EAPP Quarter 1 Module 5 PDF

11 English for Academic and Professional Purposes Quarter1–Module5: Outlining Reading Texts in Various Disciplines 1 2 English for Academic and Professional Purposes 11 Self-Learning Module (SLM) Quarter 1 – Module 5: Outlining Reading Text in Various...

11 English for Academic and Professional Purposes Quarter1–Module5: Outlining Reading Texts in Various Disciplines 1 2 English for Academic and Professional Purposes 11 Self-Learning Module (SLM) Quarter 1 – Module 5: Outlining Reading Text in Various Disciplines First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Development Team of the Module Writer: Roger W. Buan Editors: Louie Mark Garvida, Imelda C. Martinez, Jerryl Jean L. Salunayan Reviewers: Helen J. Ranan, Sally A. Palomo Illustrator: Reggie D. Galindez Layout Artist:John Arvin B. Genosa Cover Art Designer: Ian Caesar E. Frondoza Management Team: Allan G. Farnazo, CESO IV – Regional Director Fiel Y. Almendra, CESO V – Assistant Regional Director Romelito G. Flores, CESO V - Schools Division Superintendent Mario M. Bermudez, CESO VI –Assist. Schools Division Superintendent Gilbert B. Barrera – Chief, CLMD Arturo D. Tingson Jr. – REPS, LRMS Peter Van C. Ang-ug – REPS, ADM Gerardo Magno – Subject Area Supervisor Juliet F. Lastimosa - CID Chief Sally A. Palomo - Division EPS In- Charge of LRMS Gregorio O. Ruales - Division ADM Coordinator Ronnie R. Sunggay / Helen J. Ranan – Subject Area Supervisor / Coordinator Printed in the Philippines by Department of Education –SOCCSKSARGEN Region Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax: (083) 2288825/ (083) 2281893 E-mail Address: [email protected] 3  11 English for Academic and Professional Purposes (EAPP) Quarter1–Module 5: Outlining Reading Texts in Various Disciplines 4 Introductory Message For the facilitator: Welcome to the English for Academic and Professional Purposes 11Self-Learning Module (SLM) on Outlining Reading Texts in Various Disciplines. This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. 5 For the learner: Welcome to the English for Academic and Professional Purposes 11 Self-Learning Module (SLM) on Outlining Reading Texts in Various Disciplines. The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson. What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. 6  Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. Answer Key This contains answers to all activities in the module. At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! 7  What I need to Know This module is designed and written to help you better understand the process of outlining a reading and writing text. An outline helps a reader understand the topic of a reading text by looking at the organization of the details in the passage. Readers can use two types of outlines when breaking down the information in a reading: formal outlines and informal outlines. In this module, you will be able to: Outline reading texts in various disciplines Specifically, you are expected to: 1. Define an outline 2. Identify the kinds of outline according to structure 3. Use a topic and sentence outline in selecting and organizing information What I Know Before we begin the lesson, let us have a short activity. This activity will measure your knowledge on the concept that will be taught in this module. As you go along this module, you will encounter the words or concepts being asked. Kindly refer to the instruction given below. General Direction: Read each item carefully, and then encircle the letter of the correct answer. This is for items number 1-6. 1. What is called a formal system used to organize ideas in your paper? a. outline b. main idea c. supporting idea d. thesis statement 2. Which consists of short phrases dealing with different issues which could be arranged in a variety of ways in your paper? a. outline b. topic outline c. sentence outline d. thesis statement 8 3. Which consists of full sentences that are normally used when your paper focuses on complex details? a. outline b. topic outline c. sentence outline d. thesis statement 4. Which guides us to a full understanding of the main idea? a. main idea b. supporting idea c. sentence outline d. thesis statement 5. Which of the following terms refer to a chief point that sums up the author’s primary message? a. sentence outline b. main idea c. supporting idea d. thesis statement 6. How long is a thesis statement? a. 1-2 words b. 1-2 pages c. 1-2 sentences d. 1-2 paragraph For items 7-10, refer to this outline: Classification of Plants I.Flowering A. Spore- Bearing 1. mosses 2. Ferns B. Naked Seeds 1. Gymnosperms II.Non-Flowering A. Monocots 1. onion 2. orchids B. Dicots 1. peanuts 2. beans 7. Which is the most important idea? a. dicots b. flowering c. non-flowering d. flowering and non-flowering 9  8. Which is the least important idea? a. ferns b. dicots c. monocots d. naked seeds 9. In the given outline, which item is in the wrong place? a. ferns b. onion c. beans d. dicots 10. If you will add another main point in the outline, what Roman Numeral should be used? a. I b. II c. III d. IV For items number 11-13, refer to this outline: Introduction Body I. Main Idea A. Supporting Idea 1. Sub- supporting Idea 2. Sub- supporting Idea B. Supporting Idea 1. Sub- supporting Idea 2. Sub- supporting Idea II. Main Idea A. Supporting Idea 1. Sub- supporting Idea 2. Sub- supporting Idea B. Supporting Idea 1. Sub- supporting Idea 2. Sub- supporting Idea Conclusion 11. Which is the attention grabber that makes the essay sound interesting? a. body b. conclusion c. main ideas d. introduction 10 12. Which includes the evidence and support of the paper in addition to the author’s ideas? a. body b. conclusion c. main ideas d. introduction 13. Which wraps all the arguments and points of the author? a. body b. conclusion c. main ideas d. introduction 14. Which of the following is not part of an outline? a. body b. comment c. conclusion d. introduction 15. Which of the following best describes the purpose of an outline? a. An outline is used to help you make predictions about content b. An outline is used to organize information into chronological order c. An outline is used to identify information that needs to be researched. d. An outline is used to arrange information according to main ideas, major details, and supporting details. 11  Module Outlining Reading 5 Texts in Various Disciplines What’s In In the previous module, you have learned about the importance of thesis statement which is used to convey our ideas on certain issues. Before we proceed to the next topic, let’s check what you have learned from the previous lesson. Notes to the Teacher Kindly check students’ knowledge on thesis statement before you proceed to the next lesson. Activity 1: Tell Me It’s True or False Directions: Read the following statements about thesis statement. Write TRUE if the statement is correct. Write FALSE if it states otherwise. _____________1. Thesis statement can be implicit and explicit. _____________2. Implicit thesis statement does not clearly express the main idea of a text _____________3. Explicit thesis statement expresses the main idea of the text clearly. _____________4. Thesis statement is the supporting idea of a text. _____________5. One of the key elements of a thesis statement, it is not a question. Now, that you know what summarizing is, let’s move forward and see what’s in store for you in this module. Let’s do this! 12 Activity 2: K-W-L Chart Directions: Fill out the first and second column of this chart. For the first column, write what you KNOW about thesis statements. For the second column, write what you WANT to know about it. And the third column, no, not just yet. Leave it blank. What I Know What I Want to Know What I Learned What’s New How are you coping with our lesson? I hope you are getting more curious and excited about the activities we will discuss in this module. In this part, you will learn to identify the main ideas and supporting details in a text. You will also identify the types of an outline, read text and create an outline. Activity 1. A Memory to Remember Directions: In this activity, you are tasked to read the list of words or phrases below. Decide which two general categories, and then put the rest of the words and phrases in the correct category. Use the table to categorize your answer. read a book Swim build a model play baseball outdoor activities ride a bike bake cookies indoor activities climb a tree play cards 13  General Category General Category What is the connection of the activity in writing an outline? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Activity 2. A Memory to Write Direction: Look at the sample outline presented below. Define or describe an outline based on the structure shown below. Write your answer on the space provided. Topic Introduction Body I. Main Topic A. Subtopics 1. sub-subtopics 2. sub-subtopics II. Main Topic A. Subtopics 1. Sub-sub topics 2. Sub-sub topics III. Main Topic A. Subtopics 1. sub-subtopics 2. sub-subtopics B. Subtopics 1. sub-subtopics 2. sub-subtopics Conclusion 14  What is an outline?_______________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ What’s New ___________________________________________________________________________________ How are you coping with the lesson? I hope you are curious about next activities we will discuss in this module. Activity 3: Memories to Treasure Directions: Read the words and phrases presented on the table. The two general categories are given or main topics. Find the words and phrases that name the subtopics under each of the main categories. Then decide which words and phrases fall under sub-topics. hawk Broccoli Birds robin Hamburger Beetle corn on the cob Insects Meats pork chops Mosquito I. Food A. ___________________________ 1._____________________ 2. ____________________ B. ___________________________ 1. ____________________ 2. ____________________ II. Animals A. ___________________________ 1. _____________________ 2.______________________ B. ___________________________ 1. _____________________ 2. _____________________ How did you classify the words or phrases? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________________________ ___________________________________________________________________________ 15  What Is It You have accomplished so much already. This time we will discuss different terms and concepts that you have encountered in previous activities. What is an outline? An outline is a map of your essay or a blueprint. It shows what information each section or paragraph will contain, and in what order. Most outlines use numbers and/or bullet points to arrange information and convey points. It is a tool we use in the writing process to help organize our ideas, visualize our paper’s potential structure, and to further flesh out and develop points. It allows the writer to understand how he or she will connect information to support the thesis statement and the claims of the paper. An outline provides the writer with a space to consider ideas easily without needing to write complete paragraphs or sentences. Importance of an outline An outline allows a writer to categorize the main points, to organize the paragraphs into an order that makes sense, and to make sure that each paragraph/idea can be fully developed. Essentially, an outline helps prevent a writer from getting stuck when performing the actual writing of the essay. Why outline? Just like we need a road map when traveling to an unfamiliar destination, good writers create preliminary or rough outlines after they have generated enough ideas through prewriting to organize and develop their essays. Strong, thorough prewriting should develop more ideas than you can actually use in your essay so that you are able to select the most relevant and convincing ideas for your essay. Once you have settled on a thesis statement and your main supporting ideas, you can write a formal outline, creating the “skeleton” of your essay. Looking at your ideas this way can help ensure that: ✓ Your main points are on-topic and directly support your thesis ✓ Your main points are logically organized. ✓ Your most important ideas are emphasized, and your less important ideas are subordinated. ✓ Your main points have enough and relevant supporting evidence. 16 Outlines also help writers: ✓ Make the writing process easier since you have a road map for your essay to follow. ✓ Break through writer’s block—for people who struggle with writer’s block, it helps to first set up a structure with lower stakes and less pressure. ✓ Save time writing your essay since you have a clear, focused plan to follow for your essay. ✓ Ensure each part of your essay relates to the essay. Parts of an Outline Introduction (attention grabber) An introduction of an essay prepares the reader on the contents of the essay. The introduction of the essay is an opening of what is to come ahead. Here, the writer introduces the topic to the reader by giving background information and providing a thesis statement. Having mentioned the thesis statement in your introduction, the rest of the paper should help you support the claim. Body (The content of the paper) The second part of any essay is the body of the essay. Typically, the body of the essay should contain a minimum of three paragraphs in support of the thesis statement made in the introductory paragraph. Each paragraph should relay an individual point or idea. Furthermore, you should always ensure that your paragraphs contain three parts: the topic sentence, supporting statement and the concluding paragraphs. Conclusion (Wrap all of your arguments) The conclusion of the essay should mark the end of your essay. Here, a writer is supposed to summarize the ideas made in the body and also restate the thesis statement. How to do it? ✓ Put the thesis statement at the top: it should be polished and be a complete sentence. ✓ Use Roman numerals (I, II, III, IV, V, etc.) to indicate the main points/topic sentences which should be written in specific phrases or complete sentences (this is the “P” or Point of PIE). ✓ Use capital letters (A, B, C, D, E, etc.) for the major supporting details; typically, writers should have at least two main supporting details for each point/topic sentence (the “I” or information of PIE providing evidence and the “E” or explanation of PIE providing analysis). ✓ Use numbers (1, 2, 3, 4, 5, etc.) for sub-details clarifying and specifying your main supporting details. Thesis Statement All outlines should begin with a thesis statement of summarizing sentence. This thesis sentence presents the central idea of the paper. It must always be a complete, grammatical sentence, specific and brief, which expresses the point of view you are taking towards the subject. 17 Main points/ Main Idea/ Sub-Points/ Supporting Details Main points (also known as main idea). Chief point an author is making about a topic. It sums up the author’s primary message. Sub -Points (also known as supporting details or idea). A paragraph contains facts, statements, examples-specifics which guide us to a full understanding of the main idea. They clarify, illuminate, explain, describe, expand and illustrate the main idea and are supporting details. Types of Outlines According to Structure Types Description An outline that consists of a short phrase. It provides a quick overview of topics to be included in an essay. You are probably already familiar with this structure. Look at a syllabus from one of your courses. It is probably the 1. Topic Outline equivalent of a topic outline, with topics listed for each unit, and readings and assignments under each. After each heading in a topic outline for an essay, a maximum of several words is used to identify the topic or idea that will be discussed under the given heading. An outline that is done in full sentence. It Forces part of the essay to be written out in sentences before the first draft. 2. Sentence Outline Further, it expresses the specific and complete idea that that section of the paper will cover as part of proving the overall thesis. Topic Outline Example Thesis Statement: The increased use of social media has led to more suicides among today’s youth--a result of cyberbullying. I. Effects and Consequences of Cyber Bullying A. Damage victims 1. depression 2. decrease academic performance 3. suicides B. Counselling 1. legal consequences 2. academic consequences II. Prevention A. Monitoring your Child 1. keeping tabs on activity 2. limiting access to social media B. Counselling 1. consulting a school counsellor 2. finding a mentor 3. discussing the issue 18 Sentence Outline Example Thesis Statement: The abuse of alcohol and drugs can affect a person economically, psychologically, and physically. I. Alcohol and drug abuse can affect one economically. A. The cost of alcohol abuse is high and getting higher. 1. The costs of DUIs can be enormous. 2. Alcohol costs are always rising because of rising production costs as well as state and local taxes. B. The cost of drug abuse can be high. 1. Even the arrest for the possession of a minute amount of drugs can result in high bail and court cost. 2. The cost of drugs fluctuates drastically according to the type of drug, its availability, and the amount. II. Alcohol and drug abuse can have severe psychological effects. A. Alcohol abuse can damage a person psychologically. 1. Alcohol is a depressant and can alter the personality of anyone. 2. The abuse of alcohol can lead to the psychological addiction to alcohol. B. Drug abuse can be detrimental to one psychologically. 1. Drugs impair one's ability to function normally because of the hallucinations or numbness of "getting high." 2. Drugs can become a psychological addiction. What’s More By now you have gained understanding of the terms and concepts of outlining in this module. The following activities will measure how much you have understood the lesson. Activity 4. Let’s Create Memories A. Direction: Identify the kind of outline based on structure presented in each item. Write your answer on the blank provided after the number. 1. _______________________ Thesis Statement: The abuse of alcohol and drugs can affect a person economically, psychologically, and physically. I.Economic Effects A. Alcohol 1. cost of alcohol purchases 2. cost of DUIs B. Drugs 1. cost of drug purchases 2. cost of drug arrest II. Psychological Effects A. Alcohol 1. mental impairment 2. mental addiction B. Drugs 1. mental impairment 2. mental addiction 19 2. _______________________ Thesis Statement: The abuse of alcohol and drugs can affect a person economically, psychologically, and physically. I.Alcohol and drug abuse can affect one economically. A. The cost of alcohol abuse is high and getting higher. 1. The costs of DUIs can be enormous. 2. Alcohol costs are always rising because of rising production costs as well as state and local taxes. B. The cost of drug abuse can be high. 1. Even the arrest for the possession of a minute amount of drugs can result in high bail and court cost. 2. The cost of drugs fluctuates drastically according to the type of drug, its availability, and the amount. II. Alcohol and drug abuse can have severe psychological effects. A. Alcohol abuse can damage a person psychologically. 1. Alcohol is a depressant and can alter the personality of anyone. 2. The abuse of alcohol can lead to the psychological addiction to alcohol. B. Drug abuse can be detrimental to one psychologically. 1. Drugs impair one's ability to function normally because of the hallucinations or numbness of "getting high." 2. Drugs can become a psychological addiction. B. Directions: Differentiate topic outline and sentence outline in terms of their structure using Venn diagram. Topic Outline Sentence outline 20 Activity 5: Enriching My Memory Directions: Write an outline on the given topic using the types of outline based on structure. Use the outline discussed previously. Write your answer on the space provided. You will be scored base on the given criteria. A. Write a topic outline based on the given topic. Topic: How to prevent the spread of COVID-19 Write your topic outline here. Thesis Statement: ____________________________________________________________ 2. Write a sentence outline based on the given topic. Topic: The Secret of Success Write your sentence outline here. Thesis Statement: _________________________________________________________________________________ 21  Suggested Analytical Rubric Indicator Weak (1pt) Average (2pts) Strong (3pts) Thesis Thesis not mentioned Thesis is stated; Thesis statement is Statement however, it is clearly stated with points (10pts) average. Outline formatting not Outline mostly Used the principles of used, and content is follows format with outlining like Roman Content and not clear or irrelevant Roman Numerals, Numerals for in heading, Format Capital letters, and capital Letter for Sub- (20 pts) other. Content is topic, and numbers for average supporting topic Difficult to tell the Headings don’t have Headings should have Organization difference between general info, and general info while (10 pts) headings and supporting info isn’t supporting info should supporting information always specific be more specific Spelling and Several (more than 10) Few (6-10) and /or Very few (0-5) and /or Grammar spelling and grammatical errors grammatical errors (10 pts) grammatical errors What I Have Learned Let us sum up the salient points discussed in this module. Get ready to figure them out! Activity 6: Match to your Memories Directions: Match the group of words in Column A with the concept/parts of outline they refer to in Column B. Write only the letter of your choice on the blank provided. Column A Column B ________1. a map or blue print of an essay a. sentence outline ________2. an outline that consists of a b. outline short phrase c. thesis statement ________3. a chief point of an author about atopic d. body ________4. an outline that is written in full e. introduction sentence f. sub-points ________5. part of an outline that contains g. topic outline attention grabber h. main point ________6. the section that wraps all i. conclusion arguments j. roman numeral ________7. the content of the paper that includes k. numbers the evidence and support of the paper in addition to the author’s ideas ________8.a paragraph containing facts, statements, and examples ________9. presents the central idea of the paper ________10. indicates the main points of the author 22  What I Can Do You have just learned about the types of outlines, and that makes you ready for more learning activities. Activity 7: It’s My Time to Shine Directions: Imagine that you are being invited to speak in a certain occasion like, birthday party, graduation ceremony, giving sermon for a church service, giving an inspirational message, and others. Write an outline for your message. You may choose between topic and sentence outline. Write your outline here. Please refer to What’s More for the analytical rubric. 23  Assessment Activity 8: It’s My Turn Direction: Read and analyze the given articles below. Then, outline the reading text as specified. Make sure to highlight the points of the text. A. Outline the reading text below using the topic outline. How can humanity address the damage inflected on the environment? One important development that arose during the late twentieth century was environmentalism. This perspective advocates to address the growing environmental problems. Philosophy has a significant role in the development of environmental awareness and action. Several ideas and perspective regarding environmental action have merged. One important philosophical view from environmentalism is environmental ethics. This is a moral approach that analyzes the relationship between humans and the environment. It also discusses environmental problems caused by human activities and social issues that impact the environment. Have you ever thought about how your actions affect nature? When throwing away a piece of trash, do you reflect on what will happen should you decide to just throw it anywhere in your school or community? Do you see the importance of cleaning your surroundings, throwing trash properly, segregating waste, and saving water? Environmental ethics serves as a basis for reflecting on how our actions show our regard for nature. We often complain about the trash scattered around our community, but what steps have we taken to be an example of cleanliness and order in our homes and communities? Environmental ethics also guides us in upholding the welfare of the environment and everything in it. As persons, it is our responsibility to start with our own actions and how they affect our immediate environment. Have you ever taken the initiative to tidy up your room or help clean your house? Starting in your own home is an important step towards becoming a more responsible steward of nature. Apart from individual action, environmentalism also encourages governments, institutions, organizations, and corporations to commit to responsible action for the environment. Many of the major environmental problems we experience, such as pollutions, deforestation, and loss of natural resources are cause by the actions of mining and logging companies, factories, business, and even governments. An important part of environmentalism is collective action spearheaded by environmental groups that call attention to environmental problems and environmental abuse. 24 Write your topic outline here. (You may use a separate sheet if necessary.) Title: B. Outline the reading text below using the topic outline. Understanding Calories A calorie, also known as kilocalorie, is a unit of energy. This unit represents the energy required to heat a kilogram of water on degree Celsius. While people generally link the term calories with food, it is a unit of measurement that can be applied to any substance possessing energy. For instance, there are 8200 calories in a liter (about one quart) of gasoline. Calories describe the potential energy in food to maintain bodily functions, grow or repair tissue, and perform mechanical work such as exercise. Food calories may take the form of fat, carbohydrates, or proteins. Once consumed, enzymes act on these nutrients through metabolic glucose, and amino acids. These molecules travel through the blood stream to specific cells where they are absorbed for immediate use or sent on to the final stage of metabolism where they release their stored energy through the process of oxidation. The number of calories burned during an exercise depends on various factors body weight and the types of exercise. For example an individual weighing 59 kilograms (130 pounds) would expend roughly 500 calories per hour swimming or playing table tennis. In order to survive and maintain body weight, the average individual requires approximately 2000 t 2500 calories per day. Gaining or losing weight is a simple process. Add and subtract 7,700 calories over the course of time to gain or lose a kilogram. Nutrition has nothing to do with it. It is all about calories. 25 Write your sentence outline here. Title Suggested Analytical Rubric Indicator Weak Average Strong (1pt) (2pts) (3pts) Thesis Thesis not mentioned Thesis is stated; Thesis statement is Statement however, it is average clearly stated with points (10pts) Outline formatting not Outline mostly follows Used the principles of used, and content is format with Roman outlining like Roman Content and not clear or irrelevant Numerals, Capital Numerals for in heading, Format letters, and other. capital Letter for Sub- (20 pts) Content is average topic, and numbers for supporting topic Difficult to tell the Headings don’t have Headings should have Organization difference between general info, and general info while (10 pts) headings and supporting info isn’t supporting info should supporting information always specific be more specific Spelling and Several (more than 10) Few (6-10) and /or Very few (0-5) and /or Grammar spelling and grammatical errors grammatical errors (10 pts) grammatical errors 26  Additional Activities Congratulations! You have come this far. I know you have learned a lot about outlining reading texts in various disciplines. For your additional activities, do the following activities. Activity 9: Complete the Incomplete Direction: Read the paragraphs. Complete the outline given. The main points or topic have been written for you: Suffering takes place when we patiently endure unpleasantness, discomfort, and pain. It can come in the form of physical suffering, when we experience physical sensations such as discomfort, hunger, distress, and pain. These are often caused by injury, disease, and the lack of basic needs. It can be in the form of mental suffering, which involves emotional and mental states such as depression, anxiety, fear, loneliness and grief. These may be caused by unexpected situations in life such as sudden changes in lifestyle, loss of employment, stressful situation, and grief cause by the death of a loved one. The tension between what a person is and what he wants to be may also an experience of suffering. Thesis Statement: We normally experience difficulties in life. I. Suffering A. Cause of Suffering 1.__________________________________________ 2. _________________________________________ 3. _________________________________________ B. Forms of Suffering 1._________________________________________ 2._________________________________________ 3._________________________________________ 27 Activity 10: Cut, Paste and Write Directions: Cut a news item from a newspaper. Paste the clippings on the space given below. Then write an outline of the news on the given space as well. You may choose between topic and sentence outline. Paste the cut news item here 28 Write your outline here. *Please refer to Assessment for the analytical rubric. Now you have mastered writing an outline. How did it help you as student in your daily lives? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 29 Answer Key 30 References Books Abela, R.D (2016). Introduction to the Philosophy of the Human Person. Quezon City, Philippines. Department of Education Laurel, M. M., Lucero, A.F, Bumatay –Cruz, R.T (2016). English for Academic and Professional Purposes Reader. Quezon City, Philippines. Department of Education. Online Sources My Home Work Writer. (n.d). Retrieved from https://myhomeworkwriters.com/the- 5-parts-of-an-essay-made-easy/ The Process of Outlining (n.d). Retrieved from http://accounts.smccd.edu/skyenglish/4Outlining.pdf SELF- INSTRUCTIONAL MODULE (SIM) 31  DISCLAIMER This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with the primary objective of preparing for and addressing the new normal. Contents of this module were based on DepEd’s Most Essential Learning Competencies (MELC). This is a supplementary material to be used by all learners of Region XII in all public schools beginning SY 2020-2021. The process of LR development was observed in the production of this module. This is version 1.0. We highly encourage feedback, comments, and recommendations. For inquiries or feedback, please write or call: Department of Education – SOCCSKSARGEN Learning Resource Management System (LRMS) Regional Center, Brgy. Carpenter Hill, City of Koronadal Telefax No.: (083) 2288825/ (083) 2281893 Email Address: [email protected] 32