ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

ENG03
Performance Task 3.2
COURSE OUTCOME 1 (48 points)
I. Direction: Access the link and provide what is asked.
1. [Link]

Who wrote the article? (For publications with multiple authors, cite only
the
Who? primary author) ____________________________
(Authority) Does the (primary) author have title(s)?___
Does the(primary) author have other publications? (Check in
Google)_______
Where is the (primary) author affiliated? (Department/ University/
Institution)
__________________________
Is the (primary) author’s contact information provided? ___________

When was the work published? _________

When? Is the year of publication important? _________ Why?
(Currency) _________________________________________________________________

What type of paper is the publication? _______________________

If journal article, do the conclusion and discussion satisfy the aim of the
paper?
What? _________
(Relevance) Does it cite sources? __________
What POV does the paper use? _________
Is the language formal? __________
Are the arguments factual or based on the author’s opinions?
___________________ Support your answer.
____________________________________________________________

Where does the publication come from? (website, personal blog, online
Where? journal, etc.) _____________
(Location of Is the website a reputable source? __________ Why do you say so?
the _________________________________________________________________
source)
2. [Link] -journalist-maria-ressa-
found-guiltyof-violating-cyberlibel-law

Who wrote the article? (For publications with multiple author, cite only
the
primary author) ____________________________
Who? Does the (primary) author have title(s)?___
(Authority) Does the(primary) author have other publications? (Check in
Google)_______
Where is the (primary) author affiliated? (Department/ University/
Institution)
__________________________
Is the (primary) author’s contact information provided? ___________

When? When was the work published? _________

(Currency) Is the year of publication important? _________

What type of paper is the publication? _______________________

If journal article, do the conclusion and discussion satisfy the aim of the
paper?
What? _________
(Relevance) Does it cite sources? __________
What POV does the paper use? _________
Is the language formal? __________
Are the arguments factual or based on the author’s opinions?
___________________ Support your answer.
____________________________________________________________

Where? Where does the publication come from? (website, personal blog, online
(Location of journal, etc.) _____________
the Is the website a reputable source? __________ Why do you say so?
source) __________________________________________________________________

II. Read the article “Making Modern Toughness” by David Brooks. Try to
identify the main idea of each paragraph. The first two paragraphs are
answered for you.
When I ask veteran college teachers and administrators to describe how
college students have changed over the years, I often get an answer like this:
“Today’s students are more accomplished than past generations, but they are also more emotionally
fragile.” That rings true to me. Today’s students are amazing, but they bathe one
another in oceans of affirmation and praise, as if buttressing one another against
some insecurity. Whatever one thinks of the campus protests, the desire for trigger
warnings and safe spaces does seem to emanate from a place of emotional
fragility.

And if you hang around the middle aged, you hear a common story line to
explain the rise of the orchid generation. Once upon a time, the story line goes, kids
were raised in a tough environment. They had to do hard manual chores around the
house and they got in fights on the playground. Then they went off to do grueling
work in the factory or they learned toughness and grit in the military. But today,
helicopter parents protect their children from setbacks and hardship. They
supervise every playground conflict, so kids never learn to handle disputes or deal
with pain.

There’s a lot of truth to that narrative, but let’s not be too nostalgic for the
past. A lot of what we take to be the toughness of the past was really just
callousness. There was a greater tendency in years gone by to wall off emotions, to
put on a thick skin — for some men to be stone-like and uncommunicative and for
some women to be brittle, brassy and untouchable. And then many people turned
to alcohol to help them feel anything at all. Perhaps it’s time to rethink toughness or
at least detach it from hardness. Being emotionally resilient is not some defensive
posture. It’s not having some armor surrounding you so that nothing can hurt you.

The people we admire for being resilient are not hard; they are ardent. They
have a fervent commitment to some cause, some ideal or some relationship. That
higher yearning enables them to withstand setbacks, pain and betrayal. Such
people are, as they say in the martial arts world, strong like water. A blow might
sink into them, and when it does they are profoundly affected by it. But they can
absorb the blow because it’s short term while their natural shape is long term.

There are moments when they feel swallowed up by fear. They feel and live
in the pain. But they work through it and their ardent yearning is still there, and
they return to an altered wholeness. In this way of thinking, grit, resilience and
toughness are not traits that people possess intrinsically. They are not tools you can
possess independently for the sake of themselves. They are means inspired by an
end. John R. Lewis may not have been intrinsically tough, but he was tough in the
name of civil rights. Mother Teresa may not have been intrinsically steadfast, but
she was steadfast in the name of God. The people around us may not be
remorselessly gritty, but they can be that when it comes to protecting their loved
ones, when it comes to some dream for their future self.

COURSE OUTCOME 2 (16 points)

I. The thesis statement is already provided. Fill out the missing ideas to
complete your outline.

Topic: Poverty
Thesis statement: Poverty, caused by several factors, affects the lives of many
Filipinos; therefore, both the individual and government should work hand in hand
in solving the problem.
I. Introduction
A. Definition of poverty
B. Background of the problem

II. Body
A. Cause
1. Negative attitude toward manual labor
2. Lack of proper education
3. ______________________________

B. Effect
1. Poor physical health
2. ______________________________
3. ______________________________
4. Crimes

C. Solutions
1. Individual effort
a. Resourcefulness in looking for jobs
b. ____________________________
2. Government Actions
a. Job opportunities from the government
b. ________________________________
III. Conclusion
A. Summary
B. Recommendation

COURSE OUTCOME 3 (10 points)

I. Provide a paraphrased and summarized version of the text below. Do

not forget to cite the original source.

In the classroom where cove students are required to write essays to pass
their English courses, editing/revising is not to be overlooked. Their teachers go
over their drafts, give comments and suggestions on both form and content, until
the final draft has markedly improved. Their peers as well give their corrections,
for their teachers are not expected to correct all the errors found in their drafts.
Moreover, they are encouraged by their teachers to correct their own
compositions.

Studies prove that students can edit their own compositions when given the
opportunity to do so. In a study conducted by New (1999) on the revision process
in computer-aided writing in French as a foreign language, results showed that
both the self-reported good writers and poor writers engaged in the process of
revising their own papers. As expected, surface-level changes far outnumbered
the changes done on content.

Storch and Tapper (1997) attempted to examine what native and nonnative
university students say about their own writing. When instructed to write
annotations on their own research papers, the students were able to identify
their writing strengths and weaknesses.

Allowing students to edit their own work has some advantages. Bates, Lane,
and Lange (1993) and Hendrickson (1980) advocated teaching students a
discovery approach through which teachers could teach students to become
independent self-editors. In addition, Ferris (200) introduced her three-stage
discovery approach-the third of which is self-editing practice-so her students
could become self-sufficient editors. Furthermore, Lewis (2002) found that self-
correction has the following advantages: (1) it increases students' independence
from the teachers, (2) it allows students to remember better if they have
discovered their own mistakes, and (3) it saves time in large classes.

Thinking along this line, Ashwell (2000) mentioned,

…We should perhaps be devoting more attention to developing our
students' ability to provide the feedback for themselves. Helping
students to become independent foreign language writers may be a
greater challenge than providing feedback… Teacher feedback may
still be important and may still have a part to play, but placing too
much credence in its powers of influence can lead one to
underestimate the gulf in expectations between oneself and one's
students (p. 246).

-Cusipag, 2003, pp. 87-106

SUMMARIZED VERSION:

PARAPHRASED VERSION: