EAPPG11_q1_-mod1_reading-for-acadtext_v2.pdf

English for Academic and Professional Purposes Quarter 1 – Module 1: Reading Academic Texts CO_Q1_SHS English for Academic and Professional Purposes _ Module 1 English for Academic and Professional Purposes – Grade 11 Alternative Delivery Mode Quarter 1 – Module 1:...

English for Academic and Professional Purposes Quarter 1 – Module 1: Reading Academic Texts CO_Q1_SHS English for Academic and Professional Purposes _ Module 1 English for Academic and Professional Purposes – Grade 11 Alternative Delivery Mode Quarter 1 – Module 1: Reading Academic Texts 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. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Evaluators: Ryan Dela Cruz Jonafe Salvador Dalumangcad Jeanne T. Walid Writers: Angel Rose Marie L. Ybañez, Ma-an C. Actub, Maryjane C. Mccarry, Kimberly C. Magaway, Carmy V. Macua, Lianne L. Mutia, Marylene C. Tizon, Diocesa V. Montecalvo, Cirila C. Natividad Illustrator: Ryan Z. Roa Layout & Design Evaluator: Allan H. Guibone Management Team: Chairperson: Dr. Arturo B. Bayocot, CESO III Regional Director Co-Chairperson: Dr. Victor G. De Gracia Jr. , CESO V Asst. Regional Director Mala Epra B. Magnaong CES, CLMD Dr. Bienvenido U. Tagolimot, Jr. Regional ADM Coordinator Dr. Angelina B. Buaron EPS, English Printed in the Philippines by Department of Education – REGION 10 Office Address : Zone 1, Upper Balulang, Cagayan de Oro City 9000 Telephone : (088) 880-7071, (088) 880-7072 E-mail Address : [email protected] English for Academic and Professional Purposes Quarter 1 - Module 1: Reading Academic Texts Introductory Message For the facilitator: Welcome to the English for Academic and Professional Purposes Alternative Delivery Mode (ADM) Module on Reading Academic Texts! 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: 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. For the learner: Welcome to the English for Academic and Professional Purposes Alternative Delivery Mode (ADM) Module on Reading Academic Texts! Academic language represents the language of the discipline that students need to learn. It helps develop their content understandings and a means to participate in the content area in meaningful ways. While some features of academic language may vary, it is also important to note that academic or informational texts are also different to a certain extent depending upon the author’s purpose, the topic and the genre. 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: This will give you an idea of the skills or What I Need to Know competencies you are expected to learn in the module. This part includes an activity that aims to check What I Know what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. This is a brief drill or review to help you link the What’s In current lesson with the previous one. In this portion, the new lesson will be What’s New introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. This section provides a brief discussion of the What is It lesson. This aims to help you discover and understand new concepts and skills. This comprises activities for independent What’s More 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. This includes questions or blank What I Have Learned What sentence/paragraph I Have Learned to be filled in to process what you learned from the lesson. This section provides an activity which will What I Can Do help you transfer your new knowledge or skill into real life situations or concerns. This is a task which aims to evaluate your Assessment level of mastery in achieving the learning competency. In this portion, another activity will be given to Additional Activities you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. This contains answers to all activities in the Answer Key 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!  What I Need to Know This module is solely prepared for you to access and acquire lessons befitted in your grade level. The exercises, drills and assessments are carefully made to suit your level of understanding. Concepts like the structure, language used from various disciplines, ideas contained in various academic texts, knowledge of the text structure to glean information that is needed, various techniques, and outlining reading text in various disciplines are discussed in the following lessons: Lesson 1 – Academic Language used from Various Disciplines Lesson 2 – Text Structure Lesson 3 – Techniques in Summarizing Variety of Academic Texts To accomplish the desired performance stated, please be guided with the following learning competencies as anchor: Differentiates language used in academic texts from various disciplines Uses knowledge of text structure to glean the information he/she needs (CS_EN11/12A-EAPP-Ia-c-4) Uses various techniques in summarizing a variety of academic texts (CS_EN11/12A-EAPP-Ia-c-4) Learning Objectives: At the end of the lessons, you will be able to: 1. Differentiate language used in academic texts from various disciplines. 2. Determine the structure of a specific academic text. 3. Explain the specific ideas contained in various academic texts. 4. Use knowledge of text structure to glean the information he/she needs. 5. Use various techniques in summarizing a variety of academic texts. CO_Q1_SHS English for Academic and 1 Professional Purposes _ Module 1  What I Know To be guided with your journey in this module, let us start by working on this pre-test. Test I. Direction: Categorize the information based on their characteristics below by filling in the table to differentiate academic text from non-academic text. Write your answer on a separate sheet of paper. Everyday Events To inform and/or validate idea To entertain Scholarly audience Contains slang and colloquialisms Subjective Related literature Introduction-Body-Conclusion No fixed structure Research papers, Reports Diaries, Informal essays Objective Public Formal Characteristics Academic Text Non-Academic Text Audience Purpose Structure Language Style Source of content Examples Test II. Direction: Read the passages and determine how the information is being organized. Choose your answer from the list of words below. Write the letter of your choice on a separate sheet of paper. (ereadingworksheets.com) a. Narrative b. Cause and Effect c. chronological/sequence d. Descriptive e. Problem-Solution f. Compare & Contrast ______1. Ice-cream is a delicious frozen treat that comes in a many different colors and flavors. Two of my favorite flavors are strawberry and chocolate. Though both of these flavors are delicious, strawberry may contain pieces of fruit while chocolate usually will not. Even though more chocolate ice-cream is sold across the country annually than strawberry, each flavor tastes great inside of a milk shake. _______2. The ice-cream shop around the corner from my house has the best ice-cream in the city. When you first walk inside, there is a long chrome counter with matching stools extending to alongside the far wall. Right where the counter stops, the booth seating begins. There are lots of old-timey knickknacks on the walls and chrome napkin holders on all the tables. My favorite part of the shop is behind the counter glass, where they keep all of the ice- cream flavors. A rainbow of delicious sugary flavors is kept cool and delicious behind the counter glass. ______3. Freezer burn may have wasted more ice-cream than sidewalks. If you don’t know, freezer burn is when ice crystals form on the surface of ice-cream. These ice crystals can ruin the texture and flavor of the ice cream. But you can prevent freezer burn. Since freezer burn is caused when melted ice-cream is refrozen, CO_Q1_SHS English for Academic and 2 Professional Purposes _ Module 1  rather than eating your ice-cream from the container as it melts, scoop your ice- cream into a bowl and put the container back in the fridge immediately. Doing this ought to help you solve your issues with freezer burn. ____4. Have you ever had an ice-cream headache? That’s when a painful sensation resonates in your head after eating something cold (usually ice-cream) on a hot day. This pain is produced by the dilation of a nerve center in the roof of your mouth. The nerve center is overreacting to the cold by trying to heat your brain. Ice-cream headaches have turned many smiles to frowns. ____5. One time my mom and I made ice-cream. We added sugar and cream into a big glass bowl. We kept it frozen in the middle of a bigger glass bowl. While it froze, I stirred the mixture with a hand mixer. It was the first time that had I used one and it splattered ice-cream mixture all over the kitchen. The rest of the mixture finally froze, so we ate some ice cream, and then put the remaining portions in the freezer so that it wouldn’t get freezer burned. That was a good day. Test III. Direction: Summarize the paragraph below in 2-3 sentences. “The Northern Lights” There are times when the night sky glows with bands of color. The bands may begin as cloud shapes and then spread into a great arc across the entire sky. They may fall in folds like a curtain drawn across the heavens. The lights usually grow brighter, then suddenly dim. During this time the sky glows with pale yellow, pink, green, violet, blue, and red. These lights are called the Aurora Borealis. Some people call them the Northern Lights. Scientists have been watching them for hundreds of years. They are not quite sure what causes them. In ancient times people were afraid of the Lights. They imagined that they saw fiery dragons in the sky. Some even concluded that the heavens were on fire. Long Beach City College WRSC SUMMARY __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Key to answers on page 27 CO_Q1_SHS English for Academic and 3 Professional Purposes _ Module 1  Lesson Academic Language used from 1 Various Disciplines What’s In A. Direction: Read the passages below. Then, identify whether each passage can be an academic text or non-academic text. Write A if it is academic and N if it is non- academic. _____1. Some educators suggest that the distinction between conversational and academic language is somewhat arbitrary and that it is the situation, community, or context that is either predominantly social or academic. _____2. The current study showed that COVID-19 pandemic lockdown affected the academic performance of most participants with varying degrees. _____3. In his reverie he remembers how nature marked the season it happened. _____4. I believe they are the first and last and the closest things I have to say about my own life. _____5. The current study showed that the most popular device that students used to access the online materials was the smart phone followed by laptop, while the least used tool was the personal computer. What’s New Direction: Read and answer the questions below. Write your answers on a separated sheet of paper. 1. What is the easiest writing assignment you have done so far? 2. How about the most difficult writing assignment you have done? 3. Based on your answer, what do you think is academic writing and its differences from other kinds of writing? What is it Nature and Characteristics of an Academic Text An academic text is a written language that provides information, which contain ideas and concepts that are related to the particular discipline. Essay, Research Paper, Report, Project, Article, Thesis, and Dissertation are considered as academic texts. CO_Q1_SHS English for Academic and 4 Professional Purposes _ Module 1 Structure The basic structure that is used by an academic text is consist of three (3) parts introduction, body, and conclusion which is formal and logical. This kind of structure enables the reader to follow the argument and navigate the text. In academic writing a clear structure and a logical flow are imperative to a cohesive text. Tone This refers to the attitude conveyed in a piece of writing. The arguments of others are fairly presented and with an appropriate narrative tone. When presenting a position or argument that disagrees with one’s perspectives, describe the argument accurately without loaded or biased language. Language It is important to use unambiguous language. Clear topic sentences enable a reader to follow your line of thinking without difficulty. Formal language and the third person point- of-view should be used. Technical language appropriate to area of study may also be used, however, it does not mean using “big words” just for the sake of doing so. Citation Citing sources in the body of the paper and providing a list of references as either footnotes or endnotes is a very important aspect of an academic text. It is essential to always acknowledge the source of any ideas, research findings, data, or quoted text that have been used in a paper as a defense against allegations of plagiarism. Complexity An academic text addresses complex issues that require higher-order thinking skills to comprehend. Evidence-based Arguments What is valued in an academic text is that opinions are based on a sound understanding of the pertinent body of knowledge and academic debates that exist within, and often external to a specific discipline. Thesis-driven The starting point of an academic text is a particular perspective, idea or position applied to the chosen research problem, such as establishing, proving, or disproving solutions to the questions posed for the topic. CO_Q1_SHS English for Academic and 5 Professional Purposes _ Module 1 Features of Academic Texts: 1. Complex - Written language has no longer words, it is lexically more varied vocabulary. - Written texts are shorter and the language has more grammatical complexity, including more subordinate clauses and more passives. 2. Formal - Should avoid colloquial words and expressions. 3. Precise - Facts are given accurately and precisely. 4. Objective - has fewer words that emphasize on the information you want to give and the arguments you want to make - mostly use nouns (adjectives), rather than verbs (adverbs) 5. Explicit - It is the responsibility of the writer in English to make it clear to the reader how the various parts of the text are related. 6. Accurate - Uses vocabulary accurately - Most subjects have words with narrow specific meanings. 7. Hedging - It is necessary to make decisions about your stance on a particular subject, or the strength of the claims you are making. 8. Responsible - You must be responsible for and must be able to provide evidence and justification for any claims you make. 9. Organize - Well-organized. - It flows easily from one section to the next in a logical fashion. 10. Plan - Well-planned. - It usually takes place after research and evaluation, according to specific purpose and plan. Purposes in Reading an Academic Text 1. To locate a main idea; 2. To scan for information; 3. To identify gaps in existing studies; 4. To connect new ideas to existing ones; 5. To gain more pieces of information; 6. To support a particular writing assignment; and, 7. To deeply understand an existing idea. CO_Q1_SHS English for Academic and 6 Professional Purposes _ Module 1  Factors to Consider in Writing Academic Text 1. State critical questions and issues; 2. Provide facts and evidence from credible sources; 3. Use precise and accurate words while avoiding jargon; 4. Take an objective point of view; 5. List references; and, 6. Use cautious language. Academic Language Academic language is the language needed by students to do the work in schools. It includes, for example, discipline-specific vocabulary, grammar and punctuation, and applications of rhetorical conventions and devices that are typical for a content area (e.g., essays, lab reports, discussions of a controversial issue.) Students who master academic language are more likely to be successful in academic and professional settings. Social language is the set of vocabulary that allows us to communicate with others in the context of regular daily conversations. Here are some of the differences between social and academic language includes: Social Language Academic Language In everyday interactions in In textbooks, research papers, conferences spoken/written form in spoken/written form For everyday conversation Used in school/work conversations Used to write to friends, family, or for Appropriate for written papers, classwork, other social purposes homework Informal, such as words like ''cool,'' Very formal and more sophisticated in its ''guy,'' ''kidding'') expressions, such as words like ''appropriate,'' ''studies,'' ''implementation'' Can use slang expressions Don't use slang Can be repetitive Uses a variety of terms Can use phrases Uses sentences Sentences don't follow grammar Sentences begin with appropriate conventions necessarily, with phrases transitions, like, ''moreover'' or ''in like, ''you're hungry?'' addition'') (Social & Academic Language Acquisition: Differences & Characteristics, 2020) CO_Q1_SHS English for Academic and 7 Professional Purposes _ Module 1 Characteristics of Academic Language A. Formal - It should not sound conversational or casual. Colloquial, idiomatic, slang or journalistic expressions should particularly be avoided. Examples: Use… Instead… Consider, monitor Look at Revise, review Go over Solve, repair, amend Fix B. Objective - This means it is unbiased. It should be based on facts and evidence and are not influenced by personal feelings. C. Impersonal - This involves avoiding the personal pronouns ‘I’ and ‘we’. For example, instead of writing ‘I will show’, you might write ‘this report will show’. The second person, ‘you’, is also to be avoided. Let us see now how well you know about the structure of an academic text. Belowis the activity that you are going to do. What’s More Instruction: Write TRUE if the statement is correct and FALSE if is not. 1. Students who master academic language are more likely to be successful in academic and professional settings. 2. An academic text makes use of complex jargons to promote a higher level of comprehension. 3. Academic text uses words which tones up claims expressing certainty. 4. Both academic and non-academic texts can be used to inform. 5. The language used in academic texts should be conversational. 6. In reading an academic text, it helps acquire new information. 7. An academic text needs less concentration and focus because the terms are simple. 8. It is in academic text that issues are stated to provoke informationdiscussion. 9. A magazine is an academic text. 10. Academic language should be objective, precise, impersonal and formal. (Accessed from: https://www.slideshare.net/jellianerosedinorog/academic-text-style-and-structure) Key to answers on page 27 CO_Q1_SHS English for Academic and 8 Professional Purposes _ Module 1  What I Have Learned An academic text is a reading material that provides information which include concepts and theories that are related to the specific discipline. Common text includes introduction, body, and conclusion. On one hand, students who master academic language are more likely to be successful in academic and professional settings. GETTING DEEPER! Lesson: _ What I want to say about the lesson: What I found out: What I Can Do Test I. Instruction: Using the criteria given, evaluate the language of the following sample academic texts from various disciplines. Write your answer on a separate sheet required by the teacher. A. This essay intends to investigate whether there is a causal relationship between music listened to and the mood of individuals. Additionally, it will seek to explore whether this relationship is used in advertising to encourage people to spend money. B. This essay intends to investigate whether there is a causal relationship between music listened to and the mood of individuals. Additionally, it will seek to explore whether this relationship is used in advertising to encourage people to spend money. C. This essay intends to investigate whether there is a causal relationship between music listened to and the mood of individuals. Additionally, it will seek to explore whether this relationship is used in advertising to encourage people to spend money. D. This essay is focused on investigating the photo tactic responses of three different species of fish that occupy different areas of an aquarium: danios (Danio rerio), which group near the surface of the water, black skirt tetra (Gymnocorymbus ternetzi), CO_Q1_SHS English for Academic and 9 Professional Purposes _ Module 1  which swim in the middle of the tank, and kuhli loach (Pangio kuhlii), which swim near the bottom of tank. It is anticipated that they will respond differently to light according to their niche with the tank. E. This essay is focused on investigating the photo tactic responses of three different species of fish that occupy different areas of an aquarium: danios (Danio rerio), which group near the surface of the water, black skirt tetra (Gymnocorymbus ternetzi), which swim in the middle of the tank, and kuhli loach (Pangio kuhlii), which swim near the bottom of tank. It is anticipated that they will respond differently to light according to their niche with the tank. Characteristics of Academic A B C D E Language Does the text use a formal language? (Yes/No) Is the language impersonal? (Yes/No) Are the choice of words appropriate for an academic text? (Yes/No) Does the text use technical terms? (If yes, write 1 term found in the text./No) Is the academic text objective? (Yes/If No, write 2 phrases that indicate subjectivity.) Test II. Instructions: Using the Venn diagram, compare and contrast the characteristics of academic texts from non-academic texts. ACADEMIC TEXT NON-ACADEMIC TEXT Key to answers on page 27 CO_Q1_SHS English for Academic and 10 Professional Purposes _ Module 1  Lesson 2 Text Structure What’s In From the past lesson, you have learned: To differentiate language used in academic texts from various disciplines. Academic language is the language needed by students to do the work in schools. Academic language and social language have its own purpose. Activity 1. Direction: Match the informal vocabulary in the list below with the more appropriate formal options from the box. Revise, review Commence, initiate, undertake Solve, repair, amend Confirm, determine Satisfactorily, positive, favorable Consider, monitor, analyze Somewhat, fairly Demonstrate, indicate, illustrate A great deal of, many Reasonable 1. Go over - ______________________________ 6. A lot of - _________________________________ 2. Show - ______________________________ 7. A bit - ________________________________ 3. Begin - ______________________________ 8. Fix - _________________________________ 4. Good - ______________________________ 9. Make sure - ________________________________ 5. Look at- ______________________________ 10. Quite good-______________________________ (Research & Learning Online, 2020) What’s New In module 1, you have learned that the means to glean information is to understand the meaning of the words on how it is used in the context. At this point, you will be learning more techniques of understanding and appreciating academic texts. Let us begin our journey in learning from Module 2! CO_Q1_SHS English for Academic and 11 Professional Purposes _ Module 1 Activity 2. Direction: Classify the signal words given below based on how they are used. Write your answers on a separate sheet of paper. Since because however for instance Such as although so that important powerful due to finally later Narrative Sequence Cause & Problem/ Compare Definition Effect Solution & Contrast or Description Key to answers on page 27 What is it Have you ever wondered how are the thoughts in academic texts organized? Now, let us learn how academic texts are structured. Common Text Structures Text structures (WDPI, 2012) refer to the way authors organize information in text. Recognizing the underlying structure of texts can help students focus attention on key concepts and relationships, anticipate what is to come, and monitor their comprehension as they read. Text Definition Graphic Transitions/ Questions Structure Organizer Signal Words Narrative Narrates an Descriptive - Who is the event/story language narrative with (adjectives, about? characters, adverbs, - Where is it setting, conflict, similes, and set? point of view, metaphors) - What is the and plot conflict? - Who is telling the narrative? - What is happening? CO_Q1_SHS English for Academic and 12 Professional Purposes _ Module 1 Chronological, Present ideas - First, second, - What items, Process, or or events in the third… events, or steps Sequence order in which - Later are listed? they happen - Next - Do they have - Before to/ always - Then happen in this - Finally order? - After - What sequence - When of events is - Since being described? - Now/ - What are the previously major incidents - Actual use of that occur? dates - How is this structure revealed in the text? Cause and Provide - If/then - What Effect explanations or - reasons why happened? reasons for - as a result - Why did it phenomena - therefore happen? - because - What caused - consequently it to happen? - since - so that - for - due to Problem/ Identify - problem is - What is the Solution problems and - dilemma is problem? pose solutions - if/then - Why is this a - because problem? - so that - Is anything - question/ being done to try answer to solve the - puzzle is problem? solved - What can be done to solve the problem? Compare and Discuss two - However/yet - What items Contrast ideas, events, - Nevertheless are being or phenomena, - on the other compared? showing how Difference Difference hand - In what ways Similarities - but/ whereas – they are are they similarly different and similar? - although how they are - also/likewise Different? similar - in contrast/ - What comparison conclusion - different does the - either/or author reach - in the same about these way/ just as items? - What conclusion CO_Q1_SHS English for Academic and 13 Professional Purposes _ Module 1  does the author reach about these items? Definition or Describes a - for example - What are the Description topic by listing - characteristics most characteristics, - for instance important features, - such as characteristics? - including attributes, and - how is it - to illustrate examples being described (what does it look like, how does it work, etc.)? - What is important to remember about it? ©2012 Wisconsin Department of Public Instruction – Form DL-I Why is Text Structure Important? The readers can significantly improve their comprehension and retention of information when they can identify and recognize the text structure of a text. It can also help them: 1. Organize information and details they are learning in their minds while reading. 2. Make connections between the details being presented in a text 3. Summarize the important details shared in a text At this stage, you should have several ideas on the common text structures used in academic texts. Keep in mind these ideas because you are going to use your knowledge on text structures for enhancing your skills in gleaning information. Let us see how much you have understood about the topic by answering the activity prepared below. What’s More Activity 3. Direction: Identify the text structure based on the given statement. Write your answers on a separate sheet. _________1. This text structure is “how are things in the text similar or different.” _________2. The text structure that discusses what is specifically being described. _________3. The text structure that is written in a style that tells what happened ang why it happens. _________4. This text structure tells what the conflict is, or problem, and how it was solved. _________5. The text structure that shows events taking place over time or gives steps is… CO_Q1_SHS English for Academic and 14 Professional Purposes _ Module 1  _________6. “Similar, same, alike, both, on the other hand, instead” are signal words for… _________7. Before putting the model car together, we gathered our supplies. Then we were able to read and follow the directions. Before long, our car was done. _________8. Which type of text structure answers the question of what happened and why? _________9. Which type of text structure shows how two or more things are alike and different? _________10. The sentence structure that narrates a story. Activity 4. Direction: Read the passages and determine what sentence structure is used. Choose your answer from the list of words below. Write only the letter of your choice. You may use a separate sheet in writing your answers. a. Narrative b. Chronological/Sequence c. Cause-Effect d. Descriptive e. Problem-Solution f. Compare-Contrast ______1. There are two popular sports played at Milton, basketball, and volleyball. Both take place inside of the gym at Milton. Also, each sport has two teams of people. In basketball, however, the ball can be played off of the floor, and in volleyball, the ball cannot touch the floor, or it is out of play. Basketball and volleyball are popular sports at Milton. What text structure is this? _____2. Lots of students fail classes. Some students fail because the work is too hard for them. Other times they may fail because they are lazy, and don’t do any work. Another reason why students may fail is if they don’t go to school. If you’re not in class, you may miss a lot. Many students fail classes every quarter. What text structure is this? _____3. Dr. Knapp doesn’t want people to sit back and let the toad vanish. He believes that everyone is responsible for restoring the toad species. Dr. Knapp thinks we could help restore the toad population if we stop mowing parts of our lawns and let the grass grow wild to reserve space for the toad. He also believes we need to stop using pesticides and fertilizers. The chemicals kill the insects that toads eat. If we preserve some spaces in our lawns and stop using fertilizers, Dr. Knapp believes we can save the toads. What text structure is this? _____4. Devers experienced the highlight of any sprinter’s career, as she stood on the huge platform in the giant stadium and received an Olympic gold medal. Eighteen months earlier she wasn’t thinking about running. She was hoping that she would be able to walk again. Just four years earlier, in the summer of 1988, as Devers was training for the Olympic Games, to be held in Seoul, South Korea, she began to feel very tired all the time and failed to make the Olympic finals. What text structure is this? _____5 The Eiffel Tower is divided into three sections. I. The lowest section of the tower contains the entrance, a gift shop, and a restaurant. II. The middle section of the tower consists of stairs and elevators that lead to the top. III. The top section of the tower includes an observation deck with a spectacular view of Paris. Key to answers on page 27 Key to answers on page 27 CO_Q1_SHS English for Academic and 15 Professional Purposes _ Module 1  What I Have Learned Text structure refers on how the information within a written text is organized. This strategy helps students understand that a text might present a main idea and details; a cause and then its effects; and/or different views of a topic. This will help students monitor their comprehension. GETTING DEEPER! Lesson: What I want to say about the lesson: What I found out: What I Can Do Activity 5. Direction: Write an essay about your experience during the COVID -19 pandemic using a specific text structure of your choice. Use a separate sheet in writing. Please be guided by the suggested criteria for scoring. Criteria for Scoring: Appropriate Use of Text Structure - 20 pts. Convention - 15 pts. Creativity and Organization - 15 pts. Total - 50 pts. ___________________(Title)___________________ CO_Q1_SHS English for Academic and 16 Professional Purposes _ Module 1  Lesson Techniques in Summarizing 3 Variety of Academic Texts What’s In In the previous lesson, you have learned: Text Structure refers to the way authors organize information in text. There are six commonly used text structures these are: Narrative, Chronological/Sequence, Cause & Effect, Problem-Solution, Compare & Contrast, and Descriptive. It helps students monitor their comprehension. Let’s recall how much you’ve learned in the previous lesson. Activity 1. Direction: Match the group of words in Column A to their meanings in Column B. Write only the letter of your choice. Use a separate sheet in writing your answers. Column A Column B 1. Compare – Contrast a. Explains how to do it or how it happens 2. Cause – Effect b. Specifies only the consequences of the action 3. Sequence c. Shows what is in common and what is different 4. Problem-Solution d. Give the reader a mental picture 5. Descriptive e. Narrates a story or an event 6. Narrative f. presents the action and its result g. suggests appropriate actions to address certain issue What’s New Activity 2. Direction: Try to recall one of the novels or short stories you discussed in one of your previous classes in English; choose one selection out of the several you tackled throughout your school life. Then, on a separate sheet of paper, try to rewrite the storyusing your own words. CO_Q1_SHS English for Academic and 17 Professional Purposes _ Module 1 Did you find the retelling of the story difficult? Why or why not? What strategies did you employ in order to retell the story? Did you find these strategies helpful? Why or why not? Key to answers on page 27 Key to answers on page 27 What is it Techniques in Summarizing Academic Texts Summarizing is how we take larger selections of text and reduce them to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering. Webster's calls a summary the "general idea in brief form"; it's the distillation, condensation, or reduction of a larger work into its primary notions. (“Reading Quest Strategies | Summarizing”) Basic Rules: A. Erase things that don’t matter. Delete trivial material that is unnecessary to understanding. B. Erase things that repeat. Delete redundant material. In note taking, time and space is precious. If a word or phrase says basically the same thing you have already written down, then don’t write it again! C. Trade, general terms for specific names. Substitute superordinate terms for lists (e.g., flowers for daisies, tulips for roses). Focus on the big picture. Long, technical lists are hard to remember. If one word will give you the meaning, then less is more. D. Use your own words to write the summary. Write the summary using your own words but make sure to retain the main points. Techniques: 1. Somebody Wanted But So. The strategy helps students generalize, recognize cause and effect relationships, and find main ideas. Somebody Wanted But So Then (Who is the (What did the (What was the (How was the (Tell how text about?)main character problem problem solved?) the story want?) encountered?) ends.) Little Red She wanted to She She ran away, crying A Riding Hood take cookies to encountered a for help. woodsman her sick wolf pretending heard her grandmother. to be her and saved grandmother. her from the wolf. Kris Bales, “5 Easy SUMMARIZING Strategies for Students,” ThoughtCo, accessed August 4, 2021, https://www.thoughtco.com/summarizing-strategies-for-students- Meade PASS training. "Summarizing Strategies." Bath County Schools. Accessed August 4, 2021 https://www.bath.k12.ky.us/docs/Summarizing%20Strategies.pdf. CO_Q1_SHS English for Academic and 4582332#:~:text=The%20SAAC%20method%20is%20another,be%20included%20in%20the%20summary. 18 Professional Purposes _ Module 1  After answering the questions, combine the answers to form a summary: Little Red Riding Hood wanted to take cookies to her sick grandmother, but she encountered a wolf. He got to her grandmother’s house first and pretended to be the old woman. He was going to eat Little Red Riding Hood, but she realized what he was doing and ran away, crying for help. A woodsman heard the girl’s cries and saved her from the wolf. 2. SAAC Method. This method is particularly helpful in summarizing any kind of text. SAAC is an acronym for “State, Assign, Action, Complete.” Each word in the acronym refers to a specific element that should be included in the summary. State Assign Action Complete (the name of the (the name of the (what the author is (complete the article, book, or author) doing (example: sentence or story) tells, explains)) summary with keywords and important details) “The Boy Who Aesop (a Greek tells what happens Cried Wolf” storyteller) when a shepherd boy repeatedly lies to the villagers about seeing a wolf Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf" in complete sentences: "The Boy Who Cried Wolf," by Aesop (a Greek storyteller), tells what happens when a shepherd boy repeatedly lies to the villagers about seeing a wolf. After a while, they ignore his false cries. Then, when a wolf really does attack, they don’t come to help him. 3. 5 W's, 1 H. This technique relies on six crucial questions: who, what, when where, why, and how. These questions make it easy to identify the main character, important details, and main idea. Kris Bales, “5 Easy SUMMARIZING Strategies for Students,” ThoughtCo, accessed August 4, 2021, https://www.thoughtco.com/summarizing-strategies-for-students- CO_Q1_SHS English for Academic and 19 Professional Purposes _ Module 1 Try this technique with a familiar fable such as "The Tortoise and the Hare." Who is the What did When did Where did Why did the How did story they do? the action the story main the main about? take place? happen? character do character what s/he do what did? s/he did? The He raced a When isn’t An old The tortoise The tortoise quick, specified in country was tired of tortoise boastful this story, so road hearing the kept up his hare and it’s not hare boast slow but won. important in about his steady this case. speed. pace. 4. First Then Finally. This technique helps students summarize events in chronological order. First: What happened first? Include the main character and main event/action. Then: What key details took place during the event/action? Finally: What were the results of the event/action? Here is an example using "Goldilocks and the Three Bears." First, Goldilocks entered the bears' home while they were gone. Then, she ate their food, sat in their chairs, and slept in their beds. Finally, she woke up to find the bears watching her, so she jumped up and ran away. 5. Give Me the Gist. This type of techniques is like giving a friend the gist of a story. In other words, they want a summary – not a retelling of every detail. Kris Bales, “5 Easy SUMMARIZING Strategies for Students,” ThoughtCo, accessed August 4, 2021, https://www.thoughtco.com/summarizing-strategies-for-students- 4582332#:~:text=The%20SAAC%20method%20is%20another,be%20included%20in%20the%20summary. You are now equipped on how to summarize. Here is what you should do next. CO_Q1_SHS English for Academic and 20 Professional Purposes _ Module 1  What’s More Activity 3. Direction: Read the text below. Write a 3-5 sentence summary of the following text using any of the techniques mentioned above. Use a separate sheet in writing your summary. Understanding Calories (1) 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 calorie 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 litter (about one quart) of gasoline. (2) 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 processes and break them into their perspective categories of fatty acids, 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. (3) The number of calories burned during an exercise depends on various factors including body weight and the type of exercise. For example, an individual weighing 59 kilograms (130 pounds) would expend roughly 500calories per hour swimming or playing basketball. However, this same person would burn an estimated 200 walking or playing table tennis. In order to survive and maintain body weight, the average individual requires approximately 2000 to 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. CO_Q1_SHS English for Academic and 21 Professional Purposes _ Module 1  What I Have Learned Summarizing is reducing a larger selection but retaining the main points. GETTING DEEPER! Lesson: What I want to say about the: lesson: What I found out: What I Can Do Activity 4. Direction: In a paragraph, summarize your personal experiences during the time of COVID-19 pandemic. Use a technique the best fits the nature of the summary you are writing. Please be guided by the suggested criteria for scoring: Concept - 20 pts. Convention - 15 pts. Creativity and Organization - 15 pts. Total - 50 pts. ___________________(Title)___________________ 25 CO_Q1_SHS English for Academic and Professional Purposes _ Module 1  Assessment Test I. Direction: Read the text entitled “From the Autopsy Surgeon’s Report” and answer the questions that follow. Write your answers on a separated sheet. From the Autopsy Surgeon’s Report Death occurred from the effects of asphyxia, cerebral anemia, and shock. The victim’s hair was used for the constriction ligature. Local marks of the ligature were readily discernible: there were some abrasions and a slight ecchymosis in the skin. But I found no obvious lesion in the blood vessels of the neck. Cyanosis of the head was very slight and there were no pronounced hemorrhages in the galea of the scalp. I should judge that very great compression was affected almost immediately, with compression of the arteries as well as of the vein, and that the superior laryngeal nerve was traumatized in the effect of throwing the victim into profound shock… The lungs revealed cyanosis, congestion, over aeration, and subpleural petechial hemorrhages… 1. What does the author want to convey to the readers? 2. How does the author present his ideas? 3. What are the signal words used in the text? 4. How do the signal words helped in organizing the author’s ideas? Test II. Direction: From the same reading text above, titled “From the Autopsy Surgeon’s Report”, write a 2-3 sentences summary using any technique of your choice. Use a separate sheet of paper. Additional Activities Test I. Direction: Read the following sentence from a student’s essay: 1. Articles on women’s sports were placed on the left page and often at the bottom, which is a place skipped by many readers. Which two sentences below express the same idea using more formal language? a. Articles on women’s sports were placed on the left page and often at the bottom, which is an area most readers jump over. b. Articles on women’s sports were placed on the left page and often at the bottom, which is a less prominent position. c. Articles on women’s sports were placed on the left page and often at the bottom, which is an area often overlooked by readers. CO_Q1_SHS English for Academic and 26 Professional Purposes _ Module 1 Answer Key MODULE 1 CO_Q1_SHS English for Academic and 27 Professional Purposes _ Module 1 Online References Lesson 1 Ma. Ragie P. Tabotabo. English for Academic and Professional Purposes, Quarter 1-Module 1: Academic Language. Cebu City: Department of Education, 2020. https://bnvhsmodules.com/wp-content/uploads/2020/10/EAPP-Module-1.pdf. Monash University. "Using Academic Language." Research & Learning Online. Last modified February 23, 2020. https://www.monash.edu/rlo/research-writing- assignments/writing/features-of-academic-writing/academic-language#top. "Social & Academic Language Acquisition: Differences & Characteristics." Study.com. April 16, 2020. https://study.com/academy/lesson/social-academic-language- acquisition-differences-characteristics.html. Structure and Features of Academic Text. 2016. Accessed August 2, 2021 https://www.slideshare.net/pokray/structure-and-features-of-academic-text. "Text Structure Activities, Projects, and Resources." Ereading Worksheets. Last modified December 18, 2010. https://www.ereadingworksheets.com/text-structure/text- structure-activities/. "The Structure of Academic Texts." Lnu.se. Accessed August 2, 2021. https://lnu.se/en/library/Writing-and-referencing/the-structure-of-academic- texts/. UEFAP. Features of Academic Writing. n.d. Accessed August 2, 2021 https://www.uefap.com/writing/feature/featfram.htm. Lesson 2 Jennifer Findley. "Teaching Text Structure (And What To Do When Students Struggle)." Teaching with Jennifer Findley (blog). March 14, 2020. https://jenniferfindley.com/teaching-text-structure/. "Nonfiction Text Structures Review - Quiz." Quizizz — The World’s Most Engaging Learning Platform. Accessed August 3, 2021. https://quizizz.com/admin/quiz/5875632ec2846dcf2f28fbb8/nonfiction-text- structures-review#. Quizzma Team. "Text Structure Quiz » Quizzma." Quizzma. Last modified April 22, 2020. https://quizzma.com/text-structure-quiz/. Wisconsin Department of Public Instruction |. Accessed August 3, 2021. https://dpi.wi.gov/sites/default/files/imce/ela/images/Text%20Structures.pdf. Lesson 3 Bales, Kris. "5 Easy Summarizing Strategies for Students." ThoughtCo. https://www.thoughtco.com/summarizing-strategies-for-students-4582332 (accessed August 4, 2021). CO_Q1_SHS English for Academic and 28 Professional Purposes _ Module 1 Department of Education. English for Academic and Professional Purposes, 1st ed. 3F Maine City Tower, 236 Tomas Morato Avenue,Brgy. South Triangle, Quezon City: Sunshine Interlinks Publishing House, Inc., 2016. PDF e-book. Meade PASS training. "Summarizing Strategies." Bath County Schools. Accessed August 4, 2021. https://www.bath.k12.ky.us/docs/Summarizing%20Strategies.pdf. Raymond C. Jones. "ReadingQuest Strategies | Summarizing." ReadingQuest | Main Page. Accessed August 4, 2021. https://www.readingquest.org/summarize.html. CO_Q1_SHS English for Academic and 29 Professional Purposes _ Module 1 For inquiries or feedback, please write or call: Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985 Email Address: [email protected] * [email protected]