Eapp Summarized Material For 1ST Quarter

Masbate National Comprehensive High School
SENIOR HIGH SCHOOL

Annex Campus, Masbate City
English for Academic and Professional Purposes

First Semester – SUPPORT MATERIALS
DIFFERENTIATE LANGUAGE USED IN ACADEMIC TEXTS FROM VARIOUS DISCIPLINE

Academic text - A formal way to present words and terms typical for the field
Academic Language – Academic language includes language used in textbooks, in classrooms, on tests,
and in each discipline.
Linguistic register(Language of literary) - are certain registers of language (types of language use) peculiar to
specific professions such as medical science, engineering, and business.
Medical language (Language of Medicine) - is used to describe components and processes of the human body,
medical procedures, diseases, disorders, and pharmacology. Simply put, it is the
vocabulary that medical professionals use to describe the body, what it does, and the
treatments they prescribe.
Legal language (Language of law) -means a language used by the persons connected to the legal profession.
The language used by the lawyer, jurist, and the legislative drafts man in their
professional capacities. Law being a technical subject speaks through its own register.
Journalistic language( Language of journalism) - This type of language helps understand how journalists create
their stories or reports, shape points of view, deliver expected news and how media
language is different from other languages we encounter.
Literary language - Register of a language that is used in literary writing
Jargon - special words or expressions that are used by a particular profession or group and are difficult for
others to understand.
USE KNOWLEDGE OF TEXT STRUCTURE TO GLEAN FOR NEEDED INFORMATION

Structure- How the important points, moments or events are organized and emphasized in a text.
Text- any meaningful written material
Academic Text- formal written materials that provides information and/or professional opinion
related to specific discipline or profession
Elements- the abstract parts that composes a whole
Thesis Statement- the most important message that the entire written article tries to prove One
sentence gist or summary of your entire paper.
Transitional expressions:
- Thus, this paper is written to prove…,”
-“For this reason, this essay will focus on…,”
-“In this paper, you will understand…,”
“In order to discuss …,
this position paper will analyze…
Introduction- technically either the first paragraph or the first heading of long academic papers that
are divided into several parts. It aims to make a good impression on readers
- telling a story (anecdote or parable)

-quoting a reputable person,
- using sayings,
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English for Professional and Academic Purposes – Senior High School
DEPED- REGION V MODULE 1
SENIOR HIGH SCHOOL

-mentioning startling facts like statistics,

-citing a law or the Bible,
-asking rhetorical questions or
-sharing a personal experience and realization
Body- The paragraphs that are in between the introduction and conclusion
Cohesively discuss the thesis
“Another essential feature of …,”
“While it can be argued that …,
“it is also true that …,”
“However, many critics disagree with this …,” “
“Nevertheless, the evidence is that …,”
“Secondly, …,”
“The bulk of the available evidence, then, points to the fact that …,”
“On the contrary, …,”
“Having analyzed this aspect, I would now like to …,”
“Furthermore, …,”
“In order to emphasize this point,
I would like to point to …,”
“Moreover, there are other convincing arguments to back up …,” and
“Therefore, …”.
However, many critics disagree with this …,”
Conclusion- technically either the last paragraph or the last heading of long academic papers that are
divided into several parts
Leave the impression that the topic has been relevantly and thoroughly dealt with
“Finally, …,”
“As I have argued, …,”
“As I have shown, …,”
“Therefore, …,”
“The bulk of the evidence, then, points to …,”
“However, as I have shown, …,” and “
Based on this evidence
As a general rule, one paragraph should deal with only one main topic. The sentence that has the main
topic is called the key or topic sentence. In academic papers, paragraphs are advised to start with the
key sentence. This is because you have professional and busy readers who need to be guided as to the
content of your paragraphs.
BASIC ELEMENTS OF COMPOSITION
1. Information
2. Point of view
3. Tone
4. Organization
5. Purpose
6. Topic/Subject
7. Audience
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SIX GENERAL CLASSIFICATIONS OF ACADEMIC TEXT

1. Essay -is generally the proforma for all analytical compositions. However, not all essays are
academic. Only those that are written for professional audience and exhibit formal tone in
subject matter, sentence structure, and language can be considered academic.
2. Concept paper -defines an idea or a concept and clarifies its ‘whatness’; thus, its most prominent
structure is the use of definition.
3. Reaction paper- is generally an informed and insightful perspective on art, popular culture, and a
technical topic.
4. Position paper asserts an argument.
5. Report retells data, incident, or event.
6. Research is a highly formal kind of reports.
All compositions in paragraph forms basically have the three parts: introduction, body, and conclusion
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USE VARIOUS TECHNIQUES IN SUMMARIZING A VARIETY OF ACADEMIC TEXTS

1. SUMMARY— a shortened or simplified version of an original text using your own words
2. ABSTRACT— a summary of the contents of a study or academic text.
3. PRĚCIS— a summary or abstract of a text.
4. REPORTING VERB— a word used to discuss another person’s writings or assertions.
Why is summarizing a significant critical reading skill?

Barrot and Sipacio (2017) argues that summarizing is an important skill because it helps you:
⮚ deepen your understanding of the text;
⮚ learn to identify relevant information or key ideas;
⮚ combine details or examples that support the main idea and key words presented in the text; and,
⮚ capture the key ideas in the text and put them together clearly and concisely.
What is NOT Summarizing?

You are NOT summarizing when you
⮚ write down everything;
⮚ write down ideas from the text word-for-word;
⮚ write down incoherent and irrelevant ideas;
⮚ write down ideas that are not stated in the text; or
⮚ write down a summary that has the same length or is longer than the original text.
STRATEGIES/ TECHNIQUES IN SUMMARIZING

1. Finding the Main Idea
2. Separating General Ideas from Details/Examples
3. Identifying Key Words
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General Guidelines in Summarizing

Here are some general guidelines in summarizing as suggested by Barrot and Sipacio (2017):
1. Clarify your purpose before you read.
2. Read the text at least twice until you fully understand its content. Locate the gist or main idea of the text,
which can usually be found either at the beginning, in the middle, or in the end.
3. Highlight key ideas and phrases; another strategy is to annotate the text.
4. Write all the key ideas and phrases you identified on the margins or on your notebook in a bullet or outline form.
5. Without looking at the text, identify the connections of these key ideas and phrases using a concept map.
6. List your ideas in sentence form in a concept map.
7. Combine the sentences into a paragraph. Use appropriate transitional devices to improve cohesion.
8. Never copy in verbatim a single sentence from the original text.
9. Refrain from adding comments about the text. Stick to the ideas it presents.
10. Edit the draft of your summary by eliminating redundant ideas.
11. Compare your output with the original text to ensure accuracy.
12. Record the details of the original source (author’s name/s, date of publication, title, publisher, place of
publishing, and URL, (if online). It is not necessary to indicate the page number/s of the original text in
citing sources in summaries.
13. Format your summary properly. When you combine your summaries in a paragraph, use different formats
to show variety in writing.
Writing a summary also depends on certain disciplines and each discipline would require specific guidelines.
Academic writing would require you to adhere to these guidelines and structures retrieved from University of
New South Wales(htttp://student.unsw.edu.au/paraphrasing-summarizing-and-quoting) as cited in Barrot
& Sipacio. (2017)
● Publishing companies, libraries, or movie catalogue—do not give away the actual content of the material in
writing the summaries—it simply piques the interest of the target audience. (Descriptive Abstracts)
● Research papers—readily present the key ideas and major findings of the study.(Summative Abstracts)
General Rule in Writing Précis, Abstract or Summary:
Condense information into around 15% of the original length of the text A 6000-word research article for
an academic journal requires only 200 to 250 words for its abstract
Structure of an Abstract, a Précis, or Summary

Research Abstract
✔ Usually contains 150 to 300 words;
✔ It does not use any citation;
✔ It does not include specific result statistics;
✔ Last to be written.
Research Abstract Structure:
● Rationale (around 20%)
● Research problems (around 10%)
● Methodology (around 20%)
● Major findings (around 40%)
● Conclusion and implications (around 10%)
Summary of Expository Texts

✔ Condenses information into 15 to 30% of the original text;
✔ It is achieved by getting the thesis statement of the text and the main idea or topic sentence of each
paragraph;
✔ Main ideas are combined into a paragraph using cohesive devices;
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✔ Name of the author and the title of the article are indicated in the first sentence
Formats in Summarizing
The three formats that you may use in writing summaries are the following:
1. Idea Heading Format- In this format, the summarized idea comes before the citation.
Benchmarking is a useful strategy that has the potential to help public officials improve the performance
of local services (Folz, 2004; Ammons, 2001). Once the practice of a particular city is benchmarked, it can
be a guidepost and the basis for the other counterparts to improve its own.
2. Author Heading Format- In this format, the summarized idea comes after the citation. The author’s name/s
is/are connected by an appropriate reporting verb.
The considerable number of users of FB has led educators to utilize FB for communicating with their
students (Grant, 2008; as cited in Donmus,2010). The study of Kabilan, Ahmad and Abidin (2010) shows that
the students perceived FB as an online environment to expedite language learning specifically English.
Donmus (2010) asserts that educational games on FB fecundate learning process and make students’
learning environment more engaging. As regards literacy, this notion reveals that FB could be used as a tool
to aid individuals executes a range of social acts through social literacy implementation (ibid). Blackstone
and Hardwood (2012) suggest the facilitative strength of FB as it elicits greater engagement on
collaboration among students.
3. Date Heading Format- In this format, the summarized idea comes after the date when the material was published.
On the other hand, active participation of the citizens in development contributes to a sound and
reasonable government decisions. In their 2004 study on the impact of participatory development
approach, Irvin and Stansbury argue that participation can be valuable to the participants and the
government in terms of the process and outcomes of decision making.
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SENIOR HIGH SCHOOL

STATE THE THESIS STATEMENT OF AN ACADEMIC TEXT

Thesis statement-
 A single sentence, preferably a simple declarative sentence that expresses the basic idea around which
the paper will develop. (Webster University It states the purpose and main idea of your essay to your
audience. The thesis statement declares the main purpose of the entire paper.
 A controlling idea about the topic that the writer is attempting to prove. It is usually found at the
beginning of the text or at the end of it.
 The central idea of a multiple-paragraph composition. A one-sentence summary that guides, controls,
and unifies ideas when writing a paper. In simple terms, all other ideas present in a text revolve around
the thesis statement.
 The thesis statement may be expressed or implied.
Claim- is an assertion that supports a thesis.

Counterclaims- are simply the arguments opponents make to refute your claims
Evidence -is the information that supports a claim and persuades others to believe you.
Supporting details- are pieces of information necessary to better understand the main idea. They can be facts,
reasons, testimonies, statistics, and experiments that support the topic sentence.
Major Details directly support the topic sentence
Minor Details directly support the major details
We must write thesis statement:

● to test your ideas by narrowing them into a sentence or two
● to better organize and develop argument
● to provide the reader with “guide” to the argument
What are the characteristics of a good thesis statement?
● A good thesis statement takes a stand on the prompt.
● A good thesis statement is specific.
● A good thesis statement is unified and expresses one main idea.
● A good thesis statement does not simply state a fact but sets the stage for analysis of a topic.
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Outline Reading Text In Various Disciplines

● Outlining – summarizing the essential features of a text in hierarchical or logical order
● Skim – to look over or read quickly specially to find the main ideas
● Text – a piece of writing, written or printed material
● Thesis statement – states the purpose and/or central idea of a text
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The first outline (Outline A) consists of words and phrases; so, it is called as topic
outline.
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The second outline (Outline B) is composed of complete sentences, therefore it is a sentence

outline.
USE APPROPRIATE CRITICAL APPROACHES IN WRITING A

CRITIQUE SUCH AS FORMALISM, FEMINISM,ETC
WHAT IS A CRITIQUE?
Critique is derived from ancient Greek (“kritike”). It is defined as a careful judgment in which you
shape your opinion about the strengths and weaknesses of a piece of writing or work of art. its length
may vary from 100 to 750 words or more. It is not a summary of the piece, rather, it is the critical
evaluation to further understand validity, worth, effect, use of the material that interests readers, and/or
the recommendation or appeal for further appreciation.
This could be possible by way of subjecting the piece of writing on the critical approaches
in analyzing the piece using appropriate evidences and arguments. Proper and acceptable reasons
or proofs are necessary to ensure quality and substance of the opinions you have cited which
reinforces relevant persuasion.
After all, writing a critique paves to a better understanding and for you to respond in a
more analytic, balanced, and convincing manner.
doraidalanon02
SENIOR HIGH SCHOOL

Critical Approaches in Writing a Critique

1. FORMALISM OR NEW CRITICSM
This approach claims that all that are important in analyzing and understanding the text
can be found in the piece of writing or text itself. Outside information regarding the author,
society of the time, politics or any other external context are no longer needed. The text is
independent. It has a fixed meaning. It is timeless and universal.
On the aforesaid principles, formalism requires a close and intent reading of the text
concentrating on the relationships within the text that showcases its distinct characteristics or
form.
As you write your working outline framing your critique’s main points, you may include
as much as you could or whatever necessary using the following guide questions:
1. What is the title, setting, other elements etc. and to what extent it is symbolic?
2. What kind of language does the author use?
3. How is the work’s structure unified?
4. How do various elements of the work reinforce its meaning?
5. What recurring patterns (repeated or related words, images, etc.) can you find? What is the effect of
these patterns or motifs?
6. How does repetition reinforce the theme(s)?
7. How does the writer’s diction reveal or reflect the work’s meaning?
8. What is the effect of the plot, and what parts specifically produce that effect?
9. What figures of speech are used? (metaphors, similes, etc.)
10. Note the writer’s use of paradox, irony, symbol, plot, characterization, and style of narration.
11. What effects are produced? Do any of these relate to one another or to the theme?
12. Is there a relationship between the beginning and the end of the story?
13. What tone and mood are created at various parts of the work?
14. How does the author create tone and mood? What relationship is there between tone and mood and
the effect of the story?
15. How do the various elements interact to create a unified whole?
16. What is the argument or thesis?
17. Who is telling the story in the piece?
2. FEMINISM
This approach emphasizes the importance or relevance of women as subjects and how
gender been perceived in the piece. The images of women and the underlying concepts of
femininity including economic, societal, psychological and archetypal nature of women are
examined. This approach likewise stresses equality for a male dominated society.
The following guide questions are helpful in framing you’re working outline using the
feministic point of view:
1. How are women’s lives portrayed in the work?
2. Is the form and content of the work influenced by the writer’s gender?
3. How do male and female characters relate to one another? Are these relationships sources
of conflict? Are these conflicts resolved?
4. Does the work challenge or affirm traditional views of women?
5. 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?
6. What marital expectations are imposed on the characters? What effect do these expectations have?
7. What behavioral expectations are imposed on the characters? What effect do these expectations have?
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8. If a female character were male, how would the story be different (and vice versa)?
9. How does the marital status of a character affect her decisions or happiness?
10. How does culture view women vs. men?
11. How is the relationship between men and women portrayed?
12. What are the power relationships between men and women (or characters assuming male/female
roles)?
13. Do characters take on traits from opposite genders? How so? How does this change others’
reactions to them?
14. What does the work reveal about the operations (economically, politically, socially, or
psychologically) of patriarchy?
15. What does the work imply about the possibilities of sisterhood as a mode of resisting patriarchy?
16. What role does the work play in terms of women's literary history and literary tradition?
3. READER RESPONSE
This approach stresses the attachment or strong connectionism of an individual
reader’s mind to the piece at hand. The reader herself can put meaning and interpret every part
of the text. The text is nothing unless it has been read and interpreted by the reader.
The reader’s reaction and interaction made out of the piece recreates and develops a
further depth of meaning. The manner a poem or a short story is read or delivered strengthens and
invokes visuals and imagination to a much sought individual appreciation. In such a case, a reader who
happened to read the same text may find the experience different from the first against the second time.
4. MARXIST CRITICISM
This approach tries to unfold how socioeconomic status affects hierarchy or conflicts involving social
classes in the masterpiece. This approach likewise attempts to answer the following questions:
1. What are the differences between economic classes?
2. What conflict has arisen between the working class and the elite?
3. What implication may the socioeconomic system bring?
4. What social class has been emphasized and how was this portrayed in the piece?
5. BIOGRAPHICAL APPROACH
Focuses on connection of work to author’s personal experiences, understanding
authors’ life can help in comprehending the work. This aspect amplifies meaning and relevance of
the text.
1. What aspects of the author’s personal life are relevant to this story?
2. Which of the author’s stated beliefs are reflected in the work?
3. Does the writer challenge or support the values of her contemporaries?
4. What seem to be the author’s major concerns? Do they reflect any of the writer’s personal
experiences?
5. Do any of the events in the story correspond to events experienced by the author?
6. Do any of the characters in the story correspond to real people?
6. HISTORICAL APPROACH:
This approach focuses on connection of work to the historical period in which it was written;
literary historians attempt to connect the historical background of the work to specific aspects of the
work.
1. How does it reflect the time in which it was written?
2. How accurately does the story depict the time in which it is set?
3. What literary or historical influences helped to shape the form and content of the work?
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4. 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.)
5. What other literary works may have influenced the writer?
6. What historical events or movements might have influenced this writer?
7. How would characters and events in this story have been viewed by the writer’scontemporaries?
8. 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?
9. How important is it the historical context (the work’s and the reader’s) to interpreting the
work?
7. PSYCHOLOGICAL APPROACH
This approach focuses on the psychology of characters.
1. What forces are motivating the characters?
2. Which behaviors of the characters are conscious ones?
3. Which are unconscious?
4. What conscious or unconscious conflicts exist between the characters?
5. Given their backgrounds, how plausible is the characters’ behavior?
6. Are the theories of Freud or other psychologists applicable to this work? To what degree?
7. Do any of the characters correspond to the parts of the tripartite self? (Id, ego, superego)
8. What roles do psychological disorders and dreams play in this story?
9. Are the characters recognizable psychological types?
10. How might a psychological approach account for different responses in female and male readers?
11. How does the work reflect the writer’s personal psychology?
12. What do the characters’ emotions and behaviors reveal about their psychological states?
13. How does the work reflect the unconscious dimensions of the writer’s mind?
14. How does the reader’s own psychology affect his response to the work?
8. SOCIOLOGICAL APPROACH
This approach focuses on man’s relationship to others in society, politics, religion, and
business.
1. What is the relationship between the characters and their society?
2. Does the story address societal issues, such as race, gender, and class?
3. 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?
4. How does the story reflect the Great American Dream?
5. How does the story reflect urban, rural, or suburban values?
6. What does the work say about economic or social power? Who has it and who doesn’t?
Any Marxist leanings evident?
7. Does the story address issues of economic exploitation? What role does money play?
8. How do economic conditions determine the direction of the characters’ lives?
9. Does the work challenge or affirm the social order it depicts?
10. Can the protagonist’s struggle be seen as symbolic of a larger class struggle?
How does the microcosm (small world) of the story reflect the macrocosm (large world)
of the society in which it was composed?
11. 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?
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9. ARCHETYPAL APPROACH
This approach focuses on connections to other literature, mythological/biblical allusions, archetypal
images, symbols, characters, and themes.
1. How does this story resemble other stories in plot, character, setting, or symbolism?
2. What universal experiences are depicted?
3. Are patterns suggested? Are seasons used to suggest a pattern or cycle?
4. Does the protagonist undergo any kind of transformation, such as movement from innocence to
experience, that seems archetypal?
5. Are the names significant?
6. Is there a Christ-like figure in the work?
7. Does the writer allude to biblical or mythological literature? For what purpose?
8. What aspects of the work create deep universal responses to it?
9. How does the work reflect the hopes, fears, and expectations of entire cultures (for example, the
ancient Greeks)?
10. How do myths attempt to explain the unexplainable: origin of man? Purpose and destiny of human
beings?
11. What common human concerns are revealed in the story?
12. How do stories from one culture correspond to those of another? (For example, creation myths, flood
myths, etc.)
13. How does the story reflect the experiences of death and rebirth?
14. What archetypal events occur in the story? (Quest? Initiation? Scapegoating? Descents
into the underworld? Ascents into heaven?)
15. What archetypal images occur? (Water, rising sun, setting sun, symbolic colors)
16. What archetypal characters appear in the story? (Mother Earth? Femme Fatal? Wise old man?
Wanderer?)
17. What archetypal settings appear? (Garden? Desert?)
18. How and why are these archetypes embodied in the work?
10. PHILOSOPHICAL APPROACH

This approach focuses on themes, view of the world, moral statements, author’s philosophy, etc.
1. What view of life does the story present? Which character best articulates this viewpoint?
2. According to this work’s view of life, what is mankind’s relationship to God? To the
universe?
3. What moral statement, if any, does this story make? Is it explicit or implicit?
4. What is the author’s attitude toward his world? Toward fate? Toward God?
5. What is the author’s conception of good and evil?
6. What does the work say about the nature of good or evil?
7. What does the work say about human nature?
WRITING STRUCTURE
Since our focus is on the appropriate use of critical approaches in writing a critique, our outputs must
likewise be more on critiquing a piece of literature like a short story, a poem, a novel and other literary
genre. In this accord, let us denote salient structures and parts appropriate to include in the output along
with the outlined questions you have included.
There has been no strict rules in terms of structure for it varies depending on your teacher’s task
requirements, however, for uniformity purposes, let us generally use the following parts
below ranging from at least 100 to 750 words.
Remember that the heart of your critique shall focus on its strengths and weaknesses and to relay how
effective the material is.
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A. Introduction (Short paragraph/paragraph/s - one to three sentences or more)

This must include the title of the material, the author, and your assessment of the material.
For a short story, this part may also include the background of the piece, your
opinion and the thesis. The thesis includes the subject, your opinion and your main point.
For example:
SUBJECT: The Blind Assassin
OPINION: show’s Atwood’s skills as a writer
MAIN POINT/S: because of the visual imagery, the strong characters and the memorable
message.
B. PLOT SUMMARY/DESCRIPTION (Short paragraph/s – one to three sentences or more)
This involves the gist or the description of the material. For a short story, this is the understanding of
plot or summary of the piece examined.
C. Analysis and Interpretation/ Evaluation (One to three or more paragraph/s) In this phase you will
retrieve the guiding questions of your choice to include in your outlined discussion. It does not
necessarily mean that you will include all in one but rather only those you think are needed depending
on the arguments or points you wanted to stress.
D. Conclusion/Closing paragraph (One to three paragraphs) At this point, you shall be able to link
your thoughts reinforced with your assessment in the introduction. If in any case it is possible for you to
compare the masterpiece to a similar work, the better. Your recommendation depends on how you have
perceived the material observing all fair judgment and appreciation.
For academic texts and researches the following parts may be adopted:
STRUTURE FOR CRITIQUE OF
ACADEMIC TEXTS AND RESEARCHES
A. INTRODUCTION (around 5% of the paper)
This includes the title of the book/article/work, the writer’s name and the thesis
statement which will preview your analysis.
B. SUMMARY (around 10%)
In this phase, objective or purpose must be cited. Methods used if applicable could be
included along with major finding, claims, ideas or message highlighted in the material. This also
includes arguments and findings on the material
C. REVIEW (around 75%)
In this phase, the following must be observed:
1. Appropriateness of methodology to support the arguments (for books and articles) or
appropriateness of mode of presentation (other works) must be cited.
2. Theoretical soundness, coherence of ideas
3. Sufficiency and soundness of explanation in relation to other available information and
experts. It is likewise best to ask the following questions during this part:
a. What are the assumptions mentioned in the work? Are they explicitly discussed? •
What are the contributions of the work to the field where it belongs?
b. What problems and issues are discussed or presented in the work? • What kinds of information
are presented in the work?
c. How are information used to support the arguments or thesis? • Are there other ways of
supporting the arguments or thesis aside from the information used in the work?
Is the author or creator silent about the alternative ways of explanation?
d. Discuss the article’s pros and cons and state your opinion about its clarity and accuracy.
Use the data and examples from the article to support your arguments.
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D. CONCLUSION (around 10%)

1. Your overall impression of the work shall be stated.
2. Scholarly or literary value of the reviewed article, book, or work
3. Benefits for the intended audience or field
4. Suggestion for future direction of research
5. Clarify and summarize judgments
6. Comment about why such research matters or what else needs to be researched in the field.
OTHER GUIDELINES in Writing a REACTION PAPER, REVIEW, & CRITIQUE FOR

ARTICLES OR JOURNALS
Show your agreement with the writer’s or creator’s ideas and present an explanation for this agreement.
ON A GENERAL NOTE, your reaction paper’s conclusion may focus on the following ideas.
a. Did the work hold your interest?
b. Did the work annoy or excite you?
c. Did the work prompt you to raise questions to the author? d. Did the work lead you to some
realizations?
e. Did the work remind you of other materials that you have read, viewed or listened to in the
past?
Barrot & Sipacio. (2017). Communicate Today ENGLISH for Academic
& Professional Purposes for SHS. Quezon City: C&E Publishing, Inc
OTHER POINTS TO CONSIDER IN WRITING

1. Organization. Depending on the approach, you can arrange paragraphs by points, strengths vs.
weaknesses, or topics. Your goal isn’t just to negatively criticize a book but also point out
what the author did well.
2. Writing techniques and style. In evaluating a book, don’t forget to mention these points. Discuss how
effectively (or not) the author used stylistic devices to prove his ideas.
3. Evidence. Describe what types of arguments the author used. Were they logical and appropriate?
Don’t forget to explain why the evidence supports your point.
4. Usefulness. Discuss what the book adds to understanding its topic. Is it useful? Does it present ideas
in original and engaging ways? How does it address the core aspects of society?
5. Examples. Support every argument of your critique with examples. You can’t just write that the book
was boring; provide a quote as evidence and explain why it does not appeal to you.
DETERMINE THE WAYS A WRITER CAN ELUCIDATE ON A CONCEPT BY

DEFINITION, EXPLICATION AND CLARIFICATION
CONCEPT PAPER is an overview of the study which includes the summary of what is it all
about, the reasons for conducting the study and how it will be carried out.
DEFINITION is the method of identifying a given term and making its meaning clearer. Its main
purpose is to answer the question, “What does it mean?” This mode of
explanation contains the term to be defined and the detailed exposition of the
term through the use of illustration, examples and description.
EXPLICATION is a method of explanation in which sentences, verses, quotes or passages are
taken from literary or academic work and then interpreted and explained in a
detailed way.
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CLARIFICATION is a method of explanation in which the points are organized from a general
abstract to specific and concrete examples
A concept paper has several uses:
1. It serves as a foundation of the full proposal.
2. It helps determine whether a certain research/project is feasible or not.
3. It used to pique the interest of the panel/potential funding agencies
4. It is used to obtain informal feedback on the ideas prior to preparing the full proposal.
Three Ways of Explaining a Concept
DEFINITION is the method of identifying a given term and making its meaning clearer. Its
main purpose is to answer the question, “What does it mean?” This mode of explanation
contains the term to be defined and the detailed exposition of the term through the use
of illustration, examples and description.
Signal Words used in Definition

Refers to is known as is defined as
Means as defined to illustrate
A definition can be presented in three ways: informal, formal and extended

a. An informal definition is done through a parenthetical or brief explanation.
Example:
1. Tocopherol (Vitamin E) is usually found in vegetable oil, fish and nuts.
2. A business plan contains business goals is a formal written document.
3. Clamps are used to secure and grip pieces of wood and lumber so your hands can
be free to saw, cut or perform other woodworking tasks more efficiently.
b. A formal definition explains a term by incorporating a pattern:
species (the term being defined);
genus (the general category/group to where the term belongs)
differentia (the quality which makes the term different from other terms in the same
category/group)
Example:
1. Tocopherol (Vitamin E) is a light yellow fat-soluble vitamin which acts as an
antioxidant.
Species: Tocopherol (Vitamin E)
Genus: vitamin
Differentia: used as antioxidants
2. A business plan is a formal written document which contains business goals,
the methods on how these goals can be attained and the time frame within
which these goals need to be achieved.
Species: business plan
Genus: document
Differentia: contains business goals, the methods on how these
goals can be attained and the time frame within which
these goals need to be achieved.
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3. Clamps are carpentry tools used to secure and grip pieces of wood and
lumber so your hands can be free to saw, cut or perform other wood
working tasks more efficiently
Species: clamps
Genus: carpentry tool
Differentia: used to secure and grip pieces of wood and
lumber so your hands can be free to saw, cut or
perform other woodworking tasks more efficiently
c. An extended definition is a detailed way of defining a term and is usually composed of at
least one paragraph. This type of definition incorporates various patterns of
development such as formal and informal definition, comparison and contrast narration,
description, classification, functional analysis, process, analogy, and cause and effect to
explain a given concept.
1. Tocopherol (Vitamin E) is a light yellow fat-soluble vitamin which acts as an

antioxidant. Because the vitamin activity was first identified in 1936 from a dietary fertility
factor in rats, it was given the name “ tocopherol” using Greek words, “tokos” which means
birth and “pherein” that is to bear or carry; with its meaning in sum, to carry a pregnancy with
an ending “–ol” signifying its status as a chemical alcohol. This vitamin features a chromane
ring, with a hydroxyl group that can donate a hydrogen atom to reduce free radicals and a
hydrophobic side chain that allows for penetration into biological membranes. (The example
below used a combination of formal and informal definition, cause and effect, process
and descriptions)
2. A business plan is a formal written document which contains business goals, the methods
on how these goals can be attained and the time frame within which these goals need to be
achieved. It also describes the nature of the business, background information on the
organization, the organization’s financial projections and the strategies it intends to implement
to achieve the stated targets. Traditionally business plans have been highly confidential and
quite limited in the audience. The business plan itself is regarded as a secret. However, these
days, we have what we call an open business plan which is intended for unlimited audience. It
a plan that is typically web published and made available for all.
(The example used a combination of formal and informal definition, description,
comparison and contrast)
3. Clamps are carpentry tools used to secure and grip pieces of wood and lumber so your
hands can be free to saw, cut or perform other woodworking tasks more efficiently. Clamp
styles include C-clamps, bar clamps, pipe clamps, deep-throat bar clamp, one-handed bar
clamp, mitre clamp and hand screws. Bar clamps and C-clamps are two of the most commonly
used type. Bar clamps have adjustable arms that are easily widened or narrowed to fit the
work piece and therefore, requires fewer turns of the screw spindle compared to a C-clamp, to
hold the piece tightly.
(The example used a combination of formal and informal definition, description,
comparison and contrast)
EXPLICATION is a method of explanation in which sentences, verses, quotes or passages

are taken from literary or academic work and then interpreted and explained in a detailed way.
When using this technique, you need to clearlypresent your 1. thesis (your claim/premise
about the literary or academic work you are analysing/interpreting) in the introduction and
follow it up with a 2. detailed analysis of the passage or text. You may begin the body of the
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explication by analysing and explaining how the text is constructed. You explication should end
with a concise 3. conclusion by stating your thesis and major arguments.
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COMPARE AND CONTRAST VARIOUS KINDS OF CONCEPT PAPERS
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Masbate National Comprehensive High School

SENIOR HIGH SCHOOL

English for Academic and Professional Purposes

DIFFERENTIATE LANGUAGE USED IN ACADEMIC TEXTS FROM VARIOUS DISCIPLINE

Literary language - Register of a language that is used in literary writing

USE KNOWLEDGE OF TEXT STRUCTURE TO GLEAN FOR NEEDED INFORMATION

- telling a story (anecdote or parable)

English for Academic and Professional Purposes

-mentioning startling facts like statistics,

English for Academic and Professional Purposes

SIX GENERAL CLASSIFICATIONS OF ACADEMIC TEXT

English for Academic and Professional Purposes

USE VARIOUS TECHNIQUES IN SUMMARIZING A VARIETY OF ACADEMIC TEXTS

Why is summarizing a significant critical reading skill?

What is NOT Summarizing?

STRATEGIES/ TECHNIQUES IN SUMMARIZING

English for Academic and Professional Purposes

General Guidelines in Summarizing

General Rule in Writing Précis, Abstract or Summary:

Structure of an Abstract, a Précis, or Summary

Summary of Expository Texts

English for Academic and Professional Purposes

English for Academic and Professional Purposes

STATE THE THESIS STATEMENT OF AN ACADEMIC TEXT

Claim- is an assertion that supports a thesis.

We must write thesis statement:

English for Academic and Professional Purposes

English for Academic and Professional Purposes

English for Academic and Professional Purposes

Outline Reading Text In Various Disciplines

English for Academic and Professional Purposes

English for Academic and Professional Purposes

English for Academic and Professional Purposes

The second outline (Outline B) is composed of complete sentences, therefore it is a sentence

USE APPROPRIATE CRITICAL APPROACHES IN WRITING A

English for Academic and Professional Purposes

Critical Approaches in Writing a Critique

English for Academic and Professional Purposes

English for Academic and Professional Purposes

English for Academic and Professional Purposes

10. PHILOSOPHICAL APPROACH

English for Academic and Professional Purposes

A. Introduction (Short paragraph/paragraph/s - one to three sentences or more)

English for Academic and Professional Purposes

D. CONCLUSION (around 10%)

OTHER GUIDELINES in Writing a REACTION PAPER, REVIEW, & CRITIQUE FOR

OTHER POINTS TO CONSIDER IN WRITING

DETERMINE THE WAYS A WRITER CAN ELUCIDATE ON A CONCEPT BY

English for Academic and Professional Purposes

Three Ways of Explaining a Concept

Signal Words used in Definition

A definition can be presented in three ways: informal, formal and extended

English for Academic and Professional Purposes

1. Tocopherol (Vitamin E) is a light yellow fat-soluble vitamin which acts as an

EXPLICATION is a method of explanation in which sentences, verses, quotes or passages

English for Academic and Professional Purposes

English for Academic and Professional Purposes

English for Academic and Professional Purposes

COMPARE AND CONTRAST VARIOUS KINDS OF CONCEPT PAPERS