English for Academic and Professional Purposes, Summaries of English

Download English for Academic and Professional Purposes and more Summaries English in PDF only on Docsity! SENIOR HIGH SCHOOL English for Academic and Professional Purposes Quarter 1 — Module 1 Reading and Writing Academic Texts Department of Education e Republic of the Philippines English for Academic and Professional Purposes Alternative Delivery Mode Quarter 1 — Module 1: Reading and Writing Academic Texts First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment ofroyalties. Borrowed materials (i.¢., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education — Region X — Northern Mindanao. Development Team of the Module Writers: Noemi M. Abellanosa and Emmalyn L. Achacoso Content Editor: Malyn P. Vidal Language Editor: Janet M. Abao Proofreader: Marcres R. Lee Illustrator: Mary Grace S. Ladoroz Layout Artist: Rheza Mae M. Pacut Development Team: Chairperson: Dr. Arturo B. Bayocot, CESO Ill Regional Director Co-Chairpersons: Dr. Victor G. De Gracia Jr. CESO V Assistant Regional Director Jonathan S. dela Pefia, PhD, CESO V Schools Division Superintendent Rowena H. Para-on, PhD Assistant Schools Division Superintendent Mala Epra B. Magnaong, Chief ES, CLMD Members: Neil A. Improgo, PhD, EPS-LRMS; Bienvenido U. Tagolimot, Jr., PhD, EPS-ADM; Erlinda G. Dael, PhD, C/D Chief, Maria Teresa M. Absin, EPS (English); Celieto B. Magsayo, LRMS Manager, Loucile L. Paclar, Librarian II; Kim Eric G. Lubguban, PDO II Printed in the Philippines by Department of Education - Alternative Delivery Mode (DepEd-ADM) Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City, Cagayan de Oro, Lalawigan ng Misamis Oriental Telefax: E-mail Address: TABLE OF CONTENTS Page No. OVERVIEW What | Need To Know 1 What Should | Expect 1 Things to Remember To Get Through 2 Lesson 1- Academic Text Structures What | Need To Know 3 What | Know 4 What's New 5 What Is It 6 What's More 8 What | Can Do 10 Post Assessment 12 What | Have Learned 14 Lesson 2 - Language Use In Academic Writing What | Need To Know 15 What's In 15 What | Know 16 What's New 17 What Is It 17 What's More 20 What | Can Do 20 Post Assessment 21 What | Have Learned 23 Lesson 3 -Academic Reading Strategies What | Need To Know 24 What's In 24 What | Know 25 What's New 26 What Is It 26 What's More 28 What | Have Learned 29 What | Can Do 29 Post Assessment 30 Lesson 4 - Various Techniques in Summarizing a Variety of Academic Texts What | Need To Know 32 What | Know 32 What Is It 33 What's New 33 What's More 34 Post Assessment 45 What | Have Learned 48 Lesson 5 - Thesis Statement of an Academic Text What | Need To Know 49 What | Know 49 What Is It 50 Post Assessment 53 Additional Activities 55 Lesson 6 - Outlining What | Need To Know 55 What | Know 56 What Is It 57 What's More 61 Additional Activities 62 Post Assessment 63 What | Have Learned 66 References 67 WHAT | NEED TO KNOW This Module in English for Academic and Professional Purposes aims to enhance your — communication skills particularly in writing academic and professional compositions. It is also designed to develop L_|{ your abilities to utilize appropriate language in academic Ih writing from various disciplines using correct text Py uy structures. This module has 6 parts or lessons. Lesson one (1) deals about the Essential Structures of an Academic Text, Lesson two (2) deals on the Appropriate Language Use in academic writing, Lesson Three (3) is on Reading Strategies, Lesson Four (4) deals on Techniques in Summarizing a variety of Academic Texts, Lesson five (5), Thesis Statement of an Academic Text, and thelast lesson, Lesson (6), is on Outlining that will help you manage your reading skills efficiently. Every part of the module contains activities and enhancement exercises utilizing pictures, and illustrations which have been proven as effective instructional materials in improving the writing skills of the students. WHAT SHOULD | EXPECT Learning Objectives: At the end of the module, the learners shall be able to: 1. define academic text, summarizing and summary from various writers, thesis statement, and outlining; 2. determine text structure of an academic text; 3. explain the components of the three-part essay structure; 4. determine language style in academic writing; 5. differentiate language style used in academic texts from various disciplines; Waa Ce) Let’s Answer This! TRUE OR FALSE Directions: Write T if the statement is correct and F if it is wrong. Write your answer in your notebook. 1. Formality in academic writing requires precision to make a legitimate piece of writing. 2. Writing is a form of communication that is shaped by the following factors: topic, role, and audience. 3. The use of personal pronouns such as |, you, and we is acceptable in academic writing. 4. “How can these problems be solved?” is an example of a critical question. 5. Because is an example of transitional device that expresses cause and effect. 6. An abstract is a summary of a novel. 7. The conclusion is the section that summarizes the main points of the essay. 8. Asummary is a condensed form of a text which is usually half of the original material. 9. To introduce a topic in an essay, the writer must be able to explain its details. 10. A research paper contains background of the study, body and recommendations. We ay Let’s Move On Directions: Below are jumbled parts of a common research paper. Put them into the correct order by using numbers to represent the sequence. Write your answer in your notebook. A. Presentation of the Research Problem B. Title of the Research Paper c. Presentation of the Results D. Recommendations E. Overview or Scope of Research F. Interpretation and Discussion of Results G. The Reference List H. The Abstract Review of Past Research Relevant to the Paper Description of Methods used to Carry out the J. Research aN Se What is an Academic Text? Academic text is defined as critical, objective, specialized texts written by experts or professionals in a given field using formal language. This means that academic texts are based on facts with solid basis. Academic writing, therefore, is generally quite formal, objective (impersonal) and technical. It is formal by avoiding casual or conversational language, such as contractions or informal vocabulary. It is impersonal and objective by avoiding direct reference to people or feelings, and instead emphasizing objects, facts and ideas. It is technical by using vocabulary specific to the discipline. To be a good academic writer, you will need to learn the specific styles and structures for your discipline, as well as for each individual writing task. Some examples of academic writing are as follow: Literary Analysis: A literary analysis essay examines, evaluates, and makes an argument about a literary work. As its name suggests, a literary analysis essay goes beyond mere summarization. It requires careful close reading of one or multiple texts and often focuses on a specific characteristic, theme, or motif. Research Paper: A research paper uses outside information to support a thesis or make an argument. Research papers are written in all disciplines and may be evaluative, analytical, or critical in nature. Common research sources include data, primary sources (e.g., historical records), and secondary sources (e.g., peer- reviewed scholarly articles). Writing a research paper involves synthesizing this external information with your own ideas. Dissertation: A dissertation (or thesis) is a document submitted at the conclusion of a Ph.D. program. The dissertation is a book-length summarization of the doctoral candidate's research. Academic papers may be done as a part of a class, in a program of study, or for publication in an academic journal or scholarly book of articles around a theme, by different authors. Structure is an important feature of academic writing. A well-structured text enables the reader to follow the argument and navigate the text. In academic writing a clear structure and a logical flow are imperative to a cohesive text. These are the two common structures of academic texts that you need to learn which depends on the type of assignment you are required: the three-part essay structure and the IMRaD structure. The Internet can be accessed by anyone and podcasts can be posted by anyone. The integrity of information is therefore difficult to preserve, hence, many potential candidates may have to establish a verifiable connection with various achievements. All in all, gaining political publicity through podcasts is a common but expensive method to use, Housley admits. However, it is logical to assume that when correctly utilized, this is an extremely powerful political tool that pays off completely. According to Housley, the impact of technology is great on a given generation. The young, educated, and affluent will relate to technological innovations. A proper presentation will gain ratings for candidates. Using the most recent technology will surely attract the youth. The older generation may not impact the raising of presidential bids, especially if they are done through social media. The older generation uses the Internet much less. The younger generation relates easily to these media platforms. This differentiation is used by politicians to gain advantage in their political bids. Politicians use technology to raise their bids among the youth, while traditional methods are used for the older generation. Another way to look at the matter is in relation to thinking about the Internet as a tool for free advertising. It is no secret that presidential bids are the most expensive, as they are run to cover the whole region. On the other hand, political videos easily generate online rating gains, and such political Internet advertisement will reach the target audience if launched properly. Individuals perform the needed publicity as each person shares the video, and so on. The extra generated videos are not paid for, while on social networks even the original posting is free. It is clear that gaining political publicity through the use of technology has become easier, especially since technological devices are so accessible and widespread. The article analyzed is prudent in arranging technological tools into separate groups that work as a effective means of communicating between apolitical figure and the target audience. However, with the use of the Internet, any political figure can become recognizable within just a few minutes. In only a few hours, public opinion on a particular political figure is already formed within one of the social groups of voters. Not just the good, but also a bad reputation can be formed in a blink of an eye using modern technology. It often happens that the bad “gossip” spreads much faster. With the huge impact that technology has on societies and public opinion in particular, it is crucial to be cautious in the use of information about any political figure, or you risk making a positive advertisement into a negative advertisement with just one click. STRUCTURE IMPACT OF TECHNOLOGY ON POLITICS Introduction Body Conclusion WHAT I CAN DO Let’s Do It! Directions: Read carefully the article, “The Future Gender Equality”. Respond to the article by writing an essay. Use the Three-part structure you have learned in the lesson. Write your response to the article in your notebook. The future Gender equality Recruiters are key to gender solution, says Robert Grant ecruiters know about hiring, but R they could —and arguably should ~ be more influentialto businesses around issues of gender equality. Butthis comes with esponsibility and the need forany chosen recruiter to prioritise diversity as abusiness objective. Monitoring diversity means recruiters can address discrepancies. For example, equally qualifiedand sometimes more qualified women are not equally hired. Women's tenureis higher in banks than for menand fewer womenare employed in thedigital industry. To stay competitive, businesses must encouragehiring managers tounderstand the implications of these trends and should work in partnership with recruiters. Only byinvestingin good programmes can recruiters properly support clients, IT systems that allow monitoring ofall relevant diversity across both the internal employee and candidate recruitmentlifecycleare now critical to good quality intelligence, Staff should be expected to workto inclusion guiding principles, but businesses need support systems in place and investment in on-going development on the value of diversity to the business. In 2013 Cititecis developing its peoplein strengths-based leadership. The next step is to use the Strengths-basedapproachin recruitment. Communicating transparency, especially in equal pay and flexible working, are critical “Earlyin 2013 we launched anew Flexible Working Policy. Some of the barriers highlighted during the consultation period helped avoid ill feeling from people who may cover for their colleagues and for non-carers who sometimes feel their needs are overlooked, Now anyone can ask for flexible working and new IT systems mean we havetheability to support them," explains Cititec’s CEO Stephen. Grant. “Consequently there has beenan increase of 33 per cent inseniorwomen employed so far.’ Later in theyear Cititec and Sateo,a Specialist equality consultancy, will 11 launch the Cititec Gender Development Programme. Aimed at internal staff, candidates, and clients, the programme willbring men and women together to develop Key leadership skills based on. the strengths finder model. Onlyby recruiters investing in equality and working in partnership withclients, canissues around gender beexploredalongsidea problem solving approach. True gender equality can therefore start tobe realised, and tecruitersare the key to the solution. Robert Grantis founding partner ataward winningrecruitment specialist Cititec Download Cititec’s annual EDI report online at www.cititec.com/edi-report WHAT | HAVE LEARNED Ny, Directions: Complete the paragraph with the necessary words or sentences that best describe what you have learned from the discussion. Write your paragraph in your notebook. Follow the format below. Let’s Remember This! | have learned that academic writing Congratulations! You successfully did it. Now, let’s move to lesson 2. 14 LANGUAGE USE IN ACADEMIC WRITING WHAT I NEED TO KNOW Learning Objectives: At the end of the lesson, the learners are expected to: 1. determine language style in academic writing; 2. differentiate language style used in academic texts from various disciplines; and 3. construct paragraphs using academic language. WHAT'S IN Let’s Recall! © A well-structured text enables the reader to follow the argument and navigate the text. © Aclear structure and a logical flow are imperative to a cohesive text. © Most academic texts follow established structures such as: the three- part essay structure and the IMRaD structure. © Structure should be considered on all levels of text so; you will also find information on structuring paragraphs. 15 WHAT | KNOW Let’s Answer This! Directions: Use the given subject and verb in constructing your own sentence. Observe subject-verb agreement in your sentences. You may add “s” or “es” to the verb. Write your answer in your notebook. SUBJECT VERB SENTENCE United States Make The students Excel English language Help The books Improve The journey Enhance The patient Cry Mrs. Cruz Appeal Filipino people Provide A child Love The lecturer Explain 16 Furthermore, you can make your writing more formal, objective and technical by following examples below. Formal Objective Technical Choose formal instead of informal vocabulary. For example, ‘somewhat’ is more formal than ‘a bit’, ‘insufficient’ is more formal than ‘not enough’. Move information around in the sentence to emphasize things and ideas, instead of people and feelings. For example, instead of writing ‘I believe the model is valid, based on these findings’, write ‘These findings indicate that the model is valid’. You need to develop a large vocabulary for the concepts specific to the discipline or specialization you're writing for. To do this, take note of terminology used by your lecturer and tutor, as well as in your readings. Avoid contractions. For example, use ‘did not’ rather than ‘didn’t’. Avoid evaluative words that are based on non-technical judgments and feelings. For example, use ‘valid’ or ‘did not demonstrate’ instead of ‘amazing’ or ‘disappointment’. Be careful about the meaning of technical terms. Often the same word has a different meaning in another discipline. For example, ‘discourse’ is a technical term used in multiple disciplines with different meanings. Avoid emotional language. For example, instead of strong words such as ‘wonderful’ or ‘terrible’, use more moderate words such as ‘helpful’ or ‘problematic’. Avoid intense or emotional evaluative language. For example, instead of writing ‘Parents who smoke are obviously abusing their children’, write ‘Secondhand smoke has some harmful effects on children’s health’. Use the key categories and relationships in your discipline, that is, the way information and ideas are organized into groups. For example, in the discipline of Law, law is separated into two types: common law and statute law. Instead of using absolute positives and negatives, such as ‘proof or ‘wrong’, use more cautious evaluations, such as ‘strong evidence’ or ‘less convincing’. Show caution about your views, or to allow room for others to disagree. For example, instead of writing ‘| think secondhand smoke causes cancer’, write ‘There is evidence to support the possibility that secondhand smoke increases the risk of cancer’. Knowing these distinctions will help you structure your writing and make it more technical and analytical. Find authoritative sources, such as authors, researchers and theorists in books or articles, who support your point of view, and refer to them in your writing. For example, instead of writing ‘Language is, in my view, clearly something social’, write ‘As Halliday (1973) argues, language is intrinsically social’. 19 WHAT'S MORE Let’s Practice! Directions: What do you think is the most correct answer in the following instances. Write your answer in your notebook. . Instead of the informal '| have read’, use (| think, The essay has ) . The phrase ‘turn out to be' is informal. Instead, use: (become , end up) . Instead of 'paid for’, use ( given, funded ) . ‘Job’ is a little too informal. Instead write (role, gig, ) . Instead of ‘funny’ use ( laughable, ironic) . Instead of 'picked out’, use( selected, taken ) . Rather than “stand for” write ( be, represent ) . The term 'music fans’ is informal. Instead, use ( audience, goers ) . As a substitute for ‘killing’, use (assassination, political murder) 0. Instead of ‘given off’, use (created, done ) SOON OaABRWN = WHAT | CAN DO Let’s Do It! Sentence Construction Directions: Transform the simple sentence into compound or complex sentences. Write your answer in your notebook. The first one is done for you. 1.The exam is difficult. It is also exasperating. Answer: _The exam is difficult and exasperating. 2.Captain Lewis allowed his men to make important decisions in a democratic manner. This democratic attitude fostered spirit of togetherness and commitment on the part Louis’ fellow explorers. 3. He studied the biological and natural sciences. He learned how to categorize and draw animals accurately. 4.Mark Twain is the author of Huckleberry Finn. Huckleberry Finn is a classic American novel 20 5.My friend likes coffee. She likes tea. She doesn't like milk. 6. John F. Kennedy was inaugurated into office in January of 1961. He was assassinated in November of 1963. 7. Some students become nervous around computers. Other students seem to enjoy new challenges. 8. Jae Hee comes from Korea. Kyung Eun comes from Korea. Jae Hyun comes from Korea. 9. | am going to buy the skateboard. It is blue.It has red wheels. It has a picture of a dragon on top. 10. My father is 45 years old. He plays football. He goes jogging. He does not play tennis anymore. His wrist was broken. This happened two years ago. OSS Let’s Answer this! Multiple Choice Directions: Choose the word that best answers the given questions. Write the letter of your answers in your notebook. 1. As long as you know your tutor, you don't need to use a formal style of writing. It's good to be friendly. A. Some tutors like you to be formal but some don't mind as long as you do the work. B. You only need to be formal in exams, not regular coursework. C. It's good to be friendly but always use formal English when you write assignments. D. Formal English is too old-fashioned these days 2. Contractions are: A. what happens when you have a baby B. when someone says the opposite to you C. when something is too narrow D. ashortened form of a word 3. Which example is correct? A. However, the main reasons are time, money and cost. B. However the main reasons, are time, money, and, cost. C. However, the main reasons are time money and cost. D. However, the main reasons, are time money, and cost. 21 ACADEMIC READING STRATEGIES WHAT | NEED TO KNOW Learning Competency 2. Uses knowedge of text structure to glean the information he/she needs. Learning Objectives: At the end of the lesson, learners are expected to: 1. identify the different reading strategies as tool in academic writing; 2. evaluate one’s purpose for reading; and 3. use knowledge of text structure to glean information he/she needs. WUW ee Let’s Recall! Formal language and informal language are associated with particular choices of grammar and vocabulary. Contractions, relative clauses without a relative pronoun and ellipsis are more common in informal language. So, in these sentences... 1. She has decided to accept the job. 2. She's decided to accept the job. 24 Which one is acceptable in academic writing? Yes, it’s No. 2! You are Correct! Why? She’s is informal. It is a contraction which is unacceptable in formal writing. We now proceed to our new lesson... but first let us answer this Pretest! é2 WHAT | KNOW Let’s Answer This! Pretend that you are a research consultant. You have been assigned the task of researching this assignment and then writing a report that includes a recommendation for Brillantes based on your findings. Directions: Read the paragraph below and answer the questions that follow. Write your answer in your notebook. As a research consultant with Padilla Estates Inc., you have been asked to find sales and distribution site in Cavite area for Brillantes Electrical Components, 3450 Anonas Avenue, Santa Mesa, Manila. Brillantes seeks suitable office space, including a reception area (where three office employees could work), one private office, and a conference/display area. Brillantes also wants 3000 square feet of heated warehouse space. It should be equipped with a sprinkler system and have 18-foot ceilings. If sales are successful, Brillantes may need an additional 2000 square feet of warehouse space in the future. Brillantes needs access to Ninoy Aquino International Airport; moreover, it must be close to trucking terminals and main thoroughfares in an area zoned for light industry. It also seeks an impressive-looking building with a modern executive image. Brillantes wants to lease for at least two years with possible renewal. It needs to make a decision within three weeks. If no space is available, it will delay until next year. 1. Who is the audience for this report? 2. What does Brillantes Company need? Why does the company need it? 3. Would you rely on primary or secondary research? How would you gather data for this report? 25 TI Lan] Let’s Move On! Consider this cooking analogy, noting the differences in process A. Shannon has to make dinner. He goes to the store and walks through every aisle. He decides to make spaghetti, so he revisits aisles and reads many packages thoroughly before deciding which groceries to buy. Once he arrives home, he finds a recipe for spaghetti, but needs to go back to the store for ingredients he forgot. B. Taylor also has to make dinner. He wants lots of carbohydrates because he’s running a marathon soon so he decides to make spaghetti. After checking some recipes, he makes a list of ingredients. At the grocery store, he skims aisles to find his ingredients and chooses products that meet his diet. Which paragraph is clearer? Yes, it's Paragraph A. Why? Answer: Taylor's process was more efficient because his purpose was clear. So, establishing why you are reading something will help you decide how to tread it, which saves time and improves comprehension. So here are some strategies to help you improve your skills. WHAT IS IT What are the Different Reading Strategies? Strategies differ from reader to reader. The same reader may use different strategies for different contexts because their purpose for reading changes. Ask yourself “why am| reading?” and “what am| reading?” when deciding which strategies to try. 26 WHAT | HAVE LEARNED Let’s Remember This! Reflection....today you are able to v Use features of the text to help you read more effectively v Adapt your reading activities to match your purpose. v Find out which conditions and strategies help you study best. WHAT | CAN DO Let’s Do It! Directions: Read the excerpt of an article critique. Answer the questions that follow. Use the reading strategies you have learned from the previous discussion. Write your answer in your notebook. The No Child Left Behind Act of 2001 expects all students to achieve proficient levels of knowledge in core subject areas. Teachers of English language learners (ELL) face the added challenge of providing meaningful and accessible curricula while integrating English language and literacy development. This research study addresses ELL students’ low science achievement in the context of national standards and accountability in the 2006-2007 school year. Several studies have examined the influence of professional development interventions on students’ science achievement. Research suggests that hands-on and inquiry-based science lessons develop literacy as well as content knowledge. Research also indicates that students’ science achievement is positively correlated with the amount of teacher professional development. This study builds upon existing research by using a quasi-experimental design to assess students’ science achievement after the first-year implementation of a professional development intervention that focused on science achievement, literacy, and math skills. Specifically, the study addresses three research questions: (1) whether treatment group students show gains in science achievement, (2) whether gaps in science 29 achievement change for ELL and low-literacy (retained) students in the treatment group, and (3) whether treatment group students perform differently compared with non-treatment group students on a statewide mathematics test, particularly on the measurement strand that is emphasized in the intervention. 1. Is there a statement of the Problem? Write it below? 2. What is the background information of the problem? State it below? 3. Is the educational significance of the problem discussed? What is it? Write it below. 4. What is your impression about this article? Use a concept map to illustrate your answer. OSS Let’s Answer This! Multiple Choice Directions: Choose the best strategy to use in the following conditions. Write the letter of your answer in your notebook. 1. Determine what you think will happen in the text. A. Visualize B. Predict C. Connect D. Clarify 2. Create mental images of the settings, characters, and events in the text. A. Connect B. Visualize C. Clarify D. Evaluate 3. Stop and ask yourself questions to see if the text makes sense. A. Clarify B. Evaluate C. Question D. Predict 30 4. Think about what you already know about the text. Find ways to relate the text to yourself, other texts, and the world around you. A. Predict B. Visualize C. Clarify D. Connect 5. Think about the text as a whole and form opinionsabout what —_—-you read. A. Evaluate B. Question C. Predict D. Connect 6. Stopping when you are confused to reread or look up a word you don't know. A. Connect B. Clarify C. Evaluate D. Predict 7. When you give your opinion of a book or story, you are using the strategy. A. Question B. Evaluation C. Summarize D. Clarify 8. Making pictures in your mind as you read is an example of. A. Predicting B. Connecting C. Visualization D. Clarifying 9. Wondering about why a character acted in a certain why is using the comprehension skill of___. A. Visualizing B. B. Summarizing C. Predicting D. Questioning 10. "This story reminds me of something | heard on the news," is an example of which strategy? A. Visualizing B. Connection C. Clarifying D. Summarizing 31 We ay What is Summarizing? According to Buckley (2004), in her popular writing text Fit to Print, summarizing is reducing text to one-third or one-quarter its original size, clearly articulating the author's meaning, and retaining main ideas. According to Diane Hacker (2008), in A Canadian Writer's Reference, explains that summarizing involves stating a work's thesis and main ideas “simply, briefly, and accurately”. From dictionaries, it is defined as taking a lot of information and creating a condensed version that covers the main points; and to express the most important facts or ideas about something or someone in a short and clear form. From the definitions, take a look on the pool of words and phrases reducing text “simply, briefly, and accurately”. clearly articulating condensed version thesis most important facts or ideas main ideas short and clear form. Various techniques in summarizing a variety of academic texts 1. Read the work first to understand the author's intent. This is a crucial step because an incomplete reading could lead to an inaccurate summary. Note: an inaccurate summary is plagiarism! 2 One of the summarization techniques you can do is to present information through facts, skills and concept in visual formats. You can provide the cause and effects charts, time lines, and Venn diagrams, templates for outlines, use flow charts or infographics. 3 To avoid difficulty, you need first to know the main points and the supporting details. You can exclude any illustrations, examples or explanations. 4 You need to analyze the text to save time in thinking what you will do. 34 5. Think what information you will put in your summary. Be sure to cover the main points and arguments of the document. 6 One of the best things to do in auto summarizing is restating the words into different one. You should avoid using the original words of the author instead; use your own vocabulary but be sure to retain the information. 7. You will fully understand what the document is when you organize all ideas. 8 One of the things you can do is to write down all information in a coherent and precise form. Keep in mind that a summary is a condensed version of the original paper, so avoid making it long. 9 You can also decide to represent information through using dimensional constructions in representing concepts, skills or facts. 10. Paraphrasing is one of the skills you can do in writing a summary. With it, do not use the same words with the author. With the tips above, you will no longer worry whenever you need to summarize because it is your one stop solution to having a fantastic summary that offer nice details to readers. Follow the tips and you will not make mistakes. Here's how you start writing your summary. Example 1: Japanese Rail Tunnel Due to an increase in traffic between the various island which make up Japan, and predictions of a continuing growth in train travel, a rail tunnel was built to connect the islands of Honshu and Hokkaido. The Seikan Tunnel in Japan is today the longest tunnel in the world, with a length of almost 54km. When the tunnel was opened in 1988, all existing trains went through it. However, newer Japanese bullet trains have never used the tunnel because of the cost of extending the high speed line through it. Consequently, the train journey from Tokyo to Sapporo still takes about ten hours. In contrast, the journey by air takes only three and a half hours. This has combined with the fall in the cost of flying, has meant that more people travel by plane than trainand the tunnel is not used as much as forecasters had predicted. e Increase in traffic « connect Islands (Honshu & Hokkaido ) « Predictions and continuing growth « The longest rail tunnel * opened 1988 °« 54km « Opened in 1988 35 e Bullet trains e Never used tunnel « Fallin the cost of flying « Not used as much as forecasters predicted Summary The longest railway tunnel in the world links the islands of Honshu & Hokkaido. This 54km tunnel was inaugurated in 1988 to deal with the predicted increase in rail traffic. However, the fall in the cost of flying and the fact that high speed trains cannot use the tunnel have resulted in the tunnel being less widely used than expected. Example 2 The Sydney Opera House The Sydney Opera House is one of the most famous architectural wonders of the modern world. Instantly recognisable both for its roof shells and its impressive location in Sydney harbour, it has become one of the best known images of Australia.Situated close to Sydney Harbour Bridge, this large performing arts centre was started in 1959 and completed in 1973. After a competition to choose the design, the Danish architect Jorn Utzon was chosen. The Opera House includes five theatres, five rehearsal studios, two main halls, four restaurants, six bars, and several shops.The construction of the Opera House was fairly controversial as the final cost of the building was much higher than predicted. It was expected to cost $7 milllion, but in fact, the final cost was $102 million. This was due to difficult weather conditions, problems with structural design, and changes to contract. The remarkable roof shells were also difficult to construct. Furthermore, the construction too longer than planned. Completion of the building was initially expected in four years, in 1963. Unfortunately, because of the many problems and changes which were necessary in the design, the building was not completed until ten years later, in 1973.It was inaugurated by Queen Elizabeth 2 on 20 October 1973, and millions of people attended the ceremony. The event was televised, and included a fireworks display and classical music performance. e Most famous architectural wonders of the modern world « Recognisable both for its roof shells e Location in Sydney harbour « Performing arts centre e Started in 1959 and completed in 1973 36 Who is the story about? What did they do? When did the action take place? Where did the story happen? Why did the main character do what he/she did? How did the main character do what he/she did? Try this technique with a familiar fable such as "The Tortoise and the Hare." Who? The tortoise What? He raced a quick, boastful hare and won. When? When isn't specified in this story, so it's not important in this case. Where? An old country road Why? The tortoise was tired of hearing the hare boast about his speed. How? The tortoise kept up his slow but steady pace. Then, use the answers to the 5 W's and 1 H to write a summary of incomplete sentences. Tortoise got tired of listening to Hare boast about how fast he was, so he challenged Hare to a race. Even though he was slower than Hare, Tortoise won by keeping up his slow and steady pace when Hare stopped to take a nap. Technique 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 mainevent/action. e« Then. What key details took place during the event/action? e Finally. What were the results of the event/action? Here is an example using "Goldilocks and the Three Bears." First, Goldilocks entered the bears' home while they were gone. Then, she ate their food, sat in their chairs, and slept in their beds. Finally, she woke up to find the bears watching her, so she jumped up and ran away. Technique 5: Give Me the Gist 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. To introduce the gist method, explain that summarizing is just like giving a friend the gist of a story, and have your students tell each other about their favorite books or movies in 15 seconds or less. You can use the gist method as a fun, quick way to practice summarizing on a regular basis. 39 When summarizing is useful? 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, write 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. www.umanitoba.ca/student/academiclearning References Buckley, J. (2004). Fit to Print: The Canadian Student’s Guide to Essay Writing. (6th ed.) Toronto: Nelson. Hacker, D. (2008). A Canadian Writer's Reference. (4th ed.) Boston: Bedford/St. Martin’s. WHAT'S MORE ACTIVITY 1 Directions: Following the techniques above, summarize the texts by completing the sample graphic organizer below. Write your summary in your notebook. Essay 1: Importance of Education Education is a process that involves the transfer of knowledge, habits and skills from one generation to another through teaching, research and training. It can be ina formal or informal setting. Formal education involves institutionalized learning based ona curriculum. In today's society, education and learning play an indispensable role in shaping the lives of individuals and the society at large. The most effective way of boosting economic growth, reducing poverty and improving people's health is by investing in education. Human labor is essential for economic growth. A highly educated labor force further stimulates economic growth. Additionally, a highly educated labor force can easily adapt to new working environments and conditions. In view of that, it is evident that education serves as the driving force for innovation of new products and services. Educated workers exchange ideas in the work place and come up with new ideas that help in the growth of the economy. Education reduces poverty in a number of ways. One way is by creating employment opportunities for educated people. Through employment, one is able to afford a decent living. Education helps to increase economic security, create income opportunities and improve livelihoods of the economically disadvantaged by providing 40 sustainable environmental management mechanisms. Education further alleviates poverty through skills acquired in the learning process. Skills such as carpentry, plumbing and masonry are relevant in non-formal economies. One can acquire these skills through technical and vocational training. Educated people are health conscious and live longer than their counterparts because they engage in healthy habits such as eating a balanced diet, exercising regularly and going for medical check ups. By investing in education, one will also be investing in their health. Education serves to create room for technological advancements in the field of medicine and agriculture. Advanced technology used for conducting surgery has replaced traditional methods. This has seen an improvement in people’s general health and an increased life expectancy. Most developing countries have a low life expectancy compared to developed countries. This can be attributed to high illiteracy levels present in developing countries. This translates to poor health and poor eating habits. In conclusion, education is the only means of alleviating poverty, improving people's health and increasing economic growth. Improving literacy levels in marginalized societies will go a long way in improving human living standards. paragraph 4 «main idea: «details: 41 NOTE TO THE TECHER: You can use the rubric below to rate the summary of the student. Also, decide the scoring of this activity Thank you. Renaved by iRubric’ : Summarizing Accuracy of information Content clarity Original thought Sentence Structure Rated by: Feedback Nearing Proficiency Some information was correct. There were places that it is evident the student did not fully understand what they had read. Nearing Proficiency It is difficult to understand the meaning of what is written. Many disjointed thoughts. Flow and continuity is lacking. Nearing Proficiency Some of the sentences are in the student's words. Some are exactly as written in the original text. Nearing Proficiency Only some sentences show correct grammar and structure. Proficient Almost all of the key pieces of information are correct. Proficient The information is clearly written and is understandable. There is a flow to most of the thoughts and ideas. Some connections between ideas/sentences are evident. Proficient Most of the sentences are in the student's words. Proficient Most sentences show correct grammar and structure. Score: 44 Advanced All information is correct and represents what the original contained. Advanced All information is clear to understand. There is a connection between all ideas presented and the flow of thought makes itvery understandable. Advanced All of the sentences are in the student's words. Some original thought is shown by elaborating on topic. Advanced All sentences are grammatically correct, show good sentence structure and correct spelling. OSS Directions: Simple recall: For numbers 1 and 2, write the letter of the correct answer in your notebook. 1. Which of the following statements in SUMMARIZING is false? A. The Summary is what the passage is mostly about. B. The Summary is what all or most of the sentences or paragraphs are about. C. The Summary is usually found in more than just one sentence of the passage. D. The Summary is one isolated thought in a passage. 2. Which of the following statements in 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. Choose the letter that presents the best summary in each of the following paragraphs: 3. When some people think about Texas, they think of cowboys on the open range- herding cattle up a dusty trail. However, Texas has much more than open prairie with large herds of cows. There are the mountains of West Texas, the piney hills of east Texas, and the emerald waters off the coast of Padre Island. Texas also has large coastal harbors with numerous sailboats, powerboats, inland lakes, rivers, swamps of southeast Texas with alligators and other exotic wildlife. A. There are a lot of cows in Texas. B. There are many different, varied parts of Texas. C. Texas is one of the biggest states in the United States. D. There are alligators in the swampland of southeast Texas. 4. Tomorrow is Jill's birthday. She is excited because she gets to pick where she will eat dinner. Will it be Mexican food at the Big Enchilada House? Or will it be fried chicken at the Chicken Shack, or a big cheeseburger at Al's Hamburger Palace. She just couldn't decide. Then there was always the Pizza Shop with that great pepperoni pizza. How would she ever decide? Maybe she would just flip acoin. A. Jill has many restaurants to choose from for her birthday. B. Jill loves Mexican food. C. The Pizza Shop has the best pizza in town. D. Jill will choose a place by flipping a coin. 45 5. It started when they got to the bears. Peter felt tired and his stomach hurt. He dragged himself over to see the elephants, which were eating from a stack of hay. Normally, the elephants were his favorite. Without much interest, Peter followed his classmates to the camels, which were busy swatting flies with their tails. Peter knew he should be having fun at the zoo, but he just felt terrible and all he wanted to do was lie down and rest. Even the lions and tigers did not interest himnow. A. Peter's favorite animals were the elephants. B. The camels were swatting flies with their tails. C. It was really hot at the zoo. D. Peter didn't enjoy the zoo because he felt really bad. 6. For the walls, Jenny thought she would use a bright yellow paint. She would pick a border that had mostly bright red and green colors, and maybe a little bit of blue. She already had found some curtains that were sky blue with streaks of red, blue and yellow that she thought would go great with the walls. And finally, she had picked a carpet that was mostly blue with specks of red and yellow. Jenny couldn't wait till she was done decorating her room. It was really going to look awesome. A. Jenny likes bright colors. B. Jenny was going to paint her room. C. Jenny was picking out colors and materials to decorate her room. D. Yellow is a good color to paint your walls. 7. Right now, Jason was playing right field. He really wanted to play third base. Earlier this year, coach had put him in left field and second base in a game, but never at third base. Once in practice, coach let him play third base, but he kept missing ground balls. When he did stop one, he made a bad throw to first base. Maybe if he kept practicing, Jason would be good enough to play third base. That was his dream. A. Jason really wanted to play third base. B. Jason was the best player on his team. C. Jason had trouble catching ground balls. D. Jason was too lazy to practice. 8. San Francisco is located on the coast of California in an area often called the Bay Area. The weather is generally very mild, seldom getting really cold or really hot. Its mild climate is one reason many people live there. It seldom snows in San Francisco and generally does not get below freezing during the winter. Even in the middle of summer, temperatures may be in the mid-80s with a cool breeze from the bay keeping the weather very comfortable. A. San Francisco has many neat things to do. B. It seldom snows in California. C. Many people choose to live in California. D. The weather in San Francisco is generally very mild. 46 THESIS STATEMENT OF AN ACADEMIC TEXT WHAT | NEED TO KNOW Competency 4: States thesis statement of an academic text Learning Objectives: At the end of the lesson, the learners shall be able to: 1. define thesis statement; 2. identify the various techniques in locating thesis statement; and, 3. formulate thesis statement of the texts. .) NEW o) i Directions: In your notebook, write true if the statement supports the principle of thesis statement; write false if otherwise. <I Thesis Statement is the first sentence at the beginning of each paragraph. It makes a claim that other people may dispute, challenge, or oppose. It is a question in response to the writing assignment It is a road map for a paper; it tells the reader what the paper will focus on. It is a simple statement of fact The first thing you should do after receiving your writing prompt is write your thesis statement. Oar WN 49 7. A good thesis statement is a broad generalization about your topic. 8. "Blue printed" thesis statement is a statement that includes the main areas of support in the order you will introduce them in your essay and thus acts as a blue print for the essay. 9. The Yankee Doodle Restaurant is a great place to eat, because the staff is friendly, the food is delicious, and the atmosphere is relaxing is an example of blue printed thesis statement. 10. A thesis statement should reflect the main idea of an essay. NS What is thesis statement? + It is a statement that summarizes your topic and declares your position on it. * tells the reader how you will interpret the significance of the subject matter under discussion. + is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper. + It is the central idea of a multiple-paragraph composition. It is one sentence summary that guides, controls and unifies ideas when writing a paper. In simple terms, all the other ideas present in an easy revolve around the thesis statement. + It focuses your ideas into one or two sentences. It should present the topic of your paper and also make a comment about your position in relation to the topic. Your thesis statement should tell your reader what the paper is about and also help guide your writing and keep your argument focused. Locating Explicit and Implicit Thesis Statements + In academic writing, the thesis is often explicit: it is included as a sentence as part of the text. It might be near the beginning of the work, but not always—some types of academic writing leave the thesis until the conclusion. + Journalism and reporting also rely on explicit thesis statements that appear very early in the piece—the first paragraph or even the first sentence. + Works of literature, on the other hand, usually do not contain a specific sentence that sums up the core concept of the writing. However, readers 50 should finish the piece with a good understanding of what the work was trying to convey. This is what's called an implicit thesis statement: the primary point of the reading is conveyed indirectly, in multiple locations throughout the work. (In literature, this is also referred to as the theme of the work.) + However, academic writing sometimes relies on implicit thesis statements, as well. To know more about locating thesis statement, click this link below. https://human.libretexts. org/Bookshelves/Composition/Book%3A_Basic_Reading_an d_Writing (Lumen)/Module_2%3A_Critical Reading/2.05%3A_Identifying Thesis _S tatements Four Questions to Ask When Formulating Thesis Statement 1. Where is your thesis statement? You should provide a thesis early in your essay -- in the introduction, or in longer essays in the second paragraph -- in order to establish your position and give your reader a sense of direction. Tips on how to write a successful thesis statement « Avoid burying a great thesis statement in the middle of a paragraph or latein the paper. « Beasclear and as specific as possible; avoid vague words. e Indicate the point of your paper but avoid sentence structures like, “The point of my paper is...” 2. Is your thesis statement specific? Your thesis statement should be as clear and specific as possible. Normally you will continue to refine your thesis as you revise your argument(s), so your thesis will evolve and gain definition as you obtain a better sense of where your argument is taking you. Tips on how to formulate specific thesis statement « Are there two large statements connected loosely by a coordinating conjunction (i.e. "and," "but," "or," "for," "nor," "so," "yet")? e« Would a subordinating conjunction help (i.e. "through," "although," "because," "since") to signal a relationship between the two sentences? « Ordo the two statements imply a fuzzy unfocused thesis? « If so, settle on one single focus and then proceed with further development. 51 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 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. 6. A. There are several steps that teachers can take to encourage academic integrity and curtail cheating in their classes. B. There is an epidemic of cheating in America's schools and colleges, and there are no easy solutions to this problem. 7. A. J. Robert Oppenheimer, the American physicist who directed the building of the first atomic bombs during World War II, had technical, moral, and political reasons for opposing the development of the hydrogen bomb. B. J. Robert Oppenheimer often referred to as "the father of the atomic bomb," was born in New York City in 1904. 8. A. The iPad has revolutionized the mobile-computing landscape and created a huge profit stream for Apple. B. The iPad, with its relatively large high-definition screen, has helped to revitalize the comic book industry. 9. A. Like other addictive behaviors, Internet addiction may have serious negative consequences, including academic failure, job loss, anda breakdown in personal relationships. B. Drug and alcohol addiction is a major problem in the world today, and many people suffer from it. 10. A. When | was a child, | used to visit my grandmother in Moline every Sunday. B. Every Sunday we visited my grandmother, who lived in a tiny house that was undeniably haunted. https://Awww.thoughtco.com/exercise-in-identifying-effective-thesis.... 54 ADDITIONAL ACTIVITIES Open this link below to enhance your skill in identifying thesis Statement https://human.libretexts. org/Bookshelves/Composition/Book%3A_Basic_Reading_an d_ Writing (Lumen)/Module 2%3A Critical Reading/2.05%3A Identifying Thesis S tatements OUTLINING WHAT I NEED TO KNOW Competency 4: Outlines Reading Texts in Various Disciplines Learning Objectives: At the end of the lesson, the learners shall be able to: 1. define outlining; 2. identify the various techniques in outlining; and 3. make an outline of the various academic texts. 55 Q NEMA (ed ere Directions. Identify whether or not the following statements support the principle of outlining. In your notebook, write the letter of your answer. 1. Leo is writing a story about native birds in Virginia. Which fact for outlining idea doesn't belong? A. The amount of colors on the male Cardinal B. Flamingos get their color from eating shrimp C.How many species are there of the Blue Jay? 2. Which technique is used to outline a successful essay? A. Writing down all possible essay topics B. Finding quotes by unknown people to backup essay C.Writing down the main idea and all paragraph topics 3. Tavis is writing an essay on the features of the ocean floor, which idea doesn't belong in his essay? A. The ocean floor is a very interesting part of Earth. B. Volcanoes can spew hot lava everywhere. C. There are many parts to the ocean floor. 4. Thesis statements should preview what each topic sentence is about. A. True b. False 5. What is a hook? A. opening sentence that captures the reader's attention B. the last sentence of a paragraph C. a tool used to catch a fish D. a boring sentence 56 Cc. Current Link between Education and Employment Type: Increasingly, uneducated workers work in unskilled or low-skilled jobs (cite sources). D. Gaps in the Research: Little information exists exploring the health implications of the current conditions in low-skilled jobs. Ill. Major Point 1: Conditions of employment affect workers' physical health. A. Minor Point 1: Unskilled work environments are correlated highly with worker injury (cite sources). B. Minor Point 2: Unskilled work environments rarely provide healthcare or adequate injury recovery time (cite sources). IV. Major Point 2: Conditions of employment affect workers' mental health A. Minor Point 1: Employment in a low-skilled position is highly correlated with dangerous levels of stress (cite sources). B. Minor Point 2: Stress is highly correlated with mental health issues (cite sources). V. Major Point 3: Physical health and mental health correlate directly with one another. A. Minor Point 1: Mental health problems and physical health problems are highly correlated (cite sources). B. Minor Point 2: Stress manifests itself in physical form (cite sources) VI. Major Point 4: People with more financial worries have more stress and worse physical health. A. Minor Point 1: Many high-school dropouts face financial problems (cite sources). B. Minor Point 2: Financial problems are often correlated with unhealthy lifestyle choices such unhealthy food choices, overconsumption/abuse of alcohol, chain smoking, abusive relationships, etc. (cite sources). VII. Conclusion A. Restatement of Thesis: Students who drop out of high school are at a higher risk for both mental and physical health problems throughout their lives. 59 B. Next Steps: Society needs educational advocates; educators need to be aware of this situation and strive for student retention in order to promote healthy lifestyles and warn students of the risks associated with dropping out of school. Example of Topic Outline Several aspects must be considered in writing a topic outline. 1. Recall that all headings and subheadings must be words or phrases, not sentences. 2. Also, the wording within each division must be parallel. 3. Finally, as in any outline, remember that a division or subdivision cannot be divided into one part; therefore, if there is an "A" there must be a'"B," and if thereis a'1" there must be a "2." |. Family Problems A. Custodial: Non-custodial Conflicts B. Extended Family C. Adolescent's Age Il. Economic Problems A. Child Support B. Women's Job Training C. Lower Standard of Living D. Possible Relocation 1. Poorer Neighborhood 2. New School Ill. Peer Problems A. Loss of Friends B. Relationships with Dates 60 WHAT'S MORE Activity Directions: The column on the left contains a list of points that are not in any specific order. Plug the unorganized points into the classic outline format on the right to achieve a logical, organized structure. Write your answer in your notebook following the outline on the right column. Thesis: College provides an environment for intellectual, social, and physical growth. Unorganized points Open recreation center Dorm contacts Intramural program Campus sponsored events Laboratories Intercollegiate sports programs Class contacts Guest speakers Physical growth Informal social structure Discussions Clubs in major field Out-of-class experiences Greek organizations Lectures Classroom experiences Social growth Intellectual growth Formal social structure Outline Structure 61 The next time you eat, pay attention to which teeth do which jobs. Having a cookie? Incisors do a good job of biting into that tasty treat. What about a carrot? Those molars get the job done, not the teeth in front. How about a slice of pizza or a piece of bread? Your canines will help you tear at the food, and your premolars and molars will help you grind up that pepperoni pizza or peanut butter and jelly sandwich. To the teacher, To check the additional activity, have your own assessment on how the students make the outline of the above essay. Also, you decide the scoring of this activity. OSS Directions: Study the outlines based on the passages and answer the questions that follow. Write the letter of your choice in your notebook. Read this passage and look at the outline: The English Lab, housed in the Administration building, consists of two adjoining rooms which contain 70 Macintosh computers and 2 laser printers. In addition to a server which allows instructors to make assignments and materials available over the Internet and to the local intranet, each computer in the lab contains a word processor, a web browser, telnet and hundreds of commercial and teacher-authored programs appropriate for students who are building their English skills. There are also 3 video stations, and a terminal to the college VAX machine which is used for record-keeping. |. English Lab A. Physical Plant 1. in Administration building 2. two adjoining rooms B. Resources 1. computers 2. video stations 64 2.In the above outline, which is the most important idea? A. English Lab B. Resources C. Computers D. Two adjoining rooms E. Physical Plant 3.In the above outline, which is the more important idea? A. Physical Plant B. Resources C. Physical Plant and Resources are equal adjoining rooms D. Two adjoining rooms E. computers A.ln the above outline... A. you could substitute "in the Administration building" with "two adjoining rooms" B. you could flip "Resources" with "computers" C. you could exchange "Physical Plant" with "English Lab" D. and still not change the meaning of the outline. E. you should be in the Administration building Read this passage and look at the outline: The Internet is an incalculable tool for research. It is a network of thousands of computers across the world. Researchers, students, government agencies, schools, businesses and individuals have left multi gigabytes of free information on these computers, available to anyone with a computer and an Internet connection. There are thousands of "web sites", as they are called, with text, pictures, sounds, and movie clips. You can see this material by simply sending out the appropriate Internet address, and after a few moments, it appears on your screen. You can type in the address directly, or you can automatically invoke an address by tapping on an icon or an underlined "link" on the home page of a web site that you already have on your screen. Often the information can be printed or downloaded (copied) directly to your local computer and saved on your own diskette. |. The Internet A. What it is B. Web Sites 1. How to see them 2. How to save the information 4. Inthe above outline, which is the most important idea? A. Web Sites B. What it is C. How to see them D. How to save information E. The Internet 65 5. In the above outline, which is the more important idea? . How to see them What it is . How to save the information . are all equal. What shall | do moow>y 6. In the above outline, you could... A. substitute "Web sites" for "The Internet" B. substitute "How to see them" for "How to save the information’ C. substitute "What it is" for "How to see them" D....and still not change the meaning of the outline. E.all of the above Look at this outline |. Types of measurement A. Volume 1.Quarts 2.Pints 3.Gallons B. Length 1.Miles 2.Feet 3.Inches Il. Types of money A. United States 1.Pesos 2.Cents B. Other Countries 1.Lira 2.Yen 3.Francs 7. In the above outline, which is the most important idea? A. Types of money B. Types of measurement C. United States D. "Types of money" and "Types of measurement" are equal E. volume 8. In the above outline, which is the more important idea? A. Other countries B. Francs C. Inches D. they are all equal. E. Miles 9. In the above outline, which item is in the wrong place? A. Pesos B. Yen C. Types of measurement D. Pints E. Quarts 66 REFERENCES: Online Sources https://study.com/academy/lesson/classification-division-text-structure-definition- examples. html https://sokogskriv.no/en/writing/language-and-style/ https://writingcenter.unc.edu/faculty-resources/tips-on-teaching-writing/in-class- writing-exercises/ http:/Awww.academiclanguage.org/Academic_Language.html> http:/Awww.ascd.org/publications/books/114004/chapters/Academic-Lanquage.aspx http://Awww.ascd.org/publications/books/114004/chapters/Academic-Language.aspx https://heroictechwriting.com/2018/03/29/characteristics- of-formal-and-informal- writing/ https:/Awww.ereadingworksheets. com/text-structure/ https:/Awww.readnaturally.com/research/5-components-of-reading/comprehension https:/Awww.readingrockets. org/article/seven-strategies-teach-students-text- comprehension https://umanitoba.ca/student/academiclearning/media/Summarizing_NEW.pdf https://www.coursehero.com/file/32684632/techniques-in-summarizing-academic textspdf/Bales, Kris. "5S Easy Summarizing Strategies for Students." ThoughtCo, Feb. 11, 2020, thoughtco.com/summarizing-strategies-for-students-4582332. https://writingcenter. unc. edu/tips-and-tools/thesis-statements/ https://human.libretexts. org/Bookshelves/Composition/Book%3A_Basic_Reading_an d_Writing (Lumen)/Module_2%3A_Critical Reading/2.05%3A_Identifying Thesis _S tatements https://quizizz.com/admin/quiz/58bea955874102331 8b45a3e/thesis-statements https:/Awww.uccs. edu/writingcenter/sites/writingcenter/files/inlinefiles/Thesis_Statem ent.pdf http:/Awww.cws. illinois.edu/workshop/writers/tips/thesis/ https:/Awww.thoughtco.com/exercise-in-identifying-effective-thesis.... https://writingcenter.gmu.edu/quides/outlining 69 https:/www.lib.jiay.cuny.edu/how-to/write-an-outline https://owl.excelsior.edu/research/outlining/ http:/Awww. hunter.cuny.edu/rwe/handouts/the-writing- process 1/organization/Guidelines-For-Outlining https://sjsu.instructure.conV/courses/943423/files/27203479?module_item_id=604623 5 ~ "Oh 6 Soe ng 2 org 9 i wed i G a a 9 ob ¥ S 1G 6 € F F 8 7 iE a ce 2 re wad JE i L 1 Pe ann AINAWSSASSV INAWSSASSYV SYOW §,1VHM €NOSS371 éNOSSI1 “OL “OL “Oh 6 6 6 8 8 18 ie oe ae 9 ag ‘Q is 2 14 F F ‘F € Be ? VE € € “Oe b L Lb quawssassy MON SJEUM ysalald LNOSS31 70 CL G OL S 3 ¥ AG ¥ 3 e 8 € aL é oe Tc 9 L 9 h juswssessy MOUY | JEUAA JUaUWa}e}§ SISOUL — 7 UOSSAT ‘OL ‘SG ‘6 - 8 a ie Te - 9 4+ yuaussassy yndyno sjuepnys JNOA UO JUaLUSSESSe UMO INOA BABY YDS) OY] 0} S]ON ore OA YUBUL jo Arewiuuns 2 GunquayGunyey ¢ AWAQoY quawayeys SIS8y} au) Buimoyo) sydeiGeled @j JO Yoes JO sjulod ealsensiad YM Jeziuebio su) Bugejdwoa -z Any ‘]Xo} By] jnoge S]l2}9p UM JeziueBie siyj Buye;duio0s Aq yXe] oly BUIZUeWLUN *p AIA OW ul SJeUM, “udISSNosIp JNOA JOY preoqGuuds ouy Se SJUBPN]S INOA JO JOMSUE BU} SS8I01q 434383] 0} 3]0Ky AYAnoe BuquM-alg rN oti 389} 99n9eIg MOU | SJEUAA Bulrzuewuing — ¢ uossa7] 71 Evaluation Rating Sheet for Non-Print Materials Type of Media (Please check (¥ ): CD-Rom VCD DVD VHS Slides Transparencies Cassette |/ | Digital Other: (specify) tape interactive Title: Quater1 Module1 Reading and Writing Academic Texts | Subject area(s): English for Academic Grade/Year Level: 11 and Professional Purposes DepED Bureau/FAP: Date of Publication: Before completing this Evaluation any CD ROM, VCD or DVD of materials should be viewed and the Technical Evaluation Section G (p72). Interoperability: Technical format Checklist for conformance completed. This is to ensure that the format is compatible with current playback devices and computer operating systems, software and plug-ins. Instruction: Examine the material carefully and for each evaluation criterion consider the extent to which the resource meets the criteria. Check the appropriate number [with 4 being Very Satisfactory (VS); 3 - Satisfactory (S); 2 - Poor, and 1 — Not Satisfactory]. For a rating below 4, write your comments/ustifications on each evaluation criterion. If an evaluation criterion is Not Applicable (NA), the material is rated 3 on said criterion. (Not Applicable means that the criteria is not relevant to the resource being evaluated. It is given the score of 3 so that the evaluation score for each factor reflects only the performance against criteria that are relevant to the nature of the resource being evaluated). Attach extra sheets if necessary. Your report may be completed in soft or hardcopy. Please write legibly if completing in hardcopy vs | sma] Poor Not Factor A. Content Quality 4 3 2 Satisfactory 1 1. Content is consistent with topics/skills found in the DepED Learning / Competencies for the subject and grade/year level it was intended. 2. Concepts developed contribute to enrichment, reinforcement, or / mastery of the identified learning objectives. 3. Content is accurate. / 4. Content is up-to-date. / 5. Content is logically developed and organized. / 6. Content is free from cultural, gender, racial, or ethnic bias. / 7. Content stimulates and promotes critical thinking. / 8. Content is relevant to real-life situations. / 9. Language (including vocabulary) is appropriate to the target user level. / 10. Content promotes positive values that support formative growth. / Total Points 39 Note: Resource must score at least 30 points out of a maximum 40 / Passed points to pass this criterion. Please put a check mark on the appropriate 74 box Failed vs | sa | Poor Not Factor B. Instructional Quality 4 3 2 Satisfactory 1 1. Purpose of the material is well defined. / 2. Material achieves its defined purpose. / 3. Learning objectives are clearly stated and measurable. / 4. Level of difficulty is appropriate for the intended target user. / 5. Graphics / colors / sounds are used for appropriate instructional ! reasons. 6. Material is enjoyable, stimulating, challenging, and engaging. / 7. Material effectively stimulates creativity of target user. / 8. Feedback on target user's responses is effectively employed. / 9. Target user can control the rate and sequence of presentation ! and review. 10. Instruction is integrated with target user's previous experience. / Total Points 40 Note: Resource must score at least 30 points out of a maximum / Passed 40 points to pass this criterion. Please put a check mark on the appropriate box. Failed : , vs | siNA| Poor | 534 Not ' Factor C. Technical Quality 4 3 2 atistacto 1 1. Audio enhances understanding of the concept. 2. Speech and narration (correct pacing, intonation, and pronunciation) is clear and can be easily understood. 3. There is complete synchronization of audio with the visuals, if any. 4. Music and sound effects are appropriate and effective for instructional purposes. 5. Screen displays (text) are uncluttered, easy to read, and aesthetically pleasing. 6. Visual presentations (non-text) are clear and easy to interpret. 7. Visuals sustain interest and do not distract user's attention. 8. Visuals provide accurate representation of the concept discussed. 9. The user support materials (if any) are effective. 10. The design allows the target user to navigate freely through the material. 11. The material can easily and independently be used. / Technical Evaluation: Complete Section G. Interoperabilit If not already completed prior to this review. : Technical format Checklist for conformance 12. The material will run using minimum system requirements. TS 13. The program is free from technical problems. Total Points 51 Note: Resource must score at least 39 points out pass this criterion. Please put a check mark on the of amaximum 52 points to Passed appropriate box Failed Factor D. Other Findings Note down observations about the information contained in the material, where the following errors are found: Do not evaluate further 41 Not present 4 Present & requires major redevelopment 2 Present but very minor & must be fixed 3 1. Conceptual errors. 2. Factual errors. 3. Grammatical and / or typographical errors. 4. Other errors (i.e., computational errors, obsolete information, errors in the visuals, etc.). Total Points 16 Note: Resource must score at least 16 points out of a maximum 16 points to pass this criterion. Please put a check mark on the appropriate box Passed Failed. (All issues must be documented in the Comments section.) Other Comments: Congratulations to the writers for the job well done. Thank you for sharing your expertise in writing; through this module, we can still continue educating our learners amidst the COVID-19 pandemic. Recommendations: Note: Any material that fails Factor D must not be recommended for use in public schools until the identified issues have been fixed. A material which Failed in at least one of the four Factors in this rating sheet should not be recommended for possib| le use in public schools (Please put a check mark (¥ ) in the appropriate i / box.) | /We recommend the approval of this material for possible use in public schools provided that the corrections / revisions included in this report are made. (For commercial resources (non-DepED owned resources corrections / revisions in their next printin: / schools for the reasons stated below and. separate sheet if necessary.) We certify that this evaluation report and re ) the Publisher must implement all recommended g or provide errata.) | /We do not recommend the approval of this material for possible use in public /or cited in this evaluation report. (Please use ‘commendation are my /,our own and have been made without any undue influence from others. Evaluator: MARJORIE C. TAGACAY. Signature: 76