SHS
Applied Subject
English for Academic and
Professional Purposes
Quarter 1
Module 3: Capturing Salient Points
English for Academic ang Professional Purposes-SHS (Applied Subject)
Quarter 1 – Module 3: Capturing Salient Points
Republic Act 8293, section 176 states that no copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work for
profit. Such agency or office may, among other things, impose as a condition the payment
of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Development Team of the Module
Compilers: John Bill M. Caballero, TI, Basak Community High School
Mirasol O. Patriarca, MTI, Abellana National School
Editors: Roquesa B. Sabejon, PSDS, North District 7
Rex C. Ebarle, MT1, Cebu City National Science High School
Gina M. Panes, TIII, Cebu City National Science High School
Dennis Jay L. Tecson, TII, Alaska Night High School
Management Team:
Rhea Mar A. Angtud, Schools Division Superintendent
Danilo G. Gudelosao, Assistant Schools Division Superintendent
Grecia F. Bataluna, Curriculum Implementation Division Chief
Norman R. Gabales, EPSvr-English
Vanessa L. Harayo, EPSvr-LRMS
Printed in the Philippines by Department of Education, Cebu City Division, Region Office VII
Office Address: New Imus Road, Barangay Day-as, Cebu City
Telefax: (032) 255-1516 / (032) 253-9095
E-mail Address: [Link]@[Link]
SHS
Applied Subject
English for Academic and
Professional Purposes
Quarter 1
Module 3: Capturing Salient Points
Day 1
Pretest
Directions: Read the questions carefully and encircle the letter of the correct
answer.
1. It is used to determine essential ideas from any reading source which includes the
gist or main idea, useful information, key words, or phrases that help meet the
reading purpose.
A. Paraphrasing B. Summarizing C. Quoting D. None of them
2. It is a format in summarizing wherein the idea comes after the citation.
A. Author Heading B. Date Heading C. Idea Heading D. None of them
3. These are words used to discuss another person’s writing or assertions.
A. Adjective B. Modal Verbs C. Reporting Verbs D. Both A and B
4. Which of the following is/are a characteristic/s of paraphrasing?
A. It must be attributed to the original source
B. It does not match the source word for word
C. It involves putting a passage from a source into your own words
D. All of the above
5. Which of the following is/are a guideline/s in paraphrasing?
A. Do not include the key words or main idea of the text
B. Get the original text and compare it with your paraphrase
C. Check the sentence structure, it should be the same with the original text
D. Both A and b
6. Which of the following is/are a benefit/s in summarizing?
A. Deepen the understanding of the text
B. Combine details or examples that support the main idea/s
C. Concentrate on the gist or main idea and key words presented in the text
D. All of the above
{For numbers 7-9, identify the format used in the sample summary placed inside the
box.}
7. A. Author Heading B. Date Heading C. Idea Heading D. None of them
Gonzaga (2018) and Go (2013) insist that the key element to succeed in
life is the combination of perseverance, advance plan, and uncontrolled
opportunities.
8. A. Author Heading B. Date Heading C. Idea Heading D. None of them
The key element to succeed in life is the combination of perseverance,
advance plan, and uncontrolled opportunities (Go, 2013; Gonzaga, 2018).
9. A. Author Heading B. Date Heading C. Idea Heading D. None of them
In 2018 and 2013, Gonzaga and Go insist that the key element to succeed
in life is the combination of perseverance, advance plan, and uncontrolled
opportunities.
{For numbers 10-12, refer to the findings presented below.}
K-12 Curriculum is needed since according to Multi-lingual Philippines
(2010), International test results consistently show Filipino students lagging
way behind practically everybody else in the world. In the 2008
Mathematics Examination, for example, we came in dead last.
10. What is the main subject of the findings?
A. Filipino Students C. Multi-lingual Philippines
B. Mathematics Exam D. Importance of K-12 Curriculum
11. Which of the following paraphrases best fit/s to the findings?
A. In an exam, Philippines ranked last and the Filipino students’ competence is
far behind others, that is why K-12 Curriculum is a necessity.
B. K-12 Curriculum is essential since we are far behind the learnings of other
students worldwide and we ranked last in a Math exam.
C. In an exam, Philippines ranked last and the Filipino students’ competence
is far behind others according to Multi-lingual Philippines, that is why K-12
Curriculum is a need.
D. Both A and B
12. What is/are the idea/s conveyed from the findings?
A. Mathematics is the least studied subject according to the text.
B. K-12 curriculum creates a huge negative impact to the lives of parents as
well as to the students.
C. The importance of K-12 curriculum can greatly develop students’
performance in Mathematics.
D. Both A and C
{For numbers 13-15, refer to the findings presented below.}
According to PEW Research Center (2015), teens often take steps to sever digital
ties with their ex-partner after break-ups. Half (48%) of teen daters have deleted an
ex-partner from their cellphone’s address book and 38% have untagged or deleted
photos of themselves and a former significant other on social media, while a similar
share (37%) have unfriended or blocked an ex on social media. Some 30% of teen
daters say they have blocked an ex from texting them. While there are no gender
differences when it comes to removing an ex from their phone contact list or blocking
a former partner from texting them, teen girls with relationship experience (44%) are
more likely than their male counterparts (31%) to block or unfriend an ex on social
media. Girls are also more likely than boys to untag or delete photos from a previous
relationship (46% vs. 30%).
13. What is the main subject of the findings?
A. Teenage Pregnancy C. Errors in Relationship
B. Digital Ties to Ex-partner D. None of them
14. Which of the following best summarize/s the findings?
A. Basically, social media has been the tool for teenagers to express their
disappointments to their ex. Others use it to greatly emphasize that their
relationship is totally broken.
B. Teens breaks their ex through social media by deleting their ex-partner from
phonebook, untag or delete photos on social media, unfriend or block their
ex. Teen girls are more likely to do it compared to boys in a way of untagging
or deleting photos.
C. According to PEW Research Center (2015), teens often take steps to sever
digital ties with their ex-partner after break-ups. Half of teen daters have
deleted an ex-partner from their cellphone’s address book and 38% have
untagged or deleted photos of themselves and a former significant other on
social media, while a similar share have unfriended or blocked an ex on
social media. Girls are also more likely than boys to untag or delete photos
from a previous relationship.
D. Both B and C
15. What conclusion/s can be made from the findings?
A. Digital ties of partners after break-up are cut due to personal decisions.
B. Digital ties of partners after break-up gets better for reconciliation purposes.
C. Digital ties of partners after break-up is best since no label is hindering them
to communicate.
D. Both B and C
Capturing Salient
Points
What I Need to Know
After completing the module, you are expected to:
➢ differentiate paraphrase from summary;
➢ summarize a given text; and
➢ paraphrase a given text.
What’s In
Direction: Answer the following questions based on the discussion given from the
previous module:
1. Why should one learn text structure?
___________________________________________________________
___________________________________________________________
2. How does IMRaD differ from Three-Part Structure Essay in terms of
organization?
___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Choose an expository text structure that will best discuss the divisiveness
of the Filipinos today on ABS-CBN franchise denial. Justify.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Day 2
What’s New
What is paraphrasing??
Paraphrasing is one of the ways to avoid plagiarism. It is rendering the essential ideas
in a text (sentence or paragraph) using your own words. Paraphrased materials are
usually shorter than the original text. It is more detailed than a summary.
Characteristics:
▪ does not match the source word for word
▪ involves putting a passage from a source into your own words
▪ changes the words or phrasing of a passage, but retains and fully
communicates the original meaning
▪ must be attributed to the original source
When Paraphrasing:
▪ paraphrase a short text with one or two sentences or a paragraph with a
maximum of five sentences
▪ paraphrase when you want to avoid or minimize direct quotation
▪ rewrite the author’s words by not changing the message or use your own words
to state the author’s ideas
Guidelines in Paraphrasing:
▪ Read the text & understand its meaning
▪ Highlight the key words or main idea of the text
▪ Recall the key words or main idea when you read it
▪ Write in your own words what you understood about the ideas of the text
▪ Get the original text and compare it with your paraphrase
▪ Check the meaning. Should have the same meaning with the original text
▪ Check the sentence structure. Should be different from the original text
▪ Refrain from adding comments. Stick to the ideas presented in the text
▪ Compare your output to the original text for accuracy. Avoid redundancy
▪ Record the details of the original source
▪ Format your paraphrase properly
Example:
Students frequently overuse direct quotation in taking note, and as a result they
overuse quotations in the final research paper. Probably only about 10% of your
final manuscript should appear as directly quoted matter. Therefore, you should
strive to limit the amount of exact transcribing of source materials while taking notes.
Lester, James D. Writing Research Papers. 2nd ed., 1976, pp. 46-47.
Paraphrased Plagiarized
In research papers, students often quote Students often use too many direct
excessively, failing to keep quoted quotations when they take notes,
material down to a desirable level. Since resulting in too many of them in the final
the problem usually originates during copy should consist of directly quoted
note taking, it is essential to minimize the material. So, it is important to limit the
material recorded verbatim (Lester 46- amount of source material copied while
47). taking notes.
What is summarizing?
Summarizing is used to determine the essential ideas in a book, article, book chapter,
an article, or parts of an article. These essential ideas include the gist or main idea,
useful information, or key words or phrases that help meet the reading purpose. It is
generally done after reading but can be done as well while reading a text. In addition,
it is an important skill because it helps:
▪ deepen the understanding of the text
▪ learn to identify relevant information or key ideas
▪ combine details or examples that support the main idea/s
▪ concentrate on the gist or main idea and key words presented in the text
▪ capture the key ideas in the text and put them together clearly and concisely
What is NOT summarizing?
▪ when write down everything
▪ write down ideas from the text word for word
▪ write down incoherent and irrelevant ideas
▪ write down ideas that are not stated in the text
▪ write down a summary that has the same length or is longer than the original
text.
Guidelines
▪ Clarify purpose before you read.
▪ Read the text and understand the meaning. Locate the gist or main idea or
thesis statement.
▪ Highlight or circle the key ideas or phrases while reading or annotate the text.
▪ Identify the connections of these key ideas and phrases using a concept map.
▪ List your ideas in a sentence form.
▪ Combine these sentences into a paragraph using appropriate transitional
devices to improve cohesion.
▪ Ensure that you do not copy a single sentence from the original text.
▪ Refrain from adding comments about the text. Stick to the ideas it presents.
▪ Edit the draft of your summary by eliminating redundant ideas.
▪ Compare your output to the original text to ensure accuracy.
▪ Record the details of the original source.
▪ Format your summary properly.
Formats in Summarizing
1. Idea Heading Format- the summarized idea comes before the citation. (Pay
attention to the bold sentences.)
Example
Benchmarking is a useful strategy that has the potential to help public officials
improve the performance of local services (Folz, 2004; Ammons, 2001). Once
the practice of a particular city is benchmarked, it can be a guidepost and the basis
for the other counterparts to improve its own.
2. Author Heading Format- the summarized idea comes after the citation. The author’s
name/s is/are connected by an appropriate reporting verb. (Pay attention to the bold
sentences.)
Example
Folz (2004) and Ammons (2001) said that benchmarking is a useful strategy
that has the potential to help public officials improve the performance of local
services. Once the practice of a particular city is benchmarked, it can be a guidepost
and the basis for the other counterparts to improve its own.
3. Date Heading Format- the summarized idea comes after the date when the material
was published. (Pay attention to the bold sentences.)
Example
In 2004 and 2001, Folz & Ammons said that benchmarking is a useful strategy
that has the potential to help public officials improve the performance of local
services. Once the practice of a particular city is benchmarked, it can be a guidepost
and the basis for the other counterparts to improve its own.
Use Reporting Verbs when Summarizing
A reporting verb is a word used to discuss another person’s writings or assertions.
They are generally used to incorporate the source to the discussion in the text. In
summarizing, you are highly encouraged to vary the verbs you use to make your
writing more interesting and to show importance to each of your sources. You can use
either the past or the present tense depending on your meaning. Using the past tense
usually indicates that you view the idea to be outdated and therefore want to negate
it. On the other hand, using the present tense generally indicates that you view the
idea to be relevant or agreeable.
Hyland (1999) lists a frequency of reporting verbs used according to discipline:
Discipline Reporting verbs from left to right, most common to least common
Biology Describe find Report show suggest observe
Marketing Suggest argue Find demonstrate propose show
Linguistics Suggest argue Show explain find point out
Sociology argue suggest describe note analyze discuss
Philosophy Say suggest Argue claim point out hold think
Overall Suggest argue Find show describe propose report
What I can do
I. Directions: Finish the paraphrased sentences by changing the word/ word type and
grammar.
e.g. We studied the statistics then applied for funding.
▪ After _____ the statistics, we made an _____ for funding.
▪ After studying the statistics, we made an application for funding.
1. We were concerned about her health.
We had some _____ about her health.
2. The council cut funding so we could not provide free parking.
Because of council funding _____, there was no _____ for free parking.
3. His proposal was a failure as it was too theoretical.
His proposal _____ because it relied too much on _____.
4. As the emphasis was only on the UK, there were weaknesses in the evidence.
By _____ the UK only, the evidence was _____.
5. As the emphasis was only on the UK, there were weaknesses in the evidence.
As the emphasis was only on the UK, the evidence was not _____.
II. Directions: Read the following statements. Draw a like sign if the statement shows
an effective strategy in writing a summary and draw an unlike sign if it does not.
______ 1. Joey copies in verbatim some of the sentences from the original text.
______ 2. Rachel highlights the key ideas in the original text while reading it.
______ 3. Monica includes the specific examples that the original text used to
support a certain key idea.
______ 4. To add more information, Alexa added her analysis and comments to the
ideas of the author.
______ 5. Lalaine extended the message of the text and included some of her
interpretations.
What I have Learned
Direction: Complete the text using the terms given below.
bird’s eye view paraphrased layman’s terms summarizing
A text can be _________________ by using _____________ in presenting all
the ideas from the original text. On the other hand, _______________ a text is
done through capturing the salient ideas of the original text, so the readers will
have a ___________ about it.
Day 3
What’s More
I. Directions: Read each text below and paraphrase it on the space provided.
1. Hemmingway’s work contains a lot of symbolism. In The Old Man and The Sea, the
protagonist is struggling to capture a large marlin. His struggle against the marlin
symbolizes the protagonist’s struggle against defeat. Hemmingway’s use of
symbolism truly affects the way the reader reads and interprets his work.
Paraphrase:_________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. “No historian should begin research with someone else’s notes. Taking notes is the
first (and perhaps most important step) in developing our own interpretation of a
subject. It forces us to decide (again and again) what is interesting and important”
(Reuben, 2005, p. 413).
Paraphrase:_________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
II. Directions: Let your brother or sister or any member of the family share his or her
observations regarding the different learning modalities to be used
nowadays. Then, write or paraphrase what she or he had said in the
bubble map.
III. Directions: Read the article below and answer the questions found in the table.
Digital IDs for Development: Access to Identity and Services for
All
Lack of personal official identification (ID) prevents people from
fully exercising their rights and isolated them socially and
economically-voting, legal action, receipt of government benefits,
banking, and borrowing are all virtually closed off. The widespread
lack of ID in developing countries is a critical stumbling block to
national growth. Digital ID, combined with the already extensive use
of mobile devices in the developing world, offers a transformative
solution to the problem- a simple means for capturing personal ID
that can reach far more people; and new, more efficient ways for
government and business to reach and serve the population. Robust
digital ID systems can produce huge savings for citizens,
government, and business, increase transparency and
accountability, and drive innovation. Harnessing their power will
require strong political will and leadership, foreign assistance
matched with local incentives, and a supportive institutional
environment. Trust in data security will be critical to achieving
tangible results.
Source: Dahan, M. & Sudan, R. (2015): Digital IDs for developmental:
Access to identify and services for all. World Bank.
Questions Answers
1. What are the key ideas found in the
article? Identify at least three.
2. What are the important details that
support each key idea?
3. Combine your answers to form a
summary of this article.
IV. Directions: Ask your parents, grandparents, or any family member on what they
knew about the origin of your place. Based on their details, make a summary using
the chart.
Day 4
Post Test
Directions: Using a separate sheet of paper, write the CAPITAL LETTER of the
correct answer for each item. Label your paper as Post Test- Module 3 in
EAPP.
1. It is one way to avoid plagiarism which renders the essential ideas in a text using
writer’s own words. It is usually more detailed than a summary.
A. Paraphrasing B. Intertextualizing C. Quoting D. None of them
2. It is a format in summarizing in which the summarized idea comes before the
citation.
A. Idea heading format C. Author heading format
B. Date heading format D. None of them
3. It is a format in summarizing wherein idea comes after the citation.
A. Idea heading format C. Author heading format
B. Date heading format D. None of them
4. It is a format in summarizing wherein idea comes after the date when the material
was published.
A. Idea heading format C. Author heading format
B. Date heading format D. None of them
5. Which of the following is/are a characteristic/s of paraphrasing?
A. does not match the source word for word
B. involves putting a passage from a source into your own words
C. changes the words or phrasing of a passage, but retains and fully
communicates the original meaning
D. all of the above
6. Which of the following is/are a guideline/s in paraphrasing?
A. Record the details of the original source
B. Highlight the key words or main idea of the text
C. Check the meaning, it must be the same with the original text
D. All of the above
7. By 2003, no country will be a hegemonic power. What kind of summary heading
format is used?
A. Idea heading format C. Author heading format
B. Date heading format D. None of them
8. Government should value teachers by providing them benefits (Tabiola, 2016).
What kind of summary heading format is used?
A. Idea heading format C. Author heading format
B. Date heading format D. Both a and b
9. According to Marfito (2016), the school’s role of developing educated and skilled
workers and their need to be adaptive to innovations are crucial to the knowledge-
based economy. What kind of summary heading format is used?
A. Idea heading format C. Author heading format
B. Date heading format D. Both a and b
{For numbers 10-12, refer to the text below.}
According to Business II Community (2012), students today have begun to rely on
the accessibility of information that is available on the social media platforms
specifically as well as the web in general in order to get answers. This means that
there is a reduced focus on learning as well as on retaining information.
10. What is the source of the information?
A. 2012 B. students C. Business II Community D. None of them
11. Which of the following best present/s your view based on the information from
the text?
A. It is not favourable to use social media in creating assignments since it
makes a student lazy.
B. The use of social media causes great addiction to students for much of
their time is spent surfing.
C. The use of social media in searching for information greatly limits their
focus on learning as well as remembering information.
D. All of the above
12. Which of the following summaries best fit/s to the text?
A. According to the study, students are greatly addicted to the use of social
media.
B. According to the study, students have limited focus in learning and
remembering information.
C. According to the study, students rely their answer to social media platforms
which results to the limited focus in learning and remembering information.
D. Both B and C
{For numbers 13-15, refer to the text below.}
According to the Encyclopedia of Sexuality, published in the early 1990s, in China,
abortion as a secondary measure to terminate an unwanted pregnancy is not only
a legal right, it is even a legal responsibility. If a woman already has a child, she will
be asked to terminate her unplanned pregnancy by abortion in the first trimester and
even as late as the second trimester.
13. Which of the following opinions is/are best for the information presented in the
text?
A. I agree to the fact above since a child has a right to live in this Earth.
B. I greatly disagree to the information above since unwanted pregnancy is
not a reason to abort a child.
C. I totally disagree to the viewpoint of the text above since Philippines has an
increasing population thus, abortion is needed.
D. All of the above
14. What is the best explanation why the text falls under academic writing?
A. It is because the text is very informative and gives knowledge to the
readers.
B. It is because the topic is all about woman, which is also considered in
formal writing.
C. It is because the text uses the words like ‘it is’ and not ‘it’s which is in line
with the ruling of language used in academic writing.
D. None of the above
15. Which of the following paraphrases best fits the text?
A. A woman is asked to abort her child in the first and second trimester and
abortion is not only legal but also a legal responsibility.
B. Abortion is not only legal but also a legal responsibility wherein a woman is
asked to abort her child in the first and second trimester.
C. A woman is asked to abort her in the first and second trimester and abortion
is not only legal but also a legal responsibility according to Encyclopedia of
Sexuality.
D. None of the above
Pretest
1. B. 6. D. 11. C.
2. A. 7. A. 12. C.
3. C. 8. C. 13. B.
4. D. 9. B. 14. B.
5. B. 10. D. 15. A.
What I Can Do
I. 1. concerns 4. emphasizing, weak
2. cut, provision 5. strong
3. failed, theory
II.
1. 3. 5.
2. 4.
What I Have Learned
1. paraphrased 2. layman’s terms 3. Summarizing 4. Bird’s eye view
Note: Answers from other activities may vary.
Answer Key
References
Bailey, S. (2011). Academic Writing A Handbook for International Students. New York:
Taylor & Francis e-Library.
Barrot, J. S. & Sipacio, P. J. F. (2016). Communicate Today English for Academic &
Professional Purposes for Senior High School. Quezon City: C & E Publishing,
Inc.
Saqueton, G. M., & Uychoco, M. T. A. (2016). English for Academic and Professional
Purpose. Sampaloc, Manila: Rex Bookstore, Inc.