Tiwi Community College

Tiwi, Albay

Module in

English for Academic

and Professional
Purposes

El Francis Peña
Instructor

1
English for Academic and Professional Purposes

This module aims to develop and enhance students’ academic reading and thinking skills. These skills
will help you become successful as a student and in your future endeavor. It is expected that you would
put in effort to learn, finish your tasks, and pass your course requirements on time.

Grade 11

Learning Outcomes
At the end this semester, you will have been able to:

Unit I
1. Determine the structures of academic texts
2. Use knowledge of text structure to glean information he/she needs
3. Explain the specific ideas contained in various academic texts
4. Use various techniques in summarizing a variety of academic text
5. State the thesis statement of an academic text
6. Outline reading texts in various discipline
7. Write a precis, abstract, and summary

Unit II
1. Form opinion based on facts
2. Cite specific sources to support claims
3.Present ideas convincingly
4. Raise legitimate and contrary views in appropriate manner
5. Write an objective and balanced reviews or critique of an art, event, or a program

Unit III
1. Define what a concept paper is
2. Determine the ways a writer can elucidate a concept by definition, explication, and clarification
3.Explain and clarify concepts in fields such as but not limited to Art, Business, Law, Philosophy,
Politics, Religion, Science, Sports and Tech-voc.
4.Comprehend various kinds of concept paper
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5. Present a novel concept paper or project
Unit IV
1. Define position paper
2. Identify situations where a position paper may be effectively use
3.Gather manifestoes and analyze the arguments used by writers
4. Defend a stand on certain issues by presenting reasonable arguments supported by properly cited
evidences

Unit V
1. Determine the objectives and structure of various kinds of report
2. Design, test, and revise survey questionnaires
3. Conduct surveys, experiments, or observations
4. Gather information from surveys, experiments, or observations
5. Summarize findings and execute the report through narrative or visual or graphic form
6. Write various kinds of reports.

Resources:
Books

Barrot, J.S. & Sipacio P.J.F. (2016). Communicate Today English for Academic and Professional
Purposes for Senior High School. C & E Publishing Inc.: Quezon City.

Tandoc, Shiela D. (2016). Applied English for Academic and Professional Purposes. MINDSHAPERS
CO., INC.: Manila

Google

Retrieved from: https://www.nea.org/tools/usingtextstructure.html

Retrieved from: https://writingcenter.ashford.edu/writing-a-thesis

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

3
Retrieved from:
https://writingcenter.gmu.edu/guides/outlining#:~:text=Outlining%20is%20a%20tool%20we,the%20clai
ms%20of%20the%20paper.

Retrieved from: https://academicguides.waldenu.edu/writingcenter/writingprocess/outlining

Course Content
Unit 1 (Week 1-3, August 24-September 11)
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7

Unit 2 (Week 4-5, September, 14-25)

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5

Unit 3 (Week 6-8, September, 28-October 16)

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7

Unit 4 (Week 6-9, October 19-30)

4
 Lesson 1
Lesson 2
Lesson 3
Lesson 4

Unit 5 (Week 10-13, November-December)

Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6

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 UNIT I: READING ACADEMIC TEXTS

Lesson 1: Structure of Academic Text

Introduction: In this lesson, the basic structures of Academic Text will be discussed. Each structure
would be elaborated- from its definition to how each structure could be use in academic texts. The
appropriate ways in using each structure will be discussed as well.

Competencies:
Determine the structures of academic text
Uses knowledge of text structure to glean information he/she needs

Objectives: By the end of the lesson, you will have been able to:
a. Define each basic text structure
b. Identify signal words for each text structure
c. Use the signal words for each text structure in a sentence or in a paragraph

Lesson Proper:

Discussion
As senior high student, you will be exposed to lots of readings. Looking back, the moment we
learn to read, marks the start of our reading experiences.
It’s interesting to note that as years goes, our reading experiences continue to level up. We started
from ABAKADA booklet, then children’s books and then novels and e-books to newspapers and
magazines.
Now, you will get to know more about academic text and the basic text structures. Let us first
define the words: text, academic text and academic structure.
Academic Text- a formally structured written material which critically discusses a concept with the use
of extensive knowledge and research.
Below are some examples of academic texts:

Academic Texts Description

Articles Published in scholarly journals, this type of academic text offers
results of research and development that can either impact the
academic community or provide relevance to nation-building.
Conference Papers These are papers presented in scholastic conferences and may be
revised as articles for possible publication in scholarly journals.
Reviews These provide evaluation or reviews of works published in scholarly
journals.
Theses, These are personal researches written by a candidate for a college
Dissertation or university degree
6
 (Taken from: Communication Today English for Academic and Professional Purposes for Senior High
School, Barrot and Sipacio)

Academic Structure

• refers to the establish ways of organizing writing.

• According to Meriam Webster Dictionary structure (noun) means the way that something is built,
arranged or organized. Text structure means the way a text (essay, conference paper, position
paper, concept paper) is organized. An essay, for instance, cannot just be structured with
whatever comes in writer’s mind. He should identify the information, ideas or concept which
should be in the paper and there must be proper outline and organization. What phrase/s or
sentence/s that must come first and what should come next should be identified as consideration
of proper outlining and organization.
• Proper text structuring is presenting the ideas meaningfully and creatively. It is avoiding
disorganization of the written output. Think of an organized closet. If it is organized, then you
would be able to find the thing you are looking for.

Text Structure Description Signal Words

Narration Is the basic strategy used by Next, first, last, second,

writers for presenting actions. another, then, additionally
It explains a sequence of
events.

Example: A book about the

American Revolution might
list the events leading to the
war. In another book, steps
involved in harvesting blue
crabs might be told.
Definition This is used in explaining For example, for instance,
unfamiliar terms. Definition is specifically, in particular, in
used to: explain and addition
convince.
Types of Definition

1. Standard Definitions are

definitions which meaning
rarely change and is
universally accepted.
(e.g definition of right angle)

2. Regulatory Definitions
are the meanings assigned by
organizations and changes
depending on how it is used.
(e.g. PAG-ASA’s definition of
critical level.

3. Qualifying Definitions
meanings of words that are
subject for interpretation.
(e.g delinquent)
7
 4. Personal Definition are
definitions which depend on
the interpretations or
assigned meanings of the
writer himself.
(e.g the definition of
friendship)

5. Invented Definition
meanings given to words
which are newly-coined as
already being used in the
society.
(e.g the definition of flash
mob)

Example: A book may tell all

about whales or describe
what the geography is like in
a particular region

Comparison and Contrast Comparison is to see how However, unlike, like, by

two objects or items are alike contrast, yet, in comparison,
while contrast is to identify although, whereas, similar to,
their differences. different from

Example: A book about

ancient Greece may explain
how the Spartan women
were different from the
Athenian women.
Cause and Effect States or explains why things Consequently, therefore, as
happen or explain the results a result, thereby, leads to
of certain phenomena.

Example: Weather patterns

could be described that
explain why a big snowstorm
occurred.
(Taken from: www.nea.org/tools/usingtextstructure.html)

Evaluation
TASK 1: Give at least 1 signal word for each basic text structure and use it in a sentence.
Refer to the table above for examples. DO NOT COPY from the module or from the internet.
Construct your own sentence. Write your answer on your notebook.

8
Lesson 2: Specific Ideas Contained in various Academic Texts

Introduction: In this lesson various reading strategies will be discussed so students could
understand ways on how to grasp the content of a reading text.

Competency: Explains the specific ideas contained in various academic texts.

Objectives: By the end of the lesson, you will have been able to:
a. State various reading strategies
b. Apply the principles of reading strategies to explain specific ideas contained in various academic text
c. Use the principle of explaining the specific ideas in everyday life

Lesson Proper:

Discussion
We have been exposed to lots of scenarios wherein we need to explain our side. To correct
misinterpretations, we explain. To please someone, we explain. To convince people, we explain.
Giving explanation is part of our daily lives. Thus, when stating our side or defending our point,
we have to do it better. What if we need to explain other’s point, how could we do it then?
In academic text, there are ideas presented that you need to explain- either for yourself or for
someone else.

(Taken from: Communication Today English for Academic and Professional Purposes for Senior High
School, Barrot and Sipacio)

Purposes for Reading Academic Text (Why do you read?)

• To understand an existing idea

• To get ideas that can support a particular writing assignment
• To gain more information
• To identify gaps in existing studies
• To connect new ideas to existing ones
•

These are the Critical reading strategies:

1. Before, During and After Reading Strategies
Before Reading
1. Determine which type of academic text (article, review, thesis, etc.) you are reading.
2. Determine or establish your purpose for reading.
3. Identify the author’s purpose for writing.
4. Predict or infer the main idea or argument of the text based on its title.
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5. State what you already know and what you want to know about the topic.
During Reading
1. Annotate important parts of the text.
After Reading
1.Reflect on what you learned.
2.React on some parts of the text through writing.
3.Discuss some parts with your teacher or classmates.
4. Link the main idea of the text to what you already know.
2. SQ3R Method of Reading
The SQ3R method stands for survey, question, read, recite, review.
3. KWL Method
This method guides you in reading and understanding a text. K stands for what you know about
the topic. W stands for what you want to learn about the topic. And L stands for what you have learned
after reading the text.

Evaluation
(Taken from: Applied English For Academic and Professional Purposes, Tandoc)

TASK 1. Explain the specific ideas present in the academic text.

One Step Higher to IQ
By Jose Antonio Cangco

With so many busy lives, we are not concerned with experiments and hypothesis, how, when,
where, and who conducted them. We want results, and quick. How will this knowledge increase my IQ
and make me better as a student, a loving husband, or a caring wife, and a host of other wonderful and
good things a higher IQ will bring?
Specific Idea: ________________________________________________________________
____________________________________________________________________________
Explanation: _________________________________________________________________
__________________________________________________________________________________
______________________________________________________________________

Lesson 3: Summarizing

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Introduction: In this lesson, the definition of summarizing will be provided. The guidelines in
summarizing will be included together with various academic text with its summarized version. Since
paraphrasing is used when summarizing, it will be discussed a little to make a clear line between the two
interconnected concepts.

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

Objectives: By the end of the lesson, you will have been able to:
a. Write a generalization about summarizing
b. Summarize various academic text
c. Value the importance of time, clarity and conciseness

Lesson Proper:

Discussion
Suppose you were invited in the day care center in your barangay for a story telling
activity. You were asked to tell a story about Pinocchio. You are only given 5 minutes to do so, and you
calculated that it will take you 15 minutes to tell the whole story if you read the story book. How would
you deliver the story in 5 minutes only then?
If your answer is to summarize the story. You are correct.
According to Meriam-Webster Dictionary summary (noun) is a brief statement that
gives the most important information about something.
Summarizing (verb) is shortening of an original text by synthesizing the key ideas (gist
or main idea, keywords/phrases) using one’s own words- i.e paraphrasing.
The goal in summarizing is to restate the key idea of the author or writer as clearly and
concisely as possible using one’s own words. Not only you should shorten an original text but you also
need to paraphrase it.
The length of the summary depends upon the purpose. It could be a one sentence
summary or 1 paragraph, or more depending upon the instruction of the teacher or instructor.
Paraphrasing is using one’s own words in restating someone else’s words or
statement.
(Taken from: Communicate Today English for Academic and Professional Purposes for Senior High
School, Barrot and Sipacio)

What is NOT Summarizing?

You are not summarizing when you
1. Write down everything;
2. Write down ideas from the text word-for-word;
3. Write down incoherent and irrelevant ideas;
4. Write down ideas that are not stated in the text;
5. Write down a summary that is of the same length as the original text

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Guidelines in Summarizing
1. Clarify your purpose before you read.
2. Read the text and understand the meaning.
3. Write all the key ideas.
4. List all the key ideas into sentences using your own words.
5. Combine the sentences into paragraph. Use appropriate transitional devices.
6. Ensure that you do not copy a single sentence from the original text.
7. Refrain from adding comments.
8. Edit the draft of your summary and eliminate redundant ideas.
9. Record the details of the original source (author’s name/s, date of publication, title, publisher,
place of publishing and URL.
10. Format your summary properly.
Analyze the example below:
Original:
Every year, Nigerians and people from around the world look forward to the Argungu
Fishing festival. The four-day events began as a way to bring neighboring villages together in peace.
During the first three days of the festival, people enjoy a motor rally, canoes races, and a fair. People
dance to traditional music and watch many different sporting events. The fishing competition happens on
the last day of the festival. Thousands line up along the banks of the Sokoto River with nets to catch fish.
Summary:
The August Fishing Festival is an important Nigerian holiday. This festival is an
opportunity for people to come together and enjoy many activities.(Owings 26)

Evaluation
TASK 1: Summarize the academic text below entitled Black Nazarene Procession Awes American
Tourist.

Black Nazarene Procession Awes American Tourist

Julliane Love De Jesus January 9th, 2014

MANILA, Philippines—It’s not only local devotees who would travel for miles and battle
through a sea of ecstatic devotees just to touch the centuries-old black statue of Jesus Christ known as
the Black Nazarene.
Some foreigners do, too.
American tourist Gerry Blevins got a baptism of fire when he was lured to the massive
daylong pilgrimage and took part briefly in the procession.
He said touching the Black Nazarene image gave him a tough time, but added that
“people just got to have the patience.”
“It’s a once in a lifetime thing. You only get one chance to do it,” he told INQUIRER.net.

12
 As the procession kicked off at Quirino Grandstand on Thursday morning, the crowd
swelled in minutes and Blevins was among those who swarmed to the carriage.
A native of Delaware state, the American national said he came to the Philippines for
his Filipina girlfriend and that it was his first time to participate in the Black Nazarene procession.
“At first, when I got here at 1 p.m. there’s just insanity trying to get to touch the Black
Nazarene,” he jokingly said.
Blevins chose not to take off his shoes for fear of hurting his feet when he joined the
procession that trudged through garbage-strewn route of Nazarene’s journey.
Just for a little thrill, Blevins said he climbed a tree to capture the Black Nazarene being
revered by millions of devotees in the most unusual way.
But despite the raucous crowd, he said he still believes that the Philippines is “much
nicer [place] than the United States.”
The wooden statue of Christ, crowned with thorns and bearing a cross, is believed to
have been brought from Mexico to Manila on a galleon in 1606 by Spanish missionaries. The ship that
carried it caught fire, but the charred statue survived and was named the Black Nazarene.
Some believe the statue’s survival of fires and earthquakes through the centuries, and
intense bombings during World War II, are a testament to its mystical powers.
http://newsinfo.inquirer.net/561005/black-nazarene-procession-awesamerican-tourist#ixzz46LtgcKl0

13
Lesson 4: Thesis Statement

Introduction: In this lesson, thesis statement will be discussed. Since thesis statement might be
confused with topic sentence, these two will be compared and differentiated.
Examples of sentences or paragraphs from which thesis statement is located will be provided for clarity
and understanding.

Competency: States the thesis statement of an academic text.

Objectives: By the end of the lesson, you will have been able to:
a. Compare and contrast thesis statement and topic sentence
b. Locate the thesis statement in academic texts
c. Use a strong thesis statement in an essay.

Lesson Proper:

Discussion
(Taken from: Communicate Today English for Academic and Professional Purposes for Senior High
School, Barrot and Sipacio)

Accomplishing something quickly but efficiently and accurately is one skill you will
definitely find useful in life. This skill is also helpful in your academic classes, especially when you have
to read various texts. One effective way of increasing your speed in reading is by finding the main idea
or thesis statement of the text and the topic sentence of the paragraphs. If you can locate the thesis
statement and the topic sentences, you do not have to read the entire text to get key information you
need. It will also give you an idea of the text you evaluate the author’s arguments as you read.
Thesis statement presents or describes the point of the essay. It is the main idea of paper.
Topic sentence presents or describes the point of the paragraph, in other words, is the main idea of a
paragraph.
Do not be confuse with thesis statement and topic sentences. There is only 1 thesis
statement in an academic text which expresses its main point. However, there might be 2 or more topic
sentences in a text depending on the number of paragraphs a text has. Each paragraph has its topic
sentence.
Thesis statement is used to state what an essay, a research paper, a conference paper
is all about. Usually it can be found somewhere in the opening paragraphs of the paper. It is written in a
declarative form.

14
Here are examples of thesis statement for you to consider:
(Taken from:https://writingcenter.ashford.edu/writing-a-thesis)

1. Bad: Everyone should exercise.

-Why should I? What’s in it for me?
Good: Americans should add exercise to their daily morning routine because it not only keeps their
bodies at healthy weight but also reduces the risk of high blood pressure.
-Here, we’ve made several specifications i.e. Americans (not everyone), the morning
routine (not the evening), weight maintenance, and high blood pressure prevention. Your research
actually becomes easier when you have very specific objectives.

2. Bad: High levels of alcohol consumption are bad for you.

-This is too broad. What are the specific detriments of alcohol consumption that you
would like to discuss?
Good: High levels of alcohol consumption have detrimental effects on your personal health, such as
weight gain, heart disease, and liver complications.

3. Bad: Reading can develop a child’s analytical mind.

-Words like “can”, aren’t strong enough. This thesis statement begs the question of
how? If you’re about to write several paragraphs (or pages) about a topic make sure you can confidently
defend every point you make.
Good: Reading develops a child’s mind by fostering comprehension skills, increasing vocabulary, and
exposing them to new worlds they might not otherwise encounter.
-Now we’ve not just stated that reading is good, we’ve provided a sampling of all the
benefits we’re about to bring to light in out paper.

Evaluation
TASK 1: In your notebook, make a venn diagram and show the similarities and differences of topic
sentence and thesis statement.

15
Lesson 5: Paraphrasing

Introduction: In this lesson, paraphrasing will be discussed. The guidelines in paraphrasing and
examples of paraphrased texts will be provided.

Competency: Paraphrase a text using one’s own words.

Objectives: By the end of the lesson, you will have been able to:
a. Discuss paraphrasing
b. Paraphrase various academic texts
c. Realize the importance of diversity and uniqueness

Lesson Proper:

Discussion
(Taken from: https://examples.yourdictionary.com/examples-of-paraphrasing.html)

Paraphrasing involves taking a passage- either spoken or written- and rewording it. Writers often
paraphrase sentences and paragraphs to deliver information in a more concise way, as you’ll see in the
examples below. When paraphrasing, it is important to keep the original meaning so that the facts remain
intact. Basically, you are writing something in your own words that still expresses the original idea.
Paraphrasing is common when writing an essay or research paper. It allows you to explain
important ideas in your own writing style and focus on the information that is most useful in making your
point.
Even when you put someone else’s ideas into your own words, you must cite the source of your
information. This gives credit to the original author for their ideas.
Paraphrasing is slightly different than summarizing. When you summarize a passage, you focus
on restating only the main idea in you own words. Paraphrasing, on the other hand, aims top provide
most of the information in a slightly condensed form. Summaries are shorter than the original passage,
while paraphrasing can be shorter, longer or same length.

(Taken from: Communicate Today English for Academic and Professional Purposes for Senior High
School, Barrot and Sipacio)

Examples of Summarizing and Paraphrasing

Original Passage

What is plagiarism? In minor cases, it can be the quotation of a sentence or two, without
quotation marks and without a citation (e.g., footnote) to the true author. In the most serious
cases, a significant fraction of the entire work was written by someone else but the plagiarist
removed the author(s), name(s) and substituted his/her name, perhaps did some re-formatting
of the text, then submitted the work for credit in a cases (e.g., term paper or essay),as a part of
the requirements for a degree (e.g., thesis or dissertation), or as part of a published article or
book.

16
 Reference:
Standler, R. B. (2012). Plagiarism in college in USA: Legal aspects of plagiarism, academic
policy. Retrieved from http://www.rbs2.com/plag.pdf,p.5.

Summary

Plagiarism can be defined as using ideas, data, or any relevant information of another
without giving proper credit or acknowledgement (Standler, 2012)

Paraphrase

According to Standler (2012), plagiarism can occur in small case, which happens when small
parts of a passage are used without enclosing them in quotation marks and citing the author. It
can also occur in more grave situations. In these instances, big chunks of the original text are
used. There are changes in the format, but the original is not attributed to and the work is
claimed as the plagiarism’s own and submitted to comply with academic requirements or as
part of a material for publication.

With these examples provided, what are the things you notice? Is there anything different from
original sentence to the paraphrased version?
Read the examples below and analyze how paraphrasing is done:
Original: Her life spanned years of incredible change for women as they gained more rights than ever
before.
Paraphrase: She lived through the exciting era of women’s liberation.

Original: Giraffes like Acacia leaves and hay, and they can consume 75 pounds of food a day.
Paraphrase: A giraffe can eat up to 75 pounds of Acacia leaves and hay daily.

Guidelines in Paraphrasing
1. Read the text and understand it’s meaning. Do not stop reading until you understand the message
conveyed by the author.
2. Use a pen to underline or highlight the key words or main idea of the text.
3. Recall the key words or main idea of the text that you highlighted when you read it.
4. Write in your words what you understood about the ideas in the text.
5. Get the original text and compare it with your paraphrase.
6. Check the meaning.
7. Check the sentence structure.
8. Refrain from adding comments about the text.

17
9. Record the details of the original source (author’s name/s, date of publication, title, publisher, place
of publishing and URL.
10. Format your paraphrase properly.

Evaluation
Task 1: Paraphrase the following academic text entitled Black Nazarene Procession Awes American
Tourist
Black Nazarene Procession Awes American Tourist
Julliane Love De Jesus January 9th, 2014

MANILA, Philippines—It’s not only local devotees who would travel for miles and battle
through a sea of ecstatic devotees just to touch the centuries-old black statue of Jesus Christ known as
the Black Nazarene.
Some foreigners do, too.
American tourist Gerry Blevins got a baptism of fire when he was lured to the massive
daylong pilgrimage and took part briefly in the procession.
He said touching the Black Nazarene image gave him a tough time, but added that
“people just got to have the patience.”
“It’s a once in a lifetime thing. You only get one chance to do it,” he told INQUIRER.net.
As the procession kicked off at Quirino Grandstand on Thursday morning, the crowd
swelled in minutes and Blevins was among those who swarmed to the carriage.
A native of Delaware state, the American national said he came to the Philippines for
his Filipina girlfriend and that it was his first time to participate in the Black Nazarene procession.
“At first, when I got here at 1 p.m. there’s just insanity trying to get to touch the Black
Nazarene,” he jokingly said.
Blevins chose not to take off his shoes for fear of hurting his feet when he joined the
procession that trudged through garbage-strewn route of Nazarene’s journey.
Just for a little thrill, Blevins said he climbed a tree to capture the Black Nazarene being
revered by millions of devotees in the most unusual way.
But despite the raucous crowd, he said he still believes that the Philippines is “much
nicer [place] than the United States.”
The wooden statue of Christ, crowned with thorns and bearing a cross, is believed to
have been brought from Mexico to Manila on a galleon in 1606 by Spanish missionaries. The ship that
carried it caught fire, but the charred statue survived and was named the Black Nazarene.
Some believe the statue’s survival of fires and earthquakes through the centuries, and
intense bombings during World War II, are a testament to its mystical powers.
http://newsinfo.inquirer.net/561005/black-nazarene-procession-awesamerican-tourist#ixzz46LtgcKl0

Lesson 6: Outlining
18
Introduction: In this lesson, outlining will be discussed. The guidelines in outlining will be provided.
For reference, sample outline will be included in this lesson.

Competency: Outlines reading texts in various discipline

Objectives: At the end of the lesson, you should be able to:

a. Discuss outlining
b. Make an outline of various academic texts
c. Understand the importance of solid planning to accomplish a task efficiently and successfully.

Lesson Proper:

Discussion
Question: Can you built a house without scaffolding or the supporting materials like coco lumbers or
other materials used in construction? Why? What is the use of coco lumbers in building houses and other
structure?

(Taken from: Applied English English for Academic and Professional Purposes for Senior High School,
Tandoc)

What is outlining? It is a process of organizing information gathered from reading. It

uses an outline – a skeletal framework – which includes ideas separated by a specific heading and uses
a numbering system. Outlining makes it possible for you to arrange the ideas, details and examples
based on importance or chronology.
2 Types of Outlining
1. Topic outline
-simply includes the specific words or phrases
2. Sentenced Outline
-uses sentence or sentences

(Taken from: https://writingcenter.gmu.edu/guides/outlining.)

Why create an outline?

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 writers to understand how he
/she will connect information to support the thesis statement and the claims of the paper. An outline
provides the writer with a space to consider ideas easily without needing to write complete paragraphs
or sentences.
(Taken from: https://academicguides.waldenu.edu/writingcenter/writingprocess/outlining)

Example Outline
19
The following outline is for a 5-7 paged paper discussing the link between educational attainment and
health.

I. Introduction
A. Current Problem: Educational attainments rates are decreasing in the United States
while healthcare costs are increasing.
B. Population/Area Focus: Unskilled or low-skilled adult workers.
C. Key Terms: healthy, well- educated

Thesis Statement: Because of their income deficit and general susceptibility to depression, (cite
sources) students who drop out of high school before graduation maintain higher risk for physical and
mental 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).
C. Current Link Between Education and Employment Type: Increasing uneducated,
workers work in unskilled or low-skilled jobs (cite sources).
D. Gaps in the Research: Little information exist exploring the health implications of the
current conditions in low-skilled jobs.
III. Major Point 1: Conditions of employment affects worker’s 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 affects worker’s mental health.

A. Minor Point 1: Employment in low-skilled position is highly correlated with dangerous
stress level (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 as unhealthy food choices, overconsumption/abuse of alcohol, chain smoking,
abusive relationships, etc. (cite sources).

VII. Conclusion
20
 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.
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.

Evaluation
Task 1: Make an outline for the following text entitled Understanding Calories.

I. Understanding Calories
A calorie, also known as kilocalorie, is a unit of energy. This unit represents the energy
required to heat a kilogram of water on degree Celsius. While people generally link the term calorie with
food, it is a unit of measurement that can be applied to any substance possessing energy. For instance,
there are 8200 calories in a litter (about one quart) of gasoline.
Calories describe the potential energy in food to maintain bodily functions, grow or
repair tissue, and perform mechanical work such as exercise. Food calories may take the form of fat,
carbohydrates, or proteins. Once consumed, enzymes act on these nutrients through metabolic
processes and break them into their perspective categories of fatty acids, glucose, and amino acids.
These molecules travel through the blood stream to specific cells where they are absorbed for immediate
use or sent on to the final stage of metabolism where they release their stored energy through the process
of oxidation.
The number of calories burned during an exercise depends on various factors including
body weight and the type of exercise. For example, an individual weighing 59 kilograms (130 pounds)
would expend roughly 500 calories per hour swimming or playing basketball. However, this same person
would burn an estimated 200 walking or playing table tennis. In order to survive and maintain body weight,
the average individual requires approximately 2000 to 2500 calories per day. Gaining or losing weight is
a simple process. Add and subtract 7,700 calories over the course of time to gain or lose a kilogram.
Nutrition has nothing to do with it. It is all about calories.

21
Lesson 7: Précis, Abstract and Summary

Introduction: In this lesson, precis, abstract and summary will be discussed. Examples will be
provided for deeper understanding.

Competency: Writes a precis, abstract and summary

Objectives: At the end of the lesson, you should be able to:

a. Demonstrate understanding of precis, abstract and summary
b. Write a precis, abstract and summary
c. Value honesty.

Lesson Proper:

Discussion
Before reading a story, novel or e-book usually we do not automatically read the
beginning. What we do is read the synopsis. It is because synopsis tells readers what the story, novel or
e-book is all about.
Well, almost all reading references contains synopsis or something that wraps the
content in a sentence or paragraph. Have you heard or read the words: abstract and precis?

(Taken from: Communicate Today English for Academic and Professional Purposes for Senior High
School, Barrot and Sipacio)

What is Abstract, Precis or Summary?

Technically speaking, texts classified as either abstract, precis or summary, and
sometimes synopsis are all the same. These texts aim to precisely condense a larger work to present
only the key ideas.
Note that the way we write an abstract or precis or summary depends upon the
expectations of a particular discipline or field. Research papers readily present the key ideas and major
findings of the study. This is called the summative abstract.
Since an abstract, a precis and a summary aim to present the key ideas of the text. The
general rule is to condense the information into around 15 percent of the original length of the text. To
most cases, a 6000 words research article for an academic journal may require only 200-250 words for
its abstract.

Guidelines in Writing Abstract, Precis or Summary

1. Read the text twice until you fully understand its content.
2. Highlight the key ideas and phrases.
3. Annotate the text.
22
4. State the author’s name, the title of the passage, and the main idea at the beginning sentence.
5. Use words or phrases indicating that you are presenting an abstract, precis or summary. Some phrases
that you can use are “The texts reports that…”, “The authors claim…”, “ The author clarifies…”
6. Write the main idea in your own words.
7. Never copy in verbatim a single sentence from the original text.
8. Refrain from adding comments about the text.
9. Ensure accuracy.
10. Add an original text and its abstract or precis

Evaluation
TASK 1: Checking for Understanding
Write E if the statement shows an effective strategy in writing an abstract, precis, or
summary and N if not.
_____1. Kipps adds hid explanation to some of the key ideas he writes in his summary.
_____2. Joey copies in verbatim some of the sentences from the original text.
_____3. Rachel highlights the key ideas in the original text while reading.
_____4. Monica includes the specific examples that the original text used to support a certain key idea.
_____5. Janice presents her summary and compare it to the original text.
_____6. Mona reads her summary and compare it to the original text.
_____7. Emily reads her summary and compare it to the original text.
_____8. Gunther writes a research abstract without any major findings in it.
_____9. Ross writes in his summary how he feels after reading the text to be summarized.
_____10. Chandler writes the name of the author, year of publication, and title of the text at the beginning
of the summary.

23
UNIT II: WRITING A REACTION PAPER/REVIEW OF
WORK OF ART/ AN EVENT OR A PROGRAM

Lesson 1: Opinions Based on Facts

Introduction: In this lesson, forming opinions based on facts will be discussed. The kind of
evidences to support opinions/claims will be indicated. Examples of sentences showing opinions being
supported with facts will also be included in here.

Competency: Forms opinions based on facts.

Objectives: At the end of the lesson, you will have been able to:
a. Identify opinions from facts and vice versa
b. Create a sample conversation showing the use of opinions with supporting factual evidences.
c. Value the importance of using factual evidences to support opinions.

Lesson Proper:

Discussion
Arrange these jumbled letters to form the correct words.
S O I N P I N O - ___________________
Defined as a judgement, viewpoints or statement about matters commonly considered
to be subjective.
ATSCF - ___________________
Something that exist or happens.
A true piece of information.
Considered to be objective.
Study these two statements below:

This pair of shoes is too big for This pair of shoes is too big for me.
me. I’m
nbbsize 7 and this is size 10.
Statement 1 Statement 2
Analyze the statements above. How do they differ?
If you are the receiver of the statements, which do you prefer more? Statement 1 or 2?

24
What is noticeable in each statement is the second sentence on statement 2. The statement, “This pair
of shoes is too big for me.” leave us hanging with questions – “What makes it too big for him/her?”, “What
is the size of his/her feet?” We might even think he/she is lying. Because we never know what’s his/her
size.
The first statement has few loopholes for us to believe it is true. However, the second statement
just present an evidence that answers the question – “what makes it too big for him/her?”
Going back, statement 1 is an opinion. It is the judgement of the speaker that the shoe is too big
for him. Statement 2 is an opinion supported with facts. The facts there is the statement “I’m size 7
and this is size 10.” If you use your senses in dealing with something, then you are being objective. If you
use your judgement, opinion or viewpoint, you are being subjective.

(Taken from: Applied English For Academic and Professional Purposes, Tandoc)

For example:
A. It’s 32 degrees Celsius outside. (This is a fact)
It’s too hot outside. (This is an opinion)

B. A Long Champ bag costs Ᵽ3,000. (This is fact)

A Long Champ bag are too expensive. (This is an opinion)
In writing opinion statement, you need to state your opinion clearly by presenting examples, facts,
and statistics that support your opinion. You also need to use valid reasoning.
The following are some of the phrases used in stating your opinion:
1. It seems to me that… 5. In my experience…
2. In my opinion… 6. I might be wrong…
3. I am of the opinion that… 7. I think/believe that…
4. My personal view is that… 8. I am convinced that…
Opinions are affected by a person’s perspective, understanding, particular feelings, beliefs, and
desires.
Kinds of Evidences to Support Claims
The following are the evidences to provide proofs to your claims or opinions: facts, examples, support
from authority (testimony), and statistics.
1. Facts- things that exist or that can be perceive through the senses
2. Examples- facts or experiences or something that happen
3. Authority/Testimony- statement or findings of people on authority
4. Statistics- Research findings, e.g., Number of Population

Evaluation
TASK 1: In your notebook, write 5 sentences based on opinions, and 5 sentences based in facts.

25
Lesson 2: Citing Sources to Support Claims

Introduction: In this lesson, citing sources such as In-text citation and Reference Citation will be
discussed and examples will be provided.
Style guides will be comprehensively discussed since these styles govern the rules of style and
structure of citation.
Plagiarism will be discussed as well.

Competency: Cites specific sources to support claims

Objectives: At the end of the lesson, you will have been able to:
a. Choose the appropriate sources to support claims
b. Use knowledge on style guide to cite sources
c. Appreciate the value of citing sources or giving credit to other people

Lesson Proper:

Discussion
(Taken from: Communication Today English for Academic and Professional Purposes for Senior High
School, Barrot and Sipacio)

It feels good to be recognized for something you do, whether it is small or a big project.
Conversely, if your work is used without any mention of you as the creator, you will surely feel that is
unfair and ethical. In academic community, much premium is place is placed on attributing something to
the right person, so it is important that credit is given where it is due.
Purpose for Citing Sources
It is important not only to get information from credible sources but also to properly document all
borrowed ideas, information, concepts, arguments, or information and attribute them to their authors or
creators. This is done by citing sources. This procedure is an integral part of academic and professional
writing, serves the following purposes.

• To give credit to the original author of the work

Plagiarism is a serious offense in which someone takes and uses the ideas, information,
concepts, arguments, or information of someone else, intentionally or unintentionally, without
proper citations.
• To promote scholarly writing
Scholarly writing means that you are able to exhaustively use related and existing ideas,
information, concepts, arguments of an expert and to properly attribute theses to the original
source.
• To help your target audience identify your original source
More often than not, your target audience or readers want to either verify the information
or learn more about the information from the original source. With your proper citations, your
target audience can easily identify the location of the original source used in your paper.
Forms of Citations

26
 There are various ways of styles or formats used to cite sources, but there are two forms of citations:
in-text and reference.
1. In-Text Citation requires the writer to cite the details of the reference used in a certain part of
his/her essay. The format of in-text citations vary per style.

Example (APA style)

Two of the three reviewed studies focusing on communication in non-internet and
internet relationships mediated by FtF, phone, or email modalities found that the
frequency of each modality’s use was significantly linked to the strength of the particular
relationship (Cummings et al., 2002).
SRC:https://owl.english.purdue.edu/media/pdf/20090212013008_560.pdf

2. Reference Citation refers to the complete bibliographic entries of all reference used by the writer.
This appears in the reference list found at the last part of the paper.

Example (APA style)

Reference
Cummings, J. N., Butler, B., & Kraut, R. (2002). The quality of online social relationships. Communications of the
ACM, 45(7), 103-108

These two forms of citations are dependent on each other. Once a source is cited in-text, it should
also appear in the reference list or else it may be considered as a form of plagiarism.
Style Guide
These citations are governed by rules of style and structure, which are generally published as style
guides or manuals. Some of the widely used style guides are listed below:
1. The Publication Manual of the American Psychological Association (APA)
2. The Modern Language Association Style Guide (MLA)
3. Institute of Electrical and Electronic Engineers (IEEE)
4. American Medical Association Manual of Style (AMA)
5. The Chicago Manual of Style
Each style guide is prepared by specific disciplines as shown below. Consult your teacher on his/her
preference of your class projects.

Style Guide Discipline

APA Psychology, education, hotel and restaurant management, business,

economics, and other social sciences
MLA Literature, arts, and humanities

IEEE Engineering

AMA Medicine, health sciences, and other natural sciences

Chicago Reference books, non-academic, periodicals (e.g., newspaper,

magazines, journals, among others)

27
Sources of information for both in-text and reference citations can be accessed for free online:

• APA: https://owl.english.purdue.edu/owl/resource/560/01/.
• MLA https://owl.english.purdue.edu/owl/resource/747/01/.
• IEEE Editorial Style Manual: https://www.ieee.org/documents/style_manual.pdf.
• AMA Manual of Style Guide for Authors and Editors:
https://www.amamanualofstyle.com/view/10.1093/jama/9780195176339.001.0001.med-
9780195176339 or https://www.lib.jmu.edu/citation/amaguide.pdf.

Guidelines in In-text Citation

1. APA, 6th edition (pp 169-179) Basic Citation Rules
• Follow the author- (latest) year of publication method. Although not required, APA
encourages you to indicate the page numbers even in paraphrase or summaries. Place
the period after the citation when it is at the of the sentence.
For a work with only one author

1. According to Sipacio (2014), APA style is required for business student majors.
2. APA style is applied in the social sciences (Sipacio, 2014)

For a work with two authors

1. According to Sipacio and Barrot (2014), APA style is required for business student
majors.
2. APA style is required for Business student majors (Sipacio & Barot, 2014)

2. Basic Rules for MLA Handbook, 7th edition (Chapter 6) and MLA Style Manual, 3 rd Edition
(Chapter 7)
• The in-text parenthetical details in MLA vary depending on the type of source (e.g., print,
web, DVD) and on the entry in your paper’s Works Cited page. The first detail in your
reference’s in-text citation must also be the first thing that will appear when it is listed in
the Works Cited page.
• This style follows the author-page method. Note that the author’s name may appear in the
sentence, but the page number should always be in the parenthetical citation and not in
the sentence.
• Check the examples focusing on the variety of formats and the use of capitalization,
parentheses, quotation marks, period, spacing, and numbers. Notice the absence of a
comma in the in-text citation.

For a work with only one author

1. Sipacio claimed that MLA style is required for Humanities student majors (54)
2. MLA style is required for Humanities student majors (Sipacio 54)

For two or more authors:

1. MLA style is required for Humanities student majors (Sipacio and Barrot 54)
28
 3. IEEE Editorial Style Manual, 2014 (p 34)

• In this style, there is no need to name the author, page, number, or date of publication in the
in-text citation. Instead, the references are numbered according to the order in which they
were cited in the text. The reference numbers which appear in the text have to be enclosed in
brackets.

• When a reference which was cited earlier is used again in the later part of the text, the same
reference number will be used (see example below).

1. Paragraph 2) Sipacio claimed that IEEE style is complex. [1]

4. AMA Manual Style 1oth edition, (Section 1, Part 3)

• As with the IEEE editorial style, there is no need to add the author, date, or year of publication
in the in-text citation. Instead, each reference is assigned a number according to the order in
which it was cited in the text. The number reference is placed in superscript after the period
in the sentence.

1. Paragraph 2) Sipacio claimed that IEEE style is complex.

Guidelines in Reference Citations

1. APA 6th Edition

Books

Single Author Friedman, T. L. (2009). Hot, flat and crowded: Why we need a
green revolution- and how it can renew America. NY:
Picador

Two Authors Dryzek, J.s.,& Dunleavy, P (2009). Theories of the

democratic state. NH: Palgrave MacMillan

2. MLA Handbook

29
 Books

Single Author Friedman, Thomas. Hot, flat and crowded: Why We Deed a
Green Revolution- and How It Can Renew America. NY:
Picador.2009.Print

Two Authors Dryzek, Jhon and Dunleavy, Patrick. Theories of the

Democratic State. NH: Palgrave MacMillan. 2009. Print

3. IEEE Editorial Style Manual, 2014

Books

Single Author [1] T. Friedman, Hot, flat and crowded: Why We Deed a
Green Revolution- and How It Can Renew America. NY:
Picador.2009.Print

Two Authors [2] J. Dryzek and P. Dunleavy, Theories of the

Democratic State. NH: Palgrave MacMillan. 2009. Print

4. AMA Manual of Style, 1oth Edition

Books

Single Author Friend T. Contemporary surgical procedures.4 th ed. Manila,

Philippines: Hermes Publications Inc.; 2010

Turing JL, Turner A, Helders MA, Miyamoto R. Practical Physical

Two Authors Therapy. 3rd ed. California: Paper Publishing Company; 2012

30
Lesson 3: Presenting Ideas Convincingly

Introduction: In this lesson, the ways on how to present ideas in a convincing manner will be
discussed.

Competency: Presents ideas convincingly

Objectives: At the end of the lesson, you will have been able to:
a. Discuss the ways on how to present ideas convincingly
b. Demonstrate skills in presenting ideas convincingly
c. Apply the skills in presenting ideas convincingly

Lesson Proper:

Discussion
Do you think you can convince someone to say YES even if he hardly believed it’s a NO? How?
Defend your answer.

(Taken from: Applied English for Academic and Professional Purposes for Senior High School, Tandoc)

Presenting Ideas Convincingly

Convincing someone to finally accept and buy your idea is a challenge. You have to set the
condition so that he/she embraces your new idea.
According to Richard Shell and Mario Moussa, co-authors of article published in Sales newsletter
published on June 5, 2013. They presented the following ways to present your ideas convincingly:

1. Make it vivid
Rather than abstract concepts, use concrete, real-life examples that carry emotional heft with the
audience.
2. Put your heart into it
If you don’t really believe in yourself, your firm, and its offerings, you’ll persuade nobody. And it’s
not enough to simply believe. It must be obvious to the audience that you’re a true believer.
3. Tell a story
Humans use stories to order events so that they make sense to their daily lives. Your presentation
should have a hero who overcomes obstacles to achieve a goal.

4. Personalize your examples

31
 A presentation should cause an emotional shift from being “undecided” to being “certain”. This is
only possible if your presentation is relevant to your audience’s work and life’s experiences.
5. Make it a puzzle
If there’s some mystery to your presentation, your audience will get involved solving it. So do not
reveal everything upfront, especially when you are telling a story. Let the story evolve into a meaningful
ending.
6. Use telling metaphors
Drawing parallels with the familiar helps the audience grasp the complex ideas.
7. Force them to think
True decision makers are quickly bored by ideas and information that they already understand.
Instead, they crave opportunities to exercise their brainpower to learn something new and insightful.

Evaluation
TASK 1: Answer the following question objectively. Apply what you have learn about presenting ideas
convincingly.
1. There are people who thinks modular-learning or the use of learning modules will not be effective. How
would you change their mindset given the chance to speak with these people?

Lesson 4: Critical Approaches in Writing a Critique or Review such

as Formalism, Feminism, etc…

32
Introduction: In this lesson, the basic critical approaches in writing a critique or review will be
discussed by providing its definition, its functions and uses.
Samples on how it was use in critique or review paper will be provided.

Competency: Uses appropriate critical approaches in writing a critique such as formalism, feminism,
etc...

Objectives: At the end of the lesson, you will have been able to:
a. Discuss formalism, feminist, readers response and Marxist criticism
b. Use formalism, feminist, readers response and Marxist criticism in writing a review or critique paper
c. Show respect and appropriate manner in writing or giving a review or critique.

Lesson Proper:

Discussion
(Taken from: Communicate Today English for Academic and Professional Purposes for Senior High
School, Barrot and Sipacio)

Trina had to write a reaction paper on the article that they have just read in class. Zack watched
a movie and wrote a long post on his Facebook account to say that he liked it while analyzing the movie
using a feminist perspective. Yna is an art critic and she attended an art exhibition at the Ayala Museum,
after which she wrote a review on her blog about one of the paintings that caught her attention. Coco
watched the new commercial of a popular brand of soap and wrote a critique and analysis of the
commercial, which was published in a reputable journal. Martin attended a cheer dance competition with
his friend; after the event, they discussed how and why the winning team’s performance did not deserve
the award.
Critical Approaches in Writing a Critique
There are various ways or standpoints by which you can analyze and critique a certain material.
You can critique a material based on its technical aspects, its approach to gender, your reaction as
audience, or through its portrayal of class struggle and social structure.
1. Formalism claims that literary works contain intrinsic properties and treats each work as a distinct
work of art. In short, it posits that the key to understanding a text is through the text itself; the historical
context, the author, or any other external contexts are not necessary in interpreting the meaning.
Following are the common aspects looked into in formalism:

• Use of imagery
• Spelling
• Punctuations
• Words
Formalism focuses on what’s in the text. Check on the title, characters, settings, plot etc.

33
 Read a sample formalist critique of Dead Stars, a classic Filipino short story by Paz Marquez
Benitez.

The title of the work already gives an idea as to what it means. In physics, it is stated
that the light and energy of the stars have to travel light years to reach us. Since they are
millions of miles away and light has to travel this large distance, it is highly possible that the
star has already exploded while its light is still travelling towards us. Therefore it is possible
that a bright light we see at night actually comes from a dead star. In the story, this metaphor
is used to refer to Alfredo’s love for Julia, a woman he meets and falls for one fateful summer.
Not only is the title an indicator of what is to come, even the fate of the characters in the story
can already be seen through their names. Alfredo’s name means councilor of elves in Spanish
and suggests someone who is wise. In the story, it is indicated that Afredo is a lawyer, a person
who counsels. Still, his name denotes a certain irony: despite his supposed wisdom, Alfredo’s
action, especially his covert courtship with Julia while being engaged to another, are anything
but sensible. Julia’s name on the hand, refers to someone who is youthful, which is how Alfredo
sees her eight years until he is confronted by reality.

2. Another popular approach is Feminist Criticism. Feminist criticism or feminism focuses on how
literature presents women as subjects of socio-political, psychological, and economic oppression. It also
reveals how aspects of our culture are patriarchal, i.e., how pour culture vies men as superior and women
as inferior. The common aspects looked into when using feminism are as follows:

• How culture determines gender

• How gender equality is presented in the text
• How gender issues are presented in the text
• How women are socially, politically, psychologically, and economically oppressed by patriarchy
• How patriarchal ideology is an overpowering presence

Sample feminist critique of Dead Stars

The story is a study of power imbalance brought about by gender. In the beginning, Dead
Stars already clearly illustrates the gender roles ingrained in Filipino society: Don Julian and
the judge are portrayed as the male leaders of the household, taking up lofty professions such
as business and law while the women are portrayed accomplishing domestic task such as
tending to children and preparing food. The most note-worthy display ofc imbalance in power,
however, lies on the central theme of Alfredo’s love for Julia as simply as dead star. Eight years
after their forbidden love and after getting married to another woman, Alfredo still holds Julia
as an object of affection, thus creating a distance between him and his wife, Ezperanza. In their
relationship as a wedded couple, the power lies in Alfredo, not only because patriarchal society
designates him as the head of the household, but also because he remains unreachable to his
wife by harboring feelings for another woman. Moreover, the realization that his love for Julia
is simply dead star is brought about by his treatment of Julia as simply an object of affection,
and not as woman. This gender imbalance leads to tragic epiphany for the characters but is
also as a reflection of how men are viewed to dominate not only in the household but also in
their relationship with women.
3. Reader response criticism is concerned with the reviewer’s reaction as an audience of a work. This
approach claims that the reader’s role cannot be separated from the understanding of the work; a text
does not have meaning until the reader reads it and interprets it. Readers, therefore, are not passive and
distant, but are active consumers of the material presented to them. The common aspects looked into
when using readers response criticism are as follows :

34
 • Interaction between the reader and the text in creating meaning.
• The impact of the reader’s delivery of sounds and visuals on enhancing and changing meaning.

Sample reader’s response critique of Dead Stars

Despite being limited in length, Dead Stars manages to evoke various feelings which
ultimately build up ending. While Alfredo is the center of the story, as a woman reader it is hard
not to feel greatly for Ezperanza. Ezperanza can only be seen through the perspective of
Alfredo. This does disservice to her, as we can only know her through Alfredo’s description of
someone who does not love her anymore. Still, it is also through Alfredo’s description and his
unfaithfulness that Ezperanza gains sympathy from the reader. During all the moments when
Alfredo and Julia are together, the thought of Ezperanza looms in the background- does she
know? How will she react? What will happen now? The sympathy only increases when they get
married, for it is clear that Alfredo is detached from her and is still harboring feelings for Julia.
While the end certainly evokes a feeling of loss at Alfredo’s epiphany, it is the feeling of betrayal
for Esperanza that stays.

4. Marxist Criticism is concerned with differences between economic classes and implications of a
capitalist system, such as continuing conflicts between the working class and the elite. Hence, it attempts
to reveal that the ultimate source of people’s experience is the socio-economic system. The common
aspects looked into when using Marxist criticism are as follows:

• Social class as presented in the work

• Social class of the writer/creator
• Social class of the character
• Conflicts and interactions between economic classes

Sample Marxist critique of Dead Stars

The imbalanced societal power play is evident in the short story in the form of the
treatment of the characters based on their class. This is the most easily evident in the
conversation between Alfredo and his fiancée, Ezperanza about Calixta, their note-carrier who
grew up in the latter’s family. The scene depicts a parallelism in the circumstance on Alfredo
and his new love, Julia, and Calixta and her live-in partner. However, while no one blatantly
frowns upon the budding relationship between Alfredo and Julia, except for some whispered
rumors that reach Ezperanza, Calixta is dubbed “ungrateful” o her master for doing such an
act. Alfredo does not have to answer to anyone for his unfaithfulness, but Calixta is responsible
not only for what her family might think, but also for the members of her master’s family. Despite
the same circumstances, the two people are regarded differently based on their position in life.

Evaluation
TASK 1: Choose one movie you watched recently or a story you just read. Write a review or critique
using Marxist approach perspective. Study the examples provided above so you can make a meaningful
output.
For you to write a review using Marxist approach, you should be able to answer the following
questions. Obviously, the content of your review should be your answer to the questions below.
35
 Always remember that a review is always in essay format. There must be an Introduction, body,
and conclusion.

1. Who are the characters in the movie or story?

2. What is the social status of each characters?
3. How do each character portray their role in the movie or in the story base on their social status?
4. What are the events in the movie or story that can be observed in real life especially in the society?
What lesson could viewers or readers realize after watching the movie or reading the story?
5. How do the director/writer perceived each character based on their social status?
6. Did you like the overall presentation in terms of portraying the how social status play a role in our daily
lives?

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Lesson 5: Writing an Effective Reviews and Critique

Introduction: In this lesson, the principles for writing effective reviews or critique will be discussed.
Samples of objective/balanced reviews or critique will be provided but is not limited to art, event or a
program.

The structure of review or critique will be included together with guidelines in writing review or
critique.

Competencies:
• Raise legitimate and contrary views in an appropriate manner
• Applies the principles of writing effective reviews or critique
• Write an objective/balanced reviews or critique of an art, event or a program

Objectives: At the end of the lesson, you will have been able to:
a. Show appropriate manner in raising legitimate and contrary views.
b. Demonstrate understanding of principles of writing effective reviews or critique
c. Write an objective/balanced review or critique of a work of art, event or a program
d. Observe objectiveness, fairness and respect in giving a review or critique

Lesson Proper:

Discussion
You probably read or heard book or movie reviews. And you may have written your review or
critique of a book you read or a mobile game you played. We usually provide feedback of what’s the good
and the bad side of what we have experienced. We even give suggestions. Well, we actually critique and
review in a very simple manner we might not be aware of.
By saying “This food is spicy. They could have put less chili powder” is already a review and
critique.
Now, do you think you have to be objective, honest and fair in giving reviews or critique? Why?
Defend your answer.

(Taken from: Communicate Today English for Academic and Professional Purposes for Senior High
School, Barrot and Sipacio)

Structure of a Review or Critique

You have to follow a logical organization and structure for your reaction paper or review to be
able to present your critical evaluation effectively.
For other types of reviews there is no prescribed structure, but the following sections are almost
always present. (See on the next page…)

Introduction

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 • Basic details about the material, such as it’s title, director or artist, name of exhibition/event, and
the like
• Main assessment of the material (for films and performances)
Plot Summary/ Description

• Gist of the plot

• Simple description of the artwork
Analysis/Interpretation

• Discussion and analysis of the work (you may employ the critical approach here)
• It is best to ask the following questions during this part.
1. What aspects of the work make you think it is a success or failure?
2. Where there unanswered questions or plot lines? If yes, how did they affect the story?
3. Does the work remind you of other things you have experienced through analogies, metaphors, or
other figurative devices? How does this contribute to the meaning?
4. How does the work relate to other ideas or events in the world and/or in your other studies?
5. What stood out while you were watching the film or the performance?
Conclusion/ Evaluation

• Reinforcement of the main assessment

• Comparison to a similar work
• Recommendation of the material (if you liked it)
Guidelines in Writing a Review or Critique
1. For articles or journals
a. Read, view, or listen to the work to be reviewed carefully to get the main topic or the concepts
presented. Then revisit the work to further identify its arguments or message.
b. Relate the content of the work to what you already know about the topic. This will make you more
engaged in the article or the book.
c. Focus on discussing how the book treats the topic and not the topic itself. Use the phrases such as
this book/work presents and the author argues.
d. Situate your review. This means that your analysis should be anchored on theories presented by the
writer or creator.
e. Suggests points for improvement of the reasoning, explanation, presentation of ideas, as well as
alternative methods and processes of reasoning.
f. Compare the writer’s or creator’s explanation of the topic to that of another expert from the same field
of study.
g. Point out other conclusions or interpretations that the writer/creator missed out. Present other ideas
that need to be examined.
f. Show your agreement with the writer’s or creator’s ideas and present an explanation for this agreement.
2. For artworks and other media
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a. When critiquing artworks or posters, make sure to use the speculative verbs such as evoke, create,
appear, and suggest to show that your interpretation of the artist’s work is just that- an interpretation.
b. Presume that the reader has not yet seen the material you are reviewing, so make sure to describe it
from them. For reviews of films or plays, make sure not to spoil key events unless they figure in your
review, in which case always add a disclaimer.
c. For artworks, describe the material in simple terms to help your audience visualize it; refrain from being
vague or abstract.
3. On general note, your reaction paper’s conclusion may focus on the following ideas.
a. Did the work hold your interest?
b. Did the work annoy or excite you?
c. Did the work prompt you to raise questions to the author?
d. Did the work remind you of other materials that you have read, reviewed or listened to in the past?

(Taken from: Applied English for Academic and Professional Purposes for Senior High School, Tandoc)

Writing a Critique on Art

The purpose of an art analysis or critique to understand and recognize the choices that an artist
made in creating the artwork. It deals with he formal elements such as color, line, texture, and size.
To write a visual analysis, you must analyze closely the object and translate your observations
and analysis into written text called art critique or analysis. It is not just a simple recording of your
observations but you have to make claims about the work of art.
1. Observe the artwork and write down your observations. Analyze the artwork in terms of elements such
as composition, colors, texture, size, space and other material attributes of the artwork.
2. Formulate your claim. Reflect on the overall organizations of the work of art.
3. Support your main claim with visual details. Organize your analysis using logical order.
For example: (Taken from www.twistedtextiles.com)
In this painting, I see butterflies. There are two of them, and they are in flight with their wings
open. I also see what appears to be the died of a cliff. Or a flat wall that has been broken off. It is daytime
because the sky is blue, but there is also another drastic light-source coming from the right side, creating
harsh shadows. The landscape appears to be outdoors, because of the sky and because of the sky and
because of the vast desert inn the distance. The colors are very intense, especially the blue and the
orange. There is a strong contrast between light and dark, and overall, the lines are very defined. The
viewer is either very close in proximity to the butterflies, or the butterflies are rather large. As a viewer,
we appear to be standing in front of the scene, looking straight at it, and the overall effect is realism.
As I view this piece, my eyes are occasionally led over to the vanishing on the left (in the distance),
but keep coming back to the focal point around the butterflies. This movement happens largely because
of the shadow that the rock casts in that direction. The blue of the sky and the orange of the rock are very
intense and bright, and their opposition with each other also contributes to the back and forth motion of
our eyes as we view the painting.

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 If the blue color was not saturated, more focus would be on the right side of the painting, it would
have too much “weight” and our eyes would linger there more. As a result, the painting’s composition
would be less balanced.
Also, because the butterflies appear to be abnormally large (in comparison to what we assume is
a roc face or cliff), we do not have concrete sense of scale or proportion. This creates an interesting
sense of ambiguity, and as a viewer we’re not sure if in fact we are very small, or simply lying close to
the ground, or if these are mutated giant butterflies next to a huge cliff. Who can be sure?
There aren’t even any pebbles on the ground or other recognizable objects in the painting to give
us clues about scale. Th bottom-most part butterfly shadow (as well as the butterflies themselves, and
the shadow cast by the rock) has a sort of glow around it caused by the lighter orange color surrounding
it. This causes the shadow to further “emerge” from the surface it’s supposed to be cast on making it
appear more three dimensional and adding to focus to it. We know that actual, “real-life” shadows do not
have this effect, and so it creates a surreal feeling-one of the things Dali’s painting are most famous for.
I don’t’ feel either sad or happy when looking at this. The colors are nice and bright, and butterfly
usually makes people happy, but I mainly feel “curios” and maybe a bit confused. I’d like to have more
details about what’s going on that which are not available in the painting. The colors to me feel very cool,
and even the oranges and browns have a lot of light “coolness” to them, but the surrounding visuals
suggests a desert of some sort, or somewhere dry. The butterflies are painted fairly realistically, and are
beautiful, but the wings on both are struck in the same exact position, like they are pinned onto an
entomologist’s board. Not to mention their somewhat unrealistic shadows and highlights.
So this is what I think Dali probably did. I think he found some recently dead butterflies and wanted
to paint them, like one would paint a still-life with fruit or flowers or something. But to make them less
boring than a typical still-life of butterflies pinned to a board, he added an imaginary background to make
it into a “landscape” instead. That way, as a viewer, we could have the sense that these creatures are
alive and kicking, in their own little colorful world. I think this is a great concept, and creative way od
approaching a painting and making it more intriguing than a plain old still-life.
In general, I think this is an interesting and unique artwork. I enjoy the bright colors and would
hang it up in my house if someone gave it me for my birthday, but I probably wouldn’t buy it unless it was
on sale. As an artist myself, I appreciate the technical skill it took to create such a painting, and might be
inspired to create painting similar to this in the future, but perhaps with another subject. I certainly
recognize the elements of “surrealism” that Dali’s artworks are famous for, and I think it succeeds,
representing this category of art fairly well.
In this art critique, how did the writer shows appropriate manner in raising contrary views or opinion?
Writing an Analysis of an Event or Program
An event critique or analysis is to assess the over-all success of the event or program itself. The
following are the elements for analysis:
1. Audience. The success of an event or program is an assessment on how well it was attended. Give
a description on the volume of the audience.
2. Problems/Emergencies. Discuss how the host or event planner handled the problems and
emergencies, if there was any. Describe the provision to address possible emergencies/problems.
3. Program Emcee/Host. Indicate how the emcee did his/her job and maintained a lively and engaging
atmosphere. Also mention how the host handled problems or emergencies, if there was any.

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4. Food. If food was provided to the participants, it is noteworthy to provide an assessment for it. Indicate
the satisfaction rate of the participants. Make a review of the quality of the food.
5. Venue. Describe the venue or program. Be able to include your assessment on the seating
arrangement, jts proximity, the convenience of the participants in going to the place.

For example: (Taken from www.blogs.adams.edu/eventsplsnning)

Event Critique
Tailgate Party

The night of the bonfire and tailgate, is when everyone realized how much colder it is in Alamosa.
When I first went on Bonfire, the only energy I get from was the MC’s. The crowd didn’t seem like they
wanted to be there and I felt that it was bleh. The pep rally was okay but the crowd is never going to
cheer. I sort of felt bad for the people that were just there because they need numbers or their clubs. The
food was good through but GAB should have another Hot Coco stand like last time. Another thing that
seemed to make the Bonfire/Tailgate boring was the fact that the terms seemed to talk forever about
things we didn’t care about. We should have activities that people could be involved with or even just
have a little dance. I think that most of the people didn’t dress for the weather and that was their fault.
But I really think that there should be have been hot beverages, music, and games. It would have been
fun to have more people be excited for homecoming but I’m not sure how we could change that.
Some of the things that I would have made some changes would probably remind people that it
will be cold at the Bonfire. And that introductions should be kept short for the athletes so they wouldn’t
bore the crowd. Maybe the pep rally should have done some cheers that involve the crowd to get hyped
for the game. Because people were still half naked, it would probably be good idea to have hot beverages.
The games could have been things like root beer pong, dance battles, etc. I am just throwing this idea
out there too but the clubs should have like a cheer off at the Bonfire and there could be more points.
Something that could get people to participate in would be very good.
The hot dog eating contest was pretty interesting and I did not participate in the challenge but I
spoke to the people who did it. It was very cold that night at the Bonfire but after the fire started to get
bigger, people warmed up. I felt that the hotdog-eating challenge should have had the contestants face
crowd so we could see the people. The siting arrangements should have been facing the crowd because
you would have involved the crowd. And the hotdogs should have been warm. It was never the less
though.
What I really like is the glow in the dark zipline, I participated in that and it was fun. I don’t think I
had much fun because of the energy at the Challenge Course. You could sense the fear, excitement,
and adrenaline the climbers felt. It was cool to be there because most of the participants were peer
pressured into going with their friends on the ziplines although they feared heights. But then again I
always love going on the challenge course because it strengthens people’s weaknesses, bonds, and
friendship.

Evaluation
TASK 1: Checking for Understanding
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Write T if the statement is true and F if it is false.
_____1. A review or critique paper involves higher order thinking skills.
_____2. A review or critique paper generally use the same organization of ideas.
_____3. A review must always be organized using a structure.
_____4.Feminist criticism relates o conflicts between classes.
_____5. Marxist criticism involves the analysis of the intrinsic features of a text.
_____6. More than half of a review or critique should be devoted to the summary.
_____7. The name of the author and the title of the reviewed article are placed at the end of the review
or critique.
_____8. The reviewer’s overall impression of the material being reviewed should be placed in the
introduction.
_____9. When writing a review or critique paper only one perspective should be used.
_____10. Writing a review or critique paper is exclusive for scholars.

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 UNIT III: WRITING A CONCEPT PAPER

Lesson 1: Concept Paper

Introduction: In this lesson, concept paper will be discussed. Its definition, purpose and importance
will be stated.
The guidelines in writing concept paper will be provided. The structure of concept paper will be
included in this lesson.
The ways on how writer can elucidate a concept be definition, explication and clarification will be
discussed.

Competencies:
Define what a concept paper is
Determine the ways a writer can elucidate a concept by definition, explication and clarification
Explains and clarifies concepts in fields such as but not limited to as Art, Business, Law, Philosophy,
Politics, Religion, Science, Sports and Tech-voc.

Objectives: At the end of the lesson, you will have been able to:
a. Discuss concept paper, and the ways a writer can elucidate a concept by definition, explication and
clarification
b. Demonstrate understanding of principles of writing a concept paper
c. Develop a definition paragraph and critique your work.

Lesson Proper:

Discussion
(Taken from: Communicate Today English for Academic and Professional Purposes for Senior High
School, Barrot and Sipacio)

During the campaign period for the national elections, you most certainly hear candidates talking
about their platforms and their plans for the country if they are elected. Even in the student council
elections in your school, the same thing is also conducted. All these people want their voters to see
improvements they want to implement, so that the latter can decide if they are worth the vote. In the
academic and professional setting, an institution or agency is able to decide whether a certain project or
research is worth the investment through the concept paper.
What is a Concept Paper?
Prior to the submission of a project proposal, proponents are requested to submit a summary of
what the project is all about, the reasons for conducting the project, and how it will be carried out. This
summary document is called a concept paper. A concept paper provides an overview of the project, and

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helps funding agencies eliminate proposals that are likely to be disapproved. Hence, it helps save time
and effort for both the proponents and the funding agencies.

A concept paper has several uses:

• First, it serves as the foundation of a full proposal.

• Second, it helps determine whether a certain proposal is feasible or not.
• Third, it used to pique the interest of the potential funding agencies.
• Finally, it is use to obtain informal feedback on the ideas to preparing the full proposal.
Since a concept is a preliminary document for a proposal, it shows a preview of the improvements
that the proponent would like to have implemented. Concept paper can be helpful in addressing social
issues especially since they aim to show solutions to tangible issues which plague society.

Three Ways in Explaining a Concept

Before writing your concept paper, you have to learn how to explain your concept first. You can
accomplish this using definition, explication or clarification
1. Definition is the method of identifying a given term and making its meaning clearer. Its main purpose
is to clarify and explain concepts, ideas, and issues by answering thes questions, “What does it mean?”
This mode of explanation contains the term to be defined and the detailed exposition of the term
through the use of illustrations, examples, and description.
A definition can be presented in three ways: informal, formal, or extended.
i. An informal definition is done through a parenthetical or brief explanation.
Example: Tocopherol (Vitamin E) is naturally found in vegetable oil, fish, and nuts.

ii. A formal definition explains a term by incorporating the term to be defined (species), the general
category of the term (genus), and the quality that makes the term different form other terms in
the same category (differentia).
Example: Vitamin E is a light yellow fat-soluble vitamin that acts as an anti-oxidant.
iii. An extended definition is a detailed way of defining a term and is usually composed of at least
one paragraph. This type of definition incorporates various patterns of development (e.g., formal
and informal definition, comparison and contrast, narration, description, classification, functional
analysis, process, analogy, and cause and effect) to explain a given concept.
Example: Subsequent to materials design is the preparation of learning materials. Learning materials
refer to both printed and non-printed objects or items that teachers and learners use to facilitate language
learning. Nowadays, materials are becoming more and more sophisticated, incorporating authentic
language samples and realias that help make a connection between classrooms and real-life activities.
They also incorporate information and communication technology (ICT), role plays, information-gap
activities, songs, taped transcripts, integrated macro skills, and explicit rubrics.

Signal words for definition:

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As defined is defined as to define
For example means to illustrate
For instance such as
2. Explication
An explication is a method of explanation in which sentences, verses, quotes, or passages are
taken from a literary or academic work and then interpreted and explained in a detailed way. When using
this technique, you need to clearly present your thesis in the introduction and follow it up with a detailed
analysis of a passage or text. You may begin the body of the explication by analyzing and explaining how
the text was constructed. Your explication should end with a concise conclusion by restating our thesis
and major arguments.

Explication of the “The Road Not Taken.”

The poem titled “The Road Not Taken” by Robert Frost is about a man reflecting on a
choice he once made. While the outcome of this choice is not implied to be positive or negative
the speaker notes that the choice in itself and the consequences of the choice he made a huge
difference in the way his life has unfolded.

The poem is about the importance of choices. The poem begins with the speaker
regretting that he could not have been two people so he could have at some point in his life
taken two roads instead of being confined to one. He looked as far as he could as he could see
what was ahead on one of the roads he could have taken, but was limited to seeing only as far
where it turned and disappeared in the bushes. In the second stanza he says he look on the
other road because it was grassy and was possibly better because it was less travelled, though
not much more than the other road. The third stanza says both roads were covered in leaves
that had not been walked on infrequently, to the extent that the leaves covering them had not
made black by tramping feet. He also he continued on the road he choose, and because he
knew that one thing leads to another (“way leads on the way”) he doubted he would ever return
to this part of the road. Finally, he says he will tell the story when he is much older. (“Somewhere
ages and ages hence”) that he had the choice of taking one road over the another, and having
taken the one he did made a big difference in his life.

An Excerpt from:
https://efford.weebly.com/uploads/1/3/8/3/13833564/poetryexplicationexample.doc

3. Clarification is a method of explanation in which the points are organized from a general abstract idea
to specific and concrete examples. It entails the analysis of the concept by looking at the examples and
specifying some of its characteristics to arrive at one working definition which can be used throughout
the paper.

The following signal words will help in writing this kind of text:
After all for instance namely

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As an example in other words put in another way
Consider the following in particular specifically
For example in short state differently

Sample Clarification Text

Justice is a broad concept which encompasses a wide set of ideas, most of which also branch
out into smaller notion. For instance, it can refer to the sentencing of a criminal based on due process.
When an individual gets what he deserves, even outside the law, it is also considered justice in some
contexts. This may come in the form of vigilante justice, in which a person dissatisfied with the system
doles out punishment to wrong-doers. Poetic justice is also another related concept which is used in
literature to show how the good is always rewarded while bad forces always meet a grim end. In the
context of this paper, justice will be clearly delineated into any instance in which the law is successfully
and fairly applied to an individual, resulting in either an arrest or a release. To illustrate, if a thief is caught
and tried in the court through due process, and is found to be guilty and then sentenced accordingly, it
can be said that justice was served. However if the same thief is caught in the act by a band of villagers
and was baten right then and there, it will be considered justice in the context of the paper, as the process
has snot undergone due process.

Parts of a Concept Paper

A concept paper usually ranges from 500-2000 words and is usually divided into several parts.
The following sections discussed in this lesson are merely suggestions for the content of the paper;
ultimately, the project proponent needs to follow the format and design required by the funding agency.
The parts of a concept paper may also vary depending on the nature of the project/activity.

Evaluation

TASK 2: Write E if the statement shows an effective way in writing a concept paper and N if not.
_____1. Rino fails to indicate the page number in his concept paper.
_____2. Andrew included a literature review for the concept paper he made for his term paper.
_____3. Geryl includes in the references all journal he used but excludes the book he cited.
_____4. Thea made her timeline independent from the details in the methodology.
_____5. Yana requested a budget from the funding agency on the preparation of the concept paper.
_____6. Sharee states her objectives in the methodology section.
_____7. Maxine sticks to one format every time she submits concept paper to various funding agencies.
_____8. Ellie uses data from government agencies to prove the existence of a problem that she and her
team like to address.

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_____9. Irish clarified the working definition of the concept she is preparing to ensure that the reader
understood it properly.
_____10. When Theresa knew her target readers are lay persons, she defined the technical terms she
used in the concept paper.
(Taken from: Applied English for Academic and Professional Purposes for Senior High School, Tandoc)

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Lesson 2: Various Kinds of Concept Paper in Fields such as Art,
Business, Law, Philosophy, Politics, Religion, Science, Sports and Tech-
voc.

Introduction: In this lesson, various kinds of concept paper will be discussed and samples will be
provided.

Competency:
Comprehends various kinds of concept paper

Objective: At the end of the lesson, you will have been able to:
a. Evaluate various kind of concept paper

Lesson Proper:

Discussion
Below are concepts being explained through the use of definition, explication and clarification.
There are other structures of concept paper like that of project proposal or academic research. Browse
the internet for examples. For now, read and analyze these concept paper available.

Mercury Pollution
(1) When most people think or talk about dangers to our environment, they focus on general terms like
“pollution,” “smog,” and “acidrain.” Also, they often focus on the impact of supposedly man-made
chemicals and compounds. But to truly understand the risks to our environment, it’s helpful to focus on
the danger of specific chemical, which are often otherwise naturally-occurring elements that have been
spread harmfully by man. One of the largest threats to our environment is mercury: Hg on the periodic
table of elements.

(2) At room temperature, mercury, a metal, exists as a silvery-white liquid. However, it vaporizes readily
when heat is applied, and can stay suspended in the air for more than a year. The largest sources of
mercury pollution in the United States are coal-fired power plants. Emissions from these plants account
for 70 percent of the mercury that enters our oceans, lakes, and streams. Air currents carry these particles
far from the source and are capable of polluting bodies of water thousands of miles away.
(3) Mercury particles released into the air fall into these waterways and quickly enter aquatic food chains.
First, mercury attaches to sediments (fragments of organic and inorganic material that settle to the bottom
of the body of water). Second, bacteria change the mercury into methyl mercury, a highly toxic substance.
Third, phytoplanktons feed on the organic matter in sediments and absorb the methyl mercury. Fourth,
fish then eat the mercury-contaminated phytoplankton; the larger the fish and the longer it lives, the more
concentrated the methyl mercury in its system becomes. The mercury can then move higher up the food
chain when humans eat fish that have absorbed high amounts of mercury.

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(4) Studies indicate that mercury levels in U.S. waterways have increased anywhere from 100 to 400
percent over the course of the last century, and no river, lake, or ocean seems immune. It is important to
note that, thanks to the U.S. Clean Air Act and efforts by industry to curb unnecessary discharges as well
as better sewage treatment methods, the levels have been in slow decline since the 1970s. however,
this minor decline is relatively miniscule in comparison to the major increase in the years prior.
(5) If you’ve ever experienced that “rotten egg” smell during low tide at a coastal area, you’ve seen (or
smelled) methylation in action. Methylation is the conversion of mercury in sediments to methyl mercury
by sulphatereducing bacteria. While this methylation is a natural process, the industrial discharge of
mercury has greatly accelerated the process beyond what the ecosystem is able to absorb safely. This
methylation not only impacts aquatic species, but also harms humans and other land-based wildlife. (6)
Most of the fish and shellfish that humans eat live solely in coastal areas or frequent coastal areas and
feed on the fish that live there. At the same time, most methylation takes place in coastal areas.
Therefore, methyl mercury moves up the food chain from plankton to lobster, bluefish, winter flounder,
tuna, and many other species eaten extensively by man. The methyl mercury binds to the protein in fish,
residing in the muscle of the fish. This muscle is exactly what we eat, the fillet.
(7) The short-term impact of digestion of toxic methyl mercury is obviously a concern.
More troubling, however, is its long-term impact on species up and down the food chain.
In Wisconsin, scientists have studied the decline of chick production in loons (aquatic birds).
They have made a positive link to mercury concentration in eggs which exceeds the concentration
found to be toxic in laboratory studies.
Through that example, the lasting impact of methyl mercury far from the source of the pollution can be
seen.
(8) One of the great wonders of the Earth is the interconnectivity of all the world’s ecosystems. This
interconnectivity gives us the range and diversity of wildlife that we all enjoy and it also allowed life on
the planet to endure through cataclysmic events, such as asteroid impacts and the ice ages. However, it
is this very interconnectivity that makes our ecosystems so vulnerable. Mercury pollution is unfortunately
one of many examples of an environmental impact far removed from the source of the pollution;
understanding the process by which the pollution spreads up the food chain is one of many steps to
ameliorate the impact of such pollution.

Paleolithic Art
(1) From the moment in 1879 that cave paintings were discovered at Altamira, scholars have wondered
why the hunter-artists of the Old Stone Age decided to cover the walls of dark caverns with animal
images. Various answers have been given, including that they were mere decoration, but this theory
cannot explain the narrow range of subjects of the inaccessibility of many of the paintings. In fact, the
remoteness and difficulty of access of many of the cave paintings and the fact they appear to have been
used for centuries are precisely what have led many scholars to suggest that the prehistoric hunters
attributed magical properties to the images they painted. According to this argument, by confining animals
to the surfaces of their cave walls, the artists believed they were bringing the beasts under their control.
Some have even hypothesized that rituals or dances were performed in front of the images, and that
these rites served to improve the hunters’ luck. Still others have stated that the painted animals may have
served as teaching tools to instruct new hunters about the character of the various species they would
encounter or even to serve as targets for spears.
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(2) In contrast, some scholars have argued that the magical purpose of the paintings and reliefs was not
to facilitate the destruction of bison and other species. Instead, they believe prehistoric painters created
animal images to assure the survival of the herds Paleolithic peoples depended on for their food supply
and for their clothing. A central problem for both the hunting-magic and food-creation theories is that the
animals that seem to have been diet staples of Old Stone Age peoples are not those most frequently
portrayed.
(3) Other scholars have sought to reconstruct an elaborate mythology based on the cave paintings,
suggesting that Paleolithic humans believed they had animal ancestors. Still others have equated certain
species with men and others with women and also found sexual symbolism in the abstract signs that
sometimes accompany the images. Almost all of these theories have been discredited over time, and art
historians must admit that no one knows the intent of these paintings. In fact, a single explanation for all
Paleolithic murals, even paintings similar in subject, style, and composition (how the motifs are arranged
on the surface), is unlikely to apply universally. The works remain an enigma – and always will – because
before the invention of writing, no contemporaneous explanations could be recorded.

Evaluation
TASK 1: Refer to the concept papers entitled Mercury Pollution. Evaluate this text by answering the
questions below.

1. Does the whole text precisely define the topic or only describe it?
2. What methods did the author use to define the topic? Would other techniques be more effective?
3. Does the author state what her topic is to prevent confusion?
4. If you were to explain Sinigang to someone, what changes would you make?

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Lesson 3: Novel Concept Paper

Introduction: In this lesson, the discussion will focus on writing a concept paper for a project proposal,
applying the knowledge in explaining a concept using definition, explication and clarification. The basic
structures of concept paper will be provided for clarity and understanding.

Competency: Presents a novel concept paper or project.

Objectives: At the end of the lesson, you will have been able to:
a. Produce a well- balanced novel concept paper or project
b. Apply principles in writing concept paper in providing solution to problems in the community.

Lesson Proper:

Discussion
Have you heard the line which goes- Don’t be part of the problem, be part of the
solution. What does it mean to you?
In this lesson you are expected to make a concept paper or project proposal in providing
solution to a problem in your community.
Study the following structure in writing a concept paper for project proposal and for
academic writing.
Concept Paper for a Project
Use the following structure when you want to propose a certain tangible project in your discipline.
1. Cover Page

• State the name of the proponents and their affiliations.

• State the addresses, contact numbers, and email addresses of the proponents.
• State the head of the agency and his/her contact information.
• State the date of submission.
2. Introduction

• State the information about the funding agency to show that you understand its mission.
• State the mission of the agency that the proponents represent an align it to the funding agency’s
mission. Also, state the year the proponent’s agency was established, its major accomplishments,
and other details that demonstrate its capability to undertake the proposed project.
• Present and describe other partner agencies and why they are qualified as such.
• Provide reasons why the funding agency should support the project.
3. Rationale or Background

• State the gap in knowledge to be addressed by the project.

• State the problems to be solved.
• State the project’s significance.

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4. Project Description

• State the goals and objectives of the project.

• Present the methodology
• Present the timeline expressed in months and year.
• State the benefits or anticipated outcomes.
• State how success of outcomes will be evaluated.
5. Project Needs and Cost

• Outline the main budget; include the item description and amount.
• Explain or justify how the budget will be used.
• List the personnel or equipment needed for the project.

Concept Paper for Academic Research

Use the following structure when you intend to present an idea or concept for a research you
would like to pursue.
1. Title Page

• State your research title.

• State your name and school
• State the date of submission
2. Background of the Study

• Provide the current state of field you are researching on.

• State the gap in knowledge and problems to be addressed by the research. Provide statistics and
previous studies to prove your claims.
• State the reason why you want to investigate on the chosen topic.
• State the theoretical and practical implications of your research.
3. Preliminary Literature Review

• Provide a theoretical framework. The theoretical framework includes the theory that will guide you
in the conduct of your research.
• Provide related literature that supports your topic.
• Provide related studies that will help you in conducting the research or analyzing and discussing
the data.
• Provide a brief synthesis of reviewed literature and studies.
4. Statement of the Problem/Objectives

• State your general problem in one sentence

• State your specific research questions or objectives.
5. Abridged Methodology

• Provide the contexts and participants of the study.

• Provide the instruments to be used.
• Provide the data collection procedure.
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 • Provide the data analysis scheme to be used.
6. Timeline

• Provide a timeline
7. References

• Provide a list of all books, journals, and another resources cited in your paper.

Guidelines in Writing a Concept Paper

Follow the guidelines below to come up with a well-written concept paper.
1. Cost and methodology should be reasonable.
2. The budget, timeline, and methodology should be clearly aligned.
3. Use statistics and figures when discussing the rationale of the project.
4.Use no more than five pages (single spaced) excluding the cover page. Do not overwhelm the readers
with details.
5. Never request funding for planning the proposal.
6.Adjust your language to the intended readers. You may use technical terms if readers are scholars and
scientists. However, refrain from using jargon when your target readers are lay persons.
7. Include the overview of the budget if it is required. If not, then skip the budget sections
8. Be sure that basic format details, such as page numbers are incorporated.
9. Cite your references.

Evaluation
TASK 1: Concept Paper for a Project. Think of a problem in your community. Using a minimum of 100
words and a maximum of 150 words, make a short concept paper to present your solution to this problem.
The budget section is optional. Use short bond paper and paste this in your notebook.

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