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Academic Language in Writing Module

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0% found this document useful (0 votes)

13 views58 pages

Academic Language in Writing Module

Uploaded by

Kimberly Bruce De Castro

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
DIVISION OF BATANGAS PROVINCE
LEMERY SENIOR HIGH SCHOOL
LEMERY, BATANGAS

Track/ Strand TVL – ICT Grade Level Grade 12

Teacher Kimberly B. De Castro Learning English for Academic and
Area Professional Purposes
Teaching Date July 29, 2024- August 02,
Quarter Quarter 1
2024
Teaching Time 12:10 – 5:30 No. of Days 4

I. OBJECTIVES At the end of the lesson, learners are

(contains expected to:
Knowledge, Skills, 1. define what an academic language is;
Attitudes/values) 2. identify the characteristics of an academic language; and
3. use academic language in academic writing.
A. Content The learner acquires knowledge of appropriate reading strategies for
Standards a better understanding of academic texts
B. Performance The learner produces a detailed abstract of
Standards information gathered from the various academic texts read
C. Most Essential Differentiates language used in academic texts from various
Learning disciplines
Competencies
(MELC)
D. Enabling
Competencies
(If available, write
the attached
enabling
competencies)
II. CONTENT Lesson 1: Language in Academic Text
III. LEARNING
RESOURCES
A. References
a. Teacher’s
Guide Pages
b. Learner’s MODULE IN ENGLISH FOR ACADEMIC AND PROFESSIONAL
Materials Pages PURPOSES (LESSON 1 LANGUAGE IN ACADEMIC TEXT)
c. Textbook N/A
Pages
d. Additional
Materials from N/A
Learning
Resources
B. List of Learning

LEMERY SENIOR HIGH SCHOOL

[Link] St., Bagong Sikat, Lemery, Batangas
(043)740-1864 / (043)-740-1862
lemeryseniorhighschool@[Link]
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
DIVISION OF BATANGAS PROVINCE
LEMERY SENIOR HIGH SCHOOL
LEMERY, BATANGAS

Resources for
Development
and Engagement
Activities
IV. PROCEDURES
A. Introduction The teacher will explain:

In this module, you will have to differentiate the language

used in academic text from various disciplines.

Specifically, this module will help you to:

 define what an academic language is;
 identify the characteristics of an academic language; and
 use academic language in academic writing.

The learners will be given a set of questions (Pretest). They will

analyze it and answer each that follows.

I. Directions: Read the statements carefully. Write True if

the statement is correct or False if wrong in the blanks
provided.
1. Jargons are the specific terms used in a
particular course or field.
2. The words such as “haven’t”, “you’re” and
“could’ve” are examples of acronyms.
3. The colloquial words are the denotative
words found in the dictionary.
4. Hedges are used to express absolute certainty of a stance.
5. Grammar is one of the elements that need to be
properly observed in academic writing.

II. Directions: Analyze the sentences carefully. Replace the

italicized two- word verb in each sentence with a single-
word verb from the choices. Write the correct answers in
the blanks.
produces conducted raised eliminate tolerate
refuses produces creates establishe increased
d

1. Mothers cut down spending on grocery

items.

LEMERY SENIOR HIGH SCHOOL

2. Scientists come up with a good

solution to the problem
3. Teachers brought up some issues on
cheating during examinations.
4. Private schools nowadays get rid of
tuition fee hike.
5. The team leader turns down the
first project proposal because of its inconvenience
for the members.

B. The teacher will explain:

Development
Academic writing is a challenging but satisfying activity. It
needs great preparations. One of the necessary preparations is
on language use. Academic writing requires academic language.
Language use is a qualifying component of a text to be
categorized as an academic text.
Several definitions and explanations can be given to academic
language which is considered a formal way to present words on
a certain field. In general, Academic language or text is used in
classroom setting
– in textbooks, teacher-made tests and other forms of
academic disciplines.
Moreover, it includes variety of formal language skills such as
vocabulary, grammar, punctuation, syntax and the likes. These
allow students to acquire knowledge and academic skills needed
to do the work of schools.
In other words, academic language can always be associated
with academic disciplines such as discourse features,
grammatical constructions across different language domains.

The teacher will discuss:

Distinctive Attributes of Academic Language

A. Formality – Generally, academic writing is formal where the

following should be avoided:
*Colloquial words and expressions and idiomatic expressions
*Abbreviated words such as can’t, doesn’t, shouldn’t and others
*Two-word verbs such as put off, bring up
*Expanded terms over their abbreviated equivalents such as “as soon
as possible” instead of ASAP

LEMERY SENIOR HIGH SCHOOL

B. Precision – In academic writing, facts, figures, graphs,

illustrations are given precisely. The exactness and accuracy of the
data presented are visible. Writer is advised not to use “several
workers” when he/she can use “10 million workers”.
C. Explicitness – The writer makes sure that the various parts of the
text are related to one another, free from obscurity and easy to
understand.
D. Accuracy – Academic writing uses vocabulary and statistics
accurately that conform to the correct value or standard. A writer
chooses the appropriate word; let us say “meeting, assembly,
gathering, and conference”.
E. Hedging – Writer makes decisions about his/her stance on a
particular subject. The strength of the claims must be considered.
He/She also uses cautious language.
Language used in Hedging
*Introductory Verbs**Certain Lexical Verbs**Certain Modal Verbs*
seem, be sure believe will, must
tend, indicate assume would, may
look like suggest might, could appear to be
think
*Adverbs of Frequency* *Modal Nouns* *That Clauses*
often assumption It could be the case that sometimes
possibility It might be suggested that usually
probability There is every hope that
*Modal Adverbs* *Modal Adjectives* *Phrases*
Certainly certain on the whole
Definitely definite more or less
Clearly clear
Probably probabl
Possibly possible
perhaps conceivably
F. Responsibility – Writer must be responsible for demonstrating
and understanding of any source text used. All evidences and
justifications are provided to support the claims.
Moreover, the writer has to paraphrase and summarize the read
academic text and acknowledge the source of ideas and information
through proper citations.
G. Organization – Academic writing is well-organized where the
ideas are presented in a logical manner.

C. Engagement
Activity 1

LEMERY SENIOR HIGH SCHOOL

from the given chart. Use the provided spaces for your
sentences.
on the whole possible more or likely (adj)
(phr) (adj) less (phr)
appear to be (v) indicates tend to sometimes
(verb) (v) (adv)

1. Despite a number of minor issues and problems, the strategy

used in solving them was very effective.
Example:
If these were issues and problems, was it completely effectively?
People aged under 25 use the internet more frequently than older people.
Answer:
Is that true for all younger/older people?
____________________________________________________________\
Answer: Typically, people aged under 25 tend to use the internet more
2. The most critically endangered animals in the whole world are
the eagle and freshwater crocodile cause by illegal hunting and
logging.
I don’t think the idea has proven 100% .
Answer:
_____________________________________________________________

3. Solar power offers a solution to producing clean, cheap energy

in developing countries.
Is it certain to work in all contexts? Isn’t it quite expensive to set
up?
Answer:
_______________________________________________________________

4. The study shows that engaging students in writing research

papers makes them critical thinkers despite the hurdles.
This is only one study – can we say that it clearly proves the link?
Is it true to all?
Answer:
_______________________________________________________________

D. Assimilation Activity 2
Directions: Study the given sentences. Then, underline the
colloquial words or expressions in each sentence. Then, write
their equivalent academic words in the blanks
1. With the growing number of covid 19 related issues, a
lot of people are becoming afraid that they might be
infected.
2. It is a bit improper to post your sentiments online especially on

LEMERY SENIOR HIGH SCHOOL

facebook.
3. Scientists and experts determined that a lot of vaccine
ingredients to fight covid 19 come from America.
4. Teachers say that a lot of incoming senior high school students
are interested in the DepEd’s blended learning as one of the
many learning modalities amid the pandemic. _________
5. Some students conduct an experiment on effectively
enhancing muscle build up. __________

V. REFLECTION On their journal, learners will share what were their thoughts or ideas
about language in academic text prior to the discussion of the lesson
and What new or additional ideas did they learn after taking up the
lesson?

Prepared Checked

KIMBERLY B. DE CASTRO CRISTY M. REYES EdD

Teacher II Master Teacher II

Noted

ELLEN P. TOLDANES
School Principal II

Track/ Strand TVL – ICT Grade Level Grade 12

Teacher Kimberly B. De Castro Learning English for Academic and
Area Professional Purposes
Teaching Date August 5-9, 2024 Quarter Quarter 1
Teaching Time 12:10 – 5:30 No. of Days 4

I. OBJECTIVES
(contains
The learner acquires knowledge of appropriate reading strategies for
Knowledge, Skills,
Attitudes/values) a better understanding of academic texts.

A. Content The learner produces a detailed abstract of information gathered

Standards from the various academic texts read.
B. Performance The learner will be able to:

LEMERY SENIOR HIGH SCHOOL

Standards 1. Identify the common structures of an academic text; and

2. Apply knowledge of text structure in gathering information
through critical reading of academic text.

C. Most Essential
Learning Use knowledge of text structure to glean the information he/she
Competencies needs. (CS_EN11/12A-EAPP-Ia-4)
(MELC)
D. Enabling
Competencies
(If available, write
the attached
enabling
competencies)
II. CONTENT MODULE IN ENGLISH FOR ACADEMIC AND PROFESSIONAL
PURPOSES (LESSON 2 Structure of an Academic Text)
III. LEARNING
RESOURCES
A. References
a. Teacher’s
Guide Pages
b. Learner’s
Materials Pages
c. Textbook
Pages
d. Additional
Materials from
Learning
Resources
B. List of Learning
Resources for
Development
and Engagement
Activities
IV. PROCEDURES
A. Introduction The teacher will give an activity as an introduction to the new lesson.

Directions. Using your knowledge on parts of a composition, label the

numbered parts of a paragraph and essay by choosing the correct
answers from the word pool below. Write them in the given
organizers.

LEMERY SENIOR HIGH SCHOOL

topic sentence concluding sentence thesis statement

supporting details lead

major points
minor detailsbody background

thesis restatement
concluding statement

4
Hamburger PARAGRAPH

1 5

ESSAY structure
6
2
7

8
3
1
9
0

B. A text or composition can be classified into academic and non-

Development academic. In this module, we will focus on academic text.

Academic texts can be articles, conference papers, reviews and

theses/dissertations. How are academic texts typically formed? In
general, academic texts are organized with the following
characteristics: (1) has clearly structured introduction-body-
conclusion, (2) is formal, (3) includes information from credible
sources which are properly cited, and (4) includes a list of references.
(Barrot & Sipacio, 2016).

Have you read a thesis or an article? Did you notice how the text was
written? If you notice, thesis, article or other academic text has
predetermined structure. Recognizing the structure will help you
understand the text better since it shows how the ideas are organized
and presented in the text. If you are writer, you would want to make
your composition easy to read and make your content easy to find,
right? Otherwise, no reader will get across your ideas in your text.

LEMERY SENIOR HIGH SCHOOL

Therefore, academic texts usually follow an established structure

which refers to the internal organization of a text. It is called Text
Structure.

Text structure is one of the two categories of how a text can be

organized. The other category is Text Features. Text Structures refer
to the organizational patterns of a text. Generally, it is composed of
text types, parts, transition words and phrases, patterns of
organization, sentences, and paragraphs.

The common parts of a text pertain to the I-B-C (Introduction, Body

and Conclusion) structure. Each part consists of sub-components that
could help readers identify the main ideas (stated or implied) and
supporting details using patterns of organization. There are five
common patterns of organization used in a text which are as follow:
(1) Description, (2) Order/Sequence, (3) Comparison/Contrast, (4)
Cause and Effect, and (5) Problem and Solution. Some texts also use
the Argument in developing their ideas which begins with a claim
followed by the reasons for the claim then supported by pieces of
evidence. It can include a counter-claim or refutation. (Gonzales,
2014)

Another component of a text structure is the use of transition words

or phrases. These transition words or phrases are used to show
relationships among ideas. They are found all throughout the text
parts and patterns of organization. Transition words or phrases make
the connecting of one idea to another idea or one part to another part
of a text formal, clear and organized.
The following show how transition words or phrases are used for
specific pattern of organization of ideas.
(Sources: National Education Association, 2019 and University of
Tennessee Center for Literacy Studies, 2019)

A. Order/ Sequence: Texts that follow this structure tell the order

LEMERY SENIOR HIGH SCHOOL

Transitions next, first, last, second, another, then, additionally,

next, finally, before, preceding and others
Example First, read the manual of the device. Second, turn on
the device. Then, set the location, time and date.
in which steps in a process or series of events occur.

B. Comparison/Contrast: Texts that follow this structure tell about

the differences and similarities of two or more objects, places,
events or ideas by grouping their traits for comparison.

Transitions However, unlike, like, by contrast, yet, in

comparison, although, whereas, similar to, different
from, as opposed to, instead of, as well as.
Example Unlike quantitative research, qualitative research uses
descriptive data.

C. Description/List: This structure resembles an outline. Each

section opens with its main idea, then elaborates on it, sometimes
dividing the elaboration into subsections.
Transitions For example, for instance, specifically, in particular, in
addition, to illustrate, such as, most
important,
another.
Example Filipinos are very appreciative of arts such as plays,
paintings, music, and literature.

D. Cause and Effect: In texts that follow this structure, the reader
is told the result of an event or occurrence and the reasons it
happened.

Transitions Consequently, therefore, as a result, thereby, leads to,

because of, in order to, for these reasons, thus, if-then,
may
be due to.
Example Everyone followed health protocols. As a result, the
pandemic was gradually eradicated.

E. Problem-Solution: This presents a problem and several possible

solutions. The author may also describe the pros and cons of each

LEMERY SENIOR HIGH SCHOOL

solution.

Transitions The problem is, the difficulty is, it is possible to, if-
then,
one challenge is, therefore.
Example The problem that we are facing is the lack of self-
discipline
of the society.

The last components of text structures mentioned above are

sentences and paragraphs. In writing effective sentences or
paragraphs, a graphic organizer is a great help. A graphic organizer is
a visual presentation with various shapes and connecting marks that
is used to show the organization and relationship of ideas and parts in
a text. It serves as the backbone in writing a formal and effective
academic text.
Reading an academic text is challenging; more so, if we are asked to
identify text structures. Therefore, this module tells us that using
graphic organizers helps us identify the structures of an academic
text and understand the whole text. Some charts are shown below.

C. Engagement Activity 1
Directions: You are trapped in the text autopsy room to solve the
mystery of a failed yet promising research project. Unlock the four-
digit code by correctly identifying the indicated structures of the
text from the given options.

LEMERY SENIOR HIGH SCHOOL

Processing Questions:
1. If your answer for Item 4 is YES, Justify your answer. If NO, what
should be the correct text structure? Explain your answer.
2. Why is your answer the most probable title of the article?
Provide textual evidence to support your answer
D. Assimilation Activity 2

Code:
1 2 3 4

Suppose that… The codes for digits 1 and 4 point to the order of
letters in the Roman alphabet. What letter does digit 1 point to? …

Directions: Identify the four-letter word code which is relevant to the

main idea of the article. Revive and improve the project by writing
your own article with the same main idea. Use the Problem-Solution
structure in discussing the main idea/thesis. Relate the decoded word
to the main idea and to your present context. Do not forget to
observe the structure and characteristics of an academic text in the
course of writing. This task is graded according to compliance to
structure (10 points), mechanics (5 points), focus and details (5
points), use of citations (5points) and organization of ideas (5points).
Use the given answer sheet for your composition.

V. REFLECTION What were your thoughts or ideas about structure of academic text
prior to the discussion of this lesson?
What new or additional ideas did you learn after taking up this
lesson?

LEMERY SENIOR HIGH SCHOOL

Prepared Checked

KIMBERLY B. DE CASTRO CRISTY M. REYES EdD

Teacher II Master Teacher II

Noted

ELLEN P. TOLDANES
School Principal II

Track/ Strand TVL – ICT Grade Level Grade 12

Teacher Kimberly B. De Castro Learning English for Academic and
Area Professional Purposes
Teaching Date August 12-16, 2024 Quarter Quarter 1
Teaching Time 12:10 – 5:30 No. of Days 4

I. OBJECTIVES
(contains
The learner acquires knowledge of appropriate reading strategies for
Knowledge, Skills,
Attitudes/values) a better understanding of academic texts.

A. Content The learner produces a detailed abstract of information gathered

Standards from the various academic texts read.
B. Performance The module will help students to:
Standards  use specific techniques in summarizing academic texts; and
 summarize academic texts for better understanding
and learning of academic texts.

C. Most Essential Uses various techniques in summarizing a variety of academic

Learning texts.( CS-EN11/12A-EAPP-Ia-c-5)
Competencies
(MELC)
D. Enabling
Competencies
(If available, write

LEMERY SENIOR HIGH SCHOOL

the attached
enabling
competencies)
II. CONTENT SUMMARIZING TECHNIQUES
III. LEARNING
RESOURCES
A. References
a. Teacher’s
Guide Pages
b. Learner’s
Materials Pages
c. Textbook
Pages
d. Additional
Materials from
Learning
Resources
B. List of Learning
Resources for
Development
and Engagement
Activities
IV. PROCEDURES
A. Introduction The teacher will ask the students to answer an activity as a review of
the previous lesson.

Direction: Recall your previous lesson. Identify the concept

being defined or described in each number by choosing the
answer from the word pool below. Write the letter of the correct
answer in the blanks provided.
A. Process D. Classification G. Problem-Solution
B. Description E. Comparison-Contrast H. Transition Words
C. Definition F. Cause-Effect I. Text Structures

1. It presents a step-by-step procedure.____________

2. It describes A in the first part and then
describes B in the second part._______
3. It appeals to the reader’s five senses: sight,
smell, taste, touch, and hearing.
4. It identifies the conflict and appropriate
measures to solve the conflict.
5. It consists of a term to be defined, class/genus, and
its distinguishing characteristics. _______________

LEMERY SENIOR HIGH SCHOOL

6. It is the assignment of meaning to a word or

phrase in order to distinguish it from other
words or phrases.
7. It is putting together one class and its
subclasses, including its characteristics, as
different from the other classes.
8. It explains the two occurrences or phenomena by
identifying which one is the reason and which is the
result.
9. It refers to the organizational patterns in a text.
[Link] are words or phrases used to show
relationships of ideas in a text.
The teacher will explain:

One of the challenges that you face as a student is how to

understand academic texts especially the longer ones. It is
always emphasized by your teachers that reading is a lifelong
skill which every person must develop. However, there are times
when reading an academic text seems challenging. And thus
affect your writing interest. One reason is the number of points
being explained in it.
Right? Do not worry because your concern is normal to all. So,
let us begin facing your concern together.
There are several strategies like taking notes, using graphic
organizers, videoing or recording and the like that can be
employed in order to comply with your research report,
assignment and performance tasks. But summarizing an
academic text is another story. So in this module, we are to
focus on the use of summarizing techniques. Let’s begin.
In short,
 is an academic paper that contains a thesis
statement/main idea and summarized subordinating
points of a text.
 presents the most essential pieces of information in
paragraphs following the I-B-C format (Introduction,
Body and Conclusion) for academic papers like
research abstract, precis, report, synopsis and others.
 outlines the most essential pieces of information for
academic paper like resume.
B. The teacher will discuss:
Development
 is defined as a strategy used to identify the thesis
statement/ main idea and to write a summarized form
of subordinating points.

LEMERY SENIOR HIGH SCHOOL

 uses a precise and specific language.

Technique1
: Using of TITLE, AUTHOR,
OBJECTIVE, THEME,
FINDINGS and IMPLICATION/S or
CONCLUSION. These
pieces of information are commonly found in
what we call research abstract.
Technique 2
: Using of WHAT, WHO, WHERE, WHEN,
WHY and HOW
information of a text. These pieces of
information are found in summarizing articles
like news articles, reports and others.
Technique 3
: Using of orders, steps or procedures
and with the help of TRANSITIONAL
SIGNALS like, first, second, then and etc.

In order to write an effective and concise summary,

another skill is required and that is paraphrasing.

Paraphrasing is employed when borrowing other’s

idea or text in writing your own paper without directly
quoting the source.
Here are important reminders in using paraphrasing:
 Identify and do NOT alter the
main idea/ thesis statement/ primary
message of a text.
 Restate other’s main idea and
subordinating points in a different form using
your own words.
 Cite the source of the text using the
prescribed citation format.
In the current COVID-19 pandemic, you have
probably listened to the briefings or reports of various
resource persons or appointed committee spokespersons
reporting the gist or important information regarding their
areas of concerns. To be able to report effectively
indicates a skill in summarizing the ideas from their
meetings.

C. Engagement Activity 1: Identifying the Parts of An Abstract

LEMERY SENIOR HIGH SCHOOL

Directions. Read the given academic text. Identify the

basic parts of an abstract or summary by answering the
guide questions in the grid below.
The relationship between boredom proneness and health-symptom
reporting was examined. Undergraduate students (N=200) completed the
Boredom Proneness Scale and the Hopkins Symptom Checklist. A multiple
analysis of covariate indicated that individuals with high boredom- proneness
total scores reported significantly higher ratings on all five subscales of the
Hopkins Symptom Checklist (Obsessive-Compulsive, Somatization, Anxiety,
Interpersonal Sensitivity, and Depression). The results suggest that boredom
proneness may be an important element to consider when assessing symptom
reporting. Implications for determining the effects of boredom proneness on
psychological- and physical- health symptoms, as well as the application in
clinical settings, are discussed.
-Jennifer Sommers and Stephen J. Vodanovich,“ Boredom
Proneness”

AUTHOR/S: Who wrote the article?

TOPIC: What is the topic all about?

OBJECTIVE: What is the purpose of

the text?
USED METHOD:
What is the method used?

RESULT/S:
What is/are the finding/s?

IMPLICATION/S:
What is/are the impacts of the
results?

Criteria for Evaluation: Correctness of Information (1 point);

Mechanics (1point
D. Assimilation Activity 2: Summarizing The Text
Directions. Read the given excerpt carefully. Identify
the main idea from each paragraph and paraphrase
them. After, write a summary of the whole excerpt. Use
the spaces for your answers.

LEMERY SENIOR HIGH SCHOOL

V. REFLECTION What were your thoughts or ideas about summarizing techniques

prior to the discussion of this lesson?
What new or additional ideas did you learn after taking up this
lesson?

Prepared Checked

KIMBERLY B. DE CASTRO CRISTY M. REYES EdD

Teacher II Master Teacher II

Noted

ELLEN P. TOLDANES
School Principal II

Track/ Strand TVL – ICT, HE, SMAW Grade Level Grade 12

Teacher Kimberly B. De Castro Learning English for Academic and
Area Professional Purposes

LEMERY SENIOR HIGH SCHOOL

Teaching Date August 19-22, 2024 Quarter Quarter 1

Teaching Time 12:10 – 5:30 No. of Days 4

I. OBJECTIVES
(contains
Knowledge, Skills,
Attitudes/values)
A. Content 1he learner acquires knowledge of appropriate reading strategies for
Standards a better understanding of academic texts
B. Performance The learner produces a detailed abstract of information gathered
Standards from the various academic texts read
C. Most Essential States the thesis statement of an academic text (CS_EN11/12A-
Learning EAPP-Ia-c_7)
Competencies
(MELC)
D. Enabling
Competencies
(If available, write
the attached
enabling
competencies)
II. CONTENT THESIS STATEMENT
III. LEARNING
RESOURCES
A. References
a. Teacher’s
Guide Pages
b. Learner’s
Materials Pages
c. Textbook
Pages
d. Additional
Materials from
Learning
Resources
B. List of Learning
Resources for
Development
and Engagement
Activities
IV. PROCEDURES

LEMERY SENIOR HIGH SCHOOL

A. Introduction The teacher will give a 5 item test to assess student’s

understanding of the previous lesson.

Directions. Choose the letter that corresponds to the

most appropriate answer.
1. Which of the following does NOT describe summarizing?
A. It can be a sentence, a paragraph or more to
present the main idea of the whole text.
B. It is an overview of the entire discussion or
argument expressed in your own words.
C. It may be 70-75% of the original text.
D. It states the main ideas in source concisely and in your
own words.
2. How many percent of the original text must a
summary contain? A. 10% to 25% C. 50% to
75%
B. 30% to 45 % D. 80&
95%
3. What are the steps in
writing a summary?
I. Cite or mention the source.
II. Write your summary in your own words.
III. Determine the purpose of writing your summary.
IV. Look for the main idea of each paragraph.
V. Review and revise your summary.
A. III, IV, II, V, I C. I, III, II, IV, V
B. III, IV, V, I, II D. I, III, IV, II, V
4. Which of the following does NOT state when and
why a summary is done?
A. to highlight the main point
B. to present the overview of the whole text
C. to be more economical or to save the time of the
readers
D. to claim ownership of the text
5. Which of the following is a good summary of the
text, “Stoltz and Fischhhel (2003) examined
parental interventions when their children
encountered difficulties in the text and concluded
that meaningful feedback came from parents of
less skilled readers than parents of better
readers.” (Lee, 2011)
A. Lee (2011) studied parents’ reading practices.
B. Lee (2011) found in her study of parents’
reading practice that the majority of the

LEMERY SENIOR HIGH SCHOOL

parents seldom read to their children.

C. Stoltz and Fischhhel (2003) examined parental
interventions when their children encountered
difficulties in the text.
D. Stoltz and Fischhhel (2003) concluded that
meaningful feedback came from parents of
less skilled readers than parents of better
readers.
B. The teacher will discuss:
Development
A thesis statement is the overall idea or
argument of your work. It is a general statement that
presents essential points that leads the reader to the right
direction. A thesis statement also often previews the
structure of the rest of the essay in a way that
corresponds with the body paragraphs.
Here are some points to consider in writing a thesis
statement:
 It is a single statement in the introduction or opening
paragraph.
 It must be framed as a declarative sentence.
 It tells the reader what to expect as they read the essay
 It is a clear, concise statement of the position
you will defend in your paper. Note that it is a
clearly stated opinion but should not bluntly
announce the opinion.
 The thesis statement should argue a position, not
summarize information.
 It is narrow enough to write a focused essay, but
it is also broad enough to write at least three body
paragraphs.
 It should have at least three ideas that will be
developed in succeeding sections of the essay.
 It is NOT a question, a known fact or an announcement.

This time, you will learn the easy steps in writing a thesis
statement.
Steps:
1. Determine the kind of paper. Decide on the
most appropriate kind of paper for your topic and
purpose of writing.
 An analytical paper breaks down an issue or an
idea into its component parts, evaluates the
issue or idea, and presents this breakdown and

LEMERY SENIOR HIGH SCHOOL

evaluation to the audience.

 An expository (explanatory) paper explains
something to the audience.
 An argumentative paper makes a claim about a
topic and justifies this claim with specific
evidence. The claim could be an opinion, a policy
proposal, an evaluation, a cause-and-effect
statement, or an interpretation. The goal of the
argumentative paper is to convince the audience
that the claim is true based on the evidence
provided.
2. Choose the topic. Make sure that the topic you
are writing about is narrowed down.
Example: General topic: Desserts
Narrowed down topic: Desserts suitable to serve at
parties.
3. State the stance. Tell directly your opinion/claim about
the topic.
Example: Vanilla ice cream is the best party dessert

1. Give the rationale. Provide the reasons which

support your stance/ claim.
Example: Vanilla ice cream makes the best party dessert
because it is:
a) easily obtainable; b) widely liked; c) and pairs
well with other dessert options.

2. Qualify the stance. Apply limitations of

oppositions to the claim. Example: Although some
people prefer chocolate, vanilla ice cream is the
best party dessert.
3. Combine the stance, rationale and
qualifications. Put them
together to create a complete thesis statement.
Example: Although some people prefer chocolate,
vanilla ice cream is the best party dessert because
it is easily obtainable, widely liked, and pairs well
with other dessert options.
4. Evaluate the thesis. A strong thesis statement is
specific, debatable, unified and relevant.
Specific: A limited, specific topic is easier to discuss
because it is more concrete.
Debatable: A thesis must set forth an assertion or
statement that requires evidence to support it.

LEMERY SENIOR HIGH SCHOOL

Unified: A thesis should express a single, central

idea on which the paper will focus.
Relevant: A thesis should be appropriate to the topic.

Here is a table that contains suggested structures

in drafting the thesis statement depending on the type of
text.

To further understand a thesis statement, let us

look at the following examples.
Thesis statement 1:
“The ASEAN region is a dynamic system because it capitalizes on cultural diversity, rich
resources, and a variety of perspectives.”

This thesis statement contains the main idea that

the ASEAN region is a dynamic system. In order to
support this, there are three points that need elaboration
– cultural diversity, resources, and a variety of
perspectives.

Thesis statement 2:
“There are several ways for college students to improve their study habits.” These are a few
ideas of how college students can improve their study:
Study in a quiet environment.
Pay attention in class.
Manage their time well.

Each of these three ideas can become a topic

sentence. This means that for each idea, there will be a
paragraph that explains it.
At this point, you should be able to distinguish a
topic sentence from a thesis statement. A topic
sentence contains the main idea of the paragraph
while the thesis statement contains the main idea of
the whole text.
Look at the following chart to see how the thesis
statement and topic sentences are connected.

 The thesis

LEMERY SENIOR HIGH SCHOOL

statement is the
big idea.
 The three topic
sentences explain
the thesis
statement. Each
begins a new
paragraph and
tells the reader
what the
paragraph will be
about. (smaller
reasons)
 The supporting
sentences
explain the topic
sentence. (small
details)

C. Engagement The teacher will ask the students to answer an activity:

Activity 1: Locating the Topic Sentence

Directions. Organize the following sentences to form a paragraph by
arranging the letters. Then, determine the topic sentence. Write your
answers in the blanks provided.

Item 1
A. Hundreds of thousands of years passed without much change.
B. Today, new technologies are reported daily on television and in
newspapers.
C. Human technology developed from the first stone tools about
two and a half million years ago.
D. In the beginning, the rate of development was slow.

Arrangement: Topic Sentence

Item 2

A. They send cards to family and friends on birthdays and

holidays.
B. Sending cards is very popular in North America.

LEMERY SENIOR HIGH SCHOOL

C. They also send thank-you cards, get well cards, graduation

cards, and congratulation cards.
D. It is very common to buy cards in stores and send them
through the mail, but turning on the computer and sending cards
over the Internet is also popular.
E. North Americans send cards for many occasions.
Arrangement: Topic Sentence _______________
D. Assimilation Activity.2: Writing a Thesis Statement
Directions. Follow the steps and come up with a strong thesis
statement.

Topic Growing number of trolls

State your stance

Give the rationale 1.

2.
3.
Qualify the stance

Combine the
stance, rationale and
qualification
V. REFLECTION What were your thoughts or ideas about thesis statement prior to the
discussion of this lesson?
What new or additional ideas did you learn after taking up this
lesson?

Prepared Checked

KIMBERLY B. DE CASTRO CRISTY M. REYES EdD

Teacher II Master Teacher II

Noted

ELLEN P. TOLDANES
School Principal II

LEMERY SENIOR HIGH SCHOOL

Track/ Strand TVL – ICT, HE, SMAW Grade Level Grade 12

Teacher Kimberly B. De Castro Learning English for Academic and
Area Professional Purposes
Teaching Date August 27-30, 2024 Quarter Quarter 1
Teaching Time 12:10 – 5:30 No. of Days 4

I. OBJECTIVES
(contains Knowledge, Skills,
Attitudes/values)

LEMERY SENIOR HIGH SCHOOL

A. Content Standards The learner acquires knowledge of appropriate reading

strategies for a better understanding of academic texts
B. Performance Standards The learner produces a detailed abstract of information
gathered from the various academic texts read
C. Most Essential Learning Outlines reading texts in various disciplines CS_EN11/12A-
Competencies (MELC) EAPP-Ia-c-8

D. Enabling Competencies
(If available, write the
attached enabling
competencies)
II. CONTENT OUTLINING
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide
Pages
b. Learner’s Materials
Pages
c. Textbook Pages
d. Additional Materials
from Learning
Resources
B. List of Learning
Resources for
Development and
Engagement Activities
IV. PROCEDURES
A. Introduction The teacher will give the students a five-item
test as a review of the previous lesson.

Directions. Identify whether or not the following

statements support the principle of outlining.
Choose the letter of the correct answer.
1. Leo is writing a story about
native birds in Virginia. Which
fact for outlining idea doesn't
belong?
A. The amount of colors on the male Cardinal
B. Flamingos get their color from eating shrimp
C. How many species are there of the Blue Jay?
2. Which technique is used to outline a
successful essay?
A. Writing down all possible essay topics
B. Finding quotes by unknown people to backup

LEMERY SENIOR HIGH SCHOOL

essay
C. Writing down the main idea and all
paragraph topics
3. Tavis is writing an essay on
the features of the ocean
floor, which idea doesn't
belong in his essay?
A. The ocean floor is a very interesting part of
Earth.
B. Volcanoes can spew hot lava everywhere.
C. There are many parts to the ocean floor.
4. Thesis statements should preview what each
topic sentence is about.
A. True B. False
5. What is a hook?
A. opening sentence that captures the reader's
attention
B. the last sentence of a paragraph
C. a tool used to catch a fish
D. a boring sentence

B. Development The teacher will discuss:

Outlining is a tool we use in the writing process

to help organize our ideas, visualize our paper's
potential structure, and to further flesh out and
develop points. It allows the writer to
understand how he or she will connect
information to support the thesis statement and
the claims of the paper.

It is a helpful guide in organizing your

paper. Outlines give a visual structure to
your work and are used to show
relationships and hierarchies within your
content.
To outline, you must create a linear,
organized plan for your paper that shows
the main ideas that you will discuss as well
as their relationships within the paper.

Organizing your idea in an outline

LEMERY SENIOR HIGH SCHOOL

 Begin by answering the question that leads to

your thesis statement.
 Use the two or three main ideas from this
technique as your main heading.
 Write subtopics for each main idea.
 Write the supporting details for each of the
subtopics.

Use various outlines based on the structure you

prefer

 Sentence outline – Using complete sentences as

entries.
 Topic outline – Using words and phrases as
entries.
 Paragraph outline – Using paragraphs as entries.

Guidelines in Writing an Outline:

 Place the title at the center above the outline.

 Every level of the outline must have
at least two items (I and II, A and B, 1
and 2) .
 Put a period after each numeral and letter.
 Indent each new level of the outline.
 All items of one kind (roman
numerals, capital letters, Arabic
numerals) should line up with each
other.
 Capitalize the first letter of each item.
 The terms Introduction, Body, and
Conclusion do not have to be included
in the outline. They are not topics;
they are merely organizational units
in the writer’s mind.

Basic outline form

I. MAIN IDEA
A. Subsidiary idea or supporting idea to I
B. Subsidiary idea or supporting idea to I

LEMERY SENIOR HIGH SCHOOL

1. Subsidiary idea to B
2. Subsidiary idea to B
a. Subsidiary idea to 2
b. Subsidiary idea to 2

II. MAIN IDEA

A. Subsidiary or supporting idea to II
B. Subsidiary idea to II
C. Subsidiary idea to II

III. MAIN IDEA

It is up to the writer to decide on

how many main ideas and supporting
ideas adequately describe the subject.
However, traditional form dictates that if
there is a I in the outline, there has to be
a II; if there is an A, there has to be a B;
and so forth.

Example Sentence Outline

The following outline is for a 5-7-page

paper discussing the link between
educational attainment and health. Review
the other sections of this page for more
detailed information about each component
of this outline!
I. Introduction
A. Current Problem:
Educational attainment
rates are decreasing in the
United States while
healthcare costs are
increasing.
B. Population/Area of Focus: Unskilled or low-
skilled adult workers
C. Key Terms: healthy, well-educated

Thesis Statement: Because of their

income deficit (cite sources) and
general susceptibility to depression

LEMERY SENIOR HIGH SCHOOL

(cite sources), students who drop out

of high school before graduation
maintain a higher risk for physical and
mental health problems later in life.

II. Background
A. Historical Employment
Overview: Unskilled laborers in
the past were frequently
unionized and adequately
compensated for their work
(cite sources).
B. Historical Healthcare Overview:
Unskilled laborers in the past
were often provided adequate
healthcare and benefits (cite
sources).
C. Current Link between
Education and Employment
Type: Increasingly,
uneducated workers work in
unskilled or low-skilled jobs
(cite sources).
D. Gaps in the Research:
Little information exists
exploring the health
implications of the
current conditions in low-
skilled jobs.

III. Major Point 1: Conditions of employment affect

workers' physical health.
A. Minor Point 1: Unskilled
work
environments
are correlated
highly with
worker injury
(cite sources).
B. Minor Point 2: Unskilled work
environments
rarely provide

LEMERY SENIOR HIGH SCHOOL

healthcare or
adequate injury
recovery time
(cite sources).

IV. Major Point 2: Conditions of employment affect

workers' mental health
A. Minor Point 1: Employment in
a low-skilled
position is highly
correlated with
dangerous levels
of stress (cite
sources).
B. Minor Point 2: Stress is highly
correlated with
mental health
issues (cite
sources).

V. Major Point 3: Physical health and

mental health correlate directly with
one another.
A. Minor Point 1: Mental health
problems and
physical health
problems are
highly correlated
(cite sources).
B. Minor Point 2: Stress manifests itself in
physical form (cite sources)

VI. Major Point 4: People with more

financial worries have more stress
and worse physical health.
A. Minor Point 1: Many high-
school dropouts
face financial
problems (cite
sources).
B. Minor Point 2: Financial
problems are

LEMERY SENIOR HIGH SCHOOL

often
correlated with
unhealthy
lifestyle
choices such
unhealthy food
choices,
overconsumpti
on/abuse of
alcohol, chain
smoking,
abusive
relationships,
etc. (cite
sources).

VII. Conclusion
A. Restatement of Thesis:
Students who drop
out of high school
are at a higher risk
for both mental and
physical health
problems
throughout their
lives.
B. Next Steps: Society needs
educational
advocates;
educators need to
be aware of this
situation and strive
for student
retention in order to
promote healthy
lifestyles and warn
students of the risks
associated with
dropping out of
school.
C. Next Steps: Society needs
educational
advocates;

LEMERY SENIOR HIGH SCHOOL

educators need to
be aware of this
situation and strive
for student
retention in order to
promote healthy
lifestyles and warn
students of the risks
associated with
dropping out of
school.

Example of Topic Outline

Several aspects must be considered in writing a

topic outline.
1. Recall that all headings and
subheadings must be words or phrases,
not sentences.
2. Also, the wording within each division must be
parallel.
3. Finally, as in any outline, remember
that a division or subdivision cannot be
divided into one part; therefore, if there is
an "A" there must be a "B," and if there is
a "1" there must be a "2."

I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent's Age

II. Economic Problems

A. Child Support
B. Women's Job Training
C. Lower Standard of Living
D. Possible Relocation
1. Poorer Neighborhood
2. New School

IV. Peer Problems

1. Loss of Friends
2. Relationships with Dates

LEMERY SENIOR HIGH SCHOOL

C. Engagement Directions: The column on the left contains a list of points

that are not in any specific order. Plug the unorganized
points into the classic outline format on the right to achieve
a logical, organized structure. Write your answer in your
notebook following the outline on the right column.
Thesis: College provides an environment
for intellectual, social, and physical
growth.

D. Assimilation Directions: Study the outlines based on the passages and

answer the questions that follow. Write the letter of your
choice in your notebook.

Read this passage and look at the outline:

The English Lab, housed in the Administration

building, consists of two adjoining rooms which
contain 70 Macintosh computers and 2 laser printers.
In addition to a server which allows instructors to
make assignments and materials available over the
Internet and to the local intranet, each computer in
the lab contains a word processor, a web browser,
telnet and hundreds of commercial and teacher-
authored programs appropriate for students who are
building their English skills. There are also 3 video
stations, and a terminal to the college VAX machine
which is used for record-keeping.
I. English Lab

LEMERY SENIOR HIGH SCHOOL

A. Physical Plant
1. in Administration building
2. two adjoining rooms
B. Resources
1. computers
2. video stations
1. In the above outline, which is the most important
idea?
A. English Lab B. Resources
C. Computers
[Link] adjoining rooms E. Physical
Plant
2. In the above outline, which is the more important
idea?
B. Physical Plant B.
Resources
C. Physical Plant and Resources are equal
adjoining rooms
D. Two adjoining rooms D.
computers
3. In the above outline...
A. you could substitute "in the Administration
building" with "two adjoining rooms"
B. you could flip "Resources" with
"computers"
C. you could exchange "Physical Plant" with
"English Lab"
D. and still not change the meaning of the
outline.
E. you should be in the Administration
building

V. REFLECTION What were your thoughts or ideas about outlining prior to

the discussion of this lesson?
What new or additional ideas did you learn after taking up
this lesson?

Prepared Checked

KIMBERLY B. DE CASTRO CRISTY M. REYES EdD

Teacher II Master Teacher II

Noted

LEMERY SENIOR
ELLEN HIGH SCHOOL
P. TOLDANES
[Link]
School St., Bagong II
Principal Sikat, Lemery, Batangas
(043)740-1864 / (043)-740-1862
lemeryseniorhighschool@[Link]
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
DIVISION OF BATANGAS PROVINCE
LEMERY SENIOR HIGH SCHOOL
LEMERY, BATANGAS

Track/ Strand TVL – ICT, HE, SMAW Grade Level Grade 12

Teacher Kimberly B. De Castro Learning English for Academic and
Area Professional Purposes
Teaching Date September 2-6, 2024 Quarter Quarter 1
Teaching Time 12:10 – 5:30 No. of Days 4

I. OBJECTIVES
(contains
Knowledge, Skills,
Attitudes/values)

A. Content The learner understands the principles and uses of a reaction paper/
Standards review/ critique
B. Performance The learner produces an objective assessment of an event, a person,
Standards a place or a thing. writes a comprehensive review /reaction paper
 Performance Arts, Play, Dance, Sports, etc.
 Film
 Participation in a religious or community festival
 Art Exhibit critiques designs such as industrial design objects or
craft objects, furniture, fashion designs based on a set criteria
critiques graphic design communication materials such as posters,
billboards, commercials, digital and other media.
C. Most Essential Uses appropriate critical approaches in writing a critique such as
Learning formalism, feminism, etc. CS_EN11/12A-EAPP-Id-f-16
Competencies
(MELC)
D. Enabling
Competencies
(If available, write
the attached
enabling
competencies)
II. CONTENT Critical Approaches in Writing a Critic

LEMERY SENIOR HIGH SCHOOL

III. LEARNING
RESOURCES
A. References
a. Teacher’s
Guide Pages
b. Learner’s
Materials Pages
c. Textbook
Pages
d. Additional
Materials from
Learning
Resources
B. List of Learning
Resources for
Development
and Engagement
Activities
IV. PROCEDURES
A. Introduction The teacher will give an activity to introduce the new
lesson.

Directions: Take a look at this picture and give at least five (5)
points that you see in the picture. Write your answers in your
notebook.

Process Questions: Write your answers in your notebook.

1. How did you find the picture?

2. By looking at the picture, are you thinking about the beautiful
nature?
3. What about the location?
4. Did it cross to your mind who is responsible of taking care of
the nature?

LEMERY SENIOR HIGH SCHOOL

5. What about the feeling of the lady jumping onto the water?
6. Did you ask yourself if you would want to do the same?
7. What about the reasons why God has created this nature for
us?
8. Have you not wondered how God created the beautiful world?

All these questions will be

answered critically by
using different
approaches. This activity
leads you to learn how to
write criticism.

B. The teacher will discuss:

Development
A critique is a careful analysis of an argument to determine what
is said, how well the points are made, what assumptions
underlie the argument, what issues are overlooked, and what
implications are drawn from such observations. It is a
systematic, yet personal response and evaluation of what you
read.
It is a genre of academic writing that briefly summarizes and
critically evaluates a work or concept.

Critiques can be used to carefully analyze a variety of works

such as:
• Creative works – novels, exhibits, film, images, poetry
• Research – monographs, journal articles, systematic
reviews, theories
• Media – news reports, feature articles
Like an essay, a critique uses a formal, academic writing style
and has a clear structure, that is, an introduction, body and
conclusion. However, the body of a critique includes a summary
of the work and a detailed evaluation. The purpose of an
evaluation is to gauge the usefulness or impact of a work in a
particular field.

Why do we write critiques?

Writing a critique on a work helps us to develop:
• A knowledge of the work’s subject area or related works.
• An understanding of the work’s purpose, intended

LEMERY SENIOR HIGH SCHOOL

audience, development of argument, structure of evidence or

creative style.
• A recognition of the strengths and weaknesses of the
work.

How to write a critique?

Before you start writing, it is important to have a thorough
understanding of the work that will be critiqued.
• Study the work under discussion.
• Make notes on key parts of the work.
• Develop an understanding of the main argument or
purpose being expressed in the work.
• Consider how the work relates to a broader issue or
context.
Read about the critical approaches. You can highlight some
important ideas.
You can use these in expressing your views.

The following are the different approaches in writing a critique:

1. Formalist: This approach regards literature as “a unique

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

Questions to be Asked for Formalistic Approach

A. How is the work’s structure unified?
B. How do various elements of the work reinforce its
meaning?
C. What recurring patterns (repeated or related words,
images, etc.) can you find?
D. What is the effect of these patterns or motifs?
E. How does repetition reinforce the theme(s)?
F. How does the writer’s diction reveal or reflect the work’s
meaning?
G. What is the effect of the plot, and what parts specifically
produce that effect?
H. What figures of speech are used? (metaphors, similes,
etc.)
I. Note the writer’s use of paradox, irony, symbol, plot,

LEMERY SENIOR HIGH SCHOOL

characterization, and style of narration.

J. What effects are produced? Do any of these relate to one
another or to the theme?
K. Is there a relationship between the beginning and the end
of the story?
L. What tone and mood are created at various parts of the
work?
M. How does the author create tone and mood? What
relationship is there between tone and mood and the effect of
the story?
N. How do the various elements interact to create a unified
whole?
2. Gender Criticism: This approach “examines how sexual
identity influences the creation and reception of literary works.”
Originally an offshoot of feminist movements, gender criticism
today includes a number of approaches, including the so-called
“masculinist” approach recently advocated by poet Robert Bly.
The bulk of gender criticism, however, is feminist and takes as a
central precept that the patriarchal attitudes that have
dominated western thought have resulted, consciously or
unconsciously, in literature “full of unexamined ‘male-produced’
assumptions.”
3. Feminist criticism attempts to correct this imbalance by
analyzing and combatting such attitudes—by questioning, for
example, why none of the characters in Shakespeare’s play
Othello ever challenge the right of a husband to murder a wife
accused of adultery. Other goals of feminist critics include
“analyzing how sexual identity influences the reader of a text”
and “examining how the images of men and women in
imaginative literature reflect or reject the social forces that have
historically kept the sexes from achieving total equality.”
Feminist Criticism examines images of women and concepts of
the feminine in myth and literature; uses the psychological,
archetypal, and sociological approaches; often focuses on
female characters who have been neglected in previous
criticism. Feminist critics attempt to correct or supplement what
they regard as a predominantly male-dominated critical
perspective.

Questions to be asked for Feministic Approach

A. How are women’s lives portrayed in the work?
B. Is the form and content of the work influenced by the
writer’s gender?
C. How do male and female characters relate to one another?
Are these relationships sources of conflict? Are these conflicts

LEMERY SENIOR HIGH SCHOOL

resolved?
D. Does the work challenge or affirm traditional views of
women?
E. How do the images of women in the story reflect
patriarchal social forces that have impeded women’s efforts to
achieve full equality with men?
F. What marital expectations are imposed on the characters?
What effect do these expectations have?
G. What behavioral expectations are imposed on the
characters? What effect do these expectations have?
H. If a female character were male, how would the story be
different (and vice versa)?
I. How does the marital status of a character affect her
decisions or happiness?

4. Historical: This approach “seeks to understand a literary

work by investigating the social, cultural, and intellectual
context that produced it—a context that necessarily
includes the artist’s biography and milieu.” A key goal for
historical critics is to understand the effect of a literary
work upon its original readers.
A. How does it reflect the time in which it was written?
B. How accurately does the story depict the time in
which it is set?
C. What literary or historical influences helped to shape
the form and content of the work?
D. How does the story reflect the attitudes and beliefs
of the time in which it was written or set? (Consider beliefs
and attitudes related to race, religion, politics, gender,
society, philosophy, etc.)
E. What other literary works may have influenced the
writer?
F. What historical events or movements might have
influenced this writer?

G. ow would characters and events in this story have

been viewed by the writer’s contemporaries?
H. Does the story reveal or contradict the prevailing
values of the time in which it was written? Does it provide
an opposing view of the period’s prevailing values?
I. How important is it the historical context (the work’s
and the reader’s) to interpreting the work?

5. Reader-Response Criticism: This approach takes as a

fundamental tenet that “literature” exists not as an

LEMERY SENIOR HIGH SCHOOL

artifact upon a printed page but as a transaction between

the physical text and the mind of a reader. It attempts “to
describe what happens in the reader’s mind while
interpreting a text” and reflects that reading, like writing,
is a creative process.

6. Structuralism focused on how human behavior is

determined by social, cultural and psychological
structures. It tended to offer a single unified approach to
human life that would embrace all disciplines. The
essence of structuralism is the belief that “things cannot
be understood in isolation, they have to be seen in the
context of larger structures which contain them. For
example, the structuralist analysis of Donne’s poem, Good
Morrow, demands more focus on the relevant genre, the
concept of courtly love, rather than on the close reading
of the formal elements of the text.

7. Sociological focuses on man’s relationship to others

in society, politics, religion, and business.

Questions to be asked for Sociological Approach

A. What is the relationship between the characters and

their society?
B. Does the story address societal issues, such as race,
gender, and class?
C. How do social forces shape the power relationships
between groups or classes of people in the story? Who has
the power, and who doesn’t? Why?
D. How does the story reflect the Great American
Dream?
E. How does the story reflect urban, rural, or suburban
values?
F. What does the work say about economic or social
power? Who has it and who doesn’t? Any Marxist leanings
evident?
G. Does the story address issues of economic
exploitation? What role does money play?
H. How do economic conditions determine the direction
of the characters’ lives?
I. Does the work challenge or affirm the social order it
depicts?
J. Can the protagonist’s struggle be seen as symbolic
of a larger class struggle?

LEMERY SENIOR HIGH SCHOOL

K. How does the microcosm (small world) of the story

reflect the macrocosm (large world) of the society in
which it was composed?
L. Do any of the characters correspond to types of
government, such as a dictatorship, democracy,
communism, socialism, fascism, etc.? What attitudes
toward these political structures/systems are expressed in
the work?

C. Engagement Now, you have learned the basic principles of writing criticisms. Let’s
apply our skill by doing these activities.

Ang Bayan Muna Bago ang Sarili

(Excerpts from the Homily of Jaime Cardinal Sin at the mass
celebrating the 5th death anniversary of Ninoy Aquino)

(1) Five years later, we might ask ourselves; has Ninoy’s dream
been fulfilled? Have we succeeded in building a new nation, by
“transcending our petty selves,” by setting aside our differences by
working together in a spirit of true self-giving, loving our country first,
above our own interest? Bayan muna, bago and sarili. It is a question
we must ask ourselves, as we remember Ninoy’s gift.
(2) It has been said that the truest motto of our people is “K.K.K”.
No, not Katipunan, shaping unity out of our diversity. How we wish
that were our authentic name! But rather:
Kanya-Kanya’ng Katwiran,
Kanya-Kanya’ng Kagustuhan,
Kanya-Kanya’ng Kabig (or worse)
Kanya-Kanya’ng Kurakot…
or whatever else each one “specializes” in!
(3) Cynics among us say that K.K.K is the definition of our national
character, the predominant strain in our national culture. It’s what we
are when we are “most natural”, most ourselves. “Bayan muna, Bago
and Sarili” is an abstract, non- operative ideal, good for speeches,
good for posters, goo for classroom rhetoric but not for real, not for
real life. For real is K.K.K.
(4) Kanya-Kanyang Katwiran, Kanya-Kanyang kagustuhan. We all
remember the three monkeys; See no Evil, hear no evil, speak no
evil. Sometimes one wonders, if it has become a national pastime, to
see and hear and speak nothing, but evil against our fellow-citizens.
Talk can be a great service in a free nation: Talk is space for free
discussion, for intelligent debate, the exchange of information and
perception, the clash of views.

LEMERY SENIOR HIGH SCHOOL

(5) Ninoy himself said: “We must criticize in order to be free,

because we are free only when we criticized.” We may not, at our
own peril, forget that. But we must remind ourselves that criticism is
not an end in itself; it is not the absolute. It is meant to help us to
become free, but if it becomes the all-encompassing output of our
days, a way of life... so it takes up most of our energy, most of our
time, when we begin to take delight in tearing down, demoralizing,
destabilizing; when we are at each other’s throats all day long, then
we really are engaged in self-destruction, and the destruction of
hope, the creation of despair, especially among the poor who
continue to suffer in our midst.
(6) There is a Latin saying: “Unicuique suum, non praevalebunt.”
“Every man for himself: That’s the formula for disaster.” When Ninoy
spoke of “the quest for that elusive national unity which is imperative
for the nation’s survival”-he said “survival”. He meant “survival”.
How can we survive, as a nation and as a people, if we have made
the name of our national game as anarchic free-for-all in a “basket of
crabs?”
(7) K.K.K also means, we are told, Kanya Kanyang Kabig, Kanya-
Kanyang Kurakot. Surely I don’t need to dwell on this theme this
morning. For weeks, the papers, radios, TV, have shouted nothing
else. It is the talk of the marketplace. I myself have spoken, often
enough, of the 40 big thieves left behind in our midst, and many
many smaller ones which might include . . . even ourselves? Who
among us did not re- echo the sentiments and the work of the
beloved Chino Roces when he asked for a renewed moral order in
government and society? It is a problem which must be addressed,
and addressed vigorously and unrelentingly.
(8) I am sure this will be increasingly done by our president, by
consistent personal example she has set a pattern for others to
follow. I know she is bent on pursuing the battle against corruption
with ever more forceful and energetic action. But we know, we know
that she and those around her cannot do this all by themselves. As
citizens, we must go “into an action mode ourselves.” The task
cannot be done without us.

(9) We must begin, rather, where we can begin, with ourselves we

must ask: What can we do about it? What in our own heart, in our
own attitudes, in our own practices, must be changed? What
sacrifices must we ourselves do to make a positive contribution of
deeds, to put under control this chronic illness in our society, and in
our culture?

LEMERY SENIOR HIGH SCHOOL

(10) If all we do is talk and talk, and throw dirt at each other-
forgetting to mind the ship and its engines, and steer it in mine-filled
waters-why, we will still be taking and quarrelling when our ship goes
down into the sea!
(11) If everyone in this church this morning, in Ninoy’s memory,
pledge before the Lord that for one year, “Bayan Muna, Bago ang
Sarili”, would really be made an operative guideline, could it not mark
at least a beginning? If for one year, just to get going, we would make
the principle govern our deeds, our conduct in society, would that not
be smart already? How can we “dream the impossible dream” and
promise to follow the stars” if we have become too calloused to do
even this?

Answer the questions given: Write your answers in your notebook.

1. What critical approach did he use? Explain why you think that is
the approach.
2. Do you agree with the author or not? Why or why not?

What you have read is an example of how one expresses opinions

using one approach in criticism. This can be a good model for you to
study and follow.
D. Assimilation Directions: Take a look at
this picture and give at least
five (5) points that you see in
the picture. Write your
answers in your notebook.

LEMERY SENIOR HIGH SCHOOL

Answer the following questions:

1. How did you find the picture?

2. By looking at the picture, are you thinking about your dream
job?
3. What about the location?
4. Did it cross your mind who is responsible for thinking about
your dream job as early as today?
5. What about the feeling of the man being interviewed?
6. Did you ask yourself if you would want to do the same?
7. What about the reasons why God has given you life and a will
to live?
8. Have you not wondered why God decided to make you live?
V. REFLECTION What were your thoughts or ideas about critical approaches in writing
a critique prior to the discussion of this lesson?
What new or additional ideas did you learn after taking up this
lesson?

Prepared Checked

KIMBERLY B. DE CASTRO CRISTY M. REYES EdD

Teacher II Master Teacher II

Noted

ELLEN P. TOLDANES
School Principal II

Track/ Strand TVL – ICT Grade Level Grade 12

Teacher Kimberly B. De Castro Learning English for Academic and
Area Professional Purposes
Teaching Date September 30 – October
Quarter Quarter 2
4, 2024
Teaching Time 12:10 – 5:30 No. of Days 4

LEMERY SENIOR HIGH SCHOOL

I. OBJECTIVES After going through with this unit, you are expected to:
(contains 1. identify arguments provided in manifesto
Knowledge, Skills, 2. determine characteristics of arguments
Attitudes/values)
3. determine steps to analyze arguments
4. analyze arguments in its relation to the position adhered by
the manifesto
5. make a stand on an issue;
6. create reasonable arguments to support a stand on an issue;
7. identify different types of logical fallacies
8. identify different types of evidence;
A. Content
The learner understands the principles and uses of a position paper
Standards
B. Performance The learner presents a convincing position paper based on properly
Standards cited factual evidence and produces an insightful statement of
principles and reasons for establishing a student organization, coming
up with a group exhibit of creative works, etc.
C. Most Essential The learner gathers manifestos and analyzes the arguments used by
Learning the writer/s. (CS_EN11/12A-EAPP-IIa-d-3)
Competencies
(MELC)
D. Enabling N/A
Competencies
(If available, write
the attached
enabling
competencies)
II. CONTENT Analyzing Arguments and Creating Arguments and Citing
Sources

III. LEARNING
RESOURCES
A. References
a. Teacher’s N/A
Guide Pages
b. Learner’s N/A
Materials Pages
c. Textbook N/A
Pages
d. Additional
Materials from N/A
Learning
Resources

LEMERY SENIOR HIGH SCHOOL

B. List of Learning N/A

Resources for
Development
and Engagement
Activities
IV. PROCEDURES
A. Introduction REVIEW
The teacher will say:
Let us recall what you already know about this subject.

Direction: Read the following statement and tell whether it is a true or

false.
1. An argument, for the purposes of logic, is made up of a set
of statements that supports another statement.
a. True b. False
2. Fighting is one of the components of arguments.
a. True b. False
3. An argument, in logic, is a battle of words.
a. True b. False
4. A good argument is structured with a series of responses of
doubts.
a. True b. False
5. Through arguments, we can make people feel or act a
certain way.
a. True b. False
The teacher will explain:
WHAT I NEED TO KNOW?
After going through with this unit, you are expected to:
1. identify arguments provided in manifesto
2. determine characteristics of arguments
3. determine steps to analyze arguments
4. analyze arguments in its relation to the position
adhered by the manifesto
5. make a stand on an issue;
6. create reasonable arguments to support a stand on an
issue;
7. identify different types of logical fallacies
8. identify different types of evidence;

WHAT IS IN?

LEMERY SENIOR HIGH SCHOOL

The teacher will say:

In your reading and writing class, you were introduced to

position paper. It is a kind of academic writing which mainly aims to
persuade readers to believe in the writer’s opinion. In this case, the
writer uses several strategies to present his point/s and convince the
readers, such as the art of argumentation. These skills are essential
for you to successfully write your position paper. However, there is no
other way to learn it best than analyzing other author’s ways in
writing their arguments to support their opinions.

B. WHAT I KNOW
Development I. Direction: Read each item carefully, and write the letter of the
most appropriate answer on a separate sheet of paper.
1. It contains both the idea that the author wants the reader to
believe and the reason to support the idea.
A. claim B. Argument C. Evidence D. counterclaim
2. When an author needs to prove a point, he/ she needs to provide
reasons, and those reasons should be backed up by ______________.
A. claim B. Argument C. Evidence D. counterclaim
3. During this time of pandemic, education should continue. DepEd
already devised alternative delivery modes to address students
in different contexts. Is this statement an acceptable
argument?
A. Yes, the claim is clearly stated. C. No, it lacks
evidence to support reason.
B. Yes, reason is provided. D. No, it is biased.
4. A complete argument is composed of ________________.
A. claim, reason, and evidence
B. claim, reason, and counterclaim
C. reason, counterclaim, and evidence
D. counterclaim, reason, and claim
5. The new normal in education at this time of pandemic poses
greater challenges for underprivileged students. Food for the table is
already a problem for them. How do you expect them to have the
means to access the internet and technology?

WHAT IS IT?

LEMERY SENIOR HIGH SCHOOL

Direction: Read the content of the lesson carefully.

Lesson Proper
Lesson 1: Analyzing Arguments
“No homework” policy is no good
The Manila Times (2019, August 31)

We do not agree with the position of the Department of

Education (DepEd) that a “no homework” policy, prohibiting teachers
from assigning academic work to be completed by students outside
of regular school hours, is beneficial to Filipino students.
Education Secretary Leonor Briones recently engaged in a
public pitch for the policy, which is now the subject of a couple of
pending bills in Congress. We have a great deal of respect for
Secretary Briones’ knowledge and experience as an educator, and
her arguments in favor of the policy should be given careful
consideration. Doing just that, however, leads to the conclusion that a
solution other than what she and supportive legislators are proposing
is in order.
The arguments for a “no homework” policy ostensibly take into
account the welfare of students, their families and teachers.
Excessive homework — or to state the argument more accurately,
any homework at all — is physically taxing on students, many of
them very young, after they have already spent a full strenuous day
in the classroom. Projects that students are expected to complete at
home often pose a burdensome expense on parents, who may not
have a ready budget for the last-minute purchase of needed
materials. Assigning homework also adds to the workload of teachers,
who must grade these assignments in addition to their everyday work
of preparing lessons.
By banning homework, all these problems are avoided.
Students are afforded proper time for rest and relaxation, and
families are spared the burden of unforeseen expenses, or time spent
shopping for required materials that may be difficult to find on short
notice. Teachers are also spared the extra time and effort to check
homework assignments and can devote more time to classroom
preparation and work. Secretary Briones has also suggested the
policy would be beneficial in allowing more time for children and
parents to bond socially.
Those are all very reasonable considerations. Unfortunately,

LEMERY SENIOR HIGH SCHOOL

they completely overlook the trade-offs that may be more harmful in

the long run by eroding the quality of education, and as a
consequence, the future competitiveness of young Filipinos.
Homework is a vital part of education, because it gives students
the opportunity to apply knowledge gained in the classroom. This
occurs in two ways — not only by creatively applying the educational
content, but also in giving students practice in developing good work
habits and methods. From a practical point of view, homework allows
“more education” than can be fit into a few hours of a school day.
And far from preventing families from bonding, homework
encourages parents to become more involved in their children’s
educational activities.
Although the concern for the welfare of students and their
families is appropriate, that welfare will be hurt in the long run if the
students fall short of the volume of educational content they can
access, developing problem-solving and creative thinking skills, and
parental awareness and involvement in their educational activities.
As a result of a “no homework” policy, Filipino students will be less
prepared for higher education or the workforce, and ultimately the
entire country will suffer the consequences.
We suggest that, rather than a “no homework” policy, DepEd
should review and modify existing policies regarding homework to
ensure that they meet productive goals. Homework should have clear
educational objectives, and certainly should not pose undue physical
and financial burdens on students and their families. Those standards
can be achieved, however, without resorting to banning homework
entirely, and still ensure that our youth are adequately prepared to
take on the challenges of a competitive world.
The text you have read is an example of a manifesto. A
manifesto is defined by Britannica Encyclopedia as a document
publicly declaring position or program of its issuer. A manifesto
advances a set of ideas, opinions, or views, but it can also lay out a
plan of action. While it can address any topic, it most often concerns
arts, literature, or politics. Manifestos are generally written in the
name of a group sharing a common perspective, ideology, or purpose
rather than in the name of a single individual. When someone wants
to prove a point, it is a must to provide logical arguments.

What is an argument?

LEMERY SENIOR HIGH SCHOOL

An argument is a formal way to make a point either in spoken

or written text. It is a line of reasoning meant to demonstrate the
truth or falsehood of something. It also means a claim or a set claims
with reasons and evidence offered as support.
An argument consists of parts:
a claim that summarizes the main idea reasons why that claim is
true and/or pieces of evidence that support the claim
*claim – idea that the author wants you to believe or is trying to
prove

Let us look at the example below, which is related to the text you
have read earlier.

Homework is a very important part of learning process and in

shaping one’s personality. It does not only help a student
practice the skill he/she learned, but also develop the sense of
responsibility and discipline towards completing tasks. Thus,
helping students develop better personality or traits needed for
work. Study author Richard Göllner wrote: “Our results show
that homework is not only relevant for school performance, but
also for personality development—provided that students put a
lot of effort into their assignments.” The study found that
students who said they took their homework seriously were
more conscientious, and vice versa.
In this case, the sentence, “Homework is a very important part of
learning process and in shaping one’s personality is the claim.”
The claim is expanded upon in the next sentence, “It does not only
help a student practice the skill he/she learned, but also develop the
sense of responsibility and discipline towards completing tasks. Thus,
helping students develop better personality or traits needed for
work”.
Finally, evidence is presented, often in the form of a citation. Here,
we read that, “Study author Richard Göllner wrote: “Our results show
that homework is not only relevant for school performance, but also
for personality development—provided that students put a lot of
effort into their assignments.” The study found that students who
said they took their homework seriously were more conscientious,
and vice versa.”
This evidence above supports the originally presented claim and its

LEMERY SENIOR HIGH SCHOOL

expansion.
The example shows the recommended argument structure, which
should be utilized in academic essays.
1. A main argument, or thesis, is presented first.
2. Then, different sections are formed to support the main argument.
3. Within those sections, we find paragraphs which hold the purpose
of supporting the sections that support the thesis.
How to identify arguments?
As you read, you should identify arguments to fully understand
the main points. In paragraphs, a topic sentence often identifies the
main claim or idea of the paragraph. This is usually the first sentence,
but not always. To find it, follow the following steps:
1. Read the paragraph.
2. Ask: "What is this paragraph about?"
3. Summarize the content in your own words.
4. Find the sentence within that paragraph that best matches that
summary- this is likely the stated claim of the paragraph.

How to analyze arguments

“To analyze” means to break down into parts. Therefore, to
analyze an argument, you have to break down its parts and examine
their relationship to the other parts of the argument. Furthermore,
when you "analyze an argument", you evaluate someone else's
work. This means you need to be a critical reader.
The following are questions that you need to bear in mind while
analyzing arguments:
What is the issue of the text?
What is the argumentative thesis of the text?
What are the claims given in the text?
What are the reasons provided to support the claims?
What pieces of evidence are given to support the claim?
Are the given pieces of evidence valid? Why or why not?
You will likely find two authors who make different claims on the
same topic. How do they each support their claims with reasons and
evidence? Let us look at the example below.

Paragraph 1
Any homework at all is physically taxing on students, many of
them very young, after they have already spent a full strenuous day

LEMERY SENIOR HIGH SCHOOL

in the classroom. Projects that students are expected to complete at

home often pose a burdensome expense on parents, who may not
have a ready budget for the last-minute purchase of needed
materials. Assigning homework also adds to the workload of
teachers, who must grade these assignments in addition to their
everyday work of preparing lessons. By banning homework, all these
problems are avoided.

Paragraph 2
Homework is a vital part of education, because it gives students
the opportunity to apply knowledge gained in the classroom. This
occurs in two ways — not only by creatively applying the educational
content, but also in giving students practice in developing good work
habits and methods. From a practical point of view, homework allows
“more education” than can be fit into a few hours of a school day.
And far from preventing families from bonding, homework
encourages parents to become more involved in their children’s
educational activities.
These two passages reflect opinions about the effects of
homework. Although these paragraphs discuss the same topic, they
make different claims. Paragraph 1 argues that homework brings
excessive stress to both students and teachers. On the other hand,
paragraph 2 argues that homework poses several benefits to
students and parents in terms of learning, discipline, and relationship.
Ultimately, each author supports the claim with effective reasoning.

Six Steps to Analyze an Argument by Terry Heick (2018)

1. Clarify- Making sense, in full, of what the author is “trying to say”

(thesis/theme)
2. Analyze- Seeing all of the “parts” of the argument, and where
each is strongest/weakest
3. Evidence-Noticing which parts of the argument are supported and
to what effect
a. What is the source of the evidence?
b. Is the evidence true?
c. Does the evidence provided strengthen or weaken the claim?
4. Nuance-Seeing what’s said both explicitly and implicitly
5. Style - understanding how the writing style affects the argument

LEMERY SENIOR HIGH SCHOOL

6. Judgment- Judging whether or not the argument is valid

C. Engagement a. WHAT IS MORE?
Read and analyze the manifesto. Present the claim of the author, her
reasons, and evidence to support the claim. Use the worksheet in
answering the activity.

Katie Sipiora I believe that every child has potential. Regardless

of race, socioeconomic class, or IQ, every child has the ability to
contribute to our world. It can be intellectual-- the next brilliant math
or physics theorem, the next great poem of our time-- it can be
athletic-- representing fair play and competition-- it can be artistic-- a
song, a dance, a play. Every child has potential. No child is confined
by where they live, who their parents are, what society expects of
them. Every child can contribute something beautiful to our world. It
can be a smile, a laugh, one good thought. That is all it takes to
change someone's life. (Sample Manifestos by Swarthmore Students)

Analyzing Arguments Worksheet

Claim: ______________________________________________________
Support for Claim:
Reason #1____________________________________________________
Evidence _____________________________________________________

Reason #2 ____________________________________________________
Evidence _____________________________________________________

Reason #3 _____________________________________________________
Evidence ______________________________________________________

This will be graded using the rubric.

LEMERY SENIOR HIGH SCHOOL

D. Assimilation I. Direction: Read each item carefully, and write the letter of the
most appropriate answer on a separate sheet of paper.
1. It contains both the idea that the author wants the reader to
believe and the reason to support the idea.
A. claim B. Argument C. Evidence
D. counterclaim
2. When an author needs to prove a point, he/ she needs to provide
reasons, and those reasons should be backed up by ______________.
A. claim B. Argument C. Evidence D. counter
claim
3. During this time of pandemic, education should continue. DepEd
already devised alternative delivery modes to address students
in different contexts. Is this statement an acceptable
argument?
A. Yes, the claim is clearly stated. C. No, it lacks evidence to support
reason.
B. Yes, reason is provided. D. No, it is biased.

LEMERY SENIOR HIGH SCHOOL

4. A complete argument is composed of ________________.

A. claim, reason, and evidence
B. claim, reason, and counterclaim
C. reason, counterclaim, and evidence
D. counterclaim, reason and claim
5. The new normal in education at this time of pandemic poses
greater challenges for underprivileged students. Food for the table is
already a problem for them. How do you expect them to have the
means to access internet and technology?

V. REFLECTION What were your thoughts or ideas about citing arguments prior to the
discussion of this lesson?
What new or additional ideas did you learn after taking up this
lesson?

Prepared Checked

KIMBERLY B. DE CASTRO CRISTY M. REYES EdD

Teacher II Master Teacher II

Noted

ELLEN P. TOLDANES
School Principal II

LEMERY SENIOR HIGH SCHOOL

[Link] St., Bagong Sikat, Lemery, Batangas
(043)740-1864 / (043)-740-1862
lemeryseniorhighschool@[Link]

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