Eapp English Module 1.

St.
Bernadette College of Valenzuela

#6121 Gen. T. De Leon, Valenzuela City
Senior High School Department
STUDY GUIDE
English for academic and professional purposes

Unit 1: Reading and Analyzing Academic Text
There are four macro skills in English language acquisition:

listening, reading, writing, and speaking.
Language is made up of two groups - Receptive and Productive. Receptive skills are how you interpret
the world around you through your five senses, so when you listen or read for example, these are receptive
skills. Another example is speech, as this is about not just producing speech but also making sure that it's
understandable. Productive skills on the other hand, allow you to produce something that you want to
communicate using words to others beyond yourself. For instance a written word such as this would be an
example of a productive language skill. Most often others interpret what we mean via our spoken words.
You will also be able to identify the difference between a sound argument and an unsound one by learning
about sound reasoning. You will gain knowledge about what makes an argument valid or invalid, or it's
premises, the value of the evidence cited, and anything else that might cause reasons given for believing
something to be true. You will also familiarize yourself with fallacious arguments which are arguments that
are seen as being rational on their face but actually lack enough supporting evidence.
Furthermore, the course will teach you the ins and outs of multiple data sources, so that you are able to
search through your research materials effectively. Also, critical reading skills are a vital part of academic
research so that you understand study findings in greater depth. You'll also see why it's important to cite
primary and other sources in professional contexts; and you'll get useful guidance on how to do this
efficiently and accurately as well.
Last, you will have an overview of important documents relevant in workplaces by reading job related
documents such as advertisements, cover letters, resumes, and sample interview questions.
Learning Outcomes for the Unit
 Acquire knowledge of appropriate reading strategies for better understanding of academic texts;
and
 Produce a detailed abstract or summary of information gathered after reading various academic
texts.
Prepared by: Elaine Mae O. Laude

English for Academic and Professional Purposes - Grade 11-
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St. Bernadette College of Valenzuela
STUDY GUIDE
Lesson 1: Developing Your Vocabulary

Objectives
At the end of this lesson, You are expected to achieve the following:
1. Identify terminologies used in academic texts from various disciplines
2. Recognize the meaning of a word using context clues:
3. Identify the meaning of a word through an analysis of its structure and
4. Give examples of words with denotative and connotative meaning
Before you start, answer the short survey below. Encircle the reply YES or NO) that applies to
you.
1. YES/NO I have a very handy dictionary application on my mobile phone or tablet computer.
2. YES/NO I refer to a thesaurus to use new words in my writing style.
3. YES/NO I play games related to vocabulary building in my mobile phone or tablet computer.
4. YES/NO I can usually guess the meaning of a word when reading academic
5. YES/NOI look at a dictionary when I don't understand a word and avoid asking my classmates
or teacher for its meaning,
6. YES/NOI know the meanings of most prefixes and suffixes and I use theme effectively.
7. YES/NO I can easily identify even the subtlest root word and know its meaning.
8. YES/NO I carefully use words especially if they have connotative meanings.
9. YES/NOI want to enrich my vocabulary
10. YES/NO. I want to take what I already know to the next level.
Find a seatmate and share your answers. Based on your score in the activity, how do you assess
your vocabulary skills?
If you answered YES to many of the statements, you are well on your way to improving your
vocabulary. If you answered NO to any of the statements, then it is time to form a new habit or
change an attitude. Say that you have answered NO to statement #1; what you can do is to
download a dictionary app on your smartphone or tablet computer so that you have something
handy to use every time you encounter a new word.
After sharing and reflecting on your answers, discuss what you already know about the following
topics: context clues, prefixes, suffixes, root words, connotations, and denotations. Then, write
what you still want to find out about each topic. These will help prepare your thoughts for our next
discussions. Write your answers in the following table. Context clues Prefixes Suffixes Topic Root
words

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Topic What I Already Know What I Want To Find Out

Context Clues
Prefixes
Suffixes
Root words
Denotations
Connotations
Chances are, you have already encountered the topics listed in the table, so you already have some prior
knowledge about them. However, they will still be discussed in this module, but at a deeper level appropriate to
your status.
Learn About It?
Non-Academic Text
May be considered that writing which is personal, emotional and impressionistic of subject in nature. It can be
informal in tone, and may even rely more heavily on emotional appeal or the opinions of the author. On the
other hand, a book review, a reaction paper and a thesis are example of academic text.
What are academic texts?

Academic text
Is defined as critical, objective, specialized text written by experts or professionals in a given field using formal
language. This means that academic texts are based on facts with solid basis.
Academic writing, therefore, is generally quite formal, objective and technical. It is formal by avoiding casual
or conversational language, such as informal vocabulary or contractions
Example:
“don’t” = “do not”
Instead of the word “don’t” write “do not”
It is impersonal and objective by avoiding direct reference to people or feelings and it is based on facts and not
on opinions, and it is technical by using vocabulary specific to the discipline. To be good academic writer, you
need to learn the specific styles and structures for your discipline.

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What are some academic disciplines?
The different strands and tracks in your school are just part of academic discipline
Example:
Some of academic disciplines:
Business,
Social Studies,
Humanities and Natural and Applied Sciences.
There are specific words or vocabulary which are only suited for a specific discipline.
Example:
Fig.1:Source:https://www.wheelhouseit.com/what-are-the-sources-of-computer-viruses/ (ICT).
Fig.2: Source:https://education.nationalgeographic.org/resource/viruses (Stem).
For example, when we talk about the word virus it has the different meaning for TVL, ICT students and it also
has a different meaning for STEM or the science.
Examples of Academic Text
Literary Analysis
-It examines, evaluates, and makes an argument about a literary work.
-It goes beyond mere summarization
-It requires careful close reading of one or multiple texts and often focuses on a specific characteristic, theme, or
motif.

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Research Paper
It uses outside information to support a thesis or make an argument. Research papers are written in all
disciplines and may be evaluative, analytical or critical in nature.
Common research sources include data, primary sources (e.g., historical records), and secondary sources
(e.g., peer-reviewed scholarly article).
It involves synthesizing this external information with your own idea
Dissertation
It is a document submitted at the conclusion of a Ph.D. program. A book-length summarization of the doctoral
candidate’s research.
Academic papers may be done as a part of a class, in a program of study, or for publication in an academic
journal or scholarly book of articles around a theme by different authors.
Types of Academic Texts

Essays
Textbooks
Thesis
Case studies
Reports
Research articles
As you move from one grade level to the next, you probably noticed how your textbooks change. Your
preschool textbooks had large-sized fonts and were filled with colorful pictures, remember? Now, your high
school textbooks are mostly text and have smaller fonts and fewer pictures. Aside from these elements, the
vocabulary has changed as well-from one- to two- syllable words in your early grades to three- to five-syllable
words as you move to senior high school. You are able to cope with these changes in your reading materials
because you have indeed matured as a reader.

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Fig. 1.1. The typical appearance of a preschool textbook (left) and a high-school textbook (right).
As of now, you have also probably observed that the vocabulary used in various disciplines also differ from one
another. To test how much you have learned in your subjects, do the following activity:
What I Have Learned So Far?
Here are some jargons that are used in some of your subjects. Match each jargon in column A with the
subject where it is used in column B. Write the letters of your answers on the blanks.
A B
_______1.Ellipsis a. History
_______2.Kurtosis b. Chemistry
_______3.Acceleration c. Physical Education
_______4.Renaissance d. English
_______5.Wellness e. Physics
f. Mathematics
Aids in Developing Your Vocabulary

Your vocabulary bank is the determining factor for the improvement of your reading speed and comprehension.
If you encounter a word you don't understand, you would normally pause to think about it; this temporary pause
affects your reading speed and comprehension of the text. Thus, to enhance your comprehension, you should
consciously continue to improve your vocabulary.
Fig. 1.2. There are a number of online dictionaries to help you with some of the words used, such as the
Merriam-Webster website (www.merriam-webster.com)

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There are many ways by which your vocabulary can be improved. One of these is by utilizing modern tools that
have become widely available. There are many downloadable applications such as dictionaries, thesauri
(singular: thesaurus), and games for your mobile gadgets such as smartphones and tablet computers.
Beyond Walls 1.1

Go Online
Online dictionaries provide information on word meanings, functions, usage, origin, etc. They are helpful tools
in developing your vocabulary skill. Surf the net to find five online dictionaries. Write their URLS on the
blanks.
1.
2.
3-
4-
5-
Extend Your Knowledge 100 Words Every College Student Should Know You may also want to check some
words that college students should know. Visit the following website: http://quizlet.com/6993281/100-
vocabulary-words-every-college-student- should-know-flash-cards/ When you're reading, you don't always have
to look at the dictionary to find meanings for words you don't understand. You can almost always figure out
what an unfamiliar word means by using two strategies: using context clues and analyzing word structure.
Contort Clues.
Context Clues
Are hints found within a sentence, paragraph, or passage that a reader can use to understand the meanings of
new or unfamiliar words.
Using context clues to guess the meaning of an unfamiliar word is a strategy to improve one's reading skill.
When you encounter an unfamiliar word in a reading passage, stopping to read just to open a dictionary to find
the meaning of that word will reduce your reading speed. It will cause you to unnecessarily read and reread
some parts of the passage just to comprehend what you are reading.
See how much you already know in effectively using context clues by guessing the meaning of the following
underlined words. Write your answers on the blanks.
1. Carbohydrates such as pasta, bread, and rice may contribute to weight gain.
__________________________________________________________________________.

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2. When the storm subsided, the residents came out to clean the mess on their yard.
__________________________________________________________________________.
3. Grace had no choice but to acquiesce to the orders of her boss; otherwise, she might get fired.
______________________________________________________________________________.
4. A theory is futile when it is not practiced.
__________________________________________.
5. A hushed and mournful milieu dawned inside the church as relatives viewed the deceased politician for
the last time.
___________________________________________________________________________________
Check your answers by referring to the dictionary. If you were able to guess all the words accurately, then you
already have the skill of looking for context clues to find the meaning of unfamiliar words. The next topics in
this module present the different types of context clues and how authors use them when writing academic texts.
These context clues are example clues, synonym clues, antonym clues, and general clues.
Example Clues
A word or phrase that provides an example to illustrate the unfamiliar word.
Example hints are simple to identify. The author will introduce a word before providing examples that either
define or clarify it. Such as, like, for example, for instance, and as an illustration are examples of words or
phrases that indicate example clues.
Reread the first sentence in the previous activity:

Carbohydrates such as pasta, bread, and rice may contribute to weight gain. This sentence gives examples of
carbohydrates: pasta, bread, and rice. From the given examples of carbohydrates, we can derive that
carbohydrates are food that contain starch.
What Have I Learned So Far?

Identify the meaning of each underlined word based on example clues.
1. She has a penchant for books. She goes to the bookstore every week to buy her favorite novels. She also
frequently visits the library.
Penchant=___________________________________________________________________
2. Technology is ambivalent. For instance, it can be used to make our life easier, but it can also be used to
destroy human life.
Ambivalent =________________________________________________________________
3. Human lives and properties are lost when fortuitous events such as earthquakes and typhoons happen.
Fortuitous =_________________________________________________________________

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Synonym or Definition Clues
In synonym or definition clues, the meaning of an unfamiliar word is given in the sentence if a similar word is
also used to make the meaning clearer. Signal words for synonym clues are or, in other words, that is, by this
we mean, that is to say, and also known as.
Read the following example:

Caught in an epiphany, that is, a sudden, strong, and clear realization, I suddenly knew how to solve my
dilemma.
The word epiphany is defined as "a sudden, strong, and clear realization" with the signal words that is as a hint.

Read each sentence carefully. Then identify the meaning of the underlined word. Use the synonyms or the
given definitions as your clues.
1. Teachers usually admonish or warn their students who come to class late.
Admonish = ___________________________________________________
2. Love is a panacea. In other words, it is a universal cure to human problems.
Panacea = _____________________________________________________
3. Viruses are ubiquitous; that is to say, they are found almost everywhere.
Ubiquitous =___________________________________________________
Antonym or Contrast Clues

In antonym or contrast clues, the meaning of an unfamiliar word is given in the sentence if an opposite word is
used to suggest the meaning. Signal words for antonym clues are but, however, on the other hand,
nevertheless, yet,and in contrast.
Read the following example:

Jogging long distances exacerbates the pain in my feet. However, soaking my feet in warm water after jogging
feels relaxing and soothing. The second sentence gives you a clue that the word exacerbate must mean "to
aggravate" or "increase the pain" because of the signal word however, which signifies the opposite.

Read each sentence carefully. Then identify the meaning of the underlined word. Use the antonyms as your
clues.
1. Many students nowadays are very much aware of their right but are oblivious of their responsibilities.
Oblivious =

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2. In contrast to fiction writing, research requires veracity of data through careful and accurate collection,
analysis, and interpretation of results.
Veracity=
3. Unlike his obnoxious brother, Steve is a charming gentleman who always sees to it that everything he does
pleases everyone.
Obnoxious =
General Clues
Making sense of a word's meaning by largely depending on your common sense requires you to use your
knowledge and experience. The more you read, the more you will know. And the more you know, the stronger
your capability to figure out things based on what you already know.
Example:
Paul knew he just made a cultural faux pas when he kissed the Muslim woman on the cheek and he was met
with a dead, stunned stare!
In this sentence, how do we know that faux pas could mean committing some mistakes? Reflect on the
following questions:
1. What's your prior knowledge on Muslim culture?
2. Based on what you know, what does a "dead, stunned stare" mean?
Here's the explanation. If you have prior knowledge about the Muslim culture, you would know that it is
conservative-there should be no physical contact between people of the opposite gender. Thus, you will think
that faux pas refers to committing a mistake or an unacceptable action. The "dead, stunned stare" is an indicator
that the action of kissing is not acceptable based on your prior knowledge and that this expression is a mark of a
displeased behavior or reaction.
Word Structure
You should be able to analyze word structure so that you will understand many English words. A word in the
English language may have three parts: the prefix, the root word, and the suffix.
The parts of a word in English have meanings based on their origin, which could be Latin, Greek, and French,
to name a few. Here, we shall look at some examples.
Prefixes
Pre means "before" and fix means "to attach." Prefix means "to attach before a word." Prefixes have meanings,
and understanding their meanings can help you in figuring out the meaning of the word with the prefix. There

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are negative prefixes that imply the opposite of the root word such as un-, non-, in-, and dis-. There are also
prefixes that show location such as tele-, sub-, inter-, and trans-. Other prefixes can show numbers or amounts
such as mono-, bi-, multi-, and deca-.
See the following table for examples.
Negative Words Words That Tell Location Words That Connote Numbers
unhappy, nonfat, incorrect, subterranean, international, monolingual, bicycle, multifaceted,
disappeared transatlantic decagon
Suffixes
Suffixes usually change a word from one form or part of speech (e.g., noun, verb, and adjective) to another
form. A verb can become a noun when you add a suffix, for example. Adding the suffix may not change the
meaning of the root word, but it helps change the form of the word to make it suitable to its usage in a sentence.
For example, the word memory is a noun. How do you turn this word into an adjective or a verb? You do so by
changing its suffix. So, if you will turn the noun memory into an adjective, it will become memorable; if you
will turn it into a verb, it will become memorize.
Look at the following table for possible suffixes that turn words into other forms.
Noun Suffixes Verb Suffixes Adjective Suffixes
-ance, -dom, -hood, -ity, -ive, - -ize, -ify, -ate, -en -ful, -ous, -ious, -ate, -y, -al, -ic, -
ment, -ness, -ship, -tion, -tude, -er, ish, -ive, -able, -ible, -less, -ed
-ist

Determine whether each word listed is a noun, verb, or adjective. Pay attention to the suffix used in each word.
1. Fortitude
2. Nullify
3. Recognize
4. Apprehensive
5. Martyrdom
6. Enunciate
7. Conscientious
8. Obscurity
9. Emancipate
10. Remarkable
Root Words
Many think that root words are easy to spot. This is true only if the root words are of modern English. Examples
of root words in modern English are aim in aimless, love in unloved, joy in joyful, and happy in happiness.

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However, there are many root words in English that originated from Latin, Greek, and other languages. Root
words from these languages may be hard to spot; but if you know many of these root words, it will be a lot
easier for you to dissect the words and get their meanings. Look at the example given on the first item in the
following table on the next page. Then try to identify the root word in the succeeding items. Learn more about
root words by visiting the links indicated in the Extend Your Knowledge section.

Identify the root word from the given group of words. The first one has been done for you.
Root word Meaning Sample Words
port carry export, portable, transport
write describe, prescribe, transcribe
pull, draw distract, retract, subtract
against antagonist, antibacterial, antivirus
ten decathlon,decimal, December
Denotation and Connotation

When you say denotation, you are referring to the real meaning of a word. When you say connotation, you are
referring to the implied meaning of a word. For example, the denotative meaning of the word snake is “a cold,
scaly reptile, “However, it may have a connotative meaning, which is “betrayal, evil, or danger.” The words fat,
chubby, and obese have the same denotative meaning- “excess flabby tissue.” However, when you use them
with their connotative meaning, saying that someone is fat may be taken offensively; therefore, you use the term
chubby to somehow imply that the person is still cute in spiteof being a “little” fat.
Obese, on the other hand, would refer to someone with a medical condition characterized by excess fat in the
body.
Another example is the word heart. The denotative meaning of heart is “an organ that pumps blood.” What are
the connotative meanings of heart in the sentences in the next section?

1. “Our office is located in the heart of downtown Manila.”
2. Does downtown Manila have a “heart”? Explain.
3. 2. I will give you my heart until the end of time.”
4. Will the Speaker really take out his or her heart and give it to someone until the end of time? Explain.
Lesson 2: Determining the Author’s Purpose and Intended Audience
Objectives:
At the end of this module, you are expected to achieve the following:

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1. Identify the characteristics of persuasive, information, and expressive texts;
2. Tell what sets each type of text apart from another; and
3. Name the factors that distinguish the different types of audience to whom the authors would write
for.
For you to become a critical, analytical, and expert reader, you need to know that every time an author writes a
text, he or she has a purpose and an intended audience in mind. Every time you read, try to determine the
author's purpose and intended audience first before evaluating the material any further.
There are three general types of purposes an author has when writing: persuasive, informative, and expressive.
Find out what you already know about the three major purposes of an author in this activity.
Three-way Match
Match the words on the left with the words at the middle to point out to whom you think the text in the first
column is written for. Write the letter of your answer in the third column, and then write also the author's
purpose (persuasive, informative, or expressive) for writing such text or literature. The first one has been done
for you.
Title of the Printed Text Intended Audience Purpose
1. My First ABC's a. Babies B, informative
2. The PH Times (newspaper) b. Toddlers
3. Advance (sexy tabloid) c. Stand-by/ street vendors
4. Deceptive Heart (fiction) d. Flight passengers
5. Chew, Baby! Chew! e. Animal enthusiasts
6. Dogs Are Better Than Cats f. Students
7. Chemistry 101 g. Teenagers
Check with your teacher if your answers are accurate. Now, here are the three major purposes for writing.
Purpose: To Persuade
The author's main goal here is to convince you. An author may use a lot of factual information as tools to
persuade the reader, but the main goal is to really persuade and not just to inform the reader. There are two main
goals in convincing a person. These are to make you do a certain action.
For example, let's consider an article that talks about the importance of having proper nutrition every day as a
good way to prevent having illnesses. This article may convince you to stop eating junk food and change your

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eating habits into a healthy one. This article is then successful in persuading you because you took actions to
change your lifestyle.
On the other hand, let's take a look at an article that talks about a nutritionist who advocates the increased intake
of calcium for weight loss. The nutritionist suggested that you drink milk high in calcium and eat lots of yogurt,
so that you'll lose weight. You are, however, lactose intolerant and are not a big fan of yogurt. You were
convinced by the testimonies of her client that the nutritionist may be right, but you cannot follow her
suggestions because of personal preferences or limitations
Another example is when you've read an article about

protecting snakes and alligators because they help keep
marine life in balance. You may not literally go out there to
"protect" snakes and alligators yourself, but in your mind, you
were convinced that what the author has said is true. So the
next time a discussion may come up about snakes and
alligators, you may have more positive opinions about these
animals.
Do this simple activity as a quick practice in persuasion. Form a group of five persons and do the following
around the school campus. Take your mobile phone or tablet computer to record on video how you were able to
use your persuasive skills to accomplish the following tasks within 10 minutes. Show the video to your teacher.
1. Convince three persons to sing "Happy Birthday" to the tune of "Row, Row, Row Your Boat."
2. Convince three persons to do five jumping jacks and shout, "Arriba!" after the fifth one.
3. Persuade a teacher to take a "groufie" with all of the members of your group.
As a reader of persuasive texts, ask yourself this question: "What is the author trying to tell me? What is the
motivation of the author for telling me such? If I do what the author says, who will benefit the most: the author
or me?"
Purpose: To Inform
Informative texts, unlike persuasive texts, aim to give information only, but not necessarily to convince the
reader to believe or to do something. Writing informative texts requires a lot of research. The author must check
if the sources of the information are valid and reliable. Authors of informative texts must take extra caution
when writing facts if they want to build their credibility and trustworthiness. A single mistake in the text can

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lead to the end of the author's career. The author must also cite sources properly to avoid plagiarism and conflict
with other authors or sources.
After gathering the data for writing informative texts, the author must present the information in a fresh,
organized, and interesting way.

Identify the purpose of each passage. Write P if it is a persuasive text or I if it is informative. Write your
answers on the blanks.
1. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so
dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of
that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether
fitting and proper that we should do this. Source:
http://www.learntheaddress.org/static/media/uploads/docs/gettysburg-address.pdf
www.learntheaddress.org
2. Three years ago, I said thank you, America, for the haven from oppression, and the home you gave Ninoy,
myself and our children, and for the three happiest years of our lives together. Today, I say, join us, America, as
we build a new home for democracy, another haven for the oppressed, so it may stand as a shining testament of
our two nations' commitment to freedom. Source: http://www.officialgazette.gov.ph/1986/09/18/speech-of-
president-corazon-aquino-during-the-joint-session-of-the-u-s-congress-september-18-1986/
Speech of President Corazon Aquino during the Joint Session of the U.S. Congress, September 18, 1986 | GOVPH
3. Philippine Literature in English has its roots in the efforts of the American forces at the turn of the century to
pacify the Filipino people and instill in them the American ideals of "universality, practicality, and democracy."
By 1901, public education was institutionalized, with English serving as the medium of instruction. Around 600
educators who arrived in that year aboard the S.S. Thomas replaced the soldiers who also functioned as
teachers. The people learned the language quickly, helped no doubt by the many support systems, e.g., books,
magazines, newspapers, etc., outside of the academe. Source:
http://ncca.gov.ph/subcommissions/subcommission-on-the-arts-sca/literary-arts/phil-ippine-literature-in-
english/

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In Focus: Philippine Arts in Context - National Commission for Culture and the Arts
Do this simple activity as a quick practice on information or data gathering.
Think of two competing brands of any product you like (e.g., brands of shampoos, soaps, lotion, SIM cards).
On a sheet of paper, draw three columns. The first two columns are for the two brands of the product you chose,
and the last column would be for the NA (not applicable) responses. Do a quick survey in the classroom to get
raw data on the brands preferred by your classmates. For those who answered that the brand they prefer is
neither of the two choices that you have, record the answers in the third column. Write a short description of
your data, and be ready to present your results when the teacher calls on your group.
The previous activity required you to get raw information. The information regarding the number of users of the
product of your choice cannot be found on the internet. It required you to ask people questions and get their
answers from them. As the writer, you interpreted their answers and converted them into paragraph form.
Beyond Walls 2.1 Go Online
Online Research
Form a group with five members. Choose one of the topics listed here. Each member of the group should gather
information about the chosen topic. The leader of the group should summarize the information gathered by the
members of the group and give an oral report about it.
1. Balangiga bells
2. Brexit
3. Fidget spinner
4. Ashitaba leaves
5. World Englishes
In the Go Online activity, the information can be searched on the internet. But there are many sites that will tell
you about your chosen topic. As a responsible person, how did you choose the sites where you got the
information from? Of course, you chose the ones that you think were reliable.

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Fig. 2.2. You should be discerning in choosing the reference for your information. Search engines offer many
results for a certain keyword or phrase.
Websites ending in .edu or .org are more reliable especially if the educational institution (e.g., college,
university) or the organization is reputable. Avoid using information from wikis because anyone can edit the
information there and the sources used in their reference list were not cross-checked. They may be a good
source of knowledge, but you should not use them as references.
Purpose: To Express
These are texts that are sometimes more creative in nature, and the goal of the author could be to engage the
reader's emotions such as joy, anger, and frustrations. Expressive texts may have more opinions than facts. One
less-known form of an expressive text is satire. It is a form of writing that uses humor to scorn and/or expose
follies of a person, an organization, or politics in a government.

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Fig. 2.3. Nowadays, there are many websites offering satirical (false) news, such as the Onion
(http://www.theonion. com), which offers some completely false stories that might make you laugh.
www.theonion
Read the excerpt of an essay by Francis Bacon (1561-1626) titled "Of Studies." Answer the questions that
follow:
Studies serve for delight, for ornament, and for ability. Their chief use for delight is in privateness and retiring;
for ornament is in discourse; and for ability is in the judgment and disposition of business. For expert men can
execute, and perhaps judge of particulars, one by one; but the general counsels, and the plots and marshalling of
affairs, come best, from those that are learned. To spend too much time in studies is sloth; to use them too much
for ornament, is affectation; to make judgment wholly by their rules, is the humor of a scholar. They perfect
nature, and are perfected by experience: for natural abilities are like natural plants, that need pruning, by study;
and studies themselves, do give forth directions too much at large, except they be bounded in by experience.
Crafty men condemn studies, simple men admire them, and wise men use them; for they teach not their own
use; but that is a wisdom without them, and above them, won by observation. Source:
http://essays.quotidiana.org/bacon/studies/
"Of studies" by Francis Bacon
Questions:
1. What is the purpose of the passage? How does the writer achieve this purpose?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. According to the passage, why do people study?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. What does the line "... natural abilities are like natural plants that need pruning..." mean?

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_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. What is the difference among crafty, simple, and wise men?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. What is the writer's attitude toward studies?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Read one of the articles from these websites. Then explain in one paragraph the writer's sentiments about the
given issue. https://ph.theasianparent.com/age-of-criminal-responsibility/ ● ●
http://www.philstar.com/opinion/2017/02/14/1672003/public-opinion-and-death-http://www.philstar.com/
freeman-opinion/2015/08/27/1492811/big-no-legalizing- penalty medical-marijuana
Should The Age of Criminal Responsibility Be Lowered To 9 Years Old? | theAsianparent Philippines
Expressive texts may be found in literary pieces such as poems and stories. College texts. In real life, expressive
on literature may require you to read several expressive be found in the feature articles of magazines and
newspapers. subjects texts can
The Author's Intended Audience

Upon weighing the author's purpose, you should also keep in mind that the author has an intended audience
when he or she wrote the text. A reader can tell to whom the text is written based on different factors such as the
vocabulary words used, the length of the sentences, the nature of the topic, and the way the topic is presented.
The younger the audience, the shorter the texts and the simpler the vocabulary words. The older the audience,
the longer the texts and the more complicated the vocabulary words.

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Usually, a text written for public consumption, such as a newspaper article, has a general audience in mind. But
here are a few things that you should consider when you assess a text for its intended audience.
First, ask about the gender for whom the text is written. Some texts are gender sensitive- the author's main goal
is to reach a specific gender (e.g., females, males, homosexuals). For example, there are blog articles written
most especially for women and their empowerment. On the other hand, there are also online articles for males
encouraging them to "man up" and live responsible lives especially in the areas of finance, career, family, etc.
Then there are also articles written most especially for the gay community that discuss their rights and issues.

What are the characteristics of a gender-sensitive text?
Other aspects of audience classification can also be by age level. Some texts are written for young children,
some for teenagers, and some for adults. In the academe, textbooks are classified according to the grade level.
There are also some texts that cater to people in a particular social position or status. For example, glossy
expensive magazines target the wealthy, while tabloids target the masses. Thus, these publications differ in
prices, the former being more expensive than the latter.
Some published materials also cater to those practicing specific professions. For example, academic journals
cater to a specific discipline. There are journals or magazines for those in the hospitality industry (hotels,
restaurants, travel agencies), for communication specialists, for businessmen, for politicians, for academicians,
for scientists, and so on. These publications cater to a specific group of people.
Beyond Walls 2.3 Apply It in Real Life

Track: Academic
A school principal has invited you to conduct a seminar on writer's purpose and intended audience as part of the
school's training series for senior high school students. The administrators of the school believe that your
expertise and years of experience as a journalist qualify you for the task. As part of your presentation, prepare a
matrix showing 10 titles of news articles. For each article, specify its intended audience and purpose. Your
matrix should provide clear and accurate information.
Extend Your Knowledge To view samples of a persuasive essay, go to http://www.cambridgemichigan.org/ wp-
content/uploads/2014/11/MELAB-SampleEssays-Commentary-2013.pdf.
Michigan Language Assessment

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Lesson 3: Identifying the Author’s Tone and Point of View
Objective:
At the end of this module,You are expected to achieve the following objectives:
1. Distinguish words that create a positive, a negative, or a neutral tone in written texts;
2. Explain what tone a written text sends to the reader;
3. Evaluate personal experiences that may influence a personal point of view to a certain societal issue;
4. Synthesize cultural exposures (or lack of it) to determine the limitations of one's point of view; and
5. Relate how an author of a text may also have personal experiences and/or cultural exposures that might affect
his or her tone and point of view when writing texts.
Warmer
Get a partner and say, "That's okay." Say this in different ways that render varied emotions such as being joyful,
desperate, and casual. Practice saying this sentence over and over again until you can shift from one emotion to
another with a convincing tone and facial expression. Have you noticed how the meaning of the sentence differs
when you change the tone of your voice?
The Author's Tone and Point of View

In speaking, we can easily tell the emotions behind the words from a person's tone. The sentence "That's okay."
changes in meaning based on the speaker's tone in relaying the same message. We tend to believe more the
emotions behind the words (i.e., the connotative meaning) than the words' denotative meaning. For example, if
a person looks into your eyes, holds your hands, and whispers, "That's okay," in a firm and assuring way, then
you knowthat the person is sincere. However, if the person says the same sentence, "That's okay," in a snappy
tone and then turns and walks away from you while rolling his or her eyes, then you know from both the body
language and the tone that the person is not sincere but may be displeased or angry.
In writing, we also convey a tone. The tone is the author's attitude toward the topic or issue. Do not misinterpret
the tone (such as sarcasm), or you will also misinterpret the message. The reader can tell whether the author has
a positive, negative, or neutral point of view at a certain thing or issue based on the tone of the author's choice
of words.

Your choice of words may affect the tone of your message. Identify the tone of each statement. Write + for
positive, for negative, or = for neutral. Write your answers on the blanks.
___________1. "The territorial dispute between the Philippines and China should be discussed peacefully,"
remarked the Secretary of Foreign Affairs during the press conference.
___________2. The Senator refused to comment on the issue regarding extrajudicial killings.

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___________3. The manager yelled at his secretary for making a serious mistake in the office.
___________4. I am very much delighted to meet you here at the conference.
___________5. I relayed to the human resource department the urgent need to hire new senior high school
teachers.
Beyond Walls 3.1 Read and Answer

Read the text and rewrite it to make its tone positive or neutral.
Hi, there!
As you know, I am about to finish senior high school. I will leave your school because you do not have the
program that I want, so I will move to St. Michael University to get a college diploma. I was ordered by the
university to hand in my scholastic records as fast as possible. I want you to give me a copy of my scholastic
records quickly.__________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Read the excerpt and identify the positive, negative, and neutral words used. Write your answers in the table.
We cannot move forward if we allow the past to pull us back. Finger-pointing is not the way. That is why I will
not waste precious time dwelling on the sins of the past or blaming those who are perceived to be responsible
for the mess that we are in and suffering from.
Except maybe to extract a lesson or two from its errors, we will not tarry because it is the present that we are
concerned with and the future that we should be prepared for.
Lest I be misunderstood, let me say clearly, that those who betrayed the people's trust shall not go unpunished
and they will have their day in Court. And if the evidence warrants, they will have their day of reckoning too.

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When I decided to seek the presidency of this republic, I knew what the ills of our country were; I knew their
causes; and I was briefed on those who caused the causes.
I heard the people on the streets complain that justice had become illusory; that equity and fairness and speedy
disposition of cases had deteriorated into hollow concepts fit only for masteral dissertations. It was, and still is,
very sad indeed.
As a former prosecutor, I know that there are ways of knowing how fast or how slow cases go. What I did was
to look into the number of postponements and the time difference between each postponement and the next
setting. It was simple as that. I will appreciate deeply if we all in government attend to this urgent need.
I was determined then as I am now determined and better now positioned, to wage war against those who make
a mockery of our laws including those who make life for us all miserable.
I wish to assure everyone though that vindictiveness is not in my system. Just like you and I, all equal treatment
and equal protection are what I ask for our people.
But we must have the courage to fight for what we believe in, undeterred by the fear of failing or losing. Indeed,
courage knows no limits, cowardice does.
- An excerpt from Pres. Rodrigo Duterte's 2016 State of the Nation Address Source:
http://www.officialgazette.gov.ph/2016/07/26/the-2016-state-of-the-nation-address/
Positive Negative Neutral
Rodrigo RoaDuterte, First State of the Nation Address, July 25, 2016 | GOVPH

Read the articles found on these links. What do the articles say about the government? Identify the words that
reflect the writers' positive, negative, or neutral point of view on the issues.
 http://www.philstar.com/opinion/2017/08/10/1727280/editorial-road-hell
 http://www.philstar.com/opinion/2017/08/11/1727674/editorial-thievery-naia

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 http://www.philstar.com/opinion/2017/08/09/1726887/editorial-killing-spree
When an author takes side in an issue, the author is said to be biased. There are many factors that may affect an
author's point of view. We will discuss two of them here: personal experiences and culturalexposures.
Personal Experiences
One's personal-experiences can greatly affect one's point of view. Look at actors and actresses who can
effectively portray challenging roles. They would usually mention that they draw from personal experiences in
acting out a very emotional scene. In writing, an author's personal experiences and attitudes toward those
experiences affect his or her point of views. For example, a president of a company who had been through many
of the company's ups and downs will be able to share much wisdom about running a business.
On the other hand, a fresh graduate from a business school may come in with a stronger personality, very high
ideals, and well-defined goals. However, because this person lacks experiences, there are some realities of the
business that may still be so obscured and unrealized on his or her part.
Another example is one's particular experience on the service of a particular restaurant. For example, let's look
at Ms. April, who took her clients to a restaurant called Kainan Course for a breakfast meeting. The service
crew of the restaurant was very accommodating and friendly. They made sure that all the customers were
comfortable in their places. They offered additional information on the menu and gave wonderful suggestions.
The ambiance, the tasty food, and the friendly staff were positive experiences that satisfied Ms. April and her
clients. They shared these wonderful experiences to others, who in turn also tried Kainan Course.

Go online to look for the biographies of the following women writers. Determine how their personal
experiences have influenced the theme of their literary works.
1. Emily Dickinson
2. Angela Manalang Gloria
3. ManingningMiclat

Recall an instance when a personal experience has affected your point of view. Narrate it here.
After several months, the restaurant did manpower rotation on its staff members. Some were promoted and
others were laid off. New applicants were accepted and trained. Some policies for the workers were
implemented, and these were not welcomed happily by the staff. Because half of the staff were new and the

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other half were unhappy because of what happened to their fellow workers who were laid off, some animosity
grew among the staff members.
Because of these, slight changes also happened on the quality of the customer service of the restaurant. The staff
members who used to take good care of the customers slowly grew cold and unfriendly. These bad attitudes
affected the ambiance of the restaurant as well. Soon, the excellent taste of the food became ordinary and even
bland.
One time, Ms. Anne, a friend of Ms. April who have heard her talk about the excellent service and good food
of this restaurant, happened to drop by Kainan Course and decided to try it because she remembered Ms. April's
recommendation. But unknown to Ms. Anne, the time she came was the time the restaurant was going through
internal turmoil.
What do you think was Ms. Anne's experience in the restaurant? Will Ms. Anne talk about the restaurant the
same way that Ms. April did?
These examples clearly highlight the influence of personal experiences to one's point of view. When you read
an academic text or any article for this matter, it pays to always think of the author's background and personal
experiences. Ask yourself if the author's personal experiences in life reflects his or her tone and point of view.
Cultural Exposures
people except for one thing-they were born with blue sunglasses. Everything they saw-the sand, the sun, and the
plants and animals-was through the blue lens of the glasses. These people were called the blue people from the
Blue Island.
Not far away was another island, and the people who lived there were pretty much the same as normal human
beings except for one thing-these people were born with yellow sunglasses. Everything they see were through
the yellow lens of the glasses. These people were called the yellow people from the Yellow Island.
One time a blue person happened to surf too far from the Blue Island. He got carried away by the waves and
winds close to the next island, which was the Yellow Island. A yellow person, thankfully, saw him gasping for
breath and waving his hands wildly. The blue person was rescued successfully and was taken to the Yellow
Island to recuperate.
Now, the yellow people were friendly and accommodating, and they were very proud of everything in their
Yellow Island. They started showing him everything they had. They fed him their yellow food and taught him
their yellow ways. But there was one problem. While the blue person was very willing to try everything the

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yellow people wanted him to do and see, he couldn't quite understand what they meant when they talked about
colors. Finally, he figured it out, and he shared his dilemma to the yellow people.
Because the blue person cannot take out the blue lens he was born with, he just placed the yellow lens given to
him by the yellow people on top of his blue lens. Suddenly, he started seeing things in a different color other
than blue. He began to understand the yellow people a lot better. He stayed in the yellow island for a long time
until he was pretty sure he knew everything in the ways of the yellow people. One day, he decided to leave the
Yellow Island and go back to the Blue Island to share his wonderful discovery of another color other than blue.
He went back to his own blue people in their Blue Island and told them how that in another island not far away
from them, lived the green people in their Green Island.
The End
Our own culture is our own identity that can never be completely erased from us. Similar to what you have read
in the story, no matter how much we expose ourselves to other cultures, we will still have that "blue" lens in us.
You have to understand that the more exposed you are to other cultures, the more different colors of lenses
you'll be wearing, and you will always see things in a different "color" and not in exactly the same "color" that a
person cultural without exposure can see.
With the ASEAN integration and globalized world economy, you have to keep an open mind to the different
cultures of the world. Allow yourself to be exposed to different cultures and experience their "yellow" ways.
But you should also never forget that you are wearing your own "blue" lens, and no matter
how much coming from you. you think you understand another culture, there will always be that slight bias
Cultural exposures, along with other personal experiences, can affect a person's perspective. For example, a
foreign businessman who has been nabbed in the Philippines will surely not agree with some people when they
say that Filipinos are very hospitable. When he goes back to his home country, he will tell people how
dangerous it is to live in the Philippines.
So when you read academic texts or any articles, especially those coming from personal blogs, keep in mind
that the author's perspective is based on the lens he or she is originally wearing, plus all the other colored lenses
that he or she had acquired over the course of his or her cultural exposures and personal experiences.

Compare a person who has been very much exposed to various cultures to a person who lacks cultural exposure.

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Read some travel blogs about the Philippines. Identify the positive and negative comments found on the blogs.
Write a report that summarizes the general perception of people about the Philippines. Be ready to read your
report in class.

Track: Academic
The Philippines is hosting the ASEAN Youth Forum, which aims to promote cultural awareness among high
school students in the ASEAN community. You are a sociologist who specializes in ASEAN cultures and
traditions. The organizers of the forum have invited you as a guest speaker to talk about the cultural similarities
and differences among the members of the ASEAN community. Prepare a lecture presentation intended for high
school students who will attend the forum. Your slides should be clear, interesting, and informative.
Essential Learning
A text has a tone that can be positive, negative, or neutral depending on the author's choice of words. An
author's point of views may also be affected by his or her personal experiences and/or cultural exposures.
Lesson 4:Facts, Opinion, and Incorrect Information
1. Point out words that signal personal opinions;
2. Differentiate factual statements from those with opinions and/or incorrect information;
3. Balance opinions and factual statements in a publishable blog article on a particular celebrity or group of
celebrities of your own choice; and
4. Form opinion based on facts.
Before you can determine whether a statement is a fact, an opinion, or an incorrect information, refer first at
their definitions below:

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Now, do the next short exercise. Remember to keep your eyes on the exercise only so that you can give yourself
an honest assessment of what you already know about these topics. Then, proceed in reading the discussion to
find out the answers to your questions.
Mark each with an F if it is a fact, O if it is an opinion, and I if it is an incorrect information. Write your
answers on the blanks.
_____1. Benedict is a fashion model.
_____2. Benedict is a great, handsome fashion model.
_____3. Peter is in the tourism business.
_____4. Peter is very successful in the tourism business.
_____5. Lea is a singer.
_____6. Lea is a wonderful singer.
_____7. The Mall of Asia in the Philippines is huge.
_____8. The Mall of Asia in the Philippines is located at the heart of Makati City.
_____9. There are no restaurants in the Mall of Asia in the Philippines.

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_____10. There are restaurants in the Mall of Asia in the Philippines.
If you have marked numbers 1, 3, 5, and 10 as factual statements, then you are correct. These sentences do not
use words of judgment or opinions but plainly state the facts. Numbers 2, 4, 6, and 7 are statements that contain
opinions because of the adjectives used such as the words great, handsome, successful, and wonderful. Numbers
8 and 9 contain incorrect information.

Write one fact and one opinion for each topic.
1.Education in the Philippines
Fact:____________________________________________________________________
Opinion:_________________________________________________________________
2. Filipino food
Fact:____________________________________________________________________
Opinion:_________________________________________________________________
3. English subject
Fact:____________________________________________________________________
Opinion:_________________________________________________________________
4 Manny Pacquiao
Fact:____________________________________________________________________
Opinion:_________________________________________________________________
5. Pia Alonzo Wurtzbach
Fact:____________________________________________________________________
Opinion:_________________________________________________________________
Even if some people may agree with the statements that contain opinions, their consent does not make the
statements true or factual because there may be other people who would think otherwise. There is a saying that
beauty is in the eye of the beholder. This saying makessense because what is beautiful for one may not be
beautiful for another. Thus, in determining whether a statement is a fact or opinion, always remember that
opinions contain words of judgment or personal taste. The opposite of facts, though, are not opinions. Rather,
when facts are proven to be not true at all, what you have is called incorrect information.
Why is it important to respect each other's opinions?

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What are some interesting facts about you? What are the opinions of other people about you? Write your
answers in this table. Be ready to share what you have written with the class.
Interesting Facts about Me Other People's Opinions about Me

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Track: Academic
You are a political analyst working for a social research institution. Your boss has assigned you to collect
factual information and opinions about our current president. Interview at least 10 students and ask them what
they know and what they think about our president. Use the given sheet as your guide in distinguishing facts
from opinions during your data- gathering stage. Your output should be complete, clear, and accurate. Your
findings will be used as data in the quarterly report of your company for the information of the public.
Facts Opinions

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How do you distinguish a factual statement from an opinion? What makes an informed opinion? You can do
library research to find out what informed opinions are.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Not all information that you find online is correct. You should know how to evaluate the information that you
find online. Visit this site and identify the ways to evaluate online resources.
http://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet- content
Essential Learning
A factual statement is objective. It is not influenced by personal feelings or judgment On the other hand, a
statement with opinions is subjective. It is based on or influenced by personal beliefs or feelings. An opinion is
not the opposite of a fact. The opposite of s fact is incorrect information.
Lesson 5: Fallacies in Reasoning
Objective:
At the end of this lesson, You are expected to achieve the following objectives:
1. Illustrate what sound reasoning is;
2. Distinguish the different types of fallacies from one another; and
3. Identify fallacies used in advertisements.
Before you learn about the different fallacies used in reasoning, you need to know the meaning of sound
reasoning. To know the meaning of these questions, do the next activity.
What will you do in each situation? Write a short answer and share your thoughts with your seatmate.
1. You noticed that your favorite cup is at the edge of the table. You
will______________________________________________________________________________________
_________________________________________________________________________________________

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2. You smell smoke coming from the kitchen where you are cooking a cup of rice for an hour now. You
will______________________________________________________________________________________
_________________________________________________________________________________________
3. You see dark clouds above, and you are about to take a short walk to the store to buy something. You
will______________________________________________________________________________________
_________________________________________________________________________________________
4. You see flies swarming over the food on the table. You
will______________________________________________________________________________________
_________________________________________________________________________________________
5. You noticed that your colds are not getting any better after taking the prescribed medicine for a week. You
will______________________________________________________________________________________
_________________________________________________________________________________________
In the given situations, you will take the necessary actions based on sound reasoning. For instance, if you see
your favorite cup at the edge of a table, you will quickly take it away and place it in a safer place. Sound
reasoning will tell you that it might fall over any given time.
If you started cooking a cup of rice an hour ago and somehow forgot about it, and now you see smoke coming
from the kitchen, you will conclude that the rice has been burnt. So you will quickly go to the kitchen to remove
the plug of the rice cooker. If you are about to take a walk to a nearby store and you see dark clouds ahead,
sound reasoning will give you two options-either postpone your trip to the store or bring along an umbrella.
If you see flies swarming over the food on the table, there are two things you can do. You either throw away
the food or cover it.
If you will also use your logic on the last situation, you will either stop taking the prescribed medicine or go
back to the doctor to consult again.
Sound Reasoning
Sound reasoning is used every day. In fact, we make decisions and judgments based on sound reasoning, even
in the most insignificant thing we do for the day. There are two well- known types of sound reasoning:
deductive reasoning and inductive reasoning.
Deductive reasoning
Is from a general statement to a specific one. For example, your prior knowledge tells you that Moslems do not
eat pork. Your boss is a Moslem. You will not take him to restaurant that serves only lechon because you know
that eating pork is not allowed in his faith.

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You can present the statements in the following way:

Moslems do not eat pork.
My boss is a Moslem.
Therefore, he does not eat pork.
Inductive reasoning
Is form specific to general. For instance, because you are sick with influenza, you just stayed home and didn’t
go to school. You texted your classmate and asked him to tell your teacher that you are sick with flu.
The conclusion for both deductive and inductive reasoning is only acceptable if the preceding premises are
acceptable.
Take caution in the fallacies of reasoning that can be very subtle yet deceptive. Do not use them and neither be
persuaded by any of them.
Fallacies in Reasoning
A fallacy in reasoning makes an argument false or unreliable. Here are a few most common fallacies in
reasoning:
1. Bandwagon-This is a reasoning based on popularity rather than on scientific evidence or facts. This gives
one a feeling of "you are the only one not doing (or using) it, so why not join now?"
2. Hasty generalization - This is reaching a conclusion without enough pieces of evidence or further studies.
You should not use an isolated experience to make a general statement or judgment on something or someone.
For example, if you see a Chinese being disrespectful to an older person, you should not say, "Chinese people
are disrespectful to the elderly."
3. Red herring - This is a term that originated from the legend that criminals in England during the 17th
century would use a red herring (a fish) to confuse the bloodhounds on the trail that pursue them. The
bloodhounds would then veer away in the opposite direction, which is away from where the criminal was. A red
herring is an argument that distracts the opponent away from the real issue and leads them to an irrelevant issue.
For instance, a politician was arrested and put to jail because of graft and corruption. Instead of focusing on the
issue that he had stolen money from the people, that he should the attention of the people to another irrelevant
issue such as the terrorist attack that undergo a fair trial and suffer the consequences thereafter, the lawyers may
try to divert happened in the mall.

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Observe how some crucial political issues in the Philippines are sometimes because an irrelevant and
unimportant herring. ignored showbiz issue is given the spotlight. This is red herring.
4. Attack on a person - This reasoning attacks the person instead of the issue. This happens a lot in politics. If
you hear politicians attacking their opponents instead of the issue, beware! "He is always late for his meetings.
How do you expect him to advance the progress of this country if he is always running late?" n -
5. Either-or reasoning- This presents only two alternatives and acts as if there are no other choices. For
example, "Eat an apple a day or you will get sick." It's not apples only that will keep you from getting sick.
There are many other nutritious fruits that are as healthy as apples. And besides, it's not only fruits that keep you
healthy. You should have a balanced nutrition to stay healthy.

Cut out at least two print ads that each contains a fallacy. Identify the fallacy used in each and present them in
class.

Give at least two examples for each of the fallacies discussed. Ask your teacher to check your answers.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Why do you think some people still believe in fallacies used in TV commercials and political ads?

Track: Academic
You are a social activist who advocates truth in political ads and campaign jingles. A school head has invited
you to discuss the fallacies found in some political ads and campaign jingles as part of the voter education
program for senior high school students. Prepare a three- to five-minute audiovisual presentation containing
some examples of political and campaign jingles that use fallacies to persuade people to vote for particular
candidates. Your audiovisual presentation should be clear, relevant, interesting, and informative.

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Search online for five TV commercials. Identify the fallacies used in advertising the products and explain how
the fallacies were used. Use this table to present your answers.
Type of Fallacy Product How the Fallacy Was URL

Used
Essential Learning
As a reader, you should be able to spot whether a writer is using sound reasoning or not. There are two common
types of reasoning: deductive reasoning and inductive reasoning. Deductive reasoning is using a general
premise first and then a specific premise before coming up with a conclusion. Inductive reasoning is using a
specific premise first and then a general premise before making a conclusion.
Lesson 6: Evaluating the Author's Arguments

Objectives:
1. Name the factors to consider when investigating the source(s) of data or information;
2. Explain why support materials are important to validate an argument;
3. Identify support materials that can be used to validate an argument;
4. Evaluate the relevance of a set of data to the claims of the author's arguments;
5. Raise legitimate, contrary views in an appropriate manner; 6. Cite specific sources to support claims; and
7. Present ideas convincingly.
By this time, you have considerably gone far in developing critical reading skills. You know that to improve
your reading skills, you have to enrich your vocabulary bank. Have you been using the mobile applications that
you have downloaded? Have you sharpened your reading comprehension by using context clues and analyzing
the meaning of word parts?
When you read, do you now think about the author? Do you analyze the text and determine what the author's
purpose is and for whom the text was intended? Can you determine the author's tone and point of view and also
give considerations to the factors that may influence the author's stand?

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In an earlier module, facts and opinions were also discussed. You know now that facts and opinions are not
opposites of each other, and that they are equally valuable when stated right. When you read texts, you should
be able to identify which statements are facts and which ones are author's opinions. You should also evaluate if
the author's arguments havesound reasoning. By now, you also know how to identify some of the fallacies
reasoning. Remember these concepts as you proceed to the next half of the first unit.
With the advent of technology comes the explosion of information. Information has never been as available and
as accessible as before. People can now share information, and they can access information anywhere and
anytime. It is no wonder that people today are said to be living in an information age.
While you enjoy the benefits of having accessible information at the click of your fingertips, there is also a
downside to this accessibility. Is the information valid and accurate? How would you know? There are ways to
validate information, and they are the focus of this module.
Answer the table below. Check whether you agree or not with the following statements:
Statement Yes No
1. I'm careful in clicking links that my friends share on social

media.
2. I get updated news about sports, politics, weather,
entertainment, and global affairs through what my friends share
on social media.
3. I have a favorite website that I open regularly to read about
current events.
4. I don't depend on social media for news.
5. I believe everything I read or watch on the internet.
6. I don't check the name of the website when I read articles
online as long as the topic interests me.
Because of social media, the reading habits of many people have changed. If people used to rely on newspapers
or magazines for news on current events, a lot of people nowadays depend on social media for updated
information. And when you say updated information, you mean a minute-by-minute, instant, or real time
update. Before, a piece of day-old news was the "updated" current event. However, because of social media, an
instant update every minute can happen. Not being able to check one's social media accounts even for just one
night can make one lose a lot of information. For instance, weather updates and announcements on class
suspensions can be done by schools and even by local government on social media anytime during the night.
There are a lot of instances wherein students and teachers alike who have no access or did not access social
media overnight get the surprise of their life upon arriving at school and finding out that there are no classes.

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If you have answered yes to numbers 1-3, then good for you! First, you should remember that not every link
shared on social media is safe. There were many instances in the past that some of these links lead to malicious
sites, and they are automatically reposted on your wall or even shared on your friends' walls. Look at the name
of the link first and decide whether it is a reputable website or not. Second, there's nothing wrong with being an
active social media user especially if this is where you get updates on current events. In fact, a lot of updates do
happen on social media faster than on other news sites. For example, if there is an earthquake at one place,
people from that place can easily post the news on their social media accounts, and the news will spread fast
like wildfire even before news media can confirm and post about it. Sometimes, you check the validity of news
from personal posts after it has been posted later at a reliable news site. Last, it is also good if you have the
habit of going to a reliable news site to read and learn information and not just rely on social media for it. In
turn, you should also repost and share links to good information.
Numbers 4-6 should have been answered with a big no. Some people are still pessimistic on the use of social
media. If you have this attitude, think again and see the benefits you're missing just because you don't have one.
Part of social media literacy as a 21st century skill is the wisdom to discern valid and accurate information on
the website. Not everything on the internet is true; sometimes, it is not easy to tell the truth apart from the lies.
One of the solutions to finding out the accuracy of an information is by considering the reputation of the
website where the information has been posted.

How do you know if a website is reliable? Read the guidelines found on this link and list at least 10 things that
you need to consider to ensure that the information you get from an online source is reliable.
https://www.edb.utexas.edu/petrosino/Legacy_Cycle/mf_jm/Challenge%201/ website%20reliable.pdf

Information from government agencies, educational institutions, and nongovernment organizations is often
known to be reliable and accurate. Go online to find three websites for each group. Write your answers on the
blanks.
Government Agencies
1.______________________________________________________________________________________
2.______________________________________________________________________________________
3.______________________________________________________________________________________
Educational Institutions
1.______________________________________________________________________________________
2.______________________________________________________________________________________

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3._____________________________________________________________________________________
Nongovernment Organizations
1._____________________________________________________________________________________
2._____________________________________________________________________________________
3._____________________________________________________________________________________
Sources of Data or Information

If a classmate who is always absent in class will send you a private message at night and tell you that there are
no classes the next day due to inclement weather, would you believe him or her? Most probably, you would not,
would you? But if the message comes from the school principal, would you believe the message then? Yes, you
would most probably believe the message. Why is this the case? What's the difference between the two
messages? The difference lies in the source of the information. The source of the first one may not be reliable,
especially if it comes from a classmate that has a bad reputation of being always absent in class. In the second
example, the source is reliable because it comes from a figure of authority.

What determines the reliability of sources of data?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
When reading or searching for information, always remember to investigate the source. There are three main
things that you should keep in mind when investigating sources of information-(1) the author, (2) the pieces of
evidence to the claims of the author, and (3) the publisher or sponsor(s).
Who is the author of that source of information? Check the background of the author. Is the author an expert on
that subject matter? What is the purpose of the author? Sometimes, a persuasive text is suspicious if, at the end
of the article, the author will persuade you to buy a certain product pertaining to the content of the article. For
instance, an article on the importance of calcium intake persuades you in the end to buy the milk product being
endorsed. You should also recognize the fallibility even of experts. Neither a graduate degree nor an affiliation
with a credible organization or university is an assurance that the author is not capable of making mistakes.

Why should you consider the author and the purpose of the author in investigating sources of information?
__________________________________________________________________________________________
__________________________________________________________________________________________

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__________________________________________________________________________________________
__________________________________________________________________________________________
What pieces of evidence does the author present for his or her claims? The supporting pieces of evidence the
author presents should be of high-quality information that are factual, reliable, updated, unbiased, and
comprehensive. It is perfectly acceptable to play devil's advocate and probe for erroneous data. Widen your
horizons and examine opposing viewpoints. Evidence should not be based on anecdotes, testimonials, and
personal opinions alone. Do not believe one source of information only. Look for other sources and compare
what each has to say. Look for research or scientific findings.
Also, when investigating a piece of information, find out the publisher and/or sponsor of a particular claim. Do
not be misled by impressive names of organizations or advocacy campaigns. For example, consider a campaign
named "Education for the Ethnic Tribes" advocates to bring education to the far-flung areas of Palawan. They
bring in teachers to the villages who train other young adults to teach younger children to read and write. The
organizers coordinate with the local government and build good relationships with the local communities.
Unknown and unnoticed to many people, this organization with a very impressive campaign and unsuspecting
name is sponsored by a mining company. The goal of the company is to build good relationships and then
eventually penetrate the community with its presence. After establishing these things, it would be a lot easier for
them to ask for the necessary mining permits from the local government. Because the community is already
used to its presence and has already benefited from its educational advocacy, the company's mining activity is
not looked upon as a threat to the natural resources and environment of the community.
Again, evaluate the source when reading information: investigate the author's background, examine the
evidence, and check the background of the publisher or sponsor.
Internet Sources
The internet is a massive and comprehensive source of information. In fact, you can also download e-books and
e-journals from different 'online sources. These electronic reading materials make the generation of today feel
less inclined to buy hard copies of books and/or journals. When looking at internet sources, the first thing to
look at is the domain name. The domain name can give you a clue regarding the site's motivation and
objectives.
Take the following quiz to check what you already know about domain names. What does the following
suffixes of domain names mean?
1. .com
2. .edu
3. .gov

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4. .net
5. .org
Here, .com means that the domain name is owned by a company. This is the most common of all. Because the
website is owned by a company, keep in mind that there is a business aspect to the website. The .edu should be
more reliable because it means that the website is under an educational institution. However, this may not
always be the case. Some research studies published on educational websites can also be funded by outside
sponsors that have vested interests. Government-owned websites (.gov), those owned by a network (.net), or
those under organizations (.org) are other indicators to whom a web page belongs. Always be skeptical and
investigate carefully the motivation and the objective of a website.

Why should you investigate the domain name of online sources?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Beyond Walls 6.3

Track: Academic
A proposed ban on the use of social networking sites for elementary and high school students is being
discussed in the school board. The proposal has received various opinions from students, teachers, and parents.
There are those who support the proposed policy, as they view social media as a hindrance to learning. There
are also some people who claim that banning students from using social networking sites in school will prevent
them from sharing valuable information necessary in their academic life.
As the president of the parent-teacher association in your school, you have been tasked to prepare a position
paper that will either support or oppose the proposed policy. First, you should find information available in
books, magazine and newspaper articles, and research journals. Then look for data from legitimate online
sources. Remember to evaluate the reliability of the online information that you find online by checking the
author, pieces of evidence to the claims of the author, and the publisher or sponsor(s) of the site.
Based on the data that you find from printed and online sources, prepare two columns where you will write the
pros and cons of allowing elementary and high school students to use social networking sites in schools. This
tabulation will give you an objective account on both sides of the issue. Finally, write a position paper
consisting of four paragraphs. The first paragraph should provide a brief introduction of the use of social
networking sites in school. The second paragraph should discuss the positive effects (pros) of allowing students
to use social networking sites in school. The third paragraph should present the negative effects (cons) of social

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media among students. The last paragraph should discuss your position on the proposed policy. Because your
position paper will be read and presented during the board meeting, it should be formal, objective, accurate, and
clear.
Essential Learning
In this module, you have learned how to evaluate an author's argument by first looking at the source(s) of
information. You investigated the author's background, the pieces of evidence presented, as well as the
publisher or the sponsor(s) for such information to be published and widely disseminated. You have also
acknowledged the fact that the internet contains a lot of information. While you enjoy the vast information
available and accessible to you, you should not forget to be skeptical and challenge the information by
examining its opposing viewpoints and questioning the validity of the sources.
Lesson 7: Journal Articles
Objectives:
1. Collect a wide range of reading materials from academic texts;
2. Classify academic texts based on their relevance to various professions;
3. Determine the topic of an abstract from a journal;
4. State the main idea (whether stated or implied) of an abstract from a journal;
5. Use knowledge of text structure to glean the information he or she needs;
6. Use various techniques in summarizing a variety of academic texts; and
7. Write a précis, abstract, or summary of texts in various disciplines.
Keep the momentum of your reading skills, for you are about to embark into the next level of academic reading.
This time, you will download sample journal articles and get acquainted with them. You are going to follow a
step-by-step process in understanding it, and before you know it, you have already comprehended a full journal
article.
The Topic
Let's say that you've just entered the classroom and saw your friends talking in one corner. You walked up
toward them because you wanted to find out what they are talking about. Before you join the conversation, you
first listen to the bits and pieces of their conversation. Once you know what they are talking about, you heartily
join in. Knowing the topic of their conversation doesn't take too long, does it?
Is it necessary to read the title of a journal article? Why do you say so?

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You already have the skill of determining the topic of a conversation, and you can apply the same skill in
determining the topic of a passage, an academic text, and a journal article.
First, what is a topic? A topic is simply who or what is being talked or written about. A topic is never stated in a
complete sentence. It can be stated as a word or as a phrase but never as a complete sentence. When looking for
the topic of a written passage, look first at the title, look for repeated words in the selection, and look for the
idea that is emphasized throughout the passage. It would help a lot if you would underline the key words in the
selection so that you can easily spot the topic, as well as the main idea of the selection.

A. How can you identify the topic of a written passage?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
B. Identify the topic in each passage. Then provide a title for each.
1. President Rodrigo RoaDuterte on Thursday visited wounded-in-action members of the Presidential Security
Group and commended their presence of mind and bravery following the clash against members of the New
People's Army. The Chief Executive personally visited the wounded PSG members at Camp Panacan
Station Hospital, Naval Station Felix Apolinario here in Davao City to boost their morale. The soldiers
were wounded in a firefight that ensued following an ambush by the NPA at Arakan, North Cotabato on
July 19. During his visit, President Duterte personally pinned the wounded personnel medal to each soldier
and extended financial assistance. He also gave each of the soldiers a smartphone and a gun. Source:
http://pcoo.gov.ph/news_releases/president-duterte-visits-wounded-psg-troops-commends- their-bravery/
Topic:____________________________________________________________________________________
Title:_____________________________________________________________________________________
2. President Rodrigo RoaDuterte led the commemoration of National Heroes Day on Monday, August 28, and
called on Filipinos to emulate the nationalism of the country's heroes and take part in the administration's efforts
to build a stronger nation. "As we further our efforts to build a stronger, peaceful, and more secure nation, we
count on our people to emulate the patriotism of our heroes so that we may all prevail against the looming
threats of criminality, terrorism and [illegal] drugs," the President said in his speech at the
LibinganngmgaBayani in Fort Bonifacio, Taguig City.
"Again, I urge our people to just follow our heroes by becoming heroes in their own private ways. Join the
government in building a stronger nation that is capable of providing a better life for its people," he added.
Source: http://pcoo.gov.ph/news releases/president-duterte-filipinos-emulate-patriotism-heroes/
Topic:________________________________________________________________________________

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Title:_________________________________________________________________________________3.Wa
ter, one of the most common substances known to man has become, through the years, a precious commodity.
Water is required in practically all facets of human activities. And the need for water is enormous. It is roughly
proportional to the population! However, the Philippines is blessed with a large number of rivers, lakes and
streams. Thus, the lack of water has never been a real problem. Where an apparent scarcity exists, the difficulty
is traceable to the uneven distribution of rainfall necessary to replenish water in rivers, lakes and other bodies of
water. Paradoxically, it is sometimes excessive abundance of water that spells trouble. Because of the
monsoons, the Philippines has a fairly well-defined wet season. In addition, there are other precipitation-
producing weather phenomena: tropical cyclones, thunderstorms, the ITCZ, frontal passages, etc. Singly by
themselves, these can generate large amounts of precipitation. In combination with each other or, in particular,
with the monsoon, these phenomena are capable of bringing intense and excessive precipitation. Under certain
conditions, a surfeit of rainfall results in a potentially disastrous phenomenon-flood. Source:
http://www1.pagasa.dost.gov.ph/index.php/learning-tools/705-learning-tools@floods
Topic:_________________________________________________________________________________
Title:__________________________________________________________________________________
The Main Idea

After determining the topic of the written passage, your next question to yourself is, "What is the whole point of
this write-up?" The whole point is the main idea. There are two types of main ideas: the stated main idea and the
implied main idea. The stated main idea of a written passage is there. It is stateddirectly, and all you need to do
is identify it. However, more often than not, a main idea can be implied so you have to formulate it in your own
words.
How do you identify main ideas? A main idea should be stated in one sentence only. If you cannot see one
sentence in the written passage that would capture the whole idea of the text, then the main idea is probably not
stated; rather, it is implied. A main idea is never a word, a phrase, or a question. It should be a complete
declarative sentence.
In identifying the main idea, you must identify the supporting details, too. Ask, "Is this a main idea, or is this a
supporting detail?" If it is a supporting detail, what idea does it support? Main ideas are general, while
supporting details are more specific. Examples are specific; therefore, they are supporting details.
In the case of written passages with implied main ideas, ask, "What is the essential point of this passage?" You
can state the whole point in your own words by doing any of the following: adding missing information in a
sentence that almost states the main idea; combining sentences into one; or summarizing everything in your
own words.

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What are the two types of main ideas? What is the difference between them?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Read the abstracts of the journal articles found on the links. Complete the table based on the information
presented in the abstracts.
 http://cornerstone.lib.mnsu.edu/cgi/viewcontent.cgi?article=1058&context=jur
 http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2705&context=sspapers
 http://openprairie.sdstate.edu/cgi/viewcontent.cgi?article=1014&context=jur
 http://www.tandfonline.com/doi/full/10.1080/10926771003788979
 https://www.academiapublishing.org/journals/ajmp/pdf/2013/May/
Title Topic Main Idea

(in complete sentence)
Beyond Walls 7.2 Apply it in Real Life

Track: Academic
You are a member of a group of scientists working on a project about the antimicrobial activity of
Moringaoleifera. You are preparing a list of online journal articles that you will use as references in your
project. Search for 20 related journal articles found online. Identify the title, topic, and main idea of each of the
articles that you have gathered online to ensure that all your sources are relevant and useful for your project.
Your lead researcher will check the accuracy, relevance, and completeness of your output.

What information can be found in the abstract of a research journal article?
Lesson 8: Applying Critical Reading Skills in Academic Disciplines
Objectives:

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1. Annotate academic texts;
2. Outline reading texts in various disciplines;
3. Analyze the content of an academic text by applying the critical reading skills learned in the previous
modules;
4. Write a 100-word summary of a journal article;
5. Use various techniques in summarizing a variety of academic texts;
6. Paraphrase or explain a text using one's own words; and
7. Summarize the content of an academic text.
As a reader, there are four ways on how you can interact with academic texts. These four ways are the
following:
1. Annotating - This is highlighting or underlining key words or ideas in the text and writing short
explanations or comments along the margins on the page. There are some books that have thicker
margins, and these make great tools for annotation. However, you must be careful on the materials that
you write on. Remember that borrowed books, especially those from the library, cannot be directly used
for annotation. You may photocopy the page of a book and use it to annotate. If you are reading from an
MS Word file or a PDF, then you can make use of the comment boxes feature of the software to insert
your notes.
2. Outlining- This is presenting the important

main details in a particular text. It shows
how a text is organized. Usually, the main idea per paragraph or main section in a text is written first,
followed by the supporting details. An outline can be either a topic outline or a sentence outline.
Example:
I. Main idea
1 A. Supporting idea
1 a. Evidence
1 b. Evidence

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2 B. Supporting idea
2 a. Evidence
1 b. Evidence
2 II. Main idea
2 A. Supporting idea
1 a. Evidence
1 b. Evidence
2 B. Supporting idea
2 a. Evidence
1 b. Evidence 2
3. Analyzing - This is examining the content by breaking down the different elements of the text. You can
also divide a text into different sections for more focus. This can be particularly helpful if you are about
to read a fairly long and difficult material. In doing this, you must practice noting details because you
might want to occasionally things that you have learned or have interested you. You can also apply your
knowledge on identifying the author's purpose and intended audience.
4. Summarizing - This is giving the gist of a text. Thus, a summary presents the main ideas and the
important supporting details.

Track: Academic
You work as a peer reviewer in a publishing company. Your editor has assigned you to review a journal article
submitted by a researcher who wishes to publish her work in your next issue. Annotate the article by
highlighting or underlining key words and ideas in the text. Focus on the organization of ideas, clarity of
thought, and content of the article. Pay attention to the writer's purpose, tone, and point of view. Identify
unsupported claims, insufficient proofs, and fallacies found in the article. Write short comments to improve the
content of the paper. Your output will be submitted to the editor who will decide whether or not to publish the
article. Hence, your annotations should be objective, accurate, and clear.
Lesson 9: Citation of Sources

1. Describe the major differences among the different citation styles;
2. Examine how in-text citations are done in a journal article;
3. Find the complete information of in-text citations in the reference list;
4. Use APA citation style as a form of documentation;
5. Use knowledge of text structure to glean the information I need;

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6. Gather manifestoes and analyze the arguments used by the writer; and
7. Observe how journal articles cite sources.
Have you heard of cases where plagiarism was an issue in the academe? What were your thoughts upon
knowing that even some professionals and university lecturers and professors have committed plagiarism?
There are various ways on how to prevent plagiarism. In this module, your knowledge on the different citation
styles and in-text citation will be strengthened. Plagiarism cases have been rapidly increasing in the academe.
Using citations will not exactly prevent plagiarism, but they can be used to lessen the impact of plagiarism by
giving credit to the original writers.
Here are some common citation styles:

1. American Psychological Association (APA) APA is mostly used for social sciences (e.g., economics,
geography, psychology, physiology).
2. Modern Language Association (MLA) MLA is mostly used for liberal arts and humanities (e.g., fine arts,
music, philosophy, literature).
3. Chicago Manual of Style (CMS) CMS is mostly used in the publishing industry. CMS has guides for correct
grammar, documentation, and writing.
Whichever citation style you will use, you are to always take note of the following: name(s) of the author(s); the
title of the book (or article, journal, etc.), the date published, the name of the publisher, and the place it was
published. However, the way these information are written varies on the citation style needed. Each citation
style has its own format and areas where it is commonly used.
To avoid plagiarism, you are to create your own idea first. Otherwise, give credit to the one who came up with
it. What should you give credit for? According to Young (2005), you should give credit to direct quotations,
paraphrases, facts that are not widely known, personal opinions of other authors, statistics, charts, tables,
graphs, photos, and any help from others.
There are two ways on how you can present your citations. These are the following:
1. In-text citation - This is an insertion of a citation within the text itself. It usually has the last name of the
author and the date the source was published. Here's an example: (Solano, 2018): The in-text citation follows
the format used in citation, depending on the type of research.
2. Re References / Bibliography - This is a comprehensive list of sources, which is found at the end of articles.
This part of the book or journalarticle is called references, bibliography, or works cited. All the references listed
here should be cited within the text and vice-versa. Similar to in-text citation, this also follows the format used
in citation, depending on the type of research.

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Track: Academic
The senior high school students in your institution have started gathering library and online sources for their
research paper to be submitted at the end of the semester. As the research director of your school, you have been
invited to give a lecture presentation to senior high school students about the APA citation style, which they
may use in writing their paper. Your slides should include a detailed presentation of the rules and format in
writing in-text citations and references for the following: books; theses/dissertations; articles from research
journals, newspapers, and magazines; and online sources. You should use in your examples materials that are
found in your school library. Your presentation should be comprehensive, well-organized, easy to understand,
and interesting.
Lesson 10: Acquainting One's Self in the Workplace: Reading Job-related

Documents
Objectives:
At the end of this Lesson, You are expected to achieve the following:
1. Reconstruct sample preemployment documents;
2. Answer sample job interview questions;
3. Match the preferred vocation or profession to available positions in the job market within the vicinity; and
4. Use knowledge of text structure to glean the information I need.
The clincher of this unit is to take a peek at the world of work. After you graduate from senior high school, you
will discover that there are different options for you. As a graduate of the K to 12 curriculum, you are already
equipped to land your first job.
Some people choose to work first and save money for college. Some prefer to travel and see the world
first before deciding on what they want to do in their own business. life: go to college, get a job, or start this
module So whether you plan to work or have your own business someday, you to either apply for a job or
receive applicants in your future company.
Job Advertisements
There are now many options as to where you can look for a job. Before, people highly depended on classified
ads in newspapers to aid them in their job search. Other sources ofjob advertisements were billboards and radio
or TV announcements. But nowadays, people have many options. In turn, companies may have difficulty in
looking for the perfect match on a job position due to the many applicants that can flood in. Where can one find
a job these days?

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Write True if the statement is correct or False if it is not. Write your answers on the blanks.
1. Job advertisements may be found online.
2. Job experience is not just preferred but required.
3. Religion, ethnicity, height, and gender requirements in job advertisements are discriminatory.
4. Requiring a minimum educational attainment in job advertisements is a form of discrimination.
5. You should trust job advertisements that do not indicate the exact name of the company and its address.
The Job Application Process

How does one get a job? What is the job application process? Tickle your brain and illustrate what you think is
the process when applying for a job.
Let's illustrate one of the most common job application processes. First, a company would advertise for a vacant
job position. Applicants will start sending in their applications. These applications are sorted, and the applicants
with the most suitable credentials are screened through a phone interview. The applicants that pleased the hiring
manager during the initial phone interview are then invited for a face-to-face interview. After the face-to-face
interview, application forms may be filled out and examinations may be given such as personality tests and
language proficiency exams.
The applicants are further trimmed down based on the results of the face-to-face interview and examinations. If
there is more than one qualified candidate for a position, another round of interviews or other types of work-
related exams may be given. The most suitable candidate is then offered a job and its compensation package. If
the applicant accepts the job offer, a contract is signed and the applicant is hired.
Pre-employment Documents
What are the usual pre-employment documents asked from the applicants? Usually, there are three: the cover
letter, a one-page resume, and a portfolio.
The cover letter, by its name, covers the resume. It should be short and simple. The first paragraph should
highlight your objective for applying in the job position, and how you discovered the position. The second
paragraph should highlight your credentials that qualify you for such a position. The third paragraph should
bring a friendly end to your letter by offering how you can be reached. Do research to find out the name of the
person to whom you address your cover letter. Avoid using "Dear Sir/Madam," "To whom it may concern," or
other general terms such as "Dear Hiring Manager" or "Dear Department Head."

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Choose one of the sites listed in Beyond Walls 10.1. Sign-up on your chosen website and follow all the
instructions carefully for you to create your own online resume. Upload your most recent formal photo and
answer all the required fields. Print your resume on clean sheets of letter-sized bond paper.
The resume should only be of one page. A hiring manager will not have the time and interest to read a resume
that has many pages. The comprehensive resume, which details all your achievements, should be given only
upon the request of the company. The comprehensive resume is also usually given if you are applying for a
promotion within the same office or company. The resume should contain important details of the credentials
that you havementioned in the cover letter. Your one-page resume, on the other hand, should contain only the
relevant details for the job you are applying for. Your highest educational attainment is the most important. You
do not include your kindergarten and elementary schools. Likewise, you do not mention your awards or
achievements during your elementary years.
A lot of professions nowadays require applicants to submit a portfolio. A portfolio is a compilation of proofs of
your achievements. For example, if you are a photographer, you can compile the most beautiful photos you
have taken in a clear book. Other proofs can be pictures of your sample works, in which the real objects would
be hard to compile (e.g., large graphic works such as paintings, baked goods such as cakes and pastries). Aside
from pictures, you can also include relevant certificates and other documents to prove your worth. If the nature
of your interest lies in photography, pastries, or anything that can be shown in pictures, you can create an online
portfolio and just give the link to the human resources office.

What are the DOs and DON'Ts in writing a cover letter and a resume? Write your answers using the matrix
here.
Pre-employment Documents DOS DON'TS

Cover letter
Resume

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The Job Interview

As mentioned above, the initial interview is usually done over the phone. If your phone interview has been a
pleasant and positive one, you will be invited for a face-to-face interview. Study the most common job
interviews and possible answers:
1. Tell me about yourself
Give a short background about yourself. It is not wrong to share some personal details in a face-to-face
interview such as your civil status and family background. Talk about your education, achievements, work
experiences, or any relevant experiences. For example, if you are a youth leader in your church, you can say
that this experience has shaped your leadership skills, making you ready for a managerial position. Whatever
you say, make sure that you are honest. False humility and arrogance are both annoying, so avoid these two
pitfalls.
2. Why did you choose to apply in our company?

You should do a background check on the company so that you know the best things about it. You can then
mention these details during the interview. For example, you can say, "The revenues of this company have
increased from 5% to 50% in the last two years. This is a good indicator that the company is growing, and I
would like to be a part of it.
3. In a team, are you the leader or the follower?

Again, give specific examples that would show how you have demonstrated being a leader or a follower. If you
are a follower (which may sound a bit less impressive, as compared with being a leader), you can describe your
strengths as a follower that contributed to the team's success and how your support has made the life of the
leader a lot easier.
4. What has been your most stressful situation and how did you handle it?
Be sure to describe the context well, so that the interviewer will understand the stress and the pressure that you
went through. If you were able to handle the stressful situation well, then highlight the steps you did to
overcome it. If not, then highlight the lessons you've learned from it.
5. Why should we hire you?

How do you answer this question without sounding too arrogant? The question should really be rephrased as,
"Why are you the best fit for the job?" So highlight your skills and accomplishments that make you the best
person for this job.

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6. What is your edge over other applicants?
In this question, you can highlight the special skills that you have that other applicants may not have. For
example, all applicants may be high school graduates but you can speak three languages or have language
proficiency certification. You can mention these outstanding qualities.
7. What are your goals in five years’ time?

Never mention that you are only gaining some job experiences because you plan to go abroad. The interview
should see that your personal goals will contribute to the company’s goals. For example, you can mention
something that implies you are looking for the benefits the company can give you.
8. Describe your greatest achievement in life.

The interviewer should see "why" it is the greatest achievement in your life because what may be great for you
may mean nothing to others. You may say that graduating in high school was your greatest achievement
because you had learning difficulties when you were young and your parents thought you would not even make
it through the first grade.
9. Describe one time in your life where you failed and how you handled your situation.
Be sure to make the interviewer understand the context of your failure. Describe how you handled the situation
and the lessons you learned from your failure.
10. What are your career plans?

Describe plans that would contribute not only to your personal growth but also to the growth of the company.
Make sure that your career plans are SMART: specific, measurable, attainable, realistic, and time-bound.
You are a fresh graduate in your chosen program of studies.

You are searching for a job that matches your qualifications, skills, trainings, and interests. As a fresh graduate,
you need to prepare a professional portfolio that will be placed in a clear file folder. Your professional portfolio
should contain the following:
1. Short paragraph describing yourself in not more than 250 words

2. Statement of work philosophy and career objectives
3. Cover letter
4. One-page resume with a clear formal photo (white background)
5. Copies of grades in senior high school; certificates received from seminars, workshops, and trainings;
awards; and other achievements

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6. Sample projects (research papers, articles, artworks, etc.)
7. Letters of recommendation
8. Pictures of community involvement and academic achievements
9. Other relevant documents
Gather all the needed documents to complete your portfolio. Your professional portfolio will be presented to the
human resource manager during your job interview. Hence, it should be complete, well-organized, accurate, and
neat. Your output will be evaluated using the following rubric:
Assessment Indicators for the Levels of Performance

Criterion 10 points 6 points 3 points Score
Content The components Some of the Many of the
and details found in components and components are
the professional details are missing missing and very
portfolio are in the professional limited details are
complete. portfolio. presented in the
professional
portfolio.
Assessment Indicators for the Levels of performance

Criterion 10 points 6 points 3 points Score
Organization The The The Rubric (continuation)
professional professional professional
portfolio is portfolio is portfolio is
easy to read, somewhat disorganized
logically easy to read, and is
arranged, and logically difficult to
neat. arranged, and read.
neat.
Accuracy There are no There are There are
grammatical few numerous
and grammatical grammatical
typographical and and
errors in the
Prepared by: Elaine Mae O. Laude typographica typographical
professional
English for Academic l errors
and Professional in the
Purposes errors
- Grade 11- in the
portfolio. professional professional page53
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STUDY GUIDE
Unit II Writing Academic Papers
Writing is a challenging communication skill essential in surviving in the academe and succeeding in the
workplace. It is appalling to note that some high school graduates and even some professionals have poor
writing skills. But the good news is that writing skills can be improved by regular practice and determination.
The main goal of academic writing is to communicate, and not just to express one's ideas or thoughts.
When you write to communicate, you want to make sure that your audience comprehends and interprets what
you exactly mean and in the way you truly intended the message to be. Because this unit will be highly focused

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on writing, we will be dedicating the first few modules on the basics of writing such as the writing process,
common grammar lapses, and proofreading skills. We will also discuss plagiarism and other ethical issues in
writing. Once you are strongly established in this foundation of writing, you will find it easy to produce the rest
of the papers that are required in this unit.
As previously mentioned, the process of writing shall be briefly discussed. You will appreciate the
important role that planning plays in the writing process. Then, you will understand the interchangeable phases
of writing from drafting to revising and editing. This phase of generating the academic text can be the most
challenging, because there will be times when you will think that you are not getting anywhere. But you will
have that sense of accomplishment when you get done with the final proofreading of your paper and you are
ready to turn it in.
The intricate nuances of writing will be tackled in several modules. Your knowledge of grammar rules,
especially of common grammar lapses, will be refreshed. You will also sharpen your proofreading skills by
reviewing the rules in writing mechanics, so that you can apply this skill when you produce your own paper.
Aside from grammar and writing mechanics, be reminded that the content and substance of your paper
are the most important. Strictly abiding to the rules of grammar and mechanics of writing is pointless if the
content has no logical substance. To come up with a rich content, you need to do some research. You will be
taught how to gather data and how to handle and interpret information well.
Nowadays, in doing research, there is one ethical issue that bombards the academic circles, the industry,
and even the senate of the Philippines-plagiarism! Your understanding of what plagiarism is will be broadened,
and you are expected to practice the right etiquette to avoid plagiarism by all means.
With globalization comes a greater responsibility in writing. You should observe acceptable ethies in
writing at all times. You must have a sense of cultural awareness and keep in mind a global perspective when
writing.
Today, more people have a greater motivation to write because of the vast opportunities to publish their
writing. The term "publish" here refers to a simple publication on a social or educational network, such as a
blog, or something more professional such as a newspaper column or an online journal.

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You will be expected to produce different types of publishable papers such as a reaction paper, a
concept paper, a position paper, and something more technical such as an investigative report.
So, with this short introduction, we hope that you are excited and not intimidated and overwhelmed to
go through this unit. There are so many things to learn and look forward to! Cheers!
Learning Outcomes for the Unit

 Understand the principles and uses of a reaction paper / review critique:
 Produce an objective assessment of an event, a person, a place, or a thing;
 Write a comprehensive review / reaction paper for the following:
1. Performance arts, play, dance, sports, etc;
2. Film;
3. Participation in a religious or community festival; and
4. Art exhibit;
 Critique the designs of objects based on a set criteria:
 Critique graphic design communication materials such as posters. billboards, commercials, digital, and
other forms of media:
 Understand the principle and use of a concept paper:
 Present a convincing position paper based on properly cited factual evidence:
 Produce a well-balanced concept paper in a specific discipline;
 Understand principles and use of a position paper;
 Present a convincing position paper based on properly cited factual evidence;
 Produce an insightful statement of principles and reasons for establishing a student organization, coming
up with a group exhibit of creative works, etc.;
 Understand the principles and uses of surveys, experiments, and scientific observations; and
 Produce a well-written report for various disciplines.
Module 11 The Writing Process

At the end of this module, I can:
1. Apply the principles of writing effectively; and
2. Apply the writing process correctly.

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You should have a strong foundation for your writing skills. Of course, you wouldn’t have reached this
grade levelwithout knowing the basics of writing. However, you still have to revisit the basic rudiment of
writing, so that you always know how to get started in writing and finish it with high note.
Throughout your student years, you have been taught how to express yourself through creative writing
when you were asked to write essays, poems, and even short stories. In these writing experiences, you were
encouraged to freely express your imagination into writing. Creative writing, aside from being a school
requirement, has also been integrated into technology and social networking sites. Have you ever experienced
writing fan fiction and sending it to a fan-based website? You can read fan fiction from different websites,
including social networking sites.
In creating Writing the author’s imagination plays key factor. There are times when the audience is not
the focus of the writer; sometimes, the writer leaves it to his or her readers to interpret the novel, poem, or short
story. There are times when the output in creative writing is so mysterious that it is open to all types of
interpretations. The goal of the writer is not to focus on the reader or the audience but to weave together in
creative expression. Arcane vocabulary and writing mechanics are violated. Doing so is perfectly acceptable.
There is another type of writing, however, that is used more often in the workplace; technical writing.
Because technical writing has a wide sphere of inclusion both in the academe and in the professional workplace,
the term “academic writing” will be used. Think of academic writing as a good introduction to the various of
technical writing.
In technical writing, and academic writing in particular, the writer place utmost importance on the
reader or the audience, and the main goal is to communicate. The end goal of academic writing is for the
audience to understand the message in exactly the same way that the writer intends. If misunderstand or
misinterpretation occurs due an obscure message, then the writer text is a total failure.
What Have I learned So Far?

What are the main goals of creative writing and technical writing?
The Writing Process

Communication is a process. Writing is one way to communicate; therefore, writing is a process. An
excellent piece of writing is not easily produced in a short period of time. Writing is not an easy task. Writing
takes patience, energy, and a lot of brain work. Understanding the process that a writer has to go through to

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come up with an excellent output will help you brace and prepare yourself mentally for all the writing tasks that
you will encounter in this unit.
Reflect Upon
Why do you think is it important to consider the source, message, channel, and receiver in the writing process?
Writing is a communication process. But how does the writing process begin? To understand the writing
process better, you can divide it into three stages: (1) the prewriting stage, (2) the writing stage, and (3) the
post-writing stage. In all these stages, remember that your main goal is to communicate. Referring back to
Berlo's model of communication, you can see that communication has four components: the sender, the
message, the channel, receiver. In the writing process, these four can also be regarded as the components.These
the will be discussed as you go along this module.
Table 11.1.Berlo's communication model

S (Source) M (Message) C (Channel) R (Receiver)
Communication skill Element Structure Seeing Hearing Communication skill

Knowledge Attitude Content Treatment Touching Smelling Knowledge Attitude
Sociocultural system Code Tasting Sociocultural system
The Prewriting Stage

This is the most difficult writing stage for some people. Some do not have enough confidence to plan their own
writing, which makes them unable to plan properly. There may be some students who submit their writing
outputs that qualify only for this stage.
So what do you do in this writing stage? Your task is to generate ideas that will later form the content and
enrich the substance of your output. To do this, you need to ask yourself these questions:

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1. What is my purpose for writing? (Is it to inform, to persuade, or to express?)
2. For whom am I writing? (Who is my audience or reader?)
3. What message do I want to communicate (send)? (What is the content and substance of my text?)
4. What is the best pattern of writing for this message that I am sending? (Is it narrative. descriptive,
comparison/contrast, or definition?)
5. How do I want to sound to my audience/readers? (What should my tone be?)
Once you have answered these questions, then you can now start planning the content of your output. Your
answers to these questions will serve as your foundation because they provide you with the specific
requirements needed in your writing output.
Reflect Upon
Can you write effectively without planning the content of your output?
The next process is to generate, create, or produce ideas. There are several methods writers use to
formulate ideas. But in this module, you will follow certain steps to produce your ideas for writing. These are
freewriting, clustering, and outlining.
Freewriting. Know the topic and/or the particular message that you want to communicate. Then set an
alarm for 10 or 15 and even up to 30 minutes. Write as fast as you can continuously. Never pause or stop to
think. Just keep on writing until you hear the alarm. If you are writing on a piece of paper, write nonstop
without even lifting your pen. If you are using a computer, never stop typing at all. Write any words, phrases, or
sentences that come to your mind. At this stage, do not pay attention yet to the substance or logic behind your
ideas. Your goal is to produce as many ideas as you can. You will be surprised at the wealth of ideas you have
when the alarm goes off.

Choose one topic from this list. Generate ideas about the topic you have chosen by answering the five
questions in the prewriting stage discussed in class.

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1. Education in the 21st century
2. Effective leadership
3. My favorite online game
4. Where I will be in 10 years
5. My hometown
6. Political situation in the Philippines
7. Responsible citizenship
8. Spiritual wellness
9. The course I want to take in college
10. Pros and cons of using social media
Clustering. Clustering is used when brainstorming to come up with a topic. After generating ideas, you
should now cluster them into groups. Look at each word, phrase, and sentence. Group them according to their
relevance with each other. You can also create a group for ideas that you think are altogether unimportant or
irrelevant. But don't discard or delete them yet. You might find them useful later after all. With your clusters of
ideas, choose the ones that would provide the strongest support to the message that you want to communicate.
Again, do not disregard the ones that you haven't chosen for now. In the process of writing, you may refer to
them again. Who knows? You might be able to stem out another bunch of ideas from them as you develop
subideas or details for your main support.

Cluster your ideas about the topic you have chosen in the previous activity. You may use the following
illustration as a guide. Make your topic more specific by clustering ideas and expanding the circles you have
made.
Sub-idea 1 Idea 2
Idea 1
Idea 3
Sub-idea 2
Topic
Idea 5 Idea 4
Important!

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There will be instances when your stock knowledge is not enough to produce strong and effective details
to advance your main point. In these cases, you may have to do research to get more effective, scientific, and
unbiased supporting details.
Outlining. A writing output generally has three parts: the introduction, the body, and the conclusion.
From the clusters of ideas that you have, choose which ones are appropriate for each of these parts. Which ones
would be good for the introduction, the main body, and the conclusion?
For the main body of the writing output, there should be at least three major supporting details. Each
supporting detail should neither be too broad nor too narrow because you would like to expand each one with
sufficient minor details. (The development of the main body will be discussed later.) Your outline will visually
clarify the major points and the minor points that you will develop in your writing output. Your outline will
visually clarify the major points and the minor points that you will develop in your writing output. Your outline
will be your major guide for the next stage of writing, which is the actual writing itself. Follow the guidelines in
making an outline, and remember to apply the principles of parallelism in making one.

You have already specified the topic that you have chosen in the previous activity. Prepare an outline to
clarify the major and minor points that you will develop in your writing output.
Topic:
Major point 1:
Minor point 1:
Minor point 2:
Minor point 3:
Major point 2:
Minor point 1:
Minor point 2:
Minor point 3:
Major point 3:
Minor point 1:
Minor point 2:
Minor point 3:
Conclusion:
The Writing Stage

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At this point, you have already generated sufficient ideas for you to put them together in a form with
substance. Remember, your main focus on the writing stage is content, form, and substance. Your outline is the
framework where the structure and flow of your writing will be based.
In the writing stage, remember the basic structure of a writing output: the body, and the conclusion. Ask
yourself these questions before you write:
1. What is my main point for this write-up?
2. How will I introduce my purpose and point for this write-up?
3. What are the details that would support my main point?
4. How will I end this writing task?
The Introduction. Your introduction is very important. It should captivate the readers' attention so that
they'll keep on reading until the end. Your main point and purpose for writing should be evident and clear.
There may be instances when a writer does not state the main idea clearly and directly. This is called implied
main idea. However, the statements in the introduction should still lead the reader should clearly to the right
formulation of the implied main idea. The introduction thesis statement (or main point) and supporting body of
your paper. the contain ideas that you would develop later on in the Body of your paper.
The Body. Develop the main supporting details in the body of your paper. In a student essay, there should
ideally be three main supporting details. For example, if you have watched a movie and liked it so much that
you recommended it to your friends, you should think of three major reasons for liking the movie. Then you
expound on these major reasons with sub details that would explain each one more clearly and effectively. There are
no black and white rules as to how many supporting details one should have in a writing output. Even though there is a
saying that less is more, having too few supporting details will make your write-up weak and ineffective. Having a lot can
make your paper too long, wordy, and boring. The phrase "the power of three" is a good principle to apply in writing.
Choose three strong major supporting details to establish your main point.
The Conclusion. The conclusion is as important as the introduction. You have led your readers thus far. You should
be able to satisfy them: have all their questions answered, and have your purpose achieved. They say that in the
introductory part of the essay, you should have started with a "bang!" In the conclusion, you should end with a "boom!".
Take note that writing and rewriting the parts of your paper can be a tedious process. Take heart, because writing
is a skill that can be polished only through constant practice. Look, think, and analyze the content of your paper. Is there
substance in your discourse? Does your discourse have logical reasoning and relevance? If you have time, leave your
paper for a day or two before reading it again for the last stage of the writing process. Better yet ,ask someone to read it
for you and allow them to critique your paper. As writer, no matter how many times you read your paper, you might have
developed blind spots already, causing you to miss out on some things that need correction or clarification. Someone

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else’s perspectives can shed some light and discovery of anything from conceptual to grammatical errors that should be
exposed and clarified.
What Have I Learned So far?

Write an introduction for the topic you have chosen in the previous activity. Your introduction should be catchy
and should present your main point and purpose clearly. Then write the body of your paper using the outline you
prepared. Develop your ideas by providing relevant details to support them. Finally, prepare a conclusion that will
highlight the major points you raised in your paper. Your writing output should consist of at least 1000 wrods, and it
should be typed and printed on a sheet of short bond paper.
The Post-writing Stage Now that your paper is complete in content and substance, you are now ready to polish t by
checking on four important things: support, unity, coherence, and grammar and mechatnies. The post-Writing stage is the
proofreading and revising stage.
As previously mentioned, you should let your paper (and yourself) rest for a day or two before you finalize it. The
time and space will freshen your insights, and they will enable you to see new things or perhaps look into the content with
a new perspective. This is the reason that you should allot plenty of time for yourself when you are assigned a writing
task. Check if your work has the following: support, unity, coherence, grammar, and writing mechanics.
Support. The first basis in revising your paper is to check the supporting details that you have provided. See if
they are the best support you can ever think of or find out to develop your main point.
Unity. The second basis in revising your paper is to check for unity. Unity in discourse or flow of your ideas
refers to the relevance of the thesis statement to the supporting details, and also the relevance of the supporting details to
all the other sub details used to develop them. Check if the main point (thesis statement) is related to the supporting
details. Then check if the sub details under each main supporting detail are relevant, and describe or explain the main
supporting detail clearly and effectively. Parts that are not relevant should be taken out, and these include side comments.
For example, if you are discussing the perks of getting a K to 12 education and you added one sentence saying that "it
entails additional expenses," then leave out this sentence because it is contradictory to the main point that you have just
raised.
Coherence. From the word "cohere," coherence in writing means the effective sticking together of your ideas. So
after checking your paper for unity (relevance of details to each other), check the flow of your ideas. Your discourse, or
flow of ideas, should be smooth and clear. The reader should not stop and go back to the previous sentence because there
is a barrier in the flow of your ideas. A smooth discourse happens when there is a logical organization of all the details-
from the thesis statement to all of the supporting details and other subdetails. Even though all of the supporting details are
relevant to the thesis statement, make sure that they are also arranged effectively. The principle of "leaving the best
[supporting detail] for last" works wonders for a smooth discourse. Effective use of transitions and other connecting
words is also important for your ideas to cohere. Coherence can also be enhanced through repetition, pronouns, and
synonyms.

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Grammar and Writing Mechanics. Again, the only time you should really check for grammar and other writing
mechanics is during the proofreading stage. Check your sentence structures. Make sure that you use different variations in
your sentence structure. Having the same sentence structure all throughout your writing will make your paper sound
monotonous and boring. Use a wide variety of sentence structures. Then check your grammar. Also, check for accuracy in
spelling, appropriateness of vocabulary words, and effectiveness of punctuation marks. The next two modules will discuss
common grammar lapses and writing mechanics.
Module 12 Common Lapses in Grammar and Sentence Structure
At the end of this module, I can:

1. Apply the principles of writing effectively; and
2. Apply knowledge of common lapses in grammar and sentence structure in writing.
In the previous module, you learned that, during the last stage of the writing process, you check for grammar and
mechanics.
Thus, you will be reviewing basic grammar rules in this module. Aside from common grammar lapses, you will
also review basic lapses in sentence construction. These rules are no longer strange to you because you have encountered
them already ever since you started learning the English language.
The module aims to refresh your memory regarding these rules, so that you can apply them when you write and
proofread your own writing.
Grammar and Writing

There are some who argue that knowledge in grammar has nothing to do with writing skills. In the Philippine
context, there are more Filipinos who are very sharp in recognizing grammatical errors than those who are good in
writing. You may wonder what the difference is between grammar and writing. Grammar structure, whereas writing is the
overall application of rules guide one to correct sentence language skills. A good knowledge of grammar rules and
wisdom on how to apply them in writing will result in a writing output that can easily be understood.
While good grammar leads to clear and effective writing, the construction of ideas and logical arrangement of
discourse into a comprehensible whole makes one a good writer. So while it is important for ideas to be presented in good
grammar, they should also be written in a clear and logical manner.
Have you noticed that people who are poor in grammar are not confident in writing? A good knowledge of
grammar is essential to have effective writing skills. We cannot discuss all grammar rules in this module. But we will
discuss the most common lapses in both agreement and structure.
Reflect Upon
Some people who are poor in grammar are not confident in writing. Why do you think this is so?

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See if you can identify which of the statements are expect and which ones are not before we proceed with our
discussions by doing the activity below.
Put a check () beside the sentences that have correct grammar and across mark beside the ones that are wrong
1. The receptionist had ask for the receipt yesterday.
2. The receptionist had asked for the receipt yesterday.
3. The group leader informed us that the venue for the meeting has been changed.
4. The group leader informs us that the venue for the meeting has been changed
5. Rose maintains a rose garden.
6. Rose maintain a rose garden.
7. They had finally did the reunion plans.
8. They had finally done the invitation layout.
9. Diabelledon't give a hint to her vacation plans.
10. Aicho doesn't want to present in front of the school president
11. We rescheduled the staff meeting in the morning instead because we are going to attend a seminar in the
afternoon.
12. This secret is between you and I.
13. A child must follow what they are asked.
14. When you arrive at the lobby, asked for Jack or me.
15. When we listen, you need to focus on the speaker.
16. I started the assignment early because I'll never know when I'll run into problems.
17. Excellent writing is the result of ruthless revision, fearless proofreading, to edit, and rewrite.
18. I teach. I travel, I write.
19. The assignment on the reaction paper to the movie is due next week.
20. Answering the phone, my feet sleep off the floor.
Subject-Verb Agreement
The subject of a sentence tells who the doer is, and the verb tells what is being done. These two are the core parts
of a sentence. They form the skeleton-the frame in which all other surrounding words add to the meaning of the sentence.
If these two parts are absent, then the sentence is not complete. If these two do not agree with one another, then the
sentence is not in harmony.
The first set of basic rules that a learner of the English language encounters is subject- verb agreement. The rule is
simple: a singular subject should have a singular verb, and a plural subject requires a plural verb. A fundamental
knowledge of the guidelines of subject- verb agreement is your foundation for an easier application of the subject-verb
agreement principle. Here are some basic principles and rules in verb usage.

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Basic Rules in Subject-Verb Agreement
A good knowledge of verb tense usage is a prerequisite in determining the subject-verb agreement in a sentence.
 There are two types of action verbs: regular verbs and irregular verbs.
 The past and past participle forms of regular action verbs are formed with an -ed.
 Irregular verbs are more difficult as they vary in style and form. But there are patterns that you can
watch out for.
 Irregular verbs in past time do not need helping verbs.
 Irregular verbs in the past participle form need helping verbs.
A subject and verb should always in number. This is the foundation of all the other subject-verb agreement
rules. When it comes to subject-verb agreement, here are a few more A subject and verb should always agree in
number. This is the foundation of all the other basic rules.
1. A sentence in present tense with a singular subject is paired with a verb in the -s form. The lady throws her
bouquet in the air.
2. A sentence in present tense with a plural subject is paired with a verb in a regular present form (i.e., no -s).
The ladies throw their bouquet in the air.
3. Do not get confused with the words that may come between the subject and the verb. Incorrect: Belen, who
gave me cupcakes, are my aunt. Correct: Belen, who gave me cupcakes, is my aunt.
4. Do not shift verb tenses unnecessarily in the sentences all throughout the paragraph and in the whole text.
Incorrect: She likes cupcakes; thus, she baked them. Correct: She likes cupcakes; thus, she bakes them.
5. Place the subject after the verb when a sentence begins with the word "here" or "there." This will help you
determine what number your verb should agree with. The following boldfaced words are the subjects, and the
italicized words are the verbs. Look at how they agree together.
Here are your clothes.
There is a rainbow.
Regular and Irregular Verbs

There are two types of action verbs: regular verbs and irregular verbs. The past forms of regular verbs end with -
ed, whereas irregular verbs are written in different ways. Irregular verbs may be confusing and hard to remember, but
there are patterns that can help you familiarize yourself with irregular verb forms.

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Pattern Base Form Past Form Past Participle
-d ending changes to -t Bend Bent bent lent sent
lend lent
send sent
minus one vowel but a sleep slept slept
plus in consonant ending feed fed fed
kneel knelt knelt
-d or -t ending with ea dream Dreamt Dreamt
vowels pronounced as mean meant meant
short e hear heard heard
vowel is changed to - teach taught Taught
ought or -aught bring brought Brought
fight fought
fought

Fill in the blanks with the correct form of the verb.
He pulled down his hat until the wide brim (touch) his
shoulders. He (crouch) lower under the cover of his cart and
(peer) ahead. The road (seem) to writhe under the lash of the noon-day heat; it (hump) and like a feeling serpent, and
(swim) from side (bend) itself (disappear) behind the spur of a low (grow) a scrawny thicket of bamboo. There read
waterless bed of quivering heat waves (be) not a house in sight. Along the left side of the (run) the deep, dry gorge of a
stream, the banks sparsely (cover) by sun-burned cogon grass. In places, the rocky, (show) aridly. Farther, beyond the
shimmer (rise) ancient hills not less blue
than the cloud-palisaded sky. On the right waste of low rolling dunes, Scattered clumps of hardy ledda (relieve) the
otherwise barren monotony of the landscape. Far away he (can) discern a thin indigo line that (stretch) a land Source
http://www.seasite.niu.edu/tagalog/literature/short%20stories/midsummer.htm (be) the sea. - Excerpt from "Midsummer"
by Manuel Arguilla
American Colonial LiteratureManuel E Arguilla

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Common Mistakes
The following table shows the singular and plural forms of verbs.
Singular Plural
Present Tense Past Tense Present Tense Past Tense
is was are were
has had have had
does did do did
The rule on the auxiliary verbs "is/was" and "are/were" is easy to understand, but it can be confusing when the
subject and the verb is separated from each other by a phrase or a clause. Always remember to identify who or what the
simple subject is to help you determine the right form to use. You will understand more of this rule when we discuss the
modifiers.
 The representative [from the Philippines to the Southeast Asian Games] is from Laguna.
 The representatives [from the Philippines, together with my uncle who happens to be their coach,] are leaving
tomorrow.
Note the clauses enclosed in brackets on the two sentences above.
In the first sentence, the subject representative is singular; therefore, use the helping verb "is." The subject
"representative" is separated from the verb "is" by a dependent clause: "from the Philippines to the Southeast Asian
Games." Do not let the word "Games" confuse you. Even though it is the noun closest to the verb, it is still part of the
clause so it is not the subject of the sentence.
In the second sentence, the word "coach" may confuse you because it is the noun closest to the verb. But it is not the
subject of the sentence.
Remember, always identify the subject first and the verb in your sentences to check if they agree, most especially
in the confusing cases of clauses.

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Look at more examples below:
 The graduating class of Mrs. Lim, the teacher who is beloved by the students, is planning a birthday surprise for
her.
 The cupcakes which Kitty decorated with cappuccino icing and nuts were gone in an instant.
The auxiliary verb "has" is the singular form, while "have" is the plural form for the present tense. The past form
for both is "had."
(present tense) Incorrect: Correct: (present tense)
The main idea of the sentence in the previous example is that she is currently sick with chickenpox. If she has
recovered from the disease, then you should say
Correct: She had chickenpox. (past tense)
Note: This present tense rule applies only to the third person. The first person and the second person pronouns
such as "I" and "you" take the plural form "have."
I has chickenpox. I have chickenpox. She have chickenpox. She has chickenpox. (present tense)
chickenpox. It she has Correct: She had chickenpox. (past tense)
Elayn dpa tapos sa note kna

Note: This present tense rule applies only to the third person. The first person and the second person pronouns such as "I"
and "you" take the plural form "have." I has chickenpox. I have chickenpox. I had chickenpox. You has chickenpox. You
have chickenpox. You had chickenpox. Incorrect: Correct: Incorrect: Correct: (present tense) (past tense) Collective nouns
such as class take the singular form. The House of Representatives has taken a step to help solve the problem. The
association of organic farmers has been busy educating and encouraging other farmers to shift to organic farming. The
committee has decided to change the date and venue of the meeting. Note: "Has," "have," and "had" should go with the
past participle form of an action verb. I have frozen the cake before putting icing on it. (not freeze por froze) (present
tense) (past tense)
. verb. I have frozen the cake before putting icing on it. (not freeze nor froze) The announcement of the actress regarding
her recent depression bouts has shaken many fans. (not shake nor shook) I have hidden my valuables beneath the pile of
paper under my table. 1 deeply regret that I had thrown all the old letters I received from my friends. (not throw nor
threw) The nurse had drawn the blinds to darken the room so that the patient can relax and sleep. (not draw nor drew)
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The auxiliary verb "did" always goes along with the base form of a verb and never with the past form. Incorrect: Did she
went to South Korea for a vacation? Did she gone to South Korea for a vacation? Did she go to South Korea for a
vacation? I did took the teachers' licensure exam. I did taken the teachers' licensure exam. Correct: I did take the teachers'
licensure exam. "Does" is the singular form, and "do" is the plural form in the third person point of view. The first and
second person points of view take the plural form as well. First person: I do like the food at the wedding reception.
Second person: Incorrect: Correct: Correct: Incorrect: You do like them too, don't you? She do a lot of baking during the
weekends. She does a lot of baking during the weekends.

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Enter
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The word "to" in the infinitive form should go along with the base form and not the past form. Incorrect: The backpackers
would like to bought the souvenir shirt. Correct: The backpackers would like to buy the souvenir shirt. Tourists can use
the train towent around the city. Incorrect: Correct: Tourists can use the train to go around the city. Excellent writers are
also conscious in making sure that the verb forms they use are consistent all throughout. Incorrect: Correct: Incorrect:
Correct: Richard says that his contract ended yesterday. Richard said that his contract ended yesterday. His report was late
because he includes too much information. His report was late because he included too much information.
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What Have I Learned So Far? Underline the correct form of the verb in the choices given. Fellow Countrymen: In the
exercise of your constitutional prerogative you (has/have) (elect/elected) me to the presidency of the Commonwealth. I
(am/is) profoundly grateful for this new expression of your confidence, and God helping me, I shall not (fail/fails) you.
The event which (is/are) now taking place in our midst (transcend/transcends) in importance the mere induction into office
of your Chief Executive. We (is/are) bringing into being a new nation. We (is/are) seeing the fruition of our age-old
striving for liberty. We (is/are) witnessing the final stage in the fulfillment of the noblest undertaking ever attempted by
any nation in its dealing with a subject people. And how well this task (has/ have) been (perform/performed) is attested to
by the blessing which from 14 million people (goes/go) to America in this solemn hour. President McKinley's cherished
hope (has/have) been (fulfill/fulfilled)-the Filipinos look back with gratitude to the day when Destiny (places/placed) their
land under the beneficent guidance of the people of the United States. - Excerpt from the Inaugural Address of Pres.
Manuel L. Quezon Source: http://www.officialgazette.gov.ph/1935/11/15/inaugural-address-of-president-quezon-
november-15-1935/
Inaugural Address of President Manuel L. Quezon, November 15, 1935 | GOVPH
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Pronoun-Antecedent Agreement First of all, you need to identify the function of the pronoun in the sentence. Pronouns
can be subjective, objective, possessive, or reflexive. Look at the following table for your reference:
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Singular Plural I Subjective you we he/she/it they Objective Singular Plural me us him/her them it CASE Singular Plural
my mine Possessive you your his hers its our ours their theirs Reflexive Singular Plural myself ourselves yourself himself
herself itself yourselves themselves
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Gregorio
Aside from the subject-verb agreement and verb consistency rules, there is another rule that is often overlooked by many
students. The pronouns and their antecedents should always agree with each other. The first thing that you should do to
identify the antecedent of the pronoun. The antecedent is the noun the pronoun is referring to. John left the car keys at the
counter. He went back to get them. In the two sentences above, the first sentence contains the antecedents "John" and
"keys." In the second sentence, we can understand that "he" refers to "John" and "them" refers to the "keys." Throughout
the course of writing complex sentences, both the writer and the reader can get lost and confused. When this happens to
you, remember the simple rule: find the antecedent.
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Parallel Structure Keep in mind that one characteristic of good writing is its observance of parallelism in the sentence
structures. Pay attention to gerunds (-ing) and infinitives ("to" + base form of verb). Do not shift voice (active or passive)
unnecessarily. Incorrect: Rainier said that he enjoys gardening and to landscape. Correct: Rainier said that he enjoys
gardening and landscaping.
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Incorrect: Swimming, biking, and to run are good exercises for people with sedentary jobs. Correct: Swimming, biking,
and running are good exercises for people with sedentary jobs. Incorrect: The instructions to the deans were to develop a
policy and the professors should be informed. Correct: The instructions to the deans were to develop a policy in giving
exams and to inform the professors.
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What Have I Learned So Far? Rewrite the sentences into sentences with parallel structures. To work, to lead, and for
protecting and preserving our country, our people, that is why 1. I became President. 2. Had we listened to the critics of
those policies, had we not braced ourselves for the crisis that came, if we took the easy road much preferred by politicians
eyeing elections, this country would be flat on its back. 3. For standing with me and because you are doing the right thing,
thank you, Congress. 4. We have built airports of international standard, upgraded domestic airports, and we were able to
build seaports and the Roll On / Roll Off system. 5. If you really want something done, just do it. Do it hard, do it well.
Don't pussyfoot. Don't pander. And you mustn't say bad words in public. - Excerpt from the SONA of Pres. Gloria
Macapagal-Arroyo on 27 July 2009 Source: http://www.officialgazette.gov.ph/2009/07/27/gloria-macapagal-arroyo-ninth-
state-of-the-nation-address- july-27-2009/
Gloria Macapagal-Arroyo, Ninth State of the Nation Address, July 27, 2009 | GOVPH
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Gregorio
Modifiers Modifiers are words or phrases that add or change (modify) the meaning of another word or phrase. For clarity
and consistent flow of ideas in your discourse, place modifying words close to the word or phrase they describe. There are
two types of errors that can be committed if you are careless in the placement of your modifiers: misplaced modifiers and
dangling modifiers. For misplaced modifiers, move them as close as possible to the words or phrases that they describe.
Incorrect: The refrigerator is in the pantry with a missing handle. Correct: The refrigerator with a missing handle is in the
pantry.
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In the first sentence, which one has a missing handle? You're right. It is the pantry! Be very careful with modifiers
because they can change the meaning of the sentence. The second sentence states what the writer originally meant. In
dangling modifiers, the one that is being described by the modifying words is missing. Make sure that the subject follows
the modifiers right away. You may supply the missing subject (if it is missing). Sometimes, you can turn the modifying
phrase into a clause. Incorrect: Arriving late to work, the flag ceremony was missed. Correct: Arriving late to work,
Clifford missed the flag ceremony. In the first sentence, the subject who arrived late to work and missed the flag
ceremony was not clearly specified. The subject-Clifford, the doer of the action-was clearly specified in the second
example. Dangling modifiers can also cause a funny implication in your sentences. Look at the following example: Inco
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Look at the following example: Incorrect: Answering the phone, my feet slipped on the floor. Who answered
the phone? Did the feet answer it? The following sentences make the meaning clear by specifying the subject.
Correct: Answering the phone, I slipped on the floor. Answering the phone, I stepped on something and my feet
slipped on the floor.
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My feet slipped on the floor as I answered the phone. As I answered the phone, my feet slipped on the floor.
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What Have I Learned So Far? 1. In each item, circle the letter of the sentence that is clearer and more effective.
a. Jana suggested an idea to her teammates on reaching out to street children. Jana suggested an idea on
reaching out to street children to her teammates. b. do it 2. a. The hiring manager recommended that the
position in our Manila office be filled in with someone who can drive. b. The hiring manager recommended that
the position be filled in with someone who can drive in our Manila office.
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3. a. Adrien bought a camera with the latest and high-powered specifications for Laura. b. Adrien bought a
camera for Laura with the latest and high-powered specifications. 4. a. Velma shared her scary story to Jimmy
filled with tears. b. 5. a. Filled with tears, Velma shared her scary story to Jimmy. Freddie and Jony were
awarded a gift certificate for a local shopping mall worth 500 pesos. b. Freddie and Jony were awarded a gift
certificate worth 500 pesos for a local shopping mall. 6. a. b. 7. a. b. 8. a. Going to the dentist, I found out that
my teeth needed braces. Going to the dentist, my teeth needed braces. Laughing out loud, the kittens were
scared and scampered away. Laughing out loud, the boys must have scared the kittens for they scampered away.
As I started eating a banana dipped in chocolate syrup, the dog wagged its tail and begged for some. b. Eating a
banana dipped in chocolate syrup, the dog wagged its tail and begged for some. 9. a. Fanning herself, Anne
shooed the flies away. b. Fanning herself, the flies were shooed away. 10. a. Drinking a cup of coffee, the
newspaper was a good read. b. As I was drinking a cup of coffee, the newspaper was a good read.
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Beyond Walls 12.2 Track: Academic You are an instructor in a review center that caters to senior high school
students who wish to enroll in top universities. A group of senior high school students have registered in your
English review program. This program will hopefully prepare them to take the college admission test in their
chosen universities. You have been assigned to prepare review materials on the following topics: 1. Subject and
verb agreement 2. Pronoun-antecedent agreement 3.Parallel structure 4. Modifiers or Writing Academic Papers
113
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Essential Learning In this module, you reviewed a few basic grammar lapses committed in writing. You have
been reminded of the basic grammar rule that (a) subjects should agree with verbs in terms of number, and (b)
pronouns should agree with their antecedents. Furthermore, verb forms should also be consistent all throughout
the text that you are writing. You should also be mindful of the structure of your sentences. Your modifiers
should be placed closest to the word they modify to avoid confusion and unclear sentences, which can result in
miscommunication. For a smooth discourse and good flow of thoughts or ideas, the words you use should also
be in the same form to observe parallelism. Writing is a skill. A good knowledge of basic grammar rules and a
whole lot of wisdom to apply them in writing are necessary to develop that skill.
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Module 13 Proofreading: Writing Mechanics At the end of this module, I can: 1. Apply the principles of writing
effectively; and 2. Use proofreading skills in the writing output of other people.
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The post-writing stage in the writing process is revising and proofreading one's own work (and that of other
people). In the last module, common lapses in grammar and sentence structure were discussed. In this module,

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we will discuss other important things that you should keep in mind while proofreading: spelling, punctuation,
capitalization, and abbreviation.
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For spelling, commonly misspelled and/or misused words will be discussed. There are some confusing words in
English-there are words that sound the same but are spelled differently. Then there are words that almost sound
the same and spelled in almost the same way and yet when you interchange their usage, they will give your
sentence or message a different meaning. Punctuation marks are very powerful. In fact, one mistake can lead to
a mishap or misunderstanding because they can change the meaning of a sentence. The most frequently used
punctuation mark is the period, which indicates the end of thought in a single sentence. However, there are also
other punctuation marks that we use within the sentence, and these are the ones that, when used effectively, can
bring out the clear meaning of a sentence in a smooth discourse.
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To lessen your confusion, spell out the contracted word and see if it is grammatically correct. For example, let's
look at the sentence "It's amazing!" Spell out the contracted word "It's" to "It is amazing," and you will see that
the sentence is grammatically correct; therefore, the word to use should be the contracted word "it's" and not
"its."
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Another example is if you are going to write "We're/Were going home," which word will make the sentence
grammatically correct? Spell it out in your head. "We are going home" is the one that will make your sentence
grammatically correct, so use "we're" instead of "were." What Have I Learned So Far? Complete the paragraph
by underlining the correct answer in the parenthesis. (Its/It's) almost time to say goodbye to our alma mater. The
school year is almost over and (were/we're) preparing for our summer vacation. Some of our classmates are
going to (their/they're) hometown. I invited one of my classmates to visit my province but (his/he's) parents did
not allow him. "(Your/You're) hometown is quite far, and (were/we're) a bit worried about our son," they said.
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What Have I Learned So Far? Complete the paragraph by underlining the correct answer in the parenthesis.
(Its/It's) almost time to say goodbye to our alma mater. The school year is almost over and (were/we're)
preparing for our summer vacation. Some of our classmates are going to (their/they're) hometown. I invited one
of my classmates to visit my province but (his/he's) parents did not allow him. "(Your/You're) hometown is
quite far, and (were/we're) a bit worried about our son," they said.
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Aside from contractions, here is a table of commonly misspelled or misused words Their definitions are also
given so you can differentiate the two. Word 1 accept adverse advice affect aisle all together along aloud altar
amoral appraise assent aural balmy bare bated bazaar berth born bough brake breach bunach canvas Meaning to
agree to receive or do unfavorable, harmful recommendations about what to do to change or make a difference
to a passage between rows of seats all in one place, all at once moving or extending horizontally on out loud a
sacred table in a church not concerned with right or wrong to assess agreement, approval relating to the ears or
hearing pleasantly warm naked; to uncover in phrase "with bated breath" (i.e., in great suspense) a Middle
Eastern market a bunk in a ship, train, etc. having started life a branch of a tree a device for stopping a vehicle;
to stop a vehicle to break through, or break a rule; a gap to raise a subject for discussion cloth a type of strong to
criticize strongly Word 2 except averse advise effect isle altogether a long allowed alter immoral apprise ascent
oral barmy bear baited bizarre birth borne bow break breech brooch canvass censor Meaning not including
strongly disliking; opposed to recommend something a result; to bring about a result an island completely; on
the whole referring to something of great length permitted to change not following accepted moral standards to
inform someone the action of rising or climbing up relating to the mouth; spoken foolish, crazy to carry; to put
up with with bait attached or inserted strange the emergence of a baby from the womb carried to bend the head;
the front of a ship to separate into pieces; a pause the back part of a gun barrel a piece of jewellery to seek
people's votes to ban parts of a book or film; a person who does this
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(continuation) Word 1 cereal chord climactic coarse complacent complement council cue curb currant defuse
desert discreet disinterested draught draw doal elicit ensure envelop exercise Meaning a grass producing an
edible grain; a breakfast food made from grains a group of musical notes forming a climax rough smug and self-
satisfied to add to so as to improve; an addition that improves something a group of people who manage or
advise fawn flaunt flounder a signal for action; a wooden rod to keep something in check; a control or limit a
dried grape to make a situation less tense a waterless, empty area; to abandon someone careful not to attract
attention impartial; interested uninterested; not a current of air an even score at the end of a game having two
parts to draw out a reply or reaction to make certain that something will happen to cover or surround physical
activity; to do physical activity a young deer, light brown to display ostentationsly to move clumsily, to have
difficulty doing something 118 English for Academic and Professional Word 2 serial cord climatic course
complaisant compliment counsel queue kerb current diffuse dessert discrete uninterested draft drawer duel illicit
insure envelope exorcise faun flout founder Meaning happening in a series a length of string; a cord-like body
part relating to climate a direction; a school subject; part of a meal willing to please to praise or express
approval; an admiring remark advice; to advise a line of people or vehicles (in British English) the stone edge of
a pavement happening now; a flow of water, air, or electricity to spread over a wide area the sweet course of a
meal separate and not interested a first version of a piece of writing a sliding storage compartment a fight or
contest between two people not allowed by law or rules to provide compensation if a person dies or property is

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damaged a paper container for a letter to drive out an evil spirit a mythical being, part man, part goat to
disregard a rule to fail
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(continuation) Word 1 Meaning Word 2 Meaning forbear to refrain forebear an ancestor foreword an
introduction to a book forwardonward, ahead freeze to turn to ice frieze a decoration along a wall grisly
gruesome, revolting grizzly a type of bear hoard a store horde a large crowd of people imply to suggest
indirectly reluctant, unwilling infer to draw a conclusion loath loathe to hate to be deprived of; to be unable to
find loose to unfasten; to set free lose meter a measuring device to be a powerful factor against metre a metric
unit; rhythm in verse militate mitigate to make less severe palate the roof of the mouth palette a board for
mixing colors pedal a foot-operated lever peddle to sell goods pole a long, slender piece of wood poll voting in
an election a tiny opening: to study something closely pour to flow or cause to flow pore the use of an idea or
method; the work or business of a doctor, dentist,| practise to do something repeatedly to gain skill; to do
something regularly practice etc. to authorize use otmediclne, to proseribe to officially forbid something order
authoritatively prescribe most important, the head of a school principal principlea fundamental rule or belief
infected with bacteria septic site sceptic a person inclined to doubt sight the ability to see a location stationary
not moving stationery writing materials storey a level of a building story a tale or account titivate torturous full
of pain or suffering to make more attractive titillate to arouse interest tortuous full of twists; complex a ring-
shaped arrangement of flowers, etc. wreathe to surround or encirele wreath
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Punctuation Marks Perhaps the most basic punctuation mark is the period. But it is interesting to note that even
with the basic rule of placing the period at the end of a sentence, many students still forget to follow this rule.
Always remember to complete the thought or the idea in your sentence, and then place a period at the end of it.
The only time a period is not used in a sentence is when you are writing a question or when you are expressing
a very strong idea or feelings (and you use an exclamatory point instead). Thus, a separate discussion about the
use of a period is not included here. In this module, we shall discuss the comma, the colon, and the semicolon.
Using these punctuation marks effectively will improve your sentence structure and writing style.
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Comma Rules Commas are used because there should be a break or pause in your sentence. Make sure that you
know the reason or the rule for placing a comma. Here are the basic rules in using a comma. . • Use commas to
separate items in a series. I'd like to buy apples, oranges, lemons, and mangoes. Use commas to separate
independent clauses. I took the challenge, so you should not be scared to try it too. . Use a comma after an
introductory clause or dependent clause. Therefore, all things have worked as planned. Use commas in direct
address. David, please leave the room. Use commas to set off appositives. Rosemarie, the best aunt ever, sent
me a ticket to Canada. . .

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What Have I Learned So Far? Read this paragraph and place a comma where it is needed. The grass-plot before
the jail in Prison Lane on a certain summer morning not less than two centuries ago was occupied by a pretty
large number of the inhabitants of Boston all with their eyes intently fastened on the iron-clamped oaken door.
Amongst any other population not so or at a later period in the history of New England the grim rigidity that
petrified the bearded physiognomies of these good people would have augured some awful business in hand. It
could have betokened nothing short of the anticipated execution of some noted culprit on whom the sentence of
a legal tribunal had but confirmed the verdict of public sentiment. But in that early severity of the Puritan
character an inference of this kind could indubitably be drawn. It might be that a sluggish bond-servant or an
undutiful child whom his parents had given over to the civil authority was to be corrected at the whipping- post.
It might be that an Antinomian a Quaker or other heterodox religionist was to be scourged out of the town or an
idle or vagrant Indian whom the white man's firewater had made riotous about the streets was to be driven with
stripes into the shadow of the forest. It might be too that a witch like old Mistress Hibbins the bitter-tempered
widow of the magistrate was to die upon the gallows. In either case there was very much the same solemnity of
demeanour on the part of the spectators as befitted a people among whom religion and law were almost
identical and in whose character both were so thoroughly interfused that the mildest and severest acts of public
discipline were alike made venerable and awful. Meagre indeed and cold was the sympathy that a transgressor
might look for from such bystanders at the scaffold. On the other hand a penalty which in our days would infer
a degree of mocking infamy and ridicule might then be invested with almost as stern a dignity as the
punishment of death itself. Excerpt from Chapter II (The Market Place) in The Scarlet Letter by Nathaniel
Hawthorne Source: http://www.gutenberg.org/cache/epub/33/pg33.html
The Scarlet Letter
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Semicolon Rules A semicolon adds flavor in your writing style. It cannot always replace a period; however, it
can be used to shorten the gap between two short sentences with parallel thoughts. The curtain closed; the
audience clapped. . A semicolon is also placed before conjunctions such as "however," "therefore," and
"furthermore." Gerald knows the truth; however, he remained quiet during the entire time of investigation. A
semicolon is placed in a series when the series contains commas. I have been to Sarrat, Ilocos Norte; Legazpi,
Albay; and Mambajao, Camiguin. (npilibbosea) asaoqurt (smolesator
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What Have I Learned So Far? Read this paragraph, and place a semicolon where it is needed. Few people
passed. The man out of the last house passed on his way home she heard his footsteps clacking along the

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concrete pavement and afterwards crunching on the cinder path before the new red houses. One time there used
to be a field there in which they used to play every evening with other people's children. Then a man from
Belfast bought the field and built houses in it-not like their little brown houses but bright brick houses with
shining roofs. The children of the avenue used to play together in that field-the Devines, the Waters, the Dunns,
little Keogh the cripple, she and her brothers and sisters. Ernest, however, never played: he was too grown up.
Her father used often to hunt them in out of the field with his blackthorn stick but usually little Keogh used to
keep nix and call out when he saw her father coming. Still they seemed to have been rather happy then. Her
father was not so bad then; and besides, her mother was alive. That was a long time ago she and her brothers
and sisters were all grown up her mother was dead. Tizzie Dunn was dead, too, and the Waters had gone back to
England. Everything changes. Now she was going to go away like the others, to leave her home. - Excerpt from
"Eveline" in Dubliners by James Joyce Source: http://www.gutenberg.org/files/2814/2814-h/2814-h.htm
The Project Gutenberg eBook of Dubliners, by James Joyce
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What Have I Learned So Far? Obama on his reelection on 7 November 2012. On a separate sheet of paper,
rewrite it and Read the letter of Pres. Benigno S. Aquino III congratulating US President Barack observe correct
capitalization to refine the writing style. november 7, 2012 his excellency barackobama president, united states
of america dear president obama, allow me to extend my heartfelt congratulations on your re-election. four
years ago, your message of hope resonated with the american people and the world, marking the beginning of
the long road back for one of the world's greatest countries. today, the american people have given you a new
mandate to stay the course along the direction that you have set for your country. i am confident that in your
second term, you will continue to harness the voices and ideas of your citizens, and empower them further as
you move the united states of america forward. in our encounters, it has been easy for us to understand each
other given the common set of aspirations we have for our peoples-fairness and renewed prosperity. my
administration is determined to deepen the cooperation between our nations in your second term. as a treaty ally
and strategic partner of america, my country looks forward to seeing your administration achieve even greater
success in the years to come. my best wishes to you, the first lady, your children, and the american people.
sincerely, benigno s. aquino III Source: http://www.officialgazette.gov.ph/2012/11/07/letter-of-president-
aquino-congratulating-u-s-president- obama-on-his-reelection-november-7-2012/ Loademic Papers 12:
Letter of President Aquino congratulating U.S. President Obama on his reelection, November 7, 2012 | GOVPH
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STUDY GUIDE
Beyond Walls 13.2 Apply It in Real Life Track: Academic You are a human resource manager of a company. A
former employee of the company is seeking a new job. He has requested a letter of recommendation from you.
Write a letter of recommendation that will highlight his strengths, positive qualities, and significant
contributions to your company. Address the letter to a fictional HR manager of another company. Observe
correct spelling, punctuation marks, capitalization, and abbreviation in your letter of recommendation. Your
letter should be clear, coherent, and free from any mechanical errors.
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Module 14 Gathering Data At the end of this module, I can: 1. Apply the principles of writing effectively; 2.
Cite specific sources to support claims; 3. Gather manifestoes and analyze the arguments used by the writer(s);
4. Classify sources of data into primary sources or secondary source; and 5. Handle and interpret information
accurately in data gathering.
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One way of filling your paper with substantial information is to do thorough research. Do not trust your stock
knowledge alone, even though you probably know a lot of things. In writing academic papers, you have to
check or find sources that will agree with your stock knowledge and then cite these sources. So it's time for you
to gather data. You should be able to answer these questions during this process: Where do you gather data?
What are the available resources? How do you know if the available resources are reliable?
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Primary Sources of Data Primary sources are raw data collected firsthand by the researchers or writers done
through experiments, etc. The writer/researcher has the freedom to design the tool that would elicit field
research. These data can be gathered through surveys, interviews, direct observations, the specific information
needed for the output. The challenge in gathering primary data is the design of the process or methodology for
conducting it. Data from primary sources must be handled carefully and interpreted accurately. Data from
primary sources can be supported by data from secondary sources. Secondary Sources of Data Secondary
sources of data abound anywhere in printed and electronic forms. Printed forms of secondary sources of data are
books, articles, journals, magazines, records, and so on. The electronic forms of secondary sources are, of
course, from the internet where you can download e-books, e-journals, and e-magazines. A lot of information
can also be gathered from websites, online forums, and blogs. You can also get information from images or
pictures, videos, and multimedia formats.
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What Have I Learned So Far? Classify each of the following sources of data. Write P for primary or S for
secondary source of data. Write your answers on the blanks. 1. Photographs 2. Journal articles 3. Videos
4.Books 5.Interviews 6.Book reviews 7.Diaries 8.Editorials 9.Laws 10. Magazine articles Big Idea

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STUDY GUIDE
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The Library. It is the source of secondary data. Most competent libraries follow a system that would make it
easy for you to access books. Some libraries have already adapted technologies that would help students find
information faster. Find out what your library has.
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Describe the library in your school. You may use another sheet of paper if the space in the table is not enough.
The Staff Who is the head of the library? How many people work here? What are their roles? Get their names,
their positions, and their brief job descriptions. The Library System What system does your library use? Do you
have technology? What can the technology do? How helpful is the technology for you?
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What's Inside? What can you find in the library aside from books? What categories of books are there? List
them all Are the references updated? Which is the oldest one, and which ones are the most updated?
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Eapp English Module 1.

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Bernadette College of Valenzuela

English for academic and professional purposes

There are four macro skills in English language acquisition:

Learning Outcomes for the Unit

Prepared by: Elaine Mae O. Laude

Lesson 1: Developing Your Vocabulary

Prepared by: Elaine Mae O. Laude

Topic What I Already Know What I Want To Find Out

Learn About It?

What are academic texts?

Prepared by: Elaine Mae O. Laude

Examples of Academic Text

Prepared by: Elaine Mae O. Laude

Types of Academic Texts

Prepared by: Elaine Mae O. Laude

What I Have Learned So Far?

Aids in Developing Your Vocabulary

Prepared by: Elaine Mae O. Laude

Beyond Walls 1.1

Prepared by: Elaine Mae O. Laude

Reread the first sentence in the previous activity:

What Have I Learned So Far?

Prepared by: Elaine Mae O. Laude

Read the following example:

What Have I Learned So Far?

Antonym or Contrast Clues

Read the following example:

What Have I Learned So Far?

Prepared by: Elaine Mae O. Laude

Prepared by: Elaine Mae O. Laude

What Have I Learned So Far?

Prepared by: Elaine Mae O. Laude

What Have I Learned So Far?

Denotation and Connotation

What Have I Learned So Far?

Lesson 2: Determining the Author’s Purpose and Intended Audience

Prepared by: Elaine Mae O. Laude

Prepared by: Elaine Mae O. Laude

Another example is when you've read an article about

Prepared by: Elaine Mae O. Laude

What Have I Learned So Far?

Prepared by: Elaine Mae O. Laude

Do this simple activity as a quick practice on information or data gathering.

Beyond Walls 2.1 Go Online

Prepared by: Elaine Mae O. Laude

Prepared by: Elaine Mae O. Laude

What Have I Learned So Far?

"Of studies" by Francis Bacon

2. According to the passage, why do people study?

Prepared by: Elaine Mae O. Laude

4. What is the difference among crafty, simple, and wise men?

5. What is the writer's attitude toward studies?

Beyond Walls 2.2 Go Online

The Author's Intended Audience

Prepared by: Elaine Mae O. Laude

What Have I Learned So Far?

Beyond Walls 2.3 Apply It in Real Life