APP
1
English for Professional and
Academic Purposes
Quarter 1
August 16 – October 22, 2021
Name of Learner: ______________________________________________
Grade Level: 11
Section: OBEDIENCE
Strand: STEM
Teacher: FLORDELIZA D. CANCHICO,LPT
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APP 1
Welcome professionals in the making! This subject talks about English for
Professional and Academic Purposes. It aims to improve and hone your skills in
writing academically and also, prepares you to practice those skills when you
will become a professional someday.
This class aims to a simple yet a vital goal, which is to establish the
development of communication skills in English for academic and professional
purposes.
This module contains calendar of the learning tasks and the topics that
we are about to discuss in this subject. It features students- centered
leaning module that design not only to test comprehension of concepts
and theories discussed in the module, but more importantly, to help us
relate the lessons to our experiences as individuals, as a member of
their immediate groups, and our society.
All activities and quizzes shall be submitted through GOOGLE
CLASSROOM every Friday at exactly 4:00 P.M.
Week 1 & 2:
Week 3 & 4:
Week 6:
Week 7 & 8:
Culminating Performance Task will be submitted on or before
September 21, 2021
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Welcome to all professionals in the making! This class aims
to a simple yet a vital goal, which is to establish the
development of communication skills in English for
academic and professional purposes.
Flordeliza D. Canchicp
canhcicoflordeliza@gmail.com
Plong Plong
Plong Plong
09514175043/09
Here are some reminders to guide you through out this subject:
1. Always come in time for our Zoom Meetings.
2. Be diligent in doing your tasks.
3. Do not hesitate to reach out to your subject teacher about your problems,
about the subject or even about life. She will try her best to respond to you
as soon as she gets your message.
4. All activities shall be submitted through GOOGLE CLASSROOM or if you
have special cases like unstable internet connection and that you cannot
access your google account, please feel free to submit it to your assigned
section gmail account with the subject line: WEEK NUMBER + LAST
NAME + SECTION
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0
Week
Learning Tasks
Platform
Page
No.
School Orientation on LMS and
Learning Packets
Introduction to English for Academic and
Professional Purposes – 8 AM
1-2
Task to Do 1: Text Analysis
Task to Do 2: Jigsaw
Task to Submit: Concept Mapping
3-4
Classroom
Learning
Module
Notebook
6
Zoom
6
Zoom/Google
6
Classroom
Task to Do 1: Concept Mapping
Notebook
Task to Do 2: Practice Summarizing
Notebook
Task to Submit: Paraphrase, Summarize, Create
Thesis Statement
5-6
Zoom/Google
Zoom/ Google
Classroom
Task to Do 1: Pictionary
Zoom
Task to Do 2: Outlining
Notebook
Task to Submit: Virtual Conferencing and
Culminating Performance Task
Zoom/Google
Classroom
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Task to Do 1: Reviewing Sessions
7-8
Task to Do 2: Slogan Making
Task to Submit: Development Plan
Facebook
Group
Zoom/ Google
Notebook
Task to Do 2: Let’s Analyze
Notebook
Learning
Task to Do: Putting Value
Culminating Performance Task
49
Classroom
Task to Do 1: Written Narrative
9-10
48-49
Zoom
Module
56
57
58
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WEEK I & II– Reading Academic Texts
After this lesson, learners will be able to:
a. differentiates language used in academic texts from various disciplines.
b. Identify the dominant text structures in sample academic texts;
c. Determine text structure by applying appropriate text mapping strategies and by
outlining;
d. Note language features in texts across disciplines; and
e. value the exchange of ideas with your discussion partner/groupmates regarding
the assigned text
TASK
TASKTO
TODO
DO11
Notebook
Notebook
Reflection
TextCritical
Analysis
Instruction: Answer the following question based on your own understanding. Write
your answer in the notebook.
15 minutes
TASK
TASK TO
TO SUBMIT
SUBMIT
Module
Google Classroom:
Concept Mapping
Instruction: Analyze and determine the sentences given based on the types of text
structure and language of academic and professional text.
20 minutes
TASK TO DO 2
Zoom
Jigsaw
Instruction: exchange of ideas with your discussion partner/groupmates regarding the
assigned text
30 minutes
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READING
MATERIAL 1
Concept Presentation
LESSON 1: The Structure and Language of Academic and Professional Texts
In this Age of Information, when there is so much to know, students are expected
to be good at processing various informational texts.
Fortunately for you, informational texts follow certain structures or principles of
organization that you need to become familiar with in order to facilitate your understanding
of the information that you have to learn. Prior knowledge of text structure, therefore, helps
you to mentally prepare yourself for what you are about to read and to align your processing
of the material to match the demands of the particular text. What this means is that you will
be able to understand faster and remember better a text – that is the practical value of a
knowledge of a text structure.
A. Informational Text Structures
Text type depends on the primary purpose of a text, which in turn determines how
it’s written – what information the author introduces in the text and how this information is
organized.
The nine main informational text structures are:
1. Definition/Elucidation
A definition text explains the nature of something.
2. Description
A descriptive text gives concrete details about appearance, characteristics, and
actions.
3. Recount of a Sequence
A recount of a sequence is a chronological narration of a historical period, a
sequential description of a process or procedure.
4. Cause and Effect
A cause-effect text presents reasons why a situation is obtained. Though logically
the cause comes before the result, in academic writing, it is the effect that is usually
presented first, perhaps, to achieve a more dramatic effect.
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5. Problem-Solution
A problem-solution text starts off with a negative situation (a problem) and ends with
a positive solution (a solution).
6. Comparison and Contrast
In a comparison and contrast text, similarities and differences are presented.
7. Enumeration
An enumeration is a listing, as in a list of parts, of characteristics, of examples, etc.
8. Classification
A classification text presents groupings, types, classes, categories, and subcategories that constitute a concept, presented in hierarchical order. Some examples are
the types of personalities, groupings in a school, species of animals, categories of films, and
television shows.
9. Thesis-Evidence
Primarily to serve the purpose of arguing a point/position or interpretation, the
Thesis-Evidence text organization or thought pattern may be arranged deductively (general
statement or thesis followed by supporting details) or inductively (details from which an
inference or thesis is drawn).
B. Language and Text Structure across Disciplines
This time, aside from structure, let’s look at the characteristic language features of
representative texts in math, in the social sciences and humanities, in the natural or “hard”
sciences, and in business. If you know some of these features, you will be able to adjust
your reading strategies in order to help yourself understand the material.
MATHEMATICS TEXTS
Mathematics is easily recognizable because of its unique language features. Its
most prominent language feature is the use of symbols. Math uses symbols in place of words
such as symbols for operations like ‘+’ for addition, ‘x’ for multiplication. It often uses letters
with special meanings, like ‘x’, ‘y’, and ‘z’, is used to stand for variables or the unknown.
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Notations, numbers, and formulas are typical of math texts. If there are nouns and verbs
in ordinary language, in the language of math, the nouns could be numbers or expressions
with numbers and the verb could be the equal sign ‘=’. (The Language of Mathematics.
http://www.mathisfun.com/mathematics-language.html)
To make sense of a math sentence, you have to understand the special meanings
that the discipline of math has assigned to these symbols and expressions. True, math
also uses ordinary language, but watch out – these ordinary words could have different
meanings. For example, in statistics, universe is not the outer space but the total count of
the subjects under study. Another example is the linking verb ‘is’. In the following
sentences, ‘is’ has different meanings: (The Language of Grammar of Mathematics.
Retrieved from http://press.princeton.edu/chapters/gowers/gowers/)
a. 3 is the square root of 9
3 equals or is the same as the square root of 9
b. 10 is less than 15
regular meaning of ‘is’.
c. 5 is a prime number
5 is an example of a prime number
What the above examples suggest is that in math, even short, simple sentences have to
read closely: What exactly does it say? Keep in mind that math is an exact, precise
language. In math, ask yourself: Is this sentence saying something about sets? functions?
relations? binary operations?
The dominant structure of math texts is problem-solution, except that you, the
reader, are expected to come up with the solution based on the carefully worded problem,
which is often a short description of a given situation. The problem is posed as a question,
the answer to which you arrive at by doing any or several math operations. Another
common text structure is comparison and contrast of two units or situations; for instance,
which has more and by how much? Which is bigger/faster/cheaper?
BUSINESS TEXTS
Like mathematics, business has a special vocabulary (jargon), so first of all, you
have to learn its jargon, like remit, obligate, loan, collateral, interest, stocks, etc. Some
compound nouns are standard expressions in business, like tax collection system,
company car, price list, bulk buying.
You must also learn some of the conventions or established practices, of business
writing. For example, business uses a lot of form letters, so you have to be familiar with the
standard forms (meaning the parts) of a business letter, a memo, minutes of a meeting, a
proposal, etc. Some standard parts of business communication are date, inside address,
the salutation, the body or main purpose of the communication, the complimentary close,
etc.
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It is important to remember that business require cordiality to sustain it, to keep the
customer. Hence, even if the content of a communication is negative – like a complaint or a
collection, the communication must be polite. There is careful use of modal expressions and
adverbs. Polite expressions such as the following are part of the ritual of politeness in
to Ponder:
business: Question
(Cortes de los
Rios, 2010).
a. Could you please…
b. We are extremely sorry…
c. May I suggest…
d. Thank you for your inquiry on…
e. Please let us know…
Common text structures in business communication are problem-solution in which
the cause(s) of a problem situation is/are explained, followed by a company’s proposed
solution, and description in which the specifications of a product or offer are given.
SOCIAL SCIENCE TEXTS
Just like in reading math and business texts, reading in the social sciences requires
knowledge of the jargon of its specific disciplines: for example: Political Science (communism,
monarchy, and executive branch), Economics (market, profit, equity, trade relations),
Sociology (migration, social class, and discrimination), Psychology (depression, suicidal,
personality, and motivation).
Graphs and tables are common features of social sciences readings; therefore,
knowing how to analyze graphic data is a big advantage.
Text structures or thought patterns common in the social sciences are definition and
example, recount of an event (history), cause-effect, and comparison and contrast.
NATURAL SCIENCE TEXTS
In natural science texts such as physics, chemistry, and biology, technical terms,
symbols (ph, NaCl, and CO₂) and abbreviations are common. Similar to other disciplines,
common words like power, pressure, force, work, impulse have a technical meaning. To help
yourself understand many of the technical terms, you have to know some of the prefixes (uni,
semi, and multi), root words (bio, geo, vis, and derma), and suffixes. Diagrams and drawings
are also characteristic of science texts.
The typical sentences in science texts are dense, that is, they are information-heavy.
An example is this: Each nucleus is packed with information coded in the form of a chemical
called Deoxyribonucleic Acid (DNA) and organized into groups called genes which are
arranged on thread-like structures, the chromosomes. The lengthy and dense sentences
found in science texts suggest slow reading for comprehension and retention of facts.
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LITERATURE AND THE ARTS
Like the other disciplines, literature and the arts have their content-specific terms
or jargon (example: gothic, mood, symbol, balance, mosaic, hue, etc.) but what makes
tem different is the dominant use of connotative language and figures of speech to
describe and convey content. Vivid language is used to create images and impressions.
The importance given to language and structure is due to the value attached to a work’s
‘style’. In other words, creativity weighs as much as content in literature and the arts.
Particularly in literature, texts may not have a one-to-one correspondence
between the situation it depicts and reality as you know it. To represent a particular
situation or world, a literary text might even violate language rules. To make sense of a
literary text, the trick is to ‘suspend disbelief’, ride along with the writer, and discover the
patterns in unique use of language. Common structures in literature and the arts are
definition, description, example, and cause-effect, which may be in the form of a recount
(fiction).
WEEK III & IV – Summarizing,
Paraphrasing and Thesis Statement
After this lesson, learners will be able to:
a. use various techniques in summarizing a variety of academic texts.
b. explain the function of paragraphs in a longer text in order to write
coherent summaries;
c. summarize and paraphrase paragraphs; and
d. appreciate the value of intellectual honesty

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TASK TO DO 1
Notebook
Concept Mapping
Instruction: Write down the types of techniques that can be used in summarizing
academic text. For this task, proceed to Google Classroom.
Click the Google Slide and fill in the missing blanks.
TASK TO DO 2
20 minutes
Summarizing
Notebook
Instruction: Summarize the following texts 30 words or less.
20 minutes
TASK TO SUBMIT
Zoom/ Google Classroom
Paraphrase, Summarize ,
Making Thesis Statement
Instruction: For this task, proceed to Google Classroom. Summarize the given reading text
and observe the criteria below.
READING
MATERIAL 1
20 minutes
Concept Presentation
A summary is a short or abbreviated version of a longer text. To be able to shorten
something (to about a quarter of its original length) and still be faithful to its content, you
should express only the text’s essential points. This means that you can skip the specifics
and just present the central idea and main supporting details. So, do you include examples
in your summary, if there are any cited in the text? Of course not; what you mention is the
point of the examples, and not the examples itself.
To help you summarize a longer material, it is important to know the function of
each paragraph in it. This will help you see the flow and interrelationship of ideas in the
text.
Short notice: Take a picture
canchicoflordeliza@gmail.com
of
the
practice
activity
and
email
it
to
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Paraphrasing
1. Paraphrase is a restatement and a restructuring of ideas for the purpose of
clarifying the meaning of text. Restatement means that you rephrase the
original using your own words. However, you don’t just change some
words in the material; you also need to change the flow of ideas in the
effort to make the original meaning clearer.
THESIS STATEMENT
A thesis statement is the overall idea or argument of your work. It is a general
statement that presents essential points that leads the reader to the right direction. Your
thesis statement makes all parts of your work stick together.
A good thesis statement should be focused and succinct, and must be framed as
a declarative sentence. Ideally, the statement should have at least three ideas that will
be developed in succeeding sections of the work.
Consider this example:
The ASEAN region is a dynamic system because it capitalizes on cultural
diversity, rich resources, and a variety of perspectives.
** This thesis statement contains the main idea that the ASEAN region is a dynamic
system. In order to support this, there are three points that need elaboration – cultural
diversity, resources, and a variety of perspectives.
THESIS STATEMENT
TOPIC SENTENCE
a. main idea of the essay
a. main idea of the paragraph
b. Has at least two supporting points
which are developed in succeeding
paragraphs.
b. Has just one supporting point.
Example:
Example:
Automated elections should be
improved to minimize fraud, facilitate
The lakes of Laguna are grand
spectacles worth seeing.
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faster turn-out, and maximize voter
participation
PRACTICE TIME: Summarize the following texts 30 words or less.
SET A
Fats have been given a bad name in society, making it necessary to
inform people that not all fats are the same, all having their own advantages as
well as disadvantages, and they have variant types of proteins and
carbohydrates. For one, fat has three variants, each one differing from the other
because of their chemical makeup and source. Next, excess or inadequate
amount of fat that is taken may lead to several health problems. Lastly, fats are
not the same as other macronutrients in terms of how it is broken down into
fuel and the amount of energy and nutrients they give. The knowledge about
fats is relevant in the world of science because it does not only give a better
understanding of one’s own bodily image but more importantly how the body
functions and repairs itself (Montejo, 2013).
SETB
Studies have found that paper bags have a larger carbon footprint
compared to plastic bags because of the amount of energy, water, and
chemicals the production of paper bags consume. In a briefing note
prepared by Kirsty Bell and Suzie Cave (2011) for the Northern Ireland
Assembly, it is reported that manufacturing paper bags requires above four
times the amount of energy plastic bags do. Also, the production of paper
bags contributes more air and water pollution compared to plastic bags.
Other than high energy consumption during processing, it also requires
paper bags more energy to be transported. This is because compared to
plastic bags, paper bags weigh more and take up more space, resulting in
the need for more resources to transport them (Chua-Unsu, 2014).
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WEEK V and VI – Outlining and Literary
Criticism
After this lesson, learners will be able to:
a. outline reading texts in various disciplines.
b. use appropriate critical writing a critique such as formalism, feminism, etc.

TASK TO DO 1
Zoom
Pictionary
Instruction: analyze and observe the given picture. Use the chart and list three things
that you interfere in the photo.
20 minutes
TASK TO DO 2
Notebook
Outlining
Instruction: Answer the question that is given and discuss your answer briefly. Please
refer to page 21.
20 minutes
TASK TO SUBMIT
Zoom/ Google Classroom
Virtual Conferencing/CPT
WEEK
Instruction: Divide the class into three groups. Read the instructions below and perform the
following tasks. Make sure to read the rubrics for the activity.
20 minutes
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READING
MATERIAL 1
OUTLINING
Together with the thesis statement, the outline is the helpful tool for organizing your
work. Set as a series of input, the outline shows the logical arrangement of ideas to be
included in your essay through division and subdivision of ideas.
There are two types of outline:
1. Sentence outline – heading of each level is one sentence.
Example:
I. There are two types of sports fan.
a. The first type is the spectator.
b. The second type is the analyst.
II. Sports fans express their involvement in the game in several ways.
2. Topic outline – heading of the level is a phrase
Example:
I. Two types of sports fan
a. The spectator
b. The analyst
II. Ways sports fans express their involvement in the game
Traditional Format
Title of Work:
Units of a Research University
I. College of Medicine
A. Community Medicine
B. Pathology
II. College of Engineering
A. Industrial Engineering
B. Chemical Engineering
C. Mechanical Engineering
III. School of Fine Arts
A. Painting
Standard Format
Title of Work:
Units of a Research University
1.0 College of Medicine
1.1 Community Medicine
1.2 Pathology
2.0 College of Engineering
2.1 Industrial Engineering
2.2 Chemical Engineering
2.3 Mechanical Engineering
3.0 School of Fine Arts
3.1 Painting
Consider the following examples:
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In preparing your outline, there are two things to remember – outline format and
principles. With regard to format, there are two types: traditional and standard. The
traditional uses roman numerals (I, II, III, so on), letters, and numbers while the standard
READING
MATERIAL 2
Concept Presentation
INTRODUCTION TO CRITICAL WRITING/LITERARY CRITICISM
FROM CRITICAL THINKING TO CRITICAL WRITING
Critical thinking is evaluative thinking. To evaluate means to carefully
weigh any idea, action, decision, or a piece of work (like a painting or a research
paper) to consider its merits or demerits. Thus, to criticize and to evaluate both
mean to judge; judgments – contrary to popular belief – can be both positive and
negative. In order for you to judge properly, you should know the standards or
criteria in use.
A close “relative” of critical thinking is critical reading. To read critically
means to apply critical thinking skills upon the things that we read – which
includes many types of materials since much of what we need for daily activities
we get through reading.
Critical reading skill is important not just in your academics; it is
actually a life-skill – one that has great value especially in the Internet age, where
the problem is no longer the lack of information, but the overabundance of all
sorts of information, from every source imaginable.
Critical writing is a product of critical thinking and reading. It is our
judgment (of an idea, action, decision, or a piece of work) presented in a written
form. Critiques and reaction papers are two forms of critical writing that are
extensively used in academe.
Critiques are papers that assess the merits of a piece or work while
reaction papers are papers that presents a writer’s evaluation as well as his or
her experiences and feelings in relation to the work being evaluated.
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CRITICAL APPROACHES TO LITERATURE
1. Formalist Criticism: This approach regards as literature as a “unique form of
human knowledge that needs to be examined on its own terms.” All the elements
necessary for understanding the work are contained within the work itself. Of
particular interest to the formalist critic are the elements of form – style,
structure, tone, imagery, etc. – that are found with the text. A primary goal for
formalist critics is to determine how such elements work together with the text’s
content to shape its effect upon reader.
2. Biographical Criticism: This approach “begins with the simple but central
insight that literature is written by actual people and that understanding an
author’s life can help readers more thoroughly comprehend the work.” Hence, it
often affords a practical method by which readers can better understand a text.
However, a biographical critic must be careful not to take the biological facts of
a writer’s life too far in criticizing the works of that writer: the biographical critic
“focuses on explicating the literary work by using the insight provided by
knowledge of the author’s life.
3. Historical Criticism: This approach “seeks to understand a literary work by
investigating the social, cultural, and intellectual context that produced it – a
content that necessarily includes the artist’s biography and milieu.” A key goal
for historical critics is to understand the effect of a literary work upon its original
readers.
4. Gender Criticism: This approach “examines how sexual identity influences the
creation and reception of literary works.” Originally, an offshoot of feminist
movements, gender criticism today includes a number of approaches, including
the so-called “masculinist” approach recently advocated by Robert Bly. The bulk
of gender criticism, however, is feminist and takes as a central percept that the
patriarchal attitudes that have dominated western thought have resulted,
consciously or unconsciously in literature “full of unexamined ‘male-produced
assumptions.”
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Feminist criticism attempts to correct this imbalance by analyzing and combating
such attitudes – by questioning. For example, why none of the characters in
Shakespeare’s play Othello ever challenge the right of a husband to murder a
wife accused of adultery. Other goals of feminist critics include “analyzing how
sexual identity influences the reader of a text” and examining how the images
of men and women in imaginative literature reflect or reject the social forces
that have historically kept the sexes from achieving total equality.”
5. Psychological Criticism: This approach reflects the effect that modern
psychology has had upon both literature and literary criticism. Fundamental
figures in psychological criticism include Sigmund Freud, whose “psychoanalytic
theories changed our notions of human behavior by exploring new or
controversial areas like wish-fulfillment, sexuality, the unconscious, and
repression” as well as expanding our understanding of “how language and
symbols operate by demonstrating their ability to reflect unconscious fears and
desires.” This has a number of approaches, but in general, it usually employs
one or more of three approaches:
a. An investigation of “the creative process of the artist: what is the nature
of literary genius and how does it relate to normal mental functions?”
b. The psychological study of a particular artist, usually noting how an
author’s biographical circumstances affect or influence their motivations and/or
behavior.
c. The analysis of fictional characters using the language and methods of
psychology.
6. Sociological Criticism: This approach “examines literature in the cultural,
economic, and political context in which it is written or received,” exploring the
relationships between the artist and society. Sometimes, it examines the artist’s
society to better understand the author’s literary works; other times, it may
examine the representation of such societal elements within the literature itself.
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One influential type of sociological criticism is Marxist criticism, which focuses on
the economic and political elements of art, often emphasizing the ideological
content of literature; because Marxist criticism often argues that all art is political,
either challenging or endorsing (by silence) the status quo, it is frequently
evaluative and judgmental, a tendency that “can lead to reductive judgment, as
when Soviet critics rated Jack London better than William Faulkner, Ernest
Hemingway, Edith Wharton, and Henry James, because he illustrated the
principles of class struggle more clearly. “Nonetheless, Marxist criticism “can
illuminate political and economic dimensions of literature other approaches
overlook.”
7. Mythological Criticism: This approach emphasizes the recurrent universal
patterns underlying most literary works. Combining the insights from
anthropology, psychology, history, and comparative religion, mythological criticism
explores the artist’s common humanity by tracing how the individual imagination
uses myths and symbols common to different cultures and epochs. One key concept
in mythological criticism is the archetype, “a symbol, character, situation, or image
that evokes a deep universal response.” which entered literary criticism from Swiss
psychologist Carl Jung.
8. Reader-Response Criticism: This approach takes as a fundamental tenet that
“literature” exists not as an artifact upon a printed page but as a transaction
between the physical text and the mind of a reader. It attempts “to describe what
happens in the reader’s mind while interpreting a text” and reflects that reading,
like writing, is a creative process. According to reader-response critics, literary
texts do not contain a meaning: meanings derive only from the act of individual
readings. Hence, two different readers may derive completely different
interpretations of the literary text; likewise, a reader who re-reads work years
later may find the work shockingly different.
9. Deconstructionist Criticism: This approach “rejects the traditional assumption
that language can accurately represent reality.” Deconstructionist critics regard
language as a fundamentally unstable medium.
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‘
WEEK VII and VIII – Concept Paper and
Review
After this lesson, learners will be able to:
a. writes an objective/balanced review or critique of a work of an art, an event or a program.
b. determines the ways a writer can elucidate on a concept by definition, explication, and
clarification.
c. compare and contrast various kinds of concept papers: Home Economics, Agri-Fishery,
Industrial Arts; ICT.
TASK TO DO 1
Zoom
Reviewing Sessions
Instruction: Join the zoom class to get the details of the tasks on this week.
TASK TO DO 2
Notebook
25 minutes
Venn Diagram and
Identification
20 minutes
Instruction: Answer the following questions given by your teacher during zoom meeting.
TASK TO SUBMIT
Google Classroom
Create a Product Review
20 minutes
Instruction: Form five groups and discuss the topic assigned for you to review. Details for
this instruction will be explained during class.
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READING
MATERIAL 1
Concept Presentation
WRITING A REACTION PAPER/REVIEWS/CRITIQUES
A. The Structure of Language of Critique
Critiques are important rhetorical pattern in academic writing as they present a
balanced review of things. Critiques, however, are based not only on personal
perspective but should be grounded on actual observations. Here are some tips in
developing your critique:
1. Remember that the critique should be accessible to the audience. Therefore, providing
background information for the readers will be helpful. Including the central ideas of
the book, the concept, the event, or the movie to be critiqued is necessary.
2. Relating your critique to greater realities will also help as you ground your critique on
the wider scheme of things. For instance, what subject/theme does the movie,
concept, book, or event address? Are there questions that people constantly ask that
this particular subject/theme you are reviewing can answer?
* In general, the critique should be organized in the following manner:
1. The first part should provide readers a sense of ideas you want to tackle.
2. The next part should provide a summary of the concept.
3. Strengths and weaknesses should be part of the critique. Remember that this is
challenging and requires tact.
4. The final section of the critique should include the final recommendations of the author.
** A good critique/reaction paper can be described as:
1. Accurate. It provides an accurate description of the work being
evaluated by
giving its summary and/or background details, like
answers to basic reporter
questions of who, what, when, where, and
why.
2. Evaluative. It gives the writer’s overall judgment of the work.
3. Balanced. The writer shows balance by pointing out weaknesses of a work, if the
overall judgment is positive, or the other way around, by recognizing strong points of
a work for which the overall judgment is negative.
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An Overview of the Writing Process
STEP 1: Know well the nature writing assignment, especially the subject of
the critique/reaction paper, and the analytical components to be
included in your paper.
STEP 2: See, listen to, or otherwise experience the work assigned for
evaluation, taking careful note of important details as you do.
STEP 3: Outline your presentation, following the conventional
organizational patterns for critiques and reaction papers.
STEP 4: Draft and edit your paper, paying careful attention to mechanical and
grammatical concerns.
WEEK IX & X- PROJECT PROPOSAL AND CPT
INSTRUCTIONS
After this lesson, learners will be able to:
a. presents a novel concept or project proposal with accompanying visual/graphic aids.
TASK TO SUBMIT
Online/Zoom Meetings
Project Proposal
Instruction: Form four groups in the class. Each group will create a project proposal
with accompanying visual/graphic aids.
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30minutes
TASK TO DO 1
Notebook
Concept Mapping
Instruction: Identify the following concept given on this topic. The following concept
sroom
will be presented before the actual discussion
30 minutes
TASK TO DO 2
Online
Webquest
Instruction: The class will be grouped into 4 members. Each group will browse resources
sroom
online on the available sample of
project proposal and how is it done.
30 minutes
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A. BOOK
Miciano, M.Z., & Miciano, R.Z. (2015). Enhanced english engagement. English for
academic and professional purposes. Makati City. SalesianaBOOKS by Don
Bosco Press, Inc.
Valdez PhD, P.N.M. (2016). English for the globalized classroom series. English for
academic and professional purposes. Quezon City. The Phoenix Publishing
House, Inc.
Kenendy, X.J.& Gioa, D. (1995). Literature: an introduction to fiction, poetry, and
drama. 6th edition. New York. pgs. 1790-1818
B. ELECTRONIC BOOK
The Bedford Introduction to Literature (2008). Critical strategies for reading: critical
approaches to literature. New Jersey. https:// www .humbleisd .net/cm
s/lib/TX01001414/Centricity/Domain/8548/Critical%20Strategies%20and%20T
heories.pdf
The Learning Express. (2010). 501 reading comprehension questions. New York.
https://www.bhamcityschools.org/cms/lib/AL01001646/Centricity/Domain/131/
501readingcomprehensionquestions4thedition.pdf
C. WEBSITE
ThoughtCo. (2019). Practice in identifying effective thesis statements.
https://www.bhamcityschools.org/cms/lib/AL01001646/Centricity/Domain/131/
501readingcomprehensionquestions4thedition.pdf
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