Kidapawan City Division – Senior High School Program

Simplified Self-Learning Module

Grade 11/12 - English for Academic and Professional Purposes (EAPP)
Quarter 1 / Week 1

Name: _______________________ Grade/Strand/Section: _________________

School: ________________________ LRN: _____________________________
Subject Teacher: _____________________________ Score: _______________

I. OBJECTIVES:
1. Determines the structure of a specific academic text.(CS_EN11/12A-EAPP-Ia-c-1)
2. Differentiates language used in academic texts from various disciplines.
(CS_EN11/12A-EAPP-Ia-c-2)

II. SUBJECT MATTER:

 Structure of Academic Texts
 Language used from Various Disciplines

III. LEARNING RESOURCES:

1. Textbooks:
a. English for Academic and Professional Purposes Teacher’s Guide. First Edition
2016 Department of Education. Republic of the Philippines.
b. Enhanced English Engagement: English for Academic and Professional
Purposes, Senior High School. 2016. Salesiana Books. Mishima Z. Miciano &
Remedios Z. Miciano
c. English for Academic and Professional Purposes, Kto12 First Edition. 2016 Rex
Bookstore. Grace M. Saqueton & Marikit Tara A. Uychoco
2. Media/Internet

IV. PROCEDURE:
A. Activity
Pretest: Fact or Opinion
Direction: Using the Fact and Opinion Chart below, sort the following statements by
clearly segregating each according to whether they are objective fact or subjective
opinion.
1. The annual report confirms the danger of the virus.
2. He claimed that bacteria and virus are not that harmful.
3. Many scientists suspect that the cure for SARS is not that effective.
4. According to the results of the tests, Ana is not a carrier of the virus.
5. The investigation demonstrated racial equality.
Fact and Opinion Chart
Fact vs Opinion Sort
( Using the statements above, the left side should only contain facts and the right side
should only contain opinions.)
Facts Opinions

Office Address: JP Laurel corner Quirino Drive, Brgy. Poblacion, Kidapawan City
Name of Writers: Maricel B. Campo, Rina Xandria G. Migalbin,
Telephone No.: (064) 5724144/ (064) 5779654
Sardonica Mira B. Ochia, Crislyn Joy E. Solomon,
Website: depedkidapawancity.com Email: [email protected]
Maria Emilda A. Ulep
Applied Subject: English for Academic and Professional Purposes
Grade 11/12: HUMSS/ABM/STEM/TVL/GAS
 B. Analysis
What are the differences between an academic text and non-academic text ?
 Academic Texts
 Academic texts are objective. This means that they are based on facts with solid basis. The
emotions of the authors cannot be felt from texts or materials.
 Academic texts are written by professionals in any given field (e.g. medicine, architecture,
economics, etc.). These professionals include doctors, architects, economists, among others.
 Academic texts often take years to publish because of intense writing and review.
 Academic texts use formal words and may contain technical terms that are related to a
certain field.
 These kinds of texts usually include a list of references where authors based their
information.
 Examples of academic texts are academic journals such as Scientific journals and
Humanities journals.
 Non-Academic Texts
 Non-academic texts are non-objective. These texts tend to be more personal and based on
opinions or one’s point-of-view. Opinions are neither correct or incorrect.
 Non-academic texts are written for the mass public. There is no specific audience for non-
academic texts.
 These are published quickly and can be written by anyone. No specialization is needed.
 Authors of non-academic texts use casual, informal language. These texts may also use
slang words.
 Examples of non-academic texts are found in journals such as Time magazine and
Newsweek.
 Academic texts are therefore factual, based on facts while non-academic texts are
opinionated, based only on the authors view/idea.
 Main topic of an academic text refers to the general subject of a paragraph or essay.
Topics are simple and are described with just a word or phrase.
 General description of an academic text deals or considers with overall characteristics,
universal aspects, or important elements related to the main topic.
 Description of specific parts deals with the details or particular individual, situation,
relation, or effect of the main topic.
Structure of Academic Texts
 An important feature of academic texts is that they are organized in a specific way; they have
a clear structure throughout the text and within each section, paragraph and even sentence.
 Text type depends on the primary purpose of a text, which in turn determines how it is
written-what information the author introduces in the text and how this information is
organized.
 Oftentimes, a text follows a certain text structure but also uses other thought patterns.
 For example, a definition may include a description of the thing or concept, or a classification
may include an enumeration of examples.
 It is best to follow the flow of idea in the material to help you graphically presents its
structure.
 Efficient reading of texts across disciplines primarily requires familiarity with the special
vocabulary or jargon of the field.
 Knowing the meaning of technical terms in math, science, social science, and literature and
the arts is therefore, important.
 The following are reading strategies to determine text structure:
 linguistic – take note of language cues
 text mapping – graphically representing the text through Venn diagram, continuum line,
and semantic web with boxes to contain concepts and arrows to show relationship
and relational flow.
 Outlining – topic or sentence outline classifying the major and minor ideas of a text.
Common Text Structures
Sample Language Cues
 description adjectives of size, shape, position, texture, color(square,
above, rough, velvety, blue); adverbs to qualify a
situation or action(evenly, roughly), phrasal adjectives
(three-day weekend, five-man committee)
 definition is/are, for example, is defined as, means, is like, appears
to be, is a form/ type of ______________
 comparison and contrast similar to, similarly, is like, on the contrary, on the other hand,
although, unlike
 problem-solution the problem/dilemma is, if/then, solves, is a solution to,
an answer to address the problem

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  cause-effect so, so that, as a result, consequently, as a consequence
 enumeration first, second, finally
 classification an example of, a kind/type/form of, divided into, several
 recount first, next, before, then, after, finally
 thesis-evidence shows/proves/claims/alleges that, supports the _______,
evidence, proofs
Language and Text Structure across Disciplines:
1. Mathematics texts
 are easily recognizable because of its unique language features.
 most prominent language feature is the use of symbols in place of words.(e.g., +, -, x, y)
 to make sense of math sentence, you have to understand the special meanings assigned
to these symbols and expressions. (e.g., In statistics, universe is not the outer space but
the total count of the subjects under study.)
 dominant structure of math texts is problem solution and comparison and contrast.
2. Business texts
 some compound nouns are standard expressions in business, like tax collection system,
company car, price list and bulk buying.
 has special vocabulary(jargon) like remit, oblige, loan, collateral, interest, stock.
 established practices are used in forms of letter, a memo, minutes of meeting, a
proposal.
 requires cordiality and a careful use of modal expressions and adverbs to keep the
costumer.(e.g., May I suggest…, Please let us know…, Thank you for your inquiry on…)
 common text structures in business are problem solution, explained and with proposed
solution and description of a product. (This, what makes business texts different from
math texts.)
3. Social Science texts
 text structures common in social sciences are definition, recount, cause-effect and
comparison and contrast.
 graphs and tables are common features of social science readings
 jargon words in social sciences include federalism, executive branch, monarchy(Political
Science); market profit, trade relations, capital(Economics); racial equality, immigration,
social class(Sociology) and motivation, old age, anxiety (Psychology).
4. Natural Sciences texts
* typical sentences in science texts are dense(information-heavy) and suggest slow reading
for comprehension retention of facts. (e.g., deoxyribonucleic acid(DNA), thread-like
structures-chromosomes)
* symbols and abbreviations are common. (e.g., H2O, ph, CO2)
* knowing root words and prefixes is important in the understanding of natural sciences
texts. (e.g., bio, geo, derma, uni, multi)
* common words like organism, power, force, pressure and impulse have a technical
meaning, similar to other disciplines.
5. Literature and the Arts
 creativity weighs as much as content in literature and the arts.
 importance given to language and structure is due to the value attached to a work’s style.
 to describe and convey content, connotative language and figures of speech are
dominant in its texts.
 vivid language is used to create images and impressions.
 common structures in literature and the arts are definition, description, example and
cause-effect, which maybe in the form of a fiction.

C. Abstraction
Read the text, “Understanding Calories”. Take note of the language cues used(linguistic
strategy) and determine the common structures of the academic text. Then, visually show
your understanding of the text by supplying important details(text mapping strategy) in the
data.

Academic Text: Understanding Calories

(1) A calorie, also known as kilocalorie, is a unit of energy. This unit represents the energy
required to heat a kilogram of water on degree Celsius. While people generally link the term
calorie with food, it is a unit of measurement that can be applied to any substance
possessing energy. For instance, there are 8200 calories in a litter (abouT1 quart) of
gasoline.

3
 (2) Calories describe the potential energy in food to maintain bodily functions, grow or repair
tissue, and perform mechanical work such as exercise. Food calories may take the form of
fat, carbohydrates, or proteins. Once consumed, enzymes act on these nutrients through
metabolic processes and break them into their perspective categories of fatty acids, glucose
and amino acids. These molecules travel through the blood stream to specific cells where
they are absorbed for immediate use or sent on to the final stage of metabolism where they
release their stored energy through the process of oxidation.
(3) The number of calories burned during an exercise depends on various factors including body
weight and the type of exercise. For example, an individual weighing 59 kilograms (130
pounds) would expend roughly 500 calories per hour swimming or playing basketball.
However, this same person would burn an estimated 200 walking or playing table tennis. In
order to survive and maintain body weight, the average individual requires approximately
2000 to 2500 calories per day. Gaining or losing weight is a simple process. Add and
subtract 7,700 calories over the course of time to gain or lose a kilogram. Nutrition has
nothing to do with it. It is all about calories.

General Description of
Description specific parts

1. 1.

2. ← → Main Topic 2.

3. _____________ 3.
1. Language Cue/ ___ s
used: 2. Common Text
Structure/s used:
__________________ ___________________
__________________ ___________________
__________________ ___________________
__________________ ___________________

D. Application
Identify which discipline/field of science below is applied in the following texts. Write the
letter only.
a. Literature and the Arts
b. Social Science
c. Natural Science
d. Business
e. Mathematics

______ 1. Binomial nomenclature means two names are used to identify an organism.
______ 2. In spite of the fact that the number of old aged people today is growing, they occupy a
minority-group status.
______ 3. Find the GCF of 36 and 81 using prime factorization and listing method.
______ 4. Prints are like impressions you leave on other people.
______ 5. Most parents consider early childhood a problem age or a troublesome age.
______ 6. Carlota has a piece of string that is 80 cm long.
______ 7. Divers exert force on their vehicles to make them move fast or slowly.
______ 8. Jose Mercado Rizal is our greatest hero because he took an admirable part in 1882 to
1896 movement.
______ 9. Mangagayuma made charms out of herbs, stones, and woods.
______ 10. Set yourself up for success with tools that will help you work fast and smart.

V. EVALUATION
Multiple choice. Choose the correct answer among the given choices. Write the letter of your
choice on the space provided.
______ 1. Which text structure is used in this sentence, “A calorie is a unit of energy.”?
a. recount b. definition c. classification d. cause-effect
______ 2. Paragraph 2 of the text, “Understanding Calories” states, “Food calories may take the
form of fats, carbohydrates, or proteins.” Which text structure is used?
a. classification b. description c. enumeration d. recount

4
______ 3. Which text structure is used in the statement, “Calories describe the potential energy in
food to maintain bodily functions.”?
a. description b. enumeration c. problem-solving d. thesis-evidence
______4. Which text structure is used in this sentence, “In order to survive and maintain body
weight, the average individual requires approximately 2000 to 2500 calories per day.”?
a. thesis-evidence b. recount c. problem-solution d. cause-effect
______5. Which text structure is used in the first paragraph of the text, “Understanding calories”?
a. problem-solution b. enumeration c. comparison and contrast d. definition
______6. Which text structure is not observed in the academic text, “Understanding Calories”?
a. cause-effect b. definition c. enumeration d. recount
______7. Which of the following best describes Mathematics texts?
a. Vivid language is used to create impressions.
b. Symbols and abbreviations are common.
c. Use of symbols in place of words.
d. Established practices are used in forms of memos, proposals, or letters.
_____ 8. Creativity weighs as much as content in Literature and the Arts texts.
a. True b. Neither true or false c. Maybe d. False
_____ 9. Which text structures are common in Social Sciences?
a. description, enumeration, thesis-evidence
b. definition, description, example
c. cause-effect, comparison-contrast, recount
d. problem-solution, description, comparison-contrast
_____10. Which discipline uses the following jargon words: stock, remit, oblige, interest?
a. Algebra b. Business c. Natural Science d. Social
Science
_____11. In which discipline is figures of speech dominant in its texts?
a. Business b. Literature and the Arts c. Mathematics d. Natural
Science
_____12. Which discipline requires cordiality and a careful use of modal expressions?
a. Natural Science b. Mathematics c. Literature and the Arts d.
Business
_____13. Jargon words in this discipline includes anxiety, capital, equality and monarchy.
a. Business b. Mathematics c. Social Sciences d. Sciences
_____14. Which discipline uses comparison-contrast and problem-solution as its dominant
structure?
a. Business b. Mathematics c. Natural Sciences d. Social Sciences
_____15. In which discipline is knowing root words and prefixes important?
a. Social Sciences b. Natural Sciences c. Mathematics d. Business
VI. ENRICHMENT
Which of the reading strategies to determine the text structure work best for you, and why, in
terms of helping you
a. understand easily the main idea of the learning material and remember the details and facts
presented?
________________________________________________________________
________________________________________________________________

A Answer Key:
A. Fact & Opinion B. C. Application

1. Fact * Main topic: Understanding Calories 1. C

2. Opinion * General Description: also known as 2. B
3. Opinion kilocalorie; is a unit of energy; unit of 3. E
4. Fact measurement 4. A
5. Fact * Description of SW: describe the potential 5. B
energy in food; may take the form of fat, 6. E
carbohydrates or proteins; can be applied 7. C
to any substance possessing energy. 8. B
 Language Cues: is/are, form, potential, unit, 9. A
kilocalorie, roughly 10. D
 Common Text Structure Used: definition,

Noted by:
_____________________________________ _______________________
(Name & Signature of Parent/Guardian) (Date received/returned)

5
 Kidapawan City Division – Senior High School Program
Simplified Self-Learning Module
Grade 11/12 - English for Academic and Professional Purposes (EAPP)
Quarter 1 / Week 2

Name: _______________________ Grade/Strand/Section: _________________

School: ________________________ LRN: _____________________________
Subject Teacher: _____________________________ Score: _______________

I. OBJECTIVES:
1. States the thesis statement of an academic text. (CS_EN11/12A-EAPP-Ia-c-6)
2. Paraphrase/explains a text using one’s own words. (CS_EN11/12-EAPP-1a-c-7)

II. SUBJECT MATTER:

 Thesis Statement
 Paraphrase

III. LEARNING RESOURCES:

Textbooks:
1. Textbooks:
a. English for Academic and Professional Purposes Teacher’s Guide. First Edition
2016 Department of Education. Republic of the Philippines.
b. Enhanced English Engagement: English for Academic and Professional
Purposes, Senior High School. 2016. Salesiana Books. Mishima Z. Miciano &
Remedios Z. Miciano
c. English for Academic and Professional Purposes, Kto12 First Edition. 2016 Rex
Bookstore. Grace M. Saqueton & Marikit Tara A. Uychoco
2. Media/Internet

IV. PROCEDURE:
A. Activity
Directions: Read carefully the paragraph and either copy or express in your own words the
main topic of the paragraph.
The sentences are numbered for easy reference.
Here are some guide questions to help you:
 What is the topic of the paragraph?
 What is the comment about this topic? (This is the main idea.) Can you identify a
sentence where this comment can be found? (If you can point to it, then that
means the main idea is stated.)
 Which sentence/s expresses more precisely the point of the paragraph?
 What are the important words usually emphasized?

(1) During the period when Mao Tse Tung was chairman of the Communist party that ruled
the country, China had to endure food and water shortages because of its very large
population. (2) At that time, on the average, four children were being born in each family. (3)
Prompted by this urgent problem, the Communist party was forced to control family size in
order to stabilize food and water supply and to improve opportunity for family prosperity. (4)
Thus, in September 1980, the Communist party declared that each couple should have only
one child. (5) The target of the One-Child Policy: by the end of the 20 th century, a population
below 1.2 billion.
(Based on: Moore, M.(Oct 30, 2014), “What is China’s One-Child Policy?)

Main Topic: __________________

Textual evidence for your answer: ____________________________________________

Office Address: JP Laurel corner Quirino Drive, Brgy. Poblacion, Kidapawan City
Name of Writers: Maricel B. Campo, Rina Xandria G. Migalbin,
Telephone No.: (064) 5724144/ (064) 5779654
Sardonika Mira B. Ochia, Crislyn Joy E. Solomon,
Website: depedkidapawancity.com Email: [email protected]
Maria Emilda A. Ulep
Applied Subject: English for Academic and Professional Purposes
Grade Level: 11/12 HUMSS/ABM/STEM/TVL/GAS

1
 B. Analysis
 What is a thesis statement?
 A thesis statement is a one sentence that expresses main point, main idea, or
main message of a research paper or essay. It makes a claim or stand. It gives
your readers idea of what your paper is all about.
 The main idea is the thesis or main point of an informational text. It can be
expressed anywhere in a material or paragraph, either at the beginning or
middle, or at the end.
 If stated at the beginning, then you can expect the sentences that follow to
support or develop the main idea. This is what you call deductive order.
 If the thesis or main idea is expressed at the end , then the earlier statements are
details/specifics that build up on the main point or general statement.
 What if the main idea or thesis is not expressed or is implicit in the text? How do
you determine the main idea?
 Obviously, you have to know the topic of the text first.
 Consider the words that are repeated throughout the material that refer
to the same subject-most probably, that is the topic of the material.
Writers refer to the topic by actually repeating the key term, using
synonyms or other names for it, or using pronouns. For example, for
the topicManny Pacquiao, his name may be mentioned several times,
or the material may use his other names like “Pambansang Kamo” or
“People’s Champ” or “Eight-division-Champion”, “Pacman” or “he”.
 Next, try to express what is being said about this key word, preferably,
one sentence per idea.
 Then, group the sentences whose ideas are closely related and try to
express each group’s idea in just one sentence.
 Finally, combine the ideas and try to come up with one sentence to
summarize them all.
 Determining or inferring the main idea or thesis does not only apply to
informational texts but also to audio-visual materials such as films and
advertisements.
 However, in dealing with audio-visual materials, in addition to language, you have
to consider visual details such as color, shape, facial expression, gesture, and
position, and aural details such as tone, pitch and volume.

 What is paraphrasing?
 Paraphrase is a restatement and a restructuring of ideas for the purpose of
clarifying the meaning of a text.
 Restatement means that you rephrase the original using your own words.
 However, you don’t just change some words in the material, you also need to
change the flow of ideas in the effort to make the original meaning clearer.
 As in writing a summary, you need to identify the source material that you’re
paraphrasing and you have to use quotation marks when you copy from the

FOOD FOR THOUGHT:

At the heart of determining the
thesis or main idea of something is
the ability to see patterns and the
common denominator behind details.
You can apply this skill in everyday
life. For example, when interacting
with a person whose frequent
comments (equivalent to textual
details) have to do with how superior
he or she is to others, then maybe
his or her unspoken thesis or point is:
“I should lead this project”, or “Ask
me, I know more”, or words to that
effect. original. That way, you can’t be accused
 2

C. Abstraction
 Read carefully the following paragraphs. State the main idea of each paragraph
and the textual evidence/sentence you used for your answer.

1. (1) In the “hybrid” world today, we eat “brunch” (breakfast and lunch combined) while
texting (writing that’s like talking), or blogging (web – log), or reading infographics.
Infographics combines words and visuals (graphics) to convey information. (2) No matter
how complex (or boring) the data is, infographics can make the content understandable
and interesting through artistic visuals and layout to complement language which tends to
be abstract. (3) Thus, infographics can be effectively used for information dissemination
and even persuasion. (4) Because it makes use of a lot of visuals, infographics is the
preferred mode of receiving information of Millennials who are strongly visual learners.
(5) In view of this, language classrooms today should begin to consider the preparation of
infographics in lieu of straightforward “essays” as writing requirements. (6) This
innovation will be welcomed by learners today who are adept at searching for information
and graphics on the Internet.

Main Idea: ____________________________________________________

Textual evidence for your answer: __________________________________

2. (1) Stress is the general malaise of people today. (2) This is true of the poor, the rich, the
middle class, the student, the employee, the administrator, the entrepreneur –
everybody. (3) It is primarily caused by a lifestyle and values that make people believe
that it is extremely important to be available (meaning active and operational) 24/7. (4)
That is why the young feel that they have to be connected to the social media all the time,
lest they be left out; that is why adults sleep with their mobile phones close by because
they might miss an opportunity; that is why entrepreneurs say “Yes” to all projects, afraid
to lose that extra buck. (5) The result of this frenzied lifestyle is the gradual killing of the
wellspring of creativity and productivity due to an unhealthy diet of instant food, lack of
sleep/rest and the near impossibility of critical reflection and meditation. (6) Greg
McKeon, author of Essentialism, has a logical solution to this problem, “the disciplined
pursuit of less”, as it says on the book’s cover. (7) Sadly, this is easier said than done
because it runs counter to what many believe to be the engine of growth: the drive to
have more, know more, experience more, and acquire more.

Main Idea: ______________________________________________________

Textual evidence for your answer: _____________________________________

 Identify which is an acceptable paraphrase of this excerpt from a speech by Dr.

Victor Ordonez:

Research tells us that a child’s aptitude for linguistic skills comes at a much earlier
age than his or her aptitude for computational skills/ but in classrooms, an equal amount of
time, at every grade is given to both. An experiment in Michigan had 50 schools that did not
teach arithmetic at all in the first four grades, to give more time to language and other
subjects but only in Grade 5-7. At the end of that period, they took the standard arithmetic
tests that all the other schools were taking, and fared equally. Did the other schools waste 40
minutes a day teaching arithmetic for the first four years?

Victor Ordonez Speech in the occasion

of being conferred an honorary doctoral
degree by De La Salle University
(January 26, 2009)

Version 1.
Dr. victor Ordonez, in his speech delivered on January 26, 2009, mentioned an experiment
involving 50 schools in Michigan where arithmetic was taken by students starting only from Grade 5.
After Grade 7, these students took the standard test in arithmetic. The test results showed that they
performed as well as those who had been taking arithmetic since Grade 1, confirming research that
had earlier established that children’s aptitude for “computational skills” develops much earlier than
their “aptitude for linguistic skills”. One wonders then if those who had been taking arithmetic since
Grade 1 wasted 40 minutes daily for four years.
 3

Version 2.
Children’s aptitude for computational skills is developed much later than their aptitude for
linguistic skills. Yet in school, an equal amount of time is given to the two skills at every level. In an
experiment in Michigan involving 50 schools, arithmetic was offered only in Grades 5-7. When the
students took the standard arithmetic tests, they fared equally well as the other students who had
been taking arithmetic since Grade 1. So the question is asked if the other students wasted 40
minutes a day during the first four years.

 If your answer is Version 1, then you’re correct.

 Version 1 is acceptable because of the following reasons:
1. It mentions the source of the passage.
2. It restructures and restates the original passage.
3. It uses different words and where words from the original are copied, quotation marks are
used.
 Version 2, on the other hand, is not acceptable because:
1. It does not mention the source of the passage.
2. Although it changes some words of the original, it does not restructure the paragraph.
3. It copies some phrases like “aptitude for computational skills” and “aptitude for linguistic
skills” but doesn’t enclose them in quotation marks.

D. Application
 Paraphrase the following:

a. That’s life.

_______________________________________________________

b. The boy quickly ran across the finish line, seizing yet another victory.

_______________________________________________________

c. Puppies were adopted by numerous kind souls at the puppy drive.

_____________________________________________________________

V. Evaluation:
Directions: Answer the following questions.
1. State the thesis statement of the texts on page 3.
a. Paragraph 1 thesis statement

____________________________________________________

b. Paragraph 2 thesis statement

____________________________________________________

2. Paraphrase the following:

a. While I understand where you’re coming from, and truly respect your
opinion, I wish you would express yourself more clearly, like Justine does.

______________________________________________________________

b. At the party we had delicious red punch, a bunch of different appetizers,

and a cookout. Since it was at the park,
we played volleyball, went swimming, and sunbathed for fun.

________________________________________________________________
 4

c. “According to Heat magazine, Miley has a list of intense rules for her men-
to-be while out on dates. Apparently, her assistant arranges what the guy
must wear, do, and talk about on the date. She’s also not into flowers, so
he’s banned from bringing her those.”

_________________________________________________________________

Rubrics for Your Output:

Criteria 1 point 2 points 3 points

Content The contents of the The contents of The contents of the

topic were not the topic were topic were clearly
clearly presented clearly presented presented.
but there is lacking
information.

Delivery The delivery of the The delivery of the Show exemplary in

topic is slightly topic is good. delivering the topic.
vague.

Overall The output done is The output is The output is very

output good. pleasant and pleasant and very
presentable. presentable.

Answer Key:
A. Activity: Main topic: C. Application:
 China’s large population. A. That’s just how life goes sometimes.
Textual evidence: B. The quick boy seized yet another
victory
 China had to endure food when he ran across the finish line.
and water shortages. C.Many kind souls adopted puppies
 Communist party was forced during the puppy drive.
to control family size.
B. Abstraction: Main Idea
1. In the “hybrid” world today,
we eat, while texting, or blogging
or reading infographics.
2. Stress is the general malaise
of people today.
Textual evidence:
1. Infographics is the preferred
mode of receiving information
of Millennials.
2. This is true to the poor, the rich,
the middle class, the student,
the employee – everybody.

Noted by:

_______________________________
Name and signature of Parent/Guardian

_______________________________
Date Received/Returned
 5

Kidapawan City Division – Senior High School Program

Simplified Self-Learning Module
Grade 11/12 - English for Academic and Professional Purposes (EAPP)
Quarter 1 / Week 3

Name: _______________________ Grade/Strand/Section: _________________

School: ________________________ LRN: _____________________________
Subject Teacher: _____________________________ Score: _______________

I. OBJECTIVES:
1. Summarizes the content of an academic text. (CS_EN11/12A-EAPP-Ia-c-9)
2. Writes a summary of texts in the various disciplines. (CS_EN11/12-EAPP-1a-c-10)

II. SUBJECT MATTER:

 Summarizing academic texts

III. LEARNING RESOURCES:

1. Textbooks:
a. English for Academic and Professional Purposes Teacher’s Guide. First
Edition 2016 Department of Education. Republic of the Philippines.
b. Enhanced English Engagement: English for Academic and Professional
Purposes, Senior High School. 2016. Salesiana Books. Mishima Z. Miciano &
Remedios Z. Miciano
c. English for Academic and Professional Purposes, Kto12 First Edition. 2016
Rex Bookstore. Grace M. Saqueton & Marikit Tara A. Uychoco
2. Media/Internet

IV. PROCEDURE:
A. Activity
Direction: Read the academic text: Wrigley’s Chewing Gum and answer the
questions found on the second page.
.

(1) Wrigley’s chewing gum was actually developed as a premium to be given away with other
product rather than as a primary product for sale. As a teenager, William Wrigley Jr. was
working for his father in Chicago selling soap that has been manufactured in his father’s
factory. The soap was not very popular with merchants because it was priced at 5 cents,
and this selling price did not leave a good profit margin for the merchants. Wrigley
convinced his father to raise the price to ten cents and to give away cheap umbrellas as a
premium for the merchants. This worked successfully, confirming to Wrigley that the use
of premium was an effective sales tool.
(2) Wrigley then established his own company, in his company he was selling soap as a
wholesaler, giving baking soda away as a premium, and using a cook book to promote
each deal. Over time, the baking soda and cookbook became more popular than the
soap, so Wrigley began a new operation selling baking soda, he soon decided on
chewing gum. Once again, when Wrigley realized that the demand for premium was
stronger than the demand for the original product, he created the Wm. Wrigley Jr.
Company to produce and sell chewing gum.
(3) Wrigley started out with two brands of gum, Vassar and Lotta gums, and soon introduced
Juicy fruit and Spearmint. The two latter brands grew in popularity, while the first two
were phased out. Juicy Fruit and Spearmint are two of Wrigley’s main brand to this day.

(English for Academics and Professional Purposes, Reader Textbook)

1
Questions:
1. What is the main idea of the text? ________________________________

2. State at least two relevant ideas of the text. ________________________________

________________________________

B. Analysis
Writing a Good Summary
 Summarizing is essential to academic success. This skill shows your ability to
distinguish what is important and what is less important. When someone asks you
what a movie is about, you don’t answer by narrating scenes from the movie, you
give the film’s main idea and then narrate the relevant scenes.

 In school, a summary is an excellent indicator of your comprehension of the

reading material, which is why teachers usually ask their students to summarize.

 A summary is a short or abbreviated version of a longer text.

 Also known as an abstract, précis, or synopsis, is a shortened version of a text

that highlights its key points.

 The word “summary” comes from the Latin word, “sum”.

 Tips on summarizing:
> Use your own words.
> Include the key relevant elements of the original and keep it brief – you’re
just going for the original’s essence.
> Do not include your interpretation/analysis within the summary – make a
clear distinction between your thoughts and someone else’s.
>Vary how to introduce or attribute your sources, like “according to..” or “so-
and-so concludes that…” and so readers don’t get bored.
> Always include a citation.
 Here’s an example of a good summary from Mizuki’s paper: (Google:
Summarizing (APA) https://web.williams.edu)

Original Summary (APA)

Despite decades of research into the
sociocultural model of eating disorders, Polivy and Herman (2004) noted that we
we still do not understand how such still do not know how or why sociocultural
sociocultural influences produce influences like the media contribute to
disordered eating in any given individual some individuals developing eating
(or why a similar person in the same disorders while others do not. In some
cultural milieu does not become cases, the ubiquitous message of thinness
disordered). Clearly, though, one source and ideal beauty broadcast by media can
of vulnerability lies in the woman’s body challenge a woman’s self-image,
image. To the extent that a woman’s disrupting her sense of self-esteem.
self-image is challenge or threatened by However, not all women are influenced by
an unattainable ideal of an impossibly the same media influences in the same
thin female physique, she may well way. The sociocultural model explores the
become susceptible to disruption of her ways women internalize the media’s ideal
self-regard, and may be more likely to of unattainable thinness and beauty, and
develop an eating disorder. In short, the how that internalization in turn can result
sociocultural model argues that in disordered eating and distorted sense of
exposure to idealized media images (a) body image (pp. 1-2).
makes women feel bad about
themselves and (b) impels women to
Office Address: JP Laurel corner Quirino Drive, Brgy. Poblacion, Kidapawan City Name of Writer: Maricel B. Campo, Rina Xandria G. Migalbin,
undertake
Telephone the sort
No.: (064) 5724144/ (064) of “remedial” eating
5779654 Sardonika Mira B. Ochia, Crislyn Joy E. Solomon,
Website:patterns that easily and
depedkidapawancity.com often
Email: deteriorate
[email protected] Maria Emilda A. Ulep
Applied Subject: English for Academic and Professional Purposes(EAPP)
into eating disorders. Grade Level: 11/12 HUMSS/ABM/STEM/TVL/GAS
(Polivy, J., & Herman, C.P (2004).
Sociocultural idealization of thin female
body shapes: An introduction to the
special issue on body image and eating
disorders.)
 2

 Here is a general procedure you can use for composing a summary:

Step 1: Read the text for its main points.

Step 2: Re-read carefully and make a descriptive outline.
Step 3: Write out the text’s thesis or main point.
Step 4: Identify the text’s major divisions or chunks. Each division develops
one of the stages needed to make
the whole main point.
Step 5: Try summarizing each part in one or two sentences.
Step 6: Now combine your summaries of the parts into a coherent whole,
creating a condensed version of the
Text’s main ideas in your own words.” (John C. Bean, Virginia
Chappell, and Alice M.)

Source: https://www.thoughtco.com

 Good summaries must be fair, balanced, accurate and complete.

 A summary has the following characteristics:

1. Cites the author and title of the text.

2. Indicates the main ideas of the text.
3. Use direct quotations of keywords, phrases or sentences.
4. Include author tags.
5. Avoid summarizing specific examples or data.
6. Report the main ideas as objectively as possible.

C. Abstraction:
Directions :Use the general procedures in composing a summary of the
academic text: Wrigley’s Chewing Gum. Write your output on the space provided.
Use the rubrics below.

________________________________________________________________________

__________________________________________________________________________
 _________________________________________________________________________

__________________________________________________________________________

D. Application:
Directions: Using the following characteristics of a summary, compose a summary of
the academic text: Wrigley’s Chewing Gum. Write your output on the space provided.
Use the rubrics below.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

V. EVALUATION:

Direction: Choose a favorite Filipino movie and apply the general procedures and
characteristics in composing a summary. Be guided by the rubrics below.

Rubrics for Your Output:

Criteria 1 point 2 points 3 points

Content The contents of the The contents of The contents of the

topic were not the topic were topic were clearly
clearly presented clearly presented presented.
but there is lacking
information.

Delivery The delivery of the The delivery of the Show exemplary in

topic is slightly topic is good. delivering the topic.
vague.

Overall The output done is The output is The output is very

output good. pleasant and pleasant and very
presentable. presentable.

Answer Key:
Activity:
1. Wrigley’s chewing gum was developed as a premium to be given away with other product rather than as a primary
product for sale.
2. A. Wrigley established his own company.
B. Wrigley started out with two brands of gums, Vassar and Lotta gums, and soon introduced Juicy fruit and Spearmint.
Abstraction:
Wrigley’s Chewing Gum: A Summary
William Wrigley Jr., was the founder of two world’s popular Juicy Fruit and Spearmint gums. He started out his
business as a worker in his father’s company before establishing his own. Gums before were used as premiums only to
sell other products.
Application:
Wrigley’s Chewing Gum: A Summary
William Wrigley Jr., was the founder of two world’s popular Juicy Fruit and Spearmint gums. He started out his
business as a worker in his father’s company before establishing his own. Gums before were used as premiums only to
sell other products.
Noted by:

_______________________________
Name and signature of Parent/Guardian

_______________________________
Date Received/Returned