SHS ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES (EAPP), SEM 2 Q3

Name: ________________________________________________________Score: _________________

Grade and Section: ___________________________________________Date: __________________

LEARNING ACTIVITY SHEET No. 8

I. Introduction

A key to exploration that can be used and repeated is the careful definition of the
major concepts in the study. A hazy definition of a concept may enter into relationships
with other variables, but since the concept was ill-defined the meaning of those
relationships can be no better than ill-defined. The process by which concepts are
defined for scientific purposes is called explication, the word often substitutes for the
word “explanation” because it sounds much, much cooler.

II. Learning Competency

Determines the ways a writer can elucidate on a concept by definition, explication

and clarification (CS_EN11/12A-EAPP-Ig-j-20)

III. Objectives

At the end of the lesson, the students will be able to:

1. identify the details and steps in writing meaning analysis;
2. explain the meaning of hashtags by concept explication; and
3. interpret quotes by elucidating one’s own understanding of its concept.

IV. Discussion

Concept: A term or phrase used to identify an object or subject, or to represent a

common characteristic of a class of object or subjects. They are the building blocks of
thought and theory.

Explication: The act of explaining something in detail, especially a piece of writing or

an idea (https://dictionary.cambridge.org)

Concept explication: The process by which “abstract concepts” are systematically

linked to “observations in the real world”

Logically, it involves both deductive and inductive reasoning. It can be further divided
into meaning analysis and empirical analysis.

Broad Functions of Concept Explication

1. Meaning Analysis (conceptualization and operationalization)

a. Deductive process
b. Process of developing interrelated conceptual and operational definitions

2. Empirical Analysis
a. Inductive process

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 b. Process of evaluating definitions on the basis of empirical evidence
(observations)

Empirical analysis is an evidence-based approach to the study and interpretation

of information. The empirical approach relies on real-world data, metrics and
results rather than theories and concepts.

What Is Deductive Reasoning?

Deductive reasoning is a form of logical thinking. It relies on a general statement or

hypothesis—sometimes called a premise—believed to be true. The premise is used to
reach a specific, logical conclusion.

A common example is the if/then statement. If A = B and B = C, then deductive

reasoning tells us that A = C.

Deductive reasoning starts with a generalization or theory and then test it by applying it
to specific incidents. Deductive reasoning is using general ideas to reach a specific
conclusion.

What Is Inductive Reasoning?

Inductive reasoning is an approach to logical thinking that involves making

generalizations based on specific details.

With inductive reasoning, you make observations to reach a conclusion. This skill is
useful in making predictions and creating generalizations. Your conclusion may not
always be true, but it should be reasonable based on the evidence.2

For example, you notice that customers have bought more of your product during the
third quarter of the year for the past three years. Based on that information, you predict
that your customers will buy more of your product during the third quarter of the
coming year and you increase production to be prepared.

Inductive reasoning uses specific ideas to reach a broad conclusion.

Inductive thinking starts with specific observations which are used to reach a broad
conclusion. Deductive reasoning starts with broad observations which are used to reach
specific conclusions.

Deductive Reasoning Inductive Reasoning

Uses a general idea to reach specific Uses specific observations to reach a
conclusion. general conclusion.

Examples: Examples:
 A human resources department has  A teacher notices that his students learn
identified public speaking skills as an more when hands-on activities were
important qualifier for a particular incorporated into lessons. He decides to
position. They decide to require include a hands-on component in his
candidates to make an oral future lessons regularly.

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 presentation on a predetermined topic  An engineer realizes a pattern of cost
as a part of their second interview. The overages for building materials and opts
candidate they decide to hire proves to increase the estimate for building
successful in this aspect of their work. costs in subsequent proposals.
 After reviewing their numbers,  A coffee shop owner observes that a few
development executives at a college customers are waiting to enter when the
believe that professionals working in store opens each day and decides to
the financial sector are the best donors. open an hour earlier on weekdays.
They direct their two most effective staff  A defense attorney reviews the strategy
members to target alumni working in employed by lawyers in similar cases
finance when it comes time to plan and finds an approach that has
their next fundraising strategy. consistently led to acquittals. She then
 Based on market research, a marketing applies this approach to her own case.
team believes that professional women
are overloaded with family and work
responsibilities and strapped for time.
They decide to advertise that their hair
coloring product can be applied in less
time than their competition's hair
coloring product. They see a modest
increase in sales.

Six (6) Steps of Meaning Analysis

1. Identification of concept
2. Literature review about the concept
3. Empirical description of concept
4. Develop tentative conceptual definition
5. Develop tentative operational definition
6. Data gathering

Steps in writing Concept Explication based on Meaning Analysis

1. Identification of the concept. Identify and name each concept you are
interested in examining.

Questions to ask and answer: Is each concept a variable concept, and if so on what
qualities does it vary? What is the unit of analysis for this concept? How does the
concept fit into the research problem?

For each concept, ask and answer the questions before your literature search.

2. Literature search/review about the concept. Use various library resources to

locate how previous researchers have used the concept. Do this for each concept
you have identified. Once you have collected the literature, organize and structure
it.

Questions to ask and answer: What are the different conceptual meanings that
have been assigned to the concept? What operational definitions have been used?
What are the different labels under which the concept has been studied? Whic h of
the various usages of the concept is most promising for your study?
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For each concept, produce a half page summary of the results of your literature
search.

3. Empirical description of the concept. Go back into the most promising

studies and examine the properties of the operational definitions of the selected
concept.

Questions to ask and answer: What are the characteristics of the operationalization
of the concept such as the mean, median, and mode and the range of variation?
What antecedents and consequences of the concept have been observed in previous
studies?

For each concept, explain how you think it relates to the other concepts you plan to
study.

4. Develop a tentative conceptual definition. Use the literature search and your
synthesis of the empirical description to develop a tentative conceptual definition of
each concept.

Questions to ask and answer: What are each concepts essential elements? What
lower-order (less abstract) dimensions does this general concept subsume? What
are instances or examples that could be developed into indicators of the concept?
From the conceptual definition we should understand the boundaries of the concept
and the conditions for observation.

Recognize that much trial-and-error and revision of definition are involved here.

5. Develop a tentative operational definition. Each dimension of the concept

should be capable of direct observation. If possible, each dimension would have
more than one empirical indicator (items or instances). The operational
definition should include: the conditions of observation; details of question
wording, rating scale, manipulation procedures etc.; and analysis procedures
and statistical operations implied.

Go into the codebook and select the items that you think best represent the concept.

6. Data gathering. The concept and its operational definition then should be
included in actual data collection. The data will be used in the second major phase
of the explication process, empirical analysis. Associations or correlations among
the indicators of the dimensions are studied along with the empirical relationships
of the focal concept to other concepts. This final step will be conducted later in the
semester.

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V. Activities

A. DO IT!
Directions: Identify whether the statement is TRUE or FALSE. Write your answers on a
separate sheet of paper.

1. Empirical analysis is an evidence-based approach to the study and interpretation

of information.
2. Develop a tentative conceptual definition and use the literature search and your
synthesis of the empirical description to develop a tentative conceptual definition
of each concept.
3. Empirical description is the use of various library resources to locate how
previous researchers have used the concept.
4. Literature search is to go back into the most promising studies and examine the
properties of the operational definitions of the selected concept.
5. Preliminary identification of the concept is to identify and name each concept
your group is interested in examining.
6. Deductive reasoning is an approach to logical thinking that involves making
generalizations based on specific details.
7. Inductive reasoning is a form of logical thinking. It relies on a general statement or
hypothesis—sometimes called a premise—believed to be true.
8. Deductive reasoning starts with a generalization or theory and then tests it by
applying it to specific incidents.
9. Inductive reasoning uses specific ideas to reach a broad conclusion.

B. USE HASHTAGS!
Directions: Written below are some hashtag samples. Choose from the hashtag below
and work on explaining and clarifying the meaning that each will reflect on one’s views
in the field of Concept Explication. This activity will be graded based on the rubric below.
Use a separate sheet for this activity.
 #EqualRights
 #NotoCapitalPunishment
 #NoToFakeNews
 #DoUntoOthersAsyYouWoldLikeThemDoToYou
 #Research

Rubric in evaluating the draft

This activity will be graded based on this rubric. Consequently, use this rubric as guide
in writing your essay and check it again before submitting your final output.

Rubrics For Explanation Writing Using Hashtags

Criteria 5 4 3 2 1
Shows a Shows a Shows a Shows a Shows
thorough comprehen basic limited little
and sive understandi understandi understan
Comprehension
thoughtful understan ng of the ng of the ding of the
of Text
understandi ding of the text. text. text.
ng of the text.
text.
Textual Includes at Includes 3 Includes 2-3 Includes 1-2 Does not
Evidence least 3 specific general general include
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 specific textual textual textual textual
textual details details in details in details.
details that that each body each body
clearly generally paragraph. paragraph.
support support Uses 1 or 2 Uses 1
each topic each topic sentences of sentence of
sentence. sentence. commentary commentary
Uses at least Uses 2 per concrete per concrete
2 sentences sentences detail. detail.
of of
commentary commenta
per concrete ry per
detail. concrete
detail.

Essay is Essay is Essay is Essay needs Essay is

well- organized, somewhat to be better one
organized, and all organized. organized. paragraph
including a necessary Intro Thesis or does
strong intro, elements includes a statement is not have
thesis are weak thesis hard to find. any
statement present. statement. Includes appearanc
Organization that directly The thesis Body fewer than e of
connects to is present paragraphs three body organizati
three body but not do not paragraphs. on. No
paragraphs, well- connect well thesis
and a supported. to the thesis. statement.
thought-
provoking
conclusion.
TOTAL SCORE

C. EXPLAIN IT!
Directions: Read the quotes below and write your own understanding of each. Write your
answers on a separate sheet of paper.

__________________________________________ “A writer is working when he’s

__________________________________________
staring out of the window.”
__________________________________________
__________________________________________
~ Burton Rascoe

“The Law is a profession of words.” __________________________________________

__________________________________________
~ David Melinkoff __________________________________________
__________________________________________
-

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 ________________________________________ “Start writing, no matter what. The
________________________________________ water does not flow until the faucet
________________________________________ is turned on.”
________________________________________
— Louis L’Amour

"Language is the road map of a

culture. It tells you where its ________________________________________
________________________________________
people come from and where they
________________________________________
are going." ________________________________________
- Rita Mae Brown

VI. Assessment
Directions: Read the poem written below and come up with an explication of a literary
work using it. Be guided by the rubrics on the next page.

The Road Not Taken by Robert Frost

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveller, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference

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 Rubrics for Explication of Literary Work
Criteria 5 4 3 2 1
Shows a Shows a Shows a Shows a Shows little
thorough and comprehen basic limited understand
Comprehension thoughtful sive understand understandi ing of the
of Literary Work understandin understand ing of the ng of the text.
g of the text. ing of the text. text.
text.
Author Author Author Little or no Does not
accurately accurately partially description, include
describes, describes, describes, explanation, textual
explains, and explains, explains, or details.
incorporates and and uses application
Knowledge of
sophisticated applies pertinent of
Concept/ Facts
subject-area useful subject- appropriate
facts and subject- area facts subject-area
concepts. area facts and facts and
and concepts. concepts
concepts. included.
Quality Makes Writer Writer No or Essay is
of Ideas unusual makes makes irrelevant one
connections appropriat some connections paragraph
between and e connection between and or does not
among ideas connection s between among ideas have any
and s between and among and appearance
concepts, and among ideas and concepts of
applies and ideas and concepts and no effort organizatio
extends ideas concepts, and made to n. No thesis
discussed in transfers attempts to apply ideas statement.
class to real- ideas apply discussed in
world discussed ideas, class to real-
examples. in class to which may world
real-world or may not examples.
examples. be relevant
or
appropriate
, to real-
world
examples.
Total Score

VII: Reflection

Directions: Complete the sentence written in the dialogue box below on a separate sheet
of paper.

In studying the topic Concept Explication I learned that …

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VIII: References

Barrot J., Sipacio, PJ. Communication Today. English for Academic and
Professional Purposes for Senior High School. C& E Publishing, Inc. Quezon city.
2016
Diwa Learning Systems Inc., University Press of First, Asia 2016
Enhanced Teacher’s Manual, Barrot J., Sipacio, PJ. Communication Today.
English for Academic and Professional Purposes for Senior High School. C& E
Publishing, Inc. Quezon city. 2016
https://www.thebalancecareers.com/deductive-reasoning-definition-with-
examples-2063749
https://www.thebalancecareers.com/inductive-reasoning-definition-with-examples-
2059683

Prepared by

EMERLYN GAILL S. ARSULA

Teacher I, JRLMHS-SHS

Note: Practice Personal Hygiene Protocols at all times

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10
A. USE HASHTAGS!
*Answers may vary
B. EXPLAIN IT!
*Answers may vary
C. DO IT!
1. FALSE
2. TRUE
3. TRUE
4. FALSE
5. FALSE
6. TRUE
7. FALSE
8. FALSE
9. TRUE
10. TRUE
Answers may vary
Assessment
IX. Key to Correction