EAPP 1st Quarter Learners' Notes PDF

**EAPP 1^ST^ QUARTER** **LEARNERS' NOTES** I. **LANGUAGE USED** **MATHEMATICS TEXTS** - use symbols in place of words (ex. (+) for addition; (-) for subtraction, etc.) - use letters with special meanings such as "x", "y" and "z" which stand for variables or unknown - use numbers...

**EAPP 1^ST^ QUARTER** **LEARNERS' NOTES** I. **LANGUAGE USED** **MATHEMATICS TEXTS** - use symbols in place of words (ex. (+) for addition; (-) for subtraction, etc.) - use letters with special meanings such as "x", "y" and "z" which stand for variables or unknown - use numbers and formulas - use ordinary language but with different meaning ex. the word "is" *(it's not used as a verb)* *Ex. 3 is the square root of 9* *5 is a prime number* **BUSINESS TEXTS** - with special jargon(language) such as remit, interest, stocks, company car, price list, etc. - business letters, memo, minutes of the meeting, salutation, complementary close, etc. - consider politeness in business communication - ex. Could you please\... - We are extremely sorry... ***(Scientific study of human society and social relationships***) - [Political Science-] deals with systems of governance, and the analysis of political activities, political thoughts and political behavior (communism, monarchy, and executive branch) - [Economics] -concerned with the production, distribution and consumption of goods and services (market, profit, equity and trade relations) - [Sociology] -study of social behavior or society, including its origins, development, organization, networks, and institution (migration, social class, discrimination) **NATURAL SCIENCE TEXTS** **(deals with the physical world)** - involve physics, chemistry, biology - use technical terms and chemical symbols/formulas (H~2~O, NaCl ) Sample terms: *power, pressure, force, work, momentum* **LITERATURE AND ARTS TEXTS** - use connotative language (symbolism; other meaning not the literal one) and figures of speech - create images and impressions - with style *In order to read texts effectively across disciplines, it is necessary to have familiarity of the special vocabulary or jargon of a certain field. Words and/or symbols used in various academic texts across disciplines will make sense, will be easily recognized, and will be understood well if one knows the functions of these or how they are used based on the context.* II. **INFORMATIONAL TEXT STRUCTURE** *Text structure helps to clearly communicate the purpose of the text through giving the writer a pattern on how to write the text or how the information will be organized.* **NINE (9) MAIN INFORMATIONAL TEXT STRUCTURES:** 1. ***definition/elucidation*** 2. ***description*** 3. ***recount of a sequence*** 4. ***cause-effect*** 5. ***problem-solution*** 6. ***comparison and contrast*** 7. ***enumeration*** 8. ***classification*** 9. ***thesis-evidence*** **DEFINITION/ELUCIDATION** **-it explains the nature of something, describes the thing being defined and/or cites examples of it** **-language cues that signal a definition text:** *is/are, for example, can be, is defined as, means*; words that refer to composition such as *contain, make up involves*; words that suggest a likeness such as *appears to be, refers to*; and general words that refer to a class or genus such as *a form of (exercise), a branch of (engineering), a type of (worship), a kind of (ship)*, etc. Ex. Texting is as an abbreviated form of writing used on mobile phones and pagers with tiny screens and keyboards, suspends normal conventions of grammar, spelling and punctuation. - **DESCRIPTION** **-**it gives concrete details about appearance, characteristics, and actions -**language cues that signal description**: *adjectives to describe size (ex. huge, small or numbers that specify dimensions); shape (ex. spherical, rectangle, octagonal); position (middle, top); texture (ex. rough, smooth); color (ex. verdant green, blue); adverbs to qualify an action or things (ex. evenly, carefully, consistently); and adjective phrases ( ex. a 10-gallon container, a four-hour drive, 2-day-old chick)* **Sample passage:** **Mercado House in Biñan Laguna** This early Spanish period house has the typical elongated floor plan where rooms follow each other in a train-like sequence. Typical too is the wooden projecting upper floor cantilevered by adobe zaguan below. The façade is severely simple windows of plain slatted capiz. Its floor plan is quite introverted in the sense that bedrooms dominate the upper area fronting the main street, thus, leaving no space for the usual "grandstand" where one usually watched parades of processions outside recurring themes are huge thick doors and ground arches. **Descriptive words used:** ***early Spanish period*** house, ***elongated*** floor plan, ***train-like*** sequence, ***wooden***, ***severely*** simple, ***plain slatted*** capiz, ***introverted*** floor plan, ***huge***, ***thick*** doors, and ***grand*** arches. - **RECOUNT OF A SEQUENCE** -A chronological (in order of time) narration of a historical period, a sequential description of a process or procedure -**language cues that signal a recount of a sequence text:** first, second, now, before, after, then finally, while, meanwhile, during, and other expressions of time and duration describing the steps in a process or procedure. Dates may also be considered as clues. **Sample passage:** **How to cook the well-known Filipino Adobo** ***First,*** heat oil in a pan. ***Aft**er*, it becomes hot, add the garlic. ***Then,*** cook until the color turns golden brown***. Next***, remove the garlic and set aside. Then, add pork and chicken. Now, cook them for 5 minutes or until the color turns light brown. ***Afterwards***, add whole peppercorn, bay leaves, oyster sauce, soy sauce, and water. Let boil and simmer until the meat gets tender. ***Next***, add the sugar and stir. Then, pour-in vinegar and let boil. Simmer until most of the liquid evaporates. Next, add salt to taste. ***Finally,*** put-in the fried garlic, stir, and cook for 2 minutes. After that, you can now serve it. *(Pork and Chicken Adobo Recipe (2018). Retrieved May 27, 2018 from https://panlasangpinoy.com/2011/10/19/pork-and-chicken-adobo)* - **CAUSE-EFFECT** -presents reasons why a situation is obtained -effect is usually presented first in academic writing -**language cues that signal a cause-effect text**: for effect---so, so that, as a result, consequently, explanation for, thus, and accordingly; for cause---due to, as a result of, because of, and a cause of **Sample Passage:** "*Why Filipino Kids are not Learning" by Juan Miguel Luz* ***Effect*** Filipino elementary and high school students are not dumb, but they have consistently gotten scores below the international average in Math and Science. They have also done poorly in the National Achievement Test (NAT), in the High School Readiness Test (HSRT), and in other evaluation tests. ***Cause*** This performance has been attributed to problems such as overcrowded classrooms, poorly trained teachers and lack of textbooks. Also, ***due to*** the shortage of public school teachers, physical and health education instructors are forced to teach core subjects such as Math and Science. - **PROBLEM-SOLUTION** **-**starts off with a problem and ends with a solution **-language cues that signal a problem-solution text:** *the problem/dilemma is, if/then, so that, solves, an answer to, solution to* and *addresses the problem of* **Sample Passage:** *Why Filipino Kids are not Learning" by Juan Miguel Luz* ***Presenting the problem***...To discover the reasons of poor achievement among incoming freshmen, a survey of their reading levels was done following the 2002 NDT test. The initial conclusion is that incoming high school students in Metro Manila were reading at the late Grade 4 and early Grade 5 levels or about two years behind in terms of their age and grade level. Those are the reasons why our public secondary students scored poorly in the readiness and achievement tests. ***Stating the Solution*** To ***address this problem,*** DepEd set a number policy directions including: (a) a new grading system to reflect true performance of students (with no transmutation grades), (b) a High School Bridge program to help those that need help the most, and (c) "Every Child a Reader" program. The ***permanent solution*** to this learning deficiency is to make "Every child a Reader" starting at the elementary level... - **COMPARISON and CONTRAST** -Similarities (comparison) and differences (contrast) are presented **-language cues that signal for similarities**: *similarly, in like manner,* and *in the same way* **-language cues that signal for differences**: on the other hand, on the contrary, the opposite, compared to, in contrast, although, unless, however, better than, more, best, most or using opposite ideas like traditional vs. modern **Sample Passage:** The values of today's youth ***differ*** very much from those of the older generation. Nowadays, a lot of youngsters are affected by peer pressure, misguidance of parents, and family crises, leading to their inappropriate behavior. ***On the other hand***, the youth of older generations were diligent and family-oriented. *As you see it, how are the values of today\'s youth different from those of the older generation? (2008). Retrieved May 25, 2018 from* [https://www.philstar.com/inbox-world/2008/10/12/406567/you-see-it-how-are-values-todays-youth-different-those-older-generation\#CSfShgufbjuQo8Qk.99](https://www.philstar.com/inbox-world/2008/10/12/406567/you-see-it-how-are-values-todays-youth-different-those-older-generation)[.] III. **THESIS STATEMENT** **THESIS STATEMENT** one sentence statement that expresses the overall main idea of the text an arguable statement that communicates the author's stance on a topic to the reader; makes a claim that others might argue **[Main Idea at the Beginning and End of the Paragraph]** [**We are on our way to becoming cashless, checkless society, a trend that began with the credit card.**] Now some banks are offering "debit cards" instead of the credit cards. That costs of purchases made with these cards are deducted from the holder's bank account instead of being added at the monthly bill. And checking accounts, which are mainly used for paying bills, are going electronic. Now some people can make computer transactions over their pushbutton phones to pay bills by transferring money from their account to the account of whomever they owe. **[Soon we may be able to conduct most of our business without signing a check or actually seeing the money we earn and spend.]** **MAIN IDEAS:** **Beginning of the paragraph:** [We are on our way to becoming cashless, checkless society, a trend that began with the credit card.] **End of the paragraph:** [Soon we may be able to conduct most of our business without signing a check or actually seeing the money we earn and spend.] **KEY ELEMENTS FOR A STRONG THESIS STATEMENT** **1. It is not a fact.** A fact is irrefutable. Writing a fact as a thesis makes no argument. ***Weak:*** Radio Frequency ID (RFID) card has a texting mechanism. ***Strong:* Radio Frequency ID (RFID) card is better than the usual printed ID in detecting students' attendance.** **2. It is not a question.** A question simply does not express one's claim or comment about a topic. ***Weak:*** What are the advantages of keeping a pet at home? ***Strong:* Owning a pet makes your life happier.** **3. It is not an announcement.** Avoid saying what you will discuss in the text. ***Weak:*** This paper discusses the advantages and disadvantages of owning a pet. ***Strong:*** **Owning a pet brings good than burden because they can lower stress levels, make one feels safe and teach their owners responsibility.** **4. It is not too broad.** Avoid making vague and confusing thesis statements by making specific and focused thesis. ***Weak:*** Female learners are better than boys. ***Strong:* Female learners are better than boys in academic activities.** **5. It is a complete sentence.** A phrase does not convey complete ideas or thoughts. Stating the thesis in complete sentence makes it easier for the reader to understand the main idea of the text. **6. It requires support.** To make your thesis statement persuasive, facts, surveys, reports etc. should be used as proofs or evidences to support your claim or opinion on the topic. **7. It takes a stand.** The thesis should clearly show your claim about a subject/topic. **8. It is arguable.** The thesis should be contestable, debatable or argumentative. Again, the thesis statement should never be a factual statement. **Directions:** Choose the most appropriate thesis statement on the following topics and provide evidences to your answer based on the key elements for a strong thesis statement. **On Wearing of School Uniforms** A. Wearing school uniforms promotes not just self-respect but also respect to learning and educational institutions. B. Wearing of school uniforms has advantages and disadvantages. C. In this paper, I will explore the benefits of school uniform policy. IV. **OUTLINING** - a map of your essay or a blueprint - shows what information each section or paragraph will contain and how to connect these information **RULES IN OUTLINING** - 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 **numbers** (1, 2, 3, 4, 5, etc.) for **sub-details** clarifying and specifying your main supporting details **TYPES OF OUTLINES ACCORDING TO STRUCTURE** 1. **TOPIC OUTLINE** -consists of a **short phrase**  2. **SENTENCE OUTLINE** -done in **full sentence** -forces part of the essay to be written out in sentences before the first draft -expresses the specific and complete idea that that section of the paper will cover as part of proving the overall thesis V. **CRITIQUE VS. REACTION PAPER** **CRITIQUE** - French for "Critical Assessment," which can mean a positive and negative judgement on the work, or combination of both (Swales and Feak, 2012) - judges an assigned subject objectively, using criteria **REACTION PAPER** - - **GOALS OF WRITING A CRITIQUE/ REACTION PAPER** **BALANCE** - points out weaknesses of a work if the overall judgement is positive and recognizes strong points of a work for which the overall judgement is negative **ACCURATE** - gives correct summary and/or background details, likewise answers to basic reporter questions of *[who], [what], [when], [where]* and *[why]* **EVALUATIVE** - gives the writer's overall judgement of the work - provides supporting evaluations of selected analytical elements of the work being evaluated In his March 17 speech before University of St. Andrew's journalism majors, Mr. Lance Nicolas, president of the Coalition of Philippine Reporters, shared his optimism that Philippine journalism could withstand the challenges posed by citizen journalism. In his presentation, entitled "'Past-Forward': The Past, Present, and Future of Journalism in the Philippines," Mr. Nicolas drew mainly from his 25 years of experience as a journalist and explained that this optimism was based on his perception of Filipino journalists' "agility in responding to crises and other newsworthy events" and their ability to make good use of social media. **This speech's topic is especially relevant, but while the speaker makes a good case in some of his points, a few others are not as convincing.**