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Learning Package
in English 121 (Grade 12):
English for Professional and Academic Purposes

SAINT JOSEPH BLENDS

Bringing Learning in Education to Neo Delivery System

NAME: _________________________________________

GRADE AND SECTION: ________________________ PREPARED BY:

ALYSSA TUBILAG
ADDRESS: ____________________________________
GIOVANNI OROSIO
CONTACT NUMBER: ______________________________
 LEARNING PACKAGE NO. 1: Academic Writing and Professional Writing

Are you worried that Academic Writing may be too technical for you?
Don’t fret! Although academic writing is usually seen as a lonely and frightening topic and students have a
notion that writing academic papers requires skills that only few people possess. But the truth is, academic
writing is an activity that can be within our grasp, especially for a Senior High School student like you!
Especially during this time where almost everything under the sun is accessible through the internet, it is a
must for you to enhance your writing skills in order for you to express your ideas about societal issues
effectively. Being able to express your ideas might spark change and influence others to take a course of
action that will benefit the majority.

Complex ideas can be made simple and relatable, and writing can also be a social act- comprising the
brainstorming and feed backing process. This lesson is geared toward changing your mind-set about the
technicalities of academic writing- but rather look at it in a more personal lens. This lesson will help you
differentiate Academic Writing from Professional Writing, learn about Paraphrasing and Summarizing, and
lastly this will teach you how to improve your writing skills, in general.

Without further ado, welcome to the world of Academic Writing!

Essential Question:

“What makes an academic style of writing effective?”

Lesson Coverage

Lesson 1 – Purpose, Audience, and Different Kinds of Academic Writing

Lesson 2 – Features of Academic Writing
Lesson 3 – Purpose, Audience and Aspects and Features of Professional Writing
Lesson 4 – Summarizing and Paraphrasing
Lesson 5 – In-Text Citation
 PRE-ASSESSMENT

Eyes on the basics! Let's start by looking at the vocabulary you need to use in your academic
writing. In academic writing it’s very important to say exactly what you mean, in a suitable style –
and choosing the right type of vocabulary is an important place to start. You need to be careful that
the words you're using aren't too informal, vague or personal/emotive. Try this test to upgrade
your academic vocabulary knowledge!
1. Which word is the odd one out?
a. Possible
b. Stuff
c. Receive
d. Difficult

2. Which word or phrase is the odd one out?

a. And
b. As we all know
c. Also
d. But

3. “The increased incidence of inflammatory bowel disease was maybe due to

dysfunctional Th1 regulation.” Which word is unsuitable?
a. Increased
b. Maybe
c. Dysfunctional
d. Incidence

4. “A collaborative global campaign of vaccination effectively got rid of smallpox

by 1980.” Which word or phrase is unsuitable?
a. Vaccination
b. Collaborative
c. Smallpox
d. Got rid of

5. “Polling suggested that US farmers were in favor of the changes to NAFTA,

although groups representing the farming industry were kind of reluctant.”
Which word or phrase is unsuitable?
a. Suggested
b. Industry
c. Kind of
 d. Reluctant

6. Which word or phrase is the odd one out?

a. Come up with
b. However
c. Active process
d. Large

7. 'By 2030, Indonesia is likely to become one of the world's biggest economies.'
Which word is unsuitable?
a. Likely
b. Biggest
c. Economies
d. Become

8. Which of these words means “enough”?

a. Adequate
b. Insufficient
c. Potential
d. Significant

9. “After consulting the judge about the legal meaning of several terms, the jury
returned a verdict of ‘not guilty’ despite physical evidence that the defendant
had been at the victim’s home at the time the murder occurred.” Which of the
following is most likely based on that quotation?
a. The jury did not believe the defendant was at the location of the crime.
b. The jury did not believe the defendant met the legal definition of guilt.
c. The defendant had committed murder.
d. The defendant had not committed murder.

10. Which of these words means ‘to get larger’?

a. Maximum
b. Expand
c. Dimension
d. Volume
 Lesson 1: Purpose, Audience, and Different Kinds of Academic Writing

How many times have you been asked to write about your summer vacation or your
Christmas vacation? How many times have you been asked to write a movie review or a
reflection paper? It is true that you had lots of writing assignments in the past. But have
you thought about the differences of these various writing tasks? Do you know what makes
an academic essay different from a personal narrative?

I. LEARNING TARGETS:
At the end of this lesson, YOU CAN:

1. determine the purposes, audience, and general features of academic and professional
writings;
2. identify some common academic and professional writings

II. LEARNING EXPERIENCES

I. FOCUSING ACTIVITIES

A. Priming Activity
Instructions: Grab the closest book to you, flip to page 45. The first sentence on that page describes your
love life. How did it go?

B. Activation of Prior Knowledge: T-Chart

Instructions: Read the article from the site provided below: https://www.thoughtco.com/what-is-
academic-writing-1689052. If you do not have access to the internet, look for any source or textbook about
academic writing and read them. Write the information that you gathered in the T-chart below:

Notes from the source My own understanding

Linking Statement: In the warm-up activity, you have researched on the definition, purpose, audience, and general
features of academic writing. In this era when information is easily accessible, it is important to learn how to check
and validate the professional and academic writings that you will come across in your studies. Let us find out if
what you have discovered about Academic Writing is correct. You will also learn about the two types of Academic
Writing- Expository and Persuasive Writing. In this lesson, you will also learn 4 kinds of Academic Writing which
can help you in your studies and even as you go out of the academe.

II. GUIDED INSTRUCTION

A. Concept Notes

Source: Quipper Ltd.

 B. Checking for understanding (Please see Worksheet No. 1.1)
Based on the concept notes, define and give the features of academic writing in your own words.

III. GUIDED PRACTICE

A. Productive Collaboration (Please see Worksheet No. 1.1)

Instruction:
1. Work with your assigned partner.
2. Read the excerpt below then fill out the table based on the guide questions provided. The table
is located in the Collaborative Activity part of the worksheet.

An excerpt from “The Filipino People before the Arrival of the Spaniards” from A History of the
Philippines
David P. Barrows

Position of Tribes — On the arrival of the Spaniards, the population of the Philippines seems to have
been distributed by tribes in much the same manner as at present. Then, as now, the Bisaya occupied the
central islands of the archipelago and some of the northern coast of Mindanao. The Bicol, Tagálog, and
Pampango were in the same parts of Luzon as we find them to-day. The Ilocano occupied the coastal plain
facing the China Sea, but since the arrival of the Spaniards they have expanded considerably and their
settlements are now numerous in Pangasinan, Nueva Vizcaya, and the valley of the Cagayan.

The Number of People — These tribes which to-day number nearly 7,000,000 souls, at the time of
Magellan’s discovery were, probably, not more than 500,000. The first enumeration of the population
made by the Spaniards in 1591, and which included practically all of these tribes, gives a population of
less than 700,000.

There are other facts too that show us how sparse the population must have been. The Spanish
expeditions found many coasts and islands in the Bisayan group without inhabitants. Occasionally a sail
or a canoe would be seen, and then these would disappear in some small “estero” or mangrove swamp
and the land seem as unpopulated as before. At certain points, like Limasaua, Butúan, and Bohol, the
natives were more numerous, and Cebu was a large and thriving community; but the Spaniards had
nearly everywhere to search for settled places and cultivated lands.
The sparsity of population is also well indicated by the great scarcity of food. The Spaniards had much
difficulty in securing sufficient provisions. A small amount of rice, a pig and a few chickens, were
obtainable here and there, but the Filipinos had no large supplies. After the settlement of Manila was
made, a large part of the food of the city was drawn from China. The very ease with which the Spaniards
marched where they willed and reduced the Filipinos to obedience shows that the latter were weak in
numbers. Laguna and the Camarines seem to have been the most populous portions of the archipelago. All
of these things and others show that the Filipinos were but a small fraction of their present number.

On the other hand, the Negritos seem to have been more numerous, or at least more in evidence. They
were immediately noticed on the island of Negros, where at the present they are few and confined to the
interior; and in the vicinity of Manila and in Batangas, where they are no longer found, they were mingling
with the Tagálog population.

Conditions of Culture — The culture of the various tribes, which is now quite the same throughout the
archipelago, presented some differences. In the southern Bisayas, where the Spaniards first entered the
archipelago, there seem to have been two kinds of natives: the hill dwellers, who lived in the interior of
the islands in small numbers, who wore garments of tree bark and who sometimes built their houses in
the trees; and the sea dwellers, who were very much like the present day Moro tribes south of Mindanao,
who are known as the Sámal, and who built their villages over the sea or on the shore and lived much in
boats. These were probably later arrivals than the forest people. From both of these elements the Bisaya
Filipinos are descended, but while the coast people have been entirely absorbed, some of the hill-folk are
still pagan and uncivilized, and must be very much as they were when the Spaniards first came.

The highest grade of culture was in the settlements where there was regular trade with Borneo, Siam, and
China, and especially about Manila, where many Mohammedan Malays had colonies.

B. Processing Questions

Experience Questions

1. What do you think are some problems that you and/or your classmates encounter when you write
academic papers?

Content Questions
1. What is the importance of academic writing?
2. If you use the first person point of view in writing academic papers, is it still considered academic?
 III. Synthesis
Activity Title: React on this!

Instructions: Express your views about the quotation below.

Students believed essays

were “creative writing”
and research papers were
a different beast
St
altogether”
(quoted by Ballenger in
Langan, Nadell, and
Comodromos 2005)

Reflection:

Academic writing is not boring and difficult. There is a big possibility that you dread writing papers, be it
an essay, argumentative essay or a proposal. Keep going because the next lessons will help you realize
that if you will use your voice as a writer to the best of your abilities, your product will be worth it.

VI. INDEPENDENT PRACTICE

Activity Title: Argumentative and Expository Writing Style Practice (Please see Worksheet 1.1)

Part 1: Expository Writing

When using the expository style of writing, you need to start with a topic sentence that lets the reader
know what they are going to be reading about. This should include the subject and a little information.
Expository writing does not use “I” feelings or statements. Write a topic sentence for each selection.
 1. This is a day each year that you gather with family and friends to celebrate the day of your birth.
There are usually cake and presents for the person being celebrated. Some families have unique
traditions such as a trip to a favorite restaurant or a special type of cake. Sharing birthdays is
something special for many people.

2. Knowing how to get out of the house in case of a fire is important. You should have two escape
routes from each part of your house. You can also practice basic fire safety by knowing where the
fire extinguishers are, how to put out small fires like a grease fire, and knowing how to stay safe.
Simple things like unplugging hair tools, blowing out candles, and not leaving the stove on are also
important.

Part II: Argumentative Writing

When using persuasive writing, you are expected to offer opinions on a topic, in support of or against. You
are trying to get the reader to agree with your position. Your task is to create three supporting details for
every given topic below. Remember to put your strongest argument first.

1. Sports are a great way to have fun and stay healthy.

2. Staying indoors is better than staying outdoors

You will be graded based on this criteria:

“If you wait for inspiration to write,

you’re not a writer. You’re a waiter.”
 Lesson 2: Features of Academic Writing

I. LEARNING TARGETS:

At the end of this lesson, YOU CAN:

 determine the general features of academic writings, and

 identify some common academic writings

II. LEARNING EXPERIENCES

I. FOCUSING ACTIVITIES

A. Priming Activity: Daring Doodle

Prepare any piece of paper. Draw a doodle to show your understanding
of Academic Writing. Note that your doodle must not contain words.
You may share your doodles with your classmates through private
messaging.

B. Activation of Prior Knowledge

Later on, you will be asked to read about a text written by Jean-Paul Sartre. Get to know him
first by reading a little about him on the World Wide Web. Fill out the
word web afterwards.

Who is
Jean-Paul
Sartre?
 Linking Statement: In writing academic texts, one should be aware of the format and features of
the text that he or she has to follow for readers to properly identify the intention and meaning of
the written text. In the previous activity, you researched about Jean-Paul Sartre. Here, we will
examine one of his works, and analyze the elements present like the format and features that he
used.

II. GUIDED INSTRUCTION

A. Concept Notes

I. General Features of Academic Writing

 II. Some
Considerations in
Academic Writing

B. Checking for understanding

Short Answer Essay (See Worksheet 1.2)
1. Explain the concept of third person point-of-view.
2. When do you consider writing subjective? When is it objective?
3. What do you mean by “scope and limitations” of the topic?
4. What is a jargon? Provide one example of a jargon.

III. GUIDED PRACTICE

A. Productive Collaboration
Instructions: Read the text and answer the questions that follow. You are going to work with a partner.
Note that your responses should be written in the worksheet.

Who Is Hell in Jean-Paul Sartre’s No Exit?

Destruction of human relations poses a problem in the world. It affects everything that happens and
everything that could happen since men, in the first place, have responsibilities toward humanity. In the
same manner, man either builds or destroys who he is based on the decisions and choices he makes. This
is the dilemma in Jean-Paul Sartre’s No Exit, which explains what he means by atheistic existentialism.
This paper looks into the selection and Sartre’s views and ideas, particularly his idea of “hell is other
people.”

“Hell is other people” is the most momentous line from the drama No Exit, as it sums up everything that
Sartre means in his work. Unlike people’s own perception of hell and punishment, Sartre presented a
different kind of hell, one that is different from the views of Dante and the bible. Sartre’s presentation of
hell even surprised the characters themselves because even they have the biblical or Dantean notion of
hell, as was mentioned in the following lines from the drama:

GARCIN: Quite so. [Both laugh. Abruptly the laugh dies from Garcin’s face.] But, I say, where are the
instruments of torture?

INEZ: You? Why, the torturer, of course.

The idea of the characters (Garcin, Inez, and Estelle) that they are really in hell is arguable because it was
not directly stated that they are there. However, based on how the characters perceived where they are
and the eternality of their state, it can be safely assumed that they are in fact in hell.

INEZ: Yes, we are criminals – murderers – all three of us. We’re in hell, my pets; they never make
mistakes, and people aren’t damned for nothing.

The philosophy of existentialism clearly describes what Sartre meant by the play, most especially his idea
of “anguish,” “abandonment,” and “despair.” These ideas are concretized in the play on two levels: on the
surface level, these three ideas explain why and how Garcin, Inez, and Estelle ended up in hell; and on a
deeper level, these are what makes the idea of “hell is other people.”

In Sartre’s Existentialism Is a Humanism, he defined existentialism as “a doctrine that makes human life
possible and also affirms that every truth and every action imply an environment and a human
subjectivity.” It covers the idea that a person has his own free will that allows him to embody an absolute
self, but his freedom is limited. In the text, the experiences shared by the three characters showed how
they make their own choices by themselves, and these choices became the reason why they ended up in
hell. This also constitutes Sartre’s idea of “existence precedes essence” (Sartre in Mart, 2012). He states
the man exists in the world, and whatever he makes of himself in the world becomes his essence, his
purpose. This became the dilemma of the characters at the latter part of the play. In the case of Garcin, he
wanted to be viewed as a courageous man, but nobody would tell him that he is, and he realizes that he is
indeed a coward. Following this train of ideas, Sartre’s idea of anguish, abandonment, and despair
becomes the underlying thought in unraveling what he meant by the expression “hell is other people.”

Sartre explains the idea of anguish by saying that “a man who commits himself, and who realizes that he is
not only the individual that he chooses to be, but also a legislator choosing at the same time what
humanity as a whole should be, cannot help but be aware of his own full and profound responsibility.” On
one hand, the three characters ended up in hell because they failed to do the things that they were
expected to when they were still living. Garcin was unfaithful to his wife; Inez turned a wife against her
husband, and Estelle became unfaithful to her husband and killed her child. On the other hand,, despite
the fact they wanted to get out of where they are, they felt a responsibility toward one another that in the
end, they did not want to leave anymore.

INEZ [struggling with ESTELLE]: Estelle! I beg you, let me stay. I won't go, I won't go! Not into the passage.

GARCIN: Let go of her.

ESTELLE. You're crazy. She hates you.

GARCIN: It's because of her I'm staying here. [ESTELLE releases INEZ and stares dumbfoundedly at
GARCIN.]

INEZ: Because of me? [Pause.] All right, shut the door. It's ten times hotter here since it opened. [GARCIN
goes to the door and shuts it.] Because of me, you said?

Next is the idea of abandonment, which is defined as “God does not exist and that we must bear the full
consequences of that assertion.” In relation to the idea of anguish, abandonment simply means that since
there is no acknowledgement of God, man then cannot blame another being for the problems and
maladies he encounters in his life. In the same manner, there is no God to affirm the good things that he
does, meaning that it is man himself who is burdened of everything that happens to him. This also dispels
the notion that hell is a place; rather (following the train of ideas in the play), hell is a state or condition
that men bring to one another. Hence, “hell is other people.”

This idea is evident throughout the course of the text. The continuous annoyance of the characters toward
one another makes them resent one another, as seen in the following example:

INEZ: Well, what are you waiting for? Do as you're told. What a lovely scene: coward Garcin holding baby-
killer Estelle in his manly arms! Make your stakes, everyone. Will coward Garcin kiss the lady, or won't he
dare? What's the betting? I'm watching you, everybody's watching, I'm a crowd all by myself. Do you hear
the crowd? Do you hear them muttering, Garcin? Mumbling and muttering. "Coward! Cow-ard! Coward!
Coward!"—that's what they're saying. . . . It's no use trying to escape, I'll never let you go. What do you
hope to get from her silly lips? Forgetfulness? But I shan't forget you, not I! "It's I you must convince." So
come to me. I'm waiting. Come along, now. . . . Look how obedient he is, like a well-trained dog who comes
when his mistress calls. You can't hold him, and you never will.

Last is the notion of despair. Sartre states that “we must limit ourselves to reckoning only with those
things that depend on our will, or on the set of probabilities that enable action.” It simply means that a
man should make decisions based on what he wills. In the manner of the play, Garcin stayed in the “room”
although he wanted to escape because he’s not brave and because he realized that Inez has a deeper
understanding of what cowardice means. Estelle wanted to be with Garcin because she would always
want a man, and he is also almost willing to be Estelle’s man. But because of Inez, he changed his mind,
and Inez wanted to stay because he wanted to get Estelle, which also becomes the reason why she annoys
and somehow insults Garcin.

This is where the idea of “Hell is other people” comes in. Because of what Sartre calls “the gaze of the
other,” the characters look at themselves not as who they wanted to become but as what the other
characters tell them about themselves. This is also the reason why Estelle, throughout the play, looks for a
glass or mirror to look at because she is being affected by what the other characters are saying.

ESTELLE: Excuse me, have you a glass? [GARCIN does not answer]. Any sort of glass, a pocket-mirror will
do. [GARCIN remains silent.] Even if you won't speak to me, you might lend me a glass. [His head still
buried in his hands, GARCIN ignores her.]
What is now the implication of the text on the changes brought about by modernism? It serves as a
“prophetic vision” to the atrocities or rectitude that men can cause toward one another: that it is man who
either causes destruction or unity to the world they are living in. Probably, Sartre is challenging us to
think of what our “essence” is based on the choices we make and how we deal with one another. Would
we also say that “hell is other people”?

Instructions: Answer the following questions comprehensively. Responses should be backed up by

textual evidence, and opinions should be clearly explained. (See Worksheet 1.2)

1. What can you say about the diction used in the text?

2. What is the focus of the text?

3. Is the analysis of the text objective or subjective? How can you say so?

4. What is the thesis of the text?

5. Did the text use jargons? If so, what are these?

6. How is the text developed?

B. Processing Questions
Content Questions
1. Why should formal language be used in academic writing?
2. Why does it have to be precise?
3. What happens if the author does not define the scope and limitations of the topic?
4. Does an author need to directly state his or her stand or main idea? Should he or she support it
with factual information?
5. Should writing contain words or expressions that are difficult to understand?
6. Does an author need to mention or cite sources when presenting factual information?

Experience Questions
1. What was the easiest part of the activity? Which one is difficult?
2. How could the activity be improved for you?

III. Synthesis
Activity Title: Exit Tickets
Instructions: For you to proceed to the next lesson, you will need two tickets. For the
tickets to be validated, you will have to answer the following questions:
 Which is more challenging for you to write: an academic text or a creative writing text? Why?
  What do you think is the most challenging part of writing an academic text?
Reflection:

Having learned about different academic texts, what have you discovered? How do you think you can use
your knowledge of this to address particular issues in society that we are facing at present?

VI. INDEPENDENT PRACTICE

Learner’s Proficiency (Independent Practice) (See Worksheet 1.2)
Activity Title: Venn Diagram

Instruction:

1. Compare and contrast academic writing with literary writing.

2. Create a Venn diagram to show your ideas.
3. Be prepared to share your work in class.

Start writing no matter what.

The water does not flow until the faucet is turned on.
 Lesson 3: Purpose, Audience, Aspects and Features of Professional Writing

I. LEARNING TARGETS:

At the end of this lesson, YOU CAN:

 identify the purposes, audience, and general features of professional
writings; and
 Identify some common formats of professional writing.

II. LEARNING EXPERIENCES

I. FOCUSING ACTIVITIES

A. Brain Break: Word Search

Look at the figure below. Encircle the first five words that you see. These words describe what you
need in order to improve your writing skills.

What words did you get? List them below:

 B. Activation of Prior Knowledge
Watch the video entitled The Key Forms of Business Writing: Basic Memo through this link:
https://www.youtube.com/watch?v=n5Zyn9y_MDs
Afterwards, list EIGHT (8) important notes from the video watched.

1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
5. _________________________________________________________________________
6. _________________________________________________________________________
7. _________________________________________________________________________
8. _________________________________________________________________________

Linking Statement: You have just found out about the basics of Memorandum Writing, its aspects
and proper format to be followed. In the professional field, it is also mandatory for one to recognize
the aspects and formats of the kinds of writings one use for specific purposes. In this lesson, we will
focus on the professional style of writing. This type of writing will be of particular use when you
begin your career or engage in business. Let’s find out more about Professional Writing!

II. GUIDED INSTRUCTION

A. Concept Notes

Sample Memorandum

From: Ms. Rosalie Dimailig - Human Resources Manager

CC: Ms. Martha Cruz - Engineering Department Head

Date: October 17, 2019

Re: Absences

Mr. Jeremy Reyes, During the last meeting of department heads, it was brought to my attention that you
have been repeatedly absent for several times in the past month. We would thus like to call your attention
and ask you to address this matter.
As one of the supervisors in our engineering department, we hold you in high regard and expect you to set a
good example for your team. As discussed during the employee orientation and as stated in your contract,
you are to notify your immediate superior in the event that you would need to be absent. A written letter
from you explaining this absence is also required in case the absence lasts for two or more consecutive days.

In the past month, you have been absent for a total of eight days, and you were not able to notify your
immediate superior nor furnish us with a letter explaining your absence. Although your tasks were
designated to your team members during the days you were absent, it would still be good for us to be
notified so that it would be easier for us to immediately plan a course of action for the day. As the company’s
employee, it is also your duty to keep communication lines open in case we need to contact you during your
absence.

This memorandum serves as your first written warning regarding your absences. Attached is a copy of our
employee guidelines and handbook. Please do take the time to review the section on absences, as we would
be compelled to enforce disciplinary measures in case you incur five more absences next month.

Do let us know that you have received and understood this memo. If you have questions or concerns, please
get in touch with us.

Thank you.

Analysis of the Text

The text above is an example of a memorandum. It was written to call the attention of an employee
regarding his repeated absences without proper notice. Aside from calling the employee’s attention, it also
states the reasons why the employee needs to follow a certain protocol whenever he needs to be absent. It
also mentions that disciplinary measures may be enforced in case the employee does not comply with the
company’s rules. The memo also requires the employee to acknowledge its receipt.

The recipient of this type of memo is expected to comply with the company’s rules and improve his/her
performance and/or behavior afterward. Such a memo is only given when a certain action of an employee
affects his/her work duties as well as the work of others in the company and goes against certain policies
and processes of a company.
Professional Writing
Checking for understanding
Memorandum Short Answer Essay (See Worksheet 1.3)
1. What type of professional writing is the text?
2. What is its primary purpose?
3. Who may be affected by the document?
4. What is expected of the recipient after reading the memo?
5. What prompted the writer to construct the text?

III. GUIDED PRACTICE

C. Productive Collaboration (See Worksheet 1.3)
Instructions: With a partner, search for and get ONE example of any of the following: business letter,
memorandum, business proposal, or résumé. Read and examine your chosen example.

With your example as basis, identify the features of professional writing and answer the guide questions:

 What are the objectives in writing the document?

 Who will read the document?
 Who will benefit from the document?
 Who may be affected by it? What is the background of the document? What specific situation
prompts an individual to write it?

B. Processing Questions
Experience Questions:
 Did you find it challenging to work on the document? How so?
 Do you think the document you came up with could be used in an actual professional environment?
Why or why not?
Content Questions:
 What makes a business letter different from a memorandum and a business proposal?
 Synthesis
Activity Title: Give me a . and a ?
Instructions: Fill out the table below by writing down what you already know and what you
want to ask.

A STATEMENT ABOUT WHAT I’VE LEARNED A QUESTION TO ASK A TEACHER/CLASSMATE

(.) ABOUT WHAT IS LEARNED ( ? )

Reflection:

Think of the job that you would like to apply for. Do you think you are equipped with the right academic
and professional writing skills?

VI. INDEPENDENT PRACTICE

Activity Title: Activity Title: Resume Analysis (See Worksheet 1.3)

Instructions: Please read the sample resume below. Afterwards, answer the following guide
questions comprehensively. Opinions should be clearly explained.

MICHAEL JOHN PEREZ MADRONA

3012 Roxas Boulevard

Malate, Manila, 1009

(+63) 09089932945

[email protected]
PROFESSIONAL QUALIFICATION

Licensure Examination for Teachers Passer - Secondary Level (April 2013)

Registration Number: 1112233

WORK EXPERIENCE

St. Peter Christian School of Manila

High School English Teacher (May 2017–Present)

● Plans lessons in English for junior high school students

● Develops test questions for summative assessments

● Attends trainings/seminars/workshops to further improve skills and be competitively oriented in the K-12 curriculum

Global Writing Co.

Web Content Writer (April 2013–May 2017)

● Wrote, proofread, and edited articles for different websites and companies
 Engaged in research regarding varied topics ranging from the sciences to the
humanities and arts

EDUCATION

Philippine Teachers School

Master of Arts in Education – English Language Teaching (2018–Present)

18 units accomplished

Philippine Teacher’s School

Bachelor of Secondary Education major in English (2009–2013)

SEMINARS ATTENDED

Seminar-Workshop on Blended Learning

May 23, 2019

Philippine Teachers School

Standards-based Assessment for New Teachers

June 11–12, 2019

Books, Books, Books, Inc.

ADDITIONAL SKILLS

● Proficient skills in using educational technology

● Flexibility in terms of teaching-related tasks
● Adept skills in using the English language

CHARACTER REFERENCES

Jarvis M. Amio
Linguistics and Literature Professor
(+63) 09402012033

Jordan L. Ramirez
English Coordinator, St. Peter Christian School of Manila
(+63) 09111929229

1. What type of professional writing is the text?

2. What is its primary purpose?
3. Who may be affected by the document?
4. What prompted the writer to construct the text?
5. Do you think this résumé will be effective in achieving its purpose? Why or why not?
6. Suppose you were the one constructing the résumé. What would you do to improve it?

Your work will be graded based on this criteria:

If you want to be a writer- stop talking about it.

Sit down and start writing.
 Lesson 4: Summarizing and Paraphrasing

IV. LEARNING TARGETS:

At the end of this lesson, YOU CAN:

 Paraphrase and explain a text using one’s own words
 Summarize the content of an academic text

V. LEARNING EXPERIENCES

I. FOCUSING ACTIVITIES

A. Activation of Prior Knowledge: 4 phrases; 1 word

Instructions: Recall the different kinds of Academic Writing. In each item, there are four (4) phrases.
Identify what kind of academic writing is being pertained in each item.
 Linking Statement: In the previous lesson, you have learned about the different kinds of
Academic Writing. We will expand that knowledge by practicing your summarizing and
paraphrasing. The skills to summarize and to paraphrase are essentials in academic and
professional writing. A writer can use these skills in creating academic texts. In this module, you
will work with your partner to summarize and paraphrase some texts.

II. GUIDED INSTRUCTION

Concept Notes
Summary
Definition  It is a shortened version of a text that highlights its key points. It emphasizes the
main ideas by using your own words. Moreover, it is significantly shorter than
the original text.

Purpose  Improve reading and writing skills

 Avoid plagiarism

 Get only important ideas and information

1. Read and understand the text for several times

How to
Summarize
*Teacher’s note: In this first step, you are required to fully understand the text.
You cannot summarize the text if you failed to comprehend what the text is all about.

2. Underline the main idea

*Teacher’s note: While reading the text, determine its main idea. Usually, the main
idea is found on the first, middle, or last line of the text. Once you determined the main
idea of the text, underline it. You will need this as you proceed to the next step.
 3. State the main idea in your own words
*Teacher’s note: Now that you determined the main idea, state it using your own
words. The result is now the summary of the text.

Side step: If you think that there is a need to write other important information, you
may also do it.

Additional Information: The length of the summarized version of the text, is usually a
quarter of the original text.

Example Step 1 Different birth order elicits different methods of socialization from
parents towards their children. More specifically, research has
indicated that “mothers were found to engage in more social,
affectionate, and caretaking (except feeding) behavior with firstborns
than second-borns.

Step 2 Different birth order elicits different methods of socialization from

parents towards their children. More specifically, research has
indicated that “mothers were found to engage in more social,
affectionate, and caretaking (except feeding) behavior with firstborns
than second-borns.

Step 3 Parental behavior towards children seems to vary from one birth
order to another (Summarized Version)

Paraphrase
Definition  It is your own rendition of the essential information and ideas expressed by
someone else which is presented in a new form by using your own words.

Purpose  To make the idea of a text easier to understand

 To simplify the author’s ideas
 How to 1. Understand what you read
Paraphrase
2. Try to write the text using your own words

3. You cannot add or subtract information

Additional notes:

Bad Paraphrase - Using of synonymous words alone

Example:
In class discussion, Miss Alcantara asked her students about relationship of reading
and writing.

Bad Paraphrase:
During the class discussion, Ms. Alcantara questioned the class on the connection of
reading and writing.

Acceptable Paraphrase - Changing the sentence structure

Example:
In class discussion, Miss Alcantara asked her students about relationship of reading
and writing.

Accepted Paraphrase:
Students were questioned about the relationship of reading and writing during the
discussion of Miss Alcantara.

Best Paraphrase – Use your own words

 Example:

In class discussion, Miss Alcantara asked her students about relationship of reading
and writing.

Accepted Paraphrase:
In the English class of Miss Alcantara, the students were tasked to share their thoughts
about the relationship of reading and writing.

Checking for understanding

Short Answer Essay (See Worksheet 1.4)
1. What is summary?
2. How do you summarize?
3. What is paraphrase?
4. How do you paraphrase?

III. GUIDED PRACTICE

Productive Collaboration
Title of the Activity: Text Transformation (See Worksheet 1.4)
Instructions: Work with your partner. There are two texts in this activity, paraphrase text 1 and summarize text
2. Write your answer on the worksheet provided for this lesson.

Text 1: Paraphrase:

Of the many things President Duterte failed to mention in his penultimate State of
the Nation Address, one stood out starkly, especially coming — or not coming —
from the first president from Mindanao: an update on the rehabilitation of
 Marawi, one of the most urgent and important issues in the south

(MARAWI: Three Fruitless Year, 2020)

Text 2: Summarize:

Manila is burning. Hell, the world is burning!

Conflicts, violence, and COVID-19 pandemic continue to alter everyday life across
the world. Yet, in spite of it all, drag queens remain a constant source of respite
and a sense of belonging.

From the iconic films of drag legend Divine to the campy classics The Adventures of
Priscilla, Queen of the Desert, and To Wong Foo, Thanks for Everything! Julie
Newmar; the essential documentary Paris Is Burning to the groundbreaking TV
series Pose; and, of course, the popular herstory-making franchise of RuPaul’s Drag
Race. There’s a plethora of content from drag culture that can comfort the weary
during these confusing times.

Drag, in its basic sense, is about transformation. It’s a reaction to society’s

standards and expectations. However, albeit entertaining at first glance, drag, like
any other art form, has always been political. From half a century ago’s queens of
Stonewall riots to today’s digital queens, drag has always fought for the
downtrodden – all the while wearing seven-inch rhinestone-studded heels.

In celebration of Pride Month, INQUIRER.net talked to six of the country’s fiercest

queens about the importance of drag in this period of turmoil.

(Acosta, 2020)

Processing Questions:
Experience Questions:
1. What difficulties did you and your partner encounter while doing activity?
2. What techniques did you use to effectively paraphrase or summarize?
Content Questions:
1. How is summarizing different from paraphrasing?
 IV. Synthesis
Title of the Activity: Today’s Tweet
Instructions: Write your learning for today in a tweet with not less than 30 characters.

Reflection:
In this lesson, you learned about summarizing and paraphrasing. As this will be an essential writing skill in
academic writing, if there are essential lessons that you want to write on your exit ticket that you will bring in your
English for Academic and Professional writing journey, what lessons would it be about summary and paraphrase?

VI. INDEPENDENT PRACTICE

Learner’s Proficiency (Independent Practice) (See Worksheet 1.3)
Activity Title: Do it Alone (Text Transformation)

Instructions: There are two texts for this activity. Paraphrase text 1 and for text 2, you have to summarize it. Write
your answer on the worksheet provided for this lesson.

Text 1: Paraphrase:

A first-person documentary on a family’s reaction to a Filipino American’s coming out as a gay

man has won the 2020 Juried Prize at the PBS Short Film Festival. “In This Family,” by filmmaker
Drama Del Rosario, is a production of ABS-CBN’s Cinematografo and was presented by the
Center for Asian American Media. In the heartwarming documentary, Del Rosario resurrects voice
recordings of his Filipino family’s reactions, a decade after his teacher outed him as gay.

(Documentary by Fil-Am wins Juried Prize at PBS Short Film Fest, 2020)

Text 2: Summary:

Health experts think people who had Covid-19 will have some immunity against a repeat
infection. But they don’t know how much protection or how long it would last.

There have been reports of people testing positive for the virus weeks after they were believed to
have recovered, leading some to think they may have been reinfected. More likely, experts say
people were suffering from the same illness or the tests detected remnants of the original infection.
There’s also the chance tests could have been false positives.

Scientists say there has been no documented instance of a patient spreading the virus to others after
retesting positive.

With similar viruses, studies have shown that people could fall sick again three months to a year
after their first infections. It’s still too early to know whether that’s also possible with the
coronavirus.

“It’s very much emerging science,” said Dr. Philip Landrigan, director of the global public health
program at Boston College.

A small U.S. study published last week also found the antibodies that fight the coronavirus may
only last a few months in people with mild illness, suggesting people could become susceptible
again. But antibodies aren’t the only defense against a virus, and the other parts of the immune
system could also help provide protection.Settling the question of whether reinfection is possible is
important. If it can occur, that could undermine the idea of “immunity passports” for returning
back to workplaces. And it would not bode well for hopes of getting a long-lasting vaccine.

(Can you get corona virus twice?, 2020)

If you want to change the world, pick up your pen and write.
 Lesson 5: In-Text Citation

VI. LEARNING TARGETS:

At the end of this lesson, YOU CAN:

 Explain the importance of in-text citation
 Apply knowledge of in-text citation in writing

VII. LEARNING EXPERIENCES

I. FOCUSING ACTIVITIES
A. Activation of Prior Knowledge

Title of the Activity: Yes or No? Why?

Instructions: Read and try to answer the question. Provide a justification to your answer.

You are tasked by your teacher to summarize the plot of a story. As a lazy student, you choose
to copy the chapter description from the website, Glittering Notes. You did not cite any
sources. Is this considered plagiarism?

A. YES
B. NO

Why?

Answer:
Linking Statement: The skills to summarize and to paraphrase are essentials in academic and
professional writing. A writer can use these skills in creating academic texts. In this module, you will work
with your partner to summarize and paraphrase some texts.

II. GUIDED INSTRUCTION

Concept Notes
In-Text Citation
Direct Citation In-Direct Citation
• Lifting ideas from the source word per • Lifting ideas from the source in the
word. form of summarizing or
• It should be enclosed in a quotation paraphrasing.
mark.
• A writer can only use 40 words or less
in direct citation.
• If a writer exceeds in 40 words, a
separated paragraph should be created
for the direct citation.
Note: You need to have this four information in writing in-text citation

• Author’s Surname.
• Year of Publication
• Page number of the book (direct)
• Idea from the author (direct or indirect)
Three ways in Direct Citation Indirect Citation
writing in-text
citation
1. Researcher-focused Delos Reyes (2020) Villar (2020) states that…
mentions that “…”(p. 360).

Author’s surname, year of

publication, idea of the
author, and page number

Delos Reyes = Author’s

Villar= Author’s surname
surname
2020 = Year of Publication
2020 = Year of Publication
… =
“…” = Direct idea of the
Rephrased/Summarized
 author idea
p.360 = Page number of the
book
Note: There is no need to
include page number when
writing indirect citation.

Example:
Berfield (1996) explains, “Carbon monoxide poisons the
blood while lead damages red blood cells, hurts the liver
and kidneys, and can cause neurological damage” (p. 36).

2. Idea-focused Direct Citation Indirect Citation

“…” (Singson, 2018, p.38). …(Labuen, 2019).
idea of the author, author’s
surname, year of
publication, and page
number “… “ = Direct idea of the …=
author Rephrased/Summarized
idea
Singson= Author’s
surname Labuen = Author’s
surname
2018 = Year of
Publication 2019 = Year of
Publication

Example:

“Acupressure is not recommended for women during their

menstrual period because the heavier blood flow can
cause discomfort” (Shepherd, 1996, p. 46).

3. Chronology-Focused Direct Citation Indirect Citation

Year of publication, author’s In 2019, Sotto states that

 surname, idea, page number “…” (p. 28). In 2012, Obama declared …

2019 = Year of Publication

Sotto= Author’s surname 2012 = Year of Publication
“…” = Direct idea of the Obama= Author’s surname
author
……= Rephrased idea
p.28 = Page number of the
book

Example:

In 1996, Botelho claims that “humans have the unique

ability to construct for themselves what they desire; such is
the power to reason” (p. 38).

Additional Rules for In-text Citation

1. Multiple Authors. Regardless of the medium of the source, all sources with three authors or more are now
attributed using the name of the first author followed by “et al.

2. Unidentified Author. When a resource has no named author, cite the first few words of the reference entry
(usually the title).

Example:

- The site seemed to indicate support for homeopathic drugs (Medical Miracles, 2009).
- The brochure argues for homeschooling (Education Reform, 2007).

3. Group Authors. Names of group authors, such as corporations, associations, and government agencies, are
to be spelled out in full the first time they are mentioned in the text of your paper.

Example:

- Department of Education (2020) states that …

4. No Year. If you cannot identify the date of publication of an item, indicate that there is no date with the
abbreviation n.d.

Example:

- Colin (n.d.) describes that …

Checking for understanding
Short Answer Essay (See Worksheet 1.5) Answer the following questions after reading the Concept
Notes.

1. What is In-Text Citation?

2. What are the two types of In-text citation?

3. What are the three focus of in-text citation?

III. GUIDED PRACTICE

Productive Collaboration
Title of the Activity: Text Transformation (2)

Instructions: Work with your partner. In Column A, the text and other needed information in
writing citation are found. Write the direct citation of the text in column B, and the in-direct
citation in column C. Please take note what is the focus for each column. Member #1 will work on
text #1, while member #2 will work on text #2.

Column A Column B Column C

Text #1 Researcher- Idea focused
focused

Mario, Pokémon, and The Legend of Zelda; these are some of

the most popular and successful video game franchises in the
world, and they also happen to have been developed by the
same company: Nintendo. Nintendo’s growth from humble
beginnings to a global consumer electronics and video game
giant is nothing short of remarkable

Year of Publication: 2018

Author: Yaochen Wei

Page number: 2

Title: The Evolution of Nintendo Company

 Text #2 Chronology- Researcher-
Focus: focused:

Khiew Ngern, a four-month-old pup who wandered off away

from its owner and subsequently got lost. But, being the smart
little doggie that he is, he decided to trace his footsteps back to
a more familiar place—the vet.

Year of Publication: 2020

Author: Lisickis

Processing Questions:
Experience Analysis:
What difficulties did you and your partner encounter while doing activity?
Content Analysis:
How is Chronology-focused different from Research-focused and Idea-focused?

IV. Synthesis
Title of the Activity: Question and Answer
Think of a question that you have regarding the lesson. Research on the question
that you have and write about it on space after the Answers column.
 Question:

Answer:

Reflection:
You have learned about in-text citation. The knowledge in in-text citation can help you avoid plagiarism in
writing academic texts.
 VI. INDEPENDENT PRACTICE
Learner’s Proficiency (Independent Practice) (See Worksheet 1.3)
Title of the Activity: Text Transformation
Instructions: In Column A, the text and other needed information in writing citation are found. Write the
direct citation of the text in column B, and the in-direct citation in column C. Please take note what is the
focus for each column.

Column A Column B Column C

Text #1 Chronology- Idea

focused: focused:
The number of suicides in Singapore for those aged in their 20s
remained the highest last year compared to those in other age
groups, the Samaritans of Singapore (SOS) said on Monday (Aug
3). A total of 71 people aged between 20 and 29 killed
themselves in 2019.

Author: Year of Publication: 2020 Title: Number of suicides

among those in their 20s highest in Singapore

“You don’t start out writing good stuff. You start out writing crap and thinking it’s good stuff, and then

gradually you get better at it. That’s why I say one of the most valuable traits is persistence.”

― Octavia E. Butler