Our Lady of the Pillar College- San Manuel, Inc.

San Manuel, Isabela

Basic Education Department
Senior High School
S.Y. 2021-2022

LEARNING MODULE
IN
ENGLISH FOR ACADEMIC AND
PROFESSIONAL PURPOSES (EAPP)
(THIRD QUARTER)

ELVIS P. VIERNES
English Teacher
09984853637
[email protected]

OLPC-SMI PVMGO

OLPC-SMI VISION:

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 OLPCC, a Catholic college, as an evangelizing arm
of the local church, envisions a totally
transformed community.

OLPC-SMI MISSION:
Thus, OLPCC as a sharer in the life and mission of the local church commits to:
a. Provide equal opportunity and access to quality education integrating Gospel and Filipino values,
responsive and relevant to the needs of the times;
b. Create in the school community an atmosphere and opportunities for individual transformation that
lead to Christian community living; and
c. Reach out to people enriching their faith-life experience needed in building a just and humane
society.

OLPC-SMI CORE VALUES:

People-oriented with preferential option for the poor
Insistent passion for excellence
Loyal to the school and team work oriented
Life-long learners
Accountable and Christ-centered
Responsible Filipino citizen with social concern for gender equality and environmental consciousness

AUTHOR’S NOTE:

Welcome to this course! Before you begin, I have here some reminders about this course and this
module.

 This module is for your learning purposes only. Reproducing, destroying, and selling of this module
will be punishable.
 Although there are allotted number of hours and weeks for each chapter, this module is a self-paced
module. You may go in advance but be sure to inform the teacher.
 Any queries and feedback about the subject will be catered during the consultation hours (Mondays to
Thursday-11:00 AM-12:00 PM).
 Each lesson has guide questions or essential questions which you need to answer at all times.
 Read and analyze instructions before accomplishing any task.
 In doing the tasks and assessment, write neatly and legibly.
 Video clips, sound clips, and other online materials are accessible by using the given links. If you
prefer save them in your drives, please inform the teacher.
 Always use the given rubric. They are your guide for creating your output.
 Date of submission of performance task is to be announced and non-negotiable.
 Quizzes will be given after every three lesson using our Learning Management System (Aralinks).
 Have fun as you learn.
-Your teacher

Chapter 1: Reading Academic Texts

INTRODUCTION:

Studying has always been an important thing when ensuring your future. The academic world offers
and enables us to think critically and creatively. Hence, crucial and rigid tasks of reading and writing are
assigned for you to exhibit communication skills essential to academic and professional purposes.

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 This course will introduce you to the complex process of reading and writing academic texts and how
you will use them to produce similar ones.

STUDENT LEARNING OUTCOMES: At the end of this chapter, you should be able to:

1. differentiate language used in academic texts from various disciplines;

2. use knowledge of text structure to glean the information he/she needs;

3. use various techniques in summarizing a variety of academic texts;

4. state the thesis statement of an academic text; and

5. outline reading texts in various disciplines.

Lesson 1. Academic Texts

EXPLORE. In this part, you will be introduced to the topic’s overview, objectives, and
guide questions. You are expected also to finish the pre-assessment task. Start now!

 INTRODUCTION:
In this lesson, you are going to understand what academic texts are, how to read them properly, and
how to use them as information giving materials.

 STUDENT LEARNING OUTCOMES: At the end of this lesson, you should be able to:
1. differentiate language used in academic texts from various disciplines.

 GUIDE QUESTIONS: Answer the following questions after this lesson.

1. What is academic text and how does it differ from other types of text?
2. How do the languages of academic texts of various disciplines differ from one another?
 PRE-ASSESSMENT: Fill out the table to differentiate academic text from non-academic text. Choose your
answers from the box.

Formal Related literature To inform and/or validate idea

To entertain Subjective Research papers, Reports
Has slang and colloquialisms Diaries, Informal essays Introduction-Body-Conclusion
Objective No fixed structure Public Scholarly audience
Everyday events

Characteristics Academic Texts Non-academic Texts

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 Audience Public Scholarly audience

Purpose To inform and/or validate idea To entertain

Structure No fixed structure

Language Formal Has slang and colloquialisms

Style Objective Subjective

Source of Content Related literature Everyday events

Examples Research papers, Reports Diaries, Informal essays

FIRM-UP AND DEEPEN. In this part, you are expected to read and analyze the given
contents then, proceed to answer the given learning activities and wrapping up session.
Work it out!

Read the passages below. Then, identify whether each passage can be an academic text or non-academic text.
Write A for academic text and B for non-academic text.

______ 1. Just as the sun rises and peeps from the east, and as the roosters of the neighborhood crow, the man
gathered his belongings and left his house.

______ 2. When synthesizing information, a new understanding about a topic is developed by using
information from more than one source.

______ 3. Depression is one of society’s prevailing issues that requires attention. One’s mental health is as
important as one’s physical health.
______ 4. I want to obtain answers to the questions that are swarming in my mind. But, it seems everything in
life is just a cycle of questions with no answers in sight.

______ 5. He saw the pure crystal water turned crimson red as the monster devoured the victim. He cried for
help but it was too late.

______ 6. Statistics show that the higher percentage of the population prefer dogs over cats.

______ 7. Yesterday was a beautiful day. It was warm enough to feel comfortable in shorts. A nice breeze
made the air feel fresh. The flowers vibrated with color. It felt good to be alive.

______ 8. Antibiotics are prescribed to fight infections. Sore throats, earaches, and other symptoms may be
caused by the growth of bacteria in your body. As the antibiotics fight to destroy the bacteria, the bacteria
struggle to become stronger.

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 Read and examine an excerpt of a book review written by a Grade 11 student for her Reading and Writing class.

...I don’t think that the author of the book gave justice to the characters. I
was appalled with the idea that Sienna died at the end. It was heart-
breaking. I cried my heart out as I finished reading the book. The book
became my new favorite and I don’t think I will be able to love another
book as much as I love this one...

Process Questions:
1. Is her choice of words appropriate for a book review? Why or why not?
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2. Point out 3 words that are inappropriate. Suggest a more appropriate alternative for each word.
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3. What do you think should she do to improve her writing task?

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Carefully read the text below and answer the questions that follow.

Using celebrities in advertising dates back to the late nineteenth century, and this common advertising
practice has drawn a considerate amount of academic and practical attention (see Erdogan 1999 for an extensive
review). Most academic investigations of celebrity endorsement have been contextualized in the realm of source
credibility and attractiveness models, and suggest that celebrities exert their influence on consumers through
perceived attributes such as expertise, trustworthiness, attractiveness, familiarity and likeability (Ohanian 1990,
1991).
Another stream of research on celebrity endorsement, which is labeled the “match-up hypothesis,” has
examined the fit or match between a celebrity and the product being endorsed, and maintains that celebrity
endorsement is more effective when the images or characteristics of the celebrity are well matched with the
endorsed products (Kahle and Homer 1985; Kamins 1990; Kamins and Gupta1994; Till and Busier 2000). In
similar vein, McCracken suggests that a “celebrity who best represents the appropriate symbolic properties” of
the product should be selected, thus highlighting the importance of the cultural meanings of the celebrities in the
endorsement process. Celebrities embody a collection of culturally relevant images, symbols, and values. As
images of the celebrities become associated with products through endorsement, the meanings they attach to the
products are transferred to consumers through purchase and consumption (McCracken 1989, 316). Therefore, the
practice of celebrity endorsement should be closely related to the cultural context in which the images of
celebrities are formed and individual celebrities are selected to be linked with particular products.
For advertising practitioners, employing an appropriate celebrity endorser to promote a product is
important but a difficult task. For instance in the theoretical literature, professionals at advertising agencies and

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 their client companies in the United States and the United Kingdom cited celebrity attributes such as image,
trustworthiness, and familiarity, as well as the fit between the celebrity and the product, as important factors for
choosing the appropriate endorsers (Erdogan, Baker, and Tagg 2001; Miciak and Shanklin 1994).
Other highly ranked decision factors include celebrity/target-audience congruence, costs of securing
the celebrity, the celebrity’s risk of controversy, and the celebrity’s prior endorsement. As suggested by Erdogan,
Baker and Tagg (2011), the perceived importance and the actual use of endorser selection criteria may vary from
culture to culture. Differences in the entertainment industry and agency business, and more broadly, in the
cultural environments are likely to influence the execution of the celebrity endorsement strategy across countries.
Arguing for standardized advertising across countries, some contend that consumer demands and tastes
have become similar on a global scale (Levitt 1983; Taylor and Johnson 2002) and that using celebrities with
worldwide recognition in advertising is an effective means of overcoming cultural difficulties (Erdogan 1999;
Kaikati 1987; La Ferla 2001). Others claim that despite some observed convergence among consumers around
the world, fundamental values still remain divergent across cultures. Therefore, international advertisers cannot
assume that the same advertising technique should be uniformly applied or that it will be equally effective in
different counties (De Mooji 1998, 2003; Onkvisit and Shaw 1999). Yet research on similarities and differences
between cultures in the use of celebrity endorsement in advertising is scarce, despite the potential cultural
influence on this technique as speculated in the literature.
Source: Seijung Marina Choi, Wei Na Lee, Hee-Jung Kim, LESSONS FROM THE RICH AND FAMOUS: A Cross-cultural Comparison of
Celebrity Endorsement in Advertising. Journal of Advertising. Summer 2005, vol. 34, Iss 2.

Process Questions:
What is the tone and purpose of the text?
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Who is the target audience of the text?

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How would you describe the language used in the text?

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What is the impact of citing references in a text?

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How does the structure of the text help you to understand more about celebrity endorsement in different
countries?

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Study the discussions below. Then, do the given tasks.

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. The following are considered as academic texts: Research Paper, Conference
Paper, Feasibility Study, Thesis/Dissertation, Reviews, Essay, Academic Journals, Reports.

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 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 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 Texts Non-academic Texts

Audience Academia Mass public

Purpose Inform readers with solid evidence Inform, entertain, or persuade readers

Style Formal and impersonal Personal, impressionistic, emotional or

subjective

Structure Standard structure No rigid structure

Language Formal language avoids Informal and casual language, has

colloquialisms colloquialisms

Source of Content Shared historical events or literature Personal life and everyday events
or other forms of knowledge

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 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 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.
Source: www.handyhandouts.com

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 “awesome” No slang

CHARACTERISTICS OF ACADEMIC LANGUAGE

FORMAL
It should not be conversational and casual. Avoid colloquial and idiomatic expressions, slang, and contractions.
Do not use words like dig in, cup of tea, dude, and don’t.

IMPERSONAL
Do not refer to yourself as the performer of actions. Do not use personal pronouns. For example:
“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 are appropriate. The use of technical terms to achieve
precision is applied. For example: “85% of the population”, “The results are okay (satisfactory).”, asphyxiation
(medical term)

OBJECTIVE

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 It is unbiased, based on facts and is not influenced by personal feelings. For example: “The essay on… is
distressing.” instead of “I do not like the essay”

TASK 1: READING ACADEMIC TEXTS. Read the sample academic texts below and identify the errors in
the use of the academic language.

1. I decided to write an extended essay on how hip-hop works as protest of the lower classes
because I think the music is cool and really gets people dancing, inspiring those people who
wouldn’t normally think there’s any point in being against anything to listen to the message.
Being an enthusiastic hip-hop dancer myself, I really wanted to find out some more about
this.

2. Biology has always been a passion of mine. Ever since I was searching
for frogspawn in my grandparent’s pond as a four-year-old and annoying
my mom with a battery of jam jars on the window sill in which I was
trying to raise tadpoles I have been fascinated with observing nature in
detail. Even in English, reading Death of a Naturalist Seamus Heaney, I
found myself thinking up an experiment to do with dragonflies and
fireflies. I have a fish tank at home with three different sorts of fish. I've
noticed that they all respond differently when I feed them. I'm wondering
what else is different in their behavior so, in this extended essay, I'm going
to find out how they react to light.

3. When I go into a supermarket there is always gentle background music playing, although in the
clothes shop I like it is always pop music. At breakfast my dad likes to listen to Apo Hiking Society,
while my little brother has rock songs on his phone and will head bang his way through the dining
area. My essay is trying to research why people rely on certain types of music to influence their mood
and how music is used in this way for advertising. I am not sure if there is a connection and whether
the music does affect, for example, people’s shopping habits, but it will be interesting to try to find
out, especially to see if different peoples’ brains are wired differently when it comes to music.

Texts Errors in the use of the academic language.

Text 1

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 Text 2

Text 3

TASK 2: MORE ON READING ACADEMIC TEXTS. Using the criteria, evaluate the language of the
following sample of academic texts from various disciplines.

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 learn 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)

Are 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)

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 Is the academic text objective? (Yes/If No, write
2 phrases that indicate subjectivity.)

WRAPPING UP. Answer the guide questions below. Write your answer on the space provided below.

1. What is academic text and how does it differ from other types of text?
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2. How do the languages of academic texts of various disciplines differ from one another?
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TRANSFER. In this part, you will be tested based on your learning of the lesson. Do
your best!

 POST-ASSESSMENT.
A. 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.

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 ______ 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. Read the academic texts from various disciplines and evaluate each text using the table provided.
1. Infection after consumption of fresh duck blood and undercooked poultry products has been suspected
in some cases of illness. Indeed, transmission to felids was observed after experimental feeding of
infected chickens to domestic cats, and feeding tigers raw infected chicken led to outbreaks of illness in
Thai zoos, in which felid-to-felid transmissions were also implicated. Infected birds shed high
concentrations of virus in feces. Direct intranasal or conjunctival inoculation while swimming in
contaminated water or, perhaps, inhalation or ingestion of water could have been potential modes of
transmission to some H5N1– infected patients. As for human influenza, hand contamination from
fomites and self-inoculation into the eye or upper respiratory tract remain possible modes.
2. The number of calories burned during an exercise depends on various factors including body weight
and the type of exercise. For example, an individual weighing 59 kilograms (130 pounds) would
expend roughly 500 calories per hour swimming or playing basketball. However, this same person
would burn an estimated 200 walking or playing table tennis. In order to survive and maintain body
weight, the average individual requires approximately 2000 to 2500 calories per day. Gaining or losing
weight is a simple process. Add and subtract 7,700 calories over the course of time to gain or lose a
kilogram. Nutrition has nothing to do with it. It is all about calories.
3. As a learner-centered process to second language (L2) writing, peer response has been widely adopted
and studied since the 1990s (Hyland &Hyland, 2006). The dialogic nature of peer response seems to
foster multiple support systems (Hyland, 2000) and communicative behaviors (Villamil & de Guerrero,
1996). L2 research has shown that peer response can increase chances for meaning negotiation and
language practice (Lockhart & Ng, 1995; Mendonca & Johnson, 1994), encourage collaborative
reading and writing (Tsui & Ng, 2000), and promote writing revisions (Berg, 1999; Mendonca &
Johnson, 1994;; Min, 2006, 2008; Stanley, 1992). These interactive practices appear to draw upon and
enhance interactional and writing skills.

A B C
1. In what discipline
could this text belong to?

2. What type of language

does the article use?

3. Who are the target

audience of the text?

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 4. Is the text objective or
subjective?

5. What is the purpose of

the text?

C. REFLECTION PAPER. Write a reflection paper about the differences of the use of language in academic texts for various
disciplines. Use the rubric below as your guide.
Sophisticated (4) Very Competent (3) Fairly Competent (2) Not yet competent (1)
Accuracy Paper represents the Paper represents the Paper represents the Paper misrepresents the
(Grasp of authors’ ideas, evidence author’s ideas, evidence authors’ ideas, evidence authors’ ideas, evidence
readings) or conclusions accurately, and conclusions and conclusions and/or conclusions. Major
fairly and eloquently. accurately. accurately but not inaccuracies. Or does not
Shows a firm sufficiently clearly. distinguish between major
understanding of the Minor inaccuracies. ideas and less relevant
implications of each points
author’s argument(s).
Argument Paper fully meets Paper fully meets the Paper does not address Paper does not address the
(depth of requirements of requirements but does not some aspects of the assignment Selects minor
analysis) assignment. Explores exceed them. Makes good assignment. Makes rather than key ideas,
implications of chosen case for why selected key somewhat unconvincing and/or does not show why
ideas for the arts in ideas connect (or case for why selected the selected ideas connect
classical Greece or today contradict) two texts, ideas connect (contradict) (or contradict) texts, and/or
in thoughtful and/or and/or connect two texts, and/or connect connect (contradict) texts
original ways. Makes (contradict) texts and (contradict) texts and and lectures.
convincing case for why lectures. lectures.
selected key ideas
connect (or contradict)
two texts, and/or connect
(contradict) texts and
lectures.
Clarity Consistently precise and Mostly precise and Imprecise or ambiguous Consistently imprecise or
unambiguous wording, unambiguous wording, wording. Confusing ambiguous wording,
clear and lucid sentence mostly clear sentence sentence structure. Poorly confusing sentence
structure. All quotations structure. Mostly chosen quotations, or structure. Quotations
are well chosen, effective choice of ineffective framing and contradict or confuse
effectively framed in the quotation. Mostly explication of quotations. student’s text. Quotations
text and explicated where effective framing and used to replace student’s
necessary. explication of quotation writing.
where necessary

Presentation Paper is clean, correctly Paper is clean, correctly Paper is clean, correctly Paper is sloppy or
formatted (12-point font, formatted (12-point font, formatted (12-point font, incorrectly formatted, not
Times New Roman, Times New Roman, Times New Roman, written in full sentences.

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 normal margins), written normal margins), written normal margins), written Many improperly
in full sentences. in full sentences. in full sentences. Some attributed quotations or
Quotations are all Quotations are all improperly attributed inconsistent style of
properly attributed and properly attributed and quotations and/or citation. Many spelling or
cited in a consistent style. cited in a consistent style. inconsistent citation style. grammatical errors.
Virtually no spelling or A few minor spelling or A number of spelling or
grammatical errors. grammatical errors. grammatical errors.

Source: https://www.cmu.edu/teaching/assessment

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 HOW DO YOU FEEL ABOUT THIS LESSON? Share how you felt in this lesson by checking on
the box with emoticon. You can check as many as you can.

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 You have reached the end of the lesson.

Lesson 2. Text Structure

EXPLORE. In this part, you will be introduced to the topic’s overview, objectives, and guide
questions. You are expected also to finish the pre-assessment task. Start now!

 INTRODUCTION:

Welcome to lesson two! In this part, you will know about text structures and how do they help you
gather information that you need.

 STUDENT LEARNING OUTCOMES: At the end of this lesson, you should be able to:
1. use knowledge of text structure to glean the information he/she needs.

 GUIDE QUESTION: Answer the following question after this lesson.

1. How are you going to use your knowledge of the text structures to gain information from texts?

 PRE-ASSESSMENT: Read the following passages and identify the text structure being used. Choose your
answer from the box.

Problem and Solution Exemplification/Classification Persuasion

Comparison and Contrast Cause and Effect Chronological Order
Sequence

1. Many people are confused about why our economy went to shambles in 2008. The crisis was actually the
result of a combination of many complex factors. First, easy credit conditions allowed people who were high-
risk or unworthy of credit to borrow, and even people who had no income were eligible for large loans. Second,

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 banks would bundle these toxic loans and sell them as packages on the financial market. Third, large insurance
firms backed these packages, misrepresenting these high-risk loans as safe investments. Fourth, because of the
ease of acquiring credit and the rapid growth in the housing market, people were buying two or three houses,
intending to sell them for more than they paid. All of these factors created bubbles of speculation. These bubbles
burst, sending the whole market into a downward spiral, causing employers to lose capital and lay off
employees. Consumer spending then plummeted and most businesses suffered. The economy is like a big boat,
and once it gets moving quickly in the wrong direction, it’s hard to turn it around.
__________________________________________________________________________________

2. All matter, all things can be changed in two ways: chemically and physically. Both chemical and physical
changes affect the state of matter. Physical changes are those that do not change the make-up or identity of the
matter. For example, clay will bend or flatten if squeezed, but it will still be clay. Changing the shape of clay is
a physical change, and does not change the matter’s identity. Chemical changes turn the matter into a new kind
of matter with different properties. For example, when paper is burnt, it becomes ash and will never be paper
again. The difference between them is that physical changes are temporary or only last for a little while, and
chemical changes are permanent, which means they last forever. Physical and chemical changes both affect the
state of matter.
__________________________________________________________________________________

3. From airplanes to forklifts, hydraulic power is the strength behind many amazing technologies that affect our
daily lives, even the breaks on your school bus, but how do they work? First, fluid is rapidly released into a
chamber through a valve. As the fluid collect, the valve is slammed shut which causes a pressure spike. Because
the chamber is sealed, the pressure has nowhere to go. The hydraulic mechanism channels the pressure and
provides great power.
__________________________________________________________________________________

4. Due to the increasing number of population in the community, the volume of garbage has drastically
increased as well. This has greatly concerned the people living near the riverbanks. This has put their health in
great jeopardy; thus, the residents of Barangay Maligaya urge the local officials to investigate this issue in order
to prevent health problems that threat the well-being of the residents.
__________________________________________________________________________________

FIRM-UP AND DEEPEN. In this part, you are expected to read and analyze the given
contents then, proceed to answer the given learning activities and wrapping up session.
Process
Work it out!

Common Text Structures

It is important to note that there are 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
to communicate an idea, they will use a structure that goes along with the idea.

Common Text Structures

1. Chronological Order
It is also known as time order. This structure is organized from one point in time to another.

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 2. Sequence
Steps described in the order they occur. It does not take place in a specific point in time.
3. 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.
4. 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.
5. 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.
6. Exemplification/Classification
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.
7. 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. For these
reasons, it is important that students are exposed to the various text structures.

TASK 1: GRAPHING A TEXT. Put the necessary information on the appropriate graphic organizer.

1. Posttraumatic amnesia is usually due to a head injury (like a serious fall or knock on the head). The
degree of memory loss may be related to the force of the injury. A simple whiplash may cause a person
to forget the moments before the accident, but a more severe injury may cause a greater loss. For
example, the victim may not remember who certain people are or may forget details about their own
identities.

SERIOUS FALL
POST TRAUMATIC AMNESIA
HEAD INJURY
-FORGETTING DETAILS KNOCK ON HEAD
ABOUT OWN IDENTITY
SIMPLE
WHIPLASH

SEVERE INJURY

2. The term “amnesia” refers to complete or partial memory loss. Almost all of us will experience some form of
amnesia in our lives, even if it’s just a simple case of verbal amnesia, like forgetting someone’s name.

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 Fortunately, there are things that you can do to prevent amnesia. Here is a list of foods that you can eat to
improve your memory: almonds, walnuts, bananas, honey, apples, and black pepper. Though these foods may
not reverse post-traumatic amnesia, they should improve your memory in daily life if you eat them regularly
enough.

TASK 2: EXTRACTING INFORMATION. Read the text below and answer the questions that follow.

The Golden Age of Comics

(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.

Process Questions:
1. Why was 1930s - 1940s considered as the golden age of comic books?
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2. How were comic books used before?

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 3. Why do you think comic books become so popular?
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4. Do Filipinos also enjoy reading comic books?

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5. How did the author arrange the information in the text?

__________________________________________________________________________________________
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6. Does the said arrangement help you comprehend the text? Explain.
__________________________________________________________________________________________
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7. Using an appropriate graphic organizer, highlight the significant information that can be found in the text.
__________________________________________________________________________________________
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TASK 3: WHAT TEXT STRUCTURE IS THIS? Read the following passages and identify the text structure
being used. Write only the letter of your choice.

a. problem and solution d. cause and effect

b. compare and contrast e. sequence / process
c. chronological f. persuasion
g. exemplification/classification

1. Making ice-cream is not 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.

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

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 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. Imagine a child as young as ten years old on the website Facebook chatting with a grown man or grown
woman. Should parents let their children as young as ten years old be on Facebook? Parents should not let their
children or child be on Facebook because on Facebook there are a lot of things that are said and done that a
child of that age should not be able to see. If a parent approves of a child being on Facebook it is very
inappropriate. Because that child may tell a story about their age and someone much older may see it and think
their telling the truth and start sending them messages and the child might not like it at all. When a child that
young is on a website like Facebook they might get excited and go overboard. For example, the child might tell
where they live, their address, and a lot more information that is not needed. In conclusion, parents should not
let children under age get on Facebook because many different things can happen.

6. There are four main levels of the Boy Scouts of America. Boys who are in first grade or are seven years old
can enter the Tiger Cubs. Each Tiger Cub has an adult partner. Uniforms are optional for Tiger Cubs. Scouts and
adults may wear orange Tiger T-shirts and hats. Boys who are in second grade or are at least eight years old can
join the Cub Scouts. The Cub Scouts wear blue uniforms with blue and gold scarves. Boys who are 11 to 17
years old can join the Boy Scouts. Boy Scouts wear khaki uniforms that include caps, scarves, shirts, and pants.
Boys and girls who are 14 to 20 years old can join the Venturing program. This program helps young people
develop leadership skills. Members of the Venturing program wear green uniforms.

 WRAPPING UP. Answer the guide question below. Write your answer on the space provided below.
You are given ten minutes to answer.

1. How are you going to use your knowledge of the text structures to gain information from texts?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

TRANSFER. In this part, you will be tested based on your learning of the lesson. Do
your best!

 POST ASSESSMENT. 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.

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 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.

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 HOW DO YOU FEEL ABOUT THIS LESSON? Share how you felt in this lesson by checking on
the box with emoticon. You can check as many as you can.

You have reached the end of the lesson.

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 Lesson 3. Summarizing Academic Texts

EXPLORE. In this part, you will be introduced to the topic’s overview, objectives, and guide
questions. You are expected also to finish the pre-assessment task. Start now!

 INTRODUCTION:

One way to check if you have understood a text is if you can summarize it. In this lesson, you will know
the various techniques to summarize it.

 STUDENT LEARNING OUTCOMES: At the end of this lesson, you should be able to:
1. Use various techniques in summarizing a variety of academic texts.

 GUIDE QUESTION: Answer the following question after this lesson.

1. What are the various techniques in summarizing an academic text?
2. What is the importance of using any of the techniques in summarizing an academic text?

 PRE-ASSESSMENT: Read the following statements written below. Put a cross (X) before the statements that
do not describe proper summarization and put a check (/) after each statement that does describe proper
summarization.

______ 1. Use own words to write the summary.

______ 2. Include trivial details in the summary.
______ 3. A summary should be a word or two.
______ 4. One’s summary may contain one’s opinion of the text.
______ 5. Cover main points and key ideas.
______ 6. Erase repetitive ideas.
______ 7. Use specific names instead of general terms.
______ 8. A summary should be a paragraph long.
______ 9. Examples should be written in a summary.
______ 10. Vagueness is acceptable in a summary.

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 FIRM-UP AND DEEPEN. In this part, you are expected to read and analyze the given
contents then, proceed to answer the given learning activities and wrapping up session.
Process
Work it out!

Summarize the paragraph below in two to three sentences.

“The Northern Lights” There are times when the night sky glows with bands of color. The bands may begin
as cloud shapes and then spread into a great arc across the entire sky. They may fall in folds like a curtain drawn
across the heavens. The lights usually grow brighter, then 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.

Source: Long Beach City College WRSC 6 SUMMARY

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Study the discussion below.

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:
A. Erase things that don’t matter. Delete trivial material that is unnecessary to understanding.

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 B. 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?
C. 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!
D. 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.
E. 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:
1. 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
B. Supporting Details
II. Main Idea
A. Supporting Details
B. Supporting Details
2. 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?

3. SAAC Method. This method is particularly helpful in learning the format of a summary. This includes the
title and author’s name.
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.

4. 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?

5. 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?

TASK 1: SUMMARIZING WITH TECHNIQUE. Read the following texts. Write a 3-5 sentence summary
of the following text using the assigned technique.

A. HEALTHY EATING

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 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:

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B. 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 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, and 1 H technique:

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______________________________________________________________________________________

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 ______________________________________________________________________________________
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____________________________________

C. Coronavirus in the Philippines: The COVID-19 risk, impact and measures

By Praveen Duddu (an excerpt)

Preventive measures by the Philippine government

The Philippine government is taking several steps to control the spread of the virus, including
travel restrictions, closure of schools and colleges, as well as training schools of the Philippine National
Police.
Educational institutes in the country are announced to be closed from March 9 to March 15,
whereas in Metro Manila the classes will be suspended until April 12.
Stringent social distancing measures will be in place in the National Capital Region (NCR) for 30 days
from March 15.
The government announced earlier on February 2, 2020 that all persons except Filipino
citizens and permanent resident visa holders were temporarily barred from entering the country.
A temporary ban on Filipinos from traveling to China or its special administrative region was
also imposed. A mandatory 14-day quarantine for Filipinos returning to from China or its special
administrative region was announced.

Write the summary using the SAAC technique:

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____________________________________

D. 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.

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 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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_____________________________________________________________________________________
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_____________________________________________

 WRAPPING UP. Answer the guide question below. Write your answer on the space provided below.
You are given ten minutes to answer.

1. What are the various techniques in summarizing an academic text?

___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

2. What is the importance of using any of the techniques in summarizing an academic text?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

TRANSFER. In this part, you will be tested based on your learning of the lesson. Do
your best!

 POST ASSESSMENT. 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

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 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 13 14 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.

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.

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 ______________________________________________________________________________________
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 HOW DO YOU FEEL ABOUT THIS LESSON? Share how you felt in this lesson by checking on
the box with emoticon. You can check as many as you can.

You have reached the end of the lesson.

29 | M O D U L E I N E N G L I S H F O R A C A D E M I C A N D P R O F E S S I O N A L P U R P O S E S 1 1
 Lesson 4. Thesis Statement and Reading Outline

EXPLORE. In this part, you will be introduced to the topic’s overview, objectives, and guide
questions. You are expected also to finish the pre-assessment task. Start now!

 INTRODUCTION:

Reading is an essential skill that many students need to master. Reading enhances your
comprehension. Through reading, one can know deduce the main idea of an academic text

 STUDENT LEARNING OUTCOMES: At the end of this lesson, you should be able to:
1. state the thesis statement of an academic text;
2. outline reading texts in various disciplines.

 GUIDE QUESTION: Answer the following question after this lesson.

1. What is a thesis statement?
2. What is/are the importance of outlining?

 PRE-ASSESSMENT: Read each question carefully and choose your answer from the given choices. Write
only the letter that corresponds to your answer.

1. What is a thesis statement?

A. It is a declarative sentence which states the focus or argument of the essay.
B. It is a sentence that elaborates the topic sentence.
C. It is a sentence that tells the reader the main idea of the paragraph.

2. Which among the following is the best thesis statement?

A. Some athletes take steroids.
B. Athletes should not take steroids.
C. Steroids should be banned from athletic competitions because they not only endanger the health of
the athletes, but also give athletes an unfair advantage.

3. Which among the following is a better thesis statement?

30 | M O D U L E I N E N G L I S H F O R A C A D E M I C A N D P R O F E S S I O N A L P U R P O S E S 1 1
 A. The censoring of movies shown on television is an invasive practice since it violates the producer’s
right to freedom of artistic expression and the viewer’s right to freedom of choice.
B. I am opposed to the censoring of movies shown on television. Movies made for theatres should not
be censored before being shown on television.
C. The censoring of movies shown on television is a controversial topic.

4. Which among the following is NOT true about a thesis statement?

A. It is a claim or stand that needs to be developed in an essay.
B. It acts as an adequate support to expound the main idea.
C. It must be debatable and supported with evidence.

5. What is an outline?
A. A technique that uses free flow of ideas by listing down everything that comes to mind.
B. A technique that shows how the parts of the text are related to one another as parts or sections that
are subordinate to a main idea.
C. A technique that links a word or phrase to different related topics or ideas.

6. What is the difference between reading outline from a writing outline?

A. A reading outline is used as a guide to organize ideas for an essay, while a writing outline is used to
get the main ideas of the text.
B. A reading outline is used to before writing the first draft of an essay, while a writing outline is used
to understand the connection of ideas in a reading text.
C. A reading outline is used to better comprehend a text’s structure while a writing outline is used to
organize ideas for a cohesive and coherent text.

7. What are the two types of outlines?

A. Topic and Sentence outlines
B. Letter and Number outlines
C. Heading and Subheading outlines

FIRM-UP AND DEEPEN. In this part, you are expected to read and analyze the given
contents then, proceed to answer the given learning activities and wrapping up session.
Process
Work it out!

Read the following discussions.

Thesis Statement
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.

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 Guidelines on writing an effective thesis statement
1. 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. Example: The officers of the
ROTC are merciless slave drivers who abuse their fellow students.
2. 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. Example: In this essay, I will talk about
the benefits of having a healthy lifestyle.
3. 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. Example: Coronavirus is an unseen threat to mankind.

Outline

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.

There 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 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

1. Read the entire text first. Skim the text afterward. Having an overview of the reading’s content will help you
follow its structure better.
2. Locate the thesis statement.
3. Look for the key ideas in each paragraph of the essay.
4. Look at the topic sentence and group related ideas together.
5. Arrange the contents according to chronological order, spatial order, and general to specific order. 6. Go back
to the text and make sure you have not miss any important information.

Rules for outlining

1. 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.
2. Each heading and subheading must have at least two parts.
3. Use either brief phrases or complete sentences. Do not use both in one essay.

Types of Outlines:
1. Topic outline—the headings are given in sing words or brief phrases
2. Sentence outline– all headings are expressed in complete sentences
Sample format

TITLE

Thesis Statement:

I.
A.
32 | M O D U L E I N 1.
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES 11
a.
b.
 Note: The use of roman numerals, capital letters , numbers and lower case letters will vary depending on the
length of the section or paragraph.

TASK 1: WHAT’S THE THESIS STATEMENT? 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 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

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 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:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

TASK 2: OUTLINING ACTIVITY. Create a reading outline for each of the texts.

Text A

STRESS AND STRAIN In engineering, stress and strain describe the conditions of a material under varying
circumstances. Stress is the material’s resistance to external forces, measured in terms of the force exerted per
unit of area, and strain is the material’s change resulting from those external forces. Every force that acts on a
material creates a type of stress, and each stress has an accompanying type of strain. The three basic types of
stress are tensile, compressive, and shearing. Tensile stress occurs when a pair of forces act on opposite ends of
the material and attempt to pull it apart. The resistance the material offers to this action is known as the tensile
stress in the material. Tensile stress is most easily demonstrated by puling on the ends of a rubber band. The
type of stretching (strain) taking place in the rubber band occurs to some degree in all other materials which are
this type of force.

Compressive stress results from forces pushing in on the ends of a material. A simple example of a compressive
force is pressure exerted to push an accordion together. An accordion has only a small compressive stress
because the accordion bag offers little resistance to being forced together. Reduction is the length of the material
(strain) accompanies a compressive stress.

Shearing stress occurs when a force acts downward on a material, causing a piece of it to bend or break off. This
type of force, known as shearing force, is resisted by shearing stress. Shearing force and stress can be
demonstrated by slicing a loaf of bread. Although amplified by the knife’s cutting edge, the force can still be
considered a shearing force. Like all other materials, the bread offers resistance (stress) but tends to break
(strain) under such force.

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 Text B

AUDIO– VISUAL SYNAESTHESIA Audio-visual synaethesia is a perceptual effect which simultaneously

stimulates the senses of vision and hearing. Each sound is perceived as harmoniously interdependent with a
visual sensation.

Synaethesia is an art form which stems directly from technological roots. The advances in electronics have made
possible the simulation more than one sense at a time, and future technological advances may allow the creation
of a total perceptual environment.

One of the simplest deices for demonstrating the effect of audio-visual synaethesia is the color organ. A color
organ is an electronic circuit which converts the varying beats and intensities of recorded music to a
corresponding light display. The lights flash with the beat of the music, and their brightness varies with the
volume. Some color organs have circuitry which displays the high tones of a musical passages one color, the
medium tones as another color, and the low tones as yet another. The overall effect of watching the display
while simultaneously listening to the music is that one can sense that he is “seeing” the music, or “hearing” the
visual display.

In audio-visual synaesthesia, two usually separate sensations are fused into one harmonious perceptual effect.
Synaesthesia may be art form of the future.

 WRAPPING UP. Answer the guide questions below. Write your answer on the space provided below.
You are given ten minutes to answer.

1. What is a thesis statement?

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_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________

2. What is/are the importance of outlining?

_____________________________________________________________________________________
_____________________________________________________________________________________

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 _____________________________________________________________________________________
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TRANSFER. In this part, you will be tested based on your learning of the lesson. Do
your best!

 POST ASSESSMENT. Read critically the texts below. Identify the thesis statement and make an outline
for this essay. You may modify the sample outline format presented before.

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 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

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 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.

THESIS STATEMENT:

__________________________________________________________________________________________
__________________________________________________________________________________________
______________________________________________________________________________

OUTLINE:

 HOW DO YOU FEEL ABOUT THIS LESSON? Share how you felt in this lesson by checking on the
box with emoticon. You can check as many as you can.

37 | M O D U L E I N E N G L I S H F O R A C A D E M I C A N D P R O F E S S I O N A L P U R P O S E S 1 1
 Lesson 5. Critical Approached to Writing a
You Review/Reaction
have reached the end of the lesson.
Paper/Critique

EXPLORE. In this part, you will be introduced to the topic’s overview, objectives, and guide
questions. You are expected also to finish the pre-assessment task. Start now!

 INTRODUCTION:
This lesson is essential for the achievement of an effectively written review, reaction, or critique paper.
The varied approaches will be your guide to express properly your thoughts and craft your ideas.

 STUDENT LEARNING OUTCOMES: At the end of this lesson, you should be able to:
1. use appropriate critical approaches* in writing a critique such as formalism, feminism, etc.

 GUIDE QUESTION: Answer the following question after this lesson.

1. What are the different approaches to writing Review/Reaction Paper/Critique?
2. What is/are the benefits of looking at the different approaches before writing?

 PRE-ASSESSMENT: Read and analyze the statements below. Write TRUE if the statement is true and FALSE
if the statement is false.

________________1. Marxist criticism focuses understanding how power, politics, and money play a role in
arts, texts, movies, etc..
________________2. Formalism reveals how aspects of our culture are patriarchal, i.e., how our culture views
men as superior and women as inferior.
________________3. Feminism emphasizes on the form or structure of an 1 WHAT I KNOW
________________4. Reader-response criticism argues that the meaning of a text is dependent upon the
reader’s response to it.
________________5. Historical criticism emphasizes the importance of the author/ artist’s life and background
into account when analyzing a text or an object.
________________6. Biographical criticism posits that every literary work is the product of its time and its
world.
________________7. Formalism examines texts out of the context of their time period, social setting, and
author’s background.

38 | M O D U L E I N E N G L I S H F O R A C A D E M I C A N D P R O F E S S I O N A L P U R P O S E S 1 1
 ________________8. Marxist criticism focuses on the act of reading and how it affects readers’ perceptions of a
text.
________________9. Historical criticism examines how literary texts reflect the ideas, beliefs, and attitudes of
the time in which they were created.
________________10. Biographical criticism states that understanding an author’s background can help readers
FIRM-UP AND DEEPEN. In this part, you are expected to read and analyze the given
contents then, proceed to answer the given learning activities and wrapping up session.
Process
Work it out!

Read the following discussions.

Critical Approaches to Writing a Review/ Reaction Paper/Critique

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.

1. Formalism emphasizes the form of a literary work to determine its meaning, focusing on literary
elements and how they work to create meaning.

 Focus on the elements, structure and principles that govern a certain text, artworks, movie, book,
poems, etc.

Poem (meter, figurative devices, imagery, theme)

Books/stories (setting, characters, plot)

Movies (sound effects, transition, shots)

2. Biographical Criticism emphasizes the importance of the author’s life and background into account
when analyzing a text.

 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?

3. Historical Criticism posits that every literary work is the product of its time and its world.

39 | M O D U L E I N E N G L I S H F O R A C A D E M I C A N D P R O F E S S I O N A L P U R P O S E S 1 1
  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’?

4. Marxist Criticism emphasizes on how power, politics, and money play a role in literary texts and
amongst literary societies and characters.
 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?

5. Feminism emphasizes on the roles, positions, and influences of women within literary texts.  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?

6. Reader-response criticism emphasizes that the meaning of a text is dependent upon the reader’s
response to it.
 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?

TASK 1: WRITING TASK. Write a short critique (8-10 sentences) on the following works using the specified
approach.

A. Ang Probinsyano (TV series) using the Marxist Criticism

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B. “Sympathy” by Paul Laurence Dunbar using the Reader-response Critical Approach criticism
I know what the caged bird feels, alas!
When the sun is bright on the upland slopes;
When the wind stirs soft through the springing grass,
And the river flows like a stream of glass;

40 | M O D U L E I N E N G L I S H F O R A C A D E M I C A N D P R O F E S S I O N A L P U R P O S E S 1 1
 When the first bird sings and the first bud opes,
And the faint perfume from its chalice steals—
I know what the caged bird feels!
I know why the cage bird beats his wing
Till its blood is red on the cruel bars;
For he must fly back to his perch and cling
When he fain would be on the bough a-swing;
And a pain still throbs in the old, old scars
And they pulse again with a keener sting—
I know why he beats his wing!
I know why the caged birds sings, ah me,
When his wing is bruised and his bosom sore, -
When he beats his bars and would be free;
It is not a carol or joy or glee,
But a prayer that he sends from his heart’s deep core,
But a plea, that upward Heaven, he flings—
I know why the caged bird sings!

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C. Luneta Park using the Historical Criticism

Source: https://www.google.com/

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 __________________________________________________________________________________________
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 WRAPPING UP. Answer the guide questions below. Write your answer on the space provided below.
You are given ten minutes to answer.

1. What are the different approaches to writing Review/Reaction Paper/Critique?

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2. What is/are the benefits of looking at the different approaches before writing?
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TRANSFER. In this part, you will be tested based on your learning of the lesson. Do
your best!

POST ASSESSMENT. . Write a short critique (5-8 sentences long per critical approach) of your chosen
text. Fill your answers in the table.

Critical
Approach Text: _______________________________________________________________

FORMALIS
M

FEMINISM

MARXISM

READER-
RESPONSE

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  HOW DO YOU FEEL ABOUT THIS LESSON? Share how you felt in this lesson by checking on the
box with emoticon. You can check as many as you can.

You have reached the end of the lesson.

References:

Academic Language of the English-Language Arts-Higher Education. Retrieved from

https://www.pearsonhihered.com. Retrieved date June 24, 2020.

Academic Writing vs. Non Academic Writing. Retrieved from www.diffrencebetween-com.cdn.ampproject.org.

Retrieved date June 30, 2020.

Extended Essay: Formal vs. Informal Writing. Retrieved from www.libguides.westoundacademy.org Retrieved
date June 25, 2020.

Sample academic texts. Retrieved from https://portal.uea.ac.uk. Retrieved date June 24, 2020 Scarcella, R.
Academic Language for English Language Learners. Retrieved from www.colorincolorado.org. Retrieved date
June 25, 2020

Spivey, B. 365 Social & Academic vocabulary– What’s the Difference? Retrieved from
www.superduperinc.com. Retrieved date June 25, 2020.

The English Effect. Retrieved from www.britishcouncil.org. Retrieved date June 26, 2020.

Tools for Assessment. Reflection Writing Rubric. Retrieved from https://www.cmu.edu/teaching/assessment.

Retrieved January 26, 2021.

Using Academic Language. Retrieved from www.monash.edu. Retrieved date June 25, 2020.

Kissner, E. Teaching Text Structure: A Quick Guide for Teachers. Retrieved from Slideshare. Retrieved date
July 7, 2020.

Identifying Text Structure Worksheets. Retrieved from https:// www.ereadingworksheets.com/text-structure/.

Retrieved date July 7, 2020.

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 Text Structure| Ereading Worksheets. Retrieved from https:// www.ereadingworksheets.com/text-structure/.
Retrieved date July 7, 2020.

Text Structure PPT. Retrieved from https://www.ereadingworksheets.com/textstructure/. Retrieved date July 7,

2020.

Bales, K. July 2020. 5 Easy Summarizing Strategies for Students. Retrieved from thoughtco.com. Retrieved date
July 29, 2020

Duddu, P. March 2020. Coronavirus in the Philippines: The COVID-19 Risk, Impact and Measures. Retrieved
from pharmaceutical-technology.com. Retrieved date August 4, 2020.

Evangelista, A. Basics of Summarizing. Retrieved from Slideshare. Retrieved date July 29, 2020

Summarizing Strategies. Retrieved from www.google.com Retrieved date July 29, 2020

Summarizing Worksheets. Retrieved from https://www.ereadingworksheets/ summarizing-worksheets-and-

actiities/. Retrieved date July 29, 2020.

Rodriguez, M.R., and Tiongson, M.T.2016. Reading and Writing Skills. Quezon City: Rex Printing Company,
Inc.

Saqueton, G. and Uychoco, M.T. 2016. English for Academic and Professional Purposes. Quezon City: Rex
Printing Company, Inc.

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