ENGLISH FOR ACADEMIC AND

PROFESSIONAL PURPOSES
Level: SENIOR HIGH SCHOOL Semester: FIRST
Subject Group: APPLIED SUBJECT Quarter: FIRST

Course Description:
The development of communication skills in English for academic and professional purposes.

Course Requirements:
Below are the list of activities that must be completed and submitted with their corresponding percentage.

Date of Raw Final

WEEK ACTIVITIES Completion Score Grade
Enabling Assessment Activity 1 - Matrix of Academic Text
1 20
Characteristics 10
2 Enabling Assessment Activity 2 - Summarizing Academic Text 30 15
3 Enabling Assessment Activity 3 - Identifying the Thesis Statement 20 10
4 Enabling Assessment Activity 4 - Outlining 20 10
5 Enabling Assessment Activity 5 - Critique Paper 30 15
6 Enabling Assessment Activity 6 - Concept Definition 20 10
7 Enabling Assessment Activity 7 - Elements of Concept Paper 10 5
8 Performance Task 1- Concept Paper Writing 50 25
TOTAL 200 100%

GRADING SYSTEM

QUARTER 1
Performance Check 50%
Enabling Assessment and Activity 30%
Quarter 1 Examination 20%
FIRST QUARTERLY GRADE TOTAL 100%
 Colegio de Los Baños – EAPP 1

PRE-REQUISITE ASSESSMENT
A. Can you give examples of different texts?
B. How do you different one type of text to another?

LESSON 1: ACADEMIC TEXTS FROM VARIOUS DISCIPLINES &

TEXT STRUCTURE
Learning Materials: Module, pen, paper, internet (if applicable)
Prerequisite Content-knowledge: Texts from various disciplines
Prerequisite Skill: Differentiating different kinds of texts
INTRODUCTION
A. TIME ALLOTMENT: 4 hours
B. CONSULTATION: For questions and clarifications, please make sure that you consult your subject
teacher on any lessons or activities you may be confused about. Your teacher will get back to you
as soon as possible.
C. RUA: At the end of the lesson, you should be able to:
Differentiate language used in academic texts from various disciplines.
D. INSTITUTIONAL VALUES: Critical Thinking
Learners will be able to apply critical thinking in:
 Differentiating academic text from texts from various disciplines.
E. OVERVIEW OF THE LESSON
This lesson is on the definition of what an academic text is, its characteristics and structure.

STUDENT’S EXPERIENTIAL LEARNING

Chunk 1: Academic Text

Academic text is primarily used in academic and professional settings. In academic text, language includes
those used in text books, classroom, quizzes, tests and in different disciplines or subjects. Its structure and
vocabulary are different in structure and vocabulary to the English we use in speaking with others.

The words used in each discipline or, vocabulary, are used to teach the content of the discipline. For example,
the word “language” is different in Communication Arts as “language” in Computer Science. Learning
vocabulary in an academic text is very important to help students’ specific academic terms.

Chunk 2: Characteristics of Academic Text

Academic text has a unique set of rules: it should be explicit, formal and factual as well as objective and
analytical in nature. Students often think that academic language should sound complex and be difficult to
write and understand but that is not necessarily the case. Instead, academic writing should be clear and
concise in order to communicate its contents in the best way Academic language is:

Formal – an essay should avoid colloquial words and expressions

POOR EXAMPLE IMPROVED EXAMPLE

1. In 2001 the bridge was built. This was good 1.The bridge was completed in 2001, which
politically. Two countries united. resulted in a positive political move that united
two countries.

2. When considering staffing in hospitals in the 2.When considering staffing in hospitals in the
future, it's difficult not be concerned. future, it is difficult not be concerned.

3.The Prime Minister of Sweden, Fredrik Reinfeldt

3. Sweden's Prime Minister, Fredrik expressed his concern when he viewed the most
Reinfeldt, totally flipped out when he read the recent report from the press.
latest report from the press.
 Colegio de Los Baños – EAPP 2

Objective - Written language is in general objective rather than personal. It therefore has fewer words that
refer to the writer or the reader. Objectivity can be achieved by avoiding the use of personal pronouns such
as you I and we avoiding rhetorical questions as it marks “closeness” with the reader and avoiding emotive
language that shows biases.

POOR EXAMPLE IMPROVED EXAMPLE

1.In this report I revealed the true picture of 1. This report reveals the true picture of corruption
corruption in Pakistan. in Pakistan.

2.How can these problems be solved 2.Certain measures must be discovered to solve the
problems.
3.We expect the train strike will begin tomorrow
3.The Train Strike is expected to begin tomorrow

Explicit – It demands signposts that allow readers to trace relationships in the parts of a text.

TYPE OF RELATIONSHIP TRANSITIONS THAT HELP IDENTIFY THEM

Addition again, also, and, besides, finally, further, last,
moreover, equally important, furthermore, in
addition, likewise
Clarification as a matter of fact, clearly, evidently, in fact, too,
obviously, in other words, of course
Comparison also, likewise, in like manner, similarly, both/an
Contrast after all, although, conversely, at the same time,
however, but, for all that, still, in spite of, yet,
nevertheless, in contrast, on the contrary, on the
one hand, on the other hand, notwithstanding
Exemplification or Example for example, for instance, that is, thus, including
Location or Spatial Order above, adjacent to, below, beyond, close by,
elsewhere, inside, nearby, next to, opposite, within,
without
Cause/Effect or Condition/Conclusion accordingly, as a result, because, then, hence, in
short, consequently, thus, therefore
Summary in brief, in conclusion, in short, to sum up, on the
whole, to summarize
Time after, after a short time, afterward, before, during, of
late, at last, at that time, immediately, formerly,
while, presently, since, shortly, now, thereupon,
until, temporarily

Accurate – It uses vocabulary accurately. Linguistics distinguishes clearly between "phonetics" and
"phonemics"; general English does not. These features ensure that ideas and arguments are communicated
in a clear, convincing and professional manner.

POOR EXAMPLE IMPROVED EXAMPLE

1. I like this book more. 1. This story is more exciting than the first one we
read.
2. It worked.
2. Our experiment was successful.
3. Because they were brave.
3. The soldiers received the medal because of
their courage.
 Colegio de Los Baños – EAPP 3

Chunk 3: The Structure of the Academic Text

In order to make academic texts easy to read and their contents easy to find, they usually follow a
predetermined structure. Although this structure may differ slightly depending on the subject, the objective
remains the same: to make it easy for the reader to find what they are looking for in the text. The structure’s
role in this is to be the very framework that holds all the different parts together. Regardless of how advanced
your text is, the various parts of the text must relate to each other so that the reader can follow your line of
thought. In addition, each part serves a specific purpose, and the way you construct them is what creates
cohesion.

Well-structured academic papers share certain characteristics:

 all asked questions have been answered or addressed

 the reader understands where the writer is going
 all accounts appear to be relevant to the whole
 the theory you have described is used to analyze and interpret
data
 the method is described well and corresponds to your research
issue
 the results correspond to the aim
 the discussion links empirical data, theory and method
together
 the conclusions are justified by the results of the discussion
 Colegio de Los Baños – EAPP 4

ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper
or any kind of colored paper use yellow paper only for your activity.)

Name: ________________________________ Section: _______________________

LAST NAME, FIRST NAME MIDDLE INITIAL

ENABLING AND PERFORMANCE ASSESSMENT Activity NO. 1 – ACADEMIC WRITING TABLE

COMPLETION

ENGAGEMENT/ ASSIMILATION
Direction: Read and evaluate the following texts then answer the questions that follow by completing the
table below.

TEXT A

The purpose of this research study is to examine the influence of social media and Academic Performance
Of students in University of Lagos. Five Research questions and five Research hypotheses guided the
study. To achieve this, the descriptive survey research design was adopted. The study focused on
University of Lagos hence, population consists of all the 24,661 full-time undergraduate students. The simple
random sampling technique was used to select a sample of 378 students. A four-point Likert Type Rating
Scale Questionnaire type, titled: social media and Academic Performance of Students
Questionnaire (SMAAPOS) was used to collect data from the participants. The descriptive statistics of
frequency counts and percentage, were used to analyze the demographic data while inferential statistics of
Chi-square(x2) was used in testing the research hypotheses. Research findings showed that a great number
of students in University of Lagos, are addicted to social media. To this end, the researcher recommended
that social media should be used for educational purposes as well; Social Networking Sites should be
expanded and new pages should be created to enhance academic activities and avoid setbacks in the
students’ academic performance; and Students should be monitored by teachers and parents on how they
use these sites This is to create a balance between social media and academic activities of students to avoid
setbacks in the academic performance of the students.

TEXT B

Businesses today routinely keep track of large amounts of both financial and non-financial information. Sales
departments keep track of current and potential customers; marketing departments keep track of product
details and regional demographics; accounting departments keep track of financial data and issue reports.
To be useful, all this data must be organized into a meaningful and useful system. Such a system is called
a management information system, abbreviated MIS. The financial hub of the MIS is accounting. Accounting
is the information system that records, analyzes, and reports economic transactions, enabling decision
makers to make informed choices when allocating scarce economic resources. It is a tool that enables the
user, whether a business entity or an individual, to make wiser, more informed economic choices. It is an aid
to planning, controlling, and evaluating a broad range of activities. A financial accounting system is intended
for use by both the management of an organization and those outside the organization.
 Colegio de Los Baños – EAPP 5

TEXT C

Republic of the Philippines

REGIONAL TRIAL COURT

__________Judicial Region

Branch ____, __________ City

EX-PARTE MITON FOR EXTENSION

TO SUBMIT COMPROMISE AGREEMENT

Defendants, By the undersigned counsel and unto the Honourable Court, respectfully state that:

(1) On 5 January 2015, The Honorable Court, in open court, directed the parties to submit their
Compromise Agreement within ten (10) days therefrom, or on 15 January 2015. Said day being a
Sunday, the Parties have until the next working day, 16 January 2015, to submit said Compromise
Agreement.

(2) Defendant Hannah Dy is presently abroad and needs to execute a Special Power of Attorney
authorizing her brother and Co-Defendant Roland Dy to sign the Compromise Agreement
on her behalf.

(3) Thus, the Defendants respectfully pray that the Parties be give additional fifteen (15) days from
today, or until 30 January 2015, within which to submit their Compromise Agreement.

4)The Motion is not intended to delay the instant proceeding but filed solely by reason of the foregoing.
Moreover, the filing of the same will not result in any justice or prejudice to any of the parties herein.

TEXT D

Dear Prof. Lanuza:

Congratulations for being chosen as one of the recipients of the ASEAN Educational Program Award. You
are invited to the 5th Annual ASEAN English Teachers’ Conference. Our sponsors value the important work
done by English Language teachers and they are willing to support your professional endeavors by giving
financial aid in the conference.

The conference organizers and sponsors want to know more about your work and how the ASEAN English
Teachers’ Conference will be able to help you. May we ask you to complete the attached questionnaire to
help us provide that information? Also, We would appreciate the opportunity for members of our Sponsorship
Profile team to talk with you about your work and the challenges and opportunities that you have identified in
your study.

If you have questions, just send me an email or check this link to the conference website. Thank you and we
look forward to meeting you.

Best regards,
Prof. Hannah Lee
 Colegio de Los Baños – EAPP 6

TEXT A TEXT B TEXT C TEXT D

What is the text

about?

What is the writer’s

goal in
writing the text?

What is the point

of view used in the
text?

To what extent is
the writer
knowledgeable
about the subject?

How did the writer

write in a formal
or informal
manner?

How did the writer

organize the text?

How did the writer

choose the words
and organize the
sentence?
Was the language
formal, informal or
casual?
 Colegio de Los Baños – EAPP 7

PRE-REQUISITE ASSESSMENT
A. What is an academic text?
B. Give the characteristics of an academic text.

LESSON 2: TECHNIQUES IN SUMMARIZING ACADEMIC TEXT

Learning Materials: Module, pen, paper, internet (if applicable)

Prerequisite Content-knowledge: Academic Texts from Various Disciplines & Text Structure
Prerequisite Skill: Identifying the characteristics of an academic text

INTRODUCTION
A. TIME ALLOTMENT: 4 hours
B. CONSULTATION: For questions and clarifications, please make sure that you consult your subject
teacher on any lessons or activities you may be confused about. Your teacher will get back to you
as soon as possible.
C. RUA: At the end of the lesson, you should be able to:
Use knowledge of text structure to glean the information he/she needs.
Use various techniques in summarizing a variety of academic texts.
D. INSTITUTIONAL VALUES: Critical Thinking
Learners will be able to apply critical thinking in:
 Using knowledge in text structure to summarize an academic text.
E. OVERVIEW OF THE LESSON
This lesson is on the different techniques that students can use when summarizing an academic text.

STUDENT’S EXPERIENTIAL LEARNING

Chunk 1: Definition of Summarizing and its Aims

Summarizing a text, or distilling its essential concepts into a paragraph or two, is a useful study tool as well
as good writing practice. A summary has two aims: (1) to reproduce the overarching ideas in a text, identifying
the general concepts that run through the entire piece, and (2) to express these overarching ideas using
precise, specific language. When you summarize, you cannot rely on the language the author has used to
develop his or her points, and you must find a way to give an overview of these points without your own
sentences becoming too general. You must also make decisions about which concepts to leave in and which
to omit, taking into consideration your purposes in summarizing and also your view of what is important in
this text.
 Colegio de Los Baños – EAPP 8

Chunk 2: Methods of Summarizing

Here are some methods for summarizing: First, prior to skimming, use some of the previewing techniques.

1. Include the title and identify the author in your first sentence.

2. The first sentence or two of your summaries should contain the author’s thesis, or central concept,
stated in your own words. This is the idea that runs through the entire text–the one you’d mention if
someone asked you: “What is this piece/article about?” Unlike student essays, the main idea in a
primary document or an academic article may not be stated in one location at the beginning. Instead,
it may be gradually developed throughout the piece or it may become fully apparent only at the end.

3. When summarizing a longer article, try to see how the various stages in the explanation or argument
are built up in groups of related paragraphs. Divide the article into sections if it isn’t done in the
published form. Then, write a sentence or two to cover the key ideas in each section.

4. Omit ideas that are not really central to the text. Don’t feel that you must reproduce the author’s exact
progression of thought. (On the other hand, be careful not to misrepresent ideas by omitting important
aspects of the author’s discussion).

5. In general, omit minor details and specific examples. (In some texts, an extended example may be a
key part of the argument, so you would want to mention it).

6. Avoid writing opinions or personal responses in your summaries (save these for active reading
responses or tutorial discussions).

7. Be careful not to plagiarize the author’s words. If you do use even a few of the author’s words, they
must appear in quotation marks. To avoid plagiarism, try writing the first draft of your summary without
looking back at the original text.

Chunk 3: Steps in Summarizing and Examples

Steps in Summarizing

1. After reading a passage, read for the second time slowly.

2. As you read, note down important points and keywords you would include in your summary.
3. Write a draft of your summary.
4. Afterwards, compare your summary to the original passage and check its similarity.

REMEMBER:

 Omit ideas not central to the text.

 Don’t feel that you must follow the original passage’s exact progression of thought.
 Do not include opinions or personal response to your summary.

Examples

Original Passage Summarized

Just as Peanuts seems to have absorbed so much of According to M. Thomas Inge, the comic
the popular culture which preceded it, the comic strip strip, Peanuts, has a great influence on
has had a profound influence on the society and our present-day culture (104).
culture of its own time. Peanuts affects and inspires
our daily lives, and not simply because we can open Inge, M. Thomas. “Peanuts and American
our daily newspapers and find it there without fail (for Culture.” Comics as Culture. Jackson, MS: UP of
Mississippi, 1990. 104-106.
over 14,000 days now without interruption—one of the
few certainties in a world beset by unsettling changes).
Peanuts has become an integral part of the history of
American culture through its influence in so many
areas of our life and society.
 Colegio de Los Baños – EAPP 9

There are times when the night sky glows with bands The Aurora Borealis, or Northern Lights,
of color. The bands may begin as cloud shapes and are bands of color in the night sky.
then spread into a great arc across the entire sky. They Ancient people thought that these lights
may fall in folds like a curtain drawn across the were dragon on fire, and even modern
heavens. The lights usually grow brighter, then scientists are not sure what they are.
suddenly dim. During this time the sky glows with pale
yellow, pink, green, violet, blue, and red. These lights
are called the Aurora Borealis. Some people call them
the Northern Lights. Scientists have been watching
them for hundreds of years. They are not quite sure
what causes them. In ancient times people were afraid
of the Lights. They imagined that they saw fiery
dragons in the sky. Some even concluded that the
heavens were on fire.
 Colegio de Los Baños – EAPP 10

ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper
or any kind of colored paper use yellow paper only for your activity.)

Name: ________________________________ Section: _______________________

LAST NAME, FIRST NAME MIDDLE INITIAL

ENABLING ASSESSMENT/ PERFORMANCE CHECK Activity NO. 2 – SUMMARIZING ACADEMIC

TEXT

ENGAGEMENT/ASSIMILATION
Read the statement carefully. Identify the key elements, eliminate the unnecessary words and rewrite it in
your own words.
1. The English were not the first Europeans to land their ships on American soil. The Vikings had
discovered North America in the 11th century. Columbus landed in the Bahamas in 1492 for Spain, and the
French began expeditions to the New World in 1524. But the first English presence in North America is
important because the thirteen English colonies that would later be established eventually became the
country now known as the United States of America.
2. In April of 1585 Sir Walter Raleigh, under the authority of Queen Elizabeth of England, sent an
expedition of seven ships carrying 600 men, half of them soldiers, to found an English colony in North
America. The colony was to be used to establish an English presence in the New World as well as a base
from which English privateers, or pirates, could attack and plunder Spanish treasure fleets. Raleigh’s cousin,
Sir Richard Grenville, led the expedition.
3. In July of that year the bulk of the fleet reached a small island off the coast of Virginia that was called
Roanoke. After building a small fort on the north side of the island, the colonists-initiated relations with a
Native American tribe that lived on the island, the Aquascogoc. These natives showed little interest in building
relations with the English colonists, and they soon parted company. After this encounter, however, the English
noticed that one of their silver cups had gone missing, and they attributed its disappearance to the
Aquascogoc. Grenville, the English captain, was furious. He believed that the Aquascogoc had stolen the
silver cup. Whether or not this was true, angry exchanges followed and soon the English burned the
Aquascogoc village. The English held their fort against the subsequent attacks of the natives.
4. Despite their success in battle, the colonists had a miserable time because they were mainly soldiers
and adventurers, not farmers. They were hungry. They missed the comforts of England, such as soft feather
beds and dainty foods. Also, they had expected to find gold and silver on the island, and were disappointed
when they found none. Grenville soon tired of these conditions and set out on his ship to plunder Spanish
treasure fleets and return to England. The colony was gradually abandoned.
5. In 1587 Sir Walter Raleigh dispatched a further expedition of three ships and 150 colonists, led by
John White, to Roanoke. This time the expedition included women and children, including White’s pregnant
daughter, Elenora. Shortly after they reached Roanoke, Elenora delivered a child whom they named Virginia.
Virginia was the first English person born in America. But the English soon ran into more trouble with the
Native Americans. A colonist named George Howe was killed by natives while searching for crabs alone on
the beach. The colonists were scared. They persuaded White to sail back to England to ask Sir Walter Raleigh
for help. White left behind 114 colonists, including his daughter Elenora and granddaughter Virginia.

RUBRIC
The main idea of the article is evident – 7 points
Included important details of the article – 7 points
Summary demonstrates understanding of the reading – 8 points
No part of summary is plagiarized; all statements are written in own words – 5 points
Included citation of the article read – 3 points
 Colegio de Los Baños – EAPP 11

PRE-REQUISITE ASSESSMENT
A. Enumerate steps in summarizing an academic text.
B. Give one example of a technique when summarizing a text.

LESSON 3: STATING THE THESIS STATEMENT

Learning Materials: Module, pen, paper, internet (if applicable)

Prerequisite Content-knowledge: Techniques in Summarizing Academic Text
Prerequisite Skill: Summarizing academic texts.

INTRODUCTION:
A. TIME ALLOTMENT: 4 hours
B. CONSULTATION: For questions and clarifications, please make sure that you consult your subject
teacher on any lessons or activities you may be confused about. Your teacher will get back to you
as soon as possible.
C. RUA: At the end of the lesson, you should be able to:
State the thesis statement of an academic text.
D. INSTITUTIONAL VALUES: Critical Thinking
Learners will be able to apply critical thinking in:
 Determining the thesis statement of an academic text.
E. OVERVIEW OF THE LESSON
This lesson is on determining an explicit thesis statement and stating an implicit thesis statement.

STUDENT’S EXPERIENTIAL LEARNING

Chunk 1: Definition of Thesis Statement
The thesis statement is the sentence which captures the main idea of the passage, chapter, article or essay.
The thesis statement is the brief articulation of your paper's central argument and purpose.

It will be easier to understand an academic text if you know how to identify or how to determine its thesis
statement. When it comes to academic writing, thesis statements are usually explicit, which means it is
already included in the sentence or it is already part of the text. It is commonly found in the beginning of the
passage, but may also be found in the conclusion.

What is a Thesis Statement? A controlling idea about the topic that the writer is attempting to prove. It is
usually found at the beginning of the text or at the end of it. The central idea of a multiple-paragraph
composition. A one-sentence summary that guides, controls, and unifies ideas when writing a paper. In
simple terms, all other ideas present in a text revolve around the thesis statement. The thesis statement may
be expressed or implied

What are the characteristics of a good thesis statement?

A good thesis statement takes a stand on the prompt.

A good thesis statement is specific.
A good thesis statement is unified and expresses one main idea.
A good thesis statement does not simply state a fact but sets the stage for analysis of a topic.

Chunk 1: Explicit and Implicit Thesis Statement

In journalism, thesis statements commonly appear in the beginning but in literature, they are usually found
towards the end which may sum up the writing.

In some cases, thesis statements are implicit, meaning the readers must have a grasp of the whole passage
to be able to come up with the thesis statement. The main idea of the passage is conveyed indirectly to the
 Colegio de Los Baños – EAPP 12

reader and it is up to him/her and their understanding, what the thesis statement is. There is only one thesis
statement for a paragraph or passages. But if your reading is composed of more than paragraphs, then the
topic sentence of each paragraph all help to comprise the thesis statement.
 Colegio de Los Baños – EAPP 13

Chunk 3: Examples of Stating the Thesis Statement

Example:
A penny for your thoughts? If it’s a 1943 copper penny, it could be
worth as much as fifty thousand dollars. In 1943, most pennies were
made out of steel since copper was needed for World War II, so the
1943 copper penny is ultra-rare. Another rarity is the 1955 double die
penny. These pennies were mistakenly double stamped, so they
have overlapping dates and letters. If it’s uncirculated, it’d easily fetch
$25,000 at an auction. Now that’s a pretty penny.

IMPLIED THESIS STATEMENT: Pennies can be rare and valuable.

Example:
Wolverines are medium sized mammals. They weigh no more than
50 lbs. Yet they have earned their reputation for ferocity by killing
prey many times their size. But why do they get in so many fights?
The reason why wolverines have so many conflicts with other
animals (including wolves, cougars, and even bears) is probably
because of the wolverine's preferred hunting style. Rather than
chasing down or tricking its prey like most hunters, the wolverine
prefers to take its meals directly from other hunters. So, while a polar
bear or a lone wolf might be enjoying a hard-earned carcass, a
hungry wolverine may try to take his lunch. As you might imagine,
this style of hunting gets the wolverine in plenty of fights

IMPLIED THESIS STATEMENT: The wolverine is a tough animal and takes other animals’ meals.

More Examples:

Passage Thesis Statement

Being a clown isn't all fun and games. Rodeo clowns Explicit Thesis Statement
expose themselves to great danger every time they
perform. When cowboys dismount or bulls buck them off, So, you see, sometimes clowning around
rodeo clowns jump in front of the bulls and motion wildly can be serious business.
to get their attention. In this way rodeo clowns provide an
alternate target, and in doing so protect the rider. Of
course, this is a very dangerous thing to do. So, you see,
sometimes clowning around can be serious business.
Wolverines are medium sized mammals. They weigh no Implicit thesis Statement
more than 50 lbs. Yet they have earned their reputation
for ferocity by killing prey many times their size. But why Wolverines’ style of hunting is stealing the
do they get in so many fights? The reason why meals of other hunters.
wolverines have so many conflicts with other animals
(including wolves, cougars, and even bears) is probably
because of the wolverine's preferred hunting style. Rather
than chasing down or tricking its prey like most hunters,
the wolverine prefers to take its meals directly from other
hunters. So, while a polar bear or a lone wolf might be
enjoying a hard-earned carcass, a hungry wolverine may
try to take his lunch. As you might imagine, this style of
hunting gets the wolverine in plenty of fights.

Remember that for explicit thesis statements, they are commonly found in the passages themselves, either
in the beginning or end of the passage. For implicit thesis statements however, the structure of the thesis
statement depends on how the reader will phrase it.
 Colegio de Los Baños – EAPP 14

ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper
or any kind of colored paper use yellow paper only for your activity.)

Name: ________________________________ Section: _______________________

LAST NAME, FIRST NAME MIDDLE INITIAL

ENABLING ASSESSMENT/ PERFORMANCE CHECK Activity NO. 3 – STATING THE THESIS

STATEMENT
ENGAGEMENT/ASSIMILATION
Examine the pictures below and write one direct and one indirect observation for each. Construct a sentence.

IMPLICIT EXPLICIT
 Colegio de Los Baños – EAPP 15

PRE-REQUISITE ASSESSMENT
A. Differentiate stating the explicit vs. implicit thesis statement.
B. How do we state the thesis statement of an academic text?

LESSON 4: OUTLINING

Learning Materials: Module, pen, paper, internet (if applicable)

Prerequisite Content-knowledge: Stating the Thesis Statement
Prerequisite Skill: Stating either a) explicit or b) implicit thesis statement of an academic text.

INTRODUCTION:
A. TIME ALLOTMENT: 4 hours
B. CONSULTATION: For questions and clarifications, please make sure that you consult your subject
teacher on any lessons or activities you may be confused about. Your teacher will get back to you
as soon as possible.
C. RUA: At the end of the lesson, you should be able to:
Outline reading texts in various disciplines.
D. INSTITUTIONAL VALUES: Critical Thinking
Learners will be able to apply critical thinking in:
 Outlining an academic text.
E. OVERVIEW OF THE LESSON
This lesson is on how to write an outline for an academic text.

STUDENT’S EXPERIENTIAL LEARNING

Chunk 1: What is an “Outline”?

An outline is a tool used to organize your written ideas about a topic into a logical order. It is meant to help
you establish a structure for a paper you are going to write. It is a way for you to demonstrate the main
argument (thesis), main points (topic sentences), and main pieces of evidence you are going to present in a
paper before actually writing the paper.

Additionally, one of the essential purposes of an outline is to clearly convey the connection between the
thesis and each of the topic sentences.

Chunk 2: Purpose and Structure of an Outline

Outlining is basically establishing a plan for your paper. It allows you to think through your paper before you
actually start writing, and see if there are any holes in your argument or gaps in your research. Also, it is a
great way to see if your paper flows and makes logical sense before you start writing.

Outlines can be structured in different ways—very detailed or less detailed; Roman numerals or Arabic
numerals; bullet points or numbers and letters.

If you are asked to use APA formatting for an outline assignment, this refers to:
 Including a title page
 Using correct APA-style in-text citations
 Using correct APA-style reference citations
 Colegio de Los Baños – EAPP 16

Sample Outline (Simple)

I. Main idea
A. Secondary or supporting idea to main idea I
B. Secondary or supporting idea to main idea I
1. Secondary idea to B
2. Secondary idea to B
a. Secondary idea to 2
b. Secondary idea to 2
II. Main idea
A. Secondary or supporting idea to main idea II
B. Secondary or supporting idea to main idea II
C. Secondary or supporting idea to main idea II

Chunk 3: Writing an Outline

1. Choose your topic and establish your purpose.

2. Gather data about your chosen topics and browse through them once collected.
3. Create a list of main ideas and organize them.
4. Expand main ideas with supporting details.
 Colegio de Los Baños – EAPP 17

ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper
or any kind of colored paper use yellow paper only for your activity.)

Name: ________________________________ Section: _______________________

LAST NAME, FIRST NAME MIDDLE INITIAL

ENABLING ASSESSMENT/ PERFORMANCE CHECK Activity NO. 4 – OUTLINING

ENGAGEMENT/ASSIMILATION
Read the paragraphs. Complete the outline given below. The main points or topic have been written for
you add some supporting details to make it more informative.

Suffering takes place when we patiently endure unpleasantness, discomfort, and pain. It can come in the
form of physical suffering, when we experience physical sensations such as discomfort, hunger, distress,
and pain. These are often caused by injury, disease, and the lack of basic needs. It can be in the form of
mental suffering, which involves emotional and mental states such as depression, anxiety, fear, loneliness
and grief. These may be caused by unexpected situations in life such as sudden changes in lifestyle, loss
of employment, stressful situation, and grief cause by the death of a loved one. The tension between
what a person is and what he wants to be may also an experience of suffering.

A. Cause of suffering
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.

Supporting details
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.

B. Forms of Suffering
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.
Supporting details
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________.

RUBRIC
Outline contained supporting details and information from the reading – 8 points
Outline is organized logically – 7 points
Proper format followed from discussion – 5 points
 Colegio de Los Baños – EAPP 18

PRE-REQUISITE ASSESSMENT
A. What are the steps in writing an outline of an academic text?
B. How can an outline benefit your understanding of an academic text?

LESSON 5: WRITING A CRITIQUE

Learning Materials: Module, pen, paper, internet (if applicable)
Prerequisite Content-knowledge: Outlining
Prerequisite Skill: Writing an outline of an academic text.

INTRODUCTION:
A. TIME ALLOTMENT: 4 hours
B. CONSULTATION: For questions and clarifications, please make sure that you consult your subject
teacher on any lessons or activities you may be confused about. Your teacher will get back to you
as soon as possible.
C. RUA: At the end of the lesson, you should be able to:
Use appropriate critical writing a critique such as formalism, feminism, etc.
Write an objective/balanced review or critique of a work of art, an event or a program.
D. INSTITUTIONAL VALUES: Critical Thinking, Creativity
Learners will be able to apply critical thinking and creativity in:
 Writing a critique of a story.
E. OVERVIEW OF THE LESSON
This lesson is on the different approaches in criticism and on how to write a critique paper.

STUDENT’S EXPERIENTIAL LEARNING

Chunk 1: Different Approaches in Critical Reading

One of the most common writing assignments for high school and college students is to write a critique paper.
The word critique means to examine, usually a piece of literature, a work of art, an event or a concept. This
entails critical reading as you are engaged in reading and you analyze and evaluate what you just read.

As a learner, it exercises your judgement about what you are reading and not just taking in everything literally.

You can use several approaches when you are trying to “critique” something. This helps the reader on what
to focus on, what concepts, ideas or arguments you want to concentrate in, in analyzing what you just have
read. Here are some of the critical approaches:

Feminist criticism tries to correct predominantly male-dominated critical perspective with a feminist
consciousness. This form of criticism places literature in a social context and employs a broad range of
disciplines, such as history, psychology, sociology, and linguistics, to create a perspective that considers
feminist issues. Feminist theories also attempt to understand representation from a woman’s point of view
and analyze women’s writing strategies in the context of their social conditions.

Marxist criticism is a strongly politically-oriented criticism, deriving from the theories of the social
philosopher Karl Marx. Marxist critics insist that all use of language is influenced by social class and
economics. It directs attention to the idea that all language makes ideological statements about things like
class, economics, race, and power, and the function of literary output is to either support or criticize the
political and economic structures in place. Some Marxist critics use literature to describe the competing
socioeconomic interests that advance capitalistic interests such as money and power over socialist interests
such as morality and justice. Because of this focus, Marxist criticism focuses on content and theme rather
than form.
 Colegio de Los Baños – EAPP 19

Psychological criticism uses psychoanalytic theories, especially those of Freud and Jacques Lacan, to
understand more fully the text, the reader, and the writer. The basis of this approach is the idea of the
existence of a human consciousness – those impulses, desires, and feelings about which a person is
unaware but which influence emotions or behavior. Critics use psychological approaches to explore the
motivations of characters and the symbolic meanings of events, while biographers speculate about a writer’s
own motivations – conscious or unconscious – in a literary work.

Queer theory, or gender studies, is a relatively recent and evolving school of criticism, which questions and
problematizes the issues of gender identity and sexual orientation in literary texts. Queer theory overlaps in
many respects with feminist theory in its aims and goals, being at once political and practical. To many queer
theorists, gender is not a fixed identity that shapes actions and thoughts, but rather a “role” that is “performed.”
It also challenges the notion that there is such a thing as “normal,” because that assumes the existence of a
category for “deviant.” Queer theorists study and challenge the idea that these categories exist at all, but
particularly in terms of sexual activities and identities. Reader-response criticism removes the focus from the
text and places it on the reader instead, by attempting to describe what goes on in the reader’s mind during
the reading of a text.

Reader-response critics are not interested in a “correct” interpretation of a text or what the author intended.
They are interested in the reader’s individual experience with a text. Thus, there is no single definitive reading
of a text, because the reader is creating, as opposed to discovering, absolute meanings in texts. This
approach is not a rationale for bizarre meanings or mistaken ones, but an exploration of the plurality of texts.
This kind of strategy calls attention to how we read and what influences our readings, and what that reveals
about ourselves.
(https://www.unm.edu/~hookster/Critical%20Approaches%20to%20Literature.pdf)

Formalist Criticism: This approach regards literature as “a unique form of human knowledge that needs to
be examined on its own terms.” All the elements necessary for understanding the work are contained within
the work itself. Of particular interest to the formalist critic are the elements of form—style, structure, tone,
imagery, etc.—that are found within the text. A primary goal for formalist critics is to determine how such
elements work together with the text’s content to shape its effects upon readers.

Biographical Criticism: This approach “begins with the simple but central insight that literature is written by
actual people and that understanding an author’s life can help readers more thoroughly comprehend the
work.” Hence, it often affords a practical method by which readers can better understand a text. However, a
biographical critic must be careful not to take the biographical facts of a writer’s life too far in criticizing the
works of that writer: the biographical critic “focuses on explicating the literary work by using the insight
provided by knowledge of the author’s life.... [B]iographical data should amplify the meaning of the text, not
drown it out with irrelevant material.”

Mythological Criticism: This approach emphasizes “the recurrent universal patterns underlying most literary
works.” Combining the insights from anthropology, psychology, history, and comparative religion,
mythological criticism “explores the artist’s common humanity by tracing how the individual imagination uses
myths and symbols common to different cultures and epochs.” One key concept in mythological criticism is
the archetype, “a symbol, character, situation, or image that evokes a deep universal response,” which
entered literary criticism from Swiss psychologist Carl Jung. According to Jung, all individuals share a
“‘collective unconscious,’ a set of primal memories common to the human race, existing below each person’s
conscious mind”—often deriving from primordial phenomena such as the sun, moon, fire, night, and blood,
archetypes according to Jung “trigger the collective unconscious.” Another critic, Northrop Frye, defined
archetypes in a more limited way as “a symbol, usually an image, which recurs often enough in literature to
be recognizable as an element of one’s literary experience as a whole.” Regardless of the definition of
archetype they use, mythological critics tend to view literary works in the broader context of works sharing a
similar pattern.
(http://home.olemiss.edu/~egjbp/spring97/litcrit.html)
 Colegio de Los Baños – EAPP 20

Chunk 2: Writing a Critique Paper

A critique paper is an academic assignment where you analyze, evaluate and critique a literary piece,
research, art work, concept, event or idea. Commonly, this is done for literature to give learner a better
understanding not only of the reading material but on the purpose of the author in writing, what happened
during the era it was written, etc.

How do you write a critique paper? Most importantly, you must read or study the material assigned in class.
Read and re-read it to have a good grasp of the material before diving into writing.

You may also want to do a bit of research about the author, the concept or the event. After gathering more
information, write down your ideas so you can go back to them later on once you start writing. Compose a
rough draft, improving and revising as you go along the way.

These are the parts of the critique paper:

1. Introduction – Provide the title of the work and the author’s name. Give a brief idea of the author’s
purpose in writing the work. Include also the thesis statement of a preview of your analysis.
2. Summary – Write a summary of the work. It does not have to be too detailed but make sure include
all the important information needed to make your point later on.
3. Critique – Choose 2-3 among the approaches mentioned previously to analyze and evaluate the
material. State your position and opinion as well on the strengths and weaknesses of the material.
4. Conclusion – State a summary of the material and essential points in your analysis or “critique”. End
your paper with the significance of the material in general.

Chunk 3: Examples

Access https://teacherkarizza.files.wordpress.com/2015/10/how-my-brother-leon-brought-home-a-wife.pdf
“How My Brother Leon Brought Home a Wife” Manuel Arguilla. You may also watch
https://www.youtube.com/watch?v=-Q1dzJHj7FI&t=5s
 Colegio de Los Baños – EAPP 21

ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper
or any kind of colored paper use yellow paper only for your activity.)

Name: ________________________________ Section: _______________________

LAST NAME, FIRST NAME MIDDLE INITIAL

ENABLING ASSESSMENT/ PERFORMANCE CHECK Activity NO. 5 – CRITIQUE PAPER

ENGAGEMENT/ASSIMILATION
Read the excerpt below. Answer the following questions below.

Ang Bayan Muna Bago ang Sarili (Excerpts from the Homily of Jaime Cardinal Sin at the mass
celebrating the 5th death anniversary of Ninoy Aquino)

(1) Five years later, we might ask ourselves; has Ninoy’s dream been fulfilled? Have we succeeded in building
a new nation, by “transcending our petty selves,” by setting aside our differences by working together in a
spirit of true self-giving, loving our country first, above our own interest? Bayan muna, bago and sarili. It is a
question we must ask ourselves, as we remember Ninoy’s gift.

(2) It has been said that the truest motto of our people is “K.K.K”. No, not Katipunan, shaping unity out of our
diversity. How we wish that were our authentic name! But rather: Kanya-Kanya ang Katwiran,

Kanya-Kanya ang Kagustuhan, Kanya-Kanya ang Kabig (or worse) Kanya-Kanya ang Kurakot...or whatever
else each one “specializes” in!

(3) Cynics among us say that K.K.K is the definition of our national character, the pre-dominant strain in our
national culture. It’s what we are when we are “most natural”, most ourselves. “Bayan muna, Bago and
Sarili” is an abstract, non-operative ideal, good for speeches, good for posters, goo for classroom rhetoric
butnot for real, not for real life. For real is K.K.K.

(4) Kanya-Kanyang Katwiran, Kanya-Kanyang kagustuhan. We all remember the three monkeys; See no
Evil, hear no evil, speak no evil. Sometimes one wonders, if it has become a national pastime, to see and
hear and speak nothing, but evil against our fellow-citizens. Talk can be a great service in a free nation: Talk
is space for free discussion, for intelligent debate, the exchange of information and perception, the
clash of views.

(5) Ninoy himself said: “We must criticize in order to be free, because we are free only when we criticized.”
We may not, at our own peril, forget that. But we must remind ourselves that criticism is not an end in itself;
it is not the absolute. It is meant to help us to become free, but if it becomes the all-encompassing output of
our days, a way of life... so it takes up most of our energy, most of our time, when we begin to take delight in
tearing down, demoralizing, destabilizing; when we are at each other’s throats all day long, then we
really are engaged in self-destruction, and the destruction of hope, the creation of despair, especially
among the poor who continue to suffer in our midst.

(6) There is a Latin saying: “Unique sum, non-prevalent.” “Every man for himself: That’s the formula for
disaster.” When Ninoy spoke of “the quest for that elusive national unity which is imperative for the nation’s
survival”-he said “survival”. He meant “survival”. How can we survive, as a nation and as a people, if we have
made the name of our national game as anarchic free-for-all in a “basket of crabs?”

(7) K.K.K also means, we are told, Kanya Kanyang Kabig, Kanya- Kanyang Kurakot. Surely I don’t need to
dwell on this theme this morning. For weeks, the papers, radios, TV, have shouted nothing else. It is the talk
of the marketplace. I myself have spoken, often enough, of the 40 big thieves left behind in our midst, and
many smaller ones which might include . . . even ourselves? Who among us did not re-echo the sentiments
and the work of the beloved Chino Roces when he asked for are moral order in government and society? It
is a problem which must bead dressed, and addressed vigorously and unrelentingly.
 Colegio de Los Baños – EAPP 22

(8)I am sure this will be increasingly done by our president, by consistent personal example she has set a
pattern for others to follow. I know she is bent on pursuing the battle against corruption with ever more forceful
and energetic action. But we know, we know that she and those around her cannot do this all by themselves.
As citizens, we must go “into an action mode ourselves.” The task cannot be done without us.

(9) We must begin, rather, where we can begin, with ourselves we must ask: What can we do about it? What
in our own heart, in our own attitudes, in our own practices, must be changed? What sacrifices must we
ourselves do to make appositive contribution of deeds, to put under control this chronic illness in our society,
and in our culture?

(10) If all we do is talk and talk, and throw dirt at each other-forgetting to mind the ship and its engines, and
steer it in mine-filled waters-why, we will still be taking and quarrelling when our ship goes down into the sea!

(11) If everyone in this church this morning, in Ninoy’s memory, pledge before the Lord that for one year,
“Bayan Muna, Bago ang Sarili”, would really be made an operative guideline, could it not mark at least a
beginning? If for one year, just to get going, we would make the principle govern our deeds, our conduct in
society, would that not be smart already? How can we “dream the impossible dream” and promise to follow
the stars” if we have become too calloused to do event his?

1. What critical approach did he use? Explain why you think that is the approach.
2. Do you agree with the author or not? Why or why not?
3. What is the method for expressing opinions through a single approach in criticism?

RUBRIC
Includes critical thinking that clearly states your opinion – 15 points
Writing is clear and concise with proper grammar and punctuation – 10 points
Proper format followed from discussion – 5 points
 Colegio de Los Baños – EAPP 23

PRE-REQUISITE ASSESSMENT
A. What are critical approaches that you can use in critiquing literature?

LESSON 6: PATTERNS OF ACADEMIC TEXT

Learning Materials: Module, pen, paper, internet (if applicable)
Prerequisite Content-knowledge: Writing a Critique
Prerequisite Skill: Writing a critique paper based on a text.

INTRODUCTION:
A. TIME ALLOTMENT: 4 hours
B. CONSULTATION: For questions and clarifications, please make sure that you consult your subject
teacher on any lessons or activities you may be confused about. Your teacher will get back to you
as soon as possible.
C. RUA: At the end of the lesson, you should be able to:
Determine the ways a writer can elucidate on a concept by definition, explication and clarification.
D. INSTITUTIONAL VALUES: Critical Thinking and Higher Order Thinking Skill
Learners will be able to apply critical thinking and higher order thinking skill in:
 Determining how a word is used/patterned according to the academic text.
E. OVERVIEW OF THE LESSON
This lesson is on using concept, definition, explication and clarification in using a word in a text.

STUDENT’S EXPERIENTIAL LEARNING

In academic text, whether you are reading or writing, it is important that you are able to understand concepts.
Since academic text may be complex in different fields and disciplines, authors use several methods to
elucidate concepts and make it easier for the reader to understand them. Some of these methods are:
definition, explication, and clarification.

Chunk 1: Three Ways of Elucidating a Concept:

1. Definition - is a logical technique by which the meaning of a term is revealed. Definition is important
because it clarifies the meaning of a word or a concept and it also limit the scope of that particular word or
concept. Limiting the scope controls and avoids misinterpretations, ague notions, and/or broad ideas.

In this method, an author basically explains the meaning of a new word or phrase. According to Purdue Owl
Writing Lab, “A formal definition is based upon a concise, logical pattern that includes as much information
as it can within a minimum amount of space.” Purdue OWL enumerates the three basic parts of a formal
definition:

a. The term (word or phrase) to be defined

b. The class of object or concept to which the term belongs
c. The differentiating characteristics that distinguish it from all others of its class

Example:
biology - a branch (term) of knowledge (class) that deals with living organisms and vital processes
(characteristics)

2. Explication– is an attempt to reveal the meaning by calling attention to implications, such as the
connotations of words and the tone conveyed by the brevity or length of a sentence. An explication is a
commentary that makes explicit what implicit.
 Colegio de Los Baños – EAPP 24

It is a method of explanation in which sentences, verses, quotes, or phrases are taken from a literary or
academic work then interpreted and explained in a detailed way. You may begin by analyzing how the text
was constructed and end with a concise conclusion by restating your major arguments. Explication not only
illuminates a piece of literature, but also serves to remind the readers about its historical setting and formal
properties of style and language.

3. Clarification- it is a method of explanation in which the points are organized from a general abstract
idea to specific and concrete examples. The analysis of the concept is done by looking at the examples and
specifying its characteristics.

Signal Words for Clarification

After all for instance namely that is As an example

in other words put another way to be specific

Consider the following example in particular specifically To clarify

for example in short stated differently

 Colegio de Los Baños – EAPP 25

ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using intermediate paper
or any kind of colored paper use yellow paper only for your activity.)

Name: ________________________________ Section: _______________________

LAST NAME, FIRST NAME MIDDLE INITIAL

ENABLING ASSESSMENT/ PERFORMANCE CHECK Activity NO. 6 – PATTERNS IN ACADEMIC

TEXTS

ENGAGEMENT/ASSIMILATION
Define and explain each concept applying at least three (3) techniques in definition.

A. Humanities

B. Tech-Voc

C. Science

D. Accountancy

E. Engineering

RUBRIC
Elucidating concept is excellent – 10 points
Word Mechanics (grammar, punctuation, and no spelling errors) – 5 points
Coherence to the topic – 5 points
 Colegio de Los Baños – EAPP 26

PRE-REQUISITE ASSESSMENT
A. What are ways that a writer can use to clarify concept or words?
B. In what subjects or fields is patterns of academic text helpful?

LESSON 7: THE CONCEPT PAPER

Learning Materials: Module, pen, paper, internet (if applicable)
Prerequisite Content-knowledge: Patterns of Academic Text
Prerequisite Skill: Determining how a concept or word is defined.

INTRODUCTION:
A. TIME ALLOTMENT: 4 hours
B. CONSULTATION: For questions and clarifications, please make sure that you consult your subject
teacher on any lessons or activities you may be confused about. Your teacher will get back to you
as soon as possible.
C. RUA: At the end of the lesson, you should be able to:
Compare and contrast various kinds of concept papers: Home Economics; Agri. Fishery; I.A.
D. INSTITUTIONAL VALUES: Critical Thinking
Learners will be able to apply critical thinking in:
 Comparing and contrasting different kinds of concept papers with different topics.
E. OVERVIEW OF THE LESSON
This lesson is on identifying what a concept paper is and what are its elements.

STUDENT’S EXPERIENTIAL LEARNING

Chunk 1: The Concept Paper

A concept paper serves as a short summary of a project or issue that is “proposed” by the writer. Their
purpose is to provide an in-depth information of the project or issue to be presented, usually to funders or
individuals who have the authority to approve or reject the project.

This is a document that can be utilized in different fields and disciplines. Individuals who write concept papers
usually have ideas on how to solve a particular problem or issue in their institution or company and the
concept paper contains the “how” on solving them.

Concept papers may be used in any of the following:

 to interest potential funders
 to develop potential solutions or investigations into project ideas
 to determine whether a project idea is fundable
 to serve as the foundation of a full proposal

Sometimes, concept papers may also be called as proposal papers. Concept papers may have some
similarities with a research paper but they are not entirely the same. Concept papers are usually shorter and
focuses more on the idea or concept.

Chunk 2: Concepts in Different Fields

A. ART- is a diverse range of human activities in creating visual, auditory or performing artifacts
(artworks), expressing the author's imaginative, conceptual ideas, or technical skill, intended
to be appreciated for their beauty or emotional power.

B. LAW- is commonly understood as a system of rules that are created and

enforced through social or governmental institutions to regulate conduct. It has been
variously described as a science and the art of justice
 Colegio de Los Baños – EAPP 27

C. "TECHNICAL-VOCATIONAL - it involves the study of technologies and related sciences

and acquisition of practical skills relating to occupations in various sectors of economic life and social
life, comprises formal (organized programs as part of the school system) and non-formal (organized
classes outside the school system) approaches

D. HOME ECONOMICS, DOMESTIC SCIENCE or HOME SCIENCE is a field of study that deals
with the relationship between individuals, families, communities, and the environment in which they
live.

E. AGRICULTURE AND FISHERY [AGRIFISHERY] - this refers to cultivation of crops through soils and
other medium growing of trees, raising of livestock, poultry, or fish includes harvesting, processing
and marketing of product of farm activities and practices.

F. INDUSTRIAL ARTS- is an educational program which features fabrication of objects in wood or metal
using a variety of hand, power, or machine tools. Industrial Arts is commonly referred to as
Technology Education.

G. INFORMATION AND COMMUNICATIONS TECHNOLOGY(ICT) - is an extensional term for

information technology(IT) that stresses the role of unified communications[1]and
the integration of telecommunications (telephone lines and wireless signals) and
computers, as well as necessary enterprise software, middleware, storage, and
audio-visual systems, that enable users to access, store, transmit, and manipulate information.

H. POLITICS - It is the way in which we understand and order our social affairs, and acquire greater
control over the situation.

I. RELIGION can be defined as a social institution involving beliefs and practices based on the sacred
religion.

J. SCIENCE - is the study of how the universe works in a scientific concept

 Colegio de Los Baños – EAPP 28

ANSWER SHEET (Please submit only the answers. Do not return the entire module. Avoid using
intermediate paper or any kind of colored paper use yellow paper only for your activity.)

Name: ________________________________ Section: _______________________

LAST NAME, FIRST NAME MIDDLE INITIAL

ENABLING ASSESSMENT/ PERFORMANCE CHECK Activity NO. 7 – CRITIQUE PAPER

ENGAGEMENT/ASSIMILATION
In your own words, identify the elements of the concept paper. Please use your own words in explaining
instead of copying from online sources.

Elements Explanation
Introduction

Purpose or
Need or
Rationale

Background
(optional)

Project
Description

Project’s
Methodology

RUBRIC
Details were more than enough to elaborate the main idea – 5 points
All the details connect well to the topic and to each other (in the idea of concept paper) – 3 points
Writing shows strong, clear understanding – 2 points

The following are the other commonly used Latin words and phrases. Look up their definitions. You
may use a legal dictionary or glossary.

1. quo warranto
2. certiorari
3. ex post facto
4. subpoena
5. ex parte
6. prima facie
7. habeas corpus
8. in persona
9. bona fide
10. functus officio
 Colegio de Los Baños – EAPP 29

PRE-REQUISITE ASSESSMENT

A. What are the elements of a concept paper?

B. In what ways can we use concept papers for?

LESSON 8: WRITING THE CONCEPT PAPER

Learning Materials: Module, pen, paper, internet (if applicable)
Prerequisite Content-knowledge: Concept Paper
Prerequisite Skill: Identifying the elements or contents of a concept paper.

INTRODUCTION:
A. TIME ALLOTMENT: 4 hours
B. CONSULTATION: For questions and clarifications, please make sure that you consult your subject
teacher on any lessons or activities you may be confused about. Your teacher will get back to you
as soon as possible.
C. RUA: At the end of the lesson, you should be able to:
Present a novel concept or project with accompanying visuals/ graphic aids.
D. INSTITUTIONAL VALUES: Critical Thinking
Learners will be able to apply critical thinking in:
 Presenting their own projector idea through a concept paper.
E. OVERVIEW OF THE LESSON
This lesson is on writing a concept paper to present your own idea or project.

STUDENT’S EXPERIENTIAL LEARNING

Chunk 1: How to Write a Concept Paper

After knowing the parts/elements of the concept paper and reading examples of them, the next step will be
to write one.

Here are some guidelines that may help in writing a concept paper for any field or subject:

1. Come up with a topic that you are generally interested in and is close to your field of expertise, subject
or course. (For Grade 12 students, this must be in connection to your research study).

2. List down questions that your concept paper wants to answer.

3. Based on the questions you listed, formulate the objectives of your concept paper. This will guide you in
writing your concept paper so you wouldn’t be confused or would not stray from your path.

4. Write down your ideas for each part of the concept paper. Write it as an outline form and include the
ideas you want to include. This will also serve as guide and so you would not forget any idea later when
you start writing.

5. Conduct research. You may read books, newspaper and magazines or research the Internet and collect
data that is relevant to your paper.

6. Compose a rough draft of the paper.

7. After writing, go over your paper and add more ideas, delete unnecessary ones and check for any
errors.

8. Revise the whole paper.

9. Do not forget to cite any sources or reference you used in writing the paper.
 Colegio de Los Baños – EAPP 30

ANSWER SHEET (Please submit only the answers. Do not return the entire module.)

Name: ________________________________ Section: _______________________

LAST NAME, FIRST NAME MIDDLE INITIAL

PERFORMANCE TASK NO. 1 – CONCEPT PAPER

ENGAGEMENT:
Grade 12 Submit a draft of the Chapter I-II of your Practical Research 2. This may
serve as your concept paper or as an idea of a project you want to undertake.
Write this on the Answer Sheet.
Grade 11 Write a concept paper on how to solve a problem or action plan evident in
your community. Do not forget to follow the content or guidelines from the
module. You may research additional information for your concept paper.

RUBRIC (for G11 P.T.)

Content is thorough, accurate, persuasive and relates to a specific purpose – 15 points
The author provides concluding remarks that show analysis and synthesis of ideas – 12 points
Writing is clear, concise, and well organized with excellent sentence/paragraph construction – 8 points
Sources and citations are in detail and organized – 10 points
Paper flows from one issue to the next – 10 points