English for

Academic and
Professional
Purposes

Learner’s Packet
 Module
1

WEEK
1

GRADE 12
ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES

Development Team of the Module

Author: Mary Grace Catuira Talavera

Editor:
Reviewer:
Illustrator:
Layout Artist:
Management Team:
 I What I need to know?

Think about this:

How do you feel whenever you are asked by your teacher to write an essay, a po-
em or just a simple letter? Now, what if your teacher would ask you to write a
concept paper about your proposed project on your Entrepreneurship class or a
reaction paper about the implementation of the General Community Quarantine
in your town, how would you feel? Between writing a poem and writing a concept
paper, which is easier for you to do? Why? Can you tell the difference between a
review paper and a short story?

You will find out the answers to these questions as you go along this module. At
the end of this lesson, you should be able to:
1. Differentiate language used in academic texts from various disciplines.
2. Use knowledge of text structure to glean the information he/she needs.

Read and analyze the two texts below. Identify the similarities and differences be-
tween the two texts. You will need these as you do the next activity.

Movie Review: Heneral Luna

http://www.filmpolicereviews.com/reviews/heneral-luna

(1) Amidst pacing problems, Heneral Luna manages to tell a compelling story,
allegorical and timely tom present day-supported by a fantastic script, an im-
passioned score, and inspired cinematography.
(2) At first glance, one might mistake Heneral Luna as your run-of-the-mill his-
torical biopic that showcases a hero of yore whose bravery and passion unite
his people in the face of dastardly foreign invaders. Well, this is only partly
correct. There are invaders, Heneral Luna (John Arcilla) is indeed fiercely
brave and madly passionate, but there is no unity to be found amongst coun-
try men-only in fighting, personal interests, and politicking.
(3) Directed by Jerrold Tarog and with a script co-written by him, Henry Hunt
Francia, and E.A Rocha; Heneral Luna takes a different approach in telling the
story of how we lost the battle and got occupied by the Americans. Taking cues
from Oro, Plata, Mata; the movie deliberately puts the colonialists in the pe-
riphery, making them merely a backdrop whose presence stirred the pot. The
real focus here is the tension, the inner turmoil that brewed in the ranks of
our so-called Filipino founding fathers. Heneral Luna is a tale of how a dissent-
ing voice can get swept away and ultimately perish under a wave of egos and
personal interest.
(4) Carrying the weight of the story is the above stellar performance of John
Arcilla in the title role of Heneral Antonio Luna. Arcilla plays with the whole
spectrum of emotions in his portrayal of the larger-than-life general.

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 He is able to showcase the fierce, boisterous, and volatile man the general has
been historically known to be, yet he is also able to flip the coin and show the
passionate, sympathetic, and battle weary softer side of the character. Here’s a
man who rides head first screaming into battle just o rile up his troops’ morale,
but at the same time he is one who can share warm moments and some banter
with his mother. He is an antihero-the Wolverine of the Filipino insurrection.

(5) One prime example of just how dynamic Arcilla’s portrayal can be is
during this one scene involving a chicken vendor. Delivering virtually the
same line of dialogue on two separate moments, Arcilla was able to con-
vey anger bordering on madness at first and compassion nuanced with
frustration soon after. It is truly his performance that propels Heneral
Luna (and, sadly, he is alone).

Reflective Journal Entry

April 7, 2019
Why would I care about what they say about me? What’s the purpose for
it? So that I can be liked by others? I won’t fall for it.
Because when I open my eyes and look around – I know that I am doing
the best I can without hurting or disrespecting anyone. To be able to see
a world as inspiring, peaceful, beautiful as this – whether I am with my
family, with my friends or alone – I know life is good and beautiful. And
only good eyes can do that. Only a good mind. Only a good heart.

So I don’t care what they say about me. This life is good and beautiful.

Activity 1: Similarly Different

From the text that you have read, answer the Venn diagram below by writing at
least 3 similarities and differences between the film review and journal entry. Do
this on an extra piece of paper which you will compile in a portfolio and submit to
your teacher along with this module. Briefly explain your answers

Go over your answers in the activity. What do you think separates a journal entry
from a film review? Which one is an example of an academic text? The next activi-
ties will help you better understand the differences between academic text and
literary text.

I What is New?

This time you have another set of reading selections to read. Understand and an-
alyze each so that you will be able to answer the following questions:
1. In opinion, which of the texts is an academic text?
2. How did you consider it/them an academic text?
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 The Sob Sister’s Story
The dead girl, beautiful and peaceful in death, her scarlet lips slightly parted
as though whispering a caress to her lover, her blue eyes gentle and unques-
tioning as a baby’s, lay in the murderer’s arms like a child who has been
rocked to sleep. Her golden hair falling in profusion about her shoulder all but
concealed the cruel welt of red about her throat. The murderer, clutching is
still burden to him, like a mother holding an infant, appeared dazed. As the
police came in, he rose to meet them, still carrying his precious burden in his
arms. The officers had almost to force him to relinquish her. He could not an-
swer questions- could merely clutch the closer to his breast all that remained
of the girl he loved better than life, and mutter, “ I love her, I love her,” like a
man in a dream. A few hours later when I saw him in the sordid surroundings
of the 10th Precinct Station House, so different from the cozy cottage which
had been the abode of a tragic love, he was still dry-eyed, though his face wore
a ghastly pallor. But when tried to question him, I became aware of terrific
strain under which he suffered, and he showed all signs of a man on the verge
of hysteria. When I tried to draw from him the motive for the pitiful tragedy, he
could only rely, his pale boyish face like a mask: “I killed her, but God didn’t
say a word, a word.”
At last he managed pitifully to say: “I killed her so that she would be mine
alone for always!”

From the Autopsy Surgeon’s Report

Death occurred from the effects of asphyxia, cerebral anemia, and
shock. The victim’s hair was used for the constriction ligature. Local
marks of the ligature were readily discernible: there were some abrasion
and a slight ecchymosis in the skin. But I found no obvious lesion in
the blood vessels of the neck.
Cyanosis of the head was very slight and there were no pronounced
hemorrhages in the galea of the scalp. I should judge that very great
compression was effected almost immediately, with compression of the
arteries as well as of the vein, and that the superior laryngeal nerve was
traumatized in the effect of throwing the victim into profound shock…
The lungs revealed cyanosis, congestion, over aeration, and sub pleural
petechial haemorrhages.

What can you say about the 2 selections? Which one did you understand
easily? Why? To help you better understand the characteristics of the texts
you read, do the next activity.

D What I know?

Activity 2: On the Record

Go over the selections you have read, “Movie Review: Heneral Luna”, “Sob’s Sis-
ter”, and “From the Autopsy Surgeon’s Report”. Fill out the table on the next page
based on your evaluation of the texts given. Do this on a separate piece of paper.

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 Movie From the
Review: Autopsy
Heneral Sob’s Sister Surgeon’s
Luna Report
What is the text all about? (subject/focus)
What is the writer’s goal in writing the text?
(purpose)
Who is the target reader of the text?
(audience)
What is the point of view used in the text?
(first person, second person, third person)
How much does the writer know of the
subject? (writer’s knowledge)
How did the writer organize the text? (style)

Did the writer write in a formal or informal

manner? (tone)
How did the writer choose the words and
organize the sentences? Was the language
formal, informal or casual?

Considering your answers in the activity, can you now identify which is an exam-
ple of an academic text? Why do you say so? What do you think are the character-
istics of an academic text?

D What is in?

Activity 3: Counter Check

Let us see if you can now describe academic text. Considering your answers from
the previous activity try to define and give the features of academic writing.
Do you think the answers you wrote on the blanks are correct? You will find out
in while as you read and understand the discussion about academic writing.

Academic text is
____________________________________________________________________________.
Academic text requires _________________________________________________.
Academic text is different from a creative essay, a business letter, and a legal
documents in terms of ________________________________________________.

D What is it?

Features of Academic Writing

Distinguishing academic writing from non-academic writing is easy when you

know the features of each type of writings. These two usually differs in format,
purpose, and tone.

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Academic writing serves for different purposes, this includes to inform, to per-
suade and to argue. Further, it is also considered a formal mode of writing in-
tended for academic or scholarly type of audience. You may not be aware but
academic writing comes in popular forms like essays, themes, and even re-
search studies. The subjects within academic writing are as limitless since an-
yone could write any subject provided that it is within a scholarly context, and
that the topic, stand, or argument is clearly stated and sustained all through-
out the discussion. Keep in mind that in writing academic text you have to
make sure that you statements are backed up with strong and valid evidenc-
es. The assumption is that your audience or reader is composed of people who
are knowledgeable on the topic you are writing about. Hence, a thorough un-
derstanding of the topic is expected of you as the writer.

Texts are also classifiecd according to the nature of information it contains.

Natural sciences are concerned with natural phenomena and physical varia-
bles while social sciences deal with behavior of individuals and communities.
Mathematics texts deals with numbers and patterns while Humanities are set
of disciplines that attempt to convey human experiences through arts forms
such as literature, visual arts, and music.

Academic writing also follows a certain format which separates it from non-
academic writing. It usually includes an introduction, an overview of the top-
ics discussed within the writing piece, and a conclusion which wraps up any
final thoughts. Further, it is generally written in a third person point of view,
and tends to rely heavily on research, factual experimentation and evidence,
and the opinions of other educated scholars and researchers, rather than on
the opinions of the author.

Finally, the tone differs in academic and non-academic writing. In academic

writing, the tone should be formal and professional. Hence the guidelines

From the discussion above, go back to your answers on Activity 3 about academ-
ic writing. Did you get the correct answers? If not, write the correct information
that will make your answers right. This activity will help you recall the features of
an academic text.

Different Text Structures

Texts have organizational patterns called text structures. Text structure refers
to how the information within a written text is organized. This strategy helps
readers to understand that a text might present a main idea and details; a
cause and then its effects; and/or different views of a topic. Learning to recog-
nize common text structures will help you improve your comprehension skills.

1. Description
This type of text structure features a detailed description of something to give
the reader a mental picture.

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 2. Cause and Effect
This structure presents the causal relationship between an specific event,
idea, or concept and the events, ideas, or concept that follow. The results of
something are explained.
Example: Global warming is the tremendous increase of the global tempera-
tures, which results due to the trapping of heat in the atmosphere.
3. Comparison/Contrast
This type of text examines the similarities and differences between two or
more people, events, concepts, ideas, etc. two or more things are de-
scribed. Their similarities and differences are discussed.

Example: The Technical Vocational Livelihood or TVL Track is designed to pro-

vide students with job-ready skills that they will need in the future while the
Academic Track help students prepare for the subject specialization of the col-
lege course to be taken in the future.

4. Order/Sequence
This text structure gives readers a chronological of events or a list of steps in a
procedure.

Example: Planting cactus and succulents is easy. First, prepare your pot, soil
and plant. Next, put the soil into the pot, then dig a little hole in the middle
and put the plant in it.

5. Problem-Solution
This type of structure sets up a problem or problems, explains the solution,
and then discusses the effects of the solution. a problem is described and a
response or solution is proposed or explained.

Example: Thousand of people have died since this pandemic broke out. What
we can do for now is to stay at home, observe physical distancing, and wash
hands often.

Activity 4: Calling Recall

Now that you know the different text structures, let us check how much you
have learned through the next activity. Read the selection on the next page and
identify the discipline to which the text you have read belongs to. Write also the
signal words or clues that helped you determine each structure. Copy the table
below on a separate piece of paper and compile this on your portfolio.

Discipline:

Text Structure Clue/s

1.
2.
3.
4.

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 Understanding Calories
(1) A calorie, also known as kilocalorie, is a unit of energy. This unit repre-
sents 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.
(2) 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.
(3) The number of calories burned during an exercise depends on various fac-
tors including body weight and the type of exercise. For example, an individu-
al 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. Nu-
trition has nothing to do with it. It is all about calories.

E What is more?

Activity 5: Beyond Printed Letters

Now that you are familiar with the features of an academic text and the different
text structures, it is time for you to look for any article or write-up from a news-
paper, magazine or even on the internet (legitimate source) discussing any cur-
rent events. Identify the unique features of the article taken. Find out if its fea-
tures conforms to an academic text. Copy the table below in a separate piece of
paper along with a copy of the article you have chosen. Include this activity on

Title/ Writer
Discipline
(Natural Science, Social Science,
Mathematics, Humanities)

Beginning
Ending
Purpose
Audience
Language
Is the article an example of an academic text? How did you say so?
_____________________________________________________________________________
_____________________________________________________________________________

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 E What I can do?

Activity 6: Structured Construction

From the same article you used on Activity 7, identify if any of the following text
structures were included in its content. Show the part/s which utilized any of
these structures by writing it on the appropriate column. Copy this table in a
separate sheet of paper for easy compilation in your portfolio.

Description
Chronological
Sequence
Compare and Contrast
Cause and Effect
Problem-Solution

E What else can I do?

Activity 7: Work on your Worksheets

Directions: Read the passages and
determine what discipline does each belongs to how each is mainly structured.
On an extra sheet of paper, write the specific discipline where each passage be-
longs (Natural Science, Social Science, Mathematics, Humanities) and put the
information from each passage into an appropriate graphic organizer. The fol-
lowing graphic organizers are examples.

1. Market Leaders
Most mobile phones sold today have an operating system that was either de-
signed by Apple or Google. Apple makes the iOS operating system powering their
iPhones and iPads. Google makes the Android operating system that can be
found on many different mobile phones and tablets. Both of these operating sys-
tems allow users to connect to app stores and download applications. To launch
these applications, users press small square buttons that appear on their home
screens. One major difference between these two operating systems is that Apple
makes all of its own hardware. That is to say, the iOS operating system only ap-
pears on products created by Apple. On the other hand, many different manu-
facturers like Samsung, Sony, and LG use the Android operating system. Which
one do you like better: Android or iOS?
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2. Downloading Apps

Getting a new phone is a really cool feeling, but your phone can’t do much with-
out applications. In order to get the most from your new phone, you need to
download apps. To do this you will need a data connection. Some plans allow
you to get data from your phone network. If your plan lets you to do this, you
can connect to web services anywhere that your phone gets a signal. If your plan
does not let you to do this, you will need to connect your device to a Wi-Fi net-
work. Free Wi-Fi can be found at coffee shops, laundry mats, and other public
locations. Once your phone is receiving data, go to the application store on the
device. Use the search or browse functions to find fun, interesting, or useful pro-
grams. Once you have found an application that you want to try, click the but-
ton to download and install it on your device. Not all applications are free, so
make sure that you know how much the app costs before agreeing to download
it. Also, if you are under the age of 18, get your parent’s permission before
downloading anything. You’ll like your new phone so much more once you have
some cool apps.

3. Lost and Found

A mobile phone is lost every second by some estimates. A 2011 survey shows
that about 22% of Americans have lost a mobile phone. When a person loses
their phone, they don’t just lose a device that may have cost as much as $600,
they lose phone numbers, photos, and sensitive information. If the phone isn’t
locked and it gets lost or stolen, someone may use it to commit identity theft.
Perhaps the worst part about this is that it can be prevented. Today’s smart
phones have free applications that allow you to find your lost phone using GPS
signals. Even if you cannot retrieve your phone, you can use these applications
to delete your data so that you are less likely to become a victim of identify theft.
Losing your phone feels horrible, but if you take the time to install a phone-
finding app, you’ll be much better prepared to deal with it.

4. Eyes on the Road

For better or worse, mobile phones are changing the world; however, one place
where phones are definitely making things worse is on the road. Today it is com-
mon for motorists to play with their mobile phones while driving. Drivers may
get bored or impatient while waiting in traffic and use their smart phones to
pass the time by checking sports scores, stock numbers, or news stories. Worse
still, they may engage in text messaging. Some drivers are so used to receiving
and responding to communications immediately that it does not occur to them
to wait until an appropriate time to respond. As soon as they get a message,
these drivers will try to read and respond to it. There are many reasons why peo-
ple use cell phones while driving, but none of them are good reasons.

10
5. The Intelligent Telephone

A smart phone is a mobile phone with built-in computer system that can send
emails, view websites, or download applications. The first use of the term smart
phone was in 1997, when Ericson described its GS 88 as a “smart phone.” In
2003 phones got even smarter when Andy Rubin launched the Android mobile
operating system. It would take years for the first Android powered phone to
reach the market, but today over 80% of all mobile phones are powered by An-
droid. Yet, perhaps the biggest development in the history of smart phones oc-
curred in 2007, when the original iPhone was released. The first iPhone didn’t
even have an app store, but it set many of the standards that people have come
to expect from smart phones, like using the phone with just a finger on the
screen rather than with a keypad or stylus. Smart phones have changed the
world and continue to improve. I don’t know where the future will take us, but I
bet that the phones will be cooler.

6. Difficult Decisions
Since I made honor roll every quarter this year, my mom is going to buy me a
new phone for my birthday. I can’t decide whether I want to get an iPhone or a
Galaxy. They are both really cool phones, and they cost about the same, but
they are also different in a lot of ways too, like the Galaxy has a bigger screen.
The iPhone’s screen isn’t small or anything, it’s just not as big as the Galaxy’s.
However, the iPhone connects with my iTunes account. All of my music is al-
ready uploaded to iTunes, so all I have to do is sync my phone and then I can
listen to all of my music. That’d be cool. But if I got the Galaxy, I could use
Google Play to upload my old songs and buy new ones. This would give me a
chance to go through my old music collection. That’d be cool too. I’m not sure
which one I’m going to get but I’m super pumped about it either way. Maybe if
you make honor roll every quarter next year, you can get a new phone too. It’s
worth a shot.

A What I have learned?

Activity 8: Write It

From the discussions and activities done, write a 500-word essay about the sta-
tus of academic writing skills of students. Apply the different text structures to
better communicate your ideas. Include this output on you portfolio.

A What I can achieve?

Activity 9: Write It More

Considering the present situation we are experiencing right now, what proposed
actions/solutions do you have in mind in response to the COVID-19 pandemic
at present. Write a short essay about it considering the following as you write:
* Content * Language and style
* Structure * Mechanics
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 Reflection

On your journal, write your learning, realization and commitment by

completing the phrases below:

My journey through this lesson enabled me to learn _____________________

_______________________________________________________________________.

It made me realize that _________________________________________________

_______________________________________________________________________.
I therefore commit to ___________________________________________________
_______________________________________________________________________.

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 I What I Need to Know?

Think about this:

As a student, writing as an activity is not new to you. You probably have done
this every single day of your schooling. These writing activities in the past must
have also helped you a lot, especially here in your Senior High School. Whenever
your teacher gives a writing task, do you find this enjoyable and easy? If yes,
what makes it so? If no, what makes it hard to do? Do you use any techniques or
strategies to make your writing tasks easier?

Writing is one of the most essential skill you will need as you deal with your eve-
ryday life. If you find writing a little challenging at this point, there are strategies
which you can learn to help you improve this skill.

Hence, to help you improve your writing skills, at the end of this lesson you
should be able to:
1. use various techniques in summarizing a variety of academic texts;
2. state the thesis statement of an academic text; and
3. outline reading texts in various disciplines.

Activity 1: Word in Numbers

To begin your quest to becoming a better writer, let’s start of by figuring out some
of the most important aspects that will help you improve and develop your writing
skills. Using the sequence on the letters of the alphabet, identify the hidden
word/s on each box. Take note of the words you formed because you will use
them on your next activity. Do this activity on a separate piece of paper and com-
pile this on your portfolio.
1 2 3
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
15 21 20 12 9 14 5 19 21 13 13 1 18 25 17 8 5 19 9 19
___ ___ ___ ___ ___ ___ ___ ___ ___
19 17 1 17 5 13 5
14 17
I What is New?

Activity 2: Word Wide Web

Are you familiar with the words you formed? Tell something about it by writing at
least 4 words associated with the words you identified in the previous activity.
Write the word/s you figure out in the inner-most circle.

2
 1 2 3

How are the words you wrote associated in each word in the inner circle? Briefly
describe their connections by filling out the blanks below.

1. (Word #1) ______________ _________________________________

2. (Word #1) ______________ _________________________________
3. (Word #1) ______________ _________________________________

Activity 3: Read on, Move on

At this point, let us test your reading skills and see how much you understand the
text below. Answer the questions that follow and remember to analyze this text
carefully as this will help you to the next tasks ahead.

The Digital Divide: The Challenge of Technology and Equity

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

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

Who has internet access? The digital divide between the populations who have
access to the internet and information technology tools and those who don’t is
based on income, race, education, household type, and geographic location, but
the gap between groups is narrowing. Eighty-five percent of households with an
income over $75,000 have internet access, compared with less than 20 percent
of the households with income under $15,000.

3
Over 80 percent of college graduates use the internet as compared with 40 per-
cent of high school completers and 13 percent of high school dropouts. Seventy-
two percent of household with two parents have internet access; 40 percent of
female, single parent households do. Differences are also found among house-
holds and families from different racial and ethnic groups. Fifty-five percent of
white households, 31 percent of black households, 32 percent of Latino house-
holds, 68 percent of Asian or Pacific Islander households, and 39 percent of
American Indian, Eskimos, or Aleut households have access to the internet. The
number of internet users who are children under nine years old and persons
over fifty has more than triple since 1997. Households in inner cities are less
likely to have computers and internet access than those in urban and rural are-
as, but the differences are no more than 6 percent.

Another problem that exacerbates these disparities is that African-American, La-

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

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

country are wired with at least one internet connection. The number of class-
rooms with internet connection differs by the income level of students. Using the
percentage of students who are eligible for free lunches at a school to determine
income level, we see that the higher percentage of the schools with more affluent
students have wired classrooms than those with high concentrations of low-
income students.

Access to computers and the internet will be important in reducing disparities

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

After reading the selection, answer the questions on the next page in a separate
piece of paper. Keep in mind that you have to compile all your answers to the differ-
ent activities in your portfolio.

4
Without looking at the text you have read, answer the following questions on your
paper:
1. What is the reading selection all about?
2. What are the details that support your answer?
3. How is this similar to the Philippine setting? Elaborate your answer.
4. As a student, what can you do to address this kind of situation?

D What I Know?

Activity 4: Testing Familiarity

From the words in each balloon, which among these are you familiar with? Can you
tell something about each word? Copy and do this activity on a separate piece of
paper.

D What is in?

How many answers did you get correct? Do not worry if you score low. This activi-
ty was done to assess how much you know about the lesson to be discussed. It is
hoped that you will be more familiar with these terms after reading this module.

To develop your writing skill, you need to learn how to organize your ideas in an
order that makes sense. Thus, you must be able to identify the big idea, or the
controlling idea, as this is serve as the spine for every written work. Further, to
help you stay focused in your writing you should know how to prepare an outline
so that you can include all the good ideas that will help you explain or prove your
point in your paper.

The next activity will let you assess your ability to write an outline, identify the
thesis statement, and write a summary of a given text.

Activity 5: Write it up!

Recall your answers on the previous
activity, let us see if you can apply the concepts you have written about each word
in writing. Go back and scan the reading text “The Digital Divide: The Challenge
of Technology and Equity” on page 4 and 5 and do the next activity on another
sheet of paper.
1. Write an outline of the text read.
2. Identify the thesis statement used in the text.
3. In 5 sentences, summarize the text read.

5
 D What is it?

Were you able to do the tasks easily? Why? What were your considerations in do-
ing each activity? It is okay if by now, you are still confused on how to extract an
outline from a text, identify its thesis statement, and summarize an entire reading
statement and the claims text. The discussion that follows will guide you through.

Outlining
Creating an outline helps you organize your thoughts easier before writing any
paper. An outline is a plan for your writing. It shows what information each sec-
tion or paragraph will contain, and in what order. It also includes the main ide-
as and show how they are organized and the overall structure.
An outline has two kinds: the topic outline and the sentence outline. A topic out-
line helps you see a larger picture through a series of short phrases, while a sen-
tence outline goes into the detail of the paper, hence, makes use of full sentenc-
es. These two types of outline follows a certain format as well, using Roman and
Arabic numerals along with capital and small letters of the alphabet.

Creating the Outline

1. Place your introduction and thesis statement at the beginning, under ro-
man numeral I.
2. Use roman numerals (II, III, IV, V, etc.) to identify main points that develop
the thesis statement.
3. Use capital letters (A, B, C, D, etc.) to divide your main points into parts.
4. Use arabic numerals (1, 2, 3, 4, 5, etc.) if you need to subdivide any As, Bs,
or Cs into smaller parts.
5. End with the final roman numeral expressing your idea for your conclusion.

Refer to the sample format below.

_______________________________________ (Topic/ Title)

I. Main Categories/ Main Heading

A. First Category / First Supporting Detail
1. __________________________________
Subcategories of A
2. __________________________________
B. Second Category/ Second Supporting Detail
1. __________________________________
2. __________________________________ Subcategories of B

6
 Thesis Statement
As mentioned in the previous discussion, thesis statement is a very important
and helpful guide in providing a written message. However, a thesis statement is
naturally hidden, underlying the paper. Whether you are a writer or a reader, it
is important that you know how to identify it within the composition.

To identify the thesis statement in a paper consider the following as you read:
• may tell the reader the importance of the topic under discussion
• tells the reader what to expect from the rest of the paper.
• directly answers the question being asked. A thesis is an interpretation of
a question or subject, not the subject itself.
• makes a claim that others might disagree
• is usually a single sentence in or near the beginning of a paper (most of-
ten, at the end of the first paragraph) that presents an argument. The rest
of the paper, the body of the essay, gathers and organizes evidence that
will persuade the reader of the logic of your interpretation.

Read the sample below to help you better understand thesis statement.
Proposed Thesis Statement: The internet has improved the lives of many.
-Although many will agree with the statement, the question “How has the internet
improved people’s lives?” should be contained in the statement.

Improved Thesis Statement: The internet serves a means of connecting people

around the world, fostering new friendships and strengthening relationships and
an exchange of ideas that wouldn't have occurred prior to its beginning.

- While the internet offers a host of benefits, we're choosing to emphasize its abil-
ity to foster new friendships, strengthen relationships, and exchange ideas. The
statement also shows how the writer wants to prove that it is through the inter-
net that these aspects exist. Hence, the tighter your focus, the better your paper.

Summary
Since stepping into senior high school, you may have noticed that there are a va-
riety of text you come across with. There may be times that you find some texts
easy to understand, while others are difficult.
One of the ways to assess how much someone understood a text is through sum-
marizing. If you can write a one-or two-sentence summary of a paragraph you
have read, then it is a positive sign that it was understood. However, if someone
cannot identify the main idea of even a paragraph, comprehension will be a con-
cern.

A summary or précis tells the main idea of a piece of writing. When you summa-
rize, you compact the main ideas in a passage into your own words.

7
Now that you have learned how to create an outline and how to identify the thesis
statement in a given text, you will be needing all these in summarizing. The fol-
lowing are some of the steps in summarizing a text:
Step 1:
Read the text to identify its main ideas.
Step 2:
Reread carefully and make an outline of the text you read.
Step 3:
Write the thesis statement of the text.
Step 4:
Identify the text's major divisions or chunks. Each division develops one
of the stages needed to make the whole main point.
Step 5: Try summarizing each part in one or two sentences.
Step 6: Combine your summaries of the parts into a coherent whole, creating a
condensed version of the text's main ideas in your own words.
—(John C. Bean, Virginia Chappell, and Alice M. Gillam, Reading Rhetorically. Pearson Education, 2004)

You may want to check out a newspaper or a magazine at home. Look for a partic-
ular article and try to summarize it using the steps given above. Remember when
you summarize, you condense its content using your own words.

What is more?
E

Activity 6: Read More, Write More

Now that we have discussed outlines, thesis statement and summarizing, let us
find out how much you have learned from the discussion through the next activi-
ty.

Read and understand the article provided. Applying what you have learned from
the discussions, do the given tasks on a separate sheet of paper.
1. Write an outline of the text read.
2. Identify the thesis statement used in the text.
3. In 5 sentences, summarize the text read.

Telco company: Staying at home puts kids at greater risk for cybercrime
(Philstar.com) - July 7, 2020

MANILA, Philippines (As released) — With community quarantine guidelines in

place, families are expected to use the Internet more as they stay safe at home.
This puts them at greater risk for bullying, threats, and crimes, according to tele-
communications giant Globe.

To help minimize the risk and promote responsible digital citizenship, the compa-
ny recently held its first "Kids & Tech: Parenting in the Digital Age," an exclusive
webinar that taught families to become savvy consumers of social media and
technology.

8
Together, the panelists shared the Parent Module, a family-oriented approach to
digital citizenship. It follows the framework of the Digital Thumbprint Program
(DTP), a series of workshops taught to students on how to help cultivate a safer
online environment. In the webinar, guests learned about the common risks of
going online and how to protect themselves.
A United Nations International Children's Fund (UNICEF) study found that cyber
bullying affects 70% of youth around the world. Children may feel embarrassed
to open up about it to their parents, so adult figures must be careful in dealing
with this type of situation.
“We need to clarify what happened, why it happened, and who is involved,”
shared Dizon. “We also need to offer support in a positive way. It’s important for
children to talk to a trusted adult, whether it’s a parent, a teacher, or an organi-
zation like Bantay Bata.”
Hackers can get into users’ accounts by using the information users share
online. These include private details like full names, birthdays and phone num-
bers, which can be linked to passwords.
To prevent this, Dizon advised having a strong password that has uppercase and
lowercase letters, numbers and symbols. Avoid passwords related to birthdays
and other important dates.
“Always remember to log out of your account, set your accounts to private, and
be mindful of your surroundings when typing your password,” he added.

What I can do?

E
As mentioned earlier, identifying the thesis statement, being able to draw the out-
line of a text and summarize it will eventually help you better understand any
reading material. Likewise, the same goes with writing. Knowing how to write the
outline, express thesis statement and summarize all ideas together is the begin-
ning towards becoming a better writer.

How do you do with the activities so far? Do you still find it difficult to identify
thesis statement, write an outline and summarize given text/s? If so, do not worry
because we still have activities provided that can help you better understand
these lessons.

Activity 7: I am Aware and I Care

Look for any academic text found in your home. Check out some magazines,
newspapers or journals, and even online sources. Just make sure that the web-
site you will visit are legitimate sources of information. Pick an article about a
topic related to your chosen specialization.
Read and understand its content. Do this activity on a piece of paper without
looking back at the copy of the text. Compile this on your portfolio together with a
copy of the article that you have chosen.

9
 Tasks:
1.Write an outline of the article they have read.
2.Identify and write the thesis statement used in the article;
3.Write a summary of the article read.

As you do the activities keep in mind that your outputs will be assessed using
the following criteria:
Outline: Thesis Summary:
Content 35 Statement Content 35
Organization 35 Content 50 Organization 30
Mechanics 30 Organization 50 Language and style 20
Mechanics 15

What I have learned?

A
The series of activities provided to you should have helped you better under-
stand outlining, thesis statement and summarization. Hence, by this time, you
are expected to be able to discuss these and apply as well. Let us see how much
you have improved after doing the next task.

Activity 8: Learning in Print

Before you start this activity, close all the materials you used from the previous
parts of the module. Do this in a separate piece of paper.

Recall all the ideas and concepts you have learned in this module. Discuss each
terms comprehensively:

1. thesis statement
2. outline
3. summarization

Again, keep in mind that your output will be assessed using the rubric below:

Content 35
Organization 30
Language and style 20
Mechanics 15

What I can achieve?

A

Activity 9: Learning Check

Identify what is described in the statements given. Write O if the answer is Out-
line, TS for thesis statement, and S for Summary.

10
 1. This refers to the synopsis or digest of the essence of an entire text.
2. It is writing a brief overview that includes only key ideas and details.
3. It uses numbers and/or bullet points to arrange information and convey
points.
4. It is the central idea of an essay, which all other ideas revolve.
5. It is a tool for organizing ideas.
6. It has to be shorter than the original text and must contain the main idea
of the text
7. It gives an overview of the topic and enables reader to see how various
subtopics relate to one another.
8. It is an abridgement expressing the main ideas of a text through reported
speech and relating to paraphrasing.
9. It shows what information each section or paragraph will contain, and in
what order.
10. It is a synthesis of the key ideas of a piece of writing, restated in your own
words.

Reflection

On your journal, write your learning, realization and commitment by

completing the phrases below:

My journey through this lesson enabled me to learn

____________________________________________________________________

It made me realize that

____________________________________________________________________
I therefore commit to
____________________________________________________________________

11
 Reference

English for Academic and Professional Purposes Reader, First Edition 2016
https://www.ereadingworksheets.com/text-structure-worksheets/text-
structure-worksheet-8.pdf

John C. Bean, Virginia Chappell, and Alice M. Gillam, Reading Rhetorically. Pear-
son Education, 2004

Telco company: Staying at home puts kids at greater risk for cybercrime ( July 7,
2020) Retrieved @ https://www.philstar.com/lifestyle/
gadgets/2020/07/07/2026310/telco-company-staying-home-puts-kids-
greater-risk-cybercrime on July 9, 2020

Thesis statements. Retrieved from https://writingcenter.unc.edu/tips-and-tools/

thesis-statements/

Thesis statements. (2020) Retrieved from https://examples.yourdictionary.com/

thesis-statement-examples.html on July 8, 2020

Wyson, J. B. (2016) English for Academic and Professional Purposes. Vibal Group
Inc., Quezon City

12
 Department of Education Division Rizal

Office Address: DepEd Bldg.,Cabrera Rd.,Bgy. Dolores,Taytay,Rizal 1920

Telephone number: 09274562115/09615294771