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EAPP-Quarter-1 Module 5

Speech and Theater Arts (San Jose Community College)

Studocu is not sponsored or endorsed by any college or university

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11
English for
Academic and
Professional
Purposes
Quarter1–Module5:
Outlining Reading Texts in
Various Disciplines

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English for Academic and Professional Purposes 11

Self-Learning Module (SLM)
Quarter 1 – Module 5: Outlining Reading Text in Various Disciplines
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 of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module 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.

Development Team of the Module

Writer: Roger W. Buan
Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan
Reviewers: Helen J. Ranan, Sally A. Palomo
Illustrator: Reggie D. Galindez
Layout Artist:John Arvin B. Genosa
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI –Assist. Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gerardo Magno – Subject Area Supervisor
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor /
Coordinator

Printed in the Philippines by Department of Education –SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph

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11
English for
Academic and
Professional
Purposes (EAPP)
Quarter1–Module 5:
Outlining Reading Texts
in Various Disciplines

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Introductory Message

For the facilitator:

Welcome to the English for Academic and Professional Purposes 11Self-Learning

Module (SLM) on Outlining Reading Texts in Various Disciplines.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the English for Academic and Professional Purposes 11 Self-Learning

Module (SLM) on Outlining Reading Texts in Various Disciplines.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take.
If you get all the answers correct (100%), you
may decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced

to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a
situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and skills
of the topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into
real life situations or concerns.

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Assessment This is a task which aims to evaluate your level

of mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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What I need to Know

This module is designed and written to help you better understand the
process of outlining a reading and writing text.

An outline helps a reader understand the topic of a reading text by looking

at the organization of the details in the passage. Readers can use two types of
outlines when breaking down the information in a reading: formal
outlines and informal outlines.

In this module, you will be able to:

Outline reading texts in various disciplines

Specifically, you are expected to:

1. Define an outline
2. Identify the kinds of outline according to structure
3. Use a topic and sentence outline in selecting and organizing information

What I Know

Before we begin the lesson, let us have a short activity. This activity
will measure your knowledge on the concept that will be taught in this
module. As you go along this module, you will encounter the words or
concepts being asked. Kindly refer to the instruction given below.

General Direction: Read each item carefully, and then encircle the letter of
the correct answer. This is for items number 1-6.

1. What is called a formal system used to organize ideas in your paper?

a. outline
b. main idea
c. supporting idea
d. thesis statement
2. Which consists of short phrases dealing with different issues which could be
arranged in a variety of ways in your paper?
a. outline
b. topic outline
c. sentence outline
d. thesis statement

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3. Which consists of full sentences that are normally used when your paper focuses
on complex details?
a. outline
b. topic outline
c. sentence outline
d. thesis statement
4. Which guides us to a full understanding of the main idea?
a. main idea
b. supporting idea
c. sentence outline
d. thesis statement

5. Which of the following terms refer to a chief point that sums up the author’s
primary message?
a. sentence outline
b. main idea
c. supporting idea
d. thesis statement
6. How long is a thesis statement?
a. 1-2 words
b. 1-2 pages
c. 1-2 sentences
d. 1-2 paragraph

For items 7-10, refer to this outline:

Classification of Plants

I.Flowering
A. Spore- Bearing
1. mosses
2. Ferns

B. Naked Seeds
1. Gymnosperms

II.Non-Flowering
A. Monocots
1. onion
2. orchids
B. Dicots
1. peanuts
2. beans

7. Which is the most important idea?

a. dicots
b. flowering
c. non-flowering
d. flowering and non-flowering

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8. Which is the least important idea?

a. ferns
b. dicots
c. monocots
d. naked seeds

9. In the given outline, which item is in the wrong place?

a. ferns
b. onion
c. beans
d. dicots

10. If you will add another main point in the outline, what Roman Numeral
should be used?
a. I
b. II
c. III
d. IV

For items number 11-13, refer to this outline:

Introduction
Body

I. Main Idea

A. Supporting Idea
1. Sub- supporting Idea
2. Sub- supporting Idea

B. Supporting Idea
1. Sub- supporting Idea
2. Sub- supporting Idea

II. Main Idea

A. Supporting Idea
1. Sub- supporting Idea
2. Sub- supporting Idea

B. Supporting Idea
1. Sub- supporting Idea
2. Sub- supporting Idea

Conclusion

11. Which is the attention grabber that makes the essay sound interesting?
a. body
b. conclusion
c. main ideas
d. introduction

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12. Which includes the evidence and support of the paper in addition to the
author’s ideas?
a. body
b. conclusion
c. main ideas
d. introduction

13. Which wraps all the arguments and points of the author?
a. body
b. conclusion
c. main ideas
d. introduction

14. Which of the following is not part of an outline?

a. body
b. comment
c. conclusion
d. introduction

15. Which of the following best describes the purpose of an outline?

a. An outline is used to help you make predictions about content
b. An outline is used to organize information into chronological order
c. An outline is used to identify information that needs to be
researched.
d. An outline is used to arrange information according to main ideas,
major details, and supporting details.

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Module
Outlining Reading
5 Texts in Various
Disciplines

What’s In

In the previous module, you have learned about the importance of thesis
statement which is used to convey our ideas on certain issues.
Before we proceed to the next topic, let’s check what you have learned from
the previous lesson.

Notes to the Teacher

Kindly check students’ knowledge on thesis statement
before you proceed to the next lesson.

Activity 1: Tell Me It’s True or False

Directions: Read the following statements about thesis statement. Write TRUE if
the statement is correct. Write FALSE if it states otherwise.

_____________1. Thesis statement can be implicit and explicit.

_____________2. Implicit thesis statement does not clearly express the main idea of a
text
_____________3. Explicit thesis statement expresses the main idea of the text
clearly.
_____________4. Thesis statement is the supporting idea of a text.
_____________5. One of the key elements of a thesis statement, it is not a question.

Now, that you know what summarizing is, let’s move forward and see what’s
in store for you in this module. Let’s do this!

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Activity 2: K-W-L Chart

Directions: Fill out the first and second column of this chart. For the first column,
write what you KNOW about thesis statements. For the second column, write what
you WANT to know about it. And the third column, no, not just yet. Leave it blank.

What I Know What I Want to Know What I Learned

What’s New
How are you coping with our lesson? I hope you are getting more curious
and excited about the activities we will discuss in this module.
In this part, you will learn to identify the main ideas and supporting details
in a text. You will also identify the types of an outline, read text and create an
outline.

Activity 1. A Memory to Remember

Directions: In this activity, you are tasked to read the list of words or phrases
below. Decide which two general categories, and then put the rest of the words and
phrases in the correct category. Use the table to categorize your answer.

read a book Swim

build a model play baseball
outdoor activities ride a bike
bake cookies indoor activities
climb a tree play cards

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General Category General Category

What is the connection of the activity in writing an outline?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Activity 2. A Memory to Write

Direction: Look at the sample outline presented below. Define or describe an
outline based on the structure shown below. Write your answer on the space
provided.

Topic
Introduction
Body

I. Main Topic

A. Subtopics
1. sub-subtopics
2. sub-subtopics
II. Main Topic
A. Subtopics
1. Sub-sub topics
2. Sub-sub topics
III. Main Topic

A. Subtopics
1. sub-subtopics
2. sub-subtopics
B. Subtopics
1. sub-subtopics
2. sub-subtopics
Conclusion

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What is an outline?_______________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

What’s New
___________________________________________________________________________________

How are you coping with the lesson? I hope you are curious about next activities
we will discuss in this module.

Activity 3: Memories to Treasure

Directions: Read the words and phrases presented on the table. The two general
categories are given or main topics. Find the words and phrases that name the
subtopics under each of the main categories. Then decide which words and phrases
fall under sub-topics.

hawk Broccoli Birds

robin Hamburger Beetle

corn on the cob Insects Meats

pork chops Mosquito

I. Food
A. ___________________________
1._____________________
2. ____________________
B. ___________________________
1. ____________________
2. ____________________
II. Animals
A. ___________________________

1. _____________________
2.______________________
B. ___________________________
1. _____________________
2. _____________________

How did you classify the words or phrases?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________________________
___________________________________________________________________________

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What Is It

You have accomplished so much already. This time we will discuss different
terms and concepts that you have encountered in previous activities.

What is an outline?
An outline is a map of your essay or a blueprint. It shows what information
each section or paragraph will contain, and in what order. Most outlines use
numbers and/or bullet points to arrange information and convey points.

It is a tool we use in the writing process to help organize our ideas, visualize
our paper’s potential structure, and to further flesh out and develop points. It
allows the writer to understand how he or she will connect information to support
the thesis statement and the claims of the paper. An outline provides the writer
with a space to consider ideas easily without needing to write complete paragraphs
or sentences.

Importance of an outline
An outline allows a writer to categorize the main points, to organize the
paragraphs into an order that makes sense, and to make sure that each
paragraph/idea can be fully developed. Essentially, an outline helps prevent a
writer from getting stuck when performing the actual writing of the essay.

Why outline?
Just like we need a road map when traveling to an unfamiliar destination,
good writers create preliminary or rough outlines after they have generated enough
ideas through prewriting to organize and develop their essays. Strong, thorough
prewriting should develop more ideas than you can actually use in your essay so
that you are able to select the most relevant and convincing ideas for your essay.

Once you have settled on a thesis statement and your main supporting
ideas, you can write a formal outline, creating the <skeleton= of your essay. Looking
at your ideas this way can help ensure that:

✓ Your main points are on-topic and directly support your thesis
✓ Your main points are logically organized.
✓ Your most important ideas are emphasized, and your less important ideas
are subordinated.
✓ Your main points have enough and relevant supporting evidence.

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Outlines also help writers:

✓ Make the writing process easier since you have a road map for your essay to
follow.
✓ Break through writer’s block4for people who struggle with writer’s block, it
helps to first set up a structure with lower stakes and less pressure.
✓ Save time writing your essay since you have a clear, focused plan to follow
for your essay.
✓ Ensure each part of your essay relates to the essay.

Parts of an Outline

Introduction (attention grabber)

An introduction of an essay prepares the reader on the contents of the
essay. The introduction of the essay is an opening of what is to come ahead. Here,
the writer introduces the topic to the reader by giving background information
and providing a thesis statement. Having mentioned the thesis statement in your
introduction, the rest of the paper should help you support the claim.
Body (The content of the paper)

The second part of any essay is the body of the essay. Typically, the body of
the essay should contain a minimum of three paragraphs in support of the thesis
statement made in the introductory paragraph. Each paragraph should relay an
individual point or idea. Furthermore, you should always ensure that your
paragraphs contain three parts: the topic sentence, supporting statement and the
concluding paragraphs.
Conclusion (Wrap all of your arguments)
The conclusion of the essay should mark the end of your essay. Here, a
writer is supposed to summarize the ideas made in the body and also restate the
thesis statement.

How to do it?

✓ Put the thesis statement at the top: it should be polished and be a complete
sentence.
✓ Use Roman numerals (I, II, III, IV, V, etc.) to indicate the main points/topic
sentences which should be written in specific phrases or complete sentences
(this is the <P= or Point of PIE).
✓ Use capital letters (A, B, C, D, E, etc.) for the major supporting details;
typically, writers should have at least two main supporting details for each
point/topic sentence (the <I= or information of PIE providing evidence and the
<E= or explanation of PIE providing analysis).
✓ Use numbers (1, 2, 3, 4, 5, etc.) for sub-details clarifying and specifying
your main supporting details.

Thesis Statement
All outlines should begin with a thesis statement of summarizing sentence.
This thesis sentence presents the central idea of the paper. It must always be a
complete, grammatical sentence, specific and brief, which expresses the point of
view you are taking towards the subject.

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Main points/ Main Idea/ Sub-Points/ Supporting Details

Main points (also known as main idea). Chief point an author is making about a
topic. It sums up the author’s primary message.

Sub -Points (also known as supporting details or idea). A paragraph contains facts,
statements, examples-specifics which guide us to a full understanding of the main
idea. They clarify, illuminate, explain, describe, expand and illustrate the main idea
and are supporting details.

Types of Outlines According to Structure

Types Description
An outline that consists of a short phrase. It provides a
quick overview of topics to be included in an essay. You are
probably already familiar with this structure. Look at a
syllabus from one of your courses. It is probably the
1. Topic Outline equivalent of a topic outline, with topics listed for each unit,
and readings and assignments under each. After each
heading in a topic outline for an essay, a maximum of several
words is used to identify the topic or idea that will be
discussed under the given heading.
An outline that is done in full sentence. It Forces part of
the essay to be written out in sentences before the first draft.
2. Sentence Outline Further, it expresses the specific and complete idea that that
section of the paper will cover as part of proving the overall
thesis.

Topic Outline Example

Thesis Statement: The increased use of social media has led to more suicides
among today’s youth--a result of cyberbullying.

I. Effects and Consequences of Cyber Bullying

A. Damage victims
1. depression
2. decrease academic performance
3. suicides
B. Counselling
1. legal consequences
2. academic consequences
II. Prevention
A. Monitoring your Child
1. keeping tabs on activity
2. limiting access to social media
B. Counselling
1. consulting a school counsellor
2. finding a mentor
3. discussing the issue

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Sentence Outline Example

Thesis Statement: The abuse of alcohol and drugs can affect a person economically,
psychologically, and physically.

I. Alcohol and drug abuse can affect one economically.

A. The cost of alcohol abuse is high and getting higher.
1. The costs of DUIs can be enormous.
2. Alcohol costs are always rising because of rising production costs as well as
state and local taxes.
B. The cost of drug abuse can be high.
1. Even the arrest for the possession of a minute amount of drugs can result
in high bail and court cost.
2. The cost of drugs fluctuates drastically according to the type of drug, its
availability, and the amount.
II. Alcohol and drug abuse can have severe psychological effects.
A. Alcohol abuse can damage a person psychologically.
1. Alcohol is a depressant and can alter the personality of anyone.
2. The abuse of alcohol can lead to the psychological addiction to alcohol.
B. Drug abuse can be detrimental to one psychologically.
1. Drugs impair one's ability to function normally because of the
hallucinations or numbness of "getting high."
2. Drugs can become a psychological addiction.

What’s More
By now you have gained understanding of the terms and concepts of
outlining in this module. The following activities will measure how much you have
understood the lesson.

Activity 4. Let’s Create Memories

A. Direction: Identify the kind of outline based on structure presented in each
item. Write your answer on the blank provided after the number.

1. _______________________

Thesis Statement: The abuse of alcohol and drugs can affect a person economically,
psychologically, and physically.

I.Economic Effects
A. Alcohol
1. cost of alcohol purchases
2. cost of DUIs
B. Drugs
1. cost of drug purchases
2. cost of drug arrest
II. Psychological Effects
A. Alcohol
1. mental impairment
2. mental addiction
B. Drugs
1. mental impairment
2. mental addiction

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2. _______________________

Thesis Statement: The abuse of alcohol and drugs can affect a person economically,
psychologically, and physically.

I.Alcohol and drug abuse can affect one economically.

A. The cost of alcohol abuse is high and getting higher.
1. The costs of DUIs can be enormous.
2. Alcohol costs are always rising because of rising production costs as well
as state and local taxes.
B. The cost of drug abuse can be high.
1. Even the arrest for the possession of a minute amount of drugs can result
in high bail and court cost.
2. The cost of drugs fluctuates drastically according to the type of drug, its
availability, and the amount.
II. Alcohol and drug abuse can have severe psychological effects.
A. Alcohol abuse can damage a person psychologically.
1. Alcohol is a depressant and can alter the personality of anyone.
2. The abuse of alcohol can lead to the psychological addiction to alcohol.
B. Drug abuse can be detrimental to one psychologically.
1. Drugs impair one's ability to function normally because of the
hallucinations or numbness of "getting high."
2. Drugs can become a psychological addiction.

B. Directions: Differentiate topic outline and sentence outline in terms of their

structure using Venn diagram.

Topic Outline Sentence outline

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Activity 5: Enriching My Memory

Directions: Write an outline on the given topic using the types of outline based on
structure. Use the outline discussed previously. Write your answer on the space
provided. You will be scored base on the given criteria.

A. Write a topic outline based on the given topic.

Topic: How to prevent the spread of COVID-19

Write your topic outline here.

Thesis Statement:
____________________________________________________________

2. Write a sentence outline based on the given topic.

Topic: The Secret of Success

Write your sentence outline here.

Thesis Statement:
_________________________________________________________________________________

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Suggested Analytical Rubric

Indicator Weak (1pt) Average (2pts) Strong (3pts)
Thesis Thesis not mentioned Thesis is stated; Thesis statement is
Statement however, it is clearly stated with points
(10pts) average.
Outline formatting not Outline mostly Used the principles of
used, and content is follows format with outlining like Roman
Content and
not clear or irrelevant Roman Numerals, Numerals for in heading,
Format
Capital letters, and capital Letter for Sub-
(20 pts)
other. Content is topic, and numbers for
average supporting topic
Difficult to tell the Headings don’t have Headings should have
Organization difference between general info, and general info while
(10 pts) headings and supporting info isn’t supporting info should
supporting information always specific be more specific
Spelling and Several (more than 10) Few (6-10) and /or Very few (0-5) and /or
Grammar spelling and grammatical errors grammatical errors
(10 pts) grammatical errors

What I Have Learned

Let us sum up the salient points discussed in this module. Get ready to
figure them out!

Activity 6: Match to your Memories

Directions: Match the group of words in Column A with the concept/parts of
outline they refer to in Column B. Write only the letter of your choice on the blank
provided.

Column A Column B
________1. a map or blue print of an essay a. sentence outline
________2. an outline that consists of a b. outline
short phrase c. thesis statement
________3. a chief point of an author about atopic d. body
________4. an outline that is written in full e. introduction
sentence f. sub-points
________5. part of an outline that contains g. topic outline
attention grabber h. main point
________6. the section that wraps all i. conclusion
arguments j. roman numeral
________7. the content of the paper that includes k. numbers
the evidence and support of the paper
in addition to the author’s ideas
________8.a paragraph containing facts, statements,
and examples
________9. presents the central idea of the paper
________10. indicates the main points of the author

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What I Can Do

You have just learned about the types of outlines, and that makes you
ready for more learning activities.

Activity 7: It’s My Time to Shine

Directions: Imagine that you are being invited to speak in a certain occasion like,
birthday party, graduation ceremony, giving sermon for a church service, giving an
inspirational message, and others. Write an outline for your message. You may
choose between topic and sentence outline.

Write your outline here.

• Please refer to What’s More for the analytical rubric.

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Assessment

Activity 8: It’s My Turn

Direction: Read and analyze the given articles below. Then, outline the
reading text as specified. Make sure to highlight the points of the text.

A. Outline the reading text below using the topic outline.

How can humanity address the damage inflected on the
environment?

One important development that arose during the late twentieth century was
environmentalism. This perspective advocates to address the growing
environmental problems. Philosophy has a significant role in the development of
environmental awareness and action. Several ideas and perspective regarding
environmental action have merged.

One important philosophical view from environmentalism is environmental

ethics. This is a moral approach that analyzes the relationship between humans
and the environment. It also discusses environmental problems caused by human
activities and social issues that impact the environment.

Have you ever thought about how your actions affect nature? When throwing
away a piece of trash, do you reflect on what will happen should you decide to just
throw it anywhere in your school or community? Do you see the importance of cleaning
your surroundings, throwing trash properly, segregating waste, and saving water?

Environmental ethics serves as a basis for reflecting on how our actions show
our regard for nature. We often complain about the trash scattered around our
community, but what steps have we taken to be an example of cleanliness and order in
our homes and communities?

Environmental ethics also guides us in upholding the welfare of the environment

and everything in it. As persons, it is our responsibility to start with our own actions
and how they affect our immediate environment. Have you ever taken the initiative to
tidy up your room or help clean your house? Starting in your own home is an
important step towards becoming a more responsible steward of nature.

Apart from individual action, environmentalism also encourages governments,

institutions, organizations, and corporations to commit to responsible action for the
environment. Many of the major environmental problems we experience, such as
pollutions, deforestation, and loss of natural resources are cause by the actions of
mining and logging companies, factories, business, and even governments. An
important part of environmentalism is collective action spearheaded by environmental
groups that call attention to environmental problems and environmental abuse.

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Write your topic outline here. (You may use a separate sheet if necessary.)
Title:

B. Outline the reading text below using the topic outline.

Understanding Calories

A calorie, also known as kilocalorie, is a unit of energy. This unit represents the
energy required to heat a kilogram of water on degree Celsius. While people generally
link the term calories with food, it is a unit of measurement that can be applied to any
substance possessing energy. For instance, there are 8200 calories in a liter (about one
quart) of gasoline.

Calories describe the potential energy in food to maintain bodily functions, grow
or repair tissue, and perform mechanical work such as exercise. Food calories may take
the form of fat, carbohydrates, or proteins. Once consumed, enzymes act on these
nutrients through metabolic glucose, and amino acids. These molecules travel through
the blood stream to specific cells where they are absorbed for immediate use or sent on
to the final stage of metabolism where they release their stored energy through the
process of oxidation.

The number of calories burned during an exercise depends on various factors

body weight and the types of exercise. For example an individual weighing 59 kilograms
(130 pounds) would expend roughly 500 calories per hour swimming or playing table
tennis. In order to survive and maintain body weight, the average individual requires
approximately 2000 t 2500 calories per day. Gaining or losing weight is a simple
process. Add and subtract 7,700 calories over the course of time to gain or lose a
kilogram. Nutrition has nothing to do with it. It is all about calories.

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Write your sentence outline here.

Title

Suggested Analytical Rubric

Indicator Weak Average Strong
(1pt) (2pts) (3pts)
Thesis Thesis not mentioned Thesis is stated; Thesis statement is
Statement however, it is average clearly stated with points
(10pts)
Outline formatting not Outline mostly follows Used the principles of
used, and content is format with Roman outlining like Roman
Content and
not clear or irrelevant Numerals, Capital Numerals for in heading,
Format
letters, and other. capital Letter for Sub-
(20 pts)
Content is average topic, and numbers for
supporting topic
Difficult to tell the Headings don’t have Headings should have
Organization difference between general info, and general info while
(10 pts) headings and supporting info isn’t supporting info should
supporting information always specific be more specific
Spelling and Several (more than 10) Few (6-10) and /or Very few (0-5) and /or
Grammar spelling and grammatical errors grammatical errors
(10 pts) grammatical errors

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Additional Activities

Congratulations! You have come this far. I know you have learned a lot about
outlining reading texts in various disciplines. For your additional activities, do the
following activities.

Activity 9: Complete the Incomplete

Direction: Read the paragraphs. Complete the outline given. The main points or
topic have been written for you:

Suffering takes place when we patiently endure unpleasantness,

discomfort, and pain. It can come in the form of physical suffering, when we
experience physical sensations such as discomfort, hunger, distress, and pain.
These are often caused by injury, disease, and the lack of basic needs. It can be in
the form of mental suffering, which involves emotional and mental states such as
depression, anxiety, fear, loneliness and grief. These may be caused by
unexpected situations in life such as sudden changes in lifestyle, loss of
employment, stressful situation, and grief cause by the death of a loved one. The
tension between what a person is and what he wants to be may also an
experience of suffering.

Thesis Statement: We normally experience difficulties in life.

I. Suffering

A. Cause of Suffering
1.__________________________________________

2. _________________________________________

3. _________________________________________

B. Forms of Suffering

1._________________________________________

2._________________________________________

3._________________________________________

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Activity 10: Cut, Paste and Write

Directions: Cut a news item from a newspaper. Paste the clippings on the space
given below. Then write an outline of the news on the given space as well. You may
choose between topic and sentence outline.

Paste the cut news item here

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Write your outline here.

*Please refer to Assessment for the analytical rubric.

Now you have mastered writing an outline. How did it help you as student in your
daily lives?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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Answer Key

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References

Books

Abela, R.D (2016). Introduction to the Philosophy of the Human Person. Quezon
City, Philippines. Department of Education

Laurel, M. M., Lucero, A.F, Bumatay 3Cruz, R.T (2016). English for Academic and
Professional Purposes Reader. Quezon City, Philippines. Department of
Education.

Online Sources

My Home Work Writer. (n.d). Retrieved from https://myhomeworkwriters.com/the-

5-parts-of-an-essay-made-easy/

The Process of Outlining (n.d). Retrieved from

http://accounts.smccd.edu/skyenglish/4Outlining.pdf

SELF- INSTRUCTIONAL MODULE

(SIM)
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DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

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