PROJECT HEAD:
TEODORA M. GALANG
CONTRIBUTORS:
ANA ROSE I. COLARINA │ EMERSON T. ARMERO │ KRISTINE Y. ZANTUA
MARGIE A. PAPASIN │ PHILIPP JAMES A. MANILA │ ROSITA S. PANGILINAN
LANGUAGE/CONTENT EDITOR AND EVALUATOR:
JONATHAN H. MARQUEZ
EVALUATOR/VALIDATOR:
JACKIE LOU A. ALMIRA, Ph.D
CONSULTANT:
EDNA F. HEMEDEZ, Ed.D
LAYOUT AND BOOK COVER:
PHILIPP JAMES A. MANILA
IMAGES FROM:
www.freepik.com
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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11th/12th Grade English
Reading and Writing Skills
Self-Learning Kit
Context of Text Development
How to Use this Module
This module is designed for you, dear learner. This is divided into different parts such
as pre-test, SLK proper, post-test, and next steps. All these are crafted to enable you to meet
the competencies for Reading and Writings Skills. It is required that you answer the pre-test
first before you go with the SLK proper and other parts of the module.
Introduction
This SLK in Reading and Writing Skills is designed to help the learners to understand
the subject at their own pace and comfort. Likewise, it focuses on the Content Standard that
demands the learner to understand the relationship of a written text and the context in which
it was developed. It also delves on the Performance Standard that each senior high school is
required to write a 1,000 word critique of a selected text on the basis of its claim/s, context,
and properties of a material. Finally, the learner is asked to fulfill the Learning Competency to
identify the context in which a text was developed by hypertext or intertext.
In addition, students are expected to realize the following objectives:


Classify texts as intertext or hypertext.
Take notes from a video watched.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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Pre-test
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. It refers to a work whose meaning is shaped by referencing or calling to mind
other texts.
A. Intertextuality
B. Intertext
C. Hypertext
D. Link
Ⓐ Ⓑ Ⓒ Ⓓ 2. It is characterized by external links.
A. Intertextuality
B. Intertext
C. Hypertext
D. Link
Ⓐ Ⓑ Ⓒ Ⓓ 3. It is a dialogue among different texts and interpretations of the writer, the
reader, and the context.
A. Intertextuality
B. Intertext
C. Hypertext
D. Hyperlink
Ⓐ Ⓑ Ⓒ Ⓓ 4. Hypertext is a text on a computer screen or other electronic devices with
_______ to other texts which the reader can immediately access.
A. Intertextuality
B. Intertext
C. Hypertext
D. Hyperlink
Ⓐ Ⓑ Ⓒ Ⓓ 5. The cited texts in intertext contain a ________ which was borrowed from other
texts.
A. Situation
B. Setting
C. Context
D. Language
SLK Proper
1. Learning Experience
Let’s Try!
Directions: Watch the video about hypertext and intertext from the link
below. Do not forget to take down notes while watching.
Intertext and Hypertext
Rencel Cainglet
https:youtu.be/QeR3Q40dKdA
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Fill in the graphic below with the information you gathered.
•
Hypertext
•
Intertext
Let’s Think!
How are hypertext and intertext different from each other?
How did the activity help you in having the idea of the two
terms?
Let’s Keep These in Mind!
Intertext happens when an author borrows or cites an idea
from another text. The cited texts contain a context which was
borrowed from other texts.
Intertextuality is a dialogue among different texts and
interpretations of the writer, the reader, and the context.
Hypertext is related with the manner of reading a text online.
It is text on a computer screen or other electronic devices with
references (hyperlink) to other texts which the reader can immediately access.
Let’s Do This!
Directions. Write I if the context of each story is intertext; write H if it
is Hypertext.
_____1. Snow, Glass, Apples is a short story by Neil Gaiman. This
piece tells the story of Snow White from the point of view of
her stepmother, who was actually trying to save the kingdom
from her blood thirsty stepdaughter.
_____2. Wicked by Gregory Mcguire revolves around the story of the
Wicked Witch of the West from Frank Baum’s The Wizard of Oz and reimagines her
as the misunderstood protagonist, Elphaba.
_____3. Fast City by Don Bosco is an interactive narrative which presents a set of conflicts
and psychological landscapes placed within a technology-obsessed urban space.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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_____4. The Museum by Adam Kenney emulates the experience of being in a museum by
allocating a page to each part of the museum and giving the reader free rein as to
where he/she wants to go by providing links to the different ‘areas’ of the museum.
_____5. Bridget Jones’s Diary by Helen Fielding is written in a diary format and chronicles
events within a year in the life of protagonist Bridget in the 90s; it is loosely based on
Jane Austen’s Pride and Prejudice.
Source: Barot (2016)
2. Reflection
Does incorporating intertext and hypertext make reading/writing more interesting? Why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Post-test
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. What kind of work has its meaning is shaped by referencing or calling to mind
other texts?
A. Intertextuality
B. Intertext
C. Hypertext
D. Link
Ⓐ Ⓑ Ⓒ Ⓓ 2. Which of the following is described by links?
A. Intertextuality
B. Intertext
C. Hypertext
D. Link
Ⓐ Ⓑ Ⓒ Ⓓ 3. Which is best described as a dialogue among different texts and interpretations
of the writer, the reader, and the context?
A. Intertextuality
B. Intertext
C. Hypertext
D. Hyperlink
Ⓐ Ⓑ Ⓒ Ⓓ 4. Which of the following gives immediate access to other texts?
A. Intertextuality
B. Intertext
C. Hypertext
D. Hyperlink
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Ⓐ Ⓑ Ⓒ Ⓓ 5. Which of the following is borrowed from other texts?
A. Situation
B. Setting
C. Context
D. Language
Next Steps
List three more examples for hypertext and intertext.
Hypertext
Intertext
1.
1.
2.
2.
3.
3.
References
Tandoc, S. (2016). Reading and Writing Skills. Mindshapers: Philippines
Barot, J. (2016). Academic Reading and Writing. C&E Publishing, Inc.: Philippines
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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11th/12th Grade English
Reading and Writing Skills
Self-Learning Kit
CRITICAL READING AS REASONING
How to Use this Module
This module is designed for you, dear learner. This is divided into different parts such
as pre-test, SLK proper, post-test, and next steps. All these are crafted to enable you to meet
the competencies for Reading and Writings Skills. It is required that you answer the pre-test
first before you go with the SLK proper and other parts of the module.
Introduction
This module is a part of a series of modules for Reading and Writing Skills. This was
developed for you to understand Text and Context Connections in Critical reading. This would
help you understand the relationship of a written text and the context in which it was
developed. Also, this would enable you to write a 1000-word critique of a selected text on the
basis of its claim/s, context, and properties as a written material.
Specifically, this aims to enable you to explain critical reading as reasoning.
(EN11/12RWS-IVac-8)
Moreover, the following are the objectives which should be met at the end of this
module:


Analyze an article provided.
Compose an essay which explains critical reading as a way of reasoning.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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Pre-test
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. It involves readers’ active engagement to think deeply by applying various
skills.
A. Inference
B. Reading Skills
C. Claims
D. Critical Reading
Ⓐ Ⓑ Ⓒ Ⓓ 2. Which of the following is not a purpose of Critical Reading?
A. evaluate ideas
B. accept all information as is
C. reveal main ideas of the text
D. analyze and evaluate the preciseness of reasoning
Ⓐ Ⓑ Ⓒ Ⓓ 3. It is the process of expressing ideas and opinions as well as justifying stand
based on existing knowledge and experiences
A. fact
B. value
C. criticism
D. reasoning
Ⓐ Ⓑ Ⓒ Ⓓ 4. A critical reader has the ability to:
A. accurately summarize arguments from the text
B. identify claims
C. discover stated or implied assumptions
D. all of the above
Ⓐ Ⓑ Ⓒ Ⓓ 5. Which of the following questions can be used in evaluating a text?
A. Who is the text in dialogue with?
B. Is any specific methodology laid out?
C. What audience is the text written for?
D. Are the conclusions warranted by the evidence presented?
SLK Proper
1. Learning Experience
Let’s Try!
Directions: Read the text on the link provided and fill in the matrix
with information about the text.
Why jailing kids is not just cruel, it’s stupid too
JC Punongbayan (2019)
https://www.rappler.com/thought-leaders/221789-reasons-jailingkids-not-just-cruel-stupid-too
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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Why jailing kids is not just cruel, it’s stupid too
Author
Main Idea
Purpose
Thesis/Argument of the Text
Claims Presented
Your Personal Evaluation of
the Text
Let’s Think!
What skill/s did you apply in the activity?
How were you able to come up with the responses needed
for the activity?
Let’s Keep These in Mind!
Critical reading involves readers’ active engagement to think deeply
by applying various skills. The critical reading activity is done to reveal
the main ideas of a text, draw a conclusion from it and connect the
information, predict its purpose, analyze the arguments, find different
points of view, and evaluate ideas (Flemming, 2012). A critical reader
has the ability to (1) accurately summarize arguments from the text,
(2) identify claims, (3) discover stated or implied assumptions, (4)
analyze and evaluate the preciseness of the reasoning that supports
a certain thesis statement, and (5) analyze, evaluate, and explain the purpose or consequence
of the use of particular facts or sources of information (Barnet & Bedau, 2011). Reasoning is
the process of expressing ideas and opinions as well as justifying stand based on existing
knowledge and experiences (Cambridge, 2016).
Knott (2016) has suggested the following steps in doing critical reading:
1. First determine the central claims or purpose of the text (its thesis). A critical reading
attempts to identify and assess how these central claims are developed or argued.
2. Begin to make some judgments about context. What audience is the text written for?
Who is it in dialogue with? (This will probably be other scholars or authors with differing
viewpoints.) In what historical context is it written? All these matters of context can
contribute to your assessment of what is going on in a text.
3. Distinguish the kinds of reasoning the text employs. What concepts are defined and
used? Does the text appeal to a theory or theories? Is any specific methodology laid
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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out? If there is an appeal to a particular concept, theory, or method, how is that
concept, theory, or method then used to organize and interpret the data? You might
also examine how the text is organized: how has the author analyzed (broken down)
the material? Be aware that different disciplines (i.e. history, sociology, philosophy,
biology) will have different ways of arguing.
4. Examine the evidence (the supporting facts, examples, etc) the text employs.
Supporting evidence is indispensable to an argument. Having worked through Steps
1-3, you are now in a position to grasp how the evidence is used to develop the
argument and its controlling claims and concepts. Steps 1-3 allow you to see evidence
in its context. Consider the kinds of evidence that are used. What counts as evidence
in this argument? Is the evidence statistical? literary? historical? etc. From what
sources is the evidence taken? Are these sources primary or secondary?
5. Critical reading may involve evaluation. Your reading of a text is already critical if it
accounts for and makes a series of judgments about how a text is argued. However,
some essays may also require you to assess the strengths and weaknesses of an
argument. If the argument is strong, why? Could it be better or differently supported?
Are there gaps, leaps, or inconsistencies in the argument? Is the method of analysis
problematic? Could the evidence be interpreted differently? Are the conclusions
warranted by the evidence presented? What are the unargued assumptions? Are they
problematic? What might an opposing argument be?
Let’s Do This
Writing Activity. In one paragraph, explain critical reading as a way
of reasoning.
2. Reflection
Why is critical reading as a way of reasoning important?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Post-test
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. Which of the following involves readers’ active engagement to think deeply by
applying various skills?
A. Inference
B. Reading Skills
C. Claims
D. Critical Reading
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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Ⓐ Ⓑ Ⓒ Ⓓ 2. Which of the following is a purpose of critical reading?
A. analyze and evaluate the preciseness of the reasoning that supports a
certain thesis statement
B. accept all information as is
C. know the author’s name
D. none of the above
Ⓐ Ⓑ Ⓒ Ⓓ 3. What is the process of expressing ideas and opinions as well as justifying
stand based on existing knowledge and experiences
A. fact
B. value
C. criticism
D. reasoning
Ⓐ Ⓑ Ⓒ Ⓓ 4. Which step in critical reading is used when you make series of judgments
about how a text is argued?
A. evaluation
B. examining evidence
C. determining reasoning employed by the text
D. determining claims
Ⓐ Ⓑ Ⓒ Ⓓ 5. Which question can be asked when you begin to make some judgments about
context?
A. Who is the text in dialogue with?
B. Is any specific methodology laid out?
C. What counts as evidence in this argument?
D. Does the text appeal to a theory or theories?
Next Steps
Write a reflection on this video from Youtube:
Critical Thinking, Reading, and Writing
https://www.youtube.com/watch?v=2yySPeYaF2Q&t=97s
You can also scan
this QR code using the
QR scanner app from
Google Play for quick
access of the video.
References
Barnet, S. & Bedau, H. (2011). Critical thinking, reading, and writing. Boston & New
York: Bedford/St. Martin’s.
Cambridge (2016). Reasoning. retrieved from www.cambridge.com
Flemming, L. (2012). Reading for thinking. Boston: Wadswort.
Freepik (2019). Various vector photos and Icons. https://www.freepik.com/
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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Knott, D. (2016). Critical Reading Towards Critical Writing.
www.advice.writing.utoronto.ca
Punongbayan, J (2019). Why jailing kids is not just cruel, it’s stupid too
https://www.rappler.com/thought-leaders/221789-reasons-jailing-kids-not-justcruel-stupid-too
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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11th/12th Grade English
Reading and Writing Skills
Self-Learning Kit
FORMULATING EVALUATIVE
STATEMENTS
How to Use this Module
Congratulations! You have successfully mastered the competency about explaining
critical reading as reasoning. Now, it’s time for you to learn another competency which will
help you more to become a better critical reader and a critical thinker as well. By the way,
have you experienced frowning and arguing to a reading material as if it will respond and
defend itself from your judgment? I am pretty sure you like to know and understand what you
are actually doing in instances like that? To know this, all you have to do is to continue reading
this module. Oh! You seem interested and excited! But oops! Don’t forget to answer the pretest provided for you my dear learner before you proceed to the Self-Learning Kit Proper. So,
what are you waiting for, this part of the module is right for you! Good luck!
Introduction
Most of us readers get satisfaction from the reading materials we read but apart from this,
our watchful eyes tend to grasp the essence of the text/s and check for possible fallacies in
the argument/s presented. This is where we formulate our judgment to what we are reading.
This part of the module will help you master the competency on:

formulating assertions about the content and properties of a text read

formulating meaningful counterclaims in response to claims made in a text read.

Meanwhile, the following are the objectives to be met at the end of the lesson:
o
identify assertions
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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
formulate evaluative statements about the text read
To achieve these, expect to encounter tasks and activities which will help you master the
above-mentioned competency.
At the end of the lesson, you are expected to answer the post-test with a passing score.
Good luck!
Pre-test
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. Which of the following gives a better explanation to show the strength and
weaknesses of something through writing.
A. Assertion
B. Counterclaim
C. Evaluative Statement
D. Critical Reading
Ⓐ Ⓑ Ⓒ Ⓓ 2. The statement, “Facebook is a cooler social media platform than Twitter” is
what type of assertion?
A. Fact
B. Opinion
C. Preference
D. Convention
Ⓐ Ⓑ Ⓒ Ⓓ 3.Read the assertion below and identify its type.
“Earth is the third planet from the sun and is the largest of the terrestrial
planets.”
A. Fact
B. Opinion
C. Convention
D. Preference
Ⓐ Ⓑ Ⓒ Ⓓ 4. What do you call the claims made to rebut a previous claim?
A. Assertions
B. Claims
C. Counterclaims
D. Argument
Ⓐ Ⓑ Ⓒ Ⓓ 5. It is based on personal choice; therefore, they are subjective and cannot be
objectively proven or logically attacked.
A. Fact
B. Opinion
C. Convention
D. Preference
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SLK Proper
1. Learning Experience
Let’s Try!
Activity 1: SPEAK YOUR MIND!
Take a look at the pictures below. What can you say about them?
*(The teacher will give the students 30 seconds to look at each
picture and tell something about it. He/she may call at least 3
students per picture to share their thoughts and insights.)
1.
2.
3.
4.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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6.
5.
\
Let’s Think!
1. How was the activity?
2. What have you noticed about your responses? Do they
reflect your belief about the topics/issues or do they
express your disagreement about them?
3. How did you come up with your answers?
Key Takeaways
Identifying Assertions
Assertions are declarative sentences that claim something is true about something else.
Simply put, it is a sentence that is either true or false. Read the following examples:




The sampaguita’s roots are used for medical purposes, such as
anesthetic and sedative.
The sampaguita belongs to the genus Jasminum of the family
Oleaceace.
The popularity of sampaguita flowers is most evident in places
of worship.
Sampaguita’s are the most beautiful and most fragrant of all
flowers.
Four common types of assertion:
1. Fact
It is a statement that can be proven objectively by direct experience, testimonies of
witnesses, verified observations, or the results of research.
2. Convention
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It is a way in which something is done, similar to traditions and norms. Conventions
depend on historical precedent, laws, rules, usage, and customs. Thus, their truthfulness is
verified by how commonly held definitions and beliefs are interpreted.
3. Opinion
It is based on facts, but is difficult to objectively verify because of the uncertainty of
producing satisfactory proofs of soundness. Opinions result from ambiguities; the more
ambiguous a statement, the more difficult it is to verify.
4. Preference
It is based on personal choice; therefore, it might be subjective and could not be
objectively proven or logically attacked.
Formulating Counterclaims
To be an effective critical thinker it is not enough just to be able to identify claims and
assertions. The ability to analyze an argument is essential to understanding the text more
deeply, but understanding the claim is not the only facet of the argument. You must also learn
how to analyze the counterclaims and evidence provided by the text. Being able to recognize and
formulate counterclaims in reaction to an argument is a characteristic of a good critical reader.
Counterclaims are claims made to rebut a previous claim. They provide a
contrasting perspective to the main argument. By being able to locate and provide
counterclaims to an argument, you show a deep competence and familiarity with the writer’s
topic. It shows that you are examining different perspectives and not just passively accepting
the writer’s claim. It shows that you have thoroughly considered the topic, and are willing to
engage different viewpoints from your own, thus remaining objective. It also helps you clarify
what your personal position is on the topic.
What is Evaluative Statement?
It is a way of giving a better explanation to show the strength
and weaknesses of something through writing. It presents a value
judgment based on a set of criteria. It is also used in giving a sound
judgment-a judgment that can be backed up or supported by valid
reasons or proofs. It is the writer’s way of explaining why a strength is
a strength and a weakness a weakness based on the evidences
gathered.
How to Formulate an Evaluative Statement:
Evaluative statements about a text are formulated after having read the text carefully
and critically, grasping the essence of the text and checking for possible fallacies in the
argument. The formulation of the evaluative statements is done in the same way you do any
other writing except that the statement is about your judgment of the text’s content and
property. You may choose your evaluative statements in two steps: 1. Formulating assertions
about the content and the properties of a text read; 2. Formulating a meaningful counterclaim
in response to a claim made in the text read. In this step, you have to examine which ideas
are facts or opinions, make inferences or conclusions, and assess the overall quality of the
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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text. These assertions usually contain evaluative languages such as useful, significant,
important, insightful, detailed, up-to-date, comprehensive, practical, etc.
The following will help you formulate evaluative statements:





Examine the entire text. Scan the part you find significant. Jot down notes/reasons
what made it significant.
Trace reliable evidence to support your views and feelings.
Have a copy of the strengths and weaknesses. Once organized, counter check the
statements.
Evaluate whether or not your output covers the essential elements and is worthy for
sharing with the other readers.
Look back and reflect on the activity you have just accomplished.
Using Evaluative Statements to Define Strengths and Weaknesses






Statements should be evaluative, not descriptive. Wherever possible, include specific
information which enables strengths and weaknesses to be quantified. Show why
something is a strength or shortcoming, rather than just stating the facts.
Use data and benchmarks wherever possible – compare performance to
benchmarking data or show trends over previous years. Compare outcomes to targets
set previously by the provider. This helps to put raw data into context, and to show that
standards are improving and the provider is moving on.
Be clear about where there are genuine strengths, rather than normal features which
would be expected in any provider. Compliance with statutory or contractual
obligations is a norm, not a strength.
Show the impact of both strengths and weaknesses – if surveys and reviews are
undertaken to assess effectiveness, how are the results acted on? If there is a
shortcoming, how does it impact on learners and other stakeholders?
Make statements clearer and more robust by showing how judgements have been
reached (‘Course reviews show that…’)
Avoid vague statements (‘Some aspects of governance need to be improved’ – which
aspects? How do they need to be improved?)
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Learner’s Attainment
Learner’s completion
learner’s attainment
Learner’s completion
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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Let’s Do These!
TASK 1: Be Watchful!
Identify the type of assertion in each statement.
Fact
Convention
Opinion
Preference
1.
2.
3.
4.
5.
6.
7.
8.
It is better to watch comedy than horror movies.
John Amos Comenius is called the Father of Modern Education.
In America, the bride's family pays the majority of the wedding costs.
Luzon, Visayas, Mindanao are three main regions of the Philippines.
It is believed that using a broken mirror brings misfortune.
I think that green is the best color.
I prefer to go to Maldives than to St. Gallen.
Corazon Aquino was the 11th president (and first female president) of the
Philippines. She restored democracy after the long dictatorship of Ferdinand
Marcos.
9. Roman Catholics genuflect as a way of showing respect to God in the church.
10. Many fitness enthusiasts believe that regular exercise promotes good sleep.
TASK 2: Objection Your Honor!
Group yourselves into 4. Watch the video clip from the link assigned to your group.
Then, formulate counterclaims out of the claims presented by each speaker. You have to
present your answers in front of the class.
Group 1- pre-marital sex
https://www.youtube.com/watch?v=YKdSLsGMcnA
Group 2- Catriona Gray in final Q and A (Miss Universe 2018)
https://www.youtube.com/watch?v=PfR-hq3kI-Q
Group 3- sex education in schools
https://www.youtube.com/watch?v=yolZls90PvM
Group 4- same sex marriage https://www.rappler.com/nation/191616-duterte-same-sexmarriage-philippines-change-law
TASK 3: Mr. And Ms. Q and A with a Twist
The teacher will serve as the host of the game. He/she will formulate questions to be
asked to each contestant. The contestant will be selected by the members of each group.
Instead of the contestant giving his/her own thoughts and ideas alone, the whole group will
collaborate for 3 minutes to come up with a good answer before their representative share it
to the audience for a maximum of 2 minutes . While a contestant is delivering his/her group’s
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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answer, the remaining groups will serve as judges who will give their comments and feedback
or EVALUATIVE STATEMENTS right after each contestant is done. Sample questions:
1. As a student, which is more useful, traditional libraries or internet? Why?
2. If you were to watch a movie, which genre would you prefer, love story or horror? Why?
3. When it comes to news broadcasting, which TV network do you prefer, GMA or ABS-CBN?
4. If you were to visit a place in the Philippines, which will you choose, Boracay or Coron,
Palawan?
To assess the judges’ EVALUATIVE STATEMENTS
5
4
The evaluative
statements are
truly evaluative
not descriptive.
They are factual,
clear, wellorganized and
free from
grammatical
errors.
The evaluative
statements are
truly evaluative
not descriptive.
They are factual,
clear, wellorganized and
but contain
grammatical
errors.
3
The evaluative
statements are
truly evaluative
not descriptive.
The are factual,
clear, but not
well-organized
and contain
grammatical
errors.
2
1
The evaluative
statements are
truly evaluative
not descriptive.
The are factual,
but not clear, not
well-organized
and contain
grammatical
errors.
The evaluative
statements are
truly evaluative
not descriptive.
The are not
factual, not clear,
not
comprehensive,
not wellorganized and
contain
grammatical
errors.
To assess each contestant’s content of his/her answer
5
The content is
clear,
comprehensive
and wellorganized and
free from
grammatical
errors.
4
The content is
clear,
comprehensive
and wellorganized but
contain
grammatical
errors.
3
The content is
clear,
comprehensive
but not wellorganized and
contain
grammatical
errors.
2
The content is
clear but not
comprehensive,
not wellorganized and
contain
grammatical
errors.
1
The content is
not clear, not
comprehensive,
not wellorganized and
contain
grammatical
errors.
TASK 4: Let’s Visit, Read and Evaluate!
With the same group, visit the four corners of the room with excerpts of texts
posted. Your first task is to read the text in the corner you are first assigned to and then
formulate evaluative statement and counterclaim if you like to rebut any of the ideas presented.
You are given 7 minutes to read and answer. After such time, you have to transfer to the next
corner until you visited all corners Please write your evaluative statement and counterclaim
on the spaces provided for each group.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
20
*The articles to be posted by the teacher are attached at the last part of this module.
TASK 5:Let’s Create!
Recall your most treasured moment as a senior high student. Compose it in a paragraph.
Invite a partner in class to formulate 2 or 3 evaluative statements about it and do the same to
his/her work. The sample evaluation form below can guide you.
STRENGTHS
SUGGESTIONS
EVALUATIVE
STATEMENTS
My Composition
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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To assess Student’s Output on the EVALUATIVE STATEMENTS
5
The evaluative
statements are
truly evaluative
not descriptive.
They are
factual, clear,
well-organized
and free from
grammatical
errors.
4
The evaluative
statements are
truly evaluative
not descriptive.
They are
factual, clear,
well-organized
and but contain
grammatical
errors.
3
The evaluative
statements are
truly evaluative
not descriptive.
The are factual,
clear, but not
well-organized
and contain
grammatical
errors.
2
The evaluative
statements are
truly evaluative
not descriptive.
The are factual,
but not clear,
not wellorganized and
contain
grammatical
errors.
1
The evaluative
statements are
truly evaluative
not descriptive.
The are not
factual, not
clear, not
comprehensive,
not wellorganized and
contain
grammatical
errors.
To assess Student’s Output: On Composition
5
4
3
2
1
The
composition is
clear,
comprehensive
and wellorganized and
free from
grammatical
errors.
The
composition is
clear,
comprehensive
and wellorganized but
contain
grammatical
errors.
The
composition is
clear,
comprehensive
but not wellorganized and
contain
grammatical
errors.
The
composition is
clear but not
comprehensive,
not wellorganized and
contain
grammatical
errors.
The
composition is
not clear, not
comprehensive,
not wellorganized and
contain
grammatical
errors.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
22
2. Reflection
Relate the pictures below to what you have learned from the lesson.
Write your answers here.
Post-test
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. Which of the following should not be remembered when formulating evaluative
statements?
A. Statements should be clear about where there are genuine strengths
B. Statements should be descriptive.
C. Make statements clearer and more robust by showing how judgments have
been reached
D. Avoid vague statements.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
23
Ⓐ Ⓑ Ⓒ Ⓓ 2. What are declarative sentences that claim something is true about something
else?
A. Counterclaim
B. Opinion
C. Assertion
D. Evaluative Statement
Ⓐ Ⓑ Ⓒ Ⓓ 3.Read the assertion below and identify its type.
“Aristotle, the Greek philosopher is regarded as the father of Biology”
A. Convention
B. Opinion
C. Fact
D. Preference
Ⓐ Ⓑ Ⓒ Ⓓ 4. "The text is useful because it provides accurate data that readers should know
about the topic.” is an example of ____________.
A. Assertion
B. Counterclaim
C. Evaluative Statement
D. Fact
Ⓐ Ⓑ Ⓒ Ⓓ 5. Which of the following gives a better explanation to show the strength and
weaknesses of something through writing?
A. Assertion
B. Counterclaim
C. Evaluative Statement
D. Critical Reading
References
Abao, Ethel L. et.al (2016). Critical Reading and Writing for the Senior High School.
Quezon City: Lorimar Publishing, pp. 118-119.
Andreypopov. (n.d.). Divorce Rings. retrieved from https://www.illinoislegalaid.org
/sites/default/files/divorce_rings_with_handwritten_note.jpg
Al Jazeera English (2010). Philippine government sued over sex education policy.
retrieved from https://www.youtube.com/watch?v=yolZls90PvM
Basa, M. (2017). Duterte on same-sex marriage: 'We can change the law'. retrieved
from https://www.rappler.com/nation/191616-duterte-same-sex-marriagephilippines-change-law
Belino, M. (2017). Critical Reading as Reasoning. https://www.slideshare.net/
marykatrinebelino/critical-reading-as-reasoning-78474306
Bethke, J. (2013). Why Is Sex Outside Of Marriage So Destructive? | Tim Keller.
retrieved from https://www.youtube.com/watch?v=YKdSLsGMcnA
Casin, K. (2018). Miss Universe 2018 Catriona Gray Q and A (Answer with
advocacy). retrieved from https://www.youtube.com/watch?v=PfR-hq3kI-Q
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
24
Essayfarm (2003). Filipino Food for Thought. retrieved from
http://essayfarm.com/view.php?id=14586&title=Filipino%20food%20for%20th
ought
Essays, UK. (November 2018). The Development of Korean Pop Culture. Retrieved
from https://www.ukessays.com/essays/media/the-development-of-thekorean-pop-culture-media-essay.php?vref=1
EVirtualGuru. (2017). Patriotism – Love of One’s Country. retrieved from
http://evirtualguru.com/essay-on-patriotism-love-of-ones-country-completeessay-for-class-10-class-12-and-graduation-and-other-classes/
Feministaa, S. (2018). LGBT. retrieved from. http://feministaa.com/wp-content/
uploads/2018/06/maxresdefault-1-1024x576.jpg
Flat Icon. (2019). Writing Book with Pen free vector icons designed by Freepik.
Retrieved
from
https://www.flaticon.com/free-icon/writing-book-withpen_85536#
Gr8AmbitionZ (2018). Is Sex Education Necessary?. retrieved from https://2.bp.blog
spot.com/-17u28FYMiRs/WGSk2h7DjGI/AAAAAAAAgV0/GsEB9ssMq9osZ3
dQqquIuBx6peKFjxltQCLcB/s1600/Is%2BSex-Education%2BNecessary%2
Bin%2BSchool.jpg
Jensen, K. (2017). The War On Drugs Scam. retrieved from https://www.halseynews
.com/wp-content/uploads/2017/06/war-on-drugs-policy.jpg
Learning Wales (2014). http://learning.gov.wales/docs/learningwales/publications/
090727-evaluative-statements-en.pdf
Mahmud, J. (2019). https://www.scribd.com/document/337662336/Critical-Readingas-Reasoning
Madraya, D. (2015). The Misery of Premarital Sex. retrieved from https://i.ytimg.
com/vi/QhetwFcZ-Zc/maxresdefault.jpg
Mootz, N. (2017). Understanding and Preventing Cyberbullying. retrieved from
https://blogging.com/wp-content/uploads/2017/09/Cyber-bullying-01.webp
Success. (1969, December 31). In MegaEssays.com. retrieved 01:11, February 26,
2019, from https://www.megaessays.com/viewpaper/11387.html
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
25
Patriotism – Love of One’s Country
Patriotism is the love of one’s own country. It is a divine spark in the human breast. It
teaches a man to love his own native land more than anything else. A patriot thinks no scarifies
too great for his country, he is ever prepared to die for this motherland.
Patriotism, often makes people unjust, unfair and ungenerous in their estimate of the
people of other countries. Every nation, every country has something definite and distinct to
contribute to the cultural heritage of the world. It is foolish to say that anyone nation has all the
monopoly of God’s good gifts. Patriotism must be sobered by a proper respect for other
people’s culture.
Mahatma Gandhi declared, Patriotism is good, but it must not supersede the feeling of
universal love for all humanity. It must not make us indifferent to the growing concept of “One
World”.
Patriotism should not be mixed up with mere nationalism. If we keep this distinction
quite clear, patriotism will never mislead us into vain glorious boastfulness. We must love our
country, but we must not hate the people of other country. a true patriot must be prepared to
learn from them, to help them, to co-operate with them. Then patriotism will gradually be
superseded by the cult of universal brotherhood…
FORMULATE EVALUATIVE STATEMENT AND COUNTERCLAIM
GROUP 1:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
GROUP 2:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
GROUP 3:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
GROUP 4:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
26
Filipino Food for Thought
Food is a very important part of a Filipino's life. No gathering would be complete without
the lechon and so many other Filipino delicacies that we so enjoy. In my personal observation,
it can be said that Filipinos seem to live simply for the pleasure of eating. You can't visit a
home without being offered a drink and food from the people there. It seems that food and the
Filipino have been deeply rooted together. It may be that through food that brings the Filipino
family close together.
Indeed, we have come a long way from simply catching our prey and eating it raw and
bloody. We have turned cooking and baking into an art form. Of course, through the help of
modern inventions, cooking has evolved so much that it doesn't even take you the whole day
to prepare a meal that tastes like a feast! Microwaves and electric stoves replace all those
clay pots and stone oven used a long time ago. Everything we need comes in neat little
packages that just need to be opened, reheated and, Voila! Dinner is served…
FORMULATE EVALUATIVE STATEMENT AND COUNTERCLAIM
GROUP 1:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
GROUP 2:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
GROUP 3:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
GROUP 4:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
27
Reasons Why the Korean Wave Became Popular in Asia
The good quality of cultural media comes to the foremost reason. According to the
Chinese local analysis, Korean dramas have outstanding storylines, well designed characters,
and sophisticated directing system. Plus, original background music (OST) are excellent as
well. Whether Chinese or Taiwanese dramas repeat the obvious storylines making people
already bored by watching only the first episode, Korean dramas own various styles and types
of story raging widely. Their creativities in developing stories fuel people’s curiosities to see
the next episode.
Korea actors’ handsome appearance, stylish fashions and hairstyles, and outstanding
acting abilities are said to the best among Asian actors. Improved technology in film producing
helps background settings and music to be wonderfully assimilated to each other. Camera
walking and well designed composition of pictures improve overall quality of the video…
FORMULATE EVALUATIVE STATEMENT AND COUNTERCLAIM
GROUP 1:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
GROUP 2:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
GROUP 3:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
GROUP 4:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
28
Success
Perhaps the most important realization that an individual can make in their quest for
personal growth is that there is no single formula that defines the path to personal success.
We all have different goals and priorities, which mean that different activities and attitudes will
make us feel good about ourselves. So how is it that we can define success for each individual
based upon his or her natural strengths and weaknesses as well as inherited personality type?
To be successful is to understand what is important to you, to recognize your weaknesses
without hiding behind them, to strive for balance as well as open new doors in life…
FORMULATE EVALUATIVE STATEMENT AND COUNTERCLAIM
GROUP 1:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
GROUP 2:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
GROUP 3:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
GROUP 4:
EVALUATIVE STATEMENT:
COUNTERCLAIM:
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
29
11th/12th Grade English
Reading and Writing Skills
Self-Learning Kit
DETERMINING TEXTUAL EVIDENCE
How to Use this Module
This module is designed for you, dear learner. This is divided into different parts such
as pre-test, SLK proper, post-test, and next steps. All these are crafted to enable you to meet
the competencies for Reading and Writings Skills. It is required that you answer the pre-test
first before you go with the SLK proper and other parts of the module.
Introduction
This module includes activities and exercises. When working through the materials,
the information should be read and then the questions or exercises should be answered.
Examples and answers are provided in order that the learners can check their work as soon
as an activity or exercise is completed. Learners should learn how to determine textual
evidence to validate assertions and counterclaims made about a text read (EN11/12RWSIVac-10).
At the end of this module, the learners are expected to:


gather textual evidence in support of an assertion about a text, and
use textual evidence to make inference.
Pre-test
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. It is stated clearly and in detail, leaving no room for confusion or doubt.
A. textual evidence
B. explicit
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
30
C. implicit
D. inference
Ⓐ Ⓑ Ⓒ Ⓓ 2. It means implied or indirect.
A. explicit
B. implicit
C. textual evidence
D. inference
Ⓐ Ⓑ Ⓒ Ⓓ 3. It means drawing a conclusion on the basis of circumstantial evidence.
A. implicit
B. explicit
C. textual evidence
D. inference
Ⓐ Ⓑ Ⓒ Ⓓ 4. It is defined as the details given by the author in order to support his/
her claim.
A. inference
B. explicit
C. textual evidence
D. implicit
Ⓐ Ⓑ Ⓒ Ⓓ 5. This is a statement or series of statements for or against something.
A. implicit
B. explicit
C. inference
D. argument
SLK Proper
1. Learning Experience
Let’s Warm Up!
Directions: Read and analyze the poem, “Harlem” by Langston Hughes
What happens to a dream
deferred?
Does it dry up
Like a raisin in the sun?
Or fester like a sore ---Does it dry up
like a raisin in the sun?
Or fester like a sore—
And then run?
Does it stink like rotten
meat?
Or crust and sugar over—
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
Task:
Write an essay in
which you analyze
the mood of the
poem.
Tip: You can consult the dictionary for the meaning of some unfamiliar words.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
31
Let’s Keep These in Mind!
When we are talking about the use of text evidence in
the classroom, we are usually talking about three
separate, yet interrelated skills:
1. Making an inference/conclusion.
2. Supporting that inference/conclusion with direct
evidence from a text.
3. Explaining, in your own words, how that evidence you chose supports the
inference/conclusion you made.
What is textual evidence?
To better evaluate the author’s argument, you should be able to determine the
evidence from the text. This will allow you to validate the assertions of the author and your
own counterclaims as a response to reading.
Textual evidence is defined as the details given by the author in order to support his/her
claims. It reveals the position of the writer and make the reading more interesting. Evidence
are details that will strengthen, add variety or weight to any argument.
This can include the facts and statistics, opinion from experts, personal anecdotes,
and research works.
Textual evidence is when you use specific examples from a text such as quotations to
help support your own claims and ideas.
It is important because it gives your words validity and strength, proving that you did
read and understand that text yourself.
Warm-up Activity Analysis:
Here is a response without textual evidence.
“Harlem” by Langston Hughes gives me the
feeling, or mood, of anger, and depression. It feels
like the idea of deferring dreams is hurtful and
maybe even causes one become resentful before
eventually being overcome by anger.
Without textual evidence, you are making empty claims without any support to back
them up. This makes you an unreliable writer. Because you don’t have any proof that
what you’re saying is a valid interpretation.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
32
Analyze the response with textual evidence.
“Harlem” by Langston Hughes gives me the feeling, or mood
of anger and depression. It feels like the idea of deferring
dreams is hurtful and maybe even causes one to become
resentful before eventually being overcome by anger. I
know this because the poem uses the words “foster like
a sore,” which gives me a feeling of pain. Further, describing
deferred dreams as if they “stink like rotten meat” is an
unpleasant image, giving me the feeling of resentment.
Finally, when the poem end with “Or does it explode?”
makes me think of a person who boils over in anger.
KEY TAKEAWAYS…
Introduce the
evidence.
Include the exact
wording from the text,
in quotation marks.
Use your words
to connect the quote to
your claim.
How to provide textual evidence?
After reading the text:

answer the question using inference.

Cite evidence in the text to support your thoughts
and opinions

Explain your answer with evidence by
paraphrasing or directly quoting.
When you have ideas about what you read, you need
to cite explicit textual evidence to support your ideas.
When you read, you are often asked to express your ideas about the text. In order to let the
people know you are not making up things, you should use explicit evidence to support your
opinions or answers.
Let’s Do These!
Exercise 1
Directions: Analyze each of the following paragraphs. Then answer the questions below.
I.
Every day after work Paul took his muddy boots off on the steps of the front
porch. Alice would have a fit if the boots made it so far as the welcome mat. He
then took off his dusty overalls and threw them into a plastic garbage bag; Alice left
a new garbage bag tied to the porch railing for him every morning. On his way in
the house, he dropped the garbage bag off at the washing machine and went
straight up the stairs to the shower as he was instructed. He would eat dinner with
her after he was "presentable," as Alice had often said.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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1. What type of work does Paul do?
A. a lawyer
B. a construction worker
C. a doctor
D. a garbage man
2. Based on the text, how do you know Paul works in construction?
A. He has tools
B. He goes straight up the stairs to shower
C. His boots are muddy and his overalls are dusty
D. He wears a hat
3. What type of person is Alice?
A. Care free and calm
B. meticulous and controlling
C. messy and sloppy
D. sad and angry
4. What type of relationship do Paul and Alice have?
A. They are brother and sister
B. They are neighbors
C. They are colleagues
D. They are husband and wife
II.
Crack! Thunder struck and rain poured. Max stared blankly out the window, trying
to contain his emotions that raged like the weather. He was beginning to lose
it. Dropping the kite from his hand, Max broke out into full sob. His mother
comforted him, "There, there, Max. We'll just find something else to do." She
began to unpack the picnic basket that was on the counter and offered him a
sandwich. Max snapped, "I don't wanna sandwich!" A flash from the sky lit up the
living room. Boom! Mom sighed.
1. Why is Max upset?
A. It is raining and he cannot go outside
B. He is hungry
C. He is scared of thunderstorms
D. He is bored
2. What line in the text tell you that Max is upset it is raining?
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
34
A. He says, "I don't wanna sandwich?"
B. Dropping his kite from his hand, Max broke out into a full sob
C. Thunder struck and rain poured
D. Mom sighed
3. What was Mom planning on doing with Max today?
A. Taking Max to the Zoo
B. Going to the mall
C. Taking Max to a movie
D. Taking Max on a picnic
4. What lines from the text support the idea that Mom and Max were planning to
go on a picnic?
A. She began to unpack the picnic basket
B. Max stares blankly out the window
C. Mom offers Max a sandwich
D. His mother comforted him
5. Which piece of evidence could be used to BEST support this claim:
High school students should be required to wear uniforms.
A. When adding everything up, a school uniform could end up costing more
than $200.
B. A student reported, "Allowing us to wear our own clothes gives us a chance
to show our unique style and independence."
C. At one school that recently required students to wear uniforms, attendance
rates went up, and behavior incidents went down.
D. School uniforms can be ordered online.
6. Stephen and Joseph Montgolfier were papermakers, but they had been
interested in flying for many years. One night, in 1782, Joseph noticed
something that gave him an idea. He was sitting in front of the fire when he saw
some small pieces of scorched paper being carried up the chimney. Soon
afterwards, the brothers conducted an experiment. They lit a fire under a small
silk bag, which was open at the bottom; at once, the bag rose to the ceiling.
After this, Stephen and Joseph conducted many more experiments, both
indoors and in the open air. Eventually, they built a huge balloon of linen and
paper. On June 5th, 1783, they launched their balloon in the village of Liberty.
Which sentence in this article provides text evidence for the inference that the
Montgolfier brothers used hot air to lift their balloon?
A. Eventually, they built a huge balloon of linen and paper.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
35
B. They lit a fire under a small silk bag, which was open at the bottom; at once
the bag rose to the ceiling.
C. On June 5th, 1783, they launched their balloon in the village of Liberty.
D. One night, in 1782, Joseph noticed something that gave him an idea.
Exercise 2
Directions: Analyze each argument below. Answer the question that follows by encircling the
letter of the correct answer.
1. Argument: School uniforms are very beneficial in schools today. Which would be a
CLAIM for this argument?
A. Uniforms in schools increase student safety.
B. Uniforms do not allow students to express their individuality.
C. Bullying and attacks are not stopped just because of uniforms.
2. Argument: Milk is very healthy for the human body. Which could be a
COUNTERCLAIM for this argument?
A. Drinking milk contributes to obesity.
B. Milk provides many healthy vitamins and minerals for the body.
C. Milk helps to strengthen bones.
3. Argument: Cell phone radiation is harmful to people. Which would be a CLAIM for this
argument?
A. Studies show that there is a correlation between cell phone radiation and brain
tumors.
B. Cell phone radiation is not powerful enough to cause cancer.
C. There are regulations and limits on how much radiation is allowed in cell
phones.
4. Argument: There are several disadvantages to social media. Which would be a
COUNTERCLAIM for this argument?
A. Social media spreads false information.
B. Social media allows news to be broadcasted quickly.
C. Social media is not private or secure.
5. Argument: There are several disadvantages to social media. Which would be a CLAIM
for this argument?
A. Social media allows police to catch criminals.
B. Social media helps students do better in school.
C. Students who use social media often, have lower grades.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
36
6. Argument: College athletes should be paid. Which would be a CLAIM for this
argument?
A. College athletes bring in money for the college because people pay to come
watch them play.
B. College athletes would have to pay taxes and likely not be able to afford tuition
expenses if they were paid.
C. College athletes are not professionals, they are just playing at an advanced
level.
7. Argument: The 20-centavo coin should continue to be used in the Philippines.
Which is a COUNTERCLAIM for this argument?
A. The 20-centavo coin reduces price increases.
B. The 20-centavo coin is collected by many charities.
C. The 20-centavo coin is basically not worth anything.
8. Penguins live in cold, windy places and gather in large groups. Why do you think they
stand close together?
A. To hunt for fish more easily
B. To dance
C. To stay warm
D. To hide from their predators
9. Many animals in the forest eat insects. Why might one kind of insect look like a stick?
A. To stand out in the forest
B. To blend into the forest
C. To warn animals not to eat it
D. To move faster in the trees
10. Grandpa sees that his chocolate cake is all gone. Brad has crumbs on his mouth.
What do you think happened?
A. Brad baked his own cake.
B. Brad needs to brush his teeth better.
C. Brad ate Grandpa's chocolate cake.
D. Brad ate Grandpa
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
37
Exercise 3
Choose the appropriate inference for each of the following scenarios:
1.
Before the 1800's people didn't have right or left shoes. They had shoes of just one
shape that they used for both feet. When people first saw right and left shoes, they
laughed. They called them "crooked shoes." "What a silly idea," they said. You can
tell that shoes before 1800:
A. were pretty
B. didn't look alike
C. didn't fit very well
2.
Tim looked out the window. The house looked so lonely. Tim's father put the last
suitcase in the trunk and started up the car. Thor, his dog, put his head on Tim's lap,
like he understood how Tim was feeling. "It's okay Thor," he said, "Dad says we will
like Baguio." What is happening?
A. Tim is sad because his dog doesn't have a house to live in.
B. Tim is taking a trip to visit people he doesn't know.
C. Tim is taking Thor to live with his grandmother.
D. Tim is moving to Baguio with his family.
3. Joseph and Caitlin were choosing the players for their teams. It was Caitlin's turn to
choose, and only Jason was left. Caitlin said, "Jason." Caitlyn said with a sigh. We can
infer that…
A. Jason was the best player.
B. Caitlin wanted Jason on her team.
C. Jason was not a very good player.
D. Caitlin had a hard time choosing a team member.
4. Many breeds of dogs are used for work. In many cultures dogs are used to herd sheep.
The dogs keep the flock from being attacked by animals such as wolves. They also
keep sheep from wandering off. Sheepdogs are known for their loyalty and gentleness.
Based on your reading of the text, you can INFER that:
A. Sheepdogs are not very smart dogs.
B. Sheepdogs are gentle and loyal.
C. There are many breeds of dogs.
D. Wolves are afraid of sheepdogs.
5. Which sentence from the selection suggests that Suzy likes to play basketball?
A. Suzy's mom makes Suzy practice basketball every day.
B. Suzy looks forward to her basketball games.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
38
C. Suzy scored 5 points in her last basketball game.
D. Suzy and her mom get ice cream after her basketball games.
6. Which sentence from the selection supports that the computer was not working
properly?
A. Rita took three hours to finish her homework.
B. Ritaʼs homework was not finished.
C. Rita had to write out her story instead of typing it.
D. Ritaʼs homework was not done correctly.
7. Which sentence suggests that Joanna rode her bike to school?
A. Joannaʼs hair was a little messy when she got to school.
B. Joanna crossed three streets on her way to school.
C. Joanna went four blocks on her way to school.
D. Joanna had to put her helmet inside the classroom closet.
8. Which sentence supports that Jack is feeling sleepy?
A. Jack went to bed late because he was at a birthday party.
B. Jackʼs eyes were droopy and his eyelids felt really heavy.
C. Jack put his head down on the desk.
D. Jack was not paying attention to the lesson.
9. Which of the following shows why Sam refused to play in the tournament?
A. SAM: Yeah, I think so, too.
B. SAM: Why? Because I 'm a girl?
C. SAM: Oh, I don't think so.
D. SAM: You wouldn't appreciate my talents, since I'm a girl!
10. Rachel was on her way to volunteer at the animal shelter. She was very excited! She
really liked dogs. Her brother was allergic to dogs, however, so she was rarely around
them. Rachel had a lot of fun playing with the puppies, but after her shift, itchy bumps
appeared on her arms.
It is likely that:
A. Mosquitoes bit Rachel
B. Rachel is allergic to dogs, too
C. Rachel fell in poison ivy
D. Rachel was already sick
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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2. Reflection
Reflect on what you have learned after taking up this lesson by completing the chart
below.
What were your thoughts
or ideas about the
principles
of
textual
evidence prior to the
discussion of this lesson?
I thought …
What new or additional
ideas did you learn after
taking up this lesson?
I learned that …
Post-test
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. It means drawing a conclusion on the basis of circumstantial
evidence.
A. implicit
B. explicit
C. textual evidence
D. inference
Ⓐ Ⓑ Ⓒ Ⓓ 2. It is stated clearly and in detail, leaving no room for confusion or doubt.
A. textual evidence
B. explicit
C. implicit
D. inference
Ⓐ Ⓑ Ⓒ Ⓓ 3. It is defined as the details given by the author in order to support his/
her claim.
A. inference
B. explicit
C. textual evidence
D. implicit
Ⓐ Ⓑ Ⓒ Ⓓ 4. It means implied or indirect.
A. explicit
B. implicit
C. textual evidence
D. inference
Ⓐ Ⓑ Ⓒ Ⓓ 5. This is a statement or series of statement for or against something.
A. implicit
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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B. explicit
C. inference
D. argument
Next Steps
Reinforcement Activity
Individual or Group Activity: Text Evidence Jeopardy
https://jeopardylabs.com/play/text-evidence-51
Group Activity: Murder Mystery and Small Texts
Source: https://www.educationworld.com/ways-scaffoldfinding-text-evidence
This worksheet on the link was created to have students look at “text evidence” as if it were
the evidence for a murder case. Television and movies make this sort of process more
familiar to our modern readers, as there’s very little difference between collecting evidence
at a crime scene and collecting evidence in a text.
Tip:
This can be group work, or an individual assignment. Students can be prosecutors against
each of the suspects. You need to underline or highlight text evidence – words directly from
the police report – that you think could be used to accuse the suspect of the murder. Once all
evidence is compiled, try to prove why their suspect is more likely to be the murderer. Your
teacher can play the role of judge, but the accusation should be based solely upon the amount
of text evidence that has been collected. This activity allows students to compile and evaluate
the credibility of multiple sources of information in order to make their case.
References
Carter, M. (2019). Citing Textual https://quizizz.com/admin/quiz/ 56feda50a6cfc46
079042a61/citing-textual-evidence
Jakubik, S. (2019). Inferences https://quizizz.com/admin/quiz/56df48957802c2e
37b313a06/inferences
Jeopardy Labs (2019). Text Evidence. https://jeopardylabs.com/play/text-evidence-51
Lambert, K. (2019). Ways to Scaffold Finding Text Evidence https://www.education
world.com/ways-scaffold-finding-text-evidence
Meyers, S. (2019). Claim Statements and Evidence. https://quizizz.com/admin/quiz/
5c4f4d652dfe18001abe8bf0/claim-statements-and-evidence
Katherine, H. (2017) https://www.youtube.com/watch?v=_KI58OHo5m8
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
41
11th/12th Grade English
Reading and Writing Skills
Self-Learning Kit
PURPOSEFUL WRITING IN THE
DISCIPLINE AND FOR PROFESSIONS
How to Use this Module
This module is designed for you, dear learner. This is divided into different parts such
as pre-test, SLK proper, post-test, and next steps. All these are crafted to enable you to meet
the competencies for Reading and Writings Skills. It is required that you answer the pre-test
first before you go with the SLK proper and other parts of the module.
Introduction
This was designed to help you understand the difference between academic and
professional writing. It is for this reason that that the two writing strategies were compared and
contrast. Specifically, this aims to help you explain how one’s purpose is a crucial
consideration in academic and professional writing (EN11/12RWS-IVdg-11). An
understanding of how the purpose of both writing styles will help you appreciate each one’s
meaning in your academic life.
Pre-test
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. Which among the choices is an example of professional writing?
A. literature review
B. memorandum
C. narrative essay
D. position paper
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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Ⓐ Ⓑ Ⓒ Ⓓ 2. Which is not true about academic writing?
A. The process of breaking down ideas
B. About what you think and what evidence has contributed to that thinking
C. Targeted to colleagues, business people, managers and sometimes clients
D. Using deductive reasoning, formal voice, and third person point-of-view
Ⓐ Ⓑ Ⓒ Ⓓ 3. Where is professional writing used?
A. Workplace
B. School
C. Home
D. Church
Ⓐ Ⓑ Ⓒ Ⓓ 4. Academic writing uses:
A. Formal voice
B. Third person point-of-view
C. Active voice
D. Business language
Ⓐ Ⓑ Ⓒ Ⓓ 5. What kind of tone does professional writing have?
A. Casual
B. Formal
C. Slang
D. business
SLK Proper
1. Learning Experience
Let’s Try!
Directions: Classify the word/s from the information box
below to its corresponding column.
Academic Writing
Book Review
Research Report
E-mail
Persuasive Essay
Professional Writing
Resume
Memorandum
Project Proposal
Literature Review
Application for College Admission
Application for Employment
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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Let’s Think!
1. How are academic and professional writing similar?
2. How are they different?
3. How did your personal experience/s helped you in classifying
the sample outputs?
Let’s Keep These in Mind!
Academic writing is the process of breaking down ideas and using deductive
reasoning, formal voice and third person point-of-view. It is about what you think and what
evidence has contributed to that thinking.
Professional writing is a style of written communication used in a workplace
environment that allows professionals (e.g. businesspeople, professors, doctors, lawyers,
etc.) to make informed decisions. Professional writing typically has a formal tone and differs
from written text that is considered literary or artistic, which generally seeks to entertain and/or
convey a philosophical truth.
Academic writing and professional writing are extremely different yet they also have
similarities, and you will likely encounter both of these styles at different points in your life.
While you are in school, academic writing will take up most of your assignments.
However, when the time comes for you to graduate, you need to sharpen your professional
writing skills. As a Senior High School student, it’s an advantage for you to be familiar with
these two techniques.
So what exactly sets these two styles apart? Paul Taylor (2015) distinguish the
difference between the two which would help you maximize your full potential in your writing
journey.
How is academic writing different from professional writing?
Academic Writing
Professional Writing
You have different goals in Done mostly to showcase Often done to influence or
academic
writing
vs. research and expertise in a convince
someone
of
professional writing
specific are or topic of something.
interest.
Different people are listening
Done
for
academia: Targeted to colleagues,
professors, fellow students, business people, managers
researchers, and industry and sometimes clients.
experts such as scientists or
historians.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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Tone of voice can change
Most are written in third
person narrative. Sometimes
literary or artistic
Sometimes written in first
person depending on the
specific situation or context.
Typically has a formal tone.
Active and passive voice
Often written for someone
who has more time on their
hands to go through and
read
the
arguments.
Therefore, sentences can be
longer and use passive
voice.
The audience likely has
many other reports or papers
to read and will skim through
for
the
main
points.
Sentences
should
be
shorter, more to the point
and in the active voice.
According to Berkeley University of
California (2019) academic and professional
writing do share some similarities. Here is a
brief list of similarities:

Writing for both purposes is built on a
good command of English writing skills (i.e.,
good grammar, sentence and paragraph


structure, style, diction and tone).
Both require good use of framing, although academic essays typically assume audiences
with no prior knowledge of the topic of the essay.
Both also require sound, logical arguments supported by reliable evidence that can be
traced to a valid source. In turn, this means that both types of writing require good
writing organization skills.
The general purpose of academic writing is to present
information in order to display a clear understanding of a
particular subject. The most common purposes in
academic writing are to persuade, analyze/synthesize, and
inform. (Whitaker, A. 2009)
Vivian Taylor as published in study. com stated that the
general purpose of professional writing is to convey
information to readers within a workplace context. The
specific function of professional writing can be one or a
mixture of the following, depending on context:


To encourage action
To instruct
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
45



To persuade
To inform
To affirm shared goals
Let’s Do These!
Task #1. Think-Pair Share.
With a partner, discuss the purpose of academic and professional writing. Write your
answers in the chat box.
CHAT BOX
Academic Writing
Professional Writing
Task #2. Look – Write.
Write an academic and professional writing sentences in reference to the pictures below.
1.
2.
3.
4.
Academic Writing
Professional Writing
1.
2.
3.
4.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
46
Task #3. Compare and contrast your writing.
Fill the gaps below with as many words and expressions as you can.
1. Overall, the two strategies of writing are ______________________________
__________________________ _____________________________identical.
2. Overall, the two styles of writing are_________________________________
_______________________________________________________different.
2. Reflection
1. What is the most important lesson I learned today?
2. How will I incorporate my previous learning from academic writing to professional
writing?
3. How well did I communicate with my partner during the activity?
Post-test
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. Which among the choices is an example of professional writing?
a. literature review
b. memorandum
c. narrative essay
d. position paper
Ⓐ Ⓑ Ⓒ Ⓓ 2. Which is not true about academic writing?
a. The process of breaking down ideas
b. About what you think and what evidence has contributed to that thinking
c. Targeted to colleagues, business people, managers and sometimes
clients
d. Using deductive reasoning, formal voice, and third person point-of-view
Ⓐ Ⓑ Ⓒ Ⓓ 3. Where is professional writing used?
a. Workplace
b. School
c. Home
d. Church
Ⓐ Ⓑ Ⓒ Ⓓ 4. Academic writing uses:
a. Formal voice
b. Third person point-of-view
c. Active voice
d. Business language
Ⓐ Ⓑ Ⓒ Ⓓ 5. What kind of tone does professional writing have?
a.
Business
b.
Casual
c.
Slang
d.
Formal
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
47
Next Steps
Have an advanced reading about the following text types across disciplines:
A.
B.
C.
D.
E.
Book Review or Article Critique
Literature Review
Research Report
Project Proposal
Position Paper
References
Berkeley (2019) Transition from Academic to Professional Writing. https://bcourses.
berkeley.edu/courses/1357555/pages/transition-from-academic-toprofessional-writing?module_item_id=13261272
Essay Academia (2019) Academic and Professional Writing. https://essayacademia.
com/academic-and-professional-writing.php
Frank, T. (2018) What is Professional Writing? - Definition & Explanation.
https://study.com/academy/lesson/what-is-professional-writing-definitionlesson-quiz.html
Frank, T. (2018) What is Academic Writing? - Definition & Explanation.
https://study.com/academy/lesson/what-is-academic-writing-definitionexamples-quiz.html
Taylor, P. (2015). Differences between academic and professional/business writing.
LinkedIn. Retrieved from https://www.linkedin.com/pulse/differences-betweenacademic-professional-business-writing-taylor/.
Whitaker, A. (2009) Retrieved from www.vsm.sk/Curriculum/academicssupport/
academicwritingguide.pdf
Writology (2016). Academic writing: purpose, features and rules. https://writology.
com/blog/academic-writing-purpose-features-and-rules.html
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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11th/12th Grade English
Reading and Writing Skills
Self-Learning Kit
PURPOSEFUL WRITING IN THE
DISCIPLINES
This module is designed for you, dear learner. This is divided into different parts such
as pre-test, SLK proper, post-test, and next steps. All these are crafted to enable you to meet
the competencies for Reading and Writings Skills. It is required that you answer the pre-test
first before you go with the SLK proper and other parts of the module.
This was designed to help you understand the difference between academic and
professional writing. It is for this reason that that the two writing strategies were compared and
contrast. Specifically, this aims to help you explain how one’s purpose is a crucial
consideration in academic and professional writing (EN11/12RWS-IVdg-11). Also, this aims
to help you identify the unique features of and requirements in composing texts that are useful
across disciplines such as Book Review or Article Critique, Literature Review, Research
Report, Project Proposal, and Position Paper. An understanding of how the purpose of both
writing styles will help you appreciate each one’s meaning in your academic life.
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. It is a summary of the content of the book that includes relevant description as
well as its overall perspective and purpose.
A. Book review
B. Movie review
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
49
ⒶⒷⒸⒹ
ⒶⒷⒸⒹ
ⒶⒷⒸⒹ
ⒶⒷⒸⒹ
C. Newspaper review
D. Encyclopedia review
2. Which of the following reports tends to focus on summarizing the work that
you read?
A. Financial report
B. Accomplishment report
C. Article report
D. Book report
3. The following are the focus of reviewing a book except:
A. Purpose
B. Content
C. Relevance
D. Title
4. Which of the reviewing is a systematic way of objectively reviewing a
masterpiece to highlight both its strengths and weaknesses and its
applicability to practice?
A. Article Critique
B. Literature Review
C. Project Proposal
D. Position Paper
5. This part of a document provides the author’s name, book article’s name,
source and their statement.
A. Introduction
B. Body
C. Conclusion
D. Synthesis
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
50
BOOK REVIEW
OBJECTIVES:
In this lesson, students are expected to:
 identify the unique features, parts, and requirements in writing a book
review
 write a book review
1. Learning Experience
Let’s Try!
Directions: Read the text below and fill in the matrix with information about the text.
Sample Book Review:
Urban Planning and Architecture (and the Use of the Critical Path Method)
by Sol A. Ward
The purpose of this book is to clearly indicate, by illustrated example, how
the Critical Path Method (CPM) can be used as a planning tool in architecture and
urban design. In the beginning chapters, the reader is introduced to the elements of
a CPM system, experiencing the basic planning procedures in a meaningful way.
Essentially, CPM as a planning tool is concerned with time-ascribed activities
which are assembled in a logical arrangement to construct a network. In this manner,
the planner is compelled to think about all the activities comprised in a
comprehensive plan.
From the results obtained from the network, the planner is afforded a preview
of the problematic areas of a construction project and is provide with the capability
of rendering corrective measures in advance of the actual problems.
An actual transportation center was used as an example to illustrate how a
complex whole could be dissected into parts to simplify the planning of structures
comprising large areas. The project mentioned above is indicative of the
complications involved in the planning of structures requiring staging for the
maintaining of rapid transit during actual construction.
Keywords: architecture; construction; critical path method; inspection;
maintenance; site preparation; specifications; structural design; urban
development.
Published from: Journal of the American Concrete Institute, September, 2002, p. 606
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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Urban Planning and Architecture (and the Use of the Critical Path Method)
Main Idea
Purpose
Your Personal Evaluation
of the Text
Let’s Think!
What skill/s did you apply in the activity?
How were you able to come up with the responses needed for
the activity?
Let’s Keep These in Mind!
Components of a Book Review
Book’s title, author, genre, and theme; personal reaction; summary of the story; loved
and hated characters; author’s style, argument development, moral; the story’s time, culture
and perspective; and recommendation
To Write a Book Review, a Writer Must
1. Read or reread the chosen book to critique.
2. Give the concise summary of the content focusing on overall perspective, relevant
description, major arguments and even primary purpose of the book.
3. Present your critical assessment of the content by mentioning noteworthy ideas;
relevant issues touched and personal reaction to the work.
Conclude it by giving suggestions whether or not the audience would appreciate it.
Let’s Do This!
Directions: On a separate sheet of paper, write a book review on a book of your choice.
2. Reflection
Write your thoughts here on your experiences in writing a book review in all the Englishrelated subjects.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. Which one of the following is typically found at the beginning of a book
review?
A. The book’s bibliographical information
B. Your thesis or position
C. A summary of the content
D. The author’s biographical information
Ⓐ Ⓑ Ⓒ Ⓓ 2. In the first paragraph of a book review, what do you need to include?
A. A brief introduction to the review and your thesis
B. A brief summary of the content or story
C. A brief summary of a book’s strengths and weaknesses
D. A brief reference to your review’s conclusions
Ⓐ Ⓑ Ⓒ Ⓓ 3. Which of the following can provide some context for a book review?
A. A summary of the book
B. Background information about the writer of the review
C. Background information about the author and topic
D. A critical analysis of the book
Ⓐ Ⓑ Ⓒ Ⓓ 4. How should students write a catchy review?
A. Write a relevant description of the topic as well as its overall perspective,
argument, or purpose
B. Write a reaction about the work under review; its noteworthiness,
effectiveness and persuasion
C. Write a suggestive analysis whether the audience would appreciate it.
D. All of the above
E. None of the above
Ⓐ Ⓑ Ⓒ Ⓓ 5. Why do we avoid introducing new evidences to your argument in a book
review’s conclusion?
A. They add confusion to the analysis and evaluation of your statements.
B. They don’t add gravity to the sentences and paragraphs.
C. Book reviews should always offer one-liners.
D. Book reviews have limited time, font, and style.
Ruszkiewicz and Dolmage (2012). How to Write Anything. Bedford/St. Martin’s: New
York
Ward, S. (2001) Urban Planning and Architecture (and the Use of the Critical Path
Method). Philosophical Library, Inc., New York, 2001, 67 pp
Vicente et al. (2003). Technical Writing. KEN Incorporated: Quezon City.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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ARTICLE CRITIQUE
OBJECTIVES:
In this lesson, students are expected to:
 identify the unique features, parts, and requirements in writing an
article critique
 write an article critique
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. It is a systematic way of objectively reviewing a masterpiece to highlight both
its strengths and practices.
A. Article Critiquing
B. Book Critiquing
C. Newspaper Critiquing
D. Online Critiquing
Ⓐ Ⓑ Ⓒ Ⓓ 2. Which of the following provides the author’s name, book article’s name, and
evaluation of the critic?
A. Introduction
B. Body
C. Conclusion
D. Synthesis
Ⓐ Ⓑ Ⓒ Ⓓ 3. This provides the critic’s general opinion of the article.
A. Introduction
B. Body
C. Conclusion
D. Synthesis
Ⓐ Ⓑ Ⓒ Ⓓ 4. This provides the critic general opinion of the article.
A. Introduction
B. Body
C. Conclusion
D. Synthesis
Ⓐ Ⓑ Ⓒ Ⓓ 5. Which of the following does not explain much about critiquing on article?
A. Read thoroughly the article
B. Identify the author’s main point
C. Analyze each segment or section of the article
D. Summarize immediately the points of the author
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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1. Learning Experience
Let’s Try!
Directions: Fill in the graphic organizer with your ideas about article critique.
Article
Critique
Let’s Think!
What have you learned from the activity?
Let’s Keep This in Mind!
Steps in Critiquing an Article:
1. Read the article thoroughly.
2. Identify the author’s main point or thesis statement.
3. Analyze each segment or section of the article and write a brief summary of each in
your words.
4. Write the introduction, body, and conclusion.
a. The introduction provides the author’s name, book article’s name and source
and thesis statement
b. The body features the review and evaluation of the critic including the
author’s credentials and credibility, the quality, and accuracy of the information
and the methods used in gathering that information or evidence.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
55
c. The conclusion provides the critic’s general opinion of the article including
the agreement or disagreement with the author which is backed up with logical
arguments.
Let’s Do This!
Directions: Write an article review on an article of your choice.
2. Reflection
What makes article critique one of the many great disciplines to enhance your writing skills?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. What is the main focus of an article critique?
A. Evaluation and analysis of an article
B. Summary of an article
C. Introduction of an article
D. Content of an article
Ⓐ Ⓑ Ⓒ Ⓓ 2. Which of the following is not considered before writing an article critique?
A. Choosing an article that meets the criteria outlined by your teacher.
B. Preparing the name of the author, the title of the article and publication
C. Reading the article to get an understanding of the main idea
D. Reading the article with a critical eye.
Ⓐ Ⓑ Ⓒ Ⓓ 3. Which of the following is the most important part of an article critique?
A. Introduction
B. Summary
C. Critique
D. Conclusion
Ⓐ Ⓑ Ⓒ Ⓓ 4. How does a student critique best an article?
A. Question if the writer’s general message is reasonable
B. Search through the article to check for biases
C. Apply the stylistic elements of writing
D. All of the above
E. None of the above
Ⓐ Ⓑ Ⓒ Ⓓ 5 What are the examples of biases you may find in an article
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
56
A.
B.
C.
D.
E.
Ignoring contrary evidence
Misappropriating evidence to make false conclusions
Including personal, unfounded opinions
Blaming a specific race for a problem
All of the above
Ruszkiewicz and Dolmage (2012). How to Write Anything. Bedford/St. Martin’s: New
York
Vicente et al. (2003). Technical Writing. KEN Incorporated: Quezon City.
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
57
LITERATURE REVIEW
OBJECTIVES:
In this lesson, students are expected to:
 identify the unique features, parts, and requirements in writing a
literature review
 write a literature review
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. Which of the following is a written summary of journal articles, books, and
other documents that describes the post and current state of information on the
topic of your research study?
A. Literature Analysis
B. Literature Appreciation
C. Literature Review
D. Literary Piece
Ⓐ Ⓑ Ⓒ Ⓓ 2. One of the referencing/citing standards is the APA which stands for --A. American Psychiatrist Association
B. American Psychological Association
C. American Philosophy Association
D. American Philosophical Association
Ⓐ Ⓑ Ⓒ Ⓓ 3. Rogers (2014) compared reaction time for athletes and non-athletes in middle
school.
A. Within text single author reference style
B. Within text two authors reference style
C. Within text multiple authors reference style
D. End of text single author reference style
Ⓐ Ⓑ Ⓒ Ⓓ 4. Post studies on reaction times (Gogel, 2014; Rogers, 2015; Smith 2005)
showed… is a --A. Within text single author reference style
B. Within text two author reference style
C. Within text multiple authors reference style
D. End of text single author reference style
Ⓐ Ⓑ Ⓒ Ⓓ 5. This system provides a means of identification for managing information on
digital networks
A. DOI
B. DTI
C. STI
D. FTI
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1. Learning Experience
Let’s Try!
Directions: Share your experience in writing the literature review in your research subject.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Let’s Think!
What are your techniques in writing your literature review?
Let’s Keep These in Mind!
A literature review is a written summary of journal articles, books, and other documents
that describes the past and current state of information on the topic of your research study. It
also organizes the literature into subtopics, and documents the need for a proposed study. In
the most rigorous form of research, educators base this review mainly on research reported
in journal articles. A good review, however, might also contain other information drawn from
conference papers, books, and government documents. In composing a literature review, you
may cite articles that are both quantitative and qualitative studies. Regardless of the sources
of information, all researchers conduct a literature review as a step in the research process.
Why is this review necessary? Many reasons exist. You conduct a literature review to
document how your study adds to the existing literature. A study will not add to the literature
if it duplicates research already available. You conduct a literature review to convince the
panelists that you know the literature on your topic and that you can summarize it. You also
complete a literature review to provide evidence that fellow senior high school learners need
your study. You may base this need on learning new ideas, sharing the latest findings with
others, or identifying practices that might improve learning in your classroom. Conducting a
literature review also builds your research skills of using the library and being an investigator
who follows leads in the literature, all useful experiences to have as a researcher. Reading
the literature also helps you learn how other senior high school researchers compose their
research studies and helps you find useful examples and models in the literature for your own
research.
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Five Steps in Conducting a Literature Review
1. Identify the key terms to use in your search for literature.
2. Locate literature about a topic by consulting several types of materials and databases,
including those available at an academic library and on the Internet.
3. Critically evaluate and select the literature for your review.
4. Organize the literature you have selected by abstracting or taking notes on the
literature and developing a visual diagram of it.
5. Write a literature review that reports summaries of the literature for inclusion in your
research report.
APA Citation
An example of a within-text reference in APA style in which the author refers to a single
reference is:
Rogers (2014) compared reaction times for athletes and non-athletes in middle
schools…
An example of a within-text reference in APA style in which the author refers to multiple
references is:
Past studies of reaction times (Gogel, 2014; Rogers, 2014; Smith, 2009) showed…
Entire groups of studies have addressed the difficulty of test taking and reaction
times (Gogel, 2014; Happenstance, 2015; Lucky, 2014; Smith, 2009).
An example of a journal article end-of-text reference in APA form is:
Elam, S. M. (2009). The second Phi Delta Kappa poll of teachers’ attitudes toward
public schools. Phi Delta Kappan, 70(3), 785-798.
An example of a book end-of-text reference in APA form is:
Shertzer, B., & Stone, S. C. (2012). Fundamentals of guidance (4th ed.). Boston:
Houghton, Mifflin.
An example of a conference paper end-of-text reference in APA form is:
Zedexk, S. & Baker, H. T. (2011, May). Evaluation of behavioral expectation scales.
Paper presented at the meeting of the Midwestern Psychological Association, Detroit,
MI.
Creswell (2012) emphasized that there are two ways of identifying material obtained on
the Internet, one to provide a URL or universal resource locator; and another, a DOI (digital
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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object identifier) number to the reference information. He explained further that the URL is
used to map digital information on the Internet for it contains several components: a protocol,
a host name, the path to the document and the specific file name, such as
http://www.apa.org/monitor/oct09/worlplace.html. Meanwhile, the words “Retrieved from”
precede the URL name as in the following example of a journal article reference:
Smith, J. (2008). Sciences vs. ideologies. Science, 29(3). Retrieved from
http://www.apa.org/monitor/.
Since URLs are often changed on the Internet, so scholarly publishers have increasingly
used the assignment of a DOI to journal articles and to documents. Therefore, the DOI System
provides a means of identification for managing information on digital networks (see
http://www.doi.org/). As a unique alphanumeric string assigned by a registration agency to
identify content and provide a persistent link to its location on the Internet, it is typically located
on the first page of the electronic journal article, close to the copyright notice. And when cited
in a reference, it is placed at the end of a reference, such as this journal article example:
Smith, J.P. (2015). Mixed methods research: Its controversies and potential.
Journal of mixed methods research, 3(1), 34-50. doi: 1038/0278.6133.24.2.226
Let’s Do This!
Directions: On a separate sheet of paper, write a literature review on the topic of your
choice.
2. Reflection
Aside from American Psychological Association (APA), Modern Language
Association (MLA) is another referencing style which can be used in a literature review.
Could you think of other referencing styles which might be helpful in your research
later on? What are those?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. Why does a researcher conduct a literature review?
A. To familiarize themselves with the field
B. They are required by other researchers
C. They are paid to review it
D. To reproduce existing research
Ⓐ Ⓑ Ⓒ Ⓓ 2. If you are studying a specialized topic, like ‘Common symptoms of mentally ill
children’, but search for something broad, like ‘Psychology of children’, you
are likely to find:
A. A large amount of relevant articles
B. A small amount of relevant articles
C. A large amount of non-relevant articles
D. A small amount of non-relevant articles
Ⓐ Ⓑ Ⓒ Ⓓ 3. There are different ways to organise your literature review, EXCEPT:
A. Chronologically
B. Thematically
C. Methodologically
D. Anyway that makes sense
Ⓐ Ⓑ Ⓒ Ⓓ 4. The three aspects of a literature review are: summarizing, synthesizing, and
_______________.
A. Referencing
B. Citing
C. Paraphrasing
D. Evaluating
Ⓐ Ⓑ Ⓒ Ⓓ 5. If you discover that other scholars have already answered your research
question, you should
A. Avoid further research question
B. Copy the answer to the research question
C. Make a compelling case why the need to research again
D. Question the writer on the credibility of the answers
Slide Share (2019). Writing a Literature Review. http://image.slidesharecdn.com
/literaturereview-160312135226/95/writing-a-literature-review-a-quick-guide-4638.jpg?cbu003d1492307837
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RESEARCH REPORT
OBJECTIVES:
In this lesson, students are expected to:
 identify the unique features, parts, and requirements in writing a
research report
 write a research report
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. Which of the following is a long, formal essay, usually 5 to 15 pages in length,
which presents the writer’s views and findings on a chosen subject?
A. Book Report
B. Research Report
C. Formal Report
D. Informal Report
Ⓐ Ⓑ Ⓒ Ⓓ 2. It allows readers to evaluate the quality of the research and provides the
details by which another researcher may replicate and validate the findings.
A. Abstract
B. Discussion
C. Methodology
D. Results
Ⓐ Ⓑ Ⓒ Ⓓ 3. It contains the interpretation of data and perhaps a short introduction.
A. Abstract
B. Discussion
C. Methodology
D. Results
Ⓐ Ⓑ Ⓒ Ⓓ 4. It is an overview of the research study and is typically two to four paragraphs
in length.
A. Abstract
B. Discussion
C. Methodology
D. Results
Ⓐ Ⓑ Ⓒ Ⓓ 5. It is where the results of the study are interpreted and evaluated against the
existing body or research literature.
A. Abstract
B. Discussion
C. Methodology
D. Results
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1. Learning Experience
Let’s Try!
Directions: Define the following terms.
1. Research
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. Research Paper
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Let’s Think!
Why is doing a research work important?
Let’s Keep These in Mind!
A research paper is a long formal essay, usually 5 to 15 pages in length, which
presents the writer’s views and findings on a chosen subject. However, it is just a long
composition which follows the principles of good writing. It is a scholarly work and not just a
collection of notes lifted from many different sources and strung together one after the other.
Components of a Research Report
The six components of a research report are as follows: An abstract, introduction,
methodology, results, discussion, and references.
The Abstract
The abstract is an overview of the research study and is typically two to four
paragraphs in length. Think of it as an executive summary that distills the key elements
of the remaining sections into a few sentences.
An abstract will look similar to the following:
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In many cases, you can determine what is interesting about a study by analyzing the
abstract (see article by Noah Gray in The Huffington Post).
Introduction
The introduction provides the key question that the researcher is attempting to
answer and a review of any literature that is relevant. In addition, the researcher will
provide a rationale for why the research is important and will present a hypothesis that
attempts to answer the key question. Lastly, the introduction should summarize the
state of the key question following the completion of the research. For example, are
there any important issues or questions still open?
Methodology
The methodology section of the research report is arguably the most important
for two reasons. First it allows readers to evaluate the quality of the research and
second, it provides the details by which another researcher may replicate and validate
the findings.
Typically the information in the methodology section is arranged in
chronological order with the most important information at the top of each section.
Ideally the description of the methodology does not force you to refer to other
documents; however if the author is relying on existing methods, they will be
referenced.
Results
In longer research papers, the results section contains the data and perhaps a
short introduction. Typically the interpretation of the data and the analysis is reserved
for the discussion section.
Discussion
The discussion section is where the results of the study are interpreted and
evaluated against the existing body or research literature. In addition, should there be
any anomalies found in the results, this is where the authors will point them out. Lastly
the discussion section will attempt to connect the results to the bigger picture and show
how the results might be applied.
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References
This section provides a list of each author and paper cited in the research
report. Any fact, idea, or direct quotation used in the report should be cited and
referenced.
Let’s Do These!
Directions: On a separate sheet of paper, write a research report on a research interest you
had from your research subjects.
2. Reflection
Research reporting is one of the most academic activities in your senior high school
life. That is why, critically thinking about a problem, processing the problem, and proposing
possible solutions to that problem offer a huge leap to effect positive changes to your school
and to your community. Furthermore, researching per se, demands a lot of your patience,
perseverance, and passion to rise above the difficulties of conducting one.
Share your ongoing research study journey in Practical Research 1 or 2 and the many
ups and downs of it.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. In which step do you create a general plan for each paragraph of your paper?
A. Write a rough draft.
B. Take notes and make an outline.
C. Revise and edit the rough draft.
D. Create a research question.
Ⓐ Ⓑ Ⓒ Ⓓ 2. What is the difference between revising and editing?
A. Revising focuses on the mechanical aspects, whereas editing involves
rewording of sentences or changing of ideas.
B. Revising and editing are the same.
C. Revising means to write a whole new paper WHILE editing means to fix
the grammar.
D. Only A and C
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E. B only
Ⓐ Ⓑ Ⓒ Ⓓ 3. Which of the following should be eliminated because the information is
unnecessary for a research report?
A. Purpose
B. Procedure
C. Results
D. Prediction
Ⓐ Ⓑ Ⓒ Ⓓ 4. In his report, Luis wants to include the reason she chose his particular topic
instead of other similar ones. In which section of the report should he include
this information?
A. Purpose
B. Procedures
C. Results
D. Conclusions
Ⓐ Ⓑ Ⓒ Ⓓ 5. Which person would most likely need to include a research report based on
accomplishments?
A. One who discovered a procedure that can help increase student test
scores.
B. One who documented their travels around the country.
C. One who completed a program for getting out of debt.
D. One who accounted the company’s finances at the end of a fiscal year.
Hoque, M. (2013). Writing a Research Report. https://www.slideshare.com/
writingaresearchreport-131214070636-phpapp02/95/writing-a-researchreport-2-638.jpg?cb=1387005049
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PROJECT PROPOSAL
OBJECTIVES:
In this lesson, students are expected to:
 identify the unique features, parts, and requirements in writing a
project proposal.
 write a project proposal.
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. This part provides the background necessary for understanding the project
A. Project Introduction
B. Project Description
C. Project Methodology
D. Project Revision
Ⓐ Ⓑ Ⓒ Ⓓ 2. This section gives specific information about the project itself.
A. Project Introduction
B. Project Description
C. Project Methodology
D. Project Revision
Ⓐ Ⓑ Ⓒ Ⓓ 3. Which of the following presents an analysis of all the costs anticipated in the
project?
A. Benefits
B. Methods
C. Schedule
D. Budget
Ⓐ Ⓑ Ⓒ Ⓓ 4. It reveals what the project intends to achieve in terms of results.
A. Rationale
B. Objectives
C. Benefits
D. Introduction
Ⓐ Ⓑ Ⓒ Ⓓ 5. These shows what the reader target audience can gain from the proposal,
which may be improvements on systems, or a change in behavior of the
beneficiaries.
A. Introduction
B. Rationale
C. Benefits
D. Objectives
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1. Learning Experience
Let’s Try!
Directions: List the different problems that exist in your barangay.
Problems in the
Barangay
Description
Let’s Think!
What do you think are the ways to address the problems you listed?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Let’s Keep These in Mind!
Project Proposal
Project proposals are documents that are written for problem solving, service provision,
event planning, or equipment selling. Generally, proposals are used to convince the reader to
do what the proposal suggests, such as buying goods or services, funding a project, or
implementing a program.
Proposals in the professional world are used for internal (within an organization) and
external (from one organization to another) purposes. They are ways of generating income for
companies or seeking funding for projects. They are usually written in response to Requests
for Proposal (RFP), which funding agencies send out. Interested organizations send proposals
following the requirements stipulated in the RFP. Requesting parties are thus able to compare
different responses to a problem. Thus, it is clear that a proposal provides a plan to satisfy a
need.
A proposal stands out depending on its ability to clearly answer questions about what
is being proposed, how the plan will be carried out, when it will be implemented, and how
much money will be needed or spent. In other words, they are persuasive documents that
need to do the following: highlight reader benefits, prove your credibility in carrying out the
project, and allow the reader to respond easily.
Even your life as a student, you have been familiarized with writing proposals - maybe
even without even knowing it. Whenever you envision, plan, and complete a project for your
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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science class or your club outreach, you are thinking about fulfilling a need for something. This
process may involve writing a paper or doing a presentation in front of an audience to get their
approval. While proposal writing may seem like a daunting task, they can be made easier by
following the guidelines in writing and familiarizing yourself with the parts of a project proposal
Guidelines in Writing the Proposal
1. Gathering the Data. One of the characteristics of an effective proposal is being wellresearched. It needs concreted data to back up its claims so it can become more credible.
You can gather data from primary and secondary sources, and apply the strategies that you
learned in writing a research paper in the previous lessons.
2. Organizing the Data. A proposal becomes more effective if the information on it is clearly
organized. You can use the parts of the proposal to guide you in your organization, or use an
outline to structure your discussion more effectively.
3. Writing the Proposal. Fill out the parts of the proposal with the relevant data.
4. Revising the Proposal. Make sure to review your proposal for accuracy and organization
before you send it out. A good proposal will be comprehensive and will put your organization
in the best light.
Formatting the Project Proposal
Proposals are primarily categorized according to their length. An informal proposal is
about 2-4 pages long. Meanwhile, a formal proposal has 5 or more pages. Regardless of their
purpose and audience, they have standard parts such as the following:
1. Introduction. This part provides the background necessary for understanding the project,
which is done by discussing the following:
Rationale - this identifies the problem to be addressed and shows the need to solve it.
Objectives - these reveal what the project intends to achieve in terms of results. It also gives
the reader an idea of the intended solution. Good objectives are SMART (specific,
measurable, attainable, results oriented, and bound within a realistic time frame).
Benefits - these show what the reader or the target audience can gain from the proposal,
which may be improvements in processes or systems, an increase in revenue, or a change in
behavior of the beneficiaries of the proposal.
2. Project Description
This section gives specific information about the project itself. It indicates how the project will
address the identified problem through the following parts:
Methodology - this details the different activities the project will take on, including the
manpower (I.e., the people involved and their duties) and resources to be utilized, and the
expanded output.
Schedule - this discusses the task duration and expected start and end dates of each activity
in the project.
Budget - this presents an analysis of all the costs anticipated in the project, which can be
itemized or shown as a whole, depending on the needs of the project.
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Note: organizations usually provide interested parties with a required format for project
proposals, so make sure that you follow the prescribed format.
Let’s Do This!
Directions: On a separate sheet of paper, conceptualize and write a project proposal.
2. Reflection
As this module helps you to write project proposals, you come to realize that you must
develop your ability to foresee your future though in written form. Likewise, it is a test of your
ability to decide once and for all about your specific plans ahead.
What then is your next project, and why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. What is the main goal of a project proposal?
A. Find an idea for the project
B. Hire a team for the project
C. Close down the project
D. Get approval and funding for the project
Ⓐ Ⓑ Ⓒ Ⓓ 2. Which question about the project should be answered in the problem
statement section?
A. What
B. Who
C. Why
D. When
Ⓐ Ⓑ Ⓒ Ⓓ 3. Which statement of the project proposal should explain how the project will be
delivered?
A. Problem statement
B. Objectives
C. Technical approach
D. Project team
Ⓐ Ⓑ Ⓒ Ⓓ 4. Which section contains a short summary about the project?
A. The title
B. The abstract
C. The introduction
D. The table of contents
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Ⓐ Ⓑ Ⓒ Ⓓ 5. Which section needs to grab the readers’ attention and explain what the
project is all about?
A. The abstract
B. The discussion
C. The title
D. The table of contents
Tiongson, M. & Rodriguez, M. (2016). Reading and Writing Skills (2016). REX Book
Store 1st edition. Manila, Philippines.
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POSITION PAPER
OBJECTIVES:
In this lesson, students are expected to:
 identify the unique features, parts, and requirements in writing a
project proposal.
 write a project proposal.
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. It is composition that highlights the opinion of the author or specific entity
about an issue.
A. Research Report
B. Article Critique
C. Project Proposal
D. Position Paper
Ⓐ Ⓑ Ⓒ Ⓓ 2. The following criteria are considered in choosing the issue on problem to be
discussed, EXCEPT:
A. Pervasiveness
B. Argument
C. Urgency
D. Demonstrability
Ⓐ Ⓑ Ⓒ Ⓓ 3. Which of the following is an information that is valid and verifiable?
A. Factual Knowledge
B. Statistical Inferences
C. Informed Opinion
D. Personal Testimony
Ⓐ Ⓑ Ⓒ Ⓓ 4. This knowledge relies on evidence instead of limited personal experience.
A. Factual Knowledge
B. Statistical Inferences
C. Informed Opinion
D. Personal Testimony
Ⓐ Ⓑ Ⓒ Ⓓ 5. It is the first hand experience of the writer on knowledgeable parts
A. Factual Knowledge
B. Statistical Inferences
C. Informed Opinion
D. Personal Testimony
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1. Learning Experience
Let’s Try!
Directions: Write your stand on the topic below.
Should the name of our country Philippines be changed to ‘Maharlika’?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Let’s Think!
What have you learned from the activity?
Let’s Keep These in Mind!
Position Paper
The position paper is a composition that highlights an opinion of an author or specified
entity about an issue. As a debate, it presents one side of an arguable opinion and persuades
the readers or audience that the author has a well-founded knowledge about the issue.
In Writing the Position Paper, the Writer:
1. Shows his knowledge and concern about issues of the land.
2. Informs others of his position and conviction.
3. Formally organizes his perspective of the issue as a basis to build resolution to difficult
problems
4. Suggests unique and well thought-of approach deal with the issue or to solve problem
5. Outlines his discussion to define the framework of the scheme
6. Establishes his credibility
7. Demonstrates passion through the force of the argument rather than the force of emotion.
Issue Criteria
In choosing the issue or problem to be discussed, the following criteria are considered:
1. The prevalence and pervasiveness of the issue.
2. The arguability of the issue.
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3. The urgency of advocating one side of the issue.
4. The sense and significance of the issue.
Developing and Supporting an Argument
After deciding on which argument to take a side, the writer must present supporting
evidence. Some of these are:
1. Factual knowledge - information that is valid and verifiable
2. Statistical inferences - conclusions drawn from data gathered
3. Informed opinion - based on knowledge of the facts and carefully considered principle. It
relies on evidence instead of limited personal experience
4. Personal testimony - personal or first-hand experience of the writer or knowledgeable party
Components of a Position Paper
I. Introduction
A. Introduction to the Topic
B. Background of the Topic
C. Thesis Statement
II. Body
A. The Counterclaim
1. Summary of the Counterclaim
2. Supporting information for the Counterclaim
3. Refuting of the Counterclaim
4. Giving Evidences for the Argument
B. The Argument
1. Assertion of claim no.1
A. Opinion
B. Support
2. Assertion of claim no.2
A. Opinion
B. Support
3. Assertion of claim no.3
A. Opinion
B. Support
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III. Conclusion
A. Restating of Argument
B. Providing Plan of Action
Let’s Do These!
Directions: On a separate sheet of paper, write a position paper about lowering the age of
criminal liability.
2. Reflection
Doing a position paper lets us express our ideas, opinions, stand, and sentiments in a
certain topic or issue. It may or may not impressed everyone, they may agree or disagree but
as long as it stimulate our senses and perception, and inspire respect in our analytical ability,
as long as we are dealing everything with respect to each other’s side, everything will be
functional.
Write your thoughts about writing a position paper.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. 1. Which paper presents the writer’s stance or point of view regarding an
issue, thereby requiring authority and confidence?
A. Concept paper
B. Position paper
C. Technical report
D. Field report
Ⓐ Ⓑ Ⓒ Ⓓ 2. 2. A good thesis statement must _________________________
A. Present more than stance on a topic
B. Be angry and biased in tone
C. Restate the topic
D. Clear the direction of where the argument goes next
Ⓐ Ⓑ Ⓒ Ⓓ 3. Generally speaking, which of the following should not be done when writing a
paper?
A. Start early to make sure you finish on time
B. Develop the introduction and conclusion later
C. Use deadlines at your own advantage
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D. Try to put everything in a logical order
Ⓐ Ⓑ Ⓒ Ⓓ 4. Which of the following is not a transition statement?
A. As we know
B. At the same time
C. However
D. Original
Ⓐ Ⓑ Ⓒ Ⓓ 5. Mind mapping and outlining are different ways of…
A. Organizing your thoughts
B. Scheduling your writing time
C. Rewarding yourself
D. Getting bogged down in your research
P, Cristy. (2019). Writing a Positiong Paper. www.coursehero.com/file/15118923
/Position-Paper
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11th/12th Grade English
Reading and Writing Skills
Self-Learning Kit
PURPOSEFUL WRITING FOR
PROFESSIONS
How to Use this Module
This module is designed for you, dear learner. This is divided into different parts such
as pre-test, SLK proper, post-test, and next steps. All these are crafted to enable you to meet
the competencies for Reading and Writings Skills. It is required that you answer the pre-test
first before you go with the SLK proper and other parts of the module.
Introduction
In this century of literacy and technology, students are expected to prepare themselves
to become meaningful participants and successful members in that academic or professional
discourse community. As they begin their journey as pre-university students, they are foreseen
to have the knowledge and skills to communicate within and across the disciplines. In this
module, students are expected to:

identify the unique
correspondence;

compose professional correspondence following the properties of well-written texts
and process approach to writing.
features
and
requirements
in
composing
professional
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Pre-test
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. What is a plain-text resume?
A. A resume that includes bulleted lists and numerous fonts.
B. A resume that contains no bullets, bold, italics or lines.
C. A resume that focuses less on the look of the document and more on the
skills and abilities of the person applying for job.
D. Both B and C
Ⓐ Ⓑ Ⓒ Ⓓ 2. Which of the following is NOT a resume format?
A. Chronological
B. Portfolio
C. Functional
D. Combination
Ⓐ Ⓑ Ⓒ Ⓓ 3. Which of the following should NOT be part of a resume?
A. Religious affiliation
B. Employment history
C. Contact information
D. Education
Ⓐ Ⓑ Ⓒ Ⓓ 4. In which section of a resume would you most likely include your bilingual
skills?
A. Education
B. Contact information
C. Employment History
D. Additional Information
Ⓐ Ⓑ Ⓒ Ⓓ 5. ______________ is an online professional profile which offers the advantages
of highlighting your professional expertise, your skills, posting related links, and
offering recommendations from co-workers and business associates all
conveniently located in one spot
A. Twitter
B. Facebook
C. LinkedIn
D. Webpage portfolios
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Preparing a Resume
OBJECTIVES:
In this lesson, students are expected to:
 identify the unique features, parts, and requirements in writing a
resume
 write a sample résumé
SLK Proper
1. Learning Experience
Let’s Communicate!
Resumes, application letters and other professional correspondence are the nutsand-bolts of the career process. In many cases, your resume is the first document that your
hiring manager will look at when reviewing your application, and therefore, these documents
create your first impression to a potential employer. Resumes give recruiters a quick
overview of your academic and career background, application letters help you secure an
interview, and other correspondence can open doors to future opportunities. Knowing how
to write these important documents will be extremely beneficial throughout your career.
Resume comes from a French word, résumé which means, “a summary”. A resume
is a written compilation of your education, work experience, credentials, and
accomplishments. Most professional positions require applicants to submit a resume
and cover letter as part of the application process. Accordingly, it’s important to put time and
effort into developing and maintaining an updated, accurate resume.
With hiring managers or other staffing professionals spending so little time on your
resume in their first pass, it is very important to make sure your resume makes the best
impression possible. One way to do that is to choose the resume format that best highlights
your experience, education, and skills.
In selecting exit points in Senior High School, you are expected to either prepare for
employment, entrepreneurship, skills development, or higher education. Whichever exit point
you are most likely to consider after Grade 12, you need to make a powerful resume since
each of these exit point would definitely need a resume.
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How to Choose a Resume Format
(Source: https://www.jobscan.co/resume-formats)
The following are the three types of resumes:
Types
What is this format?
When do you use this format?
Chronological
Resume
 The chronological resume
is the most commonly
used.
It
lists
work
experience in reverse time
order (i.e. most recent
work experiences first)
with an emphasis on
responsibilities
and
accomplishments.
 A chronological resume
provides clear information
in job titles, areas of
responsibility, periods of
study and employment.
The chronological format
spells out your job history
from the most recent job
backwards with the most
recent job having the
greatest emphasis.
 Your career history shows growth
and development
 Your career objective is very
similar to your work experience
 Your previous employer has been
prestigious
 You’re applying for a job in a highly
traditional field or organization
What headings should you
use with this format?
 Personal Details
 Career Objective
 Employment History
 Education
 Professional Associations
 Referees
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Functional
Resume
Combination
or Hybrid
Resume
 The functional resume is
designed to stress the
qualifications of the job
seeker with less emphasis
on specific employers and
dates. Some functional
resumes don’t include a
work history. However, not
including a work history
may
create
large
questions in an employer’s
mind, so it is a good idea
to include it.
 You are a new graduate with little
experience
 Your career objective is very
different from your experience.
 Your work history is spotty and
patchy
 You have been absent from the job
market for any length of time.
A combination of
chronological and functional
formats in the one resume.
The most popular resume
format. Used to modernize
chronological resumes and
tailor your skills to the job.
 You want to give the employer a
 Personal Details
 Career Objective
 Selected Achievements or




snapshot of your relevant skills
but also want to show you have a
work history.
 You
have
limited
work
experience in the field you are
applying for, but work experience
in other fields.
 You are applying for a job in a
highly traditional field (e.g. law,
accounting) or the employer has
requested a chronological format
but you have a patchy or limited
work history.
 You are a mature-age student
with extensive work history but
are looking to move into a new
industry. You want to show you
have a work history but also
highlight relevant skills.








Accomplishments (relevant
to the position)
Business Experience
(include work experience –
paid and unpaid,
placements, cooperative
positions, etc)
Professional Associations
Education
Referees
Personal Details
Career Objective
Education
Employment History
Skills
Professional
Associations
Extracurricular
Activities/Interests
Referees
(Source: https://latrobe.careerhub.com.au/resources/careermodules/module1/unit4/unit04_03.html)
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Sample Chronological Resume
REFERENCES
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Sample Functional Resume
REFERENCES
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Sample Combination or Hybrid Resume
REFERENCES
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Now that you have your format picked
out, you need to put your information in order.
In this section we will show you how to
compose each section. Remember, how
you present these sections, or whether
or not you include them at all, is largely
dependent on your format or personal
preference.
Structure and Organization






Personal Details. The essential personal details to include are your full name and contact
information – this is usually your mailing address, phone number and email address.
Career Objective or Summary. Career objective is an optional area and one where
opinions differ as to the effectiveness of its use. If you’re a recent school or university leaver
without much professional experience, begin your resume or CV with a career objective in
a short sentence or two. If you’ve gained experience in the workforce, a career objective is
less necessary, however you may want to replace it with a career summary, describing your
professional profile in a short sentence or two.
Education. List your most recent educational experiences first. Include your qualifications,
institutions you studied at, graduation dates and other specializations. Mention any special
awards and other educational achievements.
Work Experience. List your most recent jobs including the title of your position, name and
location of organization, and dates of employment. In point form under each job, give a brief
overview of your role, responsibilities and achievements, weaving in the skills required.
Internships and volunteer work can also be mentioned here.
Additional Information. You may like to create headings such as ‘Skills’, ‘Strengths’ or
‘Interests’ and list information that would be relevant to the job you’re applying for.
Information that illustrates your proficiency in languages, computer programs or medical
knowledge should be included here.
References. It’s always a good idea to include two to three references at the bottom of your
resume. A referee can be a former manager or tutor at university – just make sure you ask
their permission before listing their name, position, company and contact details. Otherwise,
you may wish to write “References available on request”.
Tips to Make Your Resume More Effective




Use consistent spacing throughout, and evenly sized margins on all sides if possible.
Stick with traditional formatting: white page, black text, readable font.
Choose a non-decorative font such as Arial, Times New Roman, Calibri, Helvetica, or
Georgia.
Ideally, your font size should be no larger than 12 and no smaller than 10.5.
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







One-inch resume margins are standard and especially useful for job applicants without
much experience
Use action verbs to describe your experience: (e.g., “developed”, “increased”, “solved”,
etc.).
Briefly discuss your responsibilities and include statistics that will help the employer
with the order of magnitude.
Only include significant accomplishments if, in fact, they are important; otherwise you
risk “cheapening” your qualifications.
Do not exaggerate the importance of your achievements.
Omit personal information such as age, marital status, height, weight, gender and
religious affiliation.
Minimize jargon and abbreviations and be concise.
Always mail a cover letter with your resume.
Let’s Watch!
Task 1. Video-Communication
Visit the video https://www.youtube.com/watch?v=PAthQKLhBTs
(How to Write a Great Resume and Cover Letter- Spencer, Linda).
This serves to enhance your knowledge on writing a resume. Raise a
query (either in oral or written activity) relative to the video presented and
share your insights to the class.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Let’s Get Started
Task 2. Fill Me Out
Use the worksheet below and think of the content that you will include
in your resume.
Source: http://www.readwritethink.org/files/resources/30847_ideas.pdf
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Let’s Think Critically!
Task 3. Think-Pair-Share
Directions: Write the errors and needed improvements on the resume
below, then go over to the next resume and compare and contrast the two
resumes. Get ready to share your observation to the class.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Resume 2
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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Task 4. Find a Job
Scenario: Kate wants to apply for a job at a café. Read the information about Kate
and insert it into the correct place on her resume.
kate_dcruz97@email.com
0928- 09876543
English Language Award
Most Consistent in Speaking English
Starbucks (2014-2015)
 Served coffee and cake to customers
 Operated the cash register
 Cleaned coffee machine
Volunteer English Tutor (2015-2016)
 Offered help to other students with
their English homework
90 Somewhere Ville Sala,
Cabuyao City, Laguna 4025
Filipino, English
Kate Dela Cruz
Shine Integrated School,
Calamba, Laguna (2010-2016)
Jane Valdez, Manager of Starbucks,
Center Mall, Calamba City, Laguna
0995- 87654321
Name
Address
Email
Mobile Number
Education
Work and
Volunteer
Experience
Achievements
Languages
Referees
Let’s Create!
Task 5. Creating My First Impression
Look for a job advertisement that you like from
a newspaper or from the internet and write a resume
that suits the nature of the job you are applying for .
Type your resume on a clean sheet of paper.
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2. Reflection
Answer the questions below.
1. Why is a resume important?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. When can you say that a resume is well-written?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Post-test
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. What résumé format is best used if the applicant is applying for a job
related to his previous experiences and has ten to fifteen years work
experiences?
A. Chronological
B. Functional
C. Combination
D. Hybrid
Ⓐ Ⓑ Ⓒ Ⓓ 2. Which part of the résumé is used to reflect the applicant’s career goals
and intention for applying the job?
A. Personal Details
B. Career Objective/Summary
C. Work Experience
C. Additional Information
Ⓐ Ⓑ Ⓒ Ⓓ 3. It is generally best to start one’s resume sentences or phrases with…
A. Nouns
B. Pronouns
C. Adverbs
D. Verbs
Ⓐ Ⓑ Ⓒ Ⓓ 4. What information should be left off of a resume?
A. Experiences
B. Awards
C. Hobbies
D. Accomplishments
Ⓐ Ⓑ Ⓒ Ⓓ 5. When asked to provide 2 – 4 professional references, this means:
A. My parents, siblings, or other family members.
B. Uncle Henry, who is the president of City Bank.
C. My current/former manager, co‐workers, or college professors.
D. All of the above.
“Failing to plan is planning to fail.”
Alan Lakein
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Writing Application Letters
OBJECTIVES:
In this lesson, students are expected to:
 identify the unique features, parts, and requirements in writing
application letters
 write a college admission letter
 compose an application letter
Pre-test
Directions: Read the following questions carefully and shade the circle that
corresponds to the letter of your answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. Which of the following is the type of letter written by the sender to briefly
discuss the intention in attending the college program?
A. Employment Application Letter
B. Letter of Intent
C. Request Letter
D. Admission Essay
Ⓐ Ⓑ Ⓒ Ⓓ 2. Which of the following statements are NOT done before writing a
college admission letter?
A. Research on program structure
B. Determine the program you want to take
C. Reflect on your purpose in enrolling the course
D. Highlight your experience
Ⓐ Ⓑ Ⓒ Ⓓ 3. A cover letter should accompany the resume and include the following:
A. Discuss the specific job being applied for, including the company’s
name.
B. A short career summary tailored to fit the company.
C. List several specific accomplishments that are relevant to the job
applying for in bullet form with the most impressive first.
D. All of the above.
Ⓐ Ⓑ Ⓒ Ⓓ 4. _____________ is a letter of introduction attached to, or accompanying
another document such as a resume or employment application; as a
way of introducing themselves to potential employers and explaining
their suitability for the desired position.
A. Resume
B. Job Application
C. Cover Letter
D. Reference Letter
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Ⓐ Ⓑ Ⓒ Ⓓ 5. The _________ paragraph should create interest and explain why you are
writing. It should state the type of position you are applying for, as well as how
you heard about the company.
A. Introduction
B. Body
C. Closing
D. Enclosure
SLK Proper
1. Learning Experience
Let’s Communicate!
As students of the 21st century, one of the skills that
you need to achieve is to know how and when to respond to
written communications. Letters are only one of the many
documents that will help you increase your chances of landing
and become part of your dream institution or workplace. This
means that there are times that you need to market yourself
to the employ er of your dreams or maybe you also want to
be admitted to the school that offers the major you want to
take up.
College Admission Letter also referred to as the "letter of intent," is a one-page letter
required for college and university admission. The sender writes a letter to briefly discuss his
intention for attending the college program.
Employment Application Letter, also referred to as the "job application letter" or
"cover letter", is a one-page letter attached to the resume when applying for jobs. The purpose
of writing the employment application letter is to introduce yourself to a company, demonstrate
your interest in the company, and highlight your experiences and personal qualities for you to
be considered for an interview schedule, as well as with the available job position.
When sending your application letter, make sure that it is free from errors and it should
be written in a positive tone and a professional manner. Remember that any mistake will have
a negative impression on you.
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Pre-writing
Before you write a college admission letter, you must
first determine the program you want to take, followed by a
thorough research on program structure. Then reflect on your
purpose in enrolling the course, your achievements, and future
goals. Decide the format to use in writing a letter. If there is no
required format, write the letter in a full-block style, meaning all
parts are aligned to the left, with the format of one-inch margin,
twelve-point font size, and single-spaced paragraph (Source:
Quipper.com)
Sample College Admission Letter (Full Block)
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Parts of a Professional Letter
a. Heading
The sender's address usually is included in letterhead. If you are not using
letterhead, include the sender's address at the top of the letter one line above the
date. Do not write the sender's name or title, as it is included in the letter's closing.
Include only the street address, city, and zip code.
b. Date
The date line is used to indicate the date the letter was written. However, if your
letter is completed over a number of days, use the date it was finished in the date
line.
c. Inside Address
It contains the name of the college or university admission head, his job title (if
applicable) and the address of the university. It is the address of the receiver. Skip
a line between the heading, date, and inside address.
d. Salutation
It is the line that begins with the word "Dear..." Place a colon (:) at the end of
the salutation. Use Mr. for men and Ms. for women. Try to obtain a name to which
you can address your letter. If the name has not been obtained, address it as
“Sir/Madam”.
e. Body
The body is the main part of the letter which includes the course you are
interested in, reason for choosing the university, description of academic interest,
the basis for them to consider your application, and plans, if any. Last part will be
your request to consider your application for admission and information on how to
contact you.
f. Complimentary Close
It is a polite way of finishing the letter. Remember that it always ends with
comma (,).
g. Signature
This is the last part of the letter. Write your name on the first line and your title
(if applicable) on the second line. Then sign directly above the typed name.
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Letter Formats
The format, including the content and tone of the employment application letter,
depends on the applicant’s preference. Employment application letter or cover letter has three
different formats: full block, modified block and semi-block format. The content in a cover letter
are all the same and will vary on the format or on the placement of each part (Source:
quipper.com)



Full Block Format- This is the most common layout used in writing cover letter. In this
format, all parts are justified to the left.
Modified Block Format- Modified block is a type of format where applicant’s address,
complimentary close, signature and sender’s identification is shifted to the right side.
Note that the first sentence in the body or in each paragraph is not indented.
Semi-Block Format- The least used format is the semi-block. It is almost the same as
the modified block format; however, the difference is that the first sentence in each
paragraph is indented.
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Sample employment application letter in Full Block (Source:jobstreet.com.ph)
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Let’s Get Started!
Task 1. The World of Work (Interview Role Play Activity)
Scenario: You are applying for your first career job, after completing
your studies. Choose a job based upon your area of study for your
interview.
Method:
1. Choose your partner
2. Each of you will portray the role of either the ‘Interviewer’ or the ‘Applicant’
3. Interviewer: Ask the applicant the following questions one at a time and take note of his/her
answers on the interview; Applicant: Answer each question in turn as if you were in an
interview.
4. Discuss the role play (e.g. What worked/did not work and why? How could your skills be
improved?)
Questions to ask the applicant:
1. Tell me about yourself, and why you applied for this job?
2. What do you consider to be your strengths?
3. What do you consider to be your weaknesses?
4. Where do you see yourself in 5 years time?
5. Why should we hire you over the other applicants?
6. What skills can you bring to our company?
7. Describe a situation where you have experienced conflict in work or during
your studies with another person and explain how this conflict was resolved?
Let’s Think Critically!
Task 2. Fix Me
Using the information below, lay out the content in the letter format of your choice. Use
a separate sheet of bond paper to rewrite it.
Mr. Chuck Rivera
Human Resource Manager
The Palace Pool Bar and
Restaurant
Diego Silang St., AFPOVAI
Taguig City 2122
(Signature)
February 24, 2016
Ruby Aguilar
Dear
Mr. Rivera:
,
2159 Road 2 Fabie Estate
Sta. Ana, Manila 1218
Sincerely,
I am writing to express my interest in the Managerial Position posted at Jobstreet.com last
February 12, 2016. As per the qualification posted in your advertisement, I consider myself
as one of the qualified applicant for the said position.
Aside from being a graduate of University of the Philippines, I also have five-year industry
experience in managing a local fast-food chain. I am applying in your good office because I
am seeking for a career growth which I believe your company can provide.
My skills and experiences are included in the resume attached on this letter. Thank you for
taking time in processing my job application papers and I look forward to meet you at your
earliest convenience.
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Let’s Collaborate!
Task 3. Be an Employer
Form a small team (3-4 students) and work as an employer
selection panel. You will be provided with a hard-copy of the sample cover
letter and you need to identify its strengths and weaknesses. You should
take notes and be prepared to share your thoughts with the class.
Let’s Create!
Task 4. Application Time
Search for job advertisements from a newspaper or from the internet.
Write an application letter on a job of your choice. If possible, email your letter
to your teacher.
2. Reflection
Task 5. 3,2,1 Review!
List the things being asked in each statement using the boxes below
 THREE new things that you have learned today.
 TWO things that you will work on for improvement.
 ONE thing that we should review again.
3
2
1






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Post-test
Directions: Read the following questions carefully and shade the circle that
corresponds to the letter of your answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. The date of a letter always goes __________.
A. Under your contact details
B. Under the receiver’s details
C. Under your signature
D. Under the salutation
Ⓐ Ⓑ Ⓒ Ⓓ 2. When you do not know the name of the person you are writing to you
begin your letter with__________.
A. Hi
B. Dear Sir
C. Dear Sir/Madam
D. Ladies and Gentlemen
Ⓐ Ⓑ Ⓒ Ⓓ 3. In writing an application letter, the most applicable complimentary close
to use is __________.
A. Yours faithfully
B. Sincerely
C. Lots of Love
D. Best Regards
Ⓐ Ⓑ Ⓒ Ⓓ 4. When you are writing to the principal of the school, which
complimentary close will you use?
A. Your friend
B. Love
C. Thanks Again
D. Truly yours
Ⓐ Ⓑ Ⓒ Ⓓ 5. You are writing to the manager of Max Petrol Station to ask about
vacancies for part-time work. It's on Summerhill Road, Castletown,
Dublin. You do not know the name of the manager. How would you
write it on the inside address?
A. Max Petrol Station
C. The Manager
Summerhill Road
Summerhill Road
Castletown, Dublin
Castletown, Dublin
B. The Manager
Max Petrol Station
Summerhill Road
Castletown, Dublin
D. Summerhill Road
Castletown, Dublin
Max Petrol Station
The Manager
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Various Forms of Office Correspondence
OBJECTIVES:
In this lesson, students are expected to:
 identify different types of office correspondence
 learn how to write major forms of office correspondence
Pre-test
Directions: Read each of the following statements. Shade the circle that corresponds to the
letter of the correct answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. Office Correspondence is also known as __________________.
A. Letter Writing
B. Business Correspondence
C. Business Communication
D. Writing in the Discipline
Ⓐ Ⓑ Ⓒ Ⓓ 2. This letter format is when all elements are aligned at the left margin
EXCEPT the date, complimentary close, and signature line and there is
no indention on each paragraph
A. Full Block
B. Modified Block
C. Semi-Block
D. Simplified Block
Ⓐ Ⓑ Ⓒ Ⓓ 3. The heading, date, inside address, salutation, and complimentary close
are all parts of _____________.
A. Email Correspondence
B. Memorandum
C. Letter
D. All of the above
Ⓐ Ⓑ Ⓒ Ⓓ 4. What are the 4 words used in the memorandum heading?
A. TO, FROM, CC, SUBJECT
B. TO, CC, SUBJECT, TIME
C. TO, FROM, BCC, DATE
D. TO, FROM, DATE, SUBJECT
Ⓐ Ⓑ Ⓒ Ⓓ 5. Use Bcc field for emails when _________.
A. You want other people to receive the message, but you don’t want other
recipients to know they got it.
B. You want people to know about the message, but are not directly
involved.
C. You are sending a message to more than one person.
D. You require your receiver to take an action.
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SLK Proper
1. Learning Experience
Let’s Communicate!
We often communicate and exchange our ideas, thoughts and
other information with our friends, relatives and others daily.
Every now and then, we prefer to directly talk or write letters to
them. In writing letters, we express our feelings in a few words,
we may ask for any information or we may write about a complaint
in connection with our problems. Similarly, businessmen also
exchange ideas, information by writing letters. They communicate
business information to customers, suppliers and others and at
the same time receive a variety of letters from them.
Office Correspondence, also known as the ‘business correspondence’, is a written
exchange of internal and external communication to support all business processes. It has
three major forms including the business letter, business memo and business e-mail that may
be used for internal or external communication. Internal correspondence means that there is
a communication or agreement between departments or branches of the same company,
while external correspondence means that the communication is between the company and
another organization or firm. The purpose of the correspondence is to communicate the
information in a clear and professional way (Source: quipper.com)
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Three Major Forms of Office Correspondence
 Business letter is the traditional way of communicating information from one company to
another or used in external correspondence. The format can either be
full block, modified block and semi-block. The format used in writing
a business letter depends on the requirements set by the company.
Different types of letters are sales letter, order letter, complaint letter,
inquiry letter, adjustment letter, acknowledgement letter, follow-up
letter, cover letter, letter of recommendation, and letter of
resignation.
Sample Inquiry Letter
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 Business memorandum or memo is a written communication strictly between the
company’s offices to another, or used in internal
correspondence. The difference between a memo and a letter
is that the memo has its title line and series number. The
employees tend to read the if the title line is related to their job
description. It is also used to implement internal guidelines or
procedures that the employees must follow.
Sample Memorandum
(Source: https://owl.purdue.edu/owl/subject_specific_writing/professional_technical_writing/memos/sample_memo.html)
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
Business e-mail is an office correspondence that can either be
internal or external. There is no required format in writing e-mail
correspondence but it is expected that the writer maintains a
professional tone. Note that the header of the letter is written on the
blank fields including the ‘from’ and ‘to’ fields. ‘From’ contains e-mail
from the sender while the field ‘to’ contains the email of the recipient.
Sample Email
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Let’s Get Started!
Task 1. Contemplating Correspondence
(Source: readwritethink.org)
The following questions ask you to think about letters and the reasons that people write them.
Write your answer on the space provided.
1. Why do people write letters? What are some specific events or purposes when letter writing
is important or expected?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2. When would sending a letter be more appropriate or convenient than using another means
of communication?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________________________
3. With the growing popularity of e-mail, IMs, and text messages, some people speculate that
letter writing will become a thing of the past. What is your opinion? Will letter writing remain
a vital part of business and personal communications?
__________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________
_________________________________________________________________________________
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Let’s Practice!
Task 2. Name Me
Name these parts of a Business letter.
A. Dear Mr. Roxas:
B. Very truly yours,
C. July 3, 2018
D. Thank you for sending us your quote for
the printing of the book, Introduction to Film.
E. JOHN JONES
F.MR. ARTURO ROXAS
Katha Publishing House
119 Quezon Avenue
Quezon City
___________________________
___________________________
___________________________
__________________________
___________________________
___________________________
Task 3. Fix Me
Arrange the following parts of a letter by numbering them (1-7). After which, put it in
the final form using semi-block format. Use a separate sheet for writing.
( )
This year has been wonderful. I want to thank you for the positive things you
have done. I look forward to spending my remaining high school years here at
Cabuyao Integrated National High School.
( )
123 Bella Subdivision
Sala, Cabuyao, Laguna 4025
( )
Dear Ms. Herrero:
( )
Kathryn Lustre
( )
March 30, 2018
( )
Sincerely,
( )
Maribeth G. Herrero
Cabuyao Integrated National High School
Limcaoco Subdivision Poblacion Tres,
Cabuyao City, Laguna
Let’s Do It!
Task 4. Put it into memo
Write a memo informing your class that an upcoming holiday will be observed. Post
and share it with your classmates.
Task 5. Emailing through Role Playing
Choose your partner and exchange emails with each other using the situations given
below.
Scenarios:
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





Get back in touch with someone you haven’t contacted for a long time, e.g. an exboss, university professor or friend from primary school.
Introduce yourself to someone who has no idea who you are and request something.
Ask for feedback on a new rule.
Ask for special permission to do something that usually isn’t allowed.
Politely decline all your partner’s invitations.
Try to fix a time to meet (for business or social purposes) as soon as possible, using
your real schedule to say when you aren’t available.
TIPS


Make sure the office correspondence is concise and easy to understand. It is
recommended for a correspondence to have brief sentences and paragraphs for the
employees tend to read it quickly.
Controlling the tone of writing is important in any office correspondence. It should not
sound too formal or too informal.
KEY POINTS
 Office correspondence is a written exchange of internal and external communication
to support all business processes. It is also known as the business correspondence.
 A business letter is a traditional way of communicating information from one company
to another or used in external correspondence.
 A business memo is a written communication strictly between the company’s offices
to another.
 A business e-mail is an office correspondence that can either be internal or external.
There is no required format in writing e-mail correspondence but it is expected that the
writer maintains a professional tone.
2. Reflection
“What a lot we lost when we stopped writing letters. You
can’t reread a phone call.”
William Zinsser
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Post-test
Directions: Read the following questions carefully and shade the circle that
corresponds to the letter of your answer.
Ⓐ Ⓑ Ⓒ Ⓓ 1. What do you call the written form used to exchange internal and external
communication to support all business processes?
A. Office Correspondence
B. Memorandum
C. E-mail
D. Inquiry Letter
Ⓐ Ⓑ Ⓒ Ⓓ 2. The communication or agreement between departments or branches of
the same company is known as _____________.
A. Application Letter
B. Resume
C. Admission Letter
D. Memorandum
Ⓐ Ⓑ Ⓒ Ⓓ 3. When do we use the “Cc” field in an e-mail?
A. When we are sending a direct message to someone
B. When we want to send a copy of the email to people who are not meant
to be the direct recipients of the message
C. When we want the recipients to be ‘blind’ to other recipients’ email
address
D. The “Cc” field is usually out of usage
Ⓐ Ⓑ Ⓒ Ⓓ 4. Which of the following is NOT a common type of business letters?
A. Resignation letter
B. Letter of inquiry
C. Congratulatory letter
D. Application letter
Ⓐ Ⓑ Ⓒ Ⓓ 5. Which of the following is NOT a necessary part of a business letter?
A. Name and Signature of the Sender
B. Formal Salutation
C. Date the letter is sent
D. Warm and polite closing
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References
Aquino, F. O., Callang, C. C., Bas, H. S., & Capili, C. B. (2007). Business english &
correspondence. Mandaluyong City, MM: National Book Store.
Buluran,
C. C. (2006). Fundamentals of research business correspondence.
Valenzuela, MM: Mutya Publishing House.
Career Modules (2019). How do I decide what resume format to use? https://www.
seek.com.au/career-advice/what-is-a-resume
Dagdag, L. A., Padilla, M. M., Ranin, V. A., Esguerra, A. V.,
Roxas, F.R., & and
Dayagbil, F.T., Abao, E.L., & Bacus, R. C. (2016). Critical reading and writing for senior
high school. Cubao, QC: Lorimar Publishing, Inc.
Cornell (2019). Resumes, Cover Letters, and Professional Correspondence.
https://as.cornell.edu/resumes-cover-letters-and-professional-correspondence
Dictionary (2019). Resume. https://www.dictionary.com/browse/resumehttps://latrobe.careerhub.com.au/resources/careermodules/module1/unit4/unit
04_03.html
Education World (2019). How do I decide what resume format to use?
https://www.educationworld.com/a_lesson/writing-good-resume-careerreadiness.shtml
iRubric: Resume and Cover Letter Rubrichttps://www.rcampus.com/rubricshowc.
cfm?sp=yes&code=R85836&
Jobscan (2019). Resume Formats. https://www.jobscan.co/resume-formats
Jobstreet (2016). Application letter sample for fresh graduates https://www.jobstreet.
com.ph/career-resources/application-letter-sample-for-freshgraduates#.XFBTYVUzaUk
People, Data, and Solution. (2019) How to Prepare a Resume. http://www.pdsinc.
com/how-to-prepare-a-resume/
Quipper (2019). Professional Writing. Quipper.com
Purdue Owl (2019). https://owl.purdue.edu/owl/subject_specific_writing/
professional_technical_writing/basic_business_letters/index.html
Read, Write, Think (2019). Correspondence Letters. http://www.readwritethink.org
/classroom-resources/lesson-plans/correspondence-project-lesson-letters1083.html?tab=4#tabs
Read, Write, Think (2019). Ideas. http://www.readwritethink.org/files/resources/30847
_ideas.pdf
Spencer, L. (2012). How to Write a Great Resume and Cover Letter. retrieved from
https://www.youtube.com/watch?v=PAthQKLhBTs
Using English (2019). Emailing roleplays and brainstorming useful phrases
https://www.usingenglish.com/files/pdf/emailing-roleplays-2.pdf
Wordsworth Reading (2019). Images. http://www.wordsworthreading.co.uk/images
SELF-LEARNING KIT FOR READING AND WRITING SKILLS
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Answer Key
Context of Text Development
Pretest/Post Test
1. B
2. C
3. A
4. D
5. C
Critical Reading as Reasoning
Pre-test
1. D
2. B
3. D
4. D
5. D
Post Test
1. D
2. A
3. D
4. D
5. A
Formulating Evaluative Statements
Pre-test/Post Test
1. C
2. C
3. A
4. C
5. C
Activity 1: Speak Your Mind!
Answers may vary. The teacher will lead the students to the topic about assertions
and counterclaims through their answers in the activity.
Task 1: Be Watchful!
1. Preference
2. Fact
3. Convention
4. Fact
5. Opinion
6. Opinion
7. Preference
8. Fact
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9. Convention
10. Opinion
TASK 2: Objection Your Honor!
Answers may vary. The teacher may also give evaluative statements to the answers
presented by the students.
TASK 3: Mr. And Ms. Q and A with a Twist
Answers may vary. The students will be evaluated using the provided rubric.
TASK 4: Visit, Read and Evaluate
Each group’s answer may vary. The teacher may give feedback on the answer of
each group.
TASK 5:Let’s Create!
Answers may vary. The students will be evaluated using the provided rubric.
Task 6: Let’s Ponder!
Answers may vary. The students may answer about the importance of critical thinking
in reading and in everything that they do as a whole.
Post Test
1. B
2. C
3. C
4. C
5. C
Determining Textual Evidence
Pre-test
1.
2.
3.
4.
5.
B
B
D
C
D.
Exercise 1
I.
1. B
2. C
3. B
II.
1. A
2. B
3. D
4. D
4. A
5. C
6. B .
Exercise 2
1. A 2. A
3. A
4. B
5. B
6. A
7.C
8. C
9. B
10. C
Exercise 3
1. C
2. D
3. C
4. B
5. B
6. C
7. D
8. B
9. D
10. B
Post-test
1. D
2. B
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3. C
4. B
5. D
Purposeful Writing in the Discipline and for Professions
Pretest/Post Test
1. B
2. C
3. A
4. B
5. D
Purposeful Writing in the Disciplines
Book Review
Pre-test
1. A
2. D
3. D
4. A
5. A
Post Test
1. B
2. A
3. C
4. D
5. A
Article Critique
Pre-Test
1. A
2. A
3. B
4. C
5. D
Post Test
1. A
2. B
3. C
4. E
5. E
Literature Review
Pre-test/
1. C
2. B
3. A
4. C
5. A
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Post Test
1. D
2. C
3. D
4. A
5. C
Research Report
Pre-test
1. B
2. C
3. B
4. A
5. D
Post Test
1. B
2. D
3. D
4. A
5. A
Project Proposal
Pre-test
1. A
2. B
3. D
4. B
5. C
Post Test
1. D
2. A
3. C
4. B
5. C
Position Paper
Pre-test
1. D
2. D
3. A
4. C
5. D
Post Test
1. B
2. A
3. B
4. D
5. A
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Purposeful Writing for Professions
Preparing a Resume
Pre-test
1. D
2. B
3. A
4. D
5. C
Task 1. Video Communication
 Answers may vary
Task 2. Fill Me Out
 Answers may vary depending on the information of the student
Task 3. Think-Pair Share
Possible Answers:
 She has an unprofessional, cutesy email address.
 The Statement of Objective and Summary are unprofessional and not workplacerelevant. Photography might be a skill for her, but she has not emphasized how she
has used this skill professionally.
 Time availability should not be included on a resume.
 There are several typos (extra number on the contact detail, spelling of
conversation, September, and customer)
 She uses unprofessional wording (e.g., "awesome," "cool," "cute," "pics"), as well
as inappropriate clipart and exclamation points, which have no place in a resume.
 No date is listed for her high school diploma; there is no description of coursework
that might be relevant to the workplace.
 Her work history isn’t in order (jobs should be listed in reverse chronological order),
and she included a questionable volunteer experience (cupcake tester) under Work
Experience.
 Her descriptions of past job duties fail to emphasize skills gained (e.g., "flip burgers
and fill condiment containers"), and also reflect negatively on her customer service
skills (e.g., "deal with annoying customer requests").
 She includes information that doesn’t pertain to job skills (hobbies should only be
listed if they are highly related to the job for which one is applying).
Joe’s Good Moves:
 Based on his professionally stated objective, he listed skills that are relevant to his
chosen career field.
 He had no spelling errors or inappropriate/unprofessional wording.
 He arranged his work history in reverse chronological order.
 He described past job duties in a way that emphasizes his skills and leadership
qualities.
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Task 4. Find a Job
Name
Address
Kate Dela Cruz
90 Somewhere Ville Sala,
Cabuyao City, Laguna 4025
Email
Mobile Number
kate_dcruz97@email.com
0928- 09876543
Education
Shine Integrated School,
Calamba, Laguna (2010-2016)
Starbucks (2014-2015)
 Served coffee and cake to customers
 Operated the cash register
 Cleaned coffee machine
Volunteer English Tutor (2015-2016)
 Offered help to other students with their English homework
English Language Award
Most Consistent in Speaking English
Filipino, English
Jane Valdez, Manager of Starbucks,
Center Mall, Calamba City, Laguna
0995- 87654321
Work and
Volunteer
Experience
Achievements
Languages
Referees
Task 5. Creating My First Impression
Answers may vary
Rubrics for checking
Overall
Appearance
Excellent (4)
Very Good (3)
Satisfactory (2)
Typed
Resume covers
1 page and is not
overcrowded
Typed
Resume fills the
page but too
much white
space exists in
document
Typed
Resume almost
fills page but has
uneven spacing
and/or slightly too
much white space
Information is
mostly
organized in a
way that serves
the purpose of
the document
Information is
somewhat
organized in a way
that serves the
purpose of the
document
Information is
organized in a
way that serves
the purpose of
the document
Needs Impovement
(1)
Typed
Resume does not fill
the page
Information is not
organized in a way
that serves the
purpose of the
document
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Job Specific
Information
All action
phrases used to
describe duties
and skills
Information
demonstrates
ability to perform
the job
Professional
terminology used
when describing
skills
Resume
Content
Heading,
objective, skills,
experience, and
education
covered in detail
Extra information
given to enhance
resume
Spelling and
Grammar
Consistent,
appropriate
formatting
1-2 duties/skills
lack action
phrases
3-4 duties/skills
lack action
phrases
Information
indicated ability
to perform the
job
Some information
indicates ability to
perform the job
Information does not
clearly demonstrate
ability to perform the
job
Heading,
objective,
experience and
education covered
with little detail
Missing one of the
following: heading,
objective,
experience, or
education
Minimum extra
information given
to enhance
resume
No extra information
given to enhance
resume
3-4 spelling errors
5-6 spelling errors
3-4 grammar
errors
5-6 grammar errors
The document
contains
significant
inconsistencies in
formatting
Formatting is very
inconsistent
and margins are
inappropriate
Some
professional
terminology
used when
describing skills
Heading,
objective,
experience,
skills and
education
covered in some
detail
Extra
information
given to
enhance
resume
No spelling
errors
1-2 spelling
errors
No grammar
errors
All formatting is
consistent
throughout the
document
1-2 grammar
errors
Almost all
formatting is
consistent
throughout the
document
Balanced
margins with eye
appeal
Format highlights
strengths and
information
Appropriate fonts
and point size
used with
variety
5-6 duties/skills lack
action phrases
Balanced
margins
Format
highlights
strengths and
information
adequately
Balanced margins
Format highlights
strengths and
information
somewhat
Formatting choices
interfere with the
purpose of the
document
Appropriate
fonts and point
size used with
variety
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Let’s Reflect
1. Resume is important because it is used to make favorable impression on
prospective employees in considering an applicant for a job offer.
2. A well written resume is when you keep it relevant, concise and free from typos
and grammatical errors
Post-test
1. A
2. B
3. D
4. C
5. C
Writing Application Letters
Pre-test
1. B
2. D
3. D
4. C
5. A
Task 1. The World of Work (Interview Role Play Activity)
Answers may vary. The teacher may discuss the role play after.
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119
Task 2. Fix Me
2159 Road 2 Fabie Estate
Sta. Ana, Manila 1218
February 24, 2016
Mr. Chuck Rivera
Human Resource Manager
The Palace Pool Bar and Restaurant
Diego Silang St., AFPOVAI
Taguig City 2122
Dear Mr. Rivera:
I am writing to express my interest in the Managerial Position posted at Jobstreet.com
last February 12, 2016. As per the qualification posted in your advertisement, I
consider myself as one of the qualified applicant for the said position.
Aside from being a graduate of University of the Philippines, I also have five-year
industry experience in managing a local fast-food chain. I am applying in your good
office because I am seeking for a career growth which I believe your company can
provide.
My skills and experiences are included in the resume attached on this letter. Thank
you for taking time in processing my job application papers and I look forward to meet
you at your earliest convenience.
Sincerely,
(Signature)
Ruby Aguilar
Task 3. Be an Employer
 There are no contact details other than the address.
 The letter is not dated.
 The letter starts with Dear Sir and ends with Yours Faithfully.
 The letter does not identify where the advertisement was seen or what job
reference number is being referred to.
 There are spelling, grammar and punctuation errors.
 The emphasis is on how the job will help the individual; not how the individual can
help the organization.
 It is opinionated; i.e. ‘I think….’
 The last paragraph is telling the recipient when they will be contacted – this is too
pushy There is no ‘Thank you’ prior to signing off.
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
The letter ends without any reference to the applicant’s first name.
Task 4. Application Time
Answers may vary
Rubrics for checking
Tone and
Content
Excellent (4)
Very Good (3)
Satisfactory (2)
Letter is
enthusiastic and
encourages the
reader want to
learn more about
the applicant.
Letter is
enthusiastic but
does not
encourage the
reader to learn
more
OR
letter does not
add anything to
the information
already contained
in the resume
Letter is friendly but
a little boring
1-2 spelling,
grammar or
usage errors
Letter follows
almost all
standard
formatting for a
formal letter, but
there is one or
two small errors
such as where
the date or
signature is
placed.
3-4 spelling,
grammar or usage
errors
Letter follows
almost all standard
formatting for a
formal letter, but
student has made
one or two major
errors such as
leaving out the
address of the
employer or
choosing an
inappropriate
closing.
Letter contains
sentiment or
information not
included in the
resume.
Writing
Mechanics
Format
No spelling,
grammar or usage
errors
Letter follows all
standard
formatting for a
formal letter.
Needs Improvement
(1)
Letter is uninteresting
and/or unfriendly
5-6 spelling, grammar
or usage errors
Letter does not follow
standard formatting
for a formal letter
Task 5. 3,2,1 Review!
Answers may vary
Post-test
1. A
2. C
3. B
4. D
5. B
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Various Forms of Correspondence
Pre-test
1. B
2. B
3. C
4. D
5. A
Task 1. Contemplating Correspondence
1. People write letters:
• To apply for or resign from jobs.
• To express thanks.
• To communicate sympathy.
• To complain to or compliment a business.
• To share their opinions.
• To persuade or influence others.
• To inform people about events or services.
• To stay in contact with people.
• To apply for scholarships or college admission.
2. Letter writing may be superior to telephone calls when
• The message may be too hard to relay in person (e.g., sharing bad news,
admitting guilt, apologizing, offering condolences).
• When telephones are not available or convenient.
3. Answers will vary. While many students may feel that electronic messaging is the way
of the future, others may note that electronic messaging is not universally available.
Additionally, power outages, Internet access downtime, and cell phone coverage can
affect electronic messages. Letter writing requires few tools and is a reliable form of
communication under a variety of conditions. At times, letters are preferred for more formal
communications and as a more permanent record.
Task 2. Name Me
A. Salutation
B. Complimentary Close
C. Date
D. Body
E. Signature
F. Inside Address
Task 3. Fix Me
5-1-4-7-2-6-3
123 Bella Subdivision
Sala, Cabuyao, Laguna 4025
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March 30, 2018
Maribeth G. Herrero
Cabuyao Integrated National High School
Limcaoco Subdivision Poblacion Tres,
Cabuyao City, Laguna
Dear Ms. Herrero:
This year has been wonderful. I want to thank you for the positive things you
have done. I look forward to spending my remaining high school years here at
Cabuyao Integrated National High School.
Sincerely,
Kathryn Lustre
Task 4. Put it into Memo
Answers may vary
Task 5. Emailing Through Role Playing
Answers may vary
Post-test
1. A
2. D
3. B
4. C
5. C
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