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ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES

Content: READING ACADEMIC TEXTS
Quarter I
Content Standard: The learner acquires knowledge of appropriate reading strategies for a better understanding of academic
texts.
Performance Standard: The learner produces a detailed abstract of information gathered from the various academic texts read.

1. Learning Competency: The learner determines the structure of a specific

academic text
(CS_EN11/12A-EAPP-Ia-c-1).

THE READING AS A SKILL

 According to Lapp and Flood (1978), reading is defined according to two types. First,
reading is a decoding process – the breaking down of written codes. Second, reading is
seen as a comprehension process.
 Reading entails the use of thinking strategies to decipher the meaning of the written text.
 It is a process involving the readers into interaction with the text and enables them to use
the reading strategies in getting the meaning of the printed text (David, 2005).
 Since reading is a skill, it can be learned.

THE ACADEMIC TEXTS

 These have a specific structure and language compared with texts across disciplines.

TEXT STRUCTURES
1. Narration is a basic strategy used by the writers for presenting action. It is used for a
variety of purposes: to illustrate and support ideas with anecdotes, entertain the readers
with stories, predict what will happen with scenarios, and explain how something
happens (should happen) with process narratives.
2. Description is the pattern of a narrative development that presents a word picture of a
thing, person, situation, or a series of events.
3. Definition is used in explaining unfamiliar terms with the two major purposes: to explain
or to convince.
4. Classification is one of the strategies in writing which involves combining objects or
items into categories based on distinct characteristics.
5. Comparison and Contrast
Comparison is used to see how two objects or items are alike while contrast is to identify
their differences.
6. Cause & Effect states or explains reasons why things happen or explains the results of
certain phenomena.
7. Problem and Solution is a writing strategy which arranges the ideas from the discussion
of the problem of concern to the outlining of the solutions.
8. Persuasion is a writing strategy which involves presenting a position or standpoint which
is a product of careful research and supported with valid claims in order to change the
attitudes or behaviors of others.
9. Order of Importance is a text structure which arranges ideas from the most important to
the least important or vice versa.
10.Chronological Order is a writing strategy that explains an information using the time
order.
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Text Structures Signal Words

Description For example, for instance, specifically, in
particular, in addition
Cause & Effect Consequently, therefore, as a result, thereby,
results to
Comparison and Contrast However, unlike, like, by, in comparison,
although, whereas, similar to, different from
Chronological Order Next, first, last, second, another, then,
additionally

2. Learning Competency: The learner differentiates language used in academic

texts from
various disciplines (CS_EN11/12A-EAPP-Ia-c-2).

LANGUAGE USE

• A well-written text uses an appropriate language and words in delivering the message. It
has to be appropriate to the topic. The choice of the topic should be suited to the reader.
• This covers the writer’s tone of writing: subjective or objective.
• The Subjective Tone of Writing uses the writer’s personal biases and judgement.
• The Objective Tone of Writing, on the other hand, uses factual information and
arguments.
• The writer has to decide the language and tone depending on the purpose of the writing.

3. Learning Competency: The learner explains specific ideas contained in various

academic
texts (CS_EN11/12A-EAPP-Ia-c-3).

ACTIVITY 1

The following texts come from different academic disciplines. For each text identify the
following information:

a. Which discipline do you think it was written for?

b. What do you think it is about?
c. Highlight any linguistic features (lexis or grammar) which you think are
noteworthy.

1. Infection after consumption of fresh duck blood and undercooked poultry

products has been suspected in some cases of illness. Indeed, transmission to felids was
observed after experimental feeding of infected chickens to domestic cats, and feeding
tigers raw infected chicken led to outbreaks of illness in Thai zoos, in which felid‐to‐felid
transmissions were also implicated. Infected birds shed high concentrations of virus in
feces. Direct intranasal or conjunctival inoculation while swimming in contaminated
water or, perhaps, inhalation or ingestion of water could have been potential modes of
transmission to some H5N1‐infected patients. As for human influenza, hand
contamination from fomites and self‐inoculation into the eye or upper respiratory tract
remain possible modes.

2. As a learner-centered process approach to second language (L2) writing, peer

response has been widely adopted and studied since the 1990s (Hyland & Hyland, 2006).
The dialogic nature of peer response seems to foster multiple support systems (Hyland,
2000) and communicative behaviors (Villamil & de Guerrero, 1996). L2 research has
shown that peer response can increase chances for meaning negotiation and language
practice (Lockhart & Ng, 1995; Mendonca & Johnson, 1994), encourage collaborative
reading and writing (Tsui & Ng, 2000), and promote writing revisions (Berg, 1999;
Mendonca & Johnson, 1994; Min, 2006, 2008; Stanley, 1992). These interactive practices
appear to draw upon and enhance interactional and writing skills.
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3. Germany’s centrality to all the key debates past and present which have
preoccupied EU and Member State policy-makers – not the least of which is securing the
future of the single currency – is clear. It is and will remain essential to the success of
integration in all its guises. However, its evolution as an actor in foreign and security
policy represents perhaps the most interesting example of how it has changed since
1990. Having initially been anxious to reassure its neighbors and European partners that
unification would not threaten the peace and stability of Europe, the trajectory of change
within Germany has been dramatic in the post-unification period. While it has not been
alone in seeking to wrestle with the security challenges thrown up first by the collapse of
Yugoslavia, then the War on Terror, and more recently by the need for a coherent and
effective crisis management mechanism to respond to instability in the EU’s near-abroad,
these have posed an additional and unique set of political and moral dilemmas.

4. Panic attacks are a specific and severe form of anxiety disorder, typified by the
sudden onset of overwhelming anxiety that presents with a variety of physical symptoms
such as palpitations, shortness of breath, dizziness and nausea, and may involve fears of
‘going crazy’ or of impending doom or death (Ohman, 2000). The prevalence of panic
attacks more than doubled in the population of the United States from 5.3% in 1980, to
12.7% in 1995 (Goodwin, 2003). Panic attacks occur in many anxiety disorders and may
be associated with specific events or situations. However, panic attacks as a central
feature of panic disorder (PD) generally occur ‘out-of-the-blue’ (American Psychiatric
Association, 2000). The prevalence of PD appears to be relatively consistent across
cultures at between 1% and 3% (Weissman et al., 1997).
5. The story of the Bible in translation is, like the text itself, far from
straightforward. Private spiritual reading may well have lain at the heart of Protestant
piety but, as Competency:
4. Learning Lori Anne Ferrell
The has pointed
learner usesout, the Bibleofwas
knowledge textdesperately difficult
structure to gleantothe
understand and Protestant writers of biblical he/she
information text-books knew
needs this only too well. Their
(CS_EN11/12A-EAPP-Ia-c-
approach
4). was to warn readers of the ‘knotty Passages’ and ‘things hard to be
understood’ whilst, at the same time, steering them to the ‘Shallows where the Lambs
may wade’ with the assurance (and encouragement) that ‘the Truths necessary to
Salvation are plain, and of easy Access to the weakest understanding’.

ACTIVITY 2
Banning Handguns is not the Answer

Handguns can be easily concealed, so they are the weapon of choice for people who
choose to use them for self-defense. Unfortunately, they are also the weapon of choice for
criminals. Since handguns are easy for criminals to steal, handguns are readily available on the
black market; this makes handguns an attractive choice for criminals. The majority of crimes
involving firearms are committed with the use of a handgun; this is a serious problem in America
today. Although most would agree that something must be done, no one seems to have the
answer at this point. Some gun control supporters believe that completely banning handguns is
the best way to protect citizens. However, banning handguns fails to protect people because the
laws are ineffective, banning handguns prevents people from an effective means of self-defense,
and the laws do not solve the real problem, which is the gun owner.

Simply banning handguns all together is ineffective, and that is the first reason why
banning handguns is not an effective way to protect citizens. There are several cities that have
employed handgun bans in the past, and the results were not promising. On September 24,
1976, Washington, D.C. placed a ban on all handguns; the ban was later overturned on June 26,
2008. Under the regulations of this law, no one other than a police officer was permitted to own a
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handgun. Authors Agresti and Smith (2010) state that “during the years in which the D.C.
handgun ban and trigger lock law were in effect, the Washington, D.C. murder rate averaged
73% higher than it was at the outset of the law, while the U.S. murder rate averaged 11% lower.”
Clearly, banning handguns in D.C. did not reduce the amount of murders and crimes that were
committed, and the number of murders actually increased drastically. Gun control supporters
would argue this information by saying that the statistics are misleading, and that it is necessary
to consider other factors such as the changing of times as well as the rise of drug and gang
violence. They may have a point, but as Washington, D.C.’s murder rate increased by 73%, the
rest of the United States as a whole experienced an 11% decrease in murders (Agresti & Smith,
2010). This is difficult for them to explain. A second illustration of the ineffectiveness of banning
handguns is that of Chicago, Illinois. In 1982, Chicago passed a ban on all handguns, except for
those that were pre-registered with the police department prior to the ban. Author David
Peterson (2010) describes the situation in Chicago, during the ban:
The percentage of murders committed with handguns in Chicago varied
between roughly 40 percent and 55 percent each year during the pre-ban period of
1965-1981. In recent years, while the handgun ban was in place, the percentage
committed with handguns has consistently been 70 percent or more.

In regards to the Chicago case, Agresti and Smith (2010) state that “in 2005, 96% of the
firearm murder victims were killed with handguns.” Chicago overturned this law in June of 2010.
Once again we see how ineffective handgun bans are. These laws made it illegal to own
handguns, but that did not stop murders from happening nor did it protect people in any way.

Handgun bans fail to protect people, and in fact, may put people in greater danger
because they prevent people from using handguns as an effective means of self-defense. When
an individual is responsible and trained properly, handguns are easily the most effective form of
self-defense, and a handgun ban takes this option away from them. John Stossel (2008), who is a
nationally syndicated newspaper columnist, as well as a journalist and reporter for Fox News
Channel, explains that laws against guns are really laws against self-defense, and mandatory
gun-free zones are in actuality free crime zones. Handgun bans will not stop criminals from
acquiring guns; they will, however, prevent a law abiding citizen from buying a gun for self-
defense. While he may be a little extreme in stating that laws against guns are laws against self-
defense, he does make a good point. Banning handguns leaves citizens with less self-defense
options. When people are stripped of the most effective form of self-defense, they are
vulnerable, and this is a serious problem. Stossel (2008) is right about gun bans preventing law
abiding citizens from using guns in self-defense, and this gives the advantage to the
criminal. A law abiding citizen will not break the law and own a handgun if they are
banned, but a criminal will. If an individual desires to rob a bank or murder someone, he or she
is not going to be worried about breaking a gun ordinance. Handgun bans remove an
extremely valuable self-defense method from citizens, which leaves them even more
vulnerable. It is possible that in banning handguns we are missing the real point.

Another reason why handgun bans fail to protect people is because they do not deal
with the real issue. The real issue behind handgun crimes and violence is not the handgun itself,
but rather the owner of the gun. According to surveys, as of 2010, there were roughly 300 million
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firearms owned by citizens in the United States. Of those 300 million, approximately 100 million
were handguns, and 67% of those gun owners said they had guns for self- defense, 66% said
they used their guns for hunting, and 41% for target shooting (Agresti & Smith, 2010). During the
year 2008, approximately 436,000 violent crimes were committed by an assailant who was
visibly carrying a gun (Agresti & Smith, 2010). A study conducted during the year 2000 showed
that U.S. citizens use guns to defend themselves roughly 989,983 times a year (Agresti & Smith,
2010). These statistics show several different uses for guns, and that guns can be used for
negative or positive reasons. It is the operator of the handgun who determines whether it will be
used as recreation, such as target shooting and hunting or as a murder weapon or as self-
defense. It is sad to see the way society views handguns as an awful epidemic, but laws banning
handguns are missing the point. Laws cannot make the decision of how the handgun will be used
for the owner of a handgun. It still comes down to the person holding the gun, and that is
something a ban cannot change.

Most people understand that something is wrong, and that turning a blind eye to the
violence involving handguns is not the answer, but neither is banning them. Handgun bans are
ineffective, they prevent a citizen from the most effective means of self- defense, and they do
not solve the real problem, which is the person who owns the gun. It comes down to
responsibility. Each person who chooses to own a handgun must be personally responsible for
the ways the gun is used. The government is responsible to protect its citizens; no one has the
perfect answer for the handgun violence problem, but the one certain thing is that banning
handguns is not the answer.

After reading the passage, answer the questions that follow:

1. What issue is the writer focusing on?

2. Does the writer take a clear stand on this issue?
3. What is the writer’s thesis (if there is one)?
4. What is the writer’s purpose for writing?
5. Who is the audience for this writing?
6. What is the writer’s tone? Why do you think he/she writes with this tone?
7. Does the writer seem to assume readers will agree with his/her position?
8. What evidence does the writer use to support the essay’s thesis/central argument? Does
the writer include enough evidence?
9. Does the writer consider, address and/or refute opposing arguments?
10. Do you understand the vocabulary? If not, look the words up.
11. Do you understand the writer’s references/citations? If not, look them up.
12. Do you agree with the points the writer makes? Why/why not?
13. What connections can you make between this article and others you have read?

5. Learning Competency: The learner uses various techniques in summarizing a

variety
of academic texts (CS_EN11/12A-EAPP-Ia-c-5).

SUMMARY SKILLS
 A summary is a brief statement or restatement of main points, especially as a conclusion
to a work or a chapter.
 Writing a good summary demonstrates that you clearly understand a text and that you
can make your readers understand what you are trying to say.
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 A summary can be tough to write at first as you might include too much or too little
information. However, with the help of this 8-step method, you will be able to summarize
texts quickly and successfully for any class or subject.

STEPS TO SUMMARIZE INFORMATION:

Step 1: Break Down & Digest

First, skim through the text you are required to summarize and divide it into sections. Be
sure to focus on any headings and subheadings. Also, you should take note of terms in bold and
make sure you understand them before you read.

Step 2: Read
Now that you have prepared, go ahead and read the selection. Read straight through. At
this point of time, you do not need to stop to look up anything that gives you trouble — just get
a feel for the author’s tone, style, and main idea.

Step 3: Re-Reading
Rereading should be active reading. Make sure that you underline topic sentences and
key facts. Label areas that you want to refer to as you write your summary. Also, label areas
that should be avoided because the details — although they may be interesting — are too
specific or unrelated. Identify areas that you do not understand and try to clarify those points.

Step 4: One Sentence at a Time

You should now have a firm grasp on the text that you will be summarizing. In the
previous steps, you have divided the selection into sections and located the author’s main ideas
and points. Now, write down the main idea of each section in one well-developed sentence.
Make sure that what you include in your sentences are key points, not minor details.

Step 5: Write a Thesis Statement [Hypothesis]

This is the key to any well-written summary. Review the sentences that you wrote in
STEP 4. From the sentences, you should be able to create a thesis statement that clearly
communicates what the entire text was trying to achieve. If you find that you are unable to do
this step, then you should return to STEP 4 and make sure your sentences actually addressed
key points.

Step 6: Ready to Write

At this point, your first draft is done. You can use the thesis statement as the introductory
sentence of your summary, and your other sentences can make up the body. Make sure that
they are in order. Add some transition words (for example: then, however, also, moreover) that
help with the overall structure and flow of the summary. Once you start writing, take note of
these points:

 Write in the present or past tense, depending on the context of the question (i.e., how the
question is phrased) and what tense the first few words that are given to help you begin
are in.
 Make sure to include the author and title of the work.
 Be concise: a summary should not be equal in length to the original text.
 If you must use the words of the author, cite them. Otherwise, USE YOUR OWN WORDS
(for example, instead of “in actual fact”, write “actually”).
 Do not add in your own opinions, ideas, or interpretations into the summary. The purpose
of writing a summary is to accurately represent what the author wanted to say, not to
provide a critique.

Step 7: Check for Accuracy

Re-read your summary and make sure that you have accurately represented the author’s
ideas and key points. Be sure that you have correctly cited anything directly quoted from the
text. Also, check to make sure that your text does not contain your own commentary on the
selection.

Step 8: Revise
Once you are certain that your summary is accurate, you should (as with any piece of
writing) revise it for style, grammar, and punctuation. You should be able to understand the
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main text based on your summary alone. If you do not, you may have focused too much on one
area of the piece and not enough on the author’s main idea.

Source: http://www.enotes.com/topics/how-write-summary

ACTIVITY 3
Summarize the following passages:

1. When one hears the term “reality” applied to a television show, one might expect that the events occurred naturally or, at
the least, were not scripted, but this is not always the case. Many reality shows occur in unreal environments, like rented mansions
occupied by film crews. These living environments do not reflect what most people understand to be “reality.” Worse, there have been
accusations that events not captured on film were later restaged by producers. Worse still, some involved in the production of “reality”
television claim that the participants were urged to act out story lines premeditated by producers. With such accusations floating
around, it’s no wonder many people take reality TV to be about as real as the sitcom.

2. There are many types of lethal venom in the animal kingdom, but perhaps no stranger carrier than the platypus.
The platypus is one of few venomous mammals. Males carry a venom cocktail in their ankle spurs that paralyzes victims
with excruciating pain. Stranger still, the platypus is the only mammal that uses electroreception. What this means is that
the platypus uses its bill to sense the electricity produced by the muscular movements of its prey. The platypus neither
sees, hears, nor smells its prey while hunting but, rather, pursues it through electroreception. Perhaps most odd, the
platypus is the only mammal that lays eggs rather than giving birth to live young. The platypus is an odd creature
indeed.

3. Yellowstone National Park is mainly located in Wyoming, although three percent is located in the state
of Montana. The Continental Divide of North America runs diagonally through the southwestern part of the park. The park
sits on the Yellowstone Plateau, which is an average elevation of 8,000 feet above sea level. This plateau is bounded on
nearly all sides by mountain ranges. There are 290 waterfalls that are at least fifteen feet in the park, the highest being
the Lower Falls of the Yellowstone River, which falls 308 feet.

4. Screech! When a driver pushes on the brake pedal, it starts a process that causes the vehicle to stop. You
literally trust braking systems with your life every time you get into a vehicle or cross a busy intersection, but how does this
process work? It begins when the pedal is pushed. At this moment brake fluid is released into the area where the braking
mechanisms are located. As the fluid collects, leverage is created, which causes a friction to be applied. If the braking
system is functioning properly, this friction will create a force that will cause the wheels to stop and allow you to reach your
destination safely.

6. Learning Competency: The learner states the thesis statement of an

academic text
(CS_EN11/12A-EAPP-Ia-c-6).

THESIS STATEMENT

 A sentence or sentences which summarizes the main idea of the paper. The following are
the characteristics of a thesis statement:

1. Covers exactly the topic you want to talk about, no more and no less.
2. Lets your readers know what to expect.
3. Usually appears in your paper’s introductory paragraph.
4. Helps you better organize and develop the contents of your paper.

 In identifying the thesis statement, there are three (3) things that you have to look into:
claim, evidence, and significance.
 Oftentimes, the thesis statement of academic texts is given in the summary or abstract.
But, not all texts provide a summary or abstract.

Thesis Statement Examples: Bad vs. Good

BAD GOOD

Everyone should exercise. Filipinos should add exercise to their daily

morning routine because it not only keeps
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their bodies at a healthy weight but also

reduces the risk of high blood pressure.

High levels of alcohol consumption are bad High levels of alcohol consumption have
for you. detrimental effects on your personal health,
such as weight gain, heart disease, and liver
complications.

Reading can develop a child's analytical mind. Reading develops a child's mind by fostering
comprehension skills, increasing vocabulary,
and exposing them to new worlds they might
not otherwise encounter.

All retirees should relocate to Florida. Retirees should relocate to Florida, where
75% of Americans choose to settle, because
you will afford
yourself the opportunity to develop a wide
array of friendships.

The Internet has improved the lives of many. The Internet serves as a means of expediently
connecting people all across the globe,
fostering new
friendships and an exchange of ideas that
wouldn't have occurred prior to its inception.

Source: http://examples.yourdictionary.com/thesis-statement-examples.html

7. Learning Competency: The learner paraphrases/explains a text using one’s own

words (CS_EN11/12A-EAPP-Ia-c-7).

PARAPHRASING

A paraphrase is...

 your own rendition of essential information and ideas expressed by someone else,
presented in a new form.
 one legitimate way (when accompanied by accurate documentation) to borrow from a
source.
 a more detailed restatement than a summary, which focuses concisely on a single main
idea.

Paraphrasing is a valuable skill because...

 it is better than quoting information from an undistinguished passage.

 it helps you control the temptation to quote too much.
 the mental process required for successful paraphrasing helps you to grasp the full
meaning of the original.

6 Steps to Effective Paraphrasing

1. Reread the original passage until you understand its full meaning.
2. Set the original aside, and write your paraphrase on a note card.
3. Jot down a few words below your paraphrase to remind you later how you envision using
this material. At the top of the note card, write a key word or phrase to indicate the
subject of your paraphrase.
 9

4. Check your renditi on with the original to make sure that your version accurately
expresses all the essential information in a new form.
5. Use quotation marks to identify any unique term or phraseology you have borrowed
exactly from the source.
6. Record the source (including the page) on your note card so that you can credit it easily if
you decide to incorporate the material into your paper.
Examples:

The original passage:

Students frequently overuse direct quotation in taking notes, and as a result they overuse
quotations in the final [research] paper. Probably only about 10% of your final manuscript
should appear as directly quoted matter. Therefore, you should strive to limit the amount of
exact transcribing of source materials while taking notes. Lester, James D. Writing Research
Papers. 2nd ed. (1976): 46-47.

A legitimate paraphrase:

In research papers students often quote excessively, failing to keep quoted material down to a
desirable level. Since the problem usually originates during note taking, it is essential to
minimize the material recorded verbatim (Lester 46-47).

An acceptable summary:

Students should take just a few notes in direct quotation from sources to help minimize the
amount of quoted material in a research paper (Lester 46-47).

Source: https://owl.english.purdue.edu/owl/resource/619/1/

8. Learning Competency: The learner outlines reading texts in various disciplines

(CS_EN11/12-
EAPP-Ia-c-8).

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
 Helps prevent a writer from getting stuck when performing the actual writing of the
essay
 A well-developed outline will show what the thesis of the essay is, what the main idea of
each paragraph is, and the evidence/support that will be offered in each paragraph to
substantiate the main points.

TOPIC OUTLINE
Several aspects must be considered in writing a topic outline:

1. Recall that all headings and subheadings must be words or phrases, not sentences.
2. The wordings within each division must be parallel.
3. A division or subdivision cannot be divided into one part; therefore, if there is an “A” there
must be a “B,”
and if there is a “1” there must be a “2.”
Thesis: The Common Problems Experienced in a
Society

I. Family Problems
A. Custodial: Non-custodial Conflicts
B. Extended Family
C. Adolescent’s Age
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SENTENCE OUTLINE
• A sentence outline should be assigned as the second part of the sequence leading to the
completion of the research report.
• This outline should be used to develop the major divisions of the long report.
• It will help the student to get the content of the report solidified before the first draft of
the report is written.
• This outline should be written after or at the same time that the student is turning in note
cards.

I. INTRODUCTION

A. Purpose
B. History of the Problem
C. Review of Recent Literature
D. Research Procedure

II. BODY. (Use the TITLE OF YOUR REPORT here. Expand or contract the outline below as
necessary.)

A.________________________________________
1.___________________________________
2.___________________________________
B. ________________________________________
1.___________________________________
2.___________________________________
C .________________________________________
1.___________________________________
2.___________________________________
D.________________________________________
1.___________________________________
2.___________________________________

III. CONCLUSIONS

IV. RECOMMENDATIONS (This is a list of the specific actions your audience should take.)
1 .______________________________________
2 .______________________________________
3 .______________________________________

9. Learning Competency: The learner summarizes the content of an academic text

(CS_EN11/12A-
EAPP-Ia-c-9).

ACTIVITY 4
(Summary Writing Worksheet)
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Direction: Summarize the following passages.

What’s dressed in all black, practices

stealth, and is a master of espionage, sabotage,
and assassination? You guessed it: it’s a ninja!

Perhaps the only thing more elusive than a ninja is the source of the word
ninja. In China ninja are more often referred to as shinobi. The Chinese word
shinobi, short for shinobi-no-mono, means “to steal away.” The word shinobi
appears in Chinese poems as far back as the eighth century. So how did this
word become ninja? Some believe that during the Edo period in Japan, the word
shinobi-no-mono was appropriated and transformed to the very similar word
ninja. This probably happened because it was a lot quicker and easier to just say
ninja. It is difficult to see how such a transformation could have occurred when
we look at the words using our alphabet, but if you look at the kanji representing
these words, it may make more sense to you. This is how you write shinobi-no-
mono in Chinese: . And this is how you write ninja: . Now do you see
the similarities?
1. Summarize the passage in your own words:
___________________________________________________________________________________
_____________________________________________
Ninjas used many different tools and weapons to get the job done: throwing
stars, bows, acid-spurting tubes to name a few, but the favorite weapon of most
ninjas was probably the katana. The katana is a long, curved sword with a single
blade and a long grip to accommodate two hands. This sword was often carried
in a sheath or scabbard on the ninja’s back. Though the sword was primarily
used for fighting and killing, the scabbard served a number of purposes too. The
ninja could remove the sword, angle the scabbard against a wall, and use it to
climb to a higher place. Or, while stealthy negotiating their way through a dark
place (such as an enemy’s residence at night), ninjas may have used the
scabbard as a walking stick, feeling or probing their way around objects so as
not to knock into anything and alert the enemy. Perhaps the ninja’s most sinister
use of the scabbard was to put a mixture of red pepper, dirt, and iron shavings at
the top of the scabbard, so that when the ninja drew his sword, his opponent
would be blinded. I wonder what a ninja could have done with a Swiss Army
knife.

2. Summarize the passage in your own words:

___________________________________________________________________________________
_____________________________________________

Invisibility, flight, the power to split into multiple bodies… these

superhuman abilities have long been associated with ninjas, but ninjas didn’t
really do all of that stuff. They were just regular people with exceptional
abilities. So why do people think that ninjas had super powers? Well, one
reason is that ninjas were very secretive and left behind few historical records of
 12

their activities. Since we do not know much about what they actually did, we are
left to speculate. Another reason why people often think that ninjas had
superhuman abilities is because of how ninjas are depicted in folklore
(particularly during the Edo period in Japan). In such legends and works of art,
ninjas were mythicized and romanticized. These romantic notions of ninjas as
superhero are perpetuated in media today, but maybe that’s just because these
days people expect ninjas to have supernatural abilities. Ki-yah!

3. Summarize the passage in your own words:

___________________________________________________________________________________
_____________________________________________

The image of the ninja wearing all black is a popular one indeed, but there
is really no evidence that ninjas ever wore such a costume. In fact, it is much
more likely that ninjas dressed as regular civilians, which would have been far
more effective camouflage in most situations than an all black suit. The use of
disguises amongst ninja is common and well-documented. Ninja often dressed as
monks, entertainers, fortune-tellers, merchants, or farmers. Each of these
disguises carried advantages that dressing in all black did not. Dressed as
monks, ninjas could conceal weapons in their robes. Dressed as entertainers,
they could spy in enemy buildings without arousing suspicion. Dressed as
fortune-tellers, they could extract information from unknowing targets. Dressed
as merchants, they could travel freely across enemy borders. And while dressed
as farmers, ninja carried simple gardening tools (such as sickles or trowels) and
used them as deadly weaponry. In this way if a ninja were caught by authorities,
he could claim that his deadly apparatus were tools, not weapons. Though they
may not have been wearing all black stealth suits, ninjas were always well-
disguised.

4. Summarize the passage in your own words:

___________________________________________________________________________________
____________________________________________
Source: http://www.ereadingworksheets.com/free-reading-worksheets/reading-comprehension-
worksheets/
summarizing-worksheets-and-activities/

10. Learning Competency: The learner writes a precis/abstract/summary of texts in

various
disciplines (CS_EN11/12A-EAPP-Ia-c-10).

WRITING A PRECIS OR ABSTRACT

 A precis or abstract is a short summary of a text read.

 It is an exercise of comprehension.
 This presents the gist of a passage expressed in few words as possible.
 It gives all essential points so that anyone reading it will be able to understand the idea
expressed in the original passage.
 A precis or abstract should not go beyond one third of the original passage.

In writing a critical summary, the following steps are followed:

 13

1. Read and re-read the original text carefully.

 Identify the thesis.
 Pay close attention to the topic and concluding sentences in paragraphs as well as
the introduction and conclusion of the text.
 Look for transitional words and phrases in the text that will alert you to the
argument’s deeper logical structure.
 Make note of the author’s sources and the types of evidence they are writing.

2. Resist the urge to argue or critique right away.

3. Try to avoid excessive quotations.
 Quoting the author’s own words can be very effective when you want to highlight
an important point in his/her argument. However, it can signal that you are
reproducing rather than explaining the text.

(A)
EXAMPLE OF AN ABSTRACT BY AN ES 490 STUDENT WRITING HIS SENIOR THESIS
Claggett, H. D. (1997). Wildlife Conservation. In The Reference Shelf (Vol. 69). Dublin : The H. W. Wilson
Company.

Wildlife conservation is a type of management aimed to preserve a threatened or

endangered species. Extinction is unforgiving, and has dramatic effects on wildlife. Biodiversity
on the other hand is something that conservation is intended to strengthen. In theory, the more
biodiverse an ecosystem is the healthier that it probably is. According to Edward O. Wilson, more
than a fifth of the world’s species could be gone or close to extinction by 2020. The idea of
wilderness separates humans from the wild. This book tries to show that humans need to get
over this separation and realize that people and wilderness are not two separate entities but
wilderness is our home. Endangered species are now being threatened by global warming,
humans and our practices, and many other factors mainly created by humans. In order to
conserve wildlife, congress needs to pass legislation that helps to protect the environment.
Remaining wilderness cores need to be held intact with buffer zones and biological corridors.
South America uses ecotourism as a way to help conserve wildlife while helping out the people
who live nearby. Habitat restoration and using zoos for captive breeding of endangered species
are helping to conserve many of the endangered species that once flourished.
This book had a lot of scholarly information on wildlife conservation and what needs to be
done in order to keep wildlife around forever.
--Tim Reitz

(B)
In the article “Voltaire’s Candide” published in Short Story Criticism, Earvin Beck argues
that Voltaire utilizes the schematized structure of Candide to advocate philosophical skepticism.
Voltaire’s book is divided into three sections of equal length which “create a symbolic geography
for Candide’s quest.” Candide travels to these three worlds which represent aspects of the
philosophies during Voltaire’s time period. Europe represents evil, while America, the New World,
represents new possibilities such as his time spent in El Dorado, and then finally to Turkey which
represents the truth of both the New and Old Worlds, “the evil of Europe and the fruitful human
effort of El Dorado.” El Dorado appears in the middle of the book and is the “geographically most
elevated point in Candide’s travels.” El Dorado, the most perfect place on earth, is the
unreachable goal that all men seek yet seldom find. The world is flawed and man needs to stop
searching for a utopia. Besides traveling to three worlds, Candide also has three guides. The first
 14

guide, Pangloss, represents “philosophical optimism.” Martin is exactly the opposite in that he
represents “philosophical pessimism.” While Pangloss feels “reality can be known by reason,”
Martin feels “reality defies a rational accounting.” On the other hand, Cacambo is a “neoclassical
golden mean” who takes a standing somewhere in the middle of optimism and pessimism
showing the skepticism of mankind. He is also the most silent of the three, and the most
practical. He upholds the ideal of an “efficient man who knows what needs to be done and sets
about doing it.” He is the “norm” between the other philosophies.
The irony lies in Cacambo’s name being the Spanish caca, meaning “excrement.” Thus,
since man cannot attain the richness of life in El Dorado, he must settle for a life filled with
excrement. Thus, Beck illustrates Voltaire’s response to those who go to extremes and stresses
the point that moderation is the key (1-2).
Source: http://www.uwosh.edu/facstaff/barnhill/490-docs/assignments/precis

Content: WRITING THE REACTION PAPER/ REVIEW/ CRITIQUE

Quarter I

Content Standard: The learner understands the principles and uses of a reaction paper/ review/ critique.

Performance Standard: The learner produces an objective assessment of an event, a person, a place, or a thing.

11. Learning Competency: The learner forms opinions based on facts (CS_EN11/12A-EAPP-
Id-f- 11).

FORMING OPINIONS BASED ON FACTS

 In writing a review or critique, you need to form your informed opinion based on facts.
 An opinion is defined as a judgment, viewpoint, or statement about matters commonly
considered to be subjective.
 Facts are verifiable and can be objectively proven to have occurred.

Examples:
Fact: It’s 32 degrees Celsius outside. Opinion: It’s too hot to stay outside.

Fact: A Long Champ bag costs 3,000 php. Opinion: Long Champ bags are too
expensive to buy.

STEPS IN INFORMING YOUR OPINION BASED ON FACTS

1. Clearly state your opinion on the issue.

2. Ask yourself why you hold your belief.
3. Research the issue.
4. Consider the tone of your writing.
5. State your opinion clearly by presenting examples, facts, and statistics that support your
opinion; you also need to use valid reasoning.

The following are some of the phrases used in stating your opinion:

1. It seems to me that …
2. In my opinion …
3. I am of the opinion that …
4. My personal point of view is that …
5. In my experience …
6. I might be wrong, but …
7. I think/believe that …
 15

8. I am convinced that …

12. Learning Competency: The learner cites specific sources to support claims
(CS_EN11/12A-
EAPP-Id-f-12).

APA FORMAT IN LITERATURE REVIEW

APA (American Psychological Association) style is a set of rules for formatting papers and
essays, most commonly used to cite sources when writing about social science and related
disciplines.

Citations and reference lists

Citations are notations in the text which document the sources of quotations,
paraphrases, summaries, and the like. A reference list is an alphabetical list of the sources cited
in your paper. Sources can include books, periodicals, electronic sources, and websites, just to
name a few.

Citations in the text of your paper

APA style requires that you cite the author and publication year of a reference in the
text of your paper. One or both of these elements may be in parentheses, depending on
sentence structure. Direct quotations (i.e., word-for word quotes taken from a source) also
require the page number on which the quote originally appeared.

No additional information is needed for in-text citations; full references will follow in the
reference list at the end of your paper. Here are a few examples of in-text citations:
 Kisangau, Lyaruu, Hosea, and Joseph (2007) found …
 Early onset rules in a more persistent and severe course (Kessler, 2003).
 She stated, “The ‘placebo effect” … disappeared when behaviors were studied in this
manner” (Miele, 1993, p.276).
 In 2003, Kessler’s study of epidemiological samples showed that …

13. Learning Competency: The learner cites presents ideas convincingly (CS_EN11/12A-
EAPP-Id-f-13).

PRESENTING IDEAS CONVINCINGLY

The following are ways to present ideas convincingly (Shell & Moussa, 2013):

1. Make it vivid. Rather than abstract concepts, use concrete, real-life examples that carry
emotional heft with the audience.
2. Put your heart into it. It must be obvious for the readers that you are a true believer.
3. Tell a story. Humans use stories to order events so that they make sense to their daily
lives.
4. Make it a puzzle. Do not reveal everything upfront, especially when you are telling a
story. Let it evolve into a meaningful ending.
 16

5. Use telling metaphors. Drawing parallels with the familiar helps the audience grasp
complex ideas.
6. Force them to think. This gives the readers an opportunity to learn something new and
insightful.

14. Learning Competency: The learner uses the appropriate language for a specific
discipline
(CS_EN11/12A-EAPP-Id-f-14).
15. Learning Competency: The learner raises legitimate, contrary views in an
appropriate manner
(CS_EN11/12A-EAPP-Id-f-15.)

WRITING A REACTION PAPER

 Writing a critique or review involves a process of summarizing and evaluating or work or

concept.
 The main purpose of an evaluation is to assess the usefulness or impact of aa work in a
particular field.
 Critiques or review help develop in the writer the following:
1. knowledge of the work’s subject area or related works;
2. understanding of the work’s purpose, intended audience, development of
argument, structure of evidence or creative style;
3. recognition of the strengths and weaknesses of the work.
 Critiques are used to carefully analyze a variety of works such as:
a. Creative works: novels, exhibits, films, images, or poetry
b. Research: monographs, journal articles, systematic reviews, theories
c. Media: news reports, feature articles
 A critique has three parts: (1) introduction; (2) body; and (3) conclusion.

16. Learning Competency: The learner uses appropriate critical approaches* in writing
a critique
such as formalism, feminism, etc. (CS_EN11/12A-EAPP-
Id-f-16).

CRITICAL APPROACHES IN WRITING A CRITIQUE OR REVIEW

Criticism is an abstract, intellectual exercise. It is an exchange of informed opinion about

a subject for review. It is considered to be a discourse. The common literary criticism are
presented below:

1. Formalist Criticism
 It regards the subject as a unique form of human knowledge that needs to be examined
on its own terms.
 The subject can be understood only by an analysis of its intrinsic elements.
 You need to focus your analysis on the formal feature of the subject not on the profile of
the creator.
 You need to establish how one element works together with other elements to achieve
the effect to the audience or spectator.
2. Biographical Criticism
 It asserts that a work of art is done by a person and understanding his/her life would be
helpful to understand the work itself.
 By looking into the biography of the creator, you understand how his/her life shaped and
influenced the work of art.

3. Historical Criticism
 It involves understanding the subject by using an analysis of social, cultural, and
intellectual context surrounding the work of art.
 In writing a historical criticism or review, you need to relate how the time and place of
creation affected the meaning of the subject.

4. Gender Criticism
 It examines how sexual identity influences the creation and reception of the subject.
Feminist critics carefully examine how the images of men and women reflect or reject the
social forces that have historically kept the sexes from achieving total equality.
 17

5. Psychological Criticism.
 This focuses on the human being’s unconscious mind, regrets, fears, hidden desire,
sexuality and repression.
 It involves analysis of three (3) elements: (1) it investigates the creative process of the
artist; (2) what is the nature of literary genius; and (3) how does it relate to normal
mental functions?

6. Sociological Criticism
 This criticism considers the cultural, economic, and political context in which the subject
is created.
 It explores the relationship between the subject and the creator.

17. Learning Competency: The learner applies the principles of writing effective
reviews and
critiques (CS_EN11/12A-EAPP-Id-f-17).

STEPS IN WRITING A CRITIQUE

1. Study the work being reviewed or critiqued;

2. Write down important parts of the work;
3. Develop an understanding of the main argument or purpose being expressed in the
work; and
4. Consider how the work relates to a broader issue or context.

Introduction

 The introductory part should have the following elements:

1. Name the work being reviewed as well as the date it was created and the name of
the author/creator.
2. Describe the main argument or purpose of the work.
3. Explain the context in which the work was created. This could include the social or
political context, the place of the work in a creative tradition, or the relationship
between the work and the creator’s life experience.
4. Have a concluding sentence that signposts what your evaluation of the work will
be. For instance, it may indicate whether it is a positive negative, or mixed
evaluation.
Body
 Explain the summary and evaluation of the subject being reviewed or critiqued.

Conclusion

1. Provide a statement indicating the overall evaluation of the work.

2. Give a summary of the key reason identified during the critical evaluation, why this
evaluation was formed.
3. Give a recommendation for improvement on the work.

The following are the questions that could help you provide a good review or critique:

1. Who is the creator? Is the work presented objectively or subjectively?

2. What are the aims of the work? Were the aims achieved?
3. What techniques, styles, media were used in the work? Are they effective in portraying
the purpose?
4. What assumptions underlie the work? Do they affect validity?
5. What types of evidence or persuasion are used? Has evidence been interpreted fairly?
6. How is the work structured? Does it favor a particular interpretation or point of view? Is
it effective?
7. Does the work enhance understanding of ideas or theories? Does the work engage (or fail
to engage) with key concepts or other works in the discipline?

18. Learning Competency: The learner writes an objective/balanced review or critique

of a work
of art, an event or a program (CS_EN11/12A-EAPP-Id-f-
 18

18).

WRITING A CRITIQUE ON ART

 The purpose of an art analysis or critique is to understand and recognize the choices that
an artist made in creating the artwork.
 It deals with the formal elements such as color, line, texture, and size.
 To write a visual analysis, you must analyze closely the object and translate your
observations and analysis into a written text.
 It is not just a simple recording of your observations but you have to make your claims
about the work of art.
 Use the following steps in writing a critique on art:

1. Observe the artwork and write down your observations. Analyze the artwork in
terms of elements such as composition, colors, textures, size, space, and other
material attributes of the artwork.
2. Formulate your claim. Reflect on the overall organizations of the work of art.
Consider how formal elements contribute to the meaning of the work. Include how
the art relates to other work of art.
3. Support your claim with visual details. Organize your analysis using logical order.

WRITING AN ANALYSIS OF AN EVENT OR PROGRAM

An event critique or analysis is to assess the over-all success of the event or program
itself. The following are the elements for analysis:

1. Audience. The success of an event or program is an assessment on how well it was

ended. Give the description on the volume of the audience.
2. Problems/Emergencies. Discuss how the host or event planner handled the problems
and emergencies, if there was any. Describe the provision to address possible
emergencies/problems.
3. Program Emcee/Host. Indicate how the emcee did his/her job and maintained a lively
and engaging atmosphere. Also mention how the host handled problem or emergencies, if
there was any.
4. Food. If food was provided to the participants, it is noteworthy to provide an assessment
for it. Indicate the satisfaction rate of the participants. Make a review of the quality of
food.
5. Venue. Describe the venue of the event or program. Be able to include your assessment
on the seating arrangement, its proximity, the convenience of the participants in going to
the place.

ACTIVITY 5
(Application: Critique Design)
Directions: Write a review or critique on any design you choose. It may be industrial
design objects, craft objects, furniture or fashion design. Be able to post a picture of the
subject for review or critique.

ACTIVITY 6
(Application: Critique)
Directions: Write a review on the particular performance, arts, play, dance, sports,
religious or community festival you witnessed recently. Paste a picture of the subject of
your review or critique. Use the principles in writing the review or critique.

ACTIVITY 7
(Application: Critique on Event or Program)
Directions: Write a review or critique on the recent event you attended. Be able to post a
picture of the subject for review or critique.

An excerpt taken from www.twistedtextiles.com

In this painting, I see butterflies. There are two of them, and they are in flight with
their wings open. I also see what appears to be the side of a cliff, or a flat wall that has
been broken off. It is daytime because the sky is blue, but there is also another drastic
 19

I don’t feel either sad or happy when looking at this. The colors are nice and
bright, and butterflies usually make people feel happy, but I mainly feel ”curious” and
maybe a bit confused. I’d like to have more details about what’s going on that are not
available in the painting. The colors to me feel very cool, and even the oranges and
browns have a lot of light l’coolness” to them, but the surrounding visuals suggest a
desert of some sort, or somewhere very dry. The butterflies are painted fairly
realistically, and are beautiful, but the wings on both are stuck in the same
exact position, like they are pinned onto an entomologist’s board. Not to mention their
somewhat unrealistic shadows and highlights.

So this is what I think Dali probably did. I think he found some recently dead
butterflies and wanted to paint them, like one would paint a still-life with fruit or flowers
or something. But to make them less boring than a typical still-life of butterflies pinned
to a board, he added an imaginary background to make it into a ”landscape” instead.
That way, as a viewer, we could have the sense that these creatures are alive and
kicking, in their own little colorful world. To me, I think this is a great concept, and a
creative way of approaching a painting and making it more intriguing than a plain old
still-life.

In general, I think this is an interesting and unique artwork. I enjoy the bright
colors and would hang it up in my house if someone gave it to me for my birthday, but I
probably wouldn’t buy it myself unless it was on sale. As an artist myself, I appreciate
the technical skill it took to create such a painting, and might be inspired to create a
painting similar to this in the future, but perhaps with another subject. I certainly
 20

19. Learning Competency: The learner defines what a concept paper is

(CS_EN11/12A-EAPP-
Ig-j-19).

WRITING A CONCEPT PAPER

 A concept paper can be purely an explanation of an idea or concept (an extended

definition, which is an end in itself) or as an initial outline of a project proposal (the
concept paper as a means to an end).
 It is an in-depth analysis of any idea, situation, or practice. It can be on anything
that you find significant: feeling, cultural practice, belief, situation, etc.

The Dual Nature of a Concept Paper

EXTENDED DEFINITION PROJECT PROPOSAL

o Targets the explanation of a theory, o Seeks to present an area for
practice, or principle per se, for the consideration by others, possibly for
purpose of informing a target audience funding or support; hence, entails a
persuasive intent

20. Learning Competency: The learner determines the ways a writer can elucidate on a
concept by definition, explication and clarification (CS_EN11/12A-EAPP-Ig-j-20).

CONCEPT PAPER: DEFINITION

 A concept paper/extended definition is written to inform, if the topic or concept is

unknown to the readers. However, if the reader has some understanding of the subject, it
is written to introduce new information or dimension that gives a new perspective to the
concept.

Types of Definition

1. Technical definition makes use of technical language or specialized vocabulary of a

field, which is why it is not easily understood by a person who lacks the necessary
background or training. This is considered a formal definition.

2. Popular definition makes use of layman’s language and is thus, easy to understand.

Structures of Definitions

 Strategy A: means
Diagnostic testing means identifying the learning weaknesses of the students.
 Strategy B: which means that
These qualities are inherent which means that they were passed on from parents to
offsprings.
 Strategy C: is/are
In business letter writing, the mechanical arrangement of words on the page is format.
 Strategy D: called/termed
Many gardeners use materials from plants such as chopped leaves, peat moss, grass
clippings which is
called mulch.
 Strategy E: refers to
Photosynthesis refers to the food-making process of plants.
 Strategy F: or
 21

In humans, the gestation period or length of pregnancy is approximately nine months.

 Strategy G: insert with parentheses
An ecosystem contains both a biotic (living) and abiotic (nonliving).
 Strategy H: insert with dashes
In reading, getting a lot of clues from the page – bottom-up reading – is a helpful
comprehension
strategy.
 Strategy I: which/that/where
Fraternal twins, which originate when two different eggs are fertilized by two different
sperms, do not
have identical chromosomes.
 Strategy J: because
Hemophilia is called the bleeder’s disease because the afflicted person’s blood is unable to
clot.
 Strategy K: when
When a mutagen leads to an increase in the incidence of cancer, it is called carcinogen.
 Strategy L: if
If the thyroid fails to develop properly, a condition called cretinism results.

EXPLICATION
 Concept explication is the process by which abstract concepts are linked to the real
world variations, so that they can be observed by appropriate methods.
 It involves deductive (from generalization to examples) and inductive reasoning (from
examples to generalization).
 It is a good part of the work called “theorizing” (Merton, 1958).

Four steps in writing explication:

1. Preliminary Identification of the Concept. Identify the concept to be explicated by

answering the following questions:
a. Is each concept a variable concept? If so, on what qualities does it vary?
b. What is the unit of analysis for this concept?
c. How does the concept fit into the research problem?

2. Literature Research. Use various library resources to determine how the concept was
used by the authors. Prepare a summary of the results of your literature research.

Points of Analysis:
a. What are the different conceptual meanings that have been assigned to the
concept?
b. What operation definitions (how the concept was used in the paper) have
been used?
c. What are the different labels under which the concept has been studied?
d. Which of the various usages of the concept is most promising for your study?

3. Empirical Description. Identify the properties of the operational definition of the concept.
For each of
the concept, explain how you think it relates to the other concepts related to the concept.

Points of Analysis:
a. What are the characteristics of the operationalization of the concept such as the
mean, median, mode, and the range of variation?
b. What antecedents and consequences of the concept have been observed in
previous studies?
4. Develop an operational definition. Each dimension of the concept should be capable of
observation.
It should include the conditions of the observation, details of question, wording, rating
scale,
manipulation procedures.

Content: WRITING THE POSITION PAPER

 22

Quarter II
Content Standard: The learner understands the uses and principles of a position paper.
Performance Standard: The learner presents a convincing position paper based on properly cited
factual evidence.

THE NATURE OF A POSITION PAPER

1. Learning Competency: The learner defines what a position paper is (CS_EN11/12A-

EAPP-IIa-d-1).

A position paper, also called an argumentative or a manifesto, is an essay that presents a

person’s or group’s position or stand on a particular issue. Its goal is to convince the reader of the
acceptability of the writer’s position and it does so by:
 presenting rational support to a writer’s position, through the use of evidence;
 presenting counterevidence to or flaws in the arguments of the opposing position; and
 using emotional appeals.

USES OF A POSITION PAPER

2. Learning Competency: The learner identifies situations in which a position paper

may be
effectively used in our present society (CS_EN11/12A-EAPP-IIa-d-2).

 Position papers are used in any kind of situation in which there is a significant issue that
needs to be addressed. We see the position paper on many different contexts: as a
requirement in schools, in international relations, and in politics.

 A position paper does more than expressing a group’s or person’s sentiments on an issue; it
also helps others to become more aware of certain problems in society and possibly become
more involved in finding solution to it.

Parts of a Position Paper

According to McWhorter (2001), a position paper contains the following elements:

1. Issue
An issue is an idea or question over which people are divided; it’s also called a
controversy. That means that people have different points of view on the matter. Some ideas are
not debatable – people have the same views about it.

2. Thesis
Your thesis, also called the claim, is a statement that expresses your stand on an issue.
This expresses how you feel about an issue : are you in favor of or against it? Is your position
somewhere in between?

3. Reasons
A position paper seeks to persuade readers to have the same position on an issue as the
writer does. Thus, it is important for the writer to state the reasons in order to explain to the reader
why his or her position is logical, acceptable, and believable. Another term for reasons is
arguments.

4. Support
Support refers to evidence or ideas to substantiate the reasons. Support may be classified
into the following types:

a. Facts – figures and the writer’s own observations or reports from scholarly studies
 23

b. Comparisons – similarities or differentiation between two ideas, concepts, or situations

c. Examples – real-life demonstration of an idea
d. Opinions – the author’s feelings or generalization
5. Opposing viewpoints or counterarguments
Opposing viewpoints, also known as counterarguments, give the arguments opposing your
stand. Your goal in presenting these is to refute or discredit them, so that any opposition in the
reader’s mind is dealt with. You refute by showing weaknesses in the counterargument.

ACTIVITY 1
Before-Reading Activity (Reporting)

Content: WRITING THE POSITION PAPER

Quarter II
Content Standard: The learner understands the uses and principles of a position paper.
Performance Standard: The learner produces an insightful statement of principles and reasons for
establishing a student organization, coming up with a group exhibit of creative works, etc.
In a small group of five students, collect three advertisements that you think are specially
effective. Get from: (1) a print advertisement, (2) a radio advertisement, and (3) a television
commercial. Discuss why you think each advertisement is persuasive and effective, and
breakdown the advertisement using the following worksheet.

Claim Assumption Evidence What makes the

(What is the (What is the logical (What does it present advertisement
advertisement trying construction of the as proof to show that effective?
to say? ) argument?) the claim is true?)
Advertisement 1:

Advertisement 2:

Advertisement 3:

ACTIVITY 2
Reading Text (Individual Activity)

The Importance of Being Persuasive

Marikit Tara Alto Uychoco

The world we live in is filled with people, products and movements that aim to persuade
individuals and groups toward their own ends. This is seen in television commercials, political
speeches, election campaigns, and homilies in church. This is done even in the institutions that
are closest to us, such as the school and the family. Everywhere, everyone wants us to do
something, whether it is to follow the Ten Commandments, to buy the latest gadget, or to go
against ideology,

The truth is, many of the arguments and positions that we are given can be unreasonable,
deceitful, or just plain wrong. Sometimes, we can have the uneasy feeling that we are forced into
believing or doing something that isn’t right, and many times that feeling would be proven to be
true. It is important to be able to fully articulate the problems and concerns one may have when
it comes to grappling with several positions to discover their societal and political significance
 24

and be able to use this skill in every instance of our lives. According to Walter Lipman, we need
to hear the opinion of others since “freedom of discussion improves our own opinions” (Malaya
and Uychoco, 1999:8).
You are at the point in your life where your parents can no longer shelter you from the
evils of this world, and the best weapon you have in this competitive and chaotic society is your
mind. The ability to appreciate and create sophisticated positions in this world is one that will
guide you in every endeavor, whether it is in choosing the right university, profession, and later
marriage partner.

One does not have to be a lawyer or a politician to be able to analyze arguments and
positions. These skills regarding argumentation and persuasion have been put to good use by
parents, teachers, priests, reporters, writers, and businessmen, in short, anyone who wants to
persuade, influence, or control anyone else. Among the Greeks, the art of argumentation,
rhetorike, was an essential part of a liberal education.

As citizens of the nation, it is imperative that we are equipped with the skills necessary in
understanding, analyzing, and constructing these different positions. This is an academic
exercise that, when acquired correctly, should be applicable to your understanding of the world.
According to former US President Bill Clinton, “For any country to succeed in the long term, it is
imperative that citizens understand the workings of government and also become active
participants in it… We must take every opportunity to examine our political life and to debate the
grand issues of our time” (qtd. In Malaya and Uychoco 1999:13).

Comprehensive Questions. With a minimum of 1 paragraph (5-6 sentences), answer each question.

1. Do you agree with the essay? Why or why not?

2. What are the instances when you felt you were doing or believing something wrong, but was not able to fully explain or say
why you felt that way?
3. What issues do you think are important in your life? Why is it important to analyze them?
4. Why is it important for citizens of the nation to be able to analyze an argument?
5. Do you think you should analyze the positions and arguments that come from one’s parents, teachers, or religion? Why or why
not?

ACTIVITY 3
After-Reading Activity (Group Discussion)
In a small group, tackle the following issues and the positions that you believe are
discussed regarding these issues. Try to find the positions that are for and against each issue.
Discuss what your group feels about these issues and what your positions are regarding each
one.
1. Spanking as a Form of Discipline
2. Implementation of the Reproductive Health Law
3. Sex Education in School
4. Discrimination against Homosexuals
5. Firing Unmarried Female Teachers for Being Pregnant

ACTIVITY 4
Individual Output. Write your personal reaction about the activity above. Pick one issue in
particular that you cared about, and tell how the class reacted to it.
 25

3. Learning Competency: The learner gathers manifestoes and analyzes the arguments
used by the
writer/s (CS_EN11/12A-EAPP-IIa-d-3).

ACTIVITY 5
Individual Output. Directions: Read the following position paper. Afterwards, answer the
following questions in 2-3 sentences.

PLASTIC BAN IS BAD FOR THE ENVIRONMENT

As of the start of 2014, nearly all of the cities in Metro Manila had implemented ban on plastic
bags, in compliance with the "Total Plastic Ban Act of 2011." This Act prohibits the sale and use of
conventional (high density polyethylene or HDPE) plastic bags in business establishments, such as
grocery stores, fast food outlets and restaurants, mall stores, and markets, and penalizes violators
with amounts ranging from Php 500 to Php 5 000, including imprisonment. Businesses are allowed
to use only paper bags or biodegradable plastic bags as substitute. While this measure appears to
be eco-friendly, the fact is that the plastic ban does more harm than good.

It is easy to believe that paper bags are more environment-friendly than conventional plastic
bags. After all, the paper is natural; plastic is synthetic. Paper bags degrade easily plastics, we are
told, stay in the environment for many years. However, all these are just myths. And anyone who
care enough to do basic internet research can find out what science actually proves.

The website "All About Bags" (http://www.allaboutbags.ca/papervplasticstudies.html) compiles a

number of research studies, both by private research organizations and governments, and shows
the following:

 Research done by the Scottish Government in 2005 shows that compared to conventional
plastic bags, paper bags have a more negative impact on water sources. Paper bags
consume four times more water in their production stage, and contribute 14 times greater in
the eutrophication of bodies of water. In addition, the report says that because paper bags
can be as much as 10 times heavier than plastic bags, the former eats up more landfill space
and cost more to transport.
 The ULS Report in 2007 shows that the production of conventional plastic bags, compared to
that of paper bags, produces significantly less greenhouse emissions (39% for plastic vs.
68% for paper). It also consumes less water: 58 gallons per 1 500 plastic bags versus an
overwhelming 1 004 gallons per 1 000 paper bags.
 A 2011 report from the UK Government says that conventional HDPE bags shows the least
negative impact on climate (a measure called "global warming potential") compared to
paper bags and even biodegradable plastic bags.

These findings from credible research bodies prove one thing: Plastic bans do not make
sense. Plastic bans do not work. The smart-and eco-friendly thing to do now is to repeal the
"Total Plastic Ban Act of 2011."

Analysis Questions:

1. What is the issue taken up in the position paper?

2. What is the writer’s claim or thesis on the issue?
3. What reasons are given to support the claim?
4. What kinds of support are given for the reasons?
5. What counterarguments are presented? How are these refuted?
6. Do you find the position paper convincing? Why or why not?
 26

4. Learning Competency: The learner defends a stand on an issue by presenting

reasonable
arguments supported by properly cited factual evidences (CS_EN11/12A-EAPP-

Activity 6
Before-Reading Activity (Individual)

Directions: Choose one of the issues that was discussed on Activity 3. Google different
positions regarding the issue, being careful to note positions only from the following sources, or,
if you do not have access to the internet, read and take note of positions from the following print
sources: a. newspaper b. magazines c. academic journals

“How to Build a Position”

Marikit Tara Alto Uychoco

Explore

(1) The first thing that you have to do when you build a position paper is to read widely
about the topic. It is not enough to rely on your common sense or personal experience. In order
to succeed in building a position, you must read what other people have written about it first.

(2) You may be surprised about how varied these positions are. These positions have been
reached because of different experiences and worldviews, and each position must be accorded
with due respect. They can come from different takes on morality, concerns about society,
social backgrounds, and political ideologies.

(3) Just because you disagree with a position does not mean that you should ridicule, ignore,
or demonize that position. This is the stance of the ignorant. For the educated, an open mind is
imperative to give way to critical thinking. As Thomas Dewar once said, “Minds are like
parachutes, they only function when open.”

Brainstorm

(4) After gathering all the positions and evidence you need, brainstorm with a friend about
the ideas you have found. The old adage “Two heads are better than one” is especially true
when it comes to the construction of arguments. Oftentimes, we can be blind to our flaws in
reasoning, so it is always better to consult someone about your arguments in order to see their
strengths and weaknesses clearer.

Create Assertions

(5) Assertions are opinions that people may or may not agree with. They are not general
truth; instead, they are positions on an issue. For example, when it comes to the issue of
whether uniforms should be required in the school, the assertion is that the use of uniforms
promotes the ideals of equality in the school. This is a philosophical position that one may or
may not agree with.

(6) An example of a statement that is not an assertion is that all uniforms look the same. One
cannot possibly disagree with this, because this is a general truth, a statement of fact, whereas
an assertion is a statement of opinion. Nobody can contest that all uniforms look the same, but
others may disagree that this promotes the ideals of equality.

(7) For example, uniforms may be made from different materials, of either inferior, or
superior quality, and this is already an indicator of social inequality. There are different kinds of
lunchboxes, bags, and the meals themselves that may be subject to social evaluation or
inspection. In the end, because children are often cruel, these can be used as a basis for
ridicule and bullying, despite wearing the same uniform as their classmates. In this manner,
one can argue on principle the uniforms do not promote equality, even though all uniforms
superficially look the same.
 27

(8) Upon building arguments, one should write down several assertions. After reading one’s
assertions, one should evaluate whether all of these assertions fit a particular theme or main
idea. This theme, main idea, or your thesis statement should be the controlling idea of your
position paper. For example, in the position regarding the requirement of uniforms in the
school, one may write the following assertions:
a. Uniforms promotes the ideals of equality.
b. Uniforms lessen distractions between the opposite sexes.
c. Uniforms unite the student populace in having a common purpose and identity.
d. Uniforms make people feel that they are a part of a larger institution than themselves.
(9) Given these assertions, one can come out with the theme, “Uniforms should be required
in the school because it benefits the greater good in forwarding a common sense of purpose,
unity, and equality among students.” However, as I have stated before, it is equally possible to
have assertions that are just as strong, or stronger, than those written above.

Gather the Evidence

(10) Assertions are only as good as the quality of one’s evidence. After writing one’s
assertions, one must gather the evidence to prove each point. Although one already went
through preliminary data-gathering in the beginning

5. Learning Competency: The learner writes various kinds of position papers

(CS_EN11/12A-EAPP-IIa-d-5).

ACTIVITIES FOR WRITING A POSITION PAPER

1. Read the article, “”The Importance of Being Persuasive” by Marikit Tara Alto
Uychoco. Afterwards, answer the comprehension questions after the text.

2. Read the essay, “The Case for Short Words” Richard Lederer (pp.125-126)
a. What is the proposition of this selection?
b. Enumerate the reasons given in the selection for using short words.
c. Express your stand on the issue of using short words.

3. Read the text, “How to Build a Position” by Marikit Tara Alto Uychoco
a. Answer the following comprehension questions:

 What are the three parts of an argument?

 What is the difference between a statement of fact and a statement of
opinion?
 How can you tell whether the sources are credible?
 What is the danger when using the Internet as a resource?
 Why are persuasion and the skill of argumentation important in academic
exercises in our society?

4. Research an editorial news article and post it in your big notebook. Then, break down
the arguments of the editorial by filling in the worksheet below.

Assertion Evidence Explanation Is the argument

valid? Why or why
not?
 28

5. Write a newspaper editorial dealing with the same issue as the editorial you just
analyzed. Choose whether you will take the same position or the opposite. Choose an
appropriate editorial cartoon, and place it on top of your text.

 Argumentation (quality of logic, evidence, and explanation) = 25%

 Persuasion = 25%
 Language = 20%
 Organization = 20%
 Mechanics (spelling, grammar, punctuation) = 10%

Content: WRITING THE REPORT SURVEY / FIELD REPORT, LABORATORY/ SCIENTIFIC

TECHNICAL REPORT*
Quarter II
Content Standard: The learner understands the principles and uses of surveys, experiments and
scientific observations
Performance Standard: The learner produces a well-written report for various disciplines.

1. Learning Competency: The learner determines the objectives and structures of

various kinds of reports. (CS_EN11/12A-EAPP-IIe-j-6)