11

English for Academic and

Professional Purposes
Quarter 1
Module 3: Various Techniques
in Summarizing

SOURCE: https://www.toppr.com/guides/english/writing/summary/

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English for Academic and Professional Purposes
Quarter 1 : Module 3: Various Techniques in Summarizing

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Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writers: Christian C. Leaño

Editors: John Edward B. Atiwag

Reviewers: Emma V. Dasco, JD / Darcy Guy Y. Mañebo, EPS

Illustrator: Christian C. Leaño

Layout Artist: Christian C. Leaño

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English for Academic and Professional Purposes - Grade 11
Quarter 1 – Module 3: Various Techniques in Summarizing

I. INTRODUCTION
Writing a summary is an important skill that students will use throughout their
academic careers. In addition, summarizing improves reading skills as students pick out the
main ideas of a reading; it also helps with vocabulary skills as students paraphrase a reading,
altering the vocabulary and grammar as they do so.

II. OBJECTIVES

At the end of the lesson you are expected to:

 Determine the purpose of summarizing;
 Discuss the features of summarizing; and
 Apply effective strategies in summarizing

III. VOCABULARY LIST

New Words to Learn

 Annotation
- a note of explanation or comment added to a text or diagram

 Outline
- a summary of a written work

 Summarizing
- used to determine the essential ideas in a book, article, book chapter, an article or
parts of an article.

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 - usually done after reading.

IV. PRE-TEST
SELF-AUDIT
DIRECTION: Tick the column that determines how often you practice what the
following statements say. Do this as objectively as possible. [3-Usually; 2-Sometimes; 1-
Seldom; 0-Never]. Write your answer in your data notebook. Do not make unnecessary
markings on this module.

1. I establish my reading purpose before I summarize.

2. I make sure that I fully understand the text before I summarize.

3. I use my own words in my summary.

4. I cite sources.

5. I eliminate redundant ideas from the summary.

Add all your response.

14 - 15 Advanced 12 - 13 Proficient
9 – 11 Approaching Proficient 6 - 8 Developing Proficient
5 and below Beginning Proficiency

V. LEARNING ACTIVITIES

HOW TO BECOME A CRITICAL READER?

1. ANNOTATE WHAT YOU READ

- one way to interact with the writer is to write on the text. You can underline, circle,
or highlight words, phrases, or sentences that contain important details, or you can
write marginal notes asking questions or commenting on the ideas of the writer.

Who wrote this essay? WHY DO THEY SAY THAT OUR ENGLISH IS BAD?
What is the writer’s
stand on the subject (An Excerpt)
matter? Grace M. Saqueton

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Yeah, I also
English teachers in the Philippines often find themselves in a very frustrating
notice that situation - no matter how hard they try to teach the rules of written English to What
these are their students, the students still commit errors in word order, word choice, account
common for
errors. subject-verb agreement, tenses, prepositions, articles, pronunciations, and the these
like. Teachers get frustrated when they hear or read sentences such as “They errors?
decided to got married,” “What did the students watched?” or “Anna go to the
canteen.” It is also alarming because the rules that apply to these sentences are
supposedly simple rules that the students should have learned in grade school.
Yet, here they are in college, still committing those same errors.

Teachers and linguists alike have sought and (probably) are still seeking for What is the
ways and strategies to teach English effectively especially in the light of strategy that
they are
teaching English as a second language or as a foreign language. Different
using now?
research studies have been conducted and different theories have been used to
Look these address the situation. One of the topics that the researchers have explored is the
terms up recurring errors in phonology, morphology, syntax, semantics, and discourse of
the second language learners. They believe that studying these recurring errors
is necessary to address the supposed grammar problems of the Filipino college
students.

In a paper titled, “Why Does They say That Our Sentences Is Wrong When We
Who is Knows English? An Analysis of the Common Errors of Freshmen
this? Compositions,” Saqueton (2008) identified some of the common errors found
in the essays of first year college students. She provided explanations, using
error analysis, language acquisition theories, and Fairclough’s paradigm on the
appropriacy of ‘appropriateness,” as to what caused the errors. This is in the
hope of helping English teachers develop teaching materials and devise
teaching strategies that are appropriate for Filipino first year college students of
different linguistics backgrounds.

Saqueton 2008 found out that among the students’ essay, errors in the use of How did the
verbs are the most common, followed by errors in the use of prepositions, writer know
these errors?
problems in word choice, and problems in subject-verb agreement. There are
also errors I the use of articles, conjunctions, pronouns; spelling problems are
also evident.

These “errors” are considered errors because of certain standards that language
What
teachers want their students to follow. These standards are the ones prescribed certain
by grammarians. Educators want their students to master Standard English as standards?
second language learners of English. The problem here lies in the definition of
“Standard” English. Is there really a common standard? If there is, who uses it?
Whose standard should be followed?

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 Does this
mean that
Answering the question would entail a lot of problems. First, there should be a
there is no
clear definition of what standard is. What kind of English is Standard English? Standard
Who is
Dr. Andrew Moody, when asked during the International Conference on World English?
he?
Englishes and Second Language Teaching on how to maintain correctness and
consistency when teaching English in the Philippines, said that it would be
dishonest to teach Standard English as if it exists.

Who is That answer alone could raise a lot of issues. It only shows that the concept of
Fairclough and
standard is problematic. According to Fairclough’s (1195), there is a need for a
what does
appropriateness particular standard in order to rationalize policies on the teaching of Standard
mean? English. He further stated that appropriateness figures within dominant
conceptions of language variations (234). General
American
English,
Is there an implied claim then that students of English as a second language or the
as a foreign language speak a substandard kind of English because they do not Standard
follow the standards of General American variety? What if they (Filipinos, for English?
example) have accepted English and appropriated it to fit their needs and the
context of situation in their own places?
What
Andrew Gonzalez (1985), in his paper, “When Does an Error Become a
does Feature of Philippine English?” pointed out that until Philippine English is
this really creolized English is still a second language in the Philippine, and he
mean? This
believed that in teaching any second language, one must accept a standard.
seems to
However, he also stressed that no matter how hard the English teacher tries, a contradict
local variety will continue to develop (168). the early
statement

There will always be different perspectives on this matter, especially that

Is the writer
language issues seem to be a highly emotional matter. Should language saying that
education then go for mutual intelligibility rather than subscribe to a certain there are
His model was standard? Educators and language policy planners could be go back to different kinds
not really of English?
discussed in Fairclough’s model language learning. They have to decide how relevant
this paper. English is to their students, and from there they have to decide what to teach He/she can
elaborate more
and how to teach it. because it is
confusing

2. OUTLINE THE TEXT

- in order to fully engage in a dialogue with the text or with the writer of the text, you
need to identify the main points of the writer and list them down so you can also
identify the ideas that the writer has raised to support his/her stand.

Thesis Statement: The concept of Standard English is problematic because there is

no clear definition of what standard is.

Point 1: The author gives a scenario in the Philippine classroom in which

English teachers get frustrated because of students’ grammatical
errors.
Point 2: The author mentioned that research studies are being conducted in
order to improve teaching English as a second language but failed to
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mention what those specific studies are.
Point 3: The common errors that Filipino college students commit in their
writings are mentioned.
3. SUMMARIZE THE TEXT
- aside from outlining, you can also get the main points of the text you are reading and
write its gist in your own words. This will test how much you have understood the
text and will help you evaluate it critically. A summary is usually one paragraph long.

Summarizing is an important skill because it helps:

 Deepen your understanding of the text;

 Learn to identify relevant information or key ideas;
 Combine details or examples that support the main idea/s;
 Concentrate on the gist or main idea and key words presented in the text; and
 Capture the key ideas in the text and put them together clearly and concisely.

Guidelines in Summarizing

 Clarify your purpose before you read.

 Read the text and understand the meaning. Do not stop reading until you
understand the message conveyed by the author. Locate the gist or main idea
of the text, which can usually be found either at the beginning, in the middle,
or in the end.
 Select and underline or circle the key ideas and phrases while reading; another
strategy is to annotate the text;
 Write all the key ideas and phrases you identified on the margins or on your
notebook in a bullet or outline form.
 Without looking at the text, identify the connections of these key ideas and
phrases using a concept map.
 List your ideas in sentence form in a concept map.
 Combine the sentences into a paragraph. Use appropriate transitional devices
to improve cohesion.
 Ensure that you do not copy a single sentence from the original text.
 Refrain from adding comments about the text. Stick to the ideas it presents.
 Edit the draft of your summary by eliminating redundant ideas.
 Compare your output with the original text to ensure accuracy.
 Record the details of the original source (author’s name/s, date of publication,
title, publisher, place of publishing, and URL [if online]). It is not necessary to
indicate the page number/s of the original text in citing sources in summaries.
 Format your summary properly. When you combine your summaries in a
paragraph, use different formats to show variety in writing.

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 4. EVALUATE THE TEXT
- the most challenging part in critical reading is the process of evaluating what you are
reading. This is the point where the other three techniques – annotating, outlining,
summarizing – will be helpful. When you evaluate a text, you question the author’s
purpose and intentions,

VI. PRACTICE TASKS

PRACTICE TASK 1
DIRECTION: In your data notebook, write S if the statement describes good
summarizing and N if not. Do not make unnecessary markings on this module.

1. Keen copied everything from the book.

2. Pauline extracted the key ideas in the text.
3. Charlotte concentrated on the important details.
4. Peter looked for key words and phrases.
5. Chloe simplified the ideas.
6. Patrice revised the main idea.
7. To add more information, Briana added her analysis and comments to the ideas of the
author.
8. Cathy wrote down the general and specific ideas of the text.
9. Chuckie added some of his related research to the information presented in the text.
10. Portia extended the message of the text and included some of her interpretation.

PRACTICE TASK 2
DIRECTION: Read the story below. After reading, write a summary and state the
moral of the story. Write your answer in your data notebook. Do not make unnecessary
markings on this module.

“LOVE YOUR PARENTS TILL YOUR END – A SHORT STORY”

M. Ganesh Sai

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Once upon a time in village there was an old man - Bill.  He wanted to meet his son who
lived in a city.  He started his journey and came to a city where his son used to work and stay.
He went to the place from where he used to get letters long back.  When he knocked the door
he was excited and smiled with joy to meet his son.  Unfortunately, someone else opened the
door. Bill asked, “I suppose Mike should be staying in this place.” The person said, “No! He
had left the place and shifted to different location.”  Bill was disappointed and just thinking
how to meet his son.  He started to walk in the street and the neighbors asked bill, “Are you
looking for Mike?” Bill responded by nodding his head.  The neighbors gave the present
address and office address of Mike to Bill.  Bill thanked them and started towards the path
which will lead to his son.
Bill went to the office and asked in the reception counter, “Could you please tell me the
location of Mike, in this office?” The receptionist asked, “May I know how you are related to
him?” Bill responded politely by saying, “I’m his father.” The receptionist said, Bill to wait
for a moment and rang up to Mike and conveyed the same.  Mike was shocked and told the
receptionist to send his father to the cabin immediately.  Bill entered the cabin and when he
saw Mike; his eyes were filled with tears.  Mike was happy to see his father.  They had a
simple conversation for a while and then Bill asked Mike, “Son! Mom wants to see you.
Come home with me.”
Mike responded, “No father.  I can’t come.  I’ve a busy life and it’s hard to get leave.”
Bill gave a simple smile and said, “Okay! You may do your work.  I’ll be going back to our
village today evening.”
Mike asked, “You can stay for few days with me.  Please.”
Bill responded after a moment of silence, “Son.  You are busy with your tasks.  I don’t want
to make you uncomfortable or become a burden for you.” Continued, “I hope if ever had
chance to meet you again, I would be happy.” He left the place.
After 2 months Mike felt bad for treating his father in a weird manner.  He felt guilt for it and
took a leave in office for few days and went to his village to meet his father.  When he went
to the place where he was born and grew up, he saw that his parents were not there.  He was
shocked and asked the neighbors, “What happened here? My parents have to be there.  Where
are they now?” The neighbors gave the address of the place where his parents are staying.
Mike rushed to the place and noticed that the place where his parents are staying currently
was like a graveyard.  Mike eyes was filled with tears and started to walk slowly towards the
home.  His father Bill noticed Mike in a far distance and waved his hand to draw his
attention.  Mike saw his father and started to run and hugged him.
Bill asked, “How are you?” and continued, “What a surprise to see you here. I didn’t expect
that you would be coming to this place.”
Mike felt ashamed and kept his head down. Bill said, “Why are you feeling bad.  Is anything
wrong happened?”

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Mike responded, “No father” continued, “It’s just I never knew that I would be seeing you in
this position in our village.”
Bill smiled and said, “I had debts due to loss in farming and wanted to reclaim our home
back.  So, I thought of approaching you, but you were more concerned about your tasks than
us.  I just didn’t want to burden you with this problem and remained silent.”
Mike whispered, “You could’ve told me. I’m not an outsider.”
Bill turned around and said, “Your words on office made me to remain quiet.  All we wanted
was your happiness.  So I kept quiet.”
Mike started to cry and hugged his father again. He asked his father to apologize and forgive
him for his mistake. Bill smiled and said, “No need for that.  All I wanted was that you must
come to us.  I’m happy with what I got now.” And from then Mike made his parents life more
comfortable.

RUBRIC FOR ASSESSING SUMMARY WRITING

4 3 2 1
Length 11 + sentences 10 sentences 9 sentences 6-8 sentences
Accuracy Some Most statements
All statements Most statements
statements cited outside
accurate and accurate and
accurate and information or
verified by story verified by story
verified by story opinions
Paraphrasing Paraphrasing is
There are a few The summary is
used with
Paraphrasing is places where so short that
accuracy, but
used smoothly the paraphrased there is no
doesn’t sound
and accurately ideas are not opportunity for
completely
accurate paraphrasing
smooth
Focus Summary Summary The summary
consists of main includes the does not include Main idea of the
idea and main ideas with all of the main story is not
important one or two ideas from the discussed
details only added details text
Conventions No more than
With 2-3 With 4-5 With 6+
one
punctuation, punctuation, punctuation,
punctuation,
grammar, or grammar, or grammar, or
grammar, or
spelling errors spelling errors spelling errors
spelling error

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PRACTICE TASK 3
DIRECTION: Read the story below. Make an outline after reading. Write your answer
in your data notebook. Do not make unnecessary markings on this module.

IMPORTANCE OF EDUCATION

As stated by the famous novelist Victor Hugo, “He who opens a school door, closes a
prison”. The importance of education can never be stressed enough, no matter the person or
situation. Education is an essential to everyone and provides not only knowledge but also
enlightenment, wisdom, and character. In modern society, there are always alternatives
offered and many people choose to put a negative stigma on schooling and education. Here
are a few reasons why education is so inherently important.

 Education provides self-dependence.

Having a well-rounded education makes it much more accessible to rely on yourself
and not seek support from others. Those who have a degree or that have followed the
ladder of education are much more self-reliant, given job security, and a vast
understanding of the world. In turn, education also provides happiness, because you
are self-confident and fulfilled.

 Having an education offers career progression.

Having an education gives you the knowledge and skills necessary to excel in a
professional and work environment. Most people have a certain expertise in their job
field and having this characteristic gives us great potential to reach career goals.

 Having an education builds character and exposes you to the world.

Having a proper education instills the necessary characteristics of a civilized person.
Generally, when someone is educated, they have not only a sense of self, but also a
strong character. Through the application of studying various subjects, insight is
projected to the student, making them not only usurp the knowledge, but also the
morals and character along with it. Those who have a proper education are more
likely to be mature, level-headed, logical, and cultured.

 Educated people helps the progression of society

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 Having an education is good for everyone! Put into perspective, the more educated
and intelligent the people, the more progressive the society. Without leading members
of society who are well rounded, well educated, and have set their goals, wishes, or
future achievements, there would hardly be any progression in the world.

Whether it be for personal gain or monetary gain, having an education is something that is
respected and much sought after in modern society. Though post-secondary education is not
essentially made for everyone, having the ability to apply oneself to strive for more and better
in life is what is essential. Education helps people become more enlightened, self-aware,
more skilled at time management, and overall respectable human beings.

VII. POST TEST

DIRECTION: READ THE STORY BELOW. ANNOTATE AS YOU READ, THEN

WRITE A SUMMARY AFTER READING. Do not make unnecessary markings on this
module.

LOVE IS A FALLACY
Max Shulman

Cool was I and logical. Keen, calculating, perspicacious, acute and astute—I was all of these.
My brain was as powerful as a dynamo, as precise as a chemist’s scales, as penetrating as a
scalpel. And—think of it! —I was only eighteen.

It is not often that one so young has such a giant intellect. Take, for example, Petey Bellows,
my roommate at the university. Same age, same background, but dumb as an ox. A nice
enough fellow, you understand, but nothing upstairs. Emotional type. Unstable.
Impressionable. Worst of all, a faddist. Fads, I submit, are the very negation of reason. To be
swept up in every new craze that comes along, to surrender oneself to idiocy just because
everybody else is doing it—this, to me, is the acme of mindlessness. Not, however, to Petey.

One afternoon, I found Petey lying on his bed with an expression of such distress on his face
that I immediately diagnosed appendicitis. “Don’t move,” I said, “Don’t take a laxative. I’ll
get a doctor.”

“Raccoon,” he mumbled thickly.

“Raccoon?” I said, pausing in my flight.”

“I want a raccoon coat”, he wailed.

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I perceived that his trouble was not physical, but mental. “Why do you want a raccoon coat?”

“I should have known it,” he cried, pounding his temples. ”I should have known they’d come
back when Charleston came back. Like a fool I spent all my money for textbooks, and now I
can’t get a raccoon coat.”

“Can you mean,” I said incredulously, “that people are actually wearing raccoon coats
again?”

“All the Big Men on Campus are wearing them. Where’ve you been?”

“In the library, “I said, naming a place not frequented by big Men on Campus.

He leaped from the bed and paced the room. “I’ve got to have a raccoon coat,” he said
passionately. “I’ve got to!”

“Petey, why? Look at it rationally. Raccoon coats are unsanitary. They shed. They smell bad.
They weigh too much. They’re unsightly. They— “

“You don’t understand,” he interrupted impatiently. “It’s the thing to do. Don’t you want to
be in the swim?”

“No,” I said truthfully.

“Well, I do,” he declared. “I’d give anything for a raccoon coat. Anything!”

My brain, that precision instrument, slipped into high gear. “Anything?” I asked, looking at
him narrowly.

“Anything,” he affirmed in ringing tones.

I stroked my chin thoughtfully. It so happened that I knew where to get my hands on a

raccoon coat. My father had one in his undergraduate days; it lay now in a trunk in the attic
back home. It also happened that Petey had something I wanted. He didn’t have it exactly,
but at least he had first on it. I refer to his girl, Polly Espy.

I had long coveted Polly Espy. Let me emphasize that my desire for this young woman was
not emotional in nature. She was, to be sure, a girl who excited the emotions, but I was not
one to let my heart
Rule my head. I wanted Polly for shrewdly calculated, entirely cerebral reason. I was a
freshman in law school. In few years I would be out in practice. I was well aware of the
importance of the right kind of wife in furthering a lawyer’s career. The successful lawyers I
had observed were, almost without exception, married to beautiful, gracious, intelligent
women. With one omission, Polly fitted these specifications perfectly.

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Beautiful she was. She was not yet of pin-up proportions, but I felt that time would supply the
lack. She already had the makings. Gracious she was. By gracious I mean full of graces. She
had an erectness of carriage, an ease of bearing, a poise that clearly indicated the best
breeding. At table her manners were exquisite. I had seen her at the KozyKampusKorner
eating the specialty of the house—a sandwich that contained scraps of pot roast, gravy,
chopped nuts, and a dipper of sauerkraut—without even getting her fingers moist.

Intelligent she was not. In fact, she veered in the opposite direction. But I believed that under
my guidance she would smarten up. At any rate, It was worth a try. It is after all, easier to
make a beautiful dumb girl smart than to make an ugly smart girl beautiful.
“Petey,” I said, “are you in love with Polly Espy?”

“I think she’s a keen kid,” he replied, “but I don’t know if you’d call it love. Why?”

“Do you,” I asked, I have any kind of formal arrangement with her? I mean are you going
steady or anything like that?”

“No. We see each other quite a bit, but we both have other dates. Why?”

“Is there,” I asked, “any other man for whom she has a particular fondness?”

“Not that I know of. Why?”

I nodded with satisfaction. “In other words, If you were out of the picture, the field would be
open. Is that right?”

“I guess so. What are you getting at?”

“Nothing, nothing,” I said innocently, and took my suitcase out of the closet.

“Where are you going?” asked Petey.

“Home for weekend.” I threw a few things into the bag.

“Listen,” he said, clutching my arm eagerly, “while you’re home, you couldn’t get some
money from your old man, could you, and lend it to me so I can buy a raccoon coat?”

I may do better than that,” I said with a mysterious wink and closed my bag and left.

“Look,” I said to Petey when I got back Monday morning. I threw open the suitcase and
revealed the huge, hairy, gamy object that my father had worn in his Stutz Bearcat in 1925.

“Holy Toledo!” said Petey reverently. He plunged his hand into the raccoon coat and then his
face. “Holy Toledo!” he repeated fifteen or twenty times.

“Would you like it?” I asked.

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“Oh yes!” he cried, clutching the greasy pelt to him. Then a canny look came into his eyes.

“What do you want for it?”

“Your girl,” I said, mincing no words.

“Polly?” he said in a horrified whisper. “You want Polly?”

“That’s right.”

He flung the coat from him. “Never,” he said stoutly.

I shrugged. “Okay, if you don’t want to be in the swim, I guess it’s your business.”

I sat down in a chair and pretended to read a book, but out of the corner of my eye I kept
watching Petey. He was a torn man. First, he looked at the coat with the expression of waif at
a bakery window. Then he turned away and set his jaw resolutely. Then he looked back at the
coat, with even more longing in his face. Then he turned away, but with not so much
resolution this time. Back and forth his head swiveled, desire waxing, resolution waning.
Finally, he didn’t turn away at all; he just stood and stared with mad lust at the coat.

“It isn’t as though I was in love with Polly,” he said thickly.” Or going steady or anything
like that.”

“That’s right,” I murmured.

“What’s Polly to me, or me to Polly?”

“Not a thing,” said I.

“It’s just been a casual kick—just few laughs, that’s all.”

“Try on the coat,” said I.

He complied. The coat bunched high over his ears and dropped all the way down to his shoe
tops. He looked like a mound of dead raccoons. “Fits fine,” he said happily.

I rose from my chair. “Is it a deal?” I asked, extending my hand.

He swallowed. It’s a deal,” he said and shook my hand.

I had my first date with Polly the following evening. This was in the nature of a survey; I
wanted to find out just how much work I had to do to get her mind up to the standard I
required. I took her first to dinner. “Gee, that was a delish dinner,” she said as we left the
restaurant. Then I took her to a movie. “Gee that was a marvy movie,” she said as we left the

15
theatre. And then I took her home. “Gee, I had a sensaysh time,” she said as she bade me
good night.

I went back to my room with heavy heart. I had gravely underestimated the size of my task.
This girl’s lack of information was terrifying. Nor would it be enough merely to supply her
with information. First she had to be taught to think. This loomed as a project of no small
dimensions, and at first I was tempted to give her back to Petey. But then I got thinking about
her abundant physical charms and about the way she entered a room and the way she handled
a knife and fork, and I decided to make an effort. I went about it, as a law student, was taking
a course in logic myself, so I had all the facts at my fingertips.

“Poll,” I said to her when I picked her up on our next date, “tonight we are going over to the
Knoll and talk”.

“Oh, tariff,” she replied. One thing I will say for this girl: you would go far to find another so
agreeable.

We went to the Knoll, the campus trysting place, and we sat down under an old oak, and she
looked at me expectantly. “What are we going to talk about?” she asked.

“Logic.”

She thought this over for a minute and decided she liked it. “Magnif,” she said.

“Logic, I said, clearing my throat, is the science of thinking. Before we can think correctly,
we must first learn to recognize the common fallacies of logic. These we will take up
tonight.”

“Wow-dow!” she cried, clapping her hands delightedly.

I winced, but went bravely on. First let us examine the fallacy called Dicto Simpliciter.

“By all means,” she urged, batting her lashes eagerly.

“Dicto Simpliciter means an argument based on an unqualified generalization. For example:

Exercise is good. Therefore, everybody should exercise.”

“I agree,” said Polly earnestly. “I mean exercise is wonderful. I mean it builds the body and
everything.”

“Polly,” I said gently, “the argument is a fallacy. Exercise is good is an unqualified

generalization. For instance, if you have heart disease, exercise is bad, not good. Therefore,
exercise is bad, not good. Many people are ordered by their doctors not to exercise. You must
qualify the generalization. You must say exercise is usually good, or exercise is good for
most people. Otherwise you have committed a Dicto Simpliciter. Do you see?”

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“No,” she confessed. “But this is marvy. Do more! Do more!”

Next we take up a fallacy called Hasty Generalization. Listen carefully: You can’t speak
French. Petey Burch can’t speak French. I must therefore conclude that nobody at the
University of Minnesota can speak French.”

“Really?” said Polly, amazed. “Nobody?”

I hid my exasperation. “Polly, it’s a fallacy. The generalization is reached too hastily. There
are too few instances to support such a conclusion.”

Comprehension Questions
1. How would you describe the narrator in the story?
2. How was Petey Bellows described in the story? How about Polly? Do you think that
they are really as dumb as they were described?
3. What is the narrator’s reason for wanting Polly?
4. From whose point of view is the story told? Is the telling of the story logical? Why or
why not?

RUBRIC FOR ANNOTATION

5 4 3
2 1
Rubric Thorough Acceptable Attempted
Partial & Confused &
Categories & & &
Incomplete Inaccurate
Insightful Literal Gaps
Ample Sufficient Some Very few
Number of Few margin
margin margin margin margin
Annotations notes
notes notes notes notes
Insightful
margin Literal
notes with Most margin
margin Some Many
many notes show
notes show margin margin
Quality of connections confusion or
understanding notes show notes show
Annotations made inaccuracies;
of the text; confusion; confusion;
beyond the very little
sufficient some effort little effort
text; effort
outstanding effort
effort
Attempted Really
Very neat to Struggled to Struggled
Quality of writing; Neat writing; write neatly, write neatly; to write
Writing very readable some areas many areas neatly;
easy to read require require effort most areas
effort to to read are difficult
read to read

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 VIII. ASSIGNMENT

STUDY AND RESEARCH SKILLS

DIRECTION: Watch a video clip about a current social issue. Using only five sentences,
tell the plot of the story. Write your answer in your data notebook. Do not make
unnecessary markings on this module.

PLOT SUMMARY RUBRIC

5 3 1
Often sequences Sequences events
Sequences events
events in an mostly in the
in the correct order
incorrect order correct order and
Event Sequence and on the correct
and/or on an on the correct
location on the
incorrect location location on the
map.
on the map. map.
Adequately
Inadequately expresses the
Clearly expresses
expresses the major events but
the major events
major events may include some
without including
Summarizing and/or unimportant
all the
includes many details.
unimportant
unimportant Alternatively,
details.
details. leaves out some
major events.
Can only describe
certain parts of
Accurately
how the story is Cannot describe
describes in detail
Aspects of Plot structured. No the parts of how a
how the story is
details, only story is structured.
structured.
general
descriptions

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 XI. ANSWER KEY

PRACTICE TASK #1
1. N
2. S
3. S
4. S
5. S
6. N
7. N
8. S
9. N
10. N

PRACTICE TASK #3

Thesis Statement: Education is an essential to everyone and provides not only

knowledge but also enlightenment, wisdom, and character.

Point 1: Education provides self-dependence.

Point 2: Having an education offers career progression.
Point 3: Having an education builds character and exposes you to the world
Point 4: Educated people helps the progression of the society

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SOURCE
Barrot & Sipacio. Communicate Today ENGLISH for Academic & Professional Purposes for
SHS. Quezon City: C&E Publishing, Inc. (2017).

Saqueton & Uychingco. English for Academic & Professional Purposes. Rex Book Store,
Inc. (2016).

https://mgshyd.wordpress.com/2013/06/15/love-your-parents-till-your-end-a-short-story-
manesh-sai/

https://ecojournalism.org/importance-of-education-a-perfectly-written-essay-sample.htm

http://www.scholastic.com/content/dam/teacher/blogs/mary-blow/migrated-files/5-
point_annotation_rubric.pdf

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