your idea of love.
Make sure that you have a central idea in your paragraph. Write your
answer on a separate sheet of paper.

Task 2: 3Rs (Read-Reflect-React)

Directions: Read the given text and answer the questions that follow. Write your
answer on a separate sheet of paper.

Competition and Cooperation

(1) Explanations of the interrelation between competition and cooperation

have evolved over the time. Early research into competition and cooperation defined
each of them in terms of the distribution of rewards related to each. Competition was
defined as a situation in which rewards are distributed unequally on the basis of
performance, cooperation on the other hand, was defined as a situation in which
rewards are distributed equally on the basis of mutual interactive behavior among
individuals. By this definition, a competitive situation requires at least on competitor
to fail for each competitor that wins, while a cooperative situation offers a reward
only if all members of the group receive it.

(2) Researchers have found definitions of competition and cooperation based

upon rewards inadequate primarily because definitions of these two concepts based
upon rewards depict them as opposite. In current understanding, competition is not
viewed as opposite of cooperation, instead, cooperation is viewed as integral
component of competition. Cooperation is necessary among team members, perhaps
in a sporting event or in a political race, in order to win the competition, it is equally

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important to understand that cooperation is of great importance between teams in
that same sporting event or ground rules of the game or election in order to compete.

(3) Interestingly, the word competition is derived from a Latin verb which
means “to seek together.” An understanding of the derivation of the word competition
supports the understanding that cooperation, rather than evoking a characteristic
at the opposite extreme of human nature from competition, is in reality a necessary
factor in competition.

1. What is the topic of the text?

_______________________________________________________________________________
2. What is the author’s comment or claim about the topic?
_______________________________________________________________________________
3. Do you agree with the author’s comment on the topic? Why or why not?
_______________________________________________________________________________

What is Thesis Statement?

• It sums up the point of an academic text.

• In an academic text, the thesis statement is usually presented in the abstract
or executive summary or found at the last part of the introduction.
• It is the central idea of a multiple-paragraph composition. It is one sentence
summary that guides, controls and unifies ideas when writing a paper. In
simple terms, all the other ideas present in an easy revolve around the thesis
statement.
• It focuses your ideas into one or two sentences. It should present the topic of
your paper and also make a comment about your position in relation to the
topic. Your thesis statement should tell your reader what the paper is about
and also help guide your writing and keep your argument focused.
• It can be explicit or implicit.
The following are the key elements for a strong thesis statement:
1. It is not a fact. A fact is irrefutable. Writing a fact as a thesis makes no argument.

Weak: Cats spend most of their time sleeping.

Strong: Cats are better than dogs because they keep pests at bay and they
require less work than puppies.

2. It is not a question. A question simply does not express one’s claim or comment
about a topic.

Weak: What are the advantages of keeping a pet at home?

Strong: A person who wants to live happily in life should own a pet because
of their ability to help decrease depression, stress and anxiety.

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3. It is not an announcement. Avoid saying what you will discuss in the text.

Weak: This paper discusses the advantages and disadvantages of owning a

pet.
Strong: Owning a pet brings good than burden because they can lower stress
levels, make one feels safe and teach their owners responsibility.

4. It is not too broad. Avoid making vague and confusing thesis statements by
making specific and focused thesis.

Weak: Too much alcohol consumption is not good for the health.
Strong: Excessive alcohol consumption increases the risk to health problems
as it may cause liver damage, stomach distress and even cancer.

5. It is a complete sentence. A phrase does not convey complete ideas or thought.

Stating the thesis in complete sentence makes it easier for the reader to
understand the main idea of the text.

6. It requires support. To make your thesis statement persuasive, facts, surveys,

reports etc. should be used as proof or evidences to support your claim or opinion
on the topic.

7. It takes a stand. The thesis should clearly show your claim about a subject or
topic.

8. It is arguable. The thesis should be contestable, debatable or argumentative.

Again, the thesis statement should never be a factual statement.

Strategies in Locating the Thesis Statement

• Read the title of the text and make inferences on its purpose.
• If the text has no abstract or executive summary, read the first few
paragraphs as the thesis statement is usually located there.
• In other cases, you may also check the conclusion where authors sum up
and review their main points.

Task 3: Louder
Directions: Write your own thesis statement on the topic below. Make sure that the
thesis statement is strong following the key elements of an effective
thesis statement. Write your answer on a separate sheet of paper.

1. Topic: Ban on Motorcycle Back riding

Thesis Statement: _____________________________________________________
2. Topic: Covid-19 Vaccine
Thesis Statement: _____________________________________________________
3. Topic: Virtual Learning
Thesis Statement: _____________________________________________________

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Task 4: Answer Me
Directions: Choose the most appropriate thesis statement on the following topics.
Write the letter of your choice on a separate sheet of paper.
1. On ABS-CBN Shutdown
a. ABS-CBN should not be stopped from operating as many employees may
lose their job during this pandemic.
b. This paper will explore the reasons why ABS-CBN should be shut down.
c. I think ABS-CBN shutdown is a major blow to press freedom in the country.
d. What are the reasons of ABS-CBN shutdown?

2. On Reopening of Classes
a. It is not safe for students and teachers to attend classes this August.
b. The schools, both public and private, must prioritize health safety protocols
for learners and teachers by ensuring that vaccines are available in the
country before school opening.
c. I know a lot of parents are against the reopening of classes this August.
d. Pros and cons of resumption of classes amidst this COVID 19 pandemic

3. On Reinstatement of Death Penalty in the Philippines

a. Surveys show that Filipinos would like death penalty to be reinstated in the
country.
b. I believe that death penalty will only violate the human rights of every
Filipino.
c. Death penalty does not only serve justice to the victims and their family,
but it also helps decrease the number of heinous crime in the Philippines.
d. This passage talks about why death penalty should be reinstated in the
Philippines.

4. On Wearing of School Uniforms

a. “It’s not about the dress you wear, but the life you lead in the dress” Diana
Vreeland.
b. Wearing school uniforms promotes not just self-respect but also respect to
learning and educational institutions.
c. Wearing of school uniforms have advantages and disadvantages.
d. In this paper, I will explore the benefits of school uniform policy.

5. On the Use of Gadgets

a. Gadget use should be in moderation as it may negatively affect physical and
psychological health.
b. Negative effects of gadget use include vision problems, lack of sleep,
confusion, and even violence.
c. I guess gadget use does more harm than good.
d. Any type of gadget is bad for children.

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Task 5: Thesis Making
Directions: Make a strong thesis statement based on the given situations and
supports. Kindly check the sample below. Write your answer on a
separate sheet of paper.
Example:
Situation: You won in a raffle draw and you were given a chance to choose any
tourist destination you would like to visit. Write about your dream place and explain
why you would like to go there.

Supports:
a. Palawan is a home to beautiful coral reefs and stunning beaches.
b. It is the best place for scuba diving and snorkeling.
c. The people in Palawan are friendly.

Thesis Statement: With stunning beaches and coral reefs, friendly people and a
place for exciting water activities, Palawan is the best place to relieve stress
from the bustling noise of a city.

Situation No. 1: Your little brother is asking for help in his report on the positive
and negative effects of smartphones on children.

Supports:
a. Smartphones can be used for communication, anywhere, anytime.
b. Smartphones may cause mental health such as depression.
c. Smartphones may damage eyes and natural sleep cycle.

Thesis Statement: _______________________________________________________

___________________________________________________________________________

Situation No. 2: Your friend from South Korea is looking for a place where he can
spend his summer vacation with his family.

Supports: a. Philippines has many pristine beaches, and hot and cold springs.
b. Filipinos are warm, hospitable, and generous. c. The travel and food
expenses in the country are affordable.

Thesis Statement: _______________________________________________________

___________________________________________________________________________

49
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Part I.
Directions: Write T if the statement is true. Otherwise, write F. Write your answer
on a separate sheet of paper.

1. A paragraph can consist of two or more topic sentences.

2. The abstract presents the thesis of the text.
3. By observing the writing style of the author, you can determine the location of the
topic sentences.
4. thesis statement is usually presented in the abstract or executive summary
5. Most of the time, the author begins the paragraph with a topic sentence.
6. The main idea is presented at the end of a paragraph.
7. The main idea is always stated in the first part of a paragraph.
8. The thesis statement needs support to make the statement persuasive.
9. When an abstract is not provided, the thesis statement is not evident in the text.
10. You don’t have to read the full text if you know how to spot its main idea.

Part II.
Directions: Read the following passages carefully and choose the correct thesis
statement. Write the letter of your answer on a separate sheet of paper.

1. Native people in early North America liked to play games. Their favorite games
were played with a stick and a ball, like lacrosse. In lacrosse the rule is that you
can't touch the ball with your hands. You catch the ball in a net on the end of a
stick and use the stick to throw the ball.

A. Their favorite games were played with a stick and a ball, like lacrosse.
B. Native people in early North America liked to play games.
C. You catch the ball in a net on the end of a stick and use the stick to throw
the ball.
D. In lacrosse the rule is that you can't touch the ball with your hands.

2. Not all plants grow in the same way. Some plants grow and reproduce in one year
and are called annuals. Some plants grow and reproduce in two years and are
called biennials. Other plants grow and reproduce for many years and are called
perennials.

A. Other plants grow and reproduce for many years and are called perennials.
B. Some plants grow and reproduce in two years and are called biennials.
C. Not all plants grow in the same way.
D. Some plants grow and reproduce in one year and are called annuals.

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3. Teeth can tell you what kinds of food a mammal eats. Plant eaters (herbivores) like
deer have large, flat molars for grinding plants. Animals that eat both plants and
meat (omnivores) have strong canines and molars for tearing and grinding foods.
Animals that are meat eaters (carnivores) have canine teeth for cutting and tearing.

A. Animals that are meat eaters (carnivores) have canine teeth for cutting and
tearing.
B. Plant eaters (herbivores) like deer have large, flat molars for grinding
plants.
C. Animals that eat both plants and meat (omnivores) have strong canines
and molars for tearing and grinding foods.
D. Teeth can tell you what kinds of food a mammal eats.

4. Animals have defenses against being eaten, and so do plants. Plants like milkweed
have strong chemicals that can make animals sick. Poison Ivy has oils in its leaves
that will give animals an itchy rash. Blackberries have sharp thorns all over the
plant.

A. Animals have defenses against being eaten, and so do plants.

B. Blackberries have sharp thorns all over the plant.
C. Poison ivy has oils in its leaves that will give animals an itchy rash.
D. Plants like hemlock have strong chemicals that can make animals sick.

5. Yellowjackets, a kind of wasp, are a normal part of summer. Their numbers

increase all summer, making them a nuisance by late summer. Colonies can
reach several thousand individuals. Picnic areas are especially attractive to them,
and Yellowjackets will visit these areas regularly.

A. Their numbers increase all summer, making them a nuisance by late

summer.
B. Yellowjackets, a kind of wasp, are a normal part of summer.
C. Colonies can reach several thousand individuals.
D. Picnic areas are especially attractive to them, and Yellowjackets will visit
these areas regularly.
Source: https://www.softschools.com/quizzes/language_arts/main_idea/quiz1510.html

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Let’s Find out!
Directions: Read the given text and locate the main idea by underlining it. Then,
rewrite the main idea in your own words. Write your answer on a
separate sheet of paper.
The roles of English within and between many of the countries which
make up Southeast Asia are increasing, and English is constantly being used
and negotiated as a mutual means of communication by Asian multilinguals
for whom English is an additional language. It is timely, therefore, to consider
ways in which these Englishes have been developing, along with the roles
English is currently playing. Areas worthy of investigation include the
influence of language contact and the motivations for the presence of
nonstandard forms in these new varieties of English.
Given the recent research reviewed in this paper, the criteria by which
the use of non-standard forms is classified as characteristic of the particular
variety need to be revised. The paper will conclude by considering whether the
role of English as a lingua franca in the region has reached its zenith and
whether regional language education policy will likely allow the languages of
Asia to thrive.
Source: Kirkpatrick, A. (2014). Englishes in Southeast Asia: Pedagogical and policy implications.
World Englishes, 33 (4) 426-438. DOI: 10.1111/weng.12105

52
(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
53
Assessment What’s In What I Know
• Answers may
1. F 11. B vary 1. D 11. T
2. F 12. C What’s New 2. C 12. T
3. T 13. D • Answers may 3. B 13. T
4. T 14. A vary 4. B 14. T
5. F 15. B What’s More 5. D 15. F
6. F • Answers may 6. A
7. T vary 7. C
8. T What I Have Learned 8. A
9. T 1. A 4. D 9. B
10.T 2. B 5. A 10.D
3. C
Book Sources

Laurel, M. M., Lucero, A.F, Bumatay –Cruz, R.T (2016). English for Academic and
Professional Purposes Reader. Quezon City, Philippines. Department of
Education.

Saqueton, G. and Uychoco M.T. (2016) English for Academic and Professional
Purposes. Rex Bookstore. pp. 23-28

Online Sources

https://www.uccs.edu/~writingcenter
https://www.ebsco.com/sites/g/files/nabnos191/files/acquiadam-
assets/ThesisStatements-Handout
https://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/2532/WritingTh
esis-Statements
https://www.softschools.com/quizzes/language_arts/main_idea/quiz1510.html
https://human.libretexts.org/Bookshelves/Composition/Introductory_Compositio
n/Book%3A_Basic_Reading_and_Writing_(Lumen)/Module_2%3A_Critical_Reading
/2.05%3A_Identifying_Thesis_Statements

54
(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
 SENIOR HIGH SCHOOL

English for Academic

(LEARNING AREA)
and Professional
(QUARTER NUMBER)
Purposes
(MODULE NUMBER)
Quarter 1/ Module 1
Lesson 5: Outlining Reading
Text

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(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
 This module was designed and written with you in mind. It is here to help you
understand the nature of outlining reading texts; further it aims to provide you with
activities that will sharpen your skills in outlining.

Learning Competency:
• Outlines reading texts in various disciplines (CS_EN11/12A-EAPP_Ia-c-8)

After going through this module, you are expected to:

• Differentiate academic texts from nonacademic texts
• Outlines reading texts in various disciplines

Part I.
Directions: Read the following statements carefully. Write TRUE if the statement is
correct and FALSE if otherwise. Write your answers on a separate sheet
of paper.

1. Topic sentences are hints found within a sentence, paragraph, or passage that a
reader can use to understand the meanings of new or unfamiliar words.
2. One important feature of a reading text in Science is that it provides a link
between laws and theories and real-life occurrences.
3. Writing outline is used to get the main ideas of a text that is already written.
4. Academic articles are written by professionals in a given field. They are edited by
the authors' peers and often take years to publish.
5. An outline shows how the parts of a text are related to one another as parts that
are of equal importance, or sections that are subordinate to a main idea.
6. In creating a reading outline, look for key phrases in each paragraph of the essay.
7. Academic articles are written for the mass public. They are published quickly
and can be written by anyone.
8. In academic reading, full concentration and comprehension are required to
understand the key ideas, information, themes, or arguments of the text.
9. The Venn diagram is one of the types of concept map or graphic organizer that
will enable the readers to come up with the bird’s eye view of the lesson.
10. Maps are commonly found in history textbooks and other materials in social
sciences.
11. Outlining organize ideas in a sequential manner and thoughtful flow.
12. An outline permits the writers to comprehend how they will connect information
to support the thesis statement.
13. There are four parts of an outline namely introduction, body, conclusion and
abstract.
14. In outlining, less important ideas should be emphasized more than the important
ones.
15. Thesis statement should be supported by supporting details or evidence.

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 Lesson
5 Outlining Reading Texts

It’s fun reading texts with many ideas to learn, but it’s also important to
organize those ideas in a logical way so that it can easily be understood. Without an
effective organization, the text can become confusing, and main idea can get lost on
the reader. Taking a few minutes to outline the material after reading will help you
organize your ideas and group them effectively.

Academic vs. Non-Academic Texts

Knowing the difference between academic and non-academic text is important
for students and for the professionals as well. For example, it becomes essential when
doing a research paper because it will require academic and scholarly articles.

Academic Text
Academic texts are written by professionals in a given field. It often take years
to publish. The language use is formal and contain words and terms typical to the
field. The authors name is present, as well as their credentials. There is also a list of
references that indicate where the author obtained the information used in writing
the article.

Examples: Articles, Conference papers, Reviews, Theses/Dissertations

Non-Academic Text
Non-Academic texts are written for the mass public. These are published
quickly and can be written by anyone. The language is informal, casual and may
contain slang words. The author may or may not be provided and will not have any
credentials listed. There will be no reference list. Non-Academic articles can be found
in periodicals similar to Time, Newsweek or Rolling Stone.

Examples: graphic novels, magazines

Task 1: Locating the Main Idea

The main idea is the sentence that makes the central point about the topic or
subject of a paragraph.
Finding the main idea is a key to understanding what you read. The main idea
ties all of the sentences in the paragraph or article together. Once you identify the
main idea, everything else in the reading should click into place. The rest of the
reading is the evidence provided to support that main idea. Knowing how to identify

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the main idea is a great help in understanding the text and there will make it easy
for the reader to construct a reading outline. Outlining organize ideas in a sequential
manner and thoughtful flow. Doing so allows the reader to pick relevant information
or quotes from sources early on, giving a concrete idea about the text.
Directions: Read the following texts then locate the main idea. Choose the letter of the
correct answer. Write your answer on a separate sheet of paper.
1. (1) One common example of instinct is the spider's spinning of its intricate web.
(2) No one teaches a spider how to spin: its inborn instinct allows it to accomplish
(3) Another example of instinctive behavior is the salmon's struggle to swim
upstream to lay eggs. (4) It would be much easier for the salmon to follow the
current downstream, but instinct overrides all other considerations. (5) Instinct is
clearly a strong influence on animal behavior. What is the main idea?

A. Sentence 1 C. Sentence 3
B. Sentence 2 D. Sentence 5

2. (1) In response to customers' bitter complaints about long lines, banks are trying
new ways to shorten the wait or at least to make it more pleasant. (2) One bank
provides coffee and cookies so customers can munch while they wait. (3) Other
banks show action movies on a large video screen. (4) One daring bank in
California will pay a customer five dollars if he or she must wait more than five
minutes for service. (5) Still other banks offer the most obvious solution of all...they
simply hire more bank tellers.

A. Sentence 3 C. Sentence 1
B. Sentence 4 D. Sentence 2

3. Before clocks were made, people kept track of time by other means. In ancient
Egypt, people used a water clock. Water dripped slowly from one clay pot into
another. People measured time according to how long it took one pot to empty
and the other one to fill. Candle clocks were common during the Middle Ages. As
such, when a candle burned, marks on its side showed about how much time
had passed. A final ancient way to measure time was the sundial, which used the
movement of the sun across the sky. The shadows moving across the face of the
sundial showed the current time. What is the main idea?

A. As such, when a candle burned, marks on its side showed about how
much time had passed.
B. Before clocks were made, people kept track by other means.
C. In ancient Egypt, people used a water clock.
D. All the above.

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 “I am part of everything that I have read.”
― Theodore Roosevelt

An outline is a summary that gives the essential features of a text. It shows

how the parts of a text are related to one another as parts that are of equal
importance, or sections that are subordinate to a main idea. Outline helps in
organizing ideas.

Two Kinds of Outline:

1. Reading outline is used to get the main ideas of a text that is already
written.
2. Writing outline is a skeletal overview of your draft, which contains your
fundamental points and the different ideas that support them.

Steps in Creating a Reading Outline:

1. Read the entire text first. Skim the text afterward.
2. Locate the main idea or thesis of the whole essay.
3. Look for key phrases in each paragraph of the essay.
4. Locate the topic sentence of each paragraph.
5. Look at the topic sentences and group those with related ideas together.
6. The contents of the reading are arranged according to levels.
7. Evaluate the supporting details provided.
8. Go back to the text to check whether you have followed its sequence
closely and that you have not missed any important information.

SAMPLE OUTLINE FORMAT

I. Introduction
A. Topic
B. Purpose
C. Thesis Statement

II. Body
A. First major topic
1. First supporting idea
2. Second supporting idea
B. Second major topic
1. First supporting idea
2. Second supporting idea
C. Third major topic
1. First supporting idea
2. Second supporting idea

III. Conclusion
A. Main points
B. Course of action

59
(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
Task 2: Read and Summarize!
Directions: Read the article below then make a summary by completing the table.

What Language is Spoken in The Philippines?

by Steph Koyfman
July 31, 2019

With 183 living languages to speak of, the Philippines is one of the most
linguistically diverse countries on the planet.

There’s no easy way to say what language is spoken in the Philippines, unless
you’re willing to name and enumerate nearly 200 of them. There are 183 living
languages currently spoken in the Philippines, the vast majority of which are
indigenous tongues.

This sounds like a lot until you consider the fact that the Philippines consist
of 7,641 individual islands. Even though most of them are uninhabited, that still
leaves plenty of opportunity for linguistic diversity to flourish. This data visualization
tool will probably help you get a better grasp of how this looks in practice, but to give
you an idea, there’s a 76 percent to 84 percent chance that any two random people
in the Philippines grew up speaking a different language, which makes this nation
more linguistically diverse than at least 190 other countries. In fact, the Philippines
has a whole month in August to celebrate this fact (called Buwan ng Wika, or
Language Month).

Still, there are official and national languages to speak of, as well as several
other tongues that are more widely spoken throughout the nation.

What Language is Spoken in the Philippines?

Official Languages

The two official languages of the Philippines are Filipino and English. Filipino
is the national language, and the official status of English is a holdover from its time
as a U.S. territory between the years of 1898 and 1946. Filipino is the primary
language used in school and media, and it’s also the lingua franca that unites the
nation’s disparate linguistic communities. You’ll mostly encounter English in
government, newspapers and magazines.

Filipino Vs. Tagalog

Are Filipino and Tagalog more or less the same language? Almost, but not
quite. Filipino is an updated version of Tagalog that includes elements of other native
Philippine languages, as well as English, Spanish, Malay and Chinese. Due to its
status at the time as the main language spoken in Manila, Tagalog became the
national language of the Philippines in 1937 when Congress voted to include a native
language among the officially recognized languages. Eventually, Tagalog was
renamed Pilipino, and when the Constitution was amended in 1973 under dictator
President Ferdinand Marcos, Congress took steps to create a new iteration of the

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(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
language, which was to be known as Filipino. Filipino then gained official status in
1987.
The evolution of Pilipino into Filipino was part of Marcos’ efforts to create a “new
society.” Part of this meant incorporating elements of other languages, often by
replacing Tagalog words deemed “aesthetically unpleasing” with alternative words
that sounded nicer. The letters f, j, c, x and z were added to the alphabet, and the
spellings of some words changed to better reflect how they’re pronounced.

Other Major Languages

The Philippines were under Spanish colonial rule for 300 years beginning in
1565, and during this time, Spanish was the official language (and remained the
lingua franca even after it lost its official status). Spanish actually became an official
language again, together with English, according to the Constitution of 1935, but it
was demoted to an “optional and voluntary language” in 1987.

There are also major regional languages spoken in the Philippines that include
Aklanon, Basian, Bikol, Cebuano, Chavacano (a Spanish-based creole), Hiligaynon,
Ibanag, Ilocano, Ilonggo, Ivatan, Maranao, Tagalog, Kapampangan, Kinaray-a,
Waray, Maguindanao, Pangasinan, Sambal, Surigaonon, Tausug and Yakan. These
are all mostly indigenous languages belonging to the Austronesian language family.
Out of these, 10 languages account for the language over 90 percent of Filipino people
speak at home. These languages are Tagalog, Bisaya, Cebuano, Ilocano, Hiligaynon
Ilonggo, Bicol, Waray, Maguindanao, Kapampangan and Pangasinan.

Immigrant populations have also affected the linguistic landscape of the

Philippines. Major immigrant languages include Sindhi (20,000 speakers, according
to Ethnologue), Japanese (2,900), Indonesian (2,580), Hindi (2,420) and German
(960), as well as Korean, Arabic, Vietnamese, Malay, Tamil and various types of
Chinese

What Language is Spoken in the Philippines?

Introduction
Official Languages
Filipino vs. Tagalog
Other Major Languages

Task 3: Say Something!

Directions: Explain briefly how outlines are used in determining the structure of a
reading material. Write your answer on a separate sheet of paper.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

61
(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
Task 5: Read and Outline
Directions: Read a newspaper article then summarize it using the outline format.
You can attach the news clip or provide the link of the article. Write your
answer on a separate sheet of paper.

Part I.
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of these is not a component for an effective outline?

A. Coordination B. Subordination C. Parallelism D. Organization
2. Which of the following is TRUE about a good outline?
A. Each heading should be divided into 2 or more parts.
B. Headings and sub-headings should preserve parallelism.
C. Information in the headings should be more general.
D. All of the above
3. Which is NOT a reason for creating an outline?
A. To show logical order
B. To define boundaries and groups
C. To determine the number of words in the reading text
D. To show relationship among ideas in the text
4. Which is the attention grabber that makes the essay more interesting?
A. Body B. Introduction C. Main Idea D. Conclusion
5. Which is not a part of an outline?
A. Body B. Introduction C. Main Idea D. Conclusion
6. Which of the following parts of an essay includes the supporting details or
evidence that support the thesis statement?
A. Body B. Introduction C. Main Idea D. Conclusion
7. Which part of an essay summarizes all the ideas and key points presented in the
text?
A. Body B. Introduction C. Main Idea D. Conclusion

For Nos. 4-10. A. ACADEMIC B. NON-ACADEMIC C. BOTH

8. These are formal texts, based on facts and evidence.

9. They are published quickly and can be written by anyone.
10. There will be a list of references that indicate where the author obtained the
information s/he is using in the article.
11. They are edited by the authors' peers and often take years to publish.
12. They are written by professionals in a given field.
13. The grammar for these texts is likely error free.
14. There is an interaction between the reader and the reading text.
15. These reading texts get published even if it does not contain a list of reference.

62
(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
OUTLINING. Using a separate sheet of paper, write the outline form of the text.

Nocturnal animals, explained

Animals that hunt, mate, or are generally active after dark have special
adaptations that make it easier to live the night life.

PUBLISHED JANUARY 8, 2019

There’s a reason why people who stay up late are called night owls. That’s
because owls are always awake and active when the sun is down. This is called
nocturnal behavior, and it’s common among many animals. They become more active
at night to hunt, mate, or avoid heat and predators.

How do animals see in the dark?

Nocturnal animals have evolved physical traits that let them roam in the dark
more effectively. The eyes get bigger, and the pupils widen. Owl eyes, for example,
are so big that they can’t move in the socket, but their wide pupils help them collect
more light.

A reflective layer called tapetum sits behind the retina; any light that passes
through the eye reflects onto the tapetum. The retinas contain rod cells, which pack
their DNA in a way that turns each cell’s nucleus into a light-collecting lens. This is
different from how the rods of non-nocturnal animals or humans work.

Other adaptations

Sight isn’t the only feature nocturnal animals rely on. Some depend on other
senses to adapt to the darkness.

Animals like owls and large cats have specialized hearing to hunt at night;
owls’ ears are offset, and ears of large cats are highly maneuverable.

Many nocturnal animals, though not nocturnal birds, have a good sense of
smell and often communicate with scent marking. That sense of smell comes from
the Jacobson’s organ located in the roofs of their mouths. When an animal pulls its
lips back and grimaces, it enhances the sensitivity of the organ.

Some animals, like snakes, use taste to navigate and locate prey.

63
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(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
64
Assessment What I Know
What’s In
1. D 11. A • Answers may 1. False 11. True
2. D 12. A vary 2. True 12. True
3. C 13. A What’s New 3. False 13. False
4. B 14. C • Answers may 4. True 14. False
vary
5. C 15. B 5. True 15. True
What’s More
6. A 6. True
• Answers may
7. D 7. False
vary
8. A What I Have Learned 8. True
9. B • Answers may 9. True
10.A vary 10.True
Book Sources

Laurel, M. M., Lucero, A.F, Bumatay –Cruz, R.T (2016). English for Academic and
Professional Purposes Reader. Quezon City, Philippines. Department of
Education.

Saqueton, G. and Uychoco M.T. (2016) English for Academic and Professional
Purposes. Rex Bookstore. pp. 23-28

Online Sources

https://www.uccs.edu/~writingcenter

https://www.ebsco.com/sites/g/files/nabnos191/files/acquiadam-
assets/ThesisStatements-Handout

https://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/2532/WritingTh
esis-Statements
https://www.softschools.com/quizzes/language_arts/main_idea/quiz1510.html

https://human.libretexts.org/Bookshelves/Composition/Introductory_Compositio
n/Book%3A_Basic_Reading_and_Writing_(Lumen)/Module_2%3A_Critical_Reading
/2.05%3A_Identifying_Thesis_Statements

65
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 SENIOR HIGH SCHOOL

English for Academic

(LEARNING AREA)
and Professional
(QUARTER NUMBER)
Purposes
(MODULE NUMBER)
Quarter 1/ Module 1
Lesson 6: Citing Sources

66
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 This module was designed and written with you in mind. It is here to help you
master skill in citing sources. 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.
Learning Competency:
• Cites specific sources to support claims (CS_EN11/12A-EAPP_Id-f-12)

After going through this module, you are expected to:

• identify the importance of citations
• cites specific sources to support claims

Part I.
Directions: Read the following statements carefully. Write AGREE if the statement
is true and DISAGREE if false. Write your answers on a separate sheet
of paper.
1. A brief in-text citation containing the author’s last name, and sometimes the
year and/or a page number.
2. APA and MLA are the most commonly used citation styles among students.
3. To paraphrase a source, put the ideas into your own words. It is important that
the paraphrase is not too close to the original wording.
4. Citation issues can appear when writers use too much information from a
source, rather than including their own ideas and commentary on sources'
information.
5. When no individual author name is listed, but the source can clearly be
attributed to a specific organization, use the organization’s name as the author
in the reference entry and in-text citations.
6. On the acknowledgement page, you list all the sources that you’ve cited
throughout your paper.
7. Citing sources properly is essential to avoiding plagiarism in your writing.
8. A standard APA in-text citation includes the author’s last name and a page
number in parentheses.
9. An MLA in-text citation consists of the author’s last name and the year of
publication (also known as the author-date system).
10. APA references generally include information about the author, publication date,
title, and source.
11. Citing sources gives credit to the original author of a work.
12. Citing sources helps the readers determine your original source.
13. APA Style is usually use in the field of medicine.
14. It is required to indicate the page number enclosed in parenthesis when using a
direct quote with less than 40 words.
15. To write scholarly, you take and use the idea or concept of someone else without
proper acknowledgement.

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 Lesson
6 Citing Sources
Information from credible sources is very important and this source must be
properly acknowledged. This can be done by citing the source. When credit is not
given to the author or source, this is considered as an act of plagiarizing. Plagiarism
means copying verbatim of language and ideas of other writers and taking credit for
them. Plagiarism occurs when someone claims credit for a work. To avoid this, proper
citations shall be adapted.

Task 1: Name it!

Directions: Write at least three (3) reliable and reputable websites. Once you are
done, you may ask someone (or your teacher) to help you evaluate
whether the site is reliable or not. Write your answers on a separate
sheet of paper.

1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________

Task 2: Check it out!

Directions: Read and understand the following claims. Then, answer the following
questions that follow. Write your answers on a separate sheet of paper.

1. Coronavirus disease (COVID-19) is an infectious disease caused by a newly

discovered coronavirus.

2. Most people infected with the COVID-19 virus will experience mild to moderate
respiratory illness and recover without requiring special treatment.

3. Older people, and those with underlying medical problems like cardiovascular
disease, diabetes, chronic respiratory disease, and cancer are more likely to
develop serious illness.

Are these claims reliable? How did you find support for the claims? Why are
citations important? How would you feel if your ideas or work were used without
giving you credit?

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 “When in doubt, cite!”
― Notre Dame de Namur University
Citing Sources

Citing sources means to include information about books or articles read on

a topic and use in a paper. Citation is required when using the ideas or words of
others.

A citation is a formal reference to a published or unpublished source.

Importance of Citing Sources:

1. Proper citation allows readers to locate the reference materials.

2. Citing other people's words and ideas increases the credibility of the author.
3. The ideas presented by other researchers can be used to reinforce one’s
argument.
4. Other researchers’ findings can be used to explain reasons for suggesting
new approaches.

Some of the most commonly used style guides:

1. American Psychological Association (APA) – psychology, education,

economics and other social sciences
2. Modern Language Association (MLA) – literature, arts, and humanities
3. Institute of Electrical and Electronic Engineers (IEEE) - Engineering
4. American Medical Association Manual of Style (AMA) – medicine, health
sciences and other natural sciences
5. The Chicago Manual of Style (Chicago) – reference books, non-academic
periodicals)

Forms of Citation: In-text and reference

1. In-text citations appear throughout your paper at the end of a sentence

you are citing. They tell your reader where you found the information used to
come up with a particular idea.

2. Works cited page (MLA) or reference list (APA) citations give all of the
information your reader would need to find your source. They appear at the
end of your paper as a separate page listing all of the sources you used.

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 Guidelines in Citing Sources (APA and MLA)

In-text Citations APA MLA

An in-text citation is a Author-Year of Author Page Method

shortened version of a Publication Method
1. Friedman claimed that
source’s bibliographic 1. According to Friedman
no two countries that both
information that is (1999), no two countries
had McDonald's had
inserted right into the that both had McDonald’s
fought a war against each
text of a paper to had fought a war against
other since each got its
indicate to readers that each other since each got
McDonald's (195).
the information in that its McDonald's.
sentence was borrowed 2. No two countries that 2. No two countries that
from someone else. both had McDonald’s had both had McDonald's had
fought a war against each fought a war against each
other since each got its other since each got its
McDonald's. (Friedman, McDonald's (Friedman
1999) 195).
Direct Quotations Direct Quotations
Friedman (1999) wrote, "No
two countries that both had Friedman wrote, "No two
McDonald's had fought a countries that both had
war against each other McDonald's had fought a
since each got its war against each other
McDonald's" (p. 195). since each got its
McDonald's" (195).
Reference Citations APA MLA

Author’s Last Name, Name Last Name, first Name. title

M.I. (Year). Title. Place. of Book. City of Publication:
Publisher. Publisher, Year of
Publication. Medium of
Sternberg, E. (2000). Just
Books Publication.
business: Business ethics
in action (2nd ed.). Oxford Sternberg, Elaine. Just
University Press. Business: Business Ethics
in Action. 2nd ed., Oxford
UP, 2000.

Author, A. A., & Author, B. Author's Last Name, First

B. (Year or Year, Month day Name Middle Name or
if available). Title of work. Initial. “Title of Article or
Site Name. URL or Retrieved section if using only part of
Month XX, Year from URL if the website.” Name of
Internet Sources website is regularly Website, Name of
updated. organizational sponsor (not
advertising sponsor), date
published or updated, URL.
Smith, M., & Jay, J. (2013). Date of access (needed if
Growing a better forest. no date is found.).
Leelanau Trees.

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 http://www.leelanautrees/ Stroud, Butler. “Japan
plant-native-trees.com finally accepts ICJ Ruling
Applies to all Scientific
Whaling.” WDC, Whale
Dolphin Conservation, 25
Apr. 2016,
us.whales.org/blog/2016/
04/japan-finally-accepts-
icj-ruling-applies-to-all-
scientific-whaling.

Author's Last Name, First Author's Last Name, First

Initial. Middle Initial. (Year Name Middle Name or
of Publication). Title of Initial. “Title of Article.”
article. Name of Journal, Name of Journal, volume
volume(issue), pages. number, issue number,
Retrieved from complete URL date of online publication,
page numbers. Name of
Banham, G. (2001).
Database, URL or doi
Transcendental philosophy
Journal Articles number.
and artificial life. Cultural
Machine, 3. Retrieved from Seyler, Elizabeth M.
http://www.culturemachin "Review: Revealing the
e.net/index.php/cm/article African Roots of Argentine
/view/286271 Tango." Dance Chronicle,
vol. 31, no. 1, 2008, pp.
104-12. JSTOR,
www.jstor.org/stable/2559
8145.

Task 3: Cite it!

Directions: Write the correct reference format. Write your answers on a separate
sheet of paper.

Source APA Format

1. (In-Text Citation)
"Levels and ratios of essential fatty acids appear to be
linked to anger, violence, hostility, and aggressive
behavior."
- Leyse-Wallace, 2013, page 31

2. (In-Text Citation)
"Two species of multituberculate mammals were
present in Saskatchewan in the Late Eocene.”

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 by John E. Storer, 1993, Canadian Journal of Earth
Sciences, v. 30, iss. 8, pages 1613-1617

3. (Reference Citation)
Book Jellyfish: A Natural History by Lisa-Ann
Gershwin, 2016, University of Chicago Press,
Chicago.

Task 4: Share your thoughts!

Directions: State the importance of citing sources. Use a separate sheet of paper for
your answer.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Task 5: Let’s Do It!

Directions: Look for reliable sources online, stating the facts below. Compose APA
and MLA-style citation for each of the Web sites found. Write your
answers on a separate sheet of paper.
1. The Philippines takes its name from Philip II, who was king of Spain during the
Spanish colonization of the islands in the 16th century.
APA: _____________________________________________________________________
MLA: _____________________________________________________________________
2. There is a clear link between the health of the Amazon and the health of the planet.
The rain forests, which contain 90 billion to 140 billion metric tons of carbon, help
stabilize local and global climate.
APA: _____________________________________________________________________
MLA: _____________________________________________________________________

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3. Honey is bee vomit. When bees collect nectar, they drink it and keep it in their
“stomach.” Once they’re back at the hive, they regurgitate the nectar into the hive.
APA: _____________________________________________________________________
MLA: _____________________________________________________________________

Part I.
Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of the following is not common among all types of citation style guide?
A. Sources B. Purpose C. Mechanics D. Format
2. Which of the following cannot be considered as a criterion in evaluating sources?
A. Affiliation B. Accuracy C. Currency D. Relevance
3. What makes in-text citation and reference citation similar?
A. Source B. Purpose C. Format D. Style
4. Which one best describes currency of sources in academic writing?
A. published in the 90s
B. published on the Internet
C. published within the last five years
D. published in a reputable journal
5. Which of the following Internet sources should you avoid when writing research?
A. A blog site C. A university site
B. A government site D. An advocacy site
6. The following can be useful in evaluating the validity of your sources, EXCEPT
A. reliability indicator through citations in a reputable journal
B. reliability indicator through links from a credible site
C. reliability indicator through classmates
D. reliability indicator through teacher recommendation
7. Which one does not serve as purpose of citing sources?
A. To aid the readers locate the source
B. To avoid copying works of others
C. To guide the writers in organizing ideas
D. To make the paper appear scholarly
8. What style guide is used when doing class projects in arts and humanities?
A. APA B. MLA C. IEEE D. Chicago
9. Which one has an incorrect APA format?
A. McCulloch Childs, E. (2008). McCulloch's contemporary Aboriginal art:
The complete guide (p.154). Fitzroy, Vic: McCulloch & McCulloch
Australian Art Books.
B. Bolton, G. C. (Speaker). (1975). Towards an Australian environmental
history [Speech audio recording]. Media Services, Murdoch University.
C. Parker, G. (2001), & Roy, K. Adolescent depression: A review. Australian
and New Zealand Journal of Psychiatry, 35, 572-580.
D. Leunig, M. (1995, July 27). Thoughts of a baby lying in a child care
centre. The Sydney Morning Herald, p. 24.

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10. Which one has a correct MLA format?
A. Uzawa, Hirofumi. Economic Theory and Global Warming. Cambridge UP,
2003.
B. Duncan, Hugh Dalziel. Introduction. Permanence and Change: An
Anatomy of Purpose, by Kenneth Burke, 1935, 3rd ed., U of California P,
1984, pp. xiii-xliv.
C. Thoreau, Henry David. Excursions. Boston, 1863.
D. Kubler-Ross, E. (1993). Questions and answers on death and dying. New
York, NY: Collier Books.
11. Which one has a correct APA format?
A. Bautista, R. (2022). Measuring the Financial Management Practices of
Teachers and their Work Performance: Basis for Financial Literacy
Program. Journal of Economic Issues, 29(12), 12-22. doi:10.1008/s10834-
005-1234-5
B. Bautista, Reynante (2022). Measuring the Financial Management
Practices of Teachers and their Work Performance: Basis for Financial
Literacy Program. Journal of Economic Issues, 29(12), 12-22.
doi:10.1008/s10834-005-1234-5
C. Bautista, R. Measuring the Financial Management Practices of Teachers
and their Work Performance: Basis for Financial Literacy Program.
Journal of Economic Issues, 29(12), 12-22. (2022). doi:10.1008/s10834-
005-1234-5
D. Bautista, Reynante. Measuring the Financial Management Practices of
Teachers and their Work Performance: Basis for Financial Literacy
Program. Journal of Economic Issues, 29(12), 12-22. (2022).
doi:10.1008/s10834-005-1234-5
12. Which one has an incorrect MLA format?
A. Friedman, Thomas. Hot, Flat and Crowded: Why we Need a Green
Revolution-and How It Can Renew America. NY: Picador. 2009. Print
B. Dryzek, John and Dunleavy, Patrick. Theories of the Democratic State.
NH: Palgrave Macmillan. 2009. Print
C. Plata, Sterling, et al. Research, Process and Product Workbook. Laguna:
trailblazers Publication. 2006. Print
D. Kojima, M. The Role of Literature in Societal Progress. Two flower
Publications. 2010. Print
13. APA Style guide can be used in the following disciplines EXCEPT:
A. education B. business C. arts D. economics
14. MLA Style guide can be used in the following disciplines EXCEPT:
A. literature B. medicine C. humanities D. arts
15. Look at this reference. What kind of material is being referenced below?
William, T. (2022). Theories of blended learning (5th ed.). UE University Press.
E. Web page B. book C. journal D. book sections

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Directions: Compare and contrast APA and MLA style guides using the Venn
Diagram.

APA MLA

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76
Assessment What I Know
What’s In
1. D 11. A • Answers may 1. AGREE 11. AGREE
2. A 12. D vary 2. AGREE 12. AGREE
3. B 13. C What’s New 3. AGREE 13. DISAGREE
4. C 14. B • Answers may 4. AGREE 14. AGREE
vary 5. AGREE 15. DISAGREE
5. A 15. B
What’s More
6. C 6. DISAGREE
• Answers may
7. C 7. AGREE
vary
8. B What I Have Learned 8. DISAGREE
9. C • Answers may 9. DISAGREE
10.D vary 10. AGREE
Barrot J. & Sipacio P. J. COMMUNICATE TODAY English for Academic and
Professional Purposes. C & E Publishing Inc. 2016. (Quezon City)
Britannica. “Philippines.” https://www.britannica.com/place/Philippines. Accessed
December 7, 2020.
Dixie State University Library. “Citation Guide: In-text Citations.”
https://libguides.dixie.edu/c.php?g=57887&p=371729. Accessed December
7, 2020.
Northern Virginia Community College. “Using Sources: Evaluating Sources and
Avoiding Plagiarism.”
https://libguides.nvcc.edu/c.php?g=361391&p=2440254. Accessed
November 28, 2020.
Purdue University. “Basic Citation Guidelines.”
https://library.purdueglobal.edu/writingcenter/basiccitationguidelines.
Accessed December 4, 2020.
USC Libraries. “Research Guides.”
https://libguides.usc.edu/writingguide/citingsources. Accessed November
28, 2020.
Valdez P. English for Academic and Professional Purposes. The Phoenix and
Publishing House Inc. 2016. (Quezon City)
Wyson J. English for Academic and Professional Purposes. VIBAL. 2016. (Quezon
City).
University of Regina. Archer Library.
https://uregina.libguides.com/c.php?g=606347&p=4202684

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 SENIOR HIGH SCHOOL

English for Academic

(LEARNING AREA)
and Professional
(QUARTER NUMBER)
Purposes
(MODULE NUMBER)
Quarter 1/ Module 1
Lesson 7: Critical Approaches in
Writing a Critique

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 This module was designed and written to familiarize you with the different
critical approaches in writing a critique. These approaches will basically help you
write a well-thought off paper that highlights an informed opinion on various issues.
Further, the understanding of these critical approaches will aid you in crafting
reflections that express your views about people, events, places, products, and
performances.
The discussion of the various critical techniques will help you do critical
reading where your understanding of the written text shall transcend literal
interpretation of the printed text.

Learning Competency:
• Uses appropriate critical writing a critique such as formalism, feminism, etc.

After going through this module, you are expected to:

• define what a critique is,
• identify the different critical approaches in writing a critique, and
• use appropriate approaches in writing a critique.

Part1.
Directions: Read each statement carefully then from the choices in the box, choose
the critical approach referred to. Write the letter that corresponds to
your choice. Use a separate sheet of paper for your answer.

A. Sociological Approach B. Feminism C. Historicism

D. Reader-response E. Formalism

1. This critical approach focuses on understanding texts by viewing texts in the

context of other texts.
2. The focus of this critical approach is on "objectively" evaluating the text,
identifying its underlying form. It may study, for example, a text's use of
imagery, metaphor, or symbolism.
3. This critical approach focuses focuses on man’s relationship to others in
society, politics, religion, and business.
4. This critical approach gives emphasis on understanding ways gender roles are
reflected or contradicted by texts.
5. The primary concern of this critical approach is on each reader's personal
reactions to a text.
6. This critical approach focuses on how literature presents women as subjects
of socio-political, psychological, and economic oppression.

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 7. This critical approach looks into the conflicts and interactions in the society
in the aspect of one’s religious and political beliefs.
8. The foremost concern of this approach is the relationship of the form and the
content.
9. This approach is concerned with the reviewer’s reaction as an audience of a
work.
10. The primary consideration of this approach is to look into social class as
represented in the work.
11. This critical approach studies the use of imagery to develop the symbols used
in the work.
12. This critical approach examines the text to find ways in which patriarchy is
resisted.
13. This critical approach considers author’s biography and social background.
14. One of the focuses of this critical approach is on the principles and form of
the text itself.
15. This critical approach focuses on the readers’ experience of any literary
work.

Lesson
Critical Approaches in Writing a Critique
7

Writing a critique entails a formal analysis or evaluation of a work,

manuscript, or performance. It involves more than finding the subject’s weakness
and highlighting its faults. A critique encompasses the conduct of careful and
systematic analysis of a written work, article, book or performance and then forming
sound judgement based on an informed opinion. It subsequently involves an
unbiased and reasonable discussion of the subject’s strengths and weaknesses.
There are different critical approaches which may be used in writing a critique.

A critique is a careful analysis of an argument to determine what is said, how

well the points are made, what assumptions underlie the argument, what issues are
overlooked, and what implications are drawn from such observations. It is a
systematic, yet personal response and evaluation of what you read.

Task 1: React!
Directions: Recall a tv commercial of a brand of mobile phone you have watched
recently then answer the questions below.

1. What are the important points presented by the tv commercial about the product?
2. What does it promise to the mobile users?
3. What is your honest reaction about the commercial? List down positive and
negative points about it.

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Critique Defined

A critique is a genre of academic writing that briefly summarizes and critically

evaluates a work or concept.
Critical Approaches in Writing a Critique
There are varied critical approaches in writing a critique but this module will
focus on these five critical approaches, namely:
1. Formalism
2. Feminist Criticism or Feminism
3. Sociological Approach
4. Reader-Response Criticism
5. Historical Criticism

1. Formalism
• Claims that literary works contain intrinsic properties and treats each work
as a distinct work of art.
• Posits that the key to understanding a text is through the text itself; the
historical context, the author or any other external contexts are not
necessary in interpreting the meaning.
• Treats text as a complete isolated unit
• Study elements such as language, imagery, point of view, plot structure,
and/or character development and motivation
• Often analyzed and written as a “close reading”

Formalism looks into:

• Author’s techniques in resolving contradictions within the work.
• Central passage that sums up the entirety of the work
• Use of imagery to develop the symbols used in the work
• Interconnectedness of various parts of the work
• Paradox, ambiguity, and irony in the work
• Relationship of the form and the content

Questions to be asked for Formalist Approach

• How is the work’s structure unified?
• How do various elements of the work reinforce its meaning?
• What recurring patterns (repeated or related words, images, etc.) can you
find?
• How does the writer’s diction reveal or reflect the work’s meaning?
• What is the effect of the plot, and what parts specifically produce that
effect?

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2. Feminist Criticism or Feminism
• Focuses on how literature presents women as subjects of socio-political,
psychological, and economic oppression
• Reveals how aspects of our culture are patriarchal, i.e., how our culture
views men as superior and women as inferior.

Feminist Criticism looks into:

• How women are socially, politically, psychologically, and economically
oppressed by patriarchy
• How patriarchal ideology is an overpowering presence
• How women write their own experiences and representations
• How women read about themselves

Questions to be asked for Feminist Criticism Approach

• How are women’s lives portrayed in the work?
• Is the form and content of the work influenced by the writer’s gender?
• How do male and female characters relate to one another? Are these
relationships sources of conflict? Are these conflicts resolved? D. Does
the work challenge or affirm traditional views of women?

3. Sociological Approach
• Focuses on man’s relationship to others in society, politics, religion, and
business.

Questions to be asked for Sociological Approach

• What is the relationship between the characters and their society?
• Does the story address societal issues, such as race, gender, and class?
• How do social forces shape the power relationships between groups or
classes of people in the story? Who has the power, and who doesn’t?
Why?
• How do economic conditions determine the direction of the characters’
lives?
• Does the work challenge or affirm the social order it depicts?

4. Reader-Response Criticism
• Concerned with the reviewer’s reaction as an audience of a work.
• Claims that the reader’s role cannot be separated from the understanding of
the work; a text does not have meaning until the reader reads it and
interprets it
• Attempts “to describe what happens in the reader’s mind while interpreting a
text” and reflects that reading, like writing, is a creative process.

Questions to be asked for Reader-Response Criticism

• What interactions exist between the reader and the text?
• What is the impact of readers’ delivery of sounds and visuals on
enhancing and changing meaning?

5. Historical Criticism
• “Seeks to understand a literary work by investigating the social, cultural,
and intellectual context that produced it—a context that necessarily includes
the artist’s biography and milieu.”

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 • A key goal for historical critics is to understand the effect of a literary work
upon its original readers

Questions to be asked for Historical Criticism

• How does it accurately reflect the time in which it was written?
• What literary or historical influences helped to shape the form and
content of the work?
• How does the story reflect the attitudes and beliefs of the time in which it
was written or set?

Task 2: Sum it Up!

Directions: Summarize the information you read about the critical approaches in
writing a critique by completing the table below: Write your answers on
a separate sheet of paper.

Reader-
Feminist Sociological Historical
Formalism Response
Criticism Approach Criticism
Criticism

Definition

Key points to
remember
about the
approach

Task 3: Critical Reading

The different critical approaches in writing a critique will basically aid you in
expressing your views and opinions on certain issues. They provide a basis for an
unbiased analysis of any given material. Now, you are ready to do critical reading.
Let us get started!
Directions: Complete the graphic organizer below with what you know or
understand about the term “digital divide.” Use a separate sheet of
paper for your answer.

Digital
Divide

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Task 4: Dig Deeper
Directions: Read the text “The Digital Divide: The Challenge of Technology and
Equity”. Take note how the analysis of the issue is presented. Write your
answer on a separate sheet of paper.
The Digital Divide: The Challenge of Technology and Equity
Source: English for Academic and Professional Purposes Learner’s Material, DepEd, 2016

(1) Information technology influences the way many of us live and work today. We
use the internet to look and apply for jobs, shop, conduct research, make airline
reservations, and explore areas of interest. We use E-mail and internet to
communicate instantaneously with friends and business associates around the
world. Computers are commonplace in homes and the workplace.

(2) Although the number of internet users is growing exponentially each year, most
of the world’s population do not have access to computers of the internet. Only 6
percent of the population in the developing countries are connected to telephones.
Although more than 94 percent of U.S households have telephones, only 56 percent
has personal computers at home and 50 percent has internet access. The lack of
what most of us would consider a basic communication necessity -the telephone-
does not occur just in developing nations. On some Native American reservations
only 60 percent of the residents have a telephone. The move to wireless connectivity
may eliminate the need for telephone lines, but it does not remove the barrier to
equipment costs.

(3) Who has internet access? The digital divide between the populations who have
access to the internet and information technology tools and those who don’t is based
on income, race, education, household type, and geographic location, but the gap
between groups is narrowing. Eighty-five percent of households with an income over
$75,000 have internet access, compared with less than 20 percent of the households
with income under $15,000. Over 80 percent of college graduates use the internet as
compared with 40 percent of high school completers and 13 percent of high school
dropouts. Seventy-two percent of household with two parents have internet access;
40 percent of female, single parent households do. Differences are also found among
households and families from different racial and ethnic groups. Fifty-five percent of
white households, 31 percent of black households, 32 percent of Latino households,
68 percent of Asian or Pacific Islander households, and 39 percent of American
Indian, Eskimos, or Aleut households have access to the internet. The number of
internet users who are children under nine years old and persons over fifty has more
than triple since 1997. Households in inner cities are less likely to have computers
and internet access than those in urban and rural areas, but the differences are no
more than 6 percent.

(4) Another problem that exacerbates these disparities is that African-American,

Latinos, and Native Americans hold few of the jobs in information technology. Women
about 20 percent of these jobs and receiving fewer than 30 percent of the Bachelor’s
degrees in computer and information science. The result is that women and members
of the most oppressed ethnic group are not eligible for the jobs with the highest
salaries at graduation. Baccalaureate candidates with degree in computer science
were offered the highest salaries of all new college graduates.

(5) Do similar disparities exist in schools? Ninety-eight percent of schools in the

country are wired with at least one internet connection. The number of classrooms
with internet connection differs by the income level of students. Using the percentage

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of students who are eligible for free lunches at a school to determine income level,
we see that the higher percentage of the schools with more affluent students have
wired classrooms than those with high concentrations of low-income students.

(6) Access to computers and the internet will be important in reducing disparities
between groups. It will require higher equality across diverse groups whose members
develop knowledge and skills in computer and information technologies. The field
today is overrepresented by white males. If computers and the internet are to be used
to promote equality, they have to become accessible to schools cannot currently
afford the equipment which needs to be updated regularly every three years or so.
However, access alone is not enough; Students will have to be interacting with the
technology in authentic settings. As technology has become a tool for learning in
almost all courses taken by students, it will be seen as a means to an end rather
than an end in itself. If it is used in culturally relevant ways, all students can benefit
from its power.

1. What are the author’s opinion of how technology affects lives of a lot of people
particularly the lives of students? Do you agree with the author’s opinion?
Why/Why not?

2. Based on your own experience as students, state your opinion on the issue.

3. If you are going to write your own critique of the text, which critical
approach/es are you going to use? Cite parts of the text where the approach/es
may be applied.

Task 5: I learned that…

Directions: List three things you have learned in this lesson. Write your answers on
a separate sheet of paper.

1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________

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Task 6: Let’s Do It!
Directions: Read “Ang Bayan Muna Bago ang Sarili (Excerpts from the Homily of
Jaime Cardinal Sin at the mass celebrating the 5th death anniversary
of Ninoy Aquino)” then complete the table below: *the text is in the English for
Academic and Professional Purposes Learner’s Material, DepEd, 2016. Write your
answers on a separate sheet of paper.

“Ang Bayan Muna Bago ang Sarili (Excerpts from the Homily of
Jaime Cardinal Sin at the mass celebrating the 5th death
anniversary of Ninoy Aquino)”

What critical
approach was used?
Why did you say so?

Do you agree with the

arguments presented
by the author or not?
Explain.

Part I.
Directions: Determine the critical approach described in each item. Write your
answer on a separate sheet of paper.

1. It looks into the author’s techniques in resolving contradictions within the work.
2. It focuses on man’s relationship to others in society, politics, religion, and
business.
3. Its foremost concern of this approach is the relationship of the form and the
content.
4. The key goal for critics is to understand the effect of a literary work upon its
original readers.
5. This critical approach focuses on understanding texts by viewing texts in the
context of other texts.
6. It reveals how aspects of our culture are patriarchal, i.e., how our culture views
men as superior and women as inferior.
7. It claims that the reader’s role cannot be separated from the understanding of
the work; a text does not have meaning until the reader reads it and interprets
it.
8. This critical approach looks into the conflicts and interactions between economic
classes.

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9. It aims to see if the work challenge or affirm the social order it depicts.
10. The foremost concern of this approach is the relationship of the form and the
content.

Part II.
Directions: Write True if the statement is correct and False if otherwise. Write your
answer on a separate sheet of paper.

11. One of the strengths of Feminist Criticism is it examines how women and men
are represented.
12. One of the strengths of Formalism is that the purpose of analyzing literature is
to locate hidden social messages.
13. Reader- Response Criticism focuses mainly on your own reaction to the text.
14. Sociological Approach says that a work is separate and not at all dependent
upon the author’s life or the culture in which the work is created.
15. Feminist criticism includes how women read about themselves.

Directions: Listen to the song “Tatsulok” by Bamboo then determine which critical
approaches may be used to analyze the song. Indicate which part/s of
the song reflect the said approach/es. Use a separate sheet of paper for
your answer.

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88
Assessment What I Know
What’s In
1. Formalism 11. True • Answers may 1. E 11. E
2. Sociological 12. False vary 2. E 12. B
3. Formalism 13. True What’s New 3. A 13. C
4. Historical 14. False • Answers may 4. B 14. D
vary
5. Formalism 15. True 5. D 15. D
What’s More
6. Formalism 6. B
• Answers may
7. Reader-Response 7. A
vary
8. Sociological What I Have Learned 8. E
9. sociological • Answers may 9. D
10. Formalism vary 10.A
Laurel, M., Lucero, A., Bumatay-Cruz, R.. English for Academic and Professional
Purposes Reader. Pasig City: DepEd-BLR. 2016

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

http://home.olemiss.edu/~egjbp/spring97/litcrit.html

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 SENIOR HIGH SCHOOL

English for Academic

(LEARNING AREA)
and Professional
(QUARTER NUMBER)
Purposes
(MODULE NUMBER)
Quarter 1/ Module 1
Lesson 8: Writing a Reaction
Paper/Critique

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 This module was written to help you write an informed reaction paper/critique
that represents an unbiased assessment of a creative work, a research or any other
forms of media. Therefore, this module aims to provide you with activities that will
allow you to read and think critically which is a skill needed for you to be successful
in life. The ability to do critical reading enables you to appreciate more what you
read.

Learning Competency:
• Writes an objective/balanced review or critique of a work of art, an event or a
program (CS_EN11/12A-EAPP-Id-f-18)

After going through this module, you are expected to:

• determine the purpose of writing a reaction paper/critique,
• use appropriate approaches in writing a reaction paper/critique, and
• write an objective and balanced reaction paper/critique.

Directions: Read each statement carefully. Write Tr if it is true and Fa if false. Write
your answers on a separate sheet of paper.

1. The reaction paper and critique paper are specialized forms of writing in which
a reviewer or reader evaluates any a scholarly work, a work paper, a work of
art, design, and graphic designs.
2. A reaction/critique paper is usually from 250 to 750 words in length.
3. The reaction paper is only a personal view and not a critical assessment,
analyses or evaluating of different words.
4. Writing a critique involves skills in critical thinking and recognizing
arguments.
5. Critique writers use both proofs and logical reasoning to substantiate their
comments
6. Reaction papers are only used for scholarly works and are not applicable for
works of art.
7. It is totally important to have a thorough understanding of the work to be
critiqued.
8. Varied forms of media like news report and feature articles are not suggested
materials for a critique paper.
9. The use of the different critical approaches creates a sense of direction in
writing a critique.
10. The primary consideration of writing a reaction paper is to present a balanced
assessment of any material.

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 11. In writing a critique, it is imperative to make a judgment of the work’s worth
or value.
12. A critique includes the process of carefully and logically examining a written
work, article, book, or performance before making a wise decision based on
well-informed opinion.
13. A reaction paper does not involve higher order thinking skills.
14. Only one perspective should be considered and used when writing a reaction
paper/ critique.
15. Focusing on a single aspect of a certain material is the best way of critiquing
it.

Lesson
Writing a Reaction Paper/Critique
8

Writing a reaction/critique paper entails a formal analysis or evaluation of a

work, manuscript, or performance. It involves more than finding the subject’s
weakness and highlighting its faults. A critique encompasses the conduct of careful
and systematic analysis of a written work, article, book or performance and then
forming sound judgement based on an informed opinion. It subsequently involves an
unbiased and reasonable discussion of the subject’s strengths and weaknesses.
There are different critical approaches which may be used in writing a critique.

A critique is a careful analysis of an argument to determine what is said, how

well the points are made, what assumptions underlie the argument, what issues are
overlooked, and what implications are drawn from such observations. It is a
systematic, yet personal response and evaluation of what you read.

Task 1: React!
Directions: Study the following news headlines then on the space provided write
your reaction to the headline. Use a separate sheet of paper for your
answers.

Headline Your reaction

At least 10 dead after typhoon Gorio
hits Philippines
Valenzuela City lifts suspension of
NLEX operator’s business permit

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 Korean dramas become part of many
Filipino households during the
pandemic

What is a Reaction/Critique Paper?

A reaction paper and a critique are specialized forms of writing in which a

reviewer or reader evaluates any of the following:

• a scholarly work (e.g., academic books and articles)

• research – monographs, journal articles, systematic reviews, theories
• a work of art (e.g., performance art, play, dance, sports, film, exhibits)
• designs (e.g., industrial designs, furniture, fashion design)
• graphic designs (e.g., posters, billboards, commercials, and digital media)

Why do we write a Reaction/Critique Paper?

Writing critiques helps us:

• enhance our critical thinking skills

• develop knowledge of the work’s subject
• understand the work’s purpose, development of argument, structure and
intended meaning
• make a balanced judgement by recognizing the work’s strengths and
weaknesses

Reaction Paper Critique

specialized form of academic writing specialized form of academic writing

writing about what you have read, or Considered as the most academic
something you have seen or
experienced—an event, situation, or
phenomenon

write about your total experience in form of intellectual discourse involving

relation to an event or reading material one’s evaluation of any material

A reaction paper would not be complete Expanded version of a reaction paper

without your assessment of your
experience

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Note also that:

• This kind of writing requires a careful analysis of an argument to determine

what is said, how well the points are made, what assumptions underlie the
argument, what issues are overlooked, and what implications are drawn from
such observations.
• It is a genre of academic writing that does not just briefly summarizes but
critically evaluates a work or concept.
• Reaction papers/critique usually range in length from 250 to 750 words.
• Reviewers do not simply rely on mere opinions; rather, they use both proofs
and logical reasoning to substantiate their comments.

How to write a reaction/critique:

• Study thoroughly the work to be critiqued/reacted on.

• Take notes of the salient parts or aspects of the work.
• Develop an understanding of the main argument or purpose being expressed
in the work by listing pros and cons or strengths and weaknesses of
arguments presented.
• Relate the work to broader issues and context

Task 2: Venn Diagram

Directions: Using the Venn diagram below, show the difference and similarities
between a Reaction Paper and a Critique Paper. Write your answer on
a separate sheet of paper.

Task 3:
Directions: Read articles and news on single use plastics then answer the questions
below. Don’t forget to list the references you are going to use. Write your
answer on a separate sheet of paper.

Notes on the issue: single use plastics:

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 Arguments presented in the articles read:

Your reaction on the issue:

Reference/s used:

Task 4:
Directions: Read the text below, then complete the chart that follows.

‘Heneral Luna’: Film Review

Clarence Tsui
http://www.hollywoodreporter.com/review/heneral-luna-film-review-831202
(as published in English for Academic and Professional Purposes Learner’s
Material, DepEd, 2016)

(1) Jerrold Tarog’s Historical drama about a military commander’s struggle for
independence is the Philippines’ submission for the best foreign language film Oscar
next year.

(2) Paying tribute to the heroic military commander spearheading the Philippine
struggle for nationhood at the end of the 19th century, Heneral Luna is a sturdy,
stirring if perhaps sometimes simplistic historical epic about bravery and treachery
in a country at war. Based on the final years of Antonio Luna, a European educated
scientist-turned-soldier who was murdered by his rival when he was just 32, Jerrold
Tarog’s big budget blockbuster has generated immense buzz in the Philippines. Local
audiences have warmed to John Arcilla’s high octane turn as Luna and also how his
story mirrors the chaos of contemporary Philippine politics.

(3) A hearts-and-minds piece serving a primer in the Southeast Asian nation’s

history and two hours of relentless swashbuckling drama. Heneral Luna has now
been selected as country’s submission for the best Foreign Language Films Oscar
next year. While the film thrives on some universal truth about the futility of ideas
in politics, it appears beyond the Philippines and its global diaspora might be limited.
Meanwhile, its mainstream production values – an achievement in itself at home,
given is standing as a production independent from the local major studios – might

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hinder its fortune on a festival circuit seeking either genre-benders like that of Erik
Matti’s or grittier fare form critical darlings like Lav Diaz, Adolfo Alix, Jr. or Jun
Robles Lana.

(4) Tarog’s mission in reconstructing his country’s national narrative is pretty

obvious, given the way he begins the film with an on-screen text stating how “bigger
truths about the Filipino Nation” could only be broached by mixing reality and fiction.
His pedagogical objectives are manifested in the film’s framing device of Joven (Arron
Villaflor), a fictional character whose name is Spanish --- the lingua franca in colonial
Philippines in the 19th century --- for “young man.” Heneral Luna is meant to be this
generic bespectacled journalist’s observations of the life and death of a national hero.
He begins the film listening to Luna recalling his rise to power --- the recollection
visualized as a long flashback --- while then gets to witness the general in action,
during his final battles against foreign forces and then adversaries within his own
ranks.

(5) Shunning the inconvenient truths of Luna’s early life brushes with Politics --
- he started out advocating political reforms rather than outright revolution --- the
film begins in 1898, when he has already delved headlong into the armed struggle
and is the commander of the Philippine Republican Army. By then, the U.S. military
have already defeated Spanish colonialists and readying themselves to annex the
Asian archipelago and Luna is busy steering the independence movement towards a
direct confrontation with superpower aiming to gain a toehold in Asia.

(6) His boldness contrasts sharply with the meek, reconciliatory voices which
dominate the movement. While Luna is constantly at loggerheads with the former
colonial-era apparatchiks who have reinvented themselves as proindependence
leaders, his biggest adversary here is actually the movement’s leader Emilio
Aguinaldo (Mon Confiado). While Luna is shown living and working alongside his
soldiers and talks his talk of the need to put country before family and everything
else, Aguinaldo operates behind a neat desk ---- an indecisive man under the sway
of his backers, his cronies and even his mother.

(7) This is a man who has previous experience killing off his dissenting comrades,
as in the case of the execution of rebelling Andres Bonifacio, a brutal murder
glimpsed in a brief flashback, and serving as the harbinger of things to come. With
Luna’s demise very much predestined, Tarog’s film plays out a whirlwind j’accuse in
which a warrior defies his double-dealing detractors, rages against the dying light
and lurches towards a grisly end.

(8) And the film hardly strays off message: Luna’s lover, Isabel (a fictional
amalgamation of the general’s many partners, and played here by Mylene Dizon),
turns out to be as audacious and patriotic. After Luna’s laments in bed about war
being “a cross I have to bear,” Isabel --- who also happens to be a leader of the local
Red Cross chapter --- ends their relationship, proclaiming their respective public
duties as more important than their clandestine affair.

(9) Heneral Luna does not have its lighter moments, such as the general’s near-
slapstick attempt to commandeer a train for his soldiers or his gallows humor while
trapped in the trenches. But comic relief is rare in this bulldozing epic about a

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selfless patriot in a dangerous age, and the film is filled with scenes and dialogue
highlighting Luna’s vision of his country being free from external domination (namely
the US, seen here butchering and bayoneting locals with impunity) and internal
division (as Luna enforces standard-issue uniforms to rein in clan-building
commanders).

(10) While the odd historical anachronism does not mar the film --- such as
Woodrow Wilson’s “manifest destiny” speech from 1920 being used to augment the
argument of U.S. expansion in the 1890s --- the message here is certainly loud and
clear. Charging onwards unflinchingly, Heneral Luna trades in as little subtlety as
its titular hero does.

Title of the movie

Arguments presented by
the reviewer
Strengths of the
arguments presented
Weaknesses of the
arguments
Your reaction on the
article

Task 5:
Directions: List three things you have learned in this lesson. Write your answers in
your notebook.
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________

Task 6: Let’s Do It!

Directions: With reference to your activity on “single use plastics,” expressing your
assessment of the texts that you have read following the given outline
as your guide to organize your ideas.
Outline:

I. Introduction (main idea of your assessment)

A. What the texts say about the topic
1.
2.
B. What you think about what the texts say about the topic

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 1.
2.
II. Body
A. Facts to support what listed in A number 1-2
1.____________________________________________________
2.____________________________________________________
B. Facts to support what you listed in B number 1-3
1.____________________________________________________
2.____________________________________________________
C. Summary of facts to support both A and B
1.____________________________________________________
2.____________________________________________________
III. Conclusion
A. (summary of introduction and body)
______________________________________________________
______________________________________________________
B. (your stand and assessment)
______________________________________________________
______________________________________________________

Part I.
Directions: Write TRUE if the statement is correct and FALSE if otherwise. Write
your answers on a separate sheet of paper.

1. The primary consideration of writing a reaction paper is to present a balanced

assessment of any material.
2. A reaction paper and a critique are specialized forms of writing.
3. Writing critiques helps us enhance our critical thinking and numeracy skills.
4. Critique writers use both proofs and logical reasoning to substantiate their
comments
5. Reaction papers/critique usually range in length from 250 to 750 words.
6. Varied forms of media like news report and feature articles are not suggested
materials for a critique paper.
7. The reaction paper is only a personal view and not a critical assessment.
8. Reaction paper is writing about what you have read, or something you have seen
or experienced—an event, situation, or phenomenon.
9. Reaction papers are only used for scholarly works and are not applicable for
works of art.
10. A reaction paper would not be complete without your assessment of your
experience.
11. Reaction paper is an expanded version of a critique paper.
12. Reaction/Critique paper usually gives a brief summary of certain work.
13. Recognizing the strengths and weaknesses of the material is one of the various
standpoints that needs to be considered when writing a reaction/critique paper.

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14. Reviewers support their arguments with facts rather than just relying on their
opinions.
15. Writing a critique states the importance of each part of the text.

Directions: Write a critique on the topic “single use plastics” using the outline you
did in the “What I can Do” activity. Your teacher will provide you with a
rubric for your guidance.

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(DO_Q1_EAPP_GRADE 2_MODULE1_Lessons_1-8)
100
Assessment What I Know
What’s In
1. TRUE 11. FALSE • Answers may 1. Tr 11. Tr
2. TRUE 12. FALSE vary 2. Tr 12. Tr
3. FALSE 13. TRUE What’s New 3. Fa 13. Fa
4. TRUE 14. TRUE • Answers may 4. Tr 14. Fa
vary
5. TRUE 15. TRUE 5. Tr 15. Fa
What’s More
6. FALSE 6. Fa
• Answers may
7. FALSE 7. Tr
vary
8. TRUE What I Have Learned 8. Fa
9. FALSE • Answers may 9. Tr
10. TRUE vary 10.Tr
Barrot, Jessie and Sipacio, Philippe John. Communicate Today English for Academic
& Professional Purposes for Senior High School. Quezon City: C & E Publishing,
Inc., 2016.

Laurel, M., Lucero, A., Bumatay-Cruz, R.. English for Academic and Professional
Purposes Reader. Pasig City: DepEd-BLR. 2016
https://www.citewrite.qut.edu.au/write/critique.html

http://home.olemiss.edu/~egjbp/spring97/litcrit.html

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For inquiries or feedback, please write or call:
Department of Education – SDO Valenzuela

Office Address: Pio Valenzuela Street, Marulas, Valenzuela City

Telefax: (02) 8292-4340

Email Address: [email protected]

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