Eapp Module 4-6

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MODULE 4

INTRODUCTION

Writing often takes the form of persuasion—convincing others that you have an interesting, logical
point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life.
You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for
your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case
in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called
academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you
state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement,
and it serves as a summary of the argument you’ll make in the rest of your paper.

TARGET

As you go through this lesson, you should be able to:

A. identify what a thesis statement is;


B. distinguish weak and strong thesis statements; and
C. develop a thesis statement for a given text.

NAVIGATE

Thesis Statement

The thesis is the main idea or main point of an informational text. It serves as a roadmap of the
text you are reading. Simply, the thesis statement provides direction or purpose to the text. It can be
expressed anywhere in the selection or passage you are reading. It can be seen at the beginning, middle or
end of the text. A thesis statement is the claim or stand that you will develop in your paper. It is the
controlling idea of your essay. If the thesis is stated at the beginning, then the reader may expect that the
following sentences support or develop it. The ideas are said to be organized in deductive order. However,
if the thesis is stated at the latter part of the text, then the preceding statements are the details or the
specifics. This follows the inductive order. Remember that, thesis statements require proof or evidences to
make your stand more convincing and effective.

Thesis statements can also be explicit or implicit. Implicit thesis statements do not clearly express
the main idea of a text. The reader has to infer from all the details stated in the text. On the other hand,
explicit thesis statements express the main idea clearly and directly in the text read.

A strong thesis statement usually contains an element of uncertainty, risk or challenge (Ramage,
Bean, and Johnson 2006:34). This means that your thesis should offer a debatable claim that you can
prove or disprove in your essay. The claim should be debatable enough to let your readers agree or disagree
with you. Also, you will have to gather evidence in order for you to back up your thesis statement.

Guidelines on writing an effective thesis statement

1. Avoid making overly-opinionated stands


While a thesis statement needs to reveal your attitude toward the topic, be careful not to go to the
extremes and write a thesis statement with an exaggerated claim. This is because you need to prove your
thesis first, and avoid imposing your opinion on the reader, lest you affect their disposition toward you.
Example: The officers of the ROTC are merciless slave drivers who abuse their fellow students.
2. Avoid making announcements
Sometimes, it is easier to tell your reader what you intend to write about. However, sometimes it
makes a weak thesis statement for it lacks your attitude or stand in a particular topic.
Example: In this essay, I will talk about the benefits of having a healthy lifestyle.
3. Avoid stating facts alone
If you rely only on facts in your thesis statements, you will not have much room for discussion,
because facts are generally not as debatable as opinions.
Example: Coronavirus is an unseen threat to mankind.

The following are the key elements for a strong thesis statement:

1. It is not a fact.
A fact is irrefutable. Writing a fact as a thesis makes no argument.
Weak: Cats spend most of their time sleeping.
Strong: Cats are better than dogs because they keep pests at bay and they require less work than puppies.
2. It is not a question.
A question simply does not express one’s claim or comment about a topic.
Weak: What are the advantages of keeping a pet at home?
Strong: A person who wants to live happily in life should own a pet because of their ability to help decrease
depression, stress and anxiety.

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3. It is not an announcement.
Avoid saying what you will discuss in the text.
Weak: This paper discusses the advantages and disadvantages of owning a pet.
Strong: Owning a pet brings good than burden because they can lower stress levels, make one feels safe
and teach their owners responsibility.
4. It is not too broad.
Avoid making vague and confusing thesis statements by making specific and focused thesis.
Weak: Too much alcohol consumption is not good for the health.
Strong: Excessive alcohol consumption increases the risk to health problems as it may cause liver damage,
stomach distress and even cancer.
5. It is a complete sentence.
A phrase does not convey complete ideas or thought. Stating the thesis in complete sentence makes it easier
for the reader to understand the main idea of the text.
6. It requires support.
To make your thesis statement persuasive, facts, surveys, reports etc. should be used as proof or evidences
to support your claim or opinion on the topic.
7. It takes a stand.
The thesis should clearly show your claim about a subject/topic.

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MODULE 4 ACTIVITY

NAME: ______________________________________________________

STRAND/BLOCK: ___________________________________________

CAPTURE

Directions: Write T if the statement is correct. Write F is the statement is false. Write your answer on the
line provided before each number.

_________ 1. Third person point of view is used in making thesis statements.


_________ 2. A thesis statement should be supported with facts to make it more effective and convincing.
_________ 3. A thesis statement provides direction of your paper.
_________ 4. A thesis statement should be specific, not broad or general.
_________ 5. A thesis statement should not be an argument about an issue to avoid confusion among
readers.

ENRICH
Direction: Identify the thesis statement in each of the following passages.

1. It is commonplace to say that nationalism is one of the most potent factors in the cultural development
of a people. Love of one’s own is essential in the equipment of all truly civilized human beings; it is only
safe and sensible basis for the appreciation of things that pertain to others. Only those who truly love their
own country and people—their tradition, history, and destiny—can develop a sincere interest in, and
admiration for, the tradition, history, and destiny of other countries and peoples. Only they can become
genuine and cosmopolites, or “citizens of the world.”
-S.P. Lopez, “Return of the Primitive”

Thesis statement:
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

2. The K12 program has allowed for more students to learn new language, apart from English and Filipino.
There are many benefits of learning a language, that is, why you should see learning a new language as a
welcome challenge instead of a burden. There is the fact that it boosts a student’s brain power because
your reading, memory, and problem solving skills are sharpened. It also allows us to be exposed to new
cultures and thus increases our cultural sensitivity. There are a lot of people who are more confident
because they can express themselves in different languages. Many career opportunities await those who
know another language. And these are just some of the reasons why you should learn a new language.

Thesis statement:
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

3. Tailgating another vehicle is unsafe and illegal. Many rear-end collisions are caused by drivers following
too close to the vehicle in front of them. The rule states that the driver must keep sufficient distance from
the vehicle in front in order to stop safely and avoid a collision. Drivers should allow a minimum two
second’s gap between their vehicle and the one ahead. At sixty kilometers an hour, this equates to thirty-
three meters; at a hundred it equates to fifty-five meters. More distance is needed to safely stop in rain or
poor visibility.

Thesis statement:
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

FOCUS

Directions: Read the following statements about summarizing. Write TRUE if the statement is correct.
Write FALSE if it states otherwise. Write your answer on the space provided before each number.

_________ 1. Summarizing is crucial to academic success.


_________ 2. The writer may add his own ideas to the academic text he is summarizing.
_________ 3. Summary is a short version of the original text. Therefore, when summarizing, one should
remember to only include the most important or essential ideas from the original text.

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_________ 4. In summarizing, the writer should paraphrase the text to avoid plagiarism.
_________ 5. When writing a summary, the writer should include the examples given in the original text.

APPLY

Directions: Choose the most appropriate thesis statement on the following topics. Encircle the letter of
your choice.

1. On ABS-CBN Shutdown
a. ABS-CBN should not be stopped from operating as many employees may lose their job during this
pandemic.
b. This paper will explore the reasons why ABS-CBN should be shut down.
c. I think ABS-CBN shutdown is a major blow to press freedom in the country.
d. What are the reasons of ABS-CBN shutdown?
2. On Reopening of Classes
a. It is not safe for students and teachers to attend classes this August.
b. The schools, both public and private, must prioritize health safety protocols for learners and teachers
by ensuring that vaccines are available in the country before school opening.
c. I know a lot of parents are against the reopening of classes this August.
d. Pros and cons of resumption of classes amidst this COVID 19 pandemic
3. On Reinstatement of Death Penalty in the Philippines
a. Surveys show that Filipinos would like death penalty to be reinstated in the country.
b. I believe that death penalty will only violate the human rights of every Filipino.
c. Death penalty does not only serve justice to the victims and their family, but it also helps decrease the
number of heinous crime in the Philippines.
d. This passage talks about why death penalty should be reinstated in the Philippines.
4. On Wearing of School Uniforms
a. “It’s not about the dress you wear, but the life you lead in the dress” Diana Vreeland.
b. Wearing school uniforms promotes not just self-respect but also respect to learning and educational
institutions.
c. Wearing of school uniforms have advantages and disadvantages.
d. In this paper, I will explore the benefits of school uniform policy.
5. On the Use of Gadgets
a. Gadget use should be in moderation as it may negatively affect physical and psychological health.
b. Negative effects of gadget use include vision problems, lack of sleep, confusion, and even violence.
c. I guess gadget use does more harm than good.
d. Any type of gadget is bad for children.

POSTTEST

Directions: Supply the correct word from the Word Bank to complete the statements below.

1. A thesis statement expresses the _________________________ of an academic text.


2. A thesis statement serves as a/an _________________________ of a paper.
3. Thesis statements should never be a/an _________________ because it’s not debatable and does not clearly
state the author’s claim on an issue.
4. A strong thesis statement should take a/an ___________________ on a topic.
5. To keep the paper manageable, the thesis statement should be ________________.
6. A thesis statement should not be too ________________ to avoid vague and confusing claims.
7. A thesis statement is located ____________________ in an academic text.
8. To support the author’s claim, the writer must provide _____________________ in a form of facts, surveys
or reports.
9. If a thesis statement is stated at the beginning of an academic text, followed by supporting details, it is
said that ideas are organized in ___________________ order.
10. However, if a thesis statement is presented after its supporting details, then ideas are arranged in
__________________ order.
11. ________________________ thesis statements clearly and directly express the main idea of a text while
(12.) ________________________ thesis statements do not.
13. A _______________ thesis statement is arguable, debatable or argumentative.
14. A __________________ thesis statement is written in a form of phrase, question or announcement.
15. Without a __________________, an academic text is unfocused and unclear.

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MODULE 5

INTRODUCTION

Well done, learner! Reaching this point means you are already equipped with basic strategies in
reading for a better understanding of various academic texts. As you venture this lesson, you will apply
what you have learned from the past lessons regarding academic texts, text structure, summarizing, and
identifying thesis statements. In this module, you will learn the strategies in outlining reading texts in
various disciplines. Maybe you already encountered the term ‘outlining’ before and your teachers asked you
to make an outline of a text. If that’s so, you may find the activities on this lesson as a piece of cake! If not,
don’t worry because the lesson and activities are made simple and understandable. Just follow
the instructions and you will always be on track.
TARGET

As you go through this lesson, you should be able to:

A. Learn the steps in creating reading outline; and


B. Outline reading texts in various disciplines; and
C. Practice writing outline in a thesis statement.

NAVIGATE

Outline Reading Text in Various Discipline

Before, you were told to make an outline prior to writing an essay or text (pre-writing). In this sense,
the outline serves as your guide or blueprint in writing to ensure organization of your ideas; it is called as
writing outline. In this lesson you will make an outline after you read a text (post-reading), it is called as
reading outline. That means the outline will reflect the summary or abstract of the text. Therefore, you
need to read and comprehend the text before you could make an outline. Now, let’s have a detailed grasp
of this lesson.

An outline is a summary that gives the essential features of a text. It shows how the parts
of a text are related to one another as parts that are of equal importance, or sections that are
subordinate to a main idea (Valdriz, 2017).

Outline provides a means of organizing your information in a hierarchical or logical order. For
research papers, a formal outline can help you keep track of large amounts of information.

You may follow the simple steps below in finalizing your outline.

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Tip!
When looking for key phrases such as major points and supporting details you may use a concept map to
organize your ideas. For example:

Now, be familiarized with the appearance of an outline on the way how contents are labeled.
When preparing an outline, you can either use a decimal outline or alphanumeric outline. A decimal
outline only uses numbers as labels while an alphanumeric outline uses both letters and numbers as
labels (Barrot, 2016).

Between these two ways of outline labeling, which do you think is commonly used? That’s right,
it’s alphanumeric outline.

Mechanics of Outlining (for Alphanumeric Outline)


1. Indicate main headings and subheadings using Roman numerals and capital letters. To divide the
subheadings further, Arabic numbers are used. Fourth degree ideas are indicated by numbers and small
letters followed by a close parenthesis.
The descending parts of an alphanumeric outline are labelled in the following order:
I. _________________________
A. ________________________
1. _______________________
a. ______________________
1) _____________________
b) _____________________
2. Place a period after each number and letter heading and subheading.
3. Do not place a period after each number or letter with close parenthesis.
4. Do not place a period after each item unless it is a complete sentence.
5. Begin each item with a capital letter.
6. Be sure that corresponding main divisions are of the same level of importance and that corresponding
sub-divisions are of the same level of importance also.
7. Use parallel grammatical structure for headings.
8. Avoid the use of the words “Introduction”, “Body”, “Conclusion” to substitute headings.

Study the sample outlines, Outline A and Outline B, below.


Outline A:
Thesis Statement: Research shows that single-sex classes are better for girls and,
therefore, should be encouraged.
I. Background
A. Segregated education
B. Coeducation

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C. Title IX

II. Gender Bias


A. Attention
1. Opportunity
2. Discipline
B. Favoritism
1. Encouragement
2. Expectation
III. Academic advantages
A. Grade improvement
1. Materials
2. Methods
B. Techniques
1. Math
2. Science
IV. Personal advantages
A. Distraction
B. Comfort
1.Environment
2.Students
C. Development
1. Self-confidence
2. Role models

Outline B:
Thesis Statement: Research shows that single-sex classes are better for girls and, therefore, should be
encouraged.
I. During the first 200 years in America, women were not allowed in schools.
A. Initially, education was only for men.
B. Throughout the nineteenth century, the number of coed schools increased.
C. In 1972, Congress passed Title IX, a law prohibiting sex discrimination in
educational institutions.
II. One significant advantage of single-sex classes is the elimination of gender bias that often occurs in coed
classes.
A. Teachers pay more attention to boys.
1. Girls are not called on as often as boys in coed classes.
2. Many times teachers tolerate disruptive behavior in boys but discourage the same
behavior in girls.
B. Favoritism is also an issue in coed classes.
1. Teachers “get a thrill from involving a boy who’s going to be disruptive.”
2. Teachers have higher expectations for boys than for girls.
III. Girls benefit from being free from the gender bias of coed classes.
A. They perform better academically.
1. Textbooks “show an inherent and often inadvertent bias against females in textbooks.”
2. This bias also shows itself in teaching techniques.
B. Techniques that are disadvantageous to girls are more apparent in certain subject areas.
1. Girls show more interest in math when taught in single-sex classes.
2. Girls also show more interest in Science subject.

The first outline (Outline A) consists of words and phrases; so, it is called as topic outline. The
second outline (Outline B) is composed of complete sentences, therefore it is a sentence outline.
How about the organization of entries in the sample outlines above?
There are four principles that need to be followed in organizing the contents or entries in an outline. These
principles are coordination, subordination, division, and parallel construction. The principle of coordination
requires ideas of the same relevance to be labeled in the same way. The principle of subordination shows
that minor details must be placed under their respective major details. The principle of division requires
that no cluster should contain only one item. In short, if you have subheading 1, there should be
subheading 2. Lastly, the principle of parallel construction requires all entries in each cluster to use the
same structure and format.

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MODULE 5 ACTIVITY

NAME: ______________________________________________________

STRAND/BLOCK: ___________________________________________

CAPTURE

Directions: Read and comprehend the short text below. Then, complete the outline that follows by filling
out the blanks with the correct words/phrases from the text. Write the answer on a sheet of paper.

Noise Pollution
Aircraft, traffic, construction, various machinery, and other facets of modern civilization create
noise pollution. This excessive noise can harm human physically and psychologically. Diseases in hearing
are a common result of noise pollution. After research confirmed that loud levels of noise reduced hearing,
some cities passed laws setting the decibel level of music allowed in night clubs. Noise pollution can be
reduced by either moving the source away from people or creating quieter machines. For example, the
placement of airports away from the city reduces the noise pollution of the city. Better insulation of
buildings against noise can reduce noise pollution inside a building.

I. Noise Pollution
A. Sources of noise pollution
1. Aircrafts
2. Traffic
3. ____________________
4. ____________________
5. Other facets of modern civilization
B. General effects of noise pollution on human beings
1. ______________________
2. ______________________
C. Ways of reducing noise pollution
1. ______________________
2. Creating quieter machines

ENRICH
Direction: Read the text below and identify the major topic of each paragraph. Choose from the choices
provided inside the box. Write only the letter of the answer on the blank.

A. Connecting fashion and character


B. Fashion as a tool for unifying people
C. Fashion is a like a language
D. The effect of consumerism on fashion
E. Using fashion to develop cultural knowledge
F. Explaining fashion with signs
G. Fashioning the body for communication

Paragraph 1: _____________________
Paragraph 2: _____________________
Paragraph 3: _____________________
Paragraph 4: _____________________
Paragraph 5: _____________________

Fashion
(1) Fashion is said to have a language that can be read like a text. It serves as an explanation of people's
character, personality, lifestyle and values. It works by using signs and codes which are recognizable to
others and transmit messages. These signs, codes and messages are called semiotics and influence all
aspects of our daily lives. Semiotics in fashion works to convey our identity and in this way, messages
can be projected to the outside world.
(2) The earliest types of clothing were body painting and adornments. According to experts it is generally
believed that the aim of these alterations was to modify the body in some way in order to communicate a
specific message. In modern times the aim is largely the same, although the messages are more varied,
complex and wide ranging. Nowadays it is common for people to use clothing, color, fabric, jewelry,
hairstyles and even tattoos. Dr. Walker from The Centre for Fashion Studies asserts that how we style our
bodies is one of the most important factors in defining the self.
(3) Fashion is not only used to define the self but also is a powerful tool for group identity. This can be most
clearly seen in youth fashion which is often given a name to help convey the messages of its members.
Fashion styles such as goth, mod and emo have semiotic signs and symbols which can represent values,
beliefs and political ideologies. Often these values and ideas bring young people together who use clothing
as a way to identify others who share their philosophy of life.
(4) On the other hand, the semiotics of fashion can be seen as a product of a consumerbased society where
appearance, especially through clothing, is valued and judged. This leads to people making conclusions

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about others on the basis of what they wear. These conclusions are often incorrect and damaging as they
attach values and characteristics to people which they may not actually believe in or possess.
(5) In conclusion fashion can be a useful way to analyze an individual, group, society or time period.
Clothing and body adornment can highlight status, mood, ideas and values. Although semiotics has
sometimes been criticized as a tool of judgment for appearance, it has generally offered a valuable insight
into human thought and behavior throughout history.

FOCUS

Directions: Read the text below and complete the topic outline that follows.
Origins of Writing
Ancient civilizations attributed the origins of writing to the gods. For the ancient Egyptians, their
god Thoth was the creator of writing and, in some stories, also the creator of speech. The ancient Sumerians
and Assyrians also believed that writing originated with certain gods, as did the ancient Maya. In Chinese
mythology, the creation of writing is attributed to an ancient sage and was used for communication with
the gods. Clearly, writing was highly valued even by ancient peoples.
Humans began painting pictures on cave walls 25,000 years ago or more; but writing systems did
not develop until groups of people began settling in farming communities. Scholars say that writing systems
developed independently in at least three different parts of the world: Mesopotamia, China, and
Mesoamerica.
The oldest known writing system developed among the ancient Sumerians in Mesopotamia around
3000 B.C. Along with the rise of agricultural societies carne the development of property ownership and the
need to keep records of it. In early agricultural societies, property consisted largely of land, livestock such
as cattle, and grain. Originally, clay tokens of various shapes were used to count these possessions. From
this developed a system of impressing the shapes onto clay tablets. One of the earliest clay tablets of this
type was found in excavations in Mesopotamia and dates from the time of the Sumerian culture. Scribes
then began using reeds instead of tokens to mark the clay, developing a system of wedge-like shapes to
represent the tokens. This system of writing using wedge shapes is known as cuneiform. It was later adopted
by other cultures and became the basis for other writing systems. Originating in a system that used pictures
to represent objects, cuneiform writing eventually developed into systems that used symbols to represent
the sounds of language.
The oldest form of Chinese writing dates from around 1500 B.C. It is called oracle bone script
because it was carved on animal bones and shells that were used for predicting the future. At a later period,
Chinese writing appeared on bronze vases and later still developed into a system that was used to record
government affairs. The Chinese writing system was also the original basis for both the Japanese and
Korean writing systems.
In Mesoamerica, a region that encompasses parts of Mexico and Central America, it is the ancient
Mayans who are famous for the writing they inscribed on temple walls and other religious structures.
However, scholars believe that writing in that part of the world may have begun before the rise of the Mayan
civilization. The Zapotec culture, centered on Oaxaca, Mexico, was already using writing around 400 B.C.,
or possibly earlier. The Olmec culture may have developed a writing system even earlier than that. Recent
discoveries show that the Mayans may have begun writing around 2,300 years ago. They used a system of
symbols that represented words and syllables to record information about the deeds of their rulers as well
as information connected to their calendar and astronomy. Their system of writing survived until the time
of the Spanish Conquest in the 1500s.
In ancient times, only specialized people such as scholars, priests, or government officials used
writing. Today, close to three-quarters of the world's adult population can read and write, and literacy is
considered a basic skill necessary to function in the modern world.

Origins of Writing
Thesis Statement: The origin of writing systems can be attributed to ancient civilizations of
Mesopotamia, China, and Mesoamerica.
I. Ancient Sumerians in Mesopotamia
A. Recording of property ownership
1. Clay tokens
2. __________________________________________________
3. __________________________________________________
4. __________________________________________________
II. Oldest form of Chinese writing
A. __________________________________________________
1. Used for predicting the future
B. __________________________________________________
1. Basis for Japanese and Korean writing systems
III. Writing systems in Mesoamerica
A. __________________________________________________
1. Temple walls and religious structures inscriptions
2. Used a system of symbols
B. Zapotec Culture
1. Writing around 400 B.C.
C. __________________________________________________
1. Developed earlier a writing system

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APPLY

Directions: Read the text below and complete the sentence outline that follows.

How Drugs are Studied


It takes years, and sometimes decades, from a drug to move from the theoretical stage to the
pharmacy shelf. Of the thousands of drugs under investigation at any one time, only a small fraction will
produce the desired result without unacceptable side effects.
First, scientists target a step in the disease process where they believe a drug can have an effect.
Then, they manufacture compounds or take them from organisms such as viruses and fungi and test them
in laboratory cultures. Once scientists isolate a chemical that produces a desirable effect, they analyze its
structure and alter it as necessary to enhance the outcome.
The next step involves testing the drugs in animals. Scientists look at how much drug is absorbed
into the bloodstream, how it distributes to different organs, how quickly it is excreted or leaves the body,
or whether it has any toxic effects or byproducts. Researchers usually test at least two animal species
because the same drug may affect species differently.
If a chemical passes laboratory and animal testing and is deemed appropriate to analyze in human
volunteers, it is ready for clinical trials, researchers follow a protocol that describes who may participate in
the study, tests and procedures to follow, the length of the study, and outcomes to be measured. Drug trials
may focus on treating a disease, preventing a disease from occurring or recurring, or enhancing the quality
of life for people living with incurable, chronic conditions.
There are four phases of clinical trials; the first three phases study whether the drug is effective
and can be safely administered to patients, and the fourth phase evaluates long-term safety and use once
a drug is on the market.
Phase I clinical trials test a drug in small groups of healthy volunteers (fewer than 100) to ascertain
its safety and the appropriate dose range. These studies last for six months to one year.
Phase II clinical trials test several hundred volunteers to determine how effectively the drug combats
the disease being studied. These trials continue to evaluate safety, side effects, and optimal dose. Phase II
studies also last for six months to one year.
Phase III trials test thousands of volunteers for several years, with researchers closely monitoring
study participants at regular intervals. These studies typically compare the drug under investigation with
a control: either a drug known to cure or alleviate a specific disease or, if one does not exist, a substance
that has no medicinal effects, known as a placebo. Phase III trials are typically blind studies (participants
do not know which drug they are receiving) or double-blind studies (neither participants nor researchers
know which drug an individual is receiving until the trial is completed).
Once a drug passes the first three phases and is found to be safe and effective, drug companies
may apply for the right to market the product. After a drug is approved and on the market, Phase IV trials
may investigate long-term effects, effects in different groups of patients such as the elderly, or use of the
medication for a different condition such as using a cancer drug to treat AIDS.

How Drugs are Studied


Thesis Statement: ____________________________________________________________________________________
________________________________________________________________________________________________________
______________________________________________________________________________________________________.
I. First, scientists target a step in the disease process.
A. They manufacture compounds from viruses and fungi and test them in laboratory.
B.
________________________________________________________________________________________________________
_______________________________________________________________________________________________________.
II.
________________________________________________________________________________________________________
_______________________________________________________________________________________________________.
A. The scientists closely study the drug’s effect on the organs of animals.
B. Researchers examine at least two animals to differentiate the effects.
III. There are four phases of clinical trials for humans after the drug is found effective on
animals.
A.
________________________________________________________________________________________________________
_______________________________________________________________________________________________________.
1. The tests are done to ascertain the safe dosage.
2. These trials last for six months to one year
B. Phase II trials test several hundred volunteers.
1.
________________________________________________________________________________________________________
_______________________________________________________________________________________________________.
2. These trials also last for six months to one year.
C.
________________________________________________________________________________________________________
_______________________________________________________________________________________________________.
1. These studies compare the drug under investigation with a control.
2. These trials are typically blind studies or double-blind studies.

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D.
________________________________________________________________________________________________________
_______________________________________________________________________________________________________.
1. These trials investigate long-term effects
2.
________________________________________________________________________________________________________
_______________________________________________________________________________________________________.

POSTTEST

Directions: Read the short passage below and do the instructions that follow.

The Psychology of Fame


Until the beginning of the 1990s western psychologists had not systematically studied the human
desire to be famous. However, in the few years up to this time, the amount of celebrity news in the media
had been increasing dramatically. Scientists at various US universities then started to investigate the
reasons why some humans seem to be driven to become famous, while others have no interest in attracting
the limelight. Extensive research with people from different cultures led to the conclusion that people
who desire fame are not the same people who want to be rich. The former group may have some desires for
social acceptance based on previous experiences in their lives. It seems that many of these people used to
find it difficult to make friends when they were younger, or they didn’t use to receive praise or recognition
from their parents. The psychologists believe that it is likely that these people would often demand attention
from others as teenagers and this desire has remained in adulthood and is now expressed as a longing to
be famous. Conversely, those who want to be rich are much more focused on the future than the past; in
contrast to the former group, the study found that many of this group had learned from their parents that
success is generated by hard work and that their friends and family had always encouraged them to strive
for the best in life. These conclusions suggest that there is a link between our upbringing and how we
measure success.

Fill-out the topic outline based from the short passage The Psychology of Fame, choices are
provided below.

Thesis Statement: _________________________________________________________________________________


________________________________________________________________________________________________________
_______________________________________________________________________________________________________.

I.
________________________________________________________________________________________________________
_______________________________________________________________________________________________________.
A. ____________________________________________________________________________________________.
B. ____________________________________________________________________________________________.
C. ____________________________________________________________________________________________.
D. ____________________________________________________________________________________________.
II.
________________________________________________________________________________________________________
_______________________________________________________________________________________________________.
A. ____________________________________________________________________________________________.
B. ____________________________________________________________________________________________.
C. ____________________________________________________________________________________________.

Select your answer from the following choices.

● People who desires to be famous


● Learned from their parents about success
● Scientists investigate the reasons why some humans
want to be famous while some wants to be rich.
● Difficult to make friends when they were younger
● Friends and family encouraged them
● Demand attention from others
● People who want to be rich
● Didn’t use to receive praise or recognition from their
parents
● Focused on the future than the past
● Desire for social acceptance

English for Academic and Professional Purposes Module 4-6


12

MODULE 6

INTRODUCTION

This module is solely prepared for you to access and to acquire lessons befitted in your grade level.
The exercises, drills and assessments are carefully made to suit your level of understanding. Indeed, this
learning resource is for you to fully comprehend How to Write a Balanced Review/Reaction Paper/ Critique.
Independently, you are going to go through this module following its proper sequence. Although you are
going to do it alone, this is a guided lesson and instructions/directions on how to do every activity is plotted
for your convenience.

TARGET

As you go through this lesson, you should be able to:

A. Distinguish the characteristics of a good review/reaction paper/critique;


B. Compare and contrast sample reviews; and
C. Write a balanced review/reaction paper/critique.

NAVIGATE

Writing a Balanced Review/Reaction Paper/Critique

Guidelines for Writing the Reaction Paper/Review/Critique

1. Value Communicated
a. Sound critical judgment
b. A fair and balanced assessment of situations or events, people and things
2. Basic Content
a. Ranges from an off-hand gut reaction, favorable or unfavorable, merely expressive of emotion to a more
rational impersonal critical analysis that seriously communicates some value, ethical or moral, some hidden
or forgotten truth, and some aesthetic delight
b. May take the form of a reflection, an appeal, a protest, a tribute or denunciation, a speculation
c. In general, the content would include the following topics:
2.1. For human situations:
a.) A brief description of the event
b.) People involved, their roles and contributions
c.) Other driving forces, in the open or hidden and unsuspected
d.) Implications and consequences
e.) Assessment and prognostication
f.) Some offered solutions
2.2. For cultural affairs, people, works, performances:
a.) The central purposes of the event or product
b.) The means, devices, strategies employed to achieve the purposes
c.) An evaluation of the achievement: success or failure
d.) The significance (if any) beyond mere entertainment of the event or product in
ethical and/or aesthetic terms, its timeliness and/or timelessness
3. Modes of Ordering (Any of the following):
a. From the event/performance/artifact/work presented and described/narrated in themselves to the
writer’s critical evaluation of the entire event, show or work in a sequence of its elements
b. Discussion that intersperses critical comments between mention or description of the
details of the event, show or work
c. From a cover statement giving an over-all judgment of the event, show or piece to a discussion of each
angle, aspect or element of the event, show or work illustrating or providing evidence for the evaluative
cover statement
4. Basic qualities of a Good Reaction Paper
a. Gives a fair and balance social commentary
b. Provides relevant and accurate factual information on the situation
c. Exhibits by means of thorough and in-depth analysis an appreciation of context (including time, place,
people, involvement, their motivation, and actuations)
d. Makes a clear distinction, through language, between what is actual and what is probable or possible
e. Exhibits a deep sense of humanity and an understanding of the human situation even while expressing
disapproval or disagreement most intensely

English for Academic and Professional Purposes Module 4-6


13

MODULE 6 ACTIVITY

NAME: ______________________________________________________

STRAND/BLOCK: ___________________________________________

CAPTURE

Directions: Read the following movie reviews below and answer the questions that follow.

SAMPLE A

Heneral Luna: A Movie Review

Heneral Luna is one of my favorite historical films. I was moved by how the actors portrayed their
roles. They were perfectly casted for the movie. I strongly felt the emotions that were conveyed by the actors
as well as the scenarios presented in the movie. The director did a good job.
There was one part though that I felt something was lacking. The ending scene proved to be
insufficient. It seemed like there was not enough research done on that part. It was too unrealistic and
illogical.
Overall, I will give this movie an 8/10. I firmly hope that more historical films like this could be
created in order to preserve and instill the patriotism in today’s generation.

SAMPLE B

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 impassioned score, and inspired cinematography.
(2) At first glance, one might mistake Heneral Luna as your run-of-themill historical 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 country 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
periphery, 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 dissenting 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. 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
convey 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).
(6) There isn’t much to be said about the rest of the cast of movie, which is a pity, given that Heneral Luna
assembles quite an ensemble. You’ve got names like Joem Bascon, Alex Medina, Mon Confiado, Nonie
Buencamino, Mylene Dizon, and even Ronnie Lazaro; but sadly none of the other performances stand out.
Not that there are any weak performances, it’s just that none are able to keep up with gravitas of John
Arcilla’s Luna. MonConfiado’s Emilio Aguinaldo seems more like a spineless weakling who hides behind his
cohorts rather than a respected political foil; while Ketchup Eusebio’s Capt. Janolino, the leader of Luna’s
killers, feels too forced as a villain scorned by the titular general. The closest character who can keep up
with Luna’s onscreen presence is his equally proud contemporary, Heneral Mescardo (Lorenz Martinez) –
whose refusal to give into Luna provides a tension-filled back-and-forth sequence in the middle of the film.
Unfortunately, because of some jagged pacing, tension such as is this is not consistent throughout the
movie.
(7) This erratic pacing is felt most during the first act of Heneral Luna – where things play out very much
like an oral history. Used as plot device to serve as the audience’s perspective. Arron Villaflor portrays
journalist, Joven Hernando, who is tasked to interview the general. This frame narrative leads to
various snippets that feature Luna’s patriotism; from an expertly-short rowdy meeting with Aguinaldo’s
cabinet to earlier battles against the Americans. Oddly, these scenes just feel lacking in connectivity tissue.
Its pacing is too quick to really tie the storytelling together and doesn’t help either that some set
pieces looked too clean and glossed over-lacking the grit and weariness you’d expect from a war movie.
Couple with these efforts to add a humor at some odd moments throughout the film, and you’ve got a
trifecta that hinders the movie from the fully immersing you.

English for Academic and Professional Purposes Module 4-6


14

(8) Heneral Luna more than makes for these flaws though through its artistic components --- such as its
beautiful score, well-crafted cinematography, and most especially, its fantastic rhythmic script.
(9) Technically marvelous is the only way to describe the movie’s sound design --- from Luna’s table banging
overpowering the raucous in a cabinet meeting, to a guitar mini concert midway the film, to the overall
masterful score. You have to give it to effort put in by Jerrold Tarog, who not only directed the movie but
also provided its music.
(10) All sorts of appealing too is Heneral Luna’s cinematography. One scene you have to look out for is the
flashback sequence to the general’s youth. This particular scene employs one lone take, seamlessly moving
from different sets that pass of as a childhood home, Europe, and the other settings from different timelines.
It is a visual spectacle, innovative and masterful in its execution.
(11) Most notable tough among the movie’s artistry in its script. Poetic yet conversational, Heneral Luna’s
script is filled to the brim with flowery lines of dialogue as if lifted from a sonata. It’s not every day that you
get to hear lines as beautifully crafted as “Kailangan mong tumalon sa kawalan.” “digmaan ang iyong asawa,
ako lamang ay iyong querida,” and “para kayong mga birhen na naniniwala sa pag-ibig ng puta.” Here is a
script so elegant that it can even make curse words sound so cultured, so tasteful.
(12) Overall, Heneral Luna is not just a film but a wakeup call driving the ever reminder that some things
never change. Its message --- we Filipinos are our own worst enemies, lacking in resolve and torn by self-
interests. It is a story representative of not just our current and still chaotic political landscape but of who
we are and what we can do but don’t. Though it may not be perfect in its execution, the film does its duty
in leaving with the question lingering “Bayan o sarili?”

Questions:

1. Compare and contrast the movie reviews. In terms of:


a. Introduction-
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

b. Body-
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

c. Conclusion-
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

2. Which among the following reviews showed a more objective view of the subject? Why do you say so?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

3. Based from the sample reviews, what makes a balanced critique/review/


reaction paper?
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

English for Academic and Professional Purposes Module 4-6


15

________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

ENRICH
Direction: Put a (/) in the box if the statement can help make a good review/reaction paper/critique; an
(x) if it does not.

FOCUS

Directions: Read the text entitled, “The Digital Divide: The Challenge of Technology and Equity”. Then,
react to the text by answering the guide questions presented below. Write your answer on a separate
sheet of paper.

The Digital Divide: The Challenge of Technology and Equity

(1) Information technology influences the way many of us live and work today. We use the internet to look
and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use
E-mail and internet to communicate instantaneously with friends and business associates around the
world. Computers are commonplace in homes and the workplace.
(2) Although the number of internet users is growing exponentially each year, most of the world’s population
do not have access to computers of the internet. Only 6 percent of the population in the developing countries
are connected to telephones. Although more than 94 percent of U.S households have telephones, only 56
percent has personal computers at home and 50 percent has internet access. The lack of what most of us
would consider a basic communication necessity -the telephone-does not occur just in developing nations.
On some Native American reservations only 60 percent of the residents have a telephone. The move to
wireless connectivity may eliminate the need for telephone lines, but it does not remove the barrier to
equipment costs.
(3) Who has internet access? The digital divide between the populations who have access to the internet
and information technology tools and those who don’t is based on income, race, education, household type,
and geographic location, but the gap between groups is narrowing. Eighty-five percent of households with
an income over $75,000 have internet access, compared with less than 20 percent of the households with
income under $15,000. Over 80 percent of college graduates use the internet as compared with 40 percent
of high school completers and 13 percent of high school dropouts. Seventy-two percent of household with
two parents have internet access; 40 percent of female, single parent households do. Differences are also
found among households and families from different racial and ethnic groups. Fifty-five percent of white
households, 31 percent of black households, 32 percent of Latino households, 68 percent of Asian or Pacific
Islander households, and 39 percent of American Indian, Eskimos, or Aleut households have access to the
internet. The number of internet users who are children under nine years old and persons over fifty has
more than triple since 1997. Households in inner cities are less likely to have computers and internet access
than those in urban and rural areas, but the differences are no more than 6 percent.
(4) Another problem that exacerbates these disparities is that AfricanAmerican, Latinos, and Native
Americans hold few of the jobs in information technology. Women about 20 percent of these jobs and
receiving fewer than 30 percent of the Bachelor’s degrees in computer and information science. The result
is that women and members of the most oppressed ethnic group are not eligible for the jobs with the highest
salaries at graduation. Baccalaureate candidates with degree in computer science were offered the highest
salaries of all new college graduates.
(5) Do similar disparities exist in schools? Ninety-eight percent of schools in the country are wired with at
least one internet connection. The number of classrooms with internet connection differs by the income

English for Academic and Professional Purposes Module 4-6


16

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

Guide Questions:
a. How can the internet be used in “culturally relevant ways?”
b. In the Philippines, have students benefitted much from information technology?
c. Can computers and internets bridge the gaps in educational achievements between the rural and urban
schools in the Philippines?
d. Considering that internet speed in the Philippines is much slower than that of its ASEAN neighbors, does
this speed create another reason for disparity?

APPLY

Directions: Answer the question briefly.

What makes a good and balanced review/reaction paper/critique?

________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

English for Academic and Professional Purposes Module 4-6


17

POSTTEST

Directions: Write a 300-500 word critique/review/reaction paper on the government’s fight against the
COVID-19 pandemic.

___________________________________________________________________
(Title)
Introduction:
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

Body:
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

Conclusion:
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________

English for Academic and Professional Purposes Module 4-6


18

REFERENCES IN MODULE 4

Online Sources

Compilation of Philippine Literature. College Uneducation by Jorge Bocobo. Retrieved from


compilationofphilippineliterature.blogspot.com Retrieved date August 6, 2020

Roland, D.R. Exploring the Typical Features and Structure of an Argumentative Essay with a Simple
Sample. Retrieved from my.uq.edu.au. Retrieved date August 6, 2020

REFERENCES IN MODULE 5

Online Sources

Barrot, J.S. (2016). Reading to Think, Thinking to Write: A Guide to Critical Thinking and Writing. Metro
Manila: Rex Bookstore
Ibones, J. et al. (2012). Worktext for English I: Study and Thinking skills. Mutya Publishing House: Malabon
City
Valdriz, J. (2017). A Presentation on Creating Reading and Writing Outlines. Retrieved from the website
https://www.slideshare.net/joeyvaldriz/creating-reading-and-writing-outlines

REFERENCES IN MODULE 6

Online Sources

Department of Education. Curriculum and Instruction Strand. K to 12 Most Essential Learning


Competencies with Corresponding CG Codes.
Department of Education. English for Academic and Professional Purposes. (2016). Teacher’s Guide. First
Edition.
Department of Education. English for Academic and Professional Purposes. (2016). Reader. First Edition.

English for Academic and Professional Purposes Module 4-6

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