11

English for Academic and

Professional Purposes
Quarter 1 – Module 5
When in Doubt – Outline
English for Academic and Professional Purposes – Grade 11
Quarter 1– Module 5: When in Doubt – Outline
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Development Team of the Module

Writers: Mary Quenie D. Gabutan & Theresa T. Plaza
Editor: Glaiza Mae G. Palmero & Elizabeth Malimbog
Reviewer: Ruben F. Asan, PhD
Illustrator:
Layout Artist:
Template Developer: Neil Edward D. Diaz
Management Team:

Printed in the Philippines by Learning Resource Management Section

Department of Education – Davao del Sur Division

Office Address: Corner Lapu-Lapu Plaridel Streets, Zone 3, Digos City, Davao
del Sur

E-mail Address: [email protected]

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English for
Academic and
Professional
Purposes
Quarter 1 – Module 5
When in Doubt - Outline!
Introductory Message
For the facilitator:
Welcome to school year 2020-2021! This module in English for
Academic and Professional Purposes is designed to assist you and the
learners meet the standards of the K to 12 curriculum which aims to produce
holistically developed individuals who are prepared to face global challenges.
This learning module incorporates the Most Essential Learning
Competencies (MELCs). It presents a systematic program of study that a
learner has to learn in a specific competency per learning area. It maintains
a coherent link between concepts and practice by providing various learning
activities to illustrate and test theoretical concepts.
With this ‘new normal’, the use of this module seeks to deliver the
curriculum content right at the learners’ doorstep. This learning material
intends to guide learners into accomplishing the different activities at their
own pace and time. Further, this also aims to hone their abilities required
towards mastering 21st century skills.
As a facilitator, you are expected to guide the learners on the use of this
module and the different parts (activities, assessments, discussions and task-
based activities) and be able to track their progress by letting them manage
their own learning. Be reminded also that in accomplishing pre-tests, self-
check exercises, and posttests, separate sheets are to be used.

For the learner:

Welcome to another school year! This module is designed for the
purpose of providing you with enjoyable yet informative and meaningful
learning activities that you are going to accomplish at your own pace and
time. In this module, you will be able to encounter the different activities that
will scaffold your learning in academic writing.

This part contains the competencies and

Let Us Learn! lesson objective/s that you are expected
. to learn.

Let Us Try! This part serves as your pre-test to

check what you already know about the
lesson.

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 Let Us Study! In this section, the lesson is introduced
in various ways, such as: story, poem,
problem opener, activity or situation
which will aid you in developing higher
order thinking skills.

This section also provides a brief

discussion of the lesson which aims to
help you discover and understand new
concepts and skills.

Help you discover and

understand new
Let Us Practice! This portion comprises the activities that
allow Concepts
you to and skills. independent
perform
practice leading you to strengthen your
understanding of the concepts
presented.

Let Us Practice More! This part provides varied activities to

deepen your knowledge or skill of the
lesson.

Let Us Remember! This section is the

generalization/summary of the lesson/s
you have learned. This part may include
questions or blank sentences or
paragraphs that assesses the things you
have learned from the discussion.

This contains activities that will help you

Let Us Assess! transfer the new knowledge or skill
gained into real-life situations. This
serves as an evaluation.

Let Us Enhance In this section, additional activities will

be given to enrich your knowledge or
skill about what have you learned from
the lesson.

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 This part contains your reflection about
Let Us Reflect the lesson as well as the things you have
gained and learned from the content of
this module.

This contains the list of all sources

References used in developing this module.

Reminders as you use this module:

• Handle this module with care. Avoid unnecessary markings in any of

its parts. Use separate sheets of paper in answering the activities.
• Don’t forget to answer “Let Us Try” before moving on to other
activities.
• Read the instructions carefully before doing each task.
• Observe honesty and integrity in answering /performing the tasks
and in checking your answers.
• Finish each task before continuing to the next activity.
• Return this module to your teacher or facilitator on the assigned
schedule.

Remember that this self- learning material aims to enhance your

competence to be able to outline reading texts in various disciplines. If you
encounter any difficulty in answering the activities in this module, please
consult your teacher or facilitator. They are more than willing to assist you.

It is hoped that through this learning material, you will be able to

encounter meaningful learning experiences and gain deeper understanding of
the relevant competencies.

Good luck!

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 Let Us Learn!

In this module, you will be able to understand about what is outlining reading texts
in various disciplines and how it plays its role and functions as you engage your journey in
academic writing.

At the end of this module, you will be able to outline reading texts in various
disciplines (CS_EN11/12A-EAPP-Ia-c-8)
Specifically you are expected to:

1. define outlining;
2. understand guidelines in outlining; and
3. make an outline of the various academic texts.

Let Us Try!
Task 1: Road To Outlining!

Let us begin our discovery of this module by checking on your prior knowledge
about outlining a text through a simple pre-test.

Directions: Identify the categories of the words inside the box. Using the outline
presented below, group each word according to its main, sub, and sub-subtopics. Write
your answer on your answer sheet.

foods birds robin meats

hawk vegetables pork chops animals
corn on the cob hamburger insects mosquito
broccoli beetle

I. Main topic _________________________

A. Subtopic _________________________
1. sub-subtopic _________________________
2. sub-subtopic _________________________

B. Subtopic _________________________
1. sub-subtopic _________________________
2. sub-subtopic _________________________

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 Let Us Study

Task 2: Find The Perfect Piece of a Masterpiece!

Directions: Complete the following paragraph by filling in the correct words below.

evidence/support
outline
substantiate

map

organize
well-developed

An (1.)________________ allows a writer categorize the main points, to

(2.)________________ the paragraphs into an order that makes sense, and to make
sure that each paragraph/idea can be fully developed. An outline provides a
(3.)________________ of where to go with the essay. A (4.)________________ outline
will show what the main idea of each paragraph is, and the (5.)________________ that
will be offered in each paragraph to (6.)________________ the main points.

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 Outlining
Outlining is the process that shows topical organization. It is a process of breaking a
selection into different parts by giving the main topics and subtopics. It allows the writer
to understand how he or she will connect information to support the thesis statement and
the claims of the paper. Terms like main idea, major details, minor details are often used
to categorize the ideas.

Why do we outline?

• It gives an overview of the topic and enables us to see how various subtopics
relate to one another.

• Recording the information in our own words tests our understanding of what we
read.

• It is an effective way to record needed information from reference books you do

not own.

Guides in Outlining

1. Before you start to outline, read the selection carefully, observing the headings,
titles, and topic sentence.

2. Write the major ideas as your main topics.

3. Determine the minor details that develop the main ideas.

4. If necessary, list the topics that develop the subordinate details.

5. Present the topics in parallel construction.

6. A topic should never have a single division.

Four (4) Principles in Outlining

1. Coordination
2. Subordination
3. Division
4. Parallel Construction

1. Coordination – requires ideas of the same relevance to be labeled in the same

way.
2. Subordination – shows that minor details have to be placed under their
respective major details.
3. Division – requires that no cluster should contain only one item.
4. Parallel construction – requires all entries in each cluster to use the same
structure and format.

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 Sample Format for Outlining

1. Numeral Form (Roman Numeral)

I. First Level (main heading)
A. Second level
1. Third level
2. Third level
a. Fourth level
b. Fourth level
(1) Fifth level
(2) Fifth level
(a) Sixth level
(b) Sixth level
B. Second level

II. First level (main heading)

2. Arabic Form (Dewey Decimal)

1. First level (main heading)
1.1. Second level
1.1.1. Third level
1.1.2. Third level
1.1.2.1. Fourth level
1.1.2.2. Fourth level
1.1.2.2.1. Fifth level
1.1.2.2.2. Fifth level
1.1.2.2.2.1. Sixth level
1.1.2.2.2.2. Sixth level
1.2. Second level
2. First level (main heading)

3. Alphanumeric form
A. First level (main heading)
1. Second level
a. Third level
b. Third level
2. Second level
B. First level (main heading)

The Roman numeral outline is widely used in schools and industries, the Dewey
decimal outline is frequently observed in engineering, research, and technically
oriented fields while the alphanumeric outline is usually utilized in government
institutions. Among these three outline forms, Dewey decimal has an advantage
because it is expandable using the numbers.

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 Kinds of Outline According to Structure

Topic Outline

- Uses words and phrases as its entries.

- Used if the ideas being discussed can be arranged in a number of ways.

Example:

Breast Cancer: Everyone’s Foe

I. Introduction

II. Definition of breast cancer

III. Nature and characteristics

IV. Factors that increase the risk of breast cancer development among men and women
A. Radiation therapy to the chest at a young age
B. First degree relative to develop cancer at age 40 or younger
C. Post-Menopausal obesity
D. Sedentary lifestyle
E. Age
F. Smoking
G. Alcoholism
H. Stress
I. Induced abortion or deliberate termination or pregnancy (women)

V. Early detection of breast cancer

A. Self-breast examination
B. Biopsy
C. Mammography

VI. Prevention of breast cancer

A. Proper food
B. Exercise
C. Regular clinical and medical check-up
D. Healthy social activities

VII. Treatment of breast cancer

A. Primary systematic therapy (neo-adjuvant theory)
B. Surgery
C. Adjuvant Radiation Therapy
D. Hormonal therapy
E. Chemotherapy
F. Immunotherapy

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VIII. Some people with breast cancer
A. Men
1. Andres Ocampo
2. Regie Zabala
B. Women
1. Solita Valondo
2. Maritoni Fernandez
3. Joey Albert
4. Olivia Newton John
5. Jacklyn Smith
6. Shirley Temple-Black

IX. Conclusion

Sentence Outline

- Uses complete sentences.

- Used when the topic being discussed is complicated and requires details

Example:

I. The computer is a modern-day gadget that helps facilitate clerical, artistic, scientific,
and technological tasks of man.

II. The computer offers MS Word, MS Paint, MS Excel, MS Access to Database and
Tables, MS PowerPoint and Multimedia services.

III. MS Word offers features that help with spelling, grammar, and synonyms.

A. MS Word proofreads ones work and corrects the error of that work.
B. MS Word adds words to the dictionary if a correctly spelled word appears as
misspelled.
C. MS Word corrects grammar too.
D. MS Word offers synonym suggestions of words as long as the word is listed in the
MS Dictionary.

IV. MS Paint allows one to use a lot of tools for one to create beautiful drawings.

A. MS Paint allows one to draw all kinds of shapes and lines.

B. MS Paint allows one to put text in a picture.
C. MS Paint provides the user an inkwell, a paint can, an air can, and various sizes
of paint brush aside from the basically offered pencil.
D. MS Paint has an eye dropper, a magnifying lens, and an eraser and color
choices for drawing images.

V. MS Excel has opening screens with menu bars, tool bars, the name box and
workbooks for the user.

A. MS Excel Screen has features that help the user.

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 1. The Title Bar located on the top left position help one save his work and give
it a file name.
2. The Menu Bar located below the Title Bar contains the applications menus.
3. The Window Control Buttons minimizes, maximizes, restores, and closes
windows.
4. The Scroll Bar is used to move up and down the worksheet.

B. MS Excel has Toolbars that show icons.

1. The Standard Toolbar, located below the Menu Bar, shows the commonly
used operations.
2. The Formatting Toolbar, found below the Standard Toolbar, contains
formatting options for cell entries, paragraphs, and pages.

C. MS Excel has unique features.

1. The Name Box displays the cell reference, cell name or range of the selected
cell or cells.
2. The Formula Bar is the wide area alongside the Name Box that allows the
user to enter and edit formulas.
3. The Status Bar, located at the bottom of the screen, shows the status of MS
Excel.
a. This shows when MS Excel is ready for work.
b. This shows MS Excel saving data or printing it.
c. This shows that the LOCK Keys are toggled.

D. MS Excel opens Workbooks and Worksheets for the users.

1. The Workbook is a blank tile that a user can work on.
2. The Worksheets are the tabled sheets that a user can use.
a. Sheet Tabs are used to name each sheet.
b. An Active Sheet is the sheet whose name is in bold letters.

E. MS Databases are used to handle organized information.

1. A Database is a collection of information.
2. The Database is a form containing information about everyone in the list.

F. MS Access opening screen offers options for creating a new database.

G. MS Access on Tables can be made using Design View, the wizard and by
entering data into a blank datasheet with unlabeled columns.

VI. MS PowerPoint provides action buttons and slide animation to enhance

presentation.

A. Action Buttons execute certain actions during a slide show.

B. Slide Animation allows the objects in the slide to move.
C. Previewing Animation is done by checking the Preview Button or the Animation
Dialog Box.

VII. Multimedia is the integration of multiple media, including text, graphics, and sound.
A. Interactive multimedia combines text, sound, animation, video, and graphics into

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 one powerful too.
B. Multimedia Hardware includes a sound card, a CD ROM device and speakers.
C. Multimedia Software comes in authoring packages or freeware packages.
VIII. Conclusion

The computer indeed has features and parts that make man’s works easy.

Great job! Now that you have already know the important things you need
to learn about outlining, remember all of these because you are going to use
your new acquired knowledge in enriching your skills in making outlines.

Let Us Practice

Task 3: Sum It Up!

Directions: My friend John is lonely for his balloons flew away. Can you help
John? Please give him back all his balloons by answering all the questions.

2. What are the four 4. Differentiate the

(4) principles in kinds of outline
outlining? Explain according to structure?
each.

3. Enumerate all the

sample formats in 5. Why do you think
1. What is an outline?
outlining? outlining is
important?

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Congratulations! You have made it! You were able to answer all the
questions. Now, John is so thankful for you all bring back his balloons.

Let Us Practice More

Task 4: More Is Fun!

Directions: Read carefully each paragraph below. Outline the ideas in the paragraph
according to the outline provided. Notice that words such as first, also, another, and finally
often signal each idea of support.

1. (1) People in my family love our dog Punch. (2) However, I have several reasons for
wanting to get rid of Punch. (3) First of all, he knows I don’t like him. (4) Sometimes
he gives me an evil look and curls his top lip back to show me his teeth. (5) The
message is clearly, “Someday I’m going to bite you.” (6) Another reason to get rid of
Punch is he sheds everywhere. (7) Every surface in our house is covered with Punch
hair. (8) I spend more time brushing it off my clothes than I do mowing the lawn. (9)
Last of all, Punch is an early riser, while (on weekends) I am not. (10) He will start
barking and whining to go outside at 7 a.m., and it’s my job to take care of him. (11)
When I told my family that I had a list of good reasons for getting rid of Punch, they
said they would make up a list of reasons to get rid of me.

Main Idea: ________________________________________________________

Supporting detail: 1. ________________________________________________

Supporting detail: 2. ________________________________________________
Supporting detail: 3. ________________________________________________

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2. (1) Being a celebrity is often difficult. (2) First of all, celebrities have to look almost
perfect all the time. (3) There’s always a photographer ready to take an unflattering
picture of a famous person looking dumpy in old clothes. (4) Celebrities also sacrifice
their private lives. (5) Their personal struggles, divorces, or family tragedies all end
up as front-page news. (6) Last, and most frightening of all, celebrities are in
constant danger of the wrong kind of attention. (7) Threatening letters and even
physical attacks from crazy fans are things a celebrity must contend with.

Main Idea: ________________________________________________________

Supporting detail: 1. ________________________________________________

Supporting detail: 2. ________________________________________________
Supporting detail: 3. ________________________________________________

3. (1) You don’t have to scare your family with statistics about heart attacks. (2) There
are several positive ways to encourage your family to exercise more often. (3) To
begin with, get them to exercise more often by emphasizing how good they’ll feel
and how much better they’ll look if they work out on a regular basis. (4) A second
method you can use is to set an example. (5) If they see you walking to stores rather
than driving, they might be encouraged to do likewise. (6) Finally, make exercise a
family activity. (7) Suggest that the whole family go hiking or camping together, take
up early morning jogging, or join the Y at the group rate.

Main Idea: ________________________________________________________

Supporting detail: 1. ________________________________________________

Supporting detail: 2. ________________________________________________
Supporting detail: 3. ________________________________________________

4. (1) Serious depression, as opposed to the fleeting kind we all feel at times, has
definite warning signs. (2) One symptom of depression is a change in sleep
patterns—either sleeplessness or sleeping too much. (3) In addition, abnormal
eating patterns may develop, either eating too much or loss of appetite. (4) A third
sign is trouble in thinking or concentrating—even to the point of finding it difficult to
read a magazine or newspaper. (5) And last of all, a general feeling of hopelessness
may signal depression. (6) People feel indifferent to their families and jobs and may
begin to think that life is not worth living.

Main Idea: ________________________________________________________

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 Supporting detail: 1. ________________________________________________
Supporting detail: 2. ________________________________________________
Supporting detail: 3. ________________________________________________
Supporting detail: 4. ________________________________________________

5. (1) Several factors can interfere with having a good memory. (2) For one thing, there
can be a lack of motivation. (3) Without a real desire to learn or remember
something, you probably won’t. (4) Also a factor is a lack of practice. (5) To stay
sharp, memory skills, like any other skill, must be used on a regular basis. (6) Yet
another factor that can hurt memory is self-doubt. (7) If you’re convinced you won’t
remember something, you probably won’t. (8) In addition, distraction can interfere
with memory. (9) If you’re distracted by a television or by conversation nearby, try to
find a quiet environment before trying to commit something to memory.

Main Idea: ________________________________________________________

Supporting detail: 1. ________________________________________________

Supporting detail: 2. ________________________________________________
Supporting detail: 3. ________________________________________________
Supporting detail: 4. ________________________________________________

Let Us Remember

Task 5: Fix Me!

Directions: Unscramble the underlined letters below to reveal the answer on each
question.

OOODRCIANTIN 1. It is a principle of outlining in which it

requires ideas of the same relevance to be
labeled in the same way.

AAICBR 2. Format of outlining that is also termed as

Dewey decimal.

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 OICPT 3. A kind of outline in which its structure
uses words and phrases as its entries.

IIAOOUSBRDNTN 4. A principle of outlining that shows minor

details have to be placed under their
respective major details.

NNTLGOUII 5. It is a process of breaking selection into

different parts by giving the main topics
and subtopics.

Let Us Assess

Task 6: It Is Your Write To Outline!

Directions: Read carefully each paragraph and complete the outline presented after
each selection.
1
1. What makes an effective leader? 2To be sure, no one characteristic or trait defines
an effective leader. 3It is true, however, that effective leaders get the most out of
employees or group members by holding them to very high standards or
expectations. 4Setting high standards increases productivity because people tend to
live up to the expectations set for them by superiors. 5This is an example of the
Pygmalion effect, which works in a subtle, often unconscious way. 6When a
managerial leader believes that a group member will succeed, the manager
communicates this belief without realizing that he or she is doing so. 7Conversely,
when a leader expects a group member to fail, that person will not usually disappoint
the manager. 8The manager’s expectation of success or failure becomes a self-
fulfilling prophecy. 9Thus it pays for a manager to expect the best from employees.
(Adapted from Andrew J. DuBrin, Leadership 4/e, © Cengage Learning.)

Main Idea: Effective leaders encourage a high level of performance by expecting

the best from their employees.

Support: 1. People are likely to live up to a manager’s or superior’s expectations.

2. Called the “Pygmalion effect” i.e. expect the best and you’ll get it.

3. __________________________________________________________

___________________________________________________________

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 --leader who expects the best gets high achievement

--leader who doesn’t expect much gets low achievement

--______________________________________________________

--pays for leaders to expect the best

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2. Despite its rapid spread, Islam is not a religion for those who are casual about
regulations. 2On the contrary, adhering to the rules of Islam takes effort and
discipline. 3One must rise before dawn to observe the first of five prayers required
daily, none of which can take place without first cleansing oneself according to an
established ritual or ceremony. 4Sleep, work, and recreational activities take second
place to prayer. 5Fasting for the month of Ramadan,† undertaking the pilgrimage to
Mecca at least once in a lifetime, paying tax for relief of the Muslim poor, and
accepting Islam’s creed require a serious and an energetic commitment. 6On the
whole, the vast majority of Muslims worldwide do observe those tenets.* (Adapted from
Jan Goodwin, Price of Honor, Plume Books, 2002 p. 29.)

Main Idea: Practitioners of Islam need to be willing to make a lot of effort to

follow the rules of their faith.

Support: 1. Get up before dawn, perform ritualized cleansing and say the first of five
daily prayers.

2. ________________________________________________________

3. Fasting for the month of Ramadan.

4. ________________________________________________________

5. ________________________________________________________

6. Accepting Islamic beliefs.

-- Most of those who call themselves Muslim observe Islam’s rules.

1
3. Those cuddly stuffed animals called teddy bears seem to have been around
forever. 2But actually the first teddy bears came into being when President Theodore
“Teddy” Roosevelt showed himself too much of a sportsman to shoot a staked bear
cub. 3In 1902, Roosevelt visited Mississippi to settle a border dispute. 4In
Roosevelt’s honor, his hosts organized a hunting expedition. 5To make sure that the
president would bag a trophy, they staked a bear cub to the ground so that
Roosevelt’s shot couldn’t miss. 6To his credit, Roosevelt refused to shoot the bear.
7
When the incident was publicized, largely through political cartoons, a Russian

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candy store owner named Morris Michtom made a toy bear out of soft, fuzzy cloth
and placed it in his shop window with a sign reading “Teddy’s Bear.” 8The bear was
a hit with passersby, and teddy-bear mania spread rapidly throughout the country.
9
Soon, Teddy's bear was the country's most popular toy, the teddy bear.

Main Idea: ________________________________________________________

________________________________________________________

Support: 1. In 1902, Roosevelt went to Mississippi and was the guest of honor at
a hunting expedition.

2.________________________________________________________

________________________________________________________

3.________________________________________________________

________________________________________________________

4. After story got publicity via political cartoons, candy store owner
created Teddy’s bear.

5. The bear was a hit and everyone wanted one.

--______________________________________________________

4. 1Many people don’t know the difference between a patent and a trademark.
2
However the terms trademark and patent aren't synonyms, they refer to different
things. 3Granted for a specific number of years, a patent protects both the name of
a product and its method of manufacture. 4In 1928, for example, Jacob Schick
invented and then patented the electric razor in an effort to maintain complete control
of his creation. 5Similarly, between 1895 and 1912, no one but the Shredded Wheat
company was allowed to make shredded wheat because the company had the
patent. 6A trademark is a name, symbol, or other device that identifies a product and
makes it memorable in the minds of consumers. 7Kleenex, JELL-O, and Xerox are
all examples of trademarks. 8Aware of the power that trademarks possess,
companies fight to protect them. 9They do not allow anyone else to use one without
permission. 10Occasionally, though, a company gets careless and loses control of a
trademark. 11Aspirin, for example, is no longer considered a trademark, and any
company can call a pain-reducing tablet an aspirin.

Main Idea: ________________________________________________________

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 ________________________________________________________

Support: 1. Patents are granted for a specific number of years and protect both
name and method of manufacture.

a. _______________________________________________________
b. Between 1895 and 1912, Shredded Wheat company had patent on
shredded wheat.

2. ________________________________________________________

________________________________________________________

a. _____________________________________________________
b. Companies generally fight to protect trademarks but they can get
careless.

________________________________________________________

5. 1Noah Webster, the creator of Webster's dictionary, was a super-patriot, whose

goal was to take the United States out of Britain's linguistic* shadow. 2It was Webster
who coined the term "American English," considering it an expression of praise,
because he wanted the language of the newly formed United States to have its own
special flavor. 3Many of his changes to British spelling like theater instead of theatre
and plow instead of plough caught on and became the standard American spelling.
4
Determined to emphasize the importance of America's influence on the language,
Webster purposely titled his dictionary the American Dictionary of the English
Language. 5He also made sure to include thousands of words familiar only to
Americans but unheard of by the British. 6Among them were moose, prairie, and
skunk. 7Webster was so much the patriot that he even took on the great American
hero George Washington at a dinner party. 8Washington had thought of hiring a
Scotch tutor for his step-grandchildren, an idea that appalled Webster. 9He insisted
that the United States had plenty of homegrown scholars that would be as good or
better and, above all, who would speak English without a foreign accent.

Main Idea: ________________________________________________________

________________________________________________________

Support: 1. ________________________________________________________

________________________________________________________

2. His changes to British spellings became popular, for instance, “theater”

and “plow” instead of “theatre” and “plough.”

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 3. ________________________________________________________

________________________________________________________

4. ________________________________________________________

________________________________________________________

________________________________________________________

5. Webster even criticized George Washington for wanting to hire a

Scotch tutor.

_________________________________________________________

_________________________________________________________

Let Us Enhance

Task 7: Start It Write!

Directions: Using an outlining format of your choice presented in this lesson, read and
outline the given selection below.
Social Media

Social media refers to the interaction or communication among

people in which they create, share or exchange ideas on online networks.
Social media is a generally new concept. The first social media site, MySpace,
was only invented in 2003. This might explain the fact that only one of five
adults use social media sites, while four of five people age eighteen or under
said that they belong to at least one social media site. Social media greatly
influences our current society in many positive ways. It is used in schools,
businesses, and for advertisement. While many people today argue that
social media takes away from real life relationships and that it can be
dangerous, it can be very beneficial if it is used in the correct way.

For my project, I focused my research on three very popular social

media sites; Twitter, Instagram and Facebook. Twitter, founded in March of
2006 by Jack Dorsey, has over 650 million members. Thirty-two percent of
Internet users use Twitter and 37.6% of that number use Twitter for
conversational purposes is one of the top 10 most visited websites on the
Internet. On average, 340 million tweets are sent every day. Sixty percent of
Twitter

20
users are females. Jack Dorsey created Twitter before most mobile phones were
able to send text messages. He wanted a service in which he could send a
message to and it would distribute that message to all of his friends, and so he
created “Twitter”. Today, Twitter is one of the top 10 most visited websites on the
Internet
Said to be “Twitter’s Twin”, Instagram was founded in October of 2010
by Kevin Systrom, and currently has over 150 million users that are active on a
monthly basis. Instagram was intended to be an online photo-sharing and social
networking service that lets its users take pictures and upload them so that
anyone else with an account can see them. Twenty percent of women and fifteen
percent of men who use the Internet use Instagram. Instagram is said to have a
higher appeal to younger users, people who live in cities and people who are not
Caucasian. The number of Internet users who are members of Instagram has
increased greatly, from twelve percent in 2012, to thirty-five percent in 2013. As
of today’s date, 35 million “selfies” have been posted on Instagram.

The most popular social networking site, Facebook, was created on

February 4, 2004 and was originally intended for the use of Harvard students
only. As of September 26, 2006, everyone over the age of thirteen was allowed to
register for a Facebook account. Even though Facebook is almost a decade old,
its number of members is still greatly increasing. In 2012, 67% of online adults
used Facebook, while in 2013 seventy-one percent used it. Universities originally
used Facebook as a way for their students to meet each other and communicate.
It is now used as a way to communicate with friends often with no educational
reason, similar to most other social media sites.

In conclusion, social media sites are very recent ideas, but they appear
to have very bright futures. The opportunities that social media provides for our
society are countless and many companies and organizations are using them to
better their communication. It helps make advertising and communicating much
more efficient and the message gets across to more people. While some people
may argue that social media is a waste of time and can be dangerous, as our
society develops, social media will begin to have more and more of an impact on
our daily lives.

(Source: https://katemoorehumanitiesfair2014.weebly.com/five-paragraph-essay.html)

21
 Let Us Reflect

Congratulations! You have come this far! Now that you have learned a lot of
things about outlining, let us reflect on the things that had prevailed along with your
journey in learning this lesson.

Your response here: Your response here:

What were Were the

your ideas things you
have learned
before in this lesson
about important? If
outlining? yes, why?

What have In what way/s

you or situation/s
will you apply
learned in your learning
Your response here: this lesson? Your response here:
in writing an
outline?

1
 2
Task 4: More Is Fun!
1. Main Idea: I have several reasons for wanting to get rid of Punch
Supporing Detail: 1. He knows I don’t like him.
Supporing Detail: 2. Punch sheds everywhere.
Supporing Detail: 3. Punch is an early riser.
2. Main Idea: Being a celebrity is often difficult
Supporing Detail: 1. Celebrities have to look almost perfect all the time.
Supporing Detail: 2. Celebrities also sacrifice their private lives.
Supporing Detail: 3. Celebrities are in constant danger of the wrong kind of attention.
3. Main Idea: There are several positive ways to encourage your family to exercise more often
Supporing Detail: 1. Emphasizing how good they’ll feel and how much better they’ll look if they work out on
a regular basis.
Supporing Detail: 2. To set an example.
Supporing Detail: 3. Make exercise a family activity.
4. Main Idea: Serious depression has definite warning signs
Supporing Detail: 1. Change in sleep patterns either sleeplessness or sleeping too much.
Supporing Detail: 2. Abnormal eating patterns may develop, either eating too much or loss of appetite.
Supporing Detail: 3. Trouble in thinking or concentrating.
Supporing Detail: 4. General feeling of hopelessness.
5. Main Idea: Several factors can interfere with having a good memory
Supporing Detail: 1. Lack of motivation
Supporing Detail: 2. Lack of practice
Supporing Detail: 3. Self-doubt
Supporing Detail: 4. Distraction
Task 5: Fix Me! Task 2: Find The Perfect Task 1: Road to Outlining
1. COORDINATION Piece of a Masterpiece I. Foods I. Animals
2. ARABIC 1. outline A. Meats A. Birds
3. TOPIC 2. organize 1. hamburger 1. robin
4. SUBORDINATION 3. map 2. pork chops 2. hawk
5. OUTLINING 4. well-developed B. Vegetables B. Insects
5. evidence/support 1. broccoli 1. mosquito
6. substantiate 2. corn on the cob 2. beetle
Answer key to Activities
 References

Book

Cabrera, L d., de Asis, B.Z. Improving Study, Thinking, Reading and Writing
Skills for Freshmen (2008), Manila: Booklore Publishing Corporation.

Dagdag, L et al. Winning Strategies for Study, thinking, and Writing Skills
(2008), Malabon City: Mutya Publishing House, Inc.

Online Sources

https://www.herzing.edu/blog/herzing/5-steps-create-perfect-outline

http://www.beaconlearningcenter.com/documents/726_01.pdf

https://www.slideshare.net/aliciamargaretjavelosa/outlining-reading-and-writing

https://www.townsendpress.com/sites/default/files/tinymce/writing%20and%20motvn/RWC_
chapter4.pdf

https://katemoorehumanitiesfair2014.weebly.com/five-paragraph-essay.html

Other Sources

DepEd Most Essential Learning Competency Guide in English for Academic

and Professional Purposes.

For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]