WEEK 1 (REVIEW PAPER)

EAPP MODULE (SECOND QUARTER)

TASK 1:
Watch a movie, fill up this movie diagram, and write a Review Paper about it.

TITLE:
DIRECTOR:
YEAR SHOWN:

Introduction Theme
Plot

Visual Element Citation

Conclusion

TASK 2:
Paste 2 pictures. One picture of the movie you watched and your picture
watching the movie as proof of compliance.
TASK 3:
Write you Movie Review Here.

WEEK 2 (CRITIQUE PAPER)

EAPP MODULE (SECOND QUARTER)

TASK 1: Answer the Review Quiz
1. What is a critique paper?
_____________________________________________________________________
_____________________________________________________________________

2 - 5. What are the four parts of a critique paper?

A.
B.
C.
D.
3 - 6. What are the 4 learned Critical Approaches
A.
B.
C.
D.
7. Choose 1 Critical Approach and explain.
_____________________________________________________________________
_____________________________________________________________________

8. Enumerate the 7 Principles of Effective Critique

A. E.
B. F.
C. G.
D.
15. Choose 1 Principle of Effective Critique and explain.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

TASK 2: Using Reader Response Criticism, critique the movie you

watched.

WEEK 3 (STORY CONCEPT)

EAPP MODULE (SECOND QUARTER)

Concept tells us what a story is about—the core idea of a story. There are two types of
concepts: low concepts and high concepts.

Low Concepts
 Low concepts are simple and can come off as generic or mundane at first glance.
However, these stories often contain more character development and nuance than their
high-concept counterparts.

Low concepts don’t have built-in conflicts and antagonists. Nor do they appear on
their surfaces to be particularly unique or compelling. They are more difficult to pitch or
sell because they’re harder for audiences to envision. However, if well executed, low-
concept stories can perform well.

- two teenagers fall in love;

- a widow struggles with grief;
- a detective solves a crime.
- Teenagers fall in love every day

What’s so interesting about that? This is what makes low concept a harder sell; it
often needs to be worked into a fuller premise to hold any real interest.

High Concepts
High concepts pack a lot of punch in just a few words. They often wrestle with
what-if questions and tend to contain built-in appeal while conveying a fresh or original
idea—or a new twist on an old idea. Many high concepts focus on primal emotions and
situations, such as survival or finding love. The conflict and genre are often self-
evident. These concepts are visual; in just a few words, they spark people’s imaginations.
A one-line description is enough to draw people’s attention:

What if scientists built dinosaurs from preserved DNA? (Jurassic Park)

A lonely orphan is invited to a secret school for young wizards. (Harry Potter)
What happens when artificial intelligence surpasses human intelligence?
(The Terminator, The Matrix, Battlestar Galactica)

As you can see, these are all genre stories, which isn’t unusual; science fiction and
fantasy lend themselves particularly well to high concepts.

Premise
Concepts are often too broad and are only interesting on the surface—even high
concepts. A hundred storytellers could start with the same concept—high or low—and
they’ll end up with a hundred different premises. For example, you could take the idea of
genetically engineered dinosaurs in many different directions. The dinosaurs could be
built in a lab and then escape and wreak havoc on a metropolitan population. Their DNA
could be mixed with human DNA, resulting in a highly intelligent species that wants to
wipe out its main competitor—humans. And the dinosaurs don’t have to be antagonistic:
they could help humans solve a serious problem. Maybe they can communicate with the
aliens that have just arrived. Now we’re heading toward something that resembles a
premise.

A concept is an idea for a story, whereas a premise is a very brief sketch

of a story. Concept gives us a general idea of what a story is about—a view from afar.
Premise pulls the camera in closer so that we get a better sense of what’s going on in this
story.

A premise introduces character, plot, and possibly setting. It gives us a sense of

the obstacles the characters will face. It goes into specifics:

Scientists build dinosaurs from preserved DNA and then fight them off when they
threaten to take over a theme park that is under construction. (Jurassic Park)
A lonely orphan is invited to a secret school for young wizards, where he will
eventually acquire the skills and allies he needs to face the evil and powerful wizard who
killed his parents. (Harry Potter)
Two teenagers from rival families fall in love and make the ultimate sacrifice for
each other. (Romeo and Juliet)
The premise for Romeo and Juliet shows how a low concept (two teenagers fall in
love) can be turned into a more compelling premise with a little tweaking.

As you can see, a premise expands on a concept, making it more interesting by

adding details about the story’s world or conflict. A premise reveals details about the
protagonist, provides the story’s setup, and identifies the antagonist and the core
conflict.

Elements of a Story Concept

Genre: What role could this fact play in a horror story? What role could this fact
play in a spy novel?
 Opposition: In a horror story, what kind of monster might be involved? What
could that monster do to make planes crash and pilots vanish?
Main Character: What if the protagonist was the missing pilot? What could be his
reason for disappearing? What role could his disappearance play in his discovery and
pursuit of the monster? What would the main character do to track and kill this kind of
monster?
Macro Setting: What kind of setting might be interesting for this story?

TASK1: Complete the Draft

Write your very own Low Concept, High Concept, and Premise through a 7 Slide Presentation

YOUR DRAFT
Low Concept

High Concept

Premise

Elements

TASK 2:
Make a 7 Slide PowerPoint Presentation and in one to two
pages clean bond paper.
 Slide 1 Title Page
Story Concept
Concept Paper Output in EAPP
Submitted by:
Submitted to: Ms. Mary Grace L. Sagun
Slide 2 Low Concept
Slide 3 High Concept
Slide 4 Premise
Slide 5 Elements (Genre and Opposition)
Slide 6 Elements (Main Character and Macro Setting)
Slide 7 Possible Movie Poster (your picture)

WEEK 4 (Position Paper)

EAPP MODULE (SECOND QUARTER)

I. Review Quiz
Identify the following terms if Story concept writing.
________1. They often wrestle with what-if questions and tend to contain built-in appeal while
conveying a fresh or original idea
________2. Concepts that are simple and can come off as generic or mundane at first glance.
________3. It introduces character, plot, and possibly setting. It gives us a sense of the obstacles
the characters will face.
What Elements of a Story Concept is being asked
________4: what kind of antagonist might be involved in the story?
________5: Who will be the key person to enact the success of the story?
________6: What role could this fact play in a horror story?
________7: What kind of setting might be interesting for this story?
L H or P
________8. a family went on a vacation in a popular tropical island which will then be struck by
island that may lead them losing each other
________9. A typhoon struck an island
________10. What if a typhoon struck an a tourist-popular island?

Lesson Discussion 1
1. Social Issues (cause)
 What is the cause of the increase in child
obesity?
2. Educational Issues (fact)
Does adding year to highschool really improve learning?
3. Technology (policy)
Textbooks should be replace by iPad and online
resources
4. Media (fact)
Does news from ABS CBN bias?
5. Relationships (cause)
What are the causes of having broken family?
6. War and Peace (statement)
War is not really the solution to achieve peace.
7. Environmental Issues (cause)
What are the cause of flash flood?
8. Politics (fact)
Some of the government leader are illegal drugs protector

TASK 1:
Write two samples issues and topic for each category mentioned above.
1. Social Issues -
2. Educational Issues -
3. Technology -
4. Media -
5. Relationships -
6. War and Peace -
7. Environmental Issues -
8. Politics -

Lesson Discussion 2
Definition of Term
Derived from manifestum, the Latin word for ‘clear’ or ‘conspicuous’,
a manifesto is typically a published document with a formal declaration
of intentions that shall be pursued.
A formal statement expressing the aims and plans of a group
or organization, especially a political party
A manifesto attempts to represent the intentions, goals, principles, and
motives of an individual, group or organization — be it a political
party, an artistic movement, a school of thought, or an individual belief system.
Different Types of Manifesto
- Artistic Manifesto - Philosophical Manifesto
- Corporate Manifesto - Political Manifesto
- Educational Manifesto - Personal Manifesto
- Election Manifesto - Religious Manifesto

Sample Election Manifesto Template

Introduction
My experience and skills
What I plan to do if elected
Closing Statement

Example of an Election Manifesto

Task 2:

Write your own

Election
Manifesto. Follow
the format of the
example
Manifesto of
Dalby Bowler.

Situation: You
will run as
President of your
Strand Society.

(No need to take

a picture. Only
hand written on a
separate bond
paper)
 Framing Your Argument by using Different CLAIMS

Claims for written Argument:

The thesis for your argument needs to be opinionated or debatable. The thesis will usually fall into 4
different categories or claims. You SHOULD make sure that your thesis fits one of the following types of
claims. Sometimes, an arguable thesis may overlap and use 2 or even 3 different claims. Remember,
the more claims you incorporate into your thesis, the longer your essay will be. Be sure that you
construct a focused and narrow thesis-claim that will allow you enough room to write a full essay on
your topic.

1) Claims of Fact or Definition

If you choose to make a claim of fact or definition, be sure that you choose a DEBATABLE fact or
definition. For example, if a student claimed that the Brazilian Samba was a slow graceful dance, it
would only take a few moments of research for me to find that it is actually a fast-paced, rhythmic, and
lively dance. So clearly, this claim would not be debatable; there is no argument. However people
disagree about many supposed "facts." One debatable claim I always encounter in the classroom is
whether or not student grades really measure achievement. Another claim is whether or not a lie-
detector test is really accurate. Are methods of torture (i.e. water-boarding) necessary measures the
government should undergo in order to get a suspect to divulge crucial information? And what
constitutes "necessary measures" in the first place?

2) Claims About Cause & Effect

Similar to the claims about fact or definition, claims about cause and effect need to
be opinionated or debatable. It is obvious, for example, that smoking causes lung cancer, but one could
debate whether or not secondhand smoke causes lung cancer. A few recent examples of debatable
cause-and-effect topics could be about the new train that has been built, traveling from Beijing to Tibet.
Many feel that this train will threaten the Tibetan culture and ancient way of life. Other more typical
controversial cause-and-effect topics range from the effect television has on teens to the effect testing
has on the quality of education.

3) Claims About Solutions or Policies

This claim is a perfect example of how 2 different claims can overlap each other. Claims about solutions
or policies usually work hand in hand with claims about fact or definition. For example, because the
healthcare system does not adequately assist Americans (argue that this is a fact), they should be
WEEK
reformed (argue for the solution/policy). Also, any policy relating to under-aged 5 (Position
minors Paper)
is always
controversial because it is difficult to define when an adolescent is capable of making a deliberate
decision, just as an adult would. EAPP MODULE (SECOND QUARTER)

4) Claims About Value

Claims about value generally lead to essays that evaluate. Anytime a writer places value on someone
or something as "the best" or "superior", that writer is making a claim about value. While writers should
always anticipate how to respond to the opposing viewpoint, it is particularly crucial to do so when
dealing with a claim about value. For example, people who are blind have a unique culture of blindness,
and many believe that living a visionless life is better than living a seeing-life. But to properly address
this topic and claim, one must anticipate and respond to the opposing viewpoint, that seeing-life has
significant benefits. Another example is that of Ultimate Fighting Championships (UFC). One could argue
that UFC is a dehumanizing sport. The anticipated opposing viewpoint could be that UFC fighters
undergo extensive training and skill-based martial arts, thus making it a viable athletic competition.

Review
 Identify the following. Choose from the answers inside the box.
position paper evidences Claim conclusion body

1. It is an argumentative Essay that aims to persuade a reader through giving informative

and
valid evidences.
2. Considered as thesis statement of the whole paper, from which the whole paper will
revolve.
3. Contains the central argument and can be further broken up into three unique sections.
4. These are considered as the proof of your subclaims, also known as reasons.
5. Contains your recommendation and restatement of your claim.
What topic question is using the following essay.
____________ are good for "Definition" or "Description" essays.
____________ are useful for "Cause Effect" or "Causal" essays.
____________ areProposed
good forTopic
"Problem Solution" or "How to" essays.
____________ are good for "Comparison and Contrast" essays
Write if the which domain is being discussed for each question.1888/
_________ What is true beauty? (definition)
_________ Should college athletes be paid? (policy)
_________ How are online technologies changing the way we live? (policy)
Evidence
_________ What is the relationship between health and pollution? (fact)
_________ Does age really matter in a relationship? (value)
_________ Are online media more updated the written newspaper? (fact)
Choosing Your Topic Subclaim 1
Each topic question is followed by the type of claim statement it makes which
can help you find a topic if your assignment is to write a particular kind of essay. All of the
Evidence
claim types are useful for "Argument," "Position," or "Expository" essays. In addition:

Fact and Definition claims are good for "Definition" or "Description" essays.
Cause claims are useful for "Cause Effect" or "Causal" essays.
Policy claims are good for "Problem Solution" or "How to" essays.
Evidence
Value claims are good for "Comparison and Contrast" essays

Evidence
Position or Claim

Subclaim 2

Evidence

Evidence

Evidence

Subclaim 3
Names: _____________________________________________________________________________________________________________

Section: _______________________
Evidence
Position Paper Rubric

Position 5 Above 4 Meets 3 Approaching 2 Below

Paper RUBRIC
Standards Standards Standards Standards

Evidence
Thesis Developed a strong Developed a strong Developed a Developed a
Statement thesis and included thesis and included strong thesis and thesis statement
it in the appropriate it in the included it in the and included it in
place in the paper. appropriate place appropriate place the paper. Some
The thesis was the in the paper. The in the paper. of the information
focal point of the thesis was the focal Most of the supported the
paper and was both point of the paper information thesis statement.
strongly and and supported supported the
thoroughly throughout the thesis statement.
supported paper.
throughout the
paper.
Strong Reasons Position is Position is Position is Position is
supported with well supported with well supported with a supported with a
developed and developed and minimum of minimum of three
thought out reasons thought out three distinct distinct reasons.
(minimum of three). reasons (minimum reasons. Reasons Reasons are
Reasons show of three). Reasons are developed, developed, but are
strong analysis and are well developed, but more more general and
conclusions based but analysis and analysis and need to be
on the information. conclusions need conclusions are developed further.
to be strengthened. needed.
Depth and Position is Position is Position is Position needs to
Variety of supported in depth supported with a supported with a be supported with
Evidence with a variety of variety of sources. variety of more valid and
sources. Substantial Adequate valid and sources. Valid accurate
valid and accurate accurate and accurate information. Some
information in the information has information has of the information
form of expert been used been used may not be
opinion, statistics, throughout the throughout the relevant and/or
research studies, paper. Information paper. Most of does not support
etc. has been used is relevant and the information is the thesis.
throughout the supports the relevant and
paper. Information writer’s ideas. supports the
is relevant and writer’s ideas. A
supports the mix of general
writer’s ideas. and specific
information is
used.
Organization Ideas are well Most ideas are well Organization of Paper has some
and Mechanics organized and free organized and free the paper needs organization but
of mechanical of mechanical to be some diversions or
errors. errors. strengthened. abrupt shifts in
Mechanical purpose are
errors are present. Many
present mechanical errors
throughout the are present as
paper. well. Sentence
structure needs to
be strengthened.
Transitions Transitional words Some transitional Too few Too few transitions
and phrases are words and phrases transitions used, used.
used to connect are used to or used correctly.
ideas and maintain connect ideas and
coherence between maintain
paragraphs. coherence between
paragraphs.

Start Writing your position paper.

WEEK 6 (Survey Report)

EAPP MODULE (SECOND QUARTER)

 1. Write questions that are simple and to the point.
Make your questions easy to understand by using simple language. The goal is to
write a question that your reader will easily understand without having to reread it. Using
everyday language is the best way to accomplish this. A good exercise to practice is to
write questions that you could see yourself asking friends or colleagues.
2. Use words with clear meanings.
Avoid phrases that are left to the reader’s interpretation. Words like most, numerous,
many, and several mean different things to different people. You want to use words that are
more commonly understood, such as almost all, a majority of, almost none, and a few.
3. Limit the number of ranking options.
When you ask your respondents to rank items in order of preference or importance, try
not to surpass six items. Asking them to rank a long list can result in an abandoned survey. If
you need to get feedback on all the items on your list (and you have more than six,) consider
making two questions out of the original one.
4. In a multiple choice question, cover all options without overlapping.
When you ask a multiple choice question that can only have one answer, give the
respondent a list that covers all the options without overlapping. For example, if you asked
the respondent to tell you his or her age, your choices should not be “18-25, 25-35, 35-45,
over 45.” In this case, the 25- and 35-year-olds would have two choices when they should
have only one. This will skew your results.
5. Avoid double-barreled questions.
Asking double-barreled questions is a common mistake because it’s easy to do without
realizing. Here’s an example of one: “How far would you be willing to drive for dinner and a
movie?” This type of question is problematic because it asks the respondent to give one
answer for two different questions. In the case of the example, someone might be willing to
drive further to go to dinner than they would for a movie (or vice versa). By asking two
different questions, you will get a much more accurate answer.
6. Offer an “out” for questions that don’t apply.
Some respondents can’t or won’t answer certain questions because they don’t have the
experience or aren’t really sure how they want to respond. For these situations, you should
offer an option for them to select “Does Not Apply” or “Don’t Know.”

If you are certain that a respondent is able to answer the question, for example, if you
ask someone who just purchased from your website, “How would you rate our website?” you
don’t need to offer an “out.”

7. Avoid offering too few or too many options.

While it is difficult to put an exact number on how many items you can have in a list
because it varies with each question, a good guide is to offer a complete list of the most
likely choices and then provide an “other” option to collect data from the rest of the
responses. For example, if you own a pet store and want to know what animals your
customers own, you’ll want to include the top 8-10 most likely pets and not a list all 118
species sold in your store.

8. Make recall easy.

Avoid taxing your respondents by asking them to recall events in the distant past,
especially if they are mundane, everyday events. While you may get a solid answer if you
ask how many times someone has flown to Europe in the last year, it will be much less
accurate if you ask how many ads for trips to Europe they have seen in the last year. Keep
this formula in mind: more common events = shorter window of recall. Once you’ve
completed the questions for your survey, match them against this list and see how you did.
Many times, small edits can make a world of difference. If a question is in need of a rewrite,
it’s worth making the extra effort to get it right. Your time and the time of your customer is
on the line so it makes sense to do all you can to ask questions that provide accurate,
insightful responses.

TASK

Conduct a Survey Research among your classmates. Design a Questionnaire.

You will need 20 respondents. Simple topic may do.
 Elements of the Expected Output
Report
Introduction State the purpose and Objectives of the Conducted Survey Research
Methodology Explain how the researcher collect data
- respondents
- presentation of questionaire
Result Using various charts (pie chart, line graph etc.) present the result of
the survey
Recommendation State the recommendation of the research

Instead of Reporting, submit a papper output for your survey report. Take note
of the content above.