W1
Learning Area
Quarter
English
Fourth Quarter
I. LESSON TITLE
II. MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT
Grade Level
Date
7
Using Graphic Organizers in Academic Writing
MELC 22. Distinguish features of academic writing
Enabling Competencies:
 Organize information about a chosen subject using a graphic organizer
 Organize information about a chosen subject using a one-step outline
Academic Writing
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 35 minutes)
Have you ever felt overwhelmed when the teacher asks you to write an essay
on your chosen topic? You wanted to write, but you did not know where to
start? You might be asking yourself:
 What will be the topic of my essay?
 What sources will be relevant to my topic?
 How will I develop and organize my essay?
This lesson will inform you about academic writing, which is often used in school
to complete a writing task for a specific subject. In higher levels, it is used as a
requirement for a track or a course. Some examples of this are essays and
research papers. This lesson will also guide you on how to use graphic
organizers in academic writing.
A. FEATURES
As a writer, you need to remember that academic writing uses words which are formal and objective.
1.
Formal
It is important to be formal in writing an essay, which means your tone should not sound casual or conversational.
To make your writing more formal, try to:
a.
avoid using colloquial, idiomatic, or slang
Once the research is
completed, the
information will be topnotch.
b. use full words instead of contractions
The information gathered
is expected to be highly
valuable for future
researchers.
can’t
can not
don’t
do not
they’ve
they have
it’s
it is
we’ll
we will
A contraction is when two words are combined
into one. Use it only when you are using a direct
quote from someone.
Some people will find colloquial language (ex: topnotch) difficult to understand which can lead to
misinterpretation. Instead, find a formal equivalent of
the word or just drop/remove it.
2.
Objective
In general, academic writing is based on facts and evidence and is not affected by personal emotions. Therefore, to
make your essay or research paper convincing, you must use an unbiased style of writing.
To maintain an objective tone in your writing, avoid the following:
a.
personal statement and judgement
I performed an
experiment.
I believe that fast food
contributes to obesity.
The experiment was
performed.
In this paper, the effects of
fast food consumption on
obesity were presented in
various studies.
In writing a research report, for you to avoid
personal pronoun like 'I', use the passive voice.
Avoid phrases like "I believe", "I think", or “I feel”
because it may indicate bias.
b. emotional language
It is unfortunate that
many Filipinos do not
have work these days.
Based on the Philippine
Statistics Authority
(PSA) data, about half
or 48.2% of
unemployed Filipinos
are from ages 18-24.
Instead of emotional language, include facts or
evidence to prove your point.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
B.
ORGANIZATION
The structure of academic writing is similar to that of a simple
paragraph, with an introduction, body, and conclusion. These
three parts will be used in writing a short paragraph, an essay,
or a full-length report or research paper.
The hamburger is an example of a graphic organizer in writing
a paragraph or an essay. It allows you to see facts, concepts,
or ideas in a visual format. Like an essay, it has several layers –
the top bun, the filling, and the bottom bun.
Other graphic organizers that you can use in organizing your
ideas are Venn diagram, T-chart, concept map, sequence
chart, and main idea web.
When there are so many ideas about a topic for a report that
you do not know where to begin, the best thing to do is to
organize your ideas through an outline. It is also a graphic
organizer which helps you to identify the main ideas and
highlight the important facts.
When you make an outline, you can use the following format:
Here is an example of an outline on an informative essay on causes and effects of energy crisis:
What are the causes and effects of the energy crisis? Some of the
causes are increased use of energy, waste of energy, growing population,
and the shortage of the common fuels like coal, oil, and natural gas.
There is an increased use of energy because of more electrical
appliances used in homes. The need for more appliances also creates a
need for more electrical energy to make these appliances. Another
reason for the increased use of energy is the need for more transportation.
There is a waste of energy because people are careless and
leave their lights and appliances on. There are, today, also more instanton appliances for the convenience of users.
The growing population creates a demand for more energy as
more people use lights and other things that require fuel.
The most common fuels like coal, oil, and natural gas are used up
rapidly and cannot be replaced immediately for it takes time to build
these fuels.
As a result of the energy crisis, there are power shortages and
increase of prices.
As a student, it is important that you know how to distinguish the features of academic writing from other types of writing.
Keep in mind that using language that are formal and objective will present your ideas in a convincing and professional
manner. Finally, using a graphic organizer like an outline will help you plan and organize your thoughts before writing.
D. Development (Time Frame: 1 hour and 30 minutes)
Learning Task 1:
A. Identify and copy the words/phrases you would use to describe academic writing.
Biased language
Conversational
Creative
Formal
Impersonal
Informal
Objective
Organized
Personal
Unbiased language
B. Copy the table on your paper. Then, find the informal words and their formal equivalents below. The first one is done
for you as your guide.
a lot of
cheap
children
don’t
do not
inexpensive internet
kids
net many
Informal
a lot of
Formal
many
Learning Task 2: Organize the following words/phrases into an outline. The main topics are provided for you as your guide.
bar graph
educational texts
letters
line graph
poems
pie chart
short stories
Venn diagram
Types of Texts
I. Linear texts
A. ____________________
B. ____________________
C. ____________________
D. ____________________
II. Non-linear texts
A. ____________________
B. ____________________
C. ____________________
D. ____________________
Learning Task 3: Read an excerpt of an informative essay that presents an environmental problem that we must address
with urgency because it affects the whole planet. After reading the text, copy the graphic organizer below in your paper
and supply the missing items.
Global warming is one of the major
environmental issues facing the world today. It
refers to the dramatic increase in the annual
average global surface temperature of the
earth. Many scientists predict that this rapid
change in temperature will most likely bring
changes to our climate. The rainfall distribution
will change and the frequency of severe
weather events like typhoons will increase. Our
weather patterns will undergo a profound
change. It will also cause sea levels to rise and
low-lying coastal areas to experience heavy
floods. It is also predicted to affect the crops
we grow and may even lead to decrease in
crop production.
E. Engagement (Time Frame: 1 hour and 30 minutes)
Learning Task 4:
1. For your final task, you will create an outline. First, choose one (1) from the topics listed below:
A. Date of Birth Events
B. Hometown
C. Your Interest
 events which took place on
 information about your
 information about your
the day you were born
hometown or birthplace
chosen topic
Example Outline:
I. International Events
II. National Events
III. Local Events
Example Outline:
I. History
II. Geography
A. Cities
B. Municipalities
III. Culture
A. Delicacies
B. Festivals
C. Tourist Spots
I.
Example 1:
Topic: Plastic
I. Advantages
II. Disadvantages
Example 2:
Topic: Space Exploration
I. Positive Effects
II. Negative Effects
IV. LEARNING PHASES AND LEARNING ACTIVITIES
2. Find out the various details about your chosen topic.
3. Interview your parent, grandparent, another close relative, or a friend to gather information.
4. If internet is available, you can search for information to find out more about your topic. Then, create an outline like
the examples provided. You can change the parts, add or remove main topics, subtopics, or details depending on
the information you have gathered.
5. Remember to follow the format in creating an outline and use the rubric below as your guide:
Rubric for Rating
Criteria
5
4 3 2 1
Format (correct and appropriate)
Accuracy (use of facts or evidence)
Organization (arrangement of information)
Mechanics (spelling and grammar)
A. Assimilation (Time Frame: 10 minutes)
This lesson emphasized that Academic writing in
English has a distinct style: it is formal and objective.
These features presented in the graphic organizer
make it possible to express ideas in a clear,
convincing, and professional manner. In addition, the
lesson discussed how you can utilize graphic
organizers in organizing your ideas or the information
you have gathered in a visual format.
Ponder on this and write your answers on
your paper:


How will your knowledge in academic writing
help you as a student?
How do you think you will use it in the future
(college, job, or business)?
V. ASSESSMENT (Time Frame: 10 minutes)
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)
Instructions: Decide whether each statement is TRUE or FALSE.
1. Academic writing uses words which are formal and objective.
2. Idioms and slangs are acceptable in academic writing.
3. Instead of the words “is not”, I will use “isn’t” in academic writing.
4. I can use the phrase “a piece of cake” in academic writing.
5. The structure of academic writing consists of an introduction, body, and conclusion.
VI. REFLECTION (Time Frame: 5 minutes)

Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
 - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task
Number 1
Number 2
VII. REFERENCES
Prepared by:
LP
Learning Task
Number 3
Number 4
LP
Learning Task
Number 5
Number 6
LP
Learning Task
Number 7
Number 8
LP
Alabastro, Susana T., and Teresa G. Panelo. Bridges to Better Communication. Marikina City: J.C.
Palabay Enterprises, Inc., 2006.
Alcober, Edna M., Carlos A. Cortez, Linda D. Reyes, and Lourdes M. Ribo. English Arts I Textbook
for First Year. Quezon City: JTW Corporation, 2000.
Department of Education. English Grade 7 Learner's Material. Philippines: FEP Printing Corp, 2017.
Tesalonica C. Abesamis
Teacher III, Luis Palad Integrated High School
Checked by:
Maria Madel C. Rubia
Luzviminda Cynthia Richelle F. Quintero
Rempson P. Sumilang