RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.

SENIOR HIGH SCHOOL

National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 1.0

Name: _____________________________________ Year and Section: _____________
Subject: English for Academic and Professional Purposes
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ____________
Activity Title: Nature of Academic Texts
Learning Target: 1. Define academic writing and distinguish it from other kinds of writing;
2. Identify the purpose, audience, language, and style of academic writing; and
3. Analyze sample texts using the standards of academic writing.
Reference: Saqueton, G. M. & Uychoco, M. A. (2016). English for Academic and Professional Purposes. Manila City:
Rex Bookstore, Inc.

THE NATURE OF ACADEMIC WRITING

What do you think is academic writing and its differences from other kinds of writing?

Let’s find out in this activity. Read and evaluate the four texts that your teacher will be providing and answer the
following questions after reading them.

1. In your opinion, which texts is an academic text?

2. Why did you consider it/ them an academic text?
After answering the two initial questions on your own, discuss your answers with your classmate. Your teacher will divide
the class into five groups and will let you distinguish an academic writing from a business letter or a personal essay or a
legal document. Below is a table that will help the students to answer this activity. Each group will reread the four texts
and fill out this table based on their evaluation of the texts.

Text A Text B Text C Text D

What is the text 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)

Based on the answers from your group discussion, define and give features of academic writing.

Academic writing is _____________________________________________________________________________

_________________________________________________________________________________________________.
Academic writing requires ________________________________________________________________________
_________________________________________________________________________________________________.
Academic writing is different from a creative essay, a business letter, and a legal document in terms
of________________________________________________________________________________________________
_____________________________________________________________________________________________.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 2.0

Name: _____________________________________ Year and Section: _____________
Subject: English for Academic and Professional Purposes
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ____________
Activity Title: Nature of Academic Texts
Learning Target: 1. Define academic writing and distinguish it from other kinds of writing;
2. Identify the purpose, audience, language, and style of academic writing; and
3. Analyze sample texts using the standards of academic writing.
Reference: Saqueton, G. M. & Uychoco, M. A. (2016). English for Academic and Professional Purposes. Manila City:
Rex Bookstore, Inc.

THE NATURE OF ACADEMIC WRITING

Academic writing is a process that starts with posing a question, problematizing a concept, evaluating an opinion,

and ends in answering the question or questions posed, clarifying the problem, and/or arguing for a stand. Just like other

kinds of writing, academic writing has a specific purpose, which is to inform, to argue a specific point, and to persuade. It

also addresses a specific audience. The assumption is that your audience is composed of people who are knowledgeable

on the subject that you are writing about; thus, you have to demonstrate a thorough understanding of your subject at hand.

This makes academic writing different from a personal narrative or a creative essay, or a legal document, in which the

knowledge of the writer is assumed to be greater than that of the readers.

Academic writing is thinking; you cannot just write anything that comes to your mind. You have to abide by the

set rules and practices in writing. You have to write in a language that is appropriate and formal but not too pretentious.

You have to consider the knowledge and background of your audience. You have to make sure that you back up your

statement with strong and valid evidence. Writing academic papers requires, thorough, and careful thought and that is why

it involves research.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 3.0

Name: _____________________________________ Year and Section: _____________
Subject: English for Academic and Professional Purposes
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ____________
Activity Title: Reading Texts critically
Learning Target: 1. Explain what critical thinking is;
Reference: Saqueton, G. M. & Uychoco, M. A. (2016). English for Academic and Professional Purposes. Manila City:
Rex Bookstore, Inc.

What is Critical Reading?

Critical reading involves scrutinizing any information that you read or hear.

“Read not to contradict or confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and
consider” as Francis Bacon stated in “The Essays”.

Ramage, Bean, and Johnson (2006) identified the following requirements in critical thinking:
 The ability to pose problematic questions
 The ability to analyze a problem in all its dimensions
 The ability to find, gather, and interpret data, facts, and other information relevant to the problem
 The ability to imagine alternative solutions to the problem, to see different ways in which the question might be
answered and different perspectives for viewing it
 The ability to analyze competing approaches and answers, to construct arguments for and against alternatives, and
to choose the best solution in the light of values, objectives, and other criteria that you determine and articulate
 The ability to write an effective argument justifying your choice while acknowledging counter-arguments

The following are some suggested ways to help you become a critical reader:
1. Annotate what you read. One of the ways to interact with the writer is to write on the text.

2. Outline the text. In order to fully engage in a dialogue with the text or with the writer of the text, you need to
identify the main points of the writer and list them down so you can identify the ideas that the writer has raised to
support his/her stand.
3. Summarize the text. Aside from outlining, you can also get the main points of the text you are reading and write
For example: Why Do They Say That Our English Is Bad? By Saqueton

Thesis Statement: The concept of Standard English is problematic because there is no clear definition of what
standard is.
Point 1: The author gives a scenario in the Philippine classrooms in which English teachers get
frustrated because of students’ grammatical errors.
Point 2: The author mentioned that research studies are being conducted in order to improve
teaching English as a second language but failed to mention what those specific studies are.
Point 3: The common errors that Filipino college students commit in their writings are mentioned.

its gist in your own words.

4. Evaluate the text. The most challenging part in critical reading is the process of evaluating what you are reading.
This the point where the other three techniques – annotating, outlining, and summarizing – will be helpful.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 4.0

Name: _____________________________________ Year and Section: _____________
Subject: English for Academic and Professional Purposes
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ____________
Activity Title: Love is a Fallacy by Max Shulman
Learning Target: 1. Annotate, outline, summarize and question the writer’s claim in a text;
2. Define fallacy and identify the kinds of fallacy
3. Analyze a text by applying the different ways in reading critically; and
4. Critique a text by pointing out the different logical fallacies
Reference: Saqueton, G. M. & Uychoco, M. A. (2016). English for Academic and Professional Purposes. Manila City:
Rex Bookstore, Inc.

There is another important skill that a critical reader must learn, that is how to spot flaws in the reasoning.

Fallacy – is a defect in an argument other than its having a false premises. It is a Greek word derived from the term
“Fallo” which means “I deceive”. It is described as a mistake that violates the rules of correct reasoning.

Before-Reading Activity
1. Read the story, “Love is a Fallacy” by Max Shulman, and pay close attention to its development as well as to
the contradictions and ironic twist that you may find.
2. Apply the four ways of reading critically. Annotate as you read then write a summary after reading.

Comprehension Questions
1. How would you describe the narrator in the story?
2. How was pet Bellows described in the story? How about Polly? Do you think that they are as dumb as they were
described?
3. What is narrator’s reason for wanting Polly?
4. From whose point of view is the story told? Is the telling of the story logical? Why or why not?
5. In which parts of the story did the narrator commit fallacies? Can you identify the other instances that he
committed fallacies other than those that Polly has mentioned? For example, in the first part of the story, what
fallacies are committed?
6. Using you annotation and summary, identify the following:
a. Purpose/intention of the author
b. Assumptions of the author
c. Claims if the author
7. The story is satirical and ironic at the same time. Can you show how irony was used in the story.
8. Is the author successful in accomplishing his purpose? Why or why not?
9. If you were Polly, would you fall for the narrator or Petey?
10. Do you agree that love is a fallacy? Why or why not?
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 5.0

Name: _____________________________________ Year and Section: _____________
Subject: English for Academic and Professional Purposes
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ____________
Activity Title: Love is a Fallacy by Max Shulman
Learning Target: 1. Evaluate whether an argument is sound/ logical or not;
2. Critique a text by pointing out the different logical fallacies
Reference: Saqueton, G. M. & Uychoco, M. A. (2016). English for Academic and Professional Purposes. Manila City:
Rex Bookstore, Inc.

📝 Assignment 1:

How did you like learning about the different fallacies? Do you want to know more of them? The short story, however,
only mentioned eight fallacies. There are more fallacies that will be helpful in your journey as a critical reader. Your
assignment is to research on the other fallacies that are not mentioned in the story. Give at least ten (10) and provide
your own examples for each fallacy.

📝 Assignment 2:

Work with a partner and evaluate three (3) advertisements (on print or on TV). Find out if there are fallacies that are used
in those advertisements.

Use the following criteria for your evaluation:

 Purpose of the advertisements
 Execution of the message: How was the message conveyed? What are some interesting claims that catch your
attention? Did they present evidence and/ or credible sources to vouch for the text’s credibility?
 Effectiveness and/ or truthfulness of the text
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 6.0

Name: _____________________________________ Year and Section: _____________
Subject: English for Academic and Professional Purposes
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ____________
Activity Title: Aspects of Professional and Academic Language
Learning Target: 1. Identify the four important features of Academic writing.
2. Identify the ways in making a text formal and objective
Reference: Valdez, P. M. (2016). English for Globalized Classroom Series: English for Academic and Professional
Purposes. Quezon City: Phoenix Publishing House, Inc.

Academic writing requires sophisticated use of language. There are four important features of language use that
you need to know about:
1. Formality
2. Objectivity
3. Explicitness
4. Caution
Formality
Formality reflects your dignified stance in your writing as a member of the academic community. This means that since
your audience is fellow members of the academic community, the language you use requires precision to make it a
“legitimate” piece of academic writing.
Formality can be achieved through the following ways:
1. Choosing expanded modal forms over contracted forms.
For example: Cannot instead of Can’t, Do not instead of Don’t
2. Choosing one verb from over two-word verbs
For example: “Damage” instead of “Mess up”
3. Choosing expanded terms over their abbreviated equivalents.
For example: “As soon as possible” instead of “ASAP”
4. Avoiding colloquial/ trite/ idiomatic expressions
For example: Kind of like, as a matter of fact, I need to go to the John.
Objectivity
Academic writing requires special knowledge and use of more complex language and objectivity. This means that
writing must be impersonal and maintain a certain level of social distance.
Objectivity can be achieved by:
1. Avoiding the use of personal pronouns such as you, I, and we.
Poor Example: You need to conduct the experiment.
Improved version: The researchers need to conduct the experiment.
2. Avoiding rhetorical questions as it marks “closeness” with the reader, and constantly seeks his/ her attention.
Poor example: How can these problems be solved?
Improved version: Certain measures must be discovered to solve the problems.
3. Avoiding emotive language that shows biases and lessens objectivity.
Poor example: The investigators were very shocked to see the outcome of the tests.
Improved Version: The investigators did not expect the results.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 7.0

Name: _____________________________________ Year and Section: _____________
Subject: English for Academic and Professional Purposes
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ____________
Activity Title: Aspects of Professional and Academic Language
Learning Target: 1. Identify the ways in making a text formal and objective
Reference: Valdez, P. M. (2016). English for Globalized Classroom Series: English for Academic and Professional
Purposes. Quezon City: Phoenix Publishing House, Inc.

Task 1: Formality

A. Underline the words or expressions considered as colloquial.

1. With the growing number of health-conscious articles, a lot of young professionals are becoming serious
about maintaining a healthy lifestyle.
2. It is a bit improper to assume that the plan does not work.
3. Lucas got together with Castro in conducting an experiment on effectively enhancing muscle buildup.
4. Experts determined that a lot of health ingredients come from China.

B. Rewrite the following sentences to observe a more formal tone.

1. Writing can’t be done effectively if you don’t burn the midnight oil.
2. Parenting is a 24/7 job.
3. The class is cooking up something big.
4. Watching that romcom gave the audience the feels.

C. Substitute the two-word verb to single-word verb in the following sentences.

1. Senate set up the Meralco committee.
2. Mothers cut down spending on rice.
3. Oil price has gone up.
4. Students come up with a solution.
5. Students looked into the problem
6. The dollar rate went up and down
7. Student brought up the uniform issue.
8. The school gets rid of tuition hike.
9. Parents turned down the proposal.
10. The proposal turned out a positive result.

Task 2: Objectivity
Improve the text below by rewriting it into a more objective, impersonal version.
1. I believe it is a major problem.
2. First, I measured the temperature of the flask.
3. I have highlighted three problem areas.
4. We can see how the rate increased in the graph.
5. This policy will have many bad effects.
6. This hasn’t always been the case.
7. This is really a bad method.
8. We should avoid fatty food in our diet.
9. The rate of inflation went down in 2019.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 8.0

Name: _____________________________________ Year and Section: _____________
Subject: English for Academic and Professional Purposes
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ____________
Activity Title: Aspects of Professional and Academic Language
Learning Target: 1. Identify the ways in making a text explicit
Reference: Valdez, P. M. (2016). English for Globalized Classroom Series: English for Academic and Professional
Purposes. Quezon City: Phoenix Publishing House, Inc.

Explicitness
Academic writing demands the use of signposts that allow readers to trace the relationships in the parts of a study.
The following phrases may be useful in making ideas explicit:
1. This is due to the…
Example:
A number of MERALCO Consumers trooped to the City Hall to claim a PHP 500 cash incentive. This is due to
the Supreme Court ruling that overcharges must be returned to the end users whose electric consumption for the
April-May period was below 100kw/hr.
2. This resulted in…
Example:
With the Supreme Court ordering MERALCO to return overcharges to the end users, government offices have
been tapped to operate as claim centers. This resulted in a number of MERALCO consumers trooping to the City
Hall to claim the PHP 500.00 cash incentive.
3. When two ideas seem the same, express each one clearly.
Example:
The study showed that eighty percent of the 200 participants involved in the study were dissatisfied with the
operations of MERALCO. Similarly, the data revealed that majority of the participants were not aware of the
charges imposed on them by MERALCO.
4. If you intend to give extra information in your sentence, make it clear by writing "In addition..
Example:
MERALCO has been operating as a business conglomerate involving foreign stakeholders and independent
power producers or IPP. In addition, MERALCO owns major lPPs operating in the region.
5. It you are giving examples, do so explicitly by writing "For example.."
Example:
The MERALCO issue has led to disputes between opposition and administration senators. For example, those
who have been labeled as against the president considered the issue as the administration's way of avoiding the
NBN-ZTE scandal.
6. If you intend to show a change in your line of argument, make it clear by using “however”.
Example:
It is apparent that the government hopes to provide assistance to the poor. However, giving dole outs to the
“poorest of the poor” does not work in long term.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 9.0

Name: _____________________________________ Year and Section: _____________
Subject: English for Academic and Professional Purposes
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ____________
Activity Title: Aspects of Professional and Academic Language
Learning Target: 1. Write a sentence for each of the following expressions that would make a text explicit.
Reference: Valdez, P. M. (2016). English for Globalized Classroom Series: English for Academic and Professional
Purposes. Quezon City: Phoenix Publishing House, Inc.

Task: Explicitness

Based on the examples given, write a sentence for each of the following expressions that would make your idea explicit.

1. However
__________________________________________________________________________________________________

2. This is due to the

__________________________________________________________________________________________________

3. Similarly
__________________________________________________________________________________________________

4. In addition
__________________________________________________________________________________________________

5. For example
__________________________________________________________________________________________________

Scoring Rubric

3 Points 2 Points 1 Point

The sentences effectively The sentences show some lapses in The sentences are not understandable
communicate the intended meaning the use of expressions that show due to the misuse of expressions of
through the use of expressions that explicitness, but they could still be explicitness. There are at least three
show explicitness. There are no understood. There are one or two grammatical errors in the work. It
grammatical errors, and a formal grammatical errors and lapses in the does not use features of academic
academic writing style is used. academic writing style are observed. writing style.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 10.0

Name: _____________________________________ Year and Section: _____________
Subject: English for Academic and Professional Purposes
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ____________
Activity Title: Aspects of Professional and Academic Language
Learning Target: 1. Identify when caution needs to be observed in writing an academic text
2. Identify some forms that may be used in observing caution in writing
Reference: Valdez, P. M. (2016). English for Globalized Classroom Series: English for Academic and Professional
Purposes. Quezon City: Phoenix Publishing House, Inc.

Caution
Academic writing requires care since knowledge is built from proven theories and concepts. Therefore, caution is
needed to avoid sweeping generalizations. Consider the following example:
“Government officials are corrupt.”
• The statement can be improved through the use of devices such as modal verbs, adverbs, or verbs.
Improved versions:
 Some government officials may be corrupt. (Modal verb)
 Corruption is commonly linked to some key government officials. (adverb)
 A number of government officials tend to be linked with cases of corruption. (Verb)
In academic writing, caution needs to be observed in the parts of your paper:
1. When a hypothesis needs to be tested.
2. Drawing conclusions or predictions from your findings that may generalize certain matters or may not be
conclusive.
3. Referencing others’ work to build your own paper
Below are some forms that you may use in observing caution in writing.
1. Verbs indicating caution: tends, suggests, appear to be, think, believe, doubt, indicate
Example:
The findings of the survey suggests that the students who use the social networking in their academic work tend to
be more updated on recent developments in their respective subjects.
2. Modal verbs: will, must, would, may, can, might, could
Example:
The observations of students’ use of social networking sites may lead to the different behaviors that manifest in
real-life communication.
3. Adverbs of frequency: often, sometimes, usually
Example:
The essays that were given marks were usually high.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 11.0

Name: _____________________________________ Year and Section: _____________
Subject: English for Academic and Professional Purposes
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ____________
Activity Title: Aspects of Professional and Academic Language
Learning Target: 1. Examine the following expressions and think of ways to reduce the impact of the
utterances.
Reference: Valdez, P. M. (2016). English for Globalized Classroom Series: English for Academic and Professional
Purposes. Quezon City: Phoenix Publishing House, Inc.

Task: Caution

Examine the following expressions and think of ways to reduce the impact of the utterances.

Direct Expression Statement using Hedging

1. He has halitosis.

2. You need to eat this to be healthy.

3. The different steps taken led to their

failure.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 12.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Structure of Academic Writing
Learning Target: To construct a good structure of Academic writing
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

Structure of Academic Writing

Aside from language, sentences need to be constructed in such a way that they show a level of complexity that reflects the
sophistication of an academic writer. Combining ideas effectively, nominalization and passivization are some ways to
achieve structure tit tor academic writing.
Consider the following examples:

 The earthquake caused loss of lite.

 The earthquake caused massive property damage.
 The earthquake changed the landscape of the village
They can be rewritten this way:
The earthquake was a disaster that caused loss of lite, property damage, and permanent changes in the landscape.

 Nominalization – the verbs are made central as they denote action. Transforming verbs into nouns helps readers
focus on the action and not on the doer of the action.

Examples:
1. The company created software to manage the transactions successfully.
Nominalization:
The creation of software to manage transactions was a success
2. The president announced a three-day holiday this September.
Nominalization:
The president's announcement of a three-day holiday for September was released.
3. The mall distributed several tree items to consumers in the hope to boost sales.
Nominalization:
Distribution of tree items tor consumers was done in the hope to boost sales.

 Passive construction/ Passivization –the results of actions are highlighted. In academic writing, since the writer of
the paper is presumed to have done the collection and analysis of data, it is understood that all results of the action
are a product of the writer's work.

Examples:
1. The researcher conducted experiments to validate the hypothesis.
Passivization:
Experiments were conducted to validate the hypothesis.
2. An engineer built a saltwater lamp to help communities with no electricity
Passivization:
A saltwater lamp was built to help communities with no electricity.
3. Several scientists conducted experiment to examine the effects of algae on biodiversity.
Passivizafion:
An experiment was conducted to examine the effects of algae on biodiversity.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 13.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Structure of Academic Writing
Learning Target: To construct a good structure of Academic writing
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

I. Restructure the sentence by using nominalization.

1. The project was implemented to make sure that services are not delayed.
________________________________________________________________________________________

2. The investigators established a time to determine the chain of events relating to the crime.
________________________________________________________________________________________

3. The committee imposed a seven-day deadline for the members to submit their requirements.
________________________________________________________________________________________

4. The artists created a beautiful mural to pay tribute to the survivors of the disaster.
________________________________________________________________________________________

5. A number of students reported several cases of theft within the area.

________________________________________________________________________________________

II. Restructure the sentence by using passivization.

1. The children gave several inputs to improve the operations of the facility.
________________________________________________________________________________________

2. Nurses conducted workshops for those in far-flung areas on health and sanction.
________________________________________________________________________________________
3. The company acquired a number of contractors to render service to its consumers.
________________________________________________________________________________________
4. Marketers need to make a quota every month to maintain sustainable growth.
________________________________________________________________________________________
5. Guitar players constantly practice to ensure fault-free performance.
________________________________________________________________________________________
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 14.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Plagiarism; Effective Note Taking
Learning Target: To identify the type of Plagiarism & to distinguish proper citations
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

Plagiarism is defined as the copying verbatim of language and ideas of other writers and taking credit for them.
There are two types of plagiarism:
1. Plagiarism of ideas 2. Plagiarism of language.

 Plagiarism of ideas occurs when credit for a work is ascribed to oneself untruthfully. To address this, proper
citations should be done. Citations are done in different ways.
1. Author-oriented citation
 starts with the surname of the author, followed by the year of publication in parentheses.
Example:
Pulido (2012) believes that language in an online environment can be understood if other modes of online communication
are further analyzed to provide a full account of interaction in virtual worlds.
2. Text-oriented citation
 a paragraph or sentence from a source is followed with the surname of the author of the work and the year of
publication. The citation must be enclosed in parentheses.
Example:
Unless educators realize the importance of reading and writing across subject areas, problems in comprehension of
subject matter will be a prominent issue in the teaching learning process (Estacio, 2010).
3. Another way of citation
 Start the sentence or paragraph by using the phrase "According to... followed by the surname of the author
and the year of publication enclosed in parentheses.
Example:
According to Mendoza (1990), by the end of the century, our fuel reserves will be reduced to half, and scarcity of energy
supplies will be a big problem.

 Aside trom texts, movies, images and music should be cited it used on youur paper. The general rule is that the
Author, title ot work (may it be image, movie or music) and year it was produced (it applicable) be included in the
citation.
Consider the following examples:
A. Images:
1. Luna's Spoliarium (1884) inspired several artists in music and creative writing to produce works related to
this powerful painting.
2. In 1 884, Luna's Spoliarium presented the different aspects of Philippine life.
B. Video:
1. Spencer's (2009) "The Matchmaker" shows the different experiences of artists when they struggle with
stardom and deal with the consequences of fame and fortune.
2. "The Matchmaker" (Spencer, 2009) accurately captures the trial and tribulations of fame and fortune of artists
making it big in show business.
C. Music
1. The Beatles' song "A Hard Day's Night" (1964) teatures John Lennon and Paul McCartney's genius that will
intluence generations of musicians to create songs that challenge the norm.
2. John Lennon and Paul McCartney wrote the song "A Hard Day's Night" (1964) which is considered as one of the
Beatles' greatest hits in their illustrious career.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 15.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Plagiarism of language
Learning Target: To identify the three note-taking techniques to avoid plagiarism of language
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series: English for Academic and
Professional Purposes. Quezon City: The Phoenix Publishing House, Inc.

 Plagiarism of language happens when an author uses the language of another writer and claims it as his or her
own.
There are several types of plagiarism of language:
1. copied word-for-word from a source
2. word-for-word plagiarism of the text
3. Patchwork plagiarism – when ideas from the source are mixed with interpretations of the writer, creating
patches of text where ownership of ideas is unclear.

 To address plagiarism of language, effective note-taking techniques should be used. Note-taking techniques allow
you to rephrase original text into your own.

 There are three types of note-taking techniques:

1. Using direct quotations,
2. Summarizing, and
3. Paraphrasing

 Using direct Quotations is employed tor statements that are so closely associated that altering the words may
lose its rhetorical impact. For instance is the statement of Senator Ninoy Aquino, "The Filipino is worth dying
for" is too short to be summarized, and the rhetorical impact of the work is lessened if the statement is
paraphrased.

 Below are some points to consider for employing direct quotations:

1. Using direct quotations means to lift the text and enclose them in quotation marks. In addition to the author’s
name, the page numbers are included.
Example:
"Globalization is just a covet term for colonization." (Reyes, 1994, p. 2).

2. If the text is too long, you may omit certain parts and replace them with an ellipsis (three dots). If the words
omitted are at the end of the statement, another dot is added, making it tour.
Example:
"Smartphones resulted from global innovations in technology… and therefore, consumers need to be updated on the latest
trends if they want to maximize opportunities offered by these gadgets to make daily activities more convenient." (De
Claro, 2010, p. 7).

3. Interpolation may be done to insert notes within the directly quoted passage to help readers understand the context
of the statement. Interpolation is marked by open and closed brackets.
Example:
"Educators] believe that the education sector should address the material conditions of schools to improve teaching and
learning.” (Danao, 2011, p. 7).

4. Using too many direct quotations does not reveal your identity as an author. Specifically, it is important that you
develop your own voice and style of writing in expressing ideas.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 16.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Plagiarism of language
Learning Target: To identify the three note-taking techniques to avoid plagiarism of language
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

 Summarizing is a short restatement of the main idea of a text. Ideally, it is a third of the original text of your
paper. For developing your summary, the following tips may be helpful.

1. Make sure to read the text thoroughly and highlight the important details in the text. Bear in mind that certain
details have relationships cause and effect for example) and these need to be noted as well.

2. After getting the main idea/s, use your own words in your summary. Make sure to check if the relationships
between ideas are established.

3. When done with your summary, recheck your output with the original to see if your output does not stray from the
original text. You may seek your teacher or peer's feedback to be sure.

 Paraphrasing is a restatement in your own words of the main idea and supporting details of a text.

 Consider the following tips in crafting your paraphrases.

1. Read the text thoroughly, noting both main ideas and supporting details.

2. After identifying these, carefully state the major and minor points in your own words, making sure that the
relationships between and among these ideas are observed.

3. Finally, when the paraphrase is done, compare your work with the original to make sure that the original
intentions of the author are not changed.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 17.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Plagiarism of language
Learning Target: To identify the three note-taking techniques to avoid plagiarism of language
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

 The following are the several ways in paraphrasing:

1. Literal paraphrasing –This type only replaces vocabulary terms from the original text.

2. Structural paraphrasing - This type changes the sentence structure as well as the word class of key words of the
original text

3. Alternative paraphrasing –In this type, the writer first poses questions about the text such as what the text is
about, how the main idea is supported, and the stand of the author about the topic. Then, the writer answers these
questions using his/her own words after reading the text; making sure that all ideas are connected.

Consider the following text and the corresponding paraphrase and Summary:

Mobile and computer technology may also affect children's sociability. The use of this technology may
take away hours from children's social and playing time. Yet from another perspective, it can help
cultivate their communicative on social skills through using different social media platforms and sharing
app with friends. (Subia and Tatel, 2014).

Summary Paraphrase

Subia and Tatel (2014) view technology as Subia and Tatel (2014) points out that though
something that may affect the social lives of technology may have negative impact in children’s
children in a negative and positive way. ability to socialize since it minimizes chances of
real life interaction with others, they believe that
through interactive features of technology such as
sharing apps and varying platforms for exchange,
technology can enhance social skills among its
users.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 18.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Plagiarism of Language
Learning Target: To employ summarizing
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series: English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

Read the following text and identify the key points in the text.

Filipino children use mobile and computer technology in their daily lives tor numerous activities including surfing
the net, playing computer games, logging in social networking sites, and doing homework, the question of how this can
affect their well-being and lifestyle becomes even more relevant in the present time. This study aims to identity the
positive and negative effects that could possibly arise from the early exposure of Filipino children to these technologies in
three areas: (1) physically, (2) socially, and (3) educationally. This article finishes with an evaluation of the advantages
and disadvantages of computer exposure tackled and recommended use of such devices.
More often than not, positive effects on physical well-being associated with mobile and computer technology are
not direct results of their actual use, but are brought about when these gadgets are utilized as a medium by programs and
software dedicated to promoting overall physical wellness. Examples of which are activity-promoting gaming systems and
mobile games that promote healthy eating (Subia & Tatel, 2014).

Complete the notes of the key points from the text

1. Filipino children use mobile technology for __________________________________________________

___________________________________________________________________________________________
2. Using technology does not directly lead to positive effects but rather ________________________

___________________________________________________________________________________________
3. The present investigation aims to examine __________________________________________________

___________________________________________________________________________________________
Join your notes the together to make your preliminary summary.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Given your preliminary summary, revise your work by writing a summary in no more than fifty words.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 19.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Plagiarism of Language
Learning Target: To construct literal and structural paraphrasing
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

I. Read the following sentences and then apply literal paraphrasing with the underlined words.

1. Personal profit can serve as an inspiration to business to better serve their customers.

2. Overclocking is a process that is capable of improving a computer's performance through overloading electricity.

3. Animation is an activity where you draw several pictures to make it into a movie film, or a comic magazine.

II. Read the following sentences and then apply structural paraphrasing in processing your work.

1. In real life, most people disapprove of individuals who make mistakes or fail at important duties. People often put
these kinds of standards on government officials, teachers, friends, and even parents.

2. Game software, despite having a more limited market, has more customers. When a new game is produced and
people find it interestin9 they will usually buy it.

3. Strategic management denotes the ability to identity objectives, per- form the set goals, and generate alternative
scenarios for anticipated future events to eliminate business risks and setbacks. It emphasizes on how an
organization will have a competitive advantage in such a way that it will manage ways to outperform its leading
competitors

4. In earlier times, posters, flyers, and street signs were the most common forms of advertising. Commercials about
different products were in black and white. technology was very limited, and so was the business means of
advertising
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 20.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: SUBJECT VERB AGREEMENT
Learning Target: To identify the various rules of Subject-Verb Agreement
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

SUBJECT VERB AGREEMENT

BASIC RULE:
 Singular subject takes singular verb.
Examples: The dog eats
He talks
The girl walks
 Plural subject takes plural verb.
Examples: The dogs eat
They talk
The girls walk

RULE 1:The pronoun “YOU” always takes a plural verb.

Examples: You are beautiful
You sing so well
You are asked to dance

RULE 2: If a sentence begins with “HERE” or “THERE”, the verb agrees with the subject which follows it.
Examples:
 Here are the ways on how to bake brownies
 Here is the food that you requested.

RULE 3: If two subjects, one single and one plural, are connected by either/ or neither/ nor the verb agrees with the nearer
subject.
Examples:
 Neither the players nor the coach is joining.
 Neither the players nor the coaches are joining.

RULE 4: A singular subject followed by intervening words or phrases such as with, as well as, in addition to,
accompanied by, together with and no less than takes a singular verb.
Examples:
 Daddy, as well as mu brothers, is enjoying the party.
 Abdul, accompanied by his sisters, is enrolling in U.P

RULE5: Singular subjects joined by “AND” require a plural verb, except when they mean one thing.
Examples:
 Leila and Miriam are reading novels.
 My teacher and friend is here.

RULE 6: Two singular subjects joined by either/ or neither/ nor take a singular verb.
Examples:
 Either mommy or Daddy is coming with me at the concert.
 Neither Fill nor Cris is waiting for you.

RULE 7: If a singular subject is followed by a phrase containing a plural noun , the verb is singular.
Examples:
 One of the boys is yelling so loud
 One of the members is against the rule.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 21.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: SUBJECT VERB AGREEMENT
Learning Target: To identify the various rules of Subject-Verb Agreement
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

RULE8: The indefinite pronouns several, few, both, many, others are always PLURAL.
Examples:
 Both are asking to be autonomous
 Several are seeking justice

RULE9: The indefinite pronouns some, most, all, none are singular or plural according to the meaning of the sentence.
Examples:
 Some of the books are imported
 Some of the fruit has rotten.

RULE10: When any of the following indefinite pronouns is the subject the verb is singular, everybody, each, no one,
another, anybody, every, nothing, neither, everyone, somebody, and someone.
Examples:
 Every man and woman in this hall is a member
 You may wear either of the dresses to the party.

RULE 11: Expressions of time, money, weight and distance are singular even if the form is plural.
Examples:
 Two years is a long time to wait
 One million dollars was given back to the owner

RULE 12: When the amount of money refers to separate units, the verb is plural.
Examples:
 Four 25- centavo coins were found
 Fifty 100- peso bulls were added to the budget

RULE 13: The following words are always plural: pants, trousers, pliers, scissors, shears, tongs, however if the word pair
s used, the verb is singular.
Examples:
 The pants are torn into two
 The pair of scissors was placed on the table.

Eyeglasses
Jeans
Binoculars
Tweezers

RULE 14: Certain nouns, though plural in form, are singular in meaning and therefore take singular verbs.
Examples:
 Mathematics is my favorite subject
 The latest news is alarming to the public.
Statistics
Physics
Electronics
Economics
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 22.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: SUBJECT VERB AGREEMENT
Learning Target: To identify the various rules of Subject-Verb Agreement
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

RULE15: When fractions are used the verb agrees with the object of the OF PHRASE.
Examples:
 One-half of the cinnamon roll was eaten
 One-fifth of the staffs were attending the meeting.

RULE 16: The name of the country is always regarded as singular.

Examples:
 Bahamas has beautiful beaches
 Philippines is an archipelago

RULE17: Adjectives used as nouns are considered plural.

Examples:
 The poor are to lend a hand
 The efficient are what this company needs.

RULE18: Collective nouns may be singular or plural depending on whether the individual members are acting
individually or collectively.
These nouns are ; company, group, committee, crowd, jury, flock, team
Examples:
 The committee is against the plan.
 The committee are of different opinion.

RULE 19: Titles of the books, plays, articles, movies and etc. are regarded as singular even though words in the title may
be plural.
Examples:
 “ In Dreams Begin Responsibilities” is a story by Dr. Schwartz
 “Great expectations” is a must read novel

RULE 20: Names of organizations take a singular verb when the whole organization is referred to, and plural verb when
the members are referred to.
Examples:
 Lopez and Sons is a successful organization.
 Lopez and Sons are holding a two-day annual meeting.

RULE 21. When the sentence begins with the expletive “IT” the verb is always singular even if the subject that follows
the verb is plural.
Examples:

 It is the school which must assume the responsibility

 It is us who must take the care of the environment.

FINAL RULE: Remember, only the subject AFFECTS the verb.

 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 23.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: SUBJECT VERB AGREEMENT
Learning Target: To identify the various rules of Subject-Verb Agreement
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

Mark the appropriate verb choice for each of the following sentences.

1. The noisy students (have, has) to leave after two warnings.

2. She is the only one of the students who (have, has) failed the test.
3. The crying baby (irritate, irritates) them.
4. The longest of the presentations (is, are) the next group.
5. The students and their teacher (is, are) traveling to the competition.
6. Either one of the choices (is, are) going to disrupt the schedule.
7. This is the stereo system that (have, has) been purchased most often in our store.
8. Nobody (dare, dares) to challenge the teacher when she is wrong.
9. The players or their coach (is, are) holding a press conference.
10. Neither of the students (has, have) been to Europe.
11. The problems (was, were) due to a misunderstanding.
12. Which (is, are) more interesting, the red jackets or the blue sweaters?
13. (Has, Have) the manager or the assistant manager approached you?
14. Joan, as well as my sister, (is, are) in college now.
15. Several of the students (has, have) left.
16. Both of the children (has, have) red notebooks.
17. One of the best known love stories (is, are) Romeo and Juliet.
18. Mathematics (is, are) very difficult for many students to master.
19. She is one of the girls who (have, has) long hair.
20. She or her sisters (is, are) going.
21. Each of the exercises (take, takes) about twenty minutes to complete.
22. The ladies and the child (is, are) planning to have pizza for lunch.
23. The teacher, along with her students, (is, are) determined to have a good year.
24. Please tell me when John and Mary (go, goes) to the store.
25. The class (watch, watches) a movie every Friday night.
26. The number of issues (seem, seems) to be increasing.
27. The husband and his wife (drive, drives) a convertible.
28. Hardly anyone (speak, speaks) to her.
29. He or his sister (want, wants) to visit Europe next summer.
30. She (take, takes) her dog for a walk each evening.
31. The brother and sister (want, wants) to visit their aunt and uncle.
32. The high school senior, along with his parents, (is, are) upset over the sudden policy change.
33. The songs they sing (stay, stays) in my mind all day.
34. Ten dollars (is, are) too much to charge for such a small item.
35. She and her mother (talk, talks) on the phone almost every day.
36. The blue ones (seem, seems) to match best.
37. Teenagers and their parents (see, sees) things very differently.
38. She, against her aunt's wishes, (have, has) decided to go skiing instead.
39. When the two of them (go, goes) together, they always have fun.
40. He and his girlfriend (love, loves) to go camping.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 24.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: WRITING PARAGRAPHS
Learning Target: To identify the various type of structure of paragraph
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

WRITING PARAGRAPHS

Paragraph is a series of sentences focus on a single topic.

The Structure of a Paragraph

1. Topic Sentence

• Is usually at the beginning of a paragraph.

• Expresses the main idea of the paragraph.
• Provides additional information related to the characteristics of the paragraph (narrative, expository, descriptive,
and persuasive).

2. Supporting Sentences

• Provide information that strengthens the topic sentence.

• Typically consist of a minimum of three sentences.
• Elucidate the main idea by explaining, describing, stating a consequence or providing examples.

3. Closing Sentence

• Tell the reader that your paragraph is ending.

• Summarize the discussion of your paragraph.
• Include the key points of your paragraph.
• Create a transition to the next paragraph.
• Are also called concluding sentences.

Paragraph Outline Example:

Topic Sentence: Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely
harmless.

Supporting Sentence 1: Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants.

Supporting Sentence 2: When confronted with humans, piranha’s first instinct is to flee, not attack.

Supporting Sentence 3: Far more piranhas are eaten by people than people are eaten by piranhas.

Closing sentence: If the fish are well-fed, they won’t bite humans.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 25.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Unity, Coherence, and Order in a Paragraph
Learning Target: To identify the various ways of achieving Unity, Coherence, and Order in a Paragraph
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series: English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

Unity, Coherence, and Order in a Paragraph

What Does Having Unity in a Paragraph Mean?

• The paragraph focuses on the main idea expressed in your topic sentence.
• The supporting sentences explain and build on the main idea.
• The closing sentence ends the paragraph with the same idea.

What is Coherence in a Paragraph?

• It establishes a relationship among the ideas presented in a paragraph.
• It uses transitions to show the connection among ideas. You may use transitional phrases or words, as well as
sentences that point towards the next idea.
• It uses details to ensure the relationship among ideas is clear.
• It helps the reader to understand the paragraph.

What is Order in a Paragraph?

• Establishes a logical and clear train of thought.
• Indicates how your ideas will be expressed.
• Denotes why these ideas are expressed in a specific manner.
• An essay is a piece of writing that is written to convince someone of something or to simply inform the reader
about a particular topic.
Components of a Good Essay

1. Introduction

 Must contain an attention grabber for the reader or at least make the essay sound interesting, may begin with a
quote about the particular topic
 Ensure that the intro moves from the general to the specific in regards to the topic
 Provides the reader with a “road map” of the essay in a logical order
 At the end there should be what is called a thesis statement, arguably the most important component of the
intro
 The thesis statement states the aim of the paper and may give insight into the author’s examples and evidence

2. Body

 Includes the evidence and support of the paper in addition to the author’s ideas
 Paragraphs must include a topic sentence which relates the discussion back to the thesis
 statement
 Logical ordering of ideas: 3 types of order

1. Chronological order---order of time, good for narratives

2. Spatial order-good for descriptions of locations; top to bottom, e.g.
3. Emphatic order-least important to most important

 Ensure that transition sentences are present to create a good flow to the essay

3. Conclusion

 This section should wrap all of your arguments and points

 Should restate the main arguments in a simplified manner
 Ensure that the reader is left with something to think about, particularly if it is an argumentative essay
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 26.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Pre-Writing Process & Controlling Ideas in Topic Sentences
Learning Target: To identify the various types of pre-writing process and controlling ideas
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series: English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

Pre-Writing Process

1. Freewriting – When you wrote two or more paragraphs about anything under the sun.

2. Brainstorming – This technique aims to generate as many topics as you can, can be done individually or in a
group.

3. Clustering – It is also called Ballooning or mapping. This technique provides a graphic representation of your
ideas, allowing you to visualize the connection of your ideas.

Controlling Ideas in Topic Sentences

In general, controlling ideas are found in a topic sentence. Its function is to help the topic sentence to control or limit a
paragraph.

For example:

Filipino nurses aspire to work abroad because of great job opportunities and big salary.

The examples below show general topic sentences with their suggested revisions with the use of controlling ideas.

Original:

Writing is difficult task. (Why?)

Revised:

Writing a research paper is a difficult task because it involves careful planning and shaping, drafting, revising, editing and
proof reading.

Original:

Lea Jones is a leader. (Why?)

Revised:

Lea Jones is a resourceful and effective leader.

Original:

My life is very busy. (Why?)

Revised:

My life is very busy because of family, work, and academic obligations.

 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 27.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Pre-Writing Process & Controlling Ideas in Topic Sentences
Learning Target: To construct a good essay
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series: English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

In a one whole sheet of white pad paper, construct a three paragraph essay composed of 750 words
about your most unforgettable experience. Make to employ the lessons that you have learned in the previous
discussions such as the structure of paragraph (Topic Sentence, Supporting Sentences and Concluding
Sentence), components of a good essay(Introduction, Body and Conclusion), Achieving unity, coherence and
order, pre-writing process to make your essay organized and controlling ideas in a topic sentence.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 28.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Achieving a Coherence
Learning Target: To identify the ways in achieving coherence in a paragraph
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

Achieving a Coherence

Coherence is the product of many different factors, which combine to make every paragraph, every sentence, and every
phrase contribute to the meaning of the whole piece.

Two levels to consider in Achieving Coherence

1. Coherence at Sentence Level

 Coherence requires that the relationship within sentence is clear.

2. Coherence at Paragraph Level

 Coherence requires that sentences be systematically arranged and clearly connected.

Coherence at Sentence Level

Parallelism is the use of similar patterns or repetitions of grammatical structures for rhythm, emphasis, and balance to
your sentence.

Uses:

1. To present a series of related ideas.

Example:

The English students were delighted with the clarity of their instructor’s diction and with the great range of his voice.

2. To balance or contrast ideas

Example:

In Marawi, the days are hot, but the nights are cold.

￮ Word Level

Not Parallel:

Mary likes hiking, swimming, and to ride a bicycle.

Parallel:

Mary likes hiking, swimming, and riding a bicycle.

Not Parallel:

The production manager was asked to write his report

quickly, accurately, and in a detailed manner.

Parallel:

The production manager was asked to write his report

quickly, accurately, and thoroughly.

RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
 1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 29.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Achieving Coherence
Learning Target: To identify the ways in achieving coherence in a paragraph
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

￮ Phrase Level

Not Parallel:

Mary wants to go swimming, go hiking, and take a jog.

Parallel:

Mary likes to hike, to swim, and to ride a bicycle.

Not Parallel:

The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his
lab problems in a careless manner, and his motivation was low.

Parallel:

The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his
lab problems in a careless manner, and lacked motivation.

￮ Clause Level

Not Parallel:

The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up
exercises before the game.

Parallel:

The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do
some warm-up exercises before the game.

Not Parallel:

The salesman expected that he would present his product at the meeting, that there would be time for him to show his
slide presentation, and that questions would be asked by prospective buyers.

Parallel:

The salesman expected that he would present his product at the meeting, that there would be time for him to show his
slide presentation, and that prospective buyers would ask him questions.

￮ Lists After Colons

Not Parallel:

The dictionary can be used to find these: word meanings, pronunciations, correct spellings, and looking up irregular verbs.

Parallel:

The dictionary can be used to find these: word meanings, pronunciations, correct spellings, and irregular verbs.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 30.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Coherence at Sentence Level
Learning Target: To identify the ways in achieving coherence in a paragraph
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

In the following sentences, encircle the subject, underline the word, phrase, or clause that does not balance the
sentence grammatically, and rewrite their parallel versions on the space provided.

1. Mary enjoys hiking, bicycling, and to go swimming.

______________________________________________________________________________________
2. While in English class, we learned to read poems critically, to answer questions thoughtfully, and we
appreciated literature.
______________________________________________________________________________________
3. By incorporating online resources, by creating a class chat room, and asking students to create and edit
informative videos, the class is technology-supported.
______________________________________________________________________________________
4. Michael excelled at clarifying complex points in his essay and used outlines to map those points.
______________________________________________________________________________________
5. The production manager was asked to write his report quickly, thoroughly, and to be accurate.
______________________________________________________________________________________
6. Ashley said she wanted to be a dancer, a singer, and to paint.
______________________________________________________________________________________
7. The teacher's lessons focused on clarifying, illuminating, and how to use parallelism.
______________________________________________________________________________________
8. Students who do not attend class risk suspension and to be expelled.
______________________________________________________________________________________
9. In my spare time, I enjoy reading classical novels and to write thoughtful poetry.
______________________________________________________________________________________
10. Bill spent hours calculating the profits of his company and to record expenses.
______________________________________________________________________________________
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 31.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Coherence at Paragraph Level
Learning Target: To identify the different techniques in achieving coherent paragraph
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

• Coherence at Paragraph Level

Techniques in achieving coherent paragraph are described below:

1. Repeating key words or phrases. Particularly in paragraphs in which you define or identify an important theory
or idea, be consistent in how you refer to it. This consistency and repetition will bind the paragraph together and
help the reader understand your definition or description.

2. Transitions. A paragraph is composed of sentences that express a main thought. The sentences, however, should
make a unified thought. Each sentence should be connected with the other sentences that follow it.

Transitional Devices

C. Parallel Structure. It helps the reader see that the paragraph is organized as a set of examples of general statements.

1. Point of view. It defines the position, the point of focus that a writer assumes in relation to a subject.

2. Tone. It refers to the attitude a writer takes toward his subject and reader.

3. Number. It refers to changes of words that indicate whether its meaning is singular or plural.

4. Tense. A verb undergoes changes in form to show the time of its action or state of being – the past, present, and
future. For example: Two People died in a fire in Star street,
Newport yesterday afternoon. They were Herbet and Molly Paytner, a couple in their seventies. The fire started
at 3:20 am. A neighbor, Mr. Aziz, saw the flames and called the fire brigade. He also tried to get into the house
and rescue the neighbors but the heat was too great.

5. Orders. To ensure in a paragraph, arrange all sentences in some patterns that will enable the natural flow of ideas.

The common ways of ordering sentences are:

1. Time Order (Chronological). Sentences are arranged in the order in which the events occur in narratives, in
specific directions and explanations of processes.

2. Space order (Spatial). Many descriptive paragraphs arrange themselves easily according to some space order,
from south to north, from bottom to top, from near to far, from the center to the periphery or outward, and the
like.

3. Order of Climax (Climactic Order). This technique is arranging ideas or sentence, specifically, details and
examples in the order of increasing importance.

4. General to Particular or Particular to General Order (Logical). This is an arrangement that either begins with
a general statement then followed by supporting details or with the examples, particulars, details followed by a
summarizing statement or generalization.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 32.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: PLANNING ESSAYS AND PRESENTATIONS
Learning Target: To identify and to construct a proper thesis statement
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series: English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

PLANNING ESSAYS AND PRESENTATIONS

Writing is an activity that requires organization. Although it sometimes starts as a chaotic process, much
preparation is needed.
The thesis statement is the overall idea or argument of your work. It is the general statement that presents
essential points that leads the reader to the right direction. Your thesis statement makes all parts of your work stick
together.
Consider the following example:
The ASEAN region is a dynamic system because it capitalizes on cultural diversity, rich resources, and a variety of
perspectives.
This thesis statement contains the main idea that the ASEAN region is a dynamic system. In order to support this,
there are three points that need elaboration-cultural diversity, resources, and a variety of perspectives. These three points
will then be developed in each paragraph in order to make the main idea a well elaborated one.
A thesis statement is different from a topic sentence in two aspects. First, the thesis statement is the main idea of
an essay. This means that since an essay has several paragraphs, the thesis statement covers the main idea of the essay. On
the other hand, a topic sentence serves as the main idea of a paragraph. Second, the thesis statement contains at least two
supporting points which are developed in succeeding paragraphs. A topic sentence usually has just one supporting point.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 33.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: PLANNING ESSAYS AND PRESENTATIONS
Learning Target: To identify and to construct a proper thesis statement
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series: English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

I. Craft a suitable thesis statement for the following words and supporting points to develop.

1. Recyclable Bags – Problematic Production – Added Resources Needed – Increased Cost

___________________________________________________________________________________________

2. Political Dynasties – Stifles Development – Monopolizes Resources – Limits People's Choices

___________________________________________________________________________________________

3. Cycling - Cheap Method of Travel – Sustainable Transport – Health Benefits

___________________________________________________________________________________________

II. Read the following statements and write ThS on the line if the sentence is a thesis statement and ToS if the
sentence is a topic sentence.

1. Automated elections should be improved to minimize fraud, facilitate faster turnout, and maximize voter
participation.

2. The lakes of Laguna are grand spectacles worth seeing

3. Despite some risks, online businesses can be sustainable models for doing business since they minimize operating
costs and provide greater options for consumers.

4. Creating comics involves several steps.

5. Writing requires careful planning.

 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 34.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Good Thesis Statement
Learning Target: To determine the several qualities of good thesis statement
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

 A good thesis statement has several qualities:

1. A thesis statement is always framed as a declarative statement.

Poor example: What is plagiarism?

Improved version: Plagiarism can be explained from cultural and socio-political perspectives.
2. A good thesis statement is focused, meaning it provides supporting points that strengthen the main claim.

Poor example: An effective local government unit should have good communication facilities and efficient
resource management programs since these initiatives will be beneficial for its citizens.
Improved version: Effective dissemination of information and efficient resource management are indicators of
effective local governance.
3. A good thesis statement has clear boundaries. Meaning, it sets limits to what the essay intends to explore.

Poor example: Guitar playing skills can be improved if the player is dedicated and there are sessions devoted to
technique and investments on good equipment must be considered since these will be influential in performing in
front of an audience.
Improved version: Excellent guitar playing requires countless hours of practice, strategic decisions in purchasing
equipment, and tireless dedication.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 35.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Good Thesis Statement
Learning Target: To determine the several qualities of good thesis statement
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

Read the following excerpts from essays and identify the thesis statement. Then with the criteria presented above,
decide if it is a good thesis statement or not. Justify your answer.
1. A person who organizes, manages, and assumes the risks of an enterprise is called an entrepreneur. The
entrepreneur starts a business, willing to take risks in order to make money, and they are ones involved in
entrepreneurship. Entrepreneurship started as early as 17,000 B.C.E where the first known instance of humans
trading comes from New Guinea when locals exchanged obsidian used to make hunting arrowheads for other
needed goods. The original entrepreneurs were traders and merchants until the development of the market
system and the invention of money. In modern society, entrepreneurship continues to become a major factor
affecting our economy since every organization had an entrepreneurial beginning of the organization. As
modern society continues to develop, the range of entrepreneurship also increased as it was already possible to
have young entrepreneurs. Furthermore, students are already studying entrepreneurship that can help them
determine the importance and benefits of being involved in business. The essay aims to evaluate the
importance of being into business even at such a young age and its benefits to graduating students (Chico,
2014).

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

2. Batman. Captain America. Superman. Wonder Woman. These are famous superheroes that have kept their
worlds safe, but they have also helped our world. The idea of superheroes has greatly benefited society by
giving them creativity, confidence, and courage. Children usually dress up as superheroes during Halloween,
or even on a regular basis. They do this not simply because they find their costumes, gadgets, and superpowers
cool, but also because they look up to these superheroes as role models. There must be something more than
gadgets tor these kids to admire superheroes and not super villains. The reason is because these superheroes
are good. Not only do they fight the bad guys, but they also have the capability of bringing out the best in us.
This essay will discuss the history of superheroes, the difference between superheroes and other fictional
characters, and how all these things have positively affected society (Suarez, 2012).

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 36.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: The Reaction Paper: A Measured Response to the World
Learning Target: To identify the importance of a Reaction Paper
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

The Reaction Paper: A Measured Response to the World

Marikit Tara Alto Uychoco

1. The world can be a chaotic place. Often, there seems to be no rhyme or reason in the events that happen
to us. Oftentimes, people despair, and the modern alienation articulated by Henry David Thoreau may be
true for many-"The mass of men lead lives of quiet desperation."
2. In order to make sense of the world; people write. In order to create a semblance of order and
understanding of one's experiences, people write. Often enough, they write a measured response to what
has happened to them. This takes on various forms, but for the purpose of this textbook, the forms we
will explore are the review and the reaction paper.
3. Of course, some may consider a diary entry to be a reaction paper to the world. However, diary entries
are personal in their significance, while the reaction paper's significance is societal. The reaction paper is
written for the enlightenment of one's fellow human beings; a diary entry is written for the
enlightenment of the self. Both have their significance, however, only the reaction paper is considered
significantly valuable for the academe.
4. There is also a difference in form: the reaction paper is more formal, more descriptive, and often uses
the rhetorical devices of description and narration in order to prove a point; while the diary entry is less
formal, less descriptive, and does not endeavor to persuade or to make another person understand;
hence, there is no real effort in using rhetorical devices, Oftentimes, the diary entry is a way to rage
against petty insults and grievances.
5. When one reads a reaction paper, one expects to be informed and amused. Reaction papers help us in
our everyday decisions: from what movie we should watch, to the clothing that we should wear, and the
causes that we should believe in. It tells us that we are not alone in experiencing the world, and that
there are others before us who care to tell us what to watch out for, and how to best experience what we
are about to go through.
6. Modern iterations of the reaction paper are the movie review, gadget review, trip advisor post, and other
travel reviews, restaurant reviews, and essays that discuss a social phenomenon or a common
experience. Many editorials can be considered reaction papers, if not, position papers. Many of them are
written in newspapers, magazines, and weblogs.
7. Although the modern world can be a lonely and alienating place, the reaction paper can reach out and
tell us that we are not alone. It helps to know that the other person is going through the same experience
as well, and that this person has something to tell you about how to survive, what to avoid, and where to
seek pleasure. A reaction paper, when done right, can help us process our own experience, and help us
see things that we weren't able to see on our own.
8. In today's multimedia world, this stretches across countries and over territorial borders, where a
housewife from Manila can tell a tourist from Tokyo how to best survive Manila's hot summer. We
reach out to one another, in order to make the world a better place, by mapping the world for others, and
letting them know where beauty and darkness reside.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 37.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: The Reaction Paper: A Measured Response to the World
Learning Target: To compose a better example of a Reaction Paper
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

Comprehension Questions

1. What is the difference between a diary entry and a reaction paper?

2. According to the text, what is the importance of the reaction paper to society? Do you agree?
3. Why does the academe value the reaction paper?
4. What do you think makes a good reaction paper?
5. Did the text change the way you look at reaction papers? Why or why not?

After-Reading Activity

As a group composed of three to four members, choose a restaurant where you all want to go. When you are
already in the restaurant, ask for their specialties and choose a few favorites. Take photographs of the food and the
restaurant. Interview the manager or the Officer in Charge, and explain that you are doing this for the purpose of writing a
restaurant review.

Afterwards, write a group restaurant review. Make sure to describe the food and the restaurant, as well as the
dining experience, which include the service of the restaurant and the kind of dishes served to you and your friends. If
possible, include the history of the restaurant, and what they are known for, by the end of the review, conclude by either
recommending or not recommending the restaurant, and why. Discuss who you think would enjoy the restaurant the most,
considering one's budget, lifestyle, and taste in food. Include a few good photographs to showcase the restaurant and their
dishes.

Publish your review of the restaurant in your class Facebook page. Tag the owners of the restaurant on the page.
Make sure to include the photographs that were taken. Tag friends whom you think will enjoy going to the restaurant, and
encourage others who have gone to the restaurant to add their own reviews.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 38.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: The Art of Defining
Learning Target: To distinguish the different techniques of defining
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

THE ART OF DEFINING

Definition is a mode of paragraph development that answers the questions: What is it? What does it mean? What are its
special features? The word to be defined may be an object, a concept, a person, a place, or a phenomenon.
Definition is important because it clarifies the meaning of a word or a concept and it also limits the scope of that particular
word or concept. Limiting the scope controls and avoids misinterpretations, vague notions, and/or broad ideas, as what
was presented in the introduction to this chapter.
There are different techniques of defining.
1. Formal definition – in which you are given a term to be defined and you define the term by giving the class
where the word/term belongs (the genus) and the characteristics that distinguish the term from other terms, known
as the differentia. For example:

Term = Genus + differentia

Definition = a mode of paragraph development + that answers the questions: what is

it, what does it mean, or what is its
special features

 However, not all words or concepts can be defined using the formal definition. For instance, words like love,
equality, democracy cannot be defined by giving their genus and differentia. You cannot say that love is an
emotion that all human beings feel because that definition would be too vague.

2. Extended definition –is needed to define abstract concepts. It allows you to broaden your definition by using
analogy, metaphors, comparison and contrast, descriptions, analysis, functions, etymology, and semantic origin.

3. Definition by synonym –using a similar word or phrase to define a word.

4. Definition by function –stating what the term is for.

5. Definition by analogy –comparing the term to another object/concept/idea that shares the same characteristic as
the term being defined.

6. Definition by comparison and contrast

7. Definition by negation –is defining the term by stating what it is not.

 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 39.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: The Art of Defining
Learning Target: To distinguish the different techniques of defining in a sample definition of democracy
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

Below is a sample definition of democracy. Notice how the formal definition is first used and expanded with the use of
the different techniques of defining.

1) "Democracy is a form of government in which all eligible citizens participate equally-either directly or through
elected representatives-in the proposal, development, and creation of laws.
2) It encompasses social, economic, and cultural conditions that enable the free and equal practice of political self-
determination.
3) The term originates from the Greek (dēmokratia)”rule of the people," which was coined from (dêmos) "people"
and (kratos) "power" or "rule" in the 5th century BCE to denote the political systems then existing in Greek city-
states, notably Athens.
4) The term is an antonym to (aristokratia) "rule of an elite."
5) While theoretically these definitions are in opposition, in practice, the distinction has been blurred historically.
6) The political system of Classical Athens, for example, granted democratic citizenship to an elite class of free men
and excluded slaves and women from political participation.
7) In virtually all democratic governments throughout ancient and modern history, democratic citizenship consisted
of an elite class until full enfranchisement was won for all adult citizens in most modern democracies through the
suffrage movements of the 19th and 20th centuries.
8) The English word dates to the 16th century, from the older Middle French and Middle Latin equivalents.
9) Democracy contrasts with forms of government where power is either held by one person, as in a monarchy, or
where power is held by a small number of individuals, as in an oligarchy.
10) Nevertheless, these oppositions, inherited from Greek philosophy, are now ambiguous because contemporary
governments have mixed democratic, oligarchic, and monarchic elements.
11) Karl Popper defined democracy in contrast to dictatorship or tyranny, thus focusing on opportunities for the
people to control their leaders and to oust them without the need for a revolution." (Project Gutenberg Self-
Publishing Press)

 Democracy was first given a formal definition-a term that belongs to the class, "form of government." What
distinguishes it from other forms of government is that "all eligible citizens participate equally-either directly or
through elected representatives in the proposal, development, and creation of laws." The definition was further
extended using analysis by saying that "[democracy] encompasses social, economic, and cultural conditions that
enable the free and equal practice of political self-determination."
 To make the definition even clearer, the origin of the word was traced in sentence 3: "The term originates from
the Greek dêmokratía "rule of the people, which was coined from dêmos "people" and kratos "power" or "rule" in
the 5th century BCE to denote the political systems then existing in Greek city-states, notably Athens. This is
what you call definition by etymology. In sentences 4 and 5, the word is defined by the use of opposites, also
called as definition by contrast. The contrast is further established in sentences 6 and 7 by giving examples or
called definition by example.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 40.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Art of Defining
Learning Target: To identify the different techniques in defining as used in sample texts
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

Try to identify the different techniques in defining as used in each sample below.
1. "Mother Tongue-based Multilingual Education (MTB-MLE) is a curriculum and teaching methodology that enables
learners to participate well in education through the use of the first language. MTB-MLE provides a strong foundation in
the learners' first language (L1), enabling them to build on the knowledge and experiences they bring to the classroom.
MIB-MLE also provides a good bridge to listening, speaking, reading, and writing the second languages (L2, L3) of the
classroom using sound educational principles for building fluency and confidence in using the other languages for lifelong
learning." (Dekker 2010:23)
2. "Another way to grasp the concept of animatism is to differentiate the Cebuano terms gahum and kusog. Gahum comes
closer to the Tagalog galing, acquired power or skill as in the case of politics, while kusog comes closer to the Tagalog
lakas, an almost innate power with connotations of dynamism and energy. Kusog and lakas are also adjectives that are
used in other contexts as in voice projection, where it means loud' or 'heavy. Lakas or kusog is a closer approximation of a
powerful mystical force which is an important attribute or health itself, as reflected in malakas ang katawan, “the body is
strong”. (Tan, 2008:31)
3. "Earth science literacy is one of the types of literacy defined for Earth systems; the qualities of an Earth-science-literate
person are representative of the qualities for all the Earth system literacy definitions. According to the Earth Science
Literacy Initiative, an Earth-science-literate person:
 understands the fundamental concepts of Earth's many systems;
 knows how to find and assess scientifically credible information about Earth;
 communicates about Earth science in a meaningful way; and
 is able to make informed and responsible decisions regarding Earth and its resources.

All types of literacy in Earth systems have a definition like the above. Ocean literacy is further defined as "understanding
our impact on the ocean and the ocean's impact on us." Similarly, the climate literacy website includes a guiding principle
for decision-making: "humans can take action to reduce climate change and its impacts." Each type of Earth systems
literacy then defines the concepts students should understand upon graduation from high school. Current educational
efforts in Earth systems literacy tend to focus more on the scientific concepts than on the decision-making aspect of
literacy, but environmental action remains as a stated goal." (Scientific Literacy n.d.)
What are the techniques of defining that you have identified from the three concepts that were defined?

Term to be defined Technique used in defining

 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 41.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: The Art of Writing Concept Paper
Learning Target: To define Concept Paper
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

The Art of Writing Concept Paper

Being a Man
Paul Theroux

(1) There is a pathetic sentence in the chapter "Fetishism" in Dr. Norman Cameron's book Personality Development and
Psychopathology. It goes, "Fetishists are nearly always men; and their commonest fetish is a woman's shoe." I cannot read that
sentence without thinking that it is just one more awful thing about being a man-and perhaps it is an important thing to know about us.
(2) I have always disliked being a man. The whole idea of manhood in America is pitiful, in my opinion. This version of masculinity
is a little like having to wear an ill-fitting coat for one's entire life (by contrast, I imagine femininity to be an oppressive sense of
nakedness). Even the expression, "Be a man!" strikes me as insulting and abusive. It means: Be stupid, be unfeeling, obedient,
soldierly, and stop thinking. Man means 'manly"-how can one think about men without considering the terrible ambition of manliness?
And yet it is part of every man's life. It is a hideous and crippling lie; it not only insists on difference and connives at superiority, it is
also by its very nature destructive-emotionally damaging and socially harmful.
(3) The youth who is subverted, as most are, into believing in the masculine ideal is effectively separated from women and he spends
the rest of his life finding women a riddle and a nuisance. Of course, there is a female version of this male affliction. It begins with
mothers encouraging little girls to say (to other adults), "Do you like my new dress?" In a sense, little girls are traditionally urged to
please adults with a kind of coquettishness, while boys are enjoined to behave like monkeys towards each other. The nine-year-old
coquette proceeds to become womanish in a subtle power game in which she learns to be sexually indispensable, socially decorative
and always alert to a man's sense of inadequacy.
(4) Femininity-being lady-like-implies needing a man as witness and seducer; but masculinity celebrates the exclusive company of
men. That is why it is so grotesque; and that is also why there is no manliness without inadequacy-because it denies men the natural
friendship of women.
(5) It is very hard to imagine any concept of manliness that does not belittle women, and it begins very early. At an age when wanted
to meet girls let's say the treacherous years of thirteen to sixteen-I was told to take up a sport, get more fresh air, join the Boy Scouts,
andi was urged not to read so much. It was the 1950s and if you asked too many questions about s you were sent to camp-boy's camp,
of course: the nightmare. Nothing is more unnatural or prison-like than a boy's camp, but if it were not for them we would have no
Elks' Lodges, no pool rooms, no boxing matches, no Marines.
(6) And perhaps no sports as we know them. Everyone is aware of how few in number are the athletes who behave like gentlemen.
Just as high school basketball teaches you how to be a poor loser, the manly attitude towards sports seems to be little more than a
recipe for creating bad marriages, social misfits, moral degenerates, sadists, latent rapists and just plain louts. I regard high school
sports as a drug far worse than marijuana, and it is the reason that the average tennis champion, say, is a pathetic oaf.
(7) Any objective study would find the quest for manliness essentially right wing, puritanical, cowardly, neurotic, and fueled largely
by a fear of women. It is also certainly philistine. There is no book-hater like a Little League coach. But indeed all the creative arts are
obnoxious to the manly ideal, because at their best the arts are pursued by uncompetitive and essentially solitary people. It makes it
very hard for a creative youngster; for any boy who expresses the desire to be alone seems to be saying that there is something wrong
with him.
(8) It ought to be clear by now that I have something of an objection to the way we turn boys into men. It does not surprise me that
when the President of the United States has his customary weekend off he dresses like a cowboy-it is both a measure of his insecurity
and his willingness to please. In many ways, American culture does little more for a man than prepare him for modeling clothes in the
L. L. Bean catalogue. I take this as a personal insult because for many years I found it impossible to admit to myself that I wanted to
be a writer. It was my guilty secret, because being a writer was incompatible with being a man.
(9) There are people who might deny this, but that is because the American writer, typically, has been so at pains to prove his
manliness that we have come to see literariness and manliness as mingled qualities. But first there was a fear that writing was not a
manly profession-indeed, not a profession at all. (The paradox in American letters is that it has always been easier for a woman to
write and for a man to be published.)
(10) Growing up, i had thought of sports as wasteful and humiliating, and the idea of manliness was a bore. My wanting to become a
writer was not a flight from that oppressive role-playing, but I quickly saw that it was at odds with it. Everything in stereotyped
manliness goes against the life of the mind. The Hemingway personality is too tedious to go into here, and in any case his exertions
are well-known, but certainly it was not until this aberrant behavior was examined by feminists in the 1960s that any male writer dared
question the pugnacity in Hemingway's fiction. All the bullfighting and arm wrestling and elephant shooting diminished Hemingway
as a writer, but is consistent with a prevailing attitude in American writing: one cannot be a male writer without first proving that one
is a man.
(11) It is normal in America for a man to be dismissive or even somewhat apologetic about being a writer. Various factors make it
easier. There is a heartiness about journalism that makes it acceptable-journalism is the manliest form of American writing and,
therefore, the profession the most independent-minded women seek (yes, it is an illusion, but that is my point). Fiction-writing is
equated with a kind of dispirited failure and is only manly when it produces wealth--money is masculinity. So is drinking. Being a
drunkard is another assertion, if misplaced, of manliness. The American male writer is traditionally proud of his heavy drinking. But
we are also a very literal-minded people. A man proves his manhood in American old- fashioned ways. He kills lions, like
Hemingway; or he hunts ducks, like Nathanael West; or he makes pronouncements like, "A man should carry enough knife to defend
himself with," as James Jones once said to a Life interviewer. Or he says he can drink you under the table. But even tiny drunken
William Faulkner loved to mount a horse and go fox hunting, and Jack Kerouac roistered up and down Manhattan in a lumberjack
shirt (and spent every night of The Subterraneans with his mother in Queens). And we are familiar with the lengths to which Norman
Mailer is prepared, in his endearing way, to prove that he is just as much a monster as the next man.
(12) When the novelist John Irving was revealed as a wrestler, people took him to be a very serious writer, and even a bubble
reputation like Eric (Love Story) Segal's was enhanced by the news that he ran the marathon in a respectable time. How surprised we
would be if Carol Joyce Oates were revealed as a sumo wrestler or Joan Didion active in pumping iron. "Lives in New York with her
three children" is the typical woman writer's biographical note, for just as the male writer must prove he has achieved a sort of
muscular manhood, the woman writer-or rather publicists-must prove her motherhood.
(13) There would be no point in saying any of this if it were not generally accepted that to be a man is somehow-even now in feminist-
influenced America-a privilege. It is on the contrary an unmerciful and punishing burden. Being a man is bad enough; being manly is
appalling (in this sense, women's ib has done much more for men than for women). It is the sinister silliness of men's fashions, and a
clubby attitude in the arts. It is the subversion of good students. It is the so-called "Dress Code" of the Ritz-Carlton Hotel in Boston,
and it is the institutionalized cheating in college sports. It is the most primitive insecurity.
(14) And this is also why men often object to feminism but are afraid to explain why: of course women have a justified grievance, but
most men believe and with reason-that their lives are just as bad.
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 42.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: The Art of Writing Concept Paper
Learning Target: To define Concept Paper
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series: English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

Outline Paul Theroux’s essay. Outlining can help you come up with a definition or an explanation
of what a concept paper is.

Thesis Statement: _________________________________________________________________

I. ________________________________________________________
A. __________________________________________________
B. __________________________________________________
II. ________________________________________________________
A. ________________________________________________________
1. ________________________________________________________
2. ________________________________________________________
B. ________________________________________________________
C. ________________________________________________________
III. ________________________________________________________

What is your idea of a concept paper? Based on Theroux’s essay, infer what a concept paper is – its
nature, purpose, and characteristics. Write your initial observations on this table.

Purpose Content Qualities

 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 43.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Defining a Concept Paper
Learning Target: To define a Concept Paper
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

Defining a Concept Paper

The concept paper defines an idea or a concept and explains its essence in order to clarify the "whatness" of that
idea or concept. It answers the questions: what is it and what about it (Dadufaiza, 1996). A concept paper starts with a
definition, either formal or informal, of the term or the concept and proceeds with an expanded definition and an analytic
description of the aspects of the concept.
For instance, in Paul Theroux's essay, he started by giving his own definition of manhood in America by using an
analogy. He then expanded his main definition by citing different examples and by providing some historical background.
Take note, however, that his definitions of manhood are mostly based on the stereotypes of manhood during that time in
the context of America. His references, especially to the male American writers, are limiting in such a way that other
people who may not be familiar with his context will not understand them.
That is another purpose of a concept-to stipulate the meaning of a term by limiting, extending, or redirecting the
reference or sense in which the term is commonly understood or to use in a special way a term borrowed from another
field in which it is made to apply (Dadufalza, 1996). In this sense, a concept paper can be subjective because the writer
can choose what areas to emphasize, what explanations and analyses to include and exclude, and what complex ideas have
to be simplified.
Definition of words and ideas is important to make sense of language and in order to address the differences in the
perception of people, especially in dealing with abstract concepts. Thus, even if the concept paper tends to be subjective,
the writer still has to make sure that concepts are clarified and explained in such a way that the readers can understand and
make sense of the connections.

Guidelines in Evaluating the Concept Paper

Content
1. Is the thesis of the essay clear?
2. Is there a reason for this essay? What is the significance of the topic? Is the topic sufficiently researched?
3. Are the details relevant to the thesis?
4. Does the writer exhibit a thorough knowledge of his/her topic as shown in the presentation of the ideas?
Organization
1. Is the lead interesting?
2. Are the major points clear?
3. Is there a coherent and logical sequencing of ideas?
4. Is the conclusion appropriate and satisfying?
5. Is the focus clearly defined? (The focus of the report paper and the concept paper may vary).
Language and Style
1. Is the language consistent with the content of the essay?
2. Is the language consistent throughout?
3. Who is the author: Can you "see" him/her? Can you "hear" his/her voice as a writer?
4. Are the sentences well-constructed?
5. Are words appropriately used?
6. Are grammar-agreement, tense, articles, pronouns and prepositions correct?
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 44.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Concept Paper
Learning Target: To construct a concept paper
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

FINAL REQUIREMENT
Carry this out:
Using Theroux's concept of manhood, write an outline and a concept paper that defines the concept of "being a woman."
Just like Theroux, you can use the terms "womanhood" and "femininity" interchangeably. Use what you have learned
about concept paper, then write a two- to three-page concept paper. Make sure to follow the content and structure of a
good concept paper.

Structure

I. Introduction
1. It covers the background for the thesis statement and the concept.
2. Introduce the topic.
3. Provide the background of the topic
II. Body
1. The body of the essay is the main section of the concept paper. In this part, you will elaborate on
the specific claims made in your thesis statement.
2. To make the work manageable, consider developing topic sentences for each supporting point
from your thesis statement.
3. These topic sentences will then be used as the main idea of each paragraph to make up the body
of the essay.
III. Conclusion
1. It reemphasizes the thesis statement, provides a summary of the body of the paper, and relates
the importance of the concept in a specific field or the world in general.
2. In terms of difficulty, the conclusion is the easiest to write since you will be referring to the
previous parts you drafted.

Notes:

1. There should be a thesis statement stated after the title of your essay and before the start of the
paragraph.
2. You can get ideas from the authors provided that you have paraphrased the idea and you have citations
in your paper.
3. You are all required to write down your own words. Copy and pasting from the internet is highly
discouraged!
4. The concept paper should be 2-3 pages.
5. Your final concept paper must be encoded.
6. The format should have a font size of 12, font style of “Century Gothic”, Justified and 1.5” spacing in
8.5”x11” (Short) bond paper.
7. Deadline of submission of Final Concept Paper will be on January 19, 2023 (Thursday).
 RC- AL KHWARIZMI INTERNATIONAL COLLEGE FOUNDATION INC.
SENIOR HIGH SCHOOL
National Highway, Marawi City, Philippines
1st semester, S.Y. 2021- 2022

LEARNING ACTIVITY SHEET No. 40.0

Name: _____________________________________ Year and Section: _____________
Subject: ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Type of Activity Score:
Concept Note Skill/Exercise/Drill Review/Unit Test Others ________
Activity Title: Art of Defining
Learning Target: To identify the different techniques in defining as used in sample texts
Reference: Valdez, P. M. 2016. English for the Globalized Classroom Series:English for Academic and
Professional Purposes.Quezon City: The Phoenix Publishing House, Inc.

Title: Martial law

Outline

Thesis statement: Martial law promotes discipline, economic growth and lessens the crime.

I. Martial Law promotes discipline (General topic/idea)

a. Military Inspection(sub-topic/supporting idea)
b. Obedience to the law
II. Economic growth during martial law
a. full control of the inflation
III. Number of crime during martial law
a. Military empowerment
b. prohibition of fire arms