Here are the key differences between the pairs of sentences: Pair 1: S1 uses an idiom - "raining cats and dogs" which is an informal way to say it is raining very heavily. S2 directly states it was raining very heavily in a more formal, literal way. Pair 2: S3 uses an active voice construction - "We believe..." which indicates the subject "we" has the belief. S4 uses a passive voice construction - "It is believed..." which removes the subject and makes the belief more generally attributed.

1. English for Academic
and Professional
Purposes
Quarter 1 – Module 1
Reading and Writing Academic Texts
Department of Education ● Republic of the Philippines
SENIOR HIGH SCHOOL

4. TABLE OF CONTENTS Page No.
What I Need To Know 1
What Should I Expect 1
Things to Remember To Get Through 2
Lesson 1- Academic Text Structures
What I Need To Know 3
What I Know 4
What's New 5
What Is It 6
What's More 8
What I Can Do 10
Post Assessment 12
What I Have Learned 14
Lesson 2 - Language Use In Academic Writing
What I Need To Know 15
What's In 15
What I Know 16
What's New 17
What Is It 17
What's More 20
What I Can Do 20
Post Assessment 21
What I Have Learned 23
Lesson 3 -Academic Reading Strategies
What I Need To Know 24
What's In 24
What I Know 25
What's New 26
What Is It 26

5. What's More 28
What I Have Learned 29
What I Can Do 29
Post Assessment 30
Lesson 4 - Various Techniques in Summarizing a Variety of Academic Texts
What I Need To Know 32
What I Know 32
What Is It 33
What's New 33
What's More 34
Post Assessment 45
What I Have Learned 48

7. TRUE OR FALSE
Directions: Write T if the statement is correct and F if it is wrong. Write your answer
in your notebook.
1. Formality in academic writing requires precision to make a legitimate piece of
writing.
2. Writing is a form of communication that is shaped by the following factors: topic,
role, and audience.
3. The use of personal pronouns such as I, you, and we is acceptable in academic
writing.
4. “How can these problems be solved?” is an example of a criticalquestion.
5. Because is an example of transitional device that expresses cause and effect.
6. An abstract is a summary of a novel.
7. The conclusion is the section that summarizes the main points of the essay.
8. A summary is a condensed form of a text which is usually half of the original
material.
9. To introduce a topic in an essay, the writer must be able to explain its details.
10. A research paper contains background of the study, body and recommendations.
WHAT I KNOW
Let’s Answer This!
LESSON 1
ACADEMIC TEXT STRUCTURES

9. Directions: Below are jumbled parts of a common research paper. Put them into the
correct order by using numbers to represent the sequence. Write your answer in your
notebook.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
WHAT'S NEW
Let’s Move On
Description of Methods used to Carry out the
Research
Reviewof PastResearchRelevanttothe Paper
The Abstract
The Reference List
Interpretation and Discussion of Results
Overview or Scope of Research
Recommendations
Presentation of the Results
Title of the Research Paper
Presentation of the Research Problem

10. What is an Academic Text?
Academic text is defined as critical, objective, specialized texts written by
experts or professionals in a given field using formal language. This means that
academic texts are based on facts with solid basis. Academic writing, therefore, is
generally quite formal, objective (impersonal) and technical. It is formal by avoiding
casual or conversational language, such as contractions or informal vocabulary. It is
impersonal and objective by avoiding direct reference to people or feelings, and
instead emphasizing objects, facts and ideas. It is technical by using vocabulary
specific to the discipline. To be a good academic writer, you will need to learn the
specific styles and structures for your discipline, as well as for each individual writing
task. Some examples of academic writing are as follow:
Literary Analysis: A literary analysis essay examines, evaluates, and makes
an argument about a literary work. As its name suggests, a literary analysis essay
goes beyond mere summarization. It requires careful close reading of one or multiple
texts and often focuses on a specific characteristic, theme, or motif.
Research Paper: A research paper uses outside information to support a thesis
or make an argument. Research papers are written in all disciplines and may be
evaluative, analytical, or critical in nature. Common research sources include data,
primary sources (e.g., historical records), and secondary sources (e.g., peer- reviewed
scholarly articles). Writing a research paper involves synthesizing this external
information with your own ideas.
Dissertation: A dissertation (or thesis) is a document submitted at the
conclusion of a Ph.D. program. The dissertation is a book-length summarization of the
doctoral candidate’s research.
Academic papers may be done as a part of a class, in a program of study, or for
publication in an academic journal or scholarly book of articles around a theme, by
different authors.
Structure is an important feature of academic writing. A well-structured text
enables the reader to follow the argument and navigate the text. In academic writing
a clear structure and a logical flow are imperative to a cohesive text. These are the
two common structures of academic texts that you need to learn which depends on
the type of assignment you are required: the three-part essay structure and the
IMRaD structure.
WHAT IS IT

11. The Three-Part Essay Structure
The three-part essay structure is a basic structure that consists of introduction,
body and conclusion. The introduction and the conclusion should be shorter than
the body of the text. For shorter essays, one or two paragraphs for each of these
sections can be appropriate. For longer texts or theses, they may be several pages
long.
Introduction. Its purpose is to clearly tell the reader the topic, purpose and structure
of the paper. As a rough guide, an introduction might be between 10 and 20 percent
of the length of the whole paper and has three main parts:
A. The most general information, such as background and/or definitions.
B. The core of the introduction, where you show the overall topic, purpose, your
point of view, hypotheses and/or research questions (depending on what
kind of paper it is).
C.The most specific information, describing the scope and structure of your
paper.
You should write your introduction after you know both your overall point of
view (if it is a persuasive paper) and the whole structure of your paper. You should
then revise the introduction when you have completed the main body.
The Body. It develops the question, “What is the topic about?”. It may elaborate
directly on the topic sentence by giving definitions, classifications, explanations,
contrasts, examples and evidence. This is considered as the heart of the essay
because it expounds the specific ideas for the readers to have a better understanding
of the topic. It usually is the largest part of the essay.
Conclusion. The conclusion is closely related to the introduction and is often
described as its ‘mirror image’. This means that if the introduction begins with general
information and ends with specific information, the conclusion moves in the opposite
direction. The conclusion usually begins by briefly summarizing the main scope or
structure of the paper, confirms the topic that was given in the introduction, ends with
a more general statement about how this topic relates to its context. This may take the
form of an evaluation of the importance of the topic, implications for future research or
a recommendation about theory or practice.
The IMRaD Structure
The sections of the IMRaD structure are Introduction, Methods, Results and
Discussion. The Introduction usually depicts the background of the topic and the
central focus of the study. The Methodology lets your readers know your data
collection methods, research instrument employed, sample size and so on. Results
and Discussion states the brief summary of the key findings or the results of your
study.

12. Directions: Read the Article written by Sharon Housley in 2012. Then, extract the
essential statements of the Introduction, Body and Conclusion. Write them in your
notebook. Follow the format below.
Impact of Technology on Politics
The continued growth of technology has had a significant impact on the political
ratings that candidates achieve. The article Impact of Technology on Politics attempts
to analyze how these two spheres of modern life, technology and politics, interrelate
and what the outcomes are of this interrelationship.
Political candidates use technology in many ways. Different communication
channels provided by the Internet have the power to influence the growth of different
individuals in their respective spheres. The likes of Twitter, Facebook, and YouTube
are powerful communication media platforms that can easily raise the ratings of
political candidates. Housley claims that whether we acknowledge it or not, technology
is a deciding factor in most political races. Through technology, politicians are able to
access funds, gain political pundits, and spend less on campaigning and pushing their
candidacy.
One of the ways in which technology influences politics is the financial side.
Raising funds to use for campaigning is an important factor for political candidates. It
comes with the need to create a vertical response to the whole country or target region.
This is a major hurdle experienced by political candidates. The Internet aided Howard
Dean to get donations that he required to gain access to a large part of the campaign
region. By broadcasting through technological marketing, candidates get suitable
donors to support different parts of their campaigns. Publicity on the Internet is a cheap
method, as they do not have to re-publish, unlike what is provided by the print media.
This is placed in various commonly-accessed links (Housley, Par. 1).
The Internet enables politicians to use podcasting. The act of podcasting can
make anyone a journalist. Through podcasting, politicians are able to portray a
journalistic stature, thereby ensuring that the information is considered credible. Self-
proclamation of politicians through pundits is easily spread through messages. It is,
however, difficult for politicians to guarantee the integrity of the information posted.
WHAT'S MORE
Let’s Practice!

13. The Internet can be accessed by anyone and podcasts can be posted by anyone. The
integrity of information is therefore difficult to preserve, hence, many potential
candidates may have to establish a verifiable connection with various achievements.
All in all, gaining political publicity through podcasts is a common but expensive
method to use, Housley admits. However, it is logical to assume that when correctly
utilized, this is an extremely powerful political tool that pays off completely.
According to Housley, the impact of technology is great on a given generation.
The young, educated, and affluent will relate to technological innovations. A proper
presentation will gain ratings for candidates. Using the most recent technology will
surely attract the youth. The older generation may not impact the raising of presidential
bids, especially if they are done through social media. The older generation uses the
Internet much less. The younger generation relates easily to these media platforms.
This differentiation is used by politicians to gain advantage in their political bids.
Politicians use technology to raise their bids among the youth, while traditional
methods are used for the older generation.
Another way to look at the matter is in relation to thinking about the Internet as
a tool for free advertising. It is no secret that presidential bids are the most expensive,
as they are run to cover the whole region. On the other hand, political videos easily
generate online rating gains, and such political Internet advertisement will reach the
target audience if launched properly. Individuals perform the needed publicity as each
person shares the video, and so on. The extra generated videos are not paid for, while
on social networks even the original posting is free.
It is clear that gaining political publicity through the use of technology has
become easier, especially since technological devices are so accessible and
widespread. The article analyzed is prudent in arranging technological tools into
separate groups that work as a effective means of communicating between a political
figure and the target audience. However, with the use of the Internet, any political
figure can become recognizable within just a few minutes. In only a few hours, public
opinion on a particular political figure is already formed within one of the social groups
of voters. Not just the good, but also a bad reputation can be formed in a blink of an
eye using modern technology. It often happens that the bad “gossip” spreads much
faster. With the huge impact that technology has on societies and public opinion in
particular, it is crucial to be cautious in the use of information about any political figure,
or you risk making a positive advertisement into a negative advertisement with just
one click.

14. STRUCTURE IMPACT OF TECHNOLOGY ON POLITICS
Introduction
Body
Conclusion
Let’s Do It!
Directions: Read carefully the article, “The Future Gender Equality”. Respond to the
article by writing an essay. Use the Three-part structure you have learned in the
lesson. Write your response to the article in your notebook.
WHAT I CAN DO

16. Let’s Answer This!
Multiple Choice
Directions: Choose the letter that best answers the given question. Write the letter of
your answer in your notebook.
1. Who are the target readers of an academic essay?
A. Parents, workers, teachers
B. Teachers, students, academic community
C. Students, out-of-school youth, government officials
D. None of the above
2. What are the purposes of doing an academic writing?
A. To settle, to negotiate and to inform
B. To defend, to challenge and to question
C. To inform, to persuade and to argue a specific point
D. To guess, to hypothesize and to make conclusions
3. Writing academic papers requires deliberate, thorough and careful thought.
Therefore, what should one do to achieve a well-crafted academic essay?
A. One must depend on his/her own opinions alone.
B. One must conduct a research on the topic at hand.
C. One must not consult the Internet for unsure sources.
D. One must depend highly on the Internet for easy information
access.
4. An academic essay must use appropriate vocabulary words but not too pretentious,
highfalutin words. Which among these words is the simplified version of the term,
"supercalifragilisticexpialidocious"?
A. beautiful; pretty
B. exquisite; one-of-a-kind
C. extraordinarily good; wonderful
D. hardworking; industrious
5. What are the three main parts of an essay?
A. The hook, the main idea and the conclusion.
B. The introduction, the body and the conclusion.
C. The topic sentence, the body and the conclusion.
D. None of the above
POST ASSESSMENT

17. 6. What is the purpose of the topic sentence?
A. To give coherence to the paragraph.
B. To help with the flow of sentences.
C. To help the reader understand what the paragraph will be about.
D. None of the above
7. What is 'academic writing'?
A. A technique to write balanced, accurate and professional
assignments
B. An old-fashioned way of writing.
C. How university professors write.
D. The writing you find in textbooks
8. Choose three words to describe academic writing:
A. Talented, stylish, inspiring
B. Precise, clear, objective
C. Decisive, divisive, derisive
D. Subjective, obscure, vague
9. What is true of the introductory paragraph?
A. ends with the thesis.
B. introduces the big idea of the essay
C. starts with a hook
D. all of these
10. What is the sequence of an essay?
A. Introduction, Body Paragraph, Body Paragraph, Conclusion
B. Body Paragraph, Introduction, Conclusion, Body Paragraph
C. Introduction, Body Paragraph, Conclusion, Body Paragraph
D. Conclusion, Introduction, Body Paragraph, Body Paragraph

19. Let’s Answer This!
Directions: Use the given subject and verb in constructing your own
sentence. Observe subject-verb agreement in your sentences. You
may add “s” or “es” to the verb. Write your answer in your
notebook.
SUBJECT VERB SENTENCE
United States Make
The students Excel
English language Help
The books Improve
The journey Enhance
The patient Cry
Mrs. Cruz Appeal
Filipino people Provide
A child Love
The lecturer Explain
LESSON 2
LANGUAGE USE IN ACADEMIC
WRITING
WHAT I KNOW

21. Spot the Difference!
Directions: What is the difference in the following pairs of sentences? Explain your
answer. Write your answer in your notebook.
Pair 1
Pair 2
S1: It was raining cats and dogs.
S2: It was raining very heavily.
S3: We believe the practice is unsustainable.
S4: It is believed the practice is unsustainable.
WHAT'S NEW
Let’s Move On!

22. What is an Academic Language?
Academic language represents the language demands of school (academics).
Academic language includes language used in textbooks, in classrooms, on tests, and in
each discipline. It is different in vocabulary and structure from the everyday spoken
English of social interactions. Each type of communication (both academic and social)
has its purpose, and neither is superior to the oth Academic writing is generally quite
formal, objective (impersonal) and technical as illustrated in the diagram below.
Formal
-avoid casual or
conversational such
as contractions and
informal vocabulary
Objective
-avoid personal or
direct reference to
people or feelings
Technical
-use vocabulary
specific to the
discipline
Academic
Language
It is formal by avoiding casual or conversational language, such as contractions
or informal vocabulary. It is impersonal and objective by avoiding direct reference to
people or feelings, and instead emphasizing objects, facts and ideas. It is technical by
using vocabulary specific to the discipline.

23. Furthermore, you can make your writing more formal, objective and technical
by following examples below.
Formal Objective Technical
Choose formal instead of
informal vocabulary. For
example, ‘somewhat’ is more
formal than ‘a bit’, ‘insufficient’
is more formal than ‘not
enough’.
Move information around in the
sentence to emphasize things
and ideas, instead of people
and feelings. For example,
instead of writing ‘I believe the
model is valid, based on these
findings’, write ‘These findings
indicate that the model is valid’.
You need to develop a large
vocabulary for the concepts
specific to the discipline or
specialization you’re writing
for. To do this, take note of
terminology used by your
lecturer and tutor, as well as in
your readings.
Avoid contractions. For
example, use ‘did not’ rather
than ‘didn’t’.
Avoid evaluative words that are
based on non-technical
judgments and feelings. For
example, use ‘valid’ or ‘did not
demonstrate’ instead of
‘amazing’ or ‘disappointment’.
Be careful about the meaning
of technical terms. Often the
same word has a different
meaning in another discipline.
For example, ‘discourse’ is a
technical term used in multiple
disciplines with different
meanings.
Avoid emotional language. For
example, instead of strong
words such as ‘wonderful’ or
‘terrible’, use more moderate
words such as ‘helpful’ or
‘problematic’.
Avoid intense or emotional
evaluative language. For
example, instead of writing
‘Parents who smoke are
obviously abusing their
children’,
write ‘Secondhand smoke has
some harmful effects on
children’s health’.
Use the key categories and
relationships in your discipline,
that is, the way information and
ideas are organized into
groups.
For example, in the discipline
of Law, law is separated into
two types: common law and
statute law.
Instead of using absolute
positives and negatives, such
as ‘proof’ or ‘wrong’, use more
cautious evaluations, such as
‘strong evidence’ or ‘less
convincing’.
Show caution about your views,
or to allow room for others to
disagree.
For example, instead of writing ‘I
think secondhand smoke
causes cancer’, write ‘There is
evidence to support the
possibility that secondhand
smoke increases the risk of
cancer’.
Knowing these distinctions will
help you structure your writing
and make it more technical
and analytical.
Find authoritative sources,
such as authors, researchers
and theorists in books or
articles, who support your
point of view, and refer to
them in your writing. For
example, instead of writing
‘Language is, in my view,
clearly something social’, write
‘As Halliday (1973) argues,
language is intrinsically social’.

24. Directions: What do you think is the most correct answer in the following instances.
Write your answer in your notebook.
1. Instead of the informal 'I have read', use ( I think, The essay has )
2. The phrase 'turn out to be' is informal. Instead, use: ( become , end up )
3. Instead of 'paid for', use ( given, funded )
4. ‘Job' is a little too informal. Instead write ( role, gig, )
5. Instead of ‘funny’ use ( laughable, ironic )
6. Instead of 'picked out', use( selected, taken )
7. Rather than “stand for” write ( be, represent )
8. The term 'music fans' is informal. Instead, use ( audience, goers )
9. As a substitute for 'killing', use ( assassination, political murder)
10. Instead of 'given off', use (created, done )
Sentence Construction
Directions: Transform the simple sentence into compound or complex sentences.
Write your answer in your notebook. The first one is done for you.
1.The exam is difficult. It is also exasperating.
Answer: The exam is difficult and exasperating.
2.Captain Lewis allowed his men to make important decisions in a democratic
manner. This democratic attitude fostered spirit of togetherness and commitment
on the part Louis’ fellow explorers.
3. He studied the biological and natural sciences. He learned how to categorize and
draw animals accurately.
4.Mark Twain is the author of Huckleberry Finn. Huckleberry Finn is a classic
American novel
WHAT'S MORE
Let’s Practice!
WHAT I CAN DO
Let’s Do It!

25. 5.My friend likes coffee. She likes tea. She doesn’t like milk.
6. John F. Kennedy was inaugurated into office in January of 1961. He was
assassinated in November of 1963.
7. Some students become nervous around computers. Other students seem to enjoy
new challenges.
8. Jae Hee comes from Korea. Kyung Eun comes from Korea. Jae Hyun comes from
Korea.
9. I am going to buy the skateboard. It is blue.It has red wheels. It has a picture of a
dragon on top.
10. My father is 45 years old. He plays football. He goes jogging. He does not play
tennis anymore. His wrist was broken. This happened two years ago.
Multiple Choice
Directions: Choose the word that best answers the given questions. Write the letter of
your answers in your notebook.
1. As long as you know your tutor, you don't need to use a formal style of writing. It's
good to be friendly.
A. Some tutors like you to be formal but some don't mind as long as you do
the work.
B. You only need to be formal in exams, not regular coursework.
C.It's good to be friendly but always use formal English when you write
assignments.
D. Formal English is too old-fashioned these days
2. Contractions are:
A. what happens when you have a baby
B. when someone says the opposite to you
C. when something is too narrow
D. a shortened form of a word
3. Which example is correct?
A. However, the main reasons are time, money and cost.
B. However the main reasons, are time, money, and, cost.
C. However, the main reasons are time money and cost.
D. However, the main reasons, are time money, and cost.
POST ASSESSMENT
Let’s Answer this!

26. 4. Which is correct?
A. They were effected badly by the incident
B. The incident effected them badly.
C. They were affected badly by the incident.
D. The affects of the incident were bad.
5. Choose the right one:
A. It's bowl's empty.
B. Its bowl's empty.
C. Its' bowls' empty.
D. It's bowls empty.
6. 'Information on the internet is 'free'. Anyone can use it without having to reference
it.'
A. True
B. False
C. It depends on how important the assignment is.
D. You only need to reference authors' work on the internet
7. What is an academic language...
A. is a set of vocabulary terms used in schools
B. comes as second nature to native speakers, but is difficult for ELLs to
acquire
C. is the linguistic register that students are expected to use in school subjects
D. All of the above
8. When do you use formal language?
A. In an academic essay.
B. When you talk to a friend.
C. When you write a text message.
D. In sending emails.
9. What does it mean to write academically?
A. To write in order to pass final exams
B. To write paper for scholars
C. To write using proper English language
D. To avoid copy pasting from the Internet
10. The term, "VERY OFTEN" may be improved using a more appropriate academic
word which is:
A. Frequently
B. Rarely
C. Seriously
D. Stubbornly

28. Formal language and informal language are associated with particular
choices of grammar and vocabulary.
Contractions, relative clauses without a relative pronoun and ellipsis are
more common in informal language.
So, in these sentences…
1. She has decided to accept the job.
2. She’s decided to accept the job.
Which one is acceptable in academic writing? Yes, it’s No. 2! You are Correct!
Why? She’s is informal. It is a contraction which is unacceptable in formal writing.
We now proceed to our new lesson…but first let us answer this Pretest!
LESSON 3
ACADEMIC READING STRATEGIES
WHAT'S IN
Let’s Recall!

29. Let’s Answer This!
Pretend that you are a research consultant. You have been assigned the task
of researching this assignment and then writing a report that includes a
recommendation for Brillantes based on your findings.
Directions: Read the paragraph below and answer the questions that follow. Write
your answer in your notebook.
As a research consultant with Padilla Estates Inc., you have been asked to find
sales and distribution site in Cavite area for Brillantes Electrical Components, 3450
Anonas Avenue, Santa Mesa, Manila. Brillantes seeks suitable office space, including
a reception area (where three office employees could work), one private office, and a
conference/display area. Brillantes also wants 3000 square feet of heated warehouse
space. It should be equipped with a sprinkler system and have 18-foot ceilings. If sales
are successful, Brillantes may need an additional 2000 square feet of warehouse
space in the future. Brillantes needs access to Ninoy Aquino International Airport;
moreover, it must be close to trucking terminals and main thoroughfares in an area
zoned for light industry. It also seeks an impressive-looking building with a modern
executive image. Brillantes wants to lease for at least two years with possible renewal.
It needs to make a decision within three weeks. If no space is available, it will delay
until next year.
1. Who is the audience for this report?
2. What does Brillantes Company need? Why does the company need it?
3. Would you rely on primary or secondary research? How would you gather data for
this report?
WHAT I KNOW

31. What are the Purposes of Reading?
People read different kinds of text (e.g., scholarly articles, textbooks, reviews)
for different reasons. Some purposes for reading might be
 to scan for specific information
 to skim to get an overview of the text
 to relate new content to existing knowledge
 to write something (often depends on a prompt)
 to critique an argument
 to learn something
 for general comprehension
So, it is important that you adjust your reading strategies to your purpose of
reading. Here’s how to do it.
 Establish your purpose for reading
 Speculate about the author’s purpose for writing
 Review what you already know and want to learn about the topic (see the
guides below)
 Preview the text to get an overview of its structure, looking at headings, figures,
tables, glossary, etc.
 Predict the contents of the text and pose questions about it. If the authors have
provided discussion questions, read them and write them on a note-taking
sheet.
 Note any discussion questions that have been provided (sometimes at the end
of the text)
 Annotate and mark (sparingly) sections of the text to easily recall important or
interesting ideas
 Check your predictions and find answers to posed questions
 Use headings and transition words to identify relationships in the text
 Create a vocabulary list of other unfamiliar words to define later
 Try to infer unfamiliar words’ meanings by identifying their relationship to the
main idea
 Connect the text to what you already know about the topic
 Take breaks (split the text into segments if necessary)
Before Reading
During Reading

32.  Summarize the text in your own words (note what you learned, impressions,
and reactions) in an outline, concept map, or matrix (for several texts)
 Talk to someone about the author’s ideas to check your comprehension
 Identify and reread difficult parts of the text
 Define words on your vocabulary list and practice using them
Is it clear now…how will you put it into practice?
What’s your Purpose for Reading?
Directions: Complete these tasks. Match your Purpose in Reading with your Activity.
Suppose your purpose is in the 1st Column. Fill in the activity that you will do to achieve
your purpose. The first one is done for you. Write your answer in your notebook.
PURPOSE ACTIVITY
Get an Overview of the Text I will look at headings, subheadings,
intro, abstract.
Search for a specific fact
Check what theory the author is using
Understand a concept
Analyze the steps in an argument
Compare ideas with what the author
says
You did a greatjob…☺☺☺
After Reading
WHAT'S MORE
Let’s Practice!

33. Reflection….today you are able to
 Use features of the text to help you read more effectively
 Adapt your reading activities to match your purpose.
 Find out which conditions and strategies help you study best.
Directions: Read the excerpt of an article critique. Answer the questions that follow.
Use the reading strategies you have learned from the previous discussion. Write your
answer in your notebook.
The No Child Left Behind Act of 2001 expects all students to achieve proficient
levels of knowledge in core subject areas. Teachers of English language learners
(ELL) face the added challenge of providing meaningful and accessible curricula while
integrating English language and literacy development. This research study addresses
ELL students’ low science achievement in the context of national standards and
accountability in the 2006-2007 school year.
Several studies have examined the influence of professional development
interventions on students’ science achievement. Research suggests that hands-on
and inquiry-based science lessons develop literacy as well as content knowledge.
Research also indicates that students’ science achievement is positively correlated
with the amount of teacher professional development. This study builds upon existing
research by using a quasi-experimental design to assess students’ science
achievement after the first-year implementation of a professional development
intervention that focused on science achievement, literacy, and math skills.
Specifically, the study addresses three research questions: (1) whether treatment
group students show gains in science achievement, (2) whether gaps in science
WHAT I HAVE LEARNED
Let’s Remember This!
WHAT I CAN DO
Let’s Do It!

34. achievement change for ELL and low-literacy (retained) students in the treatment
group, and (3) whether treatment group students perform differently compared with
non-treatment group students on a statewide mathematics test, particularly on the
measurement strand that is emphasized in the intervention.
1. Is there a statement of the Problem? Write it below?
2. What is the background information of the problem? State it below?
3. Is the educational significance of the problem discussed? What is it? Write it below.
4. What is your impression about this article? Use a concept map to illustrate your
answer.
Multiple Choice
Directions: Choose the best strategy to use in the following conditions. Write the letter
of your answer in your notebook.
1. Determine what you think will happen in the text.
A. Visualize
B. Predict
C. Connect
D. Clarify
2. Create mental images of the settings, characters, and events in the text.
A. Connect
B. Visualize
C. Clarify
D. Evaluate
3. Stop and ask yourself questions to see if the text makes sense.
A. Clarify
B. Evaluate
C. Question
D. Predict
POST ASSESSMENT
Let’s Answer This!

35. 4. Think about what you already know about the text. Find ways to relate the text to
yourself, other texts, and the world around you.
A. Predict
B. Visualize
C. Clarify
D. Connect
5. Think about the text as a whole and form opinions about what you read.
A. Evaluate
B. Question
C. Predict
D. Connect
6. Stopping when you are confused to reread or look up a word you don't know.
A. Connect
B. Clarify
C. Evaluate
D. Predict
7. When you give your opinion of a book or story, you are using the strategy.
A. Question
B. Evaluation
C. Summarize
D. Clarify
8. Making pictures in your mind as you read is an example of .
A. Predicting
B. Connecting
C. Visualization
D. Clarifying
9. Wondering about why a character acted in a certain why is using the
comprehension skill of .
A. Visualizing
B. B. Summarizing
C. Predicting
D. Questioning
10. "This story reminds me of something I heard on the news," is an example of which
strategy?
A. Visualizing
B. Connection
C. Clarifying
D. Summarizing

36. 1. When summarizing, we want to unimportant information.
A. Summarize
B. Highlight
C. Disregard
D. Include
2. The main idea is
A. All the information provided
B. The most important information
C. Nothing to worry about
D. Unimportant information
3. Basic Signal words are Who, What, When, Where, Why, How
A. True
B. False
4. The gives the reader an idea about what the paragraph is going to be about.
A. Concluding sentence
B. Summary
C. Topic sentence
D. Body
LESSON 4
VARIOUS TECHNIQUES IN
SUMMARIZING A VARIETY OF
ACADEMIC TEXTS
WHAT I NEED TO KNOW

38. What is Summarizing?
According to Buckley (2004), in her popular writing text Fit to Print, summarizing
is reducing text to one-third or one-quarter its original size, clearly articulating the
author’s meaning, and retaining main ideas.
According to Diane Hacker (2008), in A Canadian Writer’s Reference, explains
that summarizing involves stating a work’s thesis and main ideas “simply, briefly, and
accurately”.
From dictionaries, it is defined as taking a lot of information and creating a
condensed version that covers the main points; and to express the most important
facts or ideas about something or someone in a short and clear form.
From the definitions, take a look on the pool of words and phrases
reducing text
clearly articulating
thesis
main ideas
“simply, briefly, and accurately”.
condensed version
most important facts or ideas
short and clear form.
Various techniques in summarizing a variety of academic texts
1. Read the work first to understand the author’s intent. This is a crucial step
because an incomplete reading could lead to an inaccurate summary. Note: an
inaccurate summary is plagiarism!
2. One of the summarization techniques you can do is to present information
through facts, skills and concept in visual formats. You can provide the cause
and effects charts, time lines, and Venn diagrams, templates for outlines, use
flow charts or infographics.
3. To avoid difficulty, you need first to know the main points and the supporting
details. You can exclude any illustrations, examples or explanations.
4. You need to analyze the text to save time in thinking what you will do.

39. 5. Think what information you will put in your summary. Be sure to cover the main
points and arguments of the document.
6. One of the best things to do in auto summarizing is restating the words into
different one. You should avoid using the original words of the author instead;
use your own vocabulary but be sure to retain the information.
7. You will fully understand what the document is when you organize all ideas.
8. One of the things you can do is to write down all information in a coherent and
precise form. Keep in mind that a summary is a condensed version of the
original paper, so avoid making it long.
9. You can also decide to represent information through using dimensional
constructions in representing concepts, skills or facts.
10. Paraphrasing is one of the skills you can do in writing a summary. With it, do
not use the same words with the author.
With the tips above, you will no longer worry whenever you need to summarize
because it is your one stop solution to having a fantastic summary that offer nice
details to readers. Follow the tips and you will not make mistakes.
Here’s how you start writing your summary.
Example 1:
Japanese Rail Tunnel
Due to an increase in traffic between the various island which make up Japan,
and predictions of a continuing growth in train travel, a rail tunnel was built to connect
the islands of Honshu and Hokkaido. The Seikan Tunnel in Japan is today the longest
tunnel in the world, with a length of almost 54km. When the tunnel was opened in
1988, all existing trains went through it. However, newer Japanese bullet trains have
never used the tunnel because of the cost of extending the high speed line through it.
Consequently, the train journey from Tokyo to Sapporo still takes about ten hours. In
contrast, the journey by air takes only three and a half hours. This has combined with
the fall in the cost of flying, has meant that more people travel by plane than train and
the tunnel is not used as much as forecasters had predicted.
 Increase in traffic
 connect Islands (Honshu & Hokkaido )
 Predictions and continuing growth
 The longest rail tunnel
 opened 1988
 54km
 Opened in 1988

40.  Bullet trains
 Never used tunnel
 Fall in the cost of flying
 Not used as much as forecasters predicted
Example 2
The Sydney Opera House
The Sydney Opera House is one of the most famous architectural wonders of
the modern world. Instantly recognisable both for its roof shells and its impressive
location in Sydney harbour, it has become one of the best known images of
Australia.Situated close to Sydney Harbour Bridge, this large performing arts centre
was started in 1959 and completed in 1973. After a competition to choose the design,
the Danish architect Jorn Utzon was chosen. The Opera House includes five theatres,
five rehearsal studios, two main halls, four restaurants, six bars, and several
shops.The construction of the Opera House was fairly controversial as the final cost of
the building was much higher than predicted. It was expected to cost $7 milllion, but in
fact, the final cost was $102 million. This was due to difficult weather conditions,
problems with structural design, and changes to contract. The remarkable roof shells
were also difficult to construct. Furthermore, the construction too longer than planned.
Completion of the building was initially expected in four years, in 1963. Unfortunately,
because of the many problems and changes which were necessary in the design, the
building was not completed until ten years later, in 1973.It was inaugurated by Queen
Elizabeth 2 on 20th October 1973, and millions of people attended the ceremony. The
event was televised, and included a fireworks display and classical music
performance.
 Most famous architectural wonders of the modern world
 Recognisable both for its roof shells
 Location in Sydney harbour
 Performing arts centre
 Started in 1959 and completed in 1973
Summary
The longest railway tunnel in the world links the islands of Honshu &
Hokkaido. This 54km tunnel was inaugurated in 1988 to deal with the predicted
increase in rail traffic. However, the fall in the cost of flying and the fact that high
speed trains cannot use the tunnel have resulted in the tunnel being less widely
used than expected.

41.  Competition: the Danish architect Jorn Utzon
 Five theatres, five rehearsal studios, two main halls, four restaurants,
six bars, and several shops.
 Controversial: expected $7 milllion / the final cost $102
 Difficult weather conditions, problems with structural design, and
changes to contract.
 Inaugurated by Queen Elizabeth 2 on 20th
October 1973
Another 5 Easy Techniques in Summarizing Various Academic Texts
Technique 1: Somebody Wanted But So Then
“Somebody Wanted But So Then” is an excellent summarizing strategy for
stories. Each word represents a key question related to the story's essential elements:
 Somebody: Who is the story about?
 Wanted: What does the main charter want?
 But: Identify a problem that the main character encountered.
 So: How does the main character solve the problem?
 Then: Tell how the story ends.
Here is an example of this strategy in action:
 Somebody: Little Red Riding Hood
 Wanted: She wanted to take cookies to her sick grandmother.
 But: She encountered a wolf pretending to be her grandmother.
 So: She ran away, crying for help.
 Then: A woodsman heard her and saved her from the wolf.
Summary
The Sydney Opera house, has been described as ‘one of the wonders of
the modern world’, is located in Sydney Harbour, Australia. Designed by Danish
Architect, Jorn Utzo, this large performing art centre with numerous theatres,
restaurants and other facilities, took fourteen years to build at a cost of over
$100 million. The construction was seen as controversial as it was estimatedto
only cost $7 million but adverse weather, design difficulties and contractual
problems made expenses spiral out of control. It was inaugurated by Queen
Elizabeth II in 1973 at a ceremony televised to the world.
Adapted from Philpot, S & Curnick, L. 2011. Headway Academic Skills, Level 3. OUP

42. After answering the questions, combine the answers to form a summary:
Little Red Riding Hood wanted to take cookiesto her sick grandmother, but she
encountered a wolf. He got to her grandmother’s house first and pretended to be the
old woman. He was going to eat Little Red Riding Hood, but she realized what he was
doing and ran away, crying for help. A woodsman heard the girl’s cries and saved her
from the wolf.
Technique 2: SAAC Method
The SAAC method is another useful technique for summarizing any kind of text
(story, article, speech, etc). SAAC is an acronym for "State, Assign, Action, Complete."
Each word in the acronym refers to a specific element that should be included in the
summary.
 State: name of the article, book, or story
 Assign: the name of the author
 Action: what the author is doing (example: tells, explains)
 Complete: complete the sentence or summary with keywords and important
details
This method is particularly helpful for students who are learning the format of a
summary and need reminders to include the title and author's name. However, SAAC
does not include clear guidance about which details to include, which some students
might find tricky. If you use SAAC with your students, remind them of the types of
details that belong in a summary before instructing them to work independently.
Here is an example of SAAC in action:
 State: The Boy Who Cried Wolf
 Assign: Aesop (a Greek storyteller)
 Action: tells
 Complete: what happens when a shepherd boy repeatedly lies to the
villagers about seeing a wolf
Use the four SAAC cues to write out a summary of "The Boy Who Cried Wolf"
in complete sentences:
The Boy Who Cried Wolf, by Aesop (a Greek storyteller), tells what happens
when a shepherd boy repeatedly lies to the villagers about seeing a wolf. After a while,
they ignore his false cries. Then, when a wolf really does attack, they don’t come to
help him.
Technique 3: 5 W's, 1 H
The 5 W's, 1 H strategy relies on six crucial questions: who, what, when, where,
why, and how. These questions make it easy to identify the main character, the
important details, and the main idea.

43.  Who is the story about?
 What did they do?
 When did the action take place?
 Where did the story happen?
 Why did the main character do what he/she did?
 How did the main character do what he/she did?
Try this technique with a familiar fable such as "The Tortoise and the Hare."
 Who? The tortoise
 What? He raced a quick, boastful hare and won.
 When? When isn’t specified in this story, so it’s not important in this case.
 Where? An old country road
 Why? The tortoise was tired of hearing the hare boast about his speed.
 How? The tortoise kept up his slow but steady pace.
Then, use the answers to the 5 W's and 1 H to write a summary of in complete
sentences.
Tortoise got tired of listening to Hare boast about how fast he was, so he
challenged Hare to a race. Even though he was slower than Hare, Tortoise won by
keeping up his slow and steady pace when Hare stopped to take a nap.
Technique 4: First, Then, Finally
The "First Then Finally" technique helps students summarize events in
chronological order. The three words represent the beginning, main action, and
conclusion of a story, respectively:
 First. What happened first? Include the main character and main event/action.
 Then. What key details took place during the event/action?
 Finally. What were the results of the event/action?
Here is an example using "Goldilocks and the Three Bears."
First, Goldilocks entered the bears' home while they were gone. Then, she ate their
food, sat in their chairs, and slept in their beds. Finally, she woke up to find the bears
watching her, so she jumped up and ran away.
Technique 5: Give Me the Gist
When someone asks for "the gist" of a story, they want to know what the story
is about. In other words, they want a summary—not a retelling of every detail. To
introduce the gist method, explain that summarizing is just like giving a friend the gist
of a story, and have your students tell each other about their favorite books or movies
in 15 seconds or less. You can use the gist method as a fun, quick way to practice
summarizing on a regular basis.

44. ACTIVITY 1
Directions: Following the techniques above, summarize the texts by completing the
sample graphic organizer below. Write your summary in your notebook.
Essay 1: Importance of Education
Education is a process that involves the transfer of knowledge, habits and skills
from one generation to another through teaching, research and training. It can be in a
formal or informal setting. Formal education involves institutionalized learning based
on a curriculum. In today’s society, education and learning play an indispensable role
in shaping the lives of individuals and the society at large. The most effective way of
boosting economic growth, reducing poverty and improving people’s health is by
investing in education.
Human labor is essential for economic growth. A highly educated labor force
further stimulates economic growth. Additionally, a highly educated labor force can
easily adapt to new working environments and conditions. In view of that, it is evident
that education serves as the driving force for innovation of new products and services.
Educated workers exchange ideas in the work place and come up with new ideas that
help in the growth of the economy.
Education reduces poverty in a number of ways. One way is by creating
employment opportunities for educated people. Through employment, one is able to
afford a decent living. Education helps to increase economic security, create income
opportunities and improve livelihoods of the economically disadvantaged by providing
sustainable environmental management mechanisms. Education further alleviates poverty
through skills acquired in the learning process. Skills such as carpentry, plumbing and
masonry are relevant in non-formal economies. One can acquire these skills through
technical and vocational training.
Educated people are health conscious and live longer than their counterparts
because they engage in healthy habits such as eating a balanced diet, exercising
regularly and going for medical check ups. By investing in education, one will also be
investing in their health. Education serves to create room for technological
advancements in the field of medicine and agriculture. Advanced technology used for
conducting surgery has replaced traditional methods. This has seen an improvement
in people’s general health and an increased life expectancy. Most developing
countries have a low life expectancy compared to developed countries. This can be
attributed to high illiteracy levels present in developing countries. This translates to
poor health and poor eating habits.
In conclusion, education is the only means of alleviating poverty, improving
people’s health and increasing economic growth. Improving literacy levels in
marginalized societies will go a long way in improving human living standard

45. Essay 2: Why is Education Important in Our Society?
Introduction
Education is more than just learning from books, and it is a shame that a lot of
schools do not see that it is more than just a curriculum and school score. A good
education can teach a child how to learn so that the child may take up independent
learning as an adult. Education may also teach a child how to reason so that a child
does not grow up to be ignorant.
Persuasive point 1:
The biggest selling point for education in our society is the fact that it helps
people learn “how” to learn. It is not about the knowledge they accumulate, it is the
way a child is taught how to “learn” things. A child may come away from school not
knowing a lot of the course, but if that child has been taught how to learn, then that
child may become an adult that learns everything he or she needs in life. Otherwise,
that child may grow up to be a person that cannot see the obvious because he or she
cannot reason and consciously learn new things.
Paragraph 1
main idea:
details:
paragraph 2
•main idea:
•details:
paragraph 3
•main idea:
•details:
paragraph 4
•main idea:
•details:
paragraph 5
•main idea:
•details:

46. Persuasive point 2
Education teaches people how to reason, and if they are taught how to reason
well, then they help subdue their own thoughts of ignorance. For example, there are
lots of posts and websites on the Internet about childhood vaccinations and how
dangerous they are. Ignorant people than never learned how to reason will look at
them, believe them and support them. If a person is taught how to reason then he or
she will know how to recognize empirical evidence.
Persuasive point 3
That person would look at all the people in the US that have had childhood
injections (most of them) and then look at all the people with autism. They would
reason that if childhood vaccinations caused autism then most of the people in the US
would have autism. If a person is taught how to reason then that person may see how
people that smoke seem more likely to develop emphysema than people that do not
smoke. They would then reason there is a link between smoking and emphysema.
This sort of reasoning can be taught in schools, and if children are not taught it then
they walk around risking their children’s lives by not vaccinating them, and walk around
smoking because their daddy smoked for years and it never hurt him.
Persuasive point 4
Conclusion
If education is not seen as important, then one day it will just be all about school
scores and hitting the factors of a curriculum. There will be a day when children start
to hate learning because school put them off it for life (this already happens in some
cases). Plus, without education teaching people how to reason things out and teaching
them how to separate what is fact from what is faulty evidence, then our society will
become more and more ignorant until a smarter country simply marches over and
takes our country from under out ignorant noses.

47. ACTIVITY 2
Directions. From the essay #2, complete this organizer with persuasive points for
each of the paragraphs following the thesis statement below. Write your answer in
your notebook following the format below.
Thesis statement: I will show you the two best reasons why education is important in
our society.
ACTIVITY 3
Directions: After identifying the persuasive points, in your notebook, write a summary
of the text.

49. Directions: Simple recall: For numbers 1 and 2, write the letter of the correct answer in
your notebook.
1. Which of the following statements in SUMMARIZING is false?
A. The Summary is what the passage is mostly about.
B. The Summary is what all or most of the sentences or paragraphs are about.
C. The Summary is usually found in more than just one sentence of the passage.
D. The Summary is one isolated thought in a passage.
2. Which of the following statements in SUMMARIZING is true?
A. The Summary is a thought that is true but is not in the passage.
B. The Summary is what the passage is mostly about.
C. The Summary is specific, detailed information contained in the passage.
D. The Summary is always found in the first sentence of the passage.
Choose the letter that presents the best summary in each of the following
paragraphs:
3. When some people think about Texas, they think of cowboys on the open range-
herding cattle up a dusty trail. However, Texas has much more than open prairie with
large herds of cows. There are the mountains of West Texas, the piney hills of east
Texas, and the emerald waters off the coast of Padre Island. Texas also has large
coastal harbors with numerous sailboats, powerboats, inland lakes, rivers, swamps of
southeast Texas with alligators and other exotic wildlife.
A. There are a lot of cows in Texas.
B. There are many different, varied parts of Texas.
C. Texas is one of the biggest states in the United States.
D. There are alligators in the swampland of southeast Texas.
4. Tomorrow is Jill's birthday. She is excited because she gets to pick where she will
eat dinner. Will it be Mexican food at the Big Enchilada House? Or will it be fried
chicken at the Chicken Shack, or a big cheeseburger at Al's Hamburger Palace. She
just couldn't decide. Then there was always the Pizza Shop with that great pepperoni
pizza. How would she ever decide? Maybe she would just flip a coin.
A. Jill has many restaurants to choose from for her birthday.
B. Jill loves Mexican food.
C. The Pizza Shop has the best pizza in town.
D. Jill will choose a place by flipping a coin.
POST ASSESSMENT

50. 5. It started when they got to the bears. Peter felt tired and his stomach hurt. He
dragged himself over to see the elephants, which were eating from a stack of hay.
Normally, the elephants were his favorite. Without much interest, Peter followed his
classmates to the camels, which were busy swatting flies with their tails. Peter knew
he should be having fun at the zoo, but he just felt terrible and all he wanted to do was
lie down and rest. Even the lions and tigers did not interest him now.
A. Peter's favorite animals were the elephants.
B. The camels were swatting flies with their tails.
C. It was really hot at the zoo.
D. Peter didn't enjoy the zoo because he felt really bad.
6. For the walls, Jenny thought she would use a bright yellow paint. She would pick a
border that had mostly bright red and green colors, and maybe a little bit of blue. She
already had found some curtains that were sky blue with streaks of red, blue and yellow
that she thought would go great with the walls. And finally, she had picked a carpet
that was mostly blue with specks of red and yellow. Jenny couldn't wait till she was
done decorating her room. It was really going to look awesome.
A. Jenny likes bright colors.
B. Jenny was going to paint her room.
C. Jenny was picking out colors and materials to decorate her room.
D. Yellow is a good color to paint your walls.
7. Right now, Jason was playing right field. He really wanted to play third base. Earlier
this year, coach had put him in left field and second base in a game, but never at third
base. Once in practice, coach let him play third base, but he kept missing ground balls.
When he did stop one, he made a bad throw to first base. Maybe if he kept practicing,
Jason would be good enough to play third base. That was his dream.
A. Jason really wanted to play third base.
B. Jason was the best player on his team.
C. Jason had trouble catching ground balls.
D. Jason was too lazy to practice.
8. San Francisco is located on the coast of California in an area often called the Bay
Area. The weather is generally very mild, seldom getting really cold or really hot. Its
mild climate is one reason many people live there. It seldom snows in San Francisco
and generally does not get below freezing during the winter. Even in the middle of
summer, temperatures may be in the mid-80s with a cool breeze from the bay keeping
the weather very comfortable.
A. San Francisco has many neat things to do.
B. It seldom snows in California.
C. Many people choose to live in California.
D. The weather in San Francisco is generally very mild.

51. 9.Julie watched the ants as they carried small crumbs down the trail to the anthill. She
thinks ants are very hard working and industrious little creatures. They always seemed
busy, and you never saw an ant just laying around doing nothing. They were carrying
food, building tunnels, or defending the anthill. One thing you could say about ants is
that they sure aren't lazy.
A. Ants carry many things.
B. Some ants may bite you.
C. Ants are hard workers.
D. Some ants help take care of the queen.
10. The first book Chris read in fifth grade was about a lost kitten. Then he read a book
about a family of bears, and then he read about a wild kangaroo in Australia. It seems
every book Chris reads about animals. Last week he found a good book about snakes
and reptiles, and another book about elephants. Today Chris went to the library, and
he checked out a book about dolphins, whales and other animals that live in the sea.
A. Chris likes kangaroos.
B. Chris is in the fifth grade.
C. Chris reads a lot of books about animals.
D. Dolphins and whales live in the sea.

54. ANSWER KEY