SHS EAPP LMS Course Guide Quarter 2

12
QUARTER 2
ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES
Lesson 1 – Position Paper
After knowing how to criticize a paper and prepare a concept paper in your previous
lessons. It is also important to know on how to write a position paper using formal statement of
your point in a certain topic, issue or even research works. Thus, this module is especially
prepared for you to be able to do it right.
At the end of the lesson, you are expected to:

a. Analyzes the arguments used by the writer/s in manifestos;
b. Defends a stand on an issue by presenting reasonable arguments; supported
by properly cited factual evidences;
c. Writes various kinds of position papers.
We are now in the development phase of the lesson. In this part, we are going to explore more
about our lesson so that you will be able to develop and master your skills in reading academic
texts.
Academic writing is what scholars do to communicate with other scholars in their fields of
study, and their disciplines. To have a better understanding of what academic writing is, watch
this video entitled, “An Introduction to Academic Writing.”
The video will let you answer four important questions about this lesson.
1. What is Academic English?
2. What is Academic Writing?
3. What are the general characteristics of academic writing?
4. Why academic writing is important?
Link: https://www.youtube.com/watch?v=MyTLosz6aHA
Learning Task 1: This is a true or false exercise about the video. Simply visit the next page. If
unsure, feel free to watch the video again for you to identify the details. You may also activate
the caption of the video by clicking [cc] or closed caption button on the bottom part of the
video.
1. There are two kinds of Academic English, Spoken English and Written English. (T)
2. Academic writing is a variety of Academic English that is used to convey all forms of
messages in writing. (F)
3. Literature review, abstract and laboratory reports are academic texts. (T)
4. Facts are more important in academic writing than sensory perceptions. (T)
5. Academic writing allows the writer to make individual contributions to the ongoing
dialogues in their fields. (T)
Have you enjoyed doing the previous tasks? You did well!
Now, we are in the engagement phase of our lesson. In this part, you will do other tasks where
you will apply your learning in real-life situations.
Text A
THE BEGINNING OF ENGLISH LITERATURE:
A BRIEF OVERVIEW
Fifty-five years before Christ was born, Julius Ceasar and his legions landed on the
south-eastern coast of Britain. At that time, various Celtic tribes settled in Britain. They spoke
the language called Celtic. The Romans after a few successful military engagements,
withdrew. About a hundred years later, in 43 A.D., an army was sent to prepare England for
permanent settlement as a Roman province. The Celts then were under the influence of
Romans. Some of them fled to the mountainous regions of Scotland and Wales.
The conquering Romans found an established civilization. The people, Celts (selts),
lived in houses, cultivated lands, raised cattle and sheep, and worked metals obtained from the
rich tin, lead, and copper mines.
In the 5th century, the Romans left Britain. But the Germanic tribes, the Jutes, Angles,
and Saxons from Denmark and the North Sea Coast of Germany came to occupy the land.
They murdered and plundered, drove away the Celts back to the rough country of Wales,
Scotland and Cornwall. Like other barbarians of Northern Europe, the Anglo-Saxons brought
with them a well-developed society organized around the family, the clan, the tribe and finally,
the kingdom.
The people were divided into two social classes – the earl, the ruling class and the
churl, who traced his ancestry to some war captive of the tribe. The earl was deeply loyal to his
king, who was a brave and a reversed leader in times of war and in times of peace, a wise
judge and a generous giver of material rewards of services rendered. However, the king,
although he was considered an absolute ruler, relied on advice from the council called the
witan (wise man).
The social system was very simple. Justice was founded on the spirit of an eye for an
eye and a tooth for a tooth. But this was tampered by a system of blood money whereby a fine
could be given by the killer to the family of the man he killed.
In those troubled times when might was right, the warrior was the most important of
human beings. He was the man who solved all problems. War was the general way of life.
The churl tilled the soil, hunted, and fished for his earl to whom his services were bound
by a special favour. He could attain the status of a freeman, but the freeman were few.
Even less important in this primitive society were the women, who were considered
valuable only for domestic duties and as marriageable commodities or purely decorative
elements of society.
Until the end of the 6th century, the Anglo-Saxons worshiped various pagan gods.
Christianity was established in Britain before 400 A.D. but did not have much impact on these
people. In 957, Pope Gregory the Great sent St. Augustine, a monk, as a missionary to
England. Augustine christianized the country. Monasteries were established and became the
centres for learning and of faith.
Latin became the language of the courts and churches.
During the second half of the 9 th century, the Viking Danes began to attack Britain. Led
by Alfred, the Great (871-899) and later, his grandson, Athelsan (925-940), the Danes were
defeated by the Anglo-Saxon king until the middle of the 11th century.
In 1066, William of Normandy, who later became William I, the Conqueror of England,
conquered the English forces at Hastings. He instituted the Norman culture thus bringing to a
close the Anglo-Saxons epoch of the English history. Before the Anglo-Saxons were absorbed
by conquering Normans, they had produced the grim epic – “Beowulf”. It is the only one-full-
length epic which has survived in English literature. It is the best example of warrior literature
although its author is unknown.
Text B
BEOWULF
(An excerpt as translated by Clarence G. Child)
In the dark night came striding the monster, the walker in shadow. Those set to watch
slept, all saved but one. But that single one, watching with swelling anger, awaited the battle.
Then from the moor from under the misty fells, came Grendel striding. He planned to
trap one of the race of men in the *mead hall. Under the clouds he went until he could see the
*wine hall, the treasure house of men. This was not the first time he had sought the home of
Hrothgar, the king of Heorot.
The door, fastened with band forged in the fire, soon gave way beneath his mighty
hands. Bent on evil, Grendel broke open the mouth of the hall. Quickly then he trod the shining
floor with a light like flame in his eyes. When he saw many sleeping warriors in the hall, his
heart laughed with him. He thought, this grisly monster, to tear life from the body of each one
of them.
Beowulf, the kinsman of Hygelac, watched the fell spoiler about to start his sudden
onslaughts. The monster Grendel, for a first start, seized quickly on a sleeping thane, bit into
his bone frame, drank the blood from the veins, and swallowed down piece by piece.
Soon, he had bolted all the lifeless body, hand and foot. Then Grendel stepped forward,
took next in his hands, Beowulf, bold in heart. Then fiend reached for him with his claws but
Beowulf grasped it and threw his weight on Grendel’s arm. Soon, the monster found that never
in any other man, in any corner of the earth, had he met with a mightier handgrip. He was
afraid, but he could not get away. His one thought was to flee into the darkness.
Then Beowulf stood up and laid fast hold upon the monster. The fingers of the giant
snapped. He was getting free, and the hero stepped forward.
The hall was filled with noise of the battle, and panic fell on all the Danes. Maddened
were the raging strugglers. It was a great wonder that the wine hall stood firm during the battle.
When they fought in their fury, mead benches, decked with gold, fell over from the raised floor.
An uproar rose on high. Terror lay upon the Danes who heard the outcry.
Beowulf, the protector of earls, would not let the monster that came with murder in his
heart go from him alive. Those who had met Grendel before knew not that no prick of blades
could touch the fell spoiler, for he had laid his spell on every keen-edged weapon. But the
grisly monster now suffered bodily hurt, for Beowulf gripped him by the hand. In Grendel’s
shoulder a fearful would began to show; the sinews sprang apart; the bone frame cracked
asunder. Beowulf had won the battle. Grendel must flee away sick unto death. He knew then
that his life’s end had come. The prince of the Geats had made good his boast to the Danes. A
token of his victory it was when Beowulf laid down the hand, arm, and shoulder beneath the
broad roof.
In the morning, from far and near came people to see the marvel, the tracks of Grendel.
No one sorrowed to see how in weariness of heart, beaten in battle, he fled to the mere. Its
waters were seething with blood where Grendel laid down his life.
Back then from the mere on their joyful way went the warriors on their dapple-grays.
There was Beowulf’s mighty fight remembered. Many a one said that south or north, between
the seas, over the wide earth none other was better or more worthy of kingdom. And in no way
did they cast blame upon this good lord and friend Hrothgar, for he was a good king. A thane
of the king began to tell Beowulf’s deed with cunning skill.
Now and again, the warriors striving against one another, raced their horses over the
yellow roads. Many a brave-minded warrior went to the hall to see the strange wonder. The
queen, with her train of women, paced up the path beside Hrothgar to the mead hall.
Hrothgar went to the hall, stood beside the pillar, looked on Grendels’ hand and said
that much of evil and harm he had suffered from Grendel. He told Beowulf that now would he
love him, best of men, as a son of his heart. No lack of valued gifts would Beowulf have that
Hrothgar had at his bidding. He told Beowulf that his fame should live forever and ever.
Beowulf answered that glad was he to have carried through the mighty task. He wished
mightily that Hrothgar might have seen the foe, bowed to his fall.
Thus was the warrior quieter concerning deeds of war. The athelings had seen before
them proof of Beowulf’s might, the hands and fingers of the fiend. Like to steel was each strong
nail, the monstrous claws of the foeman. Each one said that no blade of man, though ever so
good, could have cut off the battle fist of the monster.
Then it was hidden that Heorot bedecked in honor of the occasion; men were there who
made ready the wine hall and the guest house. Gleaming with gold shone the hangings in the
wall. The bright house was much broken, the hinges were wrenched away. The roof alone was
left whole when the monster had turned to flee.
Then it was an hour for the feast. Many a mead-cup was drunk. Heorot was filled within
with friends.
Then in reward for his victory, Hrothgar gave to Beowulf a golden standard, a broidered
war-banner; a helmet and a burnie; a mighty treasure sword was carried to the soldier. Then
the safeguard of earls bade eight steeds, their bridles heavy with gold, be led indoors on the
floor of the hall. On one of them rested a saddle that had been the battle set of the high king
when the son of Haelfdene has wished to wage the sword play.
Further then, Hrotgar gave treasures, swords handed down from old, to each of the
earls who had come over the seaway with Beowulf. He bade the payment be made with gold
for the one Grendel had slain.
Song and sound of playing were then joined together there before the battle leader of
the Danes, and stories were told of great deeds.
Again rose the clamor in the hall; rose the bearers brought wine in vessels of wondrous
workmanship. Then came forth Weatheow, the queen of Heorot, under her golden diadem,
going where uncle and nephew were seated. She offered Hrothgar the cup to take it and be
glad of heart. She told him to speak to the Geats with words of kindness. She had heard that
Hrothgar wished to hold Beowulf as his son. She knew that Beowulf would repay their children
with good.
Learning Task 2: How then do you distinguish language used in academic texts from various
disciplines? Below is a table that will help you answer this question. Reread the two texts (A
and B) and fill out this table based on your analysis of the texts.
Text A Text B
What is the text about?
(subject/focus)
What is the writer’s goal in
writing the text? (purpose)
Who is the target reader of
the text? (audience)
What is the point of view
used in the text? (first
person, second person, third
person)
How much does the writer
know of the subject?
(writer’s knowledge)
How did the writer organize
the text? (style)
Did the writer write in formal
or informal manner? (tone)
How did the writer choose

the words and organize the
sentences? Was the
language formal, informal,
or casual?
Learning Task 3: Multiple Choice: Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. They are the founders of the English nation. _____
A. the Angels
B. the Saxons
C. the Jutes
D. all of these

2. It is a process that starts with posing a question, problematizing a concept, evaluating an
opinion, and ends in answering the question.
A. Academic Writing
B. Publishing
C. Prewriting
D. Revising

3. Which of the following is the subject of the paragraph?
A. collect B. speaking C. writing D. words
For numbers 4-5, read the sentences A-D. Then, answer the questions by choosing the
appropriate answer.

A. He must collect words as enthusiastically as others collect coins or paintings.
B. A student of speaking and writing must put a high premium on words.
C. He must also remember that “a man whose diction is constantly becoming more varied
and more exact is, beyond question, a man whose mind is improving”.
D. He must scrutinize the speech and the writings of reputable speakers and writers
remembering of course, that “a large vocabulary is valuable only in so far as it makes
for effective speech and writing”.

4. Refer to the choices above. What is the topic sentence of the paragraph?
A. A B. B C. C D. D

5. How will you arrange the given four lettered sentences above into a well-woven
paragraph?
A. BCDA
B. BDAC
C. BACD
D. BADC
You are now in the assimilation phase. In this part, you are expected to reflect, relate, and put
into use your learning. But before that, let’s have a review of our lesson:
Academic English is a variety of the English Language.
Academic writing is a variety of Academic English used to convey research in writing.
Characteristic on Academic Writing:
● emphasizes logical reasoning over emotional or sensory perception
● facts are more important than feelings
● writing clearly means thinking clearly
● writer’s job is to make arguments as comprehensible as possible
Academic Writing Process
1. analyzing the task
2. planning for argument
3. research
4. start writing
Having reviewed the topic on academic reading and writing, this is the part where share your
reflection about it by answering this question:
How can reading and writing academic texts change your life?
You may simply leave your answers as a comment/reply in our forum. And again, don’t forget
our online classroom netiquette about plagiarism!
References
An Introduction to Academic Writing. (2015). Retrieved from https://www.youtube.com/watch?
v=MyTLosz6aHA
Meet Google Drive – One place for all your files. (n.d.). Retrieved August 13, 2020, from
https://drive.google.com/drive/u/2/folders/1l_1I6L7WJ8fdi4oQY1RfO1TMIPXK_i8a?
fbclid=IwAR30iuZ9RGN1mW7nQsKs2S41ZrKz0R5xoXCnj011w_osssJO8yo-m6OySEo
Saqueton, G. M., & Uychoco, M. T. A. (2016). English for academic and professional

purposes (1st ed.). Manila, PH: REX Book Store.
State of English in the Philippines: Should We Be Concerned? (n.d.). Retrieved June 04, 2020,
from https://www.britishcouncil.ph/teach/state-english-philippines-should-we-be-
concerned-2
12
QUARTER 1
ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES
Lesson 2 - Text Structure
Welcome back!
In our previous lesson, you have learned about the kind of language chosen by writers in
developing their academic texts. You had identified whether the text used formal or informal
language, and you have studied other forms of languages. You also have learned that in
academic writing, you consider your audience when deciding on the language you use.
In this module, you will dig deeper as you analyze texts further. You will try to find out the type
of text structure used by the writer by looking into the relationship of the details presented.
Pre-Test: Identify what kind of text structure the visual illustrates . (with dropdown option in
MOODLE)
Text structure refers to how the information within a written text is organized. This strategy
helps students understand that a text might present a main idea and details; a cause and then
its effects; and/or different views of a topic.
Types of Text Structure
1. SEQUENTIAL/CHRONOLOGICAL STRUCTURE
¨ Often used in fiction, biography, autobiography and procedures/processes
¨ Also known as time order, sequence, or temporal order.
¨ May include flashbacks that describe previous events and/ or experiences
¨ It is also used in giving the step-by-step procedure in doing something.
¨ You can use the following signal words: first, next, later, after, before, following, then, in
addition to, followed by, and finally.
Sample paragraph 1
On April 23, 1564, William Shakespeare was born in Stratford-on-Avon in England. He

attended a local grammar school in the town. At the age of eighteen he married Ann
Hathaway. Several years later he travelled to London. By the time he was twenty-eight he had
established his reputation by acting and writing plays. Other than these facts, little is known of
Shakespeare’s early life.
Sample paragraph 2
How to have those lovely eyebrows like your favourite celebrity! It is easy to do it for as long as
you don’t overpluck, well-shaped brows can make your face from ordinary to dramatic. Today’s
brows are natural looking with a tapered arch, and you can groom them yourself in a few easy
steps. First, check magazine photos of women whose brows you like and whose face shape
matches your own. Second, draw your desired brow with a white pencil. Third, to ease the
pain, numb brow area with an ice cube. Finally, pluck out stray hairs that lie outside the white
area you’ve pencilled in.
Cosmopolitan Magazine, April 2000
2. DESCRIPTION
¨ This is used to tell what something is, to present an item’s attributes or properties, to show
what an item or place is like
¨ We can use descriptive adjectives to help us visualize the topic

¨ You can use the following signal words: tastes like, looks like, sounds like, smells like, feels
like, examples are, in front of, about, characteristics are, for instance, furthermore, near,
beside, to illustrate, in addition etc.
Sample Paragraph
A hamburger sandwich is a sandwich which consists of cooked patty made of ground meat
that is usually beef. The meat can be grilled, fried, steamed or broiled and is generally served
with various condiments and toppings inside a sliced bun baked especially for this purpose. It
smells so delicious, that the moment it touches the tongue, it automatically relieves hunger.
Conrado A. Santos, Jr. COM13, SY 2006-2007
3. PROBLEM AND SOLUTION

¨ Tells about a problem then gives one or more possible solutions
¨ Signal Words:
Question is... Dilemma is...

Puzzle is... To solve this...
One answer is... One reason for the problem is...
Sample Paragraph
Being obese or overweight can’t and shouldn’t be ignored. Obesity is a major risk factor that
aggravates other illnesses like diabetes, heart ailments, gallstones, liver ailments, difficulty in
breathing etc. The medical benefit of weight reduction and the long-term prevention of weight
regain is obvious. It is now clear that even a modest weight loss of 5 to 10% can produce
significant health benefits. A new drug called: pancreatic lipase inhibitor cuts the 305 of the
daily fat absorption without affecting the central nervous system is now available. With its
clinically proven tolerability and efficacy, it can be incorporated into a person’s weight-
management program.
4. CAUSE AND EFFECT

An explanation telling why or how something happened. Describes how two or more events
are related or connected.
Sample paragraph
Think of this: for every street rally, thousands of workers suffer from the heavy traffic it causes;
millions of young minds’ edification is temporarily halted; rallyists leave garbage on the streets
which are left for the poor street sweepers to clean, among others. These reasons may be
lame, but come to think of it- it’s the basic things that matter.
5. COMPARISON AND CONTRAST

¨ It draws the reader’s attention to similarities and differences.
¨ Shows how two or more things are alike and/or how they are different
¨ Signal Words:
Same as, Similar, Alike, As well as, Not only…but also, Both, Instead of, Either…or, On the
other hand, Different from, As opposed to
Sample Paragraph
Even though basketball and soccer are similar, differences do exist. Even though an athlete
dribbles the ball in both sports, a basketball player uses his hands and a soccer player uses
his feet. Usually soccer is played outside on a large field and basketball is played indoor on
court made out of wood. Basketball is played with five (5) players and soccer has eleven
(11).Lastly, basketball has four quarters and soccer has two halves.
Look at the table below. This will help you identify text structures more easily and summarize
what you read using the suggested graphic organizers.
Source: Nonfiction Text Structure. (n.d.). Retrieved
August 5, 2020, from
https://mrsodlesclass.weebly.com/nonfiction-text-structure.html
Learning Task 1-A: Give at least three (3) signal words and one (1) visual
representation/graphic organizer for each type of text structure. Write your answers in a
separate sheet of paper. Take its photo and upload it here. You may ask your facilitator
or any family member to assist you when needed. Have them check your work to monitor
your learning. (in a downloadable file)

TEXT STRUCTURES SIGNAL WORDS VISUAL

1. Description

2. Sequence/Chronological

3. Compare and Contrast

4. Cause and Effect

5. Problem-Solution

Learning Task 1-B: Directions: Read each passage carefully, provide a title related to the
text, and identify its text structure. Write your answer on a separate paper. You may ask
your facilitator or any family member to assist you when you need help. Have them check
your work to monitor your learning.
(in a downloadable file)

Passage # 1 (Comparison and Contrast)

Computers are very complex machines, but everything that they do can be put into two basic
categories: inputting and outputting. Inputting is when the computer accepts information
entered by the user. Outputting is when the computer returns information to the user. When
you press a key on your keyboard, you input information. When the letter that you pressed
appears on your monitor, your computer is outputting. Both inputting and outputting require
the computer to process information, but input is controlled by the user and output is
controlled by the computer. Without inputting and outputting, there would be no computing.
Passage # 2 (Problem-Solution)

Working on a computer may be easier and safer than working in a mine, but it doesn’t come
without risks. Using a computer for a long time can lead to poor eyesight, muscle loosening,
back pain, and injuries to the hands and wrists. If you find yourself working or playing on a
computer quite regularly, take a few steps to prevent these problems and you will thank
yourself later. Some of the steps are as follows: take frequent breaks; get up and walk
around every once and while; exercise a little bit; take your eyes off of the computer screen;
stretch your hands and wrists; and straighten your back. It can be hard to pull yourself away
from your computer once you get into a zone, but your body will thank you later if you do.
Instead of worrying so much about what’s happening on that little screen, you must make
your health a priority.

Passage # 3 (Sequential/Chronological Order)
Before applying the screen protector on your phone screen, clean the surface with a soft
cloth. Once the surface of your screen is clean, remove the paper backing on the screen
protector. Evenly apply the sticky side of the screen protector to your phone’s screen.
Smooth out any air bubble trapped on between the protector and the phone screen. Enjoy
the added protection.
Passage # 4 (Cause and Effect)
There were many important battles in the Revolutionary War, but perhaps none were more
important than the Battles of Saratoga. The results of the Battles of Saratoga had shifted the
momentum of the war toward the Americans. Though they had previously lost numerous
battles, the Americans captured British General Burgoyne’s army during the Battles of
Saratoga. This victory began to convince other countries, especially France, that the
Americans could win the war. Because of this, not only did France declare war on England,
but other nations also began openly supporting the American fight for independence. The
Battles of Saratoga will be remembered as a pivotal moment in this fight.

Passage # 5 (Sequential/ Chronological Order)
Robert James Fischer was born in Chicago but unlocked the secrets of chess in a Brooklyn
apartment right above a candy store. At the age of six he taught himself to play by following
the instruction booklet that came with his chess board. After spending much of his childhood
in chess clubs, Fischer said that, “One day, I just got good.” That may be a bit of an
understatement. At the age of 13 he won the U.S. Junior Chess Championship, becoming the
youngest Junior Champion ever. At the age of 14 he won the U.S. Championship and became
the youngest U.S. Champion in history. Fischer would go on to become the World Champion
of chess, but he would also grow to become his own worst enemy. Instead of defending the
title, he forfeited it to the next challenger without even making a move, and the rise of a chess
superstar ended with a fizzle.
Source: https://www.ereadingworksheets.com/text-structure/text-structure-worksheets/
Have you enjoyed doing the previous tasks? You did great!!
to use your learning. But before that, let’s take a few minutes to review our lesson:
● Text structure refers to how the information within a written text is organized. This
strategy helps students understand that a text might present a main idea and details; a
cause and then its effects; and/or different views of a topic.
● Cause and Effect explains why or how something happened.
● Compare and Contrast shows the similarities and differences of the subjects.
● Sequence/Chronological shows how to do something or make something, or to relate a
series of events that happen over time.
● Problem and Solution starts with something that needs to change, and then proposes a
solution or "fix".
● Description tells what something is.
Learning Task 2: Directions: Read the following passages carefully. Identify the text
structure and put key information from the text into any appropriate graphic organizer. Write
your answer on a separate paper. Please answer this independently. If you have questions,
you may contact your teacher. Electronic submission will be applied. (in a downloadable file)
Example: Passage – Save the Tigers
Dr. Miller doesn’t want the tigers to vanish. These majestic beasts are disappearing at
an alarming rate. Dr. Miller thinks that we should write to our congress people. If we let
them know that we demand the preservation of this species, maybe we can make a
difference. Dr. Miller also thinks that we should donate to save the tigers. Our donations
will help to support and empower those who are fighting the hardest to preserve the
tigers. We owe it to our grandchildren to do something.
https://www.ereadingworksheets.com/text-structure/text-structure-worksheets/

Graphic Organizer:
Problem-Solution
Passage #1 – Viruses

Viruses can mess up computers and make them run slowly. If you’ve ever gotten a
virus on your computer, you may have wondered why someone would go through all of
that trouble just to ruin your computer. There are two reasons why people spread viruses:
money and power. If someone infects your computer with a virus, they can make money
by stealing your sensitive information and selling it to identity thieves. Or, they can gain
power by using your computer to attack other computers and websites to take them
offline. Your computer makes an attractive target to cybercriminals because they can use
it to gain money and power.
https://www.ereadingworksheets.com/text-structure/text-structure-worksheets/

Passage #2

Pipit is a small sparrow-like songbird, closely related to the wagtail it has thin bills and
a streaked brownish plumage and often white outer tail feathers. It has tails that wag
when it walks. It has also long hind claws.
(Mazon,2005)
Post-Test: Directions: Read each statement carefully and identify the word/s being described.
Choose the letter of your answer inside box below. Write your answer on a separate sheet of
paper.

A. Cause and Effect D. Problem and Solution

B 1. Shows how two or more things are alike and/or how they are different
D 2. Starts with something that needs to change, and then proposes a solution or "fix".
C 3. It shows how to do something or make something, or to relate a series of events
that happen over time.
E 4. It tells what something is, to present an item’s attributes or properties, to show
what an item or place is like
A 5. It explains why or how something happened.
References
Barrot, S. and Sipacio, P. (2016). English for academic and professional purposes for senior
high school. Quezon City: C & E Publishing Inc.
Compare and contrast paragraph. Retrieved from
https://www.northallegheny.org/cms/lib4/PA01001119/Centricity/Domain/253/Compare
%20and%20Contrast%20Paragraph%20Example.pdf
Constancia, Mazon M. (2005). Study and thinking skills in English. Manila: St. Augustine
Publications, Inc.
Jordan (2012). Non-fiction structures. Retrieved from http://ssesfourth.weebly.com/nonfiction-
resources.html
Nonfiction Text Structure. (n.d.). Retrieved August 5, 2020, from

https://mrsodlesclass.weebly.com/nonfiction-text-structure.html
Rayos, E.and Gochuico, J. (2007). Reading and writing: A genre-based approach. Cavite:
EROR Publishing House.
Text structure worksheets. Retrieved from https://www.ereadingworksheets.com/text-

structure/text-structure-worksheets/

12
QUARTER 1
ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES
Lesson 3 – Techniques in Summarizing
Welcome back learners!
In the previous lessons, you learned about the structure of academic text and how to identify
an academic text. Now, you will learn or for some, re-learn about summarizing. Where
paraphrase writing leads you to examine all the details and nuances of a text, summary writing
gives you an overview of the whole meaning of the text. As you go along on this lesson, you
will be good in summarizing.
Pretest: Kindly answer the following using what you know about summarizing.
1. Which of the following statements about summarizing is true?
a. The summary is a thought that is true but is not in the passage.
b. The summary is what the passage is mostly about.
c. The summary is specific, detailed information contained in the passage.
d. The summary is always found in the first sentence of the passage.
2. Which is NOT true about summarizing? Complete this sentence: Summarizing is an
important skill because it helps you__________________.
a. deepen your understanding of the text.
b. learn to identify irrelevant information or key ideas.
c. combine details or examples that support the main ideas.
d. concentrate on the gist or main idea and key words presented in the text.
3. Which of the following is NOT a use of summarizing?
a. reviewing a long text, speech or video
b. writing an abstract
c. preparing notes for a study guide
d. creating a blog
4. In writing a summary, it should be ____________.
a. comprehensive, concise, coherent, and independent.
b. comprehensive, concise, coherent, and intelligent.
c. comprehensive, concise, considerate, and independent.
d. comprehensive, complicated, coherent, and independent.
5. Who among the following is doing a good summarizing?
a. Sean copied everything from the book.
b. Rina revised the main idea.
c. Paul extracted the key points.
d. Michael extended the message of the text and included some of her interpretations.
6. Which of the following is NOT a technique in summarizing a short text?

a. Outline the text.
b. Formulate a single sentence that summarizes the whole text.
c. Write a paragraph (or more): begin with the overall summary sentence and follow it
with the paragraph summary sentences.
d. Rearrange and rewrite the paragraph to make it clear and concise, to eliminate
repetition and relatively minor points, and to provide transitions

7. Which of the following is a technique in summarizing a long text?
a. Outline the text.
b. Formulate a single sentence that summarizes the whole text.
c. Write a paragraph (or more); begin with the overall summary sentence and follow it
d. Rearrange and rewrite the paragraph to make it clear and concise, to eliminate
repetition and relatively minor points, and to provide transitions.
8. One tried-and-true method to help writers isolate important information is applying
the_________strategy in summarizing.
a. Magnet Summary
b. Journalist Questions
c. Somebody Wanted But So
d. GIST Summary
9. This strategy helps writers generalize, recognize cause and effect relationships, and
find main ideas.
a. Magnet Summary
b. Journalist Questions
c. Somebody Wanted But So
d. GIST Summary
10. A summarizing strategy requires writers to pare down information into a 20-word
summary.
a. GIST Summary
b. Somebody Wanted But So
c. Journalist Questions
d. Magnet Summary
Like in our previous module, the Development Phase of the lesson allows you to explore more
about the lesson. This is done so that you will be able to develop and master your skills in
summarizing a reading text.
When you summarize, you shorten the length of the paragraph without necessarily removing
the important details of the text. People summarize events and ideas daily to make others
know what you knew. Some think that a summary is a part of something. But you cannot
possibly summarize something if what you know is just a piece of the whole. Watch this video
(https://www.youtube.com/watcsh?v=eGWO1ldEhtQ) to know more about summarizing.
SUMMARIZING
When you underline and annotate a text, when you ask yourself questions about its contents,
when you work out an outline of its structure, you are establishing your understanding of what
you are reading. When you write a summary, you are demonstrating your understanding of the
text and communicating it to your reader.
Summarizing is to condense a text to its main points and to do so in your own words. You
should extract only those elements that you think are most important—the main idea (or thesis)
and its essential supporting points, which in the original passage may have been interwoven
with less important material. Summaries are significantly shorter than the original and take a
broad overview of the source material.
WHEN TO SUMMARIZE
There are many instances in which you will have to write a summary. You may be assigned to
write a one- or two-pages summary of an article or reading, or you may be asked to include a
summary of a text as part of a response paper or critique. Also, you may write summaries of
articles as part of the notetaking and planning process for a research paper, and you may want
to include these summaries, or at least parts of them, in your paper. The writer of a research
paper is especially dependent upon summary as a means of referring to source materials.
Using summary in a research paper, you can condense a broad range of information, and you
can present and explain the relevance of several sources all dealing with the same subject.
You may also summarize your own paper in an introduction in order to present a brief overview
of the ideas you will discuss throughout the rest of the paper.
Depending on the length and complexity of the original text as well as your purpose in using
summary, a summary can be relatively brief—a short paragraph or even a single sentence—or
quite lengthy—several paragraphs or even an entire paper.
USES OF SUMMARIZING
● Reviewing a long text, speech, or video
● Writing an abstract
● Preparing notes for a study guide
● Creating an annotated bibliography
● Answering an essay question
● Writing a research paper
● Recording the results of an experiment
● Describing the plot of a fictional text or film
QUALITIES OF A SUMMARY
A good summary should be comprehensive, concise, coherent, and independent. These
qualities are explained below:
1. A summary must be comprehensive: You should isolate all the important points in
the original passage and note them down in a list. Review all the ideas on your list and
include in your summary all the ones that are indispensable to the author's
development of her/his thesis or main idea.
2. A summary must be concise: Eliminate repetitions in your list, even if the author
restates the same points. Your summary should be considerably shorter than the
source. You are hoping to create an overview; therefore, you need not include every
repetition of a point or every supporting detail.
3. A summary must be coherent: It should make sense as a piece of writing in its own
right; it should not merely be taken directly from your list of notes or sound like a
disjointed collection of points.
4. A summary must be independent: You are not being asked to imitate the author of
the text you are writing about. On the contrary, you are expected to maintain your own
voice throughout the summary. Do not simply quote the author; instead use your own
words to express your understanding of what you have read. After all, your summary is
based on your interpretation of the writer's points or ideas. However, you should be
careful not to create any misrepresentation or distortion by introducing comments or
criticisms of your own.
TIPS FOR SUMMARIZING

● Highlight or underline the thesis, topic sentences, and key supporting details as you
read.
● Construct an outline or concept map to help you identify the main ideas
● Start by writing the main idea.
● Review the major supporting ideas.
● Paraphrase information by putting it in your own words.
● Be brief and succinct so that your summary is accurate, but significantly shorter than
the original text by covering only the most important ideas in fewer words.
● Consider your purpose and audience: How detailed do you need to be? Do you need to
define terms? Are you writing for yourself or for others? If you are writing for yourself,
don’t worry about sentence structure.
● Present ideas in the same order that the author does.
● If the author has a point of view, explain what it is in your summary leave your opinion
out of the summary unless you are required to include it.
● Provide a citation if the summary is included in a formal writing assignment or
publication.
Example:
TECHNIQUES IN SUMMARIZING
Summarizing Shorter Texts (ten pages or fewer)
● Write a one-sentence summary of each paragraph.
● Formulate a single sentence that summarizes the whole text.
● Write a paragraph (or more): begin with the overall summary sentence and follow it
● Rearrange and rewrite the paragraph to make it clear and concise, to eliminate
repetition and relatively minor points, and to provide transitions. The final version
should be a complete, unified, and coherent.
Summarizing Longer Texts (more than ten pages)
● Outline the text. Break it down into its major sections—groups of paragraphs focused
on a common topic—and list the main supporting points for each section.
● Formulate a single sentence to summarize the whole text, looking at the author's thesis
or topic sentences as a guide.
● Write a paragraph (or more): begin with the overall summary sentence and rewrite and
rearrange your paragraph(s) as needed to make your writing clear and concise, to
eliminate relatively minor or repetitious points, and to provide transitions. Make sure
your summary includes all the major supporting points of each idea. The final version
should be a complete, unified, and coherent.
STRATEGIES IN SUMMARIZING
Magnet Summaries
Magnet Summaries help writers expand on key terms or concepts from a reading. These
“magnet” words help students organize information that becomes the basis for student created
summaries (Buehl, 2001).
Journalists’ Questions
One tried-and-true method to help writers isolate important information is the strategy
journalists have traditionally used to organize their writing. Called the Journalists’ Questions or
the 5 Ws and an H, these simple questions help writers identify important information about a
topic. Only after the questions have been answered, can writers organize their news stories—
or their summaries.
Who are the primary or most important characters? Who are the
secondary characters? Who participated? Who is affected?
Who?
What? What is the topic of the lesson? What is its significance? What
is the problem? What are the issues? What happened?
Where? Where did the event occur? Where is the setting? Where is the
source of the problem?
When? When did the event occur? When did the problem begin? When
is it most important?
Why? Why did the event, issue, or problem occur? Why did it develop
the way it did?
How? How is the lesson, problem, or issue important? How can the
problem be resolved? How does it affect the participants or
characters identified in the Who question?
GIST Summaries (Generating Interaction between Schemata and Text)

GIST Summaries require writers to pare down information into a 20-word summary. The
process helps writer better comprehend content material.
Somebody Wanted But So

The Somebody Wanted But So strategy goes by many names, depending upon the genre or
content being studied. As originally introduced by Macon, Bewell and Vogt in their 1991
booklet Responses to Literature, the strategy helps students understand the various plot
elements of conflict and resolution. Either during reading or after reading, students complete a
chart that identifies a character, the character’s goal or motivation, problems that character
faced, and how the character resolved (or failed to resolve) those problems. The strategy helps
writers generalize, recognize cause and effect relationships, and find main ideas.
Somebody Wanted/Because But So
main character or a main events or a group’s the conflict or the resolution of

group of people motivation problem the problem
FORMATS in SUMMARIZING
There are three (3) formats that you may use in writing summaries are idea heading, author
heading, and date heading.
Idea Heading Format
In this format, the summarized idea comes before the citation.
Example:
Benchmarking is a useful strategy that has the potential to help public officials improve
the performance of local services (Folz,2004; Ammons,2001). Once the practice of a city is
benchmarked, it can be a guidepost and the basis for the other counterparts to improve its
own.
Author Heading Format
In this format, the summarized idea comes after the citation. The author’s name is connected
by an appropriate reporting verb.
Example:
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 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 execute a range of social acts through social literacy implementation (ibid).
Blackstone and Hardwood (2012) suggest the facilitative strength of FB as it elicits
greater achievement on collaboration among students.
Date Heading Format

In this format, the summarized idea comes after the date when the material was published.
Example:
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.
Learning Task 1: Write S if the statement describes good summarizing and N if not.
N 1. Sean copied everything from the book.
S 2. Thomas extracted the key ideas in the text.
S 3. Kyle concentrated on the important details.
S 4. Brent looked for key words and phrases.
N 5. KC simplified ideas.
N 6. Rein revised the main idea.
N 7. To add more information, Grace added her analysis and comments to the ideas of the
author.
S 8. Mary wrote down the general and specific ideas of the text.
N 9. Stephen added some of his related research to the information presented in the text.
N 10. Moira extended the message of the text and included some of her interpretations.
Now, you are in the engagement phase of our lesson. In this part, you will do other tasks
where you will apply your learning in real-life situations.
Learning Task 2: Read the sample summaries below. Identify the format used in each
summary.
1. In "My Favorite Shoe," Treyvon Jones explains that Nike shoes are the best brand of
running shoe for serious track athletes. Jones supports this view by pointing out that
Nike shoes are more comfortable, last longer, and provide more cushioning for the feet.
He notes that the statistics from sales and scientific evidence of how Nike shoes are
better for the feet support his claim. In addition, Jones points out that most professional
runners use Nike and he tells his own story of how he won. [Idea Heading]
2. Universities are continually looking at ways to better support international student

populations, and therefore student support has become a focus for many researchers.
Song and Petracchi (2015) studied international students in higher education,
specifically focusing on how to best support international students in social work
programs. They claimed that international students often have difficulties due to a lack
of financial, emotional, and social support. Additionally, social work students have
better outcomes when they are paired in a mentor–mentee relationship with a retired
social worker. The survey results from 31 participants showed that the international
social work students were overwhelmingly interested in participating in a mentor–
mentee relationship, and thus, such a program is recommended. [Author Heading]

3. An article published by Gallagher outlined how numerous researchers are exploring the
ways in which bacteria present in the gut – the microbiome – can influence human
thoughts and emotions, and thereby conditions such as autism, depression and
neurodegenerative disease. The pioneering study (Sudo et al., 2004, cited in Gallagher,
2018, para. 7–9) conducted at Kyushu University found a significant disparity between
mice that had never encounter microbes and those that had, with “germ-free” mice
producing twice the amount of stress hormone. Since then, further research into the
phenomenon has found, for example, that clinically depressed patients often have less
diversity in microbiota, and that transferring microbiome from persons with Parkinson’s
disease to mice significantly influenced the animals’ symptoms and behavior. The
findings in extant literature indicate a positive direction for the future of both physical
and mental health, with researchers now examining the role of microbiome in various
diseases, including allergies, cancer and obesity (Gallagher, 2018). [Author Heading]
1. Summarizing is to condense a text to its main points and to do so in your own words.
2. Only major ideas and necessary information should go into a summary.
3. The main idea is what the text is about.
4. Key points are arguments or information that is used to support the main idea.
5. Key points may be developed or elaborated with supporting details.
6. Your summary should only include main ideas and key points, not supporting details.
7. A summary can be relatively brief—a short paragraph or even a single sentence—or
quite lengthy—several paragraphs or even an entire paper.
8. Summarize long sections of work, like a long paragraph, page or chapter.
9. A good summary should be comprehensive, concise, coherent, and independent.
10. An outline or concept map can help you identify the main ideas.
11. Provide a citation if the summary is included in a formal writing assignment or
publication.
12. Some strategies in writing a summary are:
Magnet
Journalist’s Questions
GIST summaries
Somebody Wanted But So
13. The formats of summarizing are:
Idea Heading Format
Author Heading Format
Date Heading Format
Learning Task 3: Read each passage. Highlight or underline necessary information. Write
your summary.
READING PASSAGE SUMMARY
1. There are times when the night sky glows with

bands of color. The bands may begin as cloud
shapes and then spread into a great arc across the
entire sky. They may fall in folds like a curtain drawn
across the heavens. The lights usually grow
brighter, then suddenly dim. During this time, the sky
glows with pale yellow, pink, green, violet, blue, and
red. These lights are called the Aurora Borealis.
Some people call them the Northern Lights.
Scientists have been watching them for hundreds of
years. They are not quite sure what causes them. In
ancient times people were afraid of the Lights. They
imagined that they saw fiery dragons in the sky.
Some even concluded that the heavens were on
fire.
2. When one hears the term “reality” applied to a

television show, one might expect that the events
occurred naturally or, at the least, were not scripted,
but this is not always the case. Many reality shows
occur in unreal environments, like rented mansions
occupied by film crews. These living environments
do not reflect what most people understand to be
“reality.” Worse, there have been accusations that
events not captured on film were later restaged by
producers. Worse still, some involved in the
production of “reality” television claim that the
participants were urged to act out story lines
premeditated by producers. With such accusations
floating around, it’s no wonder many people take
reality TV to be about as real as the sitcom.
ASSESSMENT: This is a 10-item quiz with a passing score of 7.

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. This refers to the condensation of significant facts from an original piece of writing.
a. summary b. thesis statement c. main idea d. topic
2. What should be in your summary?
a. Pictures c. Main points
b. Details d. Copy down the whole story
3. Which of the following is NOT a use of summarizing?
a. Answering an essay question
b. Writing a reflection paper
c. Recording the results of an experiment
d. Describing the plot of a fictional text or film
4. Which of the following is NOT a proper way of summarizing a text?
a. Avoid keeping the same idea structure or sentence structure.
b. Decide what ideas need to retain and which one need to omit.
c. Inject your own ideas and concepts into the summary.
d. Document the sources of the original material.
5. As a writer, your summary should be _____________.
a. comprehensive, concise, considerate, and independent
b. comprehensive, complicated, coherent, and independent
c. comprehensive, concise, coherent, and independent
d. comprehensive, concise, coherent, and intelligent
6. Summarizing is helpful because _____________.
a. It captures the supporting ideas in the text.
b. It combines the irrelevant information in the text.
c. It concentrates on the gist and key words presented in the text.
d. It deepens your confusion of the text.
7. Annie tries to get the summary of the text she is reading. She pares down the
information she gets into a 20-word summary. What strategy did she use in writing a
summary?
a. GIST Summary
b. Somebody Wanted But So
c. Journalist Questions
d. Magnet Summary
8. Which of the following formats in summarizing is used when the summarized idea
comes before the citation?
a. Idea Heading Format
b. Date Heading Format
c. Author Heading Format
d. Key Point Summary Format
9. Which of the following formats in summarizing is used when the summarized idea
comes after the date when the material was published?
a. Idea Heading Format
b. Date Heading Format
c. Author Heading Format
d. Key Point Summary Format
Longitudinal studies have also confirmed the role of beliefs in teacher practice.
The impact of previously held beliefs was found to be enduring when four school teachers
were observed over a two year period implementing a new and specific method of
teaching reading (Stephens et al., 2000). Despite the teachers receiving special training,
new practice was not comprehensively sustained, with one teacher reverting to practice
based on prior held beliefs at the end of the training period. Similar reliance on earlier
beliefs has been observed in studies of preservice teachers. In a two year study on
development of professional belief systems about reading instruction the teachers
appeared to create fictive images of themselves as teachers consistent with their prior
knowledge of teachers and reading, and the experiences they had on teaching practicum
(Stoube, 2009). These factors seemed more important in forming these teachers’ notions
about teaching reading, than formal reading courses undertaken as part of teacher
training. In a similar fashion, research with preservice teachers at two American
universities found that previous, personal experience and beliefs continued to influence
content and instructional choices of these participants (Barnyak & Paquette, 2010).

McHardy, J. & Chapman, E. (2016). Adult reading teachers’ beliefs about how less-skilled
adult readers can be taught to read, Literacy and Numeracy Studies, 24(2), 24-42.
doi:10.5130/lns.v24i2.4809
10. Which of the following best summarizes the original paragraph?

a. Teachers’ reluctance to implement new methods of teaching reading to adults is
regrettable (McHardy & Chapman, 2016). By holding onto their old belief systems,
they are not making the most of their training and thereby disadvantaging their
students. Studies by Stephens et al. (2000), Stoube (2009) and Barnyak &
Paquette (2010) all support this assertion.
b. McHardy and Chapman (2016) prove that teachers find it impossible to
change their approach to teaching reading to adults despite being trained in
alternative methods. They always return to the practices they believe are
best. Their views are supported by at least three other studies.
c. McHardy and Chapman (2016) discuss previous research into preservice teachers
(Stoube, 2009; Barnyak & Paquette, 2010) and experienced teachers (Stephens et
al., 2000) and conclude that even when they have received training in methods of
teaching reading that differ from their existing practices and beliefs, they often
revert to the old ways after the training is completed.
d. McHardy and Chapman (2016) stated the role of beliefs has an impact in teaching
practice based on the longitudinal studies of different researchers.
References
English, S. (Director). (2012). How to Write a Summary [Video file]. Retrieved June 15, 2020,
from https://www.youtube.com/watch?v=eGWO1ldEhtQ
Kearny, V. (2020). How to write a good summary. Retrieved from https://owlcation.com/

academia/How-to-Write-a-Summary
Monash University. (2020). Paraphrasing, summarising and quoting. Retrieved from

https://www.monash.edu/rlo/research-writing assignments/writing/paraphrasing-
summarising-and-quoting
Summarizing. (2020). Excelsior Online Reading Lab. (2020). Retrieved from

https://owl.excelsior.edu/orc/what-to-do-after reading/summarizing/
Summarizing strategies. Meade Pass Training. Retrieved from
https://www.bath.k12.ky.us/docs/Summarizing%20Strategies.pdf
Summarizing. (2020). Writing Center, Walden University . Retrieved from
https://academicguides.waldenu.edu/writingcenter/evidence/citations/summaries
12
QUARTER 1
ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES
Lesson 4 - Thesis Statement
Welcome back learners!

In this part, you are going to discover what you already know and what you are going to learn
this week.
In the previous lesson, you were able to use various techniques in summarizing a variety of
academic texts. Also in this lesson, you will be refreshed how to locate a thesis statement.
Accomplishing something quickly but efficiently and accurately is one skill you definitely find
useful in life. This skill is also helpful in your academic classes, especially when you have to
read various texts. One effective way of increasing your speed in reading is by finding the main
idea or the thesis statement and topic sentences of the paragraphs. If you can locate the thesis
statement and the topic sentence, you do not have to read the entire text to get the key
information you need. It will also give you an idea of the text and help you evaluate the author’s
arguments as you read.
In academic text, there is something to be detected. This “something” when correctly detected
will help you understand the whole thing because the whole thing revolves around it. So, let’s
detect!
Pre-Reading: Directions: Read the passage below then answer the questions that follow.
Do you know why children are so inclined to learn from television, whether for good or for
bad? Because a television set is never too busy to talk to children. It never brushes them aside.
Television programming goes to considerable lengths to attract and hold the attention of
youngsters; and it succeeds. Meanwhile, many fathers and mothers spend a minimum amount of
time and effort maintaining direct contact with their children. Then they wonder why their children
do not turn out as they would like them to.
Adapted from Developmental Reading by Romero & Romero in Study & Thinking Skills in English
Book
Is the “idea” of the essay supported by its facts? If yes, what are those facts? If not, why do you
think so?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
You are now in the Development Phase of the lesson. In this part, you are going to explore
more about our lesson so that you will be able to develop and master your skills in thesis
statement writing. You may download this file for offline reading.
Thesis Statement
The thesis statement presents or describes the point of an essay. In an academic text, the
thesis statement is usually presented in the abstract or executive summary or found at the last
part of introduction. It is written in a declarative sentence. Consider the following example:
The ASEAN region is a dynamic system because it capitalizes on cultural
diversity, rich resources and 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, rich resources and variety of perspectives. These
three points will then be developed in each paragraph in order to make the main
idea a well elaborated one.
What then is an effective thesis?
There are various online sites that can give you notes about thesis statements, but I found this
one from https://shared.uolt.ca/ easy-to-understand. The site provides characteristics of an
effective thesis as:
● The language is clear, and straightforward (direct).
● It is contestable and arguable. It means: Are there two sides of the matter? Could
someone disagree? The answer should be yes.
● It is concentrated on a focused point: not too broad and not too narrow.
● It is complex. It means that it is not always an easy claim, hence it needs bases, or
evidences or proofs why they claim that to be so.
● It is compelling. It means that it is so “convincing" that your readers are very much
interested to read more and see how you prove your claim.
● It is directly connected to the prompt/question/assignment for the essay. Some of the
advantages of knowing and using the thesis statement are:
● It allows the reader to make predictions about the reading.
● It guides the writer to stay focused on the main idea of the essay.
● It generates thought, evidence, and analysis.
● It provides a purpose for the essay and answers question like: What am I trying to
achieve in this essay?
A thesis statement is different from a topic sentence in two aspects. First the thesis statement
is the main idea of an essay. This means that since an essay ha several paragraphs, the thesis
statement covers the main idea of an essay. On the other hand, topic sentence serves as the
main idea of the paragraph. Second, the thesis statement contains at least two supporting
points which are developed in succeeding paragraphs. A topic sentence usually has just one
supporting point.
We should not forget the role of thesis statement in a reading text. It controls the topic of an
essay and states something significant for the readers to continue reading. It summarizes the
main point of the essay, and will let the readers decide, whether the essay is significant to their
reason of reading or not. Visit this link (https://www.youtube.com/watch?v=DFp1uGTXo4Q) to
further understand how to write thesis statements.
Learning Task 1: Directions: Read the following statements and write ThS on the line if the
sentence is a thesis statement and ToS if the sentence is a topic sentence.
ThS 1. Automated elections should be improvised to minimize fraud, facilitate faster turnout.
ToS 2. The lakes of Laguna are grand spectacles worth seeing.
ToS 3. Creating comics involves severe several steps.
ThS 4. Despite some risks, online businesses can be sustainable models for doing business
since they minimize operating costs and provide greater options for consumer.
ToS 5. Writing requires careful planning.
Learning Task 2: Activity 2: Directions: For each pair of sentences below, select the one that you
think would make the more effective thesis in the introductory paragraph of a short essay
(approximately 400 to 600 words). Keep in mind that an effective thesis statement should be
sharply focused and specific; not just a general statement of fact.

1. (a) The Hunger Games is a science fiction adventure film based on the novel of the
same name by Suzanne Collins.
(b) The Hunger Games is a morality tale about the dangers of a political system that is
dominated by the wealthy.

2. (a) There is no question that cell phones have changed our lives in a very big way.
(b) While cellphones provide freedom and mobility, they can also become a leash,
compelling users to answer them anywhere and at any time.

3. (a) Finding a job is never easy, but it can be especially hard when the economy is still
feeling the effects of a recession and employers are reluctant to hire new workers.
(b) College students looking for part-time work should begin their search by taking
advantage of job-finding resources on campus.

4. (a) For the past three decades, coconut oil has been unjustly criticized as an artery-
clogging saturated fat.
(b) Cooking oil is from plant, animal or synthetic fat that is used in frying, baking, and
other types of cooking.

5. (a) There have been over 200 movies about Count Dracula; most of them only very
loosely based on the novel published by Bram Stoker in 1897.
(b) Despite its title, Bram Stoker's Dracula, a film directed by Francis Ford Coppola,
takes considerable liberties with Stoker's novel.
You are now in the engagement phase of our lesson. In this part, you will do other tasks where
Learning Task 3: Directions: State if the following thesis is weak or strong. Support your
answer with a reason.
Example: Crime must be stopped.
Weak because it is a general statement. What crime? Where?
1. The court needs to implement stronger sentences. _______________________________

2. Charles Dickens is a good author. ____________________________________________
3. History is an important subject. ______________________________________________
4. Charles Dickens uses the setting of his novels to emphasize the theme of class division.
_________________________________________________________________________
5. Socialism is the best form of government for Kenya because it will promote equal
opportunity for workers. ______________________________________________________
(key answers)
1. Weak because it lacks specifics; What type of sentences?
2. Weak because it is obvious; This is a widely accepted opinion. What about his style makes him a good
author?
3. Weak because it is too general; Why is history an important subject? What kind of history?
4. Strong because it provides a specific aspect of Dickens’ work to discuss
5. Strong because it states specifically why socialism is best for Kenya
Characteristics of a thesis statement:
1. The language is clear, and straightforward (direct).
2. It is contestable and arguable. It means: Are there two sides of the matter? Could
someone disagree? The answer should be yes.
3. It is concentrated on a focused point: not too broad or not too narrow.
4. It is complex. It means that it is not always an easy claim, hence it needs bases, or
evidences or proofs why they claim that to be so.
5. It is compelling. It means that it is so “convincing" that your readers are very much
interested to read more and see how you prove your claim.
6. It is directly connected to the prompt/question/assignment for the essay.
Some of the advantages of knowing and using the thesis statement are:
1. It allows the reader to make predictions about the reading.
2. It guides the writer to stay focused on the main idea of the essay.
3. It generates thought, evidence, and analysis.
At this point, I want you to share your reflection about this topic by answering this question:
How can we possibly handle misleading thesis statements? Or is there such thing as
misleading thesis statement?
You may simply leave your answers as a comment/reply in our forum. And again, don’t forget
our online classroom netiquette about plagiarism!
References
Calderon, M. T. F. (2014). A critique of K to 12 Philippine education system. International /
Journal of Education and Research, (2), 10. Retrieved from http://www.
ijernmm/journal/ZOM/October-ZOMMZpdf.
Duenas, E. J. (September 27, 2018). A learning module in English for academic and
professional purposes for students of shielded metal arc welding (SMAW). Sparks in EAPP.
Learning Resource Portal, DepEd Capiz Division, Region VI - Western Visayas. Retrieved from
https://lrmds.deped.gov.ph/detail/14683.
How to write a strong thesis statement- Scribbr. (2020). Retrieved from
https://www.youtube.com/watch?v=DFp1uGTXo4Q
Lopez, M.G., R, et al. (n.d.). Study and thinking skills in English. Iloilo City,
Philippines: M. Malones Printing Press.
Valdez, P. N. M. English for the globalized classroom series English for academics and
professional purposes. Phoenix Publishing House Inc., 927 Quezon Avenue, 1104 Quezon
City. Retrieved from https://h.phoenix.com.ph/senior_high/english-for-the-globalized-
classroom-series-english-for-academic-and-professional-purposes/.
12
QUARTER 1
ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES
Lesson 5 - Outlining
Good day learners!

You are in the Introduction Phase of our lesson. In this part, you are going to discover what
you already know and what you are going to learn this week. Lesson 5 focuses on outlining
which will help you further understand ideas through reading and/or writing.
Pre-Test: Choose the letter of the best answer.

1. The order in which the information will be presented which indicates the relationship of
the pieces of information to each other is called a/an ________.
a. essay
b. outline
c. text
d. sentence
2. The process by which you get the main ideas of a text that is already written.
a. essay outline
b. reading outline
c. text outline
d. writing outline
3. It is a skeletal overview of your draft, which contains your fundamental points and the
different ideas that support them.
a. essay outline
b. reading outline
c. text outline
d. writing outline
4. The usage of complete sentence for each topic is called ___________.
a. reading outline
b. text outline
c. topic outline
d. sentence outline
5. The usage of phrases for summarizing the main topics and subtopics is called
________.
a. reading outline
b. text outline
c. topic outline
d. sentence outline
You are now in the Development Phase of the lesson. In this part, you are going to
explore more about our lesson for you to be able to develop and master your skills in outlining.
An outline helps you understand the topic by looking at the organization of the details in
the passage. You can use outlining when breaking down the information in reading.
It is useful to outline chapters in a textbook or any reading material given in a class. It will help
you understand what the main ideas are in the reading and allow you to focus on concepts that
may be confusing so you can ask about them in class. In the professional world, many jobs
require outlining; for instances, lawyers and paralegals often need to outline court ruling as a
way of writing legal briefs.
What is Outlining?
It is a good way to create a visual picture of what you have read; in this way the writer record
the organization of the text.
What is Outline?
It is a summary that gives the essential features of a text.
It shows how the parts of a text are related to one another as parts that are of equal
importance, or sections that are subordinate to a main idea.
A tool for organizing the ideas, a writer lists down all ideas relevant to the topic by sorting all
ideas into major and minor ones.
It shows the order in which the information will be presented and indicates the relationship of
the pieces of information to each other.
The selection of any written text to guide or organized your ideas.
What is the importance of Outlining?

It gives an overview of the topic and enables the readers to see how various subtopics relate to
one another.
It records the information in our own words; it tests the understanding of the readers.
It is an effective way to record needed information from the reference books you do not own.
What are the two kinds of Outlines?

READING OUTLINE vs. WRITING OUTLINE
Reading Outline— is used to get the main ideas of a text that is already written.
Example: Reading a novel and then getting the important details of it.
STEPS IN CREATING A READING OUTLINE

1. Read the entire text, skim the text afterward.
2. Locate the main idea or the thesis of the whole essay.
3. Look for key phrases in each paragraph of the essay.
4. Locate the topic sentence of each paragraph.
5. Look at the topic sentences and group those with related ideas together.
6. The contents of the reading are engaged according to the levels.
7. Evaluate the supporting details provided.
Writing Outline— is a skeletal overview of your draft, which contains the fundamental points
and the different ideas that support them.
Example: Writing an essay.
CREATING A WRITING OUTLINE

“An outline works like a map.”
It shows you where each of your ideas is placed in writing; how all of them fit together; and
how each leads to the central idea of your writing. It also determines the boundaries of your
draft; how much of your subject you will need to cover without lacking or exceeding in details.
WRITING A TOPIC OUTLINE

What is Topic Outline?
It arranges the ideas hierarchically (showing which are main and which are sub-points), in the
sequence you want, and shows what you will talk about. As the name implies, it identifies all
the little mini-topics that your paper will comprise, and shows how they relate.
● It lists words or phrases.
● The wording within each division must be parallel.
● It summarizes the main topics and sub topics in words or phrases.
WRITING A TOPIC OUTLINE
Topic Outline Example 1:
Thesis Statement: The increased use of social media has led to

more suicides among today’s youth- a result of cyber bullying.
Use of Social Media nowadays
Social Media
Background
Benefits
Consequences of Social Media
Privacy Issues
Distractions
Cyber Bullying
Current Situation
Latest Occurrences
Topic Outline Example 2:
Economical Effects
Alcohol
Cost of alcohol
purchase Cost of DUIs
Drugs
Cost of drug purchases
Cost of drug arrest
WRITING A SENTENCE OUTLINE
What is Sentence Outline?
It presents the main and supporting ideas in complete sentence.
It uses sentence for each topic and subtopic as it is more informative compare to topic outline.
It uses when the topic being discussed is complicated and requires details.
Sentence Outline Example 1:
Moodle Course Guide
Sentence Outline Example 2:

Subject and Grade Level – Course Guide
Learning Task 1: Directions: Fill in the blanks for you to see the things you should remember
in writing a position paper OUTLINING.
1. ______________________ shows how the parts of a text are related to one another
as parts that are of equal importance, or sections that are subordinate to a main
idea.
2. ______________________ is used to get the main ideas of a text that is already
written.
3. ______________________ is a skeletal overview of your draft, which contains the
fundamental points and the different ideas that support them.
4. Topic Outline summarizes the main topics and sub-topics in
______________________.
5. ______________________ presents the main and supporting ideas in complete
sentence.
Have you enjoyed doing the previous tasks? You did good!!
Now, you are in the engagement phase of the lesson. Here, you will do other tasks where
Learning Task 2: Read each paragraph. Then fill in the blanks in the outlines that follow.
1. What makes an effective leader? To be sure, no one characteristic or trait defines an

effective leader. It is true, however, that effective leaders get the most out of employees or
group members by holding them to very high standards or expectations. Setting high
standards increases productivity because people tend to live up to the expectations set for
them by superiors. This is an example of the Pygmalion effect, which works in a subtle, often
unconscious way. When a managerial leader believes that a group member will succeed, the
manager communicates this belief without realizing that he or she is doing so. Conversely,
when a leader expects a group member to fail, that person will not usually disappoint the
manager. The manager’s expectation of success or failure becomes a self-fulfilling
44
prophecy. Thus, it pays for a manager to expect the best from employees. (Adapted from
Andrew J. DuBrin, Leadership 4/e, © Cengage Learning.)
Main Idea: Effective leaders encourage a high level of performance by expecting the best
from their employees.
Support: 1. People are likely to live up to a manager's or superior's expectations.
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
2. Despite its rapid spread, Islam is not a religion for those who are casual about
regulations. On the contrary, adhering to the rules of Islam takes effort and discipline. One
must rise before dawn to observe the first of five prayers required daily, none of which can
take place without first cleansing oneself according to an established ritual or ceremony.
Sleep, work, and recreational activities take second place to prayer. Fasting for the month of
Ramadan, undertaking the pilgrimage to Mecca at least once in a lifetime, paying tax for
relief of the Muslim poor, and accepting Islam’s creed require a serious and an energetic
commitment. On the whole, the vast majority of Muslims worldwide do observe those
tenets.* (Adapted from Jan Goodwin, Price of Honor, Plume Books, 2002 p. 29.)
Main Idea: Practitioners of Islam need to be willing to make a lot of effort to follow the
rules of
their faith.
Support: 1. Get up before dawn, perform ritualized cleansing and say the first of five daily
prayers.
2. __________________________________________________________
3. Fasting for the month of Ramadan.
4. __________________________________________________________
5. __________________________________________________________
6. Accepting Islamic beliefs.
7. __________________________________________________________
45
You are now in the assimilation phase. Here, you are expected to reflect, relate, and put to
use your learning. But before that, let’s take a few minutes to review our lesson:
Outline is defined as:

· It is a summary that gives the essential features of a text.
· It shows how the parts of a text are related to one another as parts that are of equal
· As s tool for organizing the ideas, a writer lists down all ideas relevant to the topic by
sorting all ideas into major and minor ones.
· It shows the order in which the information will be presented and indicates the
relationship of the pieces of information to each other.
· The selection of any written text to guide or organized your ideas.

Importance of Outlining
· It gives an overview of the topic and enables the readers to see how various subtopics
relate to one another.
· It records the information in your own words; it tests the understanding of the readers.
· It is an effective way to record needed information from the reference books you do not
own.
Learning Task 3: Multiple Choice. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. Which word discusses the main points that will support the topic?
a. Headings
b. Ideas
c. Sub-headings
d. Sub-subheadings
46
2. Sub-headings tackle about _________.

a. The framework of the text.
b. The lead or the hook of the text.
c. The specific details or example of the main points.
d. The supporting details of your main points.
3. These are the specific details or concrete examples of the supporting details.
a. Headings
b. Ideas
c. Sub-headings
d. Sub-subheadings
4. It shows how the parts of a text are related to one another as parts that are of equal
a. Outline
b. Paraphrasing
c. Statement
d. Thesis Statement
5. Which of the following best describes the “Topic Outline”?
a. It discusses the main and minor ideas.
b. It is a feeling or judgement about the given topic.
c. It presents the specific detail about the issue and or the topic.
d. It uses words and phrases to list ideas to arrange your ideas hierarchically.
6. How do you call if the main and supporting ideas presented in complete sentence?
a. Outline
b. Sentence Outline
c. Thesis Statement
d. Topic Outline

47
References
Rodriguez, M., Rafaella, M.C., & Tiongson, M.T.A. (2016). Reading and writing Skills.
Manila: Rex Book Store, Inc.
12
48
QUARTER 1
ENGLISH FOR
ACADEMIC AND
PROFESSIONAL
PURPOSES
Writing the Reaction/Review/Critique
49
Welcome back!
You are in the Introduction Phase of our lesson. In this part, you are going to discover what
you already know and what you are going to learn this week.
In this lesson, you will encounter different written and filmed genre that you may find
interesting. You will be taught how to write a reaction or critique paper by exposing you to
different writing approach also known as approaches to literary criticism.
Pre-Test: Choose the letter of the correct answer.

C 1. It focuses on the values of a society and how those views are reflected in a text.
E 2. It is concerned with the role, position, and influence of women in a literary text.
B 3. A critical approach to literature that argues that we must take an author’s life and
background into account when we study a text.
D 4. It gives emphasis on the economic and social conditions.
A 5. A critical approach to literature that views a text as a revelation of its author’s mind and
personality.
a. psychoanalytic d. Marxism
b. biographical e. feminism
c. sociological f. historical
50
Approaches to Literary Criticism

Formalist criticism is placed at the center because it deals primarily with the text and not
with any of the outside considerations such as author, the real world, audience, or other
literature. Meaning, formalists argue, is inherent in the text. Because meaning is
determinant, all other considerations are irrelevant.
Deconstructionist criticism also subject texts to careful, formal analysis; however, they

reach an opposite conclusion: there is no meaning in language. They believe that a piece of
writing does not have one meaning and the meaning itself is dependent on the reader.
Historical criticism relies heavily on the author and his world. In the historical view, it is
important to understand the author and his world in order to understand his intent and to
make sense of his work. In this view, the work is informed by the author’s beliefs, prejudices,
time, and history, and to fully understand the work, we must understand the author and his
age.
Inter-textual criticism is concerned with comparing the work in question to other literature,
to get a broader picture. One may compare a piece of work to another of the same author,
same literary movement or same historical background.
Reader-response criticism is concerned with how the work is viewed by the audience. In
this approach, the reader creates meaning, not the author or the work. Once the work is
published, the author is no longer relevant.
Mimetic criticism seeks to see how well a work accords with the real world. How does a
piece of literature accurately portrays the truth is the main contention of this literary
approach.
Psychological criticism attempts to explain the behavioral underpinnings of the characters

within the selection, analyzing the actions and thoughts committed fall under any of the
identifiable neuroses, whether a psychological disorder is evident among them. Aside from
the characters, the author and even the reader may be criticized as why they exhibit certain
behavior during the actual writing and reading experience.
51
Archetypal criticism assumes that there is a collection of symbols, images, characters, and

motifs (i.e. archetypes) that evokes basically the same response in all people which seem
to bind all people regardless of culture and race worldwide. This can also be labelled as
Mythological and Symbolic criticisms. Their critics identify these archetypal patterns and
discuss how they function in the works.
Marxist criticism concerns with the analysis of the clash of opposing social classes in
society, namely; the ruling class (bourgeoisie) and the working class (proletariat) as it
shaped the events that transpired in the story.
Feminist criticism concerns with the woman’s role in society as portrayed through texts. It
typically analyzes the plight of woman as depicted in the story. Generally, it criticizes the
notion of woman as a construct through literature.
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.
Example template
There are a variety of ways to structure a critique. You should always check your unit
materials or blackboard site for guidance from your lecturer. The following template, which
showcases the main features of a critique, is provided as one example.
Introduction
Typically, the introduction is short (less than 10% of the word length) and you should:
● name the work being reviewed as well as the date it was created and the name of
the author/creator
● describe the main argument or purpose of the work
● explain the context in which the work was created - this could include the social or
political context, the place of the work in a creative or academic tradition, or the
relationship between the work and the creator’s life experience
● have a concluding sentence that signposts what your evaluation of the work will
be - for instance, it may indicate whether it is a positive, negative, or mixed
evaluation.
Summary
52
Briefly summarise the main points and objectively describe how the creator portrays these
by using techniques, styles, media, characters or symbols. This summary should not be the
focus of the critique and is usually shorter than the critical evaluation.
Critical evaluation
This section should give a systematic and detailed assessment of the different elements of
the work, evaluating how well the creator was able to achieve the purpose through these.
For example: you would assess the plot structure, characterisation and setting of a novel; an
assessment of a painting would look at composition, brush strokes, colour and light; a
critique of a research project would look at subject selection, design of the experiment,
analysis of data and conclusions.
A critical evaluation does not simply highlight negative impressions. It should deconstruct the
work and identify both strengths and weaknesses. It should examine the work and evaluate
its success, in light of its purpose.
Examples of key critical questions that could help your assessment include:
● Who is the creator? Is the work presented objectively or subjectively?
● What are the aims of the work? Were the aims achieved?
● What techniques, styles, media were used in the work? Are they effective in
portraying the purpose?
● What assumptions underlie the work? Do they affect its validity?
● What types of evidence or persuasion are used? Has evidence been interpreted
fairly?
● How is the work structured? Does it favour a particular interpretation or point of
view? Is it effective?
● Does the work enhance understanding of key ideas or theories? Does the work
engage (or fail to engage) with key concepts or other works in its discipline?
This evaluation is written in formal academic style and logically presented. Group and order
your ideas into paragraphs. Start with the broad impressions first and then move into the
details of the technical elements. For shorter critiques, you may discuss the strengths of the
works, and then the weaknesses. In longer critiques, you may wish to discuss the positive
and negative of each key critical question in individual paragraphs.
To support the evaluation, provide evidence from the work itself, such as a quote or
example, and you should also cite evidence from related sources. Explain how this evidence
supports your evaluation of the work.
Conclusion
This is usually a very brief paragraph, which includes:
● a statement indicating the overall evaluation of the work
● a summary of the key reasons, identified during the critical evaluation, why this
evaluation was formed
53
● in some circumstances, recommendations for improvement on the work may be

appropriate.
Reference list
Include all resources cited in your critique. Check with your lecturer/tutor for which
referencing style to use.
Learning Task 1: Identify the literary criticism approach that is best applicable for the following
masterpieces: If you are not familiar with them, have your research.
_________________1. Summer Solstice by Nick Joaquin
_________________2. Bata Bata Paano ka Ginawa? by Lualhati Bautista
_________________3. The Color Purple by Alice Walker
_________________4. Interpretation of Dreams by Sigmund Freud
_________________5. Harry Potter by J. K. Rowling
Now, you are in the engagement phase of your lesson. In this part, you will do other tasks
where you will apply your learning in real-life scenario.
Learning Task 2: Read this article (https://opinion.inquirer.net/128738/stop-the-stigma) and
write a critique using an appropriate approach on the space provided below.
54
You are now in the assimilation phase. In this part of the lesson, you are expected to reflect,
relate, and put to use your learning.
Learning Task 3: Answer one of the two questions below and leave one comment/feedback
to one of your classmate’s answers. Please, always observe proper use of language and be
respectful.
a. How can we be united if people will see things in different perspectives?
55
b. Can criticism unite or destroy a community?
References
Coordinator, Q. U. T. L. W. (n.d.). QUT write. How to write a critique.
https://www.citewrite.qut.edu.au/write/writing-well/critique.html.
Critical approaches to literature. (n.d.). Retrieved June 04, 2020, from
http://home.olemiss.edu/~egjbp/spring97/litcrit.html
Critique - Examples and definition of critique. (2017, October 02). Retrieved June 17,
2020, from https://literarydevices.net/critique/?
fbclid=IwAR01kxGxdRVXMR4vICsiPrUwJfnyLjCQooG_8IfeU4gHosEZN8z4LP0Gj
Z0
How to write a critique essay an evaluation essay. (2013). Retrieved from
https://www.youtube.com/watch?v=skEn61J6c8s&t=48s
56
Peacock, J. (n.d.). Writing a critique. Retrieved June 17, 2020, from

https://www.citewrite.qut.edu.au/write/critique.jsp?
fbclid=IwAR0Y4ggcuaT1l0ThQc5Dcru3qPq6s_Nd11tY6hjQInNMZUZFi6IufvvResI
Salirickandres. (2017, June 26). Approaches to Literary Criticism. The Mindsmith.

https://salirickandres.altervista.org/approaches-literary-criticism/.
12
Stop the stigma. News Article, Philippine Daily Inquirer. Retrieved from
https://opinion.inquirer.net/128738/stop-the-stigma
QUARTER 1
ENGLISH FOR
ACADEMIC AND
57
PROFESSIONAL
PURPOSES
Writing a Concept Paper
Welcome back, learners!
The previous lesson allowed you to understand the different reaction paper using various
approaches and you have experienced to write a review or critique.
Your new lesson will talk about concepts and how you can possibly present your idea in a
way that your target audience will understand.
Let’s go ahead and find out more!
58
Pretest: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. Which academic text provides an overview of a project?

A. Research B. Concept Paper
C. Position Paper D. Reaction Paper
2. What is the method of identifying a given term and making its meaning clear?
A. Definition B. Explication
C. Clarification D. Enumeration
3. What is a method of explanation in which the points are organized from general to
concrete examples?
4. What is a method of explanation in which sentences, verses, quotes or passages from
academic works are interpreted and explained in a detailed way?
5. Which is not a function of a concept paper?
A. It serves as a foundation of the full proposal.
B. It gives the opinion of the writer about a certain concept.
C. It helps determine whether a certain project is feasible or not.
D. It is used to pique or excite the interest of potential funding agencies.
What is a Concept Paper?
59
A concept paper is a short document written by a researcher before starting their research
project, with the purpose of explaining what the study is about, why it is important and the
methods that will be used.
The concept paper will include your proposed research title, a brief introduction to the
subject, the aim of the study, the research questions you intend to answer, the type of data
you will collect and how you will collect it. A concept paper can also be referred to as a
research proposal.
What is the Purpose of a Concept Paper?
The primary aim of a research concept paper is to convince the reader that the proposed
research project is worth doing. This means that the reader should first agree that the
research study is novel and interesting. They should be convinced that there is a need for
this research and that the research aims and questions are appropriate.
Finally, they should be satisfied that the methods for data collection proposed are feasible,
are likely to work and can be performed within the specific time period allocated for this
project.
The three main scenarios in which you may need to write a concept paper are if you are:
● A final year undergraduate or master’s student preparing to start a research project
with a supervisor.
● A student submitting a research proposal to pursue a PhD project under the
supervision of a professor.
● A principal investigator submitting a proposal to a funding body to secure financial
support for a research project.
How Long is a Concept Paper?
The concept paper format is usually between 2 and 3 pages in length for students writing
proposals for undergraduate, master’s or PhD projects. Concept papers written as part of
funding applications may be over 20 pages in length.
How do you Write a Concept Paper?
There are 6 important aspects to consider when writing a concept paper or research
proposal:
60
1. The wording of the title page, which is best presented as a question for this type of
document. At this study concept stage, you can write the title a bit catchier, for
example “Are 3D Printed Engine Parts Safe for Use in Aircraft?”.
2. A brief introduction and review of relevant existing literature published within the
subject area and identification of where the gaps in knowledge are. This last bit is
particularly important as it guides you in defining the statement of the problem. The
concept paper should provide a succinct summary of ‘the problem’, which is usually
related to what is unknown or poorly understood about your research topic. By the
end of the concept paper, the reader should be clear on how your research idea will
provide a ‘solution’ to this problem.
3. The overarching research aim of your proposed study and the objectives and/or
questions you will address to achieve this aim. Align all of these with the problem
statement; i.e. write each research question as a clear response to addressing the
limitations and gaps identified from previous literature. Also give a clear description of
your primary hypothesis.
4. The specific data outputs that you plan to capture. For example, will this be
qualitative or quantitative data? Do you plan to capture data at specific time points or
at other defined intervals? Do you need to repeat data capture to asses any
repeatability and reproducibility questions?
5. The research methodology you will use to capture this data, including any specific
measurement or analysis equipment and software you will use, and a consideration
of statistical tests to help interpret the data. If your research requires the use of
questionnaires, how will these be prepared and validated? In what sort of time frame
would you plan to collect this data?
6. Finally, include a statement of the significance of the study, explaining why your
research is important and impactful. This can be in the form of a concluding
paragraph that reiterate the statement of the problem, clarifies how your research will
address this and explains who will benefit from your research and how.
You may need to include a short summary of the timeline for completing the research
project. Defining milestones of the time points at which you intend to complete certain tasks
can help to show that you’ve considered the practicalities of running this study. It also shows
that what you have proposed is feasible in order to achieve your research goal.
61
If you’re pitching your proposed project to a funder, they may allocate a proportion of the
money based on the satisfactory outcome of each milestone. These stakeholders may also
be motivated by knowing that you intend to convert your dissertation into an article for
journal publication; this level of dissemination is of high importance to them.
Make sure to include references and cite all other literature and previous research that you
discuss in your concept paper.
Conclusion
This guide gave you an overview of the key elements you need to know about when writing
concept papers. The purpose of these are first to convey to the reader what your project’s
purpose is and why your research topic is important; this is based on the development of a
problem statement using evidence from your literature review.
Explain how it may positively impact your research field and if your proposed research
design is appropriate and your planned research method achievable.
Learning Task 1: Write E if the statement shows an effective way of writing a concept
paper and N if not.
N 1. Rino fails to indicate the page number in his concept paper.
E 2. Andrew included a literature review for the concept paper he made for his term
paper.
N 3. Geryl includes in the references all journals he used but excludes the books he
cited.
E 4. Thea made her timeline independent from the details in the methodology.
N 5. Yana requested a budget from the funding agency on the preparation of the
concept paper.
E 6. Sharee states her objective in the methodology section.
E 7. Maxine sticks to one format every time she submits concept paper to various
funding agencies.
E 8. Ellie uses data from government agencies to prove the existence of a problem
62
that she and her team would like to address.

E 9. Irish clarified the working definition of the concept she is preparing to ensure that
the reader would understand it properly.
E 10. When Teresa knew that her target readers are lay persons, she defined the
technical terms that she used in the concept papers.
Have you enjoyed doing the previous tasks? You did great!
Now, you are in the engagement phase of the lesson. In this part, you will do other tasks
where you will apply your learning in real-life situations.
Learning Task 2: Complete the table below.
CONCEPTS PURPOSE MOST SIGNIFICANT PART SIMILAR TO
1. Education innovation framework research
2. Business
3. Research
4. Food
5. Architectural
You are now in the assimilation phase, where you are expected to reflect, relate, and put to
use your learning.
63
At this point, you need to share your reflection about this topic by answering this question:
What greatly affects the success of a concept: the paper itself, the visual presentation, or the
oral presentation? Limit your answers to one paragraph. Do not forget to courteously
reply/react on one of your classmate’s reflection.
And again, don’t forget our online classroom netiquette about plagiarism!
References
64
Development psychology. (n.d.). Retrieved June 17, 2020, from

https://www.cliffsnotes.com/study-guides/psychology/development-psychology/
developmental-psychology-research/research-concepts
Mealey, L. (2019, November 20). 8 successful restaurant concepts. Retrieved June 17,
2020, from https://www.thebalancesmb.com/different-types-of-restaurant-concepts-
2888698
Santos, P. (2020, March 12). Ultimate tips on how to write a concept paper. Retrieved June
17, 2020, from https://kami.com.ph/84093-concept-paper-write-a-comprehensive-
guide-2020.html

4 examples of a business concept. (n.d.). Retrieved June 17, 2020, from

https://simplicable.com/new/business-concept-examples
21 architectural concept ideas - Archisoup: Architecture guides & resources. (n.d.).

Retrieved June 17, 2020, from https://www.archisoup.com/architectural-concept-
ideas
65

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12

At the end of the lesson, you are expected to:

How did the writer choose

Saqueton, G. M., & Uychoco, M. T. A. (2016). English for academic and professional

Types of Text Structure

On April 23, 1564, William Shakespeare was born in Stratford-on-Avon in England. He

¨ We can use descriptive adjectives to help us visualize the topic

3. PROBLEM AND SOLUTION

Question is... Dilemma is...

4. CAUSE AND EFFECT

5. COMPARISON AND CONTRAST

Example: Passage – Save the Tigers

Nonfiction Text Structure. (n.d.). Retrieved August 5, 2020, from

Text structure worksheets. Retrieved from https://www.ereadingworksheets.com/text-

6. Which of the following is NOT a technique in summarizing a short text?

TIPS FOR SUMMARIZING

GIST Summaries (Generating Interaction between Schemata and Text)

Somebody Wanted But So

Somebody Wanted/Because But So

main character or a main events or a group’s the conflict or the resolution of

Date Heading Format

2. Universities are continually looking at ways to better support international student

READING PASSAGE SUMMARY

1. There are times when the night sky glows with

2. When one hears the term “reality” applied to a

ASSESSMENT: This is a 10-item quiz with a passing score of 7.

10. Which of the following best summarizes the original paragraph?

Kearny, V. (2020). How to write a good summary. Retrieved from https://owlcation.com/

Monash University. (2020). Paraphrasing, summarising and quoting. Retrieved from

Summarizing. (2020). Excelsior Online Reading Lab. (2020). Retrieved from

Welcome back learners!

1. The court needs to implement stronger sentences. _______________________________

Good day learners!

Pre-Test: Choose the letter of the best answer.

What is the importance of Outlining?

What are the two kinds of Outlines?

STEPS IN CREATING A READING OUTLINE

CREATING A WRITING OUTLINE

WRITING A TOPIC OUTLINE

Topic Outline Example 1:

Thesis Statement: The increased use of social media has led to

Topic Outline Example 2:

Sentence Outline Example 2:

1. What makes an effective leader? To be sure, no one characteristic or trait defines an

Outline is defined as:

2. Sub-headings tackle about _________.

Pre-Test: Choose the letter of the correct answer.

Approaches to Literary Criticism

Deconstructionist criticism also subject texts to careful, formal analysis; however, they

Psychological criticism attempts to explain the behavioral underpinnings of the characters

Archetypal criticism assumes that there is a collection of symbols, images, characters, and

● in some circumstances, recommendations for improvement on the work may be

a. How can we be united if people will see things in different perspectives?

b. Can criticism unite or destroy a community?

Peacock, J. (n.d.). Writing a critique. Retrieved June 17, 2020, from

Salirickandres. (2017, June 26). Approaches to Literary Criticism. The Mindsmith.

Welcome back, learners!

Let’s go ahead and find out more!

1. Which academic text provides an overview of a project?

What is a Concept Paper?