ENGLISH FOR ACADEMIC

I O N AL
O F E S S
ND P R S
A P O SE
PU R
Prayer
Checking of
Attendance
Reminders
House Rules
Once your name is called
during attendance you
are considered late
No phones during class
RESPECT BEGETS
RESPECT
 Tongue Twister
"May can make many
cans, but many cans
may not make what May
can."
 I VI T Y
AC T
1. Personal 6. Informal
opinions essays
2. Validate 7. Objective
idea 8. Research
3. Subjective paper
4. Formal 9. Diaries
5. No fixed Scholarly
ACADEMIC TEXT NON-
ACADEMIC
TEXT
ACADEMIC TEXT NON-
Research Papers
ACADEMIC
Validate Idea
TEXT
Objective  Personal Opinions
Scholarly Audience  No Fixed Structure
Formal  Subjective
 Informal Essay
 Diaries
Objectives
a. Differentiate academic texts from non-
academic texts;

b. recognize the characteristics of

language used in academic texts; and,

c. show the importance of academic

writing through evaluating the academic
texts based on its use of language.
 s e d i n
a ge U
g u x ts
L an m i c T e
ad e
Ac
 LE Y
E L A
T RU R
O
WALE
Y
 What is Academic Writing?

Academic writing is a formal and

rather impersonal mode of writing
that is intended for a scholarly
audience. It tends to depend heavily
on research, factual evidence, opinions
of educated researchers and scholars.
 What is Academic Writing?
Scholarly essays, research papers, dissertations, etc.
are some examples of academic writing. All these types of
writings have rigid structure and layout, which include an
introduction, thesis, an overview of topics discussed, and
a well-written conclusion. The main aim of academic
writing is to inform the audience while providing non-
biased information and backing up the writer’s claims
with solid evidence.
 Academic Writing

Moreover, academic writing heavily

contains vocabulary typical to a specific
field. Citations and a list of references or
sources are another important feature in
academic writing. Moreover, the tone in
academic writing should always be
objective and formal.
 Academic Writing
Each subject discipline will have certain
writing conventions, vocabulary and types of
discourse that you will become familiar with
over the course of your degree. However, there
are some general characteristics of academic
writing that are relevant across all disciplines.
 Tip s fo r Ac a d em ic Wri ti n g

Always use formal language. Avoid

using colloquialism or slang.
Don’t use contractions (shortened verb
forms).
Use the third-person point of view and
avoid the first-person point of view.
 Tip s fo r Ac a d em ic Wri ti n g

Don’t pose questions; convert the

questions into statements.
Avoid exaggerations or hyperbole.
Don’t make sweeping generalizations
Be clear and concise and avoid
repeating.
 Wh a t is No n -Ac a d e m ic Wri ti n g ?

Non-academic writing is writing that

is not intended for an academic audience.
They are written for a lay audience or the
mass public. This type of writing may be
personal, impressionistic, emotional, or
subjective in nature.
 Non-Academic Writing
Most non-academic writings do not include
references, citations or a list of sources. Nor are
they extensively well-researched as academic
writing. Moreover, non-academic writing often does
not have a rigid structure as academic writing. It is
often free-flowing and reflects the style and
personality of the writer.
E xam p le s o f n o n -a c a d e m ic tex ts
are the following:

1. Email messages
2. Personal opinions
3. Newspapers
4. Magazine
5. Blog article
 c a d e m i c t ex t
v i e w o f n o n -a
Point of
Subjective and personal – It is
based on personal opinions and
feeling rather than on facts that
comes from reliable sources.
 c a d e m i c t ex t
v i e w o f n o n -a
Point of
Asking rhetorical questions – It is a
self-evident, and used for style as
an impressive persuasive device. It
may have an obvious answer, but
the questioner asks it to lay
emphasis to the point.
 m i c l an g u a g e ?
What is Ac ad e

Academic language is the language

used in the classroom and workplace,
the language of text, the language
assessments, the language of
academic success and the language of
power.
 m i c l an g u a g e ?
What is Ac ad e

The term academic language may be

used to refer to formal English rules,
structure, and content for academic
dialogue and text, and the communicative
conventions that allow students to meet
the demands of school environments.
 m i c Lan g u ag e
t u re s o f Ac ad e
Fe a
Academic language has a unique set of
rules: it should be explicit, formal and
factual as well as objective and analytical
in nature. Students often think that
academic language should sound complex
and be difficult to write and understand
but that is not necessarily the case.
 m i c Lan g u ag e
t u re s o f Ac ad e
Fe a
Instead, academic writing should be clear
and concise in order to communicate its
contents in the best way. It is important to
remember that academic texts are written
with an academic audience in mind and your
writing style needs to conform to the
conventions of the field you are studying.
 The language used at university has
various features which distinguish it from
the language styles used in other contexts.
Consider the language used in novels,
conversation, newspapers or law courts.
Each has its own style, with varying
degrees of formality and objectivity.
Academic language is:
 FORMAL
 OBJECTIVE
 IMPERSONAL
 PRECISE

These features ensure that ideas and

arguments are communicated in a clear,
convincing and professional manner.
 Formal writing requires considerable effort to construct meaningful
sentences, paragraphs, and arguments that make the text easy to
comprehend. Choose words precisely and carefully so that the reader can
accurately understand the concepts within the text.

The tone used in academic writing is usually formal, meaning that it

should not sound conversational or casual. You should particularly avoid
colloquial, idiomatic, slang, or journalistic expressions in favor of precise
vocabulary. Informal and colloquial language is often imprecise, so is open
to misinterpretation, and can be inaccessible to non-native English
speakers.

Academic writing requires that you use full forms rather than
contractions. For example, write ‘do not’ instead of ‘don't’, ‘it is’ instead of
‘it's’, ‘they have’ instead of ‘they've’ and ‘we will’ instead of ‘we'll’.
Objective
Academic writing is based on research and not on the writer’s own
opinion about a given topic. When you write objectively, you are
concerned about facts and not influenced by personal feelings or biases.
When presenting an argument to the reader, try to show both sides if you
can and avoid making value judgments.

At the same time, you will probably have to do an analysis or a

discussion. In order to convey attitude without using for example “I
think”, you may use words such as “apparently,” “arguably,” “ideally,”
“strangely” and “unexpectedly.” Note that the attitude you are expressing
should not be based on personal preferences but rather on the evidence
that you are presenting.
Impersonal
Academic language is impersonal in that you generally
do not refer to yourself as the performer of actions. This
involves avoiding the personal pronouns ‘I’ and ‘we’. For
example, instead of writing ‘I will show’, you might write ‘this
report will show’. The second person, ‘you’, is also to be
avoided.

PRECISE
The facts are presented accurately. The choice of words
is appropriate. The use of technical terms to achieve precision
is applied.
ACTIVITY
THINK PAIR
and SHARE
BRAINSTORMIN
G
1. Why do you think academic
writing is essential in
professional or educational
settings?

2. In your daily life, when might

you encounter academic texts
versus non-academic texts?
Directions: Read each statement carefully
and identify whether each statement is
true or false. Write T if the statement is
true and F if it is false.
1. Non-academic text is based
on personal opinions and
feeling.
2. Academic texts are written
for a lay audience or the mass
public.
4. The tone used in academic
writing is usually formal,
meaning that it should not
sound conversational or
casual.
5. Academic writing is based
on research and not on the
6. Scholarly essays, research
papers, dissertations, etc. are some
examples of non-academic writing.
7. The features of Academic
language are informal, objective,
precise, and impersonal.
8. Both academic and non-
9. Academic language is
impersonal in that you generally
don’t refer to yourself as the
performer of actions.
10. The main aim of academic
writing is to inform the audience
while providing non-biased
ENGLISH FOR ACADEMIC
I O N AL
O F E S S
ND P R S
A P O SE
PU R
Prayer
Checking of
Attendance
Reminders
House Rules
Once your name is called
during attendance you
are considered late
No phones during class
RESPECT BEGETS
RESPECT
House Rules
Amaranthine
://undying or everlasting,
derived from the amaranth
flower, which symbolizes
immortality in literature
and mythology
\ACTIVITY
 e Ac a d Wo rl d
Z E n t e rs t h
G en
●Jinx- bad luck
●Flex- to show off
●Lit- really awesome
●Sheesh- annoyance, surprise
●Periodt- full stop
Objectives
a. Translate slang gen z terms into formal
words used in academic text;

b. Present the chosen topic with Love as a

theme using graphic organizers; and

c. Integrate their concept of

love to academic writing.
 TEXT
STRUCTURE
 ex t St ru c t u re ?
W ha t is T

Text Structure is how information in a passage is

organized.

Text Structure refers to the internal organization of

a text. As authors write a text to communicate an idea,
they will use a structure that goes along with the idea
(Meyer,1985).
 o f o rga n i z a t i o n
mmo n p a t te r n s
Six co

1. Chronological
2. Cause and effect
3. Compare and contrast
4. Problem and solution
5. Sequence
6. Spatial / Descriptive
1. Chronological – information is organized in order of time.

Chrono = time Logic = order

• Won’t have a beginning, middle and end.
• Time won’t progress much.

Signal words:
(Causes – because, due to, for this reason, if this, etc.)
(Effects – as a result, consequently, hence, resulting, since, therefore etc.)
Signal words:
(Comparison –also, as well as, both, compared to, in comparison, similarly, and etc.)
(Contrast – although, on the contrary, on the other hand, in spite of, unlike and etc.)
5. Sequence / Process Writing – information is listed step -
by- step and explains how to do it or how it happens.

Signal words: next, later, last, finally, in the end, at first and etc.
Tips to identify the organization of the text:

1. Ask, “what is the author doing in this

paragraph?” Put it in your own words.

2. Have a hunch? Use the graphic organizer to see if the

information fits.

3. Look for signal words.

 LOVE IS IN
THE GRAPH
Instructions: Working with your
groupmates talk about love and choose one
topic about it (i.e. courting, dating,
marriage, lovers’ quarrel, unrequited love,
and etc.) then present it through graphic
organizers used in various text structures.
Instructions: Working with your
groupmates talk about love and choose one
topic about it (i.e. courting, dating,
marriage, lovers’ quarrel, unrequited love,
and etc.) then present it through graphic
organizers used in various text structures.
Criteria:

Organization- 20
creativity-30
Delivery- 20
Concept – 30
Total: 100
Direction: Figure out the text structure that these clue words point to.
Write the letter that corresponds to your answer.

a. Compare and contra

b. Cause and effect

c. Problem and solution

d. Description

e. Chronological
Directions: Review the lesson on Text Structure.
Then, write your reflection in your notebook by
finishing up the unfinished statements below.

 I have learned that ……

 I have realized that …..
 I will apply …….
1. Identify the basic rules and
techniques in summarizing;
2. Write a summary of the assigned
story using summarizing
techniques; and
3. Relate from the activity about
love using their personal
experience.
 Yo u r
a t ’ s
W h tu s?
e S t a
Lo v
Objectives
a. Identify the basic rules and
techniques in summarizing;
b. Write a summary of the assigned
story using summarizing
techniques; and
c. Relate from the activity about
love using their personal
experience.
 What is Summarizing?
According to Buckley (2004), in her popular writing text
Fit to Print, defines summarizing as reducing text to one-third
or one- quarter its original size, clearly articulating the author’s
meaning, and retaining main ideas.
A summary is a short retelling of a longer passage,
containing the author’s most important ideas. Summarizing
helps improve both your reading and writing skills. To
summarize, you must read a passage closely, finding the main
ideas and supporting ideas. Then, you must briefly write down
those ideas in a few sentences or a paragraph.
 It is important to understand the difference
between a summary and a paraphrase. A
paraphrase is simply a rewriting of a passage in
your own words. A summary, on the other hand,
contains only the main idea and the supporting ideas
of a passage. A summary will be much shorter than
a paraphrase.
The purpose of summarizing is to briefly
present the key points of a theory or work in order
to provide context for your argument/thesis.
 Summarizing is useful in many types of writing and
at different points in the writing process. Summarizing is
used to support an argument, provide context for a
paper’s thesis, literature reviews, and annotate a
bibliography. The benefit of summarizing lies in showing
the “big picture,” which allows the reader to contextualize
what you are saying. In addition to the advantages of
summarizing for the reader, as a writer you gain a better
sense of where you are going with your writing , which
parts need elaboration, and whether you have
comprehended the information you have collected.
Group 1: Little Red Riding Hood
Group 2: cinderella
Group 3: The Three Little Pigs
Group 4: Goldilocks and the Three Bears
Group 5: The Ant and the Grasshopper
Group 6: sleeping beAUTY
Basic Rules
 Basic
Rules
1. Erase things that don’t matter. Delete
unimportant details that are unnecessary for
one’s understanding.
2. Only write down important points. If it is not
something that will help you understand or
remember, then don’t write it down. Think of it
this way . . . If you had to pay money for every
word you write down, which words would you
choose to include in your notes?
 Basic
Rules
3. Erase things that repeat. Delete redundant material.
In note taking, time and space are precious. If a word
or phrase says basically the same thing you have
already written down, then don’t write it again!

4. Trade, general terms for specific names. Substitute

superordinate terms for lists (e.g., flowers for daisies,
tulips for roses). Focus on the big picture. Long,
technical lists are hard to remember. If one word will
give you the meaning, then less is more.
Basic
Rules
5. Use your own words to write the
summary. Do not just copy the
sentences from the original text.
However, do not inject your opinion in
your summary.
Summarizing
Strategies
 1. Somebody Wanted But So
Then
“Somebody Wanted But So Then” is an excellent summarizing
strategy for stories. Each word represents a key question
related to the story's essential elements:

• Somebody: Who is the main character?

• Wanted: What does the main charter want?
• But: Identify a problem that the main character encountered.
• So: How does the main character solve the problem?
• Then: Tell how the story ends.

After answering the questions, combine the answers to form a

summary:
 1. Somebody Wanted But So
Then
“Somebody Wanted But So Then” is an excellent summarizing
strategy for stories. Each word represents a key question
related to the story's essential elements:

• Somebody: Who is the main character?

• Wanted: What does the main charter want?
• But: Identify a problem that the main character encountered.
• So: How does the main character solve the problem?
• Then: Tell how the story ends.

After answering the questions, combine the answers to form a

summary:
 2. SAAC Method
The SAAC method is another useful technique for summarizing
any kind of text (such as a story, an article, or a speech). SAAC
is an acronym for "State, Assign, Action, Complete." Each word
in the acronym refers to a specific element that should be
included in the summary.
• State: the name of the article, book, or story
• Assign: the name of the author
• Action: what the author is doing (example: tells, explains)
• Complete: complete the sentence or summary with keywords
and important details
2. SAAC Method
This method is particularly helpful for students who are
learning the format of a summary and need reminders
to include the title and author's name. However, SAAC
does not include clear guidance about what details to
include, which some students might find tricky. If you
use SAAC, be reminded of the types of details that
belong in a summary before you will do summarizing.
 3. 5 Ws, 1
H
The Five Ws, One H strategy relies on six crucial questions: who, what,
when, where, why, and how. These questions make it easy to identify the
main character, important details, and main idea.

• Who is the main character of the story?

• What did they do?
• When did the action take place?
• Where did the story happen?
• Why did the main character do what she/he did?
• How did the main character do what she/he did?

Then, use the answers to the Five Ws and One H to write a summary.
 4. First Then
Finally
The "First Then Finally" technique helps students
summarize events in chronological order. The three
words represent the beginning, main action, and
conclusion of a story, respectively:

• First: What happened first? Include the main character

and main event/action.
• Then: What key details took place during the
event/action?
• Finally: What were the results of the event/action?
 5. Give Me the Gist/ Outlining
When someone asks for "the gist" of a story, they want to know what the
story is about. In other words, they want a summary—not a retelling of
every detail.
An outline is a map of your essay. It shows what information each section
or paragraph will contain and in what order.
I. Main Idea
A. Supporting Details
B. Supporting Details
II. Main Idea
A. Supporting Details
B. Supporting Details
 Summarizing is useful in many types of writing
and at different points in the writing process.
Summarizing is used to support an argument, provide
context for a paper’s thesis, literature reviews, and
annotate a bibliography. The benefit of summarizing
lies in showing the “big picture,” which allows the
reader to contextualize what you are saying. In
addition to the advantages of summarizing for the
reader, as a writer you gain a better sense of where
you are going with your writing , which parts need
elaboration, and whether you have comprehended the
information you have collected.
ENGLISH FOR ACADEMIC
I O N AL
O F E S S
ND P R S
A P O SE
PU R
Write words that are
SYNONYM to the
word “COLD”
General Synonyms Describing Emotions or
1.Chilly Behavior
2.Freezing 11.Aloof
3.Icy 12.Unfeeling
4.Frosty 13.Detached
5.Cool 14.Indifferent
15.Hostile
Describing Weather Describing Objects or
6.Nippy Surfaces
7.Wintry 16.Refrigerated
8.Bitter 17.Arctic
9.Glacial 18.Polar
10.Frigid 19.Snowy
Stating Thesis
Statement and
Outlining Text
Objectives
a. state the thesis statement of an
academic text;

b. create an outline based on the given

details; and
c. demonstrate confidence in stating
thesis statement and
outlining texts through accomplishing the
tasks.
A. Direction: Read the thesis statements below.
Identify which thesis statements are effective. Write
your answers in a 1 Whole sheet of paper.
Thesis Statements
 A Thesis statement is the
central idea of an essay, around
which all other ideas revolve. It is
not just the most important idea; it
also controls the essay by
determining what should you
include in your work. In one
sentence, it reveals and
summarizes the argument you
 The thesis statement reflects your
purpose for writing. It is a constant reminder
of your main point and your stand, directing
the entire flow of your writing. It should be
clear that the thesis statement is not the
subject or topic itself, but an interpretation of
the topic. A strong thesis statement usually
contains an element of uncertainty, risk, or
challenge (Ramage, Bean and Johnson
2006:34). This means that your thesis
statement should offer a debatable claim that
you can prove or disprove in your essay.
 What is It?

The thesis is the main idea or main point of

an informational text. It serves as a roadmap of
the text you are reading.
Simply, the thesis statement provides
direction or purpose to the text. It can be
expressed anywhere in the selection or passage
you are reading. It can be seen at the beginning,
middle or end of the text.
 Thesis Statement
If the thesis is stated at the beginning, then the
reader may expect that the following sentences
support or develop it. The ideas are said to be
organized in deductive order. However, if the thesis is
stated at the latter part of the text, then the
preceding statements are the details or the specifics.
This follows the inductive order. Remember that,
thesis statements require proof or evidences to make
your stand more convincing and effective.
Formulating a Thesis Statement
The thesis statement comes as a result of pre –
writing. It is the product of thinking about your
ideas, seeking evidence, and looking for
relationships between these.

Example : “High school seniors who join the

Reserve Officers Training Corps program develop
better leadership skills because of the discipline
instilled in them by the program.”
 Ch a ra c t e r is tic s o f a n
T h e s is S ta t e m e n t
Effective
How w il l y o u k n o w if yo u r
st a t em e n t is s t ro n g?
thesis
1. Responds to the assignment by following
instructions
2. Expresses the main idea in one to two sentences.
3. Focuses on a specific issue
4. States a stand on the topic
 Ch a ra cte ris tics o f a n
T he sis S ta t em e n t
Effective
5. Says something meaningful by answering the questions:”
So what?” “ How?” “ why?”

6. Previews the rest of the essay by being placed in the

introduction.

7. Reflects a tone and point- of –view appropriate to the

identified purpose and audience
 e l i n e s o n W riti ng
More guid
T h e si s S ta t e m e n ts
g an ov erly – op in ion ated
1. Avoid makin
stands.

Example:
The officers of the Reserve Officers Training Corps are
merciless slave drivers who abuse their fellow students. (Opinionated)

The officers of the Reserve Officers Training Corps

should exercise more responsibility toward their authority
by being sensitive to how they lead their fellow students.
 e l i n e s o n W riti ng
More guid
T h e si s S ta t e m e n ts

a n no unc eme nt s.
2. Avoid making

3. Avo id st at in g o n ly fa ct s.
THESIS STATEMENT
 Defi ni ng a n O u tl i n e

An outline is a technique that is used to arrange

written thoughts on a subject or thesis into a logical
sequence. Outlines are often used in academic writing.
Outlines put primary subjects, secondary topics, and
supporting elements in the correct order.

● It demonstrates the sequence of the main themes as well

as the connection between the various sections.
● It is a method for systematically organizing and expanding
upon thoughts.
 De fi ni ng a n Ou tli ne

The word “outline” can be

intimidating, especially to the students. But
if you know that a writer uses an outline for
an essay the way an architect uses a
blueprint for a building, then you will have
an easier time understanding its purpose in
the writing process.
 An outline reveals the coherence and
complexity of an essay. It requires the ability to locate
the main ideas of the text. In the same manner, it
involves knowing how to distinguish ideas according
to their level of importance in the text. 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. It is usually done before
you write the first draft of your essay. However, you
can only outline something if you understand it.
 a n fo ll o w in c re a t in g
Steps that you c
a readin g o u t li n e .
1. Read the entire text first. Skim the text afterwards.
Having an overview of reading’s content will help you
follow its structure better.

2. Locate the main idea or thesis of the whole essay.

• Look at the title of the text.
• Look for heading, if any.
• Look for information that answers the question, “What
is the text talking about?”
 a n fo ll o w in c re a t in g
Steps that you c
a readin g o u t li n e .

3. Look for key phrases in each paragraph of the essay.

4. Locate the topic sentence of the paragraph.

5. Depending on the length of the text, look at the topic

sentences and group them with related ideas together.
See if they describe a process or are examples.
 a n fo ll o w in c re a t in g
Steps that you c
a readin g o u t li n e .
6. To logically organize information, the contents of the
reading are arranged according to levels. A level refers to
the number of ranks in the hierarchy of information in the
reading. Provide a general group name for each group of
topic sentences. These will be the main divisions of your
outline, or the first level. Label these with a Roman
numeral. The topic sentences will be the subtopics, or the
second level. Label these with capital letters.
7. Evaluate the supporting details provided.
8. Go back to the text after you have finished your
Types of Outline
Types of Outline
Types of Outline
Types of Outline
FORMAT FOR OUTLINING
FORMAT FOR OUTLINING
FORMAT FOR OUTLINING
FORMAT FOR OUTLINING
WEAK or STRONG?
Directions: Tell whether the following thesis statements are WEAK or
STRONG. Put (√ ) if the statement is strong and ( X ) if it is weak.

____ 1. The court needs to implement stronger sentences.

____ 2. Socialism is the best form of government because it will
promote
equal opportunities for all citizens.
____ 3. Edgar Allan Poe is a good author.
____ 4. Because Weight Loss Fast promotes rapid weight loss that
results in
the loss of muscle mass, it is dangerous to customers.
____ 5. Television influences learners.
____ 6. Body language plays an important role in human
communication.
____ 7. The government must enact laws to protect the endangered
human
mind.
Directions: Create an outline by supplying the missing details
in the given template below.

Why Swimming is an Ideal Sport for Kids

Swimming is a great alternative to other youth sports. It

promotes cooperation among team members, especially in
relays. It is good exercise and builds muscular strength.
Swimming provides same benefits as other sports.

Moreover, swimming provides some unique additional

benefits. It is also an important skill that can be used forever. In
addition, it poses a reduced risk of injury. Finally, each swimmer
can easily chart his or her own progress.
Directions: Create an outline by supplying the missing details in
the given template below.

Why Swimming is an Ideal Sport for Kids

Swimming is a great alternative to other youth sports. It

promotes cooperation among team members, especially in
relays. It is good exercise and builds muscular strength.
Swimming provides same benefits as other sports.

Moreover, swimming provides some unique additional

benefits. It is also an important skill that can be used forever. In
addition, it poses a reduced risk of injury. Finally, each swimmer
can easily chart his or her own progress.
Topic: Why swimming is an ideal sport for kids

Thesis Statement:_________________________________________

I. Swimming provides same benefits as other sports.

A._________________________________________________
B. It is good exercise and builds muscular strength.

II.______________________________________________________________
A.________________________________________________________
B.________________________________________________________
C. Finally, each swimmer can easily chart his or her own
progress.
Topic: Why swimming is an ideal sport for kids

Thesis Statement:_________________________________________

I. Swimming provides same benefits as other sports.

A._________________________________________________
B. It is good exercise and builds muscular strength.

II.______________________________________________________________
A.________________________________________________________
B.________________________________________________________
C. Finally, each swimmer can easily chart his or her own
progress.
Topic: Why swimming is an ideal sport for kids
Thesis Statement: Swimming is a great alternative to other
youth sports.
I.Swimming provides same benefits as other sports.

A. It promotes cooperation among team members,

especially in relays.
B. It is good exercise and builds muscular strength.
II.Swimming provides some unique additional benefits.

A. It is also an important skill that can be used forever.

B. Swimming poses a reduced risk of injury.
C. Finally, each swimmer can easily chart his or her own
progress.
Prayer
Checking of
Attendance
House Rules
CRITIQUE
Structure of Critique
A critique can be structured in
several ways. The following example,
however, showcases the main
features of a critique. These are
introduction, summary, critical
evaluation, conclusion and reference
list.
 Critical Approaches to Writing a
Review/Reaction Paper/Critique
Critical approaches are sometimes
called lenses. These are different
perspectives one can consider when
looking at a piece or several pieces of work,
literature or a concept.
Here are the important critical approaches:
• Formalist Criticism
• Biogrpahical Criticism
• Feminist Criticism
• Historial Criticism
• Reader-Response Criticism
• Marxist Criticism
 Time to C
Directions: Working with their groupmates the
students will be assigned various piece to
critique:

Group 1: Film
Group 2: Dance
Group 3: Art Piece
Group 4: Sports Tournament
Group 5: Play
Group 6: Festival
Directions: Write KEEP if the
statement is correct and
BURN if the statement is
incorrect
EAPP <3
Directions: Write anything you know
about a concept, definition,
explication, and clarification.

CONCEPT
DEFINITION
EXPLICATION
CLARIFICATION
 Ways to Elucidate a Concept
The concept paper defines an idea or a concept and
explains its essence in order to clarify the “whatness” of
that idea or concept. It answers the questions: what is it
and about it (Dadufalza 1996:183). A concept paper starts
with a definition, either formal or informal, of the term or
the concept and proceeds with an expanded definition and
an analytic description of the aspects of the concept.
 Ways to Elucidate a Concept
Purposes:
1. To clarify meaning of words, or to correct
misinterpretations, or misuse of a term.
2. To stipulate the meaning of a term by limiting,
extending, or redirecting the sense in which a term is
usually understood; to use a term, borrowed from another
field of knowledge, in a special way.
 Three ways of elucidating a
concept:
1. Definition - is a logical technique by which the
meaning of a term is revealed. Definition is
important because it clarifies the meaning of a
word or a concept and it also limits the scope of
that particular word or concept. Limiting the scope
controls and avoids misinterpretations, argues
notions, and/or broad ideas.
Directions: Determine which
passage uses definition,
explication, or
clarification in elucidating the
concept.
Directions: Choose one concept that
is related to your track and write a
mini-concept paper with 300 words.
Use the techniques in
elucidating a concept. Be guided
with the criteria that is
presented below.
4 Quarter
th
ENGLISH FOR ACADEMIC

AND PROFESSIONAL
PURPOSES
Prayer
Checking of
Attendance
House Rules
Reminders
 I VI T Y
AC T
 Activity 1
Su n n
y
v
Ra s
iny
 Analyzing
Argument of
Position Paper
 A manifesto is a
declaration of an idea,
belief, or mission.
Sometimes it’s all three. A
manifesto is an expression
of a deeply held value,
something for which you
 A manifesto can be a written
document like a book or
the Declaration of Independence.
It can also be a speech like Dr.
Martin Luther King’s famous “I
have a dream”.
Michael Jackson even wrote a
manifesto that was discovered
 The word “manifesto”
is a noun that comes from
combining two Latin words
(manus and infestus) into
“manifestus,” meaning to
manifest or clearly reveal.
Pick a Passionate
Topic
 Know the
Sections/Structure
Outline Each
Section
Summarize Each
Point In One
Sentence
Support Each
Point
Organize Each
Section
Summarize Your Entire
Manifesto
 Write a
Compelling
QUIZ
 Get your
Notebooks!
1. -ESE-RC-
2. E-PA-H-
3. -O-O-
4. -U-IE-CE
5. R-PH-ASI-G
 Writing
Position Paper
 What is Persuasion?

Aristotle's "mode of persuasion"

otherwise known as rhetorical
appeals- are known by the names of
ethos, pathos, and logos. They are
means of persuading others to
believe particular point of view
Ethos (sometimes called an appeal to ethics), then, it is used as a
means of convincing an audience via the authority or credibility of
the persuader. be it notable or experienced figure in the field or
even a popular celebrity. It can be established through a writer's
experiences, education, work or research.

Pathos (appeal to emotion) is a way of convincing an audience of

an argument by creating an emotional response to an
impassioned plea or a convincing story. It can trigger any kind of
emotions in the reader ranging from sadness to anger.

Logos (appeal to logic) is a way of persuading an audience with

reason, using facts and figures. It can be subtly communicated.
 How is persuasion relevant to
writing position papers?
✓ Persuasive writing intends to convince readers to believe in an idea or opinion
and to do an action
✓ Many writings such as criticisms, reviews, reaction papers, editorials, proposals.
advertisements, and brochures use different ways of persuasion to influence
readers.
✓ A well-written persuasive piece is supported with a series of facts which help the
author argue his or her point
✓ Many authors also include counterpoint arguments in their pieces which they
can debunk, showing readers that they have considered both sides of the
argument at hand, and that any arguments which could be raised against the side
of the written piece could be dismissed.
 Techniques in Persuasion
(Masterclass, 2020)
1. Pick a topic you're passionate about Choose one that you truly
believe in so it will easier to make defense of the subject.
2. Know your audience. Know who you're talking to first if you
want to convince readers to believe and agree with you. Also,
keep in mind your targeted demographic when writing your
paper.
3. Hook the reader's attention. Present your opinion with a
declarative statement that clearly expresses your point of view.
Start with a fact, research findings, or any information
supportive of your thesis that clue the readers about your
 Techniques in Persuasion
(Masterclass, 2020)
4. Research both sides. Convince your readers to agree with you
by knowing what you're trying to get them to disagree with
Knowing both sides of the argument and effectively counter the
opposition.

5. Be empathetic. Emotional appeal is an effective technique in

persuasion, as it targets the audience's sensitivities, while also
providing a logical explanation for why their beliefs should
change.
 Techniques in Persuasion
(Masterclass, 2020)
6. Ask rhetorical questions. Present questions that readers will be
forced to answer on their own, especially when the information
provided make that decision supportive of your point of view.
7. Emphasize your point. Use exaggeration in order to express
urgency, exclusivity or to make a point and to convey an impactful
image.
8. Repeat yourself. Find different ways to make the same point by use
of rephrasing, true stories, metaphors or other literary devices all
serve to reinforce your point without bogging down the reader with
repetitiveness
 Newspapers
Magazines
Academic journals
Books
Please be guided by the following
criteria for determining whether a
source is reliable or not. (Timmer.
2020)

Accuracy
Please be guided by the following
criteria for determining whether a
source is reliable or not. (Timmer.
2020)

Authority
Please be guided by the following
criteria for determining whether a
source is reliable or not. (Timmer.
2020)

Currency
Please be guided by the following
criteria for determining whether a
source is reliable or not. (Timmer.
2020)

Coverage
YES OR NO
 Structure of
Various kinds
of Reports
Designing and
Revising Tests
and Survey
Questionnaires
Kinds of
Reports
 How to
summarize
findings and
execute reports
Various
Reports
ENGLISH FOR ACADEMIC
I O N AL
O F E S S
ND P R S
A P O SE
PU R
Write words that are
SYNONYM to the
word “COLD”
General Synonyms Describing Emotions or
1.Chilly Behavior
2.Freezing 11.Aloof
3.Icy 12.Unfeeling
4.Frosty 13.Detached
5.Cool 14.Indifferent
15.Hostile
Describing Weather Describing Objects or
6.Nippy Surfaces
7.Wintry 16.Refrigerated
8.Bitter 17.Arctic
9.Glacial 18.Polar
10.Frigid 19.Snowy
Stating Thesis
Statement and
Outlining Text
 OBJECTIVES
a. state the thesis statement of an
academic text;
b. create an outline based on the given
details; and
c. demonstrate confidence in stating
thesis statement and outlining texts
through accomplishing the tasks.
A. Direction: Read the thesis statements below.
Identify which thesis statements are effective. Write
your answers in a 1 Whole sheet of paper.
 Budwood Nursery/Garden
● Purposely established to have a ready source of scion for budding.
● Site must be near as possible to the seedling nursery and the
proposed plantation site.
● The land is preferably flat and fertile clay loam or sandy loam.
 Budwood Nursery/Garden

● About 12-28 months from planting the first crop of budwood

and bud stick can be produced.
● Harvesting of budwood can be done by cutting the stem
with pruning saw at a height of 25-30 cm from union
shoots.
● Plants for budwood production can be maintained for ten or
more years under proper management.
Budded Rub ber See dli n gs
Ru bbe r Se edli ngs
Recommended Clone
 RRIM 600
 RRIM
High Yield
623
 RRIM 605
S u i t a b i l it y
 RRIM 901
 GT 1
 PB 217
 b u dde d
i n g
Plant seedlings
ru b be r
u d w oo d
fo r b
nu rs e r y

● Prepare the necessary

tools and materials

● Select an area where to

establish budwood
nursery
Select and
prepare budded
polybags ready for
planting.
 Classification of
Planting Materials

Large/Big -
5-7 leaf storey Small - 1 leaf storey

Medium - 2-3 leaf storey

●In fertile and soft soils,
hole shall be 25-30 cm
diameter and 40-45 cm
deep. In poor and hard
soils, bigger holes are
required from 40-45 cm
diameter to 50-60 cm deep
and a distance of 1.5
meters.

●Proper removal of the

• Put basal fertilizer
(14-14-14) 100 grams.

• Cover fertilizer with

2 inches thickness
of soil.

• Plant budded rubber tree.

• Back fill soil to complete

planting
 B u d w o o d
Nursery Gard
en .
Learnin g O u tc o m e

Maintain Plant
 a t i o n
r t i l i z er Applic
Fe
Fertilizer is any organic or inorganic
material of natural or synthetic origin that
is added to a soil to supply one or more
plant nutrients essential to the growth of
plants. Fertilizers typically provide, in
varying proportions: there are six
macronutrients: nitrogen (N), phosphorus
(P), potassium (K), calcium (Ca), magnesium
(Mg), and sulfur (S).
 s ea se Con trol
Pest and Di

It is also recommended that aside from

the application of granule fertilizer, poliar
fertilizer will also be applied mixed with
fungicide. This is to prevent leaf diseases.
 e edin g i n N u rse ry
Applying W
Removing weeds is highly recommended in the
nursery to maintain its cleanliness. The weeding in
between polybags and in the polybag nursery is highly
advisable. Uprooting of weeds in the polybags is
essential to prevent unnecessary competition of the
rubber seedling on the water and nutrient. The same
method will be applied for ground nursery. This form of
weeding is likewise applicable for ground nursery.
Learnin g O u tc o m e
Harvest Bud stick/
Budwood
Brown-Budwood Green-Bud stick
 Steps in the treatment of Budwood that will be
transported away from the nursery for preservation
purposes.

A. Budwood (brown)
● Dip two cut ends in melted paraffin wax to prevent drying.
● Pack budwood in boxes.
● Moistened sawdust is recommended as linings in layers to
prevent bruising during transit.
● In the absence of boxes a bundle of 25 to 50 budwoods of
at least one meter long can be protected by using
moistened dried banana leaf sheaths wrapped alternately
with the budwood.
●Banana bracts can used as cover to complete
●the packing for transport.
●If budwood will not be used immediately this can
be preserved by cutting the base covered with
paraffin wax and the cut end should be soaked in
clean fresh water around 1 to 2 inches deep and
kept in shaded cool place.
● Water must be changed everyday.
● Cut ends of budwood must be cut daily to facilitate
water absorption.
● Banana bracts can used as cover to complete the
packing for transport.
● If budwood will not be used immediately this can be
preserved by cutting the base covered with paraffin wax
and the cut end should be soaked in clean fresh water
around 1 to 2 inches deep and kept in shaded cool
place.
● Water must be changed everyday.
● Cut ends of budwood must be cut daily to facilitate
water absorption.
 y o u !
Thank
GROUP 1
JENEVIENE
YANIEKA
JERMIE
MAURECIO
 e n c e s
Refer
● Wikipedia
● FB Market Ads
● Life and Learn @ Youtube
1
2
3
ANSWER KEYS
 I CAT I O
E NT I F
D
I
N1. Bud stick/Budwood5. 25-30 cm
2. Scion grove, diameter and 40-
Multiplication 45 cm deep
Nursery or Source 6. 40-45 cm
Bush diameter to 50-60
3. Budding seeding cm deep anda
stocks distance of 1.5
 AT I O N
U M ER
EN
9. 10. 11.
1. RRIM 600 1. High Yield 1. Nitrogen (N)
2. RRIM 623 2. Suitability 2. Phosphorus (P)
3. RRIM 605 3. Potassium (K)
4. RRIM 901 4.Calcium (Ca)
5. GT 1 5.Magnesium (Mg)
6. PB 217 6.Sulfur (S)