Senior High School

Reading and
Writing Skills
Quarter 4 – Module 8
Unique Features of and Requirements
in Composing Text
Reading and Writing Skills
Alternative Delivery Mode
Quarter 4 – Module 8: Unique Features of and Requirements in Composing Text
First Edition, 2021

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 Senior High School

Reading and
Writing Skills
Quarter 4 – Module 8
Unique Features of and Requirements
in Composing Text
Introductory Message

This Alternative Delivery Mode (ADM) is prepared so that you, dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and
discussions are carefully stated for you to understand each lesson.

Each ADM is composed of different parts. Each part shall guide you step-by-step as you
discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each ADM. This will
tell you if you need to proceed on completing this module or if you need to ask your
facilitator or your teacher’s assistance for better understanding of the lesson. At the end of
each module, you need to answer the post-test to self-check your learning. Answer keys
are provided for each activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also provided to our
facilitators and parents for strategies and reminders on how they can best help you on your
home-based learning.

Please use this module with care. Do not put unnecessary marks on any part of this ADM.
Use a separate sheet of paper in answering the exercise and tests. Read the instructions
carefully before performing each task.

If you have any questions in using this ADM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.

Thank you.

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 This module provides activities that will help you understand the unique features of
and requirements in composing texts that are useful across disciplines.

At the end of this module, you are expected to:

• identify the types of academic writing;
• determine the unique features in the said piece of writing, and
• write one of the learned academic writing.

Directions: Answer the following questions by choosing the letter of the best answer. Write
the letter of your choice on the space before each number.

_______ 1. Which academic writing analyzes its content, approach used, and form?
a. literature review
b. book review
c. research report

_______ 2. What is a category of art or literature characterized by a certain form, topic,

approach, or atmosphere?
a. genre
b. review
c. proposal

_______ 3. Which academic writing is a compilation of published information/materials

on a certain topic from different sources in specific period?
a. literature review
b. book review
c. research report

_______ 4. Which academic writing undergoes thorough process in gathering data or

information to interpret the topic you covered?
a. literature review
b. book review
c. research report

_______ 5. Which part of research report contains the result of the gathered
information?
a. abstract
b. methods
c. conclusion

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_______ 6. When do you need to include the citation in academic writing?
a. paraphrase or summarize ideas, interpretations, or conclusions that
you find in a source
b. you have similar ideas or opinion with someone else
c. introduce facts that you analyzed
_______ 7. Which academic writing presents a debatable view about a certain issue in
academia, in politics, in law or in other domains?
a. article review
b. project proposal
c. position paper
_______ 8. In which part of a position paper does the author raise the issue to the
readers?
a. introduction
b. body
c. conclusion
_______ 9. Which academic writing is the presentation of the initial document that
contains the detailed plan to solve a problem?
a. article review
b. project proposal
c. position paper
_______ 10. Which academic writing analyzes and summarizes the previous writing of
another author?
a. article review
b. project proposal
c. position paper
_______ 11. Which among the following refers to the writing purposes of an article
critique?
a. gives the reader a concise summary of the content
b. offers a critical assessment of the content in relation to other studies
on the same topic
c. analyzes each essential and fascinating point and improve an
explanation of the article
_______ 12. Which among the following refers to the writing purposes of a book review?
a. summarize sand consider the price of an article, pointing out
whether you agree or disagree with the author, with aiding evidence
b. offers a critical assessment of the content in relation to other studies
on the same topic
c. analyzes each essential and fascinating point and improve an
explanation of the article
_______ 13. Which among the following is NOT a feature of writing a research report?
a. interpret the author’s intention
b. the information is detailed with tables and graphs.
c. a formal language should apply analyse each essential and
fascinating point and improve an explanation of the article
_______ 14. Which among the following is NOT a feature of writing project proposal?
a. clearly stated the problem
b. identified the proposal in solving problem well
c. interpreted the author’s intention

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 _______ 15. Which among the following is NOT a feature of writing position paper?
a. awareness to possible objections
b. thinking carefully about the topic you want to write and why is it
matter to discuss it
c. precision in presenting your view about a certain issue to be
understood by the readers

Directions: Identify what is being defined by the enumerated statements. Choose your
answers from the Word Pool and write them on the space provided for.

WORD POOL
Assertion Claims Evidence
Controversy Counterclaims

__________ 1. a proof that something is true or has really happened

__________ 2. the belief and claims of the author which make declarations in the
text
__________ 3. a rebut from the accusations against you
__________ 4. an assertion of the truth behind the one that is normally disputed or
unsure
__________ 5. getting a strong feeling of irritation and dissatisfaction about certain
discussion and argument

Surely, from the previous subjects you had last semester, you crafted either a movie
critique/reaction paper, a book review, or a position paper. Now, on the table below, recall
your experience in writing one of these academic texts by filling out the asked details.

Title:

Genre:

What I like about it:

What I don’t like about it:

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 Academic writing is clear, concise, focused, structured, and supported with
evidence. Its purpose is to resource the reader's understanding. It has a formal tone and
style, but it is not complex and does not require the use of lengthy sentences and intricate
vocabulary.

Types of Academic Writing

1. Book Review
It is a form of literary criticism in which a book is analyzed based on content,
approach used, and form. It can be the main source that the writer may refer to an
opinion piece, summary review, or scholarly review. Book reviews can be an
assessment for printed periodicals, magazines, and newspapers, as faculty work, or
for book websites on the internet. Its length can also vary on single paragraphs to
large essays. It can also be done based on personal taste. Reviewers may also use
the occasion of a book assessment for a display of studying or to promulgate their
thoughts on the topic of fiction or non-fiction work.

Common features of book review

1. A review gives the reader a concise summary of the content. Writer tells the
reader of the book on what it is all about, giving ideas without spilling a lot of
information about the book.

2. A review offers a critical assessment of the content in relation to other

studies on the same topic. This involves the impact of the content to the reader
made by the author whether the writing is effective to the reader or if they are
moved by the message.

3. A scholarly evaluation regularly recommends whether readers would value

the work for its authenticity and universal quality or not. This measure of
excellence includes both the author's thoughts and arguments and covers
practical issues, such as, readability and language, organization and layout,
indexing, and, if needed, the use of non-textual elements.

Always keep in mind in your book reviews that your focus should be about
its topic itself. Your key sentences should say, "This book shows...”, "The study
demonstrates...", or “The author argues..." rather than "This happened...” or “This
is the case....”

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 Sample Book Review:
Book: The Little Prince
Author: Antoine de Saint-Exupéry

All grown-ups were once children although few

of them remember it.

“The Little Prince” was written by Antoine de Saint-

Exupéry in 1943. This novel is a magical story that
reveals the essence of life, love and loneliness. Due to
the simplicity of the prose style, breezy and funny
illustrations, vividness of imagination this simple yet
insightful story is considered to be one of the greatest
literary works of all times.

The narrator of the story is an aviator, who

landed in the Sahara Desert in order to repair his
plane. He accidently meets the Little Prince, who has
been travelling from planet to planet. The small blond
boy reveals the thing he has learned throughout his journey. One of the most
significant ideas he has acknowledged lies in the secret a fox had told him: “But you
must not forget it. You become responsible, forever, for what you have tamed. You
are responsible for your rose. . .”
This book is a tale of a young prince who has left his tiny planet and wanted
to find the answers for questions that disturbed him and at the same time it discloses
the story of a man who has gained knowledge of life nature from a pure child whose
voyages and virtuousness have inspired him and brought wisdom. The whole book
is permeated with love, fulfillment of expectations and maintenance of those
relationships. Saint-Exupery’s satiric touch accurately emphasizes that grown-ups
sometimes lack imagination.

I believe that “The Little Prince” can be perceived differently.

2. Article Critique
An article critique is a genre of educational writing that presents
indispensable assessment through intensive analysis of an article, which includes
giving a quick summary of the article. Reading an article critique helps an audience
apprehend the key factors of the article and the author’s thoughts and intentions. It
suggests the perceived success of an article and analyzes its strengths and
weaknesses.

As with different kinds of educational writing, an article critique must be

written in formal language and use a structured format. It needs to consist of an
introduction, numerous body paragraphs, and a conclusion. Though the ordinary
pattern is similar, some formatting patterns have certain guidelines for writing an
article critique. It is essential to learn about how to write a critique right and to be
positive of what every formatting style requires. To write an advantageous critique,
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 writers should also have a full perception of the subject matter that they are
analyzing.

The main purposes of article critique writing:

1. describe the most important thoughts of the writer that he/she desires to express;
2. analyze each essential and fascinating point and include an improved
explanation of the article;
3. interpret the author’s intention; and
4. summarize and consider the price of an article, pointing out whether you agree
or disagree with the author, with aiding evidence.

Sample Article Critique:

Timmermans, Stefan. “The cause of death vs. the gift of life: boundary
maintenance and the politics of expertise in death investigation.” Sociology of Health
& Illness 24.5 (2002): 550-574.

In the article in context, the author goes on to explicate that in the times of
late modernity, there have been higher amount conflicts regarding the professional
jurisdiction. It has been discussed how this enhancement in the amount of conflict
is caused by the emergence of technological advancements that have the
paramount capacity of transforming the domains of expertise of people of the
society. The author goes on to describe how in the United States of America the
medical examiners have the power as per the legal codes to look into and certify
demises that are suspicious in nature. Thus, the domains of public health and
criminal justice get intertwined in this course of action. Timmermans goes on to
explain how the procurement organizations have come about in the span of last
decade to trigger the massive advancement in the realm of surgical techniques and
immunology (Timmermans). This gradual transformation and development has
served the cause of posing challenge to the jurisdiction of the medical practitioners.
Thus, the medical practitioners now request having access to the dead body for the
purpose of tissue and organ transplantation. In this process, the writing goes on to
explore the jurisdictional relationships between an establish profession and an
emerging one in the domain of medical sciences. The author discusses about three
types of conflicting jurisdictional relationships that are namely subordinated,
standardized, and commodified jurisdictional relationship. The strength of the writing
lies in the fact that it goes on to explore the emerging relationships that entail the
intertwined relationship of different professions. However, the weakness of the
article is in the fact that it does not explore the avenue of actual job of forensic death
investigation and the respective positions of public health and criminal justice in this
context.

3. Literature Review
A literature review is a compilation of published information/materials on a
certain topic from different sources in a specific period. It is a kind of overview article.
A literature assessment is a scholarly paper that provides the current know-how
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 which includes noticeable findings as well as theoretical and methodological
contributions to a precise topic.

Sample Literature Review:

Service-learning programs
implemented in American undergraduate
universities
since 2000 have not only proven
beneficial for the individuals or
organizations being served but also for
the participating students by offering
opportunities for academic, emotional,
and social growth.

Prior studies have identified many

benefits for educational institutions from
service-learning programs. These benefits include positive perceptions of the
university by the community (Miron & Moely, 2006), enhanced student retention
rates (Eyler et al., 2001), positive teaching and learning outcomes such as greater
student involvement and participation in class (Caruso et al., 2007), and increased
opportunities for meaningful research and scholarly activities (Strand et al., 2003).

In this study and related research, the individuals serving are university students
who are collaborating with the community partner. The studied benefits to individuals
serving include cultural awareness sharing (Crabtree, 2008), as well as networking
opportunities and application of classroom learning to real-world issues (Bowen et
al., 2009). Ultimately, service-learning stimulates student learning and engages
students in their surrounding communities. Service learning creates new goals for
students such as personal development, career development, moral development,
academic achievement, and “reflective civic participation” (Lamb et al., 1998). These
types of projects allow students to utilize material learned in the classroom to
improve societal conditions.
Integrating concepts and theories learned in the classroom with everyday life makes
students more capable of highlighting the importance of each course. Additionally,
material learned in business courses can be applied to benefit the community
through a variety of tangible services, such as business planning or marketing new
programs. Service learning is an excellent way for students to apply their course
lessons to real-world situations and concurrently benefit the community.

4. Research Report
A research report undergoes thorough process in gathering data or
information to interpret the topic covered.
In many ways, a research report can be viewed as a summary of the
research method that absolutely highlights findings, recommendations, and other
essential details. Reading a well-written research report must supply you with all the
statistics you need about the core areas of the research process.

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Features of a Research Report
Below are the basic features of a research report to easily identify this type
of academic writing.
1. The information is detailed with tables and graphs.
2. Formal language is used.
3. Research report is written in the third person.
4. It is informative and based on first-hand verifiable information.
5. There is a pattern to make it presentable.
6. It always includes recommendations for future actions.

Sample Research Report:

Title: The Population Density Of Landlocked States And World Population Density:
A Comparison
Author: Ivgota Rita Raport

Abstract

Generalizations have stated that population clusters around coasts, rivers, and
lowlands. From this, the hypothesis that landlocked states have a lower than
average population density was proposed. Several sources were checked to
determine the average world population density was around 92 people per square
mile. An atlas and a world almanac were consulted to locate landlocked states and
their population densities. The mean population density for the landlocked states
was calculated, and this figure compared to the mean world population density. No
statistical tests of significance were undertaken. The mean population density of
landlocked states was found to be 205.8 people per square mile. Thus, the
hypothesis was rejected.

Introduction

Statement of the problem

Demography, the study of population, is an important subfield of geography.
Examination of the population distribution and reasons for this distribution are often
considered geographic themes. One common generalization is that population
clusters around coasts, rivers, and lowlands which can be substantiated by
examination of population dot maps. While population density varies dramatically
within many political units, this is an often-used figure to examine the relationship
between population and area. Many states contain coastal areas, and only a few are
considered landlocked. These landlocked states might, thus be expected to have
lower than average population densities. The population density of landlocked states
was compared to the average population density of the world.

Significance of the problem

Population is a major geographic concern, and an understanding of the spatial
distribution of population is helpful in examining many diverse geographic problems.
Transportation for landlocked states is particularly at risk because of the geopolitical
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balances and lead to military aggression or oppression. Strength in numbers is
sometimes a political factor. A better understanding of the demography of
landlocked states can contribute to an understanding of the rise, perpetuation, and
fall of the political units.

Purpose
The issue of population density of landlocked states was examined in order to
better understand their demography as related to the more numerous coastal states.
Furthermore, the common generalization about population being concentrated near
coasts was, in part, tested.

Statement of hypothesis
The hypothesis tested was the mean population density of landlocked states is
lower than the mean population density of the world. The null hypothesis was the
mean population density of landlocked states is the same as the mean population
density of the world.

Assumptions and limitations

Although one data source was used for the mean population densities of the
landlocked states, such a data base itself represents a compilation of data. Dates
generally were given as 1989 estimates; however, that these data were comparable
was assumed.

The accuracy and completeness of statistical data such as population density is

always an important concern and results in sometimes unknown limitations.
Population density is an average figure itself and can be extremely misleading,
especially for areas as large as states. Examination of population of major inland
rivers and lowlands was not attempted so that the generalization about population
distribution which includes rivers and lowlands may have caused inclusion of the
landlocked states into the higher population density classification.

Definitions
Population densities in people per square mile were used. Landlocked states
were defined as states without oceanic coastline or access to the ocean through
water bodies such as the Mediterranean Sea, the black sea, or the Persian Gulf.
Thus, Zaire, Jordan, and Romania were not considered landlocked. A state was
defined as a political unit listed as a state by the data source.

Ethical considerations
The key question concerned comparison of statistical data from secondary data
sources. Human subjects were not directly involved. This study should not invoke
significant emotional or risk factors. Because of these characteristics, this study did
not require review by the institutional review board.

Review of related literature

The review of related literature gives the reader the necessary background to
understand the study by citing the investigations and findings of previous

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researchers and documents the researcher's knowledge and preparation to
investigate the problem. This section is not required for the g110 assignment.

Design of the study

Sources of data
The world population density was obtained, first, from two different world
regional geography textbooks, Jackson and Hudman and wheeler and Kostbade.
this figure was checked with figures from a world almanac edited by Hoffman and
Haub, Kent, and Yanagishita. a Nystrom atlas was used to locate the states and
determine which category, landlocked or coastal, best described each. The mean
population densities of each landlocked state were obtained from the average
population density figures given in the "nations of the world" listing of the World
Almanac

Sampling procedures
All states listed in the data bank were located in the nystrom world atlas; thus,
no random sampling procedures were utilized. The states examined were a
complete sample by the definitions used in "nations of the world."

Description of procedures
World regional geography textbooks were consulted to locate the average world
population density figures, and then the world area and world population figures
were used to derive it directly as confirmation. Next, the individual state listings in
"nations of the world" were examined. Each state was located using the atlas and
categorized as either coastal or landlocked. If it was landlocked, its name and
population density were recorded.

Methods and instruments of data gathering

A list of landlocked states and their population densities was compiled. After
completion of this list, the world political map was reexamined to locate all
landlocked states and check that each was included on the list.

Statistical treatment
Upon completion of this procedure, the number of landlocked states on the list
were counted and recorded. The average population densities of each of the states
were added, this sum was recorded, and the sum was divided by the number of
landlocked states to obtain a mean population density for landlocked states. Finally,
a comparison was made between the mean population density of landlocked states
and the mean population density of the world. If the former figure were the higher,
the hypothesis would have been rejected; but if it were the lower, the hypothesis
would have failed to be rejected. No formal tests of significance were undertaken.

Analysis of data
The Jackson and Hudman text stated:

The estimated population of the world in 1990 is about 5.3 billion. If they were
evenly distributed over the land area of the earth (including antarctica), there would
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be approximately 92 persons per square mile (35.5 per square kilometer) of land
area.

The wheeler and Kostbade text gives the average population density as 89
people per square mile. Figure 1 shows the calculations derived from the use of
Hoffman's figure for world land area and the world population figure given by Haub,
Kent, and Yanagishita. This resulted in a mean population density of 93 people per
square mile. These figures were considerably close and the range of 89-93 people
was accepted as the mean world population density.

In the identification of landlocked states, only one difficulty was encountered.

The Vatican city was listed as a state; however, no population density was given. It
was assumed no one is truly a citizen of the state, not even the pope, and thus, they
are represented elsewhere. It was, therefore, excluded from the analysis. The
appendix lists the 29 landlocked states and their population densities. Figure 2
shows the calculations made in determining the mean population densities of the
landlocked states. The mean population density of the landlocked states was
determined to be 205.8 persons per square mile. The difference between the mean
population density of the land locked states and the mean world population density
is between 112.8 and 116.8. (see figure 3.) The mean population density of the
landlocked states was more than twice that of the mean world population density.
(see figure 4.) It might be noted by examination of the appendix, that 14 of 29 states
have a mean population density of less than 100 persons per square mile. If the
definition of average had been mode rather than mean, the conclusion may have
been different.

Summary and conclusions

Restatement of the problem

Population has been said to cluster along coasts, rivers, and lowlands. This
might indicate a low population density for landlocked states. The hypothesis, the
mean population of landlocked states is lower than the mean population density of
the world, was tested.

Description of the procedures

Two sources for the average world population density and its computation from
source data were used to determine the mean world population density.(16) a data
base provided a list of states and their population densities from an almanac.(17)
with the combined assistance of an atlas,(18) a list of landlocked states and their
population densities was compiled. The total number of landlocked states were
counted, the sum of the densities was determined, and by division of these figures,
the mean population density of landlocked states was calculated. The two means
were compared, and the hypothesis tested.

Major findings
The world population density was determined to be between 89 and 93 people
per square mile while the 29 landlocked states had a mean population density of
205.8 people per square mile, or more than twice the mean world population density.
12
 Therefore, the hypothesis that landlocked states have a lower mean population
density than the mean population density of the world was rejected.

Conclusions
Landlocked states do not have a lower mean population density than the coastal
nations. While this may at first seem indicated by common broad generalizations,
other complexities may predominate. The generalization also includes rivers and
lowlands as areas of population concentration. For example, Paraguay and Hungary
are both lowlands, and Paraguay and Switzerland are on important rivers.
Furthermore, some landlocked states are near to coasts, even though they do not
possess shorelines. Examples include San Marino and Swaziland. These would be
considered coastal in a dot map examination. Close examination of the data
indicates that almost half of the landlocked states do have population densities
below the average. Thus, while no direct relationship exists to support the simplistic
statement, closer examination may help strengthen it and build toward an improved
understanding of these population distributions.

Recommendations for further investigation

Investigation of other influences on the population densities of landlocked states
would be helpful and provide testable hypotheses. Using modes and medians rather
than means might also show substantiation of the generalizations.

Beyond this direct problem two other areas of investigation were suggested. One
potential hypothesis would be that the mean gross national product of landlocked
states is less than the mean gross national product of the world. Another area of
potential investigation is the population density of islands. A possible hypothesis
might be the mean population density of island states is higher than the mean world
population density. Many areas of investigation concerning population density
remain to be examined.

5. Project Proposal
It is the presentation of the initial document that contains the detailed plan to
solve a problem. The project proposal is the direct manifestation of a project design.
It is a means of presenting a format that is easily understandable and acceptable for
the readers.

Basic Features of Project Proposal

1. Clearly states the problem
2. Identifies the proposal in solving problem well
3. Has a supporting idea
4. Has an evaluation of the positive effect/s of the proposal
5. Has awareness on the possible objection/s to the proposal
6. Has a careful selection of the topic
7. Has acceptable writing emotions

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Sample Project Proposal:

Innovative Technical Knowledge Database/GUI

Overview
The industry leader in high performance industrial digital printing hardware,
we maintain a core R&D engineering group in Lebanon, NH. This group manages
multiple concurrent product development and exploration technology projects. The
proposed project would create the architecture and process for an integrated,
graphically organized technical knowledge database and manage the pilot
implementation of this system. Utilizing wed 2.0 tools, it must combine database
multi-user flexibilities and search abilities with intuitive graphical interphase.

Goals
The overall goal is to migrate technical information from static repositories to
a dynamic environment where test plans, project activities, scientific problem solving
and product planning ideas are shared and manipulated in a real-time network
environment. Engineers, managers and technicians would use this environment for
all daily technical interactions sharing varying levels of read/ write access. If
designed and implemented properly, the technical knowledge base would
organically grow as densely linked, tropically comprehensive entity.

A crucial addition to any available commercial package, even if one does

exist that meets most specifications, will be the design of architecture that facilitates
technical communication and physics based problem solving to match the
personality of these dynamic R&D group.

Deliverables
- Work with potential users to define scope, specification and desired features.
- Review existing mind mapping and database interface software package,
evaluate capabilities and present the options, along with customization
possibilities, to key decisionmakers.

Knowledge Area Needed for Project

- Software engineering
- Product design
- Project management
- Modeling and optimizing

Proprietary Information and Confidentiality Requirements

- Confidentiality required for sponsor – provided information
- Intellectual property ownership rights retained by Sponsor
- Sponsor accepts responsibility to discuss IP ownership directly with the project
team and project advisor

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6. Position Paper
A position paper presents a debatable view about a certain issue in
academia, in politics, in law, or in other domains. It is a written report outlining
someone's attitude or intentions regarding a particular matter.

Features of Position Paper

1. Has a well-defined, controversial issue
a. You must think carefully about the topic you want to write about and why
it matters to discuss it.
2. Has a clear position on the issue
a. It is important to be precise in presenting your view about a certain issue
to be understood by the readers. Establishing your position makes the
paper effective
3. Has convincing argument/s
a. Presenting related topics about your position will support your claims.
4. Has a reasonable tone
a. In writing your position paper, tone is important to make your views
convincing and smart.

Sample Position Paper:

United Nations Security Council

Country: United Kingdom
Delegate: Mark Kim
Topic A: The Resurgence of Colonization

The recent resurgence of colonization has become a threat to world peace.

European countries have begun tovinfringe the national sovereignty of other
countries through military occupation. The world is at risk of plunging back to the
primitive 18th century. Specifically, the United Kingdom is concerned with the
possible revolts that can occur through colonization.

15
 Past acts of colonization have led to molestation and anarchy. The United
Kingdom, for example, has felt the detriments of colonization. English colonizers
were often unable to uphold the value of human rights. As a result, individuals who
lived in colonies were abused and treated without dignity. The continuous abuse
often led to violent revolts, which have caused enormous damage to both the rioters
and colonizers. The United Kingdom believes that colonization will lead to the
violation human rights, which cannot be tolerated.

Currently, the United Kingdom has publicly condemned colonizing nations.

In a speech to the General Assembly, the UK denounced the actions of colonizers
and advocated the UK’s support for victimized nations. Care packages have been
sent to colonized nations in order to support the civilians. The UK has also taken
direct actions against colonizers by ending official ties with them. Moreover, the UK
has threatened the colonizers with the possibility of sanctions. The UK’s actions
have sent clear messages that the nation will not tolerate colonizers.

The United Kingdom proposes two possible solutions that the UNSC can
execute. The first possible solution is to send peacekeepers to colonized nations.
Peacekeepers will ensure that no human rights are violated by the colonizers.
Furthermore, the peacekeepers will be able to engage in combat with colonizers if
the colonizers conduct military attacks. The second possible solution is to
recommend the expulsion of colonizing nations. There are legitimate reasons that
can substantiate the recommendation. The UNSC can recognize the violation of
national sovereignty and the infringement of human rights. The UK believes that
these two possible solutions can hinder the progress of colonizers.

In conclusion, the United Kingdom has a firm stance against the prospect of
colonization. The UK has openly condemned colonizers and has also taken direct
action against them. The UK is convinced that sending peacekeepers and expelling
colonizing nations will benefit the global community.

Independent Activity 1

Directions: Write True if the statement is correct and False if it is incorrect. Write your
answers on the space provided before each number.

_________ 1. Position paper is an academic writing that presents a debatable view about a
certain issue in academia, in politics, in law, or in other domains.
_________ 2. There is a pattern to be used in writing a research report.
_________ 3. In writing a project proposal, you must always consider the client’s approval.
_________ 4. Article Critique allows you to insist your ideas about the article.
_________ 5. A literature review is a compilation of published information/materials on a
certain topic from different sources in a specific period.

16
Independent Assessment 1

Directions: Fill out each blank with the appropriate detail from the list of Word Pool below.

WORD POOL
Project Design Debatable view Academic Writing Information
Position Paper Project Proposal Book Review Research Report
Literature Review Article Critique

1. ___________ is a written report outlining someone's attitude or intentions regarding a

particular matter.
2. ___________ is the direct manifestation of a project design.
3. Reading an ___________ helps an audience to apprehend the key factors of the article
and the author’s thoughts and intentions.
4. A ____________ can be viewed as a summary of the research method that absolutely
highlights findings, recommendations, and other essential details.
5. The content material of ___________ can also be evaluated based on your very own
personal taste.
6. In research report, the ____________ is detailed with tables and graphs.
7. __________ is clear, concise, focused, structured, and supported by way of evidence.
8. A __________ is a compilation of published information/materials on certain topic from
different sources in a specific period.
9. The project proposal is the direct manifestation of a ___________.
10. A position paper presents a ___________ about a certain issue in academia, in politics,
in law, or in other domains.

Independent Activity 2

Directions: Get a book which you have already read. Write a simple book review based on
the book’s content, style in which the book is written, and the purpose it is written for.

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 Rubric for the Book Review
Based on the rubric below, assess your work by putting a check (√) mark under the
column that best describes how you completed your work.

Needs
Very Good Good Average
Criteria Improvement
(10 pts.) (6 pts.) (4 pts.)
(2 pts.)
Familiarity with the
book.
Read the book content
thoroughly, analyzed it
before writing their
evaluation.
Knowledge on the style
and merit of how the
book is written have
been acquired upon
before finalizing the
evaluation.
Total Points: Score Rating:

Highest possible points: 40 pts.

Equivalent Rating:
Very Good: 32 - 40 pts = 95 Good: 24 – 31 pts = 85
Average: 16 – 23 pts = 80 Needs Improvement: 8 – 15 pts = 75

Independent Assessment 2

Directions: Recall the important details from the given book review (The Little Prince) and
answer the questions below. Write your answers on the space provided.

1. Based on the review, what is the book all about?

________________________________________________________________
________________________________________________________________
________________________________________________________________

2. Is there any story or book that you are familiar with that almost has the same
content?
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. What is the impact of the book you read?

________________________________________________________________
________________________________________________________________
________________________________________________________________

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Independent Activity 3

Directions: Think about a simple project which you can propose to your teacher. You can use
the sample as your model, but you can modify the components. Remember the features of a
Project Proposal that your work must also possess.

Rubrics for the Project Proposal

Based on the rubric below, assess your work by putting a check (√) mark under the
column that best describes how you completed your work.

Needs
Very Good Good Average
Criteria Improvement
(10 pts.) (6 pts.) (4 pts.)
(2 pts.)
Carefully thought on
the kind of project to
propose.
The components of the
proposal provide
detailed information
about the project.
Awareness to possible
objections to the
proposal.
Total Points: Score Rating:

Highest possible points: 40 pts.

Equivalent Rating:
Very Good: 32 - 40 pts = 95 Good: 24 – 31 pts = 85
Average: 16 – 23 pts = 80 Needs Improvement: 8 – 15 pts = 75

19
Independent Assessment 3

Directions: Match the Academic Writing in Column A with their definitions in Column B.
Write the letter of your answer on the space provided before each number.

Column A Column B

_______1. Literature Review A. academic writing that

analyzed its content,
approach used, and form

_______2. Research Report B. the presentation of the

initial document that
contains the detailed plan
to solve a problem

_______3. Position Paper C. academic writing that

presents a debatable view
about a certain issue in
academia, in politics, in
law, or in other domains

_______4. Project Proposal D. undergoes thorough

process in gathering data
or information to interpret
the topic you covered

_______5. Book Review E. a compilation of published

information/materials on
certain topics from different
sources in specific time
period

Directions: To gauge your understanding of this module’s lesson, answer the following
questions. Write your answers on the space provided for.

1. What is academic writing?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. What are the types of academic writing?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

20
 3. In your previous year levels, have you experienced writing a research report? How
would you compare what you had written to the one presented in this lesson?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. Who do you think are the people who write project proposals? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. Do you think you can write a position paper? If yes, on what possible issue?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Directions: Write a position paper by choosing one of the following issues.

1. Death Penalty as the Solution to the Ever-Increasing Crime Rate

2. Divorce Bill
3. No Uniform Requirement in Schools
4. Same Sex Marriage in the Philippines

21
 Rubric for the Position Paper
Based on the rubric below, assess your work by putting a check (√) mark under the
column that best describes how you completed your work.

Needs
Very Good Good Average
Criteria Improvement
(10 pts.) (6 pts.) (4 pts.)
(2 pts.)
Well-defined,
controversial issue

Clear position on the

issue

Convincing Argument/s

Total Points: Score Rating:

Highest possible points: 40 pts.

Equivalent Rating:
Very Good: 32 - 40 pts = 95 Good: 24 – 31 pts = 85
Average: 16 – 23 pts = 80 Needs Improvement: 8 – 15 pts = 75

22
Directions: Answer the following questions by choosing the letter of the best answer. Write
the letter of your choice on the space provided before each number.

_______ 1. Which among the following is NOT feature of a Book Review?

a. gives the reader a concise summary of the content
b. offers a critical assessment of the content in relation to other
studies on the same topic
c. summarizes and considers the price of an article, pointing out
whether you agree or disagree with the author, with aiding evidence

_______ 2. Which among the following is NOT one of the main purposes of writing an
Article Critique?
a. offers a critical assessment of the content in relation to other
studies on the same topic
b. analyzes each essential and fascinating point, and improve an
explanation of the article
c. summarizes and considers the price of an article, pointing out
whether you agree or disagree with the author, with aiding evidence

_______ 3. Which part of research report contains the final judgment based on the
gathered information?
a. Abstract
b. Methods
c. Conclusion

_______ 4. When do you need to include the citation in academic writing?

a. When you paraphrase or summarize ideas, interpretations, or
conclusions that you find from a source
b. When you have similar ideas or opinion with someone else
c. When you want to introduce facts that you analyzed

_______ 5. Which among the following presents a debatable view about a certain issue
in academia, in politics, in law, or in other domains?
a. Article Review
b. Project Proposal
c. Position Paper

_______ 6. Which among the following analyzes and summarizes the previous writing
of another writer?
a. Article Review
b. Project Proposal
c. Position Paper

23
_______ 7. Which of the following refers to the writing purpose of an article critique?
a. gives the reader a concise summary of the content
b. offers a critical assessment of the content in relation to other studies
on the same topic
c. analyzes each essential and fascinating point and includes an
explanation of the article

_______ 8. Which among the following refers to the writing purpose of a book review?
a. summarizes and considers the price of an article, pointing out
whether you agree or disagree with the author, with aiding evidence
b. offers a critical assessment of the content in relation to other studies
on the same topic
c. analyzes each essential and fascinating point and includes an
explanation of the article

_______ 9. Which among the following is a feature of writing a research report?

a. interpret the author’s intention
b. detail the information with tables and graphs
c. become aware to possible objections to the proposal

_______ 10. Which among the following is a feature of writing a project proposal?
a. includes recommendations for future actions
b. identifies the proposal in solving problem well
c. interprets the author’s intention

_______ 11. _________ is clear, concise, focused, structured, and supported with
evidence.
a. Position paper
b. Project proposal
c. Book review

_______ 12. Which among the following is NOT an academic writing?

a. Position paper
b. Telegram
c. Book Review

_______ 13. Which three words best describe academic writing?

a. Talented, stylish, inspiring
b. Precise, clear, objective
c. Decisive, divisive, derisive

_______ 14. Academic language is __________________________________.

a. is a set of vocabulary terms used in schools
b. known as second nature to native speakers but is difficult for English
language learners to acquire
c. is the linguistic register that students are expected to use in school
subjects

24
 _______ 15. What are the purposes of doing an academic writing?
a. To settle, to negotiate, and to inform
b. To defend, to challenge, and to question
c. To inform, to persuade, and to argue a specific point

Directions: Analyze the sample position paper presented in this module by answering the
following questions briefly.

1. How did the author define the issue?

________________________________________________________________
________________________________________________________________
2. Does the author provide sufficient background information for you to understand
the issue?
________________________________________________________________
________________________________________________________________
3. Is the issue debatable or controversial enough to write a position paper about?
Why or why not?
________________________________________________________________
________________________________________________________________
4. How does the author establish that this issue is important and, thus, worthy of
discussion?
________________________________________________________________
________________________________________________________________
5. What is the writer’s position on the issue? Is the author’s position presented in a
clear, assertive thesis statement?
________________________________________________________________
________________________________________________________________
6. What are the main arguments that the author posed to support his/her position?
Are these arguments reinforced with evidence (facts, statistics, expert opinion,
etc.)?
________________________________________________________________
________________________________________________________________
7. Are opposing positions fairly presented? Give one opposition.
________________________________________________________________
________________________________________________________________
8. Does the author present sufficient reasons to reject these opposing positions?
Give one reason.
________________________________________________________________
________________________________________________________________
9. Overall, does this paper convince you/change your mind about the issue
discussed? Why or why not?
________________________________________________________________
________________________________________________________________

25
 26
A. What I need to know
B. What I know
1. B 6. A 11. C.
2. A 7. C 12. B.
3. A 8. A 13. A.
4. C 9. B 14. C.
5. B 10. A 15. A.
C. What’s In
1. B
2. D
3. A
4. E
5. C
D. What’s New
E. What Is It
F. What’s More
Independent Activity 1
1. True
2. True
3. False
4. False
5. True
Independent Assessment 1
1. Position Paper
2. Project Proposal
3. Article Critique
4. Research Report
5. Ook Review
6. Information
7. Academic Writing
8. Literature Review
9. Project Design
10. Debatable Issue
Independent Activity 2
1. Answer may vary. (Rubric will be used)
Independent Assessment 2
Answer may vary.
Independent Activity 3
1. Answers may vary. (Rubric will be used.)
Independent Assessment 3
1. E
2. D
3. C
4. B
5. A
 27
G. What I have Learned
1-5. Answers may vary.
H. What I Can Do
Answers may vary.
I. Assessment
1. C 6. A 11. A
2. A 7. C 12. B
3. B 8. B 13. B
4. A 9. B 14. A
5. C 10. B 15. C
G. Additional Activity
Answers may vary.
 References

A. Books

Sandagan, Luzviminda D. Reading and Writing Skills. Manila, JFS Publishing Services.
2016.

B. Electronic Sources

APU Writing Center. Literature Review. Accessed February 04, 2021.

https://www.apu.edu/live_data/files/288/literature_review.pdf

Aselrod, Rise B. and Charles R. Cooper. Reading Critically, Writing Well. New York:
St. Martin’s, 1987. Accessed February 04, 2021.
https://www.mcckc.edu/tutoring/docs/br/english/Position_papers.pdf

Chalmers Writing Centre. Basic Feature of Proposal. Accessed February 04, 2021.
https://writing.chalmers.se/chalmers-writing-guide/proposal-writing/basic-features-of-a-
proposal/

De Saint-Exuper, Antoine. 1943. The Little Prince. Accessed February 04, 2021.
https://www.writemypapers.org/examples-and-samples/sample-of-book-review.html

Elite Editing. 2018. How To Write An Article Critique. Accessed February 04, 2021.
https://www.eliteediting.com.au/how-to-write-an-article-
critique/#:~:text=An%20article%20critique%20is%20a,brief%20summary%20of%20th
e%20article.&text=It%20indicates%20the%20perceived%20success,analyses%20its
%20strengths%20and%20weaknesses

Formplus Blog. 2020. Research Report: Definition, Types and Writing Guide. Accessed
February 04, 2021. https://www.formpl.us/blog/research-report

Kim, Mark. 2019. Position Paper Sample. Accessed February 04, 2021.
https://static1.squarespace.com/static/57b632432994cab0b44562ae/t/5bc52cbf085229a
d53b25f69/1539648707278/CAHSMUN+2019+Position+Paper+Guide.pdf

Rapot, Ivgota Rita. 2013. The Population Density Of Landlocked States And
World Population Density: A Comparison. Accessed February 04, 2021.
http://www.jsu.edu/depart/geography/mhill/research/resreptf.html

Timmermans, Stefan. “The cause of death vs. the gift of life: boundary maintenance and
the politics of expertise in death investigation.” Sociology of Health & Illness 24.5 (2002).
Accessed February 04, 2021. https://www.wowessays.com/free-samples/the-cause-of-
death-vs-the-gift-of-life-article-review-sample/

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For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address: lrmdsbulacan@deped.gov.ph

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