SENIOR HIGH SCHOOL

English for Academic

and Professional
Purposes
Quarter 1 – Module 1
Reading and Writing Academic Texts

Department of Education ● Republic of the Philippines

English for Academic and Professional Purposes
Alternative Delivery Mode
Quarter 1 – Module 1: Reading and Writing Academic Texts
First Edition, 2020

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i
 SENIOR HIGH SCHOOL

English for Academic

and Professional
Purposes
Quarter 1 – Module 1
Reading and Writing Academic Texts

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and/or universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
action@deped.gov.ph.

We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

ii
iii
 TABLE OF CONTENTS
Page No.
OVERVIEW
What I Need To Know 1
What Should I Expect 1
Things to Remember To Get Through 2

Lesson 1- Academic Text Structures

What I Need To Know 3
What I Know 4
What's New 5
What Is It 6
What's More 8
What I Can Do 10
Post Assessment 12
What I Have Learned 14

Lesson 2 - Language Use In Academic Writing

What I Need To Know 15
What's In 15
What I Know 16
What's New 17
What Is It 17
What's More 20
What I Can Do 20
Post Assessment 21
What I Have Learned 23

Lesson 3 -Academic Reading Strategies

What I Need To Know 24
What's In 24
What I Know 25
What's New 26
What Is It 26

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 What's More 28
What I Have Learned 29
What I Can Do 29
Post Assessment 30

Lesson 4 - Various Techniques in Summarizing a Variety of Academic Texts

What I Need To Know 32
What I Know 32
What Is It 33
What's New 33
What's More 34
Post Assessment 45
What I Have Learned 48

Lesson 5 - Thesis Statement of an Academic Text

What I Need To Know 49
What I Know 49
What Is It 50
Post Assessment 53
Additional Activities 55

Lesson 6 – Outlining
What I Need To Know 55
What I Know 56
What Is It 57
What's More 61
Additional Activities 62
Post Assessment 63
What I Have Learned 66

References 67

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 WHAT I NEED TO KNOW

This Module in English for Academic and

Professional Purposes aims to enhance your
communication skills particularly in writing academic and
professional compositions. It is also designed to develop
your abilities to utilize appropriate language in academic
writing from various disciplines using correct text
structures.
This module has 6 parts or lessons. Lesson one (1)
deals about the Essential Structures of an Academic Text, Lesson two (2) deals on
the Appropriate Language Use in academic writing, Lesson Three (3) is on Reading
Strategies, Lesson Four (4) deals on Techniques in Summarizing a variety of
Academic Texts, Lesson five (5), Thesis Statement of an Academic Text, and the last
lesson, Lesson (6), is on Outlining that will help you manage your reading skills
efficiently.

Every part of the module contains activities and enhancement exercises

utilizing pictures, and illustrations which have been proven as effective instructional
materials in improving the writing skills of the students.

WHAT SHOULD I EXPECT

Learning Objectives: At the end of the module, the learners shall be able to:

1. define academic text, summarizing and summary from various writers, thesis
statement, and outlining;
2. determine text structure of an academic text;
3. explain the components of the three-part essay structure;
4. determine language style in academic writing;
5. differentiate language style used in academic texts from
various disciplines;

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 6. construct paragraphs using academic language;
7. identify the different reading strategies as tool in academic writing;
8. evaluate one’s purpose for reading;
9. use knowledge of text structure to glean information he/she needs;
10. identify the various techniques in summarizing, in locating thesis statement,
and outlining;
11. summarize various academic texts;
12. formulate thesis statement of the texts; and
13. make an outline of the various academic texts.

THINGS TO REMEMBER TO GET

THROUGH

For the learners

Now that you are holding this module, do the following:
1. Read and follow instructions carefully in each lesson.
2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and activities.
5. Write all your answers in your notebook.

For the Facilitators

1. Introduce the lesson on Reading Academic Texts. Engage learners to do the

activities religiously, and let the learners carry the tasks with ease and
confidence.

2. Do the What I Know: Instruct the learners to answer the questions to test how far
they know about the topic.
3. Do the activity What’s New: Activate the learners' understanding of the topics by
letting them answer varied activities.

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4. Allow students to read What is It. Let the learners fully discover and comprehend all
topics discussed in this module.

5. Let the learners answer the activities on What’s More. Check if they have
understood the topics. Deepen their understanding by completing the guided
questions on what I have learned section.
6. Assign the students to do What I can Do activities that shall transfer knowledge
/skills gained or learned into real life situation.
GOOD LUCK AS YOU BEGIN MODULE 1

LESSON 1

ACADEMIC TEXT STRUCTURES

WHAT I NEED TO KNOW

Learning Competency 1:
Differentiates language used in academic texts from various disciplines

Learning Objectives: At the end of this lesson, the learners are expected to:

1. define academic text;

2. determine text structure of an academic text; and
3. explain the components of the three-part essay structure.

General Instructions
Now that you are holding this module, do the following:

1. Read and follow instructions carefully in each lesson.

2. Take note and record points for clarification.
3. Do the activities to fully understand each lesson.
4. Answer all the given tests and exercises.

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 WHAT I KNOW

Let’s Answer This!

TRUE OR FALSE
Directions: Write T if the statement is correct and F if it is wrong. Write your answer
in your notebook.

1. Formality in academic writing requires precision to make a legitimate piece of

writing.

2. Writing is a form of communication that is shaped by the following factors: topic,

role, and audience.

3. The use of personal pronouns such as I, you, and we is acceptable in academic

writing.

4. “How can these problems be solved?” is an example of a critical question.

5. Because is an example of transitional device that expresses cause and effect.

6. An abstract is a summary of a novel.

7. The conclusion is the section that summarizes the main points of the essay.

8. A summary is a condensed form of a text which is usually half of the original

material.

9. To introduce a topic in an essay, the writer must be able to explain its details.

10. A research paper contains background of the study, body and recommendations.

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 WHAT'S NEW

Let’s Move On

Directions: Below are jumbled parts of a common research paper. Put them into the
correct order by using numbers to represent the sequence. Write your answer in your
notebook.

Presentation of the Research Problem

A.

Title of the Research Paper

B.

Presentation of the Results

C.

Recommendations
D.

Overview or Scope of Research

E.

Interpretation and Discussion of Results

F.

The Reference List

G.

The Abstract
H.

Review of Past Research Relevant to the Paper

I.

Description of Methods used to Carry out the

J. Research

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 WHAT IS IT

What is an Academic Text?

Academic text is defined as critical, objective, specialized texts written by
experts or professionals in a given field using formal language. This means that
academic texts are based on facts with solid basis. Academic writing, therefore, is
generally quite formal, objective (impersonal) and technical. It is formal by avoiding
casual or conversational language, such as contractions or informal vocabulary. It is
impersonal and objective by avoiding direct reference to people or feelings, and
instead emphasizing objects, facts and ideas. It is technical by using vocabulary
specific to the discipline. To be a good academic writer, you will need to learn the
specific styles and structures for your discipline, as well as for each individual writing
task. Some examples of academic writing are as follow:
Literary Analysis: A literary analysis essay examines, evaluates, and makes
an argument about a literary work. As its name suggests, a literary analysis essay
goes beyond mere summarization. It requires careful close reading of one or multiple
texts and often focuses on a specific characteristic, theme, or motif.

Research Paper: A research paper uses outside information to support a thesis

or make an argument. Research papers are written in all disciplines and may be
evaluative, analytical, or critical in nature. Common research sources include data,
primary sources (e.g., historical records), and secondary sources (e.g., peer-
reviewed scholarly articles). Writing a research paper involves synthesizing this
external information with your own ideas.

Dissertation: A dissertation (or thesis) is a document submitted at the

conclusion of a Ph.D. program. The dissertation is a book-length summarization of the
doctoral candidate’s research.
Academic papers may be done as a part of a class, in a program of study, or for
publication in an academic journal or scholarly book of articles around a theme, by
different authors.

Structure is an important feature of academic writing. A well-structured text

enables the reader to follow the argument and navigate the text. In academic writing
a clear structure and a logical flow are imperative to a cohesive text. These are the
two common structures of academic texts that you need to learn which depends on
the type of assignment you are required: the three-part essay structure and the
IMRaD structure.

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The Three-Part Essay Structure
The three-part essay structure is a basic structure that consists of
introduction, body and conclusion. The introduction and the conclusion should
be shorter than the body of the text. For shorter essays, one or two paragraphs for
each of these sections can be appropriate. For longer texts or theses, they may be
several pages long.

Introduction. Its purpose is to clearly tell the reader the topic, purpose and structure
of the paper. As a rough guide, an introduction might be between 10 and 20 percent
of the length of the whole paper and has three main parts:

A. The most general information, such as background and/or definitions.

B. The core of the introduction, where you show the overall topic, purpose, your
point of view, hypotheses and/or research questions (depending on what
kind of paper it is).
C. The most specific information, describing the scope and structure of your
paper.
You should write your introduction after you know both your overall point of
view (if it is a persuasive paper) and the whole structure of your paper. You should
then revise the introduction when you have completed the main body.

The Body. It develops the question, “What is the topic about?”. It may elaborate
directly on the topic sentence by giving definitions, classifications, explanations,
contrasts, examples and evidence. This is considered as the heart of the essay
because it expounds the specific ideas for the readers to have a better understanding
of the topic. It usually is the largest part of the essay.

Conclusion. The conclusion is closely related to the introduction and is often

described as its ‘mirror image’. This means that if the introduction begins with general
information and ends with specific information, the conclusion moves in the opposite
direction. The conclusion usually begins by briefly summarizing the main scope or
structure of the paper, confirms the topic that was given in the introduction, ends with
a more general statement about how this topic relates to its context. This may take
the form of an evaluation of the importance of the topic, implications for future research
or a recommendation about theory or practice.

The IMRaD Structure

The sections of the IMRaD structure are Introduction, Methods, Results and
Discussion. The Introduction usually depicts the background of the topic and the
central focus of the study. The Methodology lets your readers know your data
collection methods, research instrument employed, sample size and so on. Results
and Discussion states the brief summary of the key findings or the results of your
study.

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 WHAT'S MORE

Let’s Practice!

Directions: Read the Article written by Sharon Housley in 2012. Then, extract the
essential statements of the Introduction, Body and Conclusion. Write them in your
notebook. Follow the format below.

Impact of Technology on Politics

The continued growth of technology has had a significant impact on the political
ratings that candidates achieve. The article Impact of Technology on Politics attempts
to analyze how these two spheres of modern life, technology and politics, interrelate
and what the outcomes are of this interrelationship.

Political candidates use technology in many ways. Different communication

channels provided by the Internet have the power to influence the growth of different
individuals in their respective spheres. The likes of Twitter, Facebook, and
YouTube are powerful communication media platforms that can easily raise the
ratings of political candidates. Housley claims that whether we acknowledge it or not,
technology is a deciding factor in most political races. Through technology, politicians
are able to access funds, gain political pundits, and spend less on campaigning and
pushing their candidacy.

One of the ways in which technology influences politics is the financial

side. Raising funds to use for campaigning is an important factor for political
candidates. It comes with the need to create a vertical response to the whole country
or target region. This is a major hurdle experienced by political candidates. The
Internet aided Howard Dean to get donations that he required to gain access to a large
part of the campaign region. By broadcasting through technological marketing,
candidates get suitable donors to support different parts of their campaigns. Publicity
on the Internet is a cheap method, as they do not have to re-publish, unlike what is
provided by the print media. This is placed in various commonly-accessed links
(Housley, Par. 1).

The Internet enables politicians to use podcasting. The act of podcasting can
make anyone a journalist. Through podcasting, politicians are able to portray a
journalistic stature, thereby ensuring that the information is considered credible. Self-
proclamation of politicians through pundits is easily spread through messages. It is,
however, difficult for politicians to guarantee the integrity of the information posted.

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The Internet can be accessed by anyone and podcasts can be posted by anyone. The
integrity of information is therefore difficult to preserve, hence, many potential
candidates may have to establish a verifiable connection with various achievements.
All in all, gaining political publicity through podcasts is a common but expensive
method to use, Housley admits. However, it is logical to assume that when correctly
utilized, this is an extremely powerful political tool that pays off completely.

According to Housley, the impact of technology is great on a given

generation. The young, educated, and affluent will relate to technological
innovations. A proper presentation will gain ratings for candidates. Using the most
recent technology will surely attract the youth. The older generation may not impact
the raising of presidential bids, especially if they are done through social media. The
older generation uses the Internet much less. The younger generation relates easily
to these media platforms. This differentiation is used by politicians to gain advantage
in their political bids. Politicians use technology to raise their bids among the youth,
while traditional methods are used for the older generation.

Another way to look at the matter is in relation to thinking about the Internet as
a tool for free advertising. It is no secret that presidential bids are the most expensive,
as they are run to cover the whole region. On the other hand, political videos easily
generate online rating gains, and such political Internet advertisement will reach the
target audience if launched properly. Individuals perform the needed publicity as each
person shares the video, and so on. The extra generated videos are not paid for, while
on social networks even the original posting is free.

It is clear that gaining political publicity through the use of technology has
become easier, especially since technological devices are so accessible and
widespread. The article analyzed is prudent in arranging technological tools into
separate groups that work as a effective means of communicating between a political
figure and the target audience. However, with the use of the Internet, any political
figure can become recognizable within just a few minutes. In only a few hours, public
opinion on a particular political figure is already formed within one of the social groups
of voters. Not just the good, but also a bad reputation can be formed in a blink of an
eye using modern technology. It often happens that the bad “gossip” spreads much
faster. With the huge impact that technology has on societies and public opinion in
particular, it is crucial to be cautious in the use of information about any political figure,
or you risk making a positive advertisement into a negative advertisement with just
one click.

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 STRUCTURE IMPACT OF TECHNOLOGY ON POLITICS

Introduction

Body

Conclusion

WHAT I CAN DO

Let’s Do It!

Directions: Read carefully the article, “The Future Gender Equality”. Respond to the
article by writing an essay. Use the Three-part structure you have learned in the
lesson. Write your response to the article in your notebook.

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11
 POST ASSESSMENT

Let’s Answer This!

Multiple Choice
Directions: Choose the letter that best answers the given question. Write the letter of
your answer in your notebook.

1. Who are the target readers of an academic essay?

A. Parents, workers, teachers
B. Teachers, students, academic community
C. Students, out-of-school youth, government officials
D. None of the above

2. What are the purposes of doing an academic writing?

A. To settle, to negotiate and to inform
B. To defend, to challenge and to question
C. To inform, to persuade and to argue a specific point
D. To guess, to hypothesize and to make conclusions

3. Writing academic papers requires deliberate, thorough and careful thought.

Therefore, what should one do to achieve a well-crafted academic essay?
A. One must depend on his/her own opinions alone.
B. One must conduct a research on the topic at hand.
C. One must not consult the Internet for unsure sources.
D. One must depend highly on the Internet for easy information
access.

4. An academic essay must use appropriate vocabulary words but not too pretentious,
highfalutin words. Which among these words is the simplified version of the term,
"supercalifragilisticexpialidocious"?

A. beautiful; pretty
B. exquisite; one-of-a-kind
C. extraordinarily good; wonderful
D. hardworking; industrious

5. What are the three main parts of an essay?

A. The hook, the main idea and the conclusion.

B. The introduction, the body and the conclusion.
C. The topic sentence, the body and the conclusion.
D. None of the above

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6. What is the purpose of the topic sentence?
A. To give coherence to the paragraph.
B. To help with the flow of sentences.
C. To help the reader understand what the paragraph will be about.
D. None of the above

7. What is 'academic writing'?

A. A technique to write balanced, accurate and professional
assignments
B. An old-fashioned way of writing.
C. How university professors write.
D. The writing you find in textbooks

8. Choose three words to describe academic writing:

A. Talented, stylish, inspiring
B. Precise, clear, objective
C. Decisive, divisive, derisive
D. Subjective, obscure, vague

9. What is true of the introductory paragraph?

A. ends with the thesis.
B. introduces the big idea of the essay
C. starts with a hook
D. all of these

10. What is the sequence of an essay?

A. Introduction, Body Paragraph, Body Paragraph, Conclusion

B. Body Paragraph, Introduction, Conclusion, Body Paragraph
C. Introduction, Body Paragraph, Conclusion, Body Paragraph
D. Conclusion, Introduction, Body Paragraph, Body Paragraph

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 WHAT I HAVE LEARNED

Let’s Remember This!

Directions: Complete the paragraph with the necessary words or sentences that
best describe what you have learned from the discussion. Write your paragraph in
your notebook. Follow the format below.

I have learned that academic writing

Congratulations!

You successfully did it. Now, let’s move to lesson 2.

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 LESSON 2

LANGUAGE USE IN ACADEMIC

WRITING

WHAT I NEED TO KNOW

Learning Objectives: At the end of the lesson, the learners are expected to:

1. determine language style in academic writing;

2. differentiate language style used in academic texts from
various disciplines; and
3. construct paragraphs using academic language.

WHAT'S IN

Let’s Recall!

☺ A well-structured text enables the reader to follow the argument and

navigate the text.

☺ A clear structure and a logical flow are imperative to a cohesive text.

☺ Most academic texts follow established structures such as: the three-
part essay structure and the IMRaD structure.

☺ Structure should be considered on all levels of text so; you will also find
information on structuring paragraphs.

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 WHAT I KNOW

Let’s Answer This!

Directions: Use the given subject and verb in constructing your own sentence.
Observe subject-verb agreement in your sentences. You may add “s” or “es” to the
verb. Write your answer in your notebook.

SUBJECT VERB SENTENCE

United States Make

The students Excel

English language Help

The books Improve

The journey Enhance

The patient Cry

Mrs. Cruz Appeal

Filipino people Provide

A child Love

The lecturer Explain

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 WHAT'S NEW

Let’s Move On!

Spot the Difference!
Directions: What is the difference in the following pairs of sentences? Explain your
answer. Write your answer in your notebook.

Pair 1
S1: It was raining cats and dogs.
S2: It was raining very heavily.
Pair 2
S3: We believe the practice is unsustainable.
S4: It is believed the practice is unsustainable.

WHAT IS IT

What is an Academic Language?

Academic language represents the language demands of school (academics).

Academic language includes language used in textbooks, in classrooms, on tests, and
in each discipline. It is different in vocabulary and structure from the everyday spoken
English of social interactions. Each type of communication (both academic and social)
has its purpose, and neither is superior to the other.

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Academic writing is generally quite formal, objective (impersonal) and technical as
illustrated in the diagram below.

Objective
-avoid personal or
direct reference to
people or feelings

Formal
Technical
-avoid casual or
-use vocabulary
conversational such
specific to the
as contractions and
discipline
informal vocabulary

Academic
Language

It is formal by avoiding casual or conversational language, such as contractions

or informal vocabulary. It is impersonal and objective by avoiding direct reference to
people or feelings, and instead emphasizing objects, facts and ideas. It is technical by
using vocabulary specific to the discipline.

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 Furthermore, you can make your writing more formal, objective and technical
by following examples below.
Formal
Choose formal instead of
informal vocabulary. For
example, ‘somewhat’ is more
formal than ‘a bit’, ‘insufficient’
is more formal than ‘not
enough’.
Avoid contractions. For
example, use ‘did not’ rather
than ‘didn’t’.
Avoid emotional language. For
example, instead of strong
words such as ‘wonderful’ or
‘terrible’, use more moderate
words such as ‘helpful’ or
‘problematic’.
Instead of using absolute
positives and negatives, such
as ‘proof’ or ‘wrong’, use more
cautious evaluations, such as
‘strong evidence’ or ‘less
convincing’.
Objective
Move information around in the
sentence to emphasize things
and ideas, instead of people
and feelings. For example,
instead of writing ‘I believe the
model is valid, based on these
findings’, write ‘These findings
indicate that the model is valid’.
Avoid evaluative words that are
based on non-technical
judgments and feelings. For
example, use ‘valid’ or ‘did not
demonstrate’ instead of
‘amazing’ or ‘disappointment’.
Avoid intense or emotional
evaluative language. For
example, instead of writing
‘Parents who smoke are
obviously abusing their
children’,
write ‘Secondhand smoke has
some harmful effects on
children’s health’.
Show caution about your views,
or to allow room for others to
disagree.
For example, instead of writing
‘I think secondhand smoke
causes cancer’, write ‘There is
evidence to support the
possibility that secondhand
smoke increases the risk of
cancer’.
Find authoritative sources,
such as authors, researchers
and theorists in books or
articles, who support your
point of view, and refer to
them in your writing. For
example, instead of writing
‘Language is, in my view,
clearly something social’, write
‘As Halliday (1973) argues,
language is intrinsically social’.
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Technical
You need to develop a large
vocabulary for the concepts
specific to the discipline or
specialization you’re writing
for. To do this, take note of
terminology used by your
lecturer and tutor, as well as in
your readings.
Be careful about the meaning
of technical terms. Often the
same word has a different
meaning in another discipline.
For example, ‘discourse’ is a
technical term used in multiple
disciplines with different
meanings.
Use the key categories and
relationships in your discipline,
that is, the way information and
ideas are organized into
groups.
For example, in the discipline
of Law, law is separated into
two types: common law and
statute law.
Knowing these distinctions will
help you structure your writing
and make it more technical
and analytical.
 WHAT'S MORE

Let’s Practice!

Directions: What do you think is the most correct answer in the following instances.
Write your answer in your notebook.

1. Instead of the informal 'I have read', use ( I think, The essay has )
2. The phrase 'turn out to be' is informal. Instead, use: ( become , end up )
3. Instead of 'paid for', use ( given, funded )
4. ‘Job' is a little too informal. Instead write ( role, gig, )
5. Instead of ‘funny’ use ( laughable, ironic )
6. Instead of 'picked out', use( selected, taken )
7. Rather than “stand for” write ( be, represent )
8. The term 'music fans' is informal. Instead, use ( audience, goers )
9. As a substitute for 'killing', use ( assassination, political murder)
10. Instead of 'given off', use (created, done )

WHAT I CAN DO

Let’s Do It!

Sentence Construction
Directions: Transform the simple sentence into compound or complex sentences.
Write your answer in your notebook. The first one is done for you.
1. The exam is difficult. It is also exasperating.

Answer: The exam is difficult and exasperating.

2. Captain Lewis allowed his men to make important decisions in a democratic
manner. This democratic attitude fostered spirit of togetherness and commitment
on the part Louis’ fellow explorers.
3. He studied the biological and natural sciences. He learned how to categorize and
draw animals accurately.
4. Mark Twain is the author of Huckleberry Finn. Huckleberry Finn is a classic
American novel
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5. My friend likes coffee. She likes tea. She doesn’t like milk.
6. John F. Kennedy was inaugurated into office in January of 1961. He was
assassinated in November of 1963.
7. Some students become nervous around computers. Other students seem to enjoy
new challenges.
8. Jae Hee comes from Korea. Kyung Eun comes from Korea. Jae Hyun comes from
Korea.
9. I am going to buy the skateboard. It is blue.It has red wheels. It has a picture of a
dragon on top.
10. My father is 45 years old. He plays football. He goes jogging. He does not play
tennis anymore. His wrist was broken. This happened two years ago.

POST ASSESSMENT

Let’s Answer this!

Multiple Choice
Directions: Choose the word that best answers the given questions. Write the letter of
your answers in your notebook.

1. As long as you know your tutor, you don't need to use a formal style of writing. It's
good to be friendly.
A. Some tutors like you to be formal but some don't mind as long as you do
the work.
B. You only need to be formal in exams, not regular coursework.
C. It's good to be friendly but always use formal English when you write
assignments.
D. Formal English is too old-fashioned these days

2. Contractions are:
A. what happens when you have a baby
B. when someone says the opposite to you
C. when something is too narrow
D. a shortened form of a word

3. Which example is correct?

A. However, the main reasons are time, money and cost.
B. However the main reasons, are time, money, and, cost.
C. However, the main reasons are time money and cost.
D. However, the main reasons, are time money, and cost.
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4. Which is correct?
A. They were effected badly by the incident
B. The incident effected them badly.
C. They were affected badly by the incident.
D. The affects of the incident were bad.

5. Choose the right one:

A. It's bowl's empty.
B. Its bowl's empty.
C. Its' bowls' empty.
D. It's bowls empty.

6. 'Information on the internet is 'free'. Anyone can use it without having to reference
it.'
A. True
B. False
C. It depends on how important the assignment is.
D. You only need to reference authors' work on the internet

7. What is an academic language...

A. is a set of vocabulary terms used in schools
B. comes as second nature to native speakers, but is difficult for ELLs to
acquire
C. is the linguistic register that students are expected to use in school subjects
D. All of the above

8. When do you use formal language?

A. In an academic essay.
B. When you talk to a friend.
C. When you write a text message.
D. In sending emails.

9. What does it mean to write academically?

A. To write in order to pass final exams
B. To write paper for scholars
C. To write using proper English language
D. To avoid copy pasting from the Internet

10. The term, "VERY OFTEN" may be improved using a more appropriate academic
word which is:
A. Frequently
B. Rarely
C. Seriously
D. Stubbornly

22
 WHAT I HAVE LEARNED

Let’s Remember This!

To be a good academic writer, I need to learn the specific styles and

structures for my own discipline, as well as for each individual writing task.
Some ways to do this are to:

☺ask for more information from your lecturer or teacher

☺study the writing style of the academic articles in the most prestigious
journals in your discipline
☺look at the successful writing by other students in your subject area.
☺Different disciplines often have quite different expectations about how
objective or subjective my writing can be. For example, in some fields it is fine
to use first person, such as 'my view is that...', while in other fields this is not
acceptable. I should look at the convention used in published articles in my
discipline area.

23
 LESSON 3

ACADEMIC READING STRATEGIES

WHAT I NEED TO KNOW

Learning Competency 2.
Uses knowledge of text structure to glean the information he/she needs.

Learning Objectives: At the end of the lesson, learners are expected to:

1. identify the different reading strategies as tool in academic writing;

2. evaluate one’s purpose for reading; and
3. use knowledge of text structure to glean information he/she needs.

WHAT'S IN

Let’s Recall!

Formal language and informal language are associated with particular

choices of grammar and vocabulary.
Contractions, relative clauses without a relative pronoun and ellipsis are
more common in informal language.
So, in these sentences…
1. She has decided to accept the job.
2. She’s decided to accept the job.

24
Which one is acceptable in academic writing? Yes, it’s No. 2! You are Correct!
Why? She’s is informal. It is a contraction which is unacceptable in formal writing.

We now proceed to our new lesson…but first let us answer this Pretest!

WHAT I KNOW

Let’s Answer This!

Pretend that you are a research consultant. You have been assigned the task
of researching this assignment and then writing a report that includes a
recommendation for Brillantes based on your findings.

Directions: Read the paragraph below and answer the questions that follow. Write
your answer in your notebook.

As a research consultant with Padilla Estates Inc., you have been asked to find
sales and distribution site in Cavite area for Brillantes Electrical Components, 3450
Anonas Avenue, Santa Mesa, Manila. Brillantes seeks suitable office space, including
a reception area (where three office employees could work), one private office, and a
conference/display area. Brillantes also wants 3000 square feet of heated warehouse
space. It should be equipped with a sprinkler system and have 18-foot ceilings. If sales
are successful, Brillantes may need an additional 2000 square feet of warehouse
space in the future. Brillantes needs access to Ninoy Aquino International Airport;
moreover, it must be close to trucking terminals and main thoroughfares in an area
zoned for light industry. It also seeks an impressive-looking building with a modern
executive image. Brillantes wants to lease for at least two years with possible renewal.
It needs to make a decision within three weeks. If no space is available, it will delay
until next year.

1. Who is the audience for this report?

2. What does Brillantes Company need? Why does the company need it?

3. Would you rely on primary or secondary research? How would you gather data for
this report?

25
 WHAT'S NEW

Let’s Move On!

Consider this cooking analogy, noting the differences in process

:
A. Shannon has to make dinner. He goes to the store and walks through every aisle.
He decides to make spaghetti, so he revisits aisles and reads many packages
thoroughly before deciding which groceries to buy. Once he arrives home, he finds a
recipe for spaghetti, but needs to go back to the store for ingredients he forgot.

B. Taylor also has to make dinner. He wants lots of carbohydrates because he’s
running a marathon soon so he decides to make spaghetti. After checking some
recipes, he makes a list of ingredients. At the grocery store, he skims aisles to find his
ingredients and chooses products that meet his diet.

Which paragraph is clearer? Yes, it’s Paragraph A. Why?

Answer: Taylor’s process was more efficient because his purpose was clear.
So, establishing why you are reading something will help you decide how to
read it, which saves time and improves comprehension. So here are some
strategies to help you improve your skills.

WHAT IS IT

What are the Different Reading Strategies?

Strategies differ from reader to reader. The same reader may use different
strategies for different contexts because their purpose for reading changes. Ask
yourself “why am I reading?” and “what am I reading?” when deciding which strategies
to try.

26
What are the Purposes of Reading?

People read different kinds of text (e.g., scholarly articles, textbooks, reviews)
for different reasons. Some purposes for reading might be

 to scan for specific information

 to skim to get an overview of the text
 to relate new content to existing knowledge
 to write something (often depends on a prompt)
 to critique an argument
 to learn something
 for general comprehension

So, it is important that you adjust your reading strategies to your purpose of
reading. Here’s how to do it.

Before Reading

 Establish your purpose for reading

 Speculate about the author’s purpose for writing
 Review what you already know and want to learn about the topic (see the
guides below)
 Preview the text to get an overview of its structure, looking at headings, figures,
tables, glossary, etc.
 Predict the contents of the text and pose questions about it. If the authors have
provided discussion questions, read them and write them on a note-taking
sheet.
 Note any discussion questions that have been provided (sometimes at the end
of the text)

During Reading

 Annotate and mark (sparingly) sections of the text to easily recall important or
interesting ideas
 Check your predictions and find answers to posed questions
 Use headings and transition words to identify relationships in the text
 Create a vocabulary list of other unfamiliar words to define later
 Try to infer unfamiliar words’ meanings by identifying their relationship to the
main idea
 Connect the text to what you already know about the topic
 Take breaks (split the text into segments if necessary)

27
 After Reading

 Summarize the text in your own words (note what you learned, impressions,
and reactions) in an outline, concept map, or matrix (for several texts)
 Talk to someone about the author’s ideas to check your comprehension
 Identify and reread difficult parts of the text
 Define words on your vocabulary list and practice using them

Is it clear now…how will you put it into practice?

WHAT'S MORE

Let’s Practice!
What’s your Purpose for Reading?
Directions: Complete these tasks. Match your Purpose in Reading with your
Activity. Suppose your purpose is in the 1st Column. Fill in the activity that you will do to
achieve your purpose. The first one is done for you. Write your answer in your
notebook.

PURPOSE ACTIVITY
Get an Overview of the Text I will look at headings, subheadings,
intro, abstract.
Search for a specific fact

Check what theory the author is using

Understand a concept

Analyze the steps in an argument

Compare ideas with what the author

says

You did a great job…☺☺☺

28
 WHAT I HAVE LEARNED

Let’s Remember This!

Reflection….today you are able to

 Use features of the text to help you read more effectively
 Adapt your reading activities to match your purpose.
 Find out which conditions and strategies help you study best.

WHAT I CAN DO

Let’s Do It!
Directions: Read the excerpt of an article critique. Answer the questions that follow.
Use the reading strategies you have learned from the previous discussion. Write your
answer in your notebook.

The No Child Left Behind Act of 2001 expects all students to achieve proficient
levels of knowledge in core subject areas. Teachers of English language learners
(ELL) face the added challenge of providing meaningful and accessible curricula while
integrating English language and literacy development. This research study
addresses ELL students’ low science achievement in the context of national standards
and accountability in the 2006-2007 school year.
Several studies have examined the influence of professional development
interventions on students’ science achievement. Research suggests that hands-on
and inquiry-based science lessons develop literacy as well as content knowledge.
Research also indicates that students’ science achievement is positively correlated
with the amount of teacher professional development. This study builds upon existing
research by using a quasi-experimental design to assess students’ science
achievement after the first-year implementation of a professional development
intervention that focused on science achievement, literacy, and math skills.
Specifically, the study addresses three research questions: (1) whether treatment
group students show gains in science achievement, (2) whether gaps in science

29
achievement change for ELL and low-literacy (retained) students in the treatment
group, and (3) whether treatment group students perform differently compared with
non-treatment group students on a statewide mathematics test, particularly on the
measurement strand that is emphasized in the intervention.

1. Is there a statement of the Problem? Write it below?

2. What is the background information of the problem? State it below?
3. Is the educational significance of the problem discussed? What is it? Write it below.
4. What is your impression about this article? Use a concept map to illustrate your
answer.

POST ASSESSMENT

Let’s Answer This!

Multiple Choice
Directions: Choose the best strategy to use in the following conditions. Write the letter
of your answer in your notebook.
1. Determine what you think will happen in the text.
A. Visualize
B. Predict
C. Connect
D. Clarify

2. Create mental images of the settings, characters, and events in the text.
A. Connect
B. Visualize
C. Clarify
D. Evaluate

3. Stop and ask yourself questions to see if the text makes sense.
A. Clarify
B. Evaluate
C. Question
D. Predict

30
4. Think about what you already know about the text. Find ways to relate the text to
yourself, other texts, and the world around you.
A. Predict
B. Visualize
C. Clarify
D. Connect

5. Think about the text as a whole and form opinions about what you read.
A. Evaluate
B. Question
C. Predict
D. Connect

6. Stopping when you are confused to reread or look up a word you don't know.
A. Connect
B. Clarify
C. Evaluate
D. Predict

7. When you give your opinion of a book or story, you are using the strategy.
A. Question
B. Evaluation
C. Summarize
D. Clarify

8. Making pictures in your mind as you read is an example of .

A. Predicting
B. Connecting
C. Visualization
D. Clarifying

9. Wondering about why a character acted in a certain why is using the

comprehension skill of .
A. Visualizing
B. B. Summarizing
C. Predicting
D. Questioning

10. "This story reminds me of something I heard on the news," is an example of which
strategy?
A. Visualizing
B. Connection
C. Clarifying
D. Summarizing

31
 LESSON 4

VARIOUS TECHNIQUES IN
SUMMARIZING A VARIETY OF
ACADEMIC TEXTS

WHAT I NEED TO KNOW

Competency 3: Uses various techniques in summarizing a variety of academic

texts.
Learning Objectives: At the end of the lesson, the learners shall be able to:
1. define summarizing and summary from various writers;
2. identify the various techniques in summarizing; and
3. summarize various academic texts.

WHAT I KNOW

PRACTICE TEST

Directions. Identify which of the following supports the principle of summarizing. In

your notebook, write the letter of your choice.
1. We use summarizing to:
A. Retell a story
B. Reduce information to essential ideas
C. Get through an article more quickly
D. Understand easily

32
2. When summarizing, we want to unimportant information.
A. Summarize
B. Highlight
C. Disregard
D. Include
3. The main idea is
A. All the information provided
B. The most important information
C. Nothing to worry about
D. Unimportant information
4. Basic Signal words are Who, What, When, Where, Why, How
A. True
B. False
5. The gives the reader an idea about what the paragraph is going to be about.
A. Concluding sentence
B. Summary
C. Topic sentence
D. Body

WHAT IS IT

PRE-WRITING ACTIVITY

Try to recall one of the novels or short stories you discussed in one of your
previous classes in English; choose one selection out of the several you tackled
throughout your school life. Then, on a separate sheet of paper, try to rewrite the story
using your own words.

Did you find the retelling of the story difficult? Why or why not?

What strategies did you employ in order to retell the story? Did you find these
strategies helpful? Why or why not?

33
 WHAT'S NEW

What is Summarizing?

According to Buckley (2004), in her popular writing text Fit to Print, summarizing
is reducing text to one-third or one-quarter its original size, clearly articulating the
author’s meaning, and retaining main ideas.
According to Diane Hacker (2008), in A Canadian Writer’s Reference, explains
that summarizing involves stating a work’s thesis and main ideas “simply, briefly, and
accurately”.
From dictionaries, it is defined as taking a lot of information and creating a
condensed version that covers the main points; and to express the most important
facts or ideas about something or someone in a short and clear form.
From the definitions, take a look on the pool of words and phrases

reducing text “simply, briefly, and accurately”.

clearly articulating condensed version
thesis most important facts or ideas
main ideas short and clear form.

Various techniques in summarizing a variety of academic texts

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. Note: an
inaccurate summary is plagiarism!

2. One of the summarization techniques you can do is to present information

through facts, skills and concept in visual formats. You can provide the cause
and effects charts, time lines, and Venn diagrams, templates for outlines, use
flow charts or infographics.

3. To avoid difficulty, you need first to know the main points and the supporting
details. You can exclude any illustrations, examples or explanations.

4. You need to analyze the text to save time in thinking what you will do.

34
 5. Think what information you will put in your summary. Be sure to cover the main
points and arguments of the document.

6. One of the best things to do in auto summarizing is restating the words into
different one. You should avoid using the original words of the author instead;
use your own vocabulary but be sure to retain the information.

7. You will fully understand what the document is when you organize all ideas.

8. One of the things you can do is to write down all information in a coherent and
precise form. Keep in mind that a summary is a condensed version of the
original paper, so avoid making it long.

9. You can also decide to represent information through using dimensional

constructions in representing concepts, skills or facts.

10. Paraphrasing is one of the skills you can do in writing a summary. With it, do
not use the same words with the author.

With the tips above, you will no longer worry whenever you need to summarize
because it is your one stop solution to having a fantastic summary that offer nice
details to readers. Follow the tips and you will not make mistakes.

Here’s how you start writing your summary.

Example 1:

Japanese Rail Tunnel

Due to an increase in traffic between the various island which make up Japan,
and predictions of a continuing growth in train travel, a rail tunnel was built to connect
the islands of Honshu and Hokkaido. The Seikan Tunnel in Japan is today the longest
tunnel in the world, with a length of almost 54km. When the tunnel was opened in
1988, all existing trains went through it. However, newer Japanese bullet trains have
never used the tunnel because of the cost of extending the high speed line through it.
Consequently, the train journey from Tokyo to Sapporo still takes about ten hours. In
contrast, the journey by air takes only three and a half hours. This has combined with
the fall in the cost of flying, has meant that more people travel by plane than train and
the tunnel is not used as much as forecasters had predicted.

 Increase in traffic
 connect Islands (Honshu & Hokkaido )
 Predictions and continuing growth
 The longest rail tunnel
 opened 1988
 54km
 Opened in 1988

35
  Bullet trains
 Never used tunnel
 Fall in the cost of flying
 Not used as much as forecasters predicted

Summary
The longest railway tunnel in the world links the islands of Honshu &
Hokkaido. This 54km tunnel was inaugurated in 1988 to deal with the predicted
increase in rail traffic. However, the fall in the cost of flying and the fact that high
speed trains cannot use the tunnel have resulted in the tunnel being less widely
used than expected.

Example 2
The Sydney Opera House

The Sydney Opera House is one of the most famous architectural wonders of
the modern world. Instantly recognisable both for its roof shells and its impressive
location in Sydney harbour, it has become one of the best known images of
Australia.Situated close to Sydney Harbour Bridge, this large performing arts centre
was started in 1959 and completed in 1973. After a competition to choose the design,
the Danish architect Jorn Utzon was chosen. The Opera House includes five theatres,
five rehearsal studios, two main halls, four restaurants, six bars, and several
shops.The construction of the Opera House was fairly controversial as the final cost
of the building was much higher than predicted. It was expected to cost $7 milllion, but
in fact, the final cost was $102 million. This was due to difficult weather conditions,
problems with structural design, and changes to contract. The remarkable roof shells
were also difficult to construct. Furthermore, the construction too longer than planned.
Completion of the building was initially expected in four years, in 1963. Unfortunately,
because of the many problems and changes which were necessary in the design, the
building was not completed until ten years later, in 1973.It was inaugurated by Queen
Elizabeth 2 on 20th October 1973, and millions of people attended the ceremony. The
event was televised, and included a fireworks display and classical music
performance.
 Most famous architectural wonders of the modern world
 Recognisable both for its roof shells
 Location in Sydney harbour
 Performing arts centre
 Started in 1959 and completed in 1973

36
  Competition: the Danish architect Jorn Utzon
 Five theatres, five rehearsal studios, two main halls, four restaurants,
six bars, and several shops.
 Controversial: expected $7 milllion / the final cost $102
 Difficult weather conditions, problems with structural design, and
changes to contract.
 Inaugurated by Queen Elizabeth 2 on 20th October 1973

Summary
The Sydney Opera house, has been described as ‘one of the wonders of
the modern world’, is located in Sydney Harbour, Australia. Designed by Danish
Architect, Jorn Utzo, this large performing art centre with numerous theatres,
restaurants and other facilities, took fourteen years to build at a cost of over
$100 million. The construction was seen as controversial as it was estimated to
only cost $7 million but adverse weather, design difficulties and contractual
problems made expenses spiral out of control. It was inaugurated by Queen
Elizabeth II in 1973 at a ceremony televised to the world.
Adapted from Philpot, S & Curnick, L. 2011. Headway Academic Skills, Level 3. OUP

Another 5 Easy Techniques in Summarizing Various Academic Texts

Technique 1: Somebody Wanted But So Then

“Somebody Wanted But So Then” is an excellent summarizing strategy for

stories. Each word represents a key question related to the story's essential elements:

 Somebody: Who is the story about?

 Wanted: What does the main charter want?
 But: Identify a problem that the main character encountered.
 So: How does the main character solve the problem?
 Then: Tell how the story ends.

Here is an example of this strategy in action:

 Somebody: Little Red Riding Hood
 Wanted: She wanted to take cookies to her sick grandmother.
 But: She encountered a wolf pretending to be her grandmother.
 So: She ran away, crying for help.
 Then: A woodsman heard her and saved her from the wolf.

37
After answering the questions, combine the answers to form a summary:

Little Red Riding Hood wanted to take cookies to her sick grandmother, but she
encountered a wolf. He got to her grandmother’s house first and pretended to be the
old woman. He was going to eat Little Red Riding Hood, but she realized what he was
doing and ran away, crying for help. A woodsman heard the girl’s cries and saved her
from the wolf.

Technique 2: SAAC Method

The SAAC method is another useful technique for summarizing any kind of text
(story, article, speech, etc). SAAC is an acronym for "State, Assign, Action, Complete."
Each word in the acronym refers to a specific element that should be included in the
summary.

 State: name of the article, book, or story

 Assign: the name of the author
 Action: what the author is doing (example: tells, explains)
 Complete: complete the sentence or summary with keywords and important
details

This method is particularly helpful for students who are learning the format of a
summary and need reminders to include the title and author's name. However, SAAC
does not include clear guidance about which details to include, which some students
might find tricky. If you use SAAC with your students, remind them of the types of
details that belong in a summary before instructing them to work independently.

Here is an example of SAAC in action:

 State: The Boy Who Cried Wolf

 Assign: Aesop (a Greek storyteller)
 Action: tells
 Complete: what happens when a shepherd boy repeatedly lies to the
villagers about seeing a wolf

Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf"
in complete sentences:

The Boy Who Cried Wolf, by Aesop (a Greek storyteller), tells what happens
when a shepherd boy repeatedly lies to the villagers about seeing a wolf. After a while,
they ignore his false cries. Then, when a wolf really does attack, they don’t come to
help him.

Technique 3: 5 W's, 1 H

The 5 W's, 1 H strategy relies on six crucial questions: who, what, when, where,
why, and how. These questions make it easy to identify the main character, the
important details, and the main idea.

38
  Who is the story about?
 What did they do?
 When did the action take place?
 Where did the story happen?
 Why did the main character do what he/she did?
 How did the main character do what he/she did?

Try this technique with a familiar fable such as "The Tortoise and the Hare."

 Who? The tortoise

 What? He raced a quick, boastful hare and won.
 When? When isn’t specified in this story, so it’s not important in this case.
 Where? An old country road
 Why? The tortoise was tired of hearing the hare boast about his speed.
 How? The tortoise kept up his slow but steady pace.

Then, use the answers to the 5 W's and 1 H to write a summary of in complete
sentences.

Tortoise got tired of listening to Hare boast about how fast he was, so he
challenged Hare to a race. Even though he was slower than Hare, Tortoise won by
keeping up his slow and steady pace when Hare stopped to take a nap.

Technique 4: First, Then, Finally

The "First Then Finally" technique helps students summarize events in

chronological order. The three words represent the beginning, main action, and
conclusion of a story, respectively:

 First. What happened first? Include the main character and main event/action.
 Then. What key details took place during the event/action?
 Finally. What were the results of the event/action?

Here is an example using "Goldilocks and the Three Bears."

First, Goldilocks entered the bears' home while they were gone. Then, she ate their
food, sat in their chairs, and slept in their beds. Finally, she woke up to find the bears
watching her, so she jumped up and ran away.

Technique 5: Give Me the Gist

When someone asks for "the gist" of a story, they want to know what the story
is about. In other words, they want a summary—not a retelling of every detail. To
introduce the gist method, explain that summarizing is just like giving a friend the gist
of a story, and have your students tell each other about their favorite books or movies
in 15 seconds or less. You can use the gist method as a fun, quick way to practice
summarizing on a regular basis.

39
When summarizing is useful?

Summarizing is useful in many types of writing and at different points in the

writing process. Summarizing is used to support an argument, provide context for a
paper’s thesis, write literature reviews, and annotate a bibliography. The benefit of
summarizing lies in showing the "big picture," which allows the reader to contextualize
what you are saying. In addition to the advantages of summarizing for the reader, as
a writer you gain a better sense of where you are going with your writing, which parts
need elaboration, and whether you have comprehended the information you have
collected.
www.umanitoba.ca/student/academiclearning

References
Buckley, J. (2004). Fit to Print: The Canadian Student’s Guide to Essay Writing. (6th
ed.) Toronto: Nelson. Hacker, D. (2008). A Canadian Writer’s Reference. (4th ed.)
Boston: Bedford/St. Martin’s.

WHAT'S MORE

ACTIVITY 1

Directions: Following the techniques above, summarize the texts by completing the
sample graphic organizer below. Write your summary in your notebook.

Essay 1: Importance of Education

Education is a process that involves the transfer of knowledge, habits and skills
from one generation to another through teaching, research and training. It can be in a
formal or informal setting. Formal education involves institutionalized learning based
on a curriculum. In today’s society, education and learning play an indispensable role
in shaping the lives of individuals and the society at large. The most effective way of
boosting economic growth, reducing poverty and improving people’s health is by
investing in education.

Human labor is essential for economic growth. A highly educated labor force
further stimulates economic growth. Additionally, a highly educated labor force can
easily adapt to new working environments and conditions. In view of that, it is evident
that education serves as the driving force for innovation of new products and services.
Educated workers exchange ideas in the work place and come up with new ideas that
help in the growth of the economy.
Education reduces poverty in a number of ways. One way is by creating
employment opportunities for educated people. Through employment, one is able to
afford a decent living. Education helps to increase economic security, create income
opportunities and improve livelihoods of the economically disadvantaged by
providing
40
sustainable environmental management mechanisms. Education further alleviates
poverty through skills acquired in the learning process. Skills such as carpentry,
plumbing and masonry are relevant in non-formal economies. One can acquire these
skills through technical and vocational training.

Educated people are health conscious and live longer than their counterparts
because they engage in healthy habits such as eating a balanced diet, exercising
regularly and going for medical check ups. By investing in education, one will also be
investing in their health. Education serves to create room for technological
advancements in the field of medicine and agriculture. Advanced technology used for
conducting surgery has replaced traditional methods. This has seen an improvement
in people’s general health and an increased life expectancy. Most developing
countries have a low life expectancy compared to developed countries. This can be
attributed to high illiteracy levels present in developing countries. This translates to
poor health and poor eating habits.

In conclusion, education is the only means of alleviating poverty, improving

people’s health and increasing economic growth. Improving literacy levels in
marginalized societies will go a long way in improving human living standards.

Paragraph 1
• main idea:
• details:

paragraph 2
• main idea:
• details:

paragraph 3
• main idea:
• details:

paragraph 4
• main idea:
• details:

paragraph 5
• main idea:
• details:

41
Essay 2: Why is Education Important in Our Society?

Introduction
Education is more than just learning from books, and it is a shame that a lot of
schools do not see that it is more than just a curriculum and school score. A good
education can teach a child how to learn so that the child may take up independent
learning as an adult. Education may also teach a child how to reason so that a child
does not grow up to be ignorant.

Persuasive point 1:
The biggest selling point for education in our society is the fact that it helps
people learn “how” to learn. It is not about the knowledge they accumulate, it is the
way a child is taught how to “learn” things. A child may come away from school not
knowing a lot of the course, but if that child has been taught how to learn, then that
child may become an adult that learns everything he or she needs in life. Otherwise,
that child may grow up to be a person that cannot see the obvious because he or she
cannot reason and consciously learn new things.

Persuasive point 2
Education teaches people how to reason, and if they are taught how to reason
well, then they help subdue their own thoughts of ignorance. For example, there are
lots of posts and websites on the Internet about childhood vaccinations and how
dangerous they are. Ignorant people than never learned how to reason will look at
them, believe them and support them. If a person is taught how to reason then he or
she will know how to recognize empirical evidence.

Persuasive point 3
That person would look at all the people in the US that have had childhood
injections (most of them) and then look at all the people with autism. They would
reason that if childhood vaccinations caused autism then most of the people in the US
would have autism. If a person is taught how to reason then that person may see how
people that smoke seem more likely to develop emphysema than people that do not
smoke. They would then reason there is a link between smoking and emphysema.
This sort of reasoning can be taught in schools, and if children are not taught it then
they walk around risking their children’s lives by not vaccinating them, and walk around
smoking because their daddy smoked for years and it never hurt him.

Persuasive point 4

Conclusion
If education is not seen as important, then one day it will just be all about school
scores and hitting the factors of a curriculum. There will be a day when children start
to hate learning because school put them off it for life (this already happens in some
cases). Plus, without education teaching people how to reason things out and teaching

42
them how to separate what is fact from what is faulty evidence, then our society will
become more and more ignorant until a smarter country simply marches over and
takes our country from under out ignorant noses.

ACTIVITY 2

Directions. From the essay #2, complete this organizer with persuasive points for
each of the paragraphs following the thesis statement below. Write your answer in
your notebook following the format below.

Thesis statement: I will show you the two best reasons why education is important in
our society.

ACTIVITY 3

Directions: After identifying the persuasive points, in your notebook, write a

summary of the text.

43
NOTE TO THE TECHER:
You can use the rubric below to rate the summary of the student. Also, decide the scoring of
this activity Thank you.

: Summarizing

Nearing
Proficient Advanced
Proficiency
2 pts 3 pts
1 pts

Accuracy of Nearing Proficiency Proficient Advanced

information
Some information Almost all of the key All information is
was correct. There pieces of correct and represents
were places that it information are what the original
is evident the correct. contained.
student did not fully
understand what
they had read.

Content clarity Nearing Proficiency Proficient Advanced

It is difficult to The information is All information is clear

understand the clearly written and to understand. There
meaning of what is is understandable. is a connection
written. Many There is a flow to between all ideas
disjointed thoughts. most of the presented and the
Flow and continuity thoughts and ideas. flow of thought makes
is lacking. Some connections it very
between understandable.
ideas/sentences are
evident.

Original thought Nearing Proficiency Proficient Advanced

Some of the Most of the All of the sentences

sentences are in the sentences are in the are in the student's
student's words. student's words. words. Some original
Some are exactly thought is shown by
as written in the elaborating on topic.
original text.

Sentence Structure Nearing Proficiency Proficient Advanced

Only some Most sentences All sentences are

sentences show show correct grammatically
correct grammar grammar and correct, show good
and structure. structure. sentence structure
and correct spelling.

Rated by: Score:

Feedback

44
 POST ASSESSMENT

Directions: Simple recall: For numbers 1 and 2, write the letter of the correct answer in
your notebook.

1. Which of the following statements in SUMMARIZING is false?

A. The Summary is what the passage is mostly about.
B. The Summary is what all or most of the sentences or paragraphs are about.
C. The Summary is usually found in more than just one sentence of the passage.
D. The Summary is one isolated thought in a passage.

2. Which of the following statements in SUMMARIZING is true?

A. The Summary is a thought that is true but is not in the passage.
B. The Summary is what the passage is mostly about.
C. The Summary is specific, detailed information contained in the passage.
D. The Summary is always found in the first sentence of the passage.

Choose the letter that presents the best summary in each of the following
paragraphs:

3. 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.

4. 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.

45
5. 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.
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.

6. 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.

7. 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.

8. 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.

46
9.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.

10. 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.

47
 WHAT I HAVE LEARNED

Great job! You have completed Lesson 4 successfully! Before going to the
next lesson, check the icon that best shows your learning experience.

I have understood the lesson well and I can even teach what I
learned to others.

I have understood the lesson but there are still other things that
I need to review and relearn.

I need to do additional work to be able to master the lesson. I

need help in some tasks.

If you checked the first icon, you are ready for lesson 5. If you have checked
the second icon, you need to review the things that you need to relearn. If you have
checked the third icon, it would be best if you read more from the links given above
and ask help from your teacher, parents or peers in clarifying the lessons that you find
difficult. Be honest so that you will truly improve.

48
 LESSON 5

THESIS STATEMENT OF AN
ACADEMIC TEXT

WHAT I NEED TO KNOW

Competency 4: States thesis statement of an academic text

Learning Objectives: At the end of the lesson, the learners shall be able to:
1. define thesis statement;
2. identify the various techniques in locating thesis statement; and,
3. formulate thesis statement of the texts.

WHAT I KNOW

Directions: In your notebook, write true if the statement supports the principle of
thesis statement; write false if otherwise.
1. Thesis Statement is the first sentence at the beginning of each paragraph.
2. It makes a claim that other people may dispute, challenge, or oppose.
3. It is a question in response to the writing assignment
4. It is a road map for a paper; it tells the reader what the paper will focus on.
5. It is a simple statement of fact
6. The first thing you should do after receiving your writing prompt is write your
thesis statement.

49
 7. A good thesis statement is a broad generalization about your topic.
8. "Blue printed" thesis statement is a statement that includes the main areas of
support in the order you will introduce them in your essay and thus acts as a
blue print for the essay.
9. The Yankee Doodle Restaurant is a great place to eat, because the staff is
friendly, the food is delicious, and the atmosphere is relaxing is an example of
blue printed thesis statement.
10. A thesis statement should reflect the main idea of an essay.

WHAT IS IT

What is thesis statement?

• It is a statement that summarizes your topic and declares

your position on it.
• tells the reader how you will interpret the significance of the
subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader
what to expect from the rest of the paper.
• 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.

Locating Explicit and Implicit Thesis Statements

• In academic writing, the thesis is often explicit: it is included as a

sentence as part of the text. It might be near the beginning of the work,
but not always–some types of academic writing leave the thesis until the
conclusion.
• Journalism and reporting also rely on explicit thesis statements that
appear very early in the piece–the first paragraph or even the first
sentence.
• Works of literature, on the other hand, usually do not contain a specific
sentence that sums up the core concept of the writing. However, readers

50
 should finish the piece with a good understanding of what the work was
trying to convey. This is what’s called an implicit thesis statement: the
primary point of the reading is conveyed indirectly, in multiple locations
throughout the work. (In literature, this is also referred to as the theme of
the work.)
• However, academic writing sometimes relies on implicit thesis
statements, as well.

To know more about locating thesis statement, click this link below.

https://human.libretexts.org/Bookshelves/Composition/Book%3A_Basic_Reading_an
d_Writing_(Lumen)/Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis_S
tatements

Four Questions to Ask When Formulating Thesis Statement

1. Where is your thesis statement?

You should provide a thesis early in your essay -- in the introduction, or in longer
essays in the second paragraph -- in order to establish your position and give your
reader a sense of direction.

Tips on how to write a successful thesis statement

 Avoid burying a great thesis statement in the middle of a paragraph or late in
the paper.
 Be as clear and as specific as possible; avoid vague words.
 Indicate the point of your paper but avoid sentence structures like, “The point
of my paper is…”

2. Is your thesis statement specific?

Your thesis statement should be as clear and specific as possible. Normally

you will continue to refine your thesis as you revise your argument(s), so your thesis
will evolve and gain definition as you obtain a better sense of where your argument is
taking you.

Tips on how to formulate specific thesis statement

 Are there two large statements connected loosely by a coordinating
conjunction (i.e. "and," "but," "or," "for," "nor," "so," "yet")?
 Would a subordinating conjunction help (i.e. "through," "although," "because,"
"since") to signal a relationship between the two sentences?
 Or do the two statements imply a fuzzy unfocused thesis?
 If so, settle on one single focus and then proceed with further development.

51
3. Is your thesis statement too general?

Your thesis should be limited to what can be accomplished in the specified

number of pages. Shape your topic so that you can get straight to the "meat" of it.
Being specific in your paper will be much more successful than writing about general
things that do not say much. Don't settle for three pages of just skimming the surface.

The opposite of a focused, narrow, crisp thesis is a broad, sprawling, superficial

thesis. Compare this original thesis (too general) with three possible revisions (more
focused, each presenting a different approach to the same topic):

 Original thesis:
There are serious objections to today's horror movies.

Revised theses:

Because modern cinematic techniques have allowed filmmakers to get more

graphic, horror flicks have desensitized young American viewers to violence.

The pornographic violence in "bloodbath" slasher movies degrades both men

and women.

Today's slasher movies fail to deliver the emotional catharsis that 1930s
horror films did.

4. Is your thesis statement clear?

Your thesis statement is no exception to your writing: it needs to be as clear as

possible. By being as clear as possible in your thesis statement, you will make sure
that your reader understands exactly what you mean.

Tips on how to write clear thesis statement

Unless you're writing a technical report, avoid technical language. Always avoid
jargon, unless you are confident your audience will be familiar with it.
 Avoid vague words such as "interesting,” "negative," "exciting,” "unusual," and
"difficult."
 Avoid abstract words such as "society," “values,” or “culture.”

These words tell the reader next to nothing if you do not carefully explain what
you mean by them. Never assume that the meaning of a sentence is obvious. Check
to see if you need to define your terms (” socialism," "conventional,"
"commercialism," "society"), and then decide on the most appropriate place to do so.
Do not assume, for example, that you have the same understanding of what
“society” means as your reader. To avoid misunderstandings, be as specific as
possible.

Compare the original thesis (not specific and clear enough) with the revised
version (much more specific and clear):

52
Original thesis: Although the timber wolf is a timid and gentle animal, it is being
systematically exterminated. [if it's so timid and gentle -- why is it being
exterminated?]

Revised thesis: Although the timber wolf is actually a timid and gentle animal, it is
being systematically exterminated because people wrongfully believe it to be a fierce
and cold-blooded killer.

Original: "is, are, was, to be" or "to do, to make"

Revised: any great action verb you can concoct: "to generate," "to demolish," "to
batter," "to revolt," "to discover," "to flip," "to signify," "to endure..."

Use your own words in thesis statements; avoid quoting. Crafting an original,
insightful, and memorable thesis makes a distinct impression on a reader. You will
lose credibility as a writer if you become only a mouthpiece or a copyist; you will gain
credibility by grabbing the reader with your own ideas and words.

A well-crafted thesis statement reflects well-crafted ideas. It signals a writer who

has intelligence, commitment, and enthusiasm.

POST ASSESSMENT

Directions: Read the following statements very carefully. Select only one more
effective thesis in the introductory paragraph of a short essay. Keep in mind that an
effective thesis statement should be sharply focused and specific, not just a general
statement of fact. Write the letter of your answer in your notebook.

1. A. The Hunger Games is a science fiction adventure film based on the

novel of the same name by Suzanne Collins.
B. The Hunger Games is a morality tale about the dangers of a political
system that is dominated by the wealthy.

2. A. There is no question that cell phones have changed our lives in a very
big way.
B. While cell phones provide freedom and mobility, they can also become a
leash, compelling users to answer them anywhere and at any time.

3. A. Finding a job is never easy, but it can be especially hard when the
economy is still feeling the effects of a recession and employers are
reluctant to hire new workers.

53
 B. College students looking for part-time work should begin their search by
taking advantage of job-finding resources on campus.

4. A. For the past three decades, coconut oil has been unjustly criticized as
an artery-clogging saturated fat.
B. Cooking oil is plant, animal, or synthetic fat that is used in frying, baking,
and other types of cooking.

5. A. There have been over 200 movies about Count Dracula, most of them
only very loosely based on the novel published by Bram Stoker in 1897.
B. Despite its title, Bram Stoker's Dracula, a film directed by Francis Ford
Coppola, takes considerable liberties with Stoker's novel.

6. A. There are several steps that teachers can take to encourage academic
integrity and curtail cheating in their classes.
B. There is an epidemic of cheating in America's schools and colleges, and
there are no easy solutions to this problem.

7. A. J. Robert Oppenheimer, the American physicist who directed the building

of the first atomic bombs during World War II, had technical, moral, and
political reasons for opposing the development of the hydrogen bomb.
B. J. Robert Oppenheimer often referred to as "the father of the atomic
bomb," was born in New York City in 1904.

8. A. The iPad has revolutionized the mobile-computing landscape and

created a huge profit stream for Apple.
B. The iPad, with its relatively large high-definition screen, has helped to
revitalize the comic book industry.

9. A. Like other addictive behaviors, Internet addiction may have serious

negative consequences, including academic failure, job loss, and a
breakdown in personal relationships.
B. Drug and alcohol addiction is a major problem in the world today, and
many people suffer from it.

10. A. When I was a child, I used to visit my grandmother in Moline every

Sunday.
B. Every Sunday we visited my grandmother, who lived in a tiny house that
was undeniably haunted.

https://www.thoughtco.com/exercise-in-identifying-effective-thesis...

54
 ADDITIONAL ACTIVITIES

Open this link below to enhance your skill in identifying thesis Statement

https://human.libretexts.org/Bookshelves/Composition/Book%3A_Basic_Reading_an
d_Writing_(Lumen)/Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis_S
tatements

LESSON 6

OUTLINING

WHAT I NEED TO KNOW

Competency 4: Outlines Reading Texts in Various Disciplines

Learning Objectives: At the end of the lesson, the learners shall be able to:
1. define outlining;
2. identify the various techniques in outlining; and
3. make an outline of the various academic texts.

55
 WHAT I KNOW

Directions. Identify whether or not the following statements support the principle of
outlining. In your notebook, write the letter of your answer.
1. Leo is writing a story about native birds in Virginia. Which fact for outlining idea
doesn't belong?
A. The amount of colors on the male Cardinal
B. Flamingos get their color from eating shrimp
C. How many species are there of the Blue Jay?

2. Which technique is used to outline a successful essay?

A. Writing down all possible essay topics
B. Finding quotes by unknown people to backup essay
C. Writing down the main idea and all paragraph topics

3. Tavis is writing an essay on the features of the ocean floor, which idea doesn't
belong in his essay?
A. The ocean floor is a very interesting part of Earth.
B. Volcanoes can spew hot lava everywhere.
C. There are many parts to the ocean floor.

4. Thesis statements should preview what each topic sentence is about.

A. True b. False

5. What is a hook?
A. opening sentence that captures the reader's attention
B. the last sentence of a paragraph
C. a tool used to catch a fish
D. a boring sentence

56
 WHAT IS IT

What is Outlining?

Outlining is a tool we use in the writing process to help organize our ideas,
visualize our paper's potential structure, and to further flesh out and develop points. It
allows the writer to understand how he or she will connect information to support the
thesis statement and the claims of the paper.

It is a helpful guide in organizing your paper. Outlines give a visual structure to

your work and are used to show relationships and hierarchies within your content.

To outline, you must create a linear, organized plan for your paper that shows
the main ideas that you will discuss as well as their relationships within the paper.

Organizing your idea in an outline

 Begin by answering the question that leads to your thesis statement.

 Use the two or three main ideas from this technique as your main heading.
 Write subtopics for each main idea.
 Write the supporting details for each of the subtopics.

Use various outlines based on the structure you prefer

 Sentence outline – Using complete sentences as entries.

 Topic outline – Using words and phrases as entries.
 Paragraph outline – Using paragraphs as entries.

Guidelines in Writing an Outline:

 Place the title at the center above the outline.

 Every level of the outline must have at least two items (I and II, A and B, 1 and
2).
 Put a period after each numeral and letter.
 Indent each new level of the outline.
 All items of one kind (roman numerals, capital letters, Arabic numerals) should
line up with each other.
 Capitalize the first letter of each item.
 The terms Introduction, Body, and Conclusion do not have to be included in the
outline. They are not topics; they are merely organizational units in the writer’s
mind.

57
Basic outline form

I. MAIN IDEA
A. Subsidiary idea or supporting idea to I
B. Subsidiary idea or supporting idea to I
1. Subsidiary idea to B
2. Subsidiary idea to B
a. Subsidiary idea to 2
b. Subsidiary idea to 2

II. MAIN IDEA

A. Subsidiary or supporting idea to II
B. Subsidiary idea to II
C. Subsidiary idea to II

III. MAIN IDEA

It is up to the writer to decide on how many main ideas and supporting ideas
adequately describe the subject. However, traditional form dictates that if there is a I in
the outline, there has to be a II; if there is an A, there has to be a B; and so forth.

Example Sentence Outline

The following outline is for a 5-7-page paper discussing the link between
educational attainment and health. Review the other sections of this page for more
detailed information about each component of this outline!

I. Introduction

A. Current Problem: Educational attainment rates are decreasing in the

United States while healthcare costs are increasing.

B. Population/Area of Focus: Unskilled or low-skilled adult workers

C. Key Terms: healthy, well-educated

Thesis Statement: Because of their income deficit (cite sources) and general
susceptibility to depression (cite sources), students who drop out of high school
before graduation maintain a higher risk for physical and mental health
problems later in life.

II. Background

A. Historical Employment Overview: Unskilled laborers in the past were

frequently unionized and adequately compensated for their work (cite
sources).

B. Historical Healthcare Overview: Unskilled laborers in the past were often

provided adequate healthcare and benefits (cite sources).

58
 C. Current Link between Education and Employment Type: Increasingly,
uneducated workers work in unskilled or low-skilled jobs (cite sources).

D. Gaps in the Research: Little information exists exploring the health

implications of the current conditions in low-skilled jobs.

III. Major Point 1: Conditions of employment affect workers' physical health.

A. Minor Point 1: Unskilled work environments are correlated highly with

worker injury (cite sources).

B. Minor Point 2: Unskilled work environments rarely provide healthcare or

adequate injury recovery time (cite sources).

IV. Major Point 2: Conditions of employment affect workers' mental health

A. Minor Point 1: Employment in a low-skilled position is highly correlated

with dangerous levels of stress (cite sources).

B. Minor Point 2: Stress is highly correlated with mental health issues (cite
sources).

V. Major Point 3: Physical health and mental health correlate directly with one
another.

A. Minor Point 1: Mental health problems and physical health problems are
highly correlated (cite sources).

B. Minor Point 2: Stress manifests itself in physical form (cite sources)

VI. Major Point 4: People with more financial worries have more stress and
worse physical health.

A. Minor Point 1: Many high-school dropouts face financial problems (cite

sources).

B. Minor Point 2: Financial problems are often correlated with unhealthy

lifestyle choices such unhealthy food choices,
overconsumption/abuse of alcohol, chain smoking,
abusive relationships, etc. (cite sources).

VII. Conclusion

A. Restatement of Thesis: Students who drop out of high school are at a

higher risk for both mental and physical health problems
throughout their lives.

59
 B. Next Steps: Society needs educational advocates; educators need to be
aware of this situation and strive for student retention in
order to promote healthy lifestyles and warn students of
the risks associated with dropping out of school.

Example of Topic Outline

Several aspects must be considered in writing a topic outline.
1. Recall that all headings and subheadings must be words or phrases, not
sentences.

2. Also, the wording within each division must be parallel.

3. Finally, as in any outline, remember that a division or subdivision cannot be

divided into one part; therefore, if there is an "A" there must be a "B," and if there is
a "1" there must be a "2."

I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age

II. Economic Problems

A. Child Support
B. Women's Job Training
C. Lower Standard of Living
D. Possible Relocation
1. Poorer Neighborhood
2. New School

III. Peer Problems

A. Loss of Friends
B. Relationships with Dates

60
 WHAT'S MORE

Activity
Directions: The column on the left contains a list of points that are not in any specific
order. Plug the unorganized points into the classic outline format on the right to achieve
a logical, organized structure. Write your answer in your notebook following the
outline on the right column.
Thesis: College provides an environment for intellectual, social, and physical
growth.
Unorganized points Outline Structure
Open recreation center I.
Dorm contacts A.
Intramural program 1.
Campus sponsored events 2.
Laboratories
Intercollegiate sports programs 3.
Class contacts B.
Guest speakers 1.
Physical growth
Informal social structure 2.
Discussions II.
Clubs in major field A.
Out-of-class 1.
experiences 2.
Greek organizations
Lectures 3.
Classroom experiences B.
Social growth 1.
Intellectual growth
Formal social structure 2.
III.
A.
61
 B.
C.

62
 ADDITIONAL ACTIVITIES

Activity
Directions: Read and analyze the text very carefully and create a topic outline or a
sentence outline. Write your answer in your notebook.
Your teeth and the structure of your mouth play important roles in your ability
to eat, speak, and stay healthy. Everyone has several different types of teeth. Each
type has a unique name with specific number of teeth, has development, has a slightly
different shape, and performs different jobs and purpose.

The teeth in the front of your mouth, and the easiest to see, are called incisors.
There are four incisors on the top and four on the bottom. Incisors are usually the first
teeth to erupt — at around 6 months for your baby teeth, and between ages 6 and 8
for your adult set. Incisors are shaped like tiny chisels with flat ends that are sharp.
These teeth are used for cutting and chopping food. They are the first teeth to chew
most food we eat.

The pointed teeth on either side of your incisors are called canine teeth. People
have a total of four canine teeth, two on top and two on the bottom. Primary canines
generally appear between 16 and 20 months, with the upper canines coming in just
ahead of the lower canines. Because they are pointed and sharp, they are used to tear
food.

Next to your canine teeth are the premolars. You have eight premolars in all,
four on top and four on the bottom. The first premolars appear around age 10, with the
second premolars arriving about a year later. They have a completely different shape
than both the incisors and canines. That is because premolars are bigger, stronger,
and have ridges – all of which makes them perfect for crushing and grinding food.

Finally, there are your molars. You have eight of these, four on the top and four
on the bottom. Molars are the toughest of the teeth. They are wider and stronger than
premolars, and they have more ridges. Molars work closely with your tongue to help
you swallow food. The tongue sweeps chewed food to the back of your mouth, where
the molars grind it until it is mashed up and ready to be swallowed.

By age twenty, four more molars grow in the back of the mouth, one in each
corner. These are called the wisdom teeth. They appear between 12 and 28 months,
People do not need wisdom teeth now, but many years ago these teeth were
necessary to help people chew tough plants, which were an important part of the
human diet. Now, many people get their wisdom teeth pulled by a dentist, a doctor
who takes care of teeth, to keep them from crowding their other teeth.

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 The next time you eat, pay attention to which teeth do which jobs. Having a
cookie? Incisors do a good job of biting into that tasty treat. What about a carrot?
Those molars get the job done, not the teeth in front. How about a slice of pizza or a
piece of bread? Your canines will help you tear at the food, and your premolars and
molars will help you grind up that pepperoni pizza or peanut butter and jelly sandwich.

To the teacher,

To check the additional activity, have your own assessment on how the
students make the outline of the above essay. Also, you decide the scoring
of this activity.

POST ASSESSMENT

Directions: Study the outlines based on the passages and answer the questions that
follow. Write the letter of your choice in your notebook.

Read this passage and look at the outline:

The English Lab, housed in the Administration building, consists of two

adjoining rooms which contain 70 Macintosh computers and 2 laser printers. In
addition to a server which allows instructors to make assignments and materials
available over the Internet and to the local intranet, each computer in the lab
contains a word processor, a web browser, telnet and hundreds of commercial
and teacher-authored programs appropriate for students who are building their
English skills. There are also 3 video stations, and a terminal to the college VAX
machine which is used for record-keeping.

I. English Lab
A. Physical Plant
1. in Administration building
2. two adjoining rooms
B. Resources
1. computers
2. video stations

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 2.In the above outline, which is the most important idea?
A. English Lab
B. Resources
C. Computers
D. Two adjoining rooms
E. Physical Plant
3.In the above outline, which is the more important idea?
A. Physical Plant
B. Resources
C. Physical Plant and Resources are equal adjoining
rooms
D. Two adjoining rooms
E. computers
4.In the above outline...
A. you could substitute "in the Administration building" with "two
adjoining rooms"
B. you could flip "Resources" with "computers"
C. you could exchange "Physical Plant" with "English Lab"
D. and still not change the meaning of the outline.
E. you should be in the Administration building

Read this passage and look at the outline:

The Internet is an incalculable tool for research. It is a network of

thousands of computers across the world. Researchers, students, government
agencies, schools, businesses and individuals have left multi gigabytes of free
information on these computers, available to anyone with a computer and an
Internet connection. There are thousands of "web sites", as they are called, with
text, pictures, sounds, and movie clips. You can see this material by simply
sending out the appropriate Internet address, and after a few moments, it
appears on your screen. You can type in the address directly, or you can
automatically invoke an address by tapping on an icon or an underlined "link"
on the home page of a web site that you already have on your screen. Often
the information can be printed or downloaded (copied) directly to your local
computer and saved on your own diskette.

I. The Internet
A. What it is
B. Web Sites
1. How to see them
2. How to save the information

4. In the above outline, which is the most important idea?

A. Web Sites
B. What it is
C. How to see them
D. How to save information
E. The Internet

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 5. In the above outline, which is the more important idea?
A. How to see them
B. What it is
C. How to save the information
D. are all equal.
E. What shall I do

6. In the above outline, you could...

A. substitute "Web sites" for "The Internet"
B. substitute "How to see them" for "How to save the information"
C. substitute "What it is" for "How to see them"
D….and still not change the meaning of the outline.
E.all of the above

Look at this outline

I. Types of measurement
A. Volume
1.Quarts
2.Pints
3.Gallons
B. Length
1.Miles
2.Feet
3.Inches
II. Types of money
A. United States
1.Pesos
2.Cents
B. Other Countries
1.Lira
2.Yen
3.Francs
7. In the above outline, which is the most important idea?
A. Types of money
B. Types of measurement
C. United States
D. "Types of money" and "Types of measurement" are equal
E. volume
8. In the above outline, which is the more important idea?
A. Other countries
B. Francs
C. Inches
D. they are all equal.
E. Miles
9. In the above outline, which item is in the wrong place?
A. Pesos
B. Yen
C. Types of measurement
D. Pints
E. Quarts
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10. If you had to add the word "meters" to the outline, where would it go?
A. as number 4 under B - "Other Countries"
B. as number 4 under B - "Length"
C. as number 3 under A - "United States"
D. as C under II-"Types of Money"
D. as new section III.

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 WHAT I HAVE LEARNED

I have learned the following important points in this lesson:

Outlining is a tool we use in the writing process to help organize our
ideas, and visualize our paper's potential structure.
I can be an effective reader of any academic texts if I correctly follow the
techniques in outlining.
Outlining can be written in different styles.
I can effectively write an essay if I can successfully assign the main
ideas, supporting details, and minor points in my outline .

GETTING DEEPER!
Lesson:

What I want to say about the lesson:

What I found out:

“ A writer is someone for whom writing is more difficult than it is for

other people.”- Thomas Mann

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REFERENCES:
Online Sources

https://study.com/academy/lesson/classification-division-text-structure-definition-
examples.html

https://sokogskriv.no/en/writing/language-and-style/

https://writingcenter.unc.edu/faculty-resources/tips-on-teaching-writing/in-class-
writing-exercises/

http://www.academiclanguage.org/Academic_Language.html>

http://www.ascd.org/publications/books/114004/chapters/Academic-Language.aspx

http://www.ascd.org/publications/books/114004/chapters/Academic-Language.aspx

https://heroictechwriting.com/2018/03/29/characteristics-of-formal-and-informal-
writing/

https://www.ereadingworksheets.com/text-structure/

https://www.readnaturally.com/research/5-components-of-reading/comprehension

https://www.readingrockets.org/article/seven-strategies-teach-students-text-
comprehension

https://umanitoba.ca/student/academiclearning/media/Summarizing_NEW.pdf

https://www.coursehero.com/file/32684632/techniques-in-summarizing-academic
textspdf/Bales, Kris. "5 Easy Summarizing Strategies for Students." ThoughtCo, Feb.
11, 2020, thoughtco.com/summarizing-strategies-for-students-4582332.

https://writingcenter.unc.edu/tips-and-tools/thesis-statements/

https://human.libretexts.org/Bookshelves/Composition/Book%3A_Basic_Reading_an
d_Writing_(Lumen)/Module_2%3A_Critical_Reading/2.05%3A_Identifying_Thesis_S
tatements

https://quizizz.com/admin/quiz/58bea9558741023318b45a3e/thesis-statements

https://www.uccs.edu/writingcenter/sites/writingcenter/files/inlinefiles/Thesis_Statem
ent.pdf

http://www.cws.illinois.edu/workshop/writers/tips/thesis/

https://www.thoughtco.com/exercise-in-identifying-effective-thesis...

https://writingcenter.gmu.edu/guides/outlining

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https://www.lib.jjay.cuny.edu/how-to/write-an-outline

https://owl.excelsior.edu/research/outlining/

http://www.hunter.cuny.edu/rwc/handouts/the-writing-
process1/organization/Guidelines-For-Outlining

https://sjsu.instructure.com/courses/943423/files/27203479?module_item_id=604623
5

ANSWER KEY

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For inquiries or feedback, please write or call:

Department of Education – Alternative Delivery Mode (DepEd-ADM)

Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de

Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental
Telefax:

Email Address:

73
Evaluation Rating Sheet for Non-Print Materials

Type of Media (Please check (): CD-Rom VCD DVD

VHS Slides Transparencies
Cassette ̸ Digital Other: (specify)
tape interactive
Title: Quater1 Module1 Reading and Writing Academic Texts
Subject area(s): English for Academic Grade/Year Level: 11
and Professional Purposes
DepED Bureau/FAP: ___________
Date of Publication: ____________

Before completing this Evaluation any CD ROM, VCD or DVD of materials should be
viewed and the Technical Evaluation Section G (p72). Interoperability: Technical
format Checklist for conformance completed. This is to ensure that the format is
compatible with current playback devices and computer operating systems, software
and plug-ins.
Instruction: Examine the material carefully and for each evaluation criterion consider the
extent to which the resource meets the criteria. Check the appropriate number [with 4 being
Very Satisfactory (VS); 3 - Satisfactory (S); 2 - Poor; and 1 – Not Satisfactory]. For a rating
below 4, write your comments/justifications on each evaluation criterion. If an evaluation
criterion is Not Applicable (NA), the material is rated 3 on said criterion. (Not Applicable
means that the criteria is not relevant to the resource being evaluated. It is given the score
of 3 so that the evaluation score for each factor reflects only the performance against criteria
that are relevant to the nature of the resource being evaluated). Attach extra sheets if
necessary. Your report may be completed in soft or hardcopy. Please write legibly if
completing in hardcopy

Not
VS S/NA Poor
Factor A. Content Quality 4 3 2
Satisfactory
1
1. Content is consistent with topics/skills found in the DepED Learning /
Competencies for the subject and grade/year level it was intended.
2. Concepts developed contribute to enrichment, reinforcement, or /
mastery of the identified learning objectives.
3. Content is accurate. /

4. Content is up-to-date. /

5. Content is logically developed and organized. /

6. Content is free from cultural, gender, racial, or ethnic bias. /

7. Content stimulates and promotes critical thinking. /

8. Content is relevant to real-life situations. /

9. Language (including vocabulary) is appropriate to the target user level. /

10. Content promotes positive values that support formative growth. /

Total Points 39

Note: Resource must score at least 30 points out of a maximum 40 /

Passed
points to pass this criterion. Please put a check mark on the appropriate

74
 box
 
Failed

Not
VS S/NA Poor
Factor B. Instructional Quality 4 3 2
Satisfactory
1
1. Purpose of the material is well defined. /
2. Material achieves its defined purpose. /
3. Learning objectives are clearly stated and measurable. /
4. Level of difficulty is appropriate for the intended target user. /
5. Graphics / colors / sounds are used for appropriate instructional
/
reasons.
6. Material is enjoyable, stimulating, challenging, and engaging. /
7. Material effectively stimulates creativity of target user. /
8. Feedback on target user’s responses is effectively employed. /
9. Target user can control the rate and sequence of presentation
/
and review.
10. Instruction is integrated with target user’s previous experience. /
Total Points 40
Note: Resource must score at least 30 points out of a maximum / Passed
40 points to pass this criterion. Please put a check mark on the
appropriate box.  Failed

Not
VS S/NA Poor
Factor C. Technical Quality Satisfacto
4 3 2
1

1. Audio enhances understanding of the concept. /

2. Speech and narration (correct pacing, intonation, and pronunciation) is clear /

and can be easily understood.
3. There is complete synchronization of audio with the visuals, if any. /

4. Music and sound effects are appropriate and effective for instructional /
purposes.
5. Screen displays (text) are uncluttered, easy to read, and aesthetically /
pleasing.
6. Visual presentations (non-text) are clear and easy to interpret. /

7. Visuals sustain interest and do not distract user’s attention. /

8. Visuals provide accurate representation of the concept discussed. /

9. The user support materials (if any) are effective. /

10. The design allows the target user to navigate freely through the /
material.
11. The material can easily and independently be used. /

Technical Evaluation: Complete Section G. Interoperability: Technical format Checklist for conformance
If not already completed prior to this review.
12. The material will run using minimum system requirements. /
75
 13. The program is free from technical problems. /

Total Points 51

Note: Resource must score at least 39 points out of a maximum 52 points to / Passed
pass this criterion. Please put a check mark on the appropriate box

 Failed
Factor D. Other Findings Not Present but Present & Do not
present very minor & requires major evaluate
Note down observations about the must be fixed redevelopment further
4
information contained in the material, where 3 2 1
the following errors are found:
1. Conceptual errors. /

2. Factual errors. /

3. Grammatical and / or typographical errors. /

4. Other errors (i.e., computational errors, obsolete /

information, errors in the visuals, etc.).
Total Points 16

/ Passed
Note: Resource must score at least 16 points out of
a maximum 16 points to pass this criterion. Please
put a check mark on the appropriate box
 Failed. (All issues must be documented
in the Comments section.)

Other Comments: Congratulations to the writers for the job well done. Thank you for

sharing your expertise in writing; through this module, we can still continue educating

our learners amidst the COVID-19 pandemic.

Recommendations:
Note: Any material that fails Factor D must not be recommended for use in public
schools until the identified issues have been fixed.
A material which Failed in at least one of the four Factors in this rating sheet
should not be recommended for possible use in public schools
(Please put a check mark () in the appropriate box.)
i. / I / We recommend the approval of this material for possible use in public schools
provided that the corrections / revisions included in this report are made. (For commercial
resources (non-DepED owned resources) the Publisher must implement all recommended
corrections / revisions in their next printing or provide errata.)
ii. /
for the reasons stated below and/or cited in this evaluation report. (Please use separate
sheet if necessary.)

I/We certify that this evaluation report and recommendation are my / our own and have
been made without any undue influence from others.
Evaluator: MARJORIE C. TAGACAY_____ Signature: ___________________
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 (Please print your full name)
____________________________ ____________________
____________________________ ____________________
____________________________ ____________________

Date: JULY 8, 2020_____

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