The Valley Cathedral Academy, Inc.

#063 HL Labac, Naic, Cavite

SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

An Entrance to the Realm of

UNIT

1
Academic Writing
TASKS – BASED LEARNING MODEL
Grade 11
Learning
Area
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
FIRST QUARTER
Module 1 Duration 8 Weeks
Lesson 1: Academic Language
Lesson 2: Text Structure
Lesson 3: Summarizing Academic Texts
Lesson 4: Thesis Statement and Reading Outline
Topics
Lesson 5: Critical Approaches to Writing a Review/Reaction Paper/Critique
Lesson 6: Writing a Balanced Review/Reaction Paper/Critique
Lesson 7: Ways to Elucidate a Concept
Lesson 8: Various Kinds of Concept Papers
Saqueton, G. M. & Uychoco, M. A. (2016) English for Academic and
Professional Purposes. Sta. Mesa Heights, Quezon City: Rex Book Store
Inc.
Textbooks
/References
Resources Laurel, M. C., Lucero, A. F., & Bumatay-Cruz, R. T. (2016) English for
Academic and Professional Purposes. South Triangle, Quezon City:
Sunshine Interlinks Publishing House, Inc.
Online http://bnvhsmodules.com/wp-content/uploads/2020/
Sources
Subject
Mrs. Rebecca Cyrene J. Lorenzana
Teacher
LESSO

1 Academic Language
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 The Valley Cathedral Academy, Inc.
#063 HL Labac, Naic, Cavite

SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

OBJECTIVES

By the end this lesson you will be able to:

 differentiate academic texts from non-academic texts;
 examine an academic text to establish its nature and characteristics;
 recognize the characteristics of language used in academic texts;
 analyze academic texts according to its language use; and
 evaluate academic texts based on its use of language.

LESSON PROPER

NATURE AND CHARACTERISTICS OF AN ACADEMIC TEXT

An Academic Text is a reading material that provides information which
include concepts and theories that are related to the specific discipline.
Research papers, conference papers, feasibility studies,
thesis/dissertations, reviews, essays, academic journals, and reports are all
considered as academic texts.

Characteristics
Structure
Unlike fiction or journalistic writing, the overall structure of an academic text is formal and logical
(Introduction, Body, Conclusion). It must be cohesive and possess a logically organized flow of ideas; this
means that various parts are connected to form a unified whole.
Tone
The overall tone refers to the attitude conveyed in a piece of writing. The arguments of others are fairly
presented and with an appropriate narrative tone. When presenting a position or argument that disagrees with
one’s perspectives, describe the argument accurately without loaded or biased language.
Language
It is important to use unambiguous language. Clear topic sentences enable a reader to follow your line
of thinking without difficulty. Formal language and the third person point-of view should be used. Technical
language appropriate to the area of study may also be used, however it does not mean using “big words” just
for the sake of doing so.
Citation
Citing sources in the body of the paper and providing a list of references as either footnotes or
endnotes is a very important aspect of an academic text. It is essential to always acknowledge the source of
any ideas, research findings, data, or quoted text that have been used in a paper as a defense against
allegations of plagiarism.
Complexity
An academic text addresses complex issues that require higher-order thinking skills to comprehend.
Evidence-based
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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

Arguments What is valued in an academic text is that opinions are based on a sound understanding of
the pertinent body of knowledge and academic debates that exist within, and often external to a specific
discipline.
Thesis-driven
The starting point of an academic text is a particular perspective, idea or position applied to the chosen
research problem, such as establishing, proving, or disproving solutions to the questions posed for the topic

CHARACTERISTICS ACADEMIC TEXT NON-ACADEMIC TEXT

Audience Academia Mass public
Purpose Inform the readers with solid Inform, entertain or persuade the
evidence readers
Style Formal and impersonal Personal, impressionistic,
emotional or subjective
Structure Standard structure No rigid structure
Language Formal language avoids Informal and casual language,
colloquialisms may contain
Subject/Content Shared historical events or Personal life and everyday events
literature or other forms of
knowledge

ACADEMIC LANGUAGE
Academic Language refers to the oral, written, auditory,
and visual language proficiency required to learn effectively in
schools and academic programs. It is also the language used in
classroom lessons, books, tests, and assignments. It is the
language that students are expected to learn and achieve fluency
in.

Why is Academic Language so important?

Students who master academic language are more likely to be successful in academic and professional
settings.

What is difference between Academic Language and Social Language?

Social Language is the simple, informal language we use when talking face to face with family
members and friends. It allows us to use contemporary or slang terms like “cool,” “awesome,” or “dude.” We
can also communicate feelings, needs, and wants using symbolic hand gestures for drink, eat, hot, cold, hurt,
or tired. Social language also includes writing emails, friendly letters, and texts or retelling stories.
Academic Language is different from everyday social language. It is the vocabulary students or adults
must learn to succeed in the classroom or in the workplace. We use academic language to describe and
comprehend complex ideas, process higher-order thinking, and understand abstract concepts. Academic

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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

language is what students read in textbooks and on tests and what they hear during instruction in the
classroom. Students with limited or low academic language skills are more than likely to have low academic
performance in classroom settings.
Some of the differences between social and academic language that students should look for include:
Social Language Academic Language
repetition of words variety of words, more
sophisticated vocabulary

sentences start with “and” and “but” sentences start with transition
words, such as “however,”
“moreover,” and “in addition”
use of slang: “guy,” “cool,” and No slang
“awesome

Characteristics of Academic Language

Formal It should not be conversational and casual. Avoid colloquial and idiomatic expressions,
slang, and contractions.
e.g.
 dig in
 cup of tea
 dude
 don’t

Impersonal Do not refer to yourself as the performer of actions. Do not use personal pronouns.
e.g.
“It is commonly said that” … instead of “Many of my friends and colleagues say that…”
“Research revealed that…” instead of “I discovered that”

Precise The facts are presented accurately. The choice of words is appropriate. The use of
technical terms to achieve precision is applied.
e.g.
“85% of the population”, “The results are okay (satisfactory).”, asphyxiation (medical
term)
Objective It is unbiased, based on facts and is not influenced by personal feelings.
e.g. “The essay on… is distressing.” instead of “I do not like the essay”

APPLICATION

EXERCISES 1
Directions: Using the criteria, evaluate the language of the following sample of academic texts from various
disciplines, complete the table below.

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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

A. This essay intends to investigate whether there is a causal relationship between music listened to and the
mood of individuals. Additionally, it will seek to explore whether this relationship is used in advertising to
encourage people to spend money.

B. This essay on how the lyrics of hip-hop developed as a form of protest against a society segregating the
working classes based on the premise of the music having a distinct and energizing rhythm that really inspires
people to move, thereby reaching out to audiences who wouldn’t normally believe in protest, let alone speak
out in public. Thus, the music becomes a vehicle for words of protest that can and indeed have changed the
world.

C. The researcher found out that the male population has a higher chance of being hired compared to the
females. Eighty percent of the employers stated that since females are privileged with maternity leave, they
leave their work for some time resulting to a decline on the overall production of the company. I think this is
very judgmental on the part of the employers. It goes against the Women Empowerment Movement. I strongly
urged the employers to rethink their choices because women are great workers.

D. This essay is focused on investigating the photo tactic responses of three different species of fish that
occupy different areas of an aquarium: danios (Danio rerio), which group near the surface of the water, black
skirt tetra (Gymnocorymbus ternetzi), which swim in the middle of the tank, and kuhli loach (Pangio kuhlii),
which swim near the bottom of tank. It is anticipated that they will respond differently to light according to their
niche with the tank.

E. As a student, I want to understand how Multiple Intelligences Theory affect students’ learning. For example,
I learn better when I listen to music while my circle of friends learns best when they discuss the lesson
together. I believe that all of us are unique. We have our own ways to excel in school. That’s why I want to
conduct a study on this particular matter.

Characteristics of Academic Language A B C D E

Does the text use a formal language?
(Yes/No)
Is the language impersonal? (Yes/No)

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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

Is the choice of words appropriate for an

academic text? (Yes/No)
Does the text use technical terms? (If yes,
write 1 term found in the text./No)
Is the academic text objective? (Yes/If No,
write 2 phrases that indicate subjectivity.)

ACTIVITY 1
A.
Directions: Read each statement carefully and identify whether each statement is true or false. Write T if it is
true and F if it is false.
____1. An academic text should clearly state its thesis, argument or proposition.
____2. It is acceptable to include one’s judgment but should be supported by evidence.
____3. Both academic and non-academic texts can be used to inform.
____4. Both academic and non-academic texts employ the use of informal language.
____5. Academic texts can use first person point-of-view and include one’s emotional attachment to the topic.
____6. The language used in academic texts should be conversational.
____7. Language used in academic texts employ technical terms specific for each field and/or discipline.
____8. Academic language should be objective, precise, impersonal and formal.
____9. Slangs and colloquialisms are used in academic texts.
____10. Students who master academic language are more likely to be successful in academic and
professional
settings.
B.
Directions: Using the Venn diagram, compare and contrast the characteristics of academic texts from non-
academic texts.
LESSO

2 Text Structure
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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

OBJECTIVES

By the end this lesson you will be able to:

 identify the different structures of a text;
 determine the text structure used in a text;
 create a graphic organizer appropriate for the text structure employed in a text; and
 relate the acquired information with one’s life experience.

LESSON PROPER

COMMON TEXT STRUCTURES

It is important to note that there is no official list of text
structures. Different writers have different lists of text
structures. A nonfiction text can have one overall text structure
or several different text structures.

What is a Text Structure?

A text structure refers to the internal organization of a
text. According to Meyer (1985), as authors write a text a text to communicate an idea, they will use a structure
that goes along with the idea.

Common Text Structures

Chronological Order
It is also known as time order. This structure is organized from one point in time to another.
Sequence
Steps described in the order they occur. It does not take place in a specific point in time.
Cause-Effect
This structure shows how one or more causes led to one or more effects. Many texts do not include just
one cause leading to one effect– instead, there may be several causes and several effects.
Problem-Solution
The text structure presents a problem, and shows how it can be (or has been) solved. The key
difference between cause-effect and problem-solution is that the latter always present a solution while the
former does not.
Compare-Contrast
This text structure shows how two or more ideas or items are similar or different. The text may use a
clustered approach, with details about one topic followed by the details about the other. It may also show an
alternating approach, with the author going back between the two topics.
Exemplification/Classification

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English for Academic and Professional Purposes • First Semester

An exemplification paragraph develops a general statement--the topic sentence--with one or more

specific examples. A classification paragraph divides things into groups, classes, or categories. It also
organizes ideas into divisions based on criteria or standards.
Persuasion
This text structure convinces readers to agree to an argument or claim about a particular topic.

How does Text Structure help readers?

As it turns out, a knowledge of text structure can be very helpful for readers. When readers do not have
a strong knowledge of the topic of a text, they depend more on the structure (Cataldo & Oakhill). A well-written
text guides the reader through the content.
Research shows that efficient searchers use the structure of the text can help them find specific
information, and make and interpret arguments. The structure of a text can help readers find answers to
questions, as well. Text structure is also an important component to summarizing. When readers summarize,
they need to reflect the text structure in the summary.
For these reasons, it is important that students are exposed to the various text structures.

APPLICATION

EXERCISES 2
Directions: Read the text below and answer the questions that follow.

The Golden Age of Comics

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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

1) The period from the late 1930s to the middle 1940s is known as the golden age of comic books. The modern
comic book came in the early 1930s in the United States as a giveaway premium to promote the sale of the
whole range of household products such as cereal and cleanser. The comic books, which are printed in bright
colors to attract the attentions of potential customers, proved so popular that some publishers decided to
produce comic books that would come out on a monthly basis and would sell for a dime each. Though comic
strips had been reproduced in publications prior to this time, the Famous Funnies comic book, which was
started in 1934, marked the first occasion that a serialized book of comics was attempted.

(2) Early comic books reprinted already existing comic strips and comics based on known characters, however,
publishers soon began introducing original characters developed specially for comic books. Superman was
introduced in Action Comics in 1938, and Batman was introduced a year later. The tremendous success of
these superhero comic books led to the development of numerous comic books on a variety of topics, though
superhero comic book predominated. Astonishingly, by 1945, approximately 160 different comic books were
being published in the United States each month, and 90 percent of US children were said to read comic books
on a regular basis.
Questions:
1. Why was 1930s - 1940s considered as the golden age of comic books?
2. How were comic books used before?
3. Why do you think comic books become so popular?
4. Do Filipinos also enjoy reading comic books?
5. How did the author arrange the information in the text?
6. Does the said arrangement help you comprehend the text? Explain.
7. Using an appropriate graphic organizer, highlight the significant information that can be found in the
text.

ACTIVITY 2
A.
Directions: Read the following passages and identify the text structure being used. Write only the letter of your
choice.

a. problem and solution e. sequence / process

b. compare and contrast f. persuasion
c. chronological g. exemplification/classification
_____1. Making ice-cream is not
d. cause and effect
easy. Cream and sugar have to first
be mixed in a frozen container. Ingredients may be added at this point, if desired. The mixture must be stirred
and whipped until the cream and sugar mixture is frozen. Depending on the equipment, this may take as long
as an hour. After the ice-cream is prepared, it must be kept frozen until it is ready to be enjoyed. Making ice-
cream is difficult, but most people would agree that it is worth the trouble.
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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

_____2. There are two types of people in this world: cat people and dog people. Which type are you? Well, if
you like a pet that is low maintenance, you might be a cat person. Cats are easier to take care of than dogs
because cats are very independent. Since they use litter boxes, they do not have to be taken outside to go
potty like dogs. Also, cats clean themselves while dogs need occasional baths. If you prefer a pet that requires
more attention, you may be a dog person. Most dogs are very loyal and obedient. You can play games like
fetch or tug of war with a dog. Dogs will also alert you when someone is outside of your home, whereas cats
will usually just stay quiet. Both cats and dogs like to be petted, and they both make excellent pets, but it takes
a certain kind of person to own them. Which kind of person are you?

_____3. Fireworks are beautiful; but as with many beautiful things, they are also dangerous. Misusing
fireworks can result in property damage, injury, and even the loss of life. Such accidents usually happen for
one of two reasons. The operators may be using poorly manufactured products, such as fireworks with fuses
that burn too quickly. A defective firework can cause even the most skilled operator to have an accident. Other
times, however, it is the operator who is at fault. The operator may be unskilled or distracted and make a
mistake, such as setting up an explosion sequence improperly or not accounting for conditions in the
environment, like soundproof foaming. For these reasons even the most beautiful fireworks display can turn
really ugly really quickly.

_____4. Working on a computer may be easier and safer than working in a mine, but it does not come without
risks. Using a computer for a long time can lead to poor eyesight, muscle loosening, back pain, and injuries to
the hands and wrists. If you find yourself working or playing on a computer quite regularly, take a few steps to
prevent these problems. When you are computing for a long time, take frequent breaks. Get up and walk
around every once and while. Exercise a little bit. Take your eyes off of the computer screen. Stretch your
hands and wrists. Straighten your back. It can be hard to pull yourself away from your computer once you get
into a zone, but your body will thank you later if you do. Make your health a priority.

_____5. One of the most popular, sought-after, and expensive shoes ever marketed are the Air Jordan shoes.
The first Air Jordan shoes were released in 1985. These shoes were not legal to wear on the court since they
did not have any white on them, but Jordan wore them to every game anyway, getting fined $5000 for each
appearance. The next Air Jordan shoes came out in 1986. These shoes were unique for basketball shoes,
because they were made in Italy, which gave them a luxury feel. Two years later, the third Air Jordan shoes
were released. These were the first shoes with the visible air pocket in the back and were the inspiration for
many later shoe designs. The Air Jordan shoe line has had a long history of successful and noteworthy
releases.
B.

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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

Directions: Identify how the information in the text are organized. Create an appropriate graphic organizer of
your choice that highlights the author’s idea about competition and cooperation.

Competition and Cooperation

(1) Explanations of the interrelation between competition and cooperation have evolved over the time. Early
research into competition and cooperation defined each of them in terms of the distribution of rewards related
to each. Competition was defined as a situation in which rewards are distributed unequally on the basis of
performance, cooperation on the other hand, was defined as a situation in which rewards are distributed
equally on the basis of mutual interactive behavior among individuals. By this definition, a competitive situation
requires at least on competitor to fail for each competitor that wins, while a cooperative situation offers a
reward only if all members of the group receive it.

(2) Researchers have found definitions of competition and cooperation based upon rewards inadequate
primarily because definitions of these two concepts based upon rewards depict them as opposite. In current
understanding, competition is not viewed as opposite of cooperation, instead, cooperation is viewed as integral
component of competition. Cooperation is necessary among team members, perhaps in a sporting event or in
a political race, in order to win the competition, it is equally important to understand that cooperation is of great
importance between teams in that same sporting event or ground rules of the game or election in order to
compete.

(3) Interestingly, the word competition is derived from a Latin verb which means “to seek together.” An
understanding of the derivation of the word competition supports the understanding that cooperation, rather
than evoking a characteristic at the opposite extreme of human nature from competition, is in reality a
necessary factor in competition.
LESSO

3 Summarizing Academic Texts

N

OBJECTIVES
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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

By the end this lesson you will be able to:

 identify the basic rules in summarizing;
 apply the various techniques in summarizing academic texts;
 sate the importance of summarizing academic texts; and
 summarize academic texts using the appropriate summarizing technique.

LESSON PROPER

DEFINITION. PURPOSE, RULES, AND TECHNIQUES IN SUMMARIZING ACADEMIC TEXTS

Buckley (2004), in her popular writing text Fit to Print,
defines summarizing as reducing text to one-third or one-
quarter its original size, clearly articulating the author’s meaning,
and retaining main ideas. Diane Hacker (2008), in A Canadian
Writer’s Reference, explains that summarizing involves stating a
work’s thesis and main ideas “simply, briefly, and accurately” (p.
62).
Summarizing is also essential skill that is needed in the
workplace and in the community. In some cases, writing a summary is an excellent learning strategy that
allows students to monitor their own progress in learning course material.

Basic Rules
 Erase things that don’t matter. Delete trivial material that is unnecessary to understanding.
 Only write down important points. If it is not something that will help you understand or remember,
then don’t write it down. Think of it this way…If you had to pay money for every word you write down,
which words would you choose to include in your notes?
 Erase things that repeat. Delete redundant material. In note taking, time and space are precious. If a
word or phrase says basically the same thing you have already written down, then don’t write it again!
 Trade, general terms for specific names. Substitute superordinate terms for lists (e.g., flowers for
daisies, tulips for roses). Focus on the big picture. Long, technical lists are hard to remember. If one
word will give you the meaning, then less is more.
 Use your own words to write the summary. Do not just copy the sentences from the original text.
However, do not inject your opinion in your summary.
Techniques
Outlining
An outline is a map of your essay. It shows what information each section or paragraph will contain and
in what order.
I. Main Idea
A. Supporting Details
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English for Academic and Professional Purposes • First Semester

B. Supporting Details
II. Main Idea
A. Supporting Details
B. Supporting Details
Somebody Wanted But So Then
Each word represents a key question related to a text’s essential elements:
Somebody – Who is the text about?
Wanted – What did the main character want?
But – What was the problem encountered?
So – How was the problem solved?
Then – How did it end?
SAAC Method
This method is particularly helpful in learning the format of a summary. This includes the title and
author.
State – the name of the article, book, movie
Assign – the name of the author
Action – what the author is doing (ex. Tells, explains)
Complete – complete the sentence or summary with keywords and important details.
5W’s, 1 H
This technique relies on six crucial questions: Who, What, When, Where, Why, How. These questions
make it easy to identify the main character, important details and main idea. Your summary may not
necessarily follow this order as long as it contains all of these information.
Who is the text about?
What did he/she do?
When did it happen?
Why did he/she do it?
How did he/she do what he/she did?
First Then Finally
This technique helps summarize events or steps in chronological order or in sequence.
First – What happened first?
Then – What key details took place during the event/action?
Finally – What were the results of the event/action?
APPLICATION

EXERCISES 3
Directions: Read the following texts. Write a 3-5 sentence summary of the following text using the assigned
technique.
Healthy Eating
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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

It is important to enjoy the food you eat. And eating in a healthier way may even be cheaper! Some
traditional beliefs of what makes up a healthy diet may be really good, such as eating home-preserved
vegetables, but other traditional beliefs are disease-promoting, e.g. eating large quantities of fatty meat daily.
Recent evidence has shown that eating too much meat with animal fat is risky to our health. Only very small
amounts of lean meat are needed – and not every day. In fact, the less meat and animal fat we eat the better!

Eating too much animal fat is a main cause of ill health. Our bodies need very little but most of us eat
too much. You may have heard of SATURATED FATS. These are found mainly in the meat of cows, pigs and
sheep and in products which include their meat and fat, such as sausages, meat pies and beef burgers. Eating
too much saturated fat can lead to coronary heart disease and being overweight. UNSATURATED FATS,
however, are found in oily fish, chicken, eggs, turkey, duck, beans and lentils and foods made from these.
Unsaturated fat may be better for you, but eating TOO MUCH FAT of any type can increase your weight. It is
better to buy a small amount of lean meat rather than fatty meat or solid fat. It is even better to EAT MORE
FISH of all kinds.

And don’t forget to increase your IRON intake by eating liver. Traditional meals using peas, beans and
lentils provide good nourishment. Remember to cut down on any animal fat used in cooking, e.g. in soups do
not add fat and do not fry food for. Where FAT is involved, LESS IS BEST.

Write the summary using the outlining technique:

The Hacksaw Ridge Movie

In Lynchburg, Desmond Doss and his brother Hal are raised by a dysfunctional family since their father
Tom Doss is an alcoholic war veteran of World War I that beats their mother Bertha. After a naughty fight with
his brother Hal turns awry, Desmond Doss reads the Bible and vows not to harm another human in his life
thereafter. Desmond then saves the life of a worker, experiencing a wholesome satisfaction in the process. In
the hospital, he is smitten by a nurse, Dorothy Schutte, whom he then dates. After the United States enters the
Second World War, both sons enlist, adding to the ire of the father who despises his sons joining the Army.
The rigorous regimen of training in the Army requires Desmond to clear his firearms training, but after a huge
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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

tiff with his seniors, his father, an old corporal, intervenes to save Desmond from being court-martialed and
serve with the Army as a medic. Then, got posted to Hacksaw Ridge, Okinawa. Desmond saved 75 men
during the battle without firing a single shot. As an army medic with a strong desire to save lives, Desmond
single-handedly evacuated wounded near enemy lines despite his own wounds. He was awarded with the
Congressional Medal of Honor.

Write the summary using the 5 W’s, 1 H technique:

How to Change Engine Oil

Changing the engine oil at a regular interval is very essential to achieve quality engine performance. In
so doing, the following tools and materials should be prepared: drive-on ramps, jack and jack stands, socket
wrench or box end wrench to fit drain plug, droplight or flashlight, pour spout, drain pan, rags, fender covers,
fresh motor oil, work gloves, and safety goggles.

With these tools and materials ready on hand, the process could be started. First, raise the front of the
car and support it with jack stands (unless working clearance under the car is adequate). Place a basin
beneath the drain plug. Loosen oil drain into the basin.

Clean the drain plug and washer with rags (some plugs are magnetized to trap metal particles). Next,
replace the plug and washer as soon as old oil had drained. Start plug by hand and tighten it as far as
possible. When the plug is seated, tighten it another half-turn with a wrench. Finally, find oil filter. Add amount
of oil given in the owner’s manual, 1qt. Less filter is not changed. Start engine and check for leaks at the drain
plug. Lower the car, check oil level, and adjust if necessary.
The completion of this process with the other pars in excellent working condition ensures a satisfying
journey.

Write the summary using the First, Then, Finally technique:

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ACTIVITY 3
Directions: Read the text below. Using your chosen technique/s, write a 5-8 sentence summary of the given
text.

If you are reading this right now, you are taking part in the wonder of literacy. Because of printed words,
people can send information across both time and space. Ideas are put in writing and sent to readers across
thousands of miles and years. Because of writing, the words of distant people can influence events, offer
knowledge, and change the world. Much of the credit for the development of this phenomenon can be
attributed to one man.

Johannes Gensfleisch zur Laden zum Gutenberg, better known as Johannes Gutenberg, was born in
the German city of Mainz. Though most of Gutenberg’s early life is a mystery, historians believe that he studied
at the University of Erfurt in 1418 and spent much of his young adult life practicing the profession of his father:
goldsmithing. Gutenberg borrowed money from investors in 1439 and found himself in financial trouble.

In the year 1439 the city in which Gutenberg lived was planning to exhibit its large collection from
Emperor Charlemagne (a famous ruler who had united much of Western Europe around 800 AD). The exhibit
was expected to bring many visitors to the town, so Gutenberg took investments and create polished metal
mirrors which were to be sold to the visitors (it was a common belief at that time that mirrors were able to
capture holy light from religious relics).

The mirrors which Gutenberg produced probably would have sold well, but due to severe flooding the
event was delayed by one year. The impatient investors demanded that Gutenberg return their investments,
but he had already spent the money on producing the unsaleable mirrors. He was trapped in a difficult
situation. Gutenberg decided to share his greatest secret with them.

This secret would forever change the world, all of history, and even the process of keeping history. It’s
been argued that Gutenberg’s idea was one of the greatest of all mankind. This one idea would lead to the
spread of countless others. It would play a key role in the development of the Renaissance, Reformation, the
Age of Enlightenment, and the Scientific Revolution. This idea would bring learning to the masses. Gutenberg
had created the mechanical printing press with movable type.

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English for Academic and Professional Purposes • First Semester

Before the spread of Gutenberg’s idea, literature was handwritten. That means that each copy of the
bible and all of its 73 books were tediously hand scribed, and this was done before the invention of the
ballpoint pen. Given the amount of detail that went into each text, creating a single copy of a bible could take
years. Because of the effort that went into producing them, books were extremely rare and valuable. Because
of the value of books, there was little reason for common people to learn to read or write since it was unlikely
that they would ever handle a book in their lifetimes. Gutenberg’s invention would change that. His printing
press allowed literature to be produced on a mass scale. His movable metal type could be arranged once to
form a page, and he could print the page again and again

The first major text that Gutenberg produced was a 42-line copy of the bible. Scholars estimate that
Gutenberg produced between 165 and 185 of these bibles, which sold out almost immediately. Most copies
went to churches and universities, though one was sold to a private individual. Copies are known to have sold
for 30 florins (about three years of wages for a clerk at the time), which may seem expensive but was much
cheaper than a hand produced copy. Purchasing a Gutenberg Bible in the 1450s would have been a good
investment if you and your descendants were able to maintain it. Only twenty-one complete Gutenberg Bibles
exist today and the last one traded hands in 1987 for 4.9 million dollars, the highest price ever paid for a book
at the time.

Gutenberg’s brilliant idea would soon change the world, but in the short term he bungled a large and
risky investment. He found himself in financial trouble once again and was sued by one of his investors, who
accused Gutenberg of mismanaging money meant for the production of books. The courts ruled against
Gutenberg and he lost the shop that he had created. He was effectively bankrupt.

Though he had failed as a businessman, the technologies that he had created spread rapidly. As these
printing technologies spread, news and books began to travel much faster than previously possible. The world
has not been the same since. Though Gutenberg was financially unsuccessful in his own lifetime, he made the
world a much richer place.

Thesis Statement and Reading

LESSO

4
N

Outline
OBJECTIVES

By the end this lesson you will be able to:

 distinguish a strong thesis statement from weak ones;
 identify thesis statements from academic texts; and
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English for Academic and Professional Purposes • First Semester

 create an outline of the text being read.

LESSON PROPER

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

Guidelines on Writing an Effective Thesis Statement

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

OUTLINE
Definition
An outline is a summary that gives the essential
features of a text. It shows how the parts of a text are related to
one another as parts that are of equal importance, or sections
that are subordinate to a main idea.
The are two kinds of outlines: the reading outline and
writing outline. A reading outline is used to get the main ideas of a text that is already written. It helps you

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understand the text’s structure more critically because you will have to find the text’s thesis statement and
supporting details. You will better understand how a writer connects and sequences the information in the
reading text.
Meanwhile, a writing outline is a skeletal version of your essay. It is used as a guide to organize your
ideas. It is usually done before you write the first draft of your essay.

Steps in Creating a Reading Outline

 Read the entire text first. Skim the text afterward. Having an overview of the reading’s content will help
you follow its structure better.
 Locate the thesis statement.
 Look for the key ideas in each paragraph of the essay.
 Look at the topic sentence and group related ideas together.
 Arrange the contents according to chronological order, spatial order, and general to specific order.
 Go back to the text and make sure you have not miss any important information.

Rules for Outlining

 Subdivide topics by a system of numbers and letters, followed by a period. In a formal outline, Roman
numerals can be used to represent paragraphs. Capital letters can be used to represent supporting
details for the paragraphs.
 Each heading and subheading must have at least two parts.
 Use either brief phrases or complete sentences. Do not use both in one essay.

Types of Outlines
 Topic Outline – the headings are given in sing words or brief phrases
 Sentence Outline – all headings are expressed in complete sentences

APPLICATION

EXERCISES 4
Directions: Identify the thesis statement in each of the following passages.

1. It is commonplace to say that nationalism is one of the most potent factors in the cultural development of a
people. Love of one’s own is essential in the equipment of all truly civilized human beings; it is only safe and
sensible basis for the appreciation of things that pertain to others. Only those who truly love their own country

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and people—their tradition, history, and destiny—can develop a sincere interest in, and admiration for, the
tradition, history, and destiny of other countries and peoples. Only they can become genuine and
cosmopolites, or “citizens of the world.”
-S.P. Lopez, “Return of the Primitive”
Thesis statement:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

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

3. Tailgating another vehicle is unsafe and illegal. Many rear-end collisions are caused by drivers following too
close to the vehicle in front of them. The rule states that the driver must keep sufficient distance from the
vehicle in front in order to stop safely and avoid a collision. Drivers should allow a minimum two second’s gap
between their vehicle and the one ahead. At sixty kilometers an hour, this equates to thirty-three meters; at a
hundred it equates to fifty-five meters. More distance is needed to safely stop in rain or poor visibility.
Thesis statement:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
ACTIVITY 4
Directions: Read the Text A and Text B critically. Identify the thesis statement and make an outline for this
essay. You may modify the sample outline format presented before.

TEXT A
College Uneducation
(Jorge Bocobo)

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I wish to speak on “College Uneducation.” Is it possible that our college education may “uneducate”
rather than educate? I answer “Yes.” It is a paradox but nonetheless the truth—the grim, unmerciful truth. We
all believe in higher education; else we should not be in the University. At the same time, college education—
like all other human devices for human betterment—may build or destroy, lead, or mislead.

My ten years’ humble service in the University of the Philippines has afforded me an opportunity to
watch the current of ideals and practices of our student body. In some aspects of higher education, most of our
students have measured up to their high responsibilities. But in other features—alas, vital ones!—the thoughts
and actions of many of them tend to stunt the mind, dry up the heart, and quench the soul. These students are
being uneducated in college. I shall briefly discuss three ways in which many of our students are getting
college uneducation, for which they pay tuition fees and make unnumbered sacrifices.

Book Worship
In the first place, there is the all but delirious worship of the printed page. “What does the book say?” is,
by all odds, the most important question in the student’s mind whenever he is faced with any problem calling
for his own reasoning. By the same token, may students feel a sort of frenzy for facts till these become as huge
as the mountains and the mind is crushed under them. Those students think of nothing but how to accumulate
data; hence, their capacity for clear and powerful thinking is paralyzed. How pathetic to hear them argue and
discuss! Because they lack the native vitality of unhampered reason, their discourse smacks of can’t and
sophistry rather than of healthy reasoning and straight thinking.

It is thus that many of our students surrender their individuality to the textbook and lose their birthright—
which is to think for themselves. And when they attempt to form their own judgment, they become pedantic.
Unless a student develops the habit of independent and sound reasoning, his college education is a solemn
sham.
Compare these hair-splitting college students with Juan de la Cruz in the barrios. Now, Juan de la Cruz
has read very little: no undigested mass of learning dulls the edge of his inborn logic, his mind is free from the
overwhelming, stultifying weight of unassimilated book knowledge. How penetrating his perception, how
unerring his judgment, how solid his common sense! He contemptuously refers to the learned sophists, thus:
”Lumabis ang karunungan mo,” which means, “Your learning is too much.”

Professional Philistinism
The second manner of college uneducation that I want to speak of is this: most students make
professional efficiency the be-all and end-all of college education. They have set their hearts upon becoming
highly trained lawyers, doctors, engineers, teachers, and agriculturists. I shall not stop to inquire into the
question of how much blame should be laid at the door of the faculties of the University for this pernicious drift
toward undue and excessive specialization. That such a tendency exists is undeniable, but we never pause to
count, the cost! We are all of one mind: I believe that college education is nothing unless it widens a man’s
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vision, broadens his sympathies, and leads him to higher thinking and deep feeling. Yet how can we expect a;
this result from a state of affairs which reduces a law student to a code, a prospective doctor to a prescription,
and a would-be engineer to a mathematical formula? How many students in our professional colleges are
doing any systematic reading in literature? May we not, indeed, seriously ask whether this fetish of
specialization does not smother the inspiring sense of beauty and the ennobling love of finer things that our
students have it in them to unfold into full-blown magnificence.

The Jading Dullness of Modern Life

“A thing of beauty is a joy forever,” says Keats. But we know that beauty us a matter of taste; and,
unless we develop in us a proper appreciation of what is beautiful and sublime, everything around us is tedious
and commonplace. We rise early and go out into, but our spirit is responsive to the hopeful quietude and the
dew-chastened sweetness of dawn. At night we behold the myriad stars, but they are just so many bright
specks—their soft fires do not soothe our troubled hearts, and we do not experience that awesome, soul
stirring fascination of the immense ties of God’s universe. We are bathed in the silver sheen of the moon and
yet feel not the beatitude of the moment. We gaze upon a vista of high mountains, but their silent strength has
no appeal for us. We read some undying verses; still, their vibrant cadence does not thrill us, and their
transcendent though is to us like a vision that vanishes. We look at a masterpiece of the chisel with its eternal
gracefulness of lines and properties, yet to us it is no more than a mere human likeness. Tell me, is such a life
worth coming to college for? Yet, my friends, the overspecialization which many students pursue with zeal and
devotion is bound to result in such an unfeeling, dry-as-dust existence.

I may say in passing that the education of the older generation is in this respect far superior to ours.
Our older countrymen say, with reason, that the new education does not lawfully cultivate the heart as the old
education did.

Misguided Zeal
Lastly, this selfsame rage for highly specialized training, with a view to distinguished professional
success, beclouds our vision of the broader perspectives of life. Our philosophy of life is in danger of becoming
narrow and mean because we are habituated to think almost wholly in terms of material wellbeing. Of course
we must be practical. We cannot adequately answer this tremendous question unless we thoughtfully develop
a proper sense of values and thus learn to separate the dross from the gold, the chaff from the grain of life.
The time to do this task is not after but before college graduation; for, when all is said and done, the sum and
substance of higher education is the individual formulation of what life is for, with special training in some
advanced line of human learning in order that such a life formula may be executed with the utmost
effectiveness. But how can we lay down the terms of our philosophy of life if every one of our thoughts is

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English for Academic and Professional Purposes • First Semester

absorbed by the daily assignment, the outside reading, and the laboratory experiment, and when we
continuously devour lectures and notes?

“Uneducated” Juan de la Cruz as Teacher

Here, again, many of our students should sit at the feet of meagerly educated Juan de la Cruz and
learn wisdom. Ah! He is often called ignorant, but he is the wisest of the wise, for he has unraveled the
mysteries of life. His is the happiness of the man who knows the whys of human existence. Unassuming Juan
de la Cruz cherishes no “Vaulting ambition which o’erleaps itself.” His simple and hardy virtues put to shame
the studied and complex rules of conduct of highly educated men and women. In adversity, his stoicism is
beyond encomium. His love of home, so guilelessly faithful, is the firm foundation of our social structure. And
his patriotism has been tested and found true. Can our students learn from Juan de la Cruz, or does their
college education unfit them to become his pupils?

In conclusion, I shall say that I have observed among many of our students certain alarming signs of
college uneducation, and some of these are: (1) lack of independent judgment as well as love of pedantry,
because of the worship of the printed page and the feverish accumulation of undigested data; (2) the
deadening of the delicate sense of the beautiful and the sublime, on account of overspecialization; and (3)
neglect of the formulation of a sound philosophy of life as a result of excessive emphasis on professional
training.

TEXT B
Diversity: Help or Hindrance to Group Performance?

In an increasingly complex and competitive business world, how is a company to generate the creative
ideas needed for ongoing success? Many managers believe that forming teams with cross-functional diversity
is the answer (Sethi et al., 2002), and this is becoming increasingly common (Mu & Gnyawali, 2003). However,
while diversity in group membership may lead to the diversity of ideas needed for innovative problem solving, it
is argued here that that managers need to be aware that there are many ways that diversity can in fact hinder
team performance, though there are strategies that both teams and their managers can use to reduce the
potential negatives and enhance the potential positives.

Aside from the cross-functional diversity, many other types of diversity can have effects on team
performance and some of these types of diversity can have inherently negative effects. For example, any
negative stereotyping by group members resulting from diversity in terms of gender, age or ethnicity will reduce
team social cohesion and hence group performance (Fiske & Neuberg, 1990, as cited in Harrison et al., 2002)
because a certain amount of social cohesion has been found to be correlated with effective group performance
(Harrison et al., 2002). Other aspects of diversity, such as in attitudes towards the group’s tasks, in values, and

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in time management styles, can also negatively affect group social cohesion and hence group performance
(Fiske & Neuberg, 1990, as cited in Harrison et al., 2002).

The sorts of diversity that are most likely to be beneficial to group performance, such as diversity in
relevant knowledge, experience and skills (Harrison et al., 2002), can unfortunately also cause problems for
group performance. Having too many diverse views and opinions to coordinate can, for example, cause
cognitive overload amongst group members and so impede its decision making processes (Mu & Gnyawali,
2003; Sethi et al., 2002). This is especially likely to be a problem when the team has a limited amount of time
to complete its tasks (Mu & Gnyawali, 2003). The cross-functional diversity mentioned above can also cause
problems if group members have difficulty understanding and coordinating the differing world views and values
of group members from different functional areas (Colbeck et al., 2000 and Gallos, 1989, as cited in Mu &
Gnyawali, 2003).

Given all the above-mentioned problems associated with diversity, are there strategies that a team and
its managers can implement to reduce the potential negatives and enhance the potential positives? Regard-ng
cognitive overload, evidently a team needs to be given an adequate amount of time to complete its task.
Scheduling frequent collaboration can also be used to build social cohesion and overcome the potential
negative impacts of stereotypes (Harrison et al., 2002) provided “team psychological safety” is fostered in the
group (Mu & Gnyawali, 2003). And since too much social cohesion can cause teams to avoid the robust
debate needed to generate the best thinking in order to protect social relationships, management
encouragement of the group to be “venturesome” in its work can also be helpful (Sethi et al., 2002).
In conclusion, it appears that if managers wish to create especially effective teams, they should seek to
minimize diversity in terms of task and time management values, while looking to maximize differences in
relevant knowledge and skills. They should further aim to foster as much collaboration as possible so as to
develop team social cohesion, have rules about interactions which foster team psychological safety, and
encourage the team to be venturesome. Unless these things are done, managers will likely find diversity more
a hindrance than a help for group performance.

Critical Approaches to Writing a

LESSO

5
N

Review/Reaction Paper/Critique
OBJECTIVES

By the end this lesson you will be able to:

 share one’s ideas about certain topics;
 describe the critical approaches use to write a review/reaction paper/critique;
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 analyze movies, articles, art, etc. using the critical approaches; and
 write a review/reaction paper/critique using the appropriate critical approach.

LESSON PROPER

A very important expository discourse that you

must learn how to write is the reaction paper, review, or
critique. It is mainly written to communicate a fair
assessment of situations, people, events, literary and
artistic works and performances. Whether a social
commentary, or a critical judgment, it conveys incisive
insights into its analysis of events, its interpretation of the
meaning or importance of a work or artifact, or its
appreciation of the moral or aesthetic values reflected in the work or performance. It may include the main
purpose of the event; the devices and strategies employed; an evaluation of its success or failure; and an
assessment of its significance and relevance, timeliness or timelessness.

As a reviewer and critic you must not simply rely on mere opinions; rather, you must use both proofs
and logical reasoning to substantiate your comments. You must process ideas and theories, revisit and extend
ideas in a specific field of study, and present an analytical response to the subject of your review.

The following critical approaches will guide you on writing your review, reaction paper or critique. These
approaches will help you focus on the more important aspects to examine, analyze and evaluate.
 Formalism emphasizes the form of a literary work to determine its meaning, focusing on literary
elements and how they work to create meaning.
o Focus on the elements, structure and principles that govern a certain text, artworks, movie,
book, poems, etc.
Poem (meter, figurative deices, imagery, theme)
Books/stories (setting, characters, plot)
Movies (sound effects, transition, shots)
Artistic expression (lines, colors, shapes, rhythm, texture, sound)
 Biographical Criticism emphasizes the importance of the author’s life and background into account
when analyzing a text.
o Focus on the life and background of the writer/artist and connect it to the subject of your review
or critic.
- How did the life of Dr. Jose Rizal affect his written works?
- How did Pablo Picasso’s life experiences shape his painting style?
 Historical Criticism posits that every literary work is the product of its time and its world.

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o Focus on the era and significant events that happened during the time the
text/movie/book/art/poem was produced.
- How did Juan Luna’s ‘Spoliarium’ depict the happenings during the time it was painted?
- How did Victor Hugo show the hardships and triumph during the French revolution, in
his work, ‘Les Miserables’?
 Marxist Criticism emphasizes on how power, politics, and money play a role in literary texts and
amongst literary societies and characters.
o Focus on how class, power, race and economic status affect the content and theme of a certain
work.
- In what way did the story/movie reflect the socio-economic status of the characters?
 Feminism emphasizes on the roles, positions, and influences of women within literary texts.
o Focus on how women are portrayed in a certain literary work, in arts, in commercials, in movie,
etc.
- Are women viewed as inferior beings in the movie? How were they portrayed?
- What aspect of the painting mirrors the patriarchal ideology in our society?
 Reader-response Criticism emphasizes that the meaning of a text is dependent upon the reader’s
response to it.
o Focus on the meaning you created while reading a text, watching a movie or looking at a certain
object. It focuses on your personal connection with and understanding of the subject of your
review.
- What emotion did you experience after reading the poem?
- What is your interpretation of the painting?

APPLICATION

EXERCISES 5
Directions: Fill the table by writing a short critique (5 – 8 sentences long per critical approach) on
Shakespeare’s Romeo and Juliet. Use a separate sheet for your answer.

Romeo and Juliet

(Shakesspeare)

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Formalism

Feminism

Historical
Criticism

Marxist Criticism

Biographical
Criticism

Reader-response
Criticism

ACTIVITY 5
Directions: Choose one from the given topics below. Gather information about your chosen topic, then write a
critique (150-200 words) using the most appropriate critical approach. Add extra sheets if necessary.

1. Great Wall of China

2. Movie: Goyo Ang Batang Heneral
3. Jose Rizal’s Noli Me Tangere
4. President Duterte’s SONA (July 27, 2020)
5. Ang Huling El Bimbo: The Hit Musical

Writing a Balanced
LESSO

6
N

Review/Reaction Paper/Critique
OBJECTIVES

By the end this lesson you will be able to:

 distinguish the characteristics of a good review/reaction paper/ critique;
 compare and contrast sample reviews;
 evaluate a review/reaction paper/critique; and
 write a balanced review/reaction paper/critique.

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LESSON PROPER

Guidelines for Writing the Reaction Paper/Review/Critique

 Value Communicated
o Sound critical judgment
o A fair and balanced assessment of situations or events, people and things
 Basic Content
o Ranges from an off-hand gut reaction, favorable or unfavorable, merely expressive of emotion
to a more rational impersonal critical analysis that seriously communicates some value, ethical
or moral, some hidden or forgotten truth, and some aesthetic delight.
o May take the form of a reflection, an appeal, a protest, a tribute or denunciation, a speculation.
o In general, the content would include the following topics:
 For human situations:
 A brief description of the event
 People involved, their roles and contributions
 Other driving forces, in the open or hidden and unsuspected
 Implications and consequences
 Assessment and prognostication
 Some offered solutions
 For cultural affairs, people, works, performances:
 The central purposes of the event or product
 The means, devices, strategies employed to achieve the purposes
 An evaluation of the achievement: success or failure
 The significance (if any) beyond mere entertainment of the event or product in
ethical and/or aesthetic terms, its timeliness and/or timelessness
 Modes of Ordering (any of the following):
o From the event/performance/artifact/work presented and described/narrated in themselves to
the writer’s critical evaluation of the entire event, show or work in a sequence of its elements
o Discussion that intersperses critical comments between mention or description of the details of
the event, show or work
o From a cover statement giving an over-all judgment of the event, show or piece to a discussion
of each angle, aspect or element of the event, show or work illustrating or providing evidence for
the evaluative cover statement
 Basic qualities of a Good Reaction Paper
o Gives a fair and balance social commentary
o Provides relevant and accurate factual information on the situation

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o Exhibits by means of thorough and in-depth analysis an appreciation of context (including time,
place, people, involvement, their motivation, and actuations)
o Makes a clear distinction, through language, between what is actual and what is probable or
possible
o Exhibits a deep sense of humanity and an understanding of the human situation even while
expressing disapproval or disagreement most intensely

APPLICATION

EXERCISES 6
Directions: Put a () in the box if the statement can help make a good review/reaction paper/critique; an () if it
does not.

1. A good review/reaction paper/critique should include a thesis statement.

2. A good review/reaction paper/critique revolves only around one’s strong emotion about the
subject.

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3. A good review/reaction paper/critique must include concrete examples of one’s key points.

4. A good review/reaction paper/critique does not need a summary or background of the

subject.

5. A good review/reaction paper/critique should be fair and objective.

6. A good review/reaction paper/critique must contain proper citation of other people’s work or
idea.

7. A good review/reaction paper/critique should also include other literature to establish

reliability and intertextuality.

8. A good review/reaction paper/critique must only be written using technical words to ensure
one’s credibility as a writer.

9. A good review/reaction paper/critique should be able to connect with the readers and the
world.

10. A good review/reaction paper/critique should be grounded with theories, approaches,

principles, etc. to avoid biases and inconsistencies in one’s work.

ACTIVITY 6
Directions: Write a 300 – 500-word critique/review/reaction paper on the government’s fight against the
COVID-19 pandemic. Add extra sheets if necessary.
LESSO

7 Ways to Elucidate a Concept

N

OBJECTIVES

By the end this lesson you will be able to:

 identify the ways to elucidate a concept;
 list down words related to the following words: concept, definition, explication, and clarification;
 determine the technique/s used in developing the concept of a particular essay;
 use any of the techniques to elucidate a concept; and
 write a mini-concept paper about your chosen topic.

LESSON PROPER

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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

The concept paper defines an idea or a concept and explains its essence in order to clarify the
“whatness” of that idea or concept. It answers the questions: what is it and about it (Dadufalza 1996:183). A
concept paper starts with a definition, either formal or informal, of the term or the concept and proceeds with an
expanded definition and an analytic description of the aspects of the concept.

Purposes
 To clarify meaning of words, or to correct misinterpretations, or misuse of a term.
 To stipulate the meaning of a term by limiting, extending, or redirecting the sense in which a term is
usually understood; to use a term, borrowed from another field of knowledge, in a special way.

Three Ways of Elucidating a Concept

 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.
o Techniques
 Formal – follows a pattern or equation:
term + genus + differentia (differentiating characteristics)
e.g. A robot is a machine that looks like a human being and performs complex acts of a
human being (Webster)
 By synonym – using a word or phrase that shares a meaning with the term being
defined.
e.g. Hashish – marijuana
 By origin or semantic history
e.g. Yoga comes from the Sanskrit “to join”
 By illustration
e.g. Known for their shedding their leaves in the fall, deciduous trees include oaks,
maples, and beeches.
 By function
e.g. A thermometer measures temperature change.
 By analysis – breaking down wholes into parts, aspects into levels, and a process into
steps.
e.g. The republican form of government has three branches: the executive, the
legislative, and the judiciary.
 By contrast – use of opposites.
e.g. Unlike those of gas, the particles of plasma are electrically charged.
 By negation – stating what a term is not.
e.g. Wild rice, an American delicacy, is not rice at all but the seed of a tall aquatic grass.

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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

 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. It is also 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
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.
 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
As an example
Consider the following example
To clarify
for instance
in other words
for example
namely
put another way
in particular
in short
that is
to be specific
specifically
stated differently
APPLICATION

EXERCISES 7
Directions: Read and analyze the text below. Then, answer the comprehension questions that follows.

(1) “Democracy is a form of government in which all eligible citizens participate equally—either directly or
through elected representatives—in the proposal, development, and creation of laws.

(2) It encompasses social, economic, and cultural conditions that enable the free and equal practice of political
self-determination.

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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

(3) The term originates from the Greek δημοκρατία (dēmokratía) “rule of the people,” which was coined from
δήμοϚ (dêmos) “people” and κράτϚ (kratos) “power) or “rule” in the 5th century BCE to denote the political
systems then existing in Greek city-states, notably Athens.

(4) The term is an antonym to άριοτοκρατíα (aristokratia) “rule of an elite.”

(5) While theoretically these definitions are in opposition, in practice, the distinction has been blurred
historically.

(6) The political system of Classical Athens, for example, granted democratic citizenship to an elite class of
free men and excluded slaves and women from political participation
(7) In virtually all democratic governments throughout ancient and modern history, democratic citizenship
consisted of an elite class until full enfranchisement was won for all adult citizens in most modern democracies
through the suffrage movements of the 19th and 20th centuries.

(8) The English word dates to the 16th century, from the older Middle French and Middle Latin equivalents.

(9) Democracy contrasts with forms of government where power is either held by one person, as in a
monarchy, or where power is held by a small number of individuals, as in an oligarchy.

(10) Nevertheless, these oppositions, inherited from Greek philosophy, are now ambiguous because
contemporary governments have mixed democratic, oligarchic, and monarchic elements.

(11) Karl Popper defined democracy in contrast to dictatorship or tyranny, thus focusing on opportunities for
the people to control their leaders and to oust them without the need for a revolution.” (Project Gutenberg Self-
Publishing Press)

Questions:
1. What is the concept being presented?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. What technique/s is used to develop the concept?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. Is/Are the technique/s used effective in explaining the concept? Why do you say so?
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SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. Does the development of the concept emphasize only relevant information?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. Is the concept discussed clearly that it can be easily related to experience?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
ACTIVITY 7
Directions: Choose one concept that is related to your track and write a mini-concept paper with 500-800
words. Use the techniques in elucidating a concept. Add extra sheets if necessary. Below are sample topics
that you may also choose from.
1. Sinigang as Philippines’ National Dish
2. “Ukay-ukay” Bargains
3. Ancient Cave Arts
4. Asian Martial Arts
5. “Beauty” in the 21st Century
LESSO

8 Various Kinds of Concept Papers

N

OBJECTIVES

By the end this lesson you will be able to:

 identify the ways to elucidate a concept;
 list down words related to the following words: concept, definition, explication, and clarification;
 determine the technique/s used in developing the concept of a particular essay;
 use any of the techniques to elucidate a concept; and
 write a mini-concept paper about your chosen topic.
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#063 HL Labac, Naic, Cavite

SENIOR HIGH SCHOOL DEPARTMENT

English for Academic and Professional Purposes • First Semester

LESSON PROPER

A concept paper is a short summary of what the project is and why it is important and how it is carried
out. It serves as a prelude to a full paper. It aims to objectively inform the reader about the idea or concept. It is
an embodiment of your ideas on a certain topic. It provides a concise summary of the key elements of a
funding request for the purpose of soliciting feedback and/or buy--in from prospective funders, prospective
partners, and other potential stakeholders. It should also follow any technical specifications provided by the
funder. If no specifications are provided, you may use the following:
- match the formatting of the funder’s full proposal specifications
- 1” margins
single space
11 pt Arial
0.25” left indented
fully justified paragraphs
bold headings where appropriate

Parts of a Concept Paper

The parts of a concept paper may vary depending on the specifications of the funding agencies, or
nature of the concept paper as used in a specific discipline. When a concept paper is used as a prelude to a
full-blown research, the following parts may be present:
 Title Page
o Research Title
o Name and School
o Date of Submission
 Background of the Study
o State the field you are researching on
o State the problems to be addressed by the research, provide statistics and previous studies to
prove your claim
o Reasons in conducting the research
o Theoretical and practical implications
 Preliminary Literature Review
o Provide theoretical framework
o Provide major related literature review at least 5
o Provide brief synthesis of the reviewed literature and studies
 Statement of the Problem
o State the general problem in one sentence

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English for Academic and Professional Purposes • First Semester

o State your specific research questions of objectives

 Methodology
o Context and participants of the study
o Instruments to be used
o Data collection procedures
o Data analysis scheme to be used
 Timeline
o Duration of the research (Gantt chart)
 Reference
o List of books, journals, and other resources cited in your paper

Specifications
When you want to write a concept paper for a project proposal, you must follow the specifications
given by the funder or if there are none the following parts should be present:
 Introduction
o Introduce your idea and identify the program or opportunity you think is a good fit. Demonstrate
that you understand the mission of the funding agency and the types of projects that they
support. Identify how your project meets the goals of the funder. Identify any other funders that
will be involved and their interest in the project where appropriate. Introduce the question,
problem, or need to be addressed.
 Purpose/Need
o Briefly provide supporting documentation for the importance of addressing this question,
problem, or need. If you have statistical data, use it. Cite significant and compelling sources.
Why does this project matter? Make sure you cite or refer to what others have accomplished
relative to your project.
 Project Description
o Concisely describe what you plan to do, your approach, who benefits and potential impacts.
 Goals/Objectives/Aims/Research Questions
o Outline your goals, objectives/aims, and research questions. Goals are simply a clearer
statement of the vision, specifying the accomplishments to be achieved if the vision is to
become real. The target objectives/aims are clearer statements of the specific activities required
to achieve the goals. A goal is a statement describing a broad or abstract intent, state or
condition. An objective is a statement of action or intent to achieve measurable outcomes that
relate to the goal.
 Methods and Timeline

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English for Academic and Professional Purposes • First Semester

o Briefly describe how the project be carried out, providing sufficient detail to allow the reader to
assess feasibility and likely impact but not so much detail that the reader is overwhelmed. Make
sure the methods and timeline are explicitly related to the goals and objectives.
 Expected Outcomes/Benefits (and often Evaluation)
 Budget/Needs & Requested Support
 Contact Information

APPLICATION

EXERCISES 8
Directions: Read and answer the statement or question in each item number. Choose your answer from the
given options. Encircle only the letter that corresponds to your answer.

1. It provides a concise summary of the key elements of a funding request for the purpose of soliciting
feedback and/or buy--in from prospective funders, prospective partners, and other potential stakeholders.
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English for Academic and Professional Purposes • First Semester

a. critique
b. concept paper
c. review
d. reaction paper

2. It is a short summary of what the project is and why it is important and how it is carried out. It also serves as
a prelude to a full paper.
a. review
b. reaction paper
c. critique
d. concept paper

3. What type of a concept paper can be best used for the title below? “Safe Driving Can Save Lives: An
Initiative to Educate Drivers on Road Safety”
a. Project Proposal
b. Research Proposal
c. Expanded Definition
d. Clarification

4. Which of the following is NOT a key component of a concept paper for academic research?
a. Literature Review
b. Background of the Study
c. Budget Matrix
d. Methodology

5. The following are key components of a concept paper for a project, EXCEPT:
a. Statement of the Problem
b. Project Description
c. Goals/Objectives
d. Expected Outcomes
PERFORMANCE TASK

Directions:
 Think of a concept for a project or research that you want to pursue. It must be related to your chosen
track/strand.
 Write a comprehensive concept paper with the necessary specifications as previously discussed.
 Follow the format and specifications that was discussed on this module.
 Be guided with the criteria below.
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English for Academic and Professional Purposes • First Semester

 Your work will be checked by your subject teacher and will be returned to you for revision.

RUBRICS FOR THE PERFORMANCE TASK

CRITERIA 5 4 3 2 1
The concept
The concept The concept The concept
The concept paper includes
paper includes paper includes paper includes
paper includes vague
detailed few information no information
information information
information about the given about the given
Content about the given about the given
about the given task that are task and there
task that are task that are
task that are somehow is no relevance
relevant to the somehow
relevant to the relevant to the to the given
given theme. relevant to the
given theme. given theme. theme.
given theme.
The concept
The concept
The concept The concept paper follows
paper tutorial The concept
paper follows a paper tutorial an outline and
follows a paper does not
coherent outline follows a n there is
Organization coherent outline follow an outline
and there is a outline and structure but
and there is a and there is no
detailed there is both are vague
semi-detailed structure.
structure. structure. not coherent to
structure.
the theme.
The concept The concept The concept The concept
The concept
paper followed paper followed paper followed paper did not
paper does not
the format and the format and the format and follow the
Format and have a
specifications specifications specifications format and
Specifications comprehensible
discussed on discussed on discussed on specifications
format or
the module the module with the module with discussed on
specifications.
accurately. minimal errors. many errors. the module.

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